Pacing Guide 2017-18 - Storyworks...

Pacing Guide2017-18

For activities, videos, and quizzes, go to storyworks.scholastic.com.

Vol.

24 N

o. 3

ISSN

106

8-02

92

DECEMBER 2016/JANUARY 2017

STORYWORKS.SCHOLASTIC.COM

Books Make Your Heart Sing!


FEBRUARY 2017STORYWORKS.SCHOLASTIC.COM

A Great Book

Will Lift You Up

Vol.

24 N

o. 4

ISSN

106

8-02

92


MARCH/APRIL 2017STORYWORKS.SCHOLASTIC.COM

Vol.

24 N

o. 5

ISSN

106

8-02

92

and

R

EAD

SE UP

R

I

MAY/JUNE 2017

STORYWORKS.SCHOLASTIC.COM

Vol.

24 N

o. 6

ISSN

106

8-02

92

Readin

g

Takes

You

to the

Top


SEPTEMBER 2017STORYWORKS.SCHOLASTIC.COM

Vol.

25 N

o. 1

ISSN

106

8-02

92

Wherever you are, there’s a book just for you.


OCTOBER/NOVEMBER 2017STORYWORKS.SCHOLASTIC.COM


Books Bring Adventures to Life!

Vol.

25 N

o. 2

ISSN

106

8-02

92

-2-

Welcome to Storyworks!

Welcome to Storyworks, a multigenre ELA resource for upper elementary students!

This guide will help you plan your year with the resource, which includes a dazzling classroom magazine and an incredible package of support materials. You’ll discover how Storyworks can fit into your teaching calendar as you map out the year, and as you break out your plans day by day. You’ll also find the genres and skills you can expect to cover with your students, plus the differentiation, assessment, and standards information you need to create a complete, powerful, and robust schedule of lessons.

Together, this pacing guide and the Step-by-Step Lesson Plans that come with every issue are all you need for teaching Storyworks with ease and joy!

We always love to hear feedback. If you have any questions or comments, please contact Education Editor Rebecca Leon at [email protected].

-3-

Here’s What You’ll Find Inside:

Planning Overview for using Storyworks throughout the year ................................... 4

Suggested Timetable for each issue ............................................................................ 4

Scope and Sequence/Pacing Calendars by Feature:

Nonfiction ...................................................................................................................... 5

Fiction ............................................................................................................................ 8

Paired Texts ..................................................................................................................11

Play ...............................................................................................................................14

Debate ...........................................................................................................................17

Poetry ........................................................................................................................... 20

Word Power.................................................................................................................. 22

Grammar cop .............................................................................................................. 24

Vocab Lab .................................................................................................................... 26

Infographic .................................................................................................................. 28

-4-

Planning Overview for Using Storyworks Throughout the YearStoryworks is a flexible resource that can fit into many classroom scenarios, whether you’re using it as a core product or as a supplement to your ELA program. You’ll receive your class set of magazines about three weeks before the issue date; at the same time, you will be able to access the wealth of online support materials that accompany the issue, so you can start planning to teach specific features.

The number of days per week you teach with Storyworks is up to you. Depending on how many features you cover and learning activities your students do, you might use Storyworks one or two days per week or all five! However you fit the resource into your classroom, here is an approximate breakdown of how you can use it through the year:

Issue Appoximate Timeframe September September 1 - October 15 October/November October 16 - November 30 December/January December 1 - January 31 February February 1 - March 15 March/April March 16 - April 30 May/June May 1 - June 15

Suggested Timetable for Each IssueWithin the approximate six-week block of time for each issue, here is a suggested pacing schedule for how long to spend on each feature. Of course, it’s easy to tailor the amount of time to fit your own schedule, choosing the content that suits your classroom best, and assigning more or fewer activities with each feature:

Feature No. of Days (based on 45 min./day) Nonfiction 8 - 10 days Fiction 4 - 5 days Paired Texts 4 - 5 days Play 3 - 4 days Debate 2 days Poem 1 day Word Power 25 min. Grammar Cop 25 min. Vocab Lab 25 min. Infographic 25 min.

-5-

SC

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E A

ND

SE

QU

EN

CE

: NO

NFI

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ION

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of

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n im

port

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high

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aste

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past

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Exte

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*: R

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WV,

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WY

-6-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: NONFICTION

Suggested Time: 8-10 days (based on using Storyworks during a 45-minute literacy block per day; timing will change if you use Storyworks for a double literacy block. In addition, some tasks could be assigned as homework instead of classwork.)

Days 1-2: Preparing to Read Day 1: Watch a Video

• Watch this issue’s nonfiction video to provide historical context, build background knowledge, highlight key vocabulary, and engage students. Each issue’s video takes students “behind the scenes” of the article, transports them to the article’s time and place, or allows students to follow the author through the research, writing, and editing process.

• Have students complete the video discussion activity. These discussion questions pertain to main idea and details; author’s purpose; and consideration of the narration, visuals, and music in the video.

Day 2: Preview Text Features and Vocabulary• Invite students to look at the photos and read the headline and subhead, and discuss these

features together. Ask them to describe what they see in the photos and what feelings these images create.

• Set a purpose for reading by calling on a volunteer to read aloud the Up Close box. • Project the Vocabulary Slideshow and use its audio pronunciation guide and visuals to

preview challenging academic and domain-specific terms from the article.• Follow up with the vocabulary activity to practice using the words that will be highlighted

in bold in the article.

Days 3-4: Close Reading Day 3: Read the Text

• Read the text through shared, guided, small group, or independent reading. • Use the audio version of the text to provide support for struggling readers or as a read-

aloud for your whole class. • Lower-Lexile text and lower-Lexile audio are provided online.

Day 4: Unpack the Text• After reading the article, go back to the text to reread, analyze, and delve deeply into

sentences and paragraphs to answer the close-reading questions. This can be completed as a whole-class, small-group, or individual activity. Questions can also be answered in reading centers or guided-reading groups. Lower-level questions, which provide more scaffolding, are available online.

• Discuss the critical-thinking questions as a class or use them as constructed-response prompts.

continued ➤

-7-

Days 5-7: Skill Building: Featured Skill and Writing TaskDay 5: Featured Skill Activity

• Distribute the featured skill activity and have students complete it in small groups. Day 6: Respond to the explanatory, opinion, or narrative writing prompt

• Using the featured skill activity as a guide, invite students to respond to the writing prompt at the end of the article.

Day 7: Revise and edit writing • Have students revise and edit their responses to the writing prompt, consulting with you

and/or in partnerships.

Days 8-9: Skill Building: Core Skills Workout/Extension Activities (Optional)• After completing the featured skill activity, use any or all of each issue’s nonfiction Core

Skills Workout package activities to build proficiency in other key analytical reading and test-readiness skills. Note: We provide two versions—with more and less scaffolding—for some of these activities in every issue. Skills include text features, summarizing, main idea and supporting details, inference, text evidence, and text structure. One featured skill activity can be completed in one class period.

• Alternatively, use suggestions in the Teacher’s Guide or online to guide students through an extension activity, such as completing a research task, reading related texts, holding a debate, creating a video, or using an educational app.

Day 10: Comprehension Quiz• Have students take the interactive or non-interactive reading comprehension quiz.

We formed these quizzes based on state assessments. Quizzes come in higher and lower levels and include six or eight selected-response questions and two constructed-response questions. The answer key lists the main ELA skill tested in each question, so the quizzes can be used for formative or summative assessment.

-8-

SC

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: FIC

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ev

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issu

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tori

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elev

ant

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men

tary

st

uden

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nclu

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fr

iend

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s, fit

ting

in,

fam

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scho

ol si

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.

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a “

lear

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kit

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ith

clos

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esti

ons

righ

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the

page

for

stud

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disc

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y re

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Sugg

este

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ime:

4-5

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stor

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sson

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feat

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lect

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*: R

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KS:

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rade

5: 5

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Gra

de 6

: 6.2

a, b

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9; 6

.26;

6.

27

-9-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: FICTION

Suggested Time: 4-5 Days (based on using Storyworks during a 45-minute literacy block per day; timing will change if you use Storyworks for a double literacy block. In addition, some tasks could be assigned as homework instead of classwork.)

Day 1: Preparing to Read and Close ReadingPreparing to Read

• Preview Text Features: Have students look at the pictures, read the title and subtitle, preview questions in the margins, and make predictions.

• Set a purpose for reading by calling on a volunteer to read aloud the Up Close box. • Preview challenging vocabulary with our vocabulary activity. Ask students to add other

unfamiliar words to the activity sheet as they read the story. First Read: Get to Know the Text

• Have students read the story independently to understand what happens in it. • Go online to find the audio version of the text to provide support for struggling readers or

as a read-aloud for your whole class.

Day 2: Close ReadingSecond Read: Unpack the Text

• Have small groups read the story again, pausing to discuss the close-reading questions in the margins. They can then respond on their own paper.

• Discuss the critical-thinking questions as a class or use them as writing prompts.

We recommend that students read an article or story all the way through one time before going back to answer the Close-Reading Questions. That way, they can focus on basic comprehension before going deeper. With our text-based questions, your students will gain a deeper understanding of the text; uncover layers of meaning; make inferences; analyze the author’s purpose; and reflect on how words, sentences, and paragraphs help build the larger work. For fiction, we have a fantastic approach we call our “fiction kit.” Close-reading questions appear right on the pages of every issue’s feature short story (along with delightful pictures!), prompting students to delve deeply into specific sentences or paragraphs in the story. Our questions model close-reading questions that students can ask themselves as they read any work of fiction. The answers can be found in the Teacher’s Guide.

continued ➤

-10-

Day 3: Skill Building: Featured Skill and Writing TaskFeatured Skill Activity

• Distribute the featured skill activity and have students complete it in small groups. Respond to the explanatory, opinion, or narrative writing prompt

• Using the featured skill activity as a guide, invite students to respond to the writing prompt at the end of the article.

• Alternatively, write a short essay responding to the question in the Up Close box.

Day 4: Skill Building: Core Skills Workout/Extension Activities (Optional)• Based on your students’ needs after completing the featured skill activity, use any or

all of the activities in each issue’s fiction Core Skills Workout package to build your students’ proficiency in other key analytical reading and test-readiness skills. Skills include character, plot, setting, theme, inference, and author’s craft. One Core Skills Workout can be completed in one class period.

• Alternatively, use suggestions in the Teacher’s Guide or online to guide students through an extension activity, such as retelling the story from a different point of view, reading an additional work by the same author, or responding to the story in a journal or on a classroom blog.



-11-

SC

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QU

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: PA

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Des

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tion

of

Feat

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pop

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feat

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o te

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topi

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th

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for e

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pics

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raw

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earn

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Sugg

este

d T

ime:

4-5

da

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art

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ore

Skill

s W

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all o

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skill

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t fea

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ls•

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eren

ce•

Tex

t evi

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Tex

t str

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Voc

abul

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dem

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and

dom

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spec

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Wri

ting

: Nar

rati

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expl

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form

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Low

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arti

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ally

aro

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io v

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leve

l and

low

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Hig

her-

and

low

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tivi

ty sh

eets

and

qu

izze

s

Que

stio

ns fo

r ELL

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uden

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for s

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ader

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Form

ativ

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, co

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ng, p

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ess

on a

ctiv

ity

shee

ts

for i

ndiv

idua

l ski

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resp

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to c

lose

-re

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g an

d cr

itic

al-

thin

king

que

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ns (

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or

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tten

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high

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wit

h se

lect

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esti

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form

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ting

pro

mpt

Ex

tens

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SS (

and

stat

es

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*: R

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KS:

G

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4: 4

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b, e

; 4.7

; 4.

10; 4

.11a

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; 4.1

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a, b

, c; 4

.20;

4.2

7;

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; 4.2

9G

rade

5: 5

.2a,

b, e

; 5.7

; 5.

10; 5

.11a

, c, d

, e; 5

.14;

5.

18a,

b, c

; 5.2

0; 5

.27;

5.

28; 5

.29

Gra

de 6

: 6.2

a, b

, e; 6

.7;

6.9;

6.1

0a, c

, d; 6

.13;

6.

17a,

b, c

; 6.1

9; 6

.26;

6.

27; 6

.28

-12-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: PAIRED TEXTS

Suggested Time: 4-5 days (based on using Storyworks during a 45-minute literacy block per day; timing will change if you use Storyworks for a double literacy block. In addition, some tasks could be assigned as homework instead of classwork.)

Day 1: Preparing to Read and First ReadPreparing to Read

• Explore text features: Invite students to look at the photos, read the headlines and subheads, and discuss them together.

• Set a purpose for reading by calling on a volunteer to read aloud the Up Close box. • If provided, project the Vocabulary Slideshow and use its audio pronunciation guide and

visuals to preview challenging academic and domain-specific terms from the article.• Have students practice using the vocabulary words from the articles by completing the

vocabulary activity. Close Reading: Read the Texts

• Read the texts through shared, guided, small group, or independent reading. • Use the audio version of the texts to provide support for struggling readers or as a

read-aloud for your whole class. • Lower-Lexile texts and lower-Lexile audio are provided online.

Day 2: Close Reading: Unpack the Texts• After reading the articles, have students go back to the text to reread, analyze, and delve

deeply into sentences and paragraphs to answer the close-reading questions. This can be completed as a whole-class, small-group, or individual activity. Questions can also be answered in reading centers or guided-reading groups. Lower-level questions, which provide more scaffolding, are available online.


Day 3: Skill Building: Featured Skill and Writing TaskFeatured Skill Activity

• Distribute the featured skill activity and have students complete it in small groups. Respond to the explanatory, opinion, or narrative writing prompt

• Using the featured skill activity as a guide, invite students to respond to the writing prompt at the end of the paired-text feature.

continued ➤

-13-

Day 4: Skill Building: Core Skills Workout/Extension Activities (Optional)• After completing the featured skill activity, use any or all of each issue’s paired texts Core

Skills Workout package activities to build proficiency in other key analytical reading and test-readiness skills. Note: We provide two versions—with more and less scaffolding—for some of these activities in every issue. Skills include text features, summarizing, main idea and supporting details, inference, text evidence, and text structure.

• Alternatively, use suggestions in the Teacher’s Guide or online to guide students through an extension activity, such as completing a research task, reading related texts, holding a debate, creating a video, or using an educational app.



-14-

SC

OP

E A

ND

SE

QU

EN

CE

: PLA

Y

Des

crip

tion

of

Feat

ure

Skill

sD

iffe

rent

iatio

nA

sses

smen

tSt

anda

rds

Ever

y is

sue

incl

udes

a

read

-alo

ud p

lay,

pr

ovid

ing

a pe

rfec

t op

port

unit

y to

pr

acti

ce fl

uenc

y an

d le

arn

abou

t fea

ture

s of

dra

ma.

Sto

ryw

orks

pl

ays a

re o

ften

ada

pted

fr

om m

yths

, fab

les,

folk

tale

s, bi

ogra

phie

s, or

sign

ifica

nt h

isto

rica

l ev

ents

.

Sugg

este

d T

ime:

3-4

da

ys

The

stor

y, le

sson

, and

su

ppor

t mat

eria

l will

fo

cus o

n a

feat

ured

sk

ill fr

om o

ur F

icti

on

Cor

e Sk

ills W

orko

ut.

How

ever

, the

supp

ort

pack

age

offe

rs a

ctiv

itie

s to

intr

oduc

e or

rein

forc

e al

l of

thes

e sk

ills:

• C

hara

cter

• P

lot

• S

etti

ng•

Inf

eren

ce•

The

me

• A

utho

r’s C

raft

Voc

abul

ary

Wri

ting

: Nar

rati

ve,

expl

anat

ory/

info

rmat

ive,

or

opi

nion

Hig

her-

and

low

er-l

evel

ac

tivi

ty sh

eets

and

qu

izze

s

Teac

hing

sugg

esti

ons

for s

trug

glin

g re

ader

s, ad

vanc

ed re

ader

s, an

d EL

L st

uden

ts

Form

ativ

e or

Su

mm

ativ

e:

Obs

erva

tion

, co

nfer

enci

ng, p

rogr

ess

on a

ctiv

ity

shee

ts

for i

ndiv

idua

l ski

lls,

resp

onse

to c

lose

-re

adin

g an

d cr

itic

al-

thin

king

que

stio

ns (

oral

or

wri

tten

), q

uiz (

high

er-

or lo

wer

-lev

el)

wit

h se

lect

ed-r

espo

nse

and

cons

truc

ted-

resp

onse

qu

esti

ons

Per

form

ance

Tas

ks:

Wri

ting

pro

mpt

Exte

nsio

n ac

tivi

ties

CC

SS (

and

stat

es

that

hav

e si

mila

r st

anda

rds)

*: R

.1, R

.2,

R.3

, R.4

, R.5

, R.1

0, W

.1,

W.2

, W.3

, W.4

, W.1

0,

SL.1

, SL.

2, L

.3, L

.4, L

.5,

L.6

TE

KS:

G

rade

4: 4

.2a,

b, d

, e;

4.3a

, b; 4

.5; 4

.20;

4.2

7;

4.28

Gra

de 5

: 5.2

a, b

, d, e

; 5.

3; 5

.5; 5

.20;

5.2

7; 5

.28

Gra

de 6

: 6.2

a, b

, e;

6.3a

; 6.5

; 6.1

9; 6

.26;

6.

27

-15-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: PLAY

Suggested Time: 3-4 Days (based on using Storyworks during a 45-minute literacy block per day; timing will change if you use Storyworks for a double literacy block. In addition, some tasks could be assigned as homework instead of classwork.)

Day 1: Preparing to Read and Class Read-Aloud Preparing to Read

• Preview text features by inviting students to look at the illustrations; read the title, subtitle, scene headings, and descriptions in the character box; and make predictions based on them.

• Set a purpose for reading by calling on a volunteer to read aloud the Up Close box. • Follow up with the vocabulary activity to practice using the words that will be highlighted

in bold in the play. Class Read-Aloud

• Assign parts and read the play aloud as a class. If you have struggling readers in your class, assign parts in advance to give students a chance to preview lines and practice saying them with a partner.

Day 2: Close Reading and Skill BuildingClose Reading

• After reading the play, go back to the text to reread, analyze, and delve deeply into lines and scenes to answer the close-reading questions. This can be completed as a whole-class, small-group, or individual activity. Questions can also be answered in reading centers or guided-reading groups. Lower-level questions, which provide more scaffolding, are available online.


Skill Building: Featured Skill Activity• Distribute the featured skill activity and have students complete it in small groups.

continued ➤

-16-

Day 3: Writing Task Respond to the explanatory, opinion, or narrative writing prompt

• Using the featured skill activity as a guide, invite students to respond to the writing prompt at the end of the play.

ORSkill Building: Core Skills Workout/Extension Activities (Optional)

• Based on your students’ needs after completing the featured skill activity, use any or all of the activities in each issue’s play Core Skills Workout package to build your students’ proficiency in other key analytical reading and test-readiness skills. Skills include character, plot, setting, theme, inference, and author’s craft.

• Alternatively, use suggestions in the Teacher’s Guide or online to guide students through an extension activity, such as writing a new scene for the play or responding to the story in a journal or on a classroom blog.



-17-

SC

OP

E A

ND

SE

QU

EN

CE

: DE

BA

TE

Des

crip

tion

of

Feat

ure

Skill

sD

iffe

rent

iatio

nA

sses

smen

tSt

anda

rds

Ever

y is

sue

of S

tory

wor

ks

incl

udes

a d

ebat

e on

a

hot-

butt

on to

pic

for k

ids;

for e

xam

ple,

“S

houl

d he

lium

bal

loon

s be

ban

ned?

” or

“Sh

ould

ki

ds le

arn

curs

ive

wri

ting

?”

The

deb

ate

com

es w

ith

an o

nlin

e “o

pini

on

wri

ting

kit

,” w

hich

gu

ides

stud

ents

to w

rite

an

ess

ay su

ppor

ting

one

si

de o

f the

issu

e.

Sugg

este

d T

ime:

2 d

ays

Rea

ding

the

deba

te

and

wri

ting

a p

arag

raph

or

ess

ay in

resp

onse

re

quir

es st

uden

ts to

:•

Det

erm

ine

mai

n id

ea a

nd su

ppor

ting

de

tails

• I

dent

ify te

xt

evid

ence

• E

valu

ate

argu

men

ts

and

clai

ms

Wri

ting

: Opi

nion

/pe

rsua

sive

wri

ting

Low

er-L

exile

ver

sion

of

deba

te

Opi

nion

wri

ting

kit

av

aila

ble

in h

ighe

r- a

nd

low

er-l

evel

Form

ativ

e or

Su

mm

ativ

e:

Obs

erva

tion

, di

scus

sion

, qui

z wit

h se

lect

ed-r

espo

nse

and

cons

truc

ted-

resp

onse

qu

esti

ons

Per

form

ance

Tas

ks:

Wri

ting

pro

mpt

CC

SS (

and

stat

es

that

hav

e si

mila

r st

anda

rds)

*: R

.1, R

.2,

R.6

, R.8

, W.1

, W.4

, W

.10,

SL.

1, S

L.3

TE

KS:

G

rade

4: 4

.12;

4.1

5;

4.19

; 4.2

0; 4

.27;

4.2

8 G

rade

5: 5

.12;

5.1

5;

5.19

; 5.2

0; 5

.24;

5.2

6;

5.27

; 5.2

8

Gra

de 6

: 6.1

1; 6

.14;

6.

18; 6

.19;

6.2

3; 6

.25;

6.

26; 6

.27

-18-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: DEBATE

Suggested Time: 2 Days (based on using Storyworks during a 45-minute literacy block per day; timing will change if you use Storyworks for a double literacy block. In addition, some tasks could be assigned as homework instead of classwork.)

Day 1: Preparing to Read, Reading the Debate, and Discussing the DebatePreparing to Read

• Preview text features by prompting students to look at the titles and headings to identify the topic of the debate and the two sides of the issue.

Reading the Debate• Read the debate as a class or in small groups. Lower-Lexile text and Spanish-language text

are provided online.• Have students read the debate a second time, instructing them to mark the types of support

the author presents to back up each side, including: * Facts and statistics (F/S) * Quotes from experts (Q)* Stories or examples (Ex)

• Have students complete the chart in the magazine as a class, in small groups, or individually.

Discussing the Debate• As a class or in groups, have students discuss:

* Which evidence is most effective in supporting each side?* Is one side stronger than the other? Why?* What is your opinion? What evidence do you find most convincing?* Do you think the author has a preferred point of view on this issue? What is your

evidence?Extension Activity: Hold a Debate (Optional)

• Have students decide which side of the debate they support and work in groups to develop arguments and rebuttals for their view. Hold a class debate in which representatives from each side present arguments and respond to the opposing side’s statements.

continued ➤

-19-

Day 2: Writing Task and Comprehension Quiz Comprehension Quiz

• Have students take the reading comprehension quiz. We formed the quiz based on state assessments. Quizzes include six selected-response questions and two constructed-response questions. The answer key lists the main ELA skill tested in each question, so the quizzes can be used for formative or summative assessment.

Writing Task• Distribute the self-guided activity Write an Opinion Essay. The lower-level version guides

students to write a three-paragraph essay on the debate topic. The higher-level version prompts them to bring in additional evidence and write six paragraphs, including a rebuttal of the other side.

• With either version, hand out our Opinion Writing Toolkit, which offers students opinion-writing words, phrases, and ideas as they craft their essays.

-20-

SC

OP

E A

ND

SE

QU

EN

CE

: PO

ET

RY

Des

crip

tion

of

Feat

ure

Skill

sD

iffe

rent

iatio

nA

sses

smen

tSt

anda

rds

Each

issu

e ha

s a c

lass

ic

or c

onte

mpo

rary

po

em b

y an

acc

laim

ed

poet

, acc

ompa

nied

by

stun

ning

art

wor

k.

Stor

ywor

ks p

oetr

y is

co

mpl

ex e

noug

h fo

r liv

ely

disc

ussi

ons a

nd

less

ons w

hile

rem

aini

ng

acce

ssib

le a

nd a

ppea

ling

to c

hild

ren.

Sugg

este

d T

ime:

1 d

ay

The

poe

m, l

esso

n, a

nd

supp

ort m

ater

ial w

ill

focu

s on

a fe

atur

ed

skill

, suc

h as

:•

Met

apho

r, si

mile

, pe

rson

ifica

tion

, or

othe

r lit

erar

y de

vice

s•

Rhy

thm

and

rhym

e•

The

me

• T

one

• M

ood

Wri

ting

: Poe

try

wri

ting

Aud

io v

ersi

on o

f poe

m

Res

ourc

es in

clud

e a

vari

ety

of q

uest

ions

, plu

s an

act

ivit

y sh

eet,

whi

ch

can

be a

ssig

ned

base

d on

st

uden

ts’ a

bilit

ies a

nd

read

ines

s

Rea

ding

poe

try

alou

d he

lps b

uild

flue

ncy

for

stru

gglin

g re

ader

s and

EL

L st

uden

ts.

Form

ativ

e or

Su

mm

ativ

e: R

espo

nse

to c

lose

-rea

ding

and

cr

itic

al-t

hink

ing

ques

tion

s (or

al o

r w

ritt

en),

qui

z wit

h se

lect

ed-r

espo

nse

and

cons

truc

ted-

resp

onse

qu

esti

ons

Per

form

ance

Tas

ks:

Exte

nsio

n ac

tivi

ties

CC

SS (

and

stat

es

that

hav

e si

mila

r st

anda

rds)

*: R

.1, R

.2,

R.4

, R.5

, R.1

0, W

.3,

W.4

, W.1

0, S

L.1,

SL.

2,

L.3,

L.5

TE

KS:

G

rade

4: 4

.1, 4

.2, 4

.4,

4.16

b G

rade

5: 5

.1, 5

.2, 5

.4,

5.16

b

Gra

de 6

: 6.1

, 6.2

, 6.4

, 6.

15b

-21-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: POETRY

Suggested Time: 1 Day (based on using Storyworks during a 45-minute literacy block per day)

Preparing to Read• Preview text features by prompting students to look at the title of the poem and the

illustration. Ask them to make predictions about the poem.• Set a purpose for reading by calling on a volunteer to read aloud the Up Close box.

Reading and Discussing the Poem• Ask a student to read the poem aloud for the class, or go online to play our audio version.• Discuss the close-reading and critical-thinking questions as a class or in small groups.

Have students respond orally or in writing, referring to specific words and lines in the poem to support their answers.

Skill-Building: Featured Skill Activity• Distribute the featured skill activity and have students complete it individually or in small

groups.• The Featured Skill activity often prompts students to incorporate an element of poetry,

such as simile, metaphor, or personification, into a poem of their own.

Comprehension Quiz• Have students take the reading comprehension quiz. We formed the quiz based on state

assessments. Quiz includes four selected-response questions and two constructed-response questions. The answer key lists the main ELA skill tested in each question, so the quizzes can be used for formative or summative assessment.

-22-

SC

OP

E A

ND

SE

QU

EN

CE

: WO

RD

PO

WE

R

Des

crip

tion

of

Feat

ure

Skill

sD

iffe

rent

iatio

nA

sses

smen

tSt

anda

rds

Wor

d Po

wer

pre

sent

s a

shor

t, hi

gh-i

nter

est

nonf

icti

on a

rtic

le. T

he

acco

mpa

nyin

g W

ord

Hun

t act

ivit

y pr

ompt

s st

uden

ts to

find

wor

ds

and

idio

ms i

n th

e ar

ticl

e th

at re

late

to

the

arti

cle’

s top

ic; f

or

exam

ple,

“Fi

nd th

ree

noun

s tha

t mea

n od

or.”

Sugg

este

d T

ime:

1/2

da

y

The

art

icle

and

act

ivit

y bu

ild th

e fo

llow

ing

skill

s:•

Voc

abul

ary

• S

ynon

yms

• P

arts

of s

peec

h•

Fig

urat

ive

lang

uage

Wri

ting

: Stu

dent

s are

pr

ompt

ed to

wri

te a

pa

ragr

aph

usin

g th

e w

ords

and

idio

m th

ey

foun

d.

Can

be

done

as w

hole

cl

ass,

smal

l gro

up, o

r in

divi

dual

act

ivit

y, w

ith

vari

ed le

vels

of t

each

er

supp

ort

Form

ativ

e:

Obs

erva

tion

, pro

gres

s on

Wor

d H

unt a

ctiv

ity

Per

form

ance

Tas

ks:

Wri

ting

pro

mpt

CC

SS (

and

stat

es

that

hav

e si

mila

r st

anda

rds)

*: L

.3, L

.4,

L.5,

L.6

TE

KS:

G

rade

4: 4

.2a,

b, d

, e

Gra

de 5

: 5.2

a, b

, d, e

G

rade

6: 6

.2a,

b, e

-23-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: WORD POWER

Suggested Time: 25 minutes

Preparing to Read• Preview text features by prompting students to look at the headline, subhead, and image.• Set a purpose for reading by previewing the Word Hunt box, which directs students to find

words and idioms related to the topic of the article.

Reading the Article• Read the article through shared, guided, small group, or independent reading.

Vocabulary-Building: Word Hunt and Writing Activity• Prompt students to find the words and idiom indicated in the Word Hunt box.• Invite students to write a paragraph using the words and idiom they found. An entry form

is available online if students would like to enter the Word Power contest.

-24-

SC

OP

E A

ND

SE

QU

EN

CE

: GR

AM

MA

R C

OP

Des

crip

tion

of

Feat

ure

Skill

sD

iffe

rent

iatio

nA

sses

smen

tSt

anda

rds

Thi

s fun

feat

ure

focu

ses

on o

ne g

ram

mar

skill

pe

r iss

ue a

nd o

ffers

st

uden

ts a

n op

port

unit

y to

cor

rect

mis

take

s in

pass

ages

on

whi

msi

cal

yet k

now

ledg

e-bu

ildin

g to

pics

, suc

h as

snac

ks

arou

nd th

e w

orld

or

good

-luc

k ch

arm

s.

Sugg

este

d T

ime:

1/2

da

y

The

in-m

agaz

ine

acti

vity

and

onl

ine

supp

ort m

ater

ial w

ill

focu

s on

a fe

atur

ed

gram

mar

skill

such

as:

• C

apit

aliz

atio

n •

Pun

ctua

tion

• C

omm

only

con

fuse

d w

ords

• S

ente

nce

stru

ctur

e

Can

be

done

as w

hole

cl

ass,

smal

l gro

up, o

r in

divi

dual

act

ivit

y, w

ith

vari

ed le

vels

of t

each

er

supp

ort

Form

ativ

e:

Obs

erva

tion

, pro

gres

s on

in-m

agaz

ine

and

onlin

e ac

tivi

ties

CC

SS (

and

stat

es

that

hav

e si

mila

r st

anda

rds)

*: L

.1, L

.2

TE

KS:

G

rade

4: 4

.20,

4.2

1,

4.22

Gra

de 5

: 5.2

0, 5

.21,

5.

22

Gra

de 6

: 6.1

9, 6

.20,

6.

21

-25-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: GRAMMAR COP


Introduce and Practice Grammar Skill• Read aloud Grammar Cop’s rules to introduce or review the specific grammar skill

addressed in the activity. Go over the directions with the class.• Have students practice the grammar skill by completing the activity as a class, in groups, or

individually.

Reinforce Skill• For extra practice, find an additional activity focusing on the same skill online. • Have students observe the grammar skill in context by searching for examples of its use in

the magazine or in other reading material.

-26-

SC

OP

E A

ND

SE

QU

EN

CE

: VO

CA

B L

AB

Des

crip

tion

of

Feat

ure

Skill

sD

iffe

rent

iatio

nA

sses

smen

tSt

anda

rds

Thi

s voc

abul

ary-

build

ing

feat

ure

cons

ists

of

two

part

s: “O

ne W

ord

3 W

ays,

” w

hich

focu

ses

on m

ulti

ple-

mea

ning

w

ords

, and

“T

he W

ord

Ner

d,”

in w

hich

a

cart

oon

char

acte

r use

s ad

vanc

ed v

ocab

ular

y th

at st

uden

ts m

ust

deci

pher

in c

onte

xt.

Sugg

este

d T

ime:

1/2

da

y

Thi

s fea

ture

bui

lds t

he

follo

win

g sk

ills:

• V

ocab

ular

y •

Mul

tipl

e-m

eani

ng

wor

ds•

Con

text

clu

es

Can

be

done

as w

hole

cl

ass,

smal

l gro

up, o

r in

divi

dual

act

ivit

y, w

ith

vari

ed le

vels

of t

each

er

supp

ort

Form

ativ

e:

Obs

erva

tion

, pro

gres

s on

acti

viti

es

Per

form

ance

Tas

ks:

Bot

h “O

ne W

ord,

3

Way

s” a

nd “

The

Wor

d N

erd”

hav

e co

ntes

ts

in w

hich

stud

ents

co

me

up w

ith

thei

r ow

n m

ulti

ple-

mea

ning

w

ords

or s

ente

nces

usi

ng

adva

nced

voc

abul

ary.

CC

SS (

and

stat

es

that

hav

e si

mila

r st

anda

rds)

*: L

.3, L

.4,

L.6

TE

KS:

G

rade

4: 4

.2a,

b, e

Gra

de 5

: 5.2

a, b

, e

Gra

de 6

: 6.2

a, b

, e

-27-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: VOCAB LAB


One Word, 3 Ways• Call on volunteers to read aloud the introductory text and the speech bubbles in the

activity.• Discuss the meaning of the “word of the issue” in each speech bubble. Prompt students to

write and share their own example sentences for each meaning of the word.• Invite students to think of other multiple-meaning words and write sentences with them.

An entry form is available online if students would like to enter the Wild Word contest.

The Word Nerd• Call on volunteers to read aloud the introductory text, directions, and the Word Nerd’s

speech bubble.• As a whole class, in small groups, or in partnerships, have students use context clues or a

dictionary to rewrite the Word Nerd’s expression. Encourage students to use the picture as well to help them decipher the sentence.

• Invite students to write their own Word Nerd sentences. An entry form is available online if students would like to enter the Word Nerd contest.

-28-

SC

OP

E A

ND

SE

QU

EN

CE

: IN

FOG

RA

PH

IC

Des

crip

tion

of

Feat

ure

Skill

sD

iffe

rent

iatio

nA

sses

smen

tSt

anda

rds

The

info

grap

hic

conv

eys

fact

s and

dat

a ab

out a

ki

d-fr

iend

ly to

pic,

usi

ng

phot

os, g

raph

s, ch

arts

, an

d ot

her i

mag

es. T

opic

s of

ten

incl

ude

anim

als,

spor

ts, f

ood,

or t

he

envi

ronm

ent.

Stud

ents

us

e th

e in

form

atio

n to

re

spon

d to

a w

riti

ng

prom

pt.

Sugg

este

d T

ime:

25

min

.

Thi

s fea

ture

bui

lds t

he

follo

win

g sk

ills:

• M

ain

idea

and

su

ppor

ting

det

ails

• I

nter

pret

ing

grap

hs

and

char

ts•

Und

erst

andi

ng

cont

ent i

n di

vers

e fo

rmat

s

Wri

ting

: Inf

orm

atio

nal

or o

pini

on

Can

be

done

as w

hole

cl

ass,

smal

l gro

up, o

r in

divi

dual

act

ivit

y, w

ith

vari

ed le

vels

of t

each

er

supp

ort

Form

ativ

e:

Obs

erva

tion

, pro

gres

s on

acti

viti

es

Per

form

ance

Tas

ks:

Wri

ting

pro

mpt

M

ake-

Your

-Ow

n-In

fogr

aphi

c ac

tivi

ty

CC

SS (

and

stat

es

that

hav

e si

mila

r st

anda

rds)

*: R

.1, R

.2,

R.5

, R.7

, W.1

, W.2

TE

KS:

G

rade

4: 4

.13b

; 4.1

8a,

b; 4

.19

Gra

de 5

: 5.1

3b; 5

.18a

, b;

5.1

9G

rade

6: 6

.12b

; 6.1

7;

6.18

-29-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: INFOFGRAPHIC

Suggested Time: 25 min.

Preparing to Read, Reading the Infographic, and Discussing the InfographicPreparing to Read

• Prompt students to use the headline, subhead, and central image to identify the topic of the infographic.

• Ask: Is the purpose of the infographic to:* explain something to you?* convince you of something?* tell you how to do something?

• Have students look over the labels and images surrounding the central image. Ask: How are they related to the central image?

Reading and Discussing the Infographic• Break students into groups to read each section of the infographic and discuss what they

find interesting, surprising, or convincing.• Come back together as a class and ask volunteers to summarize the main idea and

supporting details from the infographic. Writing Task

• Preview the writing prompt in the Write to Win box, which asks students to craft an opinion or informative/explanatory piece using details from the infographic.

• Distribute the guided-writing activity, available online, which provides scaffolded support for students to respond to the writing prompt.

Extension Activity (Optional)

• Students may use the Make Your Own Infographic activity, available online, to research, plan, and create an infographic on a topic of their choosing.

Pacing Guide 2017-18 - Storyworks...

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