Stuart Pepper Middle School

Grade 8 ELA Curriculum

Pacing for Reading, Writing, Language

This document contains the titles and order of instruction as well as reference KCAS (Kentucky Common Academic Standards). A one page overview of the ELA pacing is located on district teacher share in the SPMS folder inside a folder called “SPMS_CAL_docs_8912 _Language Arts_8th grade”

Tara Poole, Casey Mattingly, Michelle Funk, Tammy Alcorn, Amy Vujaklija4/30/2012

Learning Chunk #1 – Multi-Cultural World

Instructional Week Assessment

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Provide a conclusion that follows from and reflects on the narrated experiences or events.

Week 1- Aug. 8 (3)Reading Selection: Identity-Poetry; The Bee TreeIA Focus: RL/RI 8.1- analyze, infer RL/RI.8.2-theme, central ideaReading: R.L.8.2Writing: Mountains/Clouds/River activity, W.8.10 (writer’s notebook)Language: n/a

Day 1: Class introduction/expectations “The Bee Tree”Decorate writer’s notebook—reflect on who the student isDay 2: “Identity” poem Mountains activity (in writer’s notebook)

Week 2 – Aug. 13 (4.5 +Pre-test)Reading Selection: Seedfolks(Ch. 1-4)IA Focus: R.L.8.2-key events, character’s actions & interactions develop over the text to contribute to the theme, R.L.8.3-incidents propel actionReading: R.L 8.1, 8.2, 8.3Writing: Writing Process (sentences, paragraphs, organization of writing, ideas), W.8.3-Narrative writing (from 1st week activity), W.8.10 (writer’s notebook), W.8.8 – Media Center visit – Bibliography Scavenger HuntLanguage: Sentence Structure-types of sentences-simple, compound, complex, compound complex L.8.2Day 1: Introduction to writer’s notebook: elaborate on Mountains picture: how did one of those events affect your life? Seedfolks introduction and note taking skills Seedfolks chapter 1Day 2: Pretest #1 Writer’s notebook: HeartmapSeedfolks chapter 2 Day 3: Sentence structure: grammar book Chapter 19, pg. 398 (teacher edition)Complete sentences;Seedfolks chapter 3Day 4: Refer back to writer’s notebooks (wnb) for sentence structureSeedfolks chapter 4Day 5: Media center and STAR test (flexible—day 2-5)Week 3-Aug. 20 (5)Reading Selection: Seedfolks (Ch 5-9)IA Focus: R.L.8.2-key events, character’s actions & interactions develop over the text to contribute to the theme, R.L.8.3-incidents propel actionReading: R.L 8.1, 8.2, 8.3, 8.4, R.I. 8.3, 8.4Writing: Writing Process (sentences, paragraphs, organization of writing, ideas), W.8.3-Narrative writing, W.8.10 (writer’s notebook)Language: Sentence Structure-types of sentences-simple, compound, complex, compound complex L.8.2Day 1: Literacy story brainstorming: Literacy box, partner discussion and reflectionSeedfolks chapter 5Glossary term #1: Character: Focus on LeonaProbe #1Day 2: Writer’s notebook: Writer’s Notebook: Begin draft of literacy storyGlossary term #2: Irony: how is what someone says different from what he/she does/thinks? Sam

Seedfolks chapter 6Day 3: Warm up: sentence structure mini lesson grammar book Chapter 21, pg. 469 (teacher edition) Simple and compound sentencesRead article about Ellis Island Focus, as a class, on main point, central idea, and supporting detailsDay 4: Show Ellis Island photo(s): students reflect on their interpretation of it (wnb)Nonfiction articles about cultures in Seedfolks (small groups, then switch to discuss what was learned in reading articles)Focus, in small groups, on main point, central idea, and supporting detailsSeedfolks chapter 7Day 5: Refer back to wnb for sentence practiceWriter’s notebook: literacy story draftEllis Island video—student response (wnb)Seedfolks chapter 8Learning check: SentencesWeek 4 – Aug. 27 (5)Reading Selection: Seedfolks (Ch.10-13IA Focus: R.L.8.2-key events, character’s actions & interactions develop over the text to contribute to the theme, R.L.8.3-incidents propel action, RI.8.2-central ideaReading: R.L 8.1, 8.2, 8.3, 8.4, R.I 8.3,8.4Writing: Writing Process (sentences, paragraphs, organization of writing, ideas), W.8.3-Narrative writing/revision W. 8.10 (writer’s notebook)W.8.7 – Develop a research question, gather information from sourcesLanguage: Punctuation: commas L.8.2Day 1: Commas rule: compound sentencesWNB: Literacy story (10 minutes)Probe #2Computer lab (Monday or Tuesday) Information inquiry: topic chosen from SeedfolksDay 2: Commas rule: items in a seriesWNB: Literacy story (10 minutes)Seedfolks chapter 9Day 3: Commas rule: after introductory materialWNB: Literacy story (10 minutes) or revision, if readySeedfolks chapter 10Day 4: Commas rule: parenthetical expressionsWNB: Literacy story (10 minutes) or revision, if readySeedfolks chapter 11Day 5: Commas rule: with nonessential expressionsWNB: Literacy story (10 minutes) or revision, if readySeedfolks chapter 12Week 5 –Sept. 3 (4)Reading Selection: IA Focus: R.L 8.2, 8.3, R.I 8.2Reading: R.L 8.1, 8.2, 8.3, 8.4 R.I 8.3, 8.4Writing: SPL.1; 3.SPL.2; 3.SPL.3 SL 8.2(sentences, paragraphs, 6+1 Traits of Writing)Article of the Week (Readicide by Kelly Gallagher) Homework: annotate current event articleLanguage: Day 1: No school

Day 2: Commas rule: with dates and geographical namesProbe #3Seedfolks chapter 13Glossary term #3 ThemeBlugrass book talks in library September 4 and 5Day 3: SeedfolksWNB: Students will write a narrative journal entry--story--about the image they see

(image located in writer’s notebook folder—writing prompts)Day 4: SeedfolksDay 5: 6+1 writing traitsCommas learning checkWeek 6 –Sept.10 (5)Reading Selection: ) In a Mix of Cultures, An Olio of Plantings, Antaeus , Fish CheeksIA Focus: R.L 8.2, 8.3, R.I 8.2Reading: R.L 8.1, 8.2, 8.3, 8.4 R.I 8.3, 8.4Writing: SPL.1; 3.SPL.2; 3.SPL.3(sentences, paragraphs, 6+1 Traits of Writing)Language: L.8.2Day 1: Seedfolks AR testReview Comma Learning Check WNB: Literacy story (look at teacher feedback and make revisions)In a Mix of Cultures, An Olio of Plantings (photocopies) Focus on central idea, supporting details, and main pointDay 2: Semicolon rule (pg. 610-611 teacher edition)WNB: Literacy story (peer review)Antaeus focus on allusion (glossary term)Venn diagram to compare article, Antaeus, and Seedfolks

Day 3: Explore Prose fiction (highlighting evidence—10 minutes)Semicolon practiceFish Cheeks Theme/Using Context Clues Focus on summary of short storyDay 4: Explore Social Science (highlighting evidence—10 minutes)WNB: Literacy story: revise and type

Day5: Explore Humanities (highlighting evidence—10 minutes)Semi-colons learning checkWNB: Literacy story: revise and type/ ARActivity ScheduleWeek 7 –Sept.17 (6) HomesickReading Selection: IA Focus: Reading:Writing: SPL.1; 3.SPL.2; 3.SPL.3(sentences, paragraphs, 6+1 Traits of Writing)Language: Day 1: Colons - RulesBHG article: How to start a garden Text structure: how to Literacy story due, revised and typedDay 2: IA #1Writing Final DraftDay 3: Colons - PracticeExtended Response discussion and practice (question in IA2 E.R. folder)Day 4: Deadline for Literacy Story Final Draft

Day5: No School-Professional Development

Learning Chunk #2 Instructional Week AssessmentWeek 1Reading Selection: IA Focus: Reading:Writing: Language: Week 2Reading Selection: IA Focus:

Reading:Writing: Language: Spelling: Week 3Reading Selection: IA Focus: Reading:Writing:

Language: Week 4Reading Selection: IA Focus: Reading:Writing:

Language: Spelling: Week 5Reading Selection: IA Focus: Reading:Writing:

Language:

Learning Chunk #3 Instructional Week AssessmentWeek 1Reading Selection: IA Focus: Reading:Writing: Language: Week 2Reading Selection: IA Focus:

Reading:Writing: Language: Spelling: Week 3Reading Selection: IA Focus: Reading:Writing:

Language: Week 4Reading Selection: IA Focus: Reading:Writing:

Language: Spelling:

Week 5Reading Selection: IA Focus: Reading:Writing:

Language:

Learning Chunk #4 Instructional Week AssessmentWeek 1Reading Selection: IA Focus: Reading:Writing: Language: Week 2Reading Selection: IA Focus:

Reading:Writing: Language: Spelling: Week 3Reading Selection: IA Focus: Reading:Writing:

Language: Week 4Reading Selection: IA Focus: Reading:Writing:

Language: Spelling: Week 5Reading Selection: IA Focus: Reading:Writing:

Language:

Learning Chunk #5 Instructional Week AssessmentWeek 1Reading Selection: IA Focus: Reading:Writing: Language: Week 2Reading Selection: IA Focus:

Reading:Writing: Language: Spelling: Week 3Reading Selection: IA Focus: Reading:Writing:

Language: Week 4Reading Selection: IA Focus: Reading:Writing:

Language: Spelling: Week 5Reading Selection: IA Focus: Reading:Writing:

Language:

Learning Chunk #6 Instructional Week AssessmentWeek 1Reading Selection: IA Focus: Reading:Writing: Language: Week 2Reading Selection: IA Focus:

Reading:Writing: Language: Spelling: Week 3Reading Selection: IA Focus: Reading:Writing:

Language: Week 4Reading Selection: IA Focus: Reading:Writing:

Language: Spelling: Week 5Reading Selection: IA Focus: Reading:Writing:

Language:

Learning Chunk #2 Instructional Week Assessment Week 1

Reading Selection: Penguin Chick 3RI2 3.RI.3- (will need to supplement additional informational text) 3.RF.4- c

3.RI.2 Imagine that a friend has asked you what Penguin Chick is about and write a paragraph giving the main idea and supporting details.3.RF.4a Fresh Reads

Rsch.Based Core Instruction: 3.RI.9 (compare/contrast another penguin book with Penguin Chick)IA Focus: 3RI4

Writing: Opinion Piece 3.W.1; 3.W.4, 3.W.5, 3.W.8, 3.W.10Language: common & proper nouns 3.L1a 3.L2a (add abstract nouns 3.L.1c)Spelling: Syllable patterns (V/CV VC/V) 3.L.2e &fWeek 2Reading Selection: A Day’s Work 3.RL.6 Francisco

was dishonest. Is it ever OK to be

Rsch.Based Core Instruction: 3.RL.9 9 (compare/contrast two settings from Eve Bunting books)

dishonest? Explain your answer.3.RF.4a Fresh Reads

IA Focus: 3.RL.1 3RL2 3.RL.6 3.RF.4- c

Writing: Opinion Piece 3.W.1; 3.W.4, 3.W.5, 3.W.8, 3.W.10Language: singular and plural nouns 3.L1b Spelling: words ending in “le” 3.L.2e &fWeek 3Reading Selection: Prudy’s Problem 3.RL.6 How did

Prudy feel about her room? Do you agree or disagree with how she felt? Explain. 3.RF.4a Fresh Reads

Rsch.Based Core Instruction:IA Focus: 3.RL.1 3.RL.6 3.RF.4- c

Writing: Opinion Piece 3.W.1; 3.W.4, 3.W.5, 3.W.8, 3.W.10Language: irregular plural nouns 3.L.1bSpelling: compound words 3.L.2e &f 3.RF.3c multisyllableWeek 4Reading Selection: Tops & Bottoms 3.RL.2 Bear

learned a valuable lesson in this story. What was the lesson he learned? What do you think he will do differently next time? 3.RF.4a Fresh Reads

Rsch.Based Core Instruction:IA Focus: 3.RL.1 3RL2 3.RL.6 3.RF.4- c

Writing: Opinion Piece 3.W.1; 3.W.4, 3.W.5, 3.W.8, 3.W.10Language: singular possessive nouns 3.L2dSpelling: words with “spl”, “thr,” “squ”, “str” 3.L.2e &fWeek 5Reading Selection: William’s House 3.RI.3 What

caused William to make all the changes to his house?3.RF.4a Fresh Reads

Rsch.Based Core Instruction:IA Focus: 3.RL.1 3.RL.6 3.RF.4- c

Writing: Opinion Piece 3.W.1; 3.W.4, 3.W.5, 3.W.8, 3.W.10Language: Plural possessive nouns 3.L.2dSpelling: digraphs (sh, th, ph, ch, tch) 3.L.2e &f

Learning Chunk #3 Instructional Week Assessment 3RL5 Refer to parts of

stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections

3RI1/RL1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

3RL2 Recount stories, including myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details

Week 1Reading Selection: The Gardener 3.RL.2 and

3.R.4 Lydia Grace certainly makes the best of things. Some people would say that when life handed her a lemon she made lemonade. Tell some ways in which Lydia Grace shows she is that kind of person.3.RF.4a Fresh Reads

Rsch.Based Core Instruction: IA Focus: 3RL1Writing: Informative/ Explanatory 3.W.2 3.W.4 3.W.5 3.W.6 3.W.7 3.W.8 3.W.10

Language: action & linking verbs 3.L1aSpelling: contractionsWeek 2

in the text. 3RI5 Use text features and

search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multisyllable words Read grade-appropriate irregularly spelled words.

3RI7 Use information gained

Reading Selection: Pushing Up the Sky 3.RL.5 When does the narrator talk in this play? Why do you think the author includes a narrator?3.RF.4a Fresh Reads

Rsch.Based Core Instruction:IA Focus: 3RL5 RL1 3RL2

Writing: Informative/ Explanatory 3.W.2 3.W.4 3.W.5 3.W.6 3.W.7 3.W.8 3.W.10Language: main & helping verbs 3.L1aSpelling: prefixes (un, re, dis, mis) 3.RF.3a 3.L.1f (meaningful word parts) (dictionaries- 3.L.2g) 3.RF.3c multisyllable 3.L4b affixesWeek 3Reading Selection: Night Letters 3.RL.4 and

3.L5a Using Amelia Bedelia books study idioms. Illustrate the literal and nonliteral meaning of words.3.RF.4a Fresh Reads

Rsch.Based Core Instruction:IA Focus: 3RL1

Writing: Informative/ Explanatory 3.W.2 3.W.4 3.W.5 3.W.6 3.W.7 3.W.8 3.W.10Language: subject verb agreement 3.L1fSpelling: consonant sounds (j, k)Week 4Reading Selection: A Symphony of Whales 3.RL.1 Write a

question from the story and the answer with page number in journal.3.RF.4a Fresh Reads

Rsch.Based Core Instruction:IA Focus: 3RL1 3RL2

Writing: Informative/ Explanatory 3.W.2 3.W.4 3.W.5 3.W.6 3.W.7 3.W.8 3.W.10Language: present, past, future tense 3.L1eSpelling: suffixes ly, ful, ness, less 3.RF.3a (add Latin suffixes: able, ible, ation, fy, ify, ment, ty, ity) 3.L.2f (dictionaries- 3.L.2g) 3.RF.3c multisyllable 3.L4b affixes 3.RF.3b Latin root

Week 5Reading Selection: Volcanoes 3.RI.7 Choose a

picture, diagram, or map from the story and explain how it helps you understand the text.3.RI.5 Explain how a volcano erupts.

Rsch.Based Core Instruction: 3RI2 IA Focus: 3RI1 3RI5 3RI7 3RI4

Writing: Informative/ Explanatory 3.W.2 3.W.4 3.W.5 3.W.6 3.W.7 3.W.8 3.W.10Language: irregular verbs 3.L1d Spelling: words with wr, kn, mb, gn 3.L1f

Learning Chunk #4 Instructional Week Assessment(Many of these standards were taught in previous learning chunks.)

3RL7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

3RL9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3RL2 Recount stories, including fables, from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text..

Week 1Reading Selection: Wings 3.RL.7 Choose

an illustration and tell how it supports the text and conveys the mood.

Rsch.Based Core Instruction:IA Focus: 3RL7 3RL3 3RL2

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language: singular & plural pronouns 3.L1aSpelling: irregular plurals 3.RF.3d ; 3.L.1d; Week 2 Reading Selection: Hottest, Coldest, Highest, Deepest 3.RL.1 Write a

question from the story and the answer with page number in journal.

Rsch.Based Core Instruction: 3RI2 IA Focus:

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language: subject & object pronouns 3.L1aSpelling: R- controlled vowelsWeek 3Reading Selection: Rocks in His Head 3.RI.2 Imagine

that a friend has asked you what Rocks in His Head is about and write a paragraph giving the main idea and supporting details.

Rsch.Based Core Instruction: 3RI2 IA Focus:

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language: possessive pronouns 3.L2dSpelling: prefixes (pre, mid, over, out) 3.RF.3a; 3.L2f 3.RF.3c multisyllable 3.L4b affixesWeek 4Reading Selection: America’s Champion Swimmer: Gertrude Ederle 3.RI.9

Compare and contrast David Adler biographies to America’s Champion Swimmer.

Rsch.Based Core Instruction: 3RI2 IA Focus:

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language; contractions Spelling: suffixes (er, or, ess, ist) 3.L2f 3.RF.3c multisyllable 3.L4b affixes 3.RF.3b Latin rootWeek 5Reading Selection: Fly, Eagle, Fly! 3.RL.7 Using

the illustration on page 128 answer where, when, why, and how key events occur and what key events led up to that illustration.

Rsch.Based Core Instruction:IA Focus: 3RL7 3RL2 3RL3

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language: prepositions Spelling: VCCV 3.L.2f

Learning Chunk #5 Instructional Week AssessmentWeek 1

3RL10 By the end of the year read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

3RI10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently

3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections(need to supplement)

3RI9 Compare and contrast the most important points and key details presented in two texts on the same topic..

Reading Selection: Suki’s Kimono 3.RL.3(RJ) Compare and contrast Suki and her sisters.

Rsch.Based Core Instruction:IA Focus: 3RL10

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language: adjectives & articles 3.L.1aSpelling: CVVC, CVV 3.RF3c; 3.L.2fWeek 2Reading Selection: How My Family Lives in America 3RI9 (RJ)

Compare and contrast the traditions of 2 of the families.

Rsch.Based Core Instruction:IA Focus: 3RI9 (compare-contrast texts); 3RI10

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language: adjectives that compare 3.L1gSpelling: homophones 3.L.4a sentence level contextWeek 3Reading Selection: Good-Bye, 382 Shin Dang Dong 3.RL.4 Explain

what the author means when she wrote, “My heart beats in two places.”

Rsch.Based Core Instruction: 3.RL.4 (literal/nonliteral)IA Focus: 3RL10

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language: adverbs 3.L1aSpelling: vowel sound in ball 3.L.2e-fWeek 4Reading Selection: Jalapeno Bagels 3.RL.7

Illustrations help the author by showing action. Find 3 illustrations in the story that show action and tell about the action in each.

Rsch.Based Core Instruction: IA Focus: 3RL10

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language: adverbs that compare 3.L1gSpelling: more vowel sounds in ball 3.L.2e-fWeek 5Reading Selection: Me and Uncle Romie 3.RL.6 If you

were going to make a collage about yourself, what would you include and why.

Rsch.Based Core Instruction:IA Focus: 3RL10

Writing: Narrative 3.W.3 3.W.4 3.W.5 3.W.6 3.W.7 4.W.8 3.W.10Language conjunctions 3.L1hSpelling: Suffixes (y, ish, hood, ment) 3.L2f 3.RF.3c multisyllable 3.L4b affixes 3.RF.3b Latin root2012-13

This Learning chunk has 7 weeks. Therefore, Suki’s Kimono can be stretched across 2 weeks. Also, Me an Unlce Romie which will land duing MAP testing can be stretched across 2 weeks.

Learning Chunk #6 Instructional Week Assessment.Targeted lessons based on IA data and MAP.

Week 1Reading Selection: The story of the Statue of Liberty 3.RI.3 Have the

students summarize the story using

Rsch.Based Core Instruction:IA Focus: 3.RI.1 3.RI.10

illustrations. Write a sentence describing each illustration.

Writing: Targeted lessons based on data; Reflection Language: capital letters 3.L.2a…titlesSpelling: vowel sounds in tooth and cook 3.L2e-fWeek 2Reading Selection: Happy Birthday Mr. Kang Use the 4Rs to

respond to the poems in the text.

Rsch.Based Core Instruction:IA Focus: 3.RL.1 3.RL.10

Writing: Targeted lessons based on data; ReflectionLanguage: abbreviations Spelling: schwa Week 3Reading Selection: Talking Walls: Art for the People 3.RI.6 Choose

one of the murals in the text and describe how it makes you feel.

Rsch.Based Core Instruction:IA Focus: 3.RI.1 3.RI.10 3.RI.6 3.RI.7

Writing: Targeted lessons based on data; ReflectionLanguage: combining sentences 3.L.1iSpelling: words with tion, sion, ture 3.L2ef 3.RF.3c multi-syllable Week 4Reading Selection: Two Bad Ants 3.RL.9

Compare and contrast the theme of 2 texts by Chris Van Allsburg

Rsch.Based Core Instruction:IA Focus: 3.RL.1 3.RL.10 3.RL.9V (compare/contrast Chris Van Allsburg)

Writing: Targeted lessons based on data; ReflectionLanguage: commas (3.L2b commas in addresses; 3.L2c commas in dialogue)Spelling: multi-syllable words 3.RF.3b & c Week 5Reading Selection: Elena’s Serenade 3.RL.2 What

lesson did you learn after reading Elena’s Serenade?

Rsch.Based Core Instruction:IA Focus: 3.RL.1 3.RL.10

Writing: Targeted lessons based on data; ReflectionLanguage: quotations 3.L2c commas in dialogueSpelling: related words (able-ability; company-companion) 3.L.4b&c