Decatur City Schools

Pacing Guide

Fourth: Reading

Projected Pacing (Nov. 27 - Jan 12.)

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

Open Court

below grade level are located in

Rigby Literacy

content standards for K-2

Think Link

Phonics

Demonstrate word recognition

Objective 4.1.1:

Rewards Multisyllabic Phonics Program

7 multiple choice

skills, including structural analysis

Identify prefixes and suffixes

Open Court

0 open-ended

Examples: structural analysis-

in words

A to Z Reading

root words, prefixes, suffixes (AL COS#

Objective 4.1.2:

Rigby Literacy

A. Use word solving strategies to independently

Identify syllables in two and

Sadlier Oxford

read unknown words (SAT10)

three syllable words

Think Link

1. Produce common word parts/spelling

Example: building word families

Zaner-Bloser Spelling Connections

patterns (AL COS) (SAT10)

Objective 4.1.3:

Language Today

*aw, au(hawk), -er, -ir, -ur(bird),-ar(armadillo)

Decode unfamiliar and multi-

2. read multisyllable words, compound

syllable words

words (SAT10), contractions, possessives

Objective 4.1.4:

and inflectional endings (AL COS)

Identify root words

B. Utilize spelling strategies in all content

Objective 4.1.5:

areas (SAT10)

Identify common contractions

1. phonemic (by sound) (SAT10)

2. visual (by look)

3. morphemic (by meaning) (SAT10)

4. linking (connections)

5. research (by inquiry)

Fluency

Demonstrate fluency while constructing

Rigby Literacy

meaning with a variety of texts

Open Court

A. Read fluently with expression and attention

Sadlier Oxford

to punctuation (AL COS)

DIBELS

1. articulation (speak clearly and correctly)

2. voice modulation (volume and speed)

3. recognize effect of pause, volume, pitch

and tone

B. Continue to develop automaticity with high

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

frequency vocabulary in oral and written

Curriculum Guide

language

C. Read appropriate texts using fluency and

comprehension strategies

1. reread (AL COS)

2. adjust speed/reading rate (AL COS0

3. anticipate meaning

D. Utilize Reading Strategies

1. re-reading

2. choral reading

3. reader's theater

4. taped reading

5. phrasing

6. modeling

7. pair reading

Vocabulary

Demonstrate reading vocabulary

Objective 4.2.1:

Open Court

9 multiple choice

knowledge, including recognition

Explain synonyms, antonyms,

Rigby Literacy

0 open-ended

of a variety of synonyms (SAT10),

and homophones

Sadlier Oxford

antonyms, (AL COS #2), and homonyms

Objective 4.2.2:

Think Link

A. Use word study strategies to expand

Categorize words as synonyms,

vocabulary

antonyms, and homophones

1. sight words (AL COS)

Objective 4.2.3:

2. multisyllable words and compound

Locate synonyms and antonyms

words, (AL COS) (SAT10)

for given words in a dictionary

3. contractions (AL COS)

4. multiple meaning words (AL COS) (SAT10)

5. context clues (AL COS) (SAT10)

6. analogies

7. possessives (AL COS)

8. prefixes, suffixes, inflectional endings (AL COS)

9. root (or base) words

B. Increase vocabulary through listening to

literature and substantial daily reading of

assigned and self-selected materials

C. Utilize new vocabulary encountered

in daily oral language

Comprehension

Comprehension ,a meaning making

Open Court, Think Link

process, is the primary goal of reading

Rigby Literacy

and is constructed through dynamic

Junior Great Books

interactions between reader and text

Sadlier Oxford

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

A. Use a wide range of strategies, including

Curriculum Guide

distinguishing fiction from nonfiction and

Objective 4.3.1:

11 multiple choice

making inferences to comprehend fourth

Define fiction and nonfiction

6 open-ended

grade literary/recreational materials in a

Objective 4.3.2:

variety of genres.

Determine sequence of events

Examples: novels, short stories, poetry

Objective 4.3.3:

trade books (AL COS #3)

Identify supporting statements

1. Apply a variety of strategies, daily, in

for a given inference

reading to, with, and by

Objective 4.3.4;

a. Use sentence structure and context (AL

Draw conclusions

b. Skim passages (AL COS_

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

d. Summarize, paraphrase, retell (AL COS)

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

f. Self-monitor for understanding (AL COS)

Examples: reread, use context clues, adjust

speed, access prior knowledge and

experiences

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

Biography

n. Inference

2. Using cueing systems at current

independent and instructional levels

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

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

strategies with a variety of literary genres (SAT10)

Curriculum Guide

a. fiction

b. nonfiction

c. biography

4. Recognize cultural diversity through reading

a variety of multicultural literature.

5. Apply strategies of a skillful listener to

gain meaning

B. Identify literary elements and devices,

Objective 4.4.1:

22 multiple choice

including characters, important details,

Define literary elements,

0 open-ended

and similes, in literary/recreational

including character and important

materials and identify important details

details.

in textual/informational materials

Objective 4.4.2:

(AL COS #4)

Lists characters from a story

1. Identify and analyze literary elements

Objective 4.4.3:

a. Characters (AL COS) (SAT10)

Select important details related

Examples: actions, motives, emotions, traits,

to main idea when given the

and feelings

main idea from a story

b. Setting

Objective 4.4.4:

c. Plot (problem and solution)

Select important details related

d. Point of view

to the topic when given the main

e. Theme (SAT10)

topic for an informational

f. Author's tone (SAT 10)

passage

g. Figurative language

Objective 4.4.5:

(SAT10)

Define simile (comparison of two

h. simile

things using like or as)

2. Demonstrate comprehension in content areas

Example: "The horse moves

a. Identify author's purpose (AL COS)

like the wind."

and intended audience (SAT10)

Objective 4.4.6:

b. Identify main idea and important details

Identify similes from a literary

(AL COS) (SAT10)

passage

c. Determine explicit/implicit supporting details

Objective 4.4.7:

(SAT10)

Retell a story and include

d. Interpret figurative language (SAT10)

characters, settings, and important

e. Categorize, classify, compare and contrast

events.

(SAT10)

3. Apply strategies of a skillful listener to gain

meaning.

C. Use a wide range of strategies and skills,

Objective 4.5.1:

11 multiple choice

including using sentence structure, locating

Define fact and fiction

6 open-ended

information, and distinguishing fact from ficti

Objective 4.5.2:

to comprehend fourth-grade functional and

Identify clues in sentence

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

textual informational reading materials. (AL C

Curriculum Guide

1. Apply a variety of strategies, daily, in

(simple or compound) structure

reading to, with, and by

that may be utilized to gain

a. Preview and predict (AL COS)

meaning from a passage.

b. Locate information ( AL COS)

Objective 4.5.3:

c. Recognize persuasive techniques and

Identify the best source for

detect obvious bias

specified information

examples: sources-- advertisement, internet

Examples: definition of a word,

speeches, newspaper editorials (AL COS)

details about a particular species

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

of bird, definition of important words

classify

in a textbook

e. Self-monitor for understanding (AL COS)

examples: reread, use context clues, adjust

speed, access prior knowledge and

and experiences

f. Use text features to gain meaning (AL COS)

(SAT10)

examples: titles, headings, glossary, boldface

print, index, table of contents, tables, charts,

graphic organizers, diagrams, pictures,

publication information

g. Highlight, take notes, outline (AL COS

h. Use technical resources and electronic

media such as websites, software programs

and television programs

i. Use a variety of reference materials

examples; dictionary, thesaurus, atlas, directory

newspaper, globe, map, catalog, encyclopedia

brochure periodical, almanac

Reading Behaviors

Exhibit a wide range of reading

Open Court

behaviors/habits to gain information

Rigby Literacy

refine fluency and comprehend

DIBELS

materials from a variety of

Sadlier Oxford

sources

Author Studies

A. Read and respond using a variety of

Teacher Assistance DCS

materials

website

1. functional (menu, catalog, schedule,

directions) (AL COS)

2. textual/informational (diagrams, tables

charts, classroom texts) (AL COS)

3. literary/recreational (student-

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

authored work, trade books, self-selected work

Curriculum Guide

multicultural literature, author/illustrator studies) (AL

Open Court

B. Select appropriate reading strategies in a given

Rigby Literacy

situation (SAT10)

A to Z Reading

C. Utilize new vocabulary encountered

in reading

D. Continue to develop automaticity with high

frequency vocabulary in oral and written

language

E. Self-monitor reading in meaningful ways

1. self-question

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,

and collect information from a variety of

sources across the curriculum

G. Demonstrate reading improvement

through substantial amounts of daily

assigned and self-selected materials

1. select appropriate reading materials

2. voluntarily engage in reading

Oral Language Development