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Page 1: Treasures Resources - Brevard County
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Page 3: Treasures Resources - Brevard County

SCHOOL BOARD OF BREVARD COUNTY Educational Services Facility

2700 Judge Fran Jamieson Way Viera, Florida 32940-6601

Janice Kershaw, Chairman

Amy Kneessy, Vice Chairman Larry Hughes Robert Jordan

Dr. Barbara A. Murray

SUPERINTENDENT Dr. Richard A. DiPatri

NONDISCRIMINATION NOTICE

It is the policy of the School Board of Brevard County to offer the opportunity to all students to participate in appropriate programs and activities without regard to race, color, gender, religion, national origin, disability, marital status, or age, except as otherwise provided by Federal or by Florida state law.

A student having a grievance concerning discrimination may contact:

School Board of Brevard County 2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601 (321) 633-1000

It is the policy of the School Board of Brevard County not to discriminate against employees or applicants for employment on the basis of race, color, religion, sex, national origin, participation and membership in professional or political organizations, marital status, age, or disability. Sexual harassment is a form of employee misconduct which undermines the integrity of the employment relationship, and is prohibited. This policy shall apply to recruitment, employment, transfers, compensation, and other terms and conditions of employment.

An employee or applicant having a grievance concerning employment may contact:

School Board of Brevard County 2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601 (321) 633-1000

This publication or portions of this publication can be made available to persons with disabilities in a variety of formats, including large print, Braille or audiotape. Telephone or written requests should include your name, address, and telephone number. Requests should be made to Kim Riddle, Exceptional Education Projects, 631-1911, extension 535, at least two (2) weeks prior to the time you need the publication.

Dr. Richard A. DiPatri Superintendent

Brevard Public Schools

Ms. Brenda Blackburn Associate Superintendent,

Division of Curriculum and Instruction

Equity Coordinator

Ms. Lynn Spadaccini, Director Office of Elementary Programs

Ms. Eva Lewis, Director ESE Program Support Services

ADA/ Section 504 Coordinator

Ms. Susan Standley, Director Office of Compensation & Benefits

Ms. Joy Salamone, Director Human Resources Services and Labor

Relations

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The Treasures of Literacy Success An Implementation Guide for Macmillan/McGraw-Hill Reading Treasures

Summer 2008 Coordinators

Jennifer Cockrell Elementary Language Arts Resource Teacher

Deborah Wood Elementary Reading Facilitator

Writing Team Whitney Augustine Longleaf Elementary

Angela Doucette Tropical Elementary

Janice Sante Christa McAuliffe Elementary

Patricia Barber Riverview Elementary

Lisa Freeman Oak Park Elementary

Suzanne Tridnivka Sabal Elementary

Jamie Bates

Manatee Elementary Rita Hays

Columbia Elementary Donna Vanaselja

Sherwood Elementary

Roseann Bennett Andersen Elementary

Melissa Long Palm Bay Elementary

Cynthia Vanderpool Williams Elementary

Margaret Biery

Challenger 7 Elementary Barbara Martin

Jupiter Elementary Peggy White

Audubon Elementary

Sandra Blass Suntree Elementary

Michelle Miller Discovery Elementary

Obeth Diaz

Apollo Elementary Jessica Pokorny

Lewis Carroll Elementary

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Treasure Map Coordinates Table of Contents

◊ 7 Components of Literacy 9

◊ An Instructional Model ♦ 90-Minute Reading Block ♦ Language Arts ♦ Integrating Science and Social Studies ♦ Reading Activities

15

◊ Assessment ♦ What is Assessment? ♦ Assessment to Inform Instruction ♦ District Required Assessments ♦ Running Records

25

◊ Differentiated Instruction ♦ Elements of Differentiated Instruction ♦ Extension and Intervention ♦ Response to Intervention Model (RtI)

41

◊ Home-School Connection 45

◊ Technology with Treasures 47

◊ Components, Pacing Guides, Instructional Templates, Standards

♦ Kindergarten 49 ♦ 1st Grade 59

♦ 2nd Grade 69

♦ 3rd Grade 79

♦ 4th Grade 89

♦ 5th Grade 99

♦ 6th Grade 109

◊ Resources and Information ♦ Literacy Level Correlations ♦ Accelerated Reader/ Reading Counts ♦ I Do, We Do, You Do Model ♦ Comprehension Skills and Strategies ♦ Comprehension Strategies that Good Readers Use ♦ Thoughts that Come to Mind While Reading ♦ 12 Gems of Comprehension ♦ Graphic Organizers ♦ Reciprocal Teaching ♦ Think Alouds ♦ QAR ♦ Multi-Syllable Words ♦ Fry’s First 300 Sight Words ♦ Strategy Notebook

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◊ Glossary 139

◊ A Note to Administrators 5

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Expedition Leaders A Note to Administrators

“Principals foster the development of a school learning climate conducive to teaching and learning by establishing positive expectations and standards”

~Joseph Murphy, Leadership for Literacy, 2004 Learning to read is the foundation for all other learning. The National Institute for Literacy’s Partner-ship for Reading (2000) states that, “Success in school starts with reading.” In order to meet the dis-trict’s strategic goals of ensuring that every student will be reading on grade level and that Brevard third graders will be first among their peers in the state in 2010, administrators must foster support of a quality researched-based reading program. As instructional leaders, principals and assistant princi-pals play a vital role in the successful implementation of a new program. Keys to Success:

• Keep Literacy a priority with attention to Brevard’s Strategic Plan and other content-area objectives.

• Expect Macmillan/McGraw-Hill Treasures, our research-based core reading program, to be implemented with fidelity.

• Establish Non-negotiables and a common language for literacy instruction through the use of the Instructional Routines set forth in the Treasures program.

• Require that all students receive their initial reading instruction during the uninterrupted 90-minute reading block, as required by State Board Rule 6A-6.053.

• Establish a process so that intervention and enrichment instruction is provided and moni-tored as outlined in the Brevard Comprehensive K-12 Reading Plan.

• Use Quality Indicators, exemplars, and best practices of literacy instruction to guide teach-ers to teach the Sunshine State Standards with rigor and relevance.

• Utilize resources such as reading coaches, ESE teachers, or Title I reading teachers to provide support in implementing best practices, modeling, reading leadership team initia-tives, and site-based professional development initiatives, which support School Improve-ment Goals.

Effective Core Instruction (ECI): 80% of the student population’s reading instructional needs should be met during the state-required uninterrupted 90-minute reading block through Effective Core Instruction, which is defined as:

• Systematic and Explicit • Standards-Based • Differentiated • Structured with Instructional Routines • Monitored by Multiple Measures • Proactive and Preventative

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Strategic Intervention Instruction: 15% of the student population’s reading instructional needs must be met through Strategic Interven-tion to address the gaps in their learning. These students need additional time above the 90 minutes of required reading instruction to acquire grade-level proficiency. Strategic Intervention Instruction should include the following:

• Diagnostic and Prescriptive Formats • Targeted Skill Instruction • High Intensity, High Efficiency Lessons • Fast-Paced Interaction • Immediate Corrective Feedback • Bi-weekly Progress Monitoring

Effective Intervention Instruction (EII): 5% of the student population will need a comprehensive and intensive intervention in order to inter-vene and promote more than one year of academic growth. Effective Intervention Instruction (EII) must be delivered through a Comprehensive Intervention Reading Program (CIRP) which is:

• Research Based • Scripted and Requires Rapid Student Response • Scaffolded with Strong Routines • Delivered with High Intensity, High Efficiency • Monitored through Frequent Progress Monitoring

Assessment Treasures is front-loaded for FCAT Success. All FCAT tested skills are taught by the 20th week of in-struction. FCAT lessons are embedded throughout the core program. Formal assessment opportuni-ties are built into the Brevard Treasures Assessment Guide. These are also linked to the Brevard Comprehensive K-12 Reading Plan Assessment Decision Trees. Teachers have the option to use other Macmillan Resources for weekly assessment and progress monitoring. In addition, Scholastic Reading Inventory and DIBELS provide teachers with data needed to make informed instructional de-cisions. District Required Assessments

• Screening Assessments - Placement Test/Running Record, K Literacy Survey (Initial), DIBELS/FORF and SRI (Grades 2-6)

• Progress Monitoring Assessments of the Sunshine State Standards- District Reading As-sessments 1, 2, and 3, K Literacy Survey (Assessments 1-3)

• Progress Monitoring of Reading Process- DIBELS/FORF, Running Records and SRI (2-6) Instructional Model The 90-minute reading block should not be interrupted. Teachers should be using both whole and small group instruction methods daily to teach the five components of Reading. Additional Language Arts time should be included in the daily schedule, outside the reading block. Whole Group Instruction (daily)

• Weekly themes are connected to other content areas. • Weekly phonics instruction (K-2) includes phonemic awareness tied to phonics and focus

on word building.

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• Weekly vocabulary instruction routines are established and incorporate strategies for read-ing comprehension.

• Weekly comprehension strategies and skills are re-taught using the gradual release model.

Small Group Instruction (daily) • Management styles will vary, but will demonstrate the teacher’s ability to engage students

in all areas of the classroom. • Teacher will be seated at a table with a small group (up to 6 students) facing the entire

classroom to monitor student work. • Groups should be flexible according to student strengths and weaknesses. • Direct instruction is delivered using student editions and other resources such as large and

small alphabet sound and spelling cards, leveled readers, graphic organizers, classroom library selections, etc.

Differentiated Instruction Data from assessments should be used to inform and modify instruction to meet student needs. Working in teacher-led small groups allows the teacher to address specific skills areas in which stu-dents need additional instruction, practice, reinforcement or extension. It is important to use both for-mal and informal assessments on an ongoing basis. Groups should be fluid and flexible and based on individual student instructional needs. The 6th week review is a necessary component of the Treas-ures program. During this week teachers can collect and interpret data to drive instruction and deter-mine necessary small group changes. In addition, teachers should use this time to review previously taught skills and provide students with activities that focus on higher level thinking skills. Teacher Resources: (within the 90-minute block)

• Leveled Readers- Approaching, On, Beyond and ELL • Leveled Reader Practice • Decodable Readers- K-2 (Set of 6 per title) • Decodable Text- 3-6 (BLM) • Take Home Readers (BLM) • Online Leveled Reader Database • Listening Library CD’s for Main Selection • Listening Library CD’s for Leveled Readers • Letter and Sound/Spelling Cards • Sound Boxes • High Frequency Cards • Oral Language Vocabulary Cards • Retelling Cards • Workstation Flipcharts • Fluency Solutions Leveled Practice CD’s • Times for Kids • Graphic Organizers • Additional Small Group Lessons in Resource Section of TE

Intervention Resources: (for students requiring Tier 2 or Tier 3 intervention outside the 90-minute block)

• Triumphs • Voyager • Earobics • Reading Mastery • Barton • Other supplemental and comprehensive reading intervention programs

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A Wealth of Knowledge 7 Components of Literacy

Macmillan/McGraw-Hill Treasures was selected to meet Brevard Public Schools’ need for a high-quality K-6 Comprehensive Core Reading Program. Treasures includes research-based practices to guide instruction of the 7 components of literacy. These include the five compo-nents of Reading (Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension) along with Listening/Viewing/Speaking and Writing. The program builds from kindergarten to sixth grade, incorporates small and whole group in-struction, and is linked to the district-required assessments. Treasures is designed to address all tested benchmarks by the 20th week of instruction, before the FCAT assessment window, and provides opportunities for students to demonstrate mastery of these benchmarks. The successful implementation of a research-based program is reliant on the fidelity of the program’s use by teachers. Fidelity is defined as implementation that mirrors the researched methods included in the program. In order for the researched practices to be effective, all Treasures units should be taught in sequence. It is vital for teachers to maintain fidelity to the Treasures program to ensure that students achieve their highest potential.

Phonological/Phonemic Awareness

• What is phonological/phonemic awareness? ◊ Phonological awareness is the auditory and oral manipulation of sounds. It refers

generally to the awareness of words, syllables, or phonemes (individual speech sounds). It does not involve any form of print, only sounds.

◊ Phonemic awareness is a subset of phonological awareness. It refers specifically to the awareness of individual spoken sounds in words such as /s/ /i/ /t/ in sit. Pho-nemes are the smallest unit of the spoken language. Instruction in phonemic aware-ness involves teaching children to focus on and manipulate sounds in spoken words and syllables.

• Why should I teach phonemic awareness?

In order for children to read words fluently, spell words, and comprehend text, they first must be able to understand that spoken words are made up of phonemes, or individual sounds. The National Reading Panel suggests that phonemic awareness should be taught as one compo-nent of a comprehensive reading program.

• When should I teach phonemic awareness? Phonemic awareness should be found as part of a primary reading program (K-2) and can be included in both whole and small group instruction. However, phonemic awareness may be necessary for remediation of struggling readers in intermediate grades. This should be done within a small group or individually.

• Resources and Strategies for Best Practices Treasures Teacher’s Editions (Grades K-2) specifically address phonemic awareness in whole and small group instruction. Some activities include:

◊ Games ◊ Songs

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◊ Letter cards (Grades K-2) ◊ Photo cards (Grades K-2) ◊ Sound boxes (Grades K-2) ◊ Additional Lessons/Resources tab (TE) (Grades K-1) ◊ Teacher’s Resource book ◊ Instructional Routine Card 1(Instructional Navigator) ◊ Buggles and Beezy (networked) ◊ Florida Center for Reading Research website: www.fcrr.org ◊ LEaRN Network website: www.justreadflorida.org/learn

Phonics

• What is phonics? The National Reading Panel (2006) defines phonics as understanding how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns. It also in-cludes how students apply this knowledge in their reading and writing.

• Why should I teach phonics? The purpose of phonics is to teach students that there is a relationship between sounds and letters. These relationships are used to teach students reading and writing, specifically decod-ing and spelling.

• When should I teach phonics? Research shows that phonics instruction is most effective when it is done systematically. Ac-cording to the Florida Center for Reading Research, phonics instruction that is systematic, ex-plicit, and incorporates appropriate guided and independent practice activities typically leads to higher achievement in word recognition and spelling. Treasures addresses phonics in grades K-6 with instruction for primary grades daily and intermediate grades 2-3 times per week.

• Resources and Strategies for Best Practices There are many resources available to teachers using the Treasures program. These re-sources include:

◊ Decodable text ◊ Letter cards (Grades K-2) ◊ Sound boxes (Grades K-2) ◊ Instructional Routines card 2 (Instructional Navigator) ◊ Literacy Workstation Flipchart ◊ Additional Lessons/Resources tab (TE) ◊ Buggles and Beezy (networked) ◊ www.fcrr.org ◊ www.macmillanmh.com

Fluency

• What is fluency? Fluency refers to the ability to read text quickly (rate and automaticity), accurately, and with proper expression (prosody).

• Why should I teach fluency? Fluency is critical because it serves as a bridge between decoding and comprehending. Stu-dents who have comprehension difficulties often struggle with fluency. Fluency problems can indicate a variety of reading concerns.

• When should I teach fluency? Fluency should be incorporated daily in all grade levels. This can be accomplished through

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modeling and practice and should focus on all three components of fluency. Treasures pro-vides daily opportunities for fluency instruction and practice either in whole or small group.

• Resources and Strategies for Best Practices Because fluency instruction and practice occurs several times a week, Treasures offers many resources available to teachers. These include:

◊ Interactive Read-Aloud Anthology • Teacher read-aloud • Readers’ Theatre

◊ Fluency practice pages ◊ Fluency transparencies (Instructional Navigator) ◊ Audio CDs ◊ Leveled Readers

• Echo reading ◊ Student Book

• Partner, choral and cloze practice • Teacher modeling

◊ Instructional Routine Card 5 (Instructional Navigator) ◊ Literacy Workstation Flipchart ◊ Fluency Solutions CD (Grades1-6) ◊ Additional Lessons/Resources tab (TE) ◊ www.macmillanmh.com

Comprehension

• What is comprehension? The primary goal of reading instruction is comprehension. Comprehension involves the under-standing of text. It is an active process that requires an intentional and thoughtful interaction between the reader and the text (National Reading Panel 2006).

• Why should I teach comprehension? Comprehension is the main goal of a reading program and is necessary for the understanding of content area material as well. A teacher’s goal should be to assist students in becoming independent, active, and engaged readers that use multiple strategies as they read.

• When should I teach comprehension? Comprehension should be taught in all grade levels before, during, and after reading.

• Resources and Strategies for Best Practices Treasures offers a number of resources and strategies that have been shown to improve read-ing comprehension. These include:

◊ Think alouds and modeling (Think Clouds) ◊ Graphic organizers ◊ Student Book: Teach-Read ◊ Guided practice ◊ Leveled Readers ◊ Comprehension Transparencies (Instructional Navigator) ◊ Additional Lessons/Resources tab (TE) ◊ Time for Kids ◊ Foldables ◊ Literacy Workstation Flipchart ◊ Retelling cards (K-2) ◊ www.macmillanmh.com

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Vocabulary

• What is vocabulary? Vocabulary focuses on words and their meanings. Vocabulary is more than just basic sight words; it includes the understanding of words orally and in print. Vocabulary development should include words that are rich in meaning and are meaningful to the students.

• Why should I teach vocabulary? The ultimate goal of vocabulary instruction, within the context of reading instruction, is to help students learn the meanings of many words in order to improve reading comprehension.

• When should I teach vocabulary? New vocabulary is introduced weekly in all grade levels. Treasures uses Isabel Beck’s routine of Define, Example, Ask. In addition, these new vocabulary words are practiced and used daily. Teachers should also build vocabulary skills before, during, and after reading.

• Resources and Strategies for Best Practices

Effective teachers of vocabulary use many resources and strategies to enhance vocabulary development. Treasures provides multiple exposures to new vocabulary through many differ-ent activities. These can be found in:

◊ Instructional Routines cards 7 and 8 (Instructional Navigator) ◊ Leveled Readers ◊ Student Book: Teach-Read ◊ Oral vocabulary cards (Grades K-2) ◊ Vocabulary Transparencies (Instructional Navigator) ◊ Foldables ◊ Additional lessons/resources tab (TE) ◊ Literacy Workstation Flipchart ◊ www.macmillanmh.com

Listening/Viewing/Speaking

• What is listening/viewing/speaking? Listening/viewing/speaking involves the ability to listen and speak effectively as well as ana-lyze and evaluate information that is presented.

◊ Listening skills include comprehending what is heard and listening for a variety of purposes.

◊ Viewing skills include comprehending main ideas and messages in images and multimedia.

◊ Speaking skills include speaking formally and conversationally as well as using the appropriate volume and effective grammar. Additional skills for speaking include formulating and asking clarifying questions.

• Why should I teach listening/viewing/speaking?

Listening/viewing/speaking are necessary skills for students to have in order to effectively com-municate and comprehend oral, visual, and written material. Practice with these skills also builds background knowledge and enhances vocabulary.

• When should I teach listening/viewing/speaking? Listening/viewing/speaking skills should be incorporated daily into instruction. These skills are introduced with increasing sophistication in each grade level.

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• Resources and Strategies for Best Practices Students have many opportunities to practice listening/viewing/speaking several times each day. Treasures offers specific resources to help teachers:

◊ Talk About It (beginning of Unit in TE) ◊ Interactive Read-Aloud Anthology ◊ Listening Library ◊ Student Book and CD ◊ Instructional Routine cards 9 and 10 (Instructional Navigator) ◊ Fluency Solutions (Grades 1-6) ◊ Different Genres

• Time For Kids • Poetry • Letters • Articles

◊ Literacy Workstation Flipchart ◊ www.macmillanmh.com

Writing

• What is writing? Writing is the ability to effectively communicate in a written form. It allows students to transfer thoughts and ideas to written text.

• Why should I teach writing? Writing is necessary for students to effectively communicate beyond the classroom.

• When should I teach writing? Writing can be done within the 90-minute reading block if it is in response to reading. The writing process (introduction of skills, editing, and revising) should be taught during a des-ignated daily Language Arts time outside of the 90-minute Reading block.

• Resources and Strategies for Best Practices The district guidelines for writing instruction are available in the Piece by Piece, Developing the Craft, Developing Ideas, and Extreme Makeover documents. These can be accessed through the Brevard Public Schools website Teacher Portal under “Handbooks and Documents”. In addition, Treasures has many opportunities for practice and instruction including:

◊ Weekly Writer’s Craft lessons ◊ Daily Writing Prompts ◊ Literacy Workstations Flipchart ◊ Writing Transparencies (Instructional Navigator) ◊ Daily Language Activities (Instructional Navigator) ◊ End of Story Comprehension Checks (Student Book) ◊ Unit Writing Workshop

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Mapping Out the Journey An Instructional Model

Language Arts Instruction It is recommended that teachers incorporate 60 minutes of Language Arts daily. Instruction of Gram-mar, Writing, Spelling, and Handwriting should occur during this time. Explicit instruction of these sub-jects should be followed by opportunities for application. District-required assessments include Lan-guage Arts questions based on the skills included in the Treasures daily lesson plans. Instruction of Language Arts should occur outside of the 90-minute Reading block. The Macmillan/McGraw-Hill Treasures Spelling and Grammar components are the district-adopted texts for these subject areas. Teachers should refer to the lessons and practice pages located within Treasures for planning instruction. The Instructional Navigator CD has a variety of transparencies and blackline resources for teachers. Handwriting instruction should be part of the weekly instructional routine. The district-adopted pro-gram for handwriting is Scott Foresman D’Nealian. All students should be instructed using this pro-gram, unless a student has an IEP for occupational therapy with alternate programs. 90-minute Uninterrupted Reading Block According to State Board Rule 6A-6.053, schools are required to implement a daily uninterrupted 90-minute reading block. During the 90-minute reading block, the teacher’s priority should be focused on the five major components of reading and on teaching targeted skills and strategies. Treasures pro-vides materials that are aligned with instruction and sequenced to provide application and practice of skills taught previously during small flexible groups and whole group instruction. The 90-minute block encompasses whole and small group reading instruction. Approximately 30 min-utes should be spent on whole group instruction and 60 minutes should be spent on small group in-struction. Whole Group Instruction Whole group instruction allows a teacher to introduce and model new concepts, practice concepts not yet mastered, and review previously taught concepts. This type of instruction should occur daily. Whole group instruction is appropriate instruction for all learners and has been incorporated into each Treasures lesson. This instructional approach utilizes explicit and structured teaching routines. The lessons are fast-paced, students are academically engaged, and teachers are enthusiastically deliver-ing instruction. This portion of the 90-minute reading block ensures that all students are exposed to grade-level Sunshine State Standards. Small Group Instruction Using small group instruction is a highly effective way to differentiate instruction. Small groups should occur daily and take up the majority of the 90-minute reading block. Teachers should provide instruc-tion that is data-driven and aligns with student needs. They should deliver explicit skills instruction with immediate, corrective feedback. Small groups should provide opportunities that focus on a stu-dent’s strengths and needs.

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Management of Small Groups Small groups are a necessary part of an effective reading block. In order to see the results of small group instruction, a teacher must effectively manage small groups. The management of small groups includes determining placement in groups, establishing and following a routine, and providing mean-ingful opportunities for student practice.

• Determining placement in small groups ◊ Data should be used to group students with similar needs. ◊ Groups are created as learning needs arise and are modified as learning

needs change. ◊ The Treasures program uses four terms for grouping students. This can be

determined by using district required assessments or informal classroom assessments.

• Approaching: Students who are working up to one year below grade level. A score below 70% may indicate a student at an ap-proaching level.

• ELL: Students who have been assessed with the Comprehensive English Language Learning Assessment (CELLA) may need this level of support.

• On Level: Students who are working at grade level. A score within the range of 70 – 95% may indicate a student working on level.

• Beyond: Students who are working above grade level. A score within the range of 90-100% may indicate a student working beyond level.

◊ Teacher judgment, based on multiple observations and assessment data, is the final determinant in student placement.

• Establishing and following a routine ◊ All planning, teaching, and practice activities must be managed efficiently to

effectively increase student achievement as reflected by the standards. ◊ Teachers should refer to the Weekly Contracts and Rotation Charts for sug-

gestions and assistance with managing small groups. ◊ Student Routines that answer questions such as “What is expected of me?”

“What to do when I’m finished?” and “Who do I ask for help?” should all be established early in the year.

• Provide meaningful opportunities for practice

◊ Activities should be more than completing worksheets. ◊ Students working independently can create:

• Foldables • Responses to Literature • Additional Reading Activities on pages 19-22 of this guide

◊ Students working independently can practice: • Reading– Leveled Practice • Computer-Based Instruction • Previously Taught Skills • Fluency • Word Work/Vocabulary • Phonics Skills • Additional Reading Activities on pages 19-22 of this guide

Treasures Managing Small Groups: A How-to Guide is an excellent resource that contains more information on all aspects of small group instruction and organization.

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Workstation Activities Treasures provides workstation flipcharts that include eight suggested activities per week for students working independently or cooperatively with other students. Workstations should be activities that practice previously taught skills and do not include activities or concepts that have not been intro-duced. Additional activities for workstations are provided on page 19-22 of this guide. Kindergarten Review Cycle The Kindergarten curriculum provides a 3rd week review cycle within each unit. The 3rd week includes a new main selection that reviews the skills taught. 6th Week Review The 6th week review (grades 1-6) is a necessary component of the Treasures program. During this week teachers can collect and interpret data to drive instruction and determine necessary small group changes. In addition teachers should use this time to review previously taught skills and provide stu-dents with activities that focus on higher level thinking skills. The following is a list of resources and activities that can be used during week six:

• 1st- 5th Grade: ◊ Readers’ Theatre (Read-Aloud Anthology with Plays) ◊ Time for Kids FCAT Edition (Teacher’s Manual included) ◊ FCAT/SAT-10 Test Prep and Practice Book: Skill Specific Practice ◊ Show What You Know: Within the 6th week spiral review section ◊ Theme Project Wrap-Up/ Cross-Curricular Projects (purple pages of TE) ◊ Extensions from Unit ◊ Classroom Library Selections (Additional Lessons/Resources Section) ◊ Unit Tests; 2, 4, 6 ◊ Ongoing Progress Monitoring ◊ Literature Circles ◊ Previous series Leveled Readers (Scott Foresman) ◊ Science/Social Studies Leveled Readers ◊ Reteaching of Reading Skills: Use Comprehension Cards from Triumphs

Section or Instructional Routine Cards from Treasures ◊ Reciprocal Teaching

• 6th Grade:

◊ Readers’ Theatre (Read-Aloud Anthology with Plays) ◊ Test Strategies: Within the 6th week spiral review section ◊ Listening Comprehension section of Unit Test 1 and Unit Test 5 ◊ Unit Tests; 2, 4, 6 ◊ Ongoing Progress Monitoring ◊ Theme Project Wrap-Up/ Cross-Curricular Projects (purple pages in TE) ◊ Extensions from Unit ◊ Classroom Library Selections (Additional Lessons/Resources Section) ◊ The Comprehension Toolkit by Stephanie Harvey & Anne Goudvis (available at

each school site) • Nonfiction Short Text (mostly Time for Kids) • Lessons

◊ Previous series Leveled Readers (Scott Foresman) ◊ Social Studies FCAT Reading Comprehension Practice Workbook ◊ Science Leveled Readers ◊ Literature Circles ◊ Reteaching of Reading Skills: Use Comprehension Cards from Triumphs

Section or Instructional Routine Cards from Treasures ◊ Reciprocal Teaching

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Teacher Students

90 minute READING BLOCK

20-30 Minutes Whole Group Instruction Grade Level Standards

Shared Reading Mini-Lessons relating to

Phonemic Awareness, Phonics, Fluency,

Vocabulary, and Comprehension

60-70 Minutes Small Group Differentiated

Instruction, Reading Assessment, Reading

Conferences

Whole Group Lesson

Reading Group Independent Practice/

Reading Center Activities

60 minutes Language

Arts Instruction

15 minutes

Mini-Lesson on selected daily focus: Grammar, Spelling,

Writing Process, Handwriting, etc.

35 minutes

Writing Workshop: Modeling, Writing

Conferences, Monitoring Writing, etc.

10 minutes Revisit daily focus, discuss

common needs; look ahead to next day’s lesson.

Whole Group Lesson

Independent/ Small Group Writing Activity

Independent Practice of Daily Focus

Peer Review/Editing Writing Conferences

Whole Group Activity

Reading and Language Arts

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Reading Activities Activity Description of Student Work Grade Levels

Audio Books Students listen to audio versions and read along with text of all genres: fiction, nonfic-tion, poetry, songs, etc.

K-6

Author Study Students study a selected author and his work: Biographical information (available in book jackets or in featured author selections in Treasures) Similarities and Differences between works Genres of work by the author

2-6

Block Work Teacher-created Poster with illustration and word in each block. Students copy words related to phonics unit of study, and illustrate. Older students may have words with missing letters presented to them wherein they need to fill in the blanks (relate to target phonics).

K-2

Book/ Story Projects

Students complete projects that further their understanding of story selections or read-alouds. These may include the following: Book reports Models or dioramas with written details from the text as labels Puppets representing the characters with written/cut and paste words from the story Write/ perform a puppet show based on the book. Design a book jacket for the story that displays details or summary through illustrations and written materials. Billboard Ad-Create a billboard-style ad for the book with images and important words

K-6

Buddy Reading Students work in heterogeneous pairs to read appropriate level materials in various gen-res, including: fiction, nonfiction, leveled readers, poetry, songs, etc. Respond to the questions of others. Self-correct when you realize you’ve misread a word. Use different ways to figure out how to pronounce a new word and learn its meaning.

K-6

Business Card Book

Retell the text in your own words in a book with pages the size of a business card. 3-6

Character Analysis

Students analyze characters: Write a description of the character (illustrate). Write/discuss: What makes this character’s personality unique? What causes the char-acter’s behavior? Compare and contrast characters who you think seem like real people with ones who you think are more “cartoonish”. Draw conclusions about events, characters, setting, or content.

3-6

Computer Station

Students work on reading strategies using programs such as Classworks or websites. K-6

Fictional Friends Students discuss or write about: Who of all the characters would you want for a friend? What are some things you would like to discuss with this character? What are some things you and this character could do together? Write a letter to a character from your story or have partners correspond- one as the character, and one as a friend of the character.

1-6

Figurative Language

Students use models to help them create their own examples of figurative language (idioms, similes, metaphors) Matching activities (figurative to literal; phrase to picture) Incomplete examples (the sun was hot as a ______) Phrase bank- Take a simple sentence and rewrite it using a form of figurative language.

3-6

Fluency Students practice to increase: accuracy, prosody (expression), and reading rhythm. Read rhythmic texts such as poetry, songs, and chants. Buddy reading Read predictable texts. Repeated readings of short passages- fiction and nonfiction. Small groups occasionally work together to time reading and mark errors.

K-6

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Reading Activities Activity Description of Student Work Grade Levels

Foldables Students use foldable paper models to review: Story elements such as character, setting, plot Facts and details about non-fiction text

2-6

Instructional Routine Cards

Cards provide background and meaningful activities for teaching and remediation of sev-eral reading concepts.

K-6

Interview the character/ Cooperative groups

A small group of students works together on an interview project. One person is the char-acter from the story, one person is the interviewer, and one person is the recorder. Interviewer asks questions based on events in the book. Character answers using ideas role player has about the character’s personality. Recorder writes questions and answers. As extensions, the group could write a news report about the character, make a poster with key phrases from the interview, etc.

2-6

Letter Recognition

Students identify, match, and write capital and lowercase letters related to unit of study. K-1

Letter-Sound Correspon-dence

Students identify letter sounds and match them to corresponding letter symbols (capital and lowercase) using songs, games, and written activities.

K-1

Literature Study

Students meet to read and discuss chapter books. Evaluate and give reasons why some books are better than others. Listen respectively to others’ points of view. Read aloud with expression, or in a way that makes the meaning clear to listeners. Discuss characters, plot, and setting. What is the author’s purpose or point of view? Gather and share information. Consider other topics or information that may be related. Make connections between the book you are discussing and information you already know.

4-6

Map Maker Students draw and label a map of the book’s setting. 1-6

Monologue- Character out-side of the story

Students perform a monologue based on a character from a story. They imagine that character in a different setting than the one given in the story and create a monologue for the character.

4-6

Monologue-Scene from text

Students perform a monologue from the given story/play/poem 2-6

Movie Maker Write a one page “pitch” to a producer explaining why the story would or would not make a good movie.

3-6

Pantomime Students pantomime a character or scene from a story. Others try to guess what the stu-dent is acting out.

K-5

Phonemes Students will identify individual sounds in words and blend sounds into whole words. Center games Phonics activities Phoneme Matching Phoneme Isolating Phoneme Blending Phoneme Segmenting Phoneme Manipulating

K-2

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Reading Activities Activity Description of Student Work Grade Levels

Poetry Student recognizes models of poetry (from reading selection, theme-related examples) Replace words in poems to make a new poem. Use structure of poem as model for a new poem. Use adjectives that describe _________ to write a 3-line poem about it. Use your Tier 2 word as a poem title. Use your language resources to find synonyms or antonyms to make a 4-line poem. Create a poem about a character from the story (haiku, limerick)

2-6

Post Card Students may: Write to a friend about this book. Write to the author of the book. Write to a character in the book. Write as if they were the character in the book writing to someone else.

2-6

Question- Making to Further Understanding

Students develop and write questions for themselves or others. Story selection Content Area Materials (Social Studies and Science) Nonfiction Materials Leveled Readers

2-6

Reader’s Theatre

A small group of students is given a short script at the beginning of the week (These can be found in the Read-Aloud Anthology or on the internet for free. They can also be writ-ten by the teacher or students, or derived from longer stories.) The students work on de-veloping their individual character’s voice, motivation, etc. throughout the week during independent time. At the end of the week, the students perform the script using NO PROPS and no staging. Their use of expression distinguishes their characters.

1-6

Reciprocal Teaching

Teacher-student or student-student dialogue regarding segments of text in effort to bring meaning to the text. Summarizing events Generating questions Clarifying vocabulary Predicting

3-6

Reference Materials

Students practice using language references. Dictionary- Look up Tier 2 words. Thesaurus- Look up synonyms and antonyms. Table of Contents- Find story selection or content area subject. Index- Find all page numbers for a selected topic.

2-6

Rhyming Students use picture cards to pair matching sounds, match picture cards to rhyming boards, pocket charts, etc.

K-2

Round Table

Students discuss in a small group topics from the text. What is interesting to you? What bothers you? What confuses you? What other questions did you have about this book?

2-6

Plot Develop-ment

Students identify the key points in the plot and relate it to character development and set-ting. Evaluate whether the plot is believable or not. Evaluate the author’s choice about word choice, writing style, and/ or content. Write about important events in the text: What change in the plot would have made the

story different? Graphic organizers Draw conclusions about events, characters, or setting.

3-6

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Reading Activities Activity Description of Student Work Grade Levels

Spelling = Phonics

Students work with targeted phonics sounds to identify words from various texts with same spelling/phonics patterns. Give students 2 or 3 words (house brown) and have them create lists of words from their text that have the same sound /ou/ spelled like the example words. During shared reading, have students give a silent signal when they recognize a given spelling pattern in a word they are reading.

K-6

Support Opinions with Details from Text

Students will state an opinion about a character or event. Graphic organizer Write a paragraph stating your opinion about ____. Use supporting details from ________.

3-6

Text Connec-tion

Students identify similarities in theme, plot, genre, or characters in two or more texts. Comparison Charts Consider other topics or information you think may be related. Supporting details from texts and/or examples from your own experiences. Notice themes that are common in several books you have read. Evaluate and compare the authors’ word choice, writing style, and/ or content. Draw conclusions about events, characters, setting, or meaning.

3-6

Vocabulary Students will identify and understand the meaning of new words. Rebus sentences- matching words to given pictures. Using language resources to find synonyms and antonyms- Replace common words with rich Tier 2 words. Work with sentence strips to identify bold word’s meaning from context clues. Develop sentence that contains context clue for vocabulary word. Categorizing words with similar meanings. Word Studies- Root words, prefixes, suffixes Identify words from text that caused you difficulty in understanding. Use a graphic organ-izer to help you make connections to this word from what you already know.

K-6

Word Wall Activities

Students will interact with high frequency words and Tier 2 vocabulary. Match words with pictures or illustrate (K & 1) Repeated practice reading of words Group words by theme rather than ABC order. Use words from word wall (and their synonyms and antonyms) to develop sentences. Point out/ highlight/ flag words from word wall during independent/ shared/ buddy reading. (How many times did you see the word or words?) Create a list of words from the story that you think should be added to our word wall. Why do you think these are good additions?

K-6

Word Work Students focus on words and how they support understanding. Letters, name, and label recognition (K & 1) Syllables- say and count syllables in words. Underline/highlight each syllable. Analogies- Match words based on a given relationship (cause and effect, part and whole, synonyms, antonyms). Alternately, given a set of words, name the relationship pattern. Homophones and Homonyms- matching, using language resources to define, using illus-trations. Identify important words and phrases from the text. Use language resources to rewrite selected pieces of text using richer language (nouns, verbs, adjectives).

K-6

Sequencing Students use multiple formats to show understanding of sequence of events: Sequencing puzzles/ pictures (K & 1) Timelines Storyboards- Set limits to prevent rewriting of whole text. Story maps “Closed Caption” filmstrips Cartoons Recipes Retelling in your own words (oral or written) stories, procedural texts, historical events, scientific processes. How-To presentations

K-6

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Integrating Social Studies and Science

During the 90-Minute Reading Block

Treasures incorporates 60% nonfiction text that is correlated to the 1996 Sunshine State Standards for Social Studies and Science. As new standards in these content areas are approved, new corre-lations will be provided. Many of the topics included in the Treasures program are the same topics that students study in So-cial Studies and Science. This provides a wonderful opportunity for integrating content-area text studies into the 90-minute reading block. However, the activities used for integration should not ad-versely affect the integrity of the high quality instructional model offered by the Treasures program. During the 90-minute reading block, all teacher-directed activities (whole group and small group in-struction) should be focused on the Treasures program and its core instructional materials (student anthologies, leveled readers). If teachers would like students to apply reading strategies to Social Studies or Science text (adopted textbooks or leveled readers), this would be best done in the independent practice section of the 90-minute reading block. Students will be able to practice the core strategies learned in the Treasures program and apply them to content-area text. In addition to the valuable activities included in Treas-ures, this practice will offer teachers another option for student literacy stations.

Curriculum Connections within Macmillan/McGraw-Hill Treasures

Specific connections to the Sunshine State Standards are in the back of each TE.

Science • Leveled Readers • Time for Kids • Nonfiction selections

Social Studies • Leveled Readers • Time for Kids • Nonfiction selections

Math • Embedded in Cross-

Curricular Connection in the TE editions

Reading

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Reading Skill Content Area

Activity Integration

Compare and Contrast Social Studies Science

Read a leveled reader or nonfiction selection about an his-torical event. Students will journal or draw the similarities and differences from the past and present. Students can use a Venn diagram/Double Bubble to com-pare and contrast information from text about two living things (plants, flowers, animals)

Graphic Sources Social Studies Science

Students read a selection from the textbook, leveled reader, or TFK and create an appropriate graphic source (graph, table, and map) to depict the data in the material. Students read a selection from the textbook, leveled reader, or TFK about weather and make a picture chart to show the data.

Sequencing Social Studies Science

After reading in the student text, students will create a time-line of the important events from a specific time period. Students will read a nonfiction selection (plants) and make a flip chart.

Main Idea/Details Social Studies Science

Students fill out a tree diagram with main idea and details from a nonfiction selection about a famous person. After rereading a science leveled reader, students will use a foldable to identify the main idea and details of the text.

Drawing Conclusions Social Studies Science

Students will discuss the possible alternative outcomes of the American Revolution had the British won the war. After reading about the environment, students will illustrate what our world would look like in the future if we did not recy-cle.

Summarizing Social Studies Science

After reading a newspaper article students will retell the story aloud to a partner or small group. Describe the life cycle of a butterfly in a one sentence sum-mary after reading a big book, picture book, or other graphic-rich text.

Cause and Effect Social Studies Science

Students will read about the exploration of North America in their text or leveled readers. After creating a multi-flow map of the effects of European exploration in the New World, students will write a persuasive paragraph. After reading a selection about building sandcastles or ice sculptures, students will use a multi-flow map to show what effects might happen to the structures over time.

Integrating Reading with Social Studies and Science

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Charting Progress What is Assessment?

Assessment is the process of systematically gathering evidence about what students know and can do. Assessments can be both formal and informal as long as the information is systematically col-lected, scored and recorded. The assessment process is making instructional decisions based on assessment information. All de-cisions should be based on multiple measures or more than one kind of assessment or set of scores.

1. Collect assessment evidence (test results, observations, anecdotal records). 2. Compare and interpret the information gathered. 3. Make instructional decisions based on your conclusions. 4. This process is ongoing: collect evidence, interpret, and make decisions.

Formal Assessment Opportunities Formal assessment opportunities are built into the Brevard Treasures Assessment Guide. These are also linked to the Brevard Comprehensive K-12 Reading Plan Assessment Decision Trees. Teachers have the option to use other Macmillan Resources for weekly assessment and progress monitoring. In addition, Scholastic Reading Inventory and DIBELS provide teachers with data needed to make in-formed instructional decisions. Informal Assessment Opportunities Informal assessment can be done both in whole and small groups to pinpoint understanding of skills and strategies taught. Notebooks, clipboards, checklists or post-its are useful recording tools. Em-bedded throughout the Treasures program you will find the following informal assessments:

• Running Records • Fluency Checks

Interpret the data. Decide what the evidence means.

Compare scores and observations

with other assessment results.

Make Instructional Decisions based on the conclusions

you have drawn.

Collect and review Assessment Evidence.

Use multiple sources of evidence

(test scores, observations).

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• Quick Checks can be found throughout the Treasures Teacher Edition. • Corrective Feedback can be used as an assessment tool to help students see how they

can improve their work. Making observations about how a student responds to immediate, corrective feedback is useful information for teachers.

• Independent Practice Activities allow teachers to assess reading behaviors. ο Review assignments, noting both strengths and weaknesses ο Present the student with oral or written feedback

Data-driven Instruction Data from assessments should be used to inform and modify instruction to meet student needs. Working in teacher-led small groups allows the teacher to address specific skills areas in which stu-dents need additional instruction, practice, reinforcement or extension. It is important to use both for-mal and informal assessments on an ongoing basis. Groups should be fluid and flexible and based on individual student instructional needs. Making data-driven instructional decisions:

• Interpret data. • There are times when a set of results about a student will not be consistent. For instruc-

tional decisions, use a variety of assessments to make judgments. Look at additional test results to get a better idea of how the student is progressing.

• Look for corroborating evidence across the different kinds of assessments. • All classroom, district and state assessments will play a role in placing a student in the Ap-

proaching, On or Beyond instructional levels. • Decide instructional placement based on strengths and weaknesses. • Target instruction based on student need. • Monitor progress. Refer to the Brevard Assessment Decision Trees for specific details. • Reorganize groups and modify instructional plan when new data is analyzed. Instructional

groups should be fluid and flexible. Assessing Student Proficiency in Reading: Student proficiency in reading (on-grade level performance) may be determined by a combination of the following elements:

• Formal Assessments • Informal Assessments • Macmillan Treasures Assessments • Progress Monitoring Assessments • Independent Reading Progress: classroom assignments, literature responses, AR/RC re-

sults (limited weight)

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Ass

essm

ents

to In

form

Initi

al (i

i) &

Inte

rven

tion

(iii)

Inst

ruct

ion

in R

eadi

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Type

of

Asse

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Desc

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sent

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uest

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take

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eginn

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• W

ho is

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k?

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requ

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oni-

toring

? •

How

shou

ld sm

all gr

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ys:

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emen

t Tes

t •

Kind

erga

rten I

nitial

Scre

ening

ECHO

S W

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give

n in

itiall

y:

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nning

Rec

ords

Whe

n gi

ven

initi

ally:

DIBE

LS/F

ORF

• Er

ror P

atter

n Ana

lysis

• SR

I •

Wor

ds T

heir

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Spe

lling I

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tory

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strict

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ts

Prog

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Ongo

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ca-

dem

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met w

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instru

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that

has

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Tier

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Mon

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g m

ust b

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me

mor

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quen

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stu-

dent

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grou

ps be

chan

ged?

Wha

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stra

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sh

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Alwa

ys:

• Co

re R

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essm

ents

1 and

2 •

K Lit

erac

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essm

ents

1-3

Whe

n gi

ven

as a

follo

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: •

Runn

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ecor

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• DI

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Erro

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nalys

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OPM

(DIB

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Whe

n gi

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: •

PASI

PSI

• SR

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Spe

lling I

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strict

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at th

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t the

end

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n int

erve

n-tio

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end

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ar.

• Ha

ve w

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r goa

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cla

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same

for n

ext

year

?

Alwa

ys:

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re R

eadin

g Ass

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K Lit

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FCAT

SAT

10

Whe

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• W

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pellin

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entor

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and

wea

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ses.

Ofte

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vers

all 5

com

pone

nts

of re

ading

. Ad

mini

stere

d ind

i-vid

ually

.

• W

hat s

kills

or st

rateg

ies

shou

ld be

targ

eted f

or

instru

ction

?

• Ho

w lar

ge is

the s

kill o

r str

ategy

gap?

Alwa

ys:

• DA

R •

ERDA

QRI (

Quali

tative

Rea

ding I

nven

tory)

• Fo

x in t

he B

ox

Whe

n gi

ven

initi

ally:

PASI

(initia

l) •

PSI

(initia

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Refe

r to

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ard

K-12

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ding

Plan

Ass

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-leve

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cific

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rmat

ion.

Page 31: Treasures Resources - Brevard County

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29

District Required Reading Assessments

The purpose of district required assessments is to determine students’ ability levels for appropriate placement in instructional groups. These include the Placement test, Assessment 1, Assessment 2, Assessment 3, and Assessment 4 (K). District required assessment questions have been ob-tained from the FCAT Format Benchmark test booklet and the FCAT Format Unit Assessment test booklet. Running Records have been included in the Kindergarten-6thgrade assessments. Run-ning Records are an important observational tool in the evaluation of the reading process. Additional testing for progress monitoring, such as weekly assessment and additional running records are rec-ommended to ensure student progress.

District Reading Assessment Timeline

Grade Level Placement Test

District Assessment 1

District Assessment 2

District Assessment 3

District Assessment 4

Kindergarten 1st 3 weeks 1st 9 weeks 2nd 9 weeks 3rd 9 weeks 4th 9 weeks

1st grade 1st 3 weeks

End of Unit 1

End of Unit 3

End of Unit 5

Running Record for all students

2nd grade

1st 3 weeks

End of Unit 1

End of Unit 3

End of Unit 5

Running Record for all students

3rd grade

1st 3 weeks

End of Unit 1

End of Unit 3

End of Unit 5

RR for all students

Running Record only for students who scored at the frustra-tional level on previous Running Record (see chart)

4th grade

1st 3 weeks

End of Unit 1

End of Unit 3

End of Unit 5

RR for all students

Running Record only for students who scored at the frustra-tional level on previous Running Record (see chart)

5th grade

1st 3 weeks

End of Unit 1

End of Unit 3

End of Unit 5

RR for all students

Running Record only for students who scored at the frustra-tional level on previous Running Record (see chart)

6th grade

1st 3 weeks

End of Unit 1

End of Unit 3

End of Unit 5

RR for all students

Running Record only for students who scored at the frustra-tional level on previous Running Record (see chart)

Running Record Running Record

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Assessment Options Additional Assessments are used for students who score a 70% or below on each district-required assessment. These assessments are intended to retest students on specific skills missed on the district-required test. Each skill missed should have a minimum of five questions on the addi-tional assessment. Treasures offers the following options:

Teachers must use the District version of the Placement Test and Assessments 1, 2, & 3- not the Macmillan/ McGraw-Hill version.

To protect the validity of the district required assessments the Macmillan Unit and Benchmark tests that have been used to create Brevard District Reading Assessments can not be used for additional assessment options. Each of the Brevard District Reading Assessments is made from a bank of questions provided by Macmillan/McGraw-Hill.

Reserved Assessments Do Not Use for Test Practice or Additional Assessment Options

Placement Test Overview

• Show What You Know/FCAT Spiral Review (1-5) • SAT10 Test Preparation and Practice Book

• FCAT Format Unit Assessments 2, 4, 6 (1-6) • FCAT Test Preparation and Practice Book

• FCAT Benchmark Assessment A (K-2 & 4-5) • Selection Tests CD

• FCAT Benchmark Assessment B (K-2) • Exam View CD/ Test Generator

• School/ District Diagnostic Assessments (ERDA, DAR, PASI, PSI)

• FCAT Benchmark Assessment C and D (3-5) • FCAT Format Weekly Assessments

Placement Test Assessment 1 Assessment 2 Assessment 3

First Grade

Placement Assessment Book

Unit 1 Test Unit 3 Test Unit 5 Test

Second Grade

Placement Assessment Book

Unit 1 Test Unit 3 Test Unit 5 Test

Third Grade

Placement Assessment Book

Unit 1 Test and Benchmark A

Benchmark B Unit 5 Test and Benchmark A

Fourth Grade

Placement Assessment Book

Unit 1 Test Benchmark B Unit 5 Test

Fifth Grade

Placement Assessment Book

Unit1 Test Benchmark B Unit 5 Test

Sixth Grade

Placement Assessment Book

Unit 1 Test and Benchmark A

Benchmark B Unit 5 Test and Benchmark A

District Required Assessments were created from the question banks listed above, but are not identical to the blackline master versions of these assessments.

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• Administered as a whole group with portions supported by teacher read directions at Kin-

dergarten-Third Grade. • Sections in Kindergarten and First Grade are administered individually. • It is recommended that the test be completed in two sessions (1-6). This assessment is

not intended to be a timed test. • A running record will be administered with each student and is used to assist in the deter-

mination of a student’s instructional reading level. Adequate comprehension will be as-sessed by the student’s retelling of important story events and response to provided com-prehension questions. (See Macmillan McGraw-Hill Running Records Manual)

Interpretation of Running Record Results (given with Placement Test):

Interpretation of Placement Test Results:

*Teachers should use both pieces of data, as well as other assessment data to determine ap-propriate groupings for guided reading. Teacher observation and judgment should be used for placement of students. Assessment 1 Overview

Grade Level Approaching level On level Beyond level

1st grade Level 1 or below Levels 2-4 Level 5 or above

2nd grade Level 14 or below Levels 16-18 Level 20 or above

3rd grade Level 24 or below Levels 28-30 Level 34 or above

4th grade Level 34 or below Levels 38-40 Level 50 or above

5th grade Level 40 or below Level 50 Level 60 or above

6th grade Level 50 or below Level 60 Level 70 or above

Frustrational 89% and below

Instructional 90-94%

Independent 95% and above

Grade Level Approaching level On level Beyond level

Kindergarten

1st -6th 69% or below 70% to 95%* 90%* or above

see Kindergarten recording sheets

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• Administered as a whole group (1-6) with portions supported by teacher read directions (K-2). • It is recommended the test be completed in two sessions (1-6). • This assessment is not intended to be a timed test. • A running record will be administered to the following students:

Teachers have the option to administer a running record to other students as well.

Interpretation of Running Record Results (given with Assessment 1)

Interpretation of Assessment 1 Results:

*Teachers should use both pieces of data, as well as other assessment data to determine ap-propriate groupings for guided reading. Teacher observation and judgment should be used for placement of students. Assessment 2 Overview

• Administered as a whole group with portions supported by teacher read directions (K-2)

Grade K 1st 2nd 3rd 4th 5th 6th

Running Record Level from Placement Test optional all all below

Level 30 below Level 40

below Level 50

below Level 60

Grade Level Approaching level On level Beyond level

1st grade Level 4 or below Levels 6-8 Level 10 or above

2nd grade Level 16 or below Levels 18-20 Level 24 or above

3rd grade Level 28 or below Levels 30-34 Level 38 or above

4th grade Level 38 or below Level 40 Level 50 or above

5th grade Level 40 or below Level 50 Level 60 or above

6th grade Level 50 or below Level 60 Above Level 60

Frustrational 89% and below

Instructional 90-94%

Independent 95% and above

Grade Level Approaching level On level Beyond level

Kindergarten

1st -6th 69% or below 70% to 95%* 90%* or above

see Kindergarten recording sheets

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• It is recommended the test be completed in two sessions (1-6). This assessment is not

intended to be a timed test. • A running record will be administered to the following students:

Teachers have the option to administer a running record to other students as well.

Interpretation of Running Record Results (given with Assessment 2):

Interpretation of Assessment 2 Results:

*Teachers should use both pieces of data, as well as other assessment data to determine ap-propriate groupings for guided reading. Teacher observation and judgment should be used for placement of students. Assessment 3 Overview

• Administered as a whole group with portions supported by teacher read directions. • It is recommended the test be completed in two sessions. This assessment is not intended

Grade K 1st 2nd 3rd 4th 5th 6th

Running Record Level from Assessment 1 optional all all below

level 30 below level 40

below level 50

below level 60

Grade Level Approaching level On level Beyond level

1st grade Level 6 or below Levels 8-12 Level 14 or above

2nd grade Level 18 or below Levels 20-24 Level 28 or above

3rd grade Level 28 or below Levels 30-34 Level 38 or above

4th grade Level 38 or below Level 40 Level 50 or above

5th grade Level 40 or below Level 50 Level 60 or above

6th grade Level 50 or below Level 60 Above Level 60

Frustrational 89% and below

Instructional 90-94%

Independent 95% and above

Grade Level Approaching level On level Beyond level

Kindergarten

1st -6th 69% or below 70% to 95%* 90%* or above

see Kindergarten recording sheets

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to be a timed test. • A running record will be administered to the following students:

Teachers have the option to administer a running record to other students as well.

Interpretation of Running Record Results (given with Assessment 3):

Interpretation of Assessment 3 Results:

*Teachers should use both pieces of data, as well as other assessment data to determine ap-propriate groupings for guided reading. Teacher observation and judgment should be used for placement of students.

Grade K 1st 2nd 3rd 4th 5th 6th

Running Record Level from Assessment 2 all all all below

level 34 below level 40

below level 50

below level 60

Grade Level Approaching level On level Beyond level

Kindergarten below Level 1 Levels 1-2 Level 3 or above

1st grade Level 12 or below Levels 14-16 Level 18 or above

2nd grade Level 20 or below Levels 24-28 Level 30 or above

3rd grade Level 30 or below Levels 34-38 Level 40 or above

4th grade Level 38 or below Level 40-50 Level 60 or above

5th grade Level 40 or below Level 50-60 Level 70 or above

6th grade Level 50 or below Level 60-70 Level 80 or above

Frustrational 89% and below

Instructional 90-94%

Independent 95% and above

Grade Level Approaching level On level Beyond level

Kindergarten

1st -6th 69% or below 70% to 95%* 90%* or above

see Kindergarten recording sheets

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Running Records Use Benchmark Books from Macmillan/McGraw-Hill Resource Kit and Running Records Handbook to assess reading levels. Use the Running Record Form & Retell/ Comprehension Form from the Macmillan Running Records manual to record.

Sequence of Benchmark Leveled Books

Assessment Window Text Level Text Title (Record Sheet p. in RR manual)

Kindergarten

Brevard K Assessment 3 Instructional Level 1

See Me! (p. 34-35)

Brevard K Assessment 4 Instructional Level 2

Cats (p. 38-39)

First Grade (Below level text)

Instructional Level 1

Sam at School (p. 32-33)

Placement Test (1st 3 weeks of school)

Instructional Level 2

Pat at the Park (p. 36-37)

Brevard Assessment 1 (Following Unit 1)

Instructional Level 6

The Pig and the Fox (p. 48-49)

Brevard Assessment 2 (Following Unit 3)

Instructional Level 10

Max and I (p. 56-57)

Brevard Assessment 3 (End of Year)

Instructional Level 16

How We Carry Babies (p. 70-71)

Second Grade Placement Test (1st 3 weeks of school)

Instructional Level 16

Black Crow’s Nest (p. 68-69)

Brevard Assessment 1 (Following Unit 1)

Instructional Level 18

The Tailor’s Trick (p. 72-73)

Brevard Assessment 2 (Following Unit 3)

Instructional Level 24

The Secret (p. 80-81)

Brevard Assessment 3 (End of Year)

Instructional Level 28

E-mail Joy (p. 84-85)

Third Grade

Placement Test (1st 3 weeks of school)

Instructional Level 30

Peter and the Dragon (p. 12, 88-89)

Brevard Assessment 1 (Following Unit 1)

Instructional Level 30

Glassblowing (p. 13, 90-91)

Brevard Assessment 2 (Following Unit 3)

Instructional Level 34

Night Light (p. 14, 92-93)

Brevard Assessment 3 (End of Year)

Instructional Level 38

The Old Barn (p. 16, 96-97)

Fourth Grade Placement Test (1st 3 weeks of school)

Instructional Level 40

Lucy Layman (p. 18, 100-101)

Brevard Assessment 1 (Following Unit 1)

Instructional Level 40

Pocahontas (p. 19, 102-103)

Brevard Assessment 2 (Following Unit 3) Brevard Assessment 3 (End of Year)

Instructional Level 50

Christopher Columbus (p. 21, 106-107)

If both selections above have been read, teacher may choose a Level 40 reader from Treasures, DRA or any other running record of an equivalent level.

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Running Records Use Benchmark Books from Macmillan/McGraw-Hill Resource Kit and Running Records Handbook to assess reading levels. Use the Running Record Form & Retell/ Comprehension Form from the Macmillan Running Records manual to record.

Sequence of Benchmark Leveled Books

Assessment Window Text Level Text Title (Record Rheet p. in RR manual)

Fifth Grade Placement Test (1st 3 weeks of school)

Instructional Level 50

Island of Purple Fruit (p. 20, 104-105)

Brevard Assessment 1 (Following Unit 1)

Instructional Level 50

Christopher Columbus (p. 21, 106-107)

Brevard Assessment 2 (Following Unit 3)

If both selections above have been read, teacher may choose a Level 50 reader from Treasures, DRA or any other running record of an equivalent level.

Brevard Assessment 3 (End of Year)

Instructional Level 60

Ping and the Falcon (p. 22, 108-109)

Sixth Grade

Placement Test (1st 3 weeks of school)

Instructional Level 60

Madrid (p. 23, 110-111)

Brevard Assessment 1 (Following Unit 1)

Instructional Level 60

Ping and the Falcon (p. 22, 108-109)

Brevard Assessment 2 (Following Unit 3) Brevard Assessment 3 (End of Year)

Instructional Level 70

The Minotaur (p. 24, 112-113)

If both selections above have been read, teacher may choose a Level 60 reader from Treasures, DRA or any other running record of an equivalent level.

For information on how to administer Running Records, please refer to pages 37-40 of this guide .

There is more treasure in books

than in all the pirates’ loot on Treasure Island and best of all, you can enjoy these riches everyday of your life.

~Walt Disney

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Administering a Running Record

A Running Record is a valuable assessment tool that provides the teacher a snapshot of a child’s flu-ency, word-solving skills, and comprehension of a short text. When administering a running record, provide a setting that allows a child to demonstrate his/her reading skills and strategies without “outside elements” to hinder progress.

• Running Records should be taken from a “cold” read (a selection the child has not

previously seen). • Running Records are administered individually. • The teacher should make as many notations as possible regarding miscues, correc-

tions and fluency. • Assessing comprehension of the passage read is a valuable piece of the running re-

cord as well.

1. Use the recording sheets provided in the blue and red Macmillan McGraw Hill Running Records Manual. The leveled text appears on the running record form to simplify the recording of miscues.

2. Record the student’s name and the date on the recording sheets. 3. Introduce the selection by reading the title and discussing the cover (for books). Give the student

the option to look through the book or scan the text prior to starting. Do not provide any words or answer any questions about the text. (You might say “Let’s read the story to find out.”)

4. Do not expand upon the content during this introduction (no background building). 5. Read the short introduction provided on the first page of each Benchmark Book or before

each passage. 6. Before the student reads say :

“I would like you to read to me. Read the words aloud. If you come to a word you don’t know, do whatever you would normally do to figure it out if you were alone. While you read, I am going to take notes about the good things you are doing. When you are fin-ished reading I will ask you to tell me about what you have read and answer some ques-tions (or fill-out a graphic organizer).”

7. Without verbal comment, mark a check for each word read accurately and note

any substitutions, omissions, additions, and self-corrections using the conventions that are in the marking key.

8. Do not prompt the student in any way. A valuable piece of a running record is identifying which

strategies a student uses to solve unknown words.

a. Any student response should be recorded on the sheet (record ALL attempts if possi-ble).

b. If a students asks you to provide a word (an appeal), you should always say “Give it a Try” or “Try That Again.” (mark TTA)

c. If you need to say a word for the student (mark T for Teacher told) and score it as an error. Give the student time to exhibit word-solving strategies. This is not a fluency assessment.

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9. Mark the errors and tally them in the error column. Classify each error in the MSV column and mark it as M(meaning), S(semantics), V(visual).

10. When the student reaches the end of the story/passage, calculate the number of miscues (errors) and self- corrections, then calculate the reading accuracy percentage and self-correction rate.

11. Analyze the errors and self-corrections the student made using the M S V chart.

This information should be used to guide your re-teaching and small group instruction.

Determining Error Rate and Reading

• Meaning (M): Does it make sense? The student uses the meaning or the

general context of the story/sentences as cues.

• Semantics (Structure) (S): Does it sound right? The structure of the text (up

to and including the error) should be an acceptable English language con-

struction.

• Visual (V): Does it look right (match the print)? Visual cues in the text are the

visual appearances of the letters and the words.

Further instructions are provided in the blue and red Macmillan/McGraw-Hill

Running Records Manual pages 4 and 5.

Administering a Running Record

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Accuracy Percentage There are two ways to calculate accuracy percentages: Formula for Error Rate:

or

Formula for Accuracy Rate:

• Independent reading level 95% - 100% The level at which a student can confidently read a text. This text level is best used for intro-ducing new concepts and strategies as well as for independent practice.

• Instructional reading level 90% - 94% The level at which a student is challenged by text, but it is still manageable. This text level is best used in guided reading groups or other supportive situations. Instruction in decoding, word solving strategies and text features works well with this level of text.

• Frustrational reading level 89% and below The level at which a student can not read without significant struggles. This text is appropriate for teacher read-aloud and modeling, but not for instruction or independent reading.

Formula for Self-Correction Rate:

The self-correction rate is expressed as a ratio (1:3). This means that the student corrects one out of every three errors. If a student is self-correcting at a rate of 1:1, 1:2 or 1:3 this indicates that she or he is self-monitoring her or his reading. This is an acceptable self-correction rate.

Error Rate: Running Words Errors Use the ratio and refer to the Conversion Table (p. 7 RR Manual) to get a reading accuracy percentage. (Ex: 100 words in a passage with 2 errors = 100/2 = 1:50 = 98%)

Accuracy Rate: Running Words – Errors Running Words Convert the fraction/decimal to a percentage. (Ex: 100 words in a passage with 2 errors = (100-2)/100= 98/100= 98%)

Self-Correction Rate: Errors + Self-Corrections Self-Corrections

(Ex: 10 errors with 5 self-corrections. 1: 10 + 5 = 3; 1:3 sc rate) 5

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Recording Responses (Marking Key)

◊ O = Omission: If no response is given to a word, it is recorded with a dash (-) or by cir-

cling the word omitted. Each omission counts as an error. ◊ ^ = Insertion: Record each additional word that a child says while reading text. The in-

serted words are written over the ^. Each inserted word counts as an error. (This scoring is different than ORF on DIBELS and FORFassessments.)

◊ Substitution: Record an incorrect response with the text under it. A substitution counts

as one error. ◊ T = Told: If a child is unable to proceed because he is aware he has made an error and

cannot correct it, or because he cannot attempt the next word, he is told the word. It is written as T. Each time a child is told a word, it counts as an error.

◊ SC = Self correction: If a child succeeds in correcting a previous error, this is recorded as

SC. Self corrections must be recorded, but do not count as errors. ◊ A or H = Appeals or Hesitations: When a child hesitates prior to making a response, it

can be written with an H. If a child then appeals for help, recorded as an A, it should be turned back to the child by saying, “Give it a try.” for further effort. Appeals, hesitations, and asking the child to give it a try do not count as errors.

◊ R = Repetition: When a child repeats a word, phrase, sentence, or page, it is recorded

with an R and an arrow indicating the point of return. If a child changes a response during a repetition, it is written above the arrow. The final response is scored. Repetitions do not count as errors.

◊ TTA = Try that again: When a child gets into a state of confusion and begins guessing or

allows their oral language to take over, the most detached way to redirect the child is to say, “Try that again.” written TTA. Place brackets around the muddled behavior, enter the TTA, and count that as one error. Then begin a fresh record of the problem text.

◊ No Errors: Check every word read correctly. ◊ Sounding Trials: Record all sounding trials. They do not count as errors. Score the last

response. (ex: word is pace; student says p.. pack… pace. All attempts are recorded, no errors)

Refer to the Scored Sample Running Record

in the Macmillan/McGraw Hill Running Record Handbook.

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Engaging the Explorers Differentiated Instruction

“A differentiated classroom provides different avenues to acquiring content, to process-ing or making sense of ideas, and to developing products so that each student can learn effectively.”

C. A. Tomlinson: How to Differentiate Instruction in Mixed-Ability Classrooms Differentiated Instruction involves both Guided Reading and Skills-Based Instruction. In Guided Reading (Fountas and Pinnell), the teacher supports students as they delve into the overall compre-hension of text. Students, with the teacher’s guidance, develop strategies for reading, self-monitoring, making connections, and more. Skills-based instruction, on the other hand, provides the opportunity for more systematic and focused practice on a relatively small number of critical elements at a time (digraphs, vowel teams, r-controlled vowels). The teacher, based on student needs, plans the daily balance of guided reading and skills-based instruction.

Elements of Differentiated Instruction A differentiated small group setting incorporates the following elements for success:

◊ Leveled readers or other text at students’ instructional level ◊ Flexible grouping and regrouping based on data ◊ Daily lesson plans

• Instructional routines • Systematic and explicit instruction in the five components of Reading (Phonemic

Awareness, Phonics, Fluency, Vocabulary, Comprehension) ◊ Teacher modeling and corrective feedback

Leveled readers are a daily tool that teachers will utilize for providing differentiated instruction during their small group instruction portion (60-70 minutes) of the 90-minute Reading block. Macmillan/McGraw-Hill Treasures provides four formats of leveled readers for kindergarten through sixth grade. These readers supply differentiated text for small group instruction that support the same comprehension skills/strategies, vocabulary, and theme being taught in whole group. The Leveled Reader Database (online) includes additional texts for instruction.

◊ Beyond Level (green)- Intended for use with students who are reading above grade level. Students in this group have opportunities to delve deeply into comprehension strategies, connections, and enrichment activities with some support from the teacher.

◊ On-Level (blue)- Intended for students who are working on grade level, which should en-

compass the majority of students in the general classroom. Students in this group have opportunities to learn strategies and skills appropriate for the grade level with moderate support from the teacher.

◊ ELL (purple)- Intended for students who are working on grade level, but who are not profi-

cient speakers of English. These readers incorporate sheltered text to support language acquisition. Students in this group have opportunities to learn strategies and skills appropri-ate for the grade level with moderate to intensive support from the teacher. (Grades 1-6)

◊ Approaching Level (orange)- Intended for students who are working up to one year below

grade level. Students in this group require explicit instruction of skills along with opportuni-ties to learn comprehension strategies. Intensive teacher support is necessary.

◊ Skills Grouping- Students may be pulled into additional small groups for reteaching of

specific skills.

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Resources for Differentiated Instruction Macmillan/McGraw-Hill Treasures provides teachers with a variety of resources to support differenti-ated instruction through the use of leveled readers:

◊ Daily lesson plans are located in the Teacher’s Edition on gold pages following the weekly lesson plans.

◊ A Teacher’s Annotated Edition is provided for each nonfiction leveled reader. ◊ On-Level consumable practice books are provided. ◊ Leveled practice books are available in blackline master on the Instructional Navigator for

Beyond and Approaching levels. ◊ Literacy activities are included in each leveled reader to extend the small group lesson into

independent practice. ◊ Additional small group lessons for reteaching are located at the back of the Teacher’s Edi-

tion. ◊ A resource book, Managing Small Groups: A How-to Guide (Gibson and Fisher), is in-

cluded for all teachers. ◊ Instructional Routine Cards are located on the Instructional Navigator to support teachers

in developing effective routines for the five components of Reading and other literacy com-ponents.

◊ Technology resources supporting Reading are included for all teachers.

Diagnose/Prescribe It is important for teachers to continuously monitor students’ progress within differentiated groups. When students’ needs change, flexible grouping allows the students to move into different groups. Teachers have several resources for determining student needs:

◊ On-going assessment ◊ If...Then Charts in Teacher’s Edition:

• Help teachers determine what steps to take if a student is not achieving weekly ob-jectives.

• Directs teachers to Additional Lessons/Resources located in the back of the TE. • Is referenced in TE during Main Selection instruction. Directs the teacher to the re-

lated skills in small group instruction (gold pages). ◊ Assessment options located on page 30 of this guide.

When students need Extension or Intervention beyond Treasures Many teachers incorporate extension activities, such as Literature Circles to enhance students’ learn-ing opportunities. These are appropriately used along with the Treasures core reading program, not in place of it. All students can benefit from opportunities to participate in this extension. The Junior Great Books program offers challenging text for above grade level students. Macmillan/McGraw-Hill Triumphs is a companion intervention for Tier 2 and 3 that follows the same comprehension skill, vocabulary, and theme as Treasures. It is intended for use with students who are 1.5 to 2 years below grade level. The Triumphs Assessment guide gives teachers specific infor-mation to help determine when a student should enter and exit the Triumphs program. Schools have several options for students using Triumphs:

◊ Option 1: Students are instructed using Approaching/On-Level materials in Treasures dur-ing initial instruction (ii) and are instructed using Triumphs materials for intervention (iii).

◊ Option 2: Students are instructed using Triumphs materials for both initial instruction (ii) and intervention (iii) with a different instructional focus in each setting.

◊ Option 3: Students who are significantly below grade level may be instructed with Triumphs materials for initial instruction (ii) and an even more explicit program (Voyager, Barton, etc.) for intervention (iii).

Triumphs is only one option for teachers to use during intervention instruction. Please refer to the Response to Intervention (RtI) information on pages 43-44 for further guidance on intervention.

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Response to Intervention (RtI) No Child Left Behind (NCLB) and IDEA 2004 lay the foundation for RtI to address the issues of late intervention for struggling students and the rapidly increasing numbers of students being labeled with disabilities. RtI is a proactive instructional model that can apply to all subject areas. RtI is a way of thinking about how to best help all students achieve academic success. (from FLDOE & S. Hall)

The purpose of intervention is to provide immediate, intensive instruction to students with identified academic deficiencies. Data analysis is critical to placement and instructional decision making. The Role of RtI in Reading Instruction: “Response to Intervention is a dynamic problem-solving process in which data are integral in making decisions about what skills struggling readers lack, and whether intervention instruction provided to date has been effective.”

-Susan Hall Implementing Response to Intervention: A Principal’s Guide.

RtI is: • Preventative, proactive instruction provided early in order to keep students from falling be-

low grade level • Intensive, targeted intervention instruction to build essential skills and strategies to close

the gap, enabling students to perform on grade level • Dependent upon more frequent assessment and progress monitoring • Flexible groups based on assessment; student placement in tiered interventions should be

fluid based on data from the Brevard K-12 Reading Plan Assessment Decision Trees

Tiers 1,2, and 3 Initial Instruction (ii)

Tiers 2 and 3 Intervention Instruction (iii)

◊ Utilizes the Comprehensive Core Reading Program Treas-ures

◊ Addresses all students in class ◊ Delivered in differentiated small groups ◊ Provides moderate intensity/explicit instruction ◊ Provides Reteaching when students do not master content ◊ Assessed through Progress Monitoring and Data Analysis

◊ Utilizes a Comprehensive Intervention Reading Program (such as Triumphs) or Supplementary Intervention Read-ing Program (see page 7 for options)

◊ Addresses students with deficiencies in 1 or more of the 5 components of Reading identified through data analysis of diagnostics

◊ Taught outside of the 90-minute Reading Block ◊ Delivered in differentiated small groups ◊ Provides high intensity/explicit instruction with a focus on ac-

celeration ◊ Provides Targeted instruction that meets students at point of

need ◊ Assessed through Ongoing Progress Monitoring and Data

Analysis

One way to remember the characteristics of interventions is by remembering the 3 F’s and 1 S. 3 Fs + 1 S + Data + PD= Effective and Powerful Instruction

FREQUENCY: How often a group meets and for how long (duration) FOCUS: Starting with the broad focus then narrowing the focus to look at the target skills for each student or small group FORMAT: The lesson format that involves lesson structure and the characteristics of the teaching SIZE: The size of the group (minimum 2, maximum 8 students) DATA: Use data to help determine the 3 F’s and 1 S. PROFESSIONAL DEVELOPMENT: Provide PD in data analysis and the 3 Fs.

“Response to Intervention (RtI) is the practice of providing high-quality instruction/intervention matched to student needs. It also involves

learning rate over time and level of performance to make important educational decisions.” National Association of State Directors of Special Education

State Rule 6A – 6.054 K-12 Students with reading deficiencies require intervention DAILY.

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Tier 1 Core Curriculum

Tier 2 Strategic Interventions

Tier 3 Comprehensive &

Intensive Interventions Students are proficient on district and state required assessments. Students may have small gaps in their skill or strategy learning that requires targeted re-teaching.

Students with a reading deficiency in one or more components of reading. (S.B. rule 6A-6.054) • Reading FCAT Level 2 & identified

Level 1 students • Tier 1 instruction was not sufficient

as indicated on progress monitoring and diagnostic assessment data

• PMP or IEP required for documen-tation

Students with reading deficiencies in all com-ponents of reading. • Reading FCAT Level 1 students • Students working 1.5-2 years below

grade level • Not limited to 3++ students • Tier 2 intervention was not sufficient as

indicated on progress monitoring and diagnostic assessment data

• PMP or IEP required for documentation

• Differentiation takes place within the 90 minute block.

Differentiation takes place within the 90 minute block and strategic intervention (iii) must take place outside of the 90 minute block: • 20-30 minutes 5x a week • small group • increased intensity • targeted instruction

Differentiation takes place within the 90-minute block and intervention (iii) must take place outside of the 90-minute block: • 30-45 minutes 5x a week • smaller group size • high intensity • systematic, explicit, repetitive • quick pacing with immediate corrective

feedback

Strategies/Materials for Differentiation Tier 1 Tier 2 Tier 3

Treasures for whole group instruction Differentiated small group guided reading instruction with Treasures leveled reading materials (ii) Differentiated Practice: • Literacy Centers • FCRR Student Center Activities • Classworks • Success Maker Preventative, proactive strategy/skill in-struction: • Intervention Flip Chart Activities • StarLIT(Kindergarten) • Earobics • Soar to Success • Early Success • Phonics Lessons (Fountas & Pinnell) • BluePrint for Phonics (95% group)

Treasures for whole group instruction Initial small group instruction (ii) us-ing: • Approaching Level Treasures < 1.0 year below grade level or • Triumphs (if working 1.5-2 yrs below

grade level)

AND (+) Strategic Intervention Instruction (iii) • Triumphs • 95% Group Instruction • ERI (PA & Phonics Skills) • StarLIT(PA Skills) • Earobics (PA & Phonics) • BluePrint for Phonics • Voyager • Other alternate SIRP state or district

approved program for intervention instruction (iii)

Treasures for whole group instruction Initial small group instruction (ii) using: Triumphs (if working 1.5-2 yrs below grade

level) AND (+) Comprehensive Intervention Instruction (iii) • Voyager • Reading Mastery • Barton-Orton Gillingham • Other alternate CIRP state or district

approved program for intervention in-struction (iii)

Refer to the Brevard Comprehensive K-12 Reading Plan for further information.

What does RtI look like in the Elementary School?

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Letters from Abroad Home-School Connection

Parents and family play an important role in the education of their child. Reading is an integral part of this education. Home-School involvement activities have the potential to provide quality interaction between families and school. Families can make reading an important part of their children’s lives by promoting reading activities at home. Home to school activities are available through the Macmillan/McGraw-Hill program. School personnel should advise parents of the following: • Parent Letters (Navigator Disk, Florida Take Home-School Connection Book, Web Site) • Take Home Activities and Stories (Navigator Disk, Florida Take Home-School Connection Book) • Macmillan/McGraw-Hill free website : www.macmillanmh.com

ο Student and Families Tabs ο Reading Research: What Does it Mean? ο Family/School Partnership ο Building Reading & Writing Skills ο Ask the Reading Experts ο Great Books to Share ο Useful Links ο Student Edition Books

Connected Oral Language Activities Connected Spelling and Vocabulary Activities Connected Research and Inquiry Activities Connected Authors and Illustrators Computer Literacy Lessons

Kindergarten- Blackline Masters for On-Level and Decodable Readers (Florida Home-School Connection Book) Online Access- 6th grade access to the Home-School Connection is available by clicking on the icon for the National Site, while K-5th grade access is through the Florida Site.

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Effective Equipment Technology with Treasures

Instructional Navigator CD

• Interactive Lesson Planner • Teacher’s Edition • Correlations/Standards • Resources

Test Generator with Exam View CD

• Unit Tests • Benchmark Tests • Create your own tests or modify available tests

Selection Tests CDs

• Weekly Tests

Literary Listening Library CDs

• Main Selections • Intervention Anthology (Triumphs) • Leveled Readers: A, O, B, ELL (1 per grade level)

Fluency Solutions CD

• Recorded Passages for Modeled Fluency • Leveled Cold Reads for Additional Fluency Practice

Online @ www.macmillanmh.com

• Author/Illustrator Information • Research and Inquiry Activities • Vocabulary and Spelling Activities • Oral Language Activities • Leveled Reader Database • Computer Literacy

• Independent Workstations • Vocabulary Transparencies

• Practice Books: A, O, B, and ELL • Writing Transparencies

• Weekly Contracts • Time for Kids Transparencies

• FCAT Prep and Practice (3-6) • Comprehension/Study Skills Transparencies

• Foldables • Grammar Transparencies

• Home-School Connection • Graphic Organizer Transparencies

• Instructional Routine Cards • Daily Language Activities (DLA) Transparencies

• Show What You Know (1-5) • Phonics/Spelling Practice Book

• Teacher Resource Book • Grammar Practice Book

Treasures Florida Site: Grades K-5

Treasures National Site: Grade 6

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Navigating the Web Useful Literacy Websites

• www.aaronshep.com/rt/index.html - Reader’s theatre and young author’s tips

• www.bookadventure.com - Free K-8 reading motivation program

• www.busyteacherscafe.com – Theme activities, printables, strategies and centers

• www.carlscorner.us.com - Primary literacy resources

• www.ceap.wcu.edu/readingcenter - Links to articles, PDF files, etc on reading

• www.eduhound.com - Browse by categories to articles, templates, etc

• www.edupuppy..com - Browse by categories to articles, templates. Geared to primary

• www.fcrr.org– Florida Center for Reading Research

• www.gigglepoetry.com/poetrytheater.aspx - Humorous poetry and reader’s theater

• www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm - A favorite resource for graphic organiz-

ers with ideas of how to use them

• www.justreadflorida.org/learn– Access to the LEaRN network for information on the five components

of Reading

• www.lexile.com– Information regarding leveled text, book data banks

• www.literacyconnections.com - Articles on various literacy topics along with lists of resources

• www.mikids.com - K-5 resource for lesson plans

• www.mrsnelsonsclass.com - Teaching 101

• www.rbeaudoin333.homestead.com - Sight vocabulary, word analysis, Fry word list, etc

• http://reading.uoregon.edu - Information, technology, and resources on the 5 Big Ideas in Reading

• www.readingquest.org - Reading strategies specific to social studies

• www.readingrockets.org - Articles, reading research, book and author searches

• www.readingtarget.com - Information on phonics with tests and lessons for various phonics issues

• www.rif.org/educators - Articles, lesson plans, and web resources

• www2.scholastic.com - Lesson plans and activities

• www.storyplace.org - Stories and booklists

• www.teachingbooks.net - Book guides, book lists, author programs, etc

• www.teachingheart.net/readerstheater.htm - Reader’s Theater with links and downloadable scripts

• www.theschoolbell.com - Themed units for K-5 classrooms

• www.theteachercreated.com - Lesson plans, downloads, games, etc

• www.virtualdictionary.com - Online dictionary, reference, thesaurus, etc

• www.wordinfo.info - Geared toward the intermediate vocabulary. Type in a word to see if it has a

Greek or Latin root word associated with it

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Kindergarten

Explorers

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Treasures Components Kindergarten

Treasures:

Triumphs Intervention:

• Literature Big Book Package (set of 22) • Sound Boxes (package of 6)

• Big Book of Exploration (set of 2) • Assessment Handbook

• Florida Teacher Edition Package (10 Unit TEs) • Running Records (BLM)

• Student Activity Book Package (11 books) Class Set of 18 for 6 years

• Screening, Diagnostic, and Placement Assessment (BLM)

• Leveled Reader Library: On-Level (6 each of 30 titles) • Work Station Flip Charts (set of 4)

• Leveled Reader Library: Approaching (6 each of 30 titles) • Oral Vocabulary Cards

• Leveled Reader Library: Beyond (6 each of 30 titles) • High Frequency Word Cards

• Decodable Reader Library (6 each of 30 titles) • Weekly Contracts

• Florida Read-Aloud Anthology • Small Group Management Rotation Chart

• Read-Aloud Trade Book Package (1 each of 11 titles) • Managing Small Groups: A How-To Guide

• Practice Book (BLM) • Dinah Zike’s Foldables

• Practice Book TE • Instructional Navigator

• Retelling Cards (A & B) • Listening Library CDs (Anthology Selections)

• Florida Sing, Talk, and Rhyme Chart • Florida Online Teacher Edition

• Florida Teacher Resource Book • New Adventures of Buggles and Beezy (network version)

• Florida Home-School Connection • Online Leveled Reader Database

• Photo Cards • Florida School Website Internet Activities

• Small Letter Cards • Puppet

• Small Alphabet and Sound-Spelling Cards

• Large Alphabet and Sound-Spelling Cards

• Intervention Leveled Readers Package • Intervention TE

• Intervention Practice Book (BLM) • Intervention Practice Book TE

• Intervention Assessment Book • Word Cards

• Oral Vocabulary Cards • Comprehension Cards

• Photo Cards • Letter Tiles

• Small Letter Cards • Small Alphabet Sound-Spelling Cards

• Write-on/ Wipe-off Board • Listening Library CD- Intervention Anthology

Page 54: Treasures Resources - Brevard County

51

Pac

ing

Gui

de K

inde

rgar

ten

- Firs

t

Firs

t Qua

rter

Se

cond

Qua

rter

Th

ird Q

uart

er

Four

th Q

uart

er

Kin

derg

arte

n

Initi

al K

inde

r Lite

racy

Sur

vey

Wee

k 1

Sta

rt Sm

art

Wee

k 2

Sta

rt Sm

art

Wee

k 3

Sta

rt Sm

art

Uni

t 1

Fam

ilies

W

eek

1 M

y Fa

mily

and

Me

Wee

k 2

Fam

ilies

Get

T

oget

her

Wee

k 3

Fam

ilies

Cha

nge

Uni

t 2

Fam

ilies

W

eek

1 L

earn

Abo

ut F

riend

s W

eek

2 W

hat i

s a

Frie

nd?

Wee

k 3

Get

ting

Alo

ng

Kin

derg

arte

n Li

tera

cy S

urve

y

Ass

essm

ent #

1

Uni

t 3

Tra

nspo

rtat

ion

Wee

k 1

Get

ting

Aro

und

Tow

n W

eek

2 Tr

avel

ing

Far a

nd

Nea

r W

eek

3 W

heel

s A

ll Ar

ound

U

nit 4

F

ood

Wee

k 1

Whe

re F

ood

Com

es

Fr

om

Wee

k 2

Wha

t’s F

or D

inne

r?

Wee

k 3

Foo

d Tr

aditi

ons

Bui

lt-in

Ass

essm

ent a

nd H

oli-

day

wee

ks d

urin

g th

is g

radi

ng

perio

d K

inde

rgar

ten

Lite

racy

Sur

-ve

y A

sses

smen

t # 2

Uni

t 5

Ani

mal

s W

eek

1 A

nim

als

We

Kno

w

Wee

k 2

How

Ani

mal

s

C

hang

e an

d G

row

W

eek

3 A

nim

al H

omes

U

nit 6

N

eigh

borh

ood

Wee

k 1

Our

Nei

ghbo

rhoo

d W

eek

2 P

eopl

e an

d P

lace

s W

eek

3 N

eigh

borh

ood

W

orke

rs

Uni

t 7

Wea

ther

W

eek

1 K

inds

of W

eath

er

Wee

k 2

Sea

sons

W

eek

3 H

ow W

eath

er A

ffect

s

U

s K

inde

rgar

ten

Lite

racy

Sur

vey

A

sses

smen

t # 3

Uni

t 8

Pla

nts

Wee

k 1

How

Pla

nts

Gro

w

Wee

k 2

See

ds a

nd P

lant

s W

eek

3 W

hat’s

in M

y

Gar

den?

U

nit 9

A

maz

ing

Cre

atur

es

Wee

k 1

Inte

rest

ing

Inse

cts

Wee

k 2

The

Am

azin

g O

cean

W

eek

3 A

nim

als

Now

and

T

hen

Uni

t 10

I K

now

A L

ot!

Wee

k 1

Sho

w W

hat Y

ou K

now

W

eek

2 A

rt A

ll A

roun

d W

eek

3 L

et’s

Cou

nt D

own

Kin

derg

arte

n Li

tera

cy S

urve

y

Ass

essm

ent #

4

Firs

t Gra

de

Wee

k 1

Sta

rt S

mar

t W

eek

2 S

tart

Sm

art

Plac

emen

t Tes

t W

eek

3

Star

t Sm

art

Uni

t 1

All

Abo

ut U

s W

eek

1 W

e ar

e Sp

ecia

l W

eek

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eady

Set

Mov

e W

eek

3 G

row

ing

Up

Wee

k 4

Pet

s W

eek

5 T

eam

wor

k W

eek

6 A

sses

smen

t 1

Uni

t 2

Out

side

My

Doo

r W

eek

1 A

nim

al F

amili

es

Wee

k 2

Hel

ping

Out

W

eek

3 W

here

Ani

mal

s Li

ve

Wee

k 4

Sin

g an

d D

ance

W

eek

5 L

et's

Lau

gh

Wee

k 6

Rev

iew

U

nit 3

L

et's

Con

nect

W

eek

1 B

eing

Frie

nds

Wee

k 2

Kid

s Ar

ound

the

Wor

ld

Wee

k 3

Me

and

My

Sha

dow

C

ontin

ues

next

gra

ding

per

iod

Uni

t 3

Let

's C

onne

ct

Wee

k 4

Our

Fam

ilies

W

eek

5 F

amily

Tim

e W

eek

6 A

sses

smen

t 2

Uni

t 4

Nat

ure

Wat

ch

Wee

k 1

Bird

s W

eek

2 R

ecyc

ling

Wee

k 3

Wha

t's th

e W

eath

er?

Wee

k 4

Wha

t Sci

entis

t Do

Wee

k 5

Fav

orite

Sto

ries

Wee

k 6

Rev

iew

Uni

t 5 A

dven

ture

s A

ll A

roun

d W

eek

1 E

xpre

ss Y

ours

elf

Wee

k 2

Wat

ch it

Go

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k 3

Inve

ntio

ns

Wee

k 4

I C

an D

o It

Wee

k 5

How

Doe

s it

Gro

w?

Wee

k 6

Ass

essm

ent 3

U

nit 6

Le

t's D

isco

ver

Wee

k 1

Bug

, Bug

s, B

ugs!

W

eek

2/3

Exp

lorin

g S

pace

At W

ork

Wee

k 4/

5

Wat

chin

g A

nim

als

Gro

w

Let

’s B

uild

Page 55: Treasures Resources - Brevard County

52

Wee

kly

Trea

sure

s In

stru

ctio

nal T

empl

ate

for K

inde

rgar

ten

– W

hole

Gro

up

D

ay 1

D

ay 2

D

ay 3

D

ay 4

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ay 5

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Lang

uage

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age

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s Que

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s

Page 56: Treasures Resources - Brevard County

53

Kin

derg

arte

n Sm

all G

roup

Rou

tines

for D

iffer

entia

ted

Inst

ruct

ion 

45-6

0 m

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D

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Page 57: Treasures Resources - Brevard County

54

Page 58: Treasures Resources - Brevard County

55

Sunshine State Standards

The current Sunshine State Standards for Reading and Language Arts were approved in December of 2006. These standards are specific to grade level and give teachers detailed information to inform their instruction. The 2006 standards are separated into six strands: Reading Process, Literary Analysis, Writing Process, Writing Applications, Communication, and Information and Media Literacy. Each of these six strands contains standards and benchmarks for the specific grade level, as coded below: Access Points: In addition to the grade-level standards, the Florida Department of Education has published Access Points for selected groups of students. Three levels of access points are included for students with Significant Cognitive Disabilities. Stu-dents are identified for these access points through the use of the Florida Alternative Assessment (FAA). Only non-FCAT students who take the FAA will be assigned a “level” on the access points. Teachers should be aware that these access points do not apply to FCAT students and are not appro-priate remediation steps for FCAT students. Additional access points are available for students designated as ELL learners. These access points are determined through the use of the Comprehensive English Language Learning Assessment (CELLA). Additional information regarding the Sunshine State Standards and access points is available at www.flstandards.org.

LA. K. 1. 1. 1 Subject Grade Strand Standard Benchmark

Page 59: Treasures Resources - Brevard County

56

Sunshine State Standards Grade KSunshine State Standards Grade K * P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d / or E L L .* P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d/ or E L L .

Concepts of Print: LA.K.1.1.1 - locate a printed word on a page LA.K.1.1.2 - distinguish letters from words LA.K.1.1.3 - identify the separate sounds in a spoken sentence LA.K.1.1.4 - match print to speech LA.K.1.1.5 - identify parts of a book (e.g., front cover, back cover, title page) LA.K.1.1.6 - move top to bottom and left to right on the printed page LA.K.1.1.7 - name all upper and lower case letters of the alphabet.

Phonological Awareness: LA.K.1.2.1 - auditory segment sentences into the correct number of words LA.K.1.2.2 - identify, blend, and segment syllables in words LA.K.1.2.3 - recognize and produce words that rhyme LA.K.1.2.4 - identify, blend, and segment onset and rime

Phonemic Awareness: LA.K.1.3.1 - identify initial, final, and medial phonemes (sounds) in consonant/vowel/consonant (CVC) words (e.g., “sat”) LA.K1.3.2 - blend and segment individual phonemes in simple, one-syllable words LA.K.1.3.3 - manipulate individual phonemes in CVC words through addition, deletion, and substitution

Phonics/Word Analysis: LA.K.1.4.1 - recognize and recall the one to one correspondence between most letters and sounds LA.K.1.4.2 - decode simple words in isolation and in context

Vocabulary Development: LA.K.1.6.1 - use new vocabulary that is introduced and taught directly LA.K.1.6.2 - listen to and discuss both familiar and conceptually challenging text LA.K.1.6.3 - describe common objects and events in both general and specific language LA.K.1.6.4 - identify and sort common words into basic categories (e.g., colors, shapes, food) LA.K.1.6.5 - use language correctly to express spatial and temporal relationships (e.g., up/down, before/after) LA.K.1.6.6 - relate new vocabulary to prior knowledge

Reading Comprehension: LA.K.1.7.1 - make predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, illustrations) LA.K.1.7.2 - use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction LA.K.1.7.3 - retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence LA.K.1.7.4 - identify the author’s purpose as stated in the text

Fiction: LA.K.2.1.1 - identify familiar literary forms (e.g., fairy tales, tall tales, nursery rhymes, fables)

LA.K.2.1.2 - retell the main events (e.g., beginning, middle, end) of a story, and describe characters and setting LA.K.2.1.3 - identify a regular beat and similarities of sounds in words when responding to rhythm and rhyme in nursery rhymes and others rhyming selections LA.K.2.1.4 - select materials to read for pleasure LA.K.2.1.5- participate in a group response to various literary selections (e.g., nursery rhymes, fairy tales, picture books), identifying the character(s), setting, and

sequence of events and connecting text to self (personal connection) and text to world (social connection) Nonfiction: LA.K.2.2.1 - identify the purpose of nonfictional text LA.K.2.2.2 - retell important facts from a text heard or read LA.K.2.2.3 - select nonfiction material to read for pleasure

Prewriting: LA.K.3.1.1 - connecting thoughts and oral language to generate ideas

LA.K.3.1.2 - drawing a picture about ideas from stories read aloud or generated through class discussion Drafting: LA.K.3.2.1 - drawing, telling, or writing about a familiar experience, topic or text LA.K.3.2.2 - creating a group draft, scripted by the teacher

Revising: LA.K.3.3.1 The student will revise the draft by adding additional details to the draft and checking for logical thinking with prompting

Editing for Language Conventions: LA.K.3.4.1 - knowledge of letter/sound relationships to spell simple words LA.K.3.4.2 - capital letters to begin “important words” LA.K.3.4.3 - end punctuation, including periods, question marks, and exclamation points

Publishing: LA.K.3.5.1 The student will produce, illustrate and share a finished piece of writing

Reading Process LA.K.1

Literary Analysis LA.K.2

Writing Process LA.K.3

Page 60: Treasures Resources - Brevard County

57

Writing Applications LA.K.4 Creative: LA.K.4.1.1 - create narratives by drawing, dictating, and/or using emergent writing LA.K.4.1.2 - participate in writing simple stories, poems, rhymes, or song lyrics

Informative: LA.K.4.2.1 - participate in creating a variety of informational/expository forms (e.g., labels, lists, graphs, observations, summaries) through drawing or writing LA.K.4.2.2 - participate in creating simple summaries from informational/expository text (e.g., graphs, tables, maps) LA.K.4.2.3 - participate in a group setting to identify the topic as expressed in informational/expository text, and discuss related details LA.K.4.2.4 - communications with teacher as scribe, including friendly letters and thank-you notes LA.K.4.2.5 - draw a simple map of the classroom

Persuasive: LA.K.4.3.1 The student will draw a picture and use it to explain why this item (food, pet, person) is their favorite

Penmanship: LA.K.5.1.1 - print many uppercase and lowercase letters of the alphabet and recognize the difference between the two LA.K.5.1.2 - write from left to right and top to bottom of page LA.K.5.1.3 - recognize spacing between letters and words LA.K.5.1.4 - print own first and last name LA.K.5.1.5 - understand the concept of writing and identifying numerals

Listening and Speaking: LA.K.5.2.1 - listen carefully and understand directions for performing tasks (e.g., three or four-step oral directions) LA.K.5.2.2 - listen attentively to fiction and nonfiction read-alouds and demonstrate understanding LA.K.5.2.3 - repeat auditory sequences (e.g., letters, words, numbers, rhythmic patterns) LA.K.5.2.4 - recite short poems, rhymes, songs, and stories with repeated patterns LA.K.5.2.5 - communicate effectively when relating experiences and retelling stories heard LA.K.5.2.6 - use complete sentences when speaking

Informational Text: LA.K.6.1.1 The student will identify the purpose of informational text and distinguish between informational text (e.g., signs, directions) and text read for pleasure

(e.g., stories, poems) Research Process: LA.K.6.2.1 - ask questions and recognize the library media specialist or teacher as an information source LA.K.6.2.2 - use simple reference resources to locate and obtain information through knowledge of alphabetical order, use of pictures, and environmental print (e.g.,

signs, billboards) LA.K.6.2.3 - participate in creating a simple class report where the teacher is the scribe LA.K.6.2.4 - recognize that authors, illustrators, and composers create informational sources

Media Literacy: LA.K.6.3.1 - recognize print and nonprint media LA.K.6.3.2 - state the main idea after viewing print media

Technology: LA.K.6.4.1 The student will use technology (e.g., drawing tools, writing tools) resources to support learning

Communication LA.K.5

Information and Media Literacy LA.K.6

Page 61: Treasures Resources - Brevard County

58

Page 62: Treasures Resources - Brevard County

59

First Grade

Explorers

Page 63: Treasures Resources - Brevard County

60

Treasures Components First Grade

Treasures:

Triumphs:

• Florida Student Books 1, 2 • Florida Teacher Edition (6 Unit TEs)

• Florida Time for Kids Magazine FCAT Edition (non-consumable) • Florida Time for Kids Magazine FCAT Teacher’s Manual

• Florida Practice Book: On-Level One per student for 6 years • Florida Time for Kids Transparencies

• Florida Practice Book: Approaching (BLM) • Florida Read-Aloud Anthology

• Florida Practice Book: Beyond (BLM) • Florida Teacher Resource Book

• Florida Practice Book: Teacher’s Annotated Edition • Florida Benchmark Assessment in FCAT Format (BLM)

• Florida Grammar Practice Book (BLM) • Florida Unit Assessment in FCAT Format (BLM)

• Florida Grammar Practice Book Teacher’s Edition • Florida SAT-10 and FCAT Test Prep and Practice (BLM)

• Florida Phonics/Spelling Practice Book (BLM) • Florida Weekly Assessment One per student for 6 years

• Florida Phonics/Spelling Practice Book Teacher’s Edition • Sound Boxes (package of 6)

• Leveled Reader Library: On-Level (6 each of 30 titles) • Assessment Handbook

• Leveled Reader Library: Approaching (6 each of 30 titles) • Fluency Assessment

• Leveled Reader Library: Beyond (6 each of 30 titles) • Work Station Flip Charts (set of 4)

• Leveled Reader Library: ELL (6 each of 30 titles) • Oral Vocabulary Cards

• Decodable Reader Library (6 each of 6 titles) • Vocabulary Word Cards

• Screening, Diagnostic, and Placement Assessment (BLM) • Small Group Management Rotation Chart

• Florida Home-School Connection • Managing Small Groups: A How-To Guide

• Grammar and Writing Handbook (1 per teacher) • Dinah Zike’s Foldables

• Running Records and 30 Benchmark Books Package • Instructional Navigator

• Large Alphabet and Sound-Spelling Cards • Exam View with Test Generator

• Florida School Website Internet Activities • Selection Tests CD Rom

• Listening Library CD (Anthology Selections) • Fluency Solutions CD

• Florida Online Pupil Edition • Florida Online Teacher Edition

• Online Leveled Reader Database • Small Letter Cards

• New Adventures of Buggles and Beezy (network version) • Retelling Cards

• Weekly Contracts

Per School:

• Listening Library CDs: Leveled Readers Approaching • Listening Library CDs: Leveled Readers Beyond

• Listening Library CDs: Leveled Readers On-Level • Listening Library CDs: Leveled Readers ELL

• Intervention Anthology (2 books, 6 copies each) • Intervention TE • Photo Cards

• Intervention Practice Book (BLM) • Intervention Practice Book TE • Small Letter Cards

• Intervention Assessment Book • Listening Library CD- Intervention Anthology • Letter Tiles

• Oral Language Development Cards • Small Alphabet Sound-Spelling Cards • Word Cards

• Write-on/ Wipe-off Board • Comprehension Cards

Page 64: Treasures Resources - Brevard County

61

Pac

ing

Gui

de K

inde

rgar

ten

- Firs

t

Firs

t Qua

rter

Se

cond

Qua

rter

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ird Q

uart

er

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th Q

uart

er

Kin

derg

arte

n

Initi

al K

inde

r Lite

racy

Sur

vey

Wee

k 1

Sta

rt Sm

art

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k 2

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art

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rt Sm

art

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t 1

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ilies

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eek

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y Fa

mily

and

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k 2

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ilies

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oget

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k 3

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nge

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ilies

W

eek

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earn

Abo

ut F

riend

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eek

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hat i

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nd?

Wee

k 3

Get

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Kin

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urve

y

Ass

essm

ent #

1

Uni

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Tra

nspo

rtat

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avel

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5

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uild

Page 65: Treasures Resources - Brevard County

62

Gra

de 1

-2: W

eekl

y In

stru

ctio

nal T

empl

ate

(Wee

ks 1

-5)

90

Min

ute

Rea

ding

Blo

ck

(For

30

Min

ute

L.A.

blo

ck: w

ritin

g, g

ram

mar

, spe

lling

see

TE

wee

kly

plan

ner,

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y P

iece

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trict

Writ

ing

Pla

n, D

evel

opin

g th

e C

raft

and

Dev

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Idea

s)

Who

le Gr

oup

30 M

inut

es

Day 1

Da

y 2

Day 3

Da

y 4

Day 5

20

minu

tes 

  Who

le Gr

oup

Oral

Lang

uage 

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onem

ic Aw

are-

ness 

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onics

   

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bular

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Page 66: Treasures Resources - Brevard County

63

Gra

de 1

: Wee

k 6

Inst

ruct

iona

l Tem

plat

e 90

Min

ute

Rea

ding

Blo

ck

(For

30

Min

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L.A.

blo

ck: w

ritin

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ram

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trict

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n, D

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ce B

ooks

for t

imed

read

ing p

rac-

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ities c

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ctivit

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ctivit

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15 M

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S Ta

b *In

struc

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Acti

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ITIO

NAL

LESS

ONS

Tab

*Instr

uctio

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outin

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*Acti

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each

of s

peci

fic s

kills

bas

ed o

n in

divi

dual

stu

dent

s ne

eds.

Page 67: Treasures Resources - Brevard County

64

Page 68: Treasures Resources - Brevard County

65

Sunshine State Standards

The current Sunshine State Standards for Reading and Language Arts were approved in December of 2006. These standards are specific to grade level and give teachers detailed information to inform their instruction. The 2006 standards are separated into six strands: Reading Process, Literary Analysis, Writing Process, Writing Applications, Communication, and Information and Media Literacy. Each of these six strands contains standards and benchmarks for the specific grade level, as coded below: Access Points: In addition to the grade-level standards, the Florida Department of Education has published Access Points for selected groups of students. Three levels of access points are included for students with Significant Cognitive Disabilities. Stu-dents are identified for these access points through the use of the Florida Alternative Assessment (FAA). Only non-FCAT students who take the FAA will be assigned a “level” on the access points. Teachers should be aware that these access points do not apply to FCAT students and are not appro-priate remediation steps for FCAT students. Additional access points are available for students designated as ELL learners. These access points are determined through the use of the Comprehensive English Language Learning Assessment (CELLA). Additional information regarding the Sunshine State Standards and access points is available at www.flstandards.org.

LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark

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Sunshine State Standards Grade 1Sunshine State Standards Grade 1 * P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d / or E L L .* P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d/ or E L L .

Concepts of Print: LA.1.1.1.1 - locate the title, table of contents, names of author and illustrator, glossary, and index LA.1.1.1.2 - distinguish informational text (e.g., store sign, stop sign, recipe) from entertaining text (e.g., song, poem)

Phonemic Awareness: LA.1.1.3.1 - identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC) LA.1.1.3.2 - blend three to five phonemes to form words LA.1.1.3.3 - segment single syllable words into individual phonemes LA.1.1.3.4 - manipulate individual phonemes to create new words through addition, deletion, and substitution

Phonics/Word Analysis: LA.1.1.4.1 - generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words LA.1.1.4.2 - identify the sounds of vowels and consonant digraphs in printed words LA.1.1.4.3 - decode words with r-controlled letter-sound associations LA.1.1.4.4 - decode words from common word families LA.1.1.4.5 - recognize high frequency words LA.1.1.4.6 - identify common, irregular words, compound words, and contractions LA.1.1.4.7 - decode base words and inflectional endings LA.1.1.4.8 - use self-correction when subsequent reading indicates an earlier misreading

Fluency: LA.1.1.5.1 - apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context LA.1.1.5.2 - recognize high frequency and familiar words in isolation and in context LA.1.1.5.3 - adjust reading rate based on purpose, text difficulty, form, and style

Vocabulary Development: LA.1.1.6.1 - use new vocabulary that is introduced and taught directly LA.1.1.6.2 - listen to, read, and discuss both familiar and conceptually challenging text LA.1.1.6.3 - use context cluesLA.1.1.6.4 - categorize key vocabulary and identify salient features LA.1.1.6.5 - relate new vocabulary to prior knowledge LA.1.1.6.6 - identify and sort common words into conceptual categories LA.1.1.6.7 - identify common antonyms and synonyms LA.1.1.6.8 - use meaning of individual words to predict meaning of unknown compound words LA.1.1.6.9 - determine the correct meaning of words with multiple meanings (e.g., mine) in context LA.1.1.6.10 - determine meanings of unfamiliar words by using a beginning dictionary, illustrations, and digital tools

Reading Comprehension: LA.1.1.7.1 - identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading LA.1.1.7.2 - use background knowledge and supporting details from text to verify the accuracy of information presented in read selections LA.1.1.7.3 - retell the main idea or essential message LA.1.1.7.4 - identify supporting details LA.1.1.7.5 - distinguish fact from fiction and cause from effect LA.1.1.7.6 - arrange events in sequence LA.1.1.7.7 - identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) LA.1.1.7.8 - identify the author’s purpose in text and ask clarifying questions (e.g., why, how) if meaning is unclear LA.1.1.7.9 - self monitor comprehension and reread when necessary

Fiction: LA.1.2.1.1 - identify various literary forms (e.g., stories, poems, fables, legends, picture books) LA.1.2.1.2 - retell the main events (e.g., beginning, middle, end) in a story LA.1.2.1.3 - identify the characters and settings in a story LA.1.2.1.4 - identify rhyme, rhythm, alliteration, and patterned structures in poems for children LA.1.2.1.5- respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text

to self (personal connection), text to world (social connection), text to text (comparison among multiple texts) LA.1.2.1.6 - select age and ability appropriate fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge

Nonfiction: LA.1.2.2.1 - locate specific information by using organizational features (e.g., directions, graphs, charts, signs, captions) in informational text LA.1.2.2.2 - select age and ability appropriate nonfiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowl-

edge LA.1.2.2.3 - organize information found in nonfiction text through charting, listing, mapping, or summarizing

Prewriting: LA.1.3.1.1 - generating ideas from multiple sources (e.g., brainstorming, webbing, drawing, group discussion, other activities) LA.1.3.1.2 - discussing the purpose for a writing piece LA.1.3.1.3 - organizing ideas using simple webs, maps, or lists

Drafting: LA.1.3.2.1 - maintaining focus on a single idea using supporting details LA.1.3.2.2 - organizing details into a logical sequence that has a beginning, middle, and end

Reading Process LA.1.1

Literary Analysis LA.1.2

Writing Process LA.1.3

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Revising: LA.1.3.3.1 - evaluating the draft for logical thinking and marking out repetitive text LA.1.3.3.2 - creating clarity by marking out repetitive text, adding additional details by using a caret and replacing general words with specific words

Editing for Language Conventions: LA.1.3.4.1 - common spelling patterns (e.g., onset and rimes, word families, and simple CVC words) and\conventional spelling of high frequency words LA.1.3.4.2 - capital letters for the pronoun I, the beginning of a sentence, names, days of the week and months of the year LA.1.3.4.3 - commas in dates, items in a series LA.1.3.4.4 - singular and plural nouns, action verbs in simple sentences, and singular possessive pronouns (e.g., my/mines, his/her, hers) LA.1.3.4.5 - subject and verb agreement in simple sentences LA.1.3.4.6 - end punctuation for sentences, including periods, question marks, and exclamation points

Publishing: LA.1.3.5.1 The student will produce, illustrate, and share a variety of compositions

Creative: LA.1.4.1.1 - write narratives that include a main idea based on real or imagined events, characters, and a sequence of events LA.1.4.1.2 - participate in writing simple stories, poems, rhymes, or song lyrics

Informative: LA.1.4.2.1 - write in a variety of informational/expository forms (e.g., rules, summaries, recipes, notes/ messages, labels, instructions, graphs/tables) LA.1.4.2.2 - participate in recording information from informational/expository text (e.g., lists, graphs, tables or maps) LA.1.4.2.3 - write an informational/expository paragraph that contains a topic sentence and at least three details LA.1.4.2.4 - write basic communications, including friendly letters and thank-you notes LA.1.4.2.5 - write simple directions to familiar locations using “left and right,” and create a map that matches the directions

Persuasive: LA.1.4.3.1 The student will draw a picture and use simple text to explain why this item (food, pet, person) is important to them.

Penmanship: LA.1.5.1.1 - write numbers and uppercase and lowercase letters using left to right sequencing LA.1.5.1.2 - use appropriate spacing between letters, words, and sentences

Listening and Speaking: LA.1.5.2.1 - listen attentively and understand directions for performing tasks (e.g., multi-step oral directions), solving problems, and following rules LA.1.5.2.2 - retell specific details of information heard LA.1.5.2.3 - listen attentively to fiction and nonfiction read-alouds and demonstrate understanding LA.1.5.2.4 - use formal and informal language appropriately LA.1.5.2.5 - communicate effectively when relating experiences and retelling stories read and heard LA.1.5.2.6 - participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker

Informational Text: LA.1.6.1.1 - locate specific information by using words in organizational features (e.g., table of contents, headings, captions, bold print, key words, indices) in informa-

tional text Research Process: LA.1.6.2.1 - formulate questions and gather information using simple reference materials (e.g., nonfiction books, picture dictionaries, software) LA.1.6.2.2 - use simple reference materials to locate and obtain information, using alphabetical order, record information, and compare it to search questions LA.1.6.2.3 - write a simple report with a title and three facts, using informational sources LA.1.6.2.4 - identify authors, illustrators, or composers with their works.

Media Literacy: LA.1.6.3.1 - recognize that nonprint media affect thoughts and feelings (e.g., graphics, music, digital video) LA.1.6.3.2 - identify types of mass communication (e.g., film, newspapers, radio, digital technology)

Technology: LA.1.6.4.1 - use appropriate available technology resources (e.g., writing tools, digital cameras, drawing tools) to present thoughts, ideas, and stories

Writing Applications LA.1.4

Communication LA.1.5

Information and Media Literacy LA.1.6

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Second Grade

Explorers

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Treasures Components Second Grade

Treasures:

Triumphs:

• Florida Student Books 1, 2 • Florida Teacher Edition (6 Unit TEs)

• Florida Time for Kids Magazine FCAT Edition (non-consumable) • Florida Time for Kids Magazine FCAT Teacher’s Manual

• Florida Practice Book: On-Level One per student for 6 years • Florida Time for Kids Transparencies

• Florida Practice Book: Approaching (BLM) • Florida Read-Aloud Anthology

• Florida Practice Book: Beyond (BLM) • Florida Teacher Resource Book

• Florida Practice Book: Teacher’s Annotated Edition • Florida Benchmark Assessment in FCAT Format (BLM)

• Florida Grammar Practice Book (BLM) • Florida Unit Assessment in FCAT Format (BLM)

• Florida Grammar Practice Book Teacher’s Edition • Florida SAT-10 and FCAT Test Prep and Practice (BLM)

• Florida Phonics/Spelling Practice Book (BLM) • Florida Weekly Assessment One per student for 6 years

• Florida Phonics/Spelling Practice Book Teacher’s Edition • Sound Boxes (package of 6)

• Leveled Reader Library: On-Level (6 each of 30 titles) • Assessment Handbook

• Leveled Reader Library: Approaching (6 each of 30 titles) • Fluency Assessment

• Leveled Reader Library: Beyond (6 each of 30 titles) • Work Station Flip Charts (set of 4)

• Leveled Reader Library: ELL (6 each of 30 titles) • Oral Vocabulary Cards

• Decodable Reader Library (6 each of 6 titles) • Vocabulary Word Cards

• Screening, Diagnostic, and Placement Assessment (BLM) • Small Group Management Rotation Chart

• Florida Home-School Connection • Managing Small Groups: A How-To Guide

• Grammar and Writing Handbook (1 per teacher) • Dinah Zike’s Foldables

• Running Records and 30 Benchmark Books Package • Instructional Navigator

• Large Alphabet and Sound-Spelling Cards • Exam View with Test Generator

• Florida School Website Internet Activities • Selection Tests CD Rom

• Listening Library CD (Anthology Selections) • Fluency Solutions CD

• Florida Online Pupil Edition • Florida Online Teacher Edition

• Online Leveled Reader Database • Small Letter Cards

• New Adventures of Buggles and Beezy (network version) • Retelling Cards

• Weekly Contracts

Per School:

• Listening Library CDs: Leveled Readers Approaching • Listening Library CDs: Leveled Readers Beyond

• Listening Library CDs: Leveled Readers On-Level • Listening Library CDs: Leveled Readers ELL

• Intervention Anthology (6 copies) • Intervention TE • Photo Cards

• Intervention Practice Book (BLM) • Intervention Practice Book TE • Small Letter Cards

• Intervention Assessment Book • Listening Library CD- Intervention Anthology • Letter Tiles

• Oral Language Development Cards • Small Alphabet Sound-Spelling Cards • Word Cards

• Write-on/ Wipe-off Board • Comprehension Cards

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74

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75

Sunshine State Standards

The current Sunshine State Standards for Reading and Language Arts were approved in December of 2006. These standards are specific to grade level and give teachers detailed information to inform their instruction. The 2006 standards are separated into six strands: Reading Process, Literary Analysis, Writing Process, Writing Applications, Communication, and Information and Media Literacy. Each of these six strands contains standards and benchmarks for the specific grade level, as coded below: Access Points: In addition to the grade-level standards, the Florida Department of Education has published Access Points for selected groups of students. Three levels of access points are included for students with Significant Cognitive Disabilities. Stu-dents are identified for these access points through the use of the Florida Alternative Assessment (FAA). Only non-FCAT students who take the FAA will be assigned a “level” on the access points. Teachers should be aware that these access points do not apply to FCAT students and are not appro-priate remediation steps for FCAT students. Additional access points are available for students designated as ELL learners. These access points are determined through the use of the Comprehensive English Language Learning Assessment (CELLA). Additional information regarding the Sunshine State Standards and access points is available at www.flstandards.org.

LA. 2. 1. 1. 1 Subject Grade Strand Standard Benchmark

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76

Sunshine State Standards Grade 2Sunshine State Standards Grade 2 * P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d / or E L L .* P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d/ or E L L .

Phonics/Word Analysis: LA.2.1.4.1 - use knowledge of spelling patterns (e.g., vowel diphthongs, difficult word families) LA.2.1.4.2 - apply knowledge of spelling patterns to identify syllables LA.2.1.4.3 - decode phonetically regular one-syllable and multi-syllable words in isolation and in context LA.2.1.4.4 - identify irregularly spelled words (e.g., laugh) and words with special vowel spellings (e.g., bread) LA.2.1.4.5 - recognize high frequency words LA.2.1.4.6 - recognize common abbreviations LA.2.1.4.7 - recognize and correctly use regular and irregular plurals LA.2.1.4.8 - use self-correction when subsequent reading indicates an earlier misreading

Fluency: LA.2.1.5.1 - apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context LA.2.1.5.2 - identify high frequency phonetically irregular words in context LA.2.1.5.3 - adjust reading rate based on purpose, text difficulty, form, and style

Vocabulary Development: LA.2.1.6.1 - use new vocabulary that is introduced and taught directly LA.2.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text LA.2.1.6.3 - use context clues to determine meanings of unfamiliar words LA.2.1.6.4 - categorize key vocabulary and identify salient features LA.2.1.6.5 - relate new vocabulary to familiar words LA.2.1.6.6 - identify base (root) words and common prefixes to determine the meanings of prefixed words LA.2.1.6.7 - identify antonyms, synonyms, and homophones LA.2.1.6.8 - determine the correct meaning of words with multiple meanings (e.g., mine) in context LA.2.1.6.9 - determine meanings of unfamiliar words by using a dictionary and digital tools

Reading Comprehension: LA.2.1.7.1 - identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a

purpose for reading LA.2.1.7.2 - determines the author’s purpose in text and asks clarifying questions (e.g., why, how) if meaning is unclear LA.2.1.7.3 - summarize information in text, including but not limited to main idea, supporting details, and connections between texts LA.2.1.7.4 - identify cause-and-effect relationships in text LA.2.1.7.5 - identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts

meaning in text LA.2.1.7.6 - identify themes or topics across a variety of fiction and nonfiction selections LA.2.1.7.7 - compare and contrast characters and settings in one text LA.2.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to

rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources

Fiction: LA.2.2.1.1 - identify the basic characteristics of a variety of literary forms (e.g., fables, stories, fiction, poetry, folktales, legends) and how they are

alike and different LA.2.2.1.2 - identify and describe the elements of story structure, including setting, plot, character, problem, and resolution in a variety of fiction LA.2.2.1.3 - identify ways an author makes language choices in poetry that appeal to the senses, create imagery, and suggest mood LA.2.2.1.4 - identify an author’s theme, and use details from the text to explain how the author developed that theme LA.2.2.1.5- respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connec-

tion), text to world (social connection), text to text (comparison among multiple texts) LA.2.2.1.6 - write a book report identifying character(s), setting, and sequence of events LA.2.2.1.7- identify and explain an author’s use of descriptive and figurative language (e.g., personification, similes, metaphors, symbolism), and

examine how it is used to describe people, feelings, and objects LA.2.2.1.8- select a balance of age and ability appropriate fiction materials to read (e.g., chapter books, fairy tales, mythology, poetry), based on

interest and teacher recommendations, to continue building a core foundation of knowledge Nonfiction: LA.2.2.2.1 - recognize and understand the purpose of text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, illustrations) LA.2.2.2.2 - use explicitly stated information to answer a question LA.2.2.2.3 - distinguish among a variety of text (e.g., reference, practical/functional) LA.2.2.2.4- select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, sci-

ence, history), based on interest and teacher recommendations, to continue building a core foundation of knowledge

Reading Process LA.2.1

Literary Analysis LA.2.2

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77

Prewriting: LA.2.3.1.1 - generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activi-

ties) LA.2.3.1.2 - determines the purpose (e.g., to entertain, to inform, to communicate) and the intended audience of a writing piece LA.2.3.1.3 - making a plan for writing that includes the main idea, the purpose (e.g., to entertain, to inform, to communicate)

Drafting: LA.2.3.2.1 - maintaining focus on a single idea and developing supporting details LA.2.3.2.2 - organizing details into a logical sequence that has a clear beginning, middle and end and an awareness of audience

Revising: LA.2.3.3.1 - evaluating the draft for logical thinking and consistent point of view (first or third person) appropriate for the purpose and audience LA.2.3.3.2 - creating clarity by combining related simple sentences and sequencing new ideas into paragraphs LA.2.3.3.3 - creating interest by incorporating descriptive words and supporting details, such as sensory language LA.2.3.3.4 - evaluating the composition, with the assistance of teacher, peer, checklist, or rubric

Editing for Language Conventions: LA.2.3.4.1 - conventional spelling for high frequency words and common spelling patterns and generalizations (e.g., word families, simple CVC

words, regular plurals, simple suffixes and simple prefixes) to determine how to spell new words LA.2.3.4.2 - capitalization, including initial word in a sentence, the pronoun “I,” and proper names LA.2.3.4.3 - commas in dates, items in a series, greetings and closings of letters, and compound sentences, colons to punctuate time, and apostro-

phes to correctly punctuate contractions LA.2.3.4.4 - nouns, verbs, personal pronouns, adjectives and adverbs, singular possessive pronouns (e.g., my/mines, his/her, hers) LA.2.3.4.5 - subject/verb and noun/pronoun agreement in simple and compound sentences LA.2.3.4.6 - end punctuation for compound sentences, statements, questions, and exclamations

Publishing: LA.2.3.5.1 - produce, illustrate, and share a variety of compositions

Creative: LA.2.4.1.1 - write narratives based on real or imagined events that include a main idea, characters, a sequence of events and descriptive details LA.2.4.1.2 - compose simple stories, poems, riddles, rhymes, or song lyrics.

Informative: LA.2.4.2.1 - write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions,

graphs/tables) LA.2.4.2.2 - record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic LA.2.4.2.3 - write informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information LA.2.4.2.4 - write communications, including friendly letters and thank-you notes LA.2.4.2.5 - write simple directions to familiar locations using “left and right,” and create a map that matches the directions.

Persuasive: LA.2.4.3.1- draw a picture and use simple text to explain why this item (food, pet, person) is important to them.

Penmanship: LA.2.5.1.1 - demonstrate legible printing skills.

Listening and Speaking: LA.2.5.2.1 - interpret information presented and seek clarification when needed LA.2.5.2.2 - begin to use language appropriate for different occasions, audiences, and topics LA.2.5.2.3 - use increasingly complex language patterns and sentence structure when communicating LA.2.5.2.4 - listen politely to oral presentations by classmates

Informational Text: LA.2.6.1.1 - read informational text (e.g., directions, graphs, charts, signs, captions) to follow multi-step instructions, answer literal questions, per-

form tasks, learn tasks, and sequentially carry out the steps of a procedure Research Process: LA.2.6.2.1 - generate research questions by brainstorming, identify key words, group related ideas, and select appropriate resources (e.g., atlases,

nonfiction books, dictionaries, digital references) LA.2.6.2.2 - select and use a variety of appropriate reference materials to gather information and locate information using alphabetical order LA.2.6.2.3 - analyze and select appropriate facts and communicate information in a simple report that includes, a title, a main, and supporting

details LA.2.6.2.4 - record the authors and titles of works

Media Literacy: LA.2.6.3.1 - recognize that nonprint media affect thoughts and feelings (e.g., graphics, music, digital video) LA.2.6.3.2 - identify types of mass communication (e.g., film, newspapers, radio, digital technology)

Technology: LA.2.6.4.1 - use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations) LA.2.6.4.2 - use digital resources (e.g., writing tools, digital cameras, drawing tools) to present and publish thoughts, ideas, and stories

Writing Process LA.2.3

Writing Applications LA.2.4

Communication LA.2.5

Information and Media Literacy LA.2.6

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79

Third Grade

Explorers

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80

Treasures Components Third Grade

Treasures:

Triumphs:

• Florida Student Book • Florida Benchmark Assessment in FCAT Format (BLM)

• Florida Teacher Edition Package (6 Unit TEs) • Florida Unit Assessment in FCAT Format (BLM)

• Florida Practice Book: On-Level One per student for 6 years • Screening, Diagnostic, and Placement Assessment (BLM)

• Florida Practice Book: Approaching (BLM) • Florida Test Prep and Practice (BLM)

• Florida Practice Book: Beyond (BLM) • Florida Weekly Assessment Class set of non-consumable books

• Florida Practice Book: Teacher’s Annotated Edition • Fluency Assessment

• Florida Grammar Practice Book (BLM) • Assessment Handbook

• Florida Grammar Practice Book Teacher’s Edition • Running Records and 30 Benchmark Books Package

• Florida Phonics/Spelling Practice Book (BLM) • Work Station Flip Charts (set of 4)

• Florida Phonics/Spelling Practice Book Teacher’s Edition • Weekly Contracts

• Leveled Reader Library: On-Level (6 each of 30 titles) • Small Group Management Rotation Chart

• Leveled Reader Library: Approaching (6 each of 30 titles) • Managing Small Groups: A How-To Guide

• Leveled Reader Library: Beyond (6 each of 30 titles) • Dinah Zike’s Foldables

• Leveled Reader Library: ELL (6 each of 30 titles) • Instructional Navigator

• Florida Read-Aloud Anthology • Exam View with Test Generator

• Florida Time for Kids Magazine FCAT Edition (non-consumable)

• Selection Tests CD Rom

• Florida Time for Kids Magazine FCAT Edition Teacher’s Manual • Listening Library CD (Anthology Selections)

• Florida Time for Kids Transparencies • Fluency Solutions CD

• Florida Teacher Resource Book • Florida Online Teacher Edition

• Florida Home-School Connection • Florida Online Pupil Edition

• Grammar and Writing Handbook (1 per teacher) • Online Leveled Reader Database

• Florida School Website Internet Activities

Per School

• Listening Library CDs: Leveled Readers Approaching • Listening Library CDs: Leveled Readers On-Level

• Listening Library CDs: Leveled Readers Beyond • Listening Library CDs: Leveled Readers ELL

• Intervention Anthology (6 copies) • Intervention TE

• Intervention Practice Book (BLM) • Intervention Practice Book TE

• Intervention Assessment Book • Word Cards

• Intervention HFW Cards • Comprehension Cards

• Write-on/ Wipe-off Board • Listening Library CD- Intervention Anthology

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81

Pac

ing

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de S

econ

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hird

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rst Q

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Seco

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Page 85: Treasures Resources - Brevard County

82

Gra

de 3

-6: W

eekl

y In

stru

ctio

nal T

empl

ate

(Wee

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Page 86: Treasures Resources - Brevard County

83

Gra

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k 6

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w

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84

Page 88: Treasures Resources - Brevard County

85

Sunshine State Standards

The current Sunshine State Standards for Reading and Language Arts were approved in December of 2006. These standards are specific to grade level and give teachers detailed information to inform their instruction. The 2006 standards are separated into six strands: Reading Process, Literary Analysis, Writing Process, Writing Applications, Communication, and Information and Media Literacy. Each of these six strands contains standards and benchmarks for the specific grade level, as coded below: Access Points: In addition to the grade-level standards, the Florida Department of Education has published Access Points for selected groups of students. Three levels of access points are included for students with Significant Cognitive Disabilities. Stu-dents are identified for these access points through the use of the Florida Alternative Assessment (FAA). Only non-FCAT students who take the FAA will be assigned a “level” on the access points. Teachers should be aware that these access points do not apply to FCAT students and are not appro-priate remediation steps for FCAT students. Additional access points are available for students designated as ELL learners. These access points are determined through the use of the Comprehensive English Language Learning Assessment (CELLA). Additional information regarding the Sunshine State Standards and access points is available at www.flstandards.org.

LA. 3. 1. 1. 1 Subject Grade Strand Standard Benchmark

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86

Sunshine State Standards Grade 3Sunshine State Standards Grade 3 * P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d / or E L L .* P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d/ or E L L .

Phonics/Word Analysis: LA.3.1.4.1 - use knowledge of the pronunciation of root words and other morphemes (e.g., prefixes, suffixes, derivational endings) to decode words LA.3.1.4.2 - use knowledge of the pronunciation of complex word families (e.g., -ieve, -ield) to decode words in these families LA.3.1.4.3 - decode multi-syllabic words in isolation and in context LA.3.1.4.4 - use self-correction when subsequent reading indicates an earlier misreading

Fluency: LA.3.1.5.1 - apply letter-sound knowledge to decode unknown words quickly and accurately in context LA.3.1.5.2 - adjust reading rate based on purpose, text difficulty, form, and style

Vocabulary Development: LA.3.1.6.1 - use new vocabulary that is introduced and taught directly LA.3.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text LA.3.1.6.3 - use context clues to determine meanings of unfamiliar words LA.3.1.6.4 - categorize key vocabulary and identify salient features LA.3.1.6.5 - relate new vocabulary to familiar words LA.3.1.6.6 - identify “shades of meaning” in related words (e.g., blaring, loud) LA.3.1.6.7 - use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex words LA.3.1.6.8 - use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words LA.3.1.6.9 - determine the correct meaning of words with multiple meanings in context LA.3.1.6.10 - determine meanings of unfamiliar words by using a dictionary, thesaurus, and digital tools

Reading Comprehension: LA.3.1.7.1 - identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading LA.3.1.7.2 - identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences text LA.3.1.7.3- determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message

and inference, and chronological order of events LA.3.1.7.4 - identify cause-and-effect relationships in text LA.3.1.7.5 - identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text LA.3.1.7.6 - identify themes or topics across a variety of fiction and nonfiction selections LA.3.1.7.7 - compare and contrast elements, settings, characters, and problems in two texts LA.3.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking

context clues, predicting, summarizing, questioning, and clarifying by checking other sources

Fiction: LA.3.2.1.1 - understand the distinguishing features among the common forms of literature (e.g., poetry, prose, fiction, drama) LA.3.2.1.2 - identify and explain the elements of story structure, including character/character development, setting, plot, and problem/resolution in a variety of fiction LA.3.2.1.3 - identify and explain how language choice helps to develop mood and meaning in poetry (e.g., sensory and concrete words as well as figurative lan-

guage) LA.3.2.1.4 - identify an author’s theme, and use details from the text to explain how the author developed that theme LA.3.2.1.5 - respond to, discuss, and reflect on various literary selections (e.g., poetry, prose, fiction, nonfiction), connecting text to self (personal connection), text to

world (social connection), text to text (comparison among multiple texts) LA.3.2.1.6 - write a book report or review that identifies the main idea, character(s), setting, sequence of events, and problem/solution LA.3.2.1.7- identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine

how it is used to describe people, feelings, and objects LA.3.2.1.8- select a balance of age and ability appropriate fiction materials to read (e.g., chapter books, fairy tales, mythology, poetry), based on interest and teacher

recommendations, to continue building a core foundation of knowledge Nonfiction: LA.3.2.2.1 - identify and explain the purpose of text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations) LA.3.2.2.2 - use information from the text to answer questions related to explicitly stated main ideas or relevant details LA.3.2.2.3 - organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing LA.3.2.2.4 - identify the characteristics of a variety of types of text (e.g., reference, children’s newspapers, practical/functional texts) LA.3.2.2.5- select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history), based

on interest and teacher recommendations, to continue building a core foundation of knowledge

Prewriting: LA.3.3.1.1 - generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material) LA.3.3.1.2 - determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece LA.3.3.1.3 - using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for writing that includes a main idea

Drafting: LA.3.3.2.1 - using a prewriting plan to develop the main idea with supporting details that describe or provide facts and/or opinions LA.3.3.2.2 - organizing information into a logical sequence through the use of time-order words and cause/effect transitions

Reading Process LA.3.1

Literary Analysis LA.3.2

Writing Process LA.3.3

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87

Revising: LA.3.3.3.1 - evaluating the draft for use of ideas and content, logical organization, voice (e.g., formal or informal), point of view, and word choice LA.3.3.3.2- creating clarity by using a combination of sentence structures (e.g., simple, compound) to improve sentence fluency in the draft and by rearranging words,

sentences, and paragraphs to clarify meaning LA.3.3.3.3 - creating interest by adding supporting details (e.g., dialogue, similes) and modifying word choices using resources and reference materials (e.g., diction-

ary, thesaurus) LA.3.3.3.4 - applying appropriate tools or strategies to refine the draft (e.g., peer review, checklists, rubrics)

Editing for Language Conventions: LA.3.3.4.1- spelling, using spelling patterns and generalizations (e.g., word families, diphthong, consonant digraphs, CVC words, CCVC words, CVCC words, affixes)

and using a dictionary or other resources as necessary LA.3.3.4.2 - capitalization for proper nouns, including holidays, product names, titles used with someone’s name, initials, and geographic locations LA.3.3.4.3 - punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives LA.3.3.4.4 - present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns LA.3.3.4.5 - subject/verb and noun/pronoun agreement in simple and compound sentences LA.3.3.4.6 - end punctuation for compound, declarative, interrogative, and exclamatory sentences

Publishing: LA.3.3.5.1 - prepare writing in a format appropriate to audience and purpose (e.g., manuscript, multimedia) LA.3.3.5.2 - add graphics where appropriate LA.3.3.5.3 - share the writing with the intended audience

Creative: LA.3.4.1.1 - write narratives based on real or imagined events or observations that include characters, setting, plot, sensory details, and a logical sequence of events LA.3.4.1.2 - write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song lyrics) that may employ, but not be limited to, figurative language

(e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format Informative: LA.3.4.2.1 - write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables,

experiments, rubrics) LA.3.4.2.2 - record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate LA.3.4.2.3 - write informational/expository essays that contain at least three paragraphs and include a topic sentence, supporting details, and relevant information LA.3.4.2.4 - write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) LA.3.4.2.5 - write simple directions to familiar locations using cardinal directions and landmarks, and create an accompanying map

Persuasive: LA.3.4.3.1 The student will write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader

Penmanship: LA.3.5.1.1 - demonstrate beginning cursive writing skills

Listening and Speaking: LA.3.5.2.1 - recall, interpret, and summarize information presented orally LA.3.5.2.2 - plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion

Informational Text: LA.3.6.1.1 - read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, follow-

ing multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task Research Process: LA.3.6.2.1 - determine information needed for a search by narrowing or broadening a topic, identify key words LA.3.6.2.2- use predetermined evaluative criteria (e.g., readability, appropriateness, special features) to select appropriate reference materials, including multiple

representations of information, such as maps, charts, and photos, to gather information LA.3.6.2.3 - communicate information in an informational report that includes main ideas and relevant details with visual support (e.g., text supported by poster,

diagram, idea map) LA.3.6.2.4 - record basic bibliographic data and recognize intellectual property rights (e.g., cites sources of ideas)

Media Literacy: LA.3.6.3.1 - determine main content and supporting details, including distinguishing fact from opinion, in a print media message LA.3.6.3.2 - identify and explain different production elements used in media messages (e.g., color, sound effects, animation) and use the elements appropriately in a

multimedia production Technology: LA.3.6.4.1 - use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, websites) LA.3.6.4.2 - use digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to present and publish in a variety of media formats

Writing Applications LA.3.4

Communication LA.3.5

Information and Media Literacy LA.3.6

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89

Fourth Grade

Explorers

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90

Treasures Components Fourth Grade

Treasures:

Triumphs:

• Florida Student Book • Florida Benchmark Assessment in FCAT Format (BLM)

• Florida Teacher Edition Package (6 Unit TEs) • Florida Unit Assessment in FCAT Format (BLM)

• Florida Practice Book: On-Level One per student for 6 years • Screening, Diagnostic, and Placement Assessment (BLM)

• Florida Practice Book: Approaching (BLM) • Florida Test Prep and Practice (BLM)

• Florida Practice Book: Beyond (BLM) • Florida Weekly Assessment Class set of non-consumable books

• Florida Practice Book: Teacher’s Annotated Edition • Fluency Assessment

• Florida Grammar Practice Book (BLM) • Assessment Handbook

• Florida Grammar Practice Book Teacher’s Edition • Running Records and 30 Benchmark Books Package

• Florida Phonics/Spelling Practice Book (BLM) • Work Station Flip Charts (set of 4)

• Florida Phonics/Spelling Practice Book Teacher’s Edition • Weekly Contracts

• Leveled Reader Library: On-Level (6 each of 30 titles) • Small Group Management Rotation Chart

• Leveled Reader Library: Approaching (6 each of 30 titles) • Managing Small Groups: A How-To Guide

• Leveled Reader Library: Beyond (6 each of 30 titles) • Dinah Zike’s Foldables

• Leveled Reader Library: ELL (6 each of 30 titles) • Instructional Navigator

• Florida Read-Aloud Anthology • Exam View with Test Generator

• Florida Time for Kids Magazine FCAT Edition (non-consumable)

• Selection Tests CD Rom

• Florida Time for Kids Magazine FCAT Edition Teacher’s Manual • Listening Library CD (Anthology Selections)

• Florida Time for Kids Transparencies • Fluency Solutions CD

• Florida Teacher Resource Book • Florida Online Teacher Edition

• Florida Home-School Connection • Florida Online Pupil Edition

• Grammar and Writing Handbook (1 per teacher) • Online Leveled Reader Database

• Florida School Website Internet Activities

Per School

• Listening Library CDs: Leveled Readers Approaching • Listening Library CDs: Leveled Readers On-Level

• Listening Library CDs: Leveled Readers Beyond • Listening Library CDs: Leveled Readers ELL

• Intervention Anthology (6 copies) • Intervention TE

• Intervention Practice Book (BLM) • Intervention Practice Book TE

• Intervention Assessment Book • Word Cards

• Intervention HFW Cards • Comprehension Cards

• Write-on/ Wipe-off Board • Listening Library CD- Intervention Anthology

Page 94: Treasures Resources - Brevard County

91

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ting

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xplo

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t 5

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ps

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sts

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ork

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ses

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nit 6

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rs

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ure'

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nes

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s W

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t 1

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lleng

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ool C

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lace

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t Tes

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3 T

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lorin

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pace

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cove

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Ani

mal

Def

ense

s **

* 20th

wee

k of

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tast

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W

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t 5

Ach

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in C

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at Id

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t Wor

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de

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t 1

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tion

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s W

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2 A

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t Tes

t W

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r All

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s

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tect

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life

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essm

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nit 2

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avin

g th

e D

ay

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m S

pirit

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eek

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olar

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f Old

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as H

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s W

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t 3

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at Id

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ting

it in

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ham

pion

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anog

raph

y *

** 2

0th w

eek

of in

stru

ctio

n W

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s W

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g W

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tors

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mar

t Thi

nkin

g W

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oney

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nts

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lect

ions

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5 T

akin

g a

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nd

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k 6

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essm

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nit 6

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terd

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oday

, Tom

or-

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t

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k 2

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Page 95: Treasures Resources - Brevard County

92

Gra

de 3

-6: W

eekl

y In

stru

ctio

nal T

empl

ate

(Wee

ks 1

-5) 

90

Min

ute

Rea

ding

Blo

ck 

(For

the a

dditio

nal 3

0 Minu

te L.A

. bloc

k: wr

iting,

gram

mar,

spell

ing se

e TE

week

ly pla

nner

and P

iece

by P

iece,

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elopin

g th

e Cr

aft,

Deve

loping

Idea

s, an

d Ex

trem

e Ma

keov

er G

uides

) W

hole

Grou

p 30

Min

utes

Da

y 1

Day 2

Da

y 3

Day 4

Da

y 5

20 m

inutes

    W

hole

Grou

p

Oral

Lang

uage 

 W

ord S

tudy 

Fluen

cy

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s que

stion 

Build

back

grou

nd 

Intro

duce

voca

bular

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ad al

oud a

ntholo

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stion 

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w vo

cabu

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l with

main

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s que

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ctivit

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) Vo

cabu

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cabu

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10 m

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hole

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Read

main

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Read

paire

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in se

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Tim

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r Kids

 (T

FK F

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des

1-5) 

Skill

and S

trateg

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ided

Rea

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Day 1

Da

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Day 3

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Day 5

Sm

all G

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1 Ap

proa

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Min

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(TE

Small

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up Le

sson

)  

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prac

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read

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Vo

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Te

ach R

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ord p

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in Se

lectio

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Phon

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ords

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word

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(LR)

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ach R

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d pre

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conn

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tex

ts

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all G

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inut

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peate

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with

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-tic

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k Vo

cabu

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w vo

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word

s Ma

in Se

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in Se

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Leve

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d pre

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revie

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texts

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Beyo

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inut

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view

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*W

eekly

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each

er

Page 96: Treasures Resources - Brevard County

93

Gra

des

2-5:

Wee

k 6

Inst

ruct

iona

l Tem

plat

e 90

Min

ute

Rea

ding

Blo

ck

(For

the a

dditio

nal 3

0 Minu

te L.A

. bloc

k: wr

iting,

gram

mar,

spell

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e TE

week

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nner

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s Te

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T Ed

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grad

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5) 

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 Se

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Al

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Day 5

 Op

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DEL

in im

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uide f

or ad

dition

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as.

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kill)

15 M

inut

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Addit

ional

Pr

escri

ptive

Less

ons

Addit

ional

Pr

escri

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Less

ons

       Th

is tim

e may

be ut

ilized

for t

aking

   

Runn

ing

Reco

rds 

  OR 

Use P

racti

ce B

ooks

for t

imed

read

ing p

racti

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A/O/

B

Clas

sroom

Libr

ary

Sele

ction

beh

ind

RESO

URCE

S TA

B in

back

of T

E Te

ache

r Edit

ion 

Skill

revie

w les

sons

in

back

of T

E

 

Behin

d AD

DITI

ONAL

LESS

ONS 

TAB

in ba

ck of

TE

 Be

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ADDI

TION

AL LE

SSON

S TA

B in

back

of T

E

Pres

crip

tive L

esso

ns 

FCAT

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t Pre

p and

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actic

e for

revie

w

Sm

all G

roup

2, 3  

(Gro

uped

by S

kill)

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inut

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   Be

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ADDI

TION

AL LE

SSON

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B in

back

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   Be

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ADDI

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Clas

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SOUR

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TAB

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her E

dition

 Sk

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ns

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Pr

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sons 

FCAT

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t Pre

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actic

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w

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(Gro

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by S

kill)

15 M

inut

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   Be

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SSON

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B in

back

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   Be

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TE

Pr

escr

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sons 

FCAT

Tes

t Pre

p and

Pr

actic

e for

revie

w

Page 97: Treasures Resources - Brevard County

94

Page 98: Treasures Resources - Brevard County

95

Sunshine State Standards

The current Sunshine State Standards for Reading and Language Arts were approved in December of 2006. These standards are specific to grade level and give teachers detailed information to inform their instruction. The 2006 standards are separated into six strands: Reading Process, Literary Analysis, Writing Process, Writing Applications, Communication, and Information and Media Literacy. Each of these six strands contains standards and benchmarks for the specific grade level, as coded below: Access Points: In addition to the grade-level standards, the Florida Department of Education has published Access Points for selected groups of students. Three levels of access points are included for students with Significant Cognitive Disabilities. Stu-dents are identified for these access points through the use of the Florida Alternative Assessment (FAA). Only non-FCAT students who take the FAA will be assigned a “level” on the access points. Teachers should be aware that these access points do not apply to FCAT students and are not appro-priate remediation steps for FCAT students. Additional access points are available for students designated as ELL learners. These access points are determined through the use of the Comprehensive English Language Learning Assessment (CELLA). Additional information regarding the Sunshine State Standards and access points is available at www.flstandards.org.

LA. 4. 1. 1. 1 Subject Grade Strand Standard Benchmark

Page 99: Treasures Resources - Brevard County

96

Sunshine State Standards Grade 4Sunshine State Standards Grade 4 * P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d / or E L L .* P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d/ or E L L .

Phonics/Word Analysis: LA.4.1.4.1 - recognize knowledge of spelling patterns LA.4.1.4.2 - use structural analysis LA.4.1.4.3 - use language structure to read multi-syllabic words in text

Fluency: LA.4.1.5.1 - demonstrate the ability to read grade level text LA.4.1.5.2 - adjust reading rate based on purpose, text difficulty, form, and style

Vocabulary Development: LA.4.1.6.1 - use new vocabulary that is introduced and taught directly LA.4.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text LA.4.1.6.3 - use context clues to determine meanings of unfamiliar words LA.4.1.6.4 - categorize key vocabulary and identify salient features LA.4.1.6.5 - relate new vocabulary to familiar words LA.4.1.6.6 - identify “shades of meaning” in related words (e.g., blaring, loud) LA.4.1.6.7 - use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words LA.4.1.6.8 - use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words LA.4.1.6.9 - determine the correct meaning of words with multiple meanings in context LA.4.1.6.10 - determine meanings of words and alternate word choices by using a dictionary, thesaurus, and digital tools

Reading Comprehension: LA.4.1.7.1 - identify the purpose of text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) LA.4.1.7.2 - identify the author’s purpose (e.g., to inform, entertain, explain) in text and how an author’s perspective influences text LA.4.1.7.3- determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, infer-

ences, chronological order of events, summarizing, and paraphrasing LA.4.1.7.4 - identify cause-and-effect relationships in text LA.4.1.7.5 - identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text LA.4.1.7.6 - identify themes or topics across a variety of fiction and nonfiction selection LA.4.1.7.7 - compare and contrast elements in multiple texts (e.g., setting, characters, problems) LA.4.1.7.8- use strategies to repair comprehension of grade appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking

context clues, predicting, summarizing, questioning, and clarifying by checking other sources

Fiction: LA.4.2.1.1 - read and distinguish among the genres and sub-genres of fiction, nonfiction, poetry, drama, and media LA.4.2.1.2 - identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of

fiction LA.4.2.1.3 - identify and explain how language choice helps to develop mood and meaning in poetry (e.g., sensory and concrete words as well as figurative lan-

guage) LA.4.2.1.4 - identify an author’s theme, and use details from the text to explain how the author developed that theme LA.4.2.1.5- respond to, discuss, and reflect on various literary selections, connecting text to self (personal connection), text to world (social connection), text to text

(comparison among multiple texts) LA.4.2.1.6 - write a book report, review, or critique that identifies the main idea, character(s), setting, sequence of events, conflict, crisis, and resolution LA.4.2.1.7- identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine

how it is used to describe people, feelings, and objects LA.4.2.1.8 - recognize that vocabulary and language patterns have changed in literary texts from the past to the present LA.4.2.1.9- select a balance of age and ability appropriate fiction materials to read (e.g., novels, mysteries, mythology, poetry), based on teacher recommendations,

to continue building a core foundation of knowledge Nonfiction: LA.4.2.2.1 - locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations) LA.4.2.2.2 - use information from the text to answer questions related to explicitly stated main ideas or relevant details LA.4.2.2.3 - organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing LA.4.2.2.4 - identify and explain the functions and characteristics of a variety of types of text (e.g., reference, children’s newspapers, practical/functional texts) LA.4.2.2.5- select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history), based

on teacher recommendations, to continue building a core foundation of knowledge

Prewriting: LA.4.3.1.1- generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion) based upon teacher-

directed topics and personal interests LA.4.3.1.2 - determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece LA.4.3.1.3- organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and ad-

dresses the main idea and logical sequence Drafting: LA.4.3.2.1 - using a prewriting plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions LA.4.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance clarity LA.4.3.2.3 - creating interesting leads through the use of quotations, questions, or descriptions

Reading Process LA.4.1

Literary Analysis LA.4.2

Writing Process LA.4.3

Page 100: Treasures Resources - Brevard County

97

Revising: LA.4.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence

variation LA.4.3.3.2- creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological

order, compare/contrast, repetition of words for emphasis) LA.4.3.3.3- creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and

modifying word choices using resources and reference materials (e.g., dictionary, thesaurus) LA.4.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics)

Editing for Language Conventions: LA.4.3.4.1- spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural

for words ending in –y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary

LA.4.3.4.2 - capitalization for proper nouns, including titles used with someone’s name, initials words used as names (e.g., Uncle Jim, Mom, Dad, Jr.) LA.4.3.4.3 - punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives LA.4.3.4.4 - present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunc-

tions LA.4.3.4.5 - subject/verb and noun/pronoun agreement in simple and compound sentences LA.4.3.4.6 - end punctuation for declarative, interrogative, imperative, and exclamatory sentences.

Publishing: LA.4.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia) LA.4.3.5.2 - use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate LA.4.3.5.3 - share the writing with the intended audience

Creative: LA.4.4.1.1- write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of

events, and a context to enable the reader to imagine the world of the event or experience LA.4.4.1.2- write a variety of expressive forms (e.g., short story, poetry, skit, song lyrics) that employ figurative language (e.g., simile, metaphor, onomatopoeia,

personification), rhythm, dialogue, characterization, plot, and/or appropriate format Informative: LA.4.4.2.1 - write in a variety of informational/expository forms (e.g., summaries, procedures, recipes, instructions, graphs/tables, experiments, rubrics, how-to manu-

als) LA.4.4.2.2 - record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate LA.4.4.2.3 - write informational/expository essays that contain introductory, body, and concluding paragraphs LA.4.4.2.4- write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that

include the date, proper salutation, body, closing and signature LA.4.4.2.5 - write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map.

Persuasive: LA.4.4.3.1- write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea, supporting arguments for the validity of the pro-

posed idea with detailed evidence LA.4.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional appeal).

Penmanship: LA.4.5.1.1 - demonstrate legible cursive writing skills

Listening and Speaking: LA.4.5.2.1 - listen to information presented orally and show an understanding of key points LA.4.5.2.2 - plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion LA.4.5.2.3 - listen attentively to speakers and takes notes as needed to ensure accuracy of information LA.4.5.2.4 - ask questions of speakers, using appropriate tone and eye contact LA.4.5.2.5- make formal and informal oral presentations for a variety of purposes, audiences, and occasions, demonstrating appropriate language choices, body

language, eye contact, gestures, and appropriate use of available technologies

Informational Text: LA.4.6.1.1 - read informational text and text features (e.g., format, graphics, legends, illustrations, diagrams) to organize information for different purposes (e.g., being

informed, following multi-step directions, creating a report, conducting interviews, preparing to take a test, performing a task) Research Process: LA.4.6.2.1 - select a topic for inquiry, refine a predetermined search plan LA.4.6.2.2- apply evaluative criteria (e.g., readability, currency, accuracy) for selecting and using a variety of appropriate resources, gather and record information,

noting the difference between opinions and fact LA.4.6.2.3 - communicate information in a report that includes main idea(s) and relevant details, with visual supports LA.4.6.2.4 - record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism)

Media Literacy: LA.4.6.3.1 - examine how ideas are presented in a variety of print and nonprint media and recognize differences between logical reasoning and propaganda LA.4.6.3.2 - recognize and identify production elements (e.g., graphics, sound effects, music) used to create media messages and create a media message for a

specific purpose Technology: LA.4.6.4.1 - use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations) LA.4.6.4.2 - determine and use appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a

topic.

Writing Applications LA.4.4

Communication LA.4.5

Information and Media Literacy LA.4.6

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Page 102: Treasures Resources - Brevard County

99

Fifth Grade

Explorers

Page 103: Treasures Resources - Brevard County

100

Treasures Components Fifth Grade

Treasures:

Triumphs:

• Florida Student Book • Florida Benchmark Assessment in FCAT Format (BLM)

• Florida Teacher Edition Package (6 Unit TEs) • Florida Unit Assessment in FCAT Format (BLM)

• Florida Practice Book: On-Level One per student for 6 years • Screening, Diagnostic, and Placement Assessment (BLM)

• Florida Practice Book: Approaching (BLM) • Florida Test Prep and Practice (BLM)

• Florida Practice Book: Beyond (BLM) • Florida Weekly Assessment Class set of non-consumable books

• Florida Practice Book: Teacher’s Annotated Edition • Fluency Assessment

• Florida Grammar Practice Book (BLM) • Assessment Handbook

• Florida Grammar Practice Book Teacher’s Edition • Running Records and 30 Benchmark Books Package

• Florida Phonics/Spelling Practice Book (BLM) • Work Station Flip Charts (set of 4)

• Florida Phonics/Spelling Practice Book Teacher’s Edition • Weekly Contracts

• Leveled Reader Library: On-Level (6 each of 30 titles) • Small Group Management Rotation Chart

• Leveled Reader Library: Approaching (6 each of 30 titles) • Managing Small Groups: A How-To Guide

• Leveled Reader Library: Beyond (6 each of 30 titles) • Dinah Zike’s Foldables

• Leveled Reader Library: ELL (6 each of 30 titles) • Instructional Navigator

• Florida Read-Aloud Anthology • Exam View with Test Generator

• Florida Time for Kids Magazine FCAT Edition (non-consumable)

• Selection Tests CD Rom

• Florida Time for Kids Magazine FCAT Edition Teacher’s Manual • Listening Library CD (Anthology Selections)

• Florida Time for Kids Transparencies • Fluency Solutions CD

• Florida Teacher Resource Book • Florida Online Teacher Edition

• Florida Home-School Connection • Florida Online Pupil Edition

• Grammar and Writing Handbook (1 per teacher) • Online Leveled Reader Database

• Florida School Website Internet Activities

Per School

• Listening Library CDs: Leveled Readers Approaching • Listening Library CDs: Leveled Readers On-Level

• Listening Library CDs: Leveled Readers Beyond • Listening Library CDs: Leveled Readers ELL

• Intervention Anthology (6 copies) • Intervention TE

• Intervention Practice Book (BLM) • Intervention Practice Book TE

• Intervention Assessment Book • Word Cards

• Intervention HFW Cards • Comprehension Cards

• Write-on/ Wipe-off Board • Listening Library CD- Intervention Anthology

Page 104: Treasures Resources - Brevard County

101

Pac

ing

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102

Gra

de 3

-6: W

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ctio

nal T

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Page 106: Treasures Resources - Brevard County

103

Gra

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Sunshine State Standards

The current Sunshine State Standards for Reading and Language Arts were approved in December of 2006. These standards are specific to grade level and give teachers detailed information to inform their instruction. The 2006 standards are separated into six strands: Reading Process, Literary Analysis, Writing Process, Writing Applications, Communication, and Information and Media Literacy. Each of these six strands contains standards and benchmarks for the specific grade level, as coded below: Access Points: In addition to the grade-level standards, the Florida Department of Education has published Access Points for selected groups of students. Three levels of access points are included for students with Significant Cognitive Disabilities. Stu-dents are identified for these access points through the use of the Florida Alternative Assessment (FAA). Only non-FCAT students who take the FAA will be assigned a “level” on the access points. Teachers should be aware that these access points do not apply to FCAT students and are not appro-priate remediation steps for FCAT students. Additional access points are available for students designated as ELL learners. These access points are determined through the use of the Comprehensive English Language Learning Assessment (CELLA). Additional information regarding the Sunshine State Standards and access points is available at www.flstandards.org.

LA. 5. 1. 1. 1 Subject Grade Strand Standard Benchmark

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Sunshine State Standards Grade 5Sunshine State Standards Grade 5 * P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d / or E L L .* P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d/ or E L L .

Phonics/Word Analysis: LA.5.1.4.1 - understand spelling patterns LA.5.1.4.2 - recognize structural analysis LA.5.1.4.3 - use language structure to read multi-syllabic words in text

Fluency: LA.5.1.5.1 - demonstrate the ability to read grade level text LA.5.1.5.2 - adjust reading rate based on purpose, text difficulty, form, and style

Vocabulary Development: LA.5.1.6.1 - use new vocabulary that is introduced and taught directly LA.5.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text LA.5.1.6.3 - use context clues to determine meanings of unfamiliar words LA.5.1.6.4 - categorize key vocabulary and identify salient features LA.5.1.6.5 - relate new vocabulary to familiar words LA.5.1.6.6 - identify “shades of meaning” in related words (e.g., blaring, loud) LA.5.1.6.7 - use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words LA.5.1.6.8 - use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words LA.5.1.6.9 - determine the correct meaning of words with multiple meanings in context LA.5.1.6.10 - determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital

tools LA.5.1.6.11 - use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar complex words

Reading Comprehension: LA.5.1.7.1- explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use prior knowledge to make and confirm predictions,

and establish a purpose for reading LA.5.1.7.2 - identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text LA.5.1.7.3 - determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details LA.5.1.7.4 - identify cause-and-effect relationships in text LA.5.1.7.5 - identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text LA.5.1.7.6 - identify themes or topics across a variety of fiction and nonfiction selections LA.5.1.7.7 - compare and contrast elements in multiple texts LA.5.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking

context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources

Fiction: LA.5.2.1.1 - demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature) as forms with distinct characteristics

and purposes LA.5.2.1.2 - locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and

theme in a variety of fiction LA.5.2.1.3 - demonstrate how rhythm and repetition as well as descriptive and figurative language help to communicate meaning in a poem LA.5.2.1.4 - identify an author’s theme, and use details from the text to explain how the author developed that theme LA.5.2.1.5 - demonstrate an understanding of a literary selection, and depending on the selection, include evidence from the text, personal experience, and compari-

son to other text/media LA.5.2.1.6 - write a book report, review, or critique that identifies the main idea, character(s), setting, sequence of events, conflict, crisis, and resolution LA.5.2.1.7- identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine

how it is used to describe people, feelings, and objects LA.5.2.1.8 - explain changes in the vocabulary and language patterns of literary texts written across historical periods LA.5.2.1.9- use interest and recommendations of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical fiction,

mythology, poetry) to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture Nonfiction: LA.5.2.2.1 - locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts,

graphs, illustrations) LA.5.2.2.2 - use information from the text to answer questions related to explicitly stated main ideas or relevant details LA.5.2.2.3 - organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing) LA.5.2.2.4 - identify the characteristics of a variety of types of text (e.g., reference, newspapers, practical/functional texts) LA.5.2.2.5- use interest and recommendations of others to select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical

areas, such as animals, science, history) to continue building a core foundation of knowledge

Pre-Writing: LA.5.3.1.1 - generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material) based

upon teacher-directed topics and personal interests LA.5.3.1.2 - determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended audience of a writing piece LA.5.3.1.3 - organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log)

Reading Process LA.5.1

Literary Analysis LA.5.2

Writing Process LA.5.3

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Drafting: LA.5.3.2.1- using a prewriting plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive

language, supporting details, and word choices appropriate to the selected tone and mood LA.5.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance clarity LA.5.3.2.3 - creating interesting leads by studying the leads of professional authors and experimenting with various types of leads (e.g., an astonishing fact, a dra-

matic scene). Revising: LA.5.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation LA.5.3.3.2 - creating clarity and logic by deleting extraneous or repetitious information and tightening plot or central idea through the use of sequential organization,

appropriate transitional phrases, and introductory phrases and clauses that vary rhythm and sentence structure LA.5.3.3.3 - creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory

language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus) LA.5.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics)

Editing for Language Conventions: LA.5.3.4.1 - spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root

words and using a dictionary, thesaurus, or other resources as necessary LA.5.3.4.2 - capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names and places LA.5.3.4.3 - punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources LA.5.3.4.4 - the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural pos-

sessives of nouns LA.5.3.4.5 - subject/verb and noun/pronoun agreement in simple and compound sentences

Publishing: LA.5.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia) LA.5.3.5.2 - use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate LA.5.3.5.3 - share the writing with the intended audience

Creative: LA.5.4.1.1 - write narratives that establish a situation and plot with rising action, conflict, and resolution LA.5.4.1.2- write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor,

onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format Informative: LA.5.4.2.1 - write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instruc-

tions) LA.5.4.2.2 - record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information

on charts, data tables, maps and graphs, as appropriate LA.5.4.2.3 - write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs LA.5.4.2.4- write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that

include the date, proper salutation, body, closing and signature LA.5.4.2.5 - write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map.

Persuasive: LA.5.4.3.1 - write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea and supporting arguments for the validity of the

proposed idea with detailed evidence LA.5.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole).

Penmanship: LA.5.5.1.1 - demonstrate fluent and legible cursive writing skills

Listening and Speaking: LA.5.5.2.1 - listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal pres-

entations LA.5.5.2.2 - make formal oral presentations for a variety of purposes and occasions, demonstrating appropriate language choices, body language, eye contact and

the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies

Informational Text: LA.5.6.1.1 - read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a vari-

ety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions) Research Process: LA.5.6.2.1 - select a topic for inquiry, formulate a search plan, and apply evaluative criteria (e.g., usefulness, validity, currentness, objectivity) to select and use ap-

propriate resources LA.5.6.2.2 - read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information LA.5.6.2.3 - write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement LA.5.6.2.4 - record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism)

Media Literacy: LA.5.6.3.1 - examine how ideas are presented in a variety of print and nonprint media and recognize differences between logical reasoning and propaganda LA.5.6.3.2 - use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences.

Technology: LA.5.6.4.1 - select and use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations) LA.5.6.4.2 - determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting

a topic.

Writing Applications LA.5.4

Communication LA.5.5

Information and Media Literacy LA.5.6

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Sixth Grade

Explorers

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Treasures Components Sixth Grade

Treasures:

Triumphs Intervention:

• National Student Book • Grammar and Writing Handbook (1 per teacher) • National Teacher Edition Package (6 Unit TEs) • Benchmark and Unit Assessment (BLM) • Practice Book: On-Level One per student for 6 years

• Screening, Diagnostic, and Placement Assessment (BLM)

• Practice Book: Approaching (BLM) • Weekly Assessment Class set of non-consumable books

• Practice Book: Beyond (BLM) • Fluency Assessment • Practice Book: Teacher’s Annotated Edition • Assessment Handbook • Grammar Practice Book (BLM) • Running Records and 30 Benchmark Books Package • Grammar Practice Book Teacher’s Edition • Work Station Flip Charts (set of 4) • Phonics/Spelling Practice Book (BLM) • Weekly Contracts • Phonics/Spelling Practice Book Teacher’s Edition • Small Group Management Rotation Chart • Leveled Reader Library: On-Level (6 each of 30 titles) • Managing Small Groups: A How-To Guide • Leveled Reader Library: Approaching (6 each of 30 titles) • Dinah Zike’s Foldables • Leveled Reader Library: Beyond (6 each of 30 titles) • Instructional Navigator • Leveled Reader Library: ELL (6 each of 30 titles) • Exam View with Test Generator • Read-Aloud Anthology • Selection Tests CD Rom • Teacher Resource Book • Listening Library CD (Anthology Selections) • Home-School Connection • Fluency Solutions CD • Online Teacher Edition • Online Pupil Edition • Online Leveled Reader Database • Website Internet Activities

Per School:

• Listening Library CDs: Leveled Readers Approaching • Listening Library CDs: Leveled Readers On-Level • Listening Library CDs: Leveled Readers Beyond • Listening Library CDs: Leveled Readers ELL

• Intervention Anthology (6 copies) • Intervention TE • Intervention Practice Book (BLM) • Intervention Practice Book TE

• Intervention Assessment Book • Word Cards • Intervention HFW Cards • Comprehension Cards • Write-on/ Wipe-off Board • Listening Library CD- Intervention Anthology

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stru

ctio

n W

eek

3 H

elpi

ng O

ther

s W

eek

4 C

yclin

g W

eek

5

Pie

ces

from

the

Past

W

eek

6 R

evie

w

Uni

t 5

Tur

ning

Poi

nts

Wee

k 1

Men

tors

W

eek

2 S

mar

t Thi

nkin

g W

eek

3 M

oney

Mat

ters

Uni

t 5

Tur

ning

Poi

nts

Wee

k 4

Col

lect

ions

W

eek

5 T

akin

g a

Sta

nd

Wee

k 6

Ass

essm

ent 3

U

nit 6

Yes

terd

ay, T

oday

, Tom

or-

row

W

eek

1 G

reat

Des

igns

Las

t

Fore

ver

Wee

k 2

Tim

e Tr

avel

W

eek

3 K

eepi

ng in

Tou

ch

W

eek

4 P

rint,

Pas

t and

Pre

sent

W

eek

5 V

olca

noes

, Pas

t and

Pres

ent

W

eek

6 R

evie

w

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112

Gra

de 3

-6: W

eekl

y In

stru

ctio

nal T

empl

ate

(Wee

ks 1

-5) 

90

Min

ute

Rea

ding

Blo

ck 

(For

the a

dditio

nal 3

0 Minu

te L.A

. bloc

k: wr

iting,

gram

mar,

spell

ing se

e TE

week

ly pla

nner

and P

iece

by P

iece,

Dev

elopin

g th

e Cr

aft,

and

Dev

elopin

g Id

eas)

Who

le Gr

oup

30 M

inut

es

Day 1

Da

y 2

Day 3

Da

y 4

Day 5

20

minu

tes 

  Who

le Gr

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Oral

Lang

uage 

 W

ord S

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back

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Sm

all G

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prac

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Tim

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with

prac

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tegy r

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 Th

ink al

oud

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revie

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d res

pond

Ma

king c

onne

ction

s ac

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texts

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up 4 

Beyo

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15 M

inut

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Fluen

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Re

peate

d rea

ding w

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prac

tice b

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Tim

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with

prac

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w vo

cabu

lary

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ords

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s Pa

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skill,

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mpre

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led R

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r(L

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d pre

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tegy r

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ink al

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revie

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onne

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ross

texts

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eekly

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ssme

nts at

the d

iscre

tion o

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each

er

Page 116: Treasures Resources - Brevard County

113

Gra

de 6

: Wee

k 6

Inst

ruct

iona

l Tem

plat

e  

90 M

inut

e R

eadi

ng B

lock

 (F

or 3

0 M

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A. b

lock

: writ

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gra

mm

ar, s

pelli

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al As

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equir

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*Unit

/Ben

chma

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sess

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agno

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minu

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Who

le Gr

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est T

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Stra

tegy

se

lectio

n ind

epen

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se

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spon

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Thea

tre

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eadi

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lso: 

Read

ers’

Thea

ter i

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ad

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d An

thol

ogy

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lso: 

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ers’

Thea

ter i

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d An

thol

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Da

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tions 

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l in im

pleme

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uide f

or ad

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as.

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inut

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Addit

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Pr

escri

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ons

Addit

ional

Pr

escri

ptive

Less

ons

       Th

is tim

e may

be ut

ilized

for t

aking

   

Runn

ing

Reco

rds 

  OR 

Use P

racti

ce B

ooks

for t

imed

read

ing p

racti

ce

A/O/

B

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sroom

Libr

ary

Selec

tion

behin

d RE

SOUR

CES

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her E

dition

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ill re

view

lesso

ns

in ba

ck of

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Behin

d AD

DITI

ONAL

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ONS 

tab

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TION

AL LE

SSON

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escr

iptiv

e Les

sons 

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rehe

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all G

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SSON

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d R

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ache

r Edit

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revie

w les

sons

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back

of T

E

Co

ntent

Liter

acy 

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114

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115

Sunshine State Standards

The current Sunshine State Standards for Reading and Language Arts were approved in December of 2006. These standards are specific to grade level and give teachers detailed information to inform their instruction. The 2006 standards are separated into six strands: Reading Process, Literary Analysis, Writing Process, Writing Applications, Communication, and Information and Media Literacy. Each of these six strands contains standards and benchmarks for the specific grade level, as coded below: Access Points: In addition to the grade-level standards, the Florida Department of Education has published Access Points for selected groups of students. Three levels of access points are included for students with Significant Cognitive Disabilities. Stu-dents are identified for these access points through the use of the Florida Alternative Assessment (FAA). Only non-FCAT students who take the FAA will be assigned a “level” on the access points. Teachers should be aware that these access points do not apply to FCAT students and are not appro-priate remediation steps for FCAT students. Additional access points are available for students designated as ELL learners. These access points are determined through the use of the Comprehensive English Language Learning Assessment (CELLA). Additional information regarding the Sunshine State Standards and access points is available at www.flstandards.org.

LA. 6. 1. 1. 1 Subject Grade Strand Standard Benchmark

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116

Sunshine State Standards Grade 6Sunshine State Standards Grade 6 * P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d / or E L L .* P l e as e r e f e r t o A c c e ss P o i n t s f o r s t u d e nt s w i t h S i g n i f i c a n t Co g n i t i ve D i s a b i l i t i e s a n d/ or E L L .

Fluency: LA.6.1.5.1 adjust reading rate based on purpose, text difficulty, form and style

Vocabulary Development: LA.6.1.6.1 use new vocabulary that is introduced and taught directly LA.6.1.6.2 listen to, read, and discuss familiar and conceptually challenging text LA.6.1.6.3 use context clues to determine meanings of unfamiliar words LA.6.1.6.4 categorize key vocabulary and identify salient features LA.6.1.6.5 relate new vocabulary to familiar words LA.6.1.6.6 distinguish denotative and connotative meanings of words LA.6.1.6.7 identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words LA.6.1.6.8 identify advanced word/phrase relationships and their meanings LA.6.1.6.9 determine the correct meanings of words with multiple meanings in context LA.6.1.6.10 determine the meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital

tools LA.6.1.6.11 identify the meaning of words and phrases derived from Greek and Latin Mythology and identify frequently used words from other languages (laissez

faire, croissant) Reading Comprehension: LA.6.1.7.1 use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make

and confirm complex predictions of content, purpose, and organization of a reading selection LA.6.1.7.2 analyze the author’s purpose (to persuade, inform, entertain, explain) and perspective in a variety of text and understand how they effect meaning LA.6.1.7.3 determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details LA.6.1.7.4 identify cause-and-effect relationships in text LA.6.1.7.5 analyze a variety of text structures (comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main heading with

subheadings) and explain their impact on meaning in text LA.6.1.7.6 analyze and evaluate similar themes or topics by different authors across a variety of fiction and non-fiction selections LA.6.1.7.7 compare and contrast elements in multiple texts (setting, characters, problems) LA.6.1.7.8 use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking

context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources

Fiction: LA.6.2.1.1 demonstrate knowledge of the characteristics of various genres (poetry, fiction, short story, dramatic literature) as forms with distinct characteristics and

purposes LA.6.2.1.2 locate and analyze elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a

variety of fiction LA.6.2.1.3 locate and analyze the effects of sound, meter, figurative, and descriptive language, graphics (illustrations), and structure (line length, fonts, word place-

ment) to communicate the mood and meaning LA.6.2.1.4 identify and explain recurring themes across a variety of works (bravery, friendship, loyalty, good vs. evil) LA.6.2.1.5 develop an interpretation of a selection around several clear ideas, premises, or images, and justify the interpretation through sustained use of examples

and contextual evidence LA.6.2.1.6 write a book report, review, or critique that compares two or more works by the same author LA.6.2.1.7 locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary texts, identifying how word choice

sets the author’s tone and advances the work’s theme LA.6.2.1.8 compare language patterns and vocabulary of contemporary texts to those of historical texts LA.6.2.1.9 explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written LA.6.2.1.10 use interest and recommendation of others to select a balance of age and ability appropriate fiction materials to read to expand the core foundation of

knowledge necessary to function as a fully literate member of a shared culture Non-Fiction: LA.6.2.2.1 locate, use, and analyze specific information from organizational text features (table of contents, headings, captions, bold print, italics, glossaries, indices,

key/guide words) LA.6.2.2.2 use information from the text to answer questions related to the main idea or relevant details, maintaining chronological or logical order LA.6.2.2.3 organize information to show understanding (representing main ideas within text through charting, mapping, paraphrasing, summarizing, comparing/

contrasting) LA.6.2.2.4 identify the characteristics of a variety of types of non-fiction text (reference works, newspapers, biographies, procedures, instructions, practical/functional

texts) LA.6.2.2.5 use interest and recommendation of others to select a variety of age-and-ability appropriate non-fiction materials (biographies and topical areas, such as

science, music, art, history, sports, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.

Pre-Writing : LA.6.3.1.1 generate ideas from multiple sources (prior knowledge, brainstorming, writer’s notebook, discussion, research materials) based upon teacher-directed

topics and personal interests LA.6.3.1.2 make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, logical sequence LA.6.3.1.3 use organizational strategies and tools ( technology, outline, chart, table, graph, web, story map) to make a plan for writing that prioritizes ideas and ad-

dresses purpose, audience, main idea, and logical sequence

Reading Process LA.6.1

Literary Analysis LA.6.2

Writing Process LA.6.3

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117

Drafting : LA.6.3.2 LA.6.3.2.1 develop main ideas from the pre-writing plan using primary and secondary sources appropriate to purpose and audience, elaborating on organized infor-

mation using descriptive language, supporting details, and word choices appropriate to the selected tone and mood LA.6.3.2.2 organize information into a logical sequence and combining or deleting sentences to enhance clarity LA.6.3.2.3 analyze language techniques of profes-

sional authors (point of view, establishing mood) to enhance the use of descriptive language and word choices Revising : LA.6.3.3 LA.6.3.3.1 evaluate the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation LA.6.3.3.2 create clarity and logic by rearranging words, sentences, and paragraphs, adding transitional words, incorporating sources directly and indirectly in to writing, using generali-

zations where appropriate, and connecting conclusion to ending (use of circular ending) LA.6.3.3.3 create precision and interest by expressing ideas vividly through multiple language techniques (foreshadowing, imagery, simile, metaphor, sensory lan-

guage, connotation, denotation) and modifying word choices using resources and reference materials (dictionary, thesaurus) LA.6.3.3.4 apply appropriate tools or strategies to evaluate and refine the draft (peer review, checklists, rubrics)

Editing : LA.6.3.4 LA.6.3.4.1 spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, knowledge of Greek, Latin, and Anglo-

Saxon root words, and using a dictionary, thesaurus, or other resources as necessary LA.6.3.4.2 capitalization, including major words in titles of books, plays, movies, and television programs LA.6.3.4.3 punctuation in simple, compound, and complex sentences, including appositives and appositive phrases, and in cited sources, including quotations for

exact words from sources LA.6.3.4.4 the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection) LA.6.3.4.5 consistency in verb tense in simple, compound, and complex sentences

Publishing: LA.6.3.5 LA.6.3.5.1 prepare writing using technology in a format appropriate to audience and purpose (manuscript, multimedia) LA.6.3.5.2 use elements of spacing and design for graphics (tables, drawings, charts, graphs) when applicable to enhance the appearance of the document LA.6.3.5.3 share with the intended audience

Creative : LA.6.4.1.1 write narrative accounts with an engaging plot (including rising action, conflict, climax, falling action and resolution) include a clearly described setting with

figurative language, and descriptive words or phrases to enhance style and tone LA.6.4.1.2 write a variety of expressive forms (short play, song lyrics, historical fiction, limericks) that employ figurative language, rhythm, dialogue, characterization,

and/or appropriate format Informative : LA.6.4.2.1 write in a variety of informational/expository forms (summaries, procedures, instructions, experiments, rubrics, how-to-manuals, assembly instructions) LA.6.4.2.2 record information (observations, notes, lists, charts, legends) related to a topic, including visual aids to organize and record information and include a list

of sources used LA.6.4.2.3 write informational/expository essays (process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, support-

ing details, and introductory, body, and concluding paragraphs LA.6.4.2.4 write a variety of informal communications (friendly letters, thank-you notes, messages) and formal communications (conventional business letters, invita-

tions) that follow a format and that have a clearly stated purpose and that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature

LA.6.4.2.5 write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances and create an accompanying map Persuasive : LA.6.4.3.1 establish and develop a controlling idea and supporting arguments for the validity of the proposed idea with detailed evidence LA.6.4.3.2 include persuasive techniques (word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement)

Penmanship : LA.6.5.1.1 - use fluent and legible handwriting skills

Listening and Speaking : LA.6.5.2.1 listen and gain information for a variety of purposes (clarifying, elaborating, summarizing main ideas and supporting details) LA.6.5.2.2 deliver narrative and informative presentations, including oral responses to literature, and adjust oral language, body language, eye contact, gestures,

technology and supporting graphics appropriate to the situation

Informational Text : LA.6.6.1.1 explain how text features (charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding

Research Process : LA.6.6.2.1 select a topic for inquiry, formulate a search plan, and apply evaluative criteria (relevance, accuracy, organization, validity, currentness) to select and use

appropriate resources LA.6.6.2.2 collect, evaluate, and summarize information using a variety of techniques from multiple sources (encyclopedias, websites, experts) that includes para-

phrasing to convey ideas and details from the source, main idea(s) and relevant details LA.6.6.2.3 write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list o f sources used LA.6.6.2.4 explain and demonstrate an understanding of the importance of ethical research practices, including the need to avoid plagiarism, and know the associ-

ated consequences Media Literacy : LA.6.6.3.1 analyze ways that production elements (graphics, color, motion, sound, digital technology) affect communication across the media LA.6.6.3.2 demonstrate the ability to select and ethically use media appropriate for the purpose, occasion, and audience

Technology : LA.6.6.4.1 use appropriate available technologies to enhance communication and achieve a purpose (video, online) LA.6.6.4.2 determine and apply digital tools (word processing, multimedia authoring, web tools, graphic organizers) to publications and presentations

Writing Applications LA.6.4

Communication LA.6.5

Information and Media Literacy LA.6.6

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119

Tour Guides Resources and Information

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121

Literacy Level Correlations Grade Level/

AR

Fountas &

Pinnell

Lexile Reading Recovery

DRA Macmillan Running Record

Benchmark

Stage Rigby PM/PM

Plus

Spelling Stages

(D.Bear)

Writing Stages

K A BR A,B,1 A,1 1 Emergent Starters 1

Emergent Emergent

K / 0.5 B BR 2 2 2 Starters 2

Emergent Emergent

1.0 C BR 3,4 3 3 Early 3-4 Red Emergent, Letter Name-

Alphabetic

Emergent Developing, Beginning

1.1 D BR 5,6 4 4 5-6 Red/

Yellow

Emergent, Letter Name-Alphabetic

Within Word Pattern

Emergent Developing, Beginning

1.2 E BR 7,8 6-8 6-8 7-8 Yellow

- Emergent Developing, Beginning

1.4 F BR 9,10 10 10 Early 9-10 Blue

- Emergent Developing, Beginning

1.5 G BR 11,12 12 12 11-12 Blue/ Green

- Emergent Developing, Beginning

1.7 H BR 13,14 14 14 13-14 Green

Letter Name-Alphabetic

Within Word Pattern

Emergent Developing, Beginning

1.8 I BR 15,16 16 16 15-16 Orange

- Emergent Developing, Beginning

2.0

J 200-499 17,18 18 18 17-18 Turquoise

- Beginning, Expanding

2.3

K 200-499 19,20 20 20 Early Fluent

19-20 Purple

- Beginning, Expanding

2.6 L 200-499 - 24 24 21 Gold

Within Word Pattern

Beginning, Expanding

2.9 M 200-499 - 28 28 22 Gold

Within Word Pattern

Beginning, Expanding

3.0 N 500-699 - 30 30 23 Silver

Within Word Pattern,

Syllables & Affixes

Expanding, Bridging

3.3 O 500-699 22 34 34 24 Silver

Within Word Pattern,

Syllables & Affixes

Expanding, Bridging

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122

Literacy Level Correlations Grade Level/

AR

Fountas &

Pinnell

Lexile Reading Recovery

DRA Macmillan Running Record

Benchmark

Stage Rigby PM/PM

Plus

Spelling Stages

(D.Bear)

Writing Stages

3.6 P 500-699 - 38 38 25 Emerald

Within Word Pattern,

Syllables & Affixes

Expanding, Bridging

4.0 Q 700-799 24 - - - 26 Emerald

Within Word Pattern,

Syllables & Affixes

Bridging Fluent

4.3 R 700-799 - 40 40 Fluent 27 Ruby Within Word Pattern,

Syllables & Affixes

Bridging Fluent

4.6 S 700-799 26 - - - 28 Ruby Syllables & Affixes Bridging Fluent

4.8 T 700-799 - 44 - - 29 Sapphire Syllables & Affixes Bridging Fluent

5.0 U 800-949 28 44 - - 30 Sapphire Syllables & Affixes Derivational

Relations

Independent Fluent

5.3 V 800-949 - 50 50 - - Syllables & Affixes Derivational

Relations

Fluent Independent

5.6 W 800-949 - - - - - Syllables & Affixes Derivational

Relations

Fluent Independent

6.0 X 900-999 30 60 60 - - Syllables & Affixes Derivational

Relations

Independent

6.5 Y 900-999 - - - - - Syllables & Affixes Derivational

Relations

Independent

7 Z 1000 32,34 70 70 - - Syllables & Affixes Derivational

Relations

Independent

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Accelerated Reader/ Reading Counts Guidelines for Use

“Multiple research studies and scores of local accounts demonstrate that participation in the Acceler-ated Reader and Reading Counts programs increases students’ reading motivation. Involvement of classroom teachers, media specialists and parents helps to guide our students to appropriate reading selections, whether or not the titles are associated with reading tests in these commercial pro-grams. Because we recognize the importance of creating life long readers, we encourage adherence to the following research-based* recommendations related to the use of Accelerated Reader and Reading Counts.”

Brevard Public Schools District Library Media Advisory Committee, October, 2002

• Expand the choices of book titles. Allow students to read above and below their assigned/tested reading level.

• Include non-fiction titles and non-AR/RC fiction books as student options. Use a different measure of assessment for these books. i.e.: art work, a book review, an advertisement for the book-written or oral.

• Encourage the reading of all types of books. Have teachers and media specialists give book talks for books that are not in the AR/RC testing program.

• Include the cross-curricular reading component, again using AR and non-AR titles. Use media center books to enhance instruction in all content areas.

• Encourage development of individual reading goals, rather than gauging only the number of points earned. Develop programs that expand the emphasis from simply monitoring the AR test points earned to include the number of books/pages read, the number of minutes spent reading. Stress READING rather than points or reading levels.

• When using AR tests, choose the Literacy Skills Tests whenever possible. • Develop classroom goals, media center goals, and school-wide reading goals. Post room to-

tals, school totals, instead of individual student point totals. • Precede all reading assignments with a focus and use a follow up activity beyond the AR/RC

test. Help students read for a purpose, i.e.: define the character traits of the protagonist. Follow up with a writing assignment of a brief summary, a play, a poster, or small group discussion activity.

• Have rewards for reading tied to reading behaviors. Instead of giving food or toys, give a reward that emphasizes the importance of reading. For example, give a pass to the library, give a book, give a gift certificate to the book store, allow students to give a book talk on the morning announce-ments.

• Include parents in the process. Give a copy of the open letter to parents addressing media center programs (Access to Resources and Services in the School Library Media Program.) Share the AR/RC lists online and make copies available in the media center and in the public library.

• Limit the weight that AR/RC has in a student’s grade. These are motivational reading programs that constitute only a minor part of a student’s reading program. Use them to evaluate the single independent reading component of a student’s reading grade. The AR/RC component should count as no more than one major assignment within the total reading grade. Another option for credit is to allow extra credit or bonus points for completed AR/RC reading materials.

• Consider the interest level when establishing reading requirements in these programs. The inter-est level reflects the age-appropriateness of the book.

• Consult the Brevard Public Schools Comprehensive K-12 Reading Plan for details on develop-ing student literacy.

*ERIC database ’02;Wiesendanger & Birlem ’84; Taylor, Frye & Maruyama, ’90; Allington, Lamme, & Fu, ’02; Deci, Valerand, Pelletier & Ryan, ’91; Gambrell & Marinak, ‘97

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I Do, We Do, You Do Model

Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse

I Do

Explain/Model

The Teacher….

• explicitly explains the strategy. • demonstrates how to apply the

strategy successfully. • thinks aloud to model the mental

processes she uses when she reads.

Treasures

The I Do, We Do, You Do Model is used in the following components of Treasures: • Phonemic Awareness

Lessons

• Phonics Lessons

• Comprehension Lessons

We Do

Guided Practice

The Teacher….

• gradually gives the student more responsibility for task completion.

• practices the strategy TOGETHER with the students.

• scaffolds the students’ attempts and supports student thinking and gives feedback during discussions.

You Do

Practice

Students….

• apply the strategy on their own.

• receive feedback from the teacher.

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Comprehension Skills and Comprehension Strategies

What is the difference? “Comprehension is both process and product. The comprehension skill is the product (identifying the main idea) while the strategy is the process (Think Aloud, for example). The skill is the end product of a lot of practice. The strategy takes you to the skill. Comprehension requires purposeful, strategic effort on the reader’s part-anticipating the direction of the text (predicting), seeing the action of the text (visualizing), contemplating and then correcting what-ever confusions we encounter (clarifying), connecting what’s in the text to what’s in our mind to make an educated guess about what’s going on (inferencing). Remember learning to ride with no hands? That’s a skill; it’s the end product of a lot of practice. Get-ting to that skill, you might need a strategy such as learning to balance the bike by shifting your weight, not by maneuvering the handle-bars. The strategy takes you to the skill.” Kylene Beers -When Kids Can't Read: What Teachers Can Do

For additional comprehension lessons and activities, please visit www.macmillanmh.com under the teacher tab.

Treasures Comprehension Strategy Examples Treasures Comprehension Skill Examples

Clarifying

Connecting Inferencing Predicting

Questioning the Text Summarizing Visualizing

Monitoring Comprehension

Compare and Contrast

Fantasy and Reality Main Idea and Details

Story Grammar Cause and Effect Author’s Purpose

Drawing Conclusions

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Comprehension Strategies That Good Readers Use

The Comprehension Toolkit: Language and Lessons for Active Literacy by S. Harvey and A. Goudvis

Ask Questions Good Readers… • Ask questions when they are confused

about the text • Know that some questions might be un-

answered • Ask questions because they want to

know more

Track Your Thinking Good Readers… • Listen to what the voice in their head is

saying • Notice when they are not paying atten-

tion • Stop, go back, and refocus when they

lose their way • Leave tracks of their thinking

Make Connections Good Readers… • Think about what they know (called

schema) • Stop, Think, and React to what they read • Revise their schema when needed

Make Inferences Good Readers… • Use their background knowledge and

clues from the text to make an infer-ence (BK+TC=I)

• Use context clues to infer meaning of words they don’t know

• Use text facts to infer the answers to unanswered questions

Determining Importance Good Readers… • Separate what is important from what is

interesting • Use the text features and visuals to get

to important information Put their thinking into their own words

Summarize and Synthesize

Good Readers… • Put key ideas into their own words • Separate key ideas and details • Keep track of how their thinking and

opinions change

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Thoughts That Come to Mind While Reading

Example of Thoughts Strategy

• I’m confused. • That’s not right. • I get this. • That word looks familiar. • What does that word mean? • I don’t get this. • I’m going to reread since this doesn’t make sense.

Monitoring/ Repairing Meaning

• This reminds me of…. • I know somebody/something like that. • I’ve seen/smelled/heard/something like that. • I know how that feels. • This story is like (another text). • I’ve read something like this before. • I’d like to do that!

Connecting

• I wonder why… • What is going to happen? • What does (word) mean? • Why did the character do that? • What’s the point here? • I want to know… • Do you think they will do this at the end?

Questioning

• I can imagine… • I can almost see/smell/taste/hear/touch… • I can just picture… • I can see this event more clearly now. • When I close my eyes… • In my head… • Did you notice the detail in the book?

Visualizing

This resource was created by Theresa Langley and Catherine Bortman.

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Thoughts That Come to Mind While Reading

Example of Thoughts Strategy

• I think... • I hope... • I know what’s going to happen. • I bet they… • I want to know if… • I think he will turn out to be… • I can already tell what will happen in the end.

Inferring/ Predicting

• That’s really interesting. • That’s really important. • I didn’t do that. • I need to look for … • Let me think about what I now understand. • I am figuring out the mystery. • This shows the attitude of the author.

Determining Importance

• This is unlikely. • What a complex plot! • The author’s style makes everyone like his books. • Should I keep reading this? • This is not the way a mystery, fantasy, etc. works! • Some important information is missing here. • What makes everyone like this book?

Evaluating/ Critiquing

• I understand this in a new way. • This must be one of the reasons (event) happened. • I see (event) more clearly now that I read this. • My thinking has changed now. • I have a new opinion on (event) now. • I can use this information in a new way. • My confusions have cleared.

Synthesizing

This resource was created by Theresa Langley and Catherine Bortman.

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12 Gems of Comprehension Reading Skills and Strategies for Success

MAIN IDEA The most important idea in a paragraph or story is the main idea.

FACTS & DETAILS Sentences that tell more about the main idea are called facts and details. Facts and details tell MORE about the main idea and often tell who, what, and why of the main idea.

SEQUENCING The order in which something happens in a reading passage is called se-quence. Sequence tells what happened first, what happened second, and so on.

CAUSE & EFFECT What happens and why it happens is called cause and effect. “Why” some-thing happens is the cause. “What” happens because of the cause is the effect.

COMPARE & CONTRAST

Finding how two or more things are alike or different is called comparing or contrasting. Comparing is finding out how things are alike. Contrasting is finding out how they are different.

PREDICTIONS When you think about what might happen next in a reading passage, you are making a prediction. Making a prediction is a way of using clues from a read-ing passage, as well as what you might already know, to make a good guess about what might happen next.

WORD MEANING IN CONTEXT

When you use clues in a reading passage to figure out the meaning of a new word, you are finding word meaning in context. The words and phrases around a new word often provide clues to the word’s meaning.

DRAWING CONCLUSIONS & MAKING INFERENCES

Details are sometimes not clearly explained in a reading passage. You must figure out some information on your own. Whenever you figure out some-thing that was not told to you in a reading passage, you are drawing conclu-sions and making inferences.

FACTS vs. OPINIONS

If a statement can be proved, it is a fact. If a statement tells what someone thinks or feels about something, it is an opinion. Facts can be proved, opin-ions cannot.

AUTHOR’S PURPOSE

The reason an author writes something is called the author’s purpose. Au-thors write to describe, to entertain, to explain, or to persuade.

FIGURATIVE LANGUAGE

Similes, metaphors, and idioms are types of figurative language. Authors use figurative language to help create pictures in the mind.

SUMMARIZING When you read a story and then tell the story in your own words, you are summarizing. A summary includes only the most important ideas and details of a story.

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Graphic Organizers Connecting Treasures, CRISS, and Thinking Maps

Skill Treasures CRISS Thinking Maps

Story Elements Story Map Story Plan Flow Map

Main Idea/ Detail Main Idea Map Main Idea Chart Concept Web Tree Map

Cause and Effect Cause and Effect Chart Two-column Notes Multi-Flow Map

Inference Inference Diagram Two-column Notes Bridge Map

Problem/ Solution Problem/Solution Chart Problem-Solution Graphic Structure Flow Map

Sequence Sequence Chart Sequence Map Flow Map

Summarize Summary Chart Magnet Summary 

One-Sentence Summary Content Summary Chart

Flow Map

Drawing Conclusions Conclusions Chart Power Thinking Tree Map

Author’s Purpose Author’s Purpose Chart Question the Author Circle Map

Fact and Opinion Fact and Opinion Chart Two-column Notes Tree Map

Compare and Contrast Venn Diagram Venn Diagram Double Bubble

Character Traits Character Web Concept Web Bubble Map

Setting/Events Setting Chart Story Plan Concept Web Flow Map

Vocabulary Word Web

Picture Notes 

Bubble Map or Brace Map (word study)

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Reciprocal Teaching

Reciprocal Teaching is a scaffolded discussion technique for teaching strategic reading. It is built on the four strategies that good readers use to comprehend text.

• summarizing • question generating • clarifying • predicting

At the start the adult teacher is principally responsible for initiating and sustaining the dialogue through modeling, think alouds, and discussion. As students acquire more practice with the dia-logue, the teacher consciously imparts responsibility for the dialogue to the students, while becom-ing a coach to provide evaluative information and to prompt for more and higher levels of participa-tion. Students then go on to use these strategies in their independent reading. The goals of Reciprocal Teaching are:

• to improve comprehension using the four strategies of predicting, questioning, clarify-ing, and summarizing;

• to scaffold these strategies using modeling, guiding and applying strategies while reading;

• to guide students to be metacognitive and reflective in their strategy use; • to help students monitor their reading comprehension using the four strategies; • to use the social nature of learning to improve and scaffold reading comprehension.

The National Reading Panel (National Institute of Child Health and Human Development, 2000) has advocated the use cooperative and collaborative learning with multiple reading and learning strate-gies and highly recommends reciprocal teaching as an effective teaching practice that improves stu-dents’ reading comprehension. Resources:

http://forpd.ucf.edu/strategies/stratreciprocalteaching2.html

http://www.readingquest.org/strat/rt.html

Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension by Lori D. Oczkus

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Think Alouds Making Strategies Visible and Available to Students

Think Alouds Allow students to hear how others (the teacher) figure out and make sense of comprehension strate-gies and text clues so they can adopt these strategies as their own. A think aloud involves talking about the reading strategies you are using and the content of the piece you are reading. Think Alouds Can be used to Model: • the processes of reading, like predicting, monitoring, and summarizing. • task-specific processes like understanding symbolism, irony, or bar graphs. • text specific processes like the understanding of an argument and evaluating differences. Think Alouds Help Students: • understand that reading needs to make sense. • move beyond literal decoding to comprehending the global meanings of text. • learn how to read by using many different strategies. • use particular strategies when reading particular types. • share ways of reading. • learn about themselves and their own thinking and reading. Where does Treasures use Think Alouds? The Treasures program uses the teacher Think Aloud strategy in vocabulary, comprehension, and fluency instruction. Think Alouds are found in the Teacher’s Edition under each of these compo-nents. They are labeled Think Aloud and teacher talk is written in blue print. In addition, visual cues called Think Clouds are available at the end of the Read-Aloud Anthology resource. Resources: http://forpd.ucf.edu/strategies/stratthinkaloud.html http://www.readwritethink.org/lessons/lesson_view.asp?id=139 Improving Comprehension with Think-Aloud Strategies by J.D. Wilhelm

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QAR Question-Answer Relationships

Embedded within the Treasures reading series, teachers will find Taffy Raphael’s Question-Answer Relationship (QAR) technique. In blue “Test Prep” boxes titled Strategies for Answering Questions, teachers are provided think aloud models of question responses. This powerful technique guides students in an explicit journey to understanding questions and how to respond appropriately. QAR highlights two main types of questions:

1. In the Book- text- explicit questions. The answers to these questions are found in the text.

There are two types of “In the Book” questions.

a. Right There- answers are found in one sentence in the selection

b. Think and Search- to find the total answer you have to incorporate information from

more than one place in the selection.

2. In My Head- text- implicit questions. The answers to these questions are not found within the

text but are supported by reading the selection. There are two types of “In My Head” ques-

tions:

a. Author and You- answers are formulated from what you know from reading the selec-

tion.

b. On My Own- answers come directly from your head. It helps to read the selection be-

cause the question is related to the selection.

Here are some key ideas from an article where Taffy Raphael suggests using “QAR as a framework for comprehension.” QAR instruction can provide the basis for three comprehension strategies:

• locating information • examining text structure • understanding when an inference would be required

The main principles that drive the instruction of the QAR technique:

• Scaffolded instruction (I do, we do, you do) • Gradual release of control to students • Thinking aloud to let students in on when and why QARs can be helpful • Integrating strategy instruction with content area instruction

Classroom Resources: www.readwritethink.org http://forpd.ucf.edu/strategies/stratqar.html "Question-answering Strategies for Children." by T. Raphael, The Reading Teacher, 1982 36(2), pp.186-191.

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Multi-Syllable Words In English there are six types of syllables. Children who are able to recognize and decode the sylla-ble types as single syllable words will be more successful in decoding multi-syllable words. If a stu-dent is not able to recognize and decode all six types of single syllable words (both real and non-sense), the teacher will probably need to begin at that level rather than at the multi-syllable level. Below is a list of the six syllable types with definitions and examples. (Underlined syllables are ex-amples of that syllable type.) Each syllable type should be explicitly taught and reviewed regularly in reading class. Closed Syllables have only one vowel which is followed by at least one consonant. The vowel sound will always be short. Examples: con sent, mus ket, pan ic, fan tas tic, com mon, quiv er. Vowel-Consonant-Silent e (VCe) syllables are always at the ends of syllables. The ‘e’ is always silent and the vowel sound is long. (Note: there is only one consonant sound between the vowel and the ‘e.’) Examples: complete, suppose, humane, franchise, regulate, sapphire. Open Syllables have one vowel that is at the end of the syllable. The vowel sound is long. Examples: demon, lethal, phony, sequin, frozen, crisis. Vowel team syllables have a combination of vowels or a vowel followed by a ‘w’ or a ‘gh’ that ap-pear together in a syllable. These letters make one vowel sound. Examples: aloud, appeal, com-plaint, window, spoilage, accountant. R-controlled syllables have a vowel followed by an ‘r’ which affects the vowel sound. The ‘ar’ and ‘or’ syllables are the easiest to decode; ‘er,’ ‘ir,’ and ‘ur have the same sound and are more difficult to spell. (‘er’ is the most common spelling.) Examples: floral, chorus, comfort, charter, marshall, carton, gerbil, soccer, thirsty, skirted, girded, burlap, burden, disturb. Final stable syllables have ‘le,’ ‘el,’ or ‘al.’ A final stable syllable is usually the last syllable and ap-pears to have no vowel sound. Examples: quadruple, chronicle, drizzle, coincidental, dental, dis-missal, kernel, label.

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Fry’s First 300 Sight Words First Hundred Second Hundred Third Hundred

the all into over right went high something carry

of were time new too men every seem state

and we has sound mean read near next once

a when look take old need add hard book

to your two only any land food open hear

in can more little same different between example stop

is said write work tell home own begin without

you there go know boy us below life second

that use see place follow move country always late

it an number year came try plant those miss

he each no live want kind last both idea

was which way me show hand school paper enough

for she could back also picture father together eat

on do people give around again keep got face

are how my most form change tree group watch

as their than very three off never often far

with if first after small play start run Indian

his will water thing set spell city important really

they up been our put air earth until almost

I other call just end away eye children let

at about who name does animal light side above

be out oil good another house thought feet girl

this many its sentence well point head car sometimes

have then now man large page under mile mountain

from them find think must letter story night cut

or these long say big mother saw walk young

one so down great even answer left white talk

had some day where such found don’t sea soon

by her did help because study few began list

word would get through turn still while grow song

but make come much here learn along took being

not like made before why should might river leave

what him may line ask America close four family

part world it’s

In Order of Frequency of Print

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Strategy Notebook What is the Strategy Notebook? The Strategy Notebook is a collection of scientifically-based reading strategies and activities for the five components of reading. These strategies and activities may be used during initial instruction, dif-ferentiated small group instruction and immediate intensive instruction. How do I access the Strategy Notebook? Each school was provided one Strategy Notebook interactive CD. Many schools have made the Strat-egy Notebook available on their school intranet. Check with your assistant principal or reading coach, they would be glad to assist you with accessing this resource.

Phonemic Awareness

Phonics

Fluency

Bunny Hop Simon Says

Draw A Rhyme Sound Isolation

Draw It Sound Matching

Egg-Cited About Phonemes Sound Monster

Elkonin Boxes Sound Substitution

Hinky Pinky Stomping, Clapping, Tapping, and Snapping Sounds

I Spy Think Sounds

Listen Carefully Thumbs Up

Bean Bag Toss Name Wall

Changing A Hen To A Fox Open Syllables

Closed Syllables Pin the Tail on the Alphabet

Consonant Digraphs (sh) Say a Word

Creating Nonsense Words Say It Again

Guess the Covered Word Silent Letters

Hinky Pinky Silly Rhymes

Letter Inserts Small, Tall or Tail

Letter Tic-Tac-Toe Spin It

Long Vowels Word Ladder

Choral Reading Read to Discover

Directed Listening Thinking Activity Reader’s Theater

Echo Reading Repeated Reading

Radio Reading Say It Like the Character

Rapid Retrieval Shared Reading Experiences

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Vocabulary

Comprehension

The Strategy Notebook CD, 2007 Brevard County Reading Coaches

Affix Word Ladder Possible Sentences

Alike but Different Semantic Feature Analysis

Biopoem Sorting and Categorizing

Collecting Words Visual Definitions

Intermediate Word Walls Vocabulary Concept Map

Knowledge Chart Vocabulary Questioning

List-Group-Label Vocabulary Tic-Tac-Toe

Meaning for High Frequency Words Word Wall Yahtzee

Mind Reader

ABCs of Comparing and Contrasting Most Important Word

Anticipation Guide One Sentence Summary

Author’s Craft Probable Passage

B-K-W-L-Q Question Answer Relationships (QAR)

Book in a Day Read Encode Annotate Ponder (REAP)

Book Pass Reciprocal Teaching

Compare-Contrast-Discover ReQuest

Content Brainstorming Save the Last Word for Me

DR-TA Sketch to Stretch

FCAT Question Patterns Skim and Sort

Generating Interactions Between Schemata and Text (GIST)

Somebody Wanted But So 

Interactive Notations System for Effec-tive Reading and Thinking (Insert)

Story Surgery

IT Says, I Say Story Pyramid

Learning Logs Tea Party

Making Connections Think Aloud

Map Maker Written Conversations

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The Local Language Glossary

affixes: suffixes and prefixes alphabetic principle: understanding that letters/letter combinations form specific patterns to repre-sent individual sounds in words in written language. BLM: Black Line Master blending: combining sounds rapidly to accurately read a word; example, c-a-t …cat. choral reading: reading aloud in unison. chunking: breaking text into smaller more manageable parts (words or passages). cloze activity: sentences or passages with words systematically deleted and replaced by blanks to be filled in by the student. comprehension: understanding what one is reading. concepts of print: knowing that print is read from left to right, what a letter is, what a word is, what a sentence is, that there are spaces between words, the function of capital letters and punctuation marks, and that oral language can be written, then read. context clues: words and phrases in a sentence that provide the meaning of an unknown word in an appropriate instructional or independent level text. corrective feedback: immediate teacher correction of student misunderstandings. Continued practice is provided until understanding/mastery is achieved. cued phrases: fluency strategy where teacher or student may use slash marks or periods to chunk portions of sentences into meaningful parts (example: The girl/took a train/ to the city.) cueing systems: the language systems readers use to figure out words. They are the semantic, syn-tactic, graphophonic, and the pragmatic systems. decodable text: controlled text in a book that contains phonic patterns, sight words, and story words that are familiar to the student because it has been previously taught. decoding: process of using knowledge of letter-sound relationships and word structure to figure out printed words. digraphs: two letters that represent one sound; ch, sh, th, ea, ai, etc. differentiated instruction: matching instruction to meet the different needs of learners in a class-room. echo reading: teacher reads small portions of text orally; students repeat text read. Elkonin boxes (sound boxes): manipulative mat to assist students with phonemic awareness and phonics. Each box represents a phoneme. explicit: rules, patterns, sequence, and strategies are used to teach concepts. flexible grouping: grouping students and regrouping students according to shared instructional needs and abilities. fluency: ability to read letters, words and text quickly, accurately and with proper expression (prosody). frustrational level: the level at which a reader reads at less than a 90% success rate; with more than one error per 10 words read; frustration level text is difficult test for the reader. high-frequency words: any words that should be recognized immediately. The word may be pho-netically regular or irregular. IEP: Individual Education Plan independent level: the level at which a reader can read text at a 95% success rate; no more than one error per 20 words read; easy text for the reader. inferential: a type of question whose answer cannot be found directly in the text. inferring: develop predictions, interpretations and/or conclusions about the text that include connec-tions between the text and the reader’s background knowledge. instructional level: the level at which a reader can read text at a 90% success rate; no more than one error per 10 words read. Instructional reading level text engages the student in challenging, but

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manageable text. literature circles: a literature based reading group where student meet to discuss books read inde-pendently. miscue: an oral response that deviates from what the text says (substitutions, omissions, insertions, reversals of word order). omissions: words left out or skipped by the reader. onset and rime: onset is the initial consonant or consonants in a syllable; rime is the vowel and con-sonant(s) that follow the onset; (examples: s-at, fl-ip) paired reading: grouping a more proficient reader with one that is less proficient for practice. Text should be at the less proficient reader’s instructional or independent level. phoneme: a speech sound that combines with others to make a word. phonemic awareness: focuses on individual sounds in words; oral manipulation of individual pho-nemes. phonics: instruction that helps students learn the relationship between written letters and spoken words. phonological awareness: an understanding of the sound structure of words and sentences. It is an auditory skill. PMP: Progress Monitoring Plan QAR: Question-Answer-Relationship (Raphael) comprehension strategy that involves students in identifying the type of question in order to know how to answer it (Right There, Think and Search, Au-thor and Me, On My Own.) Readers Theatre: fluency strategy where students perform a reading of script that has been repeat-edly practiced, but is not memorized and has little, if any, props. reciprocal teaching: a research based strategy that teaches students to construct meaning running record: an un-timed, informal assessment where student reads selection orally while teacher records correct and incorrect words read. scaffolding: supporting readers as they read: first by modeling, then by prompting as they complete the task, then letting them complete the task on their own. segmenting: separating the individual sounds of a word into individual or discrete units; example: ran…r-a-n. semantic system: a cueing system based on the information selected by the reader to make mean-ing from text. (Does it make sense?). skill: what students need to know (main idea) the end result of teaching strategies. story boards: a graphic organizer with sequenced pictures similar to a story map. substitutions: putting in a different letter, word or phrase for a correct one. strategy: teaching students the thinking process to obtain a skill (think alouds). synthesizing: the process of ordering, recalling, retelling and re-creating information so that it can be easily understood. systematic: step by step instruction text coding: students invent or use a code while reading to help them classify information. (ex: I= im-portant, PK= prior knowledge) text talk: a strategy for enhancing read aloud comprehension using conversation (Beck/Scholastic). tracking: using a device to follow printed text (ex: finger, index card). word families: words that share the same rime. (ex: hat, cat, sat) word sorting: an activity that draws attention to the sound elements and patterns in words by group-ing them according to similar characteristics. word walls: words on a wall or chart to assist in word recognition, vocabulary development, and spelling.