Aug. ­ Nov. Reading (quarter 1) Launch Unit Resource: ​
Schoolwide Units of Study Reading Literature Standards: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5,RL.6.9, RL.6.10 Reading Informational Text Standards: RI.6.1, RI.6.2, RI.6.3, RI.6.10 Speaking and Listening Standards: SL.6.1, SL.6.4, SL.6.6 Language Standards: L.6.4, L.6.5, L.6.6 Writing Standards: W.6.10 Vocabulary: ​
Tiered Writing (quarter 1) *Begin approximately two weeks after beginning the Launch Reading Unit How Writers Work Resource: ​
Schoolwide Units of Study Writing Standards: W.6.2, W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9, W.6.10 Speaking and Listening Standards: SL.6.1, SL.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6 Language Standards: L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6 Vocabulary: ​
Tiered Text Layout (Aug. ­ Nov.) ● Understand that layout of print and illustrations are important in conveying the meaning of text ● Indicate the structure of the text through variety in layout and print characteristics, including titles, headings, subheadings ● Use a full range of print characteristics to communicate meaning (white space, layout, italics, bold, font, icons) ● Indicate the importance of information through layout and print characteristics ● Use indentation or spacing to set off paragraphs Grammar and Parts of Speech (Aug. ­ Nov.) (May use ​
textbook)​
● Write a variety of complex sentences using conventions of word order and punctuation ● Vary sentence structure and length for reasons of craft ● Use a range of sentence types ● Use correct verb agreement Paragraphing (Aug. ­ Nov.) ● Understand and use Tense (Aug.­Nov.) ● Maintain consistency of GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall vocabulary from mentor texts in Schoolwide Units and should be taught with ​
Word Solving Actions Mentor Texts: ● Aunt Chip and the Great Triple Creek Dam Affair ● Extreme Animals: The Toughest Creatures on Earth ● Harvesting Hope: The Story of Cesar Chavez ● Richard Wright and the Library Card ● Sad Underwear and Other Complications: More Poems for Children and their Parents Assessment: ​
Appendices from Schoolwide binder or Schoolwide.com; student performance checklist; conferring notes; turn and talk; stop and jot or stop and draw vocabulary from mentor texts in Schoolwide Units and should be taught with ​
Word Solving Actions Mentor Texts: ● Hey World, Here I Am! ● Jimi: Sounds Like a Rainbow ● This is Just to Say: Poems of Apology and Forgiveness ● Twelve Impossible Things Before Breakfast ● The Wand in the Word: Conversations with Writers of Fantasy Assessment: Appendices; Writing Rubrics for Informative, Narrative, and Opinion/Argument; Writers Notebooks ●
paragraph structure to organize sentences that focus on one idea. Create transitions between paragraphs to show the progression of ideas. ●
tense. Write sentences in past, present, future, present perfect, and past perfect tenses. Word Study/Spelling Capitalization (Aug.­Nov.) (​
as related to ● Use a capital letter for conventions in writing rubrics) the first word of a ● Use a range of spelling sentence strategies to take apart ● Use capital letters and spell mutlisyllable appropriately for the words first letter in days, ● Be aware of the months, city and state spelling of common names suffixes ● Use capital letters for ● Spell a full range of first letter in first and contractions, plurals, and last word and most and possessives other words in titles ● Spell multisyllable ● Identify and use words that have vowel special uses of and r capitalization ● Use difficult (headings, titles, homophones emphasis ● Understand that many English words come from different language and have Greek or Latin roots ● Use word origin to GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall Reading Unit 2 (quarter 1­2) Fiction Resource: ​
Schoolwide Units of Study Reading Standards for Literature: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6, RL.6.7, RL.6.9, RL.6.10 Reading Informational Text Standards: RI.6.10 Speaking and Listening Standards: SL.6.1, SL.6.4, SL.6.6 Language Standards: L.6.4, L.6.4, L.6.6 Writing Standards: W.6.10 Vocabulary: ​
Tiered vocabulary from mentor texts in Schoolwide Units and should be taught with ​
Word Solving Actions Writing Unit 2 (quarter 1­2) assist in spelling and expanding vocabulary Personal Narrative Punctuation Handwriting ● Learn about the ● Use word­processing Resource: ​
Schoolwide Units possibility of using with understanding of of Study punctuation and its how to produce and effect on readers by vary text Writing Standards: studying mentor texts ●
Use word processor to W.6.1, W.6.2, W.6.3, W.6.4, ● Notice effective or get ideas down, revise, W.6.5, W.6.6, W.6.7, W.6.8, unusual use of edit, and publish W.6.9, W.6.10 punctuation marks by ●
Use efficient authors keyboarding skills to Speaking and Listening ●
Try out new ways of create drafts, revise, Standards: using punctuation edit, and publish SL.6.1, SL.6.2, SL.6.3, ● Consistently use ● Create website entries SL.6.4, SL.6.5, SL.6.6 periods, exclamation and articles with points, and question appropriate text layout, Language Standards: marks and ending graphics, and access L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, marks as ending marks to information through L.6.6 searching ●
Make wide use of computer skills in presenting text (tables, graphics, multimedia) Vocabulary: ​
Tiered vocabulary from mentor texts in Schoolwide Units and should be taught with ​
Word Solving Actions GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall Mentor Texts: ● The Circuit: Stories From the Life of a Migrant Child ● Grandmama’s Pride ● I Can Hear the Sun ● Just a Dream ● The Lily Cupboard: A Story of the Holocaust ● Seedfolks Assessment: ​
Appendices from Schoolwide binder or Schoolwide.com; student performance checklist; conferring notes; turn and talk; stop and jot or stop and draw Mentor Texts: ● Boy: Tales of Childhood ● Guys Write for Guys Read ● Looking Back ● My Freedom Trip ● Sister Anne’s Hands ● Skin Deep and Other Teenage Reflections ● When I Was Your Age, Vol. 1 Assessment: Appendices; Writing Rubrics for Informative, Narrative, and Opinion/Argument; Writers Notebooks Word Meaning ● Figurative language ○ recognize and use words as metaphors and similies ● Idioms ○ recognize and use metaphors that have become traditional sayings ● Acronyms ○ Recognize and use words that are made by combining initials ● Word Origins ○ Understand English words come from many different sources ● Words with Latin roots ○ ab, bene, cap, ce, cide, cor, cred, dic, duce, equa, fac, fer, form etc. ● Words with Greek roots (aer, arch, aster, Word Structure ● Syllables ○ open, closed, silent e, consonant doubling ● Plurals ○ understand plural forms ● Verb endings ○ understanding and using tenses ● Endings for adjectives ● Nouns ○ nouns formed by adding ic, al, ian, ial, cial ● Adverbs ○ ­ly or ­ally ● Suffixes ● Contractions ● Possessives ● Prefixes ● Abbreviations GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall bio, centr, chron, eye, dem, derm, geo, gram, graph, ology, meter, micro, phys. etc.) Word Solving Actions (Connected to Vocabulary of Reading and Writing Genre Units of Study and Guided Reading) ● Break words into syllables to read or write them. ● Recognize base words and remove prefixes and suffixes to break them down and solve them ● Use word parts to derive the meaning of a word ● Use the context of the GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall ●
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sentence, paragraph, or whole text to help determine the precise meaning of a word Use the pronunciation guide in a dictionary Connect words that are related to each other because they have the same base or root word Use the dictionary to discover word history Distinguish between multiple meanings of words when reading texts Reading (quarter 2) Nonfiction Resource: ​
Schoolwide Units of Study Reading Standards for Informational Text: RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9, RI.5.10 Writing (quarter 2) Feature Article Resource: ​
Schoolwide Units of Study Writing Standards: W.6.1, W.6.2, W.6.3, W.6.4, W.6.5, W.6.6, W.6.7, W.6.8, W.6.9, W.6.10 Text Layout (Aug. ­ Mar.) ● Use layout of print and illustrations to convey the meaning in a text ● Use the size of print to convey meaning in printed text ● Use layout, spacing, and size of print to create titles, headings, and subheadings ● Use underlining italics, and bold print to Grammar and Parts of Speech(Aug. ­ Mar.) (May use ​
textbook)​
● Write a variety of complex sentences using conventions of word order and punctuation ● Vary sentence structure and length for reasons of craft ● Use a range of sentence types GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall Speaking and Listening Standards: SL.5.1 Language Standards: L.5.4, L.5.6 Writing Standards: W.5.10 Vocabulary: ​
Tiered vocabulary from mentor texts in Schoolwide Units and should be taught with ​
Word Solving Actions Mentor Texts: ● Arrowhawk ● Henry’s Freedom Box: A True Story from the Underground Railroad ● I is for Idea: An Inventions Alphabet ● Lizards ● A Warmer World: From Polar Bears to Butterflies, How Climate Change Affects Wildlife Speaking and Listening Standards: SL.6.1, SL.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6 Language Standards: L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6 Vocabulary: ​
Tiered vocabulary from mentor texts in Schoolwide Units and should be taught with ​
Word Solving Actions Mentor Texts: ● The Greatest Moments in Sports ● Heroes of the Environment: The Stories of People Who Are Helping to Protect Our Planet ● Real Kids, Real Stories, Real Change: Courageous Actions ●
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convey meaning Arrange print on the page to support the text’s meaning and to help the reader notice important information Use indentation or spacing to set off paragraphs ●
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Use correct verb agreement Use objective and nominative case pronouns Use indefinite and relative pronouns (everyone, both, who, whom) Correctly use verbs that are often misused (lie, lay, rise, raise) Identify all parts of speech Use dependent and independent clauses correctly to communicate meaning Use nouns, verbs, pronouns, adjectives, adverbs, and prepositions in agreement and in conventional order Paragraphing (Aug. ­ Mar.) Tense (Aug.­Mar.) ● Understand and use ● Maintain consistency of paragraph structure to tense. organize sentences ● Write sentences in that focus on one idea. past, present, future, ● Create transitions present perfect, and between paragraphs to past perfect tenses. show the progression GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall Assessment: ​
Appendices from Schoolwide binder or Schoolwide.com; student performance checklist; conferring notes; turn and talk; stop and jot or stop and draw ●
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Around the World Rescues! Team Moon: How 400,000 People Landed Apollo 11 on the Moon Tracking Trash: Flotsam, Jetsam, and the Science of Ocean Motion Whaling Season: A Year in the Life of an Arctic Whale Scientist Assessment: Appendices; Writing Rubrics for Informative, Narrative, and Opinion/Argument; Writers Notebooks ●
of ideas. Understand and use paragraphing to show speaker change in dialogues. Word Study/Spelling Capitalization (Aug.­Mar.) ● Use a capital letter for (​
as related to conventions in the first word of a writing rubrics) sentence ● Use a range of spelling ● Use capital letters strategies to take apart appropriately for the and spell mutlisyllable first letter in days, words months, city and state ● Be aware of the names spelling of common ● Use capital letters for suffixes first letter in first and ● Spell a full range of and last word and most contractions, plurals, other words in titles and possessives ● Identify and use ● Spell multisyllable special uses of words that have vowel capitalization and r (headings, titles, ● Use difficult emphasis homophones ● Use capitalization for ● Understand that many specialized functions English words come (emphasis, key from different language information, voice) and have Greek or ● Use more complex Latin roots capitalization with ● Use word origin to increasing accuracy, assist in spelling and such as abbreviations expanding vocabulary and with quotations GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall Reading Unit Poetry (quarters 2­3) Resource: ​
Schoolwide Units of Study Reading Standards for Literature: ​
RL.6.1, RL.6.2, RL.6.4, RL.6.5, RL.6.6, RL.6.7, RL.6.9, RL.6.10 Speaking and Listening Standards: ​
SL.6.1 Language Standards: L.6.4,.L.6.5, L.6.6 Writing Standards: ​
W.6.10 Vocabulary: ​
Tiered vocabulary from mentor texts in Schoolwide Units and should be taught with ​
Word Solving Actions Mentor Texts: ● Amazing Faces ● Dark Emperor & Other Poems of the Night ● Heroes and She­Roes: Poems of Amazing and Writing Unit (quarter 2­3) Punctuation Handwriting ● Learn about the ● Use word­processing Argumentative Essay possibility of using with understanding of punctuation and its how to produce and Resource: ​
Schoolwide Units effect on readers by vary text of Study studying mentor texts ● Use word processor to ● Notice effective or get ideas down, revise, Writing Standards: unusual use of edit, and publish W.6.1, W.6.2, W.6.3, W.6.4, punctuation marks by ● Use efficient W.6.5, W.6.6, W.6.7, W.6.8, authors keyboarding skills to W.6.9, W.6.10 ● Try out new ways of create drafts, revise, using punctuation edit, and publish Speaking and Listening ● Consistently use ● Create website entries Standards: periods, exclamation and articles with SL.6.1, SL.6.2, SL.6.3, SL.6.4, points, and question appropriate text layout, SL.6.5, SL.6.6 marks and ending graphics, and access marks as ending marks to information through Language Standards: ● Understand and use searching L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, ellipses to show pause ● Make wide use of L.6.6 or anticipation, usually computer skills in before something presenting text (tables, surprising graphics, multimedia) ● Use dashes to indicate a longer pause or slow down ● Use commas and quotation marks in writing interrupted and uninterrupted dialogue ● Use apostrophes in contractions and possessives ● Use commas to identify GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall ●
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Everyday Heroes Hugging the Rock Poetry for Young People: Robert Frost Reflections on a Gift of Watermelon Pickle…..and Other Modern Verse Reading Unit Content Literacy Social Studies: Culture, Shapes, Perspective Resource: ​
Schoolwide Units of Study Reading Standards for Literature: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6, Vocabulary: ​
Tiered vocabulary from mentor texts in Schoolwide Units and should be taught with ​
Word Solving Actions Mentor Texts: ● Athletic Shorts: Six Short Stories ● Father Water, Mother Woods ● Feathers and Fools ● The Lorax ● Read All About It! ● Teen Ink: What Matters ● Voices from the Fields Assessment: Appendices; Writing Rubrics for Informative, Narrative, and Opinion/Argument; Writers Notebooks a series, in clauses, and in directing a person Word Meaning ● Figurative language ○ recognize and use words as metaphors and similies ● Idioms ○ recognize and use metaphors that have become traditional sayings ● Acronyms ○ Recognize and use words that are made by combining initials ● Word Origins ○ Understand English words come from many different sources ● Words with Latin roots ○ ab, bene, cap, ce, cide, cor, cred, dic, duce, Word Structure ● Syllables ○ open, closed, silent e, consonant doubling ● Plurals ○ understand plural forms ● Verb endings ○ understanding and using tenses ● Endings for adjectives ● Nouns ○ nouns formed by adding ic, al, ian, ial, cial ● Adverbs ○ ­ly or ­ally ● Suffixes ● Contractions ● Possessives ● Prefixes ● Abbreviations GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall RL.6.9, RL.6.10 Reading Informational Text Standards: RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.7, RI.6.8, RI.6.9, RI.6.10 Speaking and Listening Standards: SL.6.1, SL.6.2, SL.6.3,SL.6.4, SL.6.6 Language Standards: L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6 Writing Standards: W.6.1, W.6.4, W.6.5, W.6.7, W.6.8, W.6.9, W.6.10 Vocabulary: ​
Tiered vocabulary from mentor texts in Schoolwide Units and should be taught with ​
Word Solving Actions Mentor Texts: ● America Street: A Multicultural Anthology of Stories ● Any Small Goodness: A Novel of the Barrio ●
equa, fac, fer, form etc. Words with Greek roots (aer, arch, aster, bio, centr, chron, eye, dem, derm, geo, gram, graph, ology, meter, micro, phys. etc.) Word Solving Actions (Connected to Vocabulary of Reading and Writing Genre Units of Study and Guided Reading) ● Break words into syllables to read or write them. ● Recognize base words and remove prefixes and suffixes to break them down and solve them GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall ●
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Changing Cultural Landscapes: How Are People and Their Communities Affected by Migration and Settlement India: The Culture Only the Mountains Do Not Move: A Maasai Story of Culture and Conservation What the World Eats Assessment: ​
Appendices from Schoolwide binder or Schoolwide.com; student performance checklist; conferring notes; turn and talk; stop and jot or stop and draw ●
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Use word parts to derive the meaning of a word Use the context of the sentence, paragraph, or whole text to help determine the precise meaning of a word Use the pronunciation guide in a dictionary Connect words that are related to each other because they have the same base or root word Use the dictionary to discover word history Distinguish between multiple meanings of words when reading texts Recognize and use the different types of dictionaries (synonyms, abbreviations, etc.) Understand the concept of analogy Use knowledge of Greek and Latin roots to derive the meaning of words Use knowledge of GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall prefixes, root words and suffixes to derive the meaning of words Text Layout (Aug. ­ Jun.) ● Use layout of print and illustrations to convey the meaning in a text ● Use the size of print to convey meaning in printed text ● Use layout, spacing, and size of print to create titles, headings, and subheadings Grammar and Parts of Speech (Aug. ­ Jun.) (May use ​
textbook)​
● Write a variety of complex sentences using conventions of word order and punctuation ● Vary sentence structure and length for reasons of craft GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall ●
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Use underlining italics, and bold print to convey meaning Arrange print on the page to support the text’s meaning and to help the reader notice important information Use indentation or spacing to set off paragraphs ●
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Paragraphing (Aug. ­ Jun.) ● Understand and use paragraph structure to organize sentences that focus on one idea. ● Create transitions Use a range of sentence types Use correct verb agreement Use objective and nominative case pronouns Use indefinite and relative pronouns (everyone, both, who, whom) Correctly use verbs that are often misused (lie, lay, rise, raise) Identify all parts of speech Use dependent and independent clauses correctly to communicate meaning Use nouns, verbs, pronouns, adjectives, adverbs, and prepositions in agreement and in conventional order Tenses (Aug.­Jun.) ● Maintain consistency of tense. ● Write sentences in past, present, future, present perfect, and GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall ●
between paragraphs to show the progression of ideas. Understand and use paragraphing to show speaker change in dialogues. past perfect tenses. Word Study/Spelling Capitalization (Aug.­Jun.) ● Use a capital letter for (​
as related to conventions in the first word of a writing rubrics) sentence ● Use a range of spelling ● Use capital letters strategies to take apart appropriately for the and spell mutlisyllable first letter in days, words months, city and state ● Be aware of the names spelling of common ● Use capital letters for suffixes first letter in first and ● Spell a full range of and last word and most contractions, plurals, other words in titles and possessives ● Identify and use ● Spell multisyllable special uses of words that have vowel capitalization and r (headings, titles, ● Use difficult emphasis homophones ● Use capitalization for ● Understand that many specialized functions English words come (emphasis, key from different language information, voice) and have Greek or ● Use more complex Latin roots capitalization with ● Use word origin to increasing accuracy, GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall assist in spelling and expanding vocabulary such as abbreviations and with quotations Punctuation ● Learn about the possibility of using punctuation and its effect on readers by studying mentor texts ● Notice effective or unusual use of punctuation marks by authors ● Try out new ways of using punctuation ● Consistently use periods, exclamation points, and question marks and ending marks as ending marks ● Understand and use ellipses to show pause or anticipation, usually before something surprising ● Use dashes to indicate a longer pause or slow down ● Use commas and quotation marks in writing interrupted and uninterrupted dialogue Handwriting ● Use word­processing with understanding of how to produce and vary text ● Use word processor to get ideas down, revise, edit, and publish ● Use efficient keyboarding skills to create drafts, revise, edit, and publish ● Create website entries and articles with appropriate text layout, graphics, and access to information through searching ● Make wide use of computer skills in presenting text (tables, graphics, multimedia) GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall ●
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Use apostrophes in contractions and possessives Use commas to identify a series, in clauses, and in directing a person GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall Word Meaning ● Figurative language ○ recognize and use words as metaphors and similies ● Idioms ○ recognize and use metaphors that have become traditional sayings ● Acronyms ○ Recognize and use words that are made by combining initials ● Word Origins ○ Understand English words come from many different sources ● Words with Latin roots ○ ab, bene, cap, ce, cide, cor, cred, dic, duce, equa, fac, fer, form etc. ● Words with Greek roots (aer, arch, aster, Word Structure ● Syllables ○ open, closed, silent e, consonant doubling ● Plurals ○ understand plural forms ● Verb endings ○ understanding and using tenses ● Endings for adjectives ● Nouns ○ nouns formed by adding ic, al, ian, ial, cial ● Adverbs ○ ­ly or ­ally ● Suffixes ● Contractions ● Possessives ● Prefixes ● Abbreviations GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall bio, centr, chron, eye, dem, derm, geo, gram, graph, ology, meter, micro, phys. etc.) Word Solving Actions (Connected to Vocabulary of Reading and Writing Genre Units of Study and Guided Reading) ● Break words into syllables to read or write them. ● Recognize base words and remove prefixes and suffixes to break them down and solve GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall ●
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them Use word parts to derive the meaning of a word Use the context of the sentence, paragraph, or whole text to help determine the precise meaning of a word Use the pronunciation guide in a dictionary Connect words that are related to each other because they have the same base or root word Use the dictionary to discover word history Distinguish between multiple meanings of words when reading texts Recognize and use the different types of dictionaries (synonyms, abbreviations, etc.) Understand the concept of analogy Use knowledge of Greek and Latin roots to derive the meaning of words GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall ●
Use knowledge of prefixes, root words and suffixes to derive the meaning of words GENRE UNITS OF STUDY UNIT ASSESSMENTS ARE ONGOING AND COMMON ASSESSMENTS Adapted from Schoolwide Inc., Fountas and Pinnell, Words Their Way, MacMillan/McGraw and Prentice Hall