Elementary LANGUAGE ARTS - Amazon Web Services · play·book – noun 1. (in Elizabethan drama) the...
Transcript of Elementary LANGUAGE ARTS - Amazon Web Services · play·book – noun 1. (in Elizabethan drama) the...
Revised July 2016
LAWTON PUBLIC SCHOOLS
Elementary
LANGUAGE ARTS District Essential Map
play·book – noun
1. (in Elizabethan drama) the script of a play, used by the actors as an acting
text.
2. a book containing the scripts of one or more plays.
3. Football. a notebook containing descriptions of all the plays and strategies
used by a team, often accompanied by diagrams, issued to players for them to
study and memorize before the season begins.
4. Informal. any plan or set of strategies, as for outlining a campaign.
Table of Contents
Playbook Definition 2
Forward Progress 3-4
Scott Foresman Reading Street 5-7
Personal Trainer 8
Larry Bell’s Power Words 9
Socratic Questions 10
Bloom’s Taxonomy 11
Question Mark 12
Marzana & MAX Teaching 13
Writing Information 14-23
Pre-Kindergarten Pacing Guide, Lit. First, etc. 24-42
Kindergarten Pacing Guide, Lit. First, etc. 43-74
T1/First Pacing Guide, Lit. First, etc. 75-105
Second Grade Pacing Guide, Lit. First, etc. 106-135
Third Grade Pacing Guide, Blueprints, etc. 136-169
Fourth Grade Pacing Guide, Blueprints, etc. 170-199
Fifth Grade Pacing Guide, Blueprints, etc. 200-231
Forward
Progress
Oklahoma Academic Standards
For more information visit the following
websites:
OAS:
http://sde.ok.gov/sde/oklahoma-academic-
standards
Forward Progress
Oklahoma State Department of Education
http://ok.gov/sde/test-support-teachers-and-administrators#OCCT-Test-
Item-specs - Test and Item Specification Documents http://ok.gov/sde/building-academic-vocabulary - Building Academic
Vocabulary
Science:
http://www.nsta.org/about/standardsupdate.aspx
Pebble Go: https://pebblego.com/login/
Pebble Go Next: https://www.pebblegonext.com/
Discovery Education: http://www.discoveryeducation.com/
Social Studies: http://www.socialstudies.org/commonstandards
Pebble Go: https://pebblego.com/login/
Pebble Go Next: https://www.pebblegonext.com/
Discovery Education: http://www.discoveryeducation.com/
Resources:
PARCC: http://www.parcconline.org/about-parcc Mrs. Waltke's Literacy Page: http://classroom.jc-schools.net/waltkek/ http://www.readwritethink.org
http://www.maxteaching.com Literacy First: refer to your guides and handbooks received at training
Reading Plus: https://www.readingplus.com/ Florida Center: http://www.fcrr.org/ Engage: http://engage.ok.gov/
Smart Exchange: http://exchange.smarttech.com/#tab=0 Writing with Design: http://www.writingwithdesign.com/
Corwin: https://us.corwin.com/en-us/nam
Heinemann: http://www.heinemann.com/
Scott Foresman Reading Street
Online Access Information
Using the following instruction, you may set up online access to the Online Leveled Reading Data Base, teacher
editions and student books. Pearson SuccessNet is a powerful web application that provides resources for teachers.
When using Pearson SuccessNet, be sure to turn off your pop-up blocker program. SuccessNet uses pop-ups, so your computer must allow them. Turn off Pop-Up Blocker from the Tools Menu in your browser. Registering: First time users
1. Go to www.pearsonsuccessnet.com
2. From the Welcome screen, click Register
3. Enter access code SFRDLR06NTEN00T (leveled reader data base) 06 and 00 are numbers and case sensitive
An access code unlocks the products that are licensed to your school. Once you register this code you may add
additional codes for teacher editions.
4. Click Next. 5. On the Enter Profile screen, enter in your school’s Zip Code. 6. From the Select School or Building list, click your school or building name, if your school is not listed,
type the first two or three digits of the Zip Code. DO NOT SELECT A SCHOOL UNLESS IT IS THE CORRECT ONE
7. Complete the following:
Title – select your title.
First Name – type your first name Last Name – type your last name
Teacher ID – Optional if you have one Username – type your username. (Create your own) Password – type your password (something you will remember)
Your password is case sensitive and must contain six or more numbers and/or letters with no punctuation or spaces.
Confirm Password – type your password a second time. Password hint – type a hint that will help you remember your password. Security Question – select a security question.
Your Answer – type the answer to your security question. Email address – type your school email address
Confirm Email address – type your email address a second time After your registration is complete, you may confirm your registration or log in.
SuccessNet confirms that the selected school is licensed to the products associated with your access code. Your
registration is complete when there is a match between the school’s license and the access code and all required information is entered.
You must confirm that your registration information is correct.
If you are already a Pearson Successnet user you may add products to your account by following the
direction below:
1. From the home page select My account. 2. Click Manage products 3. Click Add new products
4. Enter the product access code (codes listed below) 5. Click Check code
You will need to restart your account after new products are added.
Logging in:
1. Go to: www.pearsonsuccessnet.com 2. Type your username and password 3. Click on Log in - your home page will appear with products that were added.
The following codes contain products that can be added to your account.
Kindergarten
Resource Code
Reading Online Teacher Edition 2008 Gk SFRDTR08NTEN0kB
Reading Online Student Edition 2008 Gk SFRDSR08NTEN0kB
Reading Success Tracker 2008 Gk SFRDST08NTEN0kT
Reading Leveled Readers 2006 Bundle SFRDLR06NTEN00T
Science Leveled Readers SFSCLR06NTEN00T
Social Studies Leveled Readers SFSSLR06NTEN00T
1st Grade
Resource Code
Reading Online Teacher Edition 2008 G1 SFRDTR08NTEN01B
Reading Online Student Edition 2008 G1 SFRDSR08NTEN01B
Reading Success Tracker 2008 G1 SFRDST08NTEN01T
Reading Leveled Readers 2006 Bundle SFRDLR06NTEN00T
Science Leveled Readers SFSCLR06NTEN00T
Social Studies Leveled Readers SFSSLR06NTEN00T
2nd Grade
Resource Code
Reading Online Teacher Edition 2008 G2 SFRDTR08NTEN02B
Reading Online Student Edition 2008 G2 SFRDSR08NTEN02B
Reading Success Tracker 2008 G2 SFRDST08NTEN02T
Reading Leveled Readers 2006 Bundle SFRDLR06NTEN00T
Science Leveled Readers SFSCLR06NTEN00T
Social Studies Leveled Readers SFSSLR06NTEN00T
3rd Grade
Resource Code
Reading Online Teacher Edition 2008 G3 SFRDTR08NTEN03B
Reading Online Student Edition 2008 G3 SFRDSR08NTEN03B
Reading Success Tracker 2008 G3 SFRDST08NTEN03T
Reading Leveled Readers 2006 Bundle SFRDLR06NTEN00T
Science Leveled Readers SFSCLR06NTEN00T
Social Studies Leveled Readers SFSSLR06NTEN00T
4th Grade
Resource Code
Reading Online Teacher Edition 2008 G4 SFRDTR08NTEN04B
Reading Online Student Edition 2008 G4 SFRDSR08NTEN04B
Reading Success Tracker 2008 G4 SFRDST08NTEN04T
Reading Leveled Readers 2006 Bundle SFRDLR06NTEN00T
Science Leveled Readers SFSCLR06NTEN00T
Social Studies Leveled Readers SFSSLR06NTEN00T
5th Grade
Resource Code
Reading Online Teacher Edition 2008 G5 SFRDTR08NTEN05B
Reading Online Student Edition 2008 G5 SFRDSR08NTEN05B
Reading Success Tracker 2008 G5 SFRDST08NTEN05T
Reading Leveled Readers 2006 Bundle SFRDLR06NTEN00T
Science Leveled Readers SFSCLR06NTEN00T
Social Studies Leveled Readers SFSSLR06NTEN00T
Personal Trainer
With the new Teacher and Leader Evaluation (TLE) going into effect, the following
are some suggestions to help you achieve your best on two of the dimensions: Oklahoma Academic Standards & Professional Growth and Continuous Improvement.
Dimension 8 – Instructional Effectiveness: Teacher understands and optimizes the delivery focus of the Oklahoma Academic Standards and the expectations derived from same on student learning and achievement.
To receive a 4 (Highly Effective) – Teacher has participated in available learning opportunities to assure
a strong foundation of understanding the conversion process from PASS to OAS and regularly and routinely uses alternate instructional strategies and modified content focus aligned with OAS.
Dimension 17 – Professional Growth and Continuous Improvement: Uses Professional Growth as a Continuous Improvement Strategy
To receive a 4 (Highly Effective) – Teacher participates in the required hours of professional
development and seeks additional training to update their content knowledge and professional practices beyond what is required.
For a full description of the TLE and all the dimensions, visit http://ok.gov/sde/sites/ok.gov.sde/files/TLE-TPSFramework12.pdf.
The websites listed contain links to archived webinars, videos of teaching strategies modeled. These will help you meet the requirements of the TLE.
Teaching Channel – Short videos used in actual classrooms
https://www.teachingchannel.org/videos?page=1&load=1
Simplek-12 – Webinars on many topics
http://community.simplek12.com/scripts/student/webinars/
Eval.
Synthesis
Analysis
Application
Comprehension
Knowledge
Larry Bell’s Power Words
Analyze Formulate
Compare Infer
Contrast Predict
Describe Summarize
Evaluate Support
Explain Trace
Revised Bloom’s Taxonomy
New Version Old Version
Remembering: Can the student remember or
recall the information?
define, duplicate, define, memorize, recall,
repeat, reproduce, state
Understanding: Can the student explain ideas
or concepts?
classify, describe, discuss, explain, identify,
locate, recognize, report, select, translate,
paraphrase
Applying: Can the student use the information
in a new way?
choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, schedule, sketch,
solve, use, write
Analyzing: Can the student distinguish
between the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test
Evaluating: Can the student justify a stand or
decision?
appraise, argue, defend, judge, select, support,
value, evaluate
Creating: Can the student create new product
or point of view?
assemble, construct, create, design, develop,
formulate, write
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Questioning to Promote Higher Order Thinking Skills
The Six Types of Socratic Questions By R. W. Paul
Five Types of Questions Newer Views on Learning/Socratic-Questioning
By Leslie Owen Wilson
Questions for clarification: How do you say that?
How does this relate to our discussion?
Factual Soliciting reasonable simple, straight-forward answers
based on obvious facts or awareness. Lowest level of cognitive or affective processes and answers are frequently right or wrong.
Example Name the Shakespeare play about the
Prince of Denmark?
Questions that probe assumptions:
What could we assume instead? How can you verify or disapprove that?
Convergent
Answers to these questions are usually within a very finite range of acceptable accuracy. These may be at several different levels of cognition – comprehension, application, analysis, or ones where the answerer makes
inferences or conjectures based on personal awareness, or on material read, presented or known.
Example
On reflecting over the play Hamlet, what were the main reasons why Ophelia went mad? (This is not specifically stated in the text so reader must make
simple inferences to why she committed suicide.)
Questions that probe reasons or evidence: What would be an example?
What is … analogous to? What do you think causes to happen …? Why?
Questions about viewpoints and perspectives:
What would be an alternative? What is another way to look at it?
Would you explain why it is necessary or beneficial, and who benefi ts? What are the strengths and weaknesses of …?
How are … and … similar? What is a counterargument for …?
Divergent
These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. These questions often require students to analyze, synthesize or evaluate a
knowledge base and then project or predict different outcomes.
Example
In the love relationship of Hamlet and Ophelia, what might have happened to their relationship and lives if Hamlet had not been so obsessed with the revenge
of his father’s death?
Questions that probe implications and consequences: What generalizations can you make?
What are the consequences of that assumption? What are you implying?
How does … affect …?
How does … tie in with what we learned before?
Evaluative These types of questions usually require sophisticated
levels of cognitive and/or emotional judgment. In attempting to answer, students may be combining multiple logical and/or affective thinking processes.
Answers are analyzed at multiple levels and from different perspectives for answerer to arrive at newly synthesized information or conclusions.
Example Compare and contrast the death of
Ophelia with that of Juliet? What are the similarities and differences
between Roman gladiatorial games and modern football? Questions about the question:
What is the point of this question? Why do you think I asked this question?
What does … mean? How does … apply to everyday life?
Combinations
These are questions that blend any combination of the above.
Levels of Questioning Question Cues Examples Knowledge
Identification and recall of information
Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter
List Define Tell Describe Identify List the main characteristics for the main characters.
Arrange scrambled story pictures in sequential order. Match statements with the characters who said them. Describe ….
Show Label Collect Examine Tabulate
Quote Name Who When Where
Comprehension Organization and selection of facts and ideas
Interpretation of facts, compare, contrast
Order, group and infer causes Predict consequences
Understanding information Grasping meaning
Translate knowledge into new context
Explain
Discuss
Compare
Extend
Draw a picture showing what happened before and after a passage or illustration.
Retell … in your own words. What is the main idea of …? Construct a pictorial timeline which summarizes what happens in the story.
Interpret
Predict
Describe
Contrast
Outline
Restate
Summarize
Distinguish
Application Use information, rules, principles
Use methods, concepts, theories in new situations Solve problems using required skil ls or knowledge
Apply Demonstrate Calculate Complete Transfer the new character to a new setting. Why is … significant?
Do you know another situation where …? What factors would you change if …?
Il lustrate Show Solve Examine
Modify Relate Change Classify
Analysis
Separation of the whole into component parts Seeing patterns
Organization of parts
Recognition of hidden meanings
Analyze Explain Arrange Select Select parts of the story that were funniest, saddest,
happiest, and most unbelievable. Compare and/or contrast two of the main characters. Differentiate fact from opinion.
What evidence can you list for …? Classify … according to ….
Separate Connect Divide Infer
Order Classify Compare Debate
Synthesis Use of old ideas to create new ones
Relate knowledge from several areas Generalize from given facts Predict, draw conclusions
Combine Rearrange Create What if? Rewrite Advertise the story on a poster to make people want to read it.
Write the lyrics and music to a song for one of the characters to sing. How would you create/design a new …? Rewrite two new titles for the story.
Design Integrate Substitute Compose Prepare
Modify Plan Invent Formulate Generalize
Evaluation Development of opinions, judgments, or decisions
Make choices based on reasoned argument
Verify value of evidence Recognize subjectivity & assess value of theories
Assess Grade Recommend Judge
Do you agree with …? Write a recommendation for …. Prioritize ….
What criteria would you use to assess …? Judge whether or not the character should have acted the way they did.
Bloom’s Taxonomy
QUESTION MARK BOOKMARK FOR QUALITY QUESTIONS
Knowledge – Identification and recall of information Who, what, when, where, how _______________? Describe _________________________________? Comprehension – Organization and selection of facts and ideas. Retell ___________________ in your own words. What is the main idea of ___________________? Application – Use of facts, rules, principles How is _______________ an example of ______? How is _______________ related to _________? Why is _________________________ significant? Analysis – Separation of a whole into component parts What are the parts or features of ____________? Classify _____ according to ________________. Outline/diagram/web _____________________. How does ______ compare/contrast with _____? What evidence can you list for ______________? Synthesis – Combination of ideas to form a new whole What would you predict or infer from ________? What ideas can you add to _________________? How would you create/design a new _________. What might happen if you combined __ with ___? What solutions can you suggest for __________? Evaluation – Development of opinions, judgments, or decisions Do you agree ____________________________? What do you think about ___________________? What is the most important _________________? Prioritize ________________________________? What criteria would you use to assess _________?
Forget, Mark A. MAX Teaching with Reading and Writing: Classroom Activities for Helping Students Learn New Subject Matter While Acquiring Literacy Skills. Victoria, BC, Canda: Trafford Publishing, 2004. 251. Print.
DOUBLE COVERAGE Refer to MAX Teaching Guide book for further activities and lessons.
Marzano’s Instructional Strategies MAX Teaching Activities
1. Identifying Similarities and
Differences
Anticipation Guide, Previewing, Cornell Notes, Cubing, KWL, Focused Free Writes, Math Translation, GIST, Guided Reading Procedure, INSERT, Paired Reading,
PQRST, Extreme PR, Think-Pair-Share, Stump the Teacher, 3-Level Study Guide, Idea Survivor
2. Summarizing and Note Taking
Anticipation Guide, Fiction Prediction, Cornell Notes, Cubing, KWL, Focused Free
Writes, Math Translation, GIST, Guided Reading Procedure, Hunt for Main Ideas, I-Cloze, Paired Reading, PQRST, Extreme PR, Sensible Sentence, Graphic
Representation, Stump the Teacher, 3-Level Study Guide, Concept Check, Idea Survivor
3. Reinforcing Effort & Providing
Recognition
ALL
4. Homework and Practice Cornell Notes, Cubing, Math Translation, Hunt for Main Ideas, INSERT, I-Cloze, PQRST, Sensible Sentence, Graphic Representation, Think-Pair-Share, 3-Level Study
Guide, Idea Survivor
5. Non-Linguistic Representations Previewing, INSERT, Sensible Sentence, Graphic Representation
6. Cooperative Learning
Anticipation Guide, Cubing, Fiction Prediction, KWL, Guided Reading Procedure,
GIST, Hunt for Main Ideas, INSERT, I-Cloze, Paired Reading, PreP, Extreme PR, Sensible Sentence, Graphic Representation, Think-Pair-Share, 3-Level Study Guide,
Idea Survivor
7. Setting Objectives & Providing Feedback
ALL
8. Generating & Testing Hypotheses
Anticipation Guide, Previewing, Fiction Prediction, KWL, PreP, Focused Free Write,
Guided Reading Procedure, I-Cloze, PQRST, Extreme PR, Graphic Representation, Think-Pair-Share, 3-Level Study Guide, Stump the Teacher, Concept Check, Idea
Survivor
9. Questions, Cues, & Advanced
Organizers
Anticipation Guide, Previewing, Cornell Notes, Fiction Prediction, KWL, Insert, I-Cloze, PQRST, PreP, Extreme PR, Sensible Sentence, Graphic Representation, Think-
Pair-Share, 3-Level Study Guide, Stump the Teacher, Concept Check, Idea Survivor
Special Plays
Writing Information
The Oklahoma State Department of Education has stated that the 5 th and 8th
grade writing tests will be PASSAGE-BASED.
Please check the SDE website (http://www.ok.gov/sde/) for the new rubrics.
WRITING FOLDERS
Each year, the following THREE pieces should be added to
the Writing Folders. Include ONLY the final copy.
1. Narrative
2. Informational/Explanatory
3. Argumentative/Opinion
Writing Definitions of the Standards’ Three Text Types
These definitions came from http://www.time4writing.com/writing-resources/types-of-essays/
Narrative Writing
In a narrative essay, the writer tells a story about a real-life experience. While telling a story may sound easy to
do, the narrative essay challenges students to think and write about themselves. When writing narrative essay,
writers should try to involve the ready by making the story as vivid as possible. The fact that narrative essays
are usually written in the first person helps engage the reader. “I” sentences give readers a feeling of being part
of the story. A well-crafted narrative essay will also build towards drawing a conclusion or making a personal
statement.
Informational/Explanatory (Expository) Writing
The expository essay is an informative piece of writing that presents a balanced analysis of a topic. In an
expository essay, the writer explains or defines a topic, using facts, statistics, and examples. Expository writing
encompasses a wide range of essay variations, such as the comparison and contrast essay, the cause and effect
essay, and the “how to” or process essay. Because expository essays are facts and not personal feelings, writers
don’t reveal their emotions or write in the first person.
Argumentative Opinion (Persuasive Essay) Writing
While like an expository essay in its presentation of facts, the goal of the persuasive essay is to convince the
reader to accept the writer’s point of view or recommendation. The writer must build a case using facts and
logic, as well as examples, expert opinion, and sound reasoning. The writer should present all sides of the
argument, but must be able to communicate clearly and without equivocation why a certain position is correct.
Timed Writing Tips
Students should be taught to first analyze the prompt. After all, if they don’t know what they are supposed to be
writing about, how can they write? Analyzing the prompt forces them to get something on their paper. Have students write the following on the top of their brainstorming page, every time they begin writing.
Form:
Audience:
Purpose: To
If you cannot answer those three questions, you will not be able to properly respond to the prompt.
When first teaching this step, it is beneficial to have students analyze several prompts before even beginning a timed writing.
Once students have analyzed the prompt, they should begin brainstorming. Teach students several ways to brainstorm – lists, webs, outlining, etc.
Give students time guidelines. For example, write the following on the board:
10 minutes – Analyze Prompt & Brainstorm 15 minutes – Write 5 minutes – Revise & Edit
The times can be adjusted according to the level of your students and the time you have available. It is
suggested that timed writings occur once a week. Students will need to get into the practice of making their first copy their only copy during a timed writing.
Skipping lines when writing is good practice. If a word or sentence needs to be added, the insert symbol and the space above the line will provide ample space.
Wondering how to grade? This is up to teacher discretion. If it is one of the first times, maybe students earn their grade by completing all the steps. Maybe another time they are graded on having complete sentences or
paragraphs. A grade could also be given for having a main idea and supporting details. Each timed writing does not need to be graded as a complete essay. Take whichever concept you have been working on and grade that concept. It is very important to let students know BEFORE they write how they will be graded.
Another Strategy – RAFTS
What’s your Role?
What’s your Audience?
What’s your Format?
What’s your Topic?
What’s your Strong verb?
For more information on using RAFTS visit: www.readwritethink.org
Role
Audience Audience
Format
Topic
RAFT
Writing Resources
Creative writing prompts for every day of the year.
http://www.theteacherscorner.net/daily-writing-prompts/
Home of the interactive writing prompts
http://writingfix.com/
6+1 Trait® Writing Prompts
http://educationnorthwest.org/resource/514
Click on “The Writing Teacher’s Strategy Guide”
http://www.ttms.org/
Argument & Persuasive Writing: Lesson plans and teaching resources
http://www.webenglishteacher.com/argument.html
The rubric on the following page is what the OK SDE has
used in the past to grade the 5th grade writing tests.
The following rubrics can be used or tweaked to meet the
needs of your classroom.
OKLAHOMA ANALYTIC SCORING RUBRIC - OKLAHOMA WRITING ASSESSMENT 5TH GRADE OCCT
Student's Name_____________________________________________Topic/Prompt_________________________________________________________________________
Score Ideas and Development - 30% Score Sentences and Paragraphs - 15%
4 The content is well suited for the audience and purpose; main idea or thesis is clear; ideas are fully developed and elaborated using details, examples, reasons, or evidence; writer expresses an insightful perspective towards the topic
4 Writing clearly demonstrates appropriate sentence structure; writing has few or no run-on or fragment errors; writing has a rich variety of sentence structure, types, and lengths; ideas are organized into paragraphs that blend into larger text; evidence of appropriate paragraphing
3 The content is adequate for audience and purpose; main idea is evident but may lack clarity; ideas are developed using some details, examples, reasons, and/or evidence; writer sustains his/her
perspective toward the topic throughout most of the composition
3 Writing adequately demonstrates appropriate sentence structure; writing may contain a small number of run-on or fragment errors that do not interfere with fluency; writing has adequate
variety of sentence structure; ideas may be organized into paragraphs
2 The content is inconsistent with audience and purpose; main idea is not focused and leaves the reader with questions; must infer to understand; ideas are minimally developed with few details; may simply be a list of ideas; writer has difficulty expressing his/her perspective toward topic
2 Writing demonstrates lack of control in sentence structure; writing contains errors such as run-ons and fragments that interfere with fluency; writing has limited variety of sentence structure; writing may show litt le or no attempt at paragraphing
1 The content is irrelevant to the audience and purpose; lacks a central idea; ideas lack development or may be repetitive; writer has lit tle or no perspective on topic
1 Inappropriate sentence structure; many errors in structure (run-ons, fragments); no variety in structure; no attempt at paragraphing
Comment:
Comment:
Score Organization, Unity, and Coherence - 25% Score Word Choice - 15%
4 Introduction engages the reader; sustained or consistent focus on the topic; logical and appropriate
sequencing and balanced with smooth, effective transitions; order and structure are strong and move the reader through the text; conclusion is satisfying
4 Appropriate word choice which conveys the correct meaning and appeals to the audience in an
interesting, precise, and natural way; the writing may be characterized by, but not limited to lively verbs, vivid nouns, imaginative adjectives, figurative language, dialogue; no vague, overused, repetitive language is used (a lot, great, very, really); ordinary words used in an unusual way
3 Evident introduction to the topic; adequate focus; adequate sequencing; stays on topic with lit tle digression; uses limited but effective transitions; order and structure are present; conclusion is
appropriate
3 Words generally convey the intended message; the writer uses a variety of words that are appropriate but do not necessarily energize the writing; the writing may be characterized by
attempts at figurative language and dialogue, some use of lively verbs, vivid nouns, and imaginative adjectives, few vague, overused, and repetitive words are used
2 May lack a clear organizational structure; weak evidence of unity; lit tle or limited sequencing and/or transitions; details may be randomly placed
2 Word choice lacks precision and variety or may be inappropriate to the audience and purpose; may be simplistic and/or vague; relies on overused or vague language (a lot, great, very, really); few attempts at figurative language and dialogue; word choice is unimaginative and colorless with
images that are unclear or absent
1 Lacks logical direction; no evidence of organizational structure 1 Word choice indicates an extremely limited or inaccurate vocabulary; no attempts at figurative language; general, vague words that fail to communicate meaning; text may be too short to demonstrate variety
Comment:
Comment:
Score Grammar, Usage, and Mechanics - 15% Students, test your score against the state formula: To calculate, multiply the weights by the trait scores. Sum
up all of the weighted trait scores. Multiply 1.38494 by the sum of the weighted trait scores. Then add 0.29278. The final number is the writing score. Drop any numbers after the decimal point. 1 (Unsatisfactory) 2, 3 (Limited Knowledge) 4 (Satisfactory) 5, 6 (Advanced) (Must have 4, 5, or 6 to pass)
Analytic Traits Weight Trait Score Weighted Trait Score
Ideas and Development .30 x =
Organization, Unity, and Coherence .25 x =
Sentences and Paragraphs .15 x =
Word Choice .15 x =
Grammar, Usage, and Mechanics .15 x =
Sum
= _____
_____(Sum) x 1.38494 + 0.29278 = _____ (Composite [Final] Score) sde.state.ok.us 12-05
4 The writer demonstrates appropriate use of correct spelling, punctuation, capitalization, grammar,
usage; errors are minor and do not affect readability
3 The writer demonstrates adequate use of correct spelling, punctuation, capitalization, grammar,
usage; errors may be more noticeable but do not significantly affect readability
2 The writer demonstrates minimal use of correct spelling, punctuation, capitalization, grammar, usage; errors may be distracting and interfere with readability
1 The writer demonstrates very limited use of correct spelling, punctuation, capitalization, grammar, usage; errors are numerous and severely impede readability
Comment:
OK State Department of Education Writing Assessment 5TH GR. OCCT 12-05
The following rubric can be found in any teacher’s edition of the basal behind the red tabs.
That section also contains rubrics that are on a three and four point scale.
Explanatory/Informational (Expository) Writing Scoring Rubric 5 4 3 2 1
Focus/Ideas
Excellent, focused exposition; well elaborated with quality details
Informed focused exposition; elaborate with telling details
Generally focused exposition; some supporting details
Sometimes unfocused exposition; needs more supporting details
Rambling exposition; lacks development and detail
Organization/
Paragraphs
Logical, consistent flow of ideas; good transitions
Logical sequencing of ideas; uses transitions
Sequenced ideas with some transitions
Little direction from beginning to end; few order words
Lacks structure and transitions
Voice
Writer closely involved; informative voice well suited to topic
Reveals personality; voice suited to topic
Sincere voice suited to topic
Little writer involvement, personality
Careless writing with no feeling
Word Choice Vivid, precise words to express ideas
Clear words to express ideas
Language adequate but may lack precision
Generally limited or redundant language
Vague, dull, or misused words
Sentences
Strong topic sentence; fluent, varied structures
Good topic sentence; smooth sentence structure
Topic sentence correctly constructed; some sentence variety
Topic sentence is unclear or missing; wordy, awkward sentences
No topic sentence; many incomplete or run-on sentences
Conventions Excellent control; few of no errors
No serious errors to affect understanding
Reasonable control; few distracting errors
Weak control; enough errors to affect understanding
Many errors that prevent understanding
The following rubric can be found in any teacher’s edition of the basal behind the red tabs.
That section also contains rubrics that are on a three and four point scale.
Narrative Writing Scoring Rubric 5 4 3 2 1
Focus/Ideas
Excellent, focused
narrative;
well elaborated
with quality details
Good, focused
narrative; elaborate
with telling details
Generally focused
narrative; some
supporting details
Sometimes unfocused
narrative; needs more
supporting details
Rambling narrative;
lacks development and
detail
Organization/
Paragraphs
Strong beginning,
middle, end;
appropriate order
words
Coherent beginning,
middle, and end; some
order words
Recognizable
beginning, middle, and
end; some order
words
Little direction from
beginning to end; few
order words
Lacks beginning,
middle, end; incorrect
or no order words
Voice
Writer closely
involved;
engaging personality
Reveals personality Sincere voice but not
fully engaged
Little writer
involvement,
personality
Careless writing with
no feeling
Word Choice Vivid, precise words
that bring story to life
Clear words to bring
story to life
Language adequate
but lacks color
Generally limited or
redundant language
Vague, dull, or
misused words
Sentences
Excellent variety of
sentences; natural
rhythm
Varied lengths, styles;
generally smooth
Correctly constructed
sentences; some
variety
May have simple,
awkward, or wordy
sentences; little variety
Choppy; many
incomplete or run-on
sentences
Conventions Excellent control;
few of no errors
No serious errors to
affect understanding
Reasonable control;
few distracting errors
Weak control; enough
errors to affect
understanding
Many errors that
prevent understanding
The following rubric can be found in any teacher’s edition of the basal behind the red tabs.
That section also contains rubrics that are on a three and four point scale.
Descriptive Writing Scoring Rubric 5 4 3 2 1
Focus/Ideas
Excellent, focused
description; well
elaborated with
quality details
Good, focused
description;
elaborated with telling
details
Generally focused
description; some
supporting details
Sometimes unfocused
description; needs
more supporting
details
Rambling description;
lacks development
and detail
Organization/
Paragraphs
Compelling ideas
enhanced by order,
structure, and
transitions
Appealing order,
structure, and
transitions
Adequate order,
structure, and some
transitions to guide
reader
Little direction from
beginning to end; few
transitions
Lacks direction and
identifiable structure;
no transitions
Voice
Writer closely
involved; engaging
personality
Reveals personality Sincere voice but not
fully engaged
Little writer
involvement,
personality
Careless writing with
no feeling
Word Choice
Vivid, precise words
that create memorable
pictures
Clear, interesting
words to bring
description to life
Language adequate;
appeals to senses
Generally limited or
redundant language
Vague, dull, or
misused words
Sentences
Excellent variety of
sentences; natural
rhythm
Varied lengths, styles;
generally smooth
Carefully constructed
sentences; some
variety
Simple, awkward, or
wordy sentences; little
variety
Choppy; many
incomplete or run-on
sentences
Conventions Excellent control; few
or no errors
No serious errors to
affect understanding
Reasonable control;
few distracting errors
Weak control; enough
errors to affect
understanding
Many errors that
prevent understanding
The following rubric can be found in any teacher’s edition of the basal behind the red tabs.
That section also contains rubrics that are on a three and four point scale.
Persuasive Writing Scoring Rubric
5 4 3 2 1
Focus/Ideas
Persuasive argument
carefully built with
quality details with
counterpoint
Persuasive argument
well supported with
details including
counterpoint
Persuasive argument
with one or two
convincing details
Persuasive piece
sometimes unfocused;
needs more support
Rambling persuasive
argument; lacks
development and
detail
Organization/
Paragraphs
Information chosen
and arranged for
maximum effect
Evident progression
of persuasive ideas
Information arranged
in a logical way with
some lapses
Little structure or
direction
No identifiable
structure
Voice
Writer closely
involved; persuasive
but not overbearing
Maintains persuasive
tone
Sometimes uses
persuasive voice
Little writer
involvement,
personality
Shows little
conviction
Word Choice
Persuasive words
carefully chosen for
impact
Argument supported
by persuasive
language
Occasional persuasive
language
Generally limited or
redundant language
Vague, dull, or
misused words; no
persuasive words
Sentences
Excellent variety of
sentences; natural
rhythm
Varied lengths, styles;
generally smooth
Carefully constructed
sentences; some
variety
Simple, awkward, or
wordy sentences; little
variety
Choppy; many
incomplete or run-on
sentences
Conventions Excellent control; few
or no errors
No serious errors to
affect understanding
Reasonable control;
few distracting errors
Weak control; enough
errors to affect
understanding
Many errors that
prevent understanding
PRE-KINDERGARTEN
PACING GUIDE
Guidance for using the Literacy First Battery of Assessments
To Identify Students “At-Risk” for failure in acquiring sufficient reading skills
Pre-KINDERGARTEN
Phonological Awareness and
Oral Language Skills
Letter Recognition Skills and
Phonics
Fluency Word Study, Spelling
and Vocabulary
Comprehension
Assessment
Used
P.A.S.T Not applicable Not applicable Not applicable Not applicable
Beginning
of Year
Not applicable Not applicable Not applicable Not applicable Not applicable
Middle
of Year
Not applicable Not applicable Not applicable Not applicable Not applicable
End
of Year
Students meeting on grade
level criteria demonstrate
mastery of skills listed
previously plus:
P.A. skil ls 1, 2
Not applicable Not applicable Not applicable Not applicable
LAWTON PUBLIC SCHOOLS
Pre-K Reading Curriculum Guide
1st 9 Weeks
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
PK.1.R.1 Students will actively listen and speak using agreed-upon rules with
guidance and support.
PK.1.R.2
Students will begin to ask and answer questions about information
presented orally or through text or other media with guidance and
support.
PK.1.R.3
Students will begin to engage in collaborative discussions about
appropriate topics and texts with peers and adults in small and large
groups with guidance and support.
PK.1.R4 Students will follow simple oral directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening
to create individual and group
projects and presentations.
PK.1.W.1 Students will begin to orally describe personal interests or tell
stories to classmates with guidance and support.
PK.1.W.2 Students will work respectfully with others with guidance and
support.
Print Concepts-students will
demonstrate their
understanding of the
organization and basic
features of print, including
book handling skills and the
understanding that printed
materials provide information
and tell stories.
PK.2.PC.1
Students will write the majority of the letters in their first name
and some uppercase and lowercase letters with guidance and
support.
PK.2.PC.2
Students will understand that print carries a message by
recognizing labels, signs, and other print in the environment
with guidance and support.
PK.2.PC.3 Students will begin to demonstrate correct book orientation and
identify the front and back covers of a book.
PK.2.PC.4 Students will recognize that written words are made up of letters
and are separated by spaces with guidance and support.
PK.2.PC.5 Students will begin to understand that print moves from top to
bottom, left to right, and front to back.
Fluency-students will
recognize high-frequency
words and read grade-level
text smoothly and accurately,
with expression that connotes
comprehension.
PK.2.F1 Students will read first name in print.
Writing-students will develop
and strengthen writing by
engaging in a recursive
process which includes
planning, prewriting, drafting,
revising, editing, and
publishing.
PK.2.W Students will begin to express themselves through drawing,
dictating, and emergent writing.
Writing-students will write for
varied purposes and
audiences in all modes, using
fully developed ideas, strong
organization, well-chosen
words, fluent sentences, and
appropriate voices.
PK.3.W Students will use drawing, labeling, and dictating to express
thoughts and ideas with guidance and support.
Reading-students will expand
academic, domain-
appropriate, grade level
vocabularies through reading,
word study, and class
discussion.
PK.4.R1
Students will acquire new academic, content-specific, grade-
level vocabulary and relate new words to prior knowledge with
guidance and support.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
PK.8.R Students will demonstrate interest in books during read alouds,
and shared reading, and interact independently with books.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression
to suit audience and task.
PK.8.W Students will express their ideas through combination of
drawing and emergent writing with guidance and support.
2nd 9 Weeks
All skills are taught continuously to meet mastery of standards. New skills introduced this 9 weeks are in bold.
Concept Standard Resources
Reading-Students will
develop and apply effective
communication skills through
speaking and active listening.
PK.1.R.1 Students will actively listen and speak using agreed-upon rules with
guidance and support.
PK.1.R.2
Students will begin to ask and answer questions about information
presented orally or through text or other media with guidance and
support.
PK.1.R.3
Students will begin to engage in collaborative discussions about
appropriate topics and texts with peers and adults in small and large
groups with guidance and support.
PK.1.R4 Students will follow simple oral directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening
to create individual and
group projects and
presentations.
PK.1.W.1 Students will begin to orally describe personal interests or tell
stories to classmates with guidance and support.
PK.1.W.2 Students will work respectfully with others with guidance and
support.
Phonological Awareness-
phonological awareness is
the ability to recognize, think
about and manipulate
sounds in spoken language
without using text.
PK.2.PA.1 Students will distinguish spoken words in a sentence with
guidance and support.
PK.2.PA.2 Students will recognize spoken words that rhyme.
Print Concepts-students will
demonstrate their
understanding of the
PK.2.PC.1
Students will write the majority of the letters in their first name
and some uppercase and lowercase letters with guidance and
support.
organization and basic
features of print, including
book handling skills and the
understanding that printed
materials provide information
and tell stories.
PK.2.PC.2
Students will understand that print carries a message by
recognizing labels, signs, and other print in the environment
with guidance and support.
PK.2.PC.3 Students will begin to demonstrate correct book orientation
and identify the front and back covers of a book.
PK.2.PC.4 Students will recognize that written words are made up of
letters and are separated by spaces with guidance and support.
PK.2.PC.5 Students will begin to understand that print moves from top to
bottom, left to right, and front to back.
Phonics and Word Study-
students will decode and
read words in context and
isolation by applying phonics
and word analysis skills.
PK.2.PWS.1
Students will name the majority of the letters in their first
name and many uppercase and lowercase letters with
guidance and support.
Fluency-students will
recognize high-frequency
words and read grade-level
text smoothly and accurately,
with expression that connotes
comprehension.
PK.2.F1 Students will read first name in print.
Writing-students will develop
and strengthen writing by
engaging in a recursive
process which includes
planning, prewriting,
drafting, revising, editing,
and publishing.
PK.2.W Students will begin to express themselves through drawing,
dictating, and emergent writing.
Reading-students will
comprehend, interpret,
evaluate, and respond to a
PK.3.R.1
Students will describe the role of an author and illustrator,
telling how they contribute to a story, with guidance and
support.
variety of complex texts of all
literary and informational
genres from a variety of
historical, cultural, ethnic,
and global perspectives.
PK.3.R.2 Students will describe characters in a story with guidance
and support.
PK.3.R.3 Students will tell what is happening in a picture or
illustration with guidance and support.
Writing-students will write
for varied purposes and
audiences in all modes, using
fully developed ideas, strong
organization, well-chosen
words, fluent sentences, and
appropriate voices.
PK.3.W Students will use drawing, labeling, and dictating to express
thoughts and ideas with guidance and support.
Reading-students will expand
academic, domain-
appropriate, grade level
vocabularies through
reading, word study, and
class discussion.
PK.4.R1
Students will acquire new academic, content-specific, grade-
level vocabulary and relate new words to prior knowledge with
guidance and support.
PK.4.R.3 Students will name and sort familiar objects into categories
based on common attributes with guidance and support.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
PK.8.R Students will demonstrate interest in books during read aloud,
and shared reading, and interact independently with books.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
PK.8.W Students will express their ideas through combination of
drawing and emergent writing with guidance and support.
3rd 9 Weeks
All skills are taught continuously to meet mastery of standards. New skills introduced this 9 weeks are in bold.
Concept Standard Resources
Reading-Students will
develop and apply effective
communication skills through
speaking and active listening.
PK.1.R.1 Students will actively listen and speak using agreed-upon rules with
guidance and support.
PK.1.R.2
Students will begin to ask and answer questions about information
presented orally or through text or other media with guidance and
support.
PK.1.R.3
Students will begin to engage in collaborative discussions about
appropriate topics and texts with peers and adults in small and large
groups with guidance and support.
PK.1.R4 Students will follow simple oral directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening
to create individual and
group projects and
presentations.
PK.1.W.1 Students will begin to orally describe personal interests or tell
stories to classmates with guidance and support.
PK.1.W.2 Students will work respectfully with others with guidance and
support.
Phonological Awareness-
phonological awareness is
the ability to recognize, think
about and manipulate sounds
in spoken language without
using text.
PK.2.PA.1 Students will distinguish spoken words in a sentence with
guidance and support.
PK.2.PA.2 Students will recognize spoken words that rhyme.
PK.2.PA.3 Students will begin to recognize syllables in spoken words.
(e.g., sunshine= sun + shine).
PK.2.PA.4 Students will begin to isolate initial and final sounds in
spoken words.
PK.2.PA.5 Students will begin to recognize initial sounds in a set of
spoken words. (i.e., alliteration)
Print Concepts-students will
demonstrate their
understanding of the
organization and basic
features of print, including
book handling skills and the
understanding that printed
materials provide information
and tell stories.
PK.2.PC.1
Students will write the majority of the letters in their first name
and some uppercase and lowercase letters with guidance and
support.
PK.2.PC.2
Students will understand that print carries a message by
recognizing labels, signs, and other print in the environment
with guidance and support.
PK.2.PC.3 Students will begin to demonstrate correct book orientation
and identify the front and back covers of a book.
PK.2.PC.4 Students will recognize that written words are made up of
letters and are separated by spaces with guidance and support.
PK.2.PC.5 Students will begin to understand that print moves from top to
bottom, left to right, and front to back.
PK.2.PC.6
Students will recognize ending punctuation marks in print
during shared reading or other text experiences with
guidance and support.
Phonics and Word Study-
students will decode and read
words in context and
isolation by applying phonics
and word analysis skills.
PK.2.PWS.1
Students will name the majority of the letters in their first
name and many uppercase and lowercase letters with guidance
and support.
PK.2.PWS.2 Students will produce some sounds represented by letters
with guidance and support.
Fluency-students will
recognize high-frequency
words and read grade-level
text smoothly and accurately,
with expression that connotes
comprehension.
PK.2.F1 Students will read first name in print.
Reading-students will read
and comprehend
increasingly complex literary
and informational texts.
PK.2.R
Students will begin to retell or reenact major events from a
read-aloud with guidance and support to recognize the
main idea.
Writing-students will develop
and strengthen writing by
engaging in a recursive
process which includes
planning, prewriting,
drafting, revising, editing,
and publishing.
PK.2.W Students will begin to express themselves through drawing,
dictating, and emergent writing.
Reading-students will
comprehend, interpret,
evaluate, and respond to a
variety of complex texts of all
literary and informational
genres from a variety of
historical, cultural, ethnic,
and global perspectives.
PK.3.R.1
Students will describe the role of an author and illustrator,
telling how they contribute to a story, with guidance and
support.
PK.3.R.2 Students will describe characters in a story with guidance and
support.
PK.3.R.3 Students will tell what is happening in a picture or illustration
with guidance and support.
PK.3.R.4
Students will ask and answer basic questions (e.g., who,
what, where, and when) about texts during shared reading
or other text experiences with guidance and support.
Writing-students will write
for varied purposes and
audiences in all modes, using
fully developed ideas, strong
organization, well-chosen
words, fluent sentences, and
appropriate voices.
PK.3.W Students will use drawing, labeling, and dictating to express
thoughts and ideas with guidance and support.
Reading-students will expand
academic, domain-
appropriate, grade level
vocabularies through
reading, word study, and
class discussion.
PK.4.R1
Students will acquire new academic, content-specific, grade-
level vocabulary and relate new words to prior knowledge with
guidance and support.
PK.4.R.3 Students will name and sort familiar objects into categories
based on common attributes with guidance and support.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze
and evaluate a variety of
texts.
PK.5.R.1
Students will begin to understand the function of grammar
through exposure to conversations, read-alouds, and
interactive reading.
Reading-students will
comprehend, evaluate, and
synthesize resources to
acquire and refine
knowledge.
PK.6.R
Students will begin to identify pictures, charts, grade-
appropriate texts, or people as sources of information on a
topic of interest.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
PK.8.R Students will demonstrate interest in books during read aloud,
and shared reading, and interact independently with books.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
PK.8.W Students will express their ideas through combination of
drawing and emergent writing with guidance and support.
4th 9 Weeks
All skills are taught continuously to meet mastery of standards. New skills introduced this 9 weeks are in bold.
Concept Standard Resources
Reading-Students will
develop and apply effective
communication skills through
speaking and active listening.
PK.1.R.1 Students will actively listen and speak using agreed-upon rules with
guidance and support.
PK.1.R.2
Students will begin to ask and answer questions about information
presented orally or through text or other media with guidance and
support.
PK.1.R.3
Students will begin to engage in collaborative discussions about
appropriate topics and texts with peers and adults in small and large
groups with guidance and support.
PK.1.R4 Students will follow simple oral directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening
to create individual and
group projects and
presentations.
PK.1.W.1 Students will begin to orally describe personal interests or tell
stories to classmates with guidance and support.
PK.1.W.2 Students will work respectfully with others with guidance and
support.
Phonological Awareness-
phonological awareness is
the ability to recognize, think
about and manipulate sounds
in spoken language without
using text.
PK.2.PA.1 Students will distinguish spoken words in a sentence with
guidance and support.
PK.2.PA.2 Students will recognize spoken words that rhyme.
PK.2.PA.3 Students will begin to recognize syllables in spoken words.
(e.g., sunshine= sun + shine).
PK.2.PA.4 Students will begin to isolate initial and final sounds in spoken
words.
PK.2.PA.5 Students will begin to recognize initial sounds in a set of
spoken words. (i.e., alliteration)
PK.2.PA.6
Students will combine onset and rimes to form familiar one
syllable spoken words with pictorial support (e.g., /c/ + at=
cat).
Print Concepts-students will
demonstrate their
understanding of the
organization and basic
features of print, including
book handling skills and the
understanding that printed
materials provide information
and tell stories.
PK.2.PC.1
Students will write the majority of the letters in their first name
and some uppercase and lowercase letters with guidance and
support.
PK.2.PC.2
Students will understand that print carries a message by
recognizing labels, signs, and other print in the environment
with guidance and support.
PK.2.PC.3 Students will begin to demonstrate correct book orientation
and identify the front and back covers of a book.
PK.2.PC.4 Students will recognize that written words are made up of
letters and are separated by spaces with guidance and support.
PK.2.PC.5 Students will begin to understand that print moves from top to
bottom, left to right, and front to back.
PK.2.PC.6
Students will recognize ending punctuation marks in print
during shared reading or other text experiences with
guidance and support.
Phonics and Word Study-
students will decode and read
words in context and
isolation by applying phonics
and word analysis skills.
PK.2.PWS.1
Students will name the majority of the letters in their first
name and many uppercase and lowercase letters with guidance
and support.
PK.2.PWS.2 Students will produce some sounds represented by letters with
guidance and support.
Fluency-students will
recognize high-frequency PK.2.F1 Students will read first name in print.
words and read grade-level
text smoothly and accurately,
with expression that connotes
comprehension.
Reading-students will read
and comprehend increasingly
complex literary and
informational texts.
PK.2.R
Students will begin to retell or reenact major events from a
read-aloud with guidance and support to recognize the main
idea.
Writing-students will develop
and strengthen writing by
engaging in a recursive
process which includes
planning, prewriting,
drafting, revising, editing,
and publishing.
PK.2.W Students will begin to express themselves through drawing,
dictating, and emergent writing.
Reading-students will
comprehend, interpret,
evaluate, and respond to a
variety of complex texts of all
literary and informational
genres from a variety of
historical, cultural, ethnic,
and global perspectives.
PK.3.R.1
Students will describe the role of an author and illustrator,
telling how they contribute to a story, with guidance and
support.
PK.3.R.2 Students will describe characters in a story with guidance and
support.
PK.3.R.3 Students will tell what is happening in a picture or illustration
with guidance and support.
PK.3.R.4
Students will ask and answer basic questions (e.g., who, what,
where, and when) about texts during shared reading or other
text experiences with guidance and support.
Writing-students will write
for varied purposes and
audiences in all modes, using
fully developed ideas, strong
organization, well-chosen
PK.3.W Students will use drawing, labeling, and dictating to express
thoughts and ideas with guidance and support.
words, fluent sentences, and
appropriate voices.
Reading-students will expand
academic, domain-
appropriate, grade level
vocabularies through
reading, word study, and
class discussion.
PK.4.R1
Students will acquire new academic, content-specific, grade-
level vocabulary and relate new words to prior knowledge with
guidance and support.
PK.4.R.2 Students will begin to develop an awareness of context
clues through read-alouds and other text experiences.
PK.4.R.3 Students will name and sort familiar objects into categories
based on common attributes with guidance and support.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract
and concrete words in their
writing.
PK.4.W.1 Students will begin to use new vocabulary to produce and
expand complete sentences in shared language activities.
PK.4.W.2 Students will begin to select appropriate language
according to purpose.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze
and evaluate a variety of
texts.
PK.5.R.1
Students will begin to understand the function of grammar
through exposure to conversations, read-alouds, and interactive
reading.
PK.5.R.2 Students will recognize concrete objects as persons, places,
or things (i.e., nouns) with guidance and support.
PK.5.R.3 Students will recognize words as actions (i.e., verbs) with
guidance and support.
PK.5.R.4
Students will group pictures and movement, and determine
spatial and time relationships such as up, down, before,
and after with guidance and support.
Reading-students will
comprehend, evaluate, and
synthesize resources to
acquire and refine
knowledge.
PK.6.R
Students will begin to identify pictures, charts, grade-
appropriate texts, or people as sources of information on a
topic of interest.
Writing-students will
summarize and paraphrase,
integrate evidence, and cite
sources to create reports,
projects, papers, texts, and
presentations for multiple
purposes.
PK.6.W
Students will generate topics of interest and decide if a
friend, teacher, or expert can answer their questions with
guidance and support.
Reading-students will
recognize formats of print
and digital text with
guidance and support.
PK.7.R Students will recognize formats of print and digital text
with guidance and support.
Writing-students will create
multimodal texts to
communicate knowledge and
develops arguments.
PK.7.W Students will use appropriate technology to communicate
with others with guidance and support.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
PK.8.R Students will demonstrate interest in books during read aloud,
and shared reading, and interact independently with books.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
PK.8.W Students will express their ideas through combination of
drawing and emergent writing with guidance and support.
KINDERGARTEN
PACING GUIDE
Guidance for using the Literacy First Battery of Assessments-To Identify Students “At-Risk” for failure in acquiring sufficient reading skills
KINDERGARTEN
Phonological Awareness and
Oral Language Skills
Letter Recognition Skills and
Phonics
Fluency Word Study, Spelling
and Vocabulary
Comprehension
Assessment
Used
P.A.S.T Early Childhood Phonics
Assessment
Not applicable Words Their Way
Spelling Inventories*
STAR Early
Literacy
Beginning
of Year
Students meeting on grade
level criteria demonstrate
mastery of these Pre-K skills:
Spoken Word
Rhyme Recognition
Students meeting on grade
level criteria demonstrates
mastery of these Pre-K skills:
Recites Alphabet
Recognizes first name
Distinguishes letters
from words Writes name
Recognizes 14 letters
Fluency is not a
factor in
identifying
students for
Reading
Sufficiency
purposes.
Not applicable Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
Middle
of Year
Students meeting on grade
level criteria demonstrate
mastery of skills listed
previously plus:
P.A. skil ls 3-8
Students meeting on grade
level criteria demonstrate
mastery of skills listed
previously plus:
Consonant names –
upper/lower Vowel names –
Upper/lower
Fluency is not a
factor in
identifying
students for
Reading
Sufficiency
purposes.
Not applicable Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
End
of Year
Students meeting on grade
level criteria demonstrate
mastery of skills listed
previously plus:
P.A. skil ls 9, 10, 15
Students meeting on grade
level criteria demonstrate
mastery of these skills:
All kindergarten skil ls
Fluency is not a
factor in
identifying
students for
Reading
Sufficiency
purposes.
Not applicable Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
1st Semester--Letter/Sound Study & Literature
Week 1 & 2: Review all letter names and sounds
**Literacy First Assessment
September—Vowel of the Month Short/Long A
Week 3: Letter/Sound B Character
Week 4: Letter/Sound M Setting
Week 5: Letter/Sound T Sequencing
Week 6: Letter/Sound S Classify and Categorize
October—Vowel of the Month Short/Long I
Week 7: Letter/Sound R Compare and Contrast
Week 8: Letter/Sound P Setting
Week 9: REVIEW ALL Previous Letters Introduced
Week 10: Letter/Sound N Main Idea
November—Vowel of the Month Short/Long O
Week 11: Letter/Sound K Fiction/Nonfiction
Week 12: Letter/Sound C Compare and Contrast
Week 13: Letter/Sound H Plot
Week 14: Letter/Sound F Cause and Effect
**Literacy First Assessment
December—Review Vowels A, I & O
Week 15: REVIEW ALL Previous Letters Introduced
Week 16: Letter/Sound D Drawing Conclusions
Week 17: REVIEW ALL Previous Letters Introduced
2nd Semester--Letter/Sound Study & Literature
Week 1: Letter/Sound L Sequence
Week 2: Letter/Sound G Compare and Contrast
Week 3: Letter/Sound J Character
Week 4: Letter/Sound W Main Idea
February—Vowel of the Month Short/Long U
Week 5: Letter/Sound Y Plot
Week 6: Letter/Sound Z Setting
Week 7: Letter/Sound V Drawing Conclusions
Week 8: Letter/Sound Q Realism and Fantasy
**Literacy First Assessment
March—Review ALL Vowels
Week 9: Letter/Sound X Cause and Effect
Week 10: Review ALL
April—Review all Letters and Sounds
---Review compare/contrast and plot
May--**Literacy First Assessment
—Review all Letters and Sounds
---Review main idea and drawing conclusions
Phonological and Phonemic Awareness Focus
1st Semester
Week 1-9 *Concept of Spoken Word *Rhyming & Rhyme Recognition
*Rhyme Completion
Rhyme Production: the ability to produce a real or nonsense word that rhymes with one which the child has just heard. A child with
good rhyme production skills will be able to hear a word like
“cake” and name a rhyming word like “take” or “make”.
Week 10-17 *Syllables-ability to separate or blend words the way they are pronounced
*Syllable Blending-say the words in parts “o – pen” together =
“open” *Syllable Segmentation-tell the two parts in a word “o” and “pen”
are in “open”
Phonological and Phonemic Awareness Focus
2nd Semester
Week 1-10 *Syllable Deletion—say “open” without the “pen”, what is left? “o” *Phoneme Isolation Initial Sounds-isolate a single sound (at the
beginning) say “mat” without the “m” = at
*Phoneme Isolation Final Sounds-isolate a single sound in a word, final sound in sat (t)
*Phoneme Blending-Onset & Rhyme-changing the first letter in a
word and making a word family: mat, sat, hat *Discuss blends/digraphs-blends -2 or more consonants grouped
together each retaining a sound (ex. Blanket /b/l/ = bl) diagraphs- 2
or more consonants are grouped together and a single consonant sound is produced (ex. sh, ch, tch)
**Phonics—identify all consonant and vowel sounds **Identify High Frequency words
April/May *Review all Literacy First Kindergarten items
*Go onto 1st Grade Literacy First items for those who are ready.
*Identify High Frequency Words
LAWTON PUBLIC SCHOOLS
Kindergarten Reading Curriculum Guide
1st 9 Weeks
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
K.1.R.1 Students will actively listen and speak using agreed-upon rules with
guidance and support.
K.1.R.2
Students will ask and answer questions to seek help, get information,
or clarify about information presented orally or through text or other
media and support.
K.1.R.3
Students will engage in collaborative discussions about appropriate
topics and texts with peers and adults in small and large groups with
guidance and support.
K.1.R4 Students will follow one and two step directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening
to create individual and group
projects and presentations.
K.1.W.1
Students will orally describe personal interests or tell stories,
facing the audience and speaking clearly in complete sentences
and following implicit rules for conversation, including taking
turns and staying on topic.
K.1.W.2 Students will work respectfully with others with guidance and
support.
Phonological Awareness-
phonological awareness is the
ability to recognize, think
about and manipulate sounds
in spoken language without
using text.
K.2.PA.1 Students will distinguish spoken words in a sentence.
K.2.PA.2 Students will recognize and produce pairs of rhyming words
and distinguish them from non-rhyming pairs.
Print Concepts-students will
demonstrate their K.2.PC.1
Students will correctly form letters to write their first and last
name and most uppercase and lowercase letters correctly.
understanding of the
organization and basic
features of print, including
book handling skills and the
understanding that printed
materials provide information
and tell stories.
K.2.PC.2
Students will demonstrate their understanding that print carries
a message by recognizing labels, signs, and other print in the
environment.
K.2.PC.3 Students will demonstrate correct book orientation and identify
the title, title page, and the front and back covers of a book.
K.2.PC.4 Students will recognize that written words are made up of
letters and are separated by spaces.
K.2.PC.5
Students will recognize that print moves from top to bottom,
left to right, and front to back (does not have to be matched to
voice.)
Phonics and Word Study-
students will decode and read
words in context and isolation
by applying phonics and word
analysis skills.
K.2.PWS.1 Students will name all uppercase and lowercase letters.
K.2.PWS.3
Students will produce the primary or most common sound for
each consonant, short and long vowel sounds (e.g., c= /k/, c =
/s/, s = /z/, x= /ks/, x= /z/).
Fluency-students will
recognize high-frequency
words and read grade-level
text smoothly and accurately,
with expression that connotes
comprehension.
K.2.F.1 Students will read first and last name in print.
K.2.F.2 Students will read common high frequency grade-level words
by sight (e.g., not, was, to, have, you, he, is, with, are).
Reading-students will
comprehend, interpret,
evaluate, and respond to a
variety of complex texts of all
literary and informational
genres from a variety of
K.3.R.1 Students will name the author and illustrator, and explain the
roles of each in a particular story.
K.3.R.2 Students will describe characters and setting in a story with
guidance and support.
K.3.R.3 Students will tell what is happening in a picture or illustration.
historical, cultural, ethnic,
and global perspectives. K.3.R.4
Students will ask and answer basic questions (e.g. who, what,
where, and when) about texts during shared reading or other
text experiences with guidance and support.
Reading-students will expand
academic, domain-
appropriate, grade-level
vocabularies through reading,
word study, and class
discussion.
K.4.R.1
Students will acquire new academic, content-specific, grade-
level vocabulary and relate new words to prior knowledge with
guidance and support.
K.4.R.3 Students will name and sort pictures of objects into categories
based on common attributes with guidance and support.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract
and concrete words in their
writing.
K.4.W.1
Students will use new vocabulary to produce and expand
complete sentences in shared language activities with guidance
and support.
K.4.W.2 Students will select appropriate language according to purpose
with guidance and support.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
K.5.R.1
Students will begin to understand the function of grammar
through exposure to conversations, read-alouds, and interactive
reading.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
K.8.R Students will demonstrate interest in books during read alouds,
and shared reading, and interact independently with books.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
K.8.W Students will express their ideas through combination of
drawing and emergent writing with guidance and support.
TOPIC:
WRITING August-Narrative, September and October-Informational
Writing-students will write for
varied purposes and
audiences in all modes, using
fully developed ideas, strong
organization, well-chosen
words, fluent sentences, and
appropriate voice.
K.3.W
Students will use drawing, labeling, dictating, and writing to tell
a story, share information, or express an opinion with guidance
and support.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
K.8.W Students will express their ideas through a combination of
drawing and emergent writing with guidance and support.
2nd 9 Weeks
All skills are taught continuously to meet mastery of standards. New skills introduced this 9 weeks are in bold.
Concept Standard Resources
Reading-Students will
develop and apply effective
communication skills through
speaking and active listening.
K.1.R.1 Students will actively listen and speak using agreed-upon rules with
guidance and support.
K.1.R.2
Students will ask and answer questions to seek help, get information,
or clarify about information presented orally or through text or other
media and support.
K.1.R.3
Students will engage in collaborative discussions about appropriate
topics and texts with peers and adults in small and large groups with
guidance and support.
K.1.R4 Students will follow one and two step directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening
to create individual and
group projects and
presentations.
K.1.W.1
Students will orally describe personal interests or tell stories,
facing the audience and speaking clearly in complete sentences
and following implicit rules for conversation, including taking
turns and staying on topic.
K.1.W.2 Students will work respectfully with others with guidance and
support.
Phonological Awareness-
phonological awareness is the
ability to recognize, think
about and manipulate sounds
in spoken language without
using text.
K.2.PA.1 Students will distinguish spoken words in a sentence.
K.2.PA.2 Students will recognize and produce pairs of rhyming words
and distinguish them from non-rhyming pairs.
K.2.PA.3
Students will isolate and pronounce the same initial sounds
in a set of spoken words (i.e, alliteration) (e.g., “the puppy
pounces”).
K.2.PA.4 Students will recognize the short or long vowel sound in one
syllable words.
K.2.PA.5 Students will count, pronounce, blend, segment, and delete
syllables in spoken words.
K.2.PA.6
Students will blend and segment onset and rime in one
syllable spoken words (e.g. Blending: /ch/ + at= chat;
segmenting: cat= /c/ + at).
K.2.PA.7 Students will blend phonemes to form one syllable spoken
words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).
K.2.PA.8 Students will segment phonemes in one syllable spoken
words with 3 to 5 phonemes (e.g., “fast”= /f/ /a/ /s/ /t/).
Print Concepts-students will
demonstrate their
understanding of the
organization and basic
features of print, including
book handling skills and the
understanding that printed
materials provide information
and tell stories.
K.2.PC.1 Students will correctly form letters to write their first and last
name and most uppercase and lowercase letters correctly.
K.2.PC.2
Students will demonstrate their understanding that print carries
a message by recognizing labels, signs, and other print in the
environment.
K.2.PC.3 Students will demonstrate correct book orientation and identify
the title, title page, and the front and back covers of a book.
K.2.PC.4 Students will recognize that written words are made up of
letters and are separated by spaces.
K.2.PC.5
Students will recognize that print moves from top to bottom,
left to right, and front to back (does not have to be matched to
voice.)
K.2.PC.6
Students will recognize the distinguishing features of a
sentence (e.g., capitalization of the first word, ending
punctuation: period, exclamation mark, question mark)
with guidance and support.
K.2.PWS.1 Students will name all uppercase and lowercase letters.
Phonics and Word Study-
students will decode and read
words in context and isolation
by applying phonics and word
analysis skills.
K.2.PWS.2 Students will sequence the letters of the alphabet.
K.2.PWS.3
Students will produce the primary or most common sound for
each consonant, short and long vowel sounds (e.g., c= /k/, c =
/s/, s = /z/, x= /ks/, x= /z/).
K.2.PWS.4
Students will blend letter sounds to decode simple
Vowel/Consonant (VC) and Consonant/Vowel/Consonant
(CVC) words (e.g., VC words= at, in, up; CVC words= pat,
hen, lot).
Fluency-students will
recognize high-frequency
words and read grade-level
text smoothly and accurately,
with expression that connotes
comprehension.
K.2.F.1 Students will read first and last name in print.
K.2.F.2 Students will read common high frequency grade-level words
by sight (e.g., not, was, to, have, you, he, is, with, are).
Reading-students will read
and comprehend
increasingly complex literary
and informational texts.
K.2.R.1 Students will retell or reenact major events from a read-
aloud with guidance and support to recognize the main idea.
K.2.R.2 Students will discriminate between fiction and
nonfiction/informational text with guidance and support.
K.2.R.3
Students will sequence the events/plot (i.e., beginning,
middle, and end) of a story or text with guidance and
support.
Writing-students will develop
and strengthen writing by
engaging in a recursive
process which includes
planning, prewriting,
drafting, revising, editing,
and publishing.
K.2.W.1 Students will begin to develop first drafts by expressing
themselves through drawing and emergent writing.
K.2.W.2 Students will begin to develop first drafts by sequencing the
action or details of stories/texts.
Reading-students will
comprehend, interpret,
evaluate, and respond to a
variety of complex texts of all
literary and informational
genres from a variety of
historical, cultural, ethnic,
and global perspectives.
K.3.R.1 Students will name the author and illustrator, and explain the
roles of each in a particular story.
K.3.R.2 Students will describe characters and setting in a story with
guidance and support.
K.3.R.3 Students will tell what is happening in a picture or illustration.
K.3.R.4
Students will ask and answer basic questions (e.g. who, what,
where, and when) about texts during shared reading or other
text experiences with guidance and support.
Reading-students will expand
academic, domain-
appropriate, grade-level
vocabularies through
reading, word study, and
class discussion.
K.4.R.1
Students will acquire new academic, content-specific, grade-
level vocabulary and relate new words to prior knowledge with
guidance and support.
K.4.R.2 Students will begin to develop an awareness of context clues
through read-alouds and other text experiences.
K.4.R.3 Students will name and sort pictures of objects into categories
based on common attributes with guidance and support.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract
and concrete words in their
writing.
K.4.W.1
Students will use new vocabulary to produce and expand
complete sentences in shared language activities with guidance
and support.
K.4.W.2 Students will select appropriate language according to purpose
with guidance and support.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze
and evaluate a variety of
texts.
K.5.R.1
Students will begin to understand the function of grammar
through exposure to conversations, read-alouds, and interactive
reading.
K.5.R.2 Students will recognize concrete objects as persons, places,
or things (i.e., nouns) with guidance and support.
K.5.R.3 Students will recognize words as actions (i.e., verbs) with
guidance and support.
K.5.R.4
Students will group pictures and movement, and determine
spatial and time relationships such as up, down, before, and
after with guidance and support.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage
through writing and other
modes of communication.
K.5.W.2
Students will begin to compose simple sentences that begin
with a capital letter and end with a period or question
mark.
Reading-students will
comprehend, evaluate, and
synthesize resources to
acquire and refine
knowledge.
K.6.R.1
Students will identify relevant pictures, charts, grade-
appropriate texts, or people as sources of information on a
topic of interest.
K.6.R.2
Students will identify graphic features to understand a text
including photos, illustrations, and titles to understand a
text.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
K.8.R Students will demonstrate interest in books during read alouds,
and shared reading, and interact independently with books.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
K.8.W Students will express their ideas through combination of
drawing and emergent writing with guidance and support.
TOPIC:
WRITING October-Informational (Ongoing), November-Opinion
Writing-students will write for
varied purposes and
audiences in all modes, using
fully developed ideas, strong
organization, well-chosen
words, fluent sentences, and
appropriate voice.
K.3.W
Students will use drawing, labeling, dictating, and writing to tell
a story, share information, or express an opinion with guidance
and support.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
K.8.W Students will express their ideas through a combination of
drawing and emergent writing with guidance and support.
3rd 9 Weeks
All skills are taught continuously to meet mastery of standards. New skills introduced this 9 weeks are in bold.
Concept Standard Resources
Reading-Students will
develop and apply effective
communication skills through
speaking and active listening.
K.1.R.1 Students will actively listen and speak using agreed-upon rules with
guidance and support.
K.1.R.2
Students will ask and answer questions to seek help, get information,
or clarify about information presented orally or through text or other
media and support.
K.1.R.3
Students will engage in collaborative discussions about appropriate
topics and texts with peers and adults in small and large groups with
guidance and support.
K.1.R4 Students will follow one and two step directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening
to create individual and
group projects and
presentations.
K.1.W.1
Students will orally describe personal interests or tell stories,
facing the audience and speaking clearly in complete sentences
and following implicit rules for conversation, including taking
turns and staying on topic.
K.1.W.2 Students will work respectfully with others with guidance and
support.
Phonological Awareness-
phonological awareness is the
ability to recognize, think
about and manipulate sounds
in spoken language without
using text.
K.2.PA.1 Students will distinguish spoken words in a sentence.
K.2.PA.2 Students will recognize and produce pairs of rhyming words
and distinguish them from non-rhyming pairs.
K.2.PA.3
Students will isolate and pronounce the same initial sounds in a
set of spoken words (i.e, alliteration) (e.g., “the puppy
pounces”).
K.2.PA.4 Students will recognize the short or long vowel sound in one
syllable words.
K.2.PA.5 Students will count, pronounce, blend, segment, and delete
syllables in spoken words.
K.2.PA.6
Students will blend and segment onset and rime in one syllable
spoken words (e.g. Blending: /ch/ + at= chat; segmenting: cat=
/c/ + at).
K.2.PA.7 Students will blend phonemes to form one syllable spoken
words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).
K.2.PA.8 Students will segment phonemes in one syllable spoken words
with 3 to 5 phonemes (e.g., “fast”= /f/ /a/ /s/ /t/).
K.2.PA.9
Students will add, delete, and substitute phonemes in one
syllable spoken words (e.g., “add /c/ to the beginning of “at”
to say “cat;” “remove /p/ from “pin, “to say “in;” “change
the /d/ in “dog” to /f/ /r/ to say “frog”).
Print Concepts-students will
demonstrate their
understanding of the
organization and basic
features of print, including
book handling skills and the
understanding that printed
materials provide information
and tell stories.
K.2.PC.1 Students will correctly form letters to write their first and last
name and most uppercase and lowercase letters correctly.
K.2.PC.2
Students will demonstrate their understanding that print carries
a message by recognizing labels, signs, and other print in the
environment.
K.2.PC.3 Students will demonstrate correct book orientation and identify
the title, title page, and the front and back covers of a book.
K.2.PC.4 Students will recognize that written words are made up of
letters and are separated by spaces.
K.2.PC.5
Students will recognize that print moves from top to bottom,
left to right, and front to back (does not have to be matched to
voice.)
K.2.PC.6 Students will recognize the distinguishing features of a sentence
(e.g., capitalization of the first word, ending punctuation:
period, exclamation mark, question mark) with guidance and
support.
Phonics and Word Study-
students will decode and read
words in context and isolation
by applying phonics and word
analysis skills.
K.2.PWS.1 Students will name all uppercase and lowercase letters.
K.2.PWS.2 Students will sequence the letters of the alphabet.
K.2.PWS.3
Students will produce the primary or most common sound for
each consonant, short and long vowel sounds (e.g., c= /k/, c =
/s/, s = /z/, x= /ks/, x= /z/).
K.2.PWS.4
Students will blend letter sounds to decode simple
Vowel/Consonant (VC) and Consonant/Vowel/Consonant
(CVC) words (e.g., VC words= at, in, up; CVC words= pat,
hen, lot).
Fluency-students will
recognize high-frequency
words and read grade-level
text smoothly and accurately,
with expression that connotes
comprehension.
K.2.F.1 Students will read first and last name in print.
K.2.F.2 Students will read common high frequency grade-level words
by sight (e.g., not, was, to, have, you, he, is, with, are).
Reading-students will read
and comprehend increasingly
complex literary and
informational texts.
K.2.R.1 Students will retell or reenact major events from a read-aloud
with guidance and support to recognize the main idea.
K.2.R.2 Students will discriminate between fiction and
nonfiction/informational text with guidance and support.
K.2.R.3 Students will sequence the events/plot (i.e., beginning, middle,
and end) of a story or text with guidance and support.
Writing-students will develop
and strengthen writing by
engaging in a recursive
process which includes
planning, prewriting,
K.2.W.1 Students will begin to develop first drafts by expressing
themselves through drawing and emergent writing.
K.2.W.2 Students will begin to develop first drafts by sequencing the
action or details of stories/texts.
drafting, revising, editing,
and publishing. K.2.W.3 Students will begin to edit first drafts using appropriate
spacing between letters and words.
Reading-students will
comprehend, interpret,
evaluate, and respond to a
variety of complex texts of all
literary and informational
genres from a variety of
historical, cultural, ethnic,
and global perspectives.
K.3.R.1 Students will name the author and illustrator, and explain the
roles of each in a particular story.
K.3.R.2 Students will describe characters and setting in a story with
guidance and support.
K.3.R.3 Students will tell what is happening in a picture or illustration.
K.3.R.4
Students will ask and answer basic questions (e.g. who, what,
where, and when) about texts during shared reading or other
text experiences with guidance and support.
Reading-students will expand
academic, domain-
appropriate, grade-level
vocabularies through
reading, word study, and
class discussion.
K.4.R.1
Students will acquire new academic, content-specific, grade-
level vocabulary and relate new words to prior knowledge with
guidance and support.
K.4.R.2 Students will begin to develop an awareness of context clues
through read-alouds and other text experiences.
K.4.R.3 Students will name and sort pictures of objects into categories
based on common attributes with guidance and support.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract
and concrete words in their
writing.
K.4.W.1
Students will use new vocabulary to produce and expand
complete sentences in shared language activities with guidance
and support.
K.4.W.2 Students will select appropriate language according to purpose
with guidance and support.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze
K.5.R.1
Students will begin to understand the function of grammar
through exposure to conversations, read-alouds, and interactive
reading.
and evaluate a variety of
texts. K.5.R.2 Students will recognize concrete objects as persons, places, or
things (i.e., nouns) with guidance and support.
K.5.R.3 Students will recognize words as actions (i.e., verbs) with
guidance and support.
K.5.R.4
Students will group pictures and movement, and determine
spatial and time relationships such as up, down, before, and
after with guidance and support.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage
through writing and other
modes of communication.
K.5.W.1
Students will capitalize, with guidance and support:
their first name
the pronoun “I.”
K.5.W.2 Students will begin to compose simple sentences that begin
with a capital letter and end with a period or question mark.
Reading-students will
comprehend, evaluate, and
synthesize resources to
acquire and refine
knowledge.
K.6.R.1
Students will identify relevant pictures, charts, grade-
appropriate texts, or people as sources of information on a topic
of interest.
K.6.R.2 Students will identify graphic features to understand a text
including photos, illustrations, and titles to understand a text.
Writing-students will
summarize and paraphrase,
integrate evidence, and cite
sources to create reports,
projects, papers, texts, and
presentations for multiple
purposes.
K.6.W.1
Students will generate topics of interest and decide if a
friend, teacher, or expert can answer their questions with
guidance and support.
Reading-students will
evaluate written, oral, visual,
and digital texts in order to
draw conclusions and
analyze arguments.
K.7.R.1 Students will recognize formats of print and digital text with
guidance and support.
K.7.R.2 Students will explore how ideas and topics are depicted in a
variety of media and formats.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
K.8.R Students will demonstrate interest in books during read alouds,
and shared reading, and interact independently with books.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
K.8.W Students will express their ideas through combination of
drawing and emergent writing with guidance and support.
TOPIC:
WRITING January-Informational, February-Narrative,
March-Informational
Writing-students will write for
varied purposes and
audiences in all modes, using
fully developed ideas, strong
organization, well-chosen
words, fluent sentences, and
appropriate voice.
K.3.W
Students will use drawing, labeling, dictating, and writing to tell
a story, share information, or express an opinion with guidance
and support.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
K.8.W Students will express their ideas through a combination of
drawing and emergent writing with guidance and support.
4th 9 Weeks
All skills are taught continuously to meet mastery of standards. New skills introduced this 9 weeks are in bold.
Concept Standard Resources
Reading-Students will
develop and apply effective
communication skills through
speaking and active listening.
K.1.R.1 Students will actively listen and speak using agreed-upon rules with
guidance and support.
K.1.R.2
Students will ask and answer questions to seek help, get information,
or clarify about information presented orally or through text or other
media and support.
K.1.R.3
Students will engage in collaborative discussions about appropriate
topics and texts with peers and adults in small and large groups with
guidance and support.
K.1.R4 Students will follow one and two step directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening
to create individual and
group projects and
presentations.
K.1.W.1
Students will orally describe personal interests or tell stories,
facing the audience and speaking clearly in complete sentences
and following implicit rules for conversation, including taking
turns and staying on topic.
K.1.W.2 Students will work respectfully with others with guidance and
support.
Phonological Awareness-
phonological awareness is the
ability to recognize, think
about and manipulate sounds
in spoken language without
using text.
K.2.PA.1 Students will distinguish spoken words in a sentence.
K.2.PA.2 Students will recognize and produce pairs of rhyming words
and distinguish them from non-rhyming pairs.
K.2.PA.3
Students will isolate and pronounce the same initial sounds in a
set of spoken words (i.e, alliteration) (e.g., “the puppy
pounces”).
K.2.PA.4 Students will recognize the short or long vowel sound in one
syllable words.
K.2.PA.5 Students will count, pronounce, blend, segment, and delete
syllables in spoken words.
K.2.PA.6
Students will blend and segment onset and rime in one syllable
spoken words (e.g. Blending: /ch/ + at= chat; segmenting: cat=
/c/ + at).
K.2.PA.7 Students will blend phonemes to form one syllable spoken
words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).
K.2.PA.8 Students will segment phonemes in one syllable spoken words
with 3 to 5 phonemes (e.g., “fast”= /f/ /a/ /s/ /t/).
K.2.PA.9
Students will add, delete, and substitute phonemes in one
syllable spoken words (e.g., “add /c/ to the beginning of “at” to
say “cat;” “remove /p/ from “pin, “to say “in;” “change the /d/
in “dog” to /f/ /r/ to say “frog”).
Print Concepts-students will
demonstrate their
understanding of the
organization and basic
features of print, including
book handling skills and the
understanding that printed
materials provide information
and tell stories.
K.2.PC.1 Students will correctly form letters to write their first and last
name and most uppercase and lowercase letters correctly.
K.2.PC.2
Students will demonstrate their understanding that print carries
a message by recognizing labels, signs, and other print in the
environment.
K.2.PC.3 Students will demonstrate correct book orientation and identify
the title, title page, and the front and back covers of a book.
K.2.PC.4 Students will recognize that written words are made up of
letters and are separated by spaces.
K.2.PC.5
Students will recognize that print moves from top to bottom,
left to right, and front to back (does not have to be matched to
voice.)
K.2.PC.6 Students will recognize the distinguishing features of a sentence
(e.g., capitalization of the first word, ending punctuation:
period, exclamation mark, question mark) with guidance and
support.
Phonics and Word Study-
students will decode and read
words in context and isolation
by applying phonics and word
analysis skills.
K.2.PWS.1 Students will name all uppercase and lowercase letters.
K.2.PWS.2 Students will sequence the letters of the alphabet.
K.2.PWS.3
Students will produce the primary or most common sound for
each consonant, short and long vowel sounds (e.g., c= /k/, c =
/s/, s = /z/, x= /ks/, x= /z/).
K.2.PWS.4
Students will blend letter sounds to decode simple
Vowel/Consonant (VC) and Consonant/Vowel/Consonant
(CVC) words (e.g., VC words= at, in, up; CVC words= pat,
hen, lot).
Fluency-students will
recognize high-frequency
words and read grade-level
text smoothly and accurately,
with expression that connotes
comprehension.
K.2.F.1 Students will read first and last name in print.
K.2.F.2 Students will read common high frequency grade-level words
by sight (e.g., not, was, to, have, you, he, is, with, are).
Reading-students will read
and comprehend increasingly
complex literary and
informational texts.
K.2.R.1 Students will retell or reenact major events from a read-aloud
with guidance and support to recognize the main idea.
K.2.R.2 Students will discriminate between fiction and
nonfiction/informational text with guidance and support.
K.2.R.3 Students will sequence the events/plot (i.e., beginning, middle,
and end) of a story or text with guidance and support.
Writing-students will develop
and strengthen writing by
engaging in a recursive
process which includes
planning, prewriting,
K.2.W.1 Students will begin to develop first drafts by expressing
themselves through drawing and emergent writing.
K.2.W.2 Students will begin to develop first drafts by sequencing the
action or details of stories/texts.
drafting, revising, editing,
and publishing. K.2.W.3 Students will begin to edit first drafts using appropriate spacing
between letters and words.
Reading-students will
comprehend, interpret,
evaluate, and respond to a
variety of complex texts of all
literary and informational
genres from a variety of
historical, cultural, ethnic,
and global perspectives.
K.3.R.1 Students will name the author and illustrator, and explain the
roles of each in a particular story.
K.3.R.2 Students will describe characters and setting in a story with
guidance and support.
K.3.R.3 Students will tell what is happening in a picture or illustration.
K.3.R.4
Students will ask and answer basic questions (e.g. who, what,
where, and when) about texts during shared reading or other
text experiences with guidance and support.
Reading-students will expand
academic, domain-
appropriate, grade-level
vocabularies through
reading, word study, and
class discussion.
K.4.R.1
Students will acquire new academic, content-specific, grade-
level vocabulary and relate new words to prior knowledge with
guidance and support.
K.4.R.2 Students will begin to develop an awareness of context clues
through read-alouds and other text experiences.
K.4.R.3 Students will name and sort pictures of objects into categories
based on common attributes with guidance and support.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract
and concrete words in their
writing.
K.4.W.1
Students will use new vocabulary to produce and expand
complete sentences in shared language activities with guidance
and support.
K.4.W.2 Students will select appropriate language according to purpose
with guidance and support.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze
K.5.R.1
Students will begin to understand the function of grammar
through exposure to conversations, read-alouds, and interactive
reading.
and evaluate a variety of
texts. K.5.R.2 Students will recognize concrete objects as persons, places, or
things (i.e., nouns) with guidance and support.
K.5.R.3 Students will recognize words as actions (i.e., verbs) with
guidance and support.
K.5.R.4
Students will group pictures and movement, and determine
spatial and time relationships such as up, down, before, and
after with guidance and support.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage
through writing and other
modes of communication.
K.5.W.1
Students will capitalize, with guidance and support:
their first name
the pronoun “I.”
K.5.W.2 Students will begin to compose simple sentences that begin
with a capital letter and end with a period or question mark.
Reading-students will
comprehend, evaluate, and
synthesize resources to
acquire and refine
knowledge.
K.6.R.1
Students will identify relevant pictures, charts, grade-
appropriate texts, or people as sources of information on a topic
of interest.
K.6.R.2 Students will identify graphic features to understand a text
including photos, illustrations, and titles to understand a text.
Writing-students will
summarize and paraphrase,
integrate evidence, and cite
sources to create reports,
projects, papers, texts, and
presentations for multiple
purposes.
K.6.W.1
Students will generate topics of interest and decide if a friend,
teacher, or expert can answer their questions with guidance and
support.
K.6.W.2 Students will find information from provided sources
during group research with guidance and support.
Reading-students will
evaluate written, oral, visual,
and digital texts in order to
draw conclusions and analyze
arguments.
K.7.R.1 Students will recognize formats of print and digital text with
guidance and support.
K.7.R.2 Students will explore how ideas and topics are depicted in a
variety of media and formats.
Writing-students will create
multimodal texts to
communicate knowledge and
develop arguments.
K.7.W.1 Students will use appropriate technology to communicate
with others with guidance and support.
K.7.W.2 Students will use appropriate props, images, or illustrations
to support verbal communication.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
K.8.R Students will demonstrate interest in books during read alouds,
and shared reading, and interact independently with books.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
expression to suit audience
and task.
K.8.W Students will express their ideas through combination of
drawing and emergent writing with guidance and support.
TOPIC:
WRITING March-Informational (ongoing), April-Informational,
May-Research
Writing-students will write for
varied purposes and
audiences in all modes, using
fully developed ideas, strong
organization, well-chosen
words, fluent sentences, and
appropriate voice.
K.3.W
Students will use drawing, labeling, dictating, and writing to tell
a story, share information, or express an opinion with guidance
and support.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of
K.8.W Students will express their ideas through a combination of
drawing and emergent writing with guidance and support.
expression to suit audience
and task.
LAWTON PUBLIC SCHOOLS Building Academic Vocabulary
Audibles - Kindergarten
The following is the Building Academic Vocabulary List from the Oklahoma State Department of Education. Refer to OAS, Pacing Guides and any additional resources for further vocabulary.
Math Science Language Arts Social Studies
above air Alphabet American Flag
add animal Author career/employment
behind cloud back cover basic needs
below color Book classroom
beside day Bottom community
between earth consonant cooperate
calendar egg different customs
circle float fairy tale holiday
clock flower follow directions home
compare food front cover legends/folktales
count growth Letter language
fifth insect listening skill money
first light lowercase national symbol
fourth living Name obey
graph night picture book Oklahoma
hour parent Retell Oklahoma Flag
left plant Rhyme property
length seasons Same respect
measure spring sight word responsibility
money summer Title rules
number fall Top savings
on winter uppercase school
over seed vowel state
pattern senses words town/city
rectangle shape transportation
right sink United States
second soil
shapes sort
sort (same/different) water
square
subtract
third
time
triangle
under
zero
T-1/1ST GRADE
PACING GUIDE
Summary of the On-Grade-Level Criteria for Grade T-1
Guidance for using the Literacy First Battery of Assessments
To Identify Students “At-Risk” for failure in acquiring sufficient reading skills
Phonological
Awareness
All Phonological
Awareness skills through
syllable segmentation
All Phonological
Awareness skill through
Pre-K, plus 6- of the 7
Kindergarten Phonological
Awareness skill
All Kindergarten skills plus
2 of the 7 first grade skills
Phonics Consonant names lower,
consonant names upper,
vowel names
4 of the 6 tested
Kindergarten skills
All Kindergarten skills plus
skill 4, 5, 6
T-1 YEAR BEGIN MID YEAR YEAR END
Guidance for using the Literacy First Battery of Assessments-To Identify Students “At-Risk” for failure in acquiring sufficient reading skills
FIRST GRADE
Phonological Awareness and
Oral Language Skills
Letter Recognition Skills and
Phonics
Fluency Word Study, Spelling
and Vocabulary
Comprehension
Assessment
Used
P.A.S.T Literacy First
Phonics Assessment
Oral Reading
Fluency
Assessment
Words Their Way
Spelling Inventories*
STAR Early
Literacy
Beginning
of Year
Students meeting on grade
level criteria demonstrate
mastery of all Pre-K and
Kindergarten skills.
Students meeting on grade
level criteria demonstrate
mastery of all Kindergarten
skills.
Fluency is not a
factor in
identifying
students for
Reading
Sufficiency
purposes.
Primary Spelling
inventory is
administered but is not
a factor in identifying
students for Reading
Sufficiency purposes.
Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
Middle
of Year
Students meeting on grade
level criteria demonstrate
mastery of all skills through
deletion of initial sound.
Students meeting on grade
level criteria demonstrate
mastery of all skills through
consonant blends-beginning.
Fluency is not a
factor in
identifying
students for
Reading
Sufficiency
purposes.
Primary Spelling
inventory is
administered but is not
a factor in identifying
students for Reading
Sufficiency purposes.
Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
End
of Year
Students meeting on grade
level criteria demonstrate
mastery of all skills.
Students meeting on grade
level criteria demonstrate
mastery of all 1st Grade skills.
Fluency is not a
factor in
identifying
students for
Reading
Sufficiency
purposes.
Primary Spelling
inventory is
administered but is not
a factor in identifying
students for Reading
Sufficiency purposes.
Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
LAWTON PUBLIC SCHOOLS
T-1/First Grade Reading Curriculum Guide
1st 9 Weeks
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
1.1.R.1 Students will actively listen and speak using agreed-upon rules for
discussion.
1.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media, to
confirm understanding.
Phonological Awareness-
phonological awareness is the
ability to recognize, think about
and manipulate sounds in spoken
language without using text.
1.2.PA.1 Students will blend and segment onset and rime in spoken
words (e.g., /ch/ + /at/ = chat).
1.2.PA.2 Students will differentiate short from long vowel sounds in one
syllable words.
1.2.PA.3 Students will isolate and pronounce initial, medial, and final
sounds in spoken words.
1.2.PA.4
Students will blend phonemes in spoken words with 4 to 6
phonemes, including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/=
string).
1.2.PA.5
Students will segment phonemes in spoken words with 4 to 6
phonemes into individual phonemes (e.g., string= /s/ /t/ /r/ /i/
/ng/).
1.2.PA.6
Students will add, delete, and substitute phonemes in spoken
words (e.g., “add /g/ to the beginning of low to say ‘glow,’
“remove the /idge/ from ‘bridge,’ to say ‘br,’ “change the /ar/ in
‘charm’ to /u/ to say ‘chum’).
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
1.2.PC.1
Students will correctly form letters and use appropriate spacing
for letters, words, and sentences using left-to-right and top-to-
bottom progression.
handling skills and the
understanding that printed
materials provide information
and tell stories.
1.2.PC.2
Students will recognize the distinguishing features of a sentence
(e.g., capitalization of the first word, ending punctuation,
comma, and quotation marks).
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
1.2.PWS.1
Students will decode phonetically regular words by using their
knowledge of:
single consonants (e.g., c= /k/, c= /s/, s= /s/, s= /z/, x=
/ks/, x= /z/)
consonant blends (e.g, bl, br, cr)
consonant digraphs and trigraphs (e.g, sh-, -tch)
vowel sounds:
long
short
r-controlled vowels (e.g., ar, er, ir, or, ur)
vowel spelling patterns:
vowel digraphs (e.g., ea, oa, ee) vowel-consonant-silent-e (e.g., lake)
1.2.PWS.2
Students will decode words by applying knowledge of structural
analysis:
most major syllable patterns (e.g., closed, open, vowel team, vowel silent e, r-controlled)
inflectional endings (e.g., -s, -ed, -ing)
compound words
contractions
1.2.PWS.3 Students will read words in common word families (e.g., -at, -
ab, -am, -in).
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
1.2.F.1 Students will read high frequency and/or common irregularly
spelled grade-level words with automaticity in text.
accurately, with expression that
connotes comprehension. 1.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will develop and
strengthen writing by engaging
in a recursive process which
includes planning, prewriting,
drafting, revising, editing, and
publishing.
1.2.W.3
Students will correctly spell grade-appropriate, highly
decodable words (e.g., cup, like, cart) and common, irregularly
spelled sight words (e.g., the) while editing.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
1.3.R.3
Students will find textual evidence when provided with
examples of literary elements and organization:
setting (i.e., time, place)
plot
main characters and their traits in a story
1.3.R.4 Students will ask and answer basic questions (e.g., who, what,
where, why, and when) about texts.
1.3.R.5 Students will begin to locate facts that are clearly stated in a
text.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussion.
1.4.R.1 Students will identify the author’s purpose (i.e., tell a story,
provide information) with guidance and support).
1.4.R.4 Students will ask and answer basic questions (e.g., who, what,
where, why, and when) about texts.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
1.5.W.1
Students will capitalize:
the first letter of a sentence
proper names
months and days of the week
1.5.W.2
Students will compose grammatically correct simple and
compound sentences and questions (interrogatives) with
appropriate end marks.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
1.8.R
Students will select appropriate texts for academic and personal
purposes and read independently for extended periods of time
with guidance and support.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
1.8.W
Students will write independently for extended periods of time
through a combination of emergent and conventional writing
with guidance and support.
TOPIC:
WRITING August-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
1.3.W.1
NARRATIVE
Students will begin to write narratives incorporating characters,
plot (i.e., beginning, middle, end), and a basic setting (i.e., time,
place) with guidance and support.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
1.1.W.1 Students will orally describe people, places, things, and events
with relevant details expressing their ideas.
1.1.W.2 Students will work respectfully in groups.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
1.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing with guidance and support.
1.4.W.2 Students will select appropriate language according to purpose
in writing with guidance and support.
TOPIC:
WRITING September-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
1.3.W.2
INFORMATIVE
Students will begin to write facts about a subject in response to
a text read aloud to demonstrate understanding with guidance
and support.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
1.1.W.1 Students will orally describe people, places, things, and events
with relevant details expressing their ideas.
1.1.W.2 Students will work respectfully in groups.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
1.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing with guidance and support.
1.4.W.2 Students will select appropriate language according to purpose
in writing with guidance and support.
2nd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st nine weeks.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
1.1.R.1 Students will actively listen and speak using agreed-upon rules for
discussion.
1.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media, to
confirm understanding.
1.1.R.3 Students will engage in collaborative discussions about appropriate
topics and texts with peers and adults in small and large groups.
1.1.R.4 Students will restate and follow simple two-step directions.
Phonological Awareness-
phonological awareness is the
ability to recognize, think about
and manipulate sounds in spoken
language without using text.
1.2.PA.1 Students will blend and segment onset and rime in spoken
words (e.g., /ch/ + /at/ = chat).
1.2.PA.2 Students will differentiate short from long vowel sounds in one
syllable words.
1.2.PA.3 Students will isolate and pronounce initial, medial, and final
sounds in spoken words.
1.2.PA.4
Students will blend phonemes in spoken words with 4 to 6
phonemes, including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/=
string).
1.2.PA.5
Students will segment phonemes in spoken words with 4 to 6
phonemes into individual phonemes (e.g., string= /s/ /t/ /r/ /i/
/ng/).
1.2.PA.6 Students will add, delete, and substitute phonemes in spoken
words (e.g., “add /g/ to the beginning of low to say ‘glow,’
“remove the /idge/ from ‘bridge,’ to say ‘br,’ “change the /ar/ in
‘charm’ to /u/ to say ‘chum’).
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
1.2.PC.1
Students will correctly form letters and use appropriate spacing
for letters, words, and sentences using left-to-right and top-to-
bottom progression.
1.2.PC.2
Students will recognize the distinguishing features of a sentence
(e.g., capitalization of the first word, ending punctuation,
comma, and quotation marks).
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
1.2.PWS.1
Students will decode phonetically regular words by using their
knowledge of:
single consonants (e.g., c= /k/, c= /s/, s= /s/, s= /z/, x=
/ks/, x= /z/)
consonant blends (e.g, bl, br, cr)
consonant digraphs and trigraphs (e.g, sh-, -tch)
vowel sounds:
long
short
r-controlled vowels (e.g., ar, er, ir, or, ur)
vowel spelling patterns:
vowel digraphs (e.g., ea, oa, ee) vowel-consonant-silent-e (e.g., lake)
1.2.PWS.2
Students will decode words by applying knowledge of structural
analysis:
most major syllable patterns (e.g., closed, open, vowel team, vowel silent e, r-controlled)
inflectional endings (e.g., -s, -ed, -ing)
compound words
contractions
1.2.PWS.3 Students will read words in common word families (e.g., -at, -
ab, -am, -in).
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
1.2.F.1 Students will read high frequency and/or common irregularly
spelled grade-level words with automaticity in text.
1.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
1.2.R.1 Students will retell or reenact major events in a text,
focusing on important details to recognize the main idea.
1.2.R.2 Students will discriminate between fiction and
nonfiction/informational text.
1.2.R.3 Students will sequence the events/plot (i.e., beginning,
middle, and end) of a story or text.
Students will develop and
strengthen writing by engaging
in a recursive process which
includes planning, prewriting,
drafting, revising, editing, and
publishing.
1.2.W.1
Students will develop and edit first drafts using appropriate
spacing between letters, words, and sentences using left-to-
right and top-to-bottom progression.
1.2.W.2
Students will develop drafts by sequencing the action or
details in a story or about a topic through writing sentences
with guidance and support.
1.2.W.3
Students will correctly spell grade-appropriate, highly
decodable words (e.g., cup, like, cart) and common, irregularly
spelled sight words (e.g., the) while editing.
1.2.W.4 Students will use resources to find correct spellings of words
(e.g., word wall, vocabulary notebook).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
1.3.R.1 Students will identify the author’s purpose (i.e., tell a story,
provide information) with guidance and support.
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
1.3.R.2 Students will describe who is telling the story (i.e., point of
view).
1.3.R.3
Students will find textual evidence when provided with
examples of literary elements and organization:
setting (i.e., time, place)
plot
main characters and their traits in a story
1.3.R.4 Students will ask and answer basic questions (e.g., who, what,
where, why, and when) about texts.
1.3.R.5 Students will begin to locate facts that are clearly stated in a
text.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussion.
1.4.R.1 Students will identify the author’s purpose (i.e., tell a story,
provide information) with guidance and support).
1.4.R.3 Students will use context clues to determine the meaning of
words with guidance and support.
1.4.R.4 Students will ask and answer basic questions (e.g., who, what,
where, why, and when) about texts.
1.4.R.5 Students will use a dictionary (print and/or electronic) to
find words.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
1.5.R.1 Students will recognize nouns as concrete objects (i.e.,
people persons, places, things) and using the pronoun “I”.
1.5.R.2 Students will recognize verbs as actions.
1.5.R.4 Students will recognize the prepositions (e.g., The dog is on
top of the doghouse.) through pictures and movement.
1.5.R.5 Students will recognize singular and plural nouns with
correct verbs in simple sentences (e.g., He sits; we sit).
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
1.5.W.1
Students will capitalize:
the first letter of a sentence
proper names
months and days of the week
1.5.W.2
Students will compose grammatically correct simple and
compound sentences and questions (interrogatives) with
appropriate end marks.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
1.8.R
Students will select appropriate texts for academic and personal
purposes and read independently for extended periods of time
with guidance and support.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
1.8.W
Students will write independently for extended periods of time
through a combination of emergent and conventional writing
with guidance and support.
TOPIC:
WRITING October-Informative (Ongoing from September)
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
1.3.W.2
INFORMATIVE
Students will begin to write facts about a subject in response to
a text read aloud to demonstrate understanding with guidance
and support.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
1.1.W.1 Students will orally describe people, places, things, and events
with relevant details expressing their ideas.
1.1.W.2 Students will work respectfully in groups.
create individual and group
projects and presentations.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
1.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing with guidance and support.
1.4.W.2 Students will select appropriate language according to purpose
in writing with guidance and support.
TOPIC:
WRITING November-Opinion
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
1.3.W.3
OPINION
Students will express an opinion in writing about a topic and
provide a reason to support the opinion.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
1.1.W.1 Students will orally describe people, places, things, and events
with relevant details expressing their ideas.
1.1.W.2 Students will work respectfully in groups.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
1.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing with guidance and support.
1.4.W.2 Students will select appropriate language according to purpose
in writing with guidance and support.
3rd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st and 2nd nine weeks.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
1.1.R.1 Students will actively listen and speak using agreed-upon rules for
discussion.
1.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media, to
confirm understanding.
1.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts with peers and adults in small and large groups.
1.1.R.4 Students will restate and follow simple two-step directions.
Phonological Awareness-
phonological awareness is the
ability to recognize, think about
and manipulate sounds in spoken
language without using text.
1.2.PA.1 Students will blend and segment onset and rime in spoken
words (e.g., /ch/ + /at/ = chat).
1.2.PA.2 Students will differentiate short from long vowel sounds in one
syllable words.
1.2.PA.3 Students will isolate and pronounce initial, medial, and final
sounds in spoken words.
1.2.PA.4
Students will blend phonemes in spoken words with 4 to 6
phonemes, including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/=
string).
1.2.PA.5
Students will segment phonemes in spoken words with 4 to 6
phonemes into individual phonemes (e.g., string= /s/ /t/ /r/ /i/
/ng/).
1.2.PA.6 Students will add, delete, and substitute phonemes in spoken
words (e.g., “add /g/ to the beginning of low to say ‘glow,’
“remove the /idge/ from ‘bridge,’ to say ‘br,’ “change the /ar/ in
‘charm’ to /u/ to say ‘chum’).
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
1.2.PC.1
Students will correctly form letters and use appropriate spacing
for letters, words, and sentences using left-to-right and top-to-
bottom progression.
1.2.PC.2
Students will recognize the distinguishing features of a sentence
(e.g., capitalization of the first word, ending punctuation,
comma, and quotation marks).
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
1.2.PWS.1
Students will decode phonetically regular words by using their
knowledge of:
single consonants (e.g., c= /k/, c= /s/, s= /s/, s= /z/, x=
/ks/, x= /z/)
consonant blends (e.g, bl, br, cr)
consonant digraphs and trigraphs (e.g, sh-, -tch)
vowel sounds:
long
short
r-controlled vowels (e.g., ar, er, ir, or, ur)
vowel spelling patterns:
vowel digraphs (e.g., ea, oa, ee)
vowel-consonant-silent-e (e.g., lake)
1.2.PWS.2
Students will decode words by applying knowledge of structural
analysis:
most major syllable patterns (e.g., closed, open, vowel
team, vowel silent e, r-controlled)
inflectional endings (e.g., -s, -ed, -ing)
compound words
contractions
1.2.PWS.3 Students will read words in common word families (e.g., -at, -
ab, -am, -in).
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
1.2.F.1 Students will read high frequency and/or common irregularly
spelled grade-level words with automaticity in text.
1.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
1.2.R.1 Students will retell or reenact major events in a text, focusing
on important details to recognize the main idea.
1.2.R.2 Students will discriminate between fiction and
nonfiction/informational text.
1.2.R.3 Students will sequence the events/plot (i.e., beginning, middle,
and end) of a story or text.
Students will develop and
strengthen writing by engaging
in a recursive process which
includes planning, prewriting,
drafting, revising, editing, and
publishing.
1.2.W.1
Students will develop and edit first drafts using appropriate
spacing between letters, words, and sentences using left-to-right
and top-to-bottom progression.
1.2.W.2
Students will develop drafts by sequencing the action or details
in a story or about a topic through writing sentences with
guidance and support.
1.2.W.3
Students will correctly spell grade-appropriate, highly
decodable words (e.g., cup, like, cart) and common, irregularly
spelled sight words (e.g., the) while editing.
1.2.W.4 Students will use resources to find correct spellings of words
(e.g., word wall, vocabulary notebook).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
1.3.R.1 Students will identify the author’s purpose (i.e., tell a story,
provide information) with guidance and support.
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
1.3.R.2 Students will describe who is telling the story (i.e., point of
view).
1.3.R.3
Students will find textual evidence when provided with
examples of literary elements and organization:
setting (i.e., time, place)
plot
main characters and their traits in a story
1.3.R.4 Students will ask and answer basic questions (e.g., who, what,
where, why, and when) about texts.
1.3.R.5 Students will begin to locate facts that are clearly stated in a
text.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussion.
1.4.R.1 Students will identify the author’s purpose (i.e., tell a story,
provide information) with guidance and support).
1.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define unfamiliar words with guidance and support.
1.4.R.3 Students will use context clues to determine the meaning of
words with guidance and support.
1.4.R.4 Students will ask and answer basic questions (e.g., who, what,
where, why, and when) about texts.
1.4.R.5 Students will use a dictionary (print and/or electronic) to find
words.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
1.5.R.1 Students will recognize nouns as concrete objects (i.e., people
persons, places, things) and using the pronoun “I”.
1.5.R.2 Students will recognize verbs as actions.
1.5.R.3 Students will recognize color and number adjectives.
1.5.R.4 Students will recognize the prepositions (e.g., The dog is on top
of the doghouse.) through pictures and movement.
1.5.R.5 Students will recognize singular and plural nouns with correct
verbs in simple sentences (e.g., He sits; we sit).
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
1.5.W.1
Students will capitalize:
the first letter of a sentence
proper names
months and days of the week
1.5.W.2
Students will compose grammatically correct simple and
compound sentences and questions (interrogatives) with
appropriate end marks.
Reading-students will
comprehend, evaluate, and
synthesize resources to acquire
and refine knowledge.
1.6.R.2
Students will identify graphic features including photos,
illustrations, titles, labels, headings, charts, and graphs to
understand a text.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
1.8.R
Students will select appropriate texts for academic and personal
purposes and read independently for extended periods of time
with guidance and support.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
1.8.W
Students will write independently for extended periods of time
through a combination of emergent and conventional writing
with guidance and support.
TOPIC:
WRITING January-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
1.3.W.2 INFORMATIVE
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
Students will begin to write facts about a subject in response to
a text read aloud to demonstrate understanding with guidance
and support.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
1.1.W.1 Students will orally describe people, places, things, and events
with relevant details expressing their ideas.
1.1.W.2 Students will work respectfully in groups.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
1.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing with guidance and support.
1.4.W.2 Students will select appropriate language according to purpose
in writing with guidance and support.
TOPIC:
WRITING February-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
1.3.W.1
NARRATIVE
Students will begin to write narratives incorporating characters,
plot (i.e., beginning, middle, end), and a basic setting (i.e., time,
place) with guidance and support.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
1.1.W.1 Students will orally describe people, places, things, and events
with relevant details expressing their ideas.
1.1.W.2 Students will work respectfully in groups.
Writing-students will apply
knowledge of vocabularies to
communicate by using
1.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing with guidance and support.
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
1.4.W.2 Students will select appropriate language according to purpose
in writing with guidance and support.
TOPIC:
WRITING March-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
1.3.W.2
INFORMATIVE
Students will begin to write facts about a subject in response to
a text read aloud to demonstrate understanding with guidance
and support.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
1.1.W.1 Students will orally describe people, places, things, and events
with relevant details expressing their ideas.
1.1.W.2 Students will work respectfully in groups.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
1.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing with guidance and support.
1.4.W.2 Students will select appropriate language according to purpose
in writing with guidance and support.
4th 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st, 2nd and 3rd nine weeks.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
1.1.R.1 Students will actively listen and speak using agreed-upon rules for
discussion.
1.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media, to
confirm understanding.
1.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts with peers and adults in small and large groups.
1.1.R.4 Students will restate and follow simple two-step directions.
Phonological Awareness-
phonological awareness is the
ability to recognize, think about
and manipulate sounds in spoken
language without using text.
1.2.PA.1 Students will blend and segment onset and rime in spoken
words (e.g., /ch/ + /at/ = chat).
1.2.PA.2 Students will differentiate short from long vowel sounds in one
syllable words.
1.2.PA.3 Students will isolate and pronounce initial, medial, and final
sounds in spoken words.
1.2.PA.4
Students will blend phonemes in spoken words with 4 to 6
phonemes, including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/=
string).
1.2.PA.5
Students will segment phonemes in spoken words with 4 to 6
phonemes into individual phonemes (e.g., string= /s/ /t/ /r/ /i/
/ng/).
1.2.PA.6 Students will add, delete, and substitute phonemes in spoken
words (e.g., “add /g/ to the beginning of low to say ‘glow,’
“remove the /idge/ from ‘bridge,’ to say ‘br,’ “change the /ar/ in
‘charm’ to /u/ to say ‘chum’).
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
1.2.PC.1
Students will correctly form letters and use appropriate spacing
for letters, words, and sentences using left-to-right and top-to-
bottom progression.
1.2.PC.2
Students will recognize the distinguishing features of a sentence
(e.g., capitalization of the first word, ending punctuation,
comma, and quotation marks).
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
1.2.PWS.1
Students will decode phonetically regular words by using their
knowledge of:
single consonants (e.g., c= /k/, c= /s/, s= /s/, s= /z/, x=
/ks/, x= /z/)
consonant blends (e.g, bl, br, cr)
consonant digraphs and trigraphs (e.g, sh-, -tch)
vowel sounds:
long
short
r-controlled vowels (e.g., ar, er, ir, or, ur)
vowel spelling patterns:
vowel digraphs (e.g., ea, oa, ee) vowel-consonant-silent-e (e.g., lake)
1.2.PWS.2
Students will decode words by applying knowledge of structural
analysis:
most major syllable patterns (e.g., closed, open, vowel team, vowel silent e, r-controlled)
inflectional endings (e.g., -s, -ed, -ing)
compound words
contractions
1.2.PWS.3 Students will read words in common word families (e.g., -at, -
ab, -am, -in).
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
1.2.F.1 Students will read high frequency and/or common irregularly
spelled grade-level words with automaticity in text.
1.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
1.2.R.1 Students will retell or reenact major events in a text, focusing
on important details to recognize the main idea.
1.2.R.2 Students will discriminate between fiction and
nonfiction/informational text.
1.2.R.3 Students will sequence the events/plot (i.e., beginning, middle,
and end) of a story or text.
Students will develop and
strengthen writing by engaging
in a recursive process which
includes planning, prewriting,
drafting, revising, editing, and
publishing.
1.2.W.1
Students will develop and edit first drafts using appropriate
spacing between letters, words, and sentences using left-to-right
and top-to-bottom progression.
1.2.W.2
Students will develop drafts by sequencing the action or details
in a story or about a topic through writing sentences with
guidance and support.
1.2.W.3
Students will correctly spell grade-appropriate, highly
decodable words (e.g., cup, like, cart) and common, irregularly
spelled sight words (e.g., the) while editing.
1.2.W.4 Students will use resources to find correct spellings of words
(e.g., word wall, vocabulary notebook).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
1.3.R.1 Students will identify the author’s purpose (i.e., tell a story,
provide information) with guidance and support.
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
1.3.R.2 Students will describe who is telling the story (i.e., point of
view).
1.3.R.3
Students will find textual evidence when provided with
examples of literary elements and organization:
setting (i.e., time, place)
plot
main characters and their traits in a story
1.3.R.4 Students will ask and answer basic questions (e.g., who, what,
where, why, and when) about texts.
1.3.R.5 Students will begin to locate facts that are clearly stated in a
text.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussion.
1.4.R.1 Students will identify the author’s purpose (i.e., tell a story,
provide information) with guidance and support).
1.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define unfamiliar words with guidance and support.
1.4.R.3 Students will use context clues to determine the meaning of
words with guidance and support.
1.4.R.4 Students will ask and answer basic questions (e.g., who, what,
where, why, and when) about texts.
1.4.R.5 Students will use a dictionary (print and/or electronic) to find
words.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
1.5.R.1 Students will recognize nouns as concrete objects (i.e., people
persons, places, things) and using the pronoun “I”.
1.5.R.2 Students will recognize verbs as actions.
1.5.R.3 Students will recognize color and number adjectives.
1.5.R.4 Students will recognize the prepositions (e.g., The dog is on top
of the doghouse.) through pictures and movement.
1.5.R.5 Students will recognize singular and plural nouns with correct
verbs in simple sentences (e.g., He sits; we sit).
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
1.5.W.1
Students will capitalize:
the first letter of a sentence
proper names
months and days of the week
1.5.W.2
Students will compose grammatically correct simple and
compound sentences and questions (interrogatives) with
appropriate end marks.
Reading-students will
comprehend, evaluate, and
synthesize resources to acquire
and refine knowledge.
1.6.R.1
Students will decide who can answer questions about their
topic or what resources they will need to find the
information.
1.6.R.2
Students will identify graphic features including photos,
illustrations, titles, labels, headings, charts, and graphs to
understand a text.
1.6.R.3 Students will identify the location and purpose of various
visual and text reference sources.
Writing-students will summarize
and paraphrase, integrate
evidence, and cite sources to
create reports, projects, papers,
texts, and presentations for
multiple purposes.
1.6.W.1 Students will generate questions about topics of interest.
1.6.W.2
Students will organize information found during group or
individual research, using graphic organizers or other aids
with guidance and support.
1.6.W.3 Students will make informal presentations of information
gathered.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
1.7.R.1 Students will use provided print and digital resources with
guidance and support.
1.7.R.2 Students will explore and compare how ideas and topics are
depicted in a variety of media and formats.
Writing-students will create
multimodal texts to
communicate knowledge and
develop arguments.
1.7.W.1
Students will select and use appropriate technology or
media to communicate with others with guidance and
support.
1.7.W.2 Students will use visual displays to support verbal
communication and clarify ideas, thoughts, and feelings.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
1.8.R
Students will select appropriate texts for academic and personal
purposes and read independently for extended periods of time
with guidance and support.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
1.8.W
Students will write independently for extended periods of time
through a combination of emergent and conventional writing
with guidance and support.
TOPIC:
WRITING April-Poetry
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
1.1.W.1 Students will orally describe people, places, things, and events
with relevant details expressing their ideas.
1.1.W.2 Students will work respectfully in groups.
Writing-students will apply
knowledge of vocabularies to
communicate by using
1.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing with guidance and support.
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
1.4.W.2 Students will select appropriate language according to purpose
in writing with guidance and support.
TOPIC:
WRITING May-Research
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
1.1.W.1 Students will orally describe people, places, things, and events
with relevant details expressing their ideas.
1.1.W.2 Students will work respectfully in groups.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
1.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing with guidance and support.
1.4.W.2 Students will select appropriate language according to purpose
in writing with guidance and support.
LAWTON PUBLIC SCHOOLS Building Academic Vocabulary
Audibles – T-1/1st Grade
The following is the Building Academic Vocabulary List from the Oklahoma State Department of Education.
Refer to OAS, Pacing Guides and any additional resources for further vocabulary.
Math Science Language Arts Social Studies
addition attract alphabetize Africa
angle camouflage
beginning consonant
Antarctica
backward/forward desert blend Arctic Ocean
chart freezing chapter Asia
congruent gravity character Atlantic Ocean
describe liquid conversation atlas
digit magnet date (written form) Australia
direction magnifier discuss cardinal directions
equal measure end city/urban
even moon ending consonant commemorative holidays
explain ocean illustrate continent
foot pull language encyclopedia
greater than push long vowel Europe
guess safety middle globe
half hour shelter noun Independence Day
inch sky period Indian Ocean
increasing pattern solid plural map
less than star poem neighborhood/community
list sun predict North America
minus thermometer punctuation ocean/seas
minute question (mark) Pacific Ocean
number line reread past/present/future
numeral sentence patriotic symbols/traditions
odd setting Pledge of Allegiance
order short vowel rural/county
ordinal singular seasons
plus spelling South America
size table of contents Southern Ocean
solve title page Star Spangled Banner
subtraction verb timeline
tallies vocabulary trade
temperature
value
weight
2ND GRADE
PACING GUIDE
Guidance for using the Literacy First Battery of Assessments-To Identify Students “At-Risk” for failure in acquiring sufficient reading skills
SECOND GRADE
Phonological Awareness and
Oral Language Skills
Letter Recognition Skills and
Phonics
Fluency Word Study, Spelling
and Vocabulary
Comprehension
Assessment
Used
P.A.S.T Literacy First
Phonics Assessment
Oral Reading
Fluency
Assessment
Words Their Way
Spelling Inventories*
STAR Early
Literacy
Beginning
of Year
Students meeting on grade
level criteria demonstrate
mastery of all skills.
Students meeting on grade
level criteria demonstrate
mastery of all Kindergarten
and 1st Grade skills.
50th percentile
with 3’s or 4’s
on the
Multidimension
al Fluency Scale
using 2nd grade
passage 1.
Primary Spelling
inventory is
administered but is not
a factor in identifying
students for Reading
Sufficiency purposes.
Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
Middle
of Year
Students meeting on grade
level criteria demonstrate
mastery of all skills.
Students meeting on grade
level criteria demonstrate
mastery of all skills through r-
or l- controlled vowels.
50th percentile
with 3’s or 4’s
on the
Multidimension
al Fluency Scale
using 2nd grade
passage 2.
Primary Spelling
inventory is
administered but is not
a factor in identifying
students for Reading
Sufficiency purposes.
Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
End
of Year
Students meeting on grade
level criteria demonstrate
mastery of all skills.
Students meeting on grade
level criteria demonstrate
mastery of all skills.
50th percentile
with 3’s or 4’s
on the
Multidimension
al Fluency Scale
using 2nd grade
passage 3.
Primary Spelling
inventory is
administered but is not
a factor in identifying
students for Reading
Sufficiency purposes.
Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
Important Note: The Literacy First Process recommends that mastery of beginning of the year comprehension skil ls is determined by the 8 th week of school. In most cases, the
8th week is after the Beginning of Year reporting deadline for Reading Sufficiency purposed. Students would be expected to have demonstrated mastery of the end of the year
comprehension criteria in order to be considered “at benchmark” on the end of the year report.
LAWTON PUBLIC SCHOOLS
Second Grade Reading Curriculum Guide
1st 9 Weeks
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
2.1.R.1 Students will actively listen and speak using appropriate discussion rules.
2.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally, through text or other media to
confirm understanding.
2.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts with peers and adults in small and large groups.
2.1.R.4 Students will restate and follow multi-step directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects in presentations.
2.1.W.1
Students will report on a topic or text, tell a story or recount an
experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
2.1.W.2
Students will work respectfully within groups, share
responsibility for collaborative work, and value individual
contributions made by each group member.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
2.2.R.1 Students will locate the main idea and supporting details of a
text.
2.2.R.2 Students will begin to compare and contrast details (e.g., plots
or events, settings, and characters) to discriminate genres.
Students will develop and
strengthen writing by engaging
in a recursive process which
2.2.W.1 Students will develop drafts by sequencing the action or details
in a story or about a topic through writing sentences.
includes planning, prewriting,
drafting, revising, editing, and
publishing.
2.2.W.4 Students will use resources to find correct spelling of words
(e.g., word wall, vocabulary notebook, dictionaries).
Phonological Awareness: Phonological awareness is the ability to identify, think about and manipulate sounds in spoken language
without using text.
Students will continue to review and apply grade level expectations for this standard. If phonological awareness skills are not mastered,
students will address skills from previous grade.
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
2.2.PC Students will correctly form letters in print and use appropriate
spacing for letters, words, and sentences.
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
2.2.PWS.1
Students will decode one- and two- syllable words by using
their knowledge of:
single consonants, including those with two different
sounds (e.g., soft and hard c [cent, cat] and g [gem,
goat])
consonant blends (e.g., bl, br, cr)
consonant digraphs and trigraphs (e.g., sh-, -tch)
vowel sounds
long
short
“r” controlled words (e.g., ar, er, ir, or, ur)
vowel spelling patterns:
vowel digraphs (e.g., ea , oa, ee)
vowel-consonant-silent-e (e.g., lake) vowel diphthongs (vowel combinations having two sounds e.g., oi as in boil, oy as in boy)
2.2.PWS.2
Students will decode words by applying knowledge of structural
analysis:
all major syllable patterns (e.g., closed consonant +le,
open, vowel team, vowel silent e, r-controlled)
inflectional endings (e.g., -s, -ed, -ing)
compound words
contractions
abbreviations
common roots and related prefixes and suffixes
2.2.PWS.3 Students will read words in common word families (e.g., -ight, -
ink, -ine, -ow).
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
2.2.F.1 Students will read high frequency and/or common irregularly
spelled grade-level words with automaticity in text.
2.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
2.3.R.1 Students will determine the author’s purpose (i.e., tell a story,
provide information).
2.3.R.3
Students will find textual evidence when provided with
examples of literary elements and organization:
setting (i.e., time, place)
plot
characters
characterization
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussion.
2.4.R.1
Students will acquire new academic, content-specific, grade-
level vocabulary, relate new words to prior knowledge, and
apply vocabulary in new situations.
2.4.R.4 Students will infer relationships among words, including
synonyms, antonyms, and simple multiple-meaning words.
Writing-students will apply
knowledge of vocabulary to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
2.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
2.4.W.2 Students will select appropriate language according to purpose
in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
2.5.R.3 Students will recognize adjectives.
2.5.R.4 Students will recognize prepositions.
2.5.R.5 Students will recognize the subject and predicate of a sentence.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
2.5.W.2 Students will use simple contractions (e.g., isn’t, aren’t, can’t).
2.5.W.3
Students will compose grammatically correct simple and
compound declarative, interrogative, imperative, and
exclamatory sentences with appropriate end marks.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
2.8.R Students will select appropriate texts for academic and personal
purposes and read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
2.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two).
TOPIC:
WRITING August-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
2.3.W.1
NARRATIVE
Students will write narratives incorporating characters, plot (i.e.,
beginning, middle, end), and a basic setting (i.e., time, place)
with guidance and support.
TOPIC:
WRITING September-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
2.3.W.2
INFORMATIVE
Students will write facts about a subject and include a main idea
with supporting details.
2nd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st nine weeks.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
2.1.R.1 Students will actively listen and speak using appropriate discussion rules.
2.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally, through text or other media to
confirm understanding.
2.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts with peers and adults in small and large groups.
2.1.R.4 Students will restate and follow multi-step directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects in presentations.
2.1.W.1
Students will report on a topic or text, tell a story or recount an
experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
2.1.W.2
Students will work respectfully within groups, share
responsibility for collaborative work, and value individual
contributions made by each group member.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
2.2.R.1 Students will locate the main idea and supporting details of a
text.
2.2.R.2 Students will begin to compare and contrast details (e.g., plots
or events, settings, and characters) to discriminate genres.
2.2.R.3 Students will begin to summarize events or plots (i.e.,
beginning, middle, end, and conflict) of a story or text.
Students will develop and
strengthen writing by engaging
in a recursive process which
2.2.W.1 Students will develop drafts by sequencing the action or details
in a story or about a topic through writing sentences.
includes planning, prewriting,
drafting, revising, editing, and
publishing.
2.2.W.2 Students will develop and edit first drafts using appropriate
spacing between letters, words, and sentences.
2.2.W.3 Students will correctly spell grade-appropriate words while
editing.
2.2.W.4 Students will use resources to find correct spelling of words
(e.g., word wall, vocabulary notebook, dictionaries).
Phonological Awareness: Phonological awareness is the ability to identify, think about and manipulate sounds in spoken language
without using text.
Students will continue to review and apply grade level expectations for this standard. If phonological awareness skills are not mastered,
students will address skills from previous grade.
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
2.2.PC Students will correctly form letters in print and use appropriate
spacing for letters, words, and sentences.
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
2.2.PWS.1
Students will decode one- and two- syllable words by using
their knowledge of:
single consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem,
goat])
consonant blends (e.g., bl, br, cr)
consonant digraphs and trigraphs (e.g., sh-, -tch)
vowel sounds
long
short
“r” controlled words (e.g., ar, er, ir, or, ur)
vowel spelling patterns: vowel digraphs (e.g., ea , oa, ee)
vowel-consonant-silent-e (e.g., lake)
vowel diphthongs (vowel combinations having two sounds e.g., oi as in boil, oy as in boy)
2.2.PWS.2
Students will decode words by applying knowledge of structural
analysis:
all major syllable patterns (e.g., closed consonant +le,
open, vowel team, vowel silent e, r-controlled)
inflectional endings (e.g., -s, -ed, -ing)
compound words
contractions
abbreviations
common roots and related prefixes and suffixes
2.2.PWS.3 Students will read words in common word families (e.g., -ight, -
ink, -ine, -ow).
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
2.2.F.1 Students will read high frequency and/or common irregularly
spelled grade-level words with automaticity in text.
2.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skil ls are not mastered, students
will address skills from previous grades.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
2.3.R.1 Students will determine the author’s purpose (i.e., tell a story,
provide information).
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
2.3.R.2
Students will infer whether a story is narrated in first or
third person point of view in grade-level literary and/or
informational text.
2.3.R.3
Students will find textual evidence when provided with
examples of literary elements and organization:
setting (i.e., time, place)
plot
characters
characterization
2.3.R.4
Students will find examples of literary devices:
simile
metaphor
2.3.R.5 Students will locate facts that are clearly stated in a text.
2.3.R.6
Students will describe the structure of a text (e.g.,
description, compare/contrast, sequential, problem/solution,
and cause/effect) with guidance and support.
2.3.R.7 Students will answer inferential questions (e.g., how and
why) with guidance and support.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussion.
2.4.R.1
Students will acquire new academic, content-specific, grade-
level vocabulary, relate new words to prior knowledge, and
apply vocabulary in new situations.
2.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define and determine the meaning of new words.
2.4.R.3 Students will use context clues to determine the meaning of
words with guidance and support.
2.4.R.4 Students will infer relationships among words, including
synonyms, antonyms, and simple multiple-meaning words.
2.4.R.5
Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings of words or
phrases.
Writing-students will apply
knowledge of vocabulary to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
2.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
2.4.W.2 Students will select appropriate language according to purpose
in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
2.5.R.1 Students will recognize nouns, pronouns, and irregular
plural nouns.
2.5.R.2 Students will recognize the different types and tense of
verbs.
2.5.R.3 Students will recognize adjectives.
2.5.R.4 Students will recognize prepositions.
2.5.R.5 Students will recognize the subject and predicate of a sentence.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
2.5.W.1
Students will capitalize and appropriately punctuate:
the first letter of a quotation
holidays
product names
initials
months and days of the week
2.5.W.2 Students will use simple contractions (e.g., isn’t, aren’t, can’t).
2.5.W.3
Students will compose grammatically correct simple and
compound declarative, interrogative, imperative, and
exclamatory sentences with appropriate end marks.
Reading-students will read
independently for a variety of
purposes and for extended
2.8.R Students will select appropriate texts for academic and personal
purposes and read independently for extended periods of time.
periods of time. Students will
select appropriate texts for
specific purposes.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
2.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two).
TOPIC:
WRITING October-Informative (ongoing from September)
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
2.3.W.2
INFORMATIVE
Students will write facts about a subject and include a main idea
with supporting details.
TOPIC:
WRITING November-Opinion
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
2.3.W.3
OPINION
Students will express an opinion about a topic and provide
reasons as support.
3rd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st and 2nd nine weeks.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
2.1.R.1 Students will actively listen and speak using appropriate discussion rules.
2.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally, through text or other media to
confirm understanding.
2.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts with peers and adults in small and large groups.
2.1.R.4 Students will restate and follow multi-step directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects in presentations.
2.1.W.1
Students will report on a topic or text, tell a story or recount an
experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
2.1.W.2
Students will work respectfully within groups, share
responsibility for collaborative work, and value individual
contributions made by each group member.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
2.2.R.1 Students will locate the main idea and supporting details of a
text.
2.2.R.2 Students will begin to compare and contrast details (e.g., plots
or events, settings, and characters) to discriminate genres.
2.2.R.3 Students will begin to summarize events or plots (i.e.,
beginning, middle, end, and conflict) of a story or text.
Students will develop and
strengthen writing by engaging
in a recursive process which
2.2.W.1 Students will develop drafts by sequencing the action or details
in a story or about a topic through writing sentences.
includes planning, prewriting,
drafting, revising, editing, and
publishing.
2.2.W.2 Students will develop and edit first drafts using appropriate
spacing between letters, words, and sentences.
2.2.W.3 Students will correctly spell grade-appropriate words while
editing.
2.2.W.4 Students will use resources to find correct spelling of words
(e.g., word wall, vocabulary notebook, dictionaries).
Phonological Awareness: Phonological awareness is the ability to identify, think about and manipulate sounds in spoken language
without using text.
Students will continue to review and apply grade level expectations for this standard. If phonological awareness skills are not mastered,
students will address skills from previous grade.
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
2.2.PC Students will correctly form letters in print and use appropriate
spacing for letters, words, and sentences.
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
2.2.PWS.1
Students will decode one- and two- syllable words by using
their knowledge of:
single consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem,
goat])
consonant blends (e.g., bl, br, cr)
consonant digraphs and trigraphs (e.g., sh-, -tch)
vowel sounds
long
short
“r” controlled words (e.g., ar, er, ir, or, ur)
vowel spelling patterns: vowel digraphs (e.g., ea , oa, ee)
vowel-consonant-silent-e (e.g., lake) vowel diphthongs (vowel combinations having two
sounds e.g., oi as in boil, oy as in boy)
2.2.PWS.2
Students will decode words by applying knowledge of structural
analysis:
all major syllable patterns (e.g., closed consonant +le,
open, vowel team, vowel silent e, r-controlled)
inflectional endings (e.g., -s, -ed, -ing)
compound words
contractions
abbreviations
common roots and related prefixes and suffixes
2.2.PWS.3 Students will read words in common word families (e.g., -ight, -
ink, -ine, -ow).
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
2.2.F.1 Students will read high frequency and/or common irregularly
spelled grade-level words with automaticity in text.
2.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skil ls are not mastered, students
will address skills from previous grades.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
2.3.R.1 Students will determine the author’s purpose (i.e., tell a story,
provide information).
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
2.3.R.2
Students will infer whether a story is narrated in first or third
person point of view in grade-level literary and/or informational
text.
2.3.R.3
Students will find textual evidence when provided with
examples of literary elements and organization:
setting (i.e., time, place)
plot
characters
characterization
2.3.R.4
Students will find examples of literary devices:
simile
metaphor
2.3.R.5 Students will locate facts that are clearly stated in a text.
2.3.R.6
Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, and
cause/effect) with guidance and support.
2.3.R.7 Students will answer inferential questions (e.g., how and why)
with guidance and support.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussion.
2.4.R.1
Students will acquire new academic, content-specific, grade-
level vocabulary, relate new words to prior knowledge, and
apply vocabulary in new situations.
2.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define and determine the meaning of new words.
2.4.R.3 Students will use context clues to determine the meaning of
words with guidance and support.
2.4.R.4 Students will infer relationships among words, including
synonyms, antonyms, and simple multiple-meaning words.
2.4.R.5
Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings of words or
phrases.
Writing-students will apply
knowledge of vocabulary to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
2.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
2.4.W.2 Students will select appropriate language according to purpose
in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
2.5.R.1 Students will recognize nouns, pronouns, and irregular plural
nouns.
2.5.R.2 Students will recognize the different types and tense of
verbs.
2.5.R.3 Students will recognize adjectives.
2.5.R.4 Students will recognize prepositions.
2.5.R.5 Students will recognize the subject and predicate of a sentence.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
2.5.W.1
Students will capitalize and appropriately punctuate:
the first letter of a quotation
holidays
product names
initials
months and days of the week
2.5.W.2 Students will use simple contractions (e.g., isn’t, aren’t, can’t).
2.5.W.3
Students will compose grammatically correct simple and
compound declarative, interrogative, imperative, and
exclamatory sentences with appropriate end marks.
Reading-students will read
independently for a variety of
purposes and for extended
2.8.R Students will select appropriate texts for academic and personal
purposes and read independently for extended periods of time.
periods of time. Students will
select appropriate texts for
specific purposes.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
2.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two).
TOPIC:
WRITING January-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
2.3.W.2
INFORMATIVE
Students will write facts about a subject and include a main idea
with supporting details.
TOPIC:
WRITING February-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
2.3.W.1
NARRATIVE
Students will write narratives incorporating characters, plot (i.e.,
beginning, middle, end), and a basic setting (i.e., time, place)
with guidance and support.
TOPIC:
WRITING March-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
2.3.W.2 INFORMATIVE
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
Students will write facts about a subject and include a main idea
with supporting details.
4th 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st, 2nd and 3rd nine weeks.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
2.1.R.1 Students will actively listen and speak using appropriate discussion rules.
2.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally, through text or other media to
confirm understanding.
2.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts with peers and adults in small and large groups.
2.1.R.4 Students will restate and follow multi-step directions.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects in presentations.
2.1.W.1
Students will report on a topic or text, tell a story or recount an
experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
2.1.W.2
Students will work respectfully within groups, share
responsibility for collaborative work, and value individual
contributions made by each group member.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
2.2.R.1 Students will locate the main idea and supporting details of a
text.
2.2.R.2 Students will begin to compare and contrast details (e.g., plots
or events, settings, and characters) to discriminate genres.
2.2.R.3 Students will begin to summarize events or plots (i.e.,
beginning, middle, end, and conflict) of a story or text.
Students will develop and
strengthen writing by engaging
in a recursive process which
2.2.W.1 Students will develop drafts by sequencing the action or details
in a story or about a topic through writing sentences.
includes planning, prewriting,
drafting, revising, editing, and
publishing.
2.2.W.2 Students will develop and edit first drafts using appropriate
spacing between letters, words, and sentences.
2.2.W.3 Students will correctly spell grade-appropriate words while
editing.
2.2.W.4 Students will use resources to find correct spelling of words
(e.g., word wall, vocabulary notebook, dictionaries).
Phonological Awareness: Phonological awareness is the ability to identify, think about and manipulate sounds in spoken language
without using text.
Students will continue to review and apply grade level expectations for this standard. If phonological awareness skills are not mastered,
students will address skills from previous grade.
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
2.2.PC Students will correctly form letters in print and use appropriate
spacing for letters, words, and sentences.
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
2.2.PWS.1
Students will decode one- and two- syllable words by using
their knowledge of:
single consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem,
goat])
consonant blends (e.g., bl, br, cr)
consonant digraphs and trigraphs (e.g., sh-, -tch)
vowel sounds
long
short
“r” controlled words (e.g., ar, er, ir, or, ur)
vowel spelling patterns: vowel digraphs (e.g., ea , oa, ee)
vowel-consonant-silent-e (e.g., lake) vowel diphthongs (vowel combinations having two
sounds e.g., oi as in boil, oy as in boy)
2.2.PWS.2
Students will decode words by applying knowledge of structural
analysis:
all major syllable patterns (e.g., closed consonant +le,
open, vowel team, vowel silent e, r-controlled)
inflectional endings (e.g., -s, -ed, -ing)
compound words
contractions
abbreviations
common roots and related prefixes and suffixes
2.2.PWS.3 Students will read words in common word families (e.g., -ight, -
ink, -ine, -ow).
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
2.2.F.1 Students will read high frequency and/or common irregularly
spelled grade-level words with automaticity in text.
2.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
2.3.R.1 Students will determine the author’s purpose (i.e., tell a story,
provide information).
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
2.3.R.2
Students will infer whether a story is narrated in first or third
person point of view in grade-level literary and/or informational
text.
2.3.R.3
Students will find textual evidence when provided with
examples of literary elements and organization:
setting (i.e., time, place)
plot
characters
characterization
2.3.R.4
Students will find examples of literary devices:
simile
metaphor
2.3.R.5 Students will locate facts that are clearly stated in a text.
2.3.R.6
Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, and
cause/effect) with guidance and support.
2.3.R.7 Students will answer inferential questions (e.g., how and why)
with guidance and support.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussion.
2.4.R.1
Students will acquire new academic, content-specific, grade-
level vocabulary, relate new words to prior knowledge, and
apply vocabulary in new situations.
2.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define and determine the meaning of new words.
2.4.R.3 Students will use context clues to determine the meaning of
words with guidance and support.
2.4.R.4 Students will infer relationships among words, including
synonyms, antonyms, and simple multiple-meaning words.
2.4.R.5
Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings of words or
phrases.
Writing-students will apply
knowledge of vocabulary to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
2.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
2.4.W.2 Students will select appropriate language according to purpose
in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
2.5.R.1 Students will recognize nouns, pronouns, and irregular plural
nouns.
2.5.R.2 Students will recognize the different types and tense of
verbs.
2.5.R.3 Students will recognize adjectives.
2.5.R.4 Students will recognize prepositions.
2.5.R.5 Students will recognize the subject and predicate of a sentence.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
2.5.W.1
Students will capitalize and appropriately punctuate:
the first letter of a quotation
holidays
product names
initials
months and days of the week
2.5.W.2 Students will use simple contractions (e.g., isn’t, aren’t, can’t).
2.5.W.3
Students will compose grammatically correct simple and
compound declarative, interrogative, imperative, and
exclamatory sentences with appropriate end marks.
Reading-students will
comprehend, evaluate, and
2.6.R.1 Students will create their own questions to find information
on their topic.
synthesize resources to acquire
and refine knowledge. 2.6.R.2
Students will use graphic features including photos,
illustrations, titles, labels, headings, subheadings, charts,
and graphs to understand a text.
2.6.R.3 Students will consult various visual and text reference
sources to gather information.
Writing-students wills summarize
and paraphrase, integrate
evidence, and cite sources to
create reports, projects, papers,
texts, and presentations for
multiple purposes.
2.6.W.1 Students will generate a list of topics of interest and
individual questions about one specific topic of interest.
2.6.W.2 Students will organize information found during group or
individual research, using graphic organizers or other aids.
2.6.W.3 Students will organize and present their information in
written and/or oral reports or display.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
2.7.R.1 Students will locate and use print and digital resources with
guidance and support.
2.7.R.2 Students will explain how ideas and topics are depicted in a
variety of media and formats.
Writing-students will create
multimodal texts to communicate
knowledge and develop
arguments.
2.7.W.1
Students will select and use appropriate technology or
media to communicate with others with guidance and
support.
2.7.W.2
Students will create a simple presentation using audio,
visual, and/or multimedia tools to support communication
and clarify ideas, thoughts and feelings.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
2.8.R Students will select appropriate texts for academic and personal
purposes and read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
2.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two).
TOPIC:
WRITING April-Poetry
Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well -chosen words, fluent sentences, and
appropriate voice.
TOPIC:
WRITING May-Research
Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well -chosen words, fluent sentences, and
appropriate voice.
LAWTON PUBLIC SCHOOLS Building Academic Vocabulary
Audibles – 2nd Grade
The following is the Building Academic Vocabulary List from the Oklahoma State Department of Education.
Refer to OAS, Pacing Guides and any additional resources for further vocabulary.
Math Science Language Arts Social Studies
addends behavior adjective Appalachian Mountains
classify characteristics antonyms bank
decrease dissolve apostrophe barter
difference distance base word basic landform
distance diversity of life cause/effect biography
estimate fuel compound word cash
fractions gas comprehension citizenship
halves graph conclusion courage
thirds habitat contraction credit card
fourths hibernation dictionary cultural features
gallon larva fiction goods and services
height life cycle fluent Great Lakes region
hexagon natural resources folk tale gulf
hundreds pattern guide words history
increase physical properties homonym/homophone honesty
model planets infer landmark
numeric pattern predator informational text literature
octagon predict main character location
ones prehistoric nonfiction luxuries
pentagon prey prefix Mississippi River
pint scientist pronoun mountains
place value shadow purpose occupation
pound SI Units quotation (mark) patriotism
quart meters sequencing plains
quarter hour centimeters suffix recreation
regroup degrees Celsius summarize rivers
standard measures similarities/differences synonyms Rocky Mountains
sum space thesaurus title
symmetry texture topic weather
table visualization
tens
thermometer
volume
whole number
3RD GRADE
PACING GUIDE
Guidance for using the Literacy First Battery of Assessments-To Identify Students “At-Risk” for failure in acquiring sufficient reading skills
THIRD GRADE
Phonological Awareness and
Oral Language Skills
Letter Recognition Skills and
Phonics
Fluency Word Study, Spelling
and Vocabulary
Comprehension
Assessment
Used
P.A.S.T Literacy First
Phonics Assessment
Oral Reading
Fluency
Assessment
Words Their Way
Spelling Inventories*
STAR Early
Literacy
Beginning
of Year
Students meeting on grade
level criteria demonstrate
mastery of all skills.
Students meeting on grade
level criteria demonstrate
mastery of all skills.
50th percentile
with 3’s or 4’s
on the
Multidimension
al Fluency Scale
using 3rd grade
passage 1.
Spelling inventory
reflects students
developmental level of
word study is a “late
letter name” or higher.
Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
Middle
of Year
Students meeting on grade
level criteria demonstrate
mastery of all skills.
Students meeting on grade
level criteria demonstrate
mastery of all skills.
50th percentile
with 3’s or 4’s
on the
Multidimension
al Fluency Scale
using 3rd grade
passage 2.
Spelling inventory
reflects students
developmental level of
word study is at “middle
within word” or higher.
Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
End
of Year
Students meeting on grade
level criteria demonstrate
mastery of all skills.
Students meeting on grade
level criteria demonstrate
mastery of all skills.
50th percentile
with 3’s or 4’s
on the
Multidimension
al Fluency Scale
using 3rd grade
passage 3.
Spelling inventory
reflects students
developmental level of
word study is at “middle
within word” or higher.
Print off the
Instructional
Planning Report.
Record the 3
digit Scaled
Score on hard
copy.
LAWTON PUBLIC SCHOOLS
Third Grade Reading Curriculum Guide
1st 9 Weeks
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
3.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules.
3.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media to
confirm understanding.
3.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly in pairs, diverse groups, and
whole class settings.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects in presentations.
3.1.W.1
Students will report on a topic or text, tell a story, or recount
and experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences at an appropriate
pace.
3.1.W.2
Students will work respectfully within diverse groups, share
responsibility for collaborative work, and value individual
contributions made by each group member.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
3.2.R.1 Students will locate the main idea and key supporting details of
a text or section of text.
3.2.R.2 Students will compare and contrast details (e.g., plots or events,
settings, and characters) to discriminate genres.
3.2.R.3 Students will summarize events or plots (i.e., beginning, middle,
end, and conflict) of a story or text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
3.2.W.1
Students will develop drafts by categorizing ideas and
organizing them into paragraphs using correct paragraph
indentations.
Phonological Awareness: Phonological awareness is the ability to identify, think about and manipulate sounds in spoken language
without using text.
Students will continue to review and apply grade level expectations for this standard. If phonological awareness skills are not mastered,
students will address skills from previous grade.
Print concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
3.2.PC Students will correctly form letters in print and cursive and use
appropriate spacing for letters, words, and sentences.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
3.2.PWS.1
Students will decode multisyllabic words using their knowledge
of:
“r” controlled vowels (e.g., ar, er, ir, or, ur)
vowel diphthongs (vowel combinations having two vowel sounds e.g., oi as in boil, oy as in boy)
3.2.PWS.3 Students will use decoding skills and semantic in context when
reading new words in a text, including multisyllabic words.
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
3.2.F.1 Students will read high frequency and/or irregularly spelled
grade-level words with automaticity in text.
3.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
3.3.R.3
Students will find examples of literary devices:
setting (i.e., time, place)
plot
characters
characterization
theme
3.3.R.6
Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, and
cause/effect) with guidance and support.
3.3.R.7 Students will ask and answer inferential questions using the text
to support answers with guidance and support.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
3.4.R.1
Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
3.4.R.4 Students will infer relationships among words, including
synonyms, antonyms, homographs, and homonyms.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
3.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
3.4.W.2 Students will select appropriate language according to purpose
in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
3.5.R.2 Students will recognize irregular and past participle verbs and
verb tense to identify settings, times, and sequences in text.
3.5.R.3 Students will recognize adjectives, articles as adjectives, and
adverbs.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
3.5.W.1
Students will capitalize and appropriately punctuate:
titles of respect
appropriate words in titles
geographical names
3.5.W.4
Students will compose simple, compound and complex
declaratives, interrogative, imperative, and exclamatory
sentences.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
3.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
3.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING August-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
3.3.W.1
NARRATIVE-Grade level focus
Students will write narratives incorporating characters, plot,
setting, point of view, and conflict. (i.e., solution and
resolution).
TOPIC:
WRITING September-Informative
Writing-students will write for
varied purposes and audiences
3.3.W.2 INFORMATIVE
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
Students will write facts about a subject, including a main idea
with supporting details, and use transitional and signal words.
2nd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st nine weeks.
USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
3.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules.
3.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media to
confirm understanding.
3.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly in pairs, diverse groups, and
whole class settings.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects in presentations.
3.1.W.1
Students will report on a topic or text, tell a story, or recount
and experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences at an appropriate
pace.
3.1.W.2
Students will work respectfully within diverse groups, share
responsibility for collaborative work, and value individual
contributions made by each group member.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
3.2.R.1 Students will locate the main idea and key supporting details of
a text or section of text.
3.2.R.2 Students will compare and contrast details (e.g., plots or events,
settings, and characters) to discriminate genres.
3.2.R.3 Students will summarize events or plots (i.e., beginning, middle,
end, and conflict) of a story or text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
3.2.W.1
Students will develop drafts by categorizing ideas and
organizing them into paragraphs using correct paragraph
indentations.
Phonological Awareness: Phonological awareness is the ability to identify, think about and manipulate sounds in spoken language
without using text.
Students will continue to review and apply grade level expectations for this standard. If phonological awareness skills are not mastered,
students will address skills from previous grade.
Print concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
3.2.PC Students will correctly form letters in print and cursive and use
appropriate spacing for letters, words, and sentences.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
3.2.PWS.1
Students will decode multisyllabic words using their knowledge
of:
“r” controlled vowels (e.g., ar, er, ir, or, ur)
vowel diphthongs (vowel combinations having two vowel sounds e.g., oi as in boil, oy as in boy)
3.2.PWS.2
Students will decode multisyllabic words by applying
knowledge of structural analysis:
all major syllable patterns
contractions
abbreviations
common roots and related prefixes and suffixes
3.2.PWS.3 Students will use decoding skills and semantic in context when
reading new words in a text, including multisyllabic words.
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
3.2.F.1 Students will read high frequency and/or irregularly spelled
grade-level words with automaticity in text.
3.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skil ls are not mastered, students
will address skills from previous grades.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
3.3.R.1 Students determine the author’s stated and implied purpose
(i.e., entertain, inform, persuade).
3.3.R.2
Students will infer whether a story is narrated in first or
third person point of view in grade-level literary and/or
informational text.
3.3.R.3
Students will find examples of literary devices:
setting (i.e., time, place)
plot
characters
characterization
theme
3.3.R.4
Students will find examples of literary devices:
simile
metaphor
personification
onomatopoeia
hyperbole
3.3.R.5 Students will distinguish fact from opinion in a text.
3.3.R.6
Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, and
cause/effect) with guidance and support.
3.3.R.7 Students will ask and answer inferential questions using the text
to support answers with guidance and support.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
3.4.R.1
Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
3.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define and determine the meaning of new words.
3.4.R.4 Students will infer relationships among words, including
synonyms, antonyms, homographs, and homonyms.
3.4.R.5
Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings,
syllabication, and pronunciation of words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
3.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
3.4.W.2 Students will select appropriate language according to purpose
in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
3.5.R.1 Students will recognize pronouns and possessive nouns.
3.5.R.2 Students will recognize irregular and past participle verbs and
verb tense to identify settings, times, and sequences in text.
3.5.R.3 Students will recognize adjectives, articles as adjectives, and
adverbs.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
3.5.W.1
Students will capitalize and appropriately punctuate:
titles of respect
appropriate words in titles
geographical names
writing and other modes of
communication. 3.5.W.2 Students will use complex contractions (e.g., should’ve,
won’t).
3.5.W.4
Students will compose simple, compound and complex
declaratives, interrogative, imperative, and exclamatory
sentences.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
3.7.R.1
Students will locate, organize, and use information from a
variety of written, oral, visual, digital, non-verbal, and
interactive texts to generate and answer literal questions.
3.7.R.2 Students will compare how ideas and topics are depicted in
a variety of media and formats.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
3.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
3.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING October-Informative (ongoing from September)
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
3.3.W.2
INFORMATIVE
Students will write facts about a subject, including a main idea
with supporting details, and use transitional and signal words.
TOPIC:
WRITING November-Opinion
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
3.3.W.3
OPINION
Students will express an opinion about a topic and provide
reasons as support.
3rd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st and 2nd nine weeks.
USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
3.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules.
3.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media to
confirm understanding.
3.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly in pairs, diverse groups, and
whole class settings.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects in presentations.
3.1.W.1
Students will report on a topic or text, tell a story, or recount
and experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences at an appropriate
pace.
3.1.W.2
Students will work respectfully within diverse groups, share
responsibility for collaborative work, and value individual
contributions made by each group member.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
3.2.R.1 Students will locate the main idea and key supporting details of
a text or section of text.
3.2.R.2 Students will compare and contrast details (e.g., plots or events,
settings, and characters) to discriminate genres.
3.2.R.3 Students will summarize events or plots (i.e., beginning, middle,
end, and conflict) of a story or text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
3.2.W.1
Students will develop drafts by categorizing ideas and
organizing them into paragraphs using correct paragraph
indentations.
Phonological Awareness: Phonological awareness is the ability to identify, think about and manipulate sounds in spoken language
without using text.
Students will continue to review and apply grade level expectations for this standard. If phonological awareness skills are not mastered,
students will address skills from previous grade.
Print concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
3.2.PC Students will correctly form letters in print and cursive and use
appropriate spacing for letters, words, and sentences.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
3.2.PWS.1
Students will decode multisyllabic words using their knowledge
of:
“r” controlled vowels (e.g., ar, er, ir, or, ur)
vowel diphthongs (vowel combinations having two vowel sounds e.g., oi as in boil, oy as in boy)
3.2.PWS.2
Students will decode multisyllabic words by applying
knowledge of structural analysis:
all major syllable patterns
contractions
abbreviations
common roots and related prefixes and suffixes
3.2.PWS.3 Students will use decoding skills and semantic in context when
reading new words in a text, including multisyllabic words.
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
3.2.F.1 Students will read high frequency and/or irregularly spelled
grade-level words with automaticity in text.
3.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
3.3.R.1 Students determine the author’s stated and implied purpose
(i.e., entertain, inform, persuade).
3.3.R.2
Students will infer whether a story is narrated in first or
third person point of view in grade-level literary and/or
informational text.
3.3.R.3
Students will find examples of literary devices:
setting (i.e., time, place)
plot
characters
characterization
theme
3.3.R.4
Students will find examples of literary devices:
simile
metaphor
personification
onomatopoeia
hyperbole
3.3.R.5 Students will distinguish fact from opinion in a text.
3.3.R.6
Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, and
cause/effect) with guidance and support.
3.3.R.7 Students will ask and answer inferential questions using the text
to support answers with guidance and support.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
3.4.R.1
Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
3.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define and determine the meaning of new words.
3.4.R.3 Students will use context clues to determine the meaning of
words or distinguish among multiple-meaning words.
3.4.R.4 Students will infer relationships among words, including
synonyms, antonyms, homographs, and homonyms.
3.4.R.5
Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings, syllabication,
and pronunciation of words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
3.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
3.4.W.2 Students will select appropriate language according to purpose
in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
3.5.R.1 Students will recognize pronouns and possessive nouns.
3.5.R.2 Students will recognize irregular and past participle verbs and
verb tense to identify settings, times, and sequences in text.
3.5.R.3 Students will recognize adjectives, articles as adjectives, and
adverbs.
3.5.R.4 Students will recognize prepositions and conjunctions.
3.5.W.1 Students will capitalize and appropriately punctuate:
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
titles of respect
appropriate words in titles
geographical names
3.5.W.2 Students will use complex contractions (e.g., should’ve, won’t).
3.5.W.3
Students will compose and expand grammatically correct
sentences and questions with appropriate commas,
apostrophes, quotation marks, and end marks as needed for
dialogue.
3.5.W.4
Students will compose simple, compound and complex
declaratives, interrogative, imperative, and exclamatory
sentences.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
3.7.R.1
Students will locate, organize, and use information from a
variety of written, oral, visual, digital, non-verbal, and
interactive texts to generate and answer literal questions.
3.7.R.2 Students will compare how ideas and topics are depicted in a
variety of media and formats.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
3.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
3.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING January-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
3.3.W.2
INFORMATIVE
Students will write facts about a subject, including a main idea
with supporting details, and use transitional and signal words.
TOPIC:
WRITING February-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
3.3.W.1
NARRATIVE-Grade level focus
Students will write narratives incorporating characters, plot,
setting, point of view, and conflict (i.e., solution and resolution).
TOPIC:
WRITING March-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
3.3.W.2
INFORMATIVE
Students will write facts about a subject, including a main idea
with supporting details, and use transitional and signal words.
4th 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st, 2nd and 3rd nine weeks.
USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
3.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules.
3.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media to
confirm understanding.
3.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly in pairs, diverse groups, and
whole class settings.
Writing-Students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects in presentations.
3.1.W.1
Students will report on a topic or text, tell a story, or recount
and experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences at an appropriate
pace.
3.1.W.2
Students will work respectfully within diverse groups, share
responsibility for collaborative work, and value individual
contributions made by each group member.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
3.2.R.1 Students will locate the main idea and key supporting details of
a text or section of text.
3.2.R.2 Students will compare and contrast details (e.g., plots or events,
settings, and characters) to discriminate genres.
3.2.R.3 Students will summarize events or plots (i.e., beginning, middle,
end, and conflict) of a story or text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
3.2.W.1
Students will develop drafts by categorizing ideas and
organizing them into paragraphs using correct paragraph
indentations.
3.2.W.2 Students will edit drafts and revise for clarity and
organization.
3.2.W.3 Students will correctly spell grade-appropriate words while
editing.
3.2.W.4
Students will use resources to find correct spelling words
(e.g., word wall, vocabulary notebook, print, and electronic
dictionaries.)
Phonological Awareness: Phonological awareness is the ability to identify, think about and manipulate sounds in spoken language
without using text.
Students will continue to review and apply grade level expectations for this standard. If phonological awareness skills are not mastered,
students will address skills from previous grade.
Print concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
materials provide information
and tell stories.
3.2.PC Students will correctly form letters in print and cursive and use
appropriate spacing for letters, words, and sentences.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
3.2.PWS.1
Students will decode multisyllabic words using their knowledge
of:
“r” controlled vowels (e.g., ar, er, ir, or, ur)
vowel diphthongs (vowel combinations having two
vowel sounds e.g., oi as in boil, oy as in boy)
3.2.PWS.2 Students will decode multisyllabic words by applying
knowledge of structural analysis:
all major syllable patterns
contractions
abbreviations
common roots and related prefixes and suffixes
3.2.PWS.3 Students will use decoding skills and semantic in context when
reading new words in a text, including multisyllabic words.
Fluency-students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
3.2.F.1 Students will read high frequency and/or irregularly spelled
grade-level words with automaticity in text.
3.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
3.3.R.1 Students determine the author’s stated and implied purpose
(i.e., entertain, inform, persuade).
3.3.R.2
Students will infer whether a story is narrated in first or
third person point of view in grade-level literary and/or
informational text.
3.3.R.3
Students will find examples of literary devices:
setting (i.e., time, place)
plot
characters
characterization
theme
3.3.R.4
Students will find examples of literary devices:
simile
metaphor
personification
onomatopoeia
hyperbole
3.3.R.5 Students will distinguish fact from opinion in a text.
3.3.R.6
Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, and
cause/effect) with guidance and support.
3.3.R.7 Students will ask and answer inferential questions using the text
to support answers with guidance and support.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
3.4.R.1
Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
3.4.R.2 Students will use word parts (e.g., affixes, roots, stems) to
define and determine the meaning of new words.
3.4.R.3 Students will use context clues to determine the meaning of
words or distinguish among multiple-meaning words.
3.4.R.4 Students will infer relationships among words, including
synonyms, antonyms, homographs, and homonyms.
3.4.R.5
Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings, syllabication,
and pronunciation of words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
3.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
3.4.W.2 Students will select appropriate language according to purpose
in writing.
3.5.R.1 Students will recognize pronouns and possessive nouns.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
3.5.R.2 Students will recognize irregular and past participle verbs and
verb tense to identify settings, times, and sequences in text.
3.5.R.3 Students will recognize adjectives, articles as adjectives, and
adverbs.
3.5.R.4 Students will recognize prepositions and conjunctions.
3.5.R.5 Students will recognize the subject and verb agreement.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
3.5.W.1
Students will capitalize and appropriately punctuate:
titles of respect
appropriate words in titles
geographical names
3.5.W.2 Students will use complex contractions (e.g., should’ve, won’t).
3.5.W.3
Students will compose and expand grammatically correct
sentences and questions with appropriate commas, apostrophes,
quotation marks, and end marks as needed for dialogue.
3.5.W.4
Students will compose simple, compound and complex
declaratives, interrogative, imperative, and exclamatory
sentences.
Reading-students will
comprehend, evaluate, and
synthesize resources to acquire
and refine knowledge.
3.6.R.1 Students will use their own questions to find information on
their topic.
3.6.R.2
Students will use graphic features including photos,
illustrations, captions, titles, labels, headings, subheadings,
italics, sidebars, charts, graphs, and legends to define a text.
3.6.R.3 Students will locate information in visual and text reference
sources, electronic resources, and/or interviews.
3.6.R.4
Students will determine the relevance and reliability of the
information for their specific topic of interest with guidance
and support.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
3.7.R.1
Students will locate, organize, and use information from a
variety of written, oral, visual, digital, non-verbal, and
interactive texts to generate and answer literal questions.
3.7.R.2 Students will compare how ideas and topics are depicted in a
variety of media and formats.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
3.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
3.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING April-Poetry
Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words,
fluent sentences, and appropriate voice.
TOPIC:
WRITING May-Research
Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words,
fluent sentences, and appropriate voice.
Reading-students will
comprehend, evaluate, and
synthesize resources to acquire
and refine knowledge.
3.6.R.1 Students will use their own questions to find information on
their topic.
3.6.R.2
Students will use graphic features including photos,
illustrations, captions, titles, labels, headings, subheadings,
italics, sidebars, charts, graphs, and legends to define a text.
3.6.R.3 Students will locate information in visual and text reference
sources, electronic resources, and/or interviews.
3.6.R.4 Students will determine the relevance and reliability of the
information for their specific topic of interest with guidance
and support.
Writing-students will create
multimodal texts to communicate
knowledge and develop
arguments.
3.7.W.1 Students will create multimodal content that communicates
and idea using technology or appropriate media.
3.7.W.2 Students will create presentations using video, photos, and
other multimedia elements to support communication and
clarify ideas, thoughts, and feelings.
LAWTON PUBLIC SCHOOLS
Building Academic Vocabulary
Audibles – 3rd Grade
The following is the Building Academic Vocabulary List from the Oklahoma State Department of Education. Refer to OAS, Pacing Guides and any additional resources for further vocabulary.
Math Science Language Arts Social Studies
algorithm amphibians abbreviation agriculture
analog clock balance adverb borders
area conservation biography capital resources
array contract chapter headings climate
bar graph dispersal check for understanding conflict
commutative property endangered chronological order consumer
coordinates environment conjunction culture
customary/standard
measurement extinct
contemporary
realistic fiction distribution
data food chain context clues economy
denominator germinate declarative Equator
density invertebrate encyclopedia geographic features
digital clock investigate exclamatory geography
division mammals fact global
edge metamorphosis glossary hemisphere
face complete & incomplete historical fiction human resources
factor migrate imperative industry&manufacturing
grid mixture index latitude/parallels
horizontal physical change inferences longitude/meridians
input pollination interrogative map key/legend
metric units renewable/nonrenewable
resources main idea natural resources
meter reptiles modern fantasy physical map
centimeter rock multi-meaning words political map
gram solution homonyms/homophones population
kilogram sound opinion Prime Meridian
multiple structures persuasion producer
multiplication traits possessive product
number sentence vertebrate revise representative
numerator vibrations run-on sentences resources
ordered pairs story elements scale
output subject scarcity
perimeter supporting details suburban
pictograph theme thematic unit
probability wants and needs
product
rounding
three-dimensional
vertex
vertical
3rd Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
August Narrative – Personal
September Informational/Explanatory - Functional Writing such as
directions
October Informational/Explanatory – Research
Writing should be incorporated across the curriculum. The following
are IDEAS. You can choose to use the prompts or use them as a
springboard for you own ideas. Since the writing test will be
PASSAGE-BASED, it is suggested that a piece of reading of your
choice be tied to these prompts.
NARRATIVES
Write a narrative of how the parcels of land were measured and divided for the land run. (math)
Write a narrative about an experiment using the scientific method. (science)
Write a descriptive narrative as a person in Oklahoma history. (social studies)
INFORMATIONAL/EXPLANATORY
Using sequence, transitional, or ordinal words write a step-by-step explanation of a word problem. (math)
Use a graphic organizer for research note taking over an animal native to Oklahoma. (science/social
studies)
Questions Answer Details Reference What is the habitat of the
bison?
Tall grass prairie The bison is an herbivore,
a nomad, follows the
climate
Bison of America
Why are bison on the
refuge in SW Oklahoma?
Write a paragraph explaining the cause/effect relationship between the pioneer settlements and the
relocation of the Native Americans in Oklahoma. (social studies)
Create an acrostic poem using facts found in text over a significant historical event in Oklahoma such as
the land run. (social studies)
Write the step-by-step directions to a favorite Oklahoma recipe. (math/social studies)
3rd Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
October Informational/Explanatory – Research (finish from 1st Quarter)
November Argumentative/Opinion Pieces
Writing should be incorporated across the curriculum. The following
are IDEAS. You can choose to use the prompts or use them as a springboard for you own ideas. Since the writing test will be
PASSAGE-BASED, it is suggested that a piece of reading of your choice be tied to these prompts.
ARGUMENTATIVE/OPINION
Compare and contrast traditional two digit multiplication to lattice multiplication. Defend your opinion on
which mathematical technique is easier. (math)
After studying the geographical regions of Oklahoma, write an opinion piece of where you prefer to live.
(science)
Write an opinion piece expressing your point of view on the importance of establishing wildlife refuges in
Oklahoma. Support your point of view with evidence from your research. (science)
Write a letter that states your opinion about the choices of Oklahoma’s state symbols. (social studies)
Write a letter to the Great Plains Museum expressing your opinion about an exhibit seen on your field trip.
Support your opinion with facts learned and information from text on the same topic. (social studies)
3rd Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
January Informational/Explanatory - Literary Analysis
February Narrative - Descriptive
March Informational/Explanatory
Writing should be incorporated across the curriculum. The following
are IDEAS. You can choose to use the prompts or use them as a
springboard for you for your own ideas.
INFORMATIONAL/EXPLANATORY
Literary Analysis: Read and analyze the figurative
language used in the song “Oklahoma” or “This
Land is Your Land”. Explain the use of
onomatopoeia, similes, and alliteration with the
songs. (social studies)
Compare and contrast the descriptions within both
songs and then add “Oklahoma Risin’”. Which
song seems the most descriptive? Give detailed
examples. (social studies)
Explain the use of the alliteration “Trail of Tears”
to describe the events of the relocation of the
Native Americans. (social studies)
Describe the early expeditions in Oklahoma.
Choose from: Coronado or George Catlin (social
studies)
Write a biography of a famous Oklahoman. (social
studies)
NARRATIVE
Using evidence from research,
describe your day as a farmer
during the Dust Bowl in
Oklahoma. (social studies)
Keep a journal for one week of
your life as a Native American.
Choose from the Spiro Mound
Builders, The Five Tribes, or the
Plains Native American. Provide
factual information in your
journal entries. (social studies)
3rd Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
March Informational/Explanatory (continue from 3rd quarter)
April Informational/Explanatory - Literary Analysis of Poetry
May Informational/Explanatory- Research
Writing should be incorporated across the curriculum. The following
are IDEAS. You can choose to use the prompts or use them as a
springboard for you own ideas.
LITERARY ANALYSIS - POETRY
Choose a poem about an animal, plant, or insect. Analyze the amount of factual
scientific information versus opinionated descriptions. Write the info in a T-
Chart. (science)
Compare two poems and examine the theme, setting, and actions. Explain how
they are alike and different. (ELA)
Examine a piece of artwork by George Catlin and write a description of the
piece. Use descriptive language to paint a picture in words of the painting.
(social studies)
4TH GRADE
PACING GUIDE
LAWTON PUBLIC SCHOOLS
Fourth Grade Reading Curriculum Guide
1st 9 Weeks
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
4.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules.
4.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify information presented orally through text or other media to confirm
understanding.
4.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly while building on the ideas of
others in pairs, diverse groups, and whole class settings.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
4.1.W.1
Students will report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences at an appropriate
pace.
4.1.W.2
Students will work effectively and respectfully within diverse
groups, share responsibility for collaborative work, and value
individual contributions made by each group member.
Reading Foundations-Phonological Awareness
Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skil ls are not
mastered, students will address skills from previous grades.
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
4.2.PC Students will correctly form letters in print and cursive and use
appropriate spacing for letters, words, and sentences.
materials provide information
and tell stories.
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
4.2.PWS.1
Students will use their combined knowledge of letter-sound
correspondence, syllable patterns, morphology and semantics to
accurately read unfamiliar words, including multisyllabic
words.
Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students
will address skills from previous grades.
Fluency-Students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
4.2.F.1 Students will read high frequency and irregularly spelled grade-
level words with automaticity in text.
4.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skil ls are not mastered, students
will address skills from previous grades.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
4.2.R.1 Students will distinguish how key details support the main idea
of a passage.
4.2.R.2 Students will compare and contrast details in literary and
nonfiction/informational texts to discriminate various genres.
4.2.R.3 Students will summarize events or plots (i.e., beginning, middle,
end, conflict, and climax) of a story or text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
4.2.W.4
Students will use resources to find correct spelling of words
(e.g., word wall, vocabulary notebook, print and electronic
dictionaries, and spell-check).
prewriting, drafting, revising,
editing, and publishing.
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
4.3.R.6 Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, cause/effect).
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
4.4.R.2
Students will use word parts (e.g., affixes, Greek and Latin
roots, stems) to define and determine the meaning of new
words.
4.4.R.3 Students will use context clues to determine the meaning of
words or distinguish among multiple-meaning words.
4.4.R.4
Students will infer relationships among words with multiple
meanings, including synonyms, antonyms, and more complex
homographs and homonyms.
4.4.R.5
Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings, syllabication,
and pronunciation of words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
4.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
4.4.W.2 Students will select appropriate language to create a specific
effect according to purpose in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
4.5.R.1 Students will recognize pronouns and irregular possessive
nouns.
4.5.R.2 Students will recognize present perfect verbs and verb tense to
identify settings, times, sequences, and conditions in text.
4.5.R.3 Students will recognize comparative and superlative adjectives
and adverbs.
4.5.R.4 Students will recognize prepositional phrases and conjunctions.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
4.5.W.1
Students will capitalize
familial relations
proper adjectives
conventions of letter writing
4.5.W.3
Students will compose simple, compound, and complex
sentences and questions, create sentences with an understood
subject, and correct fragments and run-on sentences.
4.5.W.4 Students will compose declarative, interrogative, imperative,
and exclamatory sentences.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
4.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
4.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
WRITING August-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
4.3.W.1 NARRATIVE
fluent sentences, and appropriate
voice.
Students will write narratives incorporating characters, plot,
setting, point of view, and conflict. (i.e., solution and
resolution), and dialogue.
TOPIC:
WRITING September-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
4.3.W.2
INFORMATIVE-Grade level focus
Students will write facts about a subject, including a clear main
idea with supporting details, and use transitional and signal
words.
2nd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st nine weeks.
USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
4.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules.
4.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify information presented orally through text or other media to confirm
understanding.
4.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly while building on the ideas of
others in pairs, diverse groups, and whole class settings.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
4.1.W.1
Students will report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences at an appropriate
pace.
4.1.W.2
Students will work effectively and respectfully within diverse
groups, share responsibility for collaborative work, and value
individual contributions made by each group member.
Reading Foundations-Phonological Awareness
Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skil ls are not
mastered, students will address skills from previous grades.
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
4.2.PC Students will correctly form letters in print and cursive and use
appropriate spacing for letters, words, and sentences.
materials provide information
and tell stories.
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
4.2.PWS.1
Students will use their combined knowledge of letter-sound
correspondence, syllable patterns, morphology and semantics to
accurately read unfamiliar words, including multisyllabic
words.
Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students
will address skills from previous grades.
Fluency-Students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
4.2.F.1 Students will read high frequency and irregularly spelled grade-
level words with automaticity in text.
4.2.F.2
Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
4.2.R.1 Students will distinguish how key details support the main idea
of a passage.
4.2.R.2 Students will compare and contrast details in literary and
nonfiction/informational texts to discriminate various genres.
4.2.R.3 Students will summarize events or plots (i.e., beginning, middle,
end, conflict, and climax) of a story or text.
4.2.R.4 Students will begin to paraphrase main ideas with
supporting details in a text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
4.2.W.1 Students will develop drafts by categorizing ideas and
organizing them into paragraphs.
4.2.W.2 Student will edit drafts and revise for clarity and
organization.
4.2.W.3 Students will correctly spell grade-appropriate words while
editing.
4.2.W.4
Students will use resources to find correct spelling of words
(e.g., word wall, vocabulary notebook, print and electronic
dictionaries, and spell-check).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
4.3.R.1
Students will determine the author’s purpose (i.e., entertain,
inform, persuade) and infer the difference between the
stated and implied purpose.
4.3.R.2
Students will infer whether a story is narrated in first or
third person point of view in grade-level literary and/or
informational text.
4.3.R.3
Students will describe key literary elements:
setting
plot
characters (i.e., protagonist, antagonist)
characterization
theme
4.3.R.4
Students will find examples of literary devices:
simile
metaphor
personification
onomatopoeia
hyperbole
imagery
symbolism*
tone*
*Students will find textual evidence when provided with
examples.
4.3.R.6 Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, cause/effect).
4.3.R.7 Students will ask and answer inferential questions using the
text to support answers.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
4.4.R.1
Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of
grade-level text.
4.4.R.3 Students will use context clues to determine the meaning of
words or distinguish among multiple-meaning words.
4.4.R.4
Students will infer relationships among words with multiple
meanings, including synonyms, antonyms, and more complex
homographs and homonyms.
4.4.R.5
Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings, syllabication,
and pronunciation of words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
4.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
4.4.W.2 Students will select appropriate language to create a specific
effect according to purpose in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
4.5.R.1 Students will recognize pronouns and irregular possessive
nouns.
4.5.R.5 Students will recognize the subject and verb agreement.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
4.5.W.1
Students will capitalize
familial relations
proper adjectives
conventions of letter writing
4.5.W.2
Students will compose and expand grammatically correct
sentences and questions with appropriate commas, end
marks, apostrophes, and quotation marks as needed for
dialogue.
4.5.W.3
Students will compose simple, compound, and complex
sentences and questions, create sentences with an understood
subject, and correct fragments and run-on sentences.
4.5.W.4 Students will compose declarative, interrogative, imperative,
and exclamatory sentences.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
4.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
4.8.W
Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING October-Informative (ongoing from September)
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
4.3.W.2 INFORMATIVE-Grade level focus
fluent sentences, and appropriate
voice.
Students will write facts about a subject, including a clear main
idea with supporting details, and use transitional and signal
words.
TOPIC:
WRITING November-Opinion
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
4.3.W.3
OPINION
Students will express an opinion about a topic and provide fact-
based reasons as support.
3rd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st and 2nd nine weeks.
USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
4.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules.
4.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify information presented orally through text or other media to confirm
understanding.
4.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly while building on the ideas of
others in pairs, diverse groups, and whole class settings.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
4.1.W.1 Students will report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences at an appropriate
pace.
4.1.W.2 Students will work effectively and respectfully within diverse
groups, share responsibility for collaborative work, and value
individual contributions made by each group member.
Reading Foundations-Phonological Awareness
Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skil ls are not
mastered, students will address skills from previous grades.
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
4.2.PC Students will correctly form letters in print and cursive and use
appropriate spacing for letters, words, and sentences.
materials provide information
and tell stories.
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
4.2.PWS.1 Students will use their combined knowledge of letter-sound
correspondence, syllable patterns, morphology and semantics to
accurately read unfamiliar words, including multisyllabic
words.
Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students
will address skills from previous grades.
Fluency-Students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
4.2.F.1 Students will read high frequency and irregularly spelled
grade-level words with automaticity in text.
4.2.F.2 Students will orally read grade-level text at an appropriate
rate, smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skil ls are not mastered, students
will address skills from previous grades.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
4.2.R.1 Students will distinguish how key details support the main idea
of a passage.
4.2.R.2 Students will compare and contrast details in literary and
nonfiction/informational texts to discriminate various genres.
4.2.R.3 Students will summarize events or plots (i.e., beginning, middle,
end, conflict, and climax) of a story or text.
4.2.R.4 Students will begin to paraphrase main ideas with supporting
details in a text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
4.2.W.1 Students will develop drafts by categorizing ideas and
organizing them into paragraphs.
4.2.W.2 Student will edit drafts and revise for clarity and organization.
4.2.W.3 Students will correctly spell grade-appropriate words while
editing.
4.2.W.4 Students will use resources to find correct spelling of words
(e.g., word wall, vocabulary notebook, print and electronic
dictionaries, and spell-check).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
4.3.R.1 Students will determine the author’s purpose (i.e., entertain,
inform, persuade) and infer the difference between the stated
and implied purpose.
4.3.R.2 Students will infer whether a story is narrated in first or third
person point of view in grade-level literary and/or informational
text.
4.3.R.3 Students will describe key literary elements:
setting
plot (climax)
characters (i.e., protagonist, antagonist)
characterization
theme
4.3.R.4 Students will find examples of literary devices:
simile
metaphor
personification
onomatopoeia
hyperbole
imagery
symbolism*
tone*
*Students will find textual evidence when provided with
examples.
4.3.R.5 Students will distinguish fact from opinion in a text and
investigate facts for accuracy.
4.3.R.6 Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, cause/effect).
4.3.R.7 Students will ask and answer inferential questions using the text
to support answers.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
4.4.R.1 Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
4.4.R.3 Students will use context clues to determine the meaning of
words or distinguish among multiple-meaning words.
4.4.R.4 Students will infer relationships among words with multiple
meanings, including synonyms, antonyms, and more complex
homographs and homonyms.
4.4.R.5 Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings, syllabication,
and pronunciation of words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
4.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
4.4.W.2 Students will select appropriate language to create a specific
effect according to purpose in writing.
Reading-students will apply
knowledge of grammar and
4.5.R.1 Students will recognize pronouns and irregular possessive
nouns.
rhetorical style to analyze and
evaluate a variety of texts.
4.5.R.2 Students will recognize present perfect verbs and verb tense to
identify settings, times, sequences, and conditions in text.
4.5.R.5 Students will recognize the subject and verb agreement.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
4.5.W.1 Students will capitalize
familial relations
proper adjectives
conventions of letter writing
4.5.W.2 Students will compose and expand grammatically correct
sentences and questions with appropriate commas, end marks,
apostrophes, and quotation marks as needed for dialogue.
4.5.W.3 Students will compose simple, compound, and complex
sentences and questions, create sentences with an understood
subject, and correct fragments and run-on sentences.
4.5.W.4 Students will compose declarative, interrogative, imperative,
and exclamatory sentences.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
4.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
4.8.W Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING January-Informative/Expository Literary Analysis
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
4.3.W.2
INFORMATIVE-Grade level focus
Students will write facts about a subject, including a clear main
idea with supporting details, and use transitional and signal
words.
TOPIC:
WRITING February-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
4.3.W.1
NARRATIVE
Students will write narratives incorporating characters, plot,
setting, point of view, conflict (i.e., solution and resolution), and
dialogue.
TOPIC:
WRITING March-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
4.3.W.2
INFORMATIVE-Grade level focus
Students will write facts about a subject, including a clear main
idea with supporting details, and use transitional and signal
words.
4th 9 Weeks
No new skills introduced, but remember to continue to review and reassess skills introduced during the 1st, 2nd and 3rd nine weeks.
USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
4.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules.
4.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify information presented orally through text or other media to confirm
understanding.
4.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly while building on the ideas of
others in pairs, diverse groups, and whole class settings.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
4.1.W.1 Students will report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences at an appropriate
pace.
4.1.W.2 Students will work effectively and respectfully within diverse
groups, share responsibility for collaborative work, and value
individual contributions made by each group member.
Reading Foundations-Phonological Awareness
Students will continue to review and apply earlier grade level expectations for this standard. If phonological awareness skil ls are not
mastered, students will address skills from previous grades.
Print Concepts-students will
demonstrate their understanding
of the organization and basic
features of print, including book
handling skills and the
understanding that printed
4.2.PC Students will correctly form letters in print and cursive and use
appropriate spacing for letters, words, and sentences.
materials provide information
and tell stories.
Students will continue to review and apply earlier grade level expectations for this standard. If print concepts skills are not mastered, students
will address skills from previous grades.
Phonics and Word Study-
students will decode and read
words in context and isolation by
applying phonics and word
analysis skills.
4.2.PWS.1 Students will use their combined knowledge of letter-sound
correspondence, syllable patterns, morphology and semantics to
accurately read unfamiliar words, including multisyllabic
words.
Students will continue to review and apply earlier grade level expectations for this standard. If these decoding skills are not mastered, students
will address skills from previous grades.
Fluency-Students will recognize
high-frequency words and read
grade-level text smoothly and
accurately, with expression that
connotes comprehension.
4.2.F.1 Students will read high frequency and irregularly spelled grade-
level words with automaticity in text.
4.2.F.2 Students will orally read grade-level text at an appropriate rate,
smoothly and accurately, with expression that connotes
comprehension.
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
4.2.R.1 Students will distinguish how key details support the main idea
of a passage.
4.2.R.2 Students will compare and contrast details in literary and
nonfiction/informational texts to discriminate various genres.
4.2.R.3 Students will summarize events or plots (i.e., beginning, middle,
end, conflict, and climax) of a story or text.
4.2.R.4 Students will begin to paraphrase main ideas with supporting
details in a text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
4.2.W.1 Students will develop drafts by categorizing ideas and
organizing them into paragraphs.
4.2.W.2 Student will edit drafts and revise for clarity and organization.
4.2.W.3 Students will correctly spell grade-appropriate words while
editing.
4.2.W.4 Students will use resources to find correct spelling of words
(e.g., word wall, vocabulary notebook, print and electronic
dictionaries, and spell-check).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
4.3.R.1 Students will determine the author’s purpose (i.e., entertain,
inform, persuade) and infer the difference between the stated
and implied purpose.
4.3.R.2 Students will infer whether a story is narrated in first or third
person point of view in grade-level literary and/or informational
text.
4.3.R.3 Students will describe key literary elements:
setting
plot (climax)
characters (i.e., protagonist, antagonist)
characterization
theme
4.3.R.4 Students will find examples of literary devices:
simile
metaphor
personification
onomatopoeia
hyperbole
imagery
symbolism*
tone*
*Students will find textual evidence when provided with
examples.
4.3.R.5 Students will distinguish fact from opinion in a text and
investigate facts for accuracy.
4.3.R.6 Students will describe the structure of a text (e.g., description,
compare/contrast, sequential, problem/solution, and
cause/effect).
4.3.R.7 Students will ask and answer inferential questions using the text
to support answers.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
4.4.R.1 Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
4.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin
roots, stems) to define and determine the meaning of new
words.
4.4.R.3 Students will use context clues to determine the meaning of
words or distinguish among multiple-meaning words.
4.4.R.4 Students will infer relationships among words with multiple
meanings, including synonyms, antonyms, and more complex
homographs and homonyms.
4.4.R.5 Students will use a dictionary or glossary (print and/or
electronic) to determine or clarify the meanings, syllabication,
and pronunciation of words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
4.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing.
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
4.4.W.2 Students will select appropriate language to create a specific
effect according to purpose in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
4.5.R.1 Students will recognize pronouns and irregular possessive
nouns.
4.5.R.2 Students will recognize present perfect verbs and verb tense to
identify settings, times, sequences, and conditions in text.
4.5.R.3 Students will recognize comparative and superlative adjectives
and adverbs.
4.5.R.4 Students will recognize prepositional phrases and conjunctions.
4.5.R.5 Students will recognize the subject and verb agreement.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
4.5.W.1 Students will capitalize
familial relations
proper adjectives
conventions of letter writing
4.5.W.2 Students will compose and expand grammatically correct
sentences and questions with appropriate commas, end marks,
apostrophes, and quotation marks as needed for dialogue.
4.5.W.3 Students will compose simple, compound, and complex
sentences and questions, create sentences with an understood
subject, and correct fragments and run-on sentences.
4.5.W.4 Students will compose declarative, interrogative, imperative,
and exclamatory sentences.
Reading-students will
comprehend, evaluate, and
synthesize resources to acquire
and refine knowledge.
4.6.R.1 Students will use their own viable research questions to find
information about a specific topic.
4.6.R.2 Students will use graphic features including photos,
illustrations, captions, titles, labels, headings, subheadings,
italics, sidebars, charts, graphs, and legends to interpret a
text.
4.6.R.3 Students will determine the relevance and reliability of the
information gathered.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
4.7.R.1 Students will locate, organize, and analyze information from
a variety of written, oral, visual, digital, non-verbal, and
interactive texts to generate and answer literal and
interpretive questions to create new understandings.
4.7.R.2 Students will compare and contrast how ideas and topics are
depicted in a variety of media and formats.
Writing-students will create
multimodal texts to communicate
knowledge and develop
arguments.
4.7.W.1 Students will create multimodal content that effectively
communicates an idea using technology or appropriate
media.
4.7.W.2 Students will create presentations using videos, photos, and
other multimedia elements to support communication and
clarify ideas, thoughts, and feelings.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
4.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
4.8.W Students will write independently over extended periods of time
(e.g., time for reflection and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING April-Poetry
Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words,
fluent sentences, and appropriate voice.
TOPIC:
WRITING May-Research
Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words,
fluent sentences, and appropriate voice.
LAWTON PUBLIC SCHOOLS
Building Academic Vocabulary
Audibles – 4th Grade
The following is the Building Academic Vocabulary List from the Oklahoma State Department of Education. Refer to OAS, Pacing Guides and any additional resources for further vocabulary.
Math Science Language Arts Social Studies
acute angle adaptation almanac almanacs
associative balance scale analyze bay
axis classification appendix canyon
computation conductor audience city council
dividend consumer author’s purpose delta
divisor decomposer character’s motive
economic specialization
elapsed time deposition compare/contrast entrepreneur
equivalent direction double negatives exports
expanded form electrical circuit (open and
closed) drawing conclusions global trade
expression electricity evaluate governor
frequency table erosion genre human system
hundredths evidence hyperbole immigrants
inequality symbols force (pull/push) legend intermediate directions
intersecting fossils metaphor land run
inverse operation friction myths mayor
line graph inherited traits outline mesa
obtuse angle insulator paraphrase major metropolitan center
parallel mineral persuasive point of view/perspective
perpendicular motion possessive nouns prairie
prediction organism prewrite primary sources
quotient position preface region
reasonable producer proofread relative location
reflection reproduce publish rural
right angle resistance research secondary sources
rotation sediment sentence fragment state capitol
rule SI Prefixes simile state legislature
standard form micro simple predicate Trail of Tears
lengths milli simple subject tributary
translation centi urban
variable kilo
SI Units
grams
meters
liters
degrees Celsius
speed
stationary objects
survival
weathering
4th Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
August Narrative - Personal
September Informational/Explanatory - Functional Writing such as
directions
October Informational/Explanatory – Research
Writing should be incorporated across the curriculum. The following
are IDEAS. You can choose to use the prompts or use them as a
springboard for you own ideas.
NARRATIVES
Imagine being the President of the United States for one day. Describe your
experience including details for a 24-hour period. Include a timeline. (social studies/math)
Pretend you are an animal. Describe
yourself and your habitat. (science)
INFORMATIONAL/EXPLANATORY-
DIRECTIONS
Do you have a hobby? Describe what you enjoy
doing in three paragraphs. Explain why your hobby is special. Use sequential transition words (first, next, then, last). (social studies)
Graph the most popular hobby in your class. Include
a key. Use the data to draw inferences about the most popular and least popular hobby. (math)
What steps do you take to collect data when observing and measuring objects, organisms, and/or
events? (science)
INFORMATIONAL EXPLANATORY – RESEARCH
What are the requirements for being a president? Use relevant facts and descriptive details to
support your findings. (social studies)
Research an animal and write a report. (science)
4th Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
October Informational/Explanatory – Research (finish from 1st Quarter)
November Argumentative/Opinion Pieces
Writing should be incorporated across the curriculum. The following
are IDEAS. You can choose to use the prompts or use them as a
springboard for you own ideas.
ARGUMENTATIVE/OPINION
Write a three paragraph essay explaining why
you would be the best president of the United
States. (social studies)
Research the requirements for becoming a
president. Explain and give specific evidence of
why you would be the best president. (social
studies)
Tell why it is important to stop erosion.
(science)
Explain why it is important to conduct multiple
experiments before coming to a conclusion.
(science)
INFORMATIONAL EXPLANATORY – RESEARCH
Compare and contrast the climate of Oklahoma using different sources and cite the facts and
information. (social studies)
Research the Oklahoma City National Memorial and explain the historic significance of the
memorial. Cite the reference sources used. (social studies)
4th Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
January Informational/Explanatory – Literary Analysis
February Narrative - Descriptive
March Informational/Explanatory
Writing should be incorporated across the curriculum. The following
are IDEAS. You can choose to use the prompts or use them as a
springboard for you own ideas.
INFORMATIONAL/EXPLANATORY
Literary Analysis: Compare and contrast the song
lyrics to America and America the Beautiful. Look
for uses of figurative language; alliteration,
imagery, and use of specific descriptive adjectives.
How are the themes similar? Different? (social
studies)
Research the five major Native American tribes
from Oklahoma. Use cooperative groups to divide
the different topics: housing, transportation,
customs, contributions to American culture and
history. Cite the information and bring the
information together to form a whole group
research report. (social studies)
Write a scientific report based on students’ science
fair projects. Be sure to include the scientific
method. (science)
NARRATIVE
Narrative: Imagine you are an
early European that has come to
America. Write a descriptive
narrative explaining the
experiences you have
encountered with the Native
Americans. (social studies)
Pretend you are a scientist and
explain how you conducted your
scientific experiment. (science)
5TH GRADE
PACING GUIDE
LAWTON PUBLIC SCHOOLS
Fifth Grade Reading Curriculum Guide
1st 9 Weeks
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
5.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules with awareness of verbal and nonverbal cues.
5.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media to
confirm understanding.
5.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly while building on the ideas of
other pairs, diverse groups, and whole class settings.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
5.1.W.1
Students will give formal and informal presentations in a group
or individually, organizing information and determining
appropriate context for audience.
Reading Foundation—Fluency
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
5.2.R.1
Students will create an objective summary, including main idea
and supporting details, while maintaining meaning and a logical
sequence of events.
5.2.R.2 Students will compare and contrast details in literary and
nonfiction/informational texts to distinguish genres.
5.2.R.3 Students will begin to paraphrase main ideas with supporting
details in a text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
5.2.W.1
Students will apply components of a recursive writing process
for multiple purposes to create a focused, organized, and
coherent piece of writing.
5.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as
necessary.
5.2.W.3
Students will develop drafts by choosing an organizational
structure (e.g., description, compare/contrast, sequential,
problem/solution, cause/effect, etc.) and building on ideas in
multi-paragraph essays.
5.2.W.4 Students will edit and revise multiple drafts for intended
purpose (e.g., staying on topic), organization, and coherence.
5.2.W.5
Students will use resources to find correct spellings of words
(e.g., word wall, vocabulary notebook, print and electronic
dictionaries, and spell-check).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
5.3.R.4
Students will evaluate literary devices to support interpretations
of literary texts:
simile
metaphor
personification
onomatopoeia
hyperbole
imagery
symbolism*
tone*
*Students will find textual evidence when provided with examples.
5.3.R.6
Students will distinguish the structures of texts (e.g.,
description, compare/contrast, sequential, problem/solution, and
cause/effect) and content by making inferences about texts and
use textual evidence to support understanding.
5.3.R.7 Students will compare and contrast texts and ideas within and
between texts.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
5.4.R.1
Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
5.4.R.2
Students will use word parts (e.g. affixes, Greek and Latin
roots, stems) to define new words and determine the meaning of
new words.
5.4.R.3
Students will use context clues to determine or clarify the
meaning of words or distinguish among multiple-meaning
words.
5.4.R.4
Students will infer the relationships among words with multiple
meanings, including synonyms, antonyms, analogies, and more
complex homographs and homonyms.
5.4.R.5
Students will use a dictionary, glossary, or a thesaurus (print
and/or electronic) to determine or clarify the meanings,
syllabication, pronunciation, synonyms, and parts of speech of
words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
5.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing clearly.
5.4.W.2 Students will select appropriate language to create a specific
effect according to purpose in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
5.5.R.1 Students will recognize conjunctions, prepositions, and
interjections and explain their effect in particular sentences.
5.5.R.2 Students will recognize verb tense to signify various times,
sequences, states, and conditions in text.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
5.5.W.1
Students will write using correct mechanics with a focus on
commas, apostrophes, and quotation marks as needed for
dialogue and quoted material.
5.5.W.2
Students will compose simple, compound, and complex
sentences and questions, create sentences with an understood
subject, and correct fragments and run-on sentences.
5.5.W.3 Students will form and use the present and past verb tenses.
5.5.W.4 Students will form and use verb tense to convey various times,
sequences, states, and conditions.
5.5.W.5 Students will recognize and correct inappropriate shifts in verb
tense.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
5.7.R.1
Students will analyze the characteristics and effectiveness of a
variety of written, oral, visual, digital, non-verbal, and
interactive texts to generate and answer literal and interpretive
questions to create new understandings.
5.7.R.2 Students will compare and contrast how ideas and topics are
depicted in a variety of media and formats.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
5.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
5.8.W
Students will write independently over extended periods of time
(e.g., tie for research, reflection, and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING August-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
5.3.W.1
NARRATIVE
Students will write narratives incorporating characters, plot,
setting, point of view, and conflict. (i.e., internal, external), and
dialogue.
TOPIC:
WRITING September-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
5.3.W.2
INFORMATIVE-Grade level focus
Students will introduce and develop a topic, incorporating
evidence (e.g., specific facts, examples, and details) and
maintaining an organized structure.
2nd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st nine weeks.
USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
5.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules with awareness of verbal and nonverbal cues.
5.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media to
confirm understanding.
5.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly while building on the ideas of
other pairs, diverse groups, and whole class settings.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
5.1.W.1
Students will give formal and informal presentations in a group
or individually, organizing information and determining
appropriate context for audience.
Reading Foundation—Fluency
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
5.2.R.1
Students will create an objective summary, including main idea
and supporting details, while maintaining meaning and a logical
sequence of events.
5.2.R.2 Students will compare and contrast details in literary and
nonfiction/informational texts to distinguish genres.
5.2.R.3 Students will begin to paraphrase main ideas with supporting
details in a text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
5.2.W.1
Students will apply components of a recursive writing process
for multiple purposes to create a focused, organized, and
coherent piece of writing.
5.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as
necessary.
5.2.W.3
Students will develop drafts by choosing an organizational
structure (e.g., description, compare/contrast, sequential,
problem/solution, cause/effect, etc.) and building on ideas in
multi-paragraph essays.
5.2.W.4 Students will edit and revise multiple drafts for intended
purpose (e.g., staying on topic), organization, and coherence.
5.2.W.5
Students will use resources to find correct spellings of words
(e.g., word wall, vocabulary notebook, print and electronic
dictionaries, and spell-check).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
5.3.R.1
Students will determine an author’s stated or implied
purpose and draw conclusions to evaluate how well the
author’s purpose was achieved.
5.3.R.2 Students will determine the point of view and describe how
it affects grade-level literary and/or informational text.
5.3.R.3
Students will describe and find textual evidence of key
literary elements:
setting
plot
characters (i.e., protagonist, antagonist)
characterization
theme
5.3.R.4
Students will evaluate literary devices to support interpretations
of literary texts:
simile
metaphor
personification
onomatopoeia
hyperbole
imagery
symbolism*
tone* *Students will find textual evidence when provided with
examples.
5.3.R.5 Students will distinguish fact from opinion in non-fiction
text and investigate facts for accuracy.
5.3.R.6
Students will distinguish the structures of texts (e.g.,
description, compare/contrast, sequential, problem/solution,
and cause/effect) and content by making inferences about
texts and use textual evidence to support understanding.
5.3.R.7 Students will compare and contrast texts and ideas within
and between texts.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
5.4.R.1
Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
5.4.R.2
Students will use word parts (e.g. affixes, Greek and Latin
roots, stems) to define new words and determine the meaning of
new words.
5.4.R.3
Students will use context clues to determine or clarify the
meaning of words or distinguish among multiple-meaning
words.
5.4.R.4
Students will infer the relationships among words with multiple
meanings, including synonyms, antonyms, analogies, and more
complex homographs and homonyms.
5.4.R.5
Students will use a dictionary, glossary, or a thesaurus (print
and/or electronic) to determine or clarify the meanings,
syllabication, pronunciation, synonyms, and parts of speech of
words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
5.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing clearly.
5.4.W.2 Students will select appropriate language to create a specific
effect according to purpose in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
5.5.R.1 Students will recognize conjunctions, prepositions, and
interjections and explain their effect in particular sentences.
5.5.R.2 Students will recognize verb tense to signify various times,
sequences, states, and conditions in text.
5.5.R.3 Students will recognize the subject and verb agreement.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
5.5.W.1
Students will write using correct mechanics with a focus on
commas, apostrophes, and quotation marks as needed for
dialogue and quoted material.
5.5.W.2
Students will compose simple, compound, and complex
sentences and questions, create sentences with an
understood subject, and correct fragments and run-on
sentences.
5.5.W.3 Students will form and use the present and past verb tenses.
5.5.W.4 Students will form and use verb tense to convey various
times, sequences, states, and conditions.
5.5.W.5 Students will recognize and correct inappropriate shifts in
verb tense.
Reading-students will
comprehend, evaluate, and
synthesize resources to acquire
and refine knowledge.
5.6.R.1 Students will use their own viable research questions to find
information about a specific topic.
5.6.R.2 Students will record and organize information from various
print and/or digital sources.
5.6.R.3 Students will determine the relevance and reliability of the
information gathered.
Writing-students will summarize
and paraphrase, integrate
evidence, and cite sources to
create reports, projects, papers,
texts, and presentations for
multiple purposes.
5.6.W.1
Students will write research papers and/or texts
independently over extended periods of time (e.g., time for
research, reflection, and revision) and for shorter
timeframes (e.g., a single sitting or a day or two).
5.6.W.2 Students will formulate a viable research question from
findings.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
5.7.R.1
Students will analyze the characteristics and effectiveness of a
variety of written, oral, visual, digital, non-verbal, and
interactive texts to generate and answer literal and interpretive
questions to create new understandings.
5.7.R.2 Students will compare and contrast how ideas and topics are
depicted in a variety of media and formats.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
5.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
5.8.W Students will write independently over extended periods of time
(e.g., tie for research, reflection, and revision) and for shorter
vary their modes of expression to
suit audience and task.
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING October-Informative (ongoing from September)
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
5.3.W.2
INFORMATIVE-Grade level focus
Students will introduce and develop a topic, incorporating
evidence (e.g., specific facts, examples, and details) and
maintaining an organized structure.
TOPIC:
WRITING November-Opinion
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
5.3.W.3
OPINION
Students will clearly state an opinion supported with facts and
details.
5.3.W.4
OPINION
Students will show relationships among facts, opinions, and
supporting details.
3rd 9 Weeks
Remember to continue to review and reassess skills introduced during the 1st and 2nd nine weeks.
USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
5.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules with awareness of verbal and nonverbal cues.
5.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media to
confirm understanding.
5.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly while building on the ideas of
other pairs, diverse groups, and whole class settings.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
5.1.W.1
Students will give formal and informal presentations in a group
or individually, organizing information and determining
appropriate context for audience.
Reading Foundation—Fluency
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
5.2.R.1
Students will create an objective summary, including main idea
and supporting details, while maintaining meaning and a logical
sequence of events.
5.2.R.2 Students will compare and contrast details in literary and
nonfiction/informational texts to distinguish genres.
5.2.R.3 Students will begin to paraphrase main ideas with supporting
details in a text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
5.2.W.1
Students will apply components of a recursive writing process
for multiple purposes to create a focused, organized, and
coherent piece of writing.
5.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as
necessary.
5.2.W.3
Students will develop drafts by choosing an organizational
structure (e.g., description, compare/contrast, sequential,
problem/solution, cause/effect, etc.) and building on ideas in
multi-paragraph essays.
5.2.W.4 Students will edit and revise multiple drafts for intended
purpose (e.g., staying on topic), organization, and coherence.
5.2.W.5
Students will use resources to find correct spellings of words
(e.g., word wall, vocabulary notebook, print and electronic
dictionaries, and spell-check).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
5.3.R.1
Students will determine an author’s stated or implied
purpose and draw conclusions to evaluate how well the
author’s purpose was achieved.
5.3.R.2 Students will determine the point of view and describe how it
affects grade-level literary and/or informational text.
5.3.R.3
Students will describe and find textual evidence of key
literary elements:
setting
plot
characters (i.e., protagonist, antagonist)
characterization
theme
5.3.R.4
Students will evaluate literary devices to support
interpretations of literary texts:
simile
metaphor
personification
onomatopoeia
hyperbole
imagery
symbolism*
tone*
*Students will find textual evidence when provided with
examples.
5.3.R.5 Students will distinguish fact from opinion in non-fiction text
and investigate facts for accuracy.
5.3.R.6
Students will distinguish the structures of texts (e.g.,
description, compare/contrast, sequential, problem/solution, and
cause/effect) and content by making inferences about texts and
use textual evidence to support understanding.
5.3.R.7 Students will compare and contrast texts and ideas within and
between texts.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
5.4.R.1
Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
5.4.R.2
Students will use word parts (e.g. affixes, Greek and Latin
roots, stems) to define new words and determine the meaning of
new words.
5.4.R.3
Students will use context clues to determine or clarify the
meaning of words or distinguish among multiple-meaning
words.
5.4.R.4
Students will infer the relationships among words with multiple
meanings, including synonyms, antonyms, analogies, and more
complex homographs and homonyms.
5.4.R.5
Students will use a dictionary, glossary, or a thesaurus
(print and/or electronic) to determine or clarify the
meanings, syllabication, pronunciation, synonyms, and parts
of speech of words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
5.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing clearly.
5.4.W.2 Students will select appropriate language to create a specific
effect according to purpose in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
5.5.R.1 Students will recognize conjunctions, prepositions, and
interjections and explain their effect in particular sentences.
5.5.R.2 Students will recognize verb tense to signify various times,
sequences, states, and conditions in text.
5.5.R.3 Students will recognize the subject and verb agreement.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
5.5.W.1
Students will write using correct mechanics with a focus on
commas, apostrophes, and quotation marks as needed for
dialogue and quoted material.
5.5.W.2
Students will compose simple, compound, and complex
sentences and questions, create sentences with an understood
subject, and correct fragments and run-on sentences.
5.5.W.3 Students will form and use the present and past verb tenses.
5.5.W.4 Students will form and use verb tense to convey various times,
sequences, states, and conditions.
5.5.W.5 Students will recognize and correct inappropriate shifts in verb
tense.
Reading-students will
comprehend, evaluate, and
synthesize resources to acquire
and refine knowledge.
5.6.R.1 Students will use their own viable research questions to find
information about a specific topic.
5.6.R.2 Students will record and organize information from various
print and/or digital sources.
5.6.R.3 Students will determine the relevance and reliability of the
information gathered.
Writing-students will summarize
and paraphrase, integrate
evidence, and cite sources to
create reports, projects, papers,
texts, and presentations for
multiple purposes.
5.6.W.1
Students will write research papers and/or texts independently
over extended periods of time (e.g., time for research,
reflection, and revision) and for shorter timeframes (e.g., a
single sitting or a day or two).
5.6.W.2 Students will formulate a viable research question from
findings.
5.6.W.3
Students will organize information found during research,
following a modified a modified citation style (e.g., author,
title, publication date) with guidance and support.
5.6.W.4 Students will summarize and present information in a
report.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
5.7.R.1
Students will analyze the characteristics and effectiveness of a
variety of written, oral, visual, digital, non-verbal, and
interactive texts to generate and answer literal and interpretive
questions to create new understandings.
5.7.R.2 Students will compare and contrast how ideas and topics are
depicted in a variety of media and formats.
Writing-students will create
multimodal texts to communicate
knowledge and develop
arguments.
5.7.W.1
Students will create multimodal content that effectively
communicates an idea using technology and appropriate
media.
5.7.W.2 Students will create presentations that integrate visual
displays and other multimedia to enrich the presentation.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
5.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
5.8.W
Students will write independently over extended periods of time
(e.g., tie for research, reflection, and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING January-Informative/Expository Literary Analysis
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
5.3.W.2
INFORMATIVE-Grade level focus
Students will introduce and develop a topic, incorporating
evidence (e.g., specific facts, examples, and details) and
maintaining an organized structure.
TOPIC:
WRITING February-Narrative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
5.3.W.1 NARRATIVE
organization, well-chosen words,
fluent sentences, and appropriate
voice.
Students will write narratives incorporating characters, plot,
setting, point of view, conflict (i.e., internal, external), and
dialogue.
TOPIC:
WRITING March-Informative
Writing-students will write for
varied purposes and audiences
in all modes, using fully
developed ideas, strong
organization, well-chosen words,
fluent sentences, and appropriate
voice.
5.3.W.2
INFORMATIVE-Grade level focus
Students will introduce and develop a topic, incorporating
evidence (e.g., specific facts, examples, and details) and
maintaining an organized structure.
4th 9 Weeks
No new skills introduced, but remember to continue to review and reassess skills introduced during the 1st, 2nd and 3rd nine weeks.
USE TIME TO REVIEW BENCHMARKS AND TESTING STRATEGIES TO PREPARE FOR THE UPCOMING OCCTS.
Concept Standard Resources
Reading-Students will develop
and apply effective
communication skills through
speaking and active listening.
5.1.R.1 Students will actively listen and speak clearly using appropriate discussion
rules with awareness of verbal and nonverbal cues.
5.1.R.2 Students will ask and answer questions to seek help, get information, or
clarify about information presented orally through text or other media to
confirm understanding.
5.1.R.3 Students will engage in collaborative discussions about appropriate topics
and texts, expressing their own ideas clearly while building on the ideas of
other pairs, diverse groups, and whole class settings.
Writing-students will develop
and apply effective
communication skills through
speaking and active listening to
create individual and group
projects and presentations.
5.1.W.1
Students will give formal and informal presentations in a group
or individually, organizing information and determining
appropriate context for audience.
Reading Foundation—Fluency
Students will continue to review and apply earlier grade level expectations for this standard. If these fluency skills are not mastered, students
will address skills from previous grades.
Reading-students will read and
comprehend increasingly
complex literary and
informational texts.
5.2.R.1
Students will create an objective summary, including main idea
and supporting details, while maintaining meaning and a logical
sequence of events.
5.2.R.2 Students will compare and contrast details in literary and
nonfiction/informational texts to distinguish genres.
5.2.R.3 Students will begin to paraphrase main ideas with supporting
details in a text.
Writing-students will develop
and strengthen writing by
engaging in a recursive process
which includes planning,
prewriting, drafting, revising,
editing, and publishing.
5.2.W.1
Students will apply components of a recursive writing process
for multiple purposes to create a focused, organized, and
coherent piece of writing.
5.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as
necessary.
5.2.W.3
Students will develop drafts by choosing an organizational
structure (e.g., description, compare/contrast, sequential,
problem/solution, cause/effect, etc.) and building on ideas in
multi-paragraph essays.
5.2.W.4 Students will edit and revise multiple drafts for intended
purpose (e.g., staying on topic), organization, and coherence.
5.2.W.5
Students will use resources to find correct spellings of words
(e.g., word wall, vocabulary notebook, print and electronic
dictionaries, and spell-check).
Reading-students will
comprehend, interpret, evaluate,
and respond to a variety of
complex texts of all literary and
informational genres from a
variety of historical, cultural,
ethnic, and global perspectives.
5.3.R.1
Students will determine an author’s stated or implied purpose
and draw conclusions to evaluate how well the author’s purpose
was achieved.
5.3.R.2 Students will determine the point of view and describe how it
affects grade-level literary and/or informational text.
5.3.R.3
Students will describe and find textual evidence of key literary
elements:
setting
plot
characters (i.e., protagonist, antagonist)
characterization
theme
5.3.R.4
Students will evaluate literary devices to support interpretations
of literary texts:
simile
metaphor
personification
onomatopoeia
hyperbole
imagery
symbolism*
tone* *Students will find textual evidence when provided with
examples.
5.3.R.5 Students will distinguish fact from opinion in non-fiction text
and investigate facts for accuracy.
5.3.R.6
Students will distinguish the structures of texts (e.g.,
description, compare/contrast, sequential, problem/solution, and
cause/effect) and content by making inferences about texts and
use textual evidence to support understanding.
5.3.R.7 Students will compare and contrast texts and ideas within and
between texts.
Reading-students will expand
academic, domain-appropriate,
grade-level vocabularies through
reading, word study, and class
discussions.
5.4.R.1
Students will increase knowledge of academic, domain-
appropriate, grade-level vocabulary to infer meaning of grade-
level text.
5.4.R.2
Students will use word parts (e.g. affixes, Greek and Latin
roots, stems) to define new words and determine the meaning of
new words.
5.4.R.3
Students will use context clues to determine or clarify the
meaning of words or distinguish among multiple-meaning
words.
5.4.R.4
Students will infer the relationships among words with multiple
meanings, including synonyms, antonyms, analogies, and more
complex homographs and homonyms.
5.4.R.5
Students will use a dictionary, glossary, or a thesaurus (print
and/or electronic) to determine or clarify the meanings,
syllabication, pronunciation, synonyms, and parts of speech of
words.
Writing-students will apply
knowledge of vocabularies to
communicate by using
descriptive, academic, and
domain-appropriate abstract and
concrete words in their writing.
5.4.W.1 Students will use domain-appropriate vocabulary to
communicate ideas in writing clearly.
5.4.W.2 Students will select appropriate language to create a specific
effect according to purpose in writing.
Reading-students will apply
knowledge of grammar and
rhetorical style to analyze and
evaluate a variety of texts.
5.5.R.1 Students will recognize conjunctions, prepositions, and
interjections and explain their effect in particular sentences.
5.5.R.2 Students will recognize verb tense to signify various times,
sequences, states, and conditions in text.
5.5.R.3 Students will recognize the subject and verb agreement.
Writing-students will
demonstrate command of
Standard English grammar,
mechanics, and usage through
writing and other modes of
communication.
5.5.W.1
Students will write using correct mechanics with a focus on
commas, apostrophes, and quotation marks as needed for
dialogue and quoted material.
5.5.W.2
Students will compose simple, compound, and complex
sentences and questions, create sentences with an understood
subject, and correct fragments and run-on sentences.
5.5.W.3 Students will form and use the present and past verb tenses.
5.5.W.4 Students will form and use verb tense to convey various times,
sequences, states, and conditions.
5.5.W.5 Students will recognize and correct inappropriate shifts in verb
tense.
Reading-students will
comprehend, evaluate, and
synthesize resources to acquire
and refine knowledge.
5.6.R.1 Students will use their own viable research questions to find
information about a specific topic.
5.6.R.2 Students will record and organize information from various
print and/or digital sources.
5.6.R.3 Students will determine the relevance and reliability of the
information gathered.
Writing-students will summarize
and paraphrase, integrate
evidence, and cite sources to
create reports, projects, papers,
texts, and presentations for
multiple purposes.
5.6.W.1
Students will write research papers and/or texts independently
over extended periods of time (e.g., time for research,
reflection, and revision) and for shorter timeframes (e.g., a
single sitting or a day or two).
5.6.W.2 Students will formulate a viable research question from
findings.
5.6.W.3
Students will organize information found during research,
following a modified a modified citation style (e.g., author, title,
publication date) with guidance and support.
5.6.W.4 Students will summarize and present information in a report.
Reading-students will evaluate
written, oral, visual, and digital
texts in order to draw
conclusions and analyze
arguments.
5.7.R.1
Students will analyze the characteristics and effectiveness of a
variety of written, oral, visual, digital, non-verbal, and
interactive texts to generate and answer literal and interpretive
questions to create new understandings.
5.7.R.2 Students will compare and contrast how ideas and topics are
depicted in a variety of media and formats.
Writing-students will create
multimodal texts to communicate
5.7.W.1 Students will create multimodal content that effectively
communicates an idea using technology and appropriate media.
knowledge and develop
arguments. 5.7.W.2 Students will create presentations that integrate visual displays
and other multimedia to enrich the presentation.
Reading-students will read
independently for a variety of
purposes and for extended
periods of time. Students will
select appropriate texts for
specific purposes.
5.8.R Students will select appropriate texts for specific purposes and
read independently for extended periods of time.
Writing-students will write
independently for extended
periods of time. Students will
vary their modes of expression to
suit audience and task.
5.8.W
Students will write independently over extended periods of time
(e.g., tie for research, reflection, and revision) and for shorter
timeframes (e.g., a single sitting or a day or two) to
communicate with different audiences for a variety of purposes.
TOPIC:
WRITING April-Poetry
Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words,
fluent sentences, and appropriate voice.
TOPIC:
WRITING May-Research
Writing-students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words,
fluent sentences, and appropriate voice.
LAWTON PUBLIC SCHOOLS Building Academic Vocabulary
Audibles – 5th Grade
The following is the Building Academic Vocabulary List from the Oklahoma State Department of Education. Refer to OAS, Pacing Guides and any additional resources for further vocabulary.
Math Science Language Arts Social Studies
balanced acids/bases caption abolitionist
base atmosphere character development amendments
composite axis comparative American Revolution
deposit biome adjectives/adverbs Articles of Confederation
distributive property chemical change concluding paragraph basic freedoms
fair number cube chemical properties conflict Bill of Rights
greatest common factor
(GCF) community coordinating conjunctions cause and effect
improper fractions condensation figurative language colony
least common denominator (LCD) crater free verse
Constitutional Convention and Ratification
least common multiples (LCM) decompose generalization Declaration of Independence
mean dichotomous keys idiom democracy
metric prefixes earth’s layers interjections executive branch
milli crust introductory paragraph explorers
centi mantel minor character historical map
kilo core onomatopoeia indentured servant
mixed numbers eclipse parts of speech Industrial Revolution
percent energy (kinetic/potential) poetic styles judicial branch
plane environmental changes
(human & nature) reference source legislative branch
prime evaporation resolution Lewis & Clark Expedition
proper fraction graduated cylinder rhythm Louisiana Purchase
range mass stereotypical manifest destiny
ray matter stress mental mapping
straight angle moon/lunar (phases) superlative adjectives &
adverbs mission
thousandths observe text (structure) Native American/Indian
Venn Diagram orbit transitional words Preamble
withdraw pollution word origins Puritan
population Quaker
precipitation religion
revolution revolution
rotation rights
Scientific Method slavery
serial order supply & demand
solar energy taxes
Solar System topographic map
species triangular trade
transfer of energy U.S. Constitution
Universe westward expansion
weather women’s suffrage
5th Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
August Narrative - Personal
September Informational/Explanatory – Functional Writing
October Informational/Explanatory – Research
Writing should be incorporated across the curriculum. The following are IDEAS. You can choose to use the prompts or use them as a
springboard for you own ideas.
INFORMATIONAL/EXPLANATORY
Write a paragraph on how to create your favorite ice cream sundae or how to do your favorite dance. (ELA)
Native Americans depended on nature for survival. Write haikus about various aspects of nature that the
Native Americans revered. (social studies)
Read the book, We the People and analyze the meaning of The Preamble to the Constitution. Students will
summarize its true meaning in a well-written paragraph. (social studies)
Write a diamante about the cause and effect relationship between two historical events or significant people,
for example, Squanto and the Pilgrims. (social studies)
Explain the cause and effect relationship between parts of a simple machine. Extend the writing by explaining
how the simple machine works and how they help us. (science)
NARRATIVE
Pretend you are a 21st Century explorer. Describe the “never seen before” place you are exploring, for example, deep space,
Mars, the abyss of the ocean, and your adventure. (science)
Write a journal entry as a Native American or early colonist
depicting your day of hunting and the types of animals you
encountered. (science)
As Marco Polo, write a postcard to your family describing
your journey on the Silk Road. (social studies)
5th Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
October Informational/Explanatory-Research (Ongoing)
November Argumentative/Opinion Pieces
Writing should be incorporated across the curriculum. The following
are IDEAS. You can choose to use the prompts or use them as a springboard for you own ideas.
ARGUMENTATIVE/OPINION
Write a letter expressing your opinion to your family
back home in England about John Smith’s policy of “NO
Work, NO Food”. Support your opinion with accurate
quotes from a text. (social studies)
After comparing and contrasting the three colonial
regions’ natural resources, agriculture, and economic
growth, write an argumentative/opinion essay that
supports your conclusion on which region would be the
best to live in at that time in history. (science)
Compare your life now to that of a child in Colonial
Jamestown. Write an opinion piece stating which time in
history would be best to live in. Cite specific examples to
support your opinion. (social studies)
INFORMATIONAL/EXPLANATORY
In relation to the presidential election,
produce a three-column chart distinguishing
the responsibilities of the government.
Explain the importance of checks and
balances. (social studies)
Write an “I Am” poem relating facts about
an important colonial figure such as William
Penn, Roger Williams, the Quakers, James
Oglethorpe, or Jamestown. (social studies)
5th Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
January Informational/Explanatory – Literary Analysis
February Narrative – Descriptive
March Informational/Explanatory
Writing should be incorporated across the curriculum. The following
are IDEAS. You can choose to use the prompts or use them as a springboard for you own ideas.
INFORMATIONAL/EXPLANATORY
Write a five paragraph essay that describes the events
leading up to the American Revolution. Support your
topic with evidence from research. Cite your sources
accurately. (social studies)
You were a witness to the Boston Massacre. Write a five-
senses poem expressing the imagery of the situation: I
see… I hear…. I feel…. I smell….. I taste….. (social
studies)
Create a class alphabet book of the American Revolution.
Use each page to highlight a well-developed paragraph
about the topic. Include a detailed illustration. (social
studies)
Develop a quilt with each square representing a famous
patriot, event, or group from the American Revolution.
Each quilt square should include a picture and four facts
about the topic. (social studies)
INFORMATIONAL/EXPLANATORY
Literary Analysis: Compare and contrast
The Bill of Rights with the introduction to
the Declaration of Independence, and the
Preamble to the Constitution. How do these
documents insure liberty for all people in the
new nation? (social studies)
NARRATIVE
Write a magazine or newspaper
article about the efforts of the Sons
of Liberty or Daughters of Liberty in
showing their opposition to the
Sugar and Stamp Acts. (social
studies)
5th Grade Writing Pacing Guide
Month Mode
Writing examples are connected to reading objectives.
March Informational/Explanatory
April Informational/Explanatory – Literary Analysis of Poetry
May Research
Writing should be incorporated across the curriculum. The following are IDEAS.
You can choose to use the prompts or use them as a springboard for you own ideas.
INFORMATIONAL/EXPLANATORY
Write a literary analysis between two books,
poems, or authors. Explain writing
techniques, figurative language, and use of
character development. (ELA)
Choose a scientist/inventor or event from the
20th century and create a biographical data
disc on your choice of topics. (science)
Create a timeline of what you learned about
the American Revolution. Note 10 favorite
people, places, or events on the timeline.
(social studies)