FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park Avenue Freehold, NJ 07728 Monmouth County Office of Curriculum & Instruction Reading Grade 5 Board of Education Adoption Date: August 22, 2017
FREEHOLD BOROUGH SCHOOL DISTRICT
280 Park Avenue
Freehold, NJ 07728
Monmouth County
Office of Curriculum & Instruction
Reading
Grade 5
Board of Education Adoption Date: August 22, 2017
Freehold Borough Board of Education
Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President
Mr. Paul Ceppi
Mr. Paul Jensen
Mrs. Annette Jordan
Mr. Tyler Jordan
Mr. James Keelan
Mr. Bruce Patrick
Mrs. Margaret Rogers
District Administration
Rocco Tomazic, Ed. D., Superintendent
Joseph Howe, School Business Administrator
Samuel dela Cruz, Ed.D., Director of Curriculum & Instruction
Jennifer O’Shea, Director of Special Programs
Jennifer Donnelly, Director of Technology & Assessment
Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages
Ronnie Dougherty, Principal – Freehold Intermediate School
John Brovak, Assistant Principal – Freehold Intermediate School
Patrick Mulhern, Principal – Park Avenue Elementary School
William Smith, Principal – Freehold Learning Center
Curriculum Committee
Danielle Fekete
Nicolina Harker
Irene McFadden
Freehold Borough School District
District Mission
We will inspire the creativity and imagination of all students and empower them as knowledgeable, skillful, and
confident learners who flourish and contribute willingly in a changing world.
Core Beliefs
We believe that:
All people have inherent worth.
Life-long learning is basic to the survival and advancement of society.
The primary influence on the individual's development is the family in all its forms.
Valuing diversity is essential to individual growth and the advancement of society.
All individuals have strengths and human potential has no known limits.
Democracy thrives when individuals accept responsibility for their choices.
Being trustworthy builds trust.
Creativity and imagination are essential for society to flourish.
A safe environment is essential for the well-being of the individual and for society to flourish
Philosophy
The philosophy for our curriculum is developed with a democratic system of beliefs and values. Believing that
our students deserve the best education, our curriculum is aligned to the New Jersey Student Learning standards
and current statewide assessments. Our scope and sequence is vertically and horizontally aligned. The
progression of objectives embraces decades of rigorous research, conducted both independently and at the
university level, and acknowledges that children develop differently and that learning experiences and strategies
for performance are differentiated. Our borough is a diverse community, rich in tradition and spirit.
Knowledge is a fusion balancing authentic experience and content, which language arts literacy skills are
integrated with other content areas. Our curriculum contains common expectations that are rigorous and student
centered, and teachers, who are most proximal to the children, will use this document as an instrument to ensure
student success.
To ensure that our children are successful and receive the best education, this curriculum document, our staff
will continuously collaborate on this living document. We will develop purposeful and effective formative and
summative assessments which measure growth of our curriculum and inform our instruction. Finally, we will
continuously seek to grow professionally through professional development, which is aligned to statewide
regulations, but specifically geared to benefit our curriculum, school, and children.
General Curriculum & Instruction Objectives
Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-
based methods and techniques that focus on student achievement
Our lessons will be structured according to statewide and district standards and our teachers will have
flexibility to ensure that lessons meet the needs of all learners
Units and lessons will be differentiated
Curriculum is focused on student success and balances developmental theory and psychometric
standards
Democratically developed benchmarks and assessments will be utilized to gauge student and curricular
growth. Assessment will be multidimensional and developed according to student need.
Freehold Borough Schools
Grade 5 Reading Curriculum Pacing Guide
Unit Number and Name Unit Description Timeline
Unit 1 – Launching
Readers Workshop
The Reading Fundamentals Launching Unit of Study provides
models for many reading behaviors, rituals, and routines. Active
listening, thinking, engagement, and participation are fundamental
expectations for reading workshop. Establishing a community
that fosters these behaviors is vital and will help your students
develop and grow. Through the targeted lessons in this unit, your
students’ focused thinking and accountable talk will begin to
evolve and develop. As students gain more experience, they begin
to participate in meaningful conversations connected to the books
they are sharing.
8-10 weeks
Unit 2 - Fiction
By reading and studying different types of fiction (fantasy,
traditional, and realistic), students will develop an understanding
of various forms, features, and purposes of fiction. Their reading
of fiction texts will be enhanced by an understanding of the
narrative structure, story elements, and themes associated with
each particular type of fiction writing. Students will also learn and
apply specific reading skills and strategies that will enable them to
visualize magical lands, infer characters’ feelings and traits,
identify the author’s message, and actively engage with the texts
they read.
8-10 weeks
Unit 3 - Nonfiction
Students will develop passions for locating information, finding
answers, and deepening their understanding about the nonfiction
topics they are reading and learning about. This unit will help
students learn and apply specific reading skills and strategies that
will enable them to discover facts, identify big ideas, and learn
new information about the topics they are reading about. It will
also address the challenges of reading nonfiction, as well as ways
to work through difficult text - essential skills for any reader.
8-10 weeks
Grade 5 Curriculum Map
Unit
Name: Unit 1 – Launching Readers Workshop
Timeline: 8-10 Weeks
Standards Reading:
Foundational Skills
Reading:
Literature
Reading:
Informational Writing Language
Speaking and
Listening
● RF.5.3
● RF.5.4
● RL.5.1
● RL.5.2
● RL.5.3
● RL.5.4
● RL.5.5
● RL.5.5
● RL.5.6
● RL.5.9
● RL.5.10
● RI.5.1
● RI.5.2
● RI.5.3
● RI.5.10
● W.5.10 ● L.5.4
● L.5.5
● L.5.6
● SL.5.1
● SL.5.4
● SL.5.6
District Desired Results
Unit Overview The Reading Fundamentals Launching Unit of Study provides models for many reading behaviors, rituals, and
routines. Active listening, thinking, engagement, and participation are fundamental expectations for reading
workshop. Establishing a community that fosters these behaviors is vital and will help your students develop and
grow. Through the targeted lessons in this unit, your students’ focused thinking and accountable talk will begin to
evolve and develop. As students gain more experience, they begin to participate in meaningful conversations
connected to the books they are sharing.
Enduring Understanding ● Good readers work within a community to learn
how to interpret, discuss, recommend, and read
texts.
● Readers use a variety of strategies to help them
monitor their comprehension.
Essential Questions ● How do we create a reading community that
develops the routines and goals of reading and
responding to text?
● How can we use strategies to help monitor our
comprehension?
Content (Teaching Points)
● Text and Genre Features / Structure
● Using Schema
● Questioning
● Visualizing
● Making Inferences
● Determining Importance
● Synthesizing
● Monitoring and Repairing Comprehension
● Finding Word Meaning (Vocabulary)
● Speaking to Communicate (Speaking and
Listening)
● Listening and Responding (Speaking and
Listening)
● Engaging in Discussion / Collaborating (Speaking
and Listening)
Skills (What Students Will Learn to Do)
● Identify reading interests (authors, genres, series).
● Identify reading habits and patterns (focus,
stamina, pace).
● Self-select appropriate books.
● Determine individual reading goals.
● Use thinking, writing, and talking to support
comprehension before, during, and after the read
(stop-and-jot, turn-and-talk, stop-and-think, stop-
and-write).
● Effectively use tools to support reading (sticky
notes, Reading Notebook, reading log).
● Participate in partnership, small group, and whole
class conversations about texts.
● Develop agreed-upon rules for conversation.
● Identify texts that warrant recommendations and
cite evidence to support recommendations,
● Determine a theme or main idea and explain how
it is conveyed through details in a text.
● Check for understanding and use fix-up strategies
to clear up confusion
Vocabulary/Key Terms
● Refer to pages 9-11 in Reading Fundamentals:
Launching for grade level appropriate vocabulary.
Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested
ideas to modify instruction. All modifications and
accommodations should be specific to each
individual child’s IEP.) reduce / revise
assignments and assessments as per IEP; provide
individual and small group help; notes and study
guides; provide background knowledge
● Gifted and Talented Students: provide additional
enrichment activity involving demonstrating
knowledge; deeper research to to answer a higher
level question; or complimentary assignment ● ELL Students: use consistent, simplified language;
provide bilingual partner when appropriate;
provide cooperative learning opportunities; use
modeling; use visual aids and manipulatives ● Struggling Students: provide less distracting
seating if possible; frequent check-ins by teacher;
study guides; notes
Teacher Learning Plan
Weekly Learning Plan/Diary Map
Week 1: What is a Reading Workshop? / Considering Our Reading Identities: Students will learn about the structure,
expectations, and routines of a reading workshop. Students will reflect on their interests and histories as readers.
Week 2: Crafting a Reading Life / Understanding Means Thinking: Students will use their own identities to self-select
texts across genres and grow their thinking in different ways. Students will learn that when meaning breaks down, they
have to do reading work to clear up confusion, including rereading and slowing down.
Week 3: Activating Schema / The Power of Conversation: Students will activate schema, or prior knowledge, before
reading to help them make connections and build understanding. Students will learn how to follow a clear protocol
during conversations.
Week 4: Getting Ready to Begin / Growing Ideas Through Conversation: Students will learn how to use a repertoire
of strategies to begin conversations. Students will use different conversational moves, like asking questions and using
textual evidence, to develop, support, and defend an idea.
Week 5: Studying Ourselves as Readers / Making a Plan for Ourselves as Readers: Students will track the time and
amount they read to gather data for their own reflection. Students will keep a running list of books to read in order to
develop their reading identities and build independence as readers.
Week 6: Book Talks / Partner Talk: Students will understand the importance of book recommendations, begin a
procedure for keeping track of interesting titles, and identify a book that would warrant a “book talk.” Students will jot
down ideas and share with a partner using conversation protocol.
Week 7: Elements of a Story: Students will identify the elements of a story as a strategy for supporting comprehension,
Week 8: Examining Characters: Students will compare and contrast characters to develop a deeper understanding of
the text.
Week 9: Reviewing Reading Data / Uncovering the Meaning of a Poem: Students will reflect on their reading logs to
better understand their own stamina and pacing and the circumstances that best support their reading. Students will do
a close reading of a poem to determine what the poet is really saying.
Week 10: Finding the Main Idea in Nonfiction / Setting Goals and Making Plans: Students will determine the main
idea of a text by using their knowledge of features and structures. Students will reflect on themselves as readers and set
goals for their future reading work.
Assessment Plan
Assessments to Measure Student’s Understanding ● Formal Assessments: Benchmark Assessments, F&Ps, Unit Tests, Quizzes, Exit Tickets, or Project Reports ● Informal Assessments: Observations, Anecdotal Notes, Participations, Reader’s Notebooks
Instructional Resources
Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Launching Readers Workshop ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/); ReadWorks,
ReadTheory; ReadingA-Z; BrainPop
Interdisciplinary Connections 21st Century Life and Careers Technology Standards
● Math (sequencing, directionality,
positional words).
● Social Studies
● Music
● Physical Movement
● Technology
● CRP1. Act as a responsible and
contributing citizen and employee.
● CRP2. Apply appropriate academic
and technical skills.
● CRP3. Attend to personal health and
financial well-being.
● CRP4. Communicate clearly and
effectively and with reason.
● CRP5. Consider the environmental,
social and economic impacts of
decisions.
● CRP6. Demonstrate creativity and
innovation.
● CRP7. Employ valid and reliable
research strategies.
● CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
● CRP9. Model integrity, ethical
leadership and effective
management.
● CRP10. Plan education and career
paths aligned to personal goals.
● CRP11. Use technology to enhance
productivity.
● CRP12. Work productively in teams
while using cultural global
competence.
● 8.1 Educational Technology: All
students will use digital tools to
access, manage, evaluate, and
synthesize information in order to
solve problems individually and
collaborate and to create and
communicate knowledge
● 8.2 All students will develop an
understanding of the nature and
impact of technology,
engineering, technological
design, computational thinking
and the designed world as they
relate to the individual, global
society, and the environment.
Grade 5 Curriculum Map
Unit
Name: Unit 2 - Fiction
Timeline: 8-10 Weeks
Standards Reading:
Foundational Skills
Reading:
Literature
Reading:
Informational Writing Language
Speaking and
Listening
● RF.5.3
● RF.5.4
● RL.5.1
● RL.5.2
● RL.5.3
● RL.5.4
● RL.5.5
● RL.5.6
● RL.5.9
● RL.5.10
● W.5.10 ● L.5.4
● L.5.6
● SL.5.1
● SL.5.4
● SL.5.6
District Desired Results
Unit Overview By reading and studying different types of fiction (fantasy, traditional, and realistic), students will develop an
understanding of various forms, features, and purposes of fiction. Their reading of fiction texts will be enhanced by
an understanding of the narrative structure, story elements, and themes associated with each particular type of fiction
writing. Students will also learn and apply specific reading skills and strategies that will enable them to visualize
magical lands, infer characters’ feelings and traits, identify the author’s message, and actively engage with the texts
they read.
Enduring Understanding ● Good readers compare, infer, synthesize, and
make connections to make text personally
relevant and useful.
● Effective readers seek out text for their own
interest and enjoyment, and to gather information.
Essential Questions ● How do readers construct meaning from text?
● What reading comprehension strategies will be
most effective in different text situations?
Content (Teaching Points)
● Text and Genre Features / Structure
● Using Schema
● Questioning
● Visualizing
● Making Inferences
● Determining Importance
● Synthesizing
● Monitoring and Repairing Comprehension
● Finding Word Meaning (Vocabulary)
● Speaking to Communicate (Speaking and
Listening)
● Listening and Responding (Speaking and
Listening)
● Engaging in Discussion / Collaborating (Speaking
and Listening)
Skills (What Students Will Learn to Do)
● Recognize the features of common types of fiction
texts; fantasy, realistic, and traditional literature
(e.g. folktales, fables, fairy tales, myths)
● Draw inferences and cite evidence from the text to
support analysis.
● Identify the chronological text structure of fiction
stories and techniques for showing the passage of
time.
● Identify how a story’s plot is comprised of a series
of scenes that cause character change and lead to
resolution of the conflict.
● Explain the plot structure in a fiction text and how
the parts fit together to form the whole story.
● Determine the meaning of nonliteral words and
phrases as they are used in a text.
● Monitor for understanding and use fix-up
strategies to clear up confusion.
● Ask questions to clarify thinking and deepen
understanding.
● Compare and contrast the experience of reading a
drama versus seeing it performed live.
● Explain how an author’s point of view is
conveyed and its effect on the tone and mode of a
text.
● Distinguish between text features and story
elements in a narrative fiction text and a drama.
● Determine the theme of a text and how it is
conveyed through textual details.
● Compare and Contrast two texts (historical fiction
and drama) in terms of their approaches to similar
topics or themes.
Vocabulary/Key Terms
● Refer to pages 9-11 in Reading Fundamentals:
Fiction for grade level appropriate vocabulary.
Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested
ideas to modify instruction. All modifications and
accommodations should be specific to each
individual child’s IEP.) reduce / revise
assignments and assessments as per IEP; provide
individual and small group help; notes and study
guides; provide background knowledge
● Gifted and Talented Students: provide additional
enrichment activity involving demonstrating
knowledge; deeper research to to answer a higher
level question; or complimentary assignment
● ELL Students: use consistent, simplified language;
provide bilingual partner when appropriate;
provide cooperative learning opportunities; use
modeling; use visual aids and manipulatives
● Struggling Students: provide less distracting
seating if possible; frequent check-ins by teacher;
study guides; notes
Teacher Learning Plan
Weekly Learning Plan/Diary Map
Week 1: What is Fiction? / The Structure of Fiction: Students will learn that the purpose of all types of fiction is to
entertain readers. Students will pay attention to the overall structure and how scene changes signal chronological
movement.
Week 2: Elements of a Story / Analyzing Characters: Students will identify elements as they read and develop their
thinking about them. Students will identify details that reveal the characters’ traits.
Week 3: Exploring Point of View: Students will consider how who is telling the story affects what story is told.
Week 4: Historical Fiction / Examining a Modern-Day Fairy Tale: Students will notice the effect the historical setting
has on the characters and conflict. Students will identify and discuss the features and message of a fairy tale.
Week 5: Identifying Theme: Students will consider which themes are addressed in a realistic fiction story.
Week 6: Building the World of the Story / Passing Time / Words Can Make Time Pass!: Students will pay attention
to the elements of a story and ask questions to check for understanding as they begin a story. Students will identify a
variety of ways that writers signal time passing to build their understanding of a story. Students will identify temporal
words, phrases, and sentences that show the passage of time.
Week 7: Characters Come in All Shapes and Sizes / Examining Conflict: Students will identify different types of
characters and examine the changes that happen to round, dynamic characters in a story. Students will analyze fiction
stories to identify the type of conflict present in order to understand how it affects the plot and characters.
Week 8: Examining Plot Structure: Students will create a visual representation of a plot diagram to understand plot
development and to monitor and deepen their understanding.
Week 9: Navigating a Play / Dealing With Difficulty: Students will determine how the elements of drama and the
elements of a story are portrayed in a play. Students will determine the meaning of unfamiliar words.
Week 10: Uncovering Theme / Comparing Theme Across Texts: Students will determine a theme of a fiction story by
analyzing details of the text. Students will compare stories and their connection to a shared theme.
Assessment Plan
Assessments to Measure Student’s Understanding ● Formal Assessments: Benchmark Assessments, F&Ps, Unit Tests, Quizzes, Exit Tickets, or Project Reports ● Informal Assessments: Observations, Anecdotal Notes, Participations, Reader’s Notebooks
Instructional Resources
Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Fiction ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/), ReadingA-Z,
BrainPop, ReadWorks, ReadTheory
Interdisciplinary Connections 21st Century Life and Careers Technology Standards
● Math (sequencing, directionality,
positional words).
● Social Studies
● Music
● Physical Movement
● Technology
● CRP1. Act as a responsible and
contributing citizen and employee.
● CRP2. Apply appropriate academic
and technical skills.
● CRP3. Attend to personal health and
financial well-being.
● CRP4. Communicate clearly and
effectively and with reason.
● CRP5. Consider the environmental,
social and economic impacts of
decisions.
● CRP6. Demonstrate creativity and
innovation.
● CRP7. Employ valid and reliable
research strategies.
● CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
● CRP9. Model integrity, ethical
leadership and effective management.
● CRP10. Plan education and career
paths aligned to personal goals.
● CRP11. Use technology to enhance
productivity.
● CRP12. Work productively in teams
while using cultural global
competence.
● 8.1 Educational Technology: All
students will use digital tools to
access, manage, evaluate, and
synthesize information in order to
solve problems individually and
collaborate and to create and
communicate knowledge
● 8.2 All students will develop an
understanding of the nature and
impact of technology, engineering,
technological design,
computational thinking and the
designed world as they relate to
the individual, global society, and
the environment
Grade 5 Curriculum Map
Unit
Name: Unit 3 – Nonfiction
Timeline: 8-10 Weeks
Standards Reading:
Foundational Skills
Reading:
Literature
Reading:
Informational Writing Language
Speaking and
Listening
● RF.5.3
● RF.5.4
● RI.5.1
● RI.5.2
● RI.5.3
● RI.5.4
● RI.5.5
● RI.5.6
● RI.5.7
● RI.5.8
● RI.5.9
● RI.5.10
● W.5.10 ● L.5.4
● L.5.6
● SL.5.1
District Desired Results
Unit Overview Students will develop passions for locating information, finding answers, and deepening their understanding about
the nonfiction topics they are reading and learning about. This unit will help students learn and apply specific
reading skills and strategies that will enable them to discover facts, identify big ideas, and learn new information
about the topics they are reading about. It will also address the challenges of reading nonfiction, as well as ways to
work through difficult text - essential skills for any reader.
Enduring Understanding ● Knowledge of a text’s characteristics, features,
and structures facilitate the reader’s ability to
make meaning from a text.
● Good readers select and apply strategies to
enhance their comprehension.
Essential Questions ● How does understanding a text’s structure help me
create meaning?
● What do readers do when they do not understand
everything in a text?
Content (Teaching Points)
● Text and Genre Features / Structure
● Using Schema
● Questioning
● Visualizing
● Making Inferences
● Determining Importance
● Synthesizing
● Monitoring and Repairing Comprehension
● Finding Word Meaning ( Vocabulary)
● Speaking to Communicate (Speaking and
Listening)
● Listening and Responding (Speaking and
Listening)
● Engaging in Discussion / Collaborating (Speaking
and Listening)
Skills – (What Students Will Learn To Do)
● Identify different types of nonfiction texts.
● Activate prior knowledge and makes connections
before, during, and after reading nonfiction texts.
● Recognize and uses text features to determine
importance and deepen understanding of
nonfiction texts.
● Identify main ideas and key supporting details in
nonfiction texts.
● Identify key signal words and elements of
nonfiction text structures (Description, Compare
and Contrast, Chronological, Problem and
Solution, Cause and Effect).
● Identify facts within literary nonfiction.
● Use a variety of strategies to figure out unfamiliar
words while reading.
● Monitor for understanding and use fix-up
strategies to clear up confusion.
● Make inferences to identify big ideas in nonfiction
texts.
● Synthesize ideas across multiple texts on the same
subject.
Vocabulary/Key Terms
● Refer to pages 9-11 in Reading Fundamentals:
Nonfiction for grade level appropriate
Modifications: Support and Enrichment ● IEPs and 504 Students: (These are just suggested ideas
to modify instruction. All modifications and
accommodations should be specific to each individual
vocabulary. child’s IEP.) reduce / revise assignments and
assessments as per IEP; provide individual and small
group help; notes and study guides; provide
background knowledge
● Gifted and Talented Students: provide additional
enrichment activity involving demonstrating
knowledge; deeper research to to answer a higher
level question; or complimentary assignment ● ELL Students: use consistent, simplified language;
provide bilingual partner when appropriate; provide
cooperative learning opportunities; use modeling; use
visual aids and manipulatives ● Struggling Students: provide less distracting seating if
possible; frequent check-ins by teacher; study guides;
notes
Teacher Learning Plan
Weekly Learning Plan/Diary Map
Week 1: Introduction to Nonfiction / The Look of Reference Nonfiction: Students will learn about the different types
of nonfiction and the unique elements within various texts. Students will pay attention to common features to help them
navigate and make meaning of texts.
Week 2: Structures of Nonfiction: Students will identify and understand different text structures to comprehend
nonfiction texts.
Week 3: How Do We Read Nonfiction / Unlocking Unfamiliar Vocabulary: Students will ask questions to activate
prior knowledge, build understanding, and monitor comprehension. Students will use context clues and background
information to determine the meaning of unfamiliar words.
Week 4: Determining Author’s Purpose / Identifying the Main Idea: Students will consider how identifying an
author’s purpose helps them learn about a topic. Students will identify the main idea and supporting details in a
nonfiction text.
Week 5: How We Check For Understanding: Students will demonstrate their understanding of a text by summarizing
key ideas.
Week 6: The Process of Reading Nonfiction / Navigating Nonfiction: Students will use questioning to activate
background knowledge and build understanding during and after the read. Students will use text features to build their
understanding and deepen their comprehension.
Week 7: Determining the Main Idea: Students will identify the main idea and supporting details in a selected text.
Week 8: Problem and Solution Text Structure / Cause and Effect Text Structure / Chronological Structure: Students
will use text clues, or signal words, to identify the problem and solution structure and support comprehension. Students
will use text clues, or signal words, to identify the cause and effect structure and support comprehension. Students will
identify key events that illustrate the significance of a featured person’s life.
Week 9: Sifting Through Literary Nonfiction / Building Vocabulary: Students will extract factual information from a
story. Students will use strategies to figure out unknown words.
Week 10: Dealing With Difficulty / Growing Our Thinking: Students will focus on identifying confusion and using
fix-up strategies in order to repair comprehension. Students will visit two texts about a shared topic and sort through
similarities and differences to develop big ideas about the topic.
Assessment Plan
Assessments to Measure Student’s Understanding ● Formal Assessments: Benchmark Assessments, F&Ps, Unit Tests, Quizzes, Exit Tickets, or Project Reports ● Informal Assessments: Observations, Anecdotal Notes, Participations, Reader’s Notebooks
Instructional Resources
Teacher Resources ● Core Program: Schoolwide Fundamentals: Reading: Nonfiction ● Supplemental Program: iReady, NewsELA, Guided Reading Books (Scholastics), ● Additional and Alternative Materials and Resources: Teacher Tube (https://www.teachertube.com/); ReadWorks,
ReadTheory, ReadingA-Z; BrainPop
Interdisciplinary Connections 21st Century Life and Careers Technology Standards
● Math (sequencing, directionality,
positional words).
● Social Studies
● Music
● Physical Movement
● Technology
● CRP1. Act as a responsible and
contributing citizen and employee. ● CRP2. Apply appropriate academic
and technical skills.
● CRP3. Attend to personal health and
financial well-being.
● CRP4. Communicate clearly and
effectively and with reason.
● CRP5. Consider the environmental,
social and economic impacts of
decisions.
● CRP6. Demonstrate creativity and
innovation.
● CRP7. Employ valid and reliable
research strategies.
● CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
● CRP9. Model integrity, ethical
leadership and effective
management.
● CRP10. Plan education and career
paths aligned to personal goals.
● CRP11. Use technology to enhance
productivity.
● CRP12. Work productively in teams
while using cultural global
competence.
● 8.1 Educational Technology: All
students will use digital tools to
access, manage, evaluate, and
synthesize information in order to
solve problems individually and
collaborate and to create and
communicate knowledge
● 8.2 All students will develop an
understanding of the nature and
impact of technology, engineering,
technological design, computational
thinking and the designed world as
they relate to the individual, global
society, and the environment