IXL skill plan | 2nd grade plan for TEKS Resource System

Skill plan for TEKS Resource System - 2nd grade

IXL provides skill alignments with recommended IXL skills for each unit. Find the IXL skills that are right for you below!

Unit

Print skill plan

1	Unit 1 Ready, Set, Go! Using Print and Language in the World Around Us
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
A: demonstrate phonological awareness by:
A: demonstrate phonological awareness by:

i: producing a series of rhyming words		1. Choose the picture that rhymes with the word 2. Which word does not rhyme? 3. Complete the rhyme 4. Complete the poem with a word that rhymes 5. Spell rhyming words to answer riddles
i: producing a series of rhyming words
1. Choose the picture that rhymes with the word 2. Which word does not rhyme? 3. Complete the rhyme 4. Complete the poem with a word that rhymes 5. Spell rhyming words to answer riddles
ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words		1. Sort short and long vowel words
ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words
1. Sort short and long vowel words
iii: recognizing the change in spoken word when a specified phoneme is added, changed, or removed
iii: recognizing the change in spoken word when a specified phoneme is added, changed, or removed

iv: manipulating phonemes within base words		Consonant blends 1. Complete the word with the correct initial consonant blend Digraphs 2. Spell words with qu and x Silent e 3. Complete the silent e words
iv: manipulating phonemes within base words
Consonant blends 1. Complete the word with the correct initial consonant blend Digraphs 2. Spell words with qu and x Silent e 3. Complete the silent e words

B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

i: decoding words with short, long, or variant vowels, trigraphs, and blends		Consonant blends 1. Sort by initial consonant blend or digraph 2. Match the short a and long a words to pictures Silent e 3. Choose the silent e word that matches the picture
i: decoding words with short, long, or variant vowels, trigraphs, and blends
Consonant blends 1. Sort by initial consonant blend or digraph 2. Match the short a and long a words to pictures Silent e 3. Choose the silent e word that matches the picture
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		1. Is the syllable open or closed?
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
1. Is the syllable open or closed?
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Match the -ed and -ing sentences to the pictures
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Match the -ed and -ing sentences to the pictures
vii: identifying and reading high-frequency words from a research-based list		1. Choose the sight word that you hear
vii: identifying and reading high-frequency words from a research-based list
1. Choose the sight word that you hear

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Short vowels 1. Complete the word with the correct short vowel Open and closed syllables 2. Spell words with open and closed syllables
i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Short vowels 1. Complete the word with the correct short vowel Open and closed syllables 2. Spell words with open and closed syllables
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Form regular plurals with -s and -es
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Form regular plurals with -s and -es
3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
B: use context within and beyond a sentence to determine the meaning of unfamiliar words		1. Which sentence has the same meaning? 2. Which sentence uses an antonym?
B: use context within and beyond a sentence to determine the meaning of unfamiliar words
1. Which sentence has the same meaning? 2. Which sentence uses an antonym?
4 - Listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.
A: use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text
A: use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text

5 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
A: self-select text and read independently for a sustained period of time
A: self-select text and read independently for a sustained period of time

6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts		1. Determine the topic and purpose of informational passages
A: establish purpose for reading assigned and self-selected texts
1. Determine the topic and purpose of informational passages

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing

11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A: plan a first draft by generating ideas for writing such as drawing and brainstorming
A: plan a first draft by generating ideas for writing such as drawing and brainstorming


B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

ii: developing an idea with specific and relevant details		1. Select the detail that does not support the topic sentence
ii: developing an idea with specific and relevant details
1. Select the detail that does not support the topic sentence

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: complete sentences with subject-verb agreement		Complete sentences and fragments 1. Is it a complete sentence or a fragment? Subject-verb agreement 2. Use the correct subject or verb
i: complete sentences with subject-verb agreement
Complete sentences and fragments 1. Is it a complete sentence or a fragment? Subject-verb agreement 2. Use the correct subject or verb
ii: past, present, and future verb tense		Regular past tense 1. Which sentence is in the regular past tense? Irregular past tense 2. Identify the irregular past tense I 3. Form and use the irregular past tense: set 1 To be 4. To be: use the correct present tense form 5. To be: use the correct past tense form To have 6. To have: use the correct form Future tense 7. Change the sentence to future tense Past, present, and future tenses 8. Is the sentence in the past, present, or future tense?
ii: past, present, and future verb tense
Regular past tense 1. Which sentence is in the regular past tense? Irregular past tense 2. Identify the irregular past tense I 3. Form and use the irregular past tense: set 1 To be 4. To be: use the correct present tense form 5. To be: use the correct past tense form To have 6. To have: use the correct form Future tense 7. Change the sentence to future tense Past, present, and future tenses 8. Is the sentence in the past, present, or future tense?
iii: singular, plural, common, and proper nouns		Singular and plural nouns 1. Use singular and plural nouns Regular plural nouns 2. Use regular plurals with -s and -es
iii: singular, plural, common, and proper nouns
Singular and plural nouns 1. Use singular and plural nouns Regular plural nouns 2. Use regular plurals with -s and -es
vii: pronouns, including subjective, objective, and possessive cases		Personal pronouns 1. Identify personal pronouns Subject and object pronouns 2. Choose between subject and object personal pronouns Possessive pronouns 3. Identify possessive pronouns
vii: pronouns, including subjective, objective, and possessive cases
Personal pronouns 1. Identify personal pronouns Subject and object pronouns 2. Choose between subject and object personal pronouns Possessive pronouns 3. Identify possessive pronouns
ix: capitalization of months, days of the week, and the salutation and conclusion of a letter		1. Capitalizing the names of people and pets
ix: capitalization of months, days of the week, and the salutation and conclusion of a letter
1. Capitalizing the names of people and pets
x: end punctuation, apostrophes in contractions, and commas with items in a series and in dates		1. Is the sentence a statement, question, command, or exclamation?
x: end punctuation, apostrophes in contractions, and commas with items in a series and in dates
1. Is the sentence a statement, question, command, or exclamation?
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Consonant blends 1. Spell the word with a consonant blend Soft g and c 2. Spell the soft g or soft c word Sight words 3. Spell the sight word Homophones 4. Use the correct homophone
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Consonant blends 1. Spell the word with a consonant blend Soft g and c 2. Spell the soft g or soft c word Sight words 3. Spell the sight word Homophones 4. Use the correct homophone

E: publish and share writing
E: publish and share writing

2	Unit 2 Understanding Purpose and Making Connections to Comprehend
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
A: demonstrate phonological awareness by:
A: demonstrate phonological awareness by:

ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words		1. Use spelling patterns to sort long and short vowel words
ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words
1. Use spelling patterns to sort long and short vowel words
iii: recognizing the change in spoken word when a specified phoneme is added, changed, or removed		1. Match the short a and long a words to pictures 2. Choose the short i or long i word that matches the picture 3. Choose the short o or long o word that matches the picture
iii: recognizing the change in spoken word when a specified phoneme is added, changed, or removed
1. Match the short a and long a words to pictures 2. Choose the short i or long i word that matches the picture 3. Choose the short o or long o word that matches the picture
iv: manipulating phonemes within base words		Consonant blends 1. Complete the word with the correct final consonant blend 2. Spell the digraph word: ch, sh, th, ph, wh Short vowels 3. Complete the word with the correct short vowel Diphthongs 4. Complete the word with the correct diphthong: oi, oy, ou, ow
iv: manipulating phonemes within base words
Consonant blends 1. Complete the word with the correct final consonant blend 2. Spell the digraph word: ch, sh, th, ph, wh Short vowels 3. Complete the word with the correct short vowel Diphthongs 4. Complete the word with the correct diphthong: oi, oy, ou, ow

B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

i: decoding words with short, long, or variant vowels, trigraphs, and blends		Consonant blends 1. Complete the word with the correct initial consonant blend Short and long vowels 2. Choose the words with a given long vowel 3. Match the short e and long e words to pictures Silent e 4. Complete the silent e words
i: decoding words with short, long, or variant vowels, trigraphs, and blends
Consonant blends 1. Complete the word with the correct initial consonant blend Short and long vowels 2. Choose the words with a given long vowel 3. Match the short e and long e words to pictures Silent e 4. Complete the silent e words
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Silent e 1. Choose the silent e word that matches the picture Vowel teams 2. Choose the picture that matches the vowel team word
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Silent e 1. Choose the silent e word that matches the picture Vowel teams 2. Choose the picture that matches the vowel team word
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Match the -ed and -ing sentences to the pictures
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Match the -ed and -ing sentences to the pictures
vii: identifying and reading high-frequency words from a research-based list		1. Complete the sentence with the correct sight word
vii: identifying and reading high-frequency words from a research-based list
1. Complete the sentence with the correct sight word

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Short and long vowels 1. Spell the short a word 2. Spell the long a word: silent e, ai, ay Silent e 3. Spell the silent e word Vowel teams 4. Complete the vowel team words
i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Short and long vowels 1. Spell the short a word 2. Spell the long a word: silent e, ai, ay Silent e 3. Spell the silent e word Vowel teams 4. Complete the vowel team words
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Form and use the regular past tense
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Form and use the regular past tense

D: alphabetize a series of words and use a dictionary or glossary to find words		1. Order alphabetically based on the first letter
D: alphabetize a series of words and use a dictionary or glossary to find words
1. Order alphabetically based on the first letter
3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A: use print or digital resources to determine meaning and pronunciation of unknown words		1. Use guide words
A: use print or digital resources to determine meaning and pronunciation of unknown words
1. Use guide words

B: use context within and beyond a sentence to determine the meaning of unfamiliar words		1. Use context to identify the meaning of a word
B: use context within and beyond a sentence to determine the meaning of unfamiliar words
1. Use context to identify the meaning of a word
4 - Listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.
A: use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text
A: use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text

5 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
A: self-select text and read independently for a sustained period of time
A: self-select text and read independently for a sustained period of time

6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts		1. Use text features 2. Read along with historical fiction
A: establish purpose for reading assigned and self-selected texts
1. Use text features 2. Read along with historical fiction

E: make connections to personal experiences, ideas in other texts, and society		1. Compare information from two informational texts
E: make connections to personal experiences, ideas in other texts, and society
1. Compare information from two informational texts

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A: describe personal connections to a variety of sources
A: describe personal connections to a variety of sources


C: use text evidence to support an appropriate response		1. Compare and contrast in informational passages
C: use text evidence to support an appropriate response
1. Compare and contrast in informational passages

D: retell and paraphrase texts in ways that maintain meaning and logical order		1. Order events in a story
D: retell and paraphrase texts in ways that maintain meaning and logical order
1. Order events in a story

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing


F: respond using newly acquired vocabulary as appropriate		1. Determine the meaning of a word with pre-, re-, or mis- 2. Determine the meaning of a word with -ful or -less
F: respond using newly acquired vocabulary as appropriate
1. Determine the meaning of a word with pre-, re-, or mis- 2. Determine the meaning of a word with -ful or -less
10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: discuss the author's purpose for writing text		1. Choose the text that matches the writer's purpose
A: discuss the author's purpose for writing text
1. Choose the text that matches the writer's purpose
11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A: plan a first draft by generating ideas for writing such as drawing and brainstorming
A: plan a first draft by generating ideas for writing such as drawing and brainstorming


B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

ii: developing an idea with specific and relevant details		1. Select the detail that does not support the topic sentence
ii: developing an idea with specific and relevant details
1. Select the detail that does not support the topic sentence

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: complete sentences with subject-verb agreement		Complete sentences and run-ons 1. Is it a complete sentence or a run-on? Subject-verb agreement 2. Pronoun-verb agreement
i: complete sentences with subject-verb agreement
Complete sentences and run-ons 1. Is it a complete sentence or a run-on? Subject-verb agreement 2. Pronoun-verb agreement
ii: past, present, and future verb tense		Regular past tense 1. Identify verbs in the regular past tense Irregular past tense 2. Identify the irregular past tense II 3. Form and use the irregular past tense: set 2 To be 4. To be: use the correct form Past, present, and future tenses 5. Place sentences on a timeline
ii: past, present, and future verb tense
Regular past tense 1. Identify verbs in the regular past tense Irregular past tense 2. Identify the irregular past tense II 3. Form and use the irregular past tense: set 2 To be 4. To be: use the correct form Past, present, and future tenses 5. Place sentences on a timeline
vi: prepositions and prepositional phrases		1. Select the best preposition to complete the sentence
vi: prepositions and prepositional phrases
1. Select the best preposition to complete the sentence
vii: pronouns, including subjective, objective, and possessive cases		Personal pronouns 1. Choose the correct personal pronoun Subject and object pronouns 2. Compound subjects and objects with "I" and "me" Possessive pronouns 3. Use possessive pronouns
vii: pronouns, including subjective, objective, and possessive cases
Personal pronouns 1. Choose the correct personal pronoun Subject and object pronouns 2. Compound subjects and objects with "I" and "me" Possessive pronouns 3. Use possessive pronouns
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Digraphs 1. Complete the word with the correct digraph: ch, sh, th, ph, wh 2. Complete the word with the correct vowel team Plurals 3. Use regular plurals with -s and -es
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Digraphs 1. Complete the word with the correct digraph: ch, sh, th, ph, wh 2. Complete the word with the correct vowel team Plurals 3. Use regular plurals with -s and -es

E: publish and share writing
E: publish and share writing

3	Unit 3 Asking Questions and Predicting to Comprehend
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
A: demonstrate phonological awareness by:
A: demonstrate phonological awareness by:

ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words		1. Sort short and long vowel words
ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words
1. Sort short and long vowel words
iii: recognizing the change in spoken word when a specified phoneme is added, changed, or removed		1. Match the short e and long e words to pictures 2. Choose the short u or long u word that matches the picture
iii: recognizing the change in spoken word when a specified phoneme is added, changed, or removed
1. Match the short e and long e words to pictures 2. Choose the short u or long u word that matches the picture
iv: manipulating phonemes within base words		Digraphs 1. Spell words with qu and x Short vowels 2. Complete the word with the correct short vowel Silent e 3. Complete the silent e words
iv: manipulating phonemes within base words
Digraphs 1. Spell words with qu and x Short vowels 2. Complete the word with the correct short vowel Silent e 3. Complete the silent e words

B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

i: decoding words with short, long, or variant vowels, trigraphs, and blends		Consonant blends 1. Complete the word with the correct final consonant blend Trigraphs 2. Complete the word with a three-letter consonant blend Short and long vowels 3. Choose the short i or long i word that matches the picture 4. Use spelling patterns to sort long and short vowel words Variant vowels 5. Which word has a different vowel sound?
i: decoding words with short, long, or variant vowels, trigraphs, and blends
Consonant blends 1. Complete the word with the correct final consonant blend Trigraphs 2. Complete the word with a three-letter consonant blend Short and long vowels 3. Choose the short i or long i word that matches the picture 4. Use spelling patterns to sort long and short vowel words Variant vowels 5. Which word has a different vowel sound?
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Open and closed syllables 1. Is the syllable open or closed? Silent e 2. Choose the silent e word that matches the picture Vowel teams 3. Choose the vowel team sentence that matches the picture Diphthongs 4. Choose the diphthong word that matches the picture
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Open and closed syllables 1. Is the syllable open or closed? Silent e 2. Choose the silent e word that matches the picture Vowel teams 3. Choose the vowel team sentence that matches the picture Diphthongs 4. Choose the diphthong word that matches the picture
vii: identifying and reading high-frequency words from a research-based list		1. Choose the sight word that you hear
vii: identifying and reading high-frequency words from a research-based list
1. Choose the sight word that you hear

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Short and long vowels 1. Spell the short e word 2. Spell the long e word: ee, ea Open and closed syllables 3. Spell words with open and closed syllables Diphthongs 4. Complete the word with the correct diphthong: oi, oy, ou, ow
i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Short and long vowels 1. Spell the short e word 2. Spell the long e word: ee, ea Open and closed syllables 3. Spell words with open and closed syllables Diphthongs 4. Complete the word with the correct diphthong: oi, oy, ou, ow

D: alphabetize a series of words and use a dictionary or glossary to find words		1. Order alphabetically based on the first two letters
D: alphabetize a series of words and use a dictionary or glossary to find words
1. Order alphabetically based on the first two letters

E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters
E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters

3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A: use print or digital resources to determine meaning and pronunciation of unknown words		1. Use guide words
A: use print or digital resources to determine meaning and pronunciation of unknown words
1. Use guide words

B: use context within and beyond a sentence to determine the meaning of unfamiliar words		1. Find synonyms in context 2. Find antonyms in context
B: use context within and beyond a sentence to determine the meaning of unfamiliar words
1. Find synonyms in context 2. Find antonyms in context
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
B: generate questions about text before, during, and after reading to deepen understanding and gain information		1. Use actions and dialogue to understand characters
B: generate questions about text before, during, and after reading to deepen understanding and gain information
1. Use actions and dialogue to understand characters

C: make, correct, or confirm predictions using text features, characteristics of genre, and structures		1. Choose the picture that matches the setting or character
C: make, correct, or confirm predictions using text features, characteristics of genre, and structures
1. Choose the picture that matches the setting or character

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
C: use text evidence to support an appropriate response		1. Read along about art, music, and traditions
C: use text evidence to support an appropriate response
1. Read along about art, music, and traditions

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing


F: respond using newly acquired vocabulary as appropriate		1. Use the prefixes pre-, re-, and mis- 2. Prefixes and suffixes: review
F: respond using newly acquired vocabulary as appropriate
1. Use the prefixes pre-, re-, and mis- 2. Prefixes and suffixes: review
10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: discuss the author's purpose for writing text		1. Choose the text that matches the writer's purpose
A: discuss the author's purpose for writing text
1. Choose the text that matches the writer's purpose

C: discuss the author's use of print and graphic features to achieve specific purposes		1. Use text features
C: discuss the author's use of print and graphic features to achieve specific purposes
1. Use text features
11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A: plan a first draft by generating ideas for writing such as drawing and brainstorming
A: plan a first draft by generating ideas for writing such as drawing and brainstorming


B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

ii: developing an idea with specific and relevant details		1. Complete the opinion passage with a reason
ii: developing an idea with specific and relevant details
1. Complete the opinion passage with a reason

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: complete sentences with subject-verb agreement		Complete sentences, fragments, and run-ons 1. Is it a complete sentence, a fragment, or a run-on? Subject-verb agreement 2. Use the correct subject or verb
i: complete sentences with subject-verb agreement
Complete sentences, fragments, and run-ons 1. Is it a complete sentence, a fragment, or a run-on? Subject-verb agreement 2. Use the correct subject or verb
iii: singular, plural, common, and proper nouns		Singular and plural nouns 1. Is the noun singular or plural? Irregular plural nouns 2. Form and use irregular plurals Common and proper nouns 3. Identify common and proper nouns
iii: singular, plural, common, and proper nouns
Singular and plural nouns 1. Is the noun singular or plural? Irregular plural nouns 2. Form and use irregular plurals Common and proper nouns 3. Identify common and proper nouns
ix: capitalization of months, days of the week, and the salutation and conclusion of a letter		1. Capitalizing days, months, and holidays
ix: capitalization of months, days of the week, and the salutation and conclusion of a letter
1. Capitalizing days, months, and holidays
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Consonant blends 1. Spell the word with a consonant blend Consonant-l-e words 2. Spell the consonant-l-e word Sight words 3. Spell the sight word Compound words 4. Form compound words with pictures Past tense 5. Form and use the regular past tense Contractions 6. Form pronoun-verb contractions
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Consonant blends 1. Spell the word with a consonant blend Consonant-l-e words 2. Spell the consonant-l-e word Sight words 3. Spell the sight word Compound words 4. Form compound words with pictures Past tense 5. Form and use the regular past tense Contractions 6. Form pronoun-verb contractions

4	Unit 4 Visualizing to Comprehend
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
A: demonstrate phonological awareness by:
A: demonstrate phonological awareness by:

ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words		1. Use spelling patterns to sort long and short vowel words
ii: distinguishing between long and short vowel sounds in one-syllable and multisyllable words
1. Use spelling patterns to sort long and short vowel words

B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

i: decoding words with short, long, or variant vowels, trigraphs, and blends		Consonant blends 1. Sort by initial consonant blend or digraph Trigraphs 2. Complete the word with a three-letter consonant blend Short and long vowels 3. Sort short and long vowel words 4. Choose the short o or long o word that matches the picture Variant vowels 5. Complete words with variant vowels
i: decoding words with short, long, or variant vowels, trigraphs, and blends
Consonant blends 1. Sort by initial consonant blend or digraph Trigraphs 2. Complete the word with a three-letter consonant blend Short and long vowels 3. Sort short and long vowel words 4. Choose the short o or long o word that matches the picture Variant vowels 5. Complete words with variant vowels
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Silent e 1. Choose the silent e sentence that matches the picture Vowel teams 2. Choose the picture that matches the vowel team word Diphthongs 3. Choose the diphthong sentence that matches the picture Two-syllable words 4. Put two syllables together to create a word: easier
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Silent e 1. Choose the silent e sentence that matches the picture Vowel teams 2. Choose the picture that matches the vowel team word Diphthongs 3. Choose the diphthong sentence that matches the picture Two-syllable words 4. Put two syllables together to create a word: easier
vii: identifying and reading high-frequency words from a research-based list		1. Complete the sentence with the correct sight word
vii: identifying and reading high-frequency words from a research-based list
1. Complete the sentence with the correct sight word

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Short and long vowels 1. Spell the short i word 2. Spell the long i word: silent e, ie, y Silent e 3. Spell the silent e word Vowel teams 4. Complete the vowel team words Two-syllable words 5. Complete the two-syllable words
i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Short and long vowels 1. Spell the short i word 2. Spell the long i word: silent e, ie, y Silent e 3. Spell the silent e word Vowel teams 4. Complete the vowel team words Two-syllable words 5. Complete the two-syllable words

D: alphabetize a series of words and use a dictionary or glossary to find words		1. Order alphabetically based on the first letter 2. Use guide words
D: alphabetize a series of words and use a dictionary or glossary to find words
1. Order alphabetically based on the first letter 2. Use guide words

E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters
E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters

3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A: use print or digital resources to determine meaning and pronunciation of unknown words		1. Use dictionary entries
A: use print or digital resources to determine meaning and pronunciation of unknown words
1. Use dictionary entries

B: use context within and beyond a sentence to determine the meaning of unfamiliar words		1. Use context to identify the meaning of a word
B: use context within and beyond a sentence to determine the meaning of unfamiliar words
1. Use context to identify the meaning of a word
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
D: create mental images to deepen understanding		1. Choose the sensory details that match the picture
D: create mental images to deepen understanding
1. Choose the sensory details that match the picture

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
C: use text evidence to support an appropriate response		1. Compare and contrast in informational passages
C: use text evidence to support an appropriate response
1. Compare and contrast in informational passages

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing


F: respond using newly acquired vocabulary as appropriate		1. Choose the synonym 2. Choose the antonym
F: respond using newly acquired vocabulary as appropriate
1. Choose the synonym 2. Choose the antonym
10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
D: discuss the use of descriptive, literal, and figurative language		1. Similes with pictures
D: discuss the use of descriptive, literal, and figurative language
1. Similes with pictures
11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A: plan a first draft by generating ideas for writing such as drawing and brainstorming
A: plan a first draft by generating ideas for writing such as drawing and brainstorming


B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

ii: developing an idea with specific and relevant details		1. Add descriptive details to sentences
ii: developing an idea with specific and relevant details
1. Add descriptive details to sentences

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

iv: adjectives, including articles		Adjectives 1. Use sense words 2. Does the adjective tell you what kind or how many? Articles 3. Use the correct article: a or an
iv: adjectives, including articles
Adjectives 1. Use sense words 2. Does the adjective tell you what kind or how many? Articles 3. Use the correct article: a or an
x: end punctuation, apostrophes in contractions, and commas with items in a series and in dates		End punctuation 1. Is the sentence a statement, question, command, or exclamation? Commas 2. Commas with a series
x: end punctuation, apostrophes in contractions, and commas with items in a series and in dates
End punctuation 1. Is the sentence a statement, question, command, or exclamation? Commas 2. Commas with a series
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Digraphs 1. Spell words with ch, sh, th, ph, wh, ng, nk, qu, and x Vowel teams 2. Complete the word with the correct vowel team Compound words 3. Form compound words Homophones 4. Use the correct homophone Plurals 5. Use regular plurals with -s and -es
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Digraphs 1. Spell words with ch, sh, th, ph, wh, ng, nk, qu, and x Vowel teams 2. Complete the word with the correct vowel team Compound words 3. Form compound words Homophones 4. Use the correct homophone Plurals 5. Use regular plurals with -s and -es

5	Unit 5 Inferring, Determining Key Ideas, and Synthesizing to Comprehend
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

i: decoding words with short, long, or variant vowels, trigraphs, and blends		Consonant blends 1. Complete the word with the correct initial consonant blend Trigraphs 2. Complete the sentence with a three-letter consonant blend word Short and long vowels 3. Choose the words with a given long vowel 4. Choose the short u or long u word that matches the picture Silent e 5. Choose the silent e sentence that matches the picture Variant vowels 6. Which word has a different vowel sound?
i: decoding words with short, long, or variant vowels, trigraphs, and blends
Consonant blends 1. Complete the word with the correct initial consonant blend Trigraphs 2. Complete the sentence with a three-letter consonant blend word Short and long vowels 3. Choose the words with a given long vowel 4. Choose the short u or long u word that matches the picture Silent e 5. Choose the silent e sentence that matches the picture Variant vowels 6. Which word has a different vowel sound?
ii: decoding words with silent letters such as knife and gnat		1. Complete the words with silent letters
ii: decoding words with silent letters such as knife and gnat
1. Complete the words with silent letters
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Open and closed syllables 1. Is the syllable open or closed? Silent e 2. Choose the silent e word that matches the picture Vowel teams 3. Choose the vowel team sentence that matches the picture Diphthongs 4. Choose the diphthong word that matches the picture Two-syllable words 5. Complete the sentence with a two-syllable word
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Open and closed syllables 1. Is the syllable open or closed? Silent e 2. Choose the silent e word that matches the picture Vowel teams 3. Choose the vowel team sentence that matches the picture Diphthongs 4. Choose the diphthong word that matches the picture Two-syllable words 5. Complete the sentence with a two-syllable word
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV		1. How many syllables does the word have?
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV
1. How many syllables does the word have?
vii: identifying and reading high-frequency words from a research-based list		1. Choose the sight word that you hear
vii: identifying and reading high-frequency words from a research-based list
1. Choose the sight word that you hear

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Short and long vowels 1. Spell the short o word 2. Spell the long o word: silent e, oa, ow Open and closed syllables 3. Spell words with open and closed syllables Diphthongs 4. Complete the word with the correct diphthong: oi, oy, ou, ow
i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Short and long vowels 1. Spell the short o word 2. Spell the long o word: silent e, oa, ow Open and closed syllables 3. Spell words with open and closed syllables Diphthongs 4. Complete the word with the correct diphthong: oi, oy, ou, ow
ii: spelling words with silent letters such as knife and gnat		1. Complete the words with silent letters
ii: spelling words with silent letters such as knife and gnat
1. Complete the words with silent letters
iv: spelling multisyllabic words with multiple sound-spelling patterns		1. Put two syllables together to create a word: harder
iv: spelling multisyllabic words with multiple sound-spelling patterns
1. Put two syllables together to create a word: harder
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word		Two-syllable words 1. Complete the two-syllable words Consonant-l-e words 2. Choose the correct spelling of the consonant-l-e word
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word
Two-syllable words 1. Complete the two-syllable words Consonant-l-e words 2. Choose the correct spelling of the consonant-l-e word

D: alphabetize a series of words and use a dictionary or glossary to find words		1. Order alphabetically based on the first two letters 2. Use dictionary entries
D: alphabetize a series of words and use a dictionary or glossary to find words
1. Order alphabetically based on the first two letters 2. Use dictionary entries

E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters
E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters

3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A: use print or digital resources to determine meaning and pronunciation of unknown words		1. Use guide words
A: use print or digital resources to determine meaning and pronunciation of unknown words
1. Use guide words

B: use context within and beyond a sentence to determine the meaning of unfamiliar words		1. Which sentence has the same meaning? 2. Which sentence uses an antonym?
B: use context within and beyond a sentence to determine the meaning of unfamiliar words
1. Which sentence has the same meaning? 2. Which sentence uses an antonym?

D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context		1. Choose the synonym 2. Choose the antonym
D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context
1. Choose the synonym 2. Choose the antonym
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
F: make inferences and use evidence to support understanding		Inference 1. Determine the themes of myths, fables, and folktales Evidence 2. Match each effect to its cause
F: make inferences and use evidence to support understanding
Inference 1. Determine the themes of myths, fables, and folktales Evidence 2. Match each effect to its cause

G: evaluate details read to determine key ideas		1. Read along about art, music, and traditions
G: evaluate details read to determine key ideas
1. Read along about art, music, and traditions

H: synthesize information to create new understanding		1. Read realistic fiction
H: synthesize information to create new understanding
1. Read realistic fiction

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
C: use text evidence to support an appropriate response		1. Read about sports and hobbies
C: use text evidence to support an appropriate response
1. Read about sports and hobbies

D: retell and paraphrase texts in ways that maintain meaning and logical order		1. Put the sentences in order
D: retell and paraphrase texts in ways that maintain meaning and logical order
1. Put the sentences in order

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing

11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A: plan a first draft by generating ideas for writing such as drawing and brainstorming
A: plan a first draft by generating ideas for writing such as drawing and brainstorming


B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

ii: developing an idea with specific and relevant details		1. Select the detail that does not support the topic sentence
ii: developing an idea with specific and relevant details
1. Select the detail that does not support the topic sentence

C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences		1. Rewrite sentences using introductory elements
C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences
1. Rewrite sentences using introductory elements

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

i: complete sentences with subject-verb agreement		Complete sentences 1. Unscramble the words to make a complete sentence Subject-verb agreement 2. Pronoun-verb agreement
i: complete sentences with subject-verb agreement
Complete sentences 1. Unscramble the words to make a complete sentence Subject-verb agreement 2. Pronoun-verb agreement
viii: coordinating conjunctions to form compound subjects and predicates		1. Use conjunctions 2. Combine sentences: subjects
viii: coordinating conjunctions to form compound subjects and predicates
1. Use conjunctions 2. Combine sentences: subjects
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Consonant blends 1. Complete the word with the correct final consonant blend Soft g and c 2. Spell the soft g or soft c word Sight words 3. Spell the sight word Plurals 4. Form regular plurals with -s and -es
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Consonant blends 1. Complete the word with the correct final consonant blend Soft g and c 2. Spell the soft g or soft c word Sight words 3. Spell the sight word Plurals 4. Form regular plurals with -s and -es

E: publish and share writing
E: publish and share writing

13 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A: generate questions for formal and informal inquiry with adult assistance
A: generate questions for formal and informal inquiry with adult assistance


C: identify and gather relevant sources and information to answer the questions		1. Choose reasons to support an opinion
C: identify and gather relevant sources and information to answer the questions
1. Choose reasons to support an opinion

E: demonstrate understanding of information gathered		1. Read about famous people
E: demonstrate understanding of information gathered
1. Read about famous people

6A	Unit 6A Examining Characteristics Of Fiction, Including Drama
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Vowel teams 1. Choose the picture that matches the vowel team word R-controlled vowels 2. Choose the r-control word that matches the picture Diphthongs 3. Choose the diphthong sentence that matches the picture
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Vowel teams 1. Choose the picture that matches the vowel team word R-controlled vowels 2. Choose the r-control word that matches the picture Diphthongs 3. Choose the diphthong sentence that matches the picture
iv: decoding compound words, contractions, and common abbreviations		1. Match the contractions
iv: decoding compound words, contractions, and common abbreviations
1. Match the contractions
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV		1. Sort by the number of syllables
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV
1. Sort by the number of syllables
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Complete the word with the ending that you hear
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Complete the word with the ending that you hear
vii: identifying and reading high-frequency words from a research-based list		1. Complete the sentence with the correct sight word
vii: identifying and reading high-frequency words from a research-based list
1. Complete the sentence with the correct sight word

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Short and long vowels 1. Spell the short u word 2. Spell the long u word: silent e, ue, oo, ew Silent e 3. Spell the silent e word Vowel teams 4. Complete the word with the correct vowel team R-controlled vowels 5. Complete the word with the correct r-controlled vowel: ar, er, ir, or, ur
i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Short and long vowels 1. Spell the short u word 2. Spell the long u word: silent e, ue, oo, ew Silent e 3. Spell the silent e word Vowel teams 4. Complete the word with the correct vowel team R-controlled vowels 5. Complete the word with the correct r-controlled vowel: ar, er, ir, or, ur
iii: spelling compound words, contractions, and common abbreviations		1. Form contractions with "not"
iii: spelling compound words, contractions, and common abbreviations
1. Form contractions with "not"
iv: spelling multisyllabic words with multiple sound-spelling patterns		1. Complete the two-syllable words
iv: spelling multisyllabic words with multiple sound-spelling patterns
1. Complete the two-syllable words
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word		1. Put two syllables together to create a word: easier
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word
1. Put two syllables together to create a word: easier
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Use regular plurals with -s and -es
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Use regular plurals with -s and -es

D: alphabetize a series of words and use a dictionary or glossary to find words		1. Use guide words
D: alphabetize a series of words and use a dictionary or glossary to find words
1. Use guide words

E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters
E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters

3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A: use print or digital resources to determine meaning and pronunciation of unknown words		1. Use dictionary entries
A: use print or digital resources to determine meaning and pronunciation of unknown words
1. Use dictionary entries

B: use context within and beyond a sentence to determine the meaning of unfamiliar words		1. Use context to identify the meaning of a word
B: use context within and beyond a sentence to determine the meaning of unfamiliar words
1. Use context to identify the meaning of a word

C: identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion		1. Identify base words, prefixes, and suffixes
C: identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion
1. Identify base words, prefixes, and suffixes

D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context		1. Find synonyms in context 2. Find antonyms in context
D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context
1. Find synonyms in context 2. Find antonyms in context
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts
A: establish purpose for reading assigned and self-selected texts


B: generate questions about text before, during, and after reading to deepen understanding and gain information		1. Match each effect to its cause
B: generate questions about text before, during, and after reading to deepen understanding and gain information
1. Match each effect to its cause

C: make, correct, or confirm predictions using text features, characteristics of genre, and structures		1. Make predictions about a story
C: make, correct, or confirm predictions using text features, characteristics of genre, and structures
1. Make predictions about a story

E: make connections to personal experiences, ideas in other texts, and society		1. Compare mythological illustrations
E: make connections to personal experiences, ideas in other texts, and society
1. Compare mythological illustrations

F: make inferences and use evidence to support understanding		1. Read along with realistic fiction
F: make inferences and use evidence to support understanding
1. Read along with realistic fiction

G: evaluate details read to determine key ideas		1. Choose topic sentences for narrative paragraphs
G: evaluate details read to determine key ideas
1. Choose topic sentences for narrative paragraphs

H: synthesize information to create new understanding		1. Read along with historical fiction
H: synthesize information to create new understanding
1. Read along with historical fiction

I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down
I: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down

7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
B: write brief comments on literary or informational texts that demonstrate an understanding of the text		1. Read realistic fiction
B: write brief comments on literary or informational texts that demonstrate an understanding of the text
1. Read realistic fiction

C: use text evidence to support an appropriate response		1. Read animal fantasy
C: use text evidence to support an appropriate response
1. Read animal fantasy

D: retell and paraphrase texts in ways that maintain meaning and logical order		1. Put the sentences in order
D: retell and paraphrase texts in ways that maintain meaning and logical order
1. Put the sentences in order

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing

8 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A: discuss topics and determine theme using text evidence with adult assistance		1. Determine the themes of myths, fables, and folktales
A: discuss topics and determine theme using text evidence with adult assistance
1. Determine the themes of myths, fables, and folktales

B: describe the main character's (characters') internal and external traits		1. Use actions and dialogue to understand characters
B: describe the main character's (characters') internal and external traits
1. Use actions and dialogue to understand characters

C: describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently		1. Order events in a story
C: describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently
1. Order events in a story

D: describe the importance of the setting
D: describe the importance of the setting

9 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
C: discuss elements of drama such as characters, dialogue, and setting		1. Choose the picture that matches the setting or character
C: discuss elements of drama such as characters, dialogue, and setting
1. Choose the picture that matches the setting or character

F: recognize characteristics of multimodal and digital texts
F: recognize characteristics of multimodal and digital texts

10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose		1. Identify the purpose of a text
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose
1. Identify the purpose of a text

C: discuss the author's use of print and graphic features to achieve specific purposes		1. Which book title goes with the picture?
C: discuss the author's use of print and graphic features to achieve specific purposes
1. Which book title goes with the picture?

D: discuss the use of descriptive, literal, and figurative language		1. Determine the meaning of similes
D: discuss the use of descriptive, literal, and figurative language
1. Determine the meaning of similes

E: identify the use of first or third person in a text
E: identify the use of first or third person in a text

11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A: plan a first draft by generating ideas for writing such as drawing and brainstorming
A: plan a first draft by generating ideas for writing such as drawing and brainstorming


B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

i: organizing with structure		1. Identify time-order words
i: organizing with structure
1. Identify time-order words
ii: developing an idea with specific and relevant details		1. Add descriptive details to sentences
ii: developing an idea with specific and relevant details
1. Add descriptive details to sentences

C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences		1. Revise the sentence using a stronger verb
C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences
1. Revise the sentence using a stronger verb

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

iv: adjectives, including articles		Adjectives 1. Identify adjectives Comparative and superlative adjectives 2. Identify comparative and superlative adjectives Articles 3. Identify articles
iv: adjectives, including articles
Adjectives 1. Identify adjectives Comparative and superlative adjectives 2. Identify comparative and superlative adjectives Articles 3. Identify articles
v: adverbs that convey time and adverbs that convey place		1. Does the adverb tell you how, when, or where?
v: adverbs that convey time and adverbs that convey place
1. Does the adverb tell you how, when, or where?
viii: coordinating conjunctions to form compound subjects and predicates		1. Combine sentences: subjects and predicates
viii: coordinating conjunctions to form compound subjects and predicates
1. Combine sentences: subjects and predicates
x: end punctuation, apostrophes in contractions, and commas with items in a series and in dates		Commas 1. Commas with dates Apostrophes 2. Form pronoun-verb contractions
x: end punctuation, apostrophes in contractions, and commas with items in a series and in dates
Commas 1. Commas with dates Apostrophes 2. Form pronoun-verb contractions
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Digraphs 1. Spell the digraph word: ch, sh, th, ph, wh Silent letters 2. Complete the words with silent letters Homophones 3. Use the correct homophone Contractions 4. Use pronoun-verb contractions
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Digraphs 1. Spell the digraph word: ch, sh, th, ph, wh Silent letters 2. Complete the words with silent letters Homophones 3. Use the correct homophone Contractions 4. Use pronoun-verb contractions
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A: compose literary texts, including personal narratives and poetry		1. Insert dialogue into a story
A: compose literary texts, including personal narratives and poetry
1. Insert dialogue into a story

6B	Unit 6B Examining Characteristics of Traditional Literature
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Silent e 1. Choose the silent e sentence that matches the picture Vowel teams 2. Choose the vowel team sentence that matches the picture R-controlled vowels 3. Choose the r-control sentence that matches the picture Diphthongs 4. Choose the diphthong word that matches the picture Two-syllable words 5. Complete the sentence with a two-syllable word Final stable syllables 6. Complete the consonant-l-e words
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Silent e 1. Choose the silent e sentence that matches the picture Vowel teams 2. Choose the vowel team sentence that matches the picture R-controlled vowels 3. Choose the r-control sentence that matches the picture Diphthongs 4. Choose the diphthong word that matches the picture Two-syllable words 5. Complete the sentence with a two-syllable word Final stable syllables 6. Complete the consonant-l-e words
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV		1. How many syllables does the word have?
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV
1. How many syllables does the word have?
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Match the -ed and -ing sentences to the pictures
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Match the -ed and -ing sentences to the pictures
vii: identifying and reading high-frequency words from a research-based list		1. Choose the sight word that you hear
vii: identifying and reading high-frequency words from a research-based list
1. Choose the sight word that you hear

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		R-controlled vowels 1. Complete the word with the correct r-controlled vowel: er, ir, ur Diphthongs 2. Complete the word with the correct diphthong: oi, oy, ou, ow Final stable syllables 3. Choose the correct spelling of the consonant-l-e word
i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
R-controlled vowels 1. Complete the word with the correct r-controlled vowel: er, ir, ur Diphthongs 2. Complete the word with the correct diphthong: oi, oy, ou, ow Final stable syllables 3. Choose the correct spelling of the consonant-l-e word
iv: spelling multisyllabic words with multiple sound-spelling patterns		1. Put two syllables together to create a word: harder
iv: spelling multisyllabic words with multiple sound-spelling patterns
1. Put two syllables together to create a word: harder
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word		1. Complete the two-syllable words
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word
1. Complete the two-syllable words
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Use the prefixes pre-, re-, and mis-
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Use the prefixes pre-, re-, and mis-

E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters
E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters

3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A: use print or digital resources to determine meaning and pronunciation of unknown words		1. Use dictionary entries
A: use print or digital resources to determine meaning and pronunciation of unknown words
1. Use dictionary entries

B: use context within and beyond a sentence to determine the meaning of unfamiliar words		1. Find synonyms in context 2. Find antonyms in context
B: use context within and beyond a sentence to determine the meaning of unfamiliar words
1. Find synonyms in context 2. Find antonyms in context

C: identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion		1. Determine the meaning of a word with pre-, re-, or mis- 2. Identify comparative and superlative adjectives
C: identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion
1. Determine the meaning of a word with pre-, re-, or mis- 2. Identify comparative and superlative adjectives

D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context		Synonyms and antonyms 1. Choose the synonym 2. Choose the antonym Idioms 3. Choose the picture that matches the idiomatic expression
D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context
Synonyms and antonyms 1. Choose the synonym 2. Choose the antonym Idioms 3. Choose the picture that matches the idiomatic expression
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
C: make, correct, or confirm predictions using text features, characteristics of genre, and structures		1. Make predictions about a story
C: make, correct, or confirm predictions using text features, characteristics of genre, and structures
1. Make predictions about a story

E: make connections to personal experiences, ideas in other texts, and society		1. Compare mythological illustrations
E: make connections to personal experiences, ideas in other texts, and society
1. Compare mythological illustrations

F: make inferences and use evidence to support understanding		1. Read animal fantasy
F: make inferences and use evidence to support understanding
1. Read animal fantasy

G: evaluate details read to determine key ideas		1. Choose topic sentences for narrative paragraphs
G: evaluate details read to determine key ideas
1. Choose topic sentences for narrative paragraphs

H: synthesize information to create new understanding		1. Read along with realistic fiction
H: synthesize information to create new understanding
1. Read along with realistic fiction
7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
B: write brief comments on literary or informational texts that demonstrate an understanding of the text		1. Read realistic fiction
B: write brief comments on literary or informational texts that demonstrate an understanding of the text
1. Read realistic fiction

C: use text evidence to support an appropriate response		1. Read along with historical fiction
C: use text evidence to support an appropriate response
1. Read along with historical fiction

D: retell and paraphrase texts in ways that maintain meaning and logical order		1. Order events in a story
D: retell and paraphrase texts in ways that maintain meaning and logical order
1. Order events in a story

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing

8 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A: discuss topics and determine theme using text evidence with adult assistance		1. Determine the themes of myths, fables, and folktales
A: discuss topics and determine theme using text evidence with adult assistance
1. Determine the themes of myths, fables, and folktales

B: describe the main character's (characters') internal and external traits		1. Use actions and dialogue to understand characters
B: describe the main character's (characters') internal and external traits
1. Use actions and dialogue to understand characters

C: describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently		1. Identify story elements
C: describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently
1. Identify story elements

D: describe the importance of the setting
D: describe the importance of the setting

9 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A: demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales
A: demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales

10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose		1. Determine the topic and purpose of informational passages
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose
1. Determine the topic and purpose of informational passages

C: discuss the author's use of print and graphic features to achieve specific purposes		1. Which book title goes with the picture?
C: discuss the author's use of print and graphic features to achieve specific purposes
1. Which book title goes with the picture?

D: discuss the use of descriptive, literal, and figurative language		1. Choose the sensory details that match the picture
D: discuss the use of descriptive, literal, and figurative language
1. Choose the sensory details that match the picture

E: identify the use of first or third person in a text
E: identify the use of first or third person in a text

11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

i: organizing with structure		1. Use time-order words
i: organizing with structure
1. Use time-order words
ii: developing an idea with specific and relevant details		1. Add descriptive details to sentences
ii: developing an idea with specific and relevant details
1. Add descriptive details to sentences

C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences		1. Is it a complete sentence or a fragment?
C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences
1. Is it a complete sentence or a fragment?

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Consonant blends 1. Complete the word with the correct initial consonant blend Short and long vowels 2. Spell the short a word 3. Spell the long a word: silent e, ai, ay Vowel teams 4. Complete the vowel team words Sight words 5. Spell the sight word Compound words 6. Form and use compound words Contractions 7. Form contractions with "not"
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Consonant blends 1. Complete the word with the correct initial consonant blend Short and long vowels 2. Spell the short a word 3. Spell the long a word: silent e, ai, ay Vowel teams 4. Complete the vowel team words Sight words 5. Spell the sight word Compound words 6. Form and use compound words Contractions 7. Form contractions with "not"
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A: compose literary texts, including personal narratives and poetry		1. Insert dialogue into a story
A: compose literary texts, including personal narratives and poetry
1. Insert dialogue into a story
13 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A: generate questions for formal and informal inquiry with adult assistance
A: generate questions for formal and informal inquiry with adult assistance


C: identify and gather relevant sources and information to answer the questions
C: identify and gather relevant sources and information to answer the questions

7A	Unit 7A Examining Characteristics of Informational Text
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Vowel teams 1. Choose the picture that matches the vowel team word R-controlled vowels 2. Choose the r-control word that matches the picture Diphthongs 3. Choose the diphthong sentence that matches the picture Final stable syllables 4. Complete the consonant-l-e words
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Vowel teams 1. Choose the picture that matches the vowel team word R-controlled vowels 2. Choose the r-control word that matches the picture Diphthongs 3. Choose the diphthong sentence that matches the picture Final stable syllables 4. Complete the consonant-l-e words
iv: decoding compound words, contractions, and common abbreviations		1. Form compound words with pictures 2. Match the contractions
iv: decoding compound words, contractions, and common abbreviations
1. Form compound words with pictures 2. Match the contractions
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV		1. Sort by the number of syllables
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV
1. Sort by the number of syllables
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Complete the word with the ending that you hear
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Complete the word with the ending that you hear
vii: identifying and reading high-frequency words from a research-based list		1. Complete the sentence with the correct sight word
vii: identifying and reading high-frequency words from a research-based list
1. Complete the sentence with the correct sight word

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Silent e 1. Complete the silent e words Vowel teams 2. Complete the vowel team words R-controlled vowels 3. Complete the word with the correct r-controlled vowel: ar, er, ir, or, ur Final stable syllables 4. Choose the correct spelling of the consonant-l-e word
i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Silent e 1. Complete the silent e words Vowel teams 2. Complete the vowel team words R-controlled vowels 3. Complete the word with the correct r-controlled vowel: ar, er, ir, or, ur Final stable syllables 4. Choose the correct spelling of the consonant-l-e word
iii: spelling compound words, contractions, and common abbreviations		1. Form compound words 2. Use pronoun-verb contractions
iii: spelling compound words, contractions, and common abbreviations
1. Form compound words 2. Use pronoun-verb contractions
iv: spelling multisyllabic words with multiple sound-spelling patterns		1. Complete the two-syllable words
iv: spelling multisyllabic words with multiple sound-spelling patterns
1. Complete the two-syllable words
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word		1. Put two syllables together to create a word: easier
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word
1. Put two syllables together to create a word: easier
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Form and use the regular past tense
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Form and use the regular past tense

E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters
E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters

3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
B: use context within and beyond a sentence to determine the meaning of unfamiliar words		1. Use context to identify the meaning of a word
B: use context within and beyond a sentence to determine the meaning of unfamiliar words
1. Use context to identify the meaning of a word

C: identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion		1. Identify base words, prefixes, and suffixes
C: identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion
1. Identify base words, prefixes, and suffixes

D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context		Synonyms and antonyms 1. Which sentence has the same meaning? 2. Which sentence uses an antonym? Idioms 3. Choose the picture that matches the idiomatic expression Homographs 4. Multiple-meaning words with pictures
D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context
Synonyms and antonyms 1. Which sentence has the same meaning? 2. Which sentence uses an antonym? Idioms 3. Choose the picture that matches the idiomatic expression Homographs 4. Multiple-meaning words with pictures
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts		1. Determine the topic and purpose of informational passages
A: establish purpose for reading assigned and self-selected texts
1. Determine the topic and purpose of informational passages

B: generate questions about text before, during, and after reading to deepen understanding and gain information		1. Read along about art, music, and traditions
B: generate questions about text before, during, and after reading to deepen understanding and gain information
1. Read along about art, music, and traditions

C: make, correct, or confirm predictions using text features, characteristics of genre, and structures
C: make, correct, or confirm predictions using text features, characteristics of genre, and structures


E: make connections to personal experiences, ideas in other texts, and society		1. Compare information from two informational texts
E: make connections to personal experiences, ideas in other texts, and society
1. Compare information from two informational texts

F: make inferences and use evidence to support understanding		1. Draw inferences from a text
F: make inferences and use evidence to support understanding
1. Draw inferences from a text

G: evaluate details read to determine key ideas		1. Choose topic sentences for expository paragraphs
G: evaluate details read to determine key ideas
1. Choose topic sentences for expository paragraphs

H: synthesize information to create new understanding		1. Read about sports and hobbies
H: synthesize information to create new understanding
1. Read about sports and hobbies
7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
B: write brief comments on literary or informational texts that demonstrate an understanding of the text		1. Read about famous people
B: write brief comments on literary or informational texts that demonstrate an understanding of the text
1. Read about famous people

C: use text evidence to support an appropriate response		1. Compare and contrast in informational passages
C: use text evidence to support an appropriate response
1. Compare and contrast in informational passages

D: retell and paraphrase texts in ways that maintain meaning and logical order		1. Put the sentences in order
D: retell and paraphrase texts in ways that maintain meaning and logical order
1. Put the sentences in order

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing

9 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
D: recognize characteristics and structures of informational text, including:
D: recognize characteristics and structures of informational text, including:

i: the central idea and supporting evidence with adult assistance		1. Use key details to determine the main idea
i: the central idea and supporting evidence with adult assistance
1. Use key details to determine the main idea
ii: features and graphics to locate and gain information		1. Use text features
ii: features and graphics to locate and gain information
1. Use text features
iii: organizational patterns such as chronological order and cause and effect stated explicitly		1. Match each effect to its cause
iii: organizational patterns such as chronological order and cause and effect stated explicitly
1. Match each effect to its cause

F: recognize characteristics of multimodal and digital texts
F: recognize characteristics of multimodal and digital texts

10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose		1. Identify the purpose of a text
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose
1. Identify the purpose of a text

C: discuss the author's use of print and graphic features to achieve specific purposes		1. Which book title goes with the picture?
C: discuss the author's use of print and graphic features to achieve specific purposes
1. Which book title goes with the picture?
11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

i: organizing with structure		1. Identify time-order words
i: organizing with structure
1. Identify time-order words
ii: developing an idea with specific and relevant details		1. Select the detail that does not support the topic sentence
ii: developing an idea with specific and relevant details
1. Select the detail that does not support the topic sentence

C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences		1. Is it a complete sentence or a run-on?
C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences
1. Is it a complete sentence or a run-on?

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Digraphs 1. Complete the word with the correct digraph: ch, sh, th, ph, wh Short and long vowels 2. Spell the short e word 3. Spell the long e word: ee, ea Consonant-l-e words 4. Spell the consonant-l-e word Compound words 5. Form and use compound words Homophones 6. Use the correct homophone Plurals 7. Form regular plurals with -s and -es Contractions 8. Use contractions with "not"
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Digraphs 1. Complete the word with the correct digraph: ch, sh, th, ph, wh Short and long vowels 2. Spell the short e word 3. Spell the long e word: ee, ea Consonant-l-e words 4. Spell the consonant-l-e word Compound words 5. Form and use compound words Homophones 6. Use the correct homophone Plurals 7. Form regular plurals with -s and -es Contractions 8. Use contractions with "not"
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
B: compose informational texts, including procedural texts and reports		1. Match each cause to its effect
B: compose informational texts, including procedural texts and reports
1. Match each cause to its effect
13 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A: generate questions for formal and informal inquiry with adult assistance
A: generate questions for formal and informal inquiry with adult assistance


C: identify and gather relevant sources and information to answer the questions		1. Choose reasons to support an opinion
C: identify and gather relevant sources and information to answer the questions
1. Choose reasons to support an opinion

E: demonstrate understanding of information gathered
E: demonstrate understanding of information gathered

7B	Unit 7B Finding Information Through Inquiry and Research
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Open and closed syllables 1. Is the syllable open or closed? Silent e 2. Choose the silent e sentence that matches the picture Vowel teams 3. Choose the vowel team sentence that matches the picture R-controlled vowels 4. Choose the r-control sentence that matches the picture Diphthongs 5. Choose the diphthong word that matches the picture Two-syllable words 6. Complete the sentence with a two-syllable word Final stable syllables 7. Choose the correct spelling of the consonant-l-e word
iii: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Open and closed syllables 1. Is the syllable open or closed? Silent e 2. Choose the silent e sentence that matches the picture Vowel teams 3. Choose the vowel team sentence that matches the picture R-controlled vowels 4. Choose the r-control sentence that matches the picture Diphthongs 5. Choose the diphthong word that matches the picture Two-syllable words 6. Complete the sentence with a two-syllable word Final stable syllables 7. Choose the correct spelling of the consonant-l-e word
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV		1. How many syllables does the word have?
v: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV
1. How many syllables does the word have?
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Complete the word with the ending that you hear
vi: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Complete the word with the ending that you hear
vii: identifying and reading high-frequency words from a research-based list		1. Complete the sentence with the correct sight word
vii: identifying and reading high-frequency words from a research-based list
1. Complete the sentence with the correct sight word

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables		Open and closed syllables 1. Spell words with open and closed syllables R-controlled vowels 2. Complete the word with the correct r-controlled vowel: er, ir, ur Diphthongs 3. Complete the word with the correct diphthong: oi, oy, ou, ow Final stable syllables 4. Spell the consonant-l-e word
i: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
Open and closed syllables 1. Spell words with open and closed syllables R-controlled vowels 2. Complete the word with the correct r-controlled vowel: er, ir, ur Diphthongs 3. Complete the word with the correct diphthong: oi, oy, ou, ow Final stable syllables 4. Spell the consonant-l-e word
iv: spelling multisyllabic words with multiple sound-spelling patterns		1. Put two syllables together to create a word: harder
iv: spelling multisyllabic words with multiple sound-spelling patterns
1. Put two syllables together to create a word: harder
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word		Two-syllable words 1. Complete the two-syllable words Consonant-l-e words 2. Complete the consonant-l-e words
v: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word
Two-syllable words 1. Complete the two-syllable words Consonant-l-e words 2. Complete the consonant-l-e words
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est		1. Use the prefixes pre-, re-, and mis-
vi: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est
1. Use the prefixes pre-, re-, and mis-

E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters
E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters

3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
B: use context within and beyond a sentence to determine the meaning of unfamiliar words		1. Use context to identify the meaning of a word
B: use context within and beyond a sentence to determine the meaning of unfamiliar words
1. Use context to identify the meaning of a word

C: identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion		1. Prefixes and suffixes: review 2. Identify comparative and superlative adjectives
C: identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion
1. Prefixes and suffixes: review 2. Identify comparative and superlative adjectives

D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context		Synonyms and antonyms 1. Choose the synonym 2. Choose the antonym Idioms 3. Choose the picture that matches the idiomatic expression Homographs 4. Multiple-meaning words with pictures
D: identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context
Synonyms and antonyms 1. Choose the synonym 2. Choose the antonym Idioms 3. Choose the picture that matches the idiomatic expression Homographs 4. Multiple-meaning words with pictures
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts		1. Determine the topic and purpose of informational passages
A: establish purpose for reading assigned and self-selected texts
1. Determine the topic and purpose of informational passages

B: generate questions about text before, during, and after reading to deepen understanding and gain information		1. Read about sports and hobbies
B: generate questions about text before, during, and after reading to deepen understanding and gain information
1. Read about sports and hobbies

C: make, correct, or confirm predictions using text features, characteristics of genre, and structures		1. Choose the picture that matches the setting or character
C: make, correct, or confirm predictions using text features, characteristics of genre, and structures
1. Choose the picture that matches the setting or character

E: make connections to personal experiences, ideas in other texts, and society		1. Compare information from two informational texts
E: make connections to personal experiences, ideas in other texts, and society
1. Compare information from two informational texts

F: make inferences and use evidence to support understanding		1. Draw inferences from a text
F: make inferences and use evidence to support understanding
1. Draw inferences from a text

G: evaluate details read to determine key ideas		1. Choose topic sentences for expository paragraphs
G: evaluate details read to determine key ideas
1. Choose topic sentences for expository paragraphs

H: synthesize information to create new understanding		1. Read along about art, music, and traditions
H: synthesize information to create new understanding
1. Read along about art, music, and traditions
7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
B: write brief comments on literary or informational texts that demonstrate an understanding of the text
B: write brief comments on literary or informational texts that demonstrate an understanding of the text


C: use text evidence to support an appropriate response		1. Compare and contrast in informational passages
C: use text evidence to support an appropriate response
1. Compare and contrast in informational passages

D: retell and paraphrase texts in ways that maintain meaning and logical order		1. Put the sentences in order
D: retell and paraphrase texts in ways that maintain meaning and logical order
1. Put the sentences in order

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing

9 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
D: recognize characteristics and structures of informational text, including:
D: recognize characteristics and structures of informational text, including:

i: the central idea and supporting evidence with adult assistance		1. Use key details to determine the main idea
i: the central idea and supporting evidence with adult assistance
1. Use key details to determine the main idea
ii: features and graphics to locate and gain information		1. Use text features
ii: features and graphics to locate and gain information
1. Use text features
iii: organizational patterns such as chronological order and cause and effect stated explicitly		1. Match each cause to its effect
iii: organizational patterns such as chronological order and cause and effect stated explicitly
1. Match each cause to its effect

F: recognize characteristics of multimodal and digital texts
F: recognize characteristics of multimodal and digital texts

10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose		1. Identify the purpose of a text
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose
1. Identify the purpose of a text

C: discuss the author's use of print and graphic features to achieve specific purposes		1. Which book title goes with the picture?
C: discuss the author's use of print and graphic features to achieve specific purposes
1. Which book title goes with the picture?
11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

i: organizing with structure		1. Use time-order words
i: organizing with structure
1. Use time-order words
ii: developing an idea with specific and relevant details		1. Select the detail that does not support the topic sentence
ii: developing an idea with specific and relevant details
1. Select the detail that does not support the topic sentence

C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences		1. Is it a complete sentence, a fragment, or a run-on?
C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences
1. Is it a complete sentence, a fragment, or a run-on?

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Consonant blends 1. Complete the word with a three-letter consonant blend Short and long vowels 2. Spell the short i word 3. Spell the long i word: silent e, ie, y Sight words 4. Spell the sight word Compound words 5. Form compound words with pictures Plurals 6. Use regular plurals with -s and -es Contractions 7. Form pronoun-verb contractions
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Consonant blends 1. Complete the word with a three-letter consonant blend Short and long vowels 2. Spell the short i word 3. Spell the long i word: silent e, ie, y Sight words 4. Spell the sight word Compound words 5. Form compound words with pictures Plurals 6. Use regular plurals with -s and -es Contractions 7. Form pronoun-verb contractions
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
B: compose informational texts, including procedural texts and reports		1. Match each effect to its cause
B: compose informational texts, including procedural texts and reports
1. Match each effect to its cause
13 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A: generate questions for formal and informal inquiry with adult assistance
A: generate questions for formal and informal inquiry with adult assistance


B: develop and follow a research plan with adult assistance
B: develop and follow a research plan with adult assistance


C: identify and gather relevant sources and information to answer the questions		1. Choose reasons to support an opinion
C: identify and gather relevant sources and information to answer the questions
1. Choose reasons to support an opinion

D: identify primary and secondary sources
D: identify primary and secondary sources


E: demonstrate understanding of information gathered		1. Read about famous people
E: demonstrate understanding of information gathered
1. Read about famous people

F: cite sources appropriately
F: cite sources appropriately


G: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
G: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

8	Unit 8 Examining Characteristics of Poetry
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters
E: develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters

6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts
A: establish purpose for reading assigned and self-selected texts


B: generate questions about text before, during, and after reading to deepen understanding and gain information		1. Choose the picture that matches the setting or character
B: generate questions about text before, during, and after reading to deepen understanding and gain information
1. Choose the picture that matches the setting or character

C: make, correct, or confirm predictions using text features, characteristics of genre, and structures		1. Make predictions about a story
C: make, correct, or confirm predictions using text features, characteristics of genre, and structures
1. Make predictions about a story

D: create mental images to deepen understanding		1. Choose the sensory details that match the picture
D: create mental images to deepen understanding
1. Choose the sensory details that match the picture

E: make connections to personal experiences, ideas in other texts, and society		1. Compare mythological illustrations
E: make connections to personal experiences, ideas in other texts, and society
1. Compare mythological illustrations

F: make inferences and use evidence to support understanding		1. Use actions and dialogue to understand characters
F: make inferences and use evidence to support understanding
1. Use actions and dialogue to understand characters

G: evaluate details read to determine key ideas		1. Read poetry
G: evaluate details read to determine key ideas
1. Read poetry

H: synthesize information to create new understanding		1. Determine the themes of myths, fables, and folktales
H: synthesize information to create new understanding
1. Determine the themes of myths, fables, and folktales
7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
B: write brief comments on literary or informational texts that demonstrate an understanding of the text		1. Read realistic fiction
B: write brief comments on literary or informational texts that demonstrate an understanding of the text
1. Read realistic fiction

C: use text evidence to support an appropriate response
C: use text evidence to support an appropriate response


D: retell and paraphrase texts in ways that maintain meaning and logical order		1. Order events in a story
D: retell and paraphrase texts in ways that maintain meaning and logical order
1. Order events in a story

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing

8 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A: discuss topics and determine theme using text evidence with adult assistance		1. Match each cause to its effect
A: discuss topics and determine theme using text evidence with adult assistance
1. Match each cause to its effect
9 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
B: explain visual patterns and structures in a variety of poems		1. Label the rhyme scheme
B: explain visual patterns and structures in a variety of poems
1. Label the rhyme scheme

F: recognize characteristics of multimodal and digital texts
F: recognize characteristics of multimodal and digital texts

10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose		1. Identify the purpose of a text
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose
1. Identify the purpose of a text

D: discuss the use of descriptive, literal, and figurative language		1. Choose the picture that matches the idiomatic expression
D: discuss the use of descriptive, literal, and figurative language
1. Choose the picture that matches the idiomatic expression

E: identify the use of first or third person in a text
E: identify the use of first or third person in a text


F: identify and explain the use of repetition
F: identify and explain the use of repetition

11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

i: organizing with structure		1. Identify time-order words
i: organizing with structure
1. Identify time-order words
ii: developing an idea with specific and relevant details		1. Add descriptive details to sentences
ii: developing an idea with specific and relevant details
1. Add descriptive details to sentences

C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences		1. Revise the sentence using a stronger verb
C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences
1. Revise the sentence using a stronger verb

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Digraphs 1. Spell the digraph word: ch, sh, th, ph, wh Silent letters 2. Complete the words with silent letters Short and long vowels 3. Spell the short o word 4. Spell the long o word: silent e, oa, ow Vowel teams 5. Complete the vowel team words Soft g and c 6. Spell the soft g or soft c word Compound words 7. Form compound words Past tense 8. Form and use the regular past tense Contractions 9. Form contractions with "not"
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Digraphs 1. Spell the digraph word: ch, sh, th, ph, wh Silent letters 2. Complete the words with silent letters Short and long vowels 3. Spell the short o word 4. Spell the long o word: silent e, oa, ow Vowel teams 5. Complete the vowel team words Soft g and c 6. Spell the soft g or soft c word Compound words 7. Form compound words Past tense 8. Form and use the regular past tense Contractions 9. Form contractions with "not"
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A: compose literary texts, including personal narratives and poetry		1. Complete the poem with a word that rhymes
A: compose literary texts, including personal narratives and poetry
1. Complete the poem with a word that rhymes

9	Unit 9 Examining Characteristics of Persuasive Text
2 - Listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
B: demonstrate and apply phonetic knowledge by:
B: demonstrate and apply phonetic knowledge by:

iv: decoding compound words, contractions, and common abbreviations		1. Form compound words 2. Match the contractions 3. Abbreviate days of the week
iv: decoding compound words, contractions, and common abbreviations
1. Form compound words 2. Match the contractions 3. Abbreviate days of the week

C: demonstrate and apply spelling knowledge by:
C: demonstrate and apply spelling knowledge by:

iii: spelling compound words, contractions, and common abbreviations		1. Form and use compound words 2. Use contractions with "not" 3. Abbreviate months of the year
iii: spelling compound words, contractions, and common abbreviations
1. Form and use compound words 2. Use contractions with "not" 3. Abbreviate months of the year
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts		1. Use text features
A: establish purpose for reading assigned and self-selected texts
1. Use text features

C: make, correct, or confirm predictions using text features, characteristics of genre, and structures
C: make, correct, or confirm predictions using text features, characteristics of genre, and structures


E: make connections to personal experiences, ideas in other texts, and society		1. Compare information from two informational texts
E: make connections to personal experiences, ideas in other texts, and society
1. Compare information from two informational texts

F: make inferences and use evidence to support understanding		1. Match each cause to its effect
F: make inferences and use evidence to support understanding
1. Match each cause to its effect

G: evaluate details read to determine key ideas		1. Select the detail that does not support the topic sentence
G: evaluate details read to determine key ideas
1. Select the detail that does not support the topic sentence

H: synthesize information to create new understanding		1. Read about famous people
H: synthesize information to create new understanding
1. Read about famous people
7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
B: write brief comments on literary or informational texts that demonstrate an understanding of the text
B: write brief comments on literary or informational texts that demonstrate an understanding of the text


C: use text evidence to support an appropriate response		1. Compare and contrast in informational passages
C: use text evidence to support an appropriate response
1. Compare and contrast in informational passages

E: interact with sources in meaningful ways such as illustrating or writing
E: interact with sources in meaningful ways such as illustrating or writing

9 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
E: recognize characteristics of persuasive text, including:
E: recognize characteristics of persuasive text, including:

i: stating what the author is trying to persuade the reader to think or do		1. Determine the topic and purpose of informational passages
i: stating what the author is trying to persuade the reader to think or do
1. Determine the topic and purpose of informational passages
ii: distinguishing facts from opinion		1. Complete the fact and opinion sentences 2. Complete the opinion-reason-example table
ii: distinguishing facts from opinion
1. Complete the fact and opinion sentences 2. Complete the opinion-reason-example table

F: recognize characteristics of multimodal and digital texts
F: recognize characteristics of multimodal and digital texts

10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose		1. Identify the purpose of a text
A: discuss the author's purpose for writing text B: discuss how the use of text structure contributes to the author's purpose
1. Identify the purpose of a text

C: discuss the author's use of print and graphic features to achieve specific purposes		1. Which book title goes with the picture?
C: discuss the author's use of print and graphic features to achieve specific purposes
1. Which book title goes with the picture?

D: discuss the use of descriptive, literal, and figurative language		1. Determine the meaning of similes
D: discuss the use of descriptive, literal, and figurative language
1. Determine the meaning of similes

F: identify and explain the use of repetition
F: identify and explain the use of repetition

11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
B: develop drafts into a focused piece of writing by:
B: develop drafts into a focused piece of writing by:

i: organizing with structure		1. Use time-order words
i: organizing with structure
1. Use time-order words
ii: developing an idea with specific and relevant details		1. Complete the opinion passage with an example 2. Complete the opinion passage with a reason
ii: developing an idea with specific and relevant details
1. Complete the opinion passage with an example 2. Complete the opinion passage with a reason

C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences		1. Unscramble the words to make a complete sentence
C: revise drafts by adding, deleting, or rearranging words, phrases, or sentences
1. Unscramble the words to make a complete sentence

D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

ix: capitalization of months, days of the week, and the salutation and conclusion of a letter		1. Capitalizing days, months, and holidays
ix: capitalization of months, days of the week, and the salutation and conclusion of a letter
1. Capitalizing days, months, and holidays
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Consonant blends 1. Spell the word with a consonant blend Short and long vowels 2. Spell the short u word 3. Spell the long u word: silent e, ue, oo, ew Compound words 4. Form compound words with pictures Plurals 5. Form regular plurals with -s and -es Contractions 6. Use pronoun-verb contractions
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Consonant blends 1. Spell the word with a consonant blend Short and long vowels 2. Spell the short u word 3. Spell the long u word: silent e, ue, oo, ew Compound words 4. Form compound words with pictures Plurals 5. Form regular plurals with -s and -es Contractions 6. Use pronoun-verb contractions
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
C: compose correspondence such as thank you notes or letters		1. Greetings and closings of letters
C: compose correspondence such as thank you notes or letters
1. Greetings and closings of letters

10	Unit 10 Living in a World of Literacy
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A: establish purpose for reading assigned and self-selected texts		1. Use text features
A: establish purpose for reading assigned and self-selected texts
1. Use text features

G: evaluate details read to determine key ideas		Informational texts 1. Choose topic sentences for expository paragraphs Fictional texts 2. Choose topic sentences for narrative paragraphs
G: evaluate details read to determine key ideas
Informational texts 1. Choose topic sentences for expository paragraphs Fictional texts 2. Choose topic sentences for narrative paragraphs
7 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
B: write brief comments on literary or informational texts that demonstrate an understanding of the text		1. Read realistic fiction
B: write brief comments on literary or informational texts that demonstrate an understanding of the text
1. Read realistic fiction

C: use text evidence to support an appropriate response		1. Read along with realistic fiction
C: use text evidence to support an appropriate response
1. Read along with realistic fiction

D: retell and paraphrase texts in ways that maintain meaning and logical order		1. Order events in a story
D: retell and paraphrase texts in ways that maintain meaning and logical order
1. Order events in a story
10 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A: discuss the author's purpose for writing text		1. Choose the text that matches the writer's purpose
A: discuss the author's purpose for writing text
1. Choose the text that matches the writer's purpose
11 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
D: edit drafts using standard English conventions, including:
D: edit drafts using standard English conventions, including:

ix: capitalization of months, days of the week, and the salutation and conclusion of a letter		1. Capitalizing days, months, and holidays
ix: capitalization of months, days of the week, and the salutation and conclusion of a letter
1. Capitalizing days, months, and holidays
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words		Digraphs 1. Spell words with ch, sh, th, ph, wh, ng, nk, qu, and x Silent letters 2. Complete the words with silent letters Short vowels 3. Complete the word with the correct short vowel Vowel teams 4. Complete the word with the correct vowel team Consonant-l-e words 5. Spell the consonant-l-e word Compound words 6. Form and use compound words Homophones 7. Use the correct homophone Past tense 8. Form and use the regular past tense Contractions 9. Use contractions with "not"
xi: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Digraphs 1. Spell words with ch, sh, th, ph, wh, ng, nk, qu, and x Silent letters 2. Complete the words with silent letters Short vowels 3. Complete the word with the correct short vowel Vowel teams 4. Complete the word with the correct vowel team Consonant-l-e words 5. Spell the consonant-l-e word Compound words 6. Form and use compound words Homophones 7. Use the correct homophone Past tense 8. Form and use the regular past tense Contractions 9. Use contractions with "not"
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
C: compose correspondence such as thank you notes or letters		1. Greetings and closings of letters
C: compose correspondence such as thank you notes or letters
1. Greetings and closings of letters
13 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A: generate questions for formal and informal inquiry with adult assistance
A: generate questions for formal and informal inquiry with adult assistance


B: develop and follow a research plan with adult assistance
B: develop and follow a research plan with adult assistance


C: identify and gather relevant sources and information to answer the questions		1. Choose reasons to support an opinion
C: identify and gather relevant sources and information to answer the questions
1. Choose reasons to support an opinion

E: demonstrate understanding of information gathered		1. Read about famous people
E: demonstrate understanding of information gathered
1. Read about famous people

G: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
G: use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

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