Levels 5 and 6 Grade Two Skill

Transcription

1 Correlation of the Superkids Second Grade Levels READING (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks). WWB 1/2, 7; WIR 1/6 7, 8 9 WWB 3/4, 5, 18 WWB 4/13, 17, 20 WWB 5/4 WWB 6/8 WWB 7/2, 17 WWB 8/2, 12 Superkids Skill-Building Book, pp (2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. (A) Students are expected to decode Daily Decoding Routines multisyllabic words in context and independent of context by applying common WWB 1/1, 2, 6, 7, 11, 12, 14, 16, 18, 19 letter-sound correspondences including: WWB 2/1, 2, 6, 11, 16 (i) single letters (consonants and vowels) WWB 3/1, 2, 6, 8, 11, 13, 14, 16 (ii) consonant blends (e.g., thr, spl) (iii) consonant digraphs (e.g., ng, ck, ph) WWB 4/1, 6, 11, 16 (iv) vowel digraphs (e.g., ie, ue, ew) and WWB 5/1, 6, 11, 16, 18, 19 diphthongs (e.g., oi, ou) WWB 6/1, 6, 11, 16 WWB 7/1, 6, 11, 16 WWB 8/1, 6, 11, 16 The Big Book of Decoding Quick Guide to Helping Children Read Well Superkids Skill-Building Book, pp , *Skill instruction is listed for each second-grade component by unit and then lessons. Units 1 4 are taught in Level 5. Units 5 8 are taught in Level 6. Abbreviations for components are: Page 1 of 26

2 (B) Students are expected to use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., pic-nic, mon-ster) (ii) open syllable (CV) (e.g., ti-ger) (iii) final stable syllable (e.g., sta-tion, tum-ble) (iv) vowel-consonant-silent e words (VCe) (e.g., in-vite, cape) (v) r-controlled vowels (e.g., per-fect, cor-ner) (vi) vowel digraphs and diphthongs (e.g., boyhood, oat-meal) (C) Students are expected to decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant). WWB1/11, 12, 14, 16, 18 WWB 2/2, 6, 11, 16 WWB 3/1, 6, 11, 13 WWB 4/6, 16 WWB 5/11, 16, 19 WWB 6/1, 6 WWB 7/1, 6, 11, 16 WWB 8/1, 6, 11, 16 Superkids Skill-Building Book, pp , WWB 1/2, 6, 11, 14 WWB 2/1, 6, 16 WWB 3/1, 6, 11, 16 WWB 4/6, 11, 16 WWB 5/1, 11, 16 WWB 6/1, 6 WWB 7/1, 6, 11, 16 WWB 8/1, 6, 11, 16 Superkids Skill-Building Book, p. 64 (D) Students are expected to read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful). WWB 2/8, 9, 10; SM 2/3 4 WWB 4/2, 7, 12, 15 WWB 5/1, 3, 9 WWB 6/13 WWB 7/7 WWB 8/Bonus Lesson 1 Superkids Skill-Building Book, pp , 85 86, (E) Students are expected to identify and read abbreviations (e.g., Mr., Ave.). WWB 3/19 BC 5/11 WWB 8/12 Superkids Skill-Building Book, p. 145 Page 2 of 26

3 (F) Students are expected to identify and read contractions (e.g., haven t, it s). WWB 1/8 WWB 5/2, 7, 14 Superkids Skill-Building Book, pp (G) Students are expected to identify and read at least 300 high-frequency words from a commonly used list. Memory Word Lessons in: WWB 1/2, 3, 6, 10, 11, 13, 17 WWB 2/1, 3, 6, 9, 17 WWB 3/2, 6, 11, 16, 18 WWB 4/1, 6, 9, 11, 16 WWB 5/1, 3, 6, 8, 11, 14, 16 WWB 6/1, 4, 6, 8, 9, 11, 14, 16 WWB 7/1, 5, 6, 9, 11, 14, 16, 19 WWB 8/1, 4, 6, 11, 14, 16, 19 Superkids Skill-Building Book, pp (H) Students are expected to monitor accuracy of decoding. Daily Decoding Routines WWB 1/1, 2, 6, 7, 11, 12, 14, 16, 18, 19 WWB 2/1, 2, 6, 11, 16 WWB 3/1, 2, 6, 8, 11, 13, 14, 16 WWB 4/1, 6, 11, 16 WWB 5/1, 6, 11, 16, 18, 19 WWB 6/1, 6, 11, 16 WWB 7/1, 6, 11, 16 WWB 8/1, 6, 11, 16 Superkids Skill-Building Book, p. 63 (3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Page 3 of 26

4 (A) Students are expected to use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions. WWB 1/3, 17; SM 1/1, 5, 7, 8, 9, 10; BC 1/11, 13, 14, 16, 17 SM 2/1, 2, 3 4, 7, 8, 9; BC 2/11, 13, 16, 18, 19 SM 3/1, 3, 4, 7, 8, 9; BC 3/11, 12, 13, 16, 17 WWB 4/7, 18; SM 4/1, 2, 3, 7, 9; BC 4/11, 12, 13, 16, 18, 19 WWB 5/5, 13, 14; SM 5/1; BC 5/11, 12, 18 WWB 6/7, 8, 11; SM 6/1, 3, 7, 8, 9; BC 6/12, 13, 18, 19 WWB 7/8; SM 7/1, 8, 10; BC 7/18 WWB 8/6, 13; SM 8/1, 3, 9; BC 8/11, 18 Superkids Skill-Building Book, pp (B) Students are expected to ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. (C) Students are expected to establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). During guided-reading instruction in every lesson in Word Work Book, SUPER Magazine, and Book Club, plus discussions of Read-Aloud Books. Superkids Skill-Building Book, pp Set a Purpose for Reading is included in the Guided Reading for every lesson in the Word Work Book, SUPER Magazine, and Book Club SM 1/4, 6, 8, 9; SM 2/3 4, 8, 10; BC 2/12 SM 3/3, 5, 6, 9; BC 3/12 SM 4/5, 9 SM 5/2, 6, 8; BC 5/11, 13, 16 SM 7/3, 8 SM 8/7; BC 8/16, 17 Superkids Skill-Building Book, pp Page 4 of 26

5 (4) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud gradelevel appropriate text with fluency (rate, in Word Work Book, SUPER Magazine, and Book During guided-reading instruction in every lesson accuracy, expression, appropriate phrasing) Club. and comprehension. Explicit instruction in fluency skills in: SM 1/7; BC 1/15, 20 SM 2/3 4, 7; BC 2/15, 20 SM 3/2, 6; BC 3/15, 20 SM 4/2, 4; BC 4/15, 20 SM 5/4, 7; BC 5/15, 20 SM 6/2, 10; BC 6/15, 20 SM 7/2, 6; BC 7/15, 20 SM 8/7, 10; BC 8/15, 20 Superkids Skill-Building Book, pp (5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. (A) Students are expected to use prefixes and WWB 2/8, 9, 10; SM 2/3 4 suffixes to determine the meaning of words WWB 4/2, 7, 12, 15 (e.g., allow/disallow). WWB 5/1, 3, 9 WWB 6/13 WWB 7/7 WWB 8/Bonus Lesson 1 Superkids Skill-Building Book, pp Page 5 of 26

6 (B) Students are expected to use context to determine the relevant meaning of unfamiliar words or multiple-meaning words. During guided-reading instruction in every lesson in Word Work Book, SUPER Magazine, and Book Club, plus discussions of Read-Aloud Books Discussion of meanings of Pattern Words and Memory Words in Lessons 1, 6, 11, and 16 of every unit of Word Work Book Additional vocabulary instruction in: WWB 1/9, 13 WWB 2/19 WWB 3/7 WWB 5/12 BC 6/11 Superkids Skill-Building Book, pp , (C) Students are expected to identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning. WWB 1/17; SM 1/5 WWB 3/3, 4, 5; SM 3/4 WWB 5/14, 15; BC 5/20 WWB 6/12 BC 7/20 WWB 8/4, 20 Superkids Skill-Building Book, pp (D) Students are expected to alphabetize a series of words and use a dictionary or a glossary to find words. WIR 1/16, WWB 2/16; WIR 2/18 19 WIR 3/18 19 WWB 4/3, 4; WIR 4/18 19 WIR 5/14 15 WIR 6/14 15 WIR 7/16 17 WIR 8/2 3, 4 5, 9 10, 14 15, Superkids Skill-Building Book, pp Page 6 of 26

7 (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (A) Students are expected to identify moral lessons as themes in well-known fables, legends, myths, or stories. WWB 1/18 BC 3/16 BC 6/18 WWB 8/18; BC 8/20 Superkids Skill-Building Book, p. 179 (B) Students are expected to compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot. Suggested Read-Aloud Books BC 3/15 (Independent Activity) BC 4/16 (7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry. WWB 1/5, 16; SM 1/10 SM 2/10 SM 3/10 SM 4/10 SM 5/10 WWB 6/20; SM 6/10 WWB 7/10; SM 7/10 SM 8/10 Superkids Skill-Building Book, p. 9 Page 7 of 26

8 (8) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to identify the elements of dialogue and use them in informal plays. WWB 4/7, 8, 9, 10 Reader s Theater Tuck-Ins in: WWB 3/15 WWB 4/10 Independent Activity in: SM 7/9 (9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (A) Students are expected to describe similarities and differences in the plots and settings of several works by the same author. WWB 2/12; SM 2/9 WWB 4/13, 15, 20 WWB 5/8 BC 7/17, 18 WWB 8/17 Superkids Skill-Building Book, pp Page 8 of 26

9 (B) Students are expected to describe main characters in works of fiction, including their traits, motivations, and feelings. WWB 1/3, 4, 6, 8, 10, 11, 12, 14, 15, 18, 19, 20; BC 1/12, 13, 14, 15, 16, 17, 18, 19 WWB 2/1, 2, 3, 4, 8, 10, 11, 12, 13, 14, 15, 16, 19, 20; BC 2/11, 12, 13, 14, 16, 18, 19 WWB 3/1, 2, 5, 7, 10, 11, 14, 15, 16, 18, 19, 20; SM 3/9; BC 3/11, 13, 16, 17, 18, 19 WWB 4/1, 2, 3, 4, 5, 7, 9, 10, 11, 12, 13, 14, 15, 16, 19, 20; BC 4/11, 13, 14, 16, 17, 18 WWB 5/1, 2, 3, 4, 5, 6, 7, 9, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20; BC 5/11, 12, 13, 14, 16, 17, 18, 19; WIR 5/10 WWB 6/1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20; BC 6/11, 12, 13, 14, 16, 17, 18, 19 WWB 7/1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20; BC 7/11, 12, 13, 14, 15, 16, 17, 18, 19 WWB 8/1, 2, 3, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20; BC 8/11, 12, 13, 14, 16, 17, 18, 19 Superkids Skill-Building Book, pp Page 9 of 26

10 (10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction. SM 1/1 SM 3/3 SM 8/8 (11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize that some words and phrases have literal and non-literal meanings (e.g., take steps). WWB 1/2, 3, 4, 7, 9, 12, 20; SM 1/9, 10; BC 1/16, 17 WWB 2/1, 20; SM 2/9; BC 2/12, 15, 17, 19; WIR 2/6-5, 8 9, 10, 13 WWB 3/15, 19; SM 3/9, 10; BC 3/11, 17 WWB 4/1, 5, 11, 12, 13, 16, 20; SM 4/9, 10; BC 4/16 WWB 5/5, 10, 13, 18, 19; SM 5/9, 10; BC 5/12, 13, 16, 19 WWB 6/5, 7, 11, 12; SM 6/9; BC 6/16 WWB 7/1, 4, 5, 13, 15, 17, 18, 20; BC 7/11, 15 WWB 8/6, 7, 10, 11, 13, 17, 19; SM 8/9; BC 8/12, 16 Superkids Skill-Building Book, pp (12) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently Every lesson in Word Work Book, SUPER for a sustained period of time and paraphrase Magazine and Book Club what the reading was about, maintaining meaning. WIR 4/Children read a book of their choice to write a review about Page 10 of 26

11 (13) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and explain the author s purpose in writing the text. SM 1/6 SM 2/2, 8 SM 3/2, 8 SM 4/3, 8 SM 5/2, 3, 7 SM 6/8 SM 7/6 SM 8/3, 4 5, 6 (14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. (A) Students are expected to identify the main idea in a text and distinguish it from the topic. SM 1/6 SM 2/3 4 SM 3/8 SM 7/1, 4, 8 SM 8/1, 2, 3, 8, 9, 10 Superkids Skill-Building Book, p. 178 (B) Students are expected to locate the facts that are clearly stated in a text. SM 1/1, 2, 3, 4, 5, 6, 7, 8, 10 SM 2/1, 2, 3 4, 5, 6, 7, 8, 10 SM 3/1, 2, 3, 4, 5, 6, 7, 8, 10 SM 4/1, 2, 3, 4, 5, 6, 7, 8, 10 SM 5/1, 2, 3, 4, 5, 6, 7, 8, 10 SM 6/1, 2, 3, 4, 5, 6, 7, 8, 10 SM 7/1, 2, 3, 4, 5, 6, 7, 8, 10 SM 8/1, 2, 3, 4 5, 6, 7, 8, 10 Superkids Skill-Building Books, p. 166 Page 11 of 26

12 (C) Students are expected to describe the order of events or ideas in a text. SM 1/8 SM 2/3 4, 5, 6 SM 3/8 SM 4/4, 5 SM 5/3, 6, 7, 8; WIR 5/1 SM 6/4, 6 SM 7/2, 4, 7, 9 SM 8/1, 3, 4 5, 8, 9 Superkids Skill-Building Book, p. 169 (D) Students are expected to use text features (e.g., table of contents, index, headings) to locate specific information in text. SM 1/1, 2, 3, 5, 8, 10 SM 2/1, 2, 3 4, 5, 6, 7 SM 3/1, 3, 4, 5, 6, 7, 8, 10 SM 4/1, 5, 7 SM 5/1, 3, 5, 8 SM 6/1, 5, 8 SM 7/1, 6 SM 8/1, 8 Superkids Skill-Building Book, pp (15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. (A) Students are expected to follow written SM 1/8 multi-step directions. SM 2/6; WIR 2/16 17 SM 3/8; WIR 3/18 19, 20 SM 4/5; WIR 4/18 19 SM 5/1, 8; WIR 5/13, 14 15; SM 6/6; WIR 6/13, 14 15, SM 7/7; WIR 7/15, 16 17, SM 8/8; WIR 8/4 5, 9 10, 14 15, 17 18, Page 12 of 26

13 (B) Students are expected to use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). SM 1/1, 2, 3, 4, 5, 6, 8, 10 SM 2/1, 2, 3-4, 5, 6, 7, 8, 10 SM 3/1, 2, 4, 5, 6, 7, 8; SM 4/1, 2, 3, 4, 5, 6, 7, 8, 10 SM 5/1, 2, 3, 4, 5, 6, 7, 8 SM 6/1, 3, 4, 5, 6, 7, 8, 10 SM 7/1, 2, 3, 5, 6, 7, 8, 10; SM 8/1, 2, 3, 4 5, 6, 7, 8, 9, 10 Superkids Skill-Building Book, pp (16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. (A) Students are expected to recognize different purposes of media (e.g., informational, entertainment). SM 2/3 4 WIR 7/4 5 WIR 8/12 13 (B) Students are expected to describe techniques used to create media messages (e.g., sound, graphics). (C) Students are expected to identify various written conventions for using digital media (e.g., , website, video game). WIR 17/18 19 WIR 8/16 SM 2/3 4 WIR 7/4 5 WIR 8/12 13 Page 13 of 26

14 WRITING (17) Writing/Writing Process. Student use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (A) Students are expected to plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas). WIR 1/11 WIR 2/4 5, 8 9, 11 12, WIR 3/12 13 WIR 4/2 3, 9 10, WIR 5/2 3, 8 9, WIR 6/2 3, 4 5, 6 7, 8 9, 10 WIR 7/13 14 WIR 8/2 3, 4 5, 9 10, Superkids Skill-Building Book, pp (B) Students are expected to develop drafts by sequencing ideas through writing sentences. WIR 1/12 13 WIR 2/4 5, 8 9, 11 12, WIR 3/14 15 WIR 4/2 3, 11 12, 13, WIR 5/4 5, 8 9, WIR 6/4 5, 6 7, 8 9, WIR 7/13 14 WIR 8/2 3, 4 5, 9 10, 14 15, Superkids Skill-Building Book, pp (C) Students are expected to revise drafts by adding or deleting words, phrases, or sentences. WIR 1/14 15 WIR 2/16 17 WIR 3/16 17 WIR 4/18 19 WIR 5/13 WIR 6/13 WIR 7/15; WIR 8/2 3, 4 5, 9 10, 14 15, Superkids Skill-Building Book, pp Page 14 of 26

15 (D) Students are expected to edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric. (E) Students are expected to publish and share writing with others. WIR 1/17 18 WIR 2/18 19 WIR 3/18 19 WIR 4/18 19 WIR 5/14 15 WIR 6/14 15 WIR 7/16 17 WIR 8/2 3, 4 5, 9 10, 14 15, WIR 1/19 20 WIR 2/18 19, 20 WIR 3/10, 20 WIR 4/4 5, 20 WIR 5/16 17, 18 19, 20 WIR 6/16 17, 18 19, 20 WIR 7/18 19, 20 WIR 8/2 3, 4 5, 9 10, 14 15, 17 18, (18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. (A) Students are expected to write brief stories WIR 5/4 5, 8 9, that include a beginning, middle, and end. WIR 6/4 5, 6 7, 8 9, WWB 8/Bonus Lesson 3 (B) Students are expected to write short poems that convey sensory details. WIR 2/4 5, 8 9, 11 12, WWB 6/20 WIR 8/2 3 Page 15 of 26

16 (19) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. (A) Students are expected to write brief WIR 4/11 12, 13, compositions about topics of interest to the WIR 7/13 14 student. WIR 8/4 5, Superkids Skill-Building Book, pp (B) Students are expected to write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing). (C) Students are expected to write brief comments on literary or informational texts. WIR 3/14 15 Independent Activity in: SM 8/8 WWB 3/10, 15 WWB 4/15, 20; WIR 4/16 17 WWB 8/Bonus Lesson 2 Book Talk Journals Book Review Form in How to Teach Superkids Second Grade (20) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive WIR 4/11 12, 13 statements about issues that are important to WWB 8/Bonus Lesson 2 the student for the appropriate audience in the school, home, or local community. Page 16 of 26

17 ORAL AND WRITTEN CONVENTIONS (21) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. (A) Students are expected to understand and use the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future) (ii) nouns (singular/plural, common/proper) (iii) adjectives (e.g., descriptive: old wonderful; articles: a, an, the) (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully) (v) prepositions and prepositional phrases (vi) pronouns (e.g., he, him) (vii) time-order transition words. WWB 1/3, 5, 13, 19, 20 WWB 2/1, 4, 5, 11, 13, 14, 15; WIR 2/1-2, 3 WWB 3/9, 10, 17 WWB 4/6, 9; WIR 4/1 WWB 5/2, 7, 8, 13, 14; SM 5/1; BC 5/15 WWB 6/2, 7, 8, 9, 10, 12, 15, 18 WWB 7/3, 4, 15, 18 WWB 8/5, 13; BC 8/15 Superkids Skill-Building Book, pp , , (B) Students are expected to use complete sentences with correct subject-verb agreement. WIR 1/6 7 WWB 5/2 WIR 7/6 WWB 8/2 Superkids Skill-Building Book, pp (C) Students are expected to distinguish among declarative and interrogative sentences. WWB 1/7, 15 WWB 3/18; SM 3/9 WWB 4/17 WWB 7/17 Superkids Skill-Building Book, pp Page 17 of 26

18 (22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their composition. (A) Students are expected to write legibly Daily Handwriting Routines leaving appropriate margins for readability. Daily Writing and Editing Routines WIR 1/19 20 WIR 2/18 19 WIR 3/20 WIR 4/20 WIR 5/16 17, WIR 6/16 17, WIR 7/18 19 WIR 8/2 3, 4 5, 9 10, 14 15, Superkids Skill-Building Book, pp (B) Students are expected to use capitalization for: (i) proper nouns (ii) months and days of the week (iii) the salutation and closing of a letter (C) Students are expected to recognize and use punctuation marks, including: (i) ending punctuation in sentences (ii) apostrophes and contractions (iii) apostrophes and possessives WWB 3/5; WIR 3/18 19 WWB 5/4 WWB 6/8 WWB 8/12 Superkids Skill-Building Book, pp WWB 1/2, 3, 7, 8; WIR 1/8 9 WWB 3/4, 5, 18 WWB 4/13, 17, 20 WWB 5/2, 4, 7, 14 WWB 6/8 WWB 7/17 WWB 8/12 Superkids Skill-Building Book, pp , Page 18 of 26

19 (23) Oral and Written Conventions/Spelling. Students spell correctly. (A) Students are expected to use phonological Daily Dictation and Spelling Routines knowledge to match sounds to letters to construct unknown words. WWB 1/1, 2, 4, 5, 6, 10, 11, 12, 15, 16, 19, 20; WIR 1/12 13 WWB 2/1, 3, 5, 6, 8, 9, 10, 11, 12, 14, 15, 16, 20; WIR 2/4 5, 8 9, 11 12, WWB 3/1, 5, 6, 8, 10, 11, 15, 16, 20; WIR 3/14 15 WWB 4/1, 5, 6, 10, 11, 15, 16, 20; WIR 4/2 3, 11 12, 13, WWB 5/1, 5, 6, 10, 11, 15, 16, 19, 20; WIR 5/4 5, 8 9, WWB 6/1, 5, 6, 10, 11, 15, 16, 20; WIR 6/4 5, 6 7, 8 9, WWB 7/1, 5, 6, 10, 11, 15, 16, 20; WIR 7/13 14 WWB 8/1, 5, 6, 9, 10, 11, 15, 16, 17, 20; WIR 8/2 3, 4 5, 9 10, 14 15, Superkids Skill-Building Book, pp , (B) Students are expected to spell words with common orthographic patterns and rules: (i) complex consonants (e.g., hard and soft c and g, ck) (ii) r-controlled vowels (iii) long vowels (e.g., VCe hope) (iv) vowel digraphs (e.g., oo book, fool, ee feet), diphthongs (e.g., ou out, ow cow, oi coil, oy toy). WWB 1/16, 20 WWB 2/6, 10, 11, 15, 16, 20 WWB 3/1, 5, 6, 8, 10, 11, 15, 16, 20 WWB 4/1, 3, 5, 6, 10, 15, 16, 20 WWB 5/1, 11, 15, 16, 20 WWB 6/1, 5, 11, 14, 15; WWB 7/1, 6, 11, 16 WWB 8/1, 6, 11, 16 Superkids Skill-Building Book, pp Page 19 of 26

20 (C) Students are expected to spell highfrequency words from a commonly used list. Daily Dictation and Spelling Routines Memory Word Lessons in: WWB 1/2, 3, 5, 6, 10, 11, 13, 15, 17, 20 WWB 2/1, 3, 5, 6, 10, 15, 17, 20 WWB 3/2, 5, 6, 10, 11, 15, 16, 18, 20 WWB 4/1, 5, 6, 10, 11, 13, 15, 16, 19, 20 WWB 5/1, 3, 5, 6, 8, 10, 11, 14, 15, 16, 20 WWB 6/1, 4, 5, 6, 8, 9, 11, 14, 15, 16, 20 WWB 7/1, 5, 6, 9, 10, 11, 14, 15, 16, 19, 20 WWB 8/1, 4, 5, 6, 10, 11, 14, 15, 16, 19, 20 Superkids Skill-Building Book, pp (D) Students are expected to spell base words with inflectional endings (e.g., -ing and ed). WWB 2/1, 4, 5, 7, 11, 12 WWB 8/9, 10 Superkids Skill-Building Book, pp (E) Students are expected to spell simple contractions (e.g., isn t, aren t, can t). WWB 1/8 WWB 5/2, 7, 14 Superkids Skill-Building Book, pp (F) Students are expected to use resources to find correct spellings. WIR 1/16, 17 18; WIR 2/18 19 WIR 3/18 19 WWB 4/3, 4; WIR 4/18 19 WIR 5/14 15 WIR 6/14 15; WIR 7/16 17 WIR 8/2 3, 4 5, 9 10, 14 15, Superkids Skill-Building Book, pp Page 20 of 26

21 RESEARCH (24) Research/Research Plan. Students ask open-ended questions and develop a plan for answering them. (A) Students are expected to generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics. WIR 7/1, 9 10 WIR 8/6, 11 (B) Students are expected to decide what sources of information might be relevant to answer these questions. WIR 7/2 3, 4 5, WIR 8/11, (25) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. (A) Students are expected to gather evidence WIR 7/2 3, 4 5, from available sources (natural and personal) WIR 8/7-8, 11, as well as from interviews with local experts. Independent Activities in: SM 1/4, 6 SM 2/1, 2, 3 4, 7, 8 SM 3/1, 3, 5 SM 4/2, 3, 4, 6, 7 SM 5/8, 9 SM 6/1, 3, 4, 6 SM 7/1, 4, 7, 8 SM 8/2, 4 5, 6, 9 (B) Students are expected to use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information. WIR 7/2 3, WIR 8/12 13 Superkids Skill-Building Book, pp Page 21 of 26

22 (C) Students are expected to record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams). SM 1/4, 6, 7 SM 2/2, 3-4 SM 3/2, 4 SM 4/3, 6, 7 SM 5/2, 4, 5, 6; BC 5/20 SM 6/2, 3, 4, 5, 7 SM 7/3, 4; BC 7/20; WIR 7/2 3, 4 5, 6, 7-8, SM 8/3; WIR 8/7-8, (26) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to revise the topic as a WIR 7/11 12 result of answers to initial research questions. WIR 8/11 (27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to SM 1/4, 6, 7 create a visual display or dramatization to SM 2/2, 3-4 convey the results of the research. SM 3/2; SM 4/3 SM 5/2, 4, 5, 6 SM 6/2, 4, 5, 7 SM 7/3, 4; WIR 7/13 14, 18 19, 20 SM 8/3; WIR 8/14 15 Page 22 of 26

23 LISTENING AND SPEAKING (28) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. (A) Students are expected to listen attentively to speakers and ask relevant questions to clarify information. Discussions about texts in every lesson of Word Work Book, SUPER Magazine, and Book Club, plus suggested Read-Aloud Books Lasting Lesson discussions in: WWB 1/5, 10, 15, 18; SM 1/9; BC 1/19 WWB 2/5, 8, 15, 20; SM 2/6, 7 WWB 3/5, 10, 11, 14, 19; SM 3/5, 7; BC 3/12 WWB 4/3, 8, 15, 18; BC 4/11, 13, 18 WWB 5/2, 9, 15, 20; SM 5/2, 3, 10; BC 5/11, 18 WWB 6/4, 9, 14, 20; SM 6/10; BC 6/14, 19 WWB 7/3, 9, 12, 19; SM 7/4; BC 7/14, 19 WWB 8/4, 9, 11, 17; BC 8/14, 19 Planning and sharing about writing in: WIR 1/4 5, 11, 12 13, 14 15, WIR 2/4 5, 6 7, 8 9, 11 12, 14 15, 16 17, 20 WIR 3/1 2, 3, 4 5, 6 7, 8 9, 10, 12 13, 16 17, WIR 4/1, 2 3, 4 5, 6, 9 10, 11 12, 13, 14 15, 18 19, 20 WIR 5/1, 2 3, 4 5, 6 7, 8 9, 11 12, 13, 14 15, 20 WIR 6/1, 4 5, 10, 13, 14 15, 20 WIR 7/1, 2 3, 6, 16 17, 20 WIR 8/1, 4 5, 6, 7 8, 9 10, (B) Students are expected to follow, restate, and give oral instructions that involve a short related sequence of actions. WWB 1/1; WIR 1/2 3 WWB 2/7 WIR 3/6 7 WIR 4/1, 4 5 Page 23 of 26

24 (29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and Discussions about texts in every lesson of Word ideas that focus on the topic under discussion, Work Book, SUPER Magazine, and Book Club, speaking clearly at an appropriate pace, using plus suggested Read-Aloud Books the conventions of language. Lasting Lesson discussions in: WWB 1/5, 10, 15, 18; SM 1/9; BC 1/19 WWB 2/5, 8, 15, 20; SM 2/6, 7 WWB 3/5, 10, 11, 14, 19; SM 3/5, 7; BC 3/12 WWB 4/3, 8, 15, 18; BC 4/11, 13, 18 WWB 5/2, 9, 15, 20; SM 5/2, 3, 10; BC 5/11, 18 WWB 6/4, 9, 14, 20; SM 6/10; BC 6/14, 19 WWB 7/3, 9, 12, 19; SM 7/4; BC 7/14, 19 WWB 8/4, 9, 11, 17; BC 8/14, 19 (30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon Discussions about texts in every lesson of Word rules for discussion, including listening to Work Book, SUPER Magazine, and Book Club, others, speaking when recognized, and making plus suggested Read-Aloud Books appropriate contributions. Lasting Lesson discussions in: WWB 1/5, 10, 15, 18; SM 1/9; BC 1/19 WWB 2/5, 8, 15, 20; SM 2/6, 7 WWB 3/5, 10, 11, 14, 19; SM 3/5, 7; BC 3/12 WWB 4/3, 8, 15, 18; BC 4/11, 13, 18 WWB 5/2, 9, 15, 20; SM 5/2, 3, 10; BC 5/11, 18 WWB 6/4, 9, 14, 20; SM 6/10; BC 6/14, 19 WWB 7/3, 9, 12, 19; SM 7/4; BC 7/14, 19 WWB 8/4, 9, 11, 17; BC 8/14, 19 Page 24 of 26

25 READING Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers. (A) The student is expected to establish purposes for reading selected texts based upon content to enhance comprehension. Set a Purpose for Reading is included in the Guided Reading for every lesson in the Word Work Book, SUPER Magazine, and Book Club (B) The student is expected to ask literal questions of text. (C) The student is expected to monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). During guided-reading instruction in every lesson in Word Work Book, SUPER Magazine, and Book Club, plus discussions of Read-Aloud Books SM 1/2, 3, 4, 5, 6, 8, 9; BC 1/12, 13, 18 SM 2/1, 3 4, 8, 9, 10; BC 2/11, 12, 16, 17, 18 SM 3/1, 3, 5, 6, 7, 9, 10; BC 3/11, 12 SM 4/1, 3, 5, 7, 9, 10; BC 4/11, 16 SM 5/1, 2, 4, 5, 6, 7, 8, 9; BC 5/11, 13, 16 SM 6/1, 2, 3, 4, 5, 6, 7, 8, 9, 10; BC 6/11, 12, 13, 16 SM 7/1, 3, 5, 7, 8, 9; BC 7/12, 14, 16, 17 SM 8/1, 2, 4 5, 7, 8; BC 8/11, 13, 16, 17 Superkids Skill-Building Book, pp (D) The student is expected to make inferences about text using textual evidence to support understanding. SM 1/1, 3, 5, 9; BC 1/11, 14, 17, 18, 19 SM 2/1, 2, 3 4, 5, 6, 7, 8, 9, 10; BC 2/14, 16, 18, 19 SM 3/1, 5, 8, 9; BC 3/12, 14, 16, 17, 18, 19 SM 4/1, 2, 3, 4, 5, 6, 7, 9, 10; BC 4/11, 12, 16 SM 5/1, 3, 4, 5, 6, 7, 8, 9, 10; BC 5/12, 13, 14, 16, 17, 18, 19 SM 6/1, 2, 3, 4, 6, 7, 8, 10; BC 6/11, 13, 14, 15, 16, 17, 18, 19 SM 7/1, 2, 3, 6, 7, 8, 9, 10; BC 7/11, 13, 16, 17, 19 SM 8/2, 3, 4 5, 6, 7, 8, 9; BC 8/11, 18, 19 Superkids Skill-Building Book, pp Page 25 of 26

26 (E) The student is expected to retell important events in stories in logical order. SM 1/9; BC 1/17 BC 2/17, 20 SM 3/9; BC 3/12 BC 4/16 BC 5/15 SM 6/9; BC 6/17, 18 BC 7/20 Superkids Skill-Building Book, pp. 170, 177 (F) The student is expected to make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. SM 1/1, 2, 3, 4, 5, 6, 7, 8, 9, 10; BC 1/13 SM 2/1, 2, 5, 6, 10; BC 2/11, 14, 16 SM 3/1, 2, 3, 4, 5, 6, 7, 8, 9, 10; BC 3/15, 16 SM 4/1, 2, 3, 4, 5, 6, 7, 8, 10; BC 4/11, 13, 18 SM 5/1, 2, 3, 4, 5, 7, 8, 9, 10; BC 5/11, 16, 20 SM 6/1, 3, 4, 5, 7, 8, 9, 10; BC 6/16 SM 7/1, 2, 3, 4, 5, 6, 7, 8, 9, 10; BC 7/11, 16 SM 8/1, 2, 3, 4 5, 6, 7, 8, 9, 10; BC 8/16 Page 26 of 26