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Department of Teaching & Learning__________________________________________________________________________________________________________________________________

2nd Grade Reading Scope and Sequence 2018-2019

2.1A

2.2Ai

2.2Aii2.2Aiii

2.2Aiv

2.2Bi

2.2Bii

2.2Biii

2.2Biv

2.2Bv

2.2Bvi

2.2C

2.2D

2.2E

2.2F

2.2G

2.2H

2.3A

2.3B

2.3C

2.4A

2.5A

2.5B

2.5C

2.5D

2.6A

2.6B

2.7A

2.8A

2.9A

2.9B

2.10A

2.11A

2.12A

2.13A

2.14A

2.14B

2.14C

2.14D

2.15A

2.15B

2.16A

2.16B

2.16C

2.Fig19A

2.Fig19B

2.Fig19C

2.Fig19D

Unit 1 X X X X X X X X X X X X X X XUnit 2 X X X X X X X X X X X X X X X X X X X X X XUnit 3 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 4 X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 5 X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 6 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 7 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 8 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XUnit 9 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

2.Fig19E

2.Fig19F

2.24A2.24B

2.25A

2.25B

2.25C

2.26A2

2.27A

2.28A

2.28B

2.29A

2.30A

2.19B

2.19C

Unit 1 X X X X X X X XUnit 2 X X X X X X X XUnit 3 X X X X X X X XUnit 4 X X X X X X X XUnit 5 X X X X X X X XUnit 6 X X X X X X X XUnit 7 X X X X X X X X X X X X X X XUnit 8 X X X X X X X XUnit 9 X X X X X X X X

2nd Grade Reading Scope and Sequence 2018-2019Grading Period 1

Unit 1: Launching Reading Workshop


Estimated Date Range: 8/15 – 9/12Estimated Time Frame: 20 of days

Note: Re-engagement is incorporated through regular instructionConcepts within the Unit TEKS

Concept #1 Readers Build a Reading CommunitySuggested Days: 7

Priority Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions

Important Standards2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning

Integrated Standards2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig 19D Make inferences about text and use textual evidence to support understanding2.Fig 19E Retell important events in stories in logical order

Concept #2: Readers Read and React to Books Suggested Days: 4

Priority Standards2.Fig 19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.Fig 19E Retell important events in stories in logical order 2.Fig 19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.

Important Standards2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)


Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig 19D Make inferences about text and use textual evidence to support understanding

Concept #3: Readers Read and Discuss Books with OthersSuggested Days: 4


Important Standards2.Fig 19 D Make inferences about text and use textual evidence to support understanding 2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.Fig 19E Retell important events in stories in logical order

Integrated Standards2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)

Concept #4: Readers Analyze Text Priority Standards


Suggested Days: 9 2.Fig 19D Make inferences about text and use textual evidence to support understanding2.6A Identify moral lessons as themes in well-known fables, legends, myths, or stories2.13A Identify the topic and explain the author's purpose in writing about the text

Important Standards2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.11A recognize that some words and phrases have literal and non-literal meanings (e.g. take steps)

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig 19E Retell important events in stories in logical order2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension

Beginning Reading and Vocabulary: Suggested Days: 20 days

Priority Standards2.5A use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) 2.5B use context to determine the relevant meaning of unfamiliar words or multiple-meaning words

Important Standards2.1A distinguish features of a sentence (e.g. capitalization of first word, ending punctuation, commas, quotation mark)


2.2A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including: i. single letters (consonants and vowels) ii. consonant blends2.2C decode words by applying knowledge of common spelling patterns (e.g., -ant, -ight) 2.2H monitor accuracy of decoding

Unit 2: Readers Think Deeply About Fiction Estimated Date Range: 9/13 – 10/12

Estimated Time Frame: 21 daysNote: Re-engagement is incorporated through regular instruction

Concepts within the Unit TEKSConcept #1 Readers Know What to Expect in FictionSuggested Days: 8

Priority Standards2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings 2.Fig 19E Retell important events in stories in logical order 2.13A Identify the topic and explain the author's purpose in writing about the text

Important Standards2.9A Describe similarities and differences in the plots and settings of several works by the same author 2.Fig 19C Monitor and adjust comprehension (e.g) using background knowledge, creating sensory images, rereading a portion aloud, generating questions)

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig 19E Retell important events in stories in logical order2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.


2.Fig 19D Make inferences about text and use textual evidence to support understanding2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension

Concept #2: Readers Think About Their Reading Suggested Days: 7

Priority Standards2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.Fig 19E Retell important events in stories in logical order 2.6A Identify moral lessons as themes in well-known fables, legends, myths, or stories

Important Standards2.Fig 19C Monitor and adjust comprehension (e.g) using background knowledge, creating sensory images, rereading a portion aloud, generating questions) 2.13A Identify the topic and explain the author's purpose in writing about the text

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig 19D Make inferences about text and use textual evidence to support understanding2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence


2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension

Concept #3: Readers Analyze Text Suggested Days: 6

Priority Standards2.6A identify moral lessons as themes in well-known fables, legends, myths, or stories2.Fig 19D Make inferences about text and use textual evidence to support understanding

Important Standards2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.13A Identify the topic and explain the author's purpose in writing about the text

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)


2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension



Important Standards2.1A distinguish features of a sentence (e.g. capitalization of first word, ending punctuation, commas, quotation mark) 2.2A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including: i. single letters (consonants and vowels) ii. consonant blends2.2B use common syllabication patterns to decode words including: i. closed syllable (CVC)ii. open syllable (CV)2.2C decode words by applying knowledge of common spelling patterns (e.g., -ant, -ight) 2.2H monitor accuracy of decoding

Unit 3: Readers Think Deeply About Informational Texts Estimated Date Range: 10/15 – 11/9


Concepts within the Unit TEKSConcept #1 Readers Know What to Expect in Informational TextSuggested Days: 5 (4 of the days will be in the 1st 9 weeks, 1 of the days will be in the 2nd 9 weeks)

Priority Standards2.13A Identify the topic and explain the author's purpose in writing about the text2.14A Identify the main idea in a text and distinguish it from the topic 2.14B Locate the facts that are clearly stated in a text 2.14C Describe the order of events or ideas in a text 2.14D Use text features (e.g., tables of contents, index, headings) to locate specific information in text

Integrated Standards


2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension2.16A Recognize different purposes of media (e.g., informational, entertainment) 2.16B Describe techniques used to create media messages (e.g., sound, graphics) 2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game)

Grading Period 2Unit 3: Readers Think Deeply About Informational Texts

Estimated Date Range: 10/15 – 11/9



Concepts within the Unit TEKSConcept #1 Readers Know What to Expect in Informational TextSuggested Days: 5 (4 of the days will be in the 1st 9 weeks, 1 of the days will be in the 2nd 9 weeks)

Priority Standards2.13A Identify the topic and explain the author's purpose in writing about the text2.14A Identify the main idea in a text and distinguish it from the topic 2.14B Locate the facts that are clearly stated in a text 2.14C Describe the order of events or ideas in a text 2.14D Use text features (e.g., tables of contents, index, headings) to locate specific information in text

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge,


generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension2.16A Recognize different purposes of media (e.g., informational, entertainment) 2.16B Describe techniques used to create media messages (e.g., sound, graphics) 2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game)

Concept #2: Readers Make InferencesSuggested Days: 5

Priority Standards2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.14A Identify the main idea in a text and distinguish it from the topic

Important Standards2.5A use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) 2.5B use context to determine the relevant meaning of unfamiliar words or multiple-meaning words

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order


2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension2.16A Recognize different purposes of media (e.g., informational, entertainment) 2.16B Describe techniques used to create media messages (e.g., sound, graphics) 2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game)

Concept #3: Readers Know What to Expect in Narrative NonfictionSuggested Days: 5

Priority Standards2.13A Identify the topic and explain the author's purpose in writing about the text2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.6A Identify moral lessons as themes in well-known fables, legends, myths, or stories

Important Standards2.Fig 19E Retell important events in stories in logical order 2.14C Describe the order of events or ideas in a text 2.10A Distinguish between fiction and non-fiction

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts


2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension2.16A Recognize different purposes of media (e.g., informational, entertainment) 2.16B Describe techniques used to create media messages (e.g., sound, graphics) 2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game)

Concept #4: Readers Think About the TextSuggested Days: 4

Priority Standards2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence

Important Standards2.15A Follow written multi-step directions2.15B Use common graphic features to assist in the interpretation of media (e.g. informational, entertainment) 2.19C Write brief comments on literary or informational texts

Integrated Standards


2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension2.16A Recognize different purposes of media (e.g., informational, entertainment) 2.16B Describe techniques used to create media messages (e.g., sound, graphics) 2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game)


Priority Standards2.5A use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)


2.5B use context to determine the relevant meaning of unfamiliar words or multiple-meaning words

Important Standards2.1A distinguish features of a sentence (e.g. capitalization of first word, ending punctuation, commas, quotation mark) 2.2A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including: i. single letters (consonants and vowels) ii. consonant blendsiii. consonant digraphs (ng, ck, ph) 2.2B use common syllabication patterns to decode words including: i. closed syllable (CVC)ii. open syllable (CV)iv. vowel consonant silent e (VCe)2.2C decode words by applying knowledge of common spelling patterns (e.g., -ant, -ight) 2.2G identify and read at least 300 high frequency words from a commonly used list2.2H monitor accuracy of decoding2.5D alphabetize a series of words and use a dictionary or a glossary to find words

Unit 4: Readers Study Poetry Estimated Date Range: 11/12 – 11/30


Concepts within the Unit TEKSConcept #1 What is Poetry and How Do I Read It?Suggested Days: 5

Priority Standards2.13A Identify the topic and explain the author's purpose in writing about the text

Important Standards2.7A describe how rhyme, rhythm and repetition interact to create images 2.11A recognize that some words and phrases have literal and non-literal meanings (e.g. take steps)

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language


2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension

Concept #2: Readers of Poetry Discover the True Meaning of a PoemSuggested Days: 5

Priority Standards2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.6A Identify moral lessons as themes in well-known fables, legends, myths, or stories 2.Fig 19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence

Important Standards2.7A describe how rhyme, rhythm and repetition interact to create images 2.11A recognize that some words and phrases have literal and non-literal meanings (e.g. take steps)


Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension



Important Standards2.1A distinguish features of a sentence (e.g. capitalization of first word, ending punctuation, commas, quotation


mark) 2.2A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including: i. single letters (consonants and vowels) ii. consonant blendsiii. consonant digraphs (ng, ck, ph) 2.2B use common syllabication patterns to decode words including: i. closed syllable (CVC)ii. open syllable (CV)iv. vowel consonant silent e (VCe)2.2C decode words by applying knowledge of common spelling patterns (e.g., -ant, -ight) 2.2G identify and read at least 300 high frequency words from a commonly used list2.2H monitor accuracy of decoding2.5C identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning2.5D alphabetize a series of words and use a dictionary or a glossary to find words

Unit 5: Readers Explore Traditional Literature Estimated Date Range: 12/3 – 12/21


Concepts within the Unit TEKSConcept #1 Readers Get to Know the Types of Characters in Traditional TalesSuggested Days: 4

Priority Standards2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings 2.Fig 19 D Make inferences about text and use textual evidence to support understanding

Important Standards2.Fig 19E Retell important events in stories in logical order 2.13A Identify the topic and explain the author’s purpose in writing the text.

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate


pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension

Concept #2: Readers Use the Plot to Discover the Moral, Lesson, and Author’s PurposeSuggested Days: 5

Priority Standards2.6A identify moral lessons as themes in well-known fables, legends, myths, or stories 2.Fig 19 D Make inferences about text and use textual evidence to support understanding 2.13A Identify the topic and explain the author’s purpose in writing the text.

Important Standards2.Fig 19E Retell important events in stories in logical order

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information


2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension

Concept #3 Readers Compare and Contrast Different Versions of Traditional TalesSuggested Days: 6

Priority Standards2.6B Compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot. 2.Fig 19 D Make inferences about text and use textual evidence to support understanding

Important Standards2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence


2.Fig 19E Retell important events in stories in logical order 2.13A Identify the topic and explain the author’s purpose in writing the text.





Important Standards2.1A distinguish features of a sentence (e.g. capitalization of first word, ending punctuation, commas, quotation mark) 2.2A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including: i. single letters (consonants and vowels) ii. consonant blendsiii. consonant digraphs (ng, ck, ph) 2.2B use common syllabication patterns to decode words including: i. closed syllable (CVC)ii. open syllable (CV)iii. final stable syllable (-ble, -tion)iv. vowel consonant silent e (VCe)2.2C decode words by applying knowledge of common spelling patterns (e.g., -ant, -ight) 2.2G identify and read at least 300 high frequency words from a commonly used list2.2H monitor accuracy of decoding2.5C identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning2.5D alphabetize a series of words and use a dictionary or a glossary to find words

Grading Period 3 Unit 6: Readers Examine Characters and Drama

Estimated Date Range: 1/8 – 2/8Estimated Time Frame: 23 of days

Note: Re-engagement is incorporated through regular instruction

Concepts within the Unit TEKSConcept #1 Readers Think About Characters’ StrugglesSuggested Days: 5

Priority Standards2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings 2.Fig 19D Make inferences about text and use textual evidence to support understanding

Important Standards2.9A Describe similarities and differences in the plots and settings of several works by the same author 2.Fig 19E Retell important events in stories in logical order



Concept #2: Readers Get to Know Characters’ Traits, Feelings, and MotivationsSuggested Days: 10

Priority Standards2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings 2.6A identify moral lessons as themes in well-known fables, legends, myths, or stories 2.Fig 19D Make inferences about text and use textual evidence to support understanding




Concept #3: Readers Pay Attention to DialogueSuggested Days: 7

Priority Standards2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings 2.13A Identify the topic and explain the author’s purpose in writing the text.


Important Standards2.8A Identify the elements of dialogue and use them in informal plays 2.Fig 19E Retell important events in stories in logical order

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension




Important Standards2.1A distinguish features of a sentence (e.g. capitalization of first word, ending punctuation, commas, quotation mark) 2.2A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including: i. single letters (consonants and vowels) ii. consonant blendsiii. consonant digraphs (ng, ck, ph) vi. vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou)2.2B use common syllabication patterns to decode words including: i. closed syllable (CVC)ii. open syllable (CV)iii. final stable syllable (-ble, -tion)iv. vowel consonant silent e (VCe)vi. vowel digraphs and diphthongs (e.g. boy-hood, oat-meal) 2.2C decode words by applying knowledge of common spelling patterns (e.g., -ant, -ight) 2.2E identify and read abbreviations (e.g. Mr., Ave.)2.2F identify and read contractions (isn’t, aren’t)2.2G identify and read at least 300 high frequency words from a commonly used list2.2H monitor accuracy of decoding2.5C identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning2.5D alphabetize a series of words and use a dictionary or a glossary to find words

Unit 7: Readers are ResearchersEstimated Date Range: 2/11 – 3/8


Concepts within the Unit TEKSConcept #1 Researchers Explore What They Want to Research and Dig Deeper into the Topic

Priority Standards2.13A Identify the topic and explain the author’s purpose in writing the text 2.14D Use text features (e.g., tables of contents, index, headings) to locate specific information in text


Suggested Days: 5 2.Fig 19 D Make inferences about text and use textual evidence to support understanding

Important Standards2.24A Generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics 2.24B Decide what sources of information might be relevant to answer these questions. 2.14C Describe the order of events or ideas in a text

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text


2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension2.16A Recognize different purposes of media (e.g., informational, entertainment) 2.16B Describe techniques used to create media messages (e.g., sound, graphics) 2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game)

Concept #2: Researchers Read to Gather FactsSuggested Days: 5

Priority Standards2.14A Identify the main idea in a text and distinguish it from the topic 2.14B Locate the facts that are clearly stated in a text 2.14C Describe the order of events or ideas in a text 2.14D Use text features (e.g., tables of contents, index, headings) to locate specific information in text

Important Standards2.25A Gather evidence from available sources (natural and personal) as well as from interviews with local experts 2.25B Use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19D Make inferences about text and use textual evidence to support understanding


2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension2.16A Recognize different purposes of media (e.g., informational, entertainment) 2.16B Describe techniques used to create media messages (e.g., sound, graphics) 2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game)

Concept #3: Researchers Make a Research Plan and Publish Their Work Suggested Days: 9


Important Standards2.25C Record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams). 2.26A Revise the topic as a result of answers to initial research questions. 2.27A Organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.

Integrated Standards2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts


2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension2.16A Recognize different purposes of media (e.g., informational, entertainment) 2.16B Describe techniques used to create media messages (e.g., sound, graphics) 2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game)



Important Standards2.1A distinguish features of a sentence (e.g. capitalization of first word, ending punctuation, commas, quotation mark) 2.2A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including: i. single letters (consonants and vowels) ii. consonant blendsiii. consonant digraphs (ng, ck, ph)


vi. vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou)2.2B use common syllabication patterns to decode words including: i. closed syllable (CVC)ii. open syllable (CV)iii. final stable syllable (-ble, -tion)iv. vowel consonant silent e (VCe)vi. vowel digraphs and diphthongs (e.g. boy-hood, oat-meal) 2.2C decode words by applying knowledge of common spelling patterns (e.g., -ant, -ight) 2.2E identify and read abbreviations (e.g. Mr., Ave.)2.2F identify and read contractions (isn’t, aren’t)2.2G identify and read at least 300 high frequency words from a commonly used list2.2H monitor accuracy of decoding2.5C identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning2.5D alphabetize a series of words and use a dictionary or a glossary to find words

Grading Period 4Unit 8: Readers Read Multiple Genres

Estimated Date Range: 3/18 – 4/18Estimated Time Frame: 24 days

Note: Re-engagement is incorporated through regular instruction

Concepts within the Unit TEKSConcept #1 Readers Investigate a Topic in Multiple GenresSuggested Days: 9

Priority Standards2.13A Identify the topic and explain the author’s purpose in writing the text 2.Fig 19D Make inferences about text and use textual evidence to support understanding

Important Standards2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions


2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension2.16A Recognize different purposes of media (e.g., informational, entertainment) 2.16B Describe techniques used to create media messages (e.g., sound, graphics) 2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game)

Concept #2: Readers Grow Ideas and Form Theories as They ReadSuggested Days: 10

Priority Standards2.Fig 19D Make inferences about text and use textual evidence to support understanding

Important Standards2.6A identify moral lessons as themes in well-known fables, legends, myths, or stories2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings


stories 2.14A Identify the main idea in a text and distinguish it from the topic 2.14B Locate the facts that are clearly stated in a text 2.14C Describe the order of events or ideas in a text 2.14D Use text features (e.g., tables of contents, index, headings) to locate specific information in text



Concept #3: Readers Read and Talk About Their Topics Like ExpertsSuggested Days: 3


Important Standards2.13A Identify the topic and explain the author’s purpose in writing the text

Integrated Standards2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension




Important Standards2.1A distinguish features of a sentence (e.g. capitalization of first word, ending punctuation, commas, quotation mark) 2.2A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including: i. single letters (consonants and vowels) ii. consonant blendsiii. consonant digraphs (ng, ck, ph) vi. vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou)2.2B use common syllabication patterns to decode words including: i. closed syllable (CVC)ii. open syllable (CV)iii. final stable syllable (-ble, -tion)iv. vowel consonant silent e (VCe)v. r-controlled vowels (e.g., cor-ner, per-fect) vi. vowel digraphs and diphthongs (e.g. boy-hood, oat-meal) 2.2C decode words by applying knowledge of common spelling patterns (e.g., -ant, -ight) 2.2D read words with common prefixes (e.g., un -, dis-) and suffixes (e.g., -ly, -less, -ful) 2.2E identify and read abbreviations (e.g. Mr., Ave.)2.2F identify and read contractions (isn’t, aren’t)2.2G identify and read at least 300 high frequency words from a commonly used list2.2H monitor accuracy of decoding2.5C identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning2.5D alphabetize a series of words and use a dictionary or a glossary to find words

Unit 9: Readers Study SeriesEstimated Date Range: 4/23 – 5/24


Concepts within the Unit TEKSConcept #1 Readers Get to Know a Series

Priority Standards2.9A Describe similarities and differences in the plots and settings of several works by the same author


Suggested Days: 10 2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings 2.Fig 19D Make inferences about text and use textual evidence to support understanding




Concept #2: Readers Grow and Refine Ideas About a Series by Talking to OthersSuggested Days: 10

Priority Standards2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.9A Describe similarities and differences in the plots and settings of several works by the same author

Important Standards2.6A identify moral lessons as themes in well-known fables, legends, myths, or stories 2.Fig 19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence

Integrated Standards2.28A Listen attentively to speakers and ask relevant questions to clarify information 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions 2.29A Share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 2.30A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions 2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)


2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension

Concept #3: Readers Celebrate Their ReadingSuggested Days: 4


Integrated Standards2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning2.19C Write brief comments on literary or informational texts2.19B Write short letters that put ideas in a chronological sequence and use appropriate conventions (e.g, date, salutation, closing)2.Fig 19A Establish purposes for reading selected texts based up content to enhance comprehension 2.Fig 19B Ask literal questions of text2.Fig19C Monitor and adjust comprehension (e.g. using background knowledge, creating sensory images, rereading a portion aloud, generating questions.2.Fig 19D Make inferences about text and use textual evidence to support understanding 2.Fig 19E Retell important events in stories in logical order2.Fig 19 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence 2.3A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions2.3C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text


2.4A read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension



Important Standards2.1A distinguish features of a sentence (e.g. capitalization of first word, ending punctuation, commas, quotation mark) 2.2A decode multisyllabic words in context and independent of context by applying common letter-sound correspondences, including: i. single letters (consonants and vowels) ii. consonant blendsiii. consonant digraphs (ng, ck, ph) vi. vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou)2.2B use common syllabication patterns to decode words including: i. closed syllable (CVC)ii. open syllable (CV)iii. final stable syllable (-ble, -tion)iv. vowel consonant silent e (VCe)v. r-controlled vowels (e.g., cor-ner, per-fect) vi. vowel digraphs and diphthongs (e.g. boy-hood, oat-meal) 2.2C decode words by applying knowledge of common spelling patterns (e.g., -ant, -ight) 2.2D read words with common prefixes (e.g., un -, dis-) and suffixes (e.g., -ly, -less, -ful) 2.2E identify and read abbreviations (e.g. Mr., Ave.)2.2F identify and read contractions (isn’t, aren’t)2.2G identify and read at least 300 high frequency words from a commonly used list2.2H monitor accuracy of decoding2.5C identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning2.5D alphabetize a series of words and use a dictionary or a glossary to find words


Learning Assessments

Semester Assessment Administration Window Content Reporting Due Date

First Semester December 4-6, 2018 2.Fig19D Make inferences about text and use textual evidence to support understanding

December 13, 2018

Second Semester

March 26-28, 2018 2.Fig19D Make inferences about text and use textual evidence to support understanding

April 4, 2019

€¦ · web view2.27a organize and present their ideas and information according to the purpose...

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