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Year-at-a-Glance
At the end of Semester, U3W4 is where you should be. If you are not there, submit a plan to the school
administrator for the second semester outlining how all skills will be taught prior to the end of the year
assessments.
Subject:
Reading
Grade Level(s):
FIRST QUARTER
Unit/Week
Unit/Week
Story (Genre)
U1W1
Story/Genre
U1W2
U1W3
U1W4
U1W5
U2W3
U2W4
Scene Two
(Drama)
Skill focus : Draw Conclusions ; Prefixes
Horse Heroes: True Stories of Amazing Horses
(Expository Text)
Skill focus : Fact and Opinion ; Unknown Words
U2W5
U2W6
U3W1
U3W2
Adelinas Whales
(Expository Text)
Skill focus : Fact and Opinion ; Multiple-Meaning Words
U2W1
What Jo Did
(Fiction)
Skill focus : Cause and Effect ; Prefixes &Suffixes
U3W3
U2W2
U3W4
U1W6
END OF SEMESTER
*** Hitting Ctrl + Home will bring you back to the top of the cover page from anywhere in the document ***
THIRD QUARTER
Unit/Week
U3W5
U3W6
U4W1
U4W2
U4W3
FOURTH QUARTER
Story/Genre
Paul Bunyan
Skill focus : Generalize ; Suffixes
Unit/Week
(Tall Tale)
U5W3
Cliff Hanger
(Realistic Fiction)
Skill focus: Literary Elements: Character, Plot, Theme;
Unfamiliar Words
U5W4
Antarctic Journal
(Autobiography)
Skill focus: Main Idea and Details; Greek and Latin Affixes
Encantado
(Expository Text)
Skill focus: Compare and Contrast; Multiple Meaning
Words
U5W5
Seeker of Knowledge
(Biography)
Skill focus: Graphic Sources; Greek and Latin Roots
U4W5
Encyclopedia Brown
(Realistic Fiction)
Skill focus: Character and Plot; Synonyms and Antonyms
U5W1
Moonwalk
(Science Fiction)
Skill focus: Draw Conclusions; Synonyms
U4W4
U4W6
U5W2
Story/Genre
Lost City
(Biography)
Skill focus: Compare and Contrast; Greek and Latin
Roots
*** Hitting Ctrl + Home will bring you back to the top of the cover page from anywhere in the document ***
Unit/Benchmark
Standard
Unit/Week
Spiral Skill Review
U1/W1
Story Title
(Genre)
Because of Winn-Dixie
(Realistic Fiction)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b,c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
d) summarize supporting details.
identify the main idea or theme of a text and summarize using supporting details.
Strategy: Summarizing
Vocabulary
Skill: Suffixes
Strategy : Word Structure
Assessment
U1W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
grand, memorial,
peculiar, positive,
prideful, recalls,
selecting
Language Arts/Writing
Spelling : Short Vowel VCCV
Writing: Realistic Fiction
Trait: Word Choice
Conventions : Declarative and
Interrogative Sentences
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
apply knowledge of the writing domains of composing, written expression, and
usage/mechanics
Suggested Prompts
- Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
U1/W2
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b,c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
c) Explain the authors purpose.
explain authors purpose (e.g., to entertain, persuade, inform).
4.5 The student will
a) Explain authors purpose
explain the authors purpose (e.g. to entertain, inform, or persuade)
b) Describe how the choice of language, setting, characters, and information
contributes to the authors purpose.
Vocabulary
Skill: Word Endings
Strategy : Word Structure
Assessment
(based on school)
U1W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
-
Describe how the choice of language, setting, characters, details, and other information
contribute to authors purpose.
Vocabulary Words
docks, migrating,
scan, scent, wharf,
yearned
Language Arts/Writing
Spelling: Long a and i
Writing: Expository
Composition
Trait: Organization
Conventions : Imperative and
Exclamatory Sentences
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Create a plan and organize thoughts to convey a central idea before writing.
Use a variety of prewriting strategies (e.g. brainstorming, listing, free-writing, and using
graphic organizers)
4.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
apply knowledge of the writing domains of composing, written expression, and
usage/mechanics.
Suggested Prompts
Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
Spiral Skill Review
U1/W3
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b,c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Vocabulary
Skill: Multiple-Meaning Words
Strategy: Dictionary/Glossary
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
b) Describe how the choice of language, setting, characters, and information contributes to the
authors purpose.
Describe how the choice of language, setting, characters, details, and other information
contribute to authors purpose.
Describe in depth a character, setting, or event drawing on specific details from the text
(e.g, words, actions, or a characters thoughts).
identify and consult the word-reference material(s), including the glossary, dictionary, and
thesaurus, most likely to contain needed information to clarify word meaning.
Assessment
(based on school)
U1W3 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
badger, bank, bristled,
jointed, patched,
ruffled, rushes
Language Arts/Writing
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Utilize elements of style, including word choice and sentence variation.
i)
Trait: Voice
Conventions : Complete
Sentences and Predicates
j) Revise writing for clarity of content using specific vocabulary and information.
select specific information to guide readers more purposely through the piece
use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity
use available technology to gather information and to aid in writing.
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
Suggested Prompts
- - Suppose you
had the
opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
Spiral Skill Review
U1/W4
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
a) Explain authors purpose
explain the authors purpose (e.g. to entertain, inform, or persuade)
b) Describe how the choice of language, setting, characters, and information contributes to the
authors purpose.
Vocabulary
Skill: Synonyms and Antonyms
Strategy: Context Clues
describe how the choice of language, setting, characters, details, and other information
contribute to authors purpose.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and explain
the meanings of words that have more than one definition.
use their knowledge of synonyms (words with similar meanings) and antonyms (words
with opposite meanings) to understand the meanings of unfamiliar words.
Assessment
(based on school)
U1W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
bargain, favor,
lassoed, offended,
prairie, riverbed,
shrieked
Language Arts/Writing
Spelling: Long e
Writing: Friendly Letter
Trait: Expression
e)
Conventions : Compound
Sentences
j) Revise writing for clarity of content using specific vocabulary and information.
4.8
select specific information to guide readers more purposely through the piece
use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity
The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
Suggested Prompts
- Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
Spiral Skill Review
U1/W5
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
d) Identify the main idea.
Vocabulary
Skill: Suffixes ist, -ive
Strategy: Word Structure
identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.
identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words.
Assessment
(based on school)
U1W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
glacier, impressive,
naturalist, preserve,
slopes, species,
wilderness
Language Arts/Writing
Spelling: Long u
e)
i)
create a plan and organize thoughts to convey a central idea before writing.
use a variety of prewriting strategies (e.g. brainstorming, listing, free-writing, and using
graphic organizers)
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
Suggested Prompts
- Suppose you had
the opportunity to
travel anywhere
you wanted.
Write to explain
where you would
go and why.
- Think of someone
who is brave.
Write to describe
this person and
explain how he or
she shows
bravery.
- Who is your
favorite teacher?
Write to describe
which teacher
you like best and
explain what
makes him or her
special.
Unit/Week
Spiral Skill Review
U1/W6
Story Title/
Genre
Reading/Writing
SOL Essential Knowledge, Skills and Processes
Comprehension
Assessment
(required)
*** Teachers should review weekly assessments for planning purposes prior to testing***
Unit 1 Assessment
Additional
Unit 1 Running
Record
Vocabulary
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Language Arts/Writing
Unit/Week
Spiral Skill Review
U2/W1
Story Title
(Genre)
What Jo Did
(Fiction)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Vocabulary
Skill: Affixes: Prefixes and
Suffixes
Strategy: Word Structure
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student
f) Describe the relationship between text and previously read materials.
discuss the similarities and differences between text and previously read materials (e.g.,
similar themes and topics, patterns of events).
make connections between the text of a story or drama and a visual or oral presentation of
the text, identifying where each version reflects specific descriptions and directions in the
text.
use their knowledge of affixes (prefixes and suffixes) to read and understand the
meanings of words.
Assessment
(based on school)
U2W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
fouled, hoop, jersey,
marveled, rim,
speechless, swatted,
unbelievable
Language Arts/Writing
e)
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Recognize different modes of writing have different patterns of organization
i)
4.8 The student will edit writing for correct grammar, capitalization, spellings, punctuation, sentence
structure, and paragraphing.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
Spiral Skill Review
U2/W2
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Vocabulary
Skill: Unknown Words
Strategy: Dictionary/Glossary
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
h) Draw conclusions/make inferences about text.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text
Refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.
Assessment
(based on school)
U2W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
bawling, coyote,
dudes, roundup, spurs
Language Arts/Writing
e)
j)
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Revise writing for clarity of content using specific vocabulary and information.
Select specific information to guide readers more purposely through the piece
Use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
Spiral Skill Review
U2/W3
Story Title
(Genre)
Scene Two
(Drama)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
Assessment
(based on school)
Comprehension
Skill: Conclusions
Strategy: Questioning
Vocabulary
Skill: Affixes: Prefixes
Strategy: Word Structure
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words.
Vocabulary Words
advice, argument,
arrangements,
descendants,
dishonest, script, snag
Language Arts/Writing
Writing: Poetry
Trait: Organization
Conventions : Irregular Plural
Nouns
e)
i)
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
4.8 The student will edit writing for correct grammar, capitalization, spellings, punctuation, sentence
structure, and paragraphing.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
U2/W4
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will ...
d) Identify the main idea.
Strategy: Inferring
e)
f)
Vocabulary
Skill: Unknown Words
Strategy: Dictionary/Glossary
identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.
identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.
Assessment
(based on school)
U2W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Draw conclusions and make simple inferences using textual information as support.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text
use context to select the applicable definition of a word from a glossary or dictionary.
identify and consult the word-reference material(s), including the glossary, dictionary, and
thesaurus, most likely to contain needed information to clarify word meaning.
Vocabulary Words
ambition, infested,
landslide, quicksand,
resistance, rickety,
roamed, vast
Language Arts/Writing
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Trait: Organization
create a plan and organize thoughts to convey a central idea before writing.
Conventions : Singular
Possessive Nouns
e)
4.8 The student will edit writing for correct grammar, capitalization, spellings, punctuation, sentence
structure, and paragraphing.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
Spiral Skill Review
U2/W5
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
d) Identify the main idea.
Strategy: Inferring
e)
identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.
identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.
Assessment
(based on school)
U2W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
f) Draw conclusions and make simple inferences using textual information as support.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text
Vocabulary
Skill: Unknown Words
Strategy: Dictionary/Glossary
use context to select the applicable definition of a word from a glossary or dictionary.
identify and consult the word-reference material(s), including the glossary, dictionary,
and thesaurus, most likely to contain needed information to clarify word meaning.
Vocabulary Words
Constitution, howling,
humble, politics,
responsibility,
solemnly, vain
Language Arts/Writing
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Trait: Organization
create a plan and organize thoughts to convey a central idea before writing.
e)
informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic
4.8 The student will edit writing for correct grammar, capitalization, spellings, punctuation, sentence
structure, and paragraphing.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- People often help
one another.
Write to explain
how you or
someone you
know helps
others.
- Imagine a local
newspaper
reporter wants to
know about your
favorite school
event. Write to
describe the event
and explain why
it is your favorite.
- Imagine one day
at school you are
allowed to create
a rule for
students to
follow. Explain
the rule you
create and why
you choose to
make that rule.
Be sure to include
details.
Unit/Week
Spiral Skill Review
U2/W6
Story Title/
Genre
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
Comprehension
-
*** Teachers should review weekly assessments for planning purposes prior to testing***
Unit 2 Comprehension Review Skills
Unit 2 Comprehension Strategies
Cause and Effect
- Background Knowledge
Draw Conclusions
- Story Structure
Draw Conclusions
- Questioning
Fact and Opinion
- Monitor and Clarify
Main Idea and Details
- Inferring
Vocabulary
Language Arts/Writing
Review Week
Assessment
(required)
Unit 2 Assessment
Additional
Unit 2 Running
Record
If you could make one wish that would help others, what would you wish for and why? Write to explain what wish you would
make and how it would help others. Be sure to include details.
Unit/Week
Spiral Skill Review
U3/W1
Story Title/
Genre
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
a) Use text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts.
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions
under pictures and graphics, and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
understand how written text and accompanying illustrations connect to convey meaning
(e.g., charts, graphs, diagrams, timelines, animations).
Assessment
(based on school)
U3W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary
Skill: Multiple-Meaning
identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.
4.4 The student will
a) Use context to clarify meanings of unfamiliar words.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.
Vocabulary Words
apprentice,
atmosphere, chemical,
club, essay,
manufactory, pressure,
scales
Language Arts/Writing
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
e)
create a plan and organize thoughts to convey a central idea before writing.
create a plan and organize thoughts to convey a central idea before writing.
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.
Unit/Week
Spiral Skill Review
U3/W2
Story Title
(Genre)
Adelinas Whales
(Expository Text)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
Assessment
(based on school)
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions
under pictures and graphics, and headings of sections and chapters, to predict and
categorize information in both print and digital texts.
Vocabulary
Skill: Multiple-Meaning Words
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.
Vocabulary Words
biologist, bluff,
lagoon, massive,
rumbling, tropical
Language Arts/Writing
Spelling: Homophones
Writing: Invitation
Trait: Voice
Conventions: Main and
Helping Verbs
e)
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic
j) Revise writing for clarity of content using specific vocabulary and information.
select specific information to guide readers more purposely through the piece
use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.
Unit/Week
Spiral Skill Review
U3/W3
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
h) Draw conclusions/make inferences about text.
Assessment
(based on school)
U3W3 Weekly Test
Skill: Generalize
Strategy: Visualize
Vocabulary
Skill: Unfamiliar Words
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and explain
the meanings of words that have more than one definition.
determine the meaning of general academic and content-specific words or phrases in a text.
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
brilliant, chorus,
coward, gleamed,
shimmering
Language Arts/Writing
Writing: Myth
Trait: Sentences
e)
Conventions: Subject-Verb
Agreement
i)
j)
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Revise writing for clarity of content using specific vocabulary and information.
select specific information to guide readers more purposely through the piece
use available reference resources(e.g., dictionary, thesaurus) as aids to revising writing for
clarity
use subject-verb agreement (singular nouns with singular verbs; plural nouns with plural
verbs).
Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.
Unit/Week
Spiral Skill Review
U3/W4
Story Title/
Genre
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
a) Use text structures, such as type, headings, and graphics, to predict and categorize information
in both print and digital texts.
use text features, such as special type styles (e.g., boldfaced, italics) and color,
captions under pictures and graphics, and headings of sections and chapters, to
predict and categorize information in both print and digital texts.
Assessment
(based on school)
U3W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary
Skill: Root Words
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.
Vocabulary Words
destruction, expected,
forecasts, inland,
shatter, surge
Language Arts/Writing
Spelling: Compound Words
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.
Unit/Week
Spiral Skill Review
U3/W5
Story Title/
Genre
Paul Bunyan
(Tall Tale)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Vocabulary
Skill: Affixes: Suffixes
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will...
h) Draw conclusions/make inferences about text.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text
Refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.
use their knowledge of affixes (prefixes and suffixes) to read and understand the
meanings of words.
Assessment
(based on school)
U3W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
announcement,
feature, harness,
lumberjacks,
requirements, thaw,
unnatural, untamed
Language Arts/Writing
Spelling: Possessives
Writing: Writing for Tests:
Summary
Trait: Sentences
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
j) Revise writing for clarity of content using specific vocabulary and information.
select specific information to guide readers more purposely through the piece
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
apply knowledge of the writing domains of composing, written expression, and
usage/mechanics.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- Think of a place that
is important to you.
Write to describe this
place and explain why
it is important.
- Your teacher gives
you a camera and
asks you to take
pictures of three
things you like in
nature. Explain what
you take pictures of
and why you like
these things.
- Think of your
favorite place to eat.
The location could be
at home, school, a
park, a restaurant, or
another place. Write
to explain why this is
your favorite place to
eat.
Unit/Week
Spiral Skill Review
U3/W6
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
Comprehension
Vocabulary
*** Teachers should review weekly assessments for planning purposes prior to testing***
Unit 3 Comprehension Review Skills
Unit 3 Comprehension Strategies
Graphic Sources
- Important Ideas
Fact and Opinion
- Text Structure
Generalize
- Visualize
Cause and Effect
- Predict and Set Purpose
Generalize
- Inferring
Spiral Skill Tested Not Specifically Taught This Unit
Authors Purpose
Drawing Conclusions
Main Idea/Details
Character
Language Arts/Writing
Think about a pet you would like to own. Write to explain what you would choose and why.
Assessment
(required)
Unit 3 Assessment
Additional:
Unit 3
Running Record
Unit 3
Writing Prompt
Unit/Week
Spiral Skill Review
U4/W1
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts,
and poetry.
Assessment
(based on school)
U4W1 Weekly Test
Vocabulary
Skill: Synonyms and Antonyms
discuss the similarities and differences between text and previously read materials (e.g.,
similar themes and topics, patterns of events).
make connections between the text of a story or drama and a visual or oral presentation of
the text, identifying where each version reflects specific descriptions and directions in the
text.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and explain
the meanings of words that have more than one definition.
determine the meaning of general academic and content-specific words or phrases in a text.
use their knowledge of synonyms (words with similar meanings) and antonyms (words
with opposite meanings) to understand the meanings of unfamiliar words.
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
analysis, beakers,
hollow, identity,
lecture, microscope,
precise, relentless
Language Arts/Writing
Spelling: Contractions
Writing: Mystery
Trait: Word Choice
Conventions:
Singular and Plural Pronouns
e)
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives,
use noun/pronoun agreement (pronoun agrees in number and gender with its
antecedent).
Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.
Unit/Week
U4/W2
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will
e) Summarize supporting details.
Strategy: Summarize
Vocabulary
Skill: Multiple-Meaning Words
identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.
Assessment
(based on school)
U4W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
aquarium, dolphins,
enchanted, flexible,
glimpses, pulses,
surface
Language Arts/Writing
Writing: Song
Trait: Word Choice
Conventions: Kinds of Pronouns
e)
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.
Unit/Week
Spiral Skill Review
U4/W3
Story Title
(Genre)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will read and demonstrate comprehension of nonfiction texts.
d) Identify the main idea.
identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.
Assessment
(based on school)
U4W3 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
advance, developed,
exhausting,
headquarters,
impossible, intense,
messages, reveal
Language Arts/Writing
Spelling: Consonant Digraph /sh/
Writing: Instructions
Trait: Organization
Conventions:
Pronouns and Antecedents
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
create a plan and organize thoughts to convey a central idea before writing.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives,
j) Revise writing for clarity of content using specific vocabulary and information.
select specific information to guide readers more purposely through the piece
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives,
use noun/pronoun agreement (pronoun agrees in number and gender with its
antecedent).
Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.
/
Unit/Week
Spiral Skill Review
U4/W4
Story Title/
Genre
Seeker of Knowledge
(Biography)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will...
a) Use text structures, such as type, headings, and graphics, to predict and categorize information
in both print and digital texts.
use text features, such as special type styles (e.g., boldfaced, italics) and color, captions
under pictures and graphics, and headings of sections and chapters, to predict and categorize
information in both print and digital texts.
understand how written text and accompanying illustrations connect to convey meaning
(e.g., charts, graphs, diagrams, timelines, animations).
make simple inferences, using information from the text.
Assessment
(based on school)
U4W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
apply prior knowledge to make predictions and to describe the relationship between content
and previously learned concepts.
Vocabulary
Skill: Greek and Latin Roots
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words.
Vocabulary Words
ancient, link, scholars,
seeker, temple,
translate, triumph,
uncover
Language Arts/Writing
Spelling: Consonants /j/, /ks/,
and /kw/
Writing: Problem-Solution Essay
Trait: Focus/Ideas
Conventions:
Possessive Pronouns
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
focus, organize, and elaborate to construct an effective cohesive message for the
reader.
informative/explanatory
clearly introduce a topic and group related information in paragraphs
use facts, definitions, opinions, quotations, details, or other examples and
information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic
j) Revise writing for clarity of content using specific vocabulary and information.
Select specific information to guide readers more purposely through the piece
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
use noun/pronoun agreement (pronoun agrees in number and gender with its
antecedent).
Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.
Unit/Week
Spiral Skill Review
U4/W5
Story Title/
Genre
Encyclopedia Brown
(Realistic Fiction)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
b) Describe how the choice of language, setting, characters, and information contributes to the
authors purpose.
e)
Vocabulary
Skill: Synonyms and Antonyms
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and explain
the meanings of words that have more than one definition.
determine the meaning of general academic and content-specific words or phrases in a text.
use their knowledge of synonyms (words with similar meanings) and antonyms (words
with opposite meanings) to understand the meanings of unfamiliar words.
Assessment
(based on school)
U4W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
amphibians, crime,
exhibit, lizards,
reference, reptiles,
salamanders, stumped
Language Arts/Writing
Spelling: Prefixes un-, dis-, in produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
e)
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence
structure, and paragraphing.
Suggested Prompts
- Imagine one of your
teachers asks you to
bring something
special to show the
class. Write to
describe the item and
explain why you
would like to show it.
- Imagine you are
going on a field trip
in a bus created
especially for kids.
Describe this bus and
explain why kids will
like it.
- Imagine your school
closes for the day, and
you can do anything
you want. What will
you do? Write a story
about what happens.
Unit/Week
Spiral Skill Review
U4/W6
Story Title
(Genre)
Reading/Writing
SOL Essential Knowledge, Skills and Processes
Comprehension
Skill:
Strategy:
Language Arts/Writing
Spelling:
Writing:
Trait:
Conventions:
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Vocabulary
Skill:
Strategy:
Interactive Review
Assessment
(required)
*** Teachers should review weekly assessments for planning purposes prior to testing***
Unit 4 Assessment
Additional:
Unit 4
Running Record
What is something you want to create to make your life easier? Explain what you make like and why.
Unit/Week
Spiral Skill Review
U5W1
Story Title
(Genre)
Smokejumpers
(Expository Text)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6
Vocabulary
Skill: Homographs
Students will
c) Explain the authors purpose.
explain authors purpose (e.g., to entertain, persuade, inform).
d) Identify the main idea.
identify the main idea and supporting details within a selection summarizing the text
by using tools such as graphic organizers, outlining, and notes.
4.4
Students will
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
derive word meaning by using their knowledge of homophones (words that are
pronounced the same but are spelled differently and have different meanings), such as
read/red, no/know, hear/here.
Strategy : Dictionary/Glossary
identify and consult the word-reference material(s), including the glossary, dictionary,
and thesaurus, most likely to contain needed information to clarify word meaning.
Assessment
(based on school)
U5W1 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
- Spelling
Assessment
Vocabulary Words
concentrating,
dedication, essential,
method, parachute,
steer, underbrush,
wind
Language Arts/Writing
Spelling: Multisyllabic Words
Students will
4.7 Students will
a) Identify intended audience
Writing: Fantasy
Trait: Conventions
Conventions :
Adjectives/Adverbs
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
f)
use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g.,
He played really well. instead of He played real well.).
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Unit/Week
Spiral Skill Review
U5W2
Story Title
(Genre)
Lost City
(Biography)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts.
c) Explain the authors purpose.
d) Identify the main idea.
Vocabulary
Skill: Greek and Latin Roots
Strategy: Word Structure
4.4
identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.
Assessment
(based on school)
U5W2 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
Vocabulary Words
curiosity, glorious,
granite, ruins,
terraced, thickets,
torrent
Language Arts/Writing
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Writing: Legend
Trait: Sentences
Conventions: Adverbs
i)
use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g., He
played really well. instead of He played real well.).
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing.
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Unit/Week
Spiral Skill Review
U5W3
Story Title
(Genre)
Cliff Hanger
(Realistic Fiction)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5 The student will
b) Describe how the choice of language, setting, characters, and information contributes to
the authors purpose.
Vocabulary
Skill: Unfamiliar Words
4.4
describe how the choice of language, setting, characters, details, and other
information contribute to authors purpose.
Students will
a) Use context to clarify meanings of unfamiliar words.
use context as a clue to clarify the meaning of unfamiliar words or phrases (e.g.,
definitions, examples, or restatements of text).
use clues in the context of a sentence, paragraph, or reading selection to predict and
explain the meanings of words that have more than one definition.
Assessment
(based on school)
U5W3 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
Vocabulary Words
coil, descent, foresaw,
rappel, ridge, shaft,
trekked, void
Language Arts/Writing
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
i)
f)
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Unit/Week
Spiral Skill Review
U5W4
Story Title
(Genre)
Antarctic Journal
(Autobiography)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.6
Students will
c) Explain the authors purpose.
Vocabulary
4.4
identify the main idea and supporting details within a selection summarizing the text by
using tools such as graphic organizers, outlining, and notes.
Students will
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
use their knowledge of affixes (prefixes and suffixes) to read and understand the meanings
of words
Assessment
(based on school)
U5W4 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
Vocabulary Words
anticipation,
continent,
convergence, depart,
forbidding, heaves,
icebergs
Language Arts/Writing
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
Writing : Persuasive Ad
Trait Focus/Ideas
e)
i)
j Revise writing for clarity of content using specific vocabulary and information.
Select specific information to guide readers more purposely through the piece
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Unit/Week
Spiral Skill Review
U5W5
Story Title
(Genre)
Moonwalk
(Science Fiction)
Communication - Speaking, Listening, Media Literacy: (SOL 4.1) (SOL 4.2) (SOL 4.3)
Reading: (SOL 4.4 d) (SOL 4.5 f, g, k, l) (SOL 4.6 a, b, j, k, l)
Writing: (SOL 4.7 b, c, f, g, k) (SOL 4.8 c, e, f, g, h)
Research: (SOL 4.9)
****Refer to Appendix or Curriculum Framework as Needed****
Reading/Writing
SOL Essential Knowledge, Skills and Processes
4.5
Students will
h) Draw conclusions/make inferences about text.
refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from text
Refer to details and examples in a text when explaining what the text says, drawing
conclusions/making inferences from a text.
Assessment
(based on school)
U5W5 Weekly Test
Additional
Assessments
- Fluency Check
- Comprehension
Check
Spelling Assessment
become aware of when they do not understand, (e.g., by reflecting upon and learning to
articulate what exactly is causing difficulty).
Vocabulary
Skill Synonyms
Make connections between the text of a story or drama and a visual or oral presentation of the
text, identifying where each version reflects specific descriptions and directions in the text.
4.4 Students will
b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
use their knowledge of synonyms (words with similar meanings) and antonyms (words with
opposite meanings) to understand the meanings of unfamiliar words.
determine the meaning of general academic and content-specific words or phrases in a text.
Vocabulary Words
loomed, rille, runt,
staggered,
summoning, taunted,
trench, trudged
Language Arts/Writing
Spelling : Related Words
produce clear and coherent writing in which the development and organization are
appropriate to purpose and audience.
j Revise writing for clarity of content using specific vocabulary and information.
Select specific information to guide readers more purposely through the piece
appropriately identify and use the following parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, and prepositions in their writing
appropriately identify and use the following parts of a sentence in writing: subject,
predicate, and prepositional phrase.
Suggested Prompts
- Think about a
special event you
experienced.
Write to explain
the event and why
it was important
to you.
- There is a saying
that time goes by
quickly when you
are having fun.
Write about an
exciting event in
which the time
seemed to go by
faster than usual.
- What is one item
you would like to
take on an
adventure? Write
to describe the
item and explain
why you want it.
Appendix
STANDARD
SOL 4.1
The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups.
b) Contribute to group discussions across content areas.
c) Seek ideas and opinions of others.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently.
SOL 4.2
The student will make and listen to oral presentations and reports.
a) Use subject-related information and vocabulary.
b) Listen to and record information.
c) Organize information for clarity.
d) Use language and style appropriate to the audience, topic, and purpose.
SOL 4.3
The student will learn how media messages are constructed and for what purposes.
a) Differentiate between auditory, visual, and written media messages.
b) Identify the characteristics of various media messages.
Strand: Reading
SOL 4.4
SOL 4.5
The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry.
f) Describe the relationship between text and previously read materials.
SOL 4.6
STANDARD
SOL 4.7
SOL 4.8
The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
f) Eliminate double negatives.
e) Use commas in series, dates, and addresses.
f) Incorporate adjectives and adverbs.
g) Use correct spelling for frequently used words, including common homophones.
h) Use singular possessives.
Strand: Research
SOL 4.9
Links to:
Virginia Department of Education
English 2010 Website
Test Blueprint