Read 180 Syllabus
2010--2011
First Quarter
Weeks
Quarter 1
Week 1
Understandings
Students Introduced to Purple
PRIDE Procedures
Week 2
Week 3
Students introduced to Read
180 rotations, software, and
expectations with guided
practice. Testing for leveled
placement.
Week 4
Week 5
Week 6
Week 7
Workshop 1
The New Americans
Main Idea and Details
Synonyms/Antonyms
Expository Paragraph
Sentences/Fragments
Ending Punctuation
Strategies
4.1 Core Content
RD-06-1.0.4 Students will formulate
questions to guide reading.
RD-06-2.0.7 Students will make
predictions, draw conclusions, make
generalizations or make inferences
based on what is read.
RD-06-3.0.1 Students will explain the
relationship between events in a story
and a character’s behavior.
RD-06-4.0.1 Students will connect
information from a passage to students’
lives, real world issues, and other texts.
Whole group lesson
introduction, whole group
read aloud with vocab and
comp strategies, small
group rotations of : Rd. 180
software (rdg zone, word
zone, spelling zone,
success zone),
independent reading
followed by AR or Reading
Counts tests, and small
group (comprehension
strategies, vocab, grammar
& mechanics, writing
strategies)
RD-06-1.0.1 Students will apply
knowledge of synonyms of antonyms to
comprehend a passage.
RD-06-1.0.4 Students will formulate
questions to guide reading.
RD-06-1.0.7 Students will interpret literal
and non-literal meanings of words or
phrases, based on context.
RD-06-2.0.1 Students will identify or
explain the main idea of a passage.
RD-06-3.0.4 Students will identify details
that support the main idea or explain
their importance in a passage.
RD-06-4.0.1 Students will connect
information from a passage to students’
lives, real world issues, and other texts.
RD-06-5.0.1 Students will identify the
ways in which similar themes, ideas and
concepts are developed in more than
one literary work.
WR-06-1.1.3 Students will communicate
as an informed writer to clarify what the
reader should know, do, or believe as a
result of reading the piece.
Students will apply characteristics of the
selected form.
Students will sustain a suitable tone.
WR-06-1.2.3 Students will communicate
relevant information to clarify and justify
a specific purpose.
Students will develop a deliberate angle
with support.
Students will develop explanations to
Essential Questions
How do I demonstrate
Purple PRIDE in
classroom and nonclassroom environments
@ BGJHS?
What are the three Read
180 rotations?
What are the transition
expectations?
What is expected in each
rotation?
What is a main idea?
How can I use the main
idea and supporting
details to understand
what I read?
support the writer’s purpose.
WR-06-2.3.3 Students will establish a
context for reading.
Students will develop an appropriate text
structure to achieve purpose.
Students will arrange ideas and details in
a logical, meaningful order by using a
variety of transitions or transitional
elements between ideas and details.
Students will incorporate text features
when appropriate.
Students will create conclusions
effectively
WR-06-2.4.3 Students will develop
complete, concise sentences or apply
unconventional structure when
appropriate.
WR-06-3.5.3 Students will adhere to
standard guidelines for usage and
grammar.
Students will apply precise word choice.
Students will incorporate the specialized
vocabulary of the discipline/content
appropriate to the purpose and audience.
WR-M-3.6.0 Students will communicate
clearly by applying correct spelling and
punctuation.
WR-M-4.7.0 Writing Process—
connecting to content knowledge,
connecting with prior learning and
experience, initiating an authentic reason
to write, selecting/narrowing a topic,
establishing a purpose, identifying and
analyzing the audience, determining
most appropriate form to meet the needs
of purpose and audience, generating
ideas, organizing ideas.
Week 8
Week 9
Week 10
Quarter 2
Week 1
Workshop 2
When Disaster Strikes
Sequence of Events
Prefixes/Suffixes
Narrative paragraph
Correcting sentence
fragments
Capitalization
Whole group lesson
introduction, whole group
read aloud with vocab and
comp strategies, small
group rotations of : Rd. 180
software (rdg zone, word
zone, spelling zone,
success zone),
independent reading
followed by AR or Reading
Counts tests, and small
group (comprehension
strategies, vocab, grammar
RD-06-1.0.3 Students will apply the
meanings of word parts to comprehend
unfamiliar words in a passage.
RD-06-1.0.4 Students will formulate
questions to guide reading.
RD-06-1.0.7 Students will interpret literal
and non-literal meanings of words or
phrases, based on context.
RD-06-2.0.1 Students will identify or
explain the main idea of a passage.
RD-06-2.0.6 Students will apply the
information contained in a passage to
accomplish a task/procedure or answer
questions about a passage.
RD-06-2.0.7 Students will make
predictions, draw conclusions, make
How can sequencing help
me to summarize text?
How can sequencing help
me to identify cause and
effect?
How can sequencing help
me draw conclusions
about meaning?
& mechanics, writing
strategies)
generalizations or make inferences
based on what is read.
RD-06-4.0.1 Students will connect
information from a passage to students’
lives, real world issues, and other texts
RD-06-5.0.1 Students will identify the
ways in which similar themes, ideas and
concepts are developed in more than
one literary work.
RD-06-5.0.9 Students will identify
organizational patterns to understand a
passage.
WR-06-1.1.0 Students will analyze and
address needs of the intended audience.
Students will sustain a suitable tone or
appropriate voice.Students will
communicate the significance of the
writer’s life experience by narrating about
life events, relationships or central ideas,
Students will apply the characteristics of
the selected form. Students will
communicate to an audience about the
human condition. Students will apply
characteristics of the selected form.
WR-06-2.3.0 Students will engage the
interest of the reader. Students will
communicate ideas and details in
meaningful order. Students will apply a
variety of transitions or transitional
elements between ideas and details to
guide the reader. Students will apply
paragraphing effectively. Students will
create conclusions effectively. Students
will apply organizational devices.
Students will incorporate text features
when appropriate.
WR-06-2.4.0 Students will develop
complete sentences or apply
unconventional structures for an
intentional effect when appropriate.
WR-06-3.5.0 Students will exemplify
effective language choices by applying
correct grammar and usage, applying
concise use of language, incorporating
strong verbs, precise nouns, concrete
details, and sensory details, applying
language appropriate to the content,
purpose and audience.
2008-2009 Pacing Guide
Second Quarter
Weeks
Week 1
Week 2
Week 3
Understandings
See First Quarter
Short Story Elements
Identity Crisis
Week 4
Workshop 3 Identity Crisis
Short Story Elements
Identity Crisis
“Louisa, Please Come Home
Strategies
4.1 Core Content
Essential Questions
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies)
RD-06-1.0.6 Students will skim to get
the general meaning of a passage.
RD-06-2.0.2 Students will identify
and describe characteristics of short
stories, novels, poetry or plays.RD06-2.0.3 Students will identify or
explain the use of literary elements
(characterization, setting, plot, theme,
point of view) in a passage.
RD-06-3.0.5 Students will distinguish
between Informative and persuasive
passages.
RD-06-3.0.6 Students will distinguish
between fact or opinion.
RD-06-3.0.7 Students will identify an
author’s opinion about a subject.
RD-06-3.0.8 Students will identify the
argument or supporting evidence
from a passage.
RD-06-4.0.1 Students will connect
information from a passage to
students’ lives, real world issues, and
other texts.
RD-06-5.0.1 Students will identify the
ways in which similar themes, ideas,
and concepts are developed in more
than one literary work.
RD-06-5.0.3 Student s will identify
literary devices (symbolism, irony,
analogies, imagery, foreshadowing,
and figurative language).
What are the characteristics
of a short story?
What is a character?
What is a main character?
What is a minor character?
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
RD-06-1.0.6
RD-06-2.0.2
RD-06-2.0.3
RD-06-3.0.5
RD-06-3.0.6
RD-06-3.0.7
RD-06-3.0.8
What is theme?
How does the theme help me
understand an author’s
purpose?
How do the setting and
changes in setting affect the
characters and the plot?
Week 5
Week 6
Workshop 3 Identity Crisis
Theme
“I’m Nobody! Who Are You?”
Evaluating a Book Review
Written Response to a book
review
Correcting Run-On Sentences
Workshop 4
Stolen Childhoods
Summarizing
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies)
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies)
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies)
RD-06-4.0.1
RD-06-5.0.1
RD-06-5.0.3
RD-06-1.0.6
RD-06-2.0.2
RD-06-2.0.3
RD-06-3.0.5
RD-06-3.0.6
RD-06-3.0.7
RD-06-3.0.8
RD-06-4.0.1
RD-06-5.0.1
RD-06-5.0.3
How can reading a book
review help you select a book
to read?
I can find opinion words and
phrases in a book review.
I can identify the author’s
support of his/her opinion.
RD-06-1.0.2 Students will
select, based on context, the
appropriate meaning for a
word that has multiple
meanings.
RD-06-1.0.4 Students will
formulate questions to guide
reading.
RD-06-1.0.6 Students will
skim to get the general
meaning of a passage.
RD-06-1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
RD-06-2.0.5 Students will
summarize information from a
paragraph, a section of a
passage, or the entire
passage.
RD-06-2.0.7 Students will
make predictions, draw
conclusions, make
generalizations or make
inferences based on what is
read.
RD-06-3.0.4 Students will
How does summarizing help
me understand what I have
read?
I can give name and use the
three steps used to
summarize a text.
I can organize important
details to use in a summary.
I can use a graphic organizer
to summarize a text.
I can state my point of view
and support it.
I can use text markings to
identify details for a summary.
I can read and interpret a time
line.
I can recognize complete
sentences.
I can identify and correct runon sentences.
Week 7
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies)
Week 8
Whole group lesson
introduction, whole group read
aloud with vocab and comp
identify details that support
the main idea or explain their
importance in a passage.
RD-06-4.0.1 Students will
connect information from a
passage to students’ lives,
real world issues, and other
texts.
RD-06-5.0.1 Students will
identify the ways in which
similar themes, ideas and
concepts are developed in
more than one literary work.
WR-06-1.1.1 In Reflective
Writing, students will analyze
and address needs of the
intended audience.
WR-06-1.2.3 In Transactive
Writing, students will
communicate relevant
information to clarify and
justify a specific purpose.
Students will develop a
deliberate angle with support.
Students will develop
explanations to support the
writer’s purpose.
RD-06-1.0.2
RD-06-1.0.4
RD-06-1.0.6
RD-06-1.0.7
RD-06-2.0.5
RD-06-2.0.7
RD-06-3.0.4
RD-06-4.0.1
RD-06-5.0.1
WR-06-1.1.1
WR-06-1.2.
RD-06-1.0.2
RD-06-1.0.4
RD-06-1.0.6
How does summarizing help
me understand what I have
read?
I can give name and use the
three steps used to
summarize a text.
I can organize important
details to use in a summary.
I can use a graphic organizer
to summarize a text.
I can state my point of view
and support it.
I can use text markings to
identify details for a summary.
I can read and interpret a time
line.
How does summarizing help
me understand what I have
read?
Week 9
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies)
RD-06-1.0.7
RD-06-2.0.5
RD-06-2.0.7
RD-06-3.0.4
RD-06-4.0.1
RD-06-5.0.1
WR-06-1.1.1
WR-06-1.2.
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies)
RD-06-1.0.2
RD-06-1.0.4
RD-06-1.0.6
RD-06-1.0.7
RD-06-2.0.5
RD-06-2.0.7
RD-06-3.0.4
RD-06-4.0.1
RD-06-5.0.1
WR-06-1.1.1
WR-06-1.2
I can give name and use the
three steps used to
summarize a text.
I can organize important
details to use in a summary.
I can use a graphic organizer
to summarize a text.
I can state my point of view
and support it.
I can use text markings to
identify details for a summary.
I can read and interpret a time
line.
How does summarizing help
me understand what I have
read?
I can give name and use the
three steps used to
summarize a text.
I can organize important
details to use in a summary.
I can use a graphic organizer
to summarize a text.
I can state my point of view
and support it.
I can use text markings to
identify details for a summary.
I can read and interpret a time
line.
2008-2009 Team Pacing Guide
Third Quarter
Weeks
Week 1
Understandings
Review Purple Pride
Workshop 5
“Under Pressure”
Problem and Solution
Strategies
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
4.1 Core Content
*RD-06-1.0.4 Students will
formulate questions to guide
reading.
*RD-06-1.0.6 Students will
skim to get the general
meaning of a passage.
*RD-06-2.0.6 Students will
apply the information
contained in a passage to
accomplish a task/procedure
or answer questions about a
passage.
*RD-06-2.0.8 Students will
explain the meaning of
concrete of abstract terms
based on the contest from a
passage.
*RD-06-4.0.1 Students will
connect information froma
passage to students’ lives,
real world issues, and other
texts.
*RD-06-5.0.9 Students will
identify organizational patterns
to understand a passage.
*WR-06-2.3.2 Students will
apply the accepted format of
the genre; students will
develop an appropriate text
structure to achieve purpose;
students will apply
paragraphing effectively.
*WR-06-3.6.0 Students will
communicate clearly by
applying correct spelling,
correct punctuation, correct
capitalization.
Essential Questions
How do I demonstrate Purple
PRIDE in classroom and nonclassroom environments @
BGJHS?
How do I identify the problem
and solutions in an article?
I can find the problem, look for
attempts to solve the problem,
and find the solution.
I can organize information in a
problem and solution graphic
organizer.
I can use text marking to
identify problems.
*WR-06-4.10.4 Students will
narrow topic for selected
writing.
*WR-06-4.10.5 Students will
identify topic sentence of a
paragraph.
.
Week 2
Workshop 5
“Under Pressure”
Problem and Solution
Week 3
Workshop 5
“Under Pressure”
Problem and Solution
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
RD-06-1.0.4
RD-06-1.0.6
RD-06-2.0.6
RD-06-2.0.8
RD-06-4.0.1
RD-06-5.0.9
WR-06-2.3.2
WR-06-3.6.0
WR-06-4.10.4
WR-06-4.10.5
How do I identify the problem
and solutions in an article?
I can find the problem, look for
attempts to solve the problem,
and find the solution.
I can organize information in a
problem and solution graphic
organizer.
I can use text marking to
identify problems.
RD-06-1.0.4
RD-06-1.0.6
RD-06-2.0.6
RD-06-2.0.8
RD-06-4.0.1
RD-06-5.0.9
WR-06-2.3.2
WR-06-3.6.0
WR-06-4.10.4
WR-06-4.10.5
How do I identify the problem
and solutions in an article?
I can find the problem, look for
attempts to solve the problem,
and find the solution.
I can organize information in a
problem and solution graphic
organizer.
I can use text marking to
identify problems.
What are the strategies used
for summarizing?
I can give name and use the
three steps used to
summarize a text.
I can organize important
details to use in a summary.
I can use a graphic organizer
to summarize a text.
I can state my point of view
and support it.
I can use text markings to
identify details for a summary.
I can read and interpret a time
line.
What are the features of a
persuasive paragraph?
How can I identify bias in
advertising aimed at teens?
Week 4
Workshop 6
Poe: The Master of Horror
Story Elements & Literary
Elements
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
Week 5
Workshop 6
Poe: The Master of Horror
Story Elements & Literary
Elements
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
*RD-06-1.0.1 Students will
apply knowledge of synonyms
or antonyms to comprehend a
passage.
*RD-06-1.0.4 Students will
formulate questions to guide
reading.
*RD-06-1.0.5 Students will
scan to find key information.
*RD-06-2.0.2 Students will
identify and describe
characteristics of short stories,
novels, poetry or plays.
*RD-06-2.0.3 Students will
identify or explain the use of
literary elements.
*RD-06-5.0.3 Students will
identify literary devices.
*RD-06-5.0.5 Students will
evaluate the author’s word
choice, style, content, or use
of literary elements.
*WR-06-1.1.3 In Transactive
Writing, students will
communicate a purpose
through informing, persuading
or analyzing.
*RD-06-1.0.1 Students will
apply knowledge of synonyms
or antonyms to comprehend a
passage.
*RD-06-1.0.4 Students will
formulate questions to guide
reading.
I can read and interpret
information from a bar graph.
Why does the horror genre
appeal to so many people?
What are the elements of a
short story?
I can identify the elements of a
short story including setting,
character, and plot.
I can analyze the setting,
characters, and plot of a short
story.
I can use text markings to
indicate setting, character,
and plot details.
Why does the horror genre
appeal to so many people?
What are the elements of a
short story?
I can identify the elements of a
short story including setting,
character, and plot.
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
Week 6
Workshop 6
Poe: The Master of Horror
Story Elements & Literary
Elements
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
*RD-06-1.0.5 Students will
scan to find key information
*RD-06-2.0.2 Students will
identify and describe
characteristics of short stories,
novels, poetry or plays.
*RD-06-2.0.3 Students will
identify or explain the use of
literary elements.
*RD-06-5.0.3 Students will
identify literary devices.
*RD-06-5.0.5 Students will
evaluate the author’s word
choice, style, content, or use
of literary elements.
*WR-06-1.1.3 In Transactive
Writing, students will
communicate a purpose
through informing, persuading
or analyzing.
*RD-06-1.0.1 Students will
apply knowledge of synonyms
or antonyms to comprehend a
passage.
*RD-06-1.0.4 Students will
formulate questions to guide
reading.
*RD-06-1.0.5 Students will
scan to find key information
*RD-06-2.0.2 Students will
identify and describe
characteristics of short stories,
novels, poetry or plays.
*RD-06-2.0.3 Students will
identify or explain the use of
literary elements.
*RD-06-5.0.3 Students will
identify literary devices.
*RD-06-5.0.5 Students will
evaluate the author’s word
choice, style, content, or use
of literary elements.
*WR-06-1.1.3 In Transactive
Writing, students will
communicate a purpose
through informing, persuading
I can analyze the setting,
characters, and plot of a short
story.
I can use text markings to
indicate setting, character,
and plot details.
I can identify bias in
advertising aimed at teens.
How do rhyme and
onomatopoeia enhance a
horror poem?
I can identify the writer’s
opinions, supporting reasons,
and conclusion in a literature
review.
Week 7
Workshop 7
Alien Invaders
Cause and Effect
Persuasive Paragraph
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
Week 8
Workshop 7
Alien Invaders
Cause and Effect
Persuasive Paragraph
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
or analyzing.
*RD-06-1.0.3 Students will
apply the meanings of word
parts to comprehend
unfamiliar words in a passage.
*RD-06-1.0.4 Students will
formulate questions to guide
reading.
*RD-06-1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
*RD-06-2.0.4 Students will
locate key ideas or information
in a passage.
*RD-06-4.0.1 Students will
connect information from a
passage to students’ lives,
real world issues and other
texts.
*RD-06-5.0.1 Students will
identify the ways in which
similar themes, ideas and
concepts are developed in
more than one literary work.
*RD-06-5.0.8 Students will
explain or analuze how the
use of text features.
*RD-06-5.0.9 Students will
identify organizational patterns
to understand a passage.
*RD-06-1.0.3 Students will
apply the meanings of word
parts to comprehend
unfamiliar words in a passage.
*RD-06-1.0.4 Students will
formulate questions to guide
reading.
*RD-06-1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
*RD-06-2.0.4 Students will
locate key ideas or information
in a passage.
What is Cause and Effect?
Why is it important to find
cause and effect relationships
in my reading?
I can give meaningful
examples of vocabulary
words.
I can identify the steps used to
find cause and effect.
I can find cause and effect in a
non-fiction text.
I can identify Cause/Effect
signal words and phrases.
I can use a graphic organizer
to help organize causes and
effects.
I can read and interpret
information from a flowchart.
I can identify the topic
sentence and supporting
reasons in a persuasive
paragraph.
I can distinguish between
subject and object pronouns.
I can use negatives correctly.
What is Cause and Effect?
Why is it important to find
cause and effect relationships
in my reading?
I can give meaningful
examples of vocabulary
words.
I can identify the steps used to
find cause and effect.
I can find cause and effect in a
non-fiction text.
I can identify Cause/Effect
signal words and phrases.
I can use a graphic organizer
Week 9
Workshop 7
Alien Invaders
Cause and Effect
Persuasive Paragraph
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
*RD-06-4.0.1 Students will
connect information from a
passage to students’ lives,
real world issues and other
texts.
*RD-06-5.0.1 Students will
identify the ways in which
similar themes, ideas and
concepts are developed in
more than one literary work.
*RD-06-5.0.8 Students will
explain or analuze how the
use of text features.
*RD-06-5.0.9 Students will
identify organizational patterns
to understand a passage
*RD-06-1.0.3 Students will
apply the meanings of word
parts to comprehend
unfamiliar words in a passage.
*RD-06-1.0.4 Students will
formulate questions to guide
reading.
*RD-06-1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
*RD-06-2.0.4 Students will
locate key ideas or information
in a passage.
*RD-06-4.0.1 Students will
connect information from a
passage to students’ lives,
real world issues and other
texts.
*RD-06-5.0.1 Students will
identify the ways in which
similar themes, ideas and
concepts are developed in
more than one literary work.
*RD-06-5.0.8 Students will
explain or analuze how the
use of text features.
*RD-06-5.0.9 Students will
identify organizational patterns
to understand a passage
to help organize causes and
effects.
I can read and interpret
information from a flowchart.
I can identify the topic
sentence and supporting
reasons in a persuasive
paragraph.
I can distinguish between
subject and object pronouns.
I can use negatives correctly
What is Cause and Effect?
Why is it important to find
cause and effect relationships
in my reading?
I can give meaningful
examples of vocabulary
words.
I can identify the steps used to
find cause and effect.
I can find cause and effect in a
non-fiction text.
I can identify Cause/Effect
signal words and phrases.
I can use a graphic organizer
to help organize causes and
effects.
I can read and interpret
information from a flowchart.
I can identify the topic
sentence and supporting
reasons in a persuasive
paragraph.
I can distinguish between
subject and object pronouns.
I can use negatives correctly
Week 10
Workshop 7
Alien Invaders
Cause and Effect
Persuasive Paragraph
Whole group lesson
introduction, whole group read
aloud with vocab and comp
strategies, small group
rotations of : Rd. 180 software
(rdg zone, word zone, spelling
zone, success zone),
independent reading followed
by AR or Reading Counts
tests, and small group
(comprehension strategies,
vocab, grammar & mechanics,
writing strategies
*RD-06-1.0.3 Students will
apply the meanings of word
parts to comprehend
unfamiliar words in a passage.
*RD-06-1.0.4 Students will
formulate questions to guide
reading.
*RD-06-1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
*RD-06-2.0.4 Students will
locate key ideas or information
in a passage.
*RD-06-4.0.1 Students will
connect information from a
passage to students’ lives,
real world issues and other
texts.
*RD-06-5.0.1 Students will
identify the ways in which
similar themes, ideas and
concepts are developed in
more than one literary work.
*RD-06-5.0.8 Students will
explain or analuze how the
use of text features.
*RD-06-5.0.9 Students will
identify organizational patterns
to understand a passage
What is Cause and Effect?
Why is it important to find
cause and effect relationships
in my reading?
I can give meaningful
examples of vocabulary
words.
I can identify the steps used to
find cause and effect.
I can find cause and effect in a
non-fiction text.
I can identify Cause/Effect
signal words and phrases.
I can use a graphic organizer
to help organize causes and
effects.
I can read and interpret
information from a flowchart.
I can identify the topic
sentence and supporting
reasons in a persuasive
paragraph.
I can distinguish between
subject and object pronouns.
I can use negatives correctly
2008-2009 Pacing Guide
Fourth Quarter
Weeks
March
23-27
Understandings
Review Comprehension
Strategies
Cause and Effect
Main Idea & Details
Strategies
Graphic Organizers
Read 180 Supplemental
Reading Passages
Games
4.1 Core Content
RD-06-2.0.1
March 30April 3
Review Comprehension
Strategies
Summarizing
Predicting
Graphic Organizers
Read 180 Supplemental
Reading Passages
Games
RD-06-2.0.5
RD-06-2.0.7
April
6-9
Workshop 8
Turning Points
Compare and Contrast
Descriptive Paragraph
Whole group lesson
introduction, whole group
read aloud with vocab and
comp strategies, small group
rotations of : Rd. 180
software (rdg zone, word
zone, spelling zone, success
zone), independent reading
followed by AR or Reading
Counts tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies
April
Workshop 8
Whole group lesson
RD-06-1.0.4 Students will
formulate questions to guide
reading.
RD1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
RD-06-2.0.4 Students will
locate key ideas or
information in a passage.
RD-06-2.0.5 Students will
summarize information from a
paragraph, a section of a
passage or the entire
passage.
RD-06-4.0.1 Students will
connect information from a
passage to studetns’ lives,
real world issues, and other
texts.
RD-06-5.0.9 Students will
identify organizational
patterns to understand a
passage.
RD-06-1.0.4 Students will
Essential Questions
How can finding cause and
effect relationships help me
understand what I am reading?
How can I use the main idea
and supporting details to
understand what I read?
How does summarizing help
me understand what I have
read?
How will making predictions
help me understand what I am
reading?
How will comparing and
contrasting characters and
details help me understand
reading passages?
I can give meaningful
examples of vocabulary words.
I can identify the steps and
signal words used to compare
and contrast.
I can compare and contrast
details in a personal essay.
I can organize similarities and
differences in a graphic
organizer.
How will comparing and
13-17
Turning Points
Compare and Contrast
Descriptive Paragraph
introduction, whole group
read aloud with vocab and
comp strategies, small group
rotations of : Rd. 180
software (rdg zone, word
zone, spelling zone, success
zone), independent reading
followed by AR or Reading
Counts tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies
April
20-24
Workshop 8
Turning Points
Compare and Contrast
Descriptive Paragraph
Whole group lesson
introduction, whole group
read aloud with vocab and
comp strategies, small group
rotations of : Rd. 180
software (rdg zone, word
zone, spelling zone, success
zone), independent reading
followed by AR or Reading
Counts tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies
formulate questions to guide
reading.
RD1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
RD-06-2.0.4 Students will
locate key ideas or
information in a passage.
RD-06-2.0.5 Students will
summarize information from a
paragraph, a section of a
passage or the entire
passage.
RD-06-4.0.1 Students will
connect information from a
passage to studetns’ lives,
real world issues, and other
texts.
RD-06-5.0.9 Students will
identify organizational
patterns to understand a
passage.
RD-06-1.0.4 Students will
formulate questions to guide
reading.
RD1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
RD-06-2.0.4 Students will
locate key ideas or
information in a passage.
RD-06-2.0.5 Students will
summarize information from a
paragraph, a section of a
passage or the entire
passage.
RD-06-4.0.1 Students will
connect information from a
passage to studetns’ lives,
real world issues, and other
texts.
RD-06-5.0.9 Students will
identify organizational
patterns to understand a
contrasting characters and
details help me understand
reading passages?
I can give meaningful
examples of vocabulary words.
I can identify the steps and
signal words used to compare
and contrast.
I can compare and contrast
details in a personal essay.
I can organize similarities and
differences in a graphic
organizer.
How will comparing and
contrasting characters and
details help me understand
reading passages?
I can give meaningful
examples of vocabulary words.
I can identify the steps and
signal words used to compare
and contrast.
I can compare and contrast
details in a personal essay.
I can organize similarities and
differences in a graphic
organizer.
April 27May 21
May
4-8
Workshop 9
The Streets of Harlem
Inferences
Similes & Metaphors
Workshop 9
The Streets of Harlem
Inferences
Similes & Metaphors
Whole group lesson
introduction, whole group
read aloud with vocab and
comp strategies, small group
rotations of : Rd. 180
software (rdg zone, word
zone, spelling zone, success
zone), independent reading
followed by AR or Reading
Counts tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies
Whole group lesson
introduction, whole group
read aloud with vocab and
comp strategies, small group
rotations of : Rd. 180
software (rdg zone, word
zone, spelling zone, success
zone), independent reading
followed by AR or Reading
Counts tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies
passage.
RD-06-1.0.2 Students will
select, based on context, the
appropriate meaning for a
word that has multiple
meanings.
RD-06-1.0.3 Students will
apply the meanings of word
parts to comprehend
unfamiliar words in a
passage.
RD-06-1.0.4 Students will
formulate questions to guide
reading.
RD-06-1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
RD-06-2.0.2 Students will
identify and describe
characteristics of short
stories, novels, poetry or
plays.
RD-06-2.0.4 Students will
locate key ideas or
information in a passage.
RD-06-2.0.7 Students will
make predictions, draw
conclusions, make
generalizations or make
inferences based on what is
read.
RD-06-1.0.2 Students will
select, based on context, the
appropriate meaning for a
word that has multiple
meanings.
RD-06-1.0.3 Students will
apply the meanings of word
parts to comprehend
unfamiliar words in a
passage.
RD-06-1.0.4 Students will
formulate questions to guide
reading.
RD-06-1.0.7 Students will
How will making inferences
help me understand what I am
reading?
I can give meaningful
examples of vocabulary words.
I can explain how to make an
inference.
I can identify the steps used in
making inferences.
I can use a graphic organizer
to understand how to make
inferences.
I can identify similes and
metaphors in a poem.
How will making inferences
help me understand what I am
reading?
I can give meaningful
examples of vocabulary words.
I can explain how to make an
inference.
I can identify the steps used in
making inferences.
I can use a graphic organizer
to understand how to make
inferences.
I can identify similes and
May
11-15
Workshop 9
The Streets of Harlem
Inferences
Similes & Metaphors
Whole group lesson
introduction, whole group
read aloud with vocab and
comp strategies, small group
rotations of : Rd. 180
software (rdg zone, word
zone, spelling zone, success
zone), independent reading
followed by AR or Reading
Counts tests, and small group
(comprehension strategies,
vocab, grammar &
mechanics, writing strategies
interpret literal and non-literal
meanings of words or
phrases, based on context.
RD-06-2.0.2 Students will
identify and describe
characteristics of short
stories, novels, poetry or
plays.
RD-06-2.0.4 Students will
locate key ideas or
information in a passage.
RD-06-2.0.7 Students will
make predictions, draw
conclusions, make
generalizations or make
inferences based on what
RD-06-1.0.2 Students will
select, based on context, the
appropriate meaning for a
word that has multiple
meanings.
RD-06-1.0.3 Students will
apply the meanings of word
parts to comprehend
unfamiliar words in a
passage.
RD-06-1.0.4 Students will
formulate questions to guide
reading.
RD-06-1.0.7 Students will
interpret literal and non-literal
meanings of words or
phrases, based on context.
RD-06-2.0.2 Students will
identify and describe
characteristics of short
stories, novels, poetry or
plays.
RD-06-2.0.4 Students will
locate key ideas or
information in a passage.
RD-06-2.0.7 Students will
make predictions, draw
conclusions, make
generalizations or make
inferences based on what
metaphors in a poem.
How will making inferences
help me understand what I am
reading?
I can give meaningful
examples of vocabulary words.
I can explain how to make an
inference.
I can identify the steps used in
making inferences.
I can use a graphic organizer
to understand how to make
inferences.
I can identify similes and
metaphors in a poem.
May
18-22
FINALS
FINALS
FINALS
FINALS