Reading

Writing

 Listening & Speaking

Word Study

Focus: Launching the Readers’ and Writers’ Workshop/Non-Fiction Personal Narrative

• Establish routines and procedures

• Choosing “just right” books

• Care and maintenance of leveled classroom library

• Learn and practice protocols for small group/partner work

• Identify elements of memoirs

• Use context clues to determine the meaning of unfamiliar words

• Monitor for accuracy and meaning

• Make connections (text to self, text to world, text to text)

• Provide daily opportunities for read aloud, guided, shared and independent reading

• Making Meaning Program

Focus: Personal Narrative

·      Teach routines/ establish procedures

·      Begin Writer’s Notebook

·      Generate and organize ideas (things we remember, things that happened to us, interests, etc.)

·      Routines for conferences

·      Develop listening and speaking protocols

·      Accountable talk

·      Paraphrase/retell plot

·      Book Talks

·      Develop word walls

·      Spelling patterns

      and syllables

·      Nouns

·      High frequency words

·      Genre based vocabulary

Dictionary skills

Student Outcomes

Assessments

 Resources

Professional Development

Topics

·      Students will:

· Begin to internalize what good readers and writers do (E4a,b)

· Share ideas (E3a, E3b)

· Make entries in reading logs and reading and writing notebooks (E1a, E2b, E5a)

· Develop familiarity with centers

Standards: E1a, E3a, E3b, E3c, E5a

·         Running records (WRAP, DRA)

·         ECLAS2/El Sol

·         Task Specific Rubrics

Teacher Resources

·      In the Company of Children by Joanne Hindley

·      Mosaic of Thought by Ellin Keene & Susan Zimmermann

·      Guiding Readers and Writers-Grade 3-5 by Fountas and Pinnell

·      No Nonsense Guide to Teaching Writing by Davis and Hill

·      Writer’s Workshop by Ralph Fletcher

Book Recommendations

·      My Mama Has a Dancing Heart

·      Big Mama

·      The Relatives Came

·      Miss Rumphius

·      Great Aunt Arizona

·      Fireflies

·      Patricia Polacco books

·         In The Company Of Children

·         Guiding Readers & Writers

      (Gr. 3-5) Fountas & Pinnell

·         Mosaic of Thought

·         No Nonsense Guide to Teaching Writing Davis &Hill

·         Curriculum map

Deepen teachers understanding of metacognitive strategies

Other Considerations:

Content Area Connections

·  Holidays

·  Poetry

Reading

Focus: Realistic Fiction/Chapter Book Series

Writing

 Focus: Fictional Story

 Listening & Speaking

Word Study

• Identify features of realistic fiction

• Identify plot

• Identify story elements (characters, setting, problem, solution)

• How and why characters change over time

• Identify character traits and how they influence outcomes

• Compare/contrast characters

• Studying a chapter book series

• Inference

·      Create an organizing structure (beginning, middle, end)

·      Incorporate story elements (characters, setting, problem, solution)

·      Develop character traits

·      Use descriptive words and details

·      Descriptive writing

·      Review and incorporate the stages of the writing process

·      Paragraph writing

·      Model writing daily

·      Reading Logs/Response

§     Listen to and generate questions and discuss possible solutions to problems

·      Develop listening skills through read aloud

·      Note-taking

Standards: E3a, E3b, E3c

·      Analyze word structure (prefixes/ suffixes/root words)

·      Segmenting

·      Compound words

·      Consonant blends

·      Adjectives

Student Outcomes

Assessments

 Resources

Professional Development

•Students will:

· Be able to make decisions and choices within their writing

· Ask questions to deepen understandings

· Understand how character traits and motives help them interpret a story

· Work cooperatively to find solutions to problems (E3b)

Respond to literature via: reading logs, discussion and reading responses

Standards: E3a, E3b, E3c

·         Task specific rubrics

·         Reading response logs

·         Writing conferences

·         Writing samples

ELA Simulation

Teacher Resources

·      Strategies That Work by Stephanie Harvey & Anne Goudvis

·      Instructional Guide Literacy-Grades 3-5, Bd. Of Ed.  July 2001

·      Comprehensive Approach to Balanced Literacy (CAB)

·      Summer 2001 Instructional Guide (Gr. 3-5)

Book Recommendations

·      City Greens by DiSalvo

·      Grandpa’s Face by Eloise Greenfield

·      Ramona Quimby Age 8 by Beverly Cleary

·      My Rotten Red-Headed Older Brother by Patricia Polacco

·      The Wednesday Surprise by Eve Bunting

·      A Taste of Blackberries

·      A Day’s Work by Eve Bunting

Nana Upstairs, Nana Downstairs by Tomie DePaola

·         Strategies that Work

·         Components of Non-Fiction

      Looking at student work

Reading

Focus:  Nonfiction/Informational Text (Maps, Newspapers, Journals, Nonfiction Texts, Editorials, Cartoons, Featured Articles, Menus, ‘How-To’ Stories)

Writing

Focus: Procedural Writing: ‘How-To’

 Listening & Speaking

Word Study

·      Identify features of nonfiction texts (tables of contents, glossary, bolded text, captions, tables, charts, graphs, etc.)

·      Determine important information, ideas, concepts etc.

·      Identify main idea and supporting details

·      Identify cause and effect

·      Distinguish between fact and opinion

·      Questioning before, during and after reading

·      Use graphic organizers

·      Mind mapping

·      Puerto Rican Heritage Month (Juan Bobo series)

·      KWL Chart

•   Sequence

·      Incorporate the use of transitional words

·      Incorporate features of non-fiction text

·      Illustrations to support text

·      Persuasive Writing

·      Position/Opinion

·      Research Skills

· Determine importance

· Exclude extraneous information

· Paraphrase - put things into own words

Credit sources (simple bibliography

·      Build a speaking vocabulary

·      Share ideas, facts, observations and opinions

·      Note-taking

Standards: E3a, E3b

·      Synonyms/antonyms

·      Homonyms/

      homophones

·      Verbs

·      Multiple meaning words

·      Plurals

·      Thesaurus skills

Transitional words

Student Outcomes

Assessments

 Resources

Professional Development

Topics

·      Students will

· Be able to take notes from listening pieces.

· Be able to identify important ideas in a text.   (E2a)

·         Running records

·         Task specific rubrics

·         Reading response logs

writing

·         Conferences

writing samples

Teacher Resources

·      Make It Real by Linda Hoyt

·      Nonfiction Matters

Book Recommendations

·      Exploring Nonfiction (Kit)

·      Write Time for Kids

·      Safari (Mondo)

·      Kid’s Discover

·      Weekly Reader

·      Appleseeds Magazine

·         Study groups (address the components for reading non fiction)

·         100 minute PD

·         Grade conferences

·         Revisit the curriculum map

·         Looking at student work

PD data driven

Other Considerations:

Content Area Connections

·      Barrio-Jose’s Neighborhood by George Ancona

·      Senses

Journeys Between Two Worlds Series

Reading

Writing

 Listening & Speaking

Word Study

·      Identify features of nonfiction texts (tables of contents, glossary, bolded text, captions, tables, charts, graphs, etc.)

·      Determine important information, ideas, concepts etc.

·      Identify main idea and supporting details

·      Identify cause and effect

·      Distinguish between fact and opinion

·      Questioning before, during and after reading

·      Use graphic organizers

·      Mind mapping

·      Puerto Rican Heritage Month (Juan Bobo series)

·      KWL Chart

(Procedural Writing: “How-  To’s”)

·      Sequence

·      Incorporate the use of transitional words

·      Incorporate features of non-fiction text

·      Illustrations to support text

·      Persuasive Writing

·      Position/Opinion

·      Research Skills

· Determine importance

· Exclude extraneous information

· Paraphrase - put things into own words

Credit sources (simple bibliography)

·      Build a speaking vocabulary

·      Share ideas, facts, observations and opinions

·      Note-taking

Standards: E3a, E3b

·      Synonyms/antonyms

·      Homonyms/

      homophones

·      Verbs

·      Multiple meaning words

·      Plurals

·      Thesaurus skills

Transitional words

Student Outcomes

Assessments

 Resources

Professional Development

Topics

       Students will:

· Be able to take notes from listening pieces.

· Be able to identify important ideas in a text.   (E2a)

·         Running records

·         Task specific rubrics

·         Reading response logs

writing

·         Conferences

writing samples

Teacher Resources

·      Make It Real by Linda Hoyt

·      Nonfiction Matters

Book Recommendations

·      Exploring Nonfiction (Kit)

·      Write Time for Kids

·      Safari (Mondo)

·      Kid’s Discover

·      Weekly Reader

·      Appleseeds Magazine

·      Barrio-Jose’s Neighborhood by George Ancona

·      Senses

·      Journeys Between Two Worlds Series

Reading

Writing

 Listening & Speaking

Word Study

·      Character development

·      Author study (chapter book)

·      Features of Fantasy

·      Descriptive language

·      Listing and categorizing questions to promote understanding

·      Identify features of historical fiction

·      Identify characters’ perspective

·      Make text-to- world connections

·      Make inferences

·      Draw conclusions

·      Compare and contrast

·      Sequence (historical timeline

 (“All About a Historical Person” Book)

·      Create an organizing structure (timeline)

·      Research Skills

      Determine importance

·     Exclude extraneous                                             information

·    Paraphrase - put things

      into own words

·     Credit sources

·        Interview Skills

·      Determine important                                                             questions

·      Incorporate quotes

·      Note-taking

·      Listen and articulate how authors use language to establish mood and tone

·      Narrative

·      Report Writing

Standard: E5a

·         Figurative language

(similes/metaphors)

       Idioms

Student Outcomes

Assessments

 Resources

Professional Development

Topics

·      Students will:

· Be able to identify the different elements of folktales.

· Be able to determine point of view.

· Use facts and details to create their own science fiction story or fantasy story

·         Running records

·         Task specific rubrics

·         Reading Responses

·         Writing conferences

·         Writing samples (portfolios)

·         Classbook

·         Publish story

Teacher Resources

Book

Recommendations

·      A Story, a Story by Verna Aardema

·      Ming Lo Moves a Mountain by Arnold Lobel

·      Swamp Angel

·      The True Story of the Three Little Pigs

·      Lon Po Po

·      Jim and the Beanstalk

·      Revolting Rhymes by Roald Dahl

·      Mufaros Beautiful Daughters

·      The Three Little Wolves and the Big Bad Pig

·      Talking Eggs

·      The Three Javelinas

·      The Rough Faced Girl

·      Chest of Broken Glass

·      The People Could Fly

·         Study groups (address the components for reading  fiction)

·         100 minute PD

·         Grade conference

·         Revisit the curriculum map

·         Looking at student work

      PD data driven

Other Considerations:

Content Area Connections

·      Connections

·      Fiction S.S.

·      Immigration

The Circuit: Stories from the Life of a Migrant Child, by Francisco Jimenez

Reading

Writing

 Listening & Speaking

Word Study

·      Identify features of biography and autobiography

·      Identify main idea and supporting details

·      Fact/opinion

·      Cause/effect

·      Problem/ solution

Writing

(Response to Literature)

·      Engage the reader with a strong opening sentence (good lead)

·      Compare and contrast two folktales 

·      Identify recurring themes

·      Make inferences and draw conclusions

·      Retell a folktale from a different point

·      Informative Writing

Expository

·      Read alouds

·      Author’s chair

·      Readers’ Theater

·      Book talk/literature circles

Standards: E3a,

E3b, E3c,

·      Blends

·      Digraphs

·      Segmenting multi-syllabic words

Student Outcomes

Assessments

 Resources

Professional Development

Topics

·      Students will:

· Make comparisons (note making, description)

· Read diaries and journals

· Clarify thinking (jointing, note taking and explanation)

·         Students produce a journal entry or a diary entry in that time

NYS Math Test

Teacher Resources

·      Sadako and the Thousand Paper Cranes by Eleanor Coerr

·      The Revision Toolbox by Georgia Heard

·      Night of the Ninja

    Golly Sisters Series by Betsy    

    Byars

·      Our Strange New Land, Elizabeth’s Diary, Jamestown, Virginia,1609 by Patricia Hermes

·         AUSSIE Workshop

·         Teachers’ College

·         NYS Math test (format)

·         Study groups

·         PD data driven

Other Considerations:

Content Area Connections

·      Social Studies

·      Japan

·      Women’s History Month

·      Historical Fiction

·      Grandfather’s Journey by Allen

·      A Picnic in October by Eve Bunting

The Whispering Cloth by Pegi Deitz Shea

Reading

Writing

 Listening & Speaking

Word Study

·      Identify features of poetry

·      Visualizing/ imagery

·      Figurative language

·      Reread for interpretation and fluency

·      Make inferences

·      Explore the structures across 2-3 poetic styles

·      Use of rhyme and literary devices (i.e., metaphor, simile, onomatopoeia)

·      Develop an appreciation for poetry

·      Reader’s Theater

Poetry/How to read and use poetry to express ourselves  Reading Poetry Workshop

·      Read alouds

·      Paraphrase/

restate to clarify

·      Oral presentation

·      Participation in discussion

·      Asking further questions

Standards: E3a, E3b, E3c

·         Pronouns

·         Possessives

·         Adjectives

Student Outcomes

Assessments

 Resources

Professional Development

·      Students will:

· Gather information (interview, survey and questionnaires

Describe (reports, character portraits)

·         “All About” feature articles

Research report

Teacher Resources

·      Picture book of Eleanor Roosevelt, Rosa Parks, Jesse Owens by David Adler

·      Finding the Titanic-Robert Ballard

·      Planet Earth Inside Out by Gail Gibbons

Book

Recommendations:

·      Social Studies

·      Black History Month by Elijay Yildirim

·      Journeys Between Two Worlds Series

·      Communities

·      The Air Down Here: True Tales from a South Bronx boyhood by Gil C. Alicea

·      Science Connections

Famous Inventors

Reading

Writing

 Listening & Speaking

Word Study

·      Identify features of above selected genre(s)

·      Identify lesson/moral            using:

      -information

       from the text

·      Determine point of     view

·      Explore figurative language

·      Story elements (author’s purpose)

Time setting, theme, humor, characters symbolism

 (Fictionalized Historical Account)

(Writers will use information gathered from “All About a Historical Person” book to create a matching fictionalized historical account)

·      Remain accountable to time period

·      Create an organizing structure

·      Incorporate story elements

·      Choral reading

·      Discussing interpretations of poetry

·      Questioning the poet

·      Listening to the sounds of poetry (rhyme, rhythm, meter, patterns, language, mood, forms)

 Standards:E3a,E3b,E3c

·         Word analogies

·         Figurative language (simile/ metaphor)

·         Idioms

Rhyming words

Student Outcomes

Assessments

 Resources

Professional Development Topics:

·      Students will:

· Be able to share feelings and ideas about poetry

· Publish poems

· Apply literacy concepts to their writing

Learn that poetry is a form of expression

·         Publish poems

·         Read poetry for fluency/intonation

·         Apply literacy concepts

·         Conferencing

Teacher Resources

·      Shel Silverstein

·      Langston Hughes

·      Eloise Greenfield

·      Sing a Song of Popcorn

Book

Recommendations:

·         Poetry

·         Best Practices

·         Familiarizing teachers with different kinds of poetry

Study groups

Other Considerations:

Content Area Connections

·      Poetry

·      Brown Honey in Broomwheat Tea by Joyce Carol Thomas

Honey I Love by Eloise Greenfield

Reading

Writing

 Listening & Speaking

Word Study

·      Identify features of mystery

·      Make predictions

·      Infer/draw conclusions

·      Sequence

·      Question and reread for clarification

·      Suspense

·      Visualization

·      Hold onto information over time (clues)

·      Questioning and wondering chart

 (History Mystery)

·      Revisit fictionalized historical account and incorporate features of mystery

·      Foreshadowing

·      Suspense/tension

·      Clues

·      Create an organizing structure

·      Engage the reader with a strong opening sentence (good lead)

·      Reference the text

·      Make text-to-self, text, world connections

·      Author’s chair

·      Dramatization

·      Discussing clues in mysteries

Standards: E3a, E3b, E3c

Adverbs

Student Outcomes

Assessments

 Resources

Professional Development

Topics:

·      Students will:

· Craft their own mystery stories

· Journal responses

Celebration

·         Conferencing

·         Student mystery piece

·         NYSESLAT

·         ECLAS 2

·         EPAL

Teacher Resources

·      Encyclopedia Brown series

·      Cam Jensen

·      Invisible Inc.

·      Henry & Mudge

Book

Recommendations

·         Characteristics of mystery Genre

·         Looking at student work

·         Revisit the curriculum

Study groups

Other Considerations:

Content Area Connections

Reading

Writing

 Listening & Speaking

Word Study

·         Read at least 4 books by the same author

·         Analyze strategies of author’s craft

·         Make perceptive and well developed connections across texts

·         Draw text together to compare themes, lessons or messages in stories

(Letter to the Author)

·      Examine and utilize the elements of a friendly letter

·      Evaluate author’s craft

·      Make connections across texts

·      Question the author

·      Tell about favorite part, character, what they like about the author’s stories, etc.

·         Conferring

·         Questioning the author

·         Discussing common themes in an author’s work

Standard: E3 a, E3b, E3c

Letter writing vocabulary (salutation, body, envelope, etc.)

Student Outcomes

Assessments

 Resources

Professional Development

·      Students will:

· Be able to write a story crafting the author’s style

· Compare/ contrast books by the same author

· Examine a recurring character, theme, setting, etc.

· Create reading logs

·         Conferring

·         Writing rubrics

Teacher Resources

·      Patricia  Polaco

·      Cynthia Rylant

·      Eve Bunting

·      Tomie de Paola

·      Author Study Handbook

Book

Recommendation

·         How to conduct an author study

·         Revisit the curriculum map

Study group

Other Considerations:

Content Area Connections: