Decatur City Schools

Pacing Guide

Fourth: Reading

Projected Pacing (Aug. 14 - Sept. 15)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

Curriculum Guide

Phonemic Awareness

Interventions for students reading

Compare

Open Court

below grade level are located in

Contrast

Rigby Literacy

content standards for K-2

Summarize

Think Link

Phonics

Character Traits

Demonstrate word recognition

Infer/Inference

Objective 4.1.1:

Rewards Multisyllabic Phonics Program

7 multiple choice

skills, including structural analysis.

Evaluate

Identify prefixes

Open Court

0 open-ended

Examples: structural analysis-

Relate

and suffixes in

A to Z Reading

root words, (AL COS#1)

Support-the-answer

words

Rigby Literacy

prefixes and suffixes

Purpose/theme/main idea

Objective 4.1.2:

Sadlier Oxford

Prefixes: -re, -un, -pre, -mis, -dis, -auto

Skim

Identify syllables in

Think Link

Scan

two and three

Zaner-Bloser Spelling Connections:

Inform

syllable words

Prefixes: Spelling Unit 26

Persuade

Objective 4.1.3:

Voyager Passport:

Explain

Decode unfamiliar

prefixes: Adventure 4 #1

and multi-syllable

Adventure 5 #3 Adventure 6 #2

words

Recognizing Prefixes & Suffixes Adventur

Objective 4.1.4:

Suffixes: -or, -er, -ous, -ly, -ful, -tion

Identify root words

Suffixes: Spelling Units 21, 27, 28

A. Use word solving strategies to independently

Objective 4.1.5:

Voyager Passport-Suffixes: Adventure 2

read unknown words (SAT10)

Identify common

Adventure 4 #3

1. Produce common word parts/spelling

contractions

Adventure 6 #3 and #4

patterns (AL COS) (SAT10)

2. read multisyllable words, compound

words (SAT10), contractions, possessives

Contractions, possessives, and inflectiona

and inflectional endings (AL COS)

3. short vowels

short and long vowels: Spelling Units #1-7

4. long vowels

ā, ai_, a_e, ay

Language Today

ē, e, ea, e_e, _y, ee, _ie_

Hougton Mifflin Listening Center

ī, i_y, i_e, _ie, _igh

ō, _ow, o_e, oa, _oe

B. Utilize spelling strategies in all content

B. Lucy Caukins

areas

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

1. phonemic (by sound)

Curriculum Guide

2. visual (by look)

3. morphemic (by meaning)

4. linking (connections)

5. research (by inquiry)

Fluency

Demonstrate fluency while constructing

Rigby Literacy

meaning with a variety of texts

DIBELS

A. Read fluently with expression and attention

Sadlier Oxford

to punctuation (AL COS)

Open Court

1. articulation (speak clearly and correctly)

Voyager Passport-Suffixes: Adventure 2

2. voice modulation (volume and speed)

3. recognize effect of pause, volume, pitch

and tone

Compare

B. Continue to develop automaticity with high

Contrast

frequency vocabulary in oral and written

Summarize

language

Character Traits

C. Read appropriate texts using fluency and

Infer/Inference

comprehension strategies

Evaluate

1. reread (AL COS)

Relate

2. adjust speed/reading rate (AL COS0

Support-the-answer

3. anticipate meaning

Purpose/theme/main idea

D. Utilize reading strategies

Skim

1. re-reading

Scan

2. choral reading

Inform

3. reader's theater

Persuade

4. taped reading

Explain

5. phrasing

6. modeling

7. paired reading

Vocabulary

Demonstrate reading vocabulary

Objective 4.2.1:

Open Court

9 multiple choice

knowledge, including recognition

Explain synonyms,

Rigby Literacy

0 open-ended

of a variety of synonyms (SAT10),

antonyms, and

Sadlier Oxford

antonyms (AL COS #2)

homophones

Think Link

homonyms

Objective 4.2.2::

DOL

A. Use word study strategies to expand

Categorize words

Listening Centers

vocabulary

as synonyms,

1. sight words (AL COS)

antonyms, and

Houghton Mifflin

2. contractions (AL COS)

homophones

3. multiple meanings (AL COS (SAT10)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

4. context clues (AL COS) (SAT10)

Curriculum Guide

5. analogies

Objective 4.2.3:

6. prefixes, suffixes, inflectional endings

Locate synonyms,

(AL COS)

and antonyms for

7. root (or base) words

given words in a

B. Increase vocabulary through listening to

dictionary

and substantial daily reading of assigned and

self-selected materials.

C. Utilize new vocabulary encountered

in daily oral language

Comprehension

Compare

Comprehension ,a meaning making

Contrast

Open Court

process, is the primary goal of reading

Summarize

Rigby Literacy

and is constructed through dynamic

Character Traits

Junior Great Books

interactions between reader and text

Infer/Inference

Sadlier Oxford

A. Use a wide range of strategies, including

Evaluate

Objective 4.3.1:

Think Link

11 multiple choice

distinguishing fiction from nonfiction and

Relate

Define fiction and

Voyager Passort

6 open-ended

making inferences to comprehend fourth

Support-the-answer

nonfiction

Read Alouds

grade literary/recreational materials in a

Purpose/theme/main idea

Objective 4.3.2:

Trade Books

variety of genres. (AL COS # 3)

Skim

Determine

Self-selected books

Examples: novels, short stories, poetry

Scan

sequence of

trade books.

Inform

events

1. Apply a variety of strategies, daily, in

Persuade

Objective 4.3.3

reading to, with, and by

Explain

Identify supporting

a. Use sentence structure and context (AL

statements for a

b. Skim passages (AL COS)

given inference

c. Preview and predict (AL COS) (SAT10)

Objective 4.3.4:

d. Summarize, paraphrase, retell (AL COS)

Draw conclusions

e. Compare and contrast (AL COS) (SAT10)

f. Self-monitor for understanding (AL COS)

g. Use vocabulary knowledge (AL COS)

h. Draw conclusions (AL COS) and provide

support (SAT10)

i. Ask and answer questions (AL COS)

(SAT10)

j. Relate events, ideas, and characters to

specific life experiences (AL COS)

k. Visualize

l. Make generalizations and evaluate/

make judgments

m. Identify characteristics of a variety of genre

fiction vs. nonfiction

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

n. Inference

Curriculum Guide

2. Using cueing systems at current

Open Court

independent and instructional level

Rigby

a. Semantics (meaning)

b. Syntactic (structure of language)

c. Graphophonic (letters and sounds)

d. Schematic (connections based on prior

knowledge and experience (AL COS)

1. Text-to-self

2. Text-to-text

3. Text -to-world

3. Identify, read and apply comprehension

strategies with a variety of literary genres (SAT10)

Compare

a. fiction

Contrast

b. nonfiction

Summarize

4. Recognize cultural diversity through reading

Character Traits

a variety of multicultural literature.

Infer/Inference

5. Apply strategies of a skillful listener to

Evaluate

gain meaning

Relate

Identify literary elements and devices,

Support-the-answer

Objective 4.4.1:

22 multiple choice

including: characters, important details, and

Purpose/theme/main idea

Define literary

0 open-ended

similes, in literary/recreational materials

Skim

elements, including

and identify important details in textual/

Inform

character and

informational materials (AL COS #4)

Persuade

important details

1. Identify and analyze literary elements

Explain

Objective 4.4.2:

a. Characters (AL COS) (SAT10)

List all characters

Examples: actions, motives, emotions, traits,

from a story

and feelings

Objective 4.4.3:

b. Setting

Select important

c. Plot (problem and solution)

details related to

d. Point of view

main idea when

e. Theme (SAT10)

given the main idea

f. Author's tone (SAT 10)

from a story

g. Figurative language

Objective 4.4.4:

(SAT10)

Select important

h. simile

details related to

2. Demonstrate comprehension in content areas

the topic when

a. Identify author's purpose (AL COS)

given the main topic

and intended audience (SAT10)

for an informational

b. Identify main idea and important details

passage

(AL COS) (SAT10)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

c. Determine explicit/implicit supporting details

Curriculum Guide

(SAT10)

Objective 4.4.5:

Open Court

d. Interpret figurative language (SAT10)

Define simile

Rigby Literacy

e. Categorize, classify, compare and contrast

(comparison of two

DIBELS

(SAT10)

things using like or

Sadlier Oxford

3. Apply strategies of a skillful listener to gain

as) Example:"The

Author Studies

meaning.

horse moves like the wind."

Teacher Assistance DCS website

Reading Behaviors

Exhibit a wide range of reading

Objective 4.4.6:

behaviors/habits to gain information

Identify similes from

refine fluency and comprehend

a literary passage

materials from a variety of

Objective 4.4.7:

sources

Retell a story and

A. Read and respond using a variety of

include characters,

materials

settings, and

1. functional (menu, catalog, schedule,

important events.

directions) (AL COS)

2. textual/informational (diagrams, tables

Compare

charts, classroom texts) (AL COS)

Contrast

3. literary/recreational (student-

Summarize

authored work, trade books, self-selected work

Character Traits

multicultural literature, author/illustrator studies) (AL

Infer/Inference

B. Select appropriate reading strategies in a given

Evaluate

situation (SAT10)

Relate

C. Utilize new vocabulary encountered

Support-the-answer

in reading

Purpose/theme/main idea

D. Continue to develop automaticity with high

Skim

frequency vocabulary in oral and written

Scan

language

Inform

E. Self-monitor reading in meaningful ways

Persuade

1. self-question

Explain

2. adjust rate

3. reread

4. use context clues

5. use prior knowledge and experience (AL COS)

(SAT10)

6. make connections to self, text, and

world

7. use cueing systems (looks right/

sounds right/makes sense?)

F. Use technology to locate, evaluate,

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

and collect information from a variety of

Curriculum Guide

sources across the curriculum

G. Demonstrate reading improvement

Open Court

through substantial amounts of daily

Rigby Literacy

assigned and self-selected materials

DIBELS

1. select appropriate reading materials

Sadlier Oxford

2. voluntarily engage in reading

Author Studies

Oral Language Development

Teacher Assistance DCS website

A. Demonstrate increased facility with oral

language for a wide range of purposes

(35, 36)

1. voice, modulation (volume, speed)

2. physical presence (eye contact, posture, etc)

3. articulation (speak clearly and correctly)

4. focus (staying on topic)

5. speak in grammatically correct,

complete sentences

6. incorporate appropriate vocabulary

7. apply figurative language appropriately

B. Apply strategies of a skillful listener (12, 20)

1. establish purpose

Compare

2. focus on the listening task

Contrast

3. ask appropriate questions to gain and

Summarize

clarify information

Character Traits

4. interpret verbal and nonverbal communications

Infer/Inference

5. self-monitor listening techniques

Evaluate

C. Organize and present information (33, 34)

Relate

1. visual (poster, multimedia, etc.)

Support-the-answer

2. oral (speech, dramatization, etc.)

Purpose/theme/main idea

3. print (report, student-generated work, etc.)

Skim

(Numbers in parentheses for Oral Language

Scan

Development are from the Alabama Course

Inform

of Study: English Language Arts, Bulletin

Persuade

1999, No. 17 and represent the correlation

Explain

of the state content standards.)