Decatur City Schools

Pacing Guide

Fourth: Reading

Projected Pacing (Oct. 23 - Nov. 21)

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

7 multiple choice

skills, including structural analysis

Identify prefixes and suffixes of

Phonics Program

0 open-ended

Examples: structural analysis-

words

Open Court

root words, prefixes, suffixes (AL COS

Objective 4.1.2:

A to Z Reading

Prefixes: -anti, -micro, -trans, -im, -in, -ex, -tri,

Identify syllables in two and

Rigby Literacy

-bi, -pre, -pro, -per

three syllable words

Sadlier Oxford

Suffixes: -ible, -able, -less, -ness, -ment

Objective 4.1.3:

Think Link

A. Use word solving strategies to independently

Decode unfamiliar and

Zaner-Bloser Spelling

read unknown words (SAT10)

multisyllable words

Connections

1. Produce common word parts/spelling

Objective 4.1.4:

Language Today

patterns (AL COS) (SAT10)

Identify root words

Word Parts: -tch, cious

Objective 4.1.5:

2. read multisyllable words, compound

Identify common contractions

words (SAT10), contractions, possessives

and inflectional endings (AL COS)

3. long vowels

ā, a, ai_, a_e, ay

ē, e, ea, e_e, _y, ee, _ie_

ī, i_y, i_e, _ie, _igh

ō, _ow, o_e, oa, _oe

ū, _ew, u_e, _ue

B. Utilize spelling strategies in all content

areas (SAT10)

1. phonemic (by sound) (SAT10)

2. visual (by look)

3. morphemic (by meaning) (SAT10)

4. linking (connections)

5. research (by inquiry)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

Fluency

Curriculum Guide

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

frequency vocabulary in oral and written

language

C. Read appropriate texts using fluency and

comprehension strategies

1. reread (AL COS)

2. adjust speed/reading rate (AL COS0

3. anticipate meaning

4. reread

5. choral reading

6. paired reading

7. phrasing

8. taped 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)

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 CO

9. root (or base) words

B. Increase vocabulary through listening to

literature and substantial daily reading of

assigned and self-selected materials

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

C. Utilize new vocabulary encountered

Curriculum Guide

in daily oral language

C. Tier II and III words

Comprehension

Comprehension ,a meaning making

Open Court

process, is the primary goal of reading

Rigby Literacy

and is constructed through dynamic

Junior Great Books

interactions between reader and text

Sadlier Oxford

A. Use a wide range of strategies, including

Objective 4.3.1:

Think Link

11 multiple choice

distinguishing fiction from nonfiction and

Define fiction and nonfiction

6 open-ended

making inferences to comprehend fourth

Objective 4.3.2:

grade literary/recreational materials in a

Determine sequence of events

variety of genres.

Objective 4.3.3:

Examples: novels, short stories, poetry

Identify supporting statements

trade books (AL COS #3)

for a given inference

1. Apply a variety of strategies, daily, in

Objective 4.3.4:

reading to, with, and by

Draw conclusions

a. Use sentence structure and context (A

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 CO

Examples: reread, use context clues, adjust

speed, access prior knowledge and

experiences

g. Use vocabulary knowledge (AL COS)

h. Draw conclusions (AL COS) and provid

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 genres

Fables, legends and mysteries

n. Inference

2. Using cueing systems at current

independent and instructional levels

a. Semantic (meaning)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

b. Syntactic (structure of language)

Curriculum Guide

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

a. fiction

b. nonfiction

c. fables

d. legends

e. mysteries

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, including

0 open-ended

and similes, in literary/recreational

character and important details

materials and identify important details

Objective 4.4.2:

in textual/informational materials

List all characters from a story

(AL COS #4)

Objective 4.4.3:

1. Identify and analyze literary elements

Select important details related

a. Characters (AL COS) (SAT10)

to the main idea when given the

Examples: actions, motives, emotions, traits,

main idea from a story

and feelings

passage

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

e. Theme (SAT10)

main 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 similies from a literary

(AL COS) (SAT10)

passage

c. Determine explicit/implicit supporting details

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

(SAT10)

Curriculum Guide

d. Interpret figurative language (SAT10)

Objective 4.4.7:

e. Categorize, classify, compare and contrast

Retell a story and include

(SAT10)

characters, settings, and

3. Apply strategies of a skillful listener to gain

important events

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 fic

Objective 4.5.2:

to comprehend fourth-grade functional and

Identify clues in sentence

textual informational reading materials. (AL

(simple or compound) structure

1. Apply a variety of strategies, daily, in

that may be utilized to gain

reading to, with, and by

meaning from a passage

a. Preview and predict (AL COS)

Objective 4.5.3:

b. Locate information ( AL COS)

Identify the best source for

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

specified information

classify

Examples: definition of a word,

d. Self-monitor for understanding (AL COS)

details about a particular species

examples: reread, use context clues, adjust

of bird, definition of important words

speed, access prior knowledge and

in a textbook

and experiences

e. 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

Reading Behaviors

Exhibit a wide range of reading

Open Court

behaviors/habits to gain information

Rigby Literacy

refine fluency and comprehend

materials from a variety of

sources

A. Read and respond using a variety of

materials

1. functional (menu, catalog, schedule,

directions) (AL COS)

2. textual/informational (diagrams, tables

charts, classroom texts) (AL COS)

3. literary/recreational (student-

authored work, trade books, self-selected work,

multicultural literature, author/illustrator studies) (A

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

B. Select appropriate reading strategies in a given

Curriculum Guide

situation (SAT10)

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