Pacing Guide 2017-18 - Storyworks Junior | The … this pacing guide and the step-by-step lesson...

Pacing Guide2017-18

-2-

Welcome to Storyworks Jr.!Welcome to Storyworks Jr., a multigenre ELA resource for on-level 3rd graders, high-level 2nd graders, and struggling readers in the upper grades!

This guide will help you plan your year with this resource, which includes a dazzling classroom magazine and an incredible package of support materials. You’ll discover how Storyworks Jr. 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 Jr. with ease and joy!

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

-3-

Here’s What You’ll Find Inside:

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

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

Scope and Sequence/Pacing Calendars by Feature:

Narrative Nonfiction ...................................................................................................... 5

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

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

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

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

Poetry ........................................................................................................................... 19

Word Power.................................................................................................................. 21

Grammar Cop ............................................................................................................. 23

One Word, Three Ways ............................................................................................... 25

Paragraph Power ......................................................................................................... 27

-4-

Planning Overview for Using Storyworks Jr. Throughout the Year

Storyworks Jr. is a flexible resource that can fit into many classroom scenarios, whether you’re using it as a core product or 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 Jr. is up to you. Depending on how many features you cover and learning activities your students do, you might use Storyworks Jr. 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 1 day or less Grammar Cop 1 day or less One Word, Three Ways 1 day or less Paragraph Power 1 day or less

-5-

SC

OP

E A

ND

SE

QU

EN

CE

: NO

NFI

CT

ION

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

Ever

y is

sue

of S

tory

wor

ks

Jr. o

ffers

a b

eaut

ifully

w

ritt

en a

nd d

esig

ned

wor

k of

nar

rati

ve

nonf

icti

on. E

ach

six-

page

art

icle

del

ves i

nto

an im

port

ant a

nd h

ighl

y en

gagi

ng to

pic,

oft

en

conn

ecte

d to

soci

al

stud

ies a

nd sc

ienc

e cu

rric

ulum

s. Ty

pica

l se

lect

ions

cov

er n

atur

al

disa

ster

s, si

gnifi

cant

ev

ents

in h

isto

ry, a

nd

insp

irin

g fig

ures

from

th

e pa

st o

r pre

sent

.

Sugg

este

d T

ime:

8-1

0 da

ys

The

art

icle

, les

son,

and

su

ppor

t mat

eria

l will

fo

cus o

n a

feat

ured

ski

ll fr

om o

ur N

onfic

tion

R

eadi

ng K

it. H

owev

er,

the

supp

ort p

acka

ge

offe

rs a

ctiv

itie

s to

intr

oduc

e or

rein

forc

e m

any

of t

hese

ski

lls:

• T

ext f

eatu

res

• S

umm

ariz

ing

• M

ain

idea

and

su

ppor

ting

det

ails

• I

nfer

ence

• T

ext e

vide

nce

• C

ause

and

effe

ct

Voc

abul

ary:

Aca

dem

ic

and

dom

ain-

spec

ific

Wri

ting

: Nar

rati

ve,

expl

anat

ory/

in

form

atio

nal,

or

opin

ion

Star

ter l

evel

(s

trai

ghtf

orw

ard

pres

enta

tion

of f

acts

for

begi

nnin

g/st

rugg

ling

read

ers)

Low

er-L

exile

ver

sion

of

arti

cle

(usu

ally

less

than

50

0L)

Aud

io v

ersi

ons o

f on-

leve

l, hi

gher

-Lex

ile*

and

low

er-L

exile

art

icle

s

Hig

her-

leve

l qui

zzes

*

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

(ora

l or w

ritt

en),

qui

z (h

ighe

r*- o

r on-

leve

l)

wit

h se

lect

ed-r

espo

nse

and

cons

truc

ted-

resp

onse

que

stio

ns

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

.7, R

.10,

W

.1, W

.2, W

.3, W

.4,

W.1

0, S

L.1,

SL.

2, L

.4,

L.6

TE

KS:

G

rade

2: 2

.5b,

d; 2

.10;

2.

13; 2

.14a

, b, c

, d; 2

.16;

2.

19a,

b, c

; 2.2

1; 2

.28;

2.

29; 2

.30

Gra

de 3

: 3.4

b, e

; 3.9

; 3.

12; 3

.13a

, b, c

, d; 3

.16;

3.

20a,

b, c

; 3.2

2; 3

.29;

3.

30; 3

.31

**Th

e st

anda

rds

liste

d ap

ply

to A

L, A

Z, A

K, C

A, C

O, C

T, D

E, F

L, G

A, H

I, ID

, IL,

IA, K

S, K

Y, LA

, ME,

MD,

MA,

MI,

MN,

MS,

MO,

MT,

NE

NV, N

H, N

J, N

M, N

Y, NC

, ND,

OH,

OR,

RI,

SD, U

T, V

T, W

A, W

V, W

I, W

Y

* w

hen

adap

ted

from

Sto

ryw

orks

-6-

SUGGESTED PACING CALENDAR AND TEACHING ACTIVITIES: NONFICTION

Suggested Time: 8-10 days (based on using Storyworks Jr. during a 45-minute literacy block per day; timing will change if you use Storyworks Jr. 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 Read-Aloud to provide historical context, build background knowledge, highlight key vocabulary, and engage students. Additional videos may take students “behind the scenes” of the article, transport them to the article’s time and place, or allow students to follow the author through the research, writing, and editing process.

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 students to describe what they see in the photos and what feelings they create.

• Set a purpose for reading by calling on a volunteer to read aloud the Think and Read 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 and defined in the article.

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

• Read the text through a shared, guided, small group, or independent reading. Have students answer the Pause and Think questions, which serve as basic comprehension checks.

• 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.• When the story is adapted from a Storyworks article, a higher-Lexile text and higher-Lexile

audio is also provided.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.

• 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 Think and Write 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

Reading Kit activities to build proficiency in other key analytical reading and test-readiness skills. Skills include text features, summarizing, main idea and supporting details, inference, text evidence, and cause & effect. 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, watching a video, or using an educational app.

Day 10: Comprehension Quiz• Have students take the reading comprehension quiz. We formed these quizzes based on

state assessments. Quizzes include six selected-response questions and one constructed-response question. Many also come in a higher-level version. The answer key lists the main ELA skill tested in each item, so the quizzes can be used for formative or summative assessment.

-8-

SC

OP

E A

ND

SE

QU

EN

CE

: FIC

TIO

N

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

Stor

ywor

ks J

r. o

ffers

or

igin

al fi

ctio

n by

re

now

ned

child

ren’

s au

thor

s in

ever

y is

sue.

St

orie

s oft

en o

ften

ha

ve a

soci

al-e

mot

iona

l le

arni

ng (

SEL)

focu

s an

d ad

dres

s iss

ues

rele

vant

to e

lem

enta

ry

stud

ents

, inc

ludi

ng

frie

ndsh

ips,

fitti

ng in

, fa

mily

dyn

amic

s, an

d sc

hool

situ

atio

ns.

Sugg

este

d T

ime:

4-5

da

ys

The

stor

y, le

sson

, and

su

ppor

t mat

eria

ls w

ill

focu

s on

a fe

atur

ed

skill

from

our

Fic

tion

R

eadi

ng K

it. H

owev

er,

the

supp

ort p

acka

ge

offe

rs a

ctiv

itie

s to

intr

oduc

e or

rein

forc

e m

any

of t

hese

ski

lls:

• C

hara

cter

• P

lot

• S

etti

ng•

Inf

eren

ce•

The

me

• P

robl

em-S

olut

ion

Voc

abul

ary

Wri

ting

: Nar

rati

ve,

expl

anat

ory/

info

rmat

ive,

or

opi

nion

Aud

io v

ersi

on o

f sto

ry

Hig

her-

leve

l qui

zzes

*

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

(ora

l or w

ritt

en),

qui

z (h

ighe

r*- o

r on-

leve

l)

wit

h se

lect

ed-r

espo

nse

and

cons

truc

ted-

resp

onse

que

stio

ns

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. 1

0, W

.2,

W.3

, W.4

, W.9

, W.1

0,

SL.1

, SL.

2, L

.3, L

.4, L

.5,

L.6

TE

KS:

G

rade

2: 2

.5b,

d; 2

.9;

2.21

; 2.2

8; 2

.29

Gra

de 3

: 3.4

b, e

; 3.8

; 3.

22; 3

.29;

3.3

0

* w

hen

adap

ted

from

Sto

ryw

orks

-9-

SUGGESTED PACING CALENDAR AND TEACHING ACTIVITIES: FICTION

Suggested Time: 4-5 Days (based on using Storyworks Jr. during a 45-minute literacy block per day; timing will change if you use Storyworks Jr. 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 Think and Read 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. • Have students answer the Pause and Think questions, which serve as basic

comprehension checks. • 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. • When the story is adapted from a Storyworks article, a higher-Lexile text (and possibly

higher-Lexile audio) is also provided.

Day 2: Close ReadingSecond Read: 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.


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 Think and Write 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 Reading Kit 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. Each 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 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

OP

E A

ND

SE

QU

EN

CE

: PA

IRE

D T

EX

TS

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

Our

pop

ular

pai

red-

text

feat

ure

offe

rs tw

o te

xts u

nite

d by

topi

c or

th

eme;

for e

xam

ple,

two

nonf

icti

on a

rtic

les,

or a

no

nfic

tion

text

pai

red

wit

h a

poem

or o

ther

ge

nre.

Top

ics o

ften

dr

aw o

n sc

ienc

e, so

cial

st

udie

s, cu

rren

t eve

nts,

or so

cial

-em

otio

nal

lear

ning

.

Sugg

este

d T

ime:

4-5

da

ys

The

art

icle

, les

son,

an

d su

ppor

t mat

eria

l w

ill u

sual

ly fo

cus

on c

ompa

ring

and

co

ntra

stin

g or

sy

nthe

sizi

ng. H

owev

er,

the

Pair

ed T

exts

R

eadi

ng K

it o

ffers

ac

tivi

ties

to in

trod

uce

or

rein

forc

e m

any

of t

hese

sk

ills:

• T

ext f

eatu

res

• S

umm

ariz

ing

• M

ain

idea

and

su

ppor

ting

det

ails

• I

nfer

ence

• T

ext e

vide

nce

Voc

abul

ary:

Aca

dem

ic

and

dom

ain-

spec

ific

Wri

ting

: Nar

rati

ve,

expl

anat

ory/

in

form

atio

nal,

or

opin

ion

Low

er-L

exile

ver

sion

of

arti

cle

(usu

ally

less

than

50

0L)

Aud

io v

ersi

ons o

f on-

leve

l and

low

er-L

exile

ar

ticl

es

Hig

her-

leve

l qui

zzes

*

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

(ora

l or w

ritt

en),

qui

z (h

ighe

r*- o

r on-

leve

l)

wit

h se

lect

ed-r

espo

nse

and

cons

truc

ted-

resp

onse

que

stio

ns

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.6

, R.7

, R

.9, R

.10,

W.1

, W.2

, W

.3, W

.4, W

.10,

SL.

1,

SL.2

, L.4

, L.6

TE

KS:

G

rade

2: 2

.5b,

d; 2

.10;

2.

13; 2

.14a

, b, c

, d; 2

.16;

2.

19a,

b, c

; 2.2

1; 2

.28;

2.

29; 2

.30

Gra

de 3

: 3.4

b, e

; 3.9

; 3.

12; 3

.13a

, b, c

, d; 3

.16;

3.

20a,

b, c

; 3.2

2; 3

.29;

3.

30; 3

.31

* w

hen

adap

ted

from

Sto

ryw

orks

-12-

SUGGESTED PACING CALENDAR AND TEACHING ACTIVITIES: PAIRED TEXTS

Suggested Time: Suggested time 4-5 days (based on using Storyworks Jr. during a 45-minute literacy block per day; timing will change if you use Storyworks Jr. 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 Think and Read box. • If provided, project the Vocabulary Slideshow and use its audio pronunciation guide and

visuals to preview challenging academic and domain-specific words 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.• When the story is adapted from a Storyworks article, a higher-Lexile text (and possibly

higher-Lexile audio) is also provided.

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.


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 Think and Write 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

Reading Kit activities to build proficiency in other key analytical reading and test-readiness skills. Skills include compare and contrast, text features, summarizing, main idea and supporting details, inference, and text evidence.

• 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, watching a video, or using an educational app.



-14-

SC

OP

E A

ND

SE

QU

EN

CE

: PLA

Y

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

Ever

y is

sue

incl

udes

a

read

-alo

ud p

lay,

pr

ovid

ing

a pe

rfec

t op

port

unit

y to

pra

ctic

e flu

ency

and

lear

n ab

out

feat

ures

of d

ram

a.

Stor

ywor

ks J

r. p

lays

ar

e of

ten

adap

ted

from

myt

hs, f

able

s, fo

lkta

les,

biog

raph

ies,

or si

gnifi

cant

his

tori

cal

even

ts.

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

ski

ll fr

om o

ur P

lay

Rea

ding

K

it. H

owev

er, t

he

supp

ort p

acka

ge o

ffers

ac

tivi

ties

to in

trod

uce

or

rein

forc

e m

any

of t

hese

sk

ills:

• C

hara

cter

• P

lot

• S

etti

ng•

Inf

eren

ce•

The

me

Voc

abul

ary

Wri

ting

: Nar

rati

ve,

expl

anat

ory/

info

rmat

ive,

or

opi

nion

Hig

her-

leve

l qui

zzes

*

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

(ora

l or w

ritt

en),

qui

z (h

ighe

r*- o

r low

er-l

evel

) w

ith

sele

cted

-res

pons

e an

d co

nstr

ucte

d-re

spon

se q

uest

ions

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

.10,

SL.

1, S

L.2,

L.3

, L.

4, L

.5, L

.6

TE

KS:

G

rade

2: 2

.5b,

d; 2

.6a;

2.

8; 2

.21;

2.2

8; 2

.29

Gra

de 3

: 3.4

b, e

; 3.5

a;

3.7;

3.2

2; 3

.29;

3.3

0

* w

hen

adap

ted

from

Sto

ryw

orks

-15-

SUGGESTED PACING CALENDAR AND TEACHING ACTIVITIES: PLAY

Suggested Time: 3-4 Days (based on using Storyworks Jr. during a 45-minute literacy block per day; timing will change if you use Storyworks Jr. 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 Think and Write box. • Follow up with the vocabulary activity to practice using the words that may be unfamiliar

to students. 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.

• When the play is adapted from Storyworks, a higher-level text is also provided.

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.


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 the additional activity in each issue’s Play Reading Kit to build your students’ proficiency in other key analytical reading and test-readiness skills. Skills include character, plot, setting, theme, and inference.

• 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 play in a journal or on a classroom blog.



-17-

SC

OP

E A

ND

SE

QU

EN

CE

: DE

BA

TE

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

Ever

y is

sue

of S

tory

wor

ks

Jr. i

nclu

des a

deb

ate

on a

hot

-but

ton

topi

c fo

r kid

s; fo

r exa

mpl

e,

“Sho

uld

you

give

aw

ay

your

Hal

low

een

cand

y?”

or “

Shou

ld k

ids l

earn

cu

rsiv

e w

riti

ng?”

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

Hig

her*

- and

low

er-

Lexi

le v

ersi

ons o

f deb

ate

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

2: 2

.17;

2.2

0;

2.21

; 2.2

8; 2

.29

Gra

de 3

: 3.1

4; 3

.17;

3.

22; 3

.29;

3.3

0

* w

hen

adap

ted

from

Sto

ryw

orks

-18-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: DEBATE

Suggested Time: 2 Days (based on using Storyworks Jr. during a 45-minute literacy block per day; timing will change if you use Storyworks Jr. 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 is provided online. When

the story is adapted from a Storyworks article, a higher-Lexile text is also provided.• 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) * Stories or examples (Ex)* Quotes from experts (Q)

• 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.

Day 2: Writing Task and Comprehension Quiz Comprehension Quiz

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

Writing Task• Distribute the self-guided activity Write an Opinion Essay, which guides students to write

a three-paragraph essay on the debate topic.

-19-

SC

OP

E A

ND

SE

QU

EN

CE

: PO

ET

RY

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

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 J

r. p

oetr

y is

com

plex

eno

ugh

for

livel

y di

scus

sion

s and

le

sson

s whi

le re

mai

ning

ac

cess

ible

and

app

ealin

g to

chi

ldre

n.

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 s

kill,

su

ch a

s:•

Alli

tera

tion

, pe

rson

ifica

tion

, or

othe

r lit

erar

y de

vice

s•

Rhy

thm

and

rhym

e•

The

me

• 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

2: 2

.4; 2

.5; 2

.7;

2.18

b G

rade

3: 3

.3; 3

.4; 3

.6;

3.18

b

-20-

SUGGESTED PACING CALENDAR AND TEACHING ACTIVITIES: POETRY

Suggested Time: 1 Day (based on using Storyworks Jr. 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.• Call attention to the bubbles on the page that highlight the poem type or elements.

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.

-21-

SC

OP

E A

ND

SE

QU

EN

CE

: WO

RD

PO

WE

R

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

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

in 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 d

ay

or le

ss

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

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

2: 2

.5b,

c, d

G

rade

3: 3

.4b,

c, e

-22-

SUGGESTED PACING CALENDAR AND TEACHING ACTIVITIES: WORD POWER

Suggested Time: Suggested Time 25 minutes (based on using Storyworks Jr. during a 45-minute literacy block per day)

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 related to the topic of the article.

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

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

-23-

SC

OP

E A

ND

SE

QU

EN

CE

: GR

AM

MA

R C

OP

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

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

ani

mal

to

ngue

tric

ks o

r U.S

. la

ndm

arks

.

Sugg

este

d T

ime:

1 d

ay

or le

ss

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

ski

ll su

ch a

s:•

Cap

ital

izat

ion

• P

unct

uati

on•

Con

trac

tion

s•

The

re/t

hey’

re/t

heir

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

2: 2

.21;

2.2

2;

2.23

Gra

de 3

: 3.2

2; 3

.23;

3.

24

-24-

PACING CALENDAR AND SUGGESTED TEACHING ACTIVITIES: GRAMMAR COP

Suggested Time: Suggested Time 25 minutes (based on using Storyworks Jr. during a 45-minute literacy block per day)

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 at Storyworks Jr.

Online. • Have students observe the grammar skill in context by searching for examples of its use in

the magazine or in other reading material.

-25-

SC

OP

E A

ND

SE

QU

EN

CE

: ON

E W

OR

D, T

HR

EE

WA

YS

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

The

voc

abul

ary-

build

ing

feat

ure

“One

Wor

d,

Thr

ee W

ays”

focu

ses

on m

ulti

ple-

mea

ning

w

ords

.

Sugg

este

d T

ime:

1 d

ay

or le

ss

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:

A c

onte

st in

whi

ch

stud

ents

com

e up

wit

h th

eir o

wn

mul

tipl

e-m

eani

ng w

ords

or

sent

ence

s 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

2: 2

.5b,

d G

rade

3:

3.4

b, e

-26-

SUGGESTED PACING CALENDAR AND TEACHING ACTIVITIES: ONE WORD, THREE WAYS

Suggested Time: 20 minutes (based on using Storyworks Jr. during a 45-minute literacy block per day)

• 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 “One Word, Three Ways” contest.

-27-

SC

OP

E A

ND

SE

QU

EN

CE

: PA

RA

GR

AP

H P

OW

ER

Feat

ure/

Gen

reSk

ills

Dif

fere

ntia

tion

Ass

essm

ent

Stan

dard

s

Para

grap

h Po

wer

pr

esen

ts a

shor

t, hi

gh-i

nter

est

nonf

icti

on a

rtic

le.

The

acc

ompa

nyin

g ac

tivi

ty h

elps

stud

ents

w

rite

a w

ell-

orga

nize

d pa

ragr

aph.

Sugg

este

d T

ime:

1 d

ay

Thi

s fea

ture

bui

lds t

he

follo

win

g sk

ills:

• M

ain

idea

and

su

ppor

ting

det

ails

• T

ext e

vide

nce

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:

Para

grap

h-w

riti

ng

acti

vity

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

2: 2

.15b

; 2.1

9a,

c; 2

.20

Gra

de 3

: 3.1

5b; 3

.20a

, c;

3.2

1

-28-

SUGGESTED PACING CALENDAR AND TEACHING ACTIVITIES: PARAGRAPH POWER

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

Preparing to Read, Reading and Discussing the StoryPreparing to Read

• Prompt students to use the headline, subhead, central images, and captions to identify the topic.

Reading and Discussing the Story• Break students into groups to read the article and discuss what they find interesting and

surprising.• Come back together as a class and ask volunteers to summarize the main idea of the story.

Writing Task• The paragraph-writing activity asks students to craft a topic sentence, three supporting

details, and a conclusion using information from the story. (An online version provides more space for students to write.)

Pacing Guide 2017-18 - Storyworks Junior | The … this pacing guide and the step-by-step lesson...

Documents

Transcript of Pacing Guide 2017-18 - Storyworks Junior | The … this pacing guide and the step-by-step lesson...