ELA Pacing Guide Overview
The pacing guide is a tool to help teachers address the state standards while using the Houghton Mifflin reading materials. To achieve this, HM may need to be supplemented with a variety of other resources such as trade books, newspapers, magazines, and the Internet. To allow the teacher greater flexibility, pacing is indicated for each theme rather than individual stories. Although a daily read aloud is no longer listed, it is still expected to be part of daily instruction.
Enduring understandings and essential questions from the standards are identified for each theme. These are the big ideas to guide the unit. The essential questions should focus instruction during the unit. Posting the essential questions for each theme is strongly recommended.
Dates are provided for all district assessments. Assessments are listed as formative or summative. Formative assessments are used to guide instruction. Summative assessments are given at set times during instruction when it is felt the student has mastered the concept. They show the student’s ability to use strategies and skills in another setting or with a new text.
Ongoing assessments include: grade-level created, school created, teacher created, selection tests, performance tasks, observation, etc.
Summative assessment may include the above, but must show student’s ability to transfer strategies and skills to new selections and situations.
The five strands of reading instruction (comprehension, phonics, phonemic awareness, vocabulary and fluency) are aligned to the core curriculum materials.
· Whole group instruction should be 30-45 minutes daily concentrating on comprehension and vocabulary. The strategies and skills for mini-lessons are listed. Selection vocabulary is to be taught where needed to support the text. Explicit vocabulary options may also be suggested. These Tier 2 words are to be developed more deeply so that they become part of the students’ writing and speaking vocabulary. Explicit vocabulary instruction of three to five selected words should take place weekly. Vocabulary extension activities focus on using the words after they have been introduced and are done daily for the remainder of the week. In addition, there should also be daily instruction to provide students with strategies for making meaning of new words (ex: prefixes, suffixes, root origins, etc).
· Targeted Instruction (Differentiated Small Group Instruction) should be 30-45 minutes daily concentrating on individual student needs as determined by various diagnostic tools (spelling inventory, phonics inventory, etc). The Targeted Instruction Binder lessons (available through your literacy coach/instructional coach) should be used during this time to specifically address the needs of each student.
· Fluency instruction may be taught daily whole group for 6-10 minutes at grades one through mid-year grade three. From grade three mid-year through grade 5, fluency instruction should only be provided for those who do not yet read at the fluency level listed for their grade. Non-fluent readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website.
· Structural/Spelling Analysis includes phonics and phonemic awareness. In the lower grades (K-2) whole group time may be used to introduce new concepts. However, in depth work is done in small group according to need. In the upper grades (3-5) any phonics deficiencies would be addressed during small group. Brief Spelling Analysis work as addressed in Houghton Mifflin may be introduced whole group.
The numbers (such as 2.4e), indicate the standard and the cluster expectation/performance indicator for that grade. Please reference them in the GLEs for a more detailed explanation of what is expected.
3rd Grade Houghton Mifflin Reading at a Glance for Christina School DistrictPacing Guide 2009-2010
Dates – 8/31-10/8
Theme 1 Off to Adventure!
Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 9) Different types of texts have different structures. Understanding of a text’s structure helps a reader better understand its meaning. 10) The impact of a text on a reader is influenced by the reader’s experience. 13) Good readers employ strategies to help them understand text.
Essential Questions: 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 6) What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know I am getting the point and not merely imposing my views and experience? 14) What do you do when you do not understand everything in the text? 17) How does literature reveal us to ourselves?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy/Skill / Fluency Practice
Back to School / Small group as needed
Not to be done in whole group at this grade level / Review / Small group as needed
Not to be done in whole group at this grade level / Review / Select five Tier 2 words from anthology or interactive read aloud to develop further / Review strategies / Fluency instruction may be taught daily whole group for 6-10 minutes at grades one through mid-year grade three. From grade three mid-year through grade 5, fluency instruction should only be provided for those who do not yet read at the fluency level listed for their grade. Non-fluent readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website.
Cliff Hanger / Small group as needed
Not to be done in whole group at this grade level / Base words / Small group as needed
Not to be done in whole group at this grade level / Belay, harness, descent, ledge, rappel, trekked / Select five Tier 2 words from anthology or interactive read aloud to develop further / Predict/Infer
Cause and Effect
The Ballad of Mulan / Small group as needed
Not to be done in whole group at this grade level / Syllabication / Small group as needed
Not to be done in whole group at this grade level / Armor, farewell, troops, comrades, triumphant, victorious, endured / Select five Tier 2 words from anthology or interactive read aloud to develop further / Monitor/Clarify
Making Inferences
Formative: DIBELS (9/8-9/30); MAP (9/8-9/25), Spelling Inventory (9/8-9/25), Ongoing assessments
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings
Dates – 8/31-10/8
Theme 1 Off to Adventure!
Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 9) Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. 10) The impact of a text on a reader is influenced by the reader’s experience. Essential Questions: 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 6) What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know I am getting the point and not merely imposing my views and experience? 17) How does literature reveal us to ourselves?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy/Skill / Fluency Practice
The Lost and Found / Small group as needed
Not to be done in whole group at this grade level / Inflected endings
-ed and -ing / Small group as needed
Not to be done in whole group at this grade level / Directions, situations, visible, rumbled, unusual, worried / Select five Tier 2 words from anthology or interactive read aloud to develop further / Summarize
Sequence of Events / Fluency instruction may be taught daily whole group for 6-10 minutes at grades one through mid-year grade three. From grade three mid-year through grade 5, fluency instruction should only be provided for those who do not yet read at the fluency level listed for their grade. Non-fluent readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website.
Connecting and Comparing Literature
Radio Rescue
Sybil Ludington’s Midnight Ride / Small group as needed
Not to be done in whole group at this grade level / Review / Small group as needed
Not to be done in whole group at this grade level / Furious, hurricane, distress, transmitting, raise, acknowledged, relaying
Route, trot, urged, reins / Select five Tier 2 words from anthology or interactive read aloud to develop further / Predict/Infer
Making Inferences
Drawing Conclusions
Sequence of Events
Focus on Genre: Poetry / Small group as needed
Not to be done in whole group at this grade level / Prefixes un-, dis-, non-
Suffixes-y, -ly / Small group as needed
Not to be done in whole group at this grade level / Beats, lines, pattern, rhyme, rhythm, stanzas / Select five Tier 2 words from anthology or interactive read aloud to develop further / Evaluate
Understanding Poetry
Formative: DIBELS (9/8-9/30); MAP (9/8-9/25), Spelling Inventory (9/8-9/25), Ongoing assessments
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings
Dates– 10/13-11/20Theme 2: Celebrating Traditions
Enduring Understandings: 3) Reading for meaning often requires imagining conversation with and questioning of the author. You must consider and respond – very different from passively accepting or instantly disliking. 5) Different readers may respond to the same text in different ways. The better responses are those that provide greater insights into the text and/or the issues raised. 7) Good readers are never afraid or embarrassed to admit when they don’t understand. Asking questions – of a text, of a teacher, of another reader – is what good readers do. 9) Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning.
Essential Questions: 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 10) What is the relationship between reader and writer? 12) What does a reader gain by retelling a story? 14) What do you do when you do not understand everything in the text?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy/Skill / Fluency Practice
The Keeping Quilt / Small group as needed
Not to be done in whole group at this grade level / Compound words / Small group as needed
Not to be done in whole group at this grade level / Border, gathering, needles, scraps, sewn, threaded / Select five Tier 2 words from anthology or interactive read aloud to develop further / Evaluate
Author’s Viewpoint / Fluency instruction may be taught daily whole group for 6-10 minutes at grades one through mid-year grade three. From grade three mid-year through grade 5, fluency instruction should only be provided for those who do not yet read at the fluency level listed for their grade. Non-fluent readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website.
Grandma’s Records / Small group as needed
Not to be done in whole group at this grade level / Plurals / Small group as needed
Not to be done in whole group at this grade level / Conga, performing, salsa, theater, record, percussion / Select five Tier 2 words from anthology or interactive read aloud to develop further / Question
Categorize and Classify
The Talking Cloth / Small group as needed
Not to be done in whole group at this grade level / Contractions / Small group as needed
Not to be done in whole group at this grade level / Collection, flourish, symbols, collector, royalty, wealth, embroidered / Select five Tier 2 words from anthology or interactive read aloud to develop further / Summarize
Noting Details
Formative: District Common Reading Assessment (10/19-11/06); DIBELS Progress Monitoring; Ongoing assessments
Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings
Dates– 10/13-11/20Theme 2 Celebrating Traditions
Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 5) Different readers may respond to the same text in different ways. The better responses are those that provide greater insights into the text and/or the issues raised. 9) Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. 12) A good story has a pattern or plan.
Essential Questions: 3) What is a story? How are stories from other places and times about me? Must a story have a moral? Must a story have heroes and villains? Should a story or fairy tale teach you something? 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 8) What’s new and what’s old here? Have we run across this idea before? So what? What does it matter?
Anthology Selection / Phonemic Awareness
-Word Analysis / Structural/Spelling Analysis / High Frequency Words / Selection Vocabulary / Explicit
Selection
Vocabulary Options / Comprehension Strategy/Skill / Fluency Practice
Dancing Rainbows / Small group as needed
Not to be done in whole group at this grade level / Plurals with words ending in ch, sh, x, and s / Small group as needed
Not to be done in whole group at this grade level / Ancestors, honor, respect, elders, imitating / Select five Tier 2 words from anthology or interactive read aloud to develop further / Monitor/Clarify
Topic, Main Idea and Supporting Details / Fluency instruction may be taught daily whole group for 6-10 minutes at grades one through mid-year grade three. From grade three mid-year through grade 5, fluency instruction should only be provided for those who do not yet read at the fluency level listed for their grade. Non-fluent readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website.
Connecting and Comparing Literature
Miss Rumphius
Celebrating Chinese New Year / Small group as needed
Not to be done in whole group at this grade level / Review / Small group as needed
Not to be done in whole group at this grade level / Bloomed, headlands, lupines, hollows, bushels
Unity, hosts, elaborate, feast, chef / Select five Tier 2 words from anthology or interactive read aloud to develop further / Evaluate
Author’s Viewpoint
Noting Details
Focus on Genre: Trickster Tales / Small group as needed
Not to be done in whole group at this grade level / Inflected endings
-ed and-ing / Small group as needed
Not to be done in whole group at this grade level / Boastfulness, folktale, clever, greediness, qualities, trickster, culture, mischief / Select five Tier 2 words from anthology or interactive read aloud to develop further / Predict/Infer
Understanding Trickster Tales
Formative: District Common Reading Assessment (10/19-11/06); DIBELS Progress Monitoring; Ongoing assessments