Decatur City Schools

Pacing Guide

Fourth: Reading

Projected Pacing (Sept. 18 - Oct. 20)

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: Identify

7 multiple choice

skills, including structural analysis

prefixes and suffixes of words

Rewards Multisyllabic Phonics Program

0 open-ended

Examples: structural analysis-

Objective 4.1.2: Identify

A to Z Reading

root words, prefixes, suffixes (AL COS

syllables in two and three

Rigby Literacy

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

syllable words

Sadlier Oxford

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

Example: building word families

Think Link

A. Use word solving strategies to independently

Objective 4.1.3: Decode

Zaner Bloser Spelling Connections

read unknown words (SAT10)

unfamiliar and multi-syllable

Language Today

1. Produce common word parts/spelling

words

Voyager Passport/Target Word

patterns (AL COS) (SAT10)

Objective 4.1.4: Identify root

prefixes: Adventure 9 #1

Word Parts: -tch, cious

words

Adventure #2

2. read multisyllable words, compound

Objective 4.1.5: Identify

Adventure 10 #6

words (SAT10), contractions, possessives

common contractions

Adventure 8 #8

and inflectional endings (AL COS)

Adventure 9 #4

3. long vowels

long vowels: Adventure 1 #8

ā, a, ai_, a_e, ay

Adventure 3 #1

ē, e, ea, e_e, _y, ee, _ie_

Open Court: long vowels: Unit 1 Lesson 3, 4

ī, i_y, i_e, _ie, _igh

Unit 2 Lesson 2

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

meaning with a variety of texts

A. Read fluently with expression and attention

Rigby Literacy

to punctuation (AL COS)

Open Court

1. articulation (speak clearly and correctly)

Sadlier Oxford

2. voice modulation (volume and speed)

DIBELS

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

D. Utilize reading strategies

1. re-reading

2. choral reading

3. reader's theater

4. taped reading

5. phrasing

6. modeling

7. paired reading

Vocabulary

Demonstrate reading vocabulary

Objective 4.2.1:

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,

Open Court: Unit 2 Lesson 7

vocabulary

antonyms, and homophones

Voyager Passport: Adventure 12 # 8

1. sight words (AL COS)

Objective 4.2.3:

2. contractions (AL COS)

Locate synonynms and

3. multiple meanings (AL COS (SAT10)

antonyms for words in a dictionary

4. context clues (AL COS) (SAT10)

5. analogies

6. prefixes, suffixes, inflectional endings

(AL COS)

7. root (or base) words

B. Increase vocabulary through listening to

literature and substantial daily reading of

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

assigned and self-selected materials

Curriculum Guide

C. Utilize new vocabulary encountered

in daily oral language

Comprehension

Comprehension ,a meaning making

Open Court

process, is the primary goal of reading

Rigby Literacy

and is constructed through dynamic

Sadlier Oxford

interactions between reader and text

Think Link

A. Use a wide range of strategies, including

Objective 4.3.1:

Junior Great Books

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 genre

Fantasy, realistic, fiction tall tales

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

Curriculum Guide

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

a. fiction

b. nonfiction

c. Fantasy

d. Realistic fiction

e. Tall tales

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 main idea when given the

Examples: actions, motives, emotions, traits,

main idea of from a story

and feelings

Objective 4.4.4:

b. Setting

Select important details related

c. Plot (problem and solution)

to the topic when given the main

d. Point of view

topic for an informational passage

e. Theme (SAT10)

Objective 4.4.5:

f. Author's tone (SAT 10)

Define simile (comparison of

g. Figurative language

two things using like or as)

(SAT10)

Example: "The horse moves like

h. simile

the wind."

2. Demonstrate comprehension in content areas

Objective 4.4.6:

a. Identify author's purpose (AL COS)

Identify similies from a literary

and intended audience (SAT10)

passage

b. Identify main idea and important details

Objective 4.4.7:

(AL COS) (SAT10)

Retell a story and include

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

Curriculum Guide

c. Determine explicit/implicit supporting details

characters, settings, and

(SAT10)

important events

d. Interpret figurative language (SAT10)

e. Categorize, classify, compare and contrast

(SAT10)

3. Apply strategies of a skillful listener to gain

meaning.

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 website

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

B. Select appropriate reading strategy in a given

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,

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

Curriculum Guide

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

A. Demonstrate increased facility with oral

Open Court

language for a wide range of purposes

Rigby Literacy

(35, 36)

A to Z Reading

1. voice, modulation (volume, speed)

DIBELS

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

8. audience awareness

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

1. establish purpose

2. focus on the listening task

3. ask appropriate questions to gain and