Essential Questions Resources/Materials Reading Vocabulary as a Process as a Product Reading 1. How does 1. How do I figure 1. How do good 1. How do writers Harcourt Trophies Other content area understanding a out a word I do not writers express develop a well- Units of Study for Textbooks text s structure know? themselves? written product? Reference Aids help me better 2. Why do readers 2. How does 2. Why do writers Nonfiction Craft (dictionary, understand its need to pay process shape choose a particular Lessons: Teaching thesauraus, atlas, meaning? attention to a the writer s form of writing? Information maps,etc.) 2. What do writer s choice of product? 3. Why conduct a K-8 by Selected readers do when words? 3. How do rules research? Ralph Fletcher; informational they do not of Joann Portlaupi articles understand language affect Genre Study and Non-fiction Texts everything in a Core Assignments icals text? communication? NJRHSR () Guided Reading 3. How do readers OEQ Scoring Leveled Books construct meaning Rubric Classroom Library from text? Dictionary Readers Handbook Thesaurus Harcourt Trophies Grammar Handbook Text and Resources Other websites www.nj.gov/education www.harcoutschool.com www.abcteach.com www.readwritethink.orgww w.kidspiration.com www.bubblus.com Other websites National Geographic Nonfiction Reading Plus Read 180 Other websites www.harcourtschool.com www.nj.gov/educationwww.nationalgeographic.com www.scholastics.com www.timeforkids.com Other websites
Marking s 1 st Marking CPI s (Reading and 3.1.E.2 Reading strategy 3.1.G.1 Themes 3.1.G.9 Elements in stories 3.1.G.10 Literary devices in stories 3.1.G.3 Cite evidence 3.1.G.4 Author s opinion 3.1.G.6 Author s point of view 3.1.G.8 Different forms of literature 3.1.F.1 Roots, prefixes, and suffixes 3.1.F.4 Dictionary : 3.2.A.1 Generate ideas 3.2.A.4 Draft writing 3.2.B.1 Narrative 3.2.B.2 Range of essays 3.2.B.3 Content and Organization (Narrative) 3.2.B.6 Sentence types 3.2.B.10 Logical sequence 3.2.B.11 Opening /Closing 3.2. D.14 Rubrics 3.2.D.15 Portfolio collection Elements of Literary Elements Plot, Conflict, Setting Characters Point of View Theme Literary devices ( mood, figurative language) Fiction Nonfiction Reading Focus Focus Requirements/ Vocabulary Focus: Grammar, Mechanics, Speculative base words, root Usage: words, Sentence structure Other: Prefixes/Suffixes Sentence Personal narrative context clues Fragments/Run-on Response to literature Academic Subject/Predicate Book Talk setting, characters, plot, Agreement conflict, theme, point of Parts of Speech view etc. Verb tense Spelling Plot, conflict, Capitalization setting, Punctuation Marks inferences Skills: chronological Process orders Purpose and author s purpose point-of-view Sentence character theme fiction Organizing ideas nonfiction mood simile Use of rubrics to metaphor personification
Marking s CPI s (Reading and Elements of 2 nd Marking 3.1. A.3 Text Features 3.1.E.2 Reading strategy 3.G.1 Themes 3.1. G.2 Text structures (main idea, supporting details, etc.) 3.1.G.3 Evidence from text 3.1.G.4 Author s opinion 3.1.G.5 Multi-steps in written instructions 3.1.G.6 Author s point of view 3.1.F.1 Roots, prefixes, and suffixes 3.1.F.3 Antonyms and synonyms : 3.2.A.4 Draft writing 3.2.B.2 Informational 3.2.B.3 Content and organization 3.2.B.10 Transitions 3.2.C.1 Standard English conventions 3.2.D.1 Purpose for writing 3.2.D.6 Personal Connection 3.2.D.11 Higher order thinking skills 3.2.D.13 Personal style and voice 3.2. D.14 Rubrics 3.2.D.15 Portfolio collection Nonfictio n Text features Skimming Scanning Themes in various genres Text support Author s opinion Reading Focus Focus Requirements/ Vocabulary Focus: Grammar, Mechanics, Expository Essay Base words, prefixes, Usage focus: Other: suffixes, antonyms, Sentence How to Essay Synonyms, context Types(declarative, Response to clues interrogative, Academic imperative, Book Talk exclamatory Author Study Nonfiction, sentences) Interdisciplinary expository, text Subject-verb units features, theme agreement Sentence Structure Main Combine clauses to Idea/support form compound Fact/Opinion and complex Text features sentences Summarize Capitalization Themes Punctuation Compare and Spelling contrast Skills: Process chronological Purpose and order synthesize Sentence author s purpose skimming/sca Organizing ideas nning Transitions Use of rubrics to
Marking s 3 rd Marking CPI s (Reading and 3.1. A.3 Text features 3.1.G.2 Fact/Opinion 3.1.G.3 Evidence from text 3.1.G.4 Author s opinion 3.1.G.6 Author s point of view 3.1.G.7 Summarize 3.1.H.3 Research 3.1.F.1 Roots, prefixes, and suffixes 3.1.F.3 Homophones, : 3.2.A.4 Draft writing in selected genre 3.2.A.5 Revise drafts 3.2.A.11 Reflect on one s writing 3.2.B.2 Persuasive /Other informational text 3.2.B.3 Content and Organization 3.2.B.6 Varied sentence structure and length 3.2.B.10 Logical sequence 3.2.C.1 Standard English conventions 3.2. D.1 Write for different purposes Elements of Persuasive Argument Reasons Fact/Opinio n Research Reading Focus Focus Requirements/ Grammar, Mechanics, Persuasive Essay/ or Usage focus: Persuasive Letter Sentence Structure (e.g. compound, Other: complex, Project-based compound Learning complex) Interdisciplinary Vocabulary Focus: Base words, prefixes, suffixes, antonyms, context clues, homophones, Academic vocabulary: Persuasive, argument, evidence, reasons Research, plagiarism, sources, work cited, catalog, database, etc. Main Idea/support Fact/Opinion Argument Persuasive techniques Text features Summarize Claim Support Counterargument Editorial Compare and contrast Synthesize Author s opinion Clauses (Independent and Subordinate clauses) Verb usage Capitalization Punctuation Contraction Spelling Patterns Proper Nouns/Proper Adjectives Indentation Research Focus: Narrow a research topic Locate and evaluate sources Make source cards Take notes Summarize Paraphrase Quote Directly Plagiarism Document sources Skills: units How to Essay Speeches Response to Book Talk Author Study
3.2.D.9 Write formal and informal letters 3.2.D.11 Higher order thinking skills 3.2.D.13 Develop personal style and voice 3.2.D.14 Rubrics 3.2.D.15 Portfolio Collection research note taking sources work cited page Process Purpose and Sentence Organizing ideas Use rubrics to
Marking s 4 th Marking CPI s (Reading and 3.1.E.2 Reading strategies 3.1.G. 1 Themes across cultures 3.1.G.3 Cite evidence from text 3.1.G.6 Author s point of view 3.1.G.8 Literary Forms 3.1.G.10 Literary devices 3.1.G.11 Structures in poetry 3.1.F.1 Roots, prefixes, and suffixes 3.1.F.3 Antonyms and synonyms, homophones, : 3.2.A.4 Draft writing in a selected genre 3.2.B.3 Craft writing to elevate quality 3.2.B.6 Sentence types and descriptive words 3.2.B.10 Sequencing 3.2.B.11 Engaging the reader 3.2.C.1 Standard English 3.2.D.1 Write for different purposes 3.2.D.6 Response to literature 3.2.D.13 Personal style and voice 3.2.A.11 Reflection 3.2.D.15 Portfolio Collection Elements of Poetry Myths, Legends Mood, Tone, and Style The Language of Poetry Literary Devices Reading Focus Focus Requirements/ Vocabulary Focus: Grammar, Mechanics, Poetry Meaning of Usage focus: Speculative compound words Adjective and Context clues Adverb usage Homophones, Subject-verb Other: agreement Class Specialized Sentence structure newspaper vocabulary (compound, Project-based Latin root words complex, Learning compound complex Poem sentences) Book Report Mood, tone Combine clauses to Author Study Elements of style form compound Author s purpose and complex Summarize sentences Take notes Skills: Point of view Process Dialogue Purpose and Similes Sentence Imagery Sound devices Rhyme Organizing ideas Repetition Onomatopoeia Metaphor Use rubrics to Simile Personification Inferences Myths, legend, folk tale, tall tale cultural values universal themes
Note: This is a recommended pacing guide. All CPI s do not necessarily follow a certain order, and some can be addressed in different marking periods Use supporting data (NJASK, DRA2, DIA, etc.) or students interest when teaching a specific skill. Review, reteach, and reassess skills as deemed necessary. All writing requirements (Speculative, Persuasive, Expository or Explanatory) should be covered and completed before testing since these are aligned with the NJASK. You may select other writing requirements accordingly either for group work, independent work, homework, etc. Core Novel Study is suggested for each marking period... You may also replace novels with other alternatives depending on availability in your schools or school library. Be reminded, however, to assign titles that are not included as a Required Reading for other grade levels. The Core Novel or alternate core including Picture books can be used as a Read Aloud to support strategies you are modeling.