Success for · PDF fileand self-confidence necessary for success in the elementary grades....

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Success for AllScope and Sequence

Contents Success for All Scope and Sequence

KinderCorner A Comprehensive Kindergarten Program .......................................... 1

Cognitive .................................................................................................. 2

Emotional/Personal ................................................................................ 3

Interpersonal ........................................................................................... 3

Book Conventions ................................................................................... 4

Concepts of Print .................................................................................... 5

Phonological and Phonemic Awareness .............................................. 6

Emergent-Reading Concepts and Skills ............................................... 7

Early Reading Concepts and Skills ....................................................... 8

Listening Comprehension ...................................................................... 9

Oral Language and Vocabulary ........................................................... 10

Writing .................................................................................................... 12

Mathematics—Numeration/Number Sense ..................................... 14

Mathematics—Problem Solving ......................................................... 14

Mathematics—Comparison ................................................................. 15

Mathematics—Statistics and Probability .......................................... 15

Mathematics—Measurement ............................................................. 16

Mathematics—Time ............................................................................. 16

Mathematics—Money .......................................................................... 17

Mathematics—Geometry .................................................................... 17

Mathematics—Fractions ...................................................................... 17

Creative .................................................................................................. 18

Science—Scientific Methods ............................................................... 19

Science—Life Sciences ........................................................................ 19

Science—Physical Sciences ................................................................ 19

Science—Earth Sciences ..................................................................... 20

Science—Science and Technology ..................................................... 20

Science—Science in Personal and Social Perspectives .................. 20

Social Studies—Family, Home, and Community ............................... 21

Social Studies—Transportation........................................................... 21

Social Studies—Communication ........................................................ 21

Social Studies—Economic Processes and Consumerism ............... 21

Physical .................................................................................................. 22

Reading Roots 4th Edition An Early Elementary Reading Program ...........................................23

Program Components .......................................................................... 24

STaR ........................................................................................................ 25

Adventures in Writing ........................................................................... 29

Reading Wings An Upper Elementary Reading Program .......................................... 33

Grade 2 .................................................................................................. 34

Grade 3 .................................................................................................. 36

Grade 4 .................................................................................................. 38

Grade 5 .................................................................................................. 40

Grade 6 .................................................................................................. 42

MRL ......................................................................................................... 44

The Reading Edge A Middle Grades Reading Program .................................................. 49

Level 8 .................................................................................................... 50

Level 7 .................................................................................................... 53

Level 6 .................................................................................................... 56

Intervention for Struggling Readers Level 5 .................................................................................................... 59

Level 4 .................................................................................................... 61

Level 3 .................................................................................................... 63

Level 2 .................................................................................................... 65

Level 1 .................................................................................................... 66

Writing Wings An Upper Elementary Writing Program ........................................... 67

Grade 3 .................................................................................................. 68

Grade 4 .................................................................................................. 69

Grade 5 .................................................................................................. 70

1Success for All Scope and Sequence

The overall goal of KinderCorner is to ensure that every child enters the first grade

with the language skills, early literacy, numeric concepts, social skills, self-help skills,

and self-confidence necessary for success in the elementary grades. This scope and

sequence follows the development of language and literacy skills.

KinderCorner A Comprehensive Kindergarten Program

2 Success for All Scope and Sequence

P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill

KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills

Cognitive

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Uses objects, actions, and words as symbols P P

Observes and makes discoveries P

Makes a plan when doing an activity P P

Classifies objects by physical characteristics P P P P P

Uses attention control (focus) P P P P P P P P P

Uses response inhibition (stop and think) P P P P P P P P P

Uses working memory (remembering) P P P P P P P

Draws conclusions based on graphs and charts P P P P P P P P

Begins to understand cause-and-effect relationships

P P P P P P P P

Orders objects in a sequence related to height P + + + + + + + + +

Identifies opposites P + + + + + + +

Demonstrates early geographic thinking (mapping, direction)

P + + + + P




Emotional/Personal

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Follows classroom rules and routines P P

Completes assigned classroom chores P P

Participates actively in classroom activities P

Demonstrates curiosity P

Stands up for self P P

Expresses feelings appropriately with words P

Asks for help when needed P + + + + + + +

Interpersonal

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Converses with adults P P

Pays attention while another is speaking P P

Cooperates with others on completing tasks P

Participates appropriately in cooperative activities P

Seeks help from peers when needed P

Makes friends with peers P

Negotiates with peers P P P P P

Comes to consensus in conflict resolution P P P P P

Takes turns and shares P

Takes the perspective of others P P P P




Book Conventions

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Identifies the front and back covers P + P + + + + + + + + + + + +

Holds a book upright to read P P P

Identifies where the story begins P P P P P P P P P P P P P P P

Knows the title is the name of the book P P P P P P P P P P P P P P P P

Recognizes that a book title begins with an uppercase letter

P + + + + + + + + + + + + +

Understands that print conveys meaning P P

Knows the author writes the words in a book P P P P P P P P P P P P P P P P

Knows the illustrator creates the pictures in a book

P P P P P P P P P P P P P P P P

Knows that pictures support the text, a moment in the story, or the information presented

P P

Identifies the title page of a book P + P + + + + + + + + + + + + +

Turns pages from left to right P




Concepts of Print

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Understands that written words are made of letters P P P

Understands that letters represent sounds in spoken words

P P P

Follows words left to right P P P

Follows text from the top of the page to the bottom P P P

Follows text from page to page P

Recognizes that spoken words are represented in writing by specific sequences of letters


Understands that words are separated by spaces in print P + P + + + + + + + + + + +

Knows that letters make up the alphabet P P

Matches uppercase and lowercase letters of the alphabet

P P P P P P + + + + + + + + + +

Names uppercase and lowercase letters of the alphabet

P

Matches letters in different contexts or fonts + P P P P P P

Matches words in different contexts P P P + + + P + + + + +

Knows when uppercase and lowercase letters are used P P P P

Discriminates between words and sentences P P P P P P P P P P P P P

Identifies question marks, periods, and exclamation points

P P P




Phonological and Phonemic Awareness

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Attentive listening: identifies sounds in the environment P + + + + + + + + + + + + + + +

Attentive listening: follows oral instructions P P P

Recognizes rhymes + P P P P + + + + + + + + + P +

Produces rhymes P + P P + + + + + + + + + P +

Understands that words can be put together to make a sentence

P P P P

Segments sentences P

Counts syllables P + + + + P + + + + + + + + + +

Segments syllables P + + + P + P + + + + + + + + +

Blends syllables P

Understands that words are made of sounds P P P P P P

Identifies initial sounds P + P P P + P + P P P P P + +

Identifies medial sounds P P P + + + +

Identifies ending sounds P P + P P + P P +

Blends sounds auditorily (to create words) P P P P P P P P P P P P P P P P

Segments sounds auditorily (in words) P P P P P P P P P P P P P P P

Substitutes phonemes in a given word P P P P P P P P P P

Deletes phonemes from a given word P P + + + + + +

Adds phonemes to a given word P P P P P P

Blends and segments onsets and rimes of single-syllable spoken words

P P + P P P + + + + + + + + + +

Recognizes alliteration P P P P P P P + + + + + + + +




Emergent‑Reading Concepts and Skills

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Understands that words that are shaped the same are said (read) the same

P P P

Reads own first name P P P

Reads own last name P + + + P P P

Reads classmates’ first names P

Understands that written words are made of letters P P P P P P P

Understands that letters represent sounds in spoken words

P P P P P

Reads repetitive words in text P P P P P P + + + + + + + + + +

Reads picture words that represent text P P P P P P P P P P P P P P P P

Reads emergent-reader texts with purpose and understanding

P P P P P P P P P

Compares and contrasts the adventures and experiences of characters in familiar stories

P P P P P P P P P

Actively engages in group reading activities with purpose and understanding

P P P P P P P P P

Identifies the reasons the author gives to support points in an informational text

+ + + + + + + + + + + +

Identifies basic similarities and differences between texts on the same topic

+ + + + + + + + + +




Early Reading Concepts and Skills

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Knows letter-sound correspondence for the primary or most frequent sounds for consonants

+ P P P P P P P P P P P P P P P

Associates long and short sounds with the common spellings for the five major vowels

+ P P P P + + + + + + + + P P

Blends sounds to read words + + + P P P P P P P P P P P P P

Reads common high-frequency words by sight


Understands that the first letter in a word helps the reader know what the word says

P P P P P P + + + + + + + + + +

Distinguishes between similarly spelled words by identifying the sounds of the letters that differ

+ + + + P P P P P P P P P P

Predicts what will happen in a story based on the pictures


Reads simple texts with accuracy P P P P P P P P P P P P P P P P

Reads with expression P P P P P P P P P P P P P P P P




Listening Comprehension

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Listens attentively to stories P P P P P P P P P P P P P P P P

Relates characters in a story to self or known people

P P + + + + + + + + P + + P + +

Relates story plots to reality P P P P + + P P + P + P + +

Uses inferential thinking P P P P P P P

Sequences story events P P P P P P P P P

Identifies the purpose for reading P P P P P

Makes predictions during a story P P P P P P P

Compares stories P P P P P P P

Discriminates between fantasy and reality P P P P P P

Dramatizes a story P P P P P P P P P P P P

Asks and answers questions about key details in an expository text

P P P P P

Retells familiar stories, including key details P P P P P P P P P P P P P P P P

Identifies characters, settings, and major events in a story

P P P P P P

Identifies the main topic and retells the key ideas of an expository text

+ + + + + + + + + + + +

Asks and answers questions about unknown words in a text

P P P P P

Recognizes common genres of text (storybooks, poems, informational)

P P P P P P

Describes the connection between two individuals, events, ideas, or pieces of information in a text

+ + + + + + + + + + + +




Oral Language and Vocabulary

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Speaks in complete sentences P P P P P P P P P P P P P P P P

Recites learned rhymes and songs P P P P P P P P P P P P P P P P

Uses new theme-related vocabulary P P P P P P P P P P P P P P P P

Describes an object + + + P P P P P P P

Describes what is happening in a picture P P P P P P P P P P P P P P P P

Participates in conversations with peers and adults in small and large groups


Listens attentively as others speak P P P P P P P P P P P P P P P P

Continues a conversation through multiple exchanges + + + + + + + + + + + + + + + +

Confirms understanding of a text read aloud or information presented orally

+ + + + + + + + + + + +

Speaks audibly and expresses thoughts, feelings, and ideas clearly

P P P

Uses prepositions appropriately P P P P

Uses appropriate pronouns P P P

Forms a question P P P P P

Uses frequently occurring verbs and nouns P P P P P P P P P P P P P P P P

Forms regular plural nouns orally (/s/ or /es/) + + + + + + + + + + + + + + + +

Produces and expands sentences in shared language activities





Oral Language and Vocabulary continued

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Identifies new meanings for familiar words and applies them accurately

P P P P

Uses the most frequently occurring inflections and affixes (e.g., “-ed,” “-s,” “re-,” “un-,” “pre-,” “-ful,” “-less”) as a clue to the meaning of an unknown word

+ + + + + + + + + + + + + + + +

Sorts common objects into categories (e.g., shapes, foods)

P + + + + P P + P + + + + P + P

Demonstrates an understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)

+ + + + + + + + P + + + + + + +

Identifies real-life connections between words and their uses


Distinguishes shades of meaning among verbs that describe the same general action

P P + + + + + + + + + P + + + P

Uses words and phrases acquired through conversations, reading and being read to, and responding to texts





Writing

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Draws a picture to illustrate a word or an idea P

Draws a line in place of a word or in place of parts of words

P

Writes letters to represent known sounds in a word P

Copies a word from a book or other resource P

Writes words from memory P

Uses Say-Spell-Say for sight words P

Uses emergent-writing forms to tell about a book P P P P P P P P

Uses emergent-writing forms to give his or her opinion about a book

P P P P P P P P

Uses emergent-writing forms to give information about a topic


Uses emergent-writing forms to narrate a single event or multiple events and to provide a reaction to what happened

P P P P P P P P P P P P P P P

Responds to questions and suggestions from peers and adds details to strengthen writing as needed

+ + + + + + + + + + + + P P P P

Explores a variety of digital tools to produce and publish writing independently or in collaboration with peers

P P P P P P P P

Participates in shared research and writing projects

+ + + + + + + + P + P + P + + +




Writing continued

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Recalls information from experiences or gathers information from provided sources to answer a question


Prints uppercase and lowercase letters P P P P P P P P P P P P P P P

Capitalizes the first word in a sentence and the pronoun “I”

P P P P

Recognizes and uses end punctuation P P

Recognizes an apostrophe as a shortening of two words

P + + + + + + + + + + + + +

Writes a letter or letters for consonant and short vowel sounds


Uses letter-sound relationships to spell simple words phonetically


Writes own first name P P

Writes own last name + + + + + + + + + + + + + + + +

Makes labels/signs + + + + + + + + + P + + P + + +

Creates a picture dictionary P

Makes a list + + + + + P + P + + + + + + + +

Writes a letter + + P + + + + + + P P + P + + +

Writes recipes and menus + + P + + P + + + + + + + + + +

Records observations + + + P P + P + + P P + + P +




Mathematics—Numeration/Number Sense

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Counts by ones, fives, and tens P P

Groups and counts by ones, fives, and tens P P P

Identifies one-to-one correspondence P P

Explores one- and two-digit numbers with materials P P P P P P P P P P

Creates and names sets of one to twenty P P P P P P P P P P P

Identifies numbers 1–20 P P P P P P P P P P

Writes numerals 1–20 P P P P P P P P P P

Names and identifies objects with ordinal number names (first through twelfth)

P

Orders numbers P P

Names missing numbers on a number line (before, after, or between given numbers)

P

Estimates quantity P

Mathematics—Problem Solving

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Identifies attributes P

Classifies and sorts P P P P

Analyzes and extends a pattern P P P

Creates and describes a pattern P

Solves multistep problems using problem-solving strategies (act it out, etc.)

P P P P P P P P




Mathematics—Comparison

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Identifies a set that is equal to a given set P P P P

Constructs a set that is one more than a given set P P

Constructs a set that is one less than a given set P P

Represents a model for addition using manipulatives

P

Represents a model for subtraction using manipulatives

P P

Counts on from a given number P

Counts back from a given number P

Mathematics—Statistics and Probability

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Reads and interprets data on a graph P P P P P P P P

Collects and records data on a graph over time P P P

Creates and reads a tally P

Determines the outcomes of simple probability experiments

P P




Mathematics—Measurement

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Describes the size of materials and pictures (small, medium, large)

P P P

Compares objects (heavier than or lighter than a given object)

P P P P

Measures length using nonstandard units P

Uses standard units of measure to explore the lengths of various objects

P

Compares the capacity of a variety of containers P

Measures capacity using nonstandard units P

Mathematics—Time

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Identifies the days of the week in order P

Identifies the months of the year in order P

Uses the terms “yesterday,” “today,” and “tomorrow” P P P P

Locates a given day on a calendar P

Understands what a day is (morning, afternoon, night) P

Demonstrates the direction in which clock hands move P

Distinguishes between the hour and minute hands on an analog clock

P

Determines time to the hour on an analog clock P

Relates time on an analog clock to digital time P




Mathematics—Money

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Identifies and names a penny, a nickel, and a dime and their values

P

Finds the value of a set of coins P

Matches coin amounts to cents P

Identifies and uses the cent sign P

Mathematics—Geometry

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Names and describes a circle, a square, a rectangle, and a triangle

P

Names and identifies a ball, a box, and a cone P

Mathematics—Fractions

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Identifies a whole P

Identifies parts of a whole (equal and unequal) P

Identifies halves P

Recognizes part-whole relationships P




Creative

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Explores creative art materials P

Uses arts to represent and express experiences or feelings

P + + + + P + + + + + + + + +

Engages in a variety of creative arts P P P P P P P P P P P P P P P P

Identifies similarities and differences among artistic representations

P P

Experiments with a variety of art materials P P P P P P P P P P P P P P P P

Pretends with objects P P P P P P P P P P P P P P P P

Takes on dramatic roles P P P P P P P P P P P P P P P P

Participates in singing and chanting activities P P P P P P P P P P P P P P P P

Experiments with musical instruments + + + + + + P + + + + + + + + +




Science—Scientific Methods

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Asks science-oriented questions P P

Predicts outcomes P P

Observes using all five senses P P

Conducts organized experiments P P

Records observed data P P

Draws conclusions P P

Science—Life Sciences

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Builds basic knowledge and understanding of human body systems and senses

P

Identifies selected plants and animals by known characteristics

P P P P P P P

Describes the basic life cycles of selected plants and animals

P P P P P P P

Expands knowledge of basic environmental and nutritional needs of selected plants and animals

P P P P P P

Science—Physical Sciences

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Explains basic knowledge of light, heat, electricity, and magnetism

P

Begins to develop a basic understanding of the properties of objects and materials (e.g., solids, liquids, gases)

P P




Science—Earth Sciences

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Builds a basic understanding of changes in Earth and the sky (e.g., changes of the seasons)

P P P

Expands knowledge of the objects in the sky P

Develops a basic understanding of the properties of Earth materials (e.g., rocks and minerals, land formations)

P P

Science—Science and Technology

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Develops a basic awareness of and the need for science and technology

P

Distinguishes between natural objects and objects made by humans

P

Science—Science in Personal and Social Perspectives

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Describes basic food groups P

Understands basics of personal safety P

Begins to understand issues of how society causes environmental changes (e.g., pollution, conservation, recycling)

P




Social Studies—Family, Home, and Community

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Identifies family members, relationships, and roles P P P

Demonstrates an awareness of the school community P P + P P

Demonstrates an awareness of the roles people play in society

P P P + + P + P P P

Demonstrates an awareness of the local neighborhood and community

P + + P + + + + +

Social Studies—Transportation

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Becomes familiar with various forms of transportation P P P

Demonstrates a knowledge of the various purposes of transportation

P P P

Social Studies—Communication

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Demonstrates an understanding of the need to communicate

+ + + + + + + + + P + + + + + +

Demonstrates various methods of communication + + + + + + + + + P + + + + + +

Social Studies—Economic Processes and Consumerism

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Dramatizes buying, selling, and manufacturing P P + + + + P + P + P +

Dramatizes knowledge and use of currency in society P P + + + + P + P + P +




Physical

Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Coordinates eye-hand movements P P

Catches a ball or beanbag + + + P + P + + + + + + + + + +

Throws, kicks, or rolls a ball in intended direction + + + + + P P P + + + + + + +

Jumps forward, backward, and sideways with control and coordination

+ + + + + + P P + + + + +

Jumps rope when assisted by others who are swinging the rope

+ + + + + + P + + + + + + + + +

Balances objects on body parts + + + + + + + P + + + + + + + +

Manipulates small objects with precision + + + + + + + + + + + P + + + +

Walks with balance and coordination + + + + + + + + + + + + + + + +

Runs with control + + + + + + + + + + + + + + + +

Hops using either foot + + + + + + + + + + + + + + + +

Climbs equipment with agility + + + + + + + + + + + + + + + +

Gallops and skips with ease + + + + + + + + + + + + + + + +


Reading Roots 4th Edition An Early Elementary Reading Program

Reading Roots is Success for All’s reading program for students reading on

the first grade reading level. The Reading Roots lesson structure consists of

FastTrack Phonics, Shared Stories, Story Telling and Retelling (STaR), and

Adventures in Writing components. This scope and sequence follows the

development of skills in each of the Reading Roots lesson components.


Reading Roots 4th Edition Program Components

FastTrack Phonics FastTrack Phonics is a fun, fast-paced and systematic phonics program that builds students’ skills in letter-sound correspondence and word-level reading and spelling.

Shared Stories Shared Stories are phonetically regular picture books that allow students to read engaging stories even when they know only a few letter sounds. Lessons develop the students’ reading fluency, oral language, and vocabulary abilities as they increase in reading complexity.

Story Telling and Retelling (STaR)The STaR component engages the students in interactive and imaginative reading of stories selected from children’s literature as the students are instructed in using background knowledge, reasoning, prediction, and higher order thinking skills to increase their story comprehension. Lessons also focus on vocabulary development and writing skills.

Adventures in Writing Adventures in Writing lessons allow students to write their thoughts and ideas about the stories and story themes read and discussed in class. These lessons allow them to practice using a variety of emergent-writing strategies that are structured to increase in difficulty, without sacrificing students’ expression of thoughts and ideas.


Reading Roots 4th Edition Scope and Sequence

P = Primary focus = Covered + = Optional skill

STaRLessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

STaR

Identify/describe story characters P P P P P P P P P P P P P P P P P

Compare/contrast story characters P + + + + P + P P P P

Discuss sequence P P P P P P P P P P P P P P P P P P

Discuss setting P P P P P P P P P P P P P P P P P P P

Discuss story problem and solution P P P P P P P P P P P P P P P P P

Identify main ideas and details in expository text

P P P P P P P

Make a prediction P P P P P P P P P P P P P P P P P P

Draw a conclusion about the story P P P P + P + + P P P P P

Determine the author’s purpose

Demonstrate understanding of the story by retelling

P P P P P P P P P P P P P P P P P P P P P P P P

Identify the theme or moral of the story + + P

Identify the tall tale genre and its elements

Interpret figurative language in a poem

Oral Language and Vocabulary Development

Vocabulary building P P P P P P P P P P P P P P P P P P P P P P P P

Speaking in complete sentences P P P P P P P P P P P P P P P P P P P P P P P P

Speaking in elaborated sentences √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √




STaRLessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Emergent Writing Strategies

Draw a line to represent a word P + + + + + + + + + + + + + + + + + + + + + + +

Draw a picture to represent a word P + + + + + + + + + + + + + + + + + + + + + + +

Find and copy a word P + + + + + + + + + + + + + + + + + + + + + +

Partial sound spelling P + + + + + + + + + + + + + + + + + + + + + +

Remember a word P + + + + + + + + + + + + + + + + + + + + +

Use sight word spellings P + + + + + + + + + + + + + + + + + + +

Full sound spelling P + + + + + + + + + + + + + + +

Writing Skills

Providing feedback to elaborate content + + + + + + + + + + + + + + + P P P P P P P P P

Writing sentences with story vocabulary P P P P P P P P P P P P P P P P P P P P P P P P

Writing sentences to critique stories P P P P P P P P P P P P P P P P P P P P P P P P

Using self- and peer-editing to improve writing




STaRLessons 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

Listening Comprehension Skills

Identify/describe story characters P P P P P P P P P P P P P P P P P P

Compare/contrast story characters + + + + + P P + P

Discuss sequence P P P P P P P P P P P P P P P + P

Discuss setting P P P P P P P P P P P P P P P P P P P

Discuss story problem and solution P P P P P P P P P P P P P P P P

Identify main ideas and details in expository text

P P P P P P P P

Make a prediction P P P P + P P P P P P P P P P P P P P P

Draw a conclusion about the story P + P P + P P P P P P P P P + P P + P P P P P

Determine the author’s purpose P P P + + + P + P +

Demonstrate understanding of the story by retelling

P P P P P P P P P P P P P P P P P P P P P P P P

Identify the theme or moral of the story + P + + +

Identify the tall tale genre and its elements

P

Interpret figurative language in a poem P




STaRLessons 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

Oral Language and Vocabulary Development

Vocabulary building P P P P P P P P P P P P P P P P P P P P P P P P

Speaking in complete sentences P P P P P P P P P P P P P P P P P P P P P P P P

Speaking in elaborated sentences P P P P P P P P P P P P P P P P P P P P P P P P

Writing Skills

Using emergent writing strategies P + + + + + + + + + + + + + + + + + + + + + + +

Providing feedback to elaborate content P P P P P P P P P P P P P P P P P P P P P P P P

Writing sentences with story vocabulary P P P P P P P P P P P P P P P P P P P P P P P P

Writing sentences to critique stories P P P P P P P P P P P P P P P P P P P P P P P P

Using self- and peer-editing to improve writing




Adventures in WritingLessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Writing Skills and Strategies

Draw a line to represent a word P + + + + + + + + +

Draw a picture to represent a word P + + + + + + + + +

Find and copy a word P

Partial sound spelling P

Remember a word P

Use sight word spellings P P P P P P P P P P P P P P P P P P P P

Full sound spelling P P P P P P P P P P P P P P P P

The Writing Process

Prewriting P P P P P P P P P P P P P P P P P P P P P P P P

Peer Discussion P P P P P P P P P P P P P P P P P P P P P P P P

Sentence Writing P P P P P P P P P P P P P P P P P P P P P P P P

Peer Editing

Self-Editing

Paragraph Writing

Publishing





Editing Checklist

Use of capital letters at beginning of a sentence

Use of capital letters at beginning of a name

Use of period or exclamation mark at end of sentence

Correct spelling of all words

No missing words

Commas used after introductory sequence words

No extra words

Appropriate use of question marks

Commas between items in a list





Writing Skills and Strategies

Draw a line to represent a word + + + + + + + + + + + + + + + + + + + + + + + +

Draw a picture to represent a word + + + + + + + + + + + + + + + + + + + + + + + +

Find and copy a word + + + + + + + + + + + + + + + + + + + + + + + +

Partial sound spelling + + + + + + + + + + + + + + + + + + + + + + + +

Remember a word + + + + + + + + + + + + + + + + + + + + + + + +

Use sight word spellings + + + + + + + + + + + + + + + + + + + + + + + +

Full sound spelling + + + + + + + + + + + + + + + + + + + + + + + +

The Writing Process

Prewriting P P P P P P P P P P P P P P P P P P P P P P P P

Peer Discussion P P P P P P P P P P P P P P P P P P P P P P P P

Sentence Writing P P P P P P P P P P P P P P P P P P P P P P P P

Peer Editing P P P P P P P P P P P P P P P P P P P P P P P P

Self-Editing P P P P P P P P P P P P P P P P P P P P P P

Paragraph Writing P P P P P P P P P P

Publishing P P P P P P P P P P





Editing Checklist

Use of capital letters at beginning of a sentence

P + + + + + + + + + + + + + + + + + + + + +

Use of capital letters at beginning of a name

P + + + + + + + + + + + + + + + + + + + + +

Use of period or exclamation mark at end of sentence

P + + + + + + + + + + + + + + + + + + + + +

Correct spelling of all words P + + + + + + + + + + + + + + + + + + + + +

No missing words P + + + + + + + + + + + + + + + + +

Commas used after introductory sequence words

P + + + + + + + + + + + + + + +

No extra words P + + + + + + + + + + + + + +

Appropriate use of question marks P + + + + + + + + + + + +

Commas between items in a list P + + + + + + + + +


Reading Wings An Upper Elementary Reading Program

Reading Wings lessons, built around a series of trade books, are designed to:

• teach strategies for reading.

• extend reading comprehension skills.

• enhance written expression.

• promote oral-language proficiency.

• develop fluency.

• develop listening-comprehension skills.

• encourage cooperative learning.

• foster the love of learning.

The scope and sequence that follows illustrates the development of skills through a year

of reading lessons. The titles of trade books are noted at the top of each column.


Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts

Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print

Grade 2 Level 2.1

Jam

aica

’s F

ind

Rub

y th

e C

opyc

at

Linked Linked

Hom

es A

cros

s A

mer

ica*

Mr.

Put

ter

and

Tabb

y W

alk

the

Dog

Jess

ica

The

Bug

in T

each

er’s

Cof

fee

and

Oth

er S

choo

l Poe

ms

Squ

eaki

ng B

ats*

Linked

Sta

ying

Aliv

e*

Linked Linked Linked

Art

hur’s

New

Pup

py

Was

hes

for

Wag

gers

(1

)

Sci

ence

Fai

r*

The

Am

azin

g B

rain

Rac

e* (

1)

Juliu

s

Mis

s P

riss

(1

)

The

Boy

Who

Did

n’t

Bel

ieve

in S

prin

g

Who

Has

Tim

e?

Roc

kets

and

Spa

cesh

ips*

Dri

nk‑C

arto

n S

pace

Shu

ttle

* (

1)

Gila

Mon

ster

s M

eet

You

at

the

Air

port

A C

ity

Gro

ws*

Strategies

Clarifying • • • • • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • • •

Skills

Author’s Purpose • • • • • • • •

Cause/Effect • • • D • D • • • • • • • • • • • D

Characterization • D D • •

Compare/Contrast • D • • D • • • • • • • • • •

Drawing Conclusions D • • • • • • • • • • • D • • • •

Fact/Opinion • • • •

Figurative Language

Genre Structure

Literary Techniques D

Main Idea/ Supporting Details • • • D • • • •

Mood

Plot • • • • • • • • • • •

Point of View

Problem/Solution • • D • P • • • • P P

Sequencing • • • • D • • • • • • • • P •

Setting • • • • • • • • • • • D

Story Structure • • • • • D • • • • •

Text Features • • • • • D • •

Text Structures • • • • • • • •

Theme




Grade 2, continued Level 2.2

Linked

Abu

ela

Linked

Julia

n, D

ream

Doc

tor,

cycl

e 1

Julia

n, D

ream

Doc

tor,

cycl

e 2

Silv

er S

eeds

Isla

nd S

naps

hots

The

Wed

nesd

ay S

urpr

ise

Linked

Usi

ng E

nerg

y W

isel

y*

Litt

le R

abbi

t’s

Loos

e To

oth

The

One

in t

he M

iddl

e is

the

G

reen

Kan

garo

o

The

Pic

kle

Par

ade

Linked Linked

Bug

s! B

ugs!

Bug

s!*

Won

derf

ully

Wei

rd A

nim

als*

Win

king

, Blin

king

, Wig

glin

g,

and

Wag

glin

g*

Nat

e th

e G

reat

The

Mys

tery

of th

e S

tole

n H

air

Rib

bons

(1

)

Volu

ntee

rs*

Pla

nt a

tre

e, a

nd w

atch

it g

row

!* (

1)

In t

he T

ime

of t

he D

inos

aurs

*

Inve

stig

atin

g Yo

ur B

acky

ard*

Mol

e B

akes

Bre

ad

Spr

ingt

ime

Birds

’ N

ests

* (

1)

Trum

an’s

Aun

t Fa

rm

The

Sca

veng

er H

unt

(1)

Strategies

Clarifying • • • • • • • • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • • • • • •

Skills

Author’s Purpose • • • • • • • • •

Cause/Effect • • • • • D • • • • • P • • P P • • • • •

Characterization • • • •

Compare/Contrast • • • • • • • • P • • • • P • • •

Drawing Conclusions • • • • D • • • • • • • • P P • • • • • P

Fact/Opinion • D

Figurative Language D D •

Genre Structure D P

Literary Techniques •

Main Idea/Supporting Details P • P • • • • • • •

Mood •

Plot • • • • • • D • • • • •

Point of View

Problem/Solution • • • • • • • • • • • • • • • •

Sequencing • • • • • • • • • • • • D •

Setting • • P • • • P • • • • • • •

Story Structure • • • • • • • • • • • • •

Text Features • • • • • • P • •

Text Structures • • • • • D • • •

Theme




Grade 3 Level 3.1

A N

ew C

oat

for

Ann

a

The

Cha

lk B

ox K

id

Find

ing

the

Tita

nic*

The

Egyp

tian

Cin

dere

lla

Civ

iliza

tion

s Pas

t to

Pre

sent

: C

hina

*

Linked

The

Very

Fir

st A

mer

ican

s*

Linked

Goo

d W

ork,

Am

elia

Bed

elia

Pom

peii…

Bur

ied

Aliv

e!*

My

Gra

ndm

a, M

ajor

Lea

gue

Slu

gger

Cor

n is

Mai

ze: Th

e G

ift o

f th

e In

dian

s*

Linked O/P

Too

Man

y Ta

mal

es

The

Poc

ket

Wat

ch (

1)

The

Thre

e Li

ttle

Jav

alin

as

Pig

and

Wol

f M

asks

* (

1)

The

Thre

e Li

ttle

Pig

s (1

)

Frec

kle

Juic

e

Kno

w Y

our

Food

!* (

1)

From

Cow

to

Ice

Cre

am*

Man

atee

s*

Strategies

Clarifying • • • • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • •

Skills


Cause/Effect • • • D • • • • • P D • • • • • •

Characterization • D • • • • • • •

Compare/Contrast • • • D • D • P • • • • • • • •

Drawing Conclusions • • • • • • D • • • • • • • • D

Fact/Opinion • • •

Figurative Language

Genre Structure

Literary Techniques

Main Idea/ Supporting Details • • • • • D • • •

Mood

Plot • • • • • • • • • •

Point of View

Problem/Solution D • • P • • • • • • P

Sequencing • • D • • • • • • • P • P

Setting • • • • • • • • • •

Story Structure • • • • D • • • • •

Text Features • • • • • • D • •

Text Structures • • • D • • • • •

Theme





Linked

Up

a R

ainf

ores

t Tr

ee*

Linked

Wal

king

for

Fre

edom

: Th

e M

ontg

omer

y B

us B

oyco

tt, c

ycle

1W

alki

ng for

Fre

edom

: Th

e M

ontg

omer

y B

us B

oyco

tt, c

ycle

2

The

Pap

er B

ag P

rinc

ess

Linked

Tut’s

Mum

my

Lost

…an

d Fo

und*

The

Gre

at F

rog

Rac

e an

d O

ther

Poe

ms

Civ

iliza

tion

s Pas

t to

Pre

sent

: Eg

ypt*

Linked

An

Imm

igra

nt C

omm

unit

y of

the

19

00

s

Linked

Civ

iliza

tion

s Pas

t to

Pre

sent

:S

hoes

hine

Gir

l, cy

cle

1S

hoes

hine

Gir

l, cy

cle

2S

hoes

hine

Gir

l, cy

cle

3

Linked O/P

Muf

aro’

s B

eaut

iful D

augh

ters

Lon

Po

Po

Civ

iliza

tion

s Pas

t to

Pre

sent

: R

ome*

Vis

it Ita

ly!*

(1

)

A H

omes

tead

ing

Com

mun

ity

of

the

18

80

sI

Don

’t L

ike

Diff

eren

t (1

)

Trav

els

Acr

oss

Am

eric

a: T

he

Mid

wes

t*Tr

avel

s A

cros

s A

mer

ica:

Th

e N

orth

east

*

Mer

lin a

nd t

he D

rago

nsM

erlin

’s P

upil

(1)

Cha

ng’s

Pap

er P

ony

Cla

ssifi

ed A

dver

tise

men

ts*

(1

)

Sw

ampl

and*

Strategies

Clarifying • • • • • • • • • • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • • • • • • • •

Skills

Author’s Purpose • • • • • • • • • •

Cause/Effect • • • • • • • • • • • • • P • • • P • • • • •

Characterization • • • • • • P P

Compare/Contrast • • • P • • • • • • P • P • • • • • • P

Drawing Conclusions • D • • • • • • • • • • • • • • • P • • P •

Fact/Opinion • D • D • •

Figurative Language D •

Genre Structure •


Main Idea/ Supporting Details P • • • • P • • • •

Mood

Plot D • • • • • • • P • • • •

Point of View

Problem/Solution • • P • • • • • • • • • • • • • •

Sequencing • • • • • • • • • • • • • • • •

Setting • • • • • D P • P • • • • •

Story Structure • • • • D • • • • • • • • •

Text Features • • • • • • • D • •

Text Structures • • • • • • • • •

Theme D • •




Grade 4 Level 4.1

Linked

Am

azin

g A

nim

als*

Linked

Unc

le J

ed’s

Bar

bers

hop

Life

in t

he R

ainf

ores

ts*

Son

g of

the

Tre

es

A W

riti

ng K

ind

of D

ay

Linked

Pro

tect

ing

the

Pla

net*

Linked Linked O/P

Fant

asti

c M

r. Fo

x, c

ycle

1

Fant

asti

c M

r. Fo

x, c

ycle

2

Fox’

s Fi

ne D

iner

* (

1)

The

Wum

p W

orld

Stu

mpy

the

Stu

bbor

n S

quir

rel (

1)

Kid

s C

omm

unic

ate*

E‑m

ail*

(1

)

Tale

s of

a F

ourt

h G

rade

Not

hing

, cy

cle

1Ta

les

of a

Fou

rth

Gra

de N

othi

ng,

cycl

e 2

Tale

s of

a F

ourt

h G

rade

Not

hing

, cy

cle

3

The

Lion

s an

d th

e A

ntel

ope

(1)

The

Trai

l of Te

ars*

The

Hop

i*

Oce

ans*

Strategies

Clarifying • • • • • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • • •

Strategies


Cause/Effect • P • P • • • • • P • • • • P • P

Characterization • • • D P

Compare/Contrast • • P • • • • • • P • • • • P • •

Drawing Conclusions P • • • • • • • • • • • P • • • •

Fact/Opinion D • •

Figurative Language • •

Genre Structure


Main Idea/ Supporting Details • • • • D • • P •

Mood • •

Plot • • • • • • • • • •

Point of View •

Problem/Solution • • • P • D • • • • • • • •

Sequencing • • • • • • • • • • • • • • •

Setting • • • • • • • • • •

Story Structure • • • • • • • • • •

Text Features • D • • • • • • •


Theme D D





Linked Linked

Hon

ey, I

Lov

e

All

for

the

Bet

ter:

A S

tory

of El

Bar

rio

Linked Linked

To t

he T

op!

Clim

bing

the

Wor

ld’s

H

ighe

st M

ount

ain

Lily

’s C

ross

ing,

cyc

le 1

Lily

’s C

ross

ing,

cyc

le 2

Lily

’s C

ross

ing,

cyc

le 3

Lily

’s C

ross

ing,

cyc

le 4

Hom

e: A

Jou

rney

thr

ough

Am

eric

a

Will

We

Mis

s Th

em?

Enda

nger

ed

Spe

cies

*

Linked

Cha

rlot

te’s

Web

, cyc

le 1

Cha

rlot

te’s

Web

, cyc

le 2

Cha

rlot

te’s

Web

, cyc

le 3

Cha

rlot

te’s

Web

, cyc

le 4

Cou

nty

Fair S

ign*

(1

)

The

Mid

nigh

t H

orse

, cyc

le 1

The

Mid

nigh

t H

orse

, cyc

le 2

Terr

ible

Tom

my

(1)

Joha

n R

einh

ard:

Dis

cove

ring

A

ncie

nt C

ivili

zati

ons*

Pau

l Ser

eno:

Dig

ging

for

Din

osau

rs*

Trav

els

Acr

oss

Am

eric

a:

The

Sou

thea

st*

Trav

el B

roch

ure*

(1

)

...If Yo

u Tr

avel

ed W

est

in a

Cov

ered

W

agon

, cyc

le 1

*..

.If Yo

u Tr

avel

ed W

est

in a

Cov

ered

W

agon

, cyc

le 2

*

Find

ing

Fort

Lar

amie

(1

)

Strategies

Clarifying • • • • • • • • • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • • • • • • •

Strategies

Author’s Purpose • • • • • • •

Cause/Effect • • • • • • P • • P • • • • P • • • • • • •

Characterization P • • • • • P • • P

Compare/Contrast • • • • • • P P • • • • • • • • • • I

Drawing Conclusions • • P • D • • I • • • I • • • • I • • • • •

Fact/Opinion D P •

Figurative Language D •

Genre Structure

Literary Techniques • D

Main Idea/ Supporting Details • • • • • • I • •

Mood

Plot • • • D • • • • • • • • • • •

Point of View

Problem/Solution • • • • • • • • • • • • • • • • • •

Sequencing • • • • • • • • • • • • • • • • P P

Setting • D • • • • • • • • • • • • • •

Story Structure • • • • • D • • • • • • • • •

Text Features • • • • • • • •


Theme •




Grade 5 Level 5.1

Linked Linked

Bri

dge

to T

erab

ithi

a, c

ycle

1

Bridg

e to

Ter

abit

hia,

cyc

le 2

Bridg

e to

Ter

abit

hia,

cyc

le 3

Birch

es (

1)

Linked Linked Linked

Dar

nell

Roc

k R

epor

ting

, cyc

le 1

Dar

nell

Roc

k R

epor

ting

, cyc

le 2

Dar

nell

Roc

k R

epor

ting

, cyc

le 3

Dar

nell

Roc

k R

epor

ting

, cyc

le 4

The

Wro

ng C

hoic

e (1

)

Dis

aste

rs a

t S

ea*

Sea

rchi

ng t

he Int

erne

t* (

1)

The

Hum

an B

ody*

To S

pace

and

Bac

k*

Col

onia

l Life

: Th

e A

dven

ture

s of

B

enja

min

Wilc

oxH

ow D

id C

hild

ren

Pla

y in

Col

onia

l Ti

mes

?* (

1)

…If Y

ou L

ived

at

the

Tim

e of

the

G

reat

San

Fra

ncis

co E

arth

quak

e,

cycl

e 1

*

…If Y

ou L

ived

at

the

Tim

e of

the

G

reat

San

Fra

ncis

co E

arth

quak

e,

cycl

e 2

*

The

Gre

at F

ire

(1)

Strategies

Clarifying • • • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • •

Skills

Author’s Purpose • • • • • • •

Cause/Effect • • • P • • • P • • • • • •

Characterization • • P D • •

Compare/Contrast • P • • • • • • • • • •

Drawing Conclusions P • • • • D • • P • • • • • •

Fact/Opinion P •

Figurative Language • • •

Genre Structure

Literary Techniques P

Main Idea/Supporting Details • • • • • P P

Mood •

Plot • • • • • • • • • •

Point of View D

Problem/Solution • • • • • • • • • • • • I

Sequencing • • • • • • • • • P • • D •

Setting • • • • • • • • • • •

Story Structure • P • • • • • • • •

Text Features • • • P • • •

Text Structures • • • • • • •

Theme •





Linked

Bel

le P

rate

r’s B

oy, c

ycle

1

Bel

le P

rate

r’s B

oy, c

ycle

2

Bel

le P

rate

r’s B

oy, c

ycle

3

Bel

le P

rate

r’s B

oy, c

ycle

4

Bel

le P

rate

r’s B

oy, c

ycle

5

Linked

Bro

wn

Hon

ey in

Bro

omw

heat

Tea

Linked Linked Linked Linked

Enda

nger

ed S

peci

es*

Volc

anoe

s an

d Ea

rthq

uake

s*

Pol

luti

on a

nd W

aste

*

Mem

oran

dum

* (

1)

Mis

ty o

f C

hinc

otea

gue,

cyc

le 1

Mis

ty o

f C

hinc

otea

gue,

cyc

le 2

Mis

ty o

f C

hinc

otea

gue,

cyc

le 3

Mis

ty o

f C

hinc

otea

gue,

cyc

le 4

To F

ly o

r N

ot t

o Fl

y (1

)

Will

iam

Sha

kesp

eare

& t

he G

lobe

*

Dea

r B

enja

min

Ban

neke

r

You

Wou

ldn’

t W

ant

to B

e a

P

irat

e’s

Priso

ner*

You

Wou

ldn’

t W

ant

to B

e in

a

Med

ieva

l Dun

geon

*

Hey

Wor

ld, H

ere

I A

m!

cycl

e 1

Hey

Wor

ld, H

ere

I A

m!

cycl

e 2

Tany

a’s

Sty

lish

Sui

ts (

1)

Ani

mal

Def

ense

s*

Bea

rs B

ear

Wat

chin

g* (

1)

Strategies

Clarifying • • • • • • • • • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • • • • • • •

Skills

Author’s Purpose • • • • • • • • • •

Cause/Effect P I • • • • • • • I • • • • • • • • • • I

Characterization P P • I • • • • •

Compare/Contrast • I • • • • • • • I • I • I • • • • • • •

Drawing Conclusions • • • • • I • • • • • • • • • • • I • • •

Fact/Opinion • • •

Figurative Language • • P

Genre Structure


Main Idea/ Supporting Details • • I • • • • • • •

Mood • •

Plot • • • • P • • • • • • • • •

Point of View

Problem/Solution • • • • • • • • • P • • • • • • • P

Sequencing • • • • • • • • • • • • • • • •

Setting • • • • • P • • • • • • • •

Story Structure • • • • • • • • • • • • • •

Text Features • • • I • • I • •

Text Structures • • • • • • • • •

Theme P P I




Grade 6 Level 6.1

Num

ber

the

Sta

rs, c

ycle

1

Num

ber

the

Sta

rs, c

ycle

2

Num

ber

the

Sta

rs, c

ycle

3

Linked Linked

The

Ber

mud

a Tr

iang

le*

Kno

ck a

t a

Sta

r: A

Chi

ld’s

In

trod

ucti

on t

o Poe

try,

cyc

le 1

Linked Linked

Fire

in T

heir E

yes:

Wild

fires

and

th

e Peo

ple

Who

Fig

ht T

hem

, cyc

le 1

*Fi

re in

The

ir E

yes:

Wild

fires

and

th

e Peo

ple

Who

Fig

ht T

hem

, cyc

le 2

*

Wea

ther

*

Ligh

tnin

g S

afet

y* (

1)

From

the

Mix

ed‑U

p Fi

les

of

Mrs

. B

asil

E. F

rank

wei

ler,

cycl

e 1

From

the

Mix

ed‑U

p Fi

les

of

Mrs

. B

asil

E. F

rank

wei

ler,

cycl

e 2

From

the

Mix

ed‑U

p Fi

les

of

Mrs

. B

asil

E. F

rank

wei

ler,

cycl

e 3

From

the

Mix

ed‑U

p Fi

les

of

Mrs

. B

asil

E. F

rank

wei

ler,

cycl

e 4

The

Sto

ryte

ller

(1)

Dav

e at

Nig

ht, c

ycle

1

Dav

e at

Nig

ht, c

ycle

2

Dav

e at

Nig

ht, c

ycle

3

Dav

e at

Nig

ht, c

ycle

4

Dav

e at

Nig

ht, c

ycle

5

Fund

rais

ing

Frie

nds

(1)

Mus

cles

: O

ur M

uscu

lar

Sys

tem

*

Expl

orin

g th

e N

ervo

us S

yste

m*

(1

)

Strategies

Clarifying • • • • • • • • • • • • • • • • • • • D • •

Predicting • • • • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • • • • •

Skills

Author’s Purpose • • • • • • • •

Cause/Effect • I • • • • • I • • • • • • • I •

Characterization P • • • • • P

Compare/Contrast • • • • • I • • • • I • • • • • • • •

Drawing Conclusions • • • • • • • I • I • • • I • • • • •

Fact/Opinion • • • • • P

Figurative Language •

Genre Structure


Main Idea/Supporting Details I • • I • • •

Mood

Plot • • • • • • • • • • • • P •

Point of View •

Problem/Solution • • • • • • • • • • • • • D • • •

Sequencing • • • • I • • • • • • • • • D

Setting • • • • • • • • • • • • • •

Story Structure • • • • • • • • I • • • • •

Text Features • D • • • • • •

Text Structures • • • • • • •

Theme P I •





Gar

bage

and

Rec

yclin

g*

Linked

Kno

ck a

t a

Sta

r: A

Chi

ld’s

In

trod

ucti

on t

o Poe

try,

cyc

le 2

Linked Linked

Food

and

Fea

sts

in t

he M

iddl

e A

ges*

Linked O/P

The

Lion

, the

Wit

ch a

nd t

he

War

drob

e, c

ycle

1Th

e Li

on, t

he W

itch

and

the

W

ardr

obe,

cyc

le 2

The

Lion

, the

Wit

ch a

nd t

he

War

drob

e, c

ycle

3Th

e Li

on, t

he W

itch

and

the

W

ardr

obe,

cyc

le 4

The

Lion

, the

Wit

ch a

nd t

he

War

drob

e, c

ycle

5Th

e B

ridg

e to

Goo

dnes

s (1

)

Julie

of th

e W

olve

s, c

ycle

1

Julie

of th

e W

olve

s, c

ycle

2

Julie

of th

e W

olve

s, c

ycle

3

Julie

of th

e W

olve

s, c

ycle

4

Sle

epni

ght

Sle

epin

g B

ag U

ser’s

M

anua

l* (

1)

Don

’t K

now

Muc

h A

bout

the

S

olar

Sys

tem

*Ti

des*

(1

)

Chi

ldre

n of

the

Dus

t B

owl:

The

True

S

tory

of th

e S

choo

l at

Wee

dpat

ch

Cam

p, c

ycle

1*

Chi

ldre

n of

the

Dus

t B

owl:

The

True

S

tory

of th

e S

choo

l at

Wee

dpat

ch

Cam

p, c

ycle

2*

The

Out

‑of‑T

owne

rs (

1)

Two

Cul

ture

s M

eet*

The

Ner

vous

Sys

tem

*B

acks

tage

at

a M

ovie

Set

*

Strategies

Clarifying • • • • • • • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • • • • •

Skills

Author’s Purpose • D • • • • • • D • • •

Cause/Effect • • • • • • • • • • • I • I • • •

Characterization • • I • • • • I • •

Compare/Contrast I • • • • • • • • • • • • • • I • •

Drawing Conclusions • • • • • • • • • • • • • • • •

Fact/Opinion D •


Genre Structure •

Literary Techniques D D

Main Idea/Supporting Details • D • • • • • • • •

Mood • D

Plot • • • • P • • • • • •

Point of View P

Problem/Solution • • • • • • • • • • • P • • •

Sequencing • • • • • • • • • • • • • • •

Setting • • • • • • P • • • •

Story Structure • • • • • • • • • • •

Text Features • • P D • • • • • •

Text Structures D • • • • • • • D D

Theme I I




MRL MRL.1

Cat

herine

, Cal

led

Birdy

, cyc

le 1

Cat

herine

, Cal

led

Birdy

, cyc

le 2

Cat

herine

, Cal

led

Birdy

, cyc

le 3

Cat

herine

, Cal

led

Birdy

, cyc

le 4

Linked

The

Cay

, cyc

le 1

The

Cay

, cyc

le 2

The

Cay

, cyc

le 3

Linked Linked

Art

s an

d Li

tera

ture

in t

he

Mid

dle

Age

s*

Mid

dle

Age

s R

ecip

e* (

1)

Chi

ldre

n of

the

Wild

Wes

t, c

ycle

1*

Chi

ldre

n of

the

Wild

Wes

t, c

ycle

2*

Gro

win

g U

p in

Coa

l Cou

ntry

, cyc

le 1

*

Gro

win

g U

p in

Coa

l Cou

ntry

, cyc

le 2

*

The

True

Con

fess

ions

of C

harl

otte

D

oyle

, cyc

le 1

The

True

Con

fess

ions

of C

harl

otte

D

oyle

, cyc

le 2

The

True

Con

fess

ions

of C

harl

otte

D

oyle

, cyc

le 3

The

True

Con

fess

ions

of C

harl

otte

D

oyle

, cyc

le 4

The

True

Con

fess

ions

of C

harl

otte

D

oyle

, cyc

le 5

Cap

tain

Jon

es a

nd t

he J

ungl

e (1

)

Strategies

Clarifying • • • • • D • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • • • • •

Skills

Author’s Purpose • • • • • D

Cause/Effect • • I • • • • I • • • • • • I • I

Characterization P • • I • • I • • • I

Compare/Contrast • • • • • • • I • • • • • • I •

Drawing Conclusions • • I • • • • • • • • • I • • •

Fact/Opinion I

Figurative Language • •

Genre Structure D •

Literary Techniques • •

Main Idea/Supporting Details I • P • I •

Mood • • •

Plot • • • • • • • • • • • • •

Point of View

Problem/Solution • • • • • • • • • • • • • • •

Sequencing • • • • • D • • • • • • • • •

Setting • • • • • • • • • • • • •

Story Structure • • • • • • • • • • • • •

Text Features • • • • • •

Text Structures • • P • • •

Theme




MRL, continued MRL.1

The

Pla

ce M

y W

ords

are

Loo

king

Fo

r: W

hat

Poe

ts S

ay A

bout

and

Th

roug

h Th

eir

Wor

k, c

ycle

1

97

Orc

hard

Str

eet,

New

Yor

k:

Sto

ries

of Im

mig

rant

Life

*

Linked Linked

Hol

es, c

ycle

1

Hol

es, c

ycle

2

Hol

es, c

ycle

3

Hol

es, c

ycle

4

Trea

sure

Bea

ch (

1)

Orp

han

Trai

n R

ider

, cyc

le 1

Orp

han

Trai

n R

ider

, cyc

le 2

Rea

ding

a S

ched

ule*

(1

)

Strategies

Clarifying • • • • • • • • • •

Predicting • • • • • • • • • •

Questioning • • • • • • • • • •

Summarizing • • • • • • • • • •

Skills

Author’s Purpose • • • •

Cause/Effect • • • P • • •

Characterization I • • • •

Compare/Contrast • • • • • • • • •

Drawing Conclusions • • • • • • •

Fact/Opinion •


Genre Structure


Main Idea/Supporting Details • •

Mood D •

Plot • • • • • I •

Point of View

Problem/Solution • • • • • I • •

Sequencing • • • • • • • •

Setting • • P • • • •

Story Structure • • • • • • •

Text Features P D

Text Structures • P •

Theme I





Linked Linked

The

Rid

dle

of t

he R

oset

ta S

tone

: K

ey to

Anc

ient

Egy

pt*

The

Pla

ce M

y W

ords

are

Loo

king

For

: W

hat

Poe

ts S

ay A

bout

and

Thr

ough

Th

eir

Wor

k, c

ycle

2

Linked

Bla

ck P

otat

oes:

The

Sto

ry o

f th

e G

reat

Irish

Fam

ine,

18

45

–18

50

, cy

cle

1*

Bla

ck P

otat

oes:

The

Sto

ry o

f th

e G

reat

Irish

Fam

ine,

18

45

–18

50

, cy

cle

2*

Bla

ck P

otat

oes:

The

Sto

ry o

f th

e G

reat

Irish

Fam

ine,

18

45

–18

50

, cy

cle

3*

Food

Lab

els*

(1

)

A W

rink

le in

Tim

e, c

ycle

1

A W

rink

le in

Tim

e, c

ycle

2

A W

rink

le in

Tim

e, c

ycle

3

A W

rink

le in

Tim

e, c

ycle

4

Gab

by’s

Les

son

(1)

Fare

wel

l to

Man

zana

r, cy

cle

1

Fare

wel

l to

Man

zana

r, cy

cle

2

Fare

wel

l to

Man

zana

r, cy

cle

3

Fare

wel

l to

Man

zana

r, cy

cle

4

A C

olle

ge C

onve

rsat

ion

(1)

Strategies

Clarifying • • • • • • • • • • • • • • • •

Predicting • • • • • • • • • • • • • • • •

Questioning • • • • • • • • • • • • • • • •

Summarizing • • • • • • • • • • • • • • • •

Skills

Author’s Purpose • • • • • D

Cause/Effect • • • • • • • • I • I •

Characterization I • • • • I • •

Compare/Contrast • I • D • • • • • • • • • • • •

Drawing Conclusions • • • D • • • • • • • • • •

Fact/Opinion • I

Figurative Language • P •

Genre Structure P • • •


Main Idea/Supporting Details I • • • I

Mood • • • P

Plot • • • • • • • • • •

Point of View P •

Problem/Solution • • • • • • • • • • • •

Sequencing • • • • • • • • • • •

Setting • • • • • • • I • •

Story Structure • • • • • • • • • •

Text Features • • • • •

Text Structures • • • • •

Theme I I • • I





Linked

Lett

ers

from

a S

lave

Gir

l, cy

cle

1

Lett

ers

from

a S

lave

Gir

l, cy

cle

2

Lett

ers

from

a S

lave

Gir

l, cy

cle

3

Linked

Phi

neas

Gag

e: A

Tru

e bu

t G

rues

ome

Sto

ry A

bout

Bra

in S

cien

ce, c

ycle

1*

Phi

neas

Gag

e: A

Tru

e bu

t G

rues

ome

Sto

ry A

bout

Bra

in S

cien

ce, c

ycle

2*

Sea

rch

Engi

nes*

(1

)

Torn

ado

Ale

rt*

The

Win

d at

Wor

k, c

ycle

1*

The

Win

d at

Wor

k, c

ycle

2*

Strategies

Clarifying • • • • • • • • •

Predicting • • • • • • • • •

Questioning • • • • • • • • •

Summarizing • • • • • • • • •

Skills

Author’s Purpose • • • I I • •

Cause/Effect I • • • • • • •

Characterization •

Compare/Contrast • • • • I •

Drawing Conclusions • • • • • • • • •

Fact/Opinion P


Genre Structure P •

Literary Techniques P •

Main Idea/Supporting Details • I • • • •

Mood

Plot • • •

Point of View •

Problem/Solution • • • •

Sequencing • • • • • I

Setting • • •

Story Structure • • •

Text Features • • • I • •

Text Structures • • • • • •

Theme I


The Reading EdgeA Middle Grades Reading Program

The Reading Edge, a research-based program for young adolescents, targets

the skills and strategies middle school students need to be successful in

content-area learning. Since the range of reading achievement is extremely

broad in this age group, the Reading Edge provides instructional programs

for students at beginning through eighth-grade+ reading levels.

Students reading at grade level focus primarily on vocabulary development

and advanced comprehension strategies. Students reading below grade level

receive instruction that focuses on their particular needs, such as fluency,

vocabulary development, or word analysis, using narrative and expository text

at their instructional reading level. As students acquire new skills, they move

rapidly through multiple levels in each school year. The extensive use of

cooperative learning and regular assessments that involve students in setting

individual and team goals motivate them to learn.

The Reading Edge Scope and Sequence


P = Primary focus = Covered * = Expository

Level 8 Units use a six‑day cycle of instruction.

Blu

eStr

ateg

ies

Foun

dati

on, c

ycle

1

Str

ateg

ies

Foun

dati

on, c

ycle

2

Pin

kW

itch

craf

t of

Sal

em

Vill

age,

cyc

le 1

Wit

chcr

aft

of S

alem

V

illag

e, c

ycle

2

Fahr

enhe

it 4

51,

cycl

e 1

Fahr

enhe

it 4

51,

cycl

e 2

Fahr

enhe

it 4

51,

cycl

e 3

Fahr

enhe

it 4

51,

cycl

e 4

Pur

ple

The

Glo

be T

heat

re

Muc

h A

do A

bout

N

othi

ng, c

ycle

1

Muc

h A

do A

bout

N

othi

ng, c

ycle

2

Muc

h A

do A

bout

N

othi

ng, c

ycle

3

Rim

shot

s, c

ycle

1

Rim

shot

s, c

ycle

2

Gre

enR

eadi

ng P

rim

ary

Sou

rces

*

StrategiesClarifying P P

Summarizing P P

Questioning P P

Predicting P P

SkillsCause/Effect

Compare/Contrast P

Draw Conclusions P P P PIdentify Main Idea

Fact and Opinion

Fluency

Vocabulary and Word RecognitionPrefixes/Endings

Word Meanings and Connotations

Word Origins/Families

Parts of Speech

Story StructureSetting P P

Plot P P P

Characterization P P

Problem/Solution P P

Identify Themes P P P P PLiterary TechniquesGenre Structure P P P P

Mood P

Figurative Language P

Foreshadowing

Point of View PPurposes for WritingExplain/Inform

Persuade

Describe

Entertain

Express Feelings/Opinion

Writing ProcessPrewriting/Use of Graphic Organizers

Peer Discussion

Drafting

Peer Feedback

Writing Forms Action plan Opinion essay Focused free-write

Opinion essay

Descriptive essay

Editorial Interview Persuasive letter

Advertisement Script for a scene

Character sketch

Plot summary

Poem Paragraph analysis

Eyewitness account




Level 8, continued Units use a six‑day cycle of instruction.

Stra

tegi

es fo

r Rea

ding

a Sc

ienc

e Te

xtbo

ok*

Out

of th

e D

ust,

cy

cle

1

Out

of th

e D

ust,

cy

cle

2

Out

of th

e D

ust,

cy

cle

3

Out

of th

e D

ust,

cy

cle

4

Yello

wH

ope

Was

Her

e,

cycl

e 1

Hop

e W

as H

ere,

cy

cle

2

Hop

e W

as H

ere,

cy

cle

3

Hop

e W

as H

ere,

cy

cle

4

Hop

e W

as H

ere,

cy

cle

5

Gre

at S

peec

hes

Red

Bod

ywor

k*

Extr

eme

Pla

ces*

Wild

fire*

StrategiesClarifying P

Summarizing P

Questioning P

Predicting P

SkillsCause/Effect P P

Compare/Contrast

Draw Conclusions P P P P P PIdentify Main Idea P P P P PFact and Opinion

Fluency




Parts of Speech

Story StructureSetting P

Plot P P

Characterization P P PProblem/Solution P PIdentify Themes P P P P PLiterary TechniquesGenre Structure P P PMood P P

Figurative Language P P P P

Foreshadowing

Point of View

Purposes for WritingExplain/Inform

Persuade

Describe

Entertain



Peer Discussion

Drafting

Peer Feedback

Writing Forms Critical review

Journal entry

Free verse poem

News story Review Personal essay

Eyewitness account

Interview Short narrative

Personal essay

Persuasive speech

Explanatory paragraph

Descriptive letter

Summary





The

Con

tend

er,

cycl

e 1

The

Con

tend

er,

cycl

e 2

The

Con

tend

er,

cycl

e 3

The

Con

tend

er a

nd

Rel

ated

Rea

ding

s,

cycl

e 4

Glo

ry F

ield

, cyc

le 1

Glo

ry F

ield

, cyc

le 2

Glo

ry F

ield

, cyc

le 3

Glo

ry F

ield

, cyc

le 4

Glo

ry F

ield

, cyc

le 5

Glo

ry F

ield

and

R

elat

ed R

eadi

ngs,

cy

cle

6

StrategiesClarifying

Summarizing

Questioning

Predicting

SkillsCause/Effect P P P

Compare/Contrast P P PDraw Conclusions P P P P P PIdentify Main IdeaFact and OpinionFluency




Parts of Speech


Plot P P

Characterization P P P

Problem/Solution P P P P PIdentify Themes P P P PLiterary TechniquesGenre Structure P

Mood P P

Figurative Language P P

Foreshadowing

Point of View P


Persuade

Describe

Entertain



Peer Discussion

Drafting

Peer Feedback

Writing Forms Personal essay Personal essay Dialogue Free verse Description Interview Letter Point-of-view essay Personal response Biographical summary





Blu

eStr

ateg

ies

Foun

dati

on, c

ycle

1

Str

ateg

ies

Foun

dati

on, c

ycle

2

Pin

k145th

Str

eet

Sho

rt

Sto

ries

, cyc

le 1

145th

Str

eet

Sho

rt

Sto

ries

, cyc

le 2

145th

Str

eet

Sho

rt

Sto

ries

, cyc

le 3

No

Mor

e D

ead

Dog

s,

cycl

e 1

No

Mor

e D

ead

Dog

s,

cycl

e 2

No

Mor

e D

ead

Dog

s,

cycl

e 3

Pur

ple

The

Out

side

rs,

cycl

e 1

The

Out

side

rs,

cycl

e 2

The

Out

side

rs,

cycl

e 3

The

Out

side

rs,

cycl

e 4

Und

erst

andi

ng

Elec

tric

ity*


Summarizing P P

Questioning P P

Predicting P P

SkillsCause/Effect PCompare/Contrast P P

Draw Conclusions P P

Identify Main Idea

Sequence Events PFact and Opinion

Fluency

Vocabulary and Word RecognitionCompound Words

Prefixes/Endings

Word Meanings


Parts of Speech

Story StructureSetting P P P

Plot PCharacterization P P P P P PProblem/Solution P P P

Identify Themes P P P

Literary TechniquesGenre Structure

Mood


Foreshadowing

Point of View P P P P


Persuade

Describe

Entertain



Peer Discussion

Drafting

Peer Feedback

Writing Forms Narrative poem

Narrative poem

Descriptive paragraph

Dialogue Character sketch

Dialogue Scene description

News story Autobiographical sketch

Point-of-view journal entry

News story Persuasive essay

Opinion essay





Am

usem

ent

Par

k Sci

ence

*

Gre

enTr

ue C

onfe

ssio

ns

of C

harl

otte

Doy

le,

cycl

e 1

True

Con

fess

ions

of

Cha

rlot

te D

oyle

, cy

cle

2

True

Con

fess

ions

of

Cha

rlot

te D

oyle

, cy

cle

3

True

Con

fess

ions

of

Cha

rlot

te D

oyle

, cy

cle

4

Our

Wes

t*

Blu

e or

Gra

y?

A F

amily

Div

ided

Yello

wTh

e G

iver

, cyc

le 1

The

Giv

er, c

ycle

2

The

Giv

er, c

ycle

3

The

Giv

er, c

ycle

4

Bui

ldin

g th

e Tr

ansc

onti

nent

al

Rai

lroa

d*

Und

erst

andi

ng t

he

Bra

in*


Summarizing

Questioning

Predicting


Compare/Contrast P


Identify Main Idea P PSequence Events

Fact and Opinion P

Fluency


Prefixes/Endings

Word Meanings


Parts of Speech


Plot PCharacterization P P P

Problem/Solution P PIdentify Themes

Literary TechniquesGenre Structure

Mood P

Figurative Language

Foreshadowing

Point of View P


PersuadeDescribe

Entertain



Peer Discussion

Drafting

Peer Feedback

Writing Forms Journal entry

Journal entry Dialogue Compare-and- contrast essay

Opinion letter Journal entry

Point-of-view letter

Mood paragraph

Letter Opinion letter


Song lyrics Diagnosis





Red

Taki

ng S

ides

, cyc

le 1

Taki

ng S

ides

, cyc

le 2

Taki

ng S

ides

and

R

elat

ed R

eadi

ngs,

cy

cle

3

Hom

ecom

ing,

cy

cle

1

Hom

ecom

ing,

cy

cle

2

Hom

ecom

ing,

cy

cle

3

Hom

ecom

ing,

cy

cle

4

Hom

ecom

ing,

cy

cle

5

Hom

ecom

ing,

cy

cle

6

Hom

ecom

ing

and

Rel

ated

Rea

ding

s,

cycl

e 7


Summarizing

Questioning

Predicting

SkillsCause/Effect P P P

Compare/Contrast P P P PDraw Conclusions P P P P P P P

Identify Main Idea

Sequence Events

Fact and OpinionFluency

Vocabulary and Word RecognitionCompound WordsPrefixes/Endings

Word Meanings


Parts of Speech


Plot P P P

Characterization P P P P P

Problem/Solution P P P

Identify Themes P P P PLiterary TechniquesGenre Structure P PMood P


Foreshadowing P

Point of View P


Persuade

Describe

Entertain



Peer Discussion

Drafting

Peer Feedback

Writing Forms Short narrative Summary Poem Advice letter Personal response Interview Description Mood paragraph Persuasive letter Essay





Blu

e

Str

ateg

ies

Foun

dati

on, c

ycle

1

Str

ateg

ies

Foun

dati

on, c

ycle

2

Pin

kH

atch

et, c

ycle

1

Hat

chet

, cyc

le 2

Hat

chet

, cyc

le 3

Hat

chet

, cyc

le 4

Tom

Saw

yer

exce

rpt

Feed

ing

the

Wor

ld*

Pur

ple

Mid

dle

Age

s

Cat

heri

ne, C

alle

d B

irdy

, cyc

le 1

Cat

heri

ne, C

alle

d B

irdy

, cyc

le 2

Cat

heri

ne, C

alle

d B

irdy

, cyc

le 3

Cat

heri

ne, C

alle

d B

irdy

, cyc

le 4


Summarizing P P

Questioning P P

Predicting P P

SkillsCause/Effect

Compare/Contrast P

Draw Conclusions P

Identify Main Idea P

Sequence Events

Fluency


Prefixes/Endings

Word Meanings


Parts of Speech


Plot

Characterization P P P P P P


Identify Themes P PLiterary TechniquesGenre Structure

Mood P

Foreshadowing

Point of View


Persuade

Describe

Entertain



Peer Discussion

Drafting

Peer Feedback

Writing FormsJournal entry Postcard

messageSong lyrics Character

sketchStep-by-step instructions

Dialogue Personal response

Opinion statement

Compare-and-contrast

paragraph

Point-of-view journal entry

Focused free-write

Personal ad Letter





Mac

hine

s M

ake

It

Mov

e*

Gre

enR

oll o

f Th

unde

r, H

ear

My

Cry

, cyc

le 1

Rol

l of T

hund

er, H

ear

My

Cry

, cyc

le 2

Rol

l of T

hund

er, H

ear

My

Cry

, cyc

le 3

Rol

l of T

hund

er, H

ear

My

Cry

, cyc

le 4

Rol

l of T

hund

er, H

ear

My

Cry

, cyc

le 5

The

Gre

at M

igra

tion

*

Yello

wH

oles

, cyc

le 1

Hol

es, c

ycle

2

Hol

es, c

ycle

3

Hol

es, c

ycle

4

Bas

ebal

l in

Apr

il,

cycl

e 1

Bas

ebal

l in

Apr

il,

cycl

e 2


Summarizing

Questioning

Predicting

SkillsCause/Effect P

Compare/Contrast P PDraw Conclusions P P P P

Identify Main Idea P

Sequence Events

Fluency


Prefixes/Endings

Word Meanings


Parts of Speech

Story StructureSetting P P PPlot P P

Characterization P P P P PProblem/Solution P P P

Identify Themes P P PLiterary TechniquesGenre Structure

Mood

Foreshadowing P

Point of View P


Persuade

Describe

EntertainExpress Feelings/Opinion


Peer Discussion

Drafting

Peer Feedback

Writing FormsCommercial Point-of-view

descriptionInterview Dialogue Descriptive

paragraphDescriptive paragraph

Letter Proposal Character sketch

Informative paragraph

Persuasive paragraph

Autobiographical paragraph

Compare- and-contrast paragraph





Red

Isla

nd o

f th

e B

lue

Dol

phin

s, c

ycle

1

Isla

nd o

f th

e B

lue

Dol

phin

s, c

ycle

2

Isla

nd o

f th

e B

lue

Dol

phin

s, c

ycle

3

Isla

nd o

f th

e B

lue

Dol

phin

s an

d R

elat

ed R

eadi

ngs,

cy

cle

4

Hou

se o

f D

ies

Dre

ar,

cycl

e 1

Hou

se o

f D

ies

Dre

ar,

cycl

e 2

Hou

se o

f D

ies

Dre

ar,

cycl

e 3

Hou

se o

f D

ies

Dre

ar,

cycl

e 4

Hou

se o

f D

ies

Dre

ar a

nd R

elat

ed

Rea

ding

s, c

ycle

5


Summarizing

Questioning

Predicting


Compare/Contrast P PDraw Conclusions P P P P P

Identify Main Idea

Sequence EventsFluency


Word Meanings


Parts of Speech


Plot P PCharacterization P P P

Problem/Solution P

Identify Themes P P

Literary TechniquesGenre Structure P P P P PMood P P


Foreshadowing P P

Point of View P PPurposes for WritingExplain/Inform

PersuadeDescribe

Entertain



Peer Discussion

Drafting

Peer Feedback

Writing Forms Descriptive paragraph

Problem/solution paragraph

Personal response Poem Mystery story Mystery story cont. Mystery story cont. Mystery story cont. Poem





Intervention for Struggling Readers

Blu

eStr

ateg

ies

Foun

dati

on, c

ycle

1

Str

ateg

ies

Foun

dati

on, c

ycle

2

Poe

try

Bre

ak 1

Poe

try

Bre

ak 2

Poe

try

Bre

ak 3

Pin

kFa

vori

te G

reek

Myt

hs

Trou

ble

Wit

h Tr

ash*

On

My

Hon

or, c

ycle

1

On

My

Hon

or, c

ycle

2

Leon

’s S

tory

, cyc

le 1

Leon

’s S

tory

, cyc

le 2

Pur

ple

One

Thi

ng L

eads

to

Ano

ther

*

Libr

ary

Car

d, c

ycle

1

Libr

ary

Car

d, c

ycle

2

Boy

of th

e Pai

nted

C

ave,

cyc

le 1


Summarizing P P

Questioning P

Predicting P P


Compare/Contrast P PDraw Conclusions

Identify Main Idea P P

Sequence Events

Fluency P


Prefixes/Endings

Word Meanings


Parts of Speech

Story StructureSetting P P P P

Plot P

Characterization P


Identify Themes P P P P

Literary TechniquesGenre Structure P P P

Mood PFigurative Language P

Foreshadowing

Point of View


Persuade

Describe

Entertain



Peer Discussion

Drafting

Peer Feedback

Writing Forms Advertisement Letter Myth Flyer News story

Speech Informative paragraph

Informative paragraph

Letter Personal response

Book review

Letter






Boy

of th

e Pai

nted

C

ave,

cyc

le 2

Boy

of th

e Pai

nted

C

ave,

cyc

le 3

Gre

enH

omet

owns

*

Man

iac

Mag

ee,

cycl

e 1

Man

iac

Mag

ee,

cycl

e 2

Man

iac

Mag

ee,

cycl

e 3

Man

iac

Mag

ee,

cycl

e 4

Hur

rica

nes*

Yello

wW

WII a

nd D

enm

ark*

Num

ber

the

Sta

rs,

cycl

e 1

Num

ber

the

Sta

rs,

cycl

e 2

Num

ber

the

Sta

rs,

cycl

e 3

Sou

l Loo

ks B

ack

in W

onde

r

Rin

g of

Fir

e*


Summarizing

Questioning

Predicting

SkillsCause/Effect P P PCompare/Contrast P P

Draw Conclusions P P P P

Identify Main Idea P PSequence Events P P

Fluency


Word Meanings


Parts of Speech


Plot


Problem/Solution

Identify Themes P

Literary TechniquesGenre Structure PMood


Foreshadowing P

Point of View


PersuadeDescribe

Entertain



Peer Discussion

Drafting

Peer Feedback

Writing Forms Descriptive paragraph

Character sketch

Tall tale Interview News story


Yearbook entry

Job description

Autobiographical paragraph

Diary entry Personal response

Opinion letter Poem Letter






Blu

eStr

ateg

ies

Foun

dati

on, c

ycle

1

Str

ateg

ies

Foun

dati

on, c

ycle

2

Poe

try

Bre

ak 1

Poe

try

Bre

ak 2

Poe

try

Bre

ak 3

Pin

kTh

e Fo

rtun

e‑Te

llers

Aes

op’s

Fab

les

The

Wom

an W

ho

Out

shon

e th

e Sun

Bas

ebal

l Sav

ed U

s

The

Whi

ppin

g B

oy,

cycl

e 1

The

Whi

ppin

g B

oy,

cycl

e 2

Pur

ple

Bod

y in

Mot

ion*

In t

he D

eep*

Son

g of

the

Tre

es,

cycl

e 1

Son

g of

the

Tre

es,

cycl

e 2

StrategiesClarifying P P P P

Summarizing P P P PQuestioning P

Predicting P P

SkillsCause/Effect

Compare/Contrast P P P

Draw Conclusions P P P

Identify Main Idea PSequence Events P PFluency P


Prefixes/Endings

Word Meanings


Parts of Speech


Plot P PCharacterization P


Identify Themes P P

Literary TechniquesGenre Structure P P P P P

Mood P


Point of View

Purposes for WritingExplain/InformPersuade

Describe

Entertain


Writing ProcessPrewriting/ Use of Graphic Organizers

Peer Discussion

Drafting

Peer Feedback

Writing FormsJournal entry Journal

entryPrediction Fable Descriptive

paragraphPoint-of-

view paragraph

Wanted poster

New story ending

Commercial Descriptive paragraph


Story






Rac

e to

the

Sou

th

Pol

e*

A H

omes

tead

ing

Com

mun

ity

of

the

1880s

Gre

enA

Riv

er R

an W

ild

How

Pla

nts

Sur

vive

*

Your

Mot

her

Was

a

Nea

nder

thal

, cyc

le 1

Your

Mot

her

Was

a

Nea

nder

thal

, cyc

le 2

Mar

s*

Str

ateg

ies

Rev

iew

*

Yello

wH

iros

him

a, c

ycle

1

Hir

oshi

ma,

cyc

le 2

Sad

ako

and

the

Thou

sand

Pap

er

Cra

nes

If Y

our

Nam

e W

as

Cha

nged

at

Ellis

Is

land

, cyc

le 1

If Y

our

Nam

e W

as

Cha

nged

at

Ellis

Is

land

, cyc

le 2

An

Imm

igra

nt

Com

mun

ity

of t

he

1900s


Summarizing P P P

Questioning P PPredicting P


Compare/Contrast P


Identify Main Idea P P P

Sequence Events P P P

Fluency


Word Meanings


Parts of Speech

Story StructureSetting

Plot



Identify Themes P

Literary TechniquesGenre StructureMoodFigurative Language

Point of View


Persuade

Describe

EntertainExpress Feelings/Opinion


Peer Discussion

Drafting

Peer Feedback

Writing FormsCommercial Book dust

jacket copyPoint-of-view paragraph

Rules of a game

Character sketch

Description of a

problem

Letter Summary paragraph

Journal entry

Proposal Letter Questionnaire Informational paragraph

Personal response






Blu

e Set

1S‑S

‑Sna

kes!

*

Hun

gry

Pla

nts*

Yello

w S

et 2

Ber

mud

a Tr

iang

le*

Cin

dere

lla

Erup

tion

!: A

Sto

ry

Abo

ut V

olca

noes

*

Gre

en S

et 2

G

ray

Wol

ves*

The

Empe

ror’s

N

ew C

loth

es

Flig

ht*

Yello

w S

et 3

Esca

pe N

orth

!*

The

Ugl

y D

uckl

ing

Fire

at

the

Tria

ngle

Fa

ctor

y

Gre

en S

et 3

Expl

orin

g th

e W

est*

Kin

g M

idas

The

Dri

nkin

g G

ourd

FluencyPronunciation

Emphasize Important Words P P P P P

Obey Punctuation P P P P P

Read at an Appropriate Rate P P P P P

StrategiesClarification P P P P P P P P

Summarization P PQuestioning P P P

Prediction P PComprehension SkillsCause/Effect

Characterization P

Compare/Contrast P

Draw Conclusions

Main Idea PSequence Events

Story Structure P

Genre Structure

Identify Themes

Vocabulary and Word RecognitionPrefixes/Endings P P

Compound Words P P

Word Meanings

WritingWrite Complete Sentences

Capitalization and Punctuation P P P P P

Spelling P






Yello

w S

et 4

To t

he R

escu

e*

The

Squ

ire’

s B

ride

A R

ain

Fore

st

Adv

entu

re*

Gre

en S

et 4

Bas

ebal

l’s G

reat

est

H

itte

rs*

Get

a L

ife

Cin

dere

lla!

Jack

ie R

obin

son

and

the

Sto

ry o

f A

ll‑B

lack

B

aseb

all*

Yello

w S

et 5

Find

ing

Pro

vide

nce

The

Twel

ve L

abor

s of

H

ercu

les

Goo

d Spo

rts*

Gre

en S

et 5

A D

inos

aur

Nam

ed

Sue

*

Twel

fth

Nig

ht

Sha

rk A

ttac

k!*


Emphasize Important Words P P P P

Obey Punctuation P P P P

Read at an Appropriate Rate P P P P

StrategiesClarification P P P P P P PSummarization P P P

Questioning

Prediction

Comprehension SkillsCause/Effect

Characterization P

Compare/Contrast PDraw Conclusions

Main Idea P P

Sequence Events

Story Structure

Genre Structure

Identify Themes

Vocabulary and Word RecognitionPrefixes/Endings P P P P PCompound Words

Word Meanings

WritingWrite Complete Sentences

Capitalization and Punctuation P P P P

Spelling P






Blu

eM

arti

n Lu

ther

K

ing,

Jr.*

Sna

p! A

Boo

k A

bout

A

lliga

tors

and

C

roco

dile

s*

Yello

w S

et 2

Sm

all W

olf

Bel

ling

the

Cat

Tita

nic:

Los

t an

d

Foun

d*

Gre

en S

et 2

Th

e B

rave

st D

og

Ever

*

The

Lion

and

the

M

ouse

Tent

acle

s*

Yello

w S

et 3

Twis

ters

!*

The

Thre

e W

ishe

s

Wag

on W

heel

s

Gre

en S

et 3

Clo

uds

of T

erro

r

The

Tow

n M

ouse

and

th

e C

ount

ry M

ouse

The

True

Sto

ry o

f Poc

ahon

tas


Emphasize Important Words P P P P P

Obey Punctuation P P P P P

Read Expressively P P P P

Read at an Appropriate Rate P P P P

StrategiesClarification P

Summarization

Questioning P P

Prediction P PComprehension SkillsCause/Effect

Characterization

Compare/Contrast P P

Draw Conclusions

Main Idea

Sequence Events

Story Structure

Genre Structure

Identify Themes P P

Vocabulary and Word RecognitionDecoding Skills ReviewPrefixes/Endings P P P P

Word Meanings

WritingWrite Complete Sentences P P P P

Capitalization and Punctuation P P

Spelling



Level 1 Letter/Sounds


Level 1 units introduce students to the use of core reading strategies and build vocabulary, fluency, and background knowledge; however, the primary focus of these units is phonics instruction. Middle school students reading at a first-grade reading level have not mastered all the word-recognition skills that they need to decode text and build meaning. The goal of these units is to give students the help they need to successfully decode unfamiliar words, use basic strategies, and achieve adequate fluency to move to the next level of instruction as quickly as possible.

Unit TitleOn the Road /g/ /s/ /t/ /l/ /n/ /b/ short /e/ /u/ /a/

Big Cats of Africa /c/ /r/ /m/ /h/ /w/ /d/ short /o/ /i/

A Trip to Mexico /p/ /k/ /ck/ /f/ /bl/ /pl/ /cl/ /fl/ /gl/ /nd/ /nk/ /nt/ /ng/

A Visit With Fish /ch/ /tch/ /sh/ /th/ /thr/ /a_e/ /i_e/ /o_e/ /u_e/

Kayaking to the Sea /ee/ /ea/ /ie/ -ing -s

In the Outback /ai/ /ay/ /oa/ /ow/ (show) -ed

Cycle Race in France soft /g/ soft /c/ /oi/ /oy/ all alk

Life on a Ranch /ou/ /ow/ (cow) /au/ /aw/

Auto Show in Japan /ew/ /ue/ old olt oll

Stuck in Goo /ui/ /oo/ (moon) ild ind

To the North Pole /ur/ /ir/ /er/ /ar/ /or/

Texas Balloon Race /igh/ /uy/ /y/ /oo/ (good)

Surfing in South Africa -ge -dge -nge /ph/ /wh/

Quiz Show in London /eigh/ /qu/ /wr/ /kn/


Writing Wings teaches third, fourth, and fifth graders to become successful, confident,

and expressive writers. Writing Wings offers solid instruction in both the writing

process and language mechanics paired with award-winning classroom media to

motivate students to develop and refine aspects of their writing, including ideas,

organization, and style, and to engage in writing for different purposes. This scope

and sequence follows the development of writing skills.

Writing WingsAn Upper Elementary Writing Program


D = Direct Instruction and Modeling X = Review

Writing Wings Scope and Sequence

Grade 3Types of Writing Descriptive Informative Persuasive Narrative

Units 1 2 3 4 5 6 7 8 9 10 11 12

Writing ProjectD

escr

ibe

som

ethi

ng

abou

t yo

u th

at

othe

rs d

o no

t kn

ow.

Des

crib

e a

pers

on,

plac

e, o

r th

ing.

Des

crib

e st

eps

in

a pr

oces

s.

Des

crib

e a

sequ

ence

of

eve

nts.

Tell

the

fact

s ab

out

a re

al e

vent

.

Wri

te a

new

s st

ory.

Wri

te a

fac

tual

es

say

abou

t a

topi

c yo

u kn

ow.

Wri

te a

com

pare

‑an

d‑co

ntra

st e

ssay

.

Wri

te a

bus

ines

s le

tter

tha

t st

ates

a

purp

ose.

Wri

te a

n ad

vice

le

tter

to

a fic

tion

al

char

acte

r.

Wri

te a

sto

ry

abou

t a

pers

onal

ex

peri

ence

.W

rite

a s

tory

abo

ut

a ch

arac

ter

who

had

to

do

som

ethi

ng

that

was

har

d to

do.

Writing ProcessPlan D D D D

Des

crip

tive

Writi

ng C

halle

nge

D D D D

Info

rmat

ive

Writi

ng C

halle

nge

D D

Per

suas

ive

Writi

ng C

halle

nge

D D

Nar

rati

ve W

riti

ng C

halle

nge

Draft D D D D D D D D D D D DShare, Respond, Revise D D D D D D D D D D D DEdit D D D D D D D D D D DPublish D D DSkillsIdentify topic sentence/main idea D D D X X D X D X

Add supporting details D D D D D X X XSequence events D D X X XIdentify story elements D DUse descriptive language D D X D D X D X DIdentify similarities and differences D

Parts of a letter D XPersuasive techniques D DThe 5 Ws DLanguage MechanicsParts of speech D D D D D XAdjectives D X XComplete sentences D X X XCommas D X X DVivid verbs D X XAdverbs DEndings (nouns)Capitalization D X X X X XApostrophes D XVerb tenses D XIrregular verbs D X X X XRun-on sentences DConnecting ideas DSubject-verb agreement D X DExpanding sentences DPronouns D X D XCombining sentences D XVarying sentences DPossessives D DEndings (adjectives)Quotation marksGraphic OrganizerWeb D D X X D D X XSequence chain D XParagraph organizer D X5 Ws chart DVenn diagram DStory map D D





Units 1 2 3 4 5 6 7 8 9 10 11 12 13

Writing ProjectD

escr

ibe

som

ethi

ng

abou

t yo

u th

at

othe

rs d

o no

t kn

ow.

Des

crib

e a

pers

on

you

know

wel

l.

Des

crib

e st

eps

in

a p

roce

ss.

Tell

the

fact

s ab

out

a re

al e

vent

.

Wri

te a

new

s st

ory.

Wri

te a

fac

tual

es

say

abou

t a

topi

c yo

u kn

ow.

Wri

te a

com

pare

‑an

d‑co

ntra

st e

ssay

.

Wri

te a

bus

ines

s le

tter

tha

t st

ates

a

purp

ose.

Wri

te a

n ad

vice

le

tter

to

pers

uade

.

Wri

te a

bus

ines

s le

tter

to

stat

e

a po

siti

on.

Wri

te a

sto

ry

abou

t a

pers

onal

ex

peri

ence

.

Wri

te a

tal

l tal

e.

Writ

e a

mys

tery

sto

ry.

Writing ProcessPlan D D D

Des

crip

tive

Writi

ng C

halle

nge

D D D D

Info

rmat

ive

Writi

ng C

halle

nge

D D D

Per

suas

ive

Writi

ng C

halle

nge

D D D

Nar

rati

ve W

riti

ng C

halle

nge

Draft D D D D D D D D D D D D DShare, Respond, Revise D D D D D D D D D D D D DEdit D D D D D D D D D D D DPublish D D D DSkillsIdentify topic sentence/main idea D D X X D X D X X

Add supporting details D D D D X X X XSequence events D X X X XIdentify story elements D D DUse descriptive language D D X D X D X D DIdentify similarities and differences D

Parts of a letter D X XPersuasive techniques D D DThe 5 Ws DLanguage MechanicsParts of speech D D D D XAdjectives D X XComplete sentences D X X XCommas D X XVivid verbs D X XAdverbs D XEndings (nouns) D X XCapitalizationApostrophes D X XVerb tenses D X XIrregular verbs D X X X X XRun-on sentences D XConnecting ideas DSubject-verb agreement D X DExpanding sentences DPronouns D X D XCombining sentences D XVarying sentences D DPossessives D D XEndings (adjectives) D XQuotation marks DGraphic OrganizerWeb D D X D D X D X XSequence chain D XParagraph organizer D X X5 Ws chart DVenn diagram DStory map D D D

D = Direct Instruction and Modeling





Units 1 2 3 4 5 6 7 8 9 10 11 12 13

Writing ProjectD

escr

ibe

som

ethi

ng

abou

t yo

u th

at

othe

rs d

o no

t kn

ow.

Des

crib

e a

scar

y ex

peri

ence

.

Des

crib

e st

eps

in

a p

roce

ss.

Tell

the

fact

s ab

out

a re

al e

vent

.

Wri

te a

new

s st

ory.

Wri

te a

fac

tual

es

say

abou

t a

topi

c yo

u kn

ow.

Wri

te a

com

pare

‑an

d‑co

ntra

st e

ssay

.

Wri

te a

bus

ines

s le

tter

tha

t st

ates

a

purp

ose.

Wri

te a

n ad

vice

le

tter

to

pers

uade

.

Wri

te a

per

suas

ive

spee

ch t

o st

ate

a

posi

tion

.

Wri

te a

sto

ry

abou

t a

pers

onal

ex

peri

ence

.W

rite

a fra

ctur

ed

fair

y ta

le.

Wri

te a

mys

tery

st

ory.

Writing ProcessPlan D D D

Des

crip

tive

Writi

ng C

halle

nge

D D D D

Info

rmat

ive

Writi

ng C

halle

nge

D D D

Per

suas

ive

Writi

ng C

halle

nge

D D D

Nar

rati

ve W

riti

ng C

halle

nge

Draft D D D D D D D D D D D D DShare, Respond, Revise D D D D D D D D D D D D DEdit D D D D D D D D D D D DPublish D D D DSkillsIdentify topic sentence/main idea D D X X D X D X X

Add supporting details D D D D X X X XSequence events D X X X XIdentify story elements D D DUse descriptive language D D X D X D X D DIdentify similarities and differences D

Parts of a letter D XPersuasive techniques D D DThe 5 Ws DLanguage MechanicsParts of speech D D D D XAdjectives D X XComplete sentences D X X XCommas D X XVivid verbs D X XAdverbs D XEndings (nouns) D X XCapitalizationApostrophes D X XVerb tenses D X XIrregular verbs D XRun-on sentences D X X X XConnecting ideas DSubject-verb agreement D X DExpanding sentences DPronouns D X D XCombining sentences D XVarying sentences D DPossessives D D XEndings (adjectives) D XQuotation marks DGraphic OrganizerWeb D D X D D X D X XSequence chain D XParagraph organizer D X X5 Ws chart DVenn diagram DStory map D D D

D = Direct Instruction and Modeling

410.141.000 SFAF0612

The mission of the Success for All Foundation

is to develop and disseminate research-proven

educational programs to ensure that all students,

from all backgrounds, achieve at the highest

academic levels.

These programs were originally developed at

Johns Hopkins University.

Success for · PDF fileand self-confidence necessary for success in the elementary grades....

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