Modified Grade 8 Enlela Inside A B Curriculum Map Champlin

Grade 8 Curriculum
ENL/ELA
Inside A
National Geographic
Big Question: What are some ways in which people communicate?
Guiding Question: How do people share basic personal information with each other?
Inside A Unit 1 Glad to Meet You
Week 1 Lesson 1--‐5
Common Core Standards To demonstrate proficiency students will References and resources
1.3 Reading Literature Content Objectives: INSIDE A Teacher’s Edition:
-Key Idea and Details, Text Analysis/CC 1.3 B -Identify components of realistic fiction. Unit 1 Launch: T2-T1
-Craft and Structure, Text Structure/CC 1.3 E -Identify and discuss different forms of communication. Unit Resources: T2-T11
-Craft and Structure, Vocabulary/CC 1.3 F -Read and identify sequence of events in a realistic fiction story. Unit Planner: T2b-T2c
-Vocabulary Acquisition and Use/CC 1.3 J Language CD1, Track 2
-Range of Reading/CC 1.3 K Language Objectives:
Discourse Complexity INSIDE A Student’s Edition: pp. 2-11
1.4 Writing -Identify and use common greetings. Student Practice Book: pp. 1-6
-Informative/Explanatory, Conventions of Language/CC 1.4F -Express basic personal information about self and others. Text: Realistic Fiction story of choices
-Range of Writing/CC 1.4 X -Preview the unit and determine the topics and goals of the unit. Genre and Reading Strategy:
-Describe and discuss items in a catalog. Students will read realistic fiction story and use a word web
1.5 Speaking and Listening -Listen to a telephone-order and identify details. graphic organizer to expand vocabulary and a sequence chain
-Comprehension and Collaboration, Collaborative -Create and complete an order form. to keep track of events.
Discussion/CC 1.5 A -Identify and use appropriate greetings and phrases to make a
-Presentation of Knowledge and Ideas, Purpose, Context/CC telephone order. One sentence summary frames:
1.5 F -Retell the events in a realistic fiction story. http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategie
-Convention of Standard English/CC 1.5 G Language Forms and Conventions
-Identify and use pronouns: I, You, We, He, She, It, They
s/main%20idea%20plot%20and%20purpose/One%20Se
-Identify and use present simple form of be correctly. ntence%20Summary.pdf
-Write sentences about self and others in present simple. http://www.sanchezclass.com/reading-graphic-
-Identify and use capital letters, periods, and exclamation points organizers.htm
correctly. Main idea graphic organizers:
Vocabulary Usage--Acquire and use grade-level
http://teacher.scholastic.com/reading/bestpractices/voca
-Theme-related Vocabulary: communication, greet, e-mail, fax,
letter, telephone, envelope bulary/pdf/sr_allgo.pdf
-Academic Vocabulary: statement, exclamation, capitalization, CELLA Testing Supporting Materials:
punctuation, period, exclamation point, genre, realistic fiction, https://www.casas.org/product-overviews/curriculum-
author, sequence management-instruction/sample-test-items/life-and-
work-listening
Main idea graphic organizers:

http://teacher.scholastic.com/reading/bestpractices/voca
bulary/pdf/sr_allgo.pdf
CELLA Testing Supporting Materials:

https://www.casas.org/product-overviews/curriculum-
management-instruction/sample-test-items/life-and-work-
listening
Guiding Question: How do we communicate our feelings?
Week 2 Lesson 6-10
1.3 Reading Literature Content Objectives: INSIDE A Teacher’s Edition
-Craft and Structure, Text Structure/CC 1.3E -Identify components of realistic fiction. Unit Resources: T12- T-17
-Craft and Structure, Vocabulary/CC 1.3F Unit Planner: T2b-T2c
-Vocabulary Acquisition and Use/CC 1.3J Language Objectives: Language CD1, Track 3
-Range of Reading/CC 1.3K Discourse Complexity Fluency CD, Track 1
-Identify and recognize captions as a text feature.
1.4 Writing -Retell the events of a realistic fiction story. INSIDE A Student’s Edition
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Read a short story aloud fluently and accurately. Student Text: pp. 12-18
-Range of Writing/CC 1.4 X Language Forms and Conventions Student Practice Book: pp.7-14
-Identify, spell, and pronounce high frequency words with Text: New at School (realistic fiction)
1.5 Speaking and Listening accuracy.
-Comprehension and Collaboration, Collaborative -Isolate, spell, and decode words with sounds short a and short Newcomer Support
Discussion/CC 1.5 A o with accuracy INSIDE the USA
-Presentation of Knowledge and Ideas, Purpose, Context/CC -Identify, read, and build words with short a phonograms and Unit 1, Part 2
1.5 F short o phonograms with accuracy. Teacher’s Edition: T14-T23
-Convention of Standard English/CC 1.5 G -Identify and accurately use periods and exclamation points in
writing.
Vocabulary: Acquire and use grade-level Genre and Reading Strategy:
-Theme-related Vocabulary: school, science lab, class, lunch, Students will read realistic fiction story New at School and
friends, glad identify and decode words with sounds /ă/a and /ŏ/o as they
-Academic Vocabulary: realistic fiction, caption, text feature, read.
decode, rhyme, phoneme, phonograms, fluency, accuracy
ELL Active Reading Strategies
 Preview text features
 and GIST
 Think Alouds
 Think-Pair-Share
 Role play
 Turn and talk
 Stop and Jot
Guiding Questions: How do we use language to express mathematical equations? Where do we meet people?
Week 3 Lesson 11-15
1.2 Reading Informational Text Content Objectives: INSIDE A Teacher’s Edition
-Key Ideas and Details, Main Idea/CC 1.2A -Describe basic mathematical operations. Unit Resources: T19-T34a
-Key Ideas and Details, Text Analysis/CCB -Identify components of a photo essay. Unit Planner: T2b-T2c
-Craft and Structure, Text Structure/CCE -Identify components of an e-mail. Fluency CD, Track 10
-Craft and Structure, Vocabulary/CCF
-Range of Reading/CC 1.2 L Language Objectives: INSIDE A Student’s Edition
Discourse Complexity Student Text: pp. 19-33
1.4 Writing -Read mathematical problems aloud using correct math Student Practice Book: pp. 15-18
-Informative/Explanatory/CC 1.4 A to F vocabulary. Text: Many People to Meet (photo essay)
-Production and Distribution of Writing, Writing Process/CC -Write sentences that describe the places people meet.
1.4 T -Read and analyze titles in a textbook. Assessment:
-Range of Writing/CC 1.4 X -Draw conclusions about people and places in a photo essay. INSIDE A Teacher’s Edition p. T34a
-Read and identify sequence of events in a photo essay. Writing Project: pp. T 31-T33
1.5 Speaking and Listening -Read and analyze information in an e-mail. Assessment handbook pp. 1g-1j, 1k, and 53-54
-Comprehension and Collaboration, Collaborative -Plan and write an e-mail.
Discussion/CC 1.5A Language Forms and Conventions InsideNG.com – download assessment, rubric, and fluency
-Comprehension and Collaboration, Evaluating -Edit an e-mail for errors in capitalization and punctuation. passage with scoring form and WCPM graph
Information/CC 1.5 B Vocabulary: Acquire and use grade-level
-Presentation of Knowledge and Ideas, Purpose, Context/CC -Theme-related Vocabulary: Plus sign, sum, equals sign, Newcomer Support
1.5F minus sign, difference, times/multiplication sign, product, INSIDE the USA
-Convention of Standard English/CC 1.5G quotient, division sign, meet, people, first, next Unit 1, Part 3
-Academic Vocabulary: Photo essay, sequence, title, view, Teacher’s Edition: T24-T33a
analyze, writing prompt, capital letter, exclamation mark
Genre and Reading Strategy:
Students will read photo essay Many People to Meet and use a
sequence chain to keep track of events.
Big Question: How does food influence daily life?
Guiding Question: How do we describe food?
Inside A Unit 2 Set the Table
Week 4 Lesson 1-5
1.2 Reading Informational Text Content Objectives: INSIDE A Teacher’s Edition
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify components of a nonfiction text. Unit 2 Launch: T34-T35,
-Key Ideas and Details, Text Analysis/CC B Unit Resources: T34-T41
-Craft and Structure, Text Structure/CC E Language Objectives: Unit Planner: T34c-T34d
-Craft and Structure, Vocabulary/CC 1.3 F Discourse Complexity Language CD 1, Track 5-7
-Vocabulary Acquisition and Use/CC 1.3 J -Analyze, discuss, and respond to the big question using a
-Range of Reading/CC 1.3 K variety of sentence lengths. INSIDE A Student’s Edition
-Describe food items and express likes. Student Text: pp. 34-41
-Identify, describe, and list typical lunch items. Student Practice Book: pp. 20-23
1.4 Writing -Write sentences that describe food items.
-Informative/Explanatory/CC 1.4 A -Listen to and echo lines of a chant. Newcomer Support
-Informative/Explanatory, Conventions of Language/CC 1.4 F -View and analyze photos and headings in a story. INSIDE the USA
-Range of Writing/CC 1.4 X Language Forms and Conventions Unit 2, Part 1
-Identify adjectives and accurately use adjectives to describe Teacher’s Edition: T33b-T47
1.5 Speaking and Listening food items.
-Comprehension and Collaboration, Collaborative -Accurately pronounce colors and shapes. Genre and Reading Strategy:
Discussion/CC 1.5A -Identify and use present tense action verbs. Students will read a nonfiction text and use a word web to
-Presentation of Knowledge and Ideas, Purpose, Context/CC -Write sentences using present tense action verbs to tell how to expand vocabulary and a sequence chain to keep track of
1.5F make a sandwich. events while reading.
-Convention of Standard English/CC 1.5G
Vocabulary: Acquire and use grade-level Use Context Clues to teach vocabulary.
-Theme-related Vocabulary: table, set, food, drink, color, shape, Chunk reading selection.
size, salad, lunch, make, cut, put, add, open, get, push, wash
-Academic Vocabulary: adjective, verb, present tense,
Use graphic organizer(s).
nonfiction Provide selection summaries.
Use visuals to scaffold plot
Guiding Question: What do people eat for lunch?
Week 5 Lesson 6-10
1.3 Reading Literature Content Objectives: INSIDE A Teacher’s Edition
-Craft and Structure, Text Structure/CC 1.3E -Identify components of realistic fiction. Unit Resources: T42-T48
-Craft and Structure, Vocabulary/CC 1.3F -Retell the events of a realistic fiction story. Unit Planner: T2b-T2c
-Vocabulary Acquisition and Use/CC 1.3J Academic Language Transparency: 5
-Range of Reading/CC 1.3K Language Objectives: Language CD1, Track 3
Discourse Complexity Fluency CD, Track 2
1.4 Writing -Use context to decode meaning of words in sentences.
-Informative/Explanatory/CC 1.4 A -Use high frequency words in sentences orally and in writing. INSIDE A Student’s Edition
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Identify syllables and rhyme in oral and written speech. Student Text: pp. 42-48
-Range of Writing/CC 1.4 X -Read a story aloud with fluency. Student Practice Book: pp. 24-31
Language Forms and Conventions
1.5 Speaking and Listening -Identify, spell, and pronounce high frequency words with
-Comprehension and Collaboration, Collaborative accuracy. Newcomer Support
Discussion/CC 1.5 A -Associate sounds and spellings of short i and short u, and INSIDE the USA
-Presentation of Knowledge and Ideas, Purpose, Context/CC /ch/ch, and tch. Unit 2, Part 2
1.5 F -Write negative sentences in present tense correctly. Teacher’s Edition: T48-T57
-Conventions of Standard English/CC 1.5 G Vocabulary: Acquire and use grade-level
-Theme-related Vocabulary: something, eat, cook, fill, pour, Genre and Reading Strategy:
want, too much Students will read realistic fiction story Something Good for
-Academic Vocabulary: Realistic fiction, character, event, Lunch and identify and decode words with sounds /ĭ/i, /ŭ/u,
syllable, rhyme, phoneme, phonograms, blend, fluency, /ch/ch, and tch as they read.
accuracy
Guiding Question: How can we classify and categorize food items?
Week 6 Lesson 11-15
1.2 Reading Informational Text Content Objectives: INSIDE A Teacher’s Edition:
-Key Ideas and Details, Main Idea/CC 1.2 A -Interpret information in scientific charts and diagrams. Unit Resources: T49-T64a
-Key Ideas and Details, Text Analysis/CC B -Classify and categorize various food items. Unit Planner: T34c-T34d
-Craft and Structure, Text Structure/CC E
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G Language Objectives: INSIDE A Student’s Edition
-Vocabulary Acquisition and Use/CC 1.3 J Discourse complexity Student Text: pp. 49-63
-Range of Reading/CC 1.3 K -Read and analyze titles in a textbook. Student Practice Book: pp. 32-35
-Draw conclusions about people and food in photographs. Fluency CD, Track 11
1.4 Writing -Analyze headings in a text and set a purpose for reading. Text: U.S. Tour of Food (fact book)
-Informative/Explanatory/CC 1.4 A to F -Interpret and analyze information in picture charts,
-Production and Distribution of Writing, Writing Process/CC photographs, and captions.
1.4T -Identify and use appropriate vocabulary to read and describe Assessment:
-Range of Writing scientific charts and diagrams. INSIDE A Teacher’s Edition p. T64a
-Read and interpret definitions of words and write sentences Writing Project: pp. T61-T63
1.5 Speaking and Listening using words appropriately. Assessment handbook pp. 1l-1o, 1p, and pp. T38-T40 and
-Comprehension and Collaboration, Collaborative -Create a chart that classifies food items and write sentences pp.53-54
Discussion/CC 1.5 A about a favorite meal. InsideNG.com – download assessment, rubric, and fluency
-Comprehension and Collaboration, Evaluating Information/CC -Read and analyze a how-to card, and plan and write a how-to passage with scoring form and WCPM graph, and
1.5 B card. metacognitive forms
-Presentation of Knowledge and Ides, Purpose, Audience, and -Present how-to card to class using clear pronunciation and
Task/CC 1.5 D appropriate volume. Newcomer Support
-Integration of Knowledge and ideas, Multimedia/CC 1.5 F Language Forms and Conventions INSIDE the USA
-Conventions of Standard English/CC 1.5 G -Edit and proofread self-created how-to card for errors. Unit 2, Part 3
Vocabulary Usage: Acquire and use grade level Teacher’s Edition: T58-T71a
Theme-related Vocabulary: Classify, picture chart, list,
categories, labels Genre and Reading Strategy:
Academic Vocabulary: Headings, captions, fact-book, purpose, Students will read fact book U.S. Tour of Food and use a
action verbs, adjectives sequence chain to keep track of events
Big Question: How are various jobs similar and different?
Guiding Question: What are some different types of jobs?
Inside A Unit 3 On the Job
Week 7 Lesson 1-5
1.3 Reading Literature Content Objective: INSIDE A Teacher’s Edition:
-Key Ideas & Details, Main Idea/CC 1.3 A Identify components of fantasy Unit 3 Launch: T64-T65
-Key Ideas & Details, Text Analysis/CC 1.3 B Unit Resources: T64-T71
-Craft and Structure, Text Structure/CC 1.3 E Language Objectives: Unit Planner: T34c-T34d
-Vocabulary Acquisition & Use/CC 1.3 J Discourse complexity
-Range of Reading/CC 1.3 K -Preview the unit and determine the topics and goals of the unit. INSIDE A Student’s Edition
-Listen to a song about jobs and echo lines from song. Student Text: pp. 64-71
1.4 Writing -Discuss a job with classmates. Student Practice Book: pp. 37-40
-Informative/Explanatory, Conventions of -Write sentences to describe a job using action verbs. Language CD1, Track 8-10
Language/CC 1.4 F -Listen to dialogues about jobs and identify specific details. Theme Book CD1, Track 5-6
-Range of Writing/CC 1.4 X -Ask questions and write answers to questions about jobs. Text: What is It? (fantasy)
-Read and identify details in a fantasy story.
1.5 Speaking and Listening -Ask and answer yes/no questions about a fantasy story. Newcomer Support
-Comprehension and Collaboration, Language forms and conventions INSIDE the USA
Collaborative Discussion/CC 1.5A -Identify and use action verbs to describe what workers do. Unit 3, Part 1
-Presentation of Knowledge and Ideas, -Identify and use questions marks correctly. Teacher’s Edition: T71b-T83
Purpose, Context/CC 1.5F -Formulate and answer yes/no questions using appropriate pronouns.
-Convention of Standard English/CC 1.5 G -Write yes/no questions about pictures using Is, Are, and Can accurately. Genre and Reading Strategy:
Vocabulary Usage: Acquire and use grade level: Students will read fantasy story What is It? and use a concept
-Theme-related Vocabulary: Job, career, tools, build, use, hold, help, work, map graphic organizer to identify and organize details in the
workers story.
-Academic Vocabulary: Fantasy, pronoun, question mark, verb, concept web
Additional Resources:
Vocabulary Instruction: Deep teaching of 5 words that are
crucial to the topic and/or understanding of the texts or,
Independent practice-http://esl-lab.com/
Quick write
Guiding Question: What kinds of jobs interest me?
Week 8 Lessons 6-10
1.3 Reading Literature Content Objectives: INSIDE A Teacher’s Edition:
-Key Ideas & Details, Main Idea/CC 1.3 A -Identify components of realistic fiction. Unit Resources: T72-T78
-Key Ideas & Details, Text Analysis/CC 1.3 B Unit Planner: T64c-T64d
-Craft and Structure, Text Structure/CC 1.3 E Language Objectives:
-Vocabulary Acquisition & Use/CC 1.3 J Discourse Complexity INSIDE A Student’s Edition:
-Range of Reading/CC 1.3 K -Identify, spell, and pronounce high frequency words. Student Text: pp. 72-78
-Create word-maps and word-cards to study vocabulary. Student Practice Book: pp. 41-48
1.4 Writing -Use high frequency words in sentences. Fluency CD, Track 2
-Informative/Explanatory, Conventions of Language/CC 1.4 F Language Forms and Conventions Text: Let Ben Take It
-Range of Writing/CC 1.4 X -Identify and use question words who, what, where, and when
to form questions accurately. Newcomer Support
1.5 Speaking and Listening -Isolate, spell, and decode words with sounds /ĕ/e. INSIDE the USA
-Convention of Standard English/CC 1.5 G -Blend sound-by-sound to pronounce words with /ĕ/e. Unit 3, Part 2
-Identify, read, and build words with phonograms -et, Teacher’s Edition: T84-T91
-en, -ed.
-Isolate, spell, and decode words with /k/ck Genre and Reading Strategy:
-Identify, read, and build words with digraph /sh/sh. Students will read the realistic fiction story Let Ben Take It and
-Associate sounds and spellings of short e, /l/ll, s/ss, /z/zz, k/ck, make a web to organize details in the story.
/sh/sh.
Vocabulary Usage--Acquire and use grade-level Teach prefixes and suffixes
-Theme-related Vocabulary: study, learn, carry, find, use, love, http://www.k12reader.com/subject/vocabulary/suffix-
face, when, want, say, bike, messenger, worksheets/
-Academic Vocabulary: realistic fiction, character, event,
syllable, phoneme, phonograms, digraphs, blend, fluency,
accuracy
Guiding Questions: How do we describe and explain scientific concepts and ideas? What does a Geologist do?
Week 9 Lesson 11-15
1.2 Reading Informational Text Content Objectives: -Observe, measure, compare, and sort INSIDE A Teacher’s Edition:
-Key Ideas and Details, Main Idea/CC 1.2 A different types of rocks. Unit Resources: T79-T94a
-Key Ideas and Details, Text Analysis/CC B Unit Planner: T64c-T64d
-Craft and Structure, Text Structure/CC E Language Objectives:
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G Discourse Complexity INSIDE A Student’s Edition:
-Vocabulary Acquisition and Use/CC 1.3 J -Read and analyze titles in a textbook. Student Text: pp. 79-93
-Range of Reading/CC 1.3 K -Brainstorm and retrieve prior knowledge related to rocks. Student Practice Book: pp. 49-52
-Draw conclusions about people and rocks in photographs. Fluency CD, Track 11
1.4 Writing -Read and interpret definitions of words and create Expanded Text: Geologist: Rock Scientists (informational text)
-Informative/Explanatory/CC 1.4 A to F Meaning Maps for key words.
-Production and Distribution of Writing, Writing Process/CC -View and analyze headings, pictures and captions in an Assessment:
1.4T informational text and set a purpose for reading. Assessment handbook pp. 1q-1t, 1u, and pp. T38-T40 and
-Range of Writing -Identify topics and details while reading an informational text. pp.53-54
-Read and analyze an interview. Then, plan and write an
1.5 Speaking and Listening interview. InsideNG.com – download assessment, rubric, and fluency
-Comprehension and Collaboration, Collaborative -Present interview to class using clear pronunciation and passage with scoring form and WCPM graph, and
Discussion/CC 1.5 A appropriate volume. metacognitive forms
-Comprehension and Collaboration, Evaluating Information/CC Language Forms and Conventions
1.5 B -Edit self-created interview for errors. INSIDE A Teacher’s Edition p.T94a
-Presentation of Knowledge and Ides, Purpose, Audience, and Vocabulary Usage--Acquire and use grade-level Writing Project: pp. T91-T93
Task/CC 1.5 D -Theme-related Vocabulary: Observe, measure, compare, log,
-Integration of Knowledge and ideas, Multimedia/CC 1.5 F learn, rocks, scientists, study, use, fossils, geologist, interview Newcomer Support
-Conventions of Standard English/CC 1.5 G -Academic Vocabulary: Headings, captions, informational text, INSIDE the USA
analyze, topic, details Unit 3, Part 3
Teacher’s Edition: T92-T107d

Students will read the fact book Geologists: Rock Scientists and
use a web to identify topics and details
Big Question: What have we learned about communication, food, and jobs?
Inside A Unit 1-3 Review
Week 10
1.2 Reading Informational Text Content Objectives: INSIDE A Teacher’s Edition:
-Craft and Structure, Text Structure/CC 1.2 E -Identify and review components of realistic fiction, photo Unit Resources: T94b-T94e
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G essay, career sketch, fact book, and informational text.
-Integration of Knowledge and Ideas, Analysis Across Texts/CC INSIDE A Student’s Edition:
1.2 J Language Objectives: Student Practice Book: pp. 15-16, 32-33, 49-50 (Key
-Vocabulary Acquisition and Use/CC 1.2 J-K Discourse Complexity vocabulary) pp. 7-8, 24-25, 41-42 (Word recognition)
-Identify and review the form and function of negative
1.3 Reading Literature sentences, yes/no questions, and wh questions in present Assessment:
-Craft and Structure, Text Structure/CC 1.3 E simple. INSIDE A Teacher’s Edition pp.T94d-T94e
-Integration of Knowledge and Ideas, Sources of -Review the following reading strategies: identify sequence, Assessment handbook pp. 2-16 and p. 1w and pp. 1k, 1p, 1u
Information/CC 1.3 G classify information, word-webs and concept maps to identify and pp. T38-T40 and pp.51-55
-Vocabulary Acquisition and Use/CC 1.3 J and organize details.
Language Forms and Conventions InsideNG.com – download assessment, and reteaching
1.4 Writing -Identify, decode, spell and review words with short vowels: a, resources
-Range of Writing/CC 1.4 X e, I, o, u
-Identify, decode, spell and review words with ck, sh, ch, tch. Newcomer Support
-Identify and review the use of pronouns, present tense of be, INSIDE the USA
1.5 Speaking and Listening statements and exclamations, action verbs. Unit 4, Part 1
-Comprehension & Collaboration, Collaborative Discussion/CC Teacher’s Edition: T107b-T119
1.5 A Vocabulary Usage--Acquire and use grade-level
-Comprehension & Collaboration, Critical Listening/CC 1.5 B -Theme-related Vocabulary: first, home meet, next, people, Additional Resources:
-Conventions of Standard English/CC 1.5 G color, foods, shapes, sizes, visit, learn, rock, scientist, study,
use Practice with digraphs
https://www.pinterest.com/pin/465770786438677700/
-Academic Vocabulary: Realistic fiction, essay, fact book,
informational text, pronouns, present tense, statement,
exclamation, actions verb, identify, decode, review.
Big Question: Why are numbers important?
Guiding Question: How can we use numbers to give information, get information, and express needs?
Inside A Unit 4 Numbers Count
Week 11 Lesson 1-5
1.2 Reading Informational Text Content Objectives: INSIDE A Teacher’s Edition: pp. T94g-TT101
-Vocabulary Acquisition and Use/CC 1.3 J -Examine and analyze the importance of numbers. -Unit Planner: T94g-T94h
-Range of Reading/CC 1.3 K -Unit Launch: T94-T95
Language Objectives: -Language CD 1: Tracks 11-13
1.4 Writing Discourse Complexity
-Informative/Explanatory/CC 1.4 A -Identify and use ordinal numbers in sentences and questions INSIDE A Student’s Edition: pp. 94-101
-Informative/Explanatory, Conventions of Language/CC 1.4 F accurately. Student Practice Book:
-Range of Writing/CC 1.4 X -Differentiate between ordinal numbers and cardinal numbers. pp. 54-58
-Express needs appropriately using numbers.
1.5 Speaking and Listening Language Forms and Conventions InsideNG.com
-Comprehension and Collaboration, Collaborative -Form questions using do and does accurately. -Language Transparencies
Discussion/CC 1.5A -Identify and orally say cardinal numbers zero through one -Annotated Practice Book
-Presentation of Knowledge and Ideas, Purpose, Context/CC million fluently and accurately.
1.5F -Write sentences with cardinal numbers zero through one
-Convention of Standard English/CC 1.5G million accurately. Genre and Reading Strategy:
-Write negative sentences using am not, is not, and are not Students will read a historical fiction story and identify examples
accurately. of problem and solution while reading.
-Write negative sentences using do not and does not
accurately.
Newcomer Support
Vocabulary Usage--Acquire and use grade-level INSIDE the USA
-Theme-related Vocabulary: Ordinal numbers, cardinal Unit 4, Part 2
numbers
-Academic Vocabulary: negative sentences, comma Additional Resources:
Side by Side edition 1 practice “do” and “don’t”
Guiding Question: How do we spell, pronounce, and decode meanings for words related to numbers?
Week 12 Lesson 6-10
1.3 Reading Literature Content Objectives: INSIDE A Teacher’s Edition: pp. T102-T108
-Key Ideas and Details, Text Analysis/CC 1.3 B -Identify and examine components of realistic fiction. -Unit Planner: T94g-T94h
-Key Ideas and Details, Literary Elements/CC 1.3 C -Fluency CD: Track 4
-Craft and Structure, Text Structure/CC 1.3 E Language Objectives: -Language CD 1: Track 13
-Craft and Structure, Vocabulary/CC 1.3 F Discourse Complexity
-Vocabulary Acquisition and Use/CC 1.3 J -Create word-maps and word-cards to study vocabulary. INSIDE A Student Edition:
-Range of Reading/CC 1.3 K -Identify and decode meaning of high frequency words in pp. 102-108
realistic fiction story, Rush. Text: Rush (realistic fiction)
1.4 Writing -Identify events in the story Rush, and retell the story to a Student Practice Book:
-Informative/Explanatory, Conventions of Language/CC 1.4F partner. pp. 59-65
-Read the story, Rush, aloud with appropriate phrasing.
1.5 Speaking and Listening Language Forms and Conventions InsideNG.com
-Comprehension and Collaboration, Collaborative -Identify, spell, and pronounce high frequency words. -Language Transparencies
Discussion/CC 1.5 A -Isolate, spell, and decode words with consonant diagraphs. -Annotated Practice Book
-Presentation of Knowledge and Ideas, Context/CC 1.5 E -Blend sound-by-sound to pronounce words with consonant
-Presentation of Knowledge and Ideas, Purpose, Context/CC diagraphs. Newcomer Support
1.5 F -Isolate, spell, and decode words with consonant blends. INSIDE the USA
-Convention of Standard English/CC 1.5 G -Blend sound-by-sound to pronounce words with consonant Unit 4, Part 3
blends.
-Use contractions in negative sentences accurately. Genre and Reading Strategy:
Vocabulary Usage--Acquire and use grade-level Students will read the realistic fiction story, Rush, and make
-Theme-related Vocabulary: all, enough, leave, more, out, says, personal connections while reading.
second, three, two, without
-Academic Vocabulary: realistic fiction, rhyme, syllables, Create Word Wall : high frequency words
consonant diagraphs, consonant blends
-Use high frequency words in sentences.
Guiding Question: How has the Mayan Civilization contributed to the advancement of society?
Week 13 Lesson 11-15
1.2 Reading Informational Text Content Objectives: INSIDE B Teacher’s Edition: pp. T109-T123
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify and examine components of a personal narrative. -Unit Planner: T94g-T94h
-Key Ideas and Details, Text Analysis/CC 1.2 B-C -Explore aspects of Mayan civilization from historical to current -Writing Project: T121-T123
-Craft and Structure, Text Structure/CC 1.2 E times. -Fluency CD: Track 13
-Craft and Structure, Vocabulary/CC 1.2 F -Monitor Progress p.T124a
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G Language Objectives:
-Integration of Knowledge and Ideas, Evaluating Arguments/CC Discourse Complexity INSIDE B Student Edition:
1.2 H -Examine and analyze a table to locate and compare data of pp. 109-123
-Range of Reading/CC 1.2 L various geographical locations and populations. Text: The Mighty Maya (personal narrative)
-Use key vocabulary words to understand charts, headings, and Student Practice Book: 66-69
1.4 Writing text features in exploring South America.
-Informative/Explanatory/CC 1.4 A to F -Listen to and develop background knowledge about Mayan NGReach.com
-Production and Distribution of Writing, Writing Process/CC 1.4 civilization and culture. -Language Transparencies
T -Preview the reading selection, The Mighty Maya and notice -Annotated Practice Book
aspects of nonfiction texts. -Assessment & Rubrics
-Make and confirm predictions in The Mighty Maya. -Progress Tests and Quick Checks
1.5 Speaking and Listening -Make comparisons of two main cities while reading The Mighty
-Comprehension and Collaboration, Collaborative Maya. Assessment:
Discussion/CC 1.5A -Conduct interviews using a three-step process about the -Monitor Progress p.T124a
-Presentation of Knowledge and Ideas, Purpose, Context/CC Mayans. -Quick Check: Unit 4 (insideNG.com)
1.5F -Write words, sentences, paragraphs about how the population -Language Acquisition Rubrics (insideNG.com)
-Convention of Standard English/CC 1.5 G in a town progressed or changed in time.
-Publish, share and present a fact sheet about a self-selected
country of interest. Newcomer Support
Language Forms and Conventions INSIDE the USA
-Prewrite, draft, revise, edit and proofread a fact sheet about a Unit 5, Part 1
self-selected country of interest.
Vocabulary Usage--Acquire and use grade-level Genre and Reading Strategy:
-Theme-related Vocabulary: city, hundreds, population, Students will read a personal narrative, The Mighty Maya, and
thousands, two use features of tables and charts in identifying important details.
-Academic Vocabulary: table, chart, heading, title, row, column
Big Question: What happens in the city?
Guiding Question: How can we use language to describe people, places, and events in our environment?
Inside A Unit 5 City Sights
Week 14 Lesson 1-5
1.2 Reading Informational Text Content Objectives: INSIDE A Teacher’s Edition: pp. T126-T133
-Vocabulary Acquisition & Use/CC 1.3 J -Examine and analyze the importance of understanding a city -Unit Planner: T124c-T124d
-Range of Reading/CC 1.3 K environment. -Unit Launch: T124-T125
-Language CD 1: Tracks 14-15
1.3 Reading Literature Language Objectives:
-Key Ideas and Details, Text Analysis/CC 1.3 B Discourse Complexity INSIDE A Student’s Edition: pp. 124-133
-Key Ideas and Details, Literary Elements/CC 1.3 C -Practice asking/answering questions with partners using text Student Practice Book:
-Craft and Structure, Text Structure/CC 1.3 E photos describe places and events. pp. 70-75
-Craft and Structure, Vocabulary/CC 1.3 F -Listen to fluent models of speech and act out scenes in
-Vocabulary Acquisition and Use/CC 1.3 J asking/answering about information. InsideNG.com
-Range of Reading/CC 1.3 K -Write questions about places and exchange -Language Transparencies
questions/answers with partners. -Annotated Practice Book
1.4 Writing Language Forms and Conventions
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Listen to a song and ask/answer questions using prepositions Newcomer Support
to accurately describe locations. INSIDE the USA
1.5 Speaking and Listening -Identify and accurately build sentences using past tense forms Unit 5, Part 2
-Comprehension and Collaboration, Collaborative of the verb to be.
Discussion/CC 1.5A -Identify and correctly use singular or plural forms of verbs with Genre and Reading Strategy:
-Comprehension and Collaboration, Evaluating Information/CC past tense sentences. Students will read a realistic fiction story and identify details
1.5 B -Identify and correctly add –ed to verbs in sentences to tell while reading.
-Presentation of Knowledge and Ideas, Purpose, Audience, and about actions.
Task/CC 1.5 D -Identify and accurately use there is and there are in describing Additional Resources
-Presentation of Knowledge and Ideas, Purpose, Context/CC people and things.
1.5 F -Write sentences describing text photos using the correct form Practice with regular past tense verb endings
-Convention of Standard English/CC 1.5 G of there is, there are, and preposition words. http://www.eslflow.com/Pasttensethemes.html
-Theme-related Vocabulary: city, neighborhood, mall, street,
football, park
-Academic Vocabulary: prepositions, past tense, present tense,
singular, plural
Guiding Question: How do we spell, pronounce, and decode meanings to understand people and places in our
environment?
Week 15 Lesson 6-10
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify and examine components of a newspaper article. -Unit Planner: T124c-T124d
-Key Ideas and Details, Text Analysis/CC B -Fluency CD: Track 5
-Vocabulary Acquisition and Use/CC 1.3 J Language Objectives: -Language CD 1, Track 16
-Range of Reading/CC 1.3 K Discourse Complexity
-Create word-maps and word-cards to study vocabulary. INSIDE A Student Edition:
1.4 Writing -Read the story, Meet Jo, practicing whisper, partner, group, pp. 134-140
-Informative/Explanatory, Conventions of Language/CC 1.4 F and choral reading techniques. Text: Meet Jo (newspaper article)
-Range of Writing/CC 1.4 X -Practice fluency, intonation, accuracy and rate in several Student Practice Book:
readings of Meet Jo. pp. 76-83
1.5 Speaking and Listening -Create a chart to show details in Meet Jo and share findings
-Presentation of Knowledge and Ideas, Purpose, Context/CC with partners.
1.5F Language Forms and Conventions InsideNG.com
-Convention of Standard English/CC 1.5 G -Identify, spell, and pronounce high frequency words to tell -Language Transparencies
where people and things are located. -Annotated Practice Book
-Isolate, spell, decode, and pronounce words with long vowels
/o/, /e/, /i/. Newcomer Support
-Identify word patterns in determining vowel sounds for long INSIDE the USA
and short vowels Unit 5, Part 3
-Identify and accurately use contractions with pronoun-verbs in
sentences. Genre and Reading Strategy:
-Write sentences correctly using is or are in combining Students will read the newspaper article, Meet Jo, activate prior
pronoun-verb contractions. knowledge and identify details in describing a character’s role in
Vocabulary Usage--Acquire and use grade-level the community.
-Theme-related Vocabulary: above, animals, by, city, come,
down, her, people, sometimes, under
-Academic Vocabulary: realistic fiction, rhyme, syllables,
consonant diagraphs, consonant blends.

Guiding Question: How can maps and photographs help us understand the development of a city?
-Key Ideas & Details, Main Idea/CC 1.3 A -Identify and examine elements of a travel article. -Unit Planner: T124c-T124d
-Key Ideas & Vocabulary Acquisition & Use/CC 1.3 J -Determine key historical events in the development of San -Writing Project: T153-T155
-Range of Reading/CC 1.3 K Francisco. -Fluency CD: Track 14
deas & Details, Text Analysis/CC 1.3 B -Monitor Progress p.T156a
Language Objectives:
1.4 Writing Discourse Complexity INSIDE B Student Edition:
-Informative/Explanatory/CC 1.4 A to F -Listen to and read an article about the history of a city. pp. 141-155
-Production and Distribution of Writing, Writing Process/CC -Define and use features of a map to locate information. Text: San Francisco (travel article)
1.4T -Preview and use visuals to build background knowledge before Student Practice Book: 84-87
reading a travel article, San Francisco.
1.5 Speaking and Listening -Identify details about information while reading San Francisco. NGReach.com
-Comprehension and Collaboration, Collaborative -Make inferences and draw conclusions about events in the -Language Transparencies
Discussion/CC 1.5 A article, San Francisco. -Annotated Practice Book
-Comprehension and Collaboration, Evaluating Information/CC -Ask/answer questions about past and present information in -Assessment & Rubrics
1.5 B cooperative groups. -Progress Tests and Quick Checks
-Presentation of Knowledge and Ides, Purpose, Audience, and -Write words, sentences, paragraphs about neighborhoods.
Task/CC 1.5 D -Prewrite, draft, revise, edit and proofread a journal page about Assessment:
-Conventions of Standard English/CC 1.5 G your daily events of the week. -Monitor Progress p.T156a
-Publish, share and present a completed journal page. -Quick Check: Unit 5 (insideNG.com)
Language Forms and Conventions -Language Acquisition Rubrics (insideNG.com)
-Edit and proofread errors in self-created journal page.
Vocabulary Usage--Acquire and use grade-level Newcomer Support
-Theme-related Vocabulary: building, live, neighborhood, store, INSIDE the USA
town Unit 6, Part 1
-Academic Vocabulary: map, map title, symbol, scale, legend,
key Genre and Reading Strategy:
Students will build background knowledge for a newspaper
article, San Francisco, and use map features and photographs
to identify details in the article.
Big Question: Why are families important?
Guiding Question: How can we describe our family members?
Inside A Unit 6 Welcome Home!
Week 17 Lesson 1-5
-Key Ideas and Details, Main Idea/CC 1.2 A -Explore families, make personal connections, and understand -Unit Planner: T156c-T156d
-Key Ideas and Details, Text Analysis/CC B vocabulary in context about families and homes. -Unit Launch: T156-T157
-Vocabulary Acquisition and Use/CC 1.3 J -Language CD 2: Tracks 1-3
-Range of Reading/CC 1.3 K Language Objectives:
Discourse Complexity INSIDE A Student’s Edition: pp. 156-163
1.4 Writing -Discuss and respond to the unit theme and role-play a family Student Practice Book:
-Informative/Explanatory/CC 1.4 A member scene. pp. 88-92
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Listen to fluent models of speech and sing a chant.
-Range of Writing/CC 1.4 X -Ask/answer questions pertaining to information about our InsideNG.com
families. -Language Transparencies
1.5 Speaking and Listening -Identify household areas and give information in statements -Annotated Practice Book
-Comprehension and Collaboration, Collaborative about household activities.
Discussion/CC 1.5 A -In cooperative groups, write sentences about family activities Newcomer Support
-Presentation of Knowledge and Ideas, Purpose, Context/CC occurring in the house. INSIDE the USA
1.5 F -Ask/answer questions with partners about household objects. Unit 6, Part 2
-Conventions of Standard English/CC 1.5 G -Illustrate a desired home setting, write sentences with
descriptions, and share aloud with partners. Genre and Reading Strategy:
-Practice giving and receiving praise/compliments through role- Students will read a photo essay and identify main idea and
play. details while reading.
-Identify and correctly use pronouns with the verbs, have and Additional Resources:
has, in sentences. Practice with has v. have
-Write sentences using the present tense verb have and has http://www.worksheetplace.com/index.php?function=
with the correct pronouns. DisplayCategory&showCategory=Y&links=1&id=479
Vocabulary Usage--Acquire and use grade-level &link1=479
-Theme-related Vocabulary: family members, have, has, I, you,
we, they, he, she, it.
-Academic Vocabulary: pronouns, verbs, questions,
information, statements, dialogues
Guiding Question: How do we use language to describe families?
Week 18 Lesson: 6-10
1.3 Reading Literature Content Objective: INSIDE A Teacher’s Edition: pp. T164-T170
-Key Ideas & Details, Main Idea/CC 1.3 A -Identify and explore characteristics of a personal narrative. -Unit Planner: T156c-T156d
-Key Ideas & Details, Text Analysis/CC 1.3 B -Fluency CD: Track 6
-Vocabulary Acquisition & Use/CC 1.3 J Discourse Complexity
-Range of Reading/CC 1.3 K -Identify, spell, and pronounce high frequency words. INSIDE A Student Edition:
-Illustrate a family and write sentences using vocabulary words. pp. 164-170
1.4 Writing. -Spell and identify matching words in a word card activity with a Text: When We Came to Wisconsin (personal narrative)
-Informative/Explanatory, Conventions of Language/CC 1.4F partner. Student Practice Book:
-Range of Writing/CC 1.4 X -Isolate, spell, decode and read high frequency vocabulary pp. 93-100
words in sentences.
1.5 Speaking and Listening -Blend sound-by-sound to pronounce and spell words with long InsideNG.com
-Comprehension and Collaboration, Collaborative vowels /a/, /o/, /i/, /u/. -Language Transparencies
Discussion/CC 1.5 A -Blend and spell whole words with long and short vowels and -Annotated Practice Book
-Convention of Standard English/CC 1.5 G notice patterns
Language Forms and Conventions Newcomer Support
-Identify and correctly read words with plural endings –s and – INSIDE the USA
es. Unit 6, Part 3
-Define a noun and read sentences with the correct noun forms
Vocabulary Usage--Acquire and use grade-level Genre and Reading Strategy:
-Theme-related Vocabulary: eyes, family, father, head, mother, Students will set a purpose for a personal narrative, When We
other, our, really, together, watch Came to Wisconsin, and identify main idea and details while
-Academic Vocabulary: plural, main idea, details, noun reading.
Guiding Question: Why is it important for family members to spend time together?
1.3 Reading Literature Content Objectives: INSIDE B Teacher’s Edition: pp. T171-T185
-Key Ideas & Details, Main Idea/CC 1.3 A -Identify and examine characteristics of a personal narrative. -Unit Planner: T156c-T156d
-Key Ideas & Details, Text Analysis/CC 1.3 B -Understand and use the steps of the writing process. -Fluency CD: Track 15
-Craft and Structure, Text Structure/CC 1.3 E -Writing Project: T183-T185
-Vocabulary Acquisition & Use/CC 1.3 J Language Objectives: -Monitor Progress: T186a
-Discuss family experiences to build background knowledge INSIDE B Student Edition: pp. 171-202
1.4 Writing before reading, The Family Reunion. Text: The Family Reunion (personal narrative)
-Informative/Explanatory/CC 1.4 A to F -Define and study key vocabulary related to families. Student Practice Book: 101-104
-Production and Distribution of Writing, Writing Process/CC -Identify main ideas and details while reading The Family
1.4T Reunion. InsideNG.com
-Range of Writing -Make and confirm predictions while reading The Family -Language Transparencies
Reunion. -Annotated Practice Book
1.5 Speaking and Listening -In cooperative groups ask/answer questions in an imaginary -Assessment & Rubrics
-Comprehension and Collaboration, Collaborative family reunion. -Progress Tests and Quick Checks
Discussion/CC 1.5A -Draw conclusions based on story events and photos in, The
-Comprehension and Collaboration, Evaluating Information/CC Family Reunion. Assessment:
1.5 B -Write words, sentences, paragraphs about a family -Monitor Progress p.186a
-Presentation of Knowledge and Ideas, Purpose, Context/CC experience. -Quick Check: Unit 6 (insideNG.com)
1.5F -Prewrite, draft, revise, edit, and proofread a family description. -Language Acquisition Rubrics (insideNG.com)
-Convention of Standard English/CC 1.5G -Publish, share, and reflect on a family description.
-Edit and proofread a self-created family description for errors INSIDE the USA
in spelling, mechanics, and grammar. Unit 7, Part 1
Theme-related Vocabulary: cousin, family, grandchildren, Genre and Reading Strategy:
parents, together Students will build background knowledge, read a personal
-Academic Vocabulary: main idea, details, headings narrative, The Family Reunion, and identify main ideas and
details.
Big Question: What have we learned about numbers, our communities, and the importance of families?
Week 20
1.2 Reading Informational Text Content Objectives: INSIDE B Teacher’s Edition: pp. T186b-T186e
-Craft and Structure, Text Structure/CC 1.2 E -Identify and review components of websites, chat-rooms, -Cumulative Review: T186b-T186c
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G informational texts, stories, realistic fiction, myths, and articles. -Monitor Progress: T186d-T186e
-Integration of Knowledge and Ideas, Analysis Across Texts/CC
1.2 J Language Objectives: Student Practice Book: pp.66-67, 84-85, 101-102 (Key
-Vocabulary Acquisition and Use/CC 1.2 J-K Discourse Complexity vocabulary) pp. 76-77, 94-95, 111-112 (Word recognition)
-Identify and review words with blends, digraphs, short and long
1.3 Reading Literature vowels, multisyllabic words, and plurals. InsideNG.com
-Craft and Structure, Text Structure/CC 1.3 E -Identify and review high frequency words. Assessment & Rubrics
-Integration of Knowledge and Ideas, Sources of -Review and practice identifying details of a topic. Progress Tests & Quick Checks
Information/CC 1.3 G -Review and practice identifying main idea and details.
-Vocabulary Acquisition and Use/CC 1.3 J -Review and practice finding main ideas and details with Assessment:
practice passages. -Unit Tests for Progress Monitoring: Units 4-6 (insideNG.com)
1.4 Writing Language Forms and Conventions -Quick Check Class Profile: Units 4-6 (insideNG.com)
-Range of Writing/CC 1.4 X -Review using questions with do/does, negative sentences, -Unit Reflection & Self Assessment: Units 4-6 (insideNG.com)
contractions with not, am, is are, past tense verbs, statements -Unit Test Student Profile: Units 4-6 (insideNG.com)
with there is and there are, and present tense verbs. -Unit Test Class Profile: Units 4-6 (insideNG.com)
1.5 Speaking and Listening Vocabulary Usage--Acquire and use grade-level
-Comprehension & Collaboration, Collaborative Discussion/CC -Theme-related Vocabulary: city, hundreds, population,
1.5 A thousands, two, building, live, neighborhood, store, town, Newcomer Support
-Comprehension & Collaboration, Critical Listening/CC 1.5 B cousin, family, grandchildren, parents, together INSIDE the USA
-Conventions of Standard English/CC 1.5 G -Academic Vocabulary: table, chart, heading, title, row, column, Unit 7, Part 2
map, map title, symbol, scale, legend, key, main idea, details,
headings, do, does, not, am, is, are, there is, there are, Additional
negative sentences, contractions, past tense, present tense, Resources:
have, has, plural nouns, consonant diagraphs, consonant http://www.lan
blends guage-
worksheets.co
m/there-is-
there-are-
elementary.ht
ml
I
Big Question: What are habitats, landforms, and weather like around the world?
Guiding Question: How can we describe habitats, landforms, weather, and seasonal clothing around the world?
Inside A Unit 7 Pack Your Bags!
Week 21 Lesson 1-5
-Key Ideas and Details, Main Idea/CC 1.2 A -Explore and analyze various environments with related -Unit Planner: T186g-T186h
-Craft and Structure, Vocabulary/CCF clothing for seasons. -Unit Launch: T186-T187
-Range of Reading/CC 1.2 L -Language CD 2: Tracks 4-7
1.4 Writing Discourse Complexity
-Informative/Explanatory/CC 1.4 A -Discuss and respond to the unit theme and classify/categorize
-Informative/Explanatory, Conventions of Language/CC 1.4F animals according to habitats. INSIDE A Student’s Edition: pp. 186-193
-Range of Writing/CC 1.4 X -Listen to fluent models of speech and sing a chant. Student Practice Book:
-Create a mind map of concepts using related vocabulary, pp. 105-110
1.5 Speaking and Listening pictures, words, actions, and ideas.
-Comprehension and Collaboration, Collaborative -Communicate with partners by acting out and role-playing the InsideNG.com
Discussion/CC 1.5A use of commands. -Language Transparencies
-Presentation of Knowledge and Ideas, Purpose, Context/CC -Write a postcard of a chosen place to explore, using adjectives -Annotated Practice Book
1.5F for descriptions.
-Convention of Standard English/CC 1.5G -Describe weather conditions and weather related clothing
using photos. Newcomer Support
-Write a sentence and illustrate a picture showing an activity INSIDE the USA
that takes place during a particular season. Unit 7, Part 3
-Identify and practice using adjectives to describe landforms
found in nature.
-Identify and correctly use the helping verb can, to explain List of adjectives to describe nature
activities occurring in various types of seasons.
https://describingwords.net/list-of-describing-words-to-describe-
Vocabulary Usage--Acquire and use grade-level nature/
-Theme-related Vocabulary: rain forest, habitat, animals, island,
mountain, hot, cold, warm, sunny, cloudy, rainy, windy,
landform and transportation words, weather and clothing words,
can
-Academic Vocabulary: commands, adjectives, verbs, proper
nouns, classify, categorize
Guiding Question: How do we spell, pronounce, and decode meanings for words related to landforms and
various environments?
Inside A Unit 7: Pack Your Bags!
Week 22 Lesson 6-10
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify and examine characteristics of a science article. -Unit Planner: T186g-T186h
-Key Ideas and Details, Text Analysis/CC B -Fluency CD: Track 7
Discourse Complexity
-Illustrate a vocabulary word and write a matching sentence.
-Make a diagram to support main idea with details in Explore a INSIDE A Student Edition:
1.4 Writing Wetland. pp. 194-200
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Read the story, Explore a Wetland, focusing on fluency, Text: Explore a Wetland (science article)
-Range of Writing/CC 1.4 X accuracy, and rate. Student Practice Book:
Language Forms and Conventions pp. 111-118
1.5 Speaking and Listening -Blend sound-by-sound to accurately pronounce and spell
-Comprehension and Collaboration, Collaborative words with long vowels /a/, /e/, /o/. InsideNG.com
Discussion/CC 1.5A -Compare/contrast short and long vowels, focusing on word -Language Transparencies
-Convention of Standard English/CC 1.5G patterns. -Annotated Practice Book
-Read and correctly identify multisyllabic words in context.
-Define and accurately identify proper nouns. Newcomer Support
-Edit and write sentences correctly with proper nouns. INSIDE the USA
Vocabulary Usage--Acquire and use grade-level Unit 8, Part 1
-Theme-related Vocabulary: always, below, important, once, or,
places, river, through, water, world
-Academic Vocabulary: science article, classify, compound Genre and Reading Strategy:
words, proper nouns Students will activate prior knowledge before reading science
-Ask/answer questions related to vocabulary words. article, Explore a Wetland, and classify features of a wetland
while reading.
Guiding Question: What is the importance of water and its role on the earth?
Inside A Unit 7 Pack Your Bags!
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify and examine characteristics of an expository nonfiction -Unit Planner: T186g-T186h
-Key Ideas and Details, Text Analysis/CC 1.2 B text. -Fluency CD: Track 16
-Key Ideas and Details, Point of View/CC 1.2 D -Understand and use the writing process steps for a travel -Writing Project: T213-T215
-Craft and Structure, Text Structure/CC E guide. -Monitor Progress: T216a
-Craft and Structure, Vocabulary/CC 1.3 F
-Vocabulary Acquisition and Use/CC 1.3 J Language Objectives: INSIDE B Student Edition: pp. 201-215
-Range of Reading/CC 1.3 K Discourse Complexity Text: The Water Planet (expository nonfiction)
-Identify and analyze the use of diagrams, titles, and labels in Student Practice Book: 119-122
1.4 Writing understanding the water cycle.
-Informative/Explanatory/CC 1.4 A to F -Build background knowledge before reading The Water Planet InsideNG.com
-Production and Distribution of Writing, Writing Process/CC 1.4 using photos and discussing landforms. -Language Transparencies
T -Define and study key vocabulary related to land and water. -Annotated Practice Book
-Range of Writing/CC 1.4 X -Identify and explore components of an expository nonfiction -Assessment & Rubrics
text, The Water Planet. -Progress Tests and Quick Checks
-Classify information about the earth’s ocean while reading The
1.5 Speaking and Listening Water Planet. Assessment:
-Comprehension and Collaboration, Collaborative -Ask/answer questions while reading The Water Planet. -Monitor Progress p.216a
Discussion/CC 1.5A -Identify cause and effect features of wind and waves in The -Quick Check: Unit 7 (insideNG.com)
-Presentation of Knowledge and Ideas, Purpose, Context/CC Water Planet. -Language Acquisition Rubrics (insideNG.com)
1.5F -Write words/sentences/paragraphs about the ocean.
-Convention of Standard English/CC 1.5G -Publish, share, and reflect on a travel guide writing piece. Newcomer Support
Language Forms and Conventions INSIDE the USA
-Prewrite, draft, revise, edit, and proofread a travel guide. Unit 8, Part 3
-Theme-related Vocabulary: cold, ocean, surface, warm, world Genre and Reading Strategy:
-Academic Vocabulary: expository nonfiction, diagram, title, Students will read an expository text, The Water Planet and use
label, classify, proper noun diagrams to classify information.
Big Question: What is the role of friendship in our lives?
Guiding Question: How can we describe friendships and express feelings and emotions?
Inside A Unit 8 Friend to Friend
Week 24 Lesson 1-5
-Key Ideas and Details, Main Idea/CC 1.2A -Identify and evaluate the role of friendships and feelings. -Unit Planner: T216c-T1216d
-Unit Launch: T216-T217
1.4 Writing Language Objectives: -Language CD 2: Tracks 8-10
-Informative/Explanatory, Conventions of Language/CC 1.4 F Discourse Complexity
-Range of Writing/CC 1.4 X -Discuss and respond to the unit theme of friendship, evaluating INSIDE A Student’s Edition: pp. 216-223
photos and role-playing a scene. Student Practice Book:
1.5 Speaking and Listening -Begin a mind map of concepts using related vocabulary, pp. 123-128
-Comprehension and Collaboration, Collaborative pictures, words, actions, and ideas.
Discussion/CC 1.5A -Identify speakers and act out a scene expressing feelings InsideNG.com
-Convention of Standard English/CC 1.5G verbally and non-verbally. -Language Transparencies
-Role-play making and accepting apologies. -Annotated Practice Book
-Listen to fluent models of speech and sing a chant using past
tense verbs.
-Identify and correctly use past tense verbs in describing Newcomer Support
actions. INSIDE the USA
-Identify and correctly use words with past tense verbs was and Unit 9, Part 1
were, in sentences.
-Define and accurately use contractions with negative past
tense verbs in building sentences. Additional
-Write sentences using contraction words with not. Resources:
Vocabulary Usage--Acquire and use grade-level Was versus
-Theme-related Vocabulary: angry, sorry, friendly, lonely, were
jealous, proud, surprised, happy, feeling words, action words, http://www.eng
apology, was, were, did not, was not, were not lisch-
-Academic Vocabulary: past tense verbs, negative sentences, hilfen.de/en/ex
contractions ercises/tenses
/was_were.ht
m
Guiding Question: How do we describe and explain our friendships and feelings?
Week 25 Lesson 6-10
1.3 Reading Literature Content Objectives: INSIDE A Teacher’s Edition: pp. T224-T230
-Craft and Structure, Vocabulary/CC 1.3F -Identify and explore characteristics of a realistic fiction. -Unit Planner: T216c-T1216d
-Vocabulary Acquisition and Use/CC 1.3J -Fluency CD: 8
-Range of Reading/CC 1.3K -Language CD: Track 26
Discourse Complexity INSIDE A Student Edition:
1.4 Writing -Create word maps and complete sentences using high pp. 224-230
-Informative/Explanatory, Conventions of Language/CC 1.4 F frequency words. Text: Eva’s Lesson (realistic fiction)
-Range of Writing/CC 1.4 X -Identify and examine realistic fiction as a genre. Student Practice Book:
-Pantomime verbs with –ed endings and practice using pp. 129-134
1.5 Speaking and Listening vocabulary in context.
-Conventions of Standard English/CC 1.5 G -Read the story, Eva’s Lesson, focusing on fluency, accuracy, InsideNG.com
and rate. -Language Transparencies
-Make a chart to show cause and effect for story events in, -Annotated Practice Book
Eva’s Lesson.
-Identify, spell, and pronounce high frequency words with Newcomer Support
accuracy. INSIDE the USA
-Listen to and accurately spell and pronounce words with –ed Unit 9, Part 2
past tense endings.
-Listen to fluent models of speech and identify action verbs with
–ed past tense endings. Genre and Reading Strategy:
-Read sentences with –ed past tense endings and write Students will activate prior knowledge before reading realistic
dictated sentences with accuracy. fiction story, Eva’s Lesson, and identify cause and effect while
-Identify verbs with –ed past tense endings in Eva’s Lesson. reading.
-Define and accurately use possessive nouns.
-Build and write sentences correctly with possessive nouns.
-Theme-related Vocabulary: about, again, began, dance, said,
saw, their, thought, was, where
-Academic Vocabulary: realistic fiction, verbs, cause, effect,
possessive nouns
Guiding Question: What is the value of building friendships and working together?
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify and examine characteristics of a magazine article. -Unit Planner: T216c-T1216d
-Key Ideas and Details, Text Analysis/CC B -Understand and use the writing process steps for a memory -Fluency CD: Track 16
-Craft and Structure, Text Structure/CC E story -Writing Project: T243-T245
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G -Monitor Progress: T246a
-Vocabulary Acquisition and Use/CC 1.3 J Language Objectives:
-Range of Reading/CC 1.3 K Discourse Complexity INSIDE B Student Edition: pp. 231-245
-Identify and analyze the use of bar graphs in a magazine Text: Hand in Hand (magazine article)
1.4 Writing article. Student Practice Book: 135-138
-Narrative/CC 1.3 M to R -Build background knowledge for Hand in Hand by activating
-Production and Distribution of Writing, Writing Process/CC 1.4 prior knowledge and viewing photos. InsideNG.com
T -Identify cause and effect while reading Hand in Hand. -Language Transparencies
-Range of Writing -Set and confirm reading purposes in Hand in Hand. -Annotated Practice Book
-Make judgments using photos and identify map features in -Assessment & Rubrics
1.5 Speaking and Listening Hand in Hand. -Progress Tests and Quick Checks
-Comprehension and Collaboration, Collaborative -Make personal connections about friendships and working
Discussion/CC 1.5 A together in Hand in Hand. Assessment:
-Comprehension and Collaboration, Evaluating Information/CC -Identify and evaluate bar graphs showing information about -Monitor Progress p. 246a
1.5 B students in Hand in Hand. -Quick Check: Unit 8 (insideNG.com)
-Presentation of Knowledge and Ideas, Purpose, Audience, and -Write words/sentences/paragraphs about friendship. -Language Acquisition Rubrics (insideNG.com)
Task/CC 1.5 D -Prewrite, draft, revise, edit, and proofread a memory story.
-Integration of Knowledge and Ideas, Multimedia/CC 1.5 F -Publish, share, and reflect on a memory story. Newcomer Support
-Conventions of Standard English/CC 1.5 G Language Forms and Conventions INSIDE the USA
-Edit and proofread a self-created memory story. Unit 9, Part 3
-Theme-related Vocabulary: angry, different, friendship, group, Genre and Reading Strategy:
hoped Students will build background knowledge before reading a
-Academic Vocabulary: title, scale, label, bar, bar graph, magazine article, Hand in Hand, and identify cause and effect
magazine article, cause, effect, bar graph while reading.
Big Question: How do we celebrate events in our lives?
Guiding Question: How can we describe the various ways people dance to celebrate events around the world?
Inside A Unit 9 Celebrate!
Week 27 Lesson 1-5
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify and explore how people dance to celebrate events -Unit Planner: T246c-T1246d
-Vocabulary Acquisition and Use/CC 1.3 J around the world. -Unit Launch: T246-T247
-Range of Reading/CC 1.3 K -Language CD 2: Tracks 11-14
1.4 Writing Discourse Complexity INSIDE A Student’s Edition: pp. 246-254
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Discuss and respond to the unit theme of celebrations by Student Practice Book:
examining photos and creating a dance. pp. 139-144
1.5 Speaking and Listening -Create a mind map of concepts using related vocabulary,
-Comprehension and Collaboration, Collaborative pictures, words, actions, and ideas. InsideNG.com
Discussion/CC 1.5 A -Identify speakers and describe various dancers around the -Language Transparencies
-Comprehension and Collaboration, Evaluating Information/CC world. -Annotated Practice Book
1.5 B -Conduct interviews with people from different countries and
-Presentation of Knowledge and Ides, Purpose, Audience, and write sentences to describe the interviewed people.
Task/CC 1.5 D -Role-play conversations of extending, accepting, and/or Newcomer Support
-Integration of Knowledge and ideas, Multimedia/CC 1.5 F declining invitations. INSIDE the USA
-Conventions of Standard English/CC 1.5 G Language Forms and Conventions Unit 10, Part 1
-Sing a chant, and ask/answer questions using adverbs with
accuracy.
-Identify and correctly use present progressive verbs in
describing actions related to dancing. Adverb practice worksheet
-Write sentences correctly with adverbs to describe photos.
https://www.superteacherworksheets.com/adverbs.html
-Identify and correctly use words with the phrases, like to or
want to, in sentences.
-Theme-related Vocabulary: celebrate, dance, high, carefully,
happily, loudly, up, quickly, slowly, wildly, country words,
people, world, kick high, reach up, dance gracefully, spin
quickly, step forward, dance together, kick back, step across,
invitation, accept
-Academic Vocabulary: adverbs, present progressive verbs,
extend, express
Guiding Question: How do we spell, pronounce, and decode meanings for words related to dancing and
celebrations?
Week 28 Lesson 6-10
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify and examine characteristics of an informational text. -Unit Planner:T246c-T1246d
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G -Fluency CD: 9
-Vocabulary Acquisition and Use/CC 1.3 J Language Objectives: -Language CD 2: Track 14
-Create word maps and complete sentences using high INSIDE A Student Edition:
1.4 Writing frequency words. pp. 255-260
-Informative/Explanatory/CC 1.4 A to F -Write sentences and label them as true or false statements Text: Dance to Celebrate! (informational text)
-Response to Literature/CC 1.4 S after reading, Dance to Celebrate!. Student Practice Book:
-Range of Writing/CC 1.4 X -Use given words and phrases to describe pictures from Dance pp. 145-148
to Celebrate!.
1.5 Speaking and Listening -Write descriptions of dancers from Dance to Celebrate! InsideNG.com
-Comprehension and Collaboration, Collaborative -Practice reading high-frequency words fluently as whole -Language Transparencies
Discussion/CC 1.5 A words, while reading Dance to Celebrate!. -Annotated Practice Book
-Comprehension and Collaboration, Evaluating Information/CC -Read the story, Dance to Celebrate!, focusing on fluency,
1.5 B accuracy, and rate. Newcomer Support
-Conventions of Standard English/CC 1.5 G Language Forms and Conventions INSIDE the USA
-Listen to and read verbs with –ing endings. Unit 10, Part 2
-Blend and spell verbs with –ing endings.
-Add –ing to word endings to make new words. Genre and Reading Strategy:
-Listen to fluent models of speech and delete final sounds in Students will build background knowledge before reading an
verbs with –ing endings. informational text, Dance to Celebrate!, and identify main idea
-Build verbs with –ing endings and discuss spelling patterns. and details while reading.
-Identify and correctly write new words using –ing endings.
Vocabulary Usage—Acquire and use grade-level
-Theme-related Vocabulary: another, beginning, celebrate,
change, children, following, most, started, only, young, verb
words ending in –ed, -ing
-Academic Vocabulary: informational text, verb endings, details
Guiding Question: How do different cultures celebrate events?
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify and examine characteristics of a magazine article. -Unit Planner: T216c-T1216d
-Key Ideas and Details, Text Analysis/CC B -Identify and analyze the use of map features and symbols in a -Fluency CD: Track 18
-Craft and Structure, Text Structure/CC E magazine article. -Writing Project: T273-T275
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G -Understand and use the writing process steps to create a blog -Monitor Progress: T276a
-Vocabulary Acquisition and Use/CC 1.3 J writing piece.
-Range of Reading/CC 1.3 K INSIDE B Student Edition: pp. 261-275
Language Objectives: Text: Kite Festival (magazine article)
1.4 Writing Discourse Complexity Student Practice Book: 149-152
-Informative/Explanatory/CC 1.4 A to F -Classify characteristics of kites while reading, Kite Festival.
-Distribution of Writing, Writing Process/CC 1.4 T -Set and confirm reading purposes in Kite Festival. InsideNG.com
-Identify and read key vocabulary in context in Kite Festival. -Language Transparencies
1.5 Speaking and Listening -Analyze photos and understand origins of a cultural event -Annotated Practice Book
-Comprehension and Collaboration, Collaborative while reading Kite Festival. -Assessment & Rubrics
Discussion/CC 1.5A -Conduct an interview about an imaginary kite festival and -Progress Tests and Quick Checks
-Comprehension and Collaboration, Evaluating Information/CC ask/answer questions while reading Kite Festival.
1.5 B -Make inferences and compare/contrast kite purposes in Kite Assessment:
-Presentation of Knowledge and Ideas, Purpose, Context/CC Festival. -Monitor Progress p. 276a
1.5F -Write words, sentences, and paragraphs about celebrations -Quick Check: Unit 9 (insideNG.com)
-Convention of Standard English/CC 1.5G and traditions. -Language Acquisition Rubrics (insideNG.com)
-Publish, share, and reflect on a blog writing piece.
-Prewrite, draft, revise, edit, and proofread a blog writing piece.
-Edit and proofread self-created blog writing piece. INSIDE the USA
Vocabulary Usage--Acquire and use grade-level Unit 10, Part 3
-Theme-related Vocabulary: celebrate, colorful, enjoy,
gracefully, started
-Academic Vocabulary: country, city, capital, border, magazine Genre and Reading Strategy:
article, classify, political maps Students will preview and set a reading purpose for a magazine
article, Kite Festival and use details to classify content.
Big Question: What have we learned about people, places, and how we celebrate around the world?
Week 30
-Key Ideas and Details, Main Idea/CC 1.2A -Identify and review components of science articles, global -Cumulative Review: T276b-T276c
-Key Ideas and Details, Text Analysis/CCB environments and weather, expository nonfiction, realistic -Monitor Progress: T276d-T276e
-Craft and Structure, Text Structure/CCE fiction, magazine articles, informational texts, friendships,
-Craft and Structure, Vocabulary/CCF cultural celebrations, travel guides, memory stories, and blogs. Student Practice Book: pp.119-120, 135-136, 149-150 (Key
-Range of Reading/CC 1.2 L vocabulary), pp. 111-112, 129-130, 145-146 (Word recognition)
1.3 Reading Literature Discourse Complexity InsideNG.com
-Craft and Structure, Text Structure/CC 1.3E -Identify, make connections, write, and recall basic vocabulary Assessment & Rubrics
-Craft and Structure, Vocabulary/CC 1.3F words related to landforms, transportation, weather, clothing, Progress Tests & Quick Checks
-Vocabulary Acquisition and Use/CC 1.3J feelings, and countries.
-Range of Reading/CC 1.3K -Classify and group ideas or things according to characteristics. Assessment:
-Identify cause and effect using a graphic organizer. -Unit Tests for Progress Monitoring: Units 7-9 (insideNG.com)
Language Forms and Conventions -Quick Check Class Profile: Units 7-9 (insideNG.com)
1.4 Writing -Identify and review short and long vowels, multisyllabic words, -Unit Reflection & Self Assessment: Units 7-9 (insideNG.com)
-Range of Writing/CC 1.4 X and verb words ending in –ed and -ing. -Unit Test Student Profile: Units 7-9 (insideNG.com)
-Review the use of commands, verbs, proper nouns, regular -Unit Test Class Profile: Units
and irregular past tense verbs, negative sentences and 7-9 (insideNG.com)
1.5 Speaking and Listening contractions with not, possessive nouns, adverbs, and present
-Comprehension and Collaboration, Collaborative progressive verbs.
Discussion/CC 1.5A Vocabulary Usage--Acquire and use grade-level Additional Resources:
-Comprehension and Collaboration, Evaluating Information/CC -Theme-related Vocabulary: cold, ocean, surface, warm, world,
1.5 B angry, different, friendship, group, hoped, celebrate, colorful, Present Progressive Worksheet
-Presentation of Knowledge and Ideas, Purpose, Context/CC enjoy, gracefully, started, vocabulary words related to
1.5F landforms, transportation, weather, clothing, feelings, and http://www.englishforeveryone.org/Topics/Verb-Tenses.htm
-Convention of Standard English/CC 1.5G countries
-Academic Vocabulary: science article, expository nonfiction,
realistic fiction, magazine article, informational text, commands,
proper nouns, regular and irregular verbs, contractions,
possessive nouns, adverbs, present progressive, classify,
cause, effect
Grade 8 Curriculum
ENL/ELA
Inside B
National Geographic
Big Question: How do people in a community rely on one another?
Guiding Question: How do we work as a team to help each other?
Inside B Unit 1 Here to Help
Week 1 Part 1 (Lessons 1-5)
1.2 Reading Informational Text Content Objectives: Inside B Teacher’s Edition:
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G -Define realistic fiction and analyze its components. Unit 1 Launch: T2-T3
-Identify cause and effect in a story. Unit Resources: T2-T9
1.3 Reading Literature Unit Planner: T2b-T2c
-Key Ideas & Details, Text Analysis/CC 1.3 B Language:
-Craft and Structure, Text Structure/CC 1.3 E Discourse Complexity Inside B Student’s Edition:
-Vocabulary Acquisition and Use/CC 1.3 J -Analyze, discuss, and respond to the big question using a Student Text: pp.2-9
-Range of Reading/CC 1.3 K variety of sentence lengths. Student Practice Book: pp.1-6
-Describe and discuss community workers and how people help Language CD1, Tracks 1-3
1.4 Writing in their community using high frequency words and a variety of
-Informative/Explanatory, Conventions of Language/CC 1.4 F sentence lengths. Newcomer Support
-Range of Writing/CC 1.4 X -Interpret visual images about community workers using a mind INSIDE the USA
map. Unit 1, Part 1
1.5 Speaking and Listening Language Forms and Conventions Teacher’s Edition: T1a-T13
-Comprehension & Collaboration, Collaborative Discussion/CC -Use helping verbs: may, might, and could to describe the
1.5A future orally. Genre and Reading Strategy:
-Comprehension & Collaboration, Critical Listening/CC 1.5B -Use “have to” and “need to” in present tense with both singular Students will read realistic fiction story and use the following
-Conventions of Standard English/CC 1.5 G and plural pronouns orally and in writing. strategies as they read: activating prior knowledge, setting a
-Use possessive pronouns orally and in writing. purpose, and identifying cause and effect strategies.
-Use helping verbs-- may, might, and could-- to describe the
future in writing.
Vocabulary Usage—Acquire and use grade level
-Unit Vocabulary: o’clock, half past, noon, and quarter after.
-High Frequency Words: may, might, and could.
-Academic Vocabulary: phrase, possessive adjective, and
helping verb.
Guiding Question: How do workers help take care of our communities?
-Key Ideas and Details, Text Analysis/CC 1.2 C -Identify and define the features of a newspaper article. Unit Resources: T10-T18
-Craft & Structure, Text Structure/CC 1.2 E -Identify and define captions as a text feature. Unit Planner: T2b-T2c
-Vocabulary Acquisition and Use/CC 1.2 K -Identify cause and effect in a newspaper article.
-Range of Reading/CC.1.2 L Inside B Student’s Edition:
Language: Student Text: pp.10-18
1.3 Reading Literature Discourse Complexity Student Practice Book: pp.7-11
-Vocabulary Acquisition and Use/CC 1.3 J -Analyze, discuss, and respond to a newspaper article. Sound/Spell cards 34, 36
-Read a newspaper article and organize ideas using an idea Fluency Models CD, Track 1
1.4 Writing web. NGReach.com
-Informative/Explanatory/CC 1.4 A -Discuss cause and effect in a newspaper article.
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Summarize a newspaper article using academic vocabulary
-Range of Writing/CC 1.4 X and a variety of sentence structures.
-Write sentences about community workers. Newcomer Support
1.5 Speaking and Listening Language Forms and Conventions INSIDE the USA
-Comprehension & Collaboration, Collaborative Discussion/CC -Identify long i (i, ie, igh) and long u (u, ui, ue) sounds in the Unit 1, Part 2
1.5A middle and at the end of words. Teacher’s Edition: T14-T23
-Comprehension & Collaboration, Critical Listening/CC 1.5C -Practice word blending and decoding for words with long i and
-Conventions of Standard English/CC 1.5 G long u vowel sounds.
-Blend and isolate sounds to decode words. Genre and Reading Strategy:
-Put words in alphabetical order. Students will read newspaper article, Hot Crumbs Cause Fire,
Vocabulary Usage—Acquire and use grade level and activate prior knowledge before reading and while reading.
-Theme-related Vocabulary: emergency operators, firefighters,
paramedics, police officers, doctors, nurses
-High Frequency Words: river, picture, only, important, were,
water, been, four, sound, caused, between, could, almost, life,
often, and never.
-Academic Vocabulary: text feature, caption, decode,
alphabetical order, newspaper article, poem, fluency, and
expression.
Guiding Question: How do animals help community workers?
Week 3 Common Core Standards To demonstrate proficiency students will References andPart resources
3 (Lessons 11-15)
-Key Ideas and Details, Text Analysis/CC 1.2 C -Identify and define the features of a magazine article. Unit Resources: T19-T30, Writing Project: T31-35
-Craft & Structure, Text Structure/CC 1.2 E -Identify cause and effect in a magazine article. Unit Planner: T2b-T2c
-Vocabulary Acquisition and Use/CC 1.2 K -Define and examine headings as a text feature.
-Range of Reading/CC.1.2 L Inside B Student’s Edition:
Language: Student Text: pp.19-35
-Narrative/CC 1.4 M-R -Respond to visuals using academic vocabulary and a variety of Fluency Models CD, Track 10
-Production and Distribution of Writing, Writing Process/CC 1.4 sentence structures NGReach.com
T -Identify cause and effect and summarize orally and/or in Text: Dog Detectives (magazine article)
writing.
1.5 Speaking and Listening -Identify parts of a friendly letter and write a friendly letter.
-Comprehension & Collaboration, Collaborative Discussion/CC -Examine and analyze a writing prompt. Assessment
1.5A -Examine steps of the writing process and follow steps to write INSIDE B Teacher’s Edition p. T36a
-Comprehension & Collaboration, Critical Listening/CC 1.5 B a friendly letter. Writing Project: T31 – T35
-Conventions of Standard English/CC 1.5 G -Examine and use a rubric to self-assess writing.
Language Forms and Conventions Assessment handbook pp. 1g-1j, 1k, T38-40, pp. 54 and 55
-Recognize and use editing marks.
-Edit the use of possessive adjectives, spelling, capitalization InsideNG.com – download assessment, rubric, fluency
and commas. passage, scoring form, WCPM graph
-Prepare an envelope with address for mailing.
Vocabulary Usage—Acquire and use grade level eAssessment-Scan and score, online testing
-Theme-related Vocabulary: Earthquake, emergencies, life,
rescue, detectives, police officer, mystery, life
-Academic Vocabulary: Indent, paragraph, supporting details, Newcomer Support
topic sentence, main idea, greeting, heading, date, closing, INSIDE the USA
signature, audience, purpose, form, rubric, organize, draft, Unit 1, Part 3
revise, publish, magazine article, poem Teacher’s Edition: T24-T33a

Students will read magazine article Dog Detectives, and identify
cause and effect with a chart, and build reading comprehension
using sentence frame supports.
Big Question: How do people make a difference?
Guiding Question: How can we use our civil rights to make a difference?
Inside B Unit 2 Make a Difference
-Key Ideas and Details, Text Analysis/CC 1.2 C -Define and examine Civil Rights. Unit 2 Launch: T36-T37
-Craft & Structure, Text Structure/CC 1.2 E Unit Resources: T36c-T43
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G Language: Unit Planner: T36c-T36d
-Range of Reading/CC.1.2 L Discourse Complexity
-Interpret an image and use a mind map to brainstorm and list Inside B Student’s Edition:
1.3 Reading Literature ways people can make a difference. Student Text: pp.36-43
-Integration of Knowledge & Ideas, Sources of Information/CC -Preview the unit in order to determine and discuss the topics Student Practice Book: pp.17-21
1.3 G and goals of the unit. Language CD1, Tracks 4-5
-Vocabulary Acquisition and Use/CC 1.3 J -Express wants and feelings orally.
-State personal goals using sentence frames. Newcomer Support
1.4 Writing -Recognize and use direction words to give and receive INSIDE the USA
-Range of Writing/CC 1.4 X directions. Unit 2, Part 1
-State personal goals using sentence frames. Teacher’s Edition: T33b-T47
1.5 Speaking and Listening Language Forms and Conventions
-Comprehension & Collaboration, Collaborative Discussion/CC -Identify and use past tense verbs to talk and write about the Genre and Reading Strategy:
1.5 A past. Students will read a biography of a Civil Rights leader and
-Comprehension & Collaboration, Critical Listening/CC 1.5 B -Identify and correctly use irregular past tense verbs orally and identify sequence of events while reading.
-Conventions of Standard English/CC 1.5 G in writing.
-Theme-related Vocabulary: civil rights, leader, march, protest,
free speech, vote, ballot box
-Academic Vocabulary: biography, nonfiction, author,
sequence, time line, key events
Guiding Question: What are Civil Rights?
-Key Ideas and Details, Text Analysis/CC 1.2 B -Define and identify components of biography. Unit Resources: T44-T52
-Craft & Structure, Text Structure/CC 1.2 E -Locate and identify Canada, Bosnia, and Nigeria on a map. Unit Planner: T2b and T2c
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G -Analyze ways people help others.
-Vocabulary Acquisition and Use/CC 1.2 K Inside B Student’s Edition:
-Range of Reading/CC.1.2 L Language: Student Text: pp. 44-52
Discourse Complexity Student Practice Book: pp. 22-28
1.3 Reading Literature -Give information using academic vocabulary and a variety of Language CD1, Track 6
-Integration of Knowledge & Ideas, Sources of Information/CC sentence structures. Fluency Models CD, Track 2
1.3 G -Create word maps to study high frequency words. NGReach.com
-Vocabulary Acquisition and Use/CC 1.3 J -Write sentences in the past tense about a person that made a Text: Kids are Helping Kids (biography)
difference. Language CD1, Tracks 1-3
1.4 Writing -Read aloud a selection from a biography with appropriate
-Informative/Explanatory/CC 1.4 A phrasing. Newcomer Support
-Range of Writing/CC 1.4 X Language Forms and Conventions INSIDE the USA
-Use correct subject-verb agreement. Unit 1, Part 1
1.5 Speaking and Listening -Accurately identify and use the past tense. Teacher’s Edition: T1a-T13
-Comprehension & Collaboration, Collaborative Discussion/CC -Identify rhyme and associate sounds and spellings of /är/ar,
1.5A /ôr/or and /ûr/er, ir, ur and /âr/ear and /îr/ear, eer. Genre and Reading Strategy:
-Comprehension & Collaboration, Critical Listening/CC 1.5B -Listen to and sing a song using correct pronunciation of r- Students will read biography Kids are Helping Kids and activate
-Conventions of Standard English/CC 1.5 G controlled vowels. prior knowledge, set a purpose, recognize and decode high
Vocabulary Usage—Acquire and use grade level frequency words, and identify and classify details.
-Theme-related Vocabulary: country, citizen, fair, hope, ethnic
group, radio, courage, rights, war
-Academic Vocabulary: rhyme, blend, vowels, classify, chart
Guiding Question: How do people obtain civil rights?
-Key Ideas and Details, Main Idea/CC 1.2 A -Analyze and interpret data in a table and circle graph. Unit Resources: T53-T70a
-Key Ideas and Details, Text Analysis/CC 1.2 B -Identify components of a nonfiction article, a history article, and Unit Planner: T36c-T36d
-Craft & Structure, Text Structure/CC 1.2 E a personal narrative.
-Vocabulary Acquisition and Use/CC 1.2 J to K -Identify and analyze how women obtained the right to vote in Inside B Student’s Edition:
-Range of Reading/CC.1.2 L the United States. Student Text: pp.53-69
Student Practice Book: 29-32
1.4 Writing Language: Fluency Models CD, Track 11
-Narrative/CC 1.4 M to R Discourse Complexity NGReach.com
-Production & Distribution of Writing, Writing Process/CC 1.4 T
-State opinion in response to visuals. Text: Striving for Change (history article)
-Use an interview to give and receive information.
1.5 Speaking and Listening -Make and confirm predictions. Assessment
-Comprehension & Collaboration, Collaborative Discussion/CC -Retell and summarize events in a history article using a time INSIDE B Teacher’s Edition p. T70a
1.5A line and sentence frames. Writing Project: T65-T69
-Comprehension & Collaboration, Critical Listening/CC 1.5B -Identify sequence and cause and effect in a history article.
-Presentation of Knowledge and Ideas in Context/CC 1.5 E -Plan, draft, revise, edit and share a personal narrative. Assessment handbook pp. 1l-1o and 1p, and pp. T38-40, and
-Conventions of Standard English/CC 1.5 G -Present personal narrative using clear pronunciation and pp. 54-55
appropriate volume.
Language Forms and Conventions InsideNG.com – download assessment, rubric, fluency
-Use the past tense form of verbs to describe events. passage, scoring form, WCPM graph, and metacognitive forms
-Recognize and use editing marks to edit and proofread a
personal narrative. Newcomer Support
Vocabulary Usage—Acquire and use grade level INSIDE the USA
-Theme-related Vocabulary: voting, protest, right, sign, vote, Unit 2, Part 3
women Teacher’s Edition: T58-T71a
-Academic Vocabulary: data, table, rows, columns, graph,
section, key, interpret, article, history article, nonfiction, Genre and Reading Strategy:
personal narrative, prewrite, draft, revise, edit, proofread, Students will read history article Striving for Changes, and
publish, share identify sequence using a timeline.
Big Question: How can we take care of the Earth?
Guiding Question: How are various environments the same and different?
Inside B Unit 3 Our Living Planet
-Key Ideas and Details, Main Idea/CC 1.2 A -Identify and examine information about animals. Unit 3 Launch: T70-T71
-Key Ideas and Details, Text Analysis/CC 1.2 B-C -Identify and examine information about habitats. Unit Resources: T70c
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G Unit Planner: T70c-T70d
-Vocabulary Acquisition and Use/CC 1.2 K Language:
-Range of Reading/CC 1.2 L Discourse Complexity Inside B Student’s Edition:
-Preview the unit and determine the topics and goals of the unit. Student Text: pp.70-76
1.3 Reading Literature -Identify opinion words (must, should, think, believe) and give Student Practice Book: pp.38-42
-Integration of Knowledge & Ideas, Sources of Information/CC opinions orally and in writing. Language CD1, Tracks 7-9
1.3 G -View and interpret images of animals using a chart, sentence
-Vocabulary Acquisition and Use/CC 1.3 J frames, and a mind map.
-Make suggestions and denials appropriately. Newcomer Support
1.4 Writing -Determine and state personal goals using sentence frames. INSIDE the USA
-Informative/Explanatory/CC 1.4 A-B Language Forms and Conventions Unit 3, Part 1
-Range of Writing/CC 1.4 X -Identify and analyze the use of sensory adjectives. Teacher’s Edition: T71b-T83
-Describe environments using appropriate adjectives.
1.5 Speaking and Listening Vocabulary Usage—Acquire and use grade level Genre and Reading Strategy:
-Comprehension & Collaboration, Collaborative Discussion/CC -Theme-related Vocabulary: habitat, forest, pond, seashore, Students will read a biography and identify main ideas and
1.5A farm, earth details while reading.
-Comprehension & Collaboration, Critical Listening/CC 1.5B -Academic Vocabulary: biography, nonfiction, author, word
-Presentation of Knowledge and Ideas in Context/CC 1.5 E web, theme, sequence, details, chart, adjective, sensory
-Conventions of Standard English/CC 1.5 G adjective
Guiding Question: How do we decode words related to animals and the environment?
-Key Ideas and Details, Main Idea/CC 1.2 A -Define and identify components of a science article. Unit Resources: T78-T79
-Key Ideas and Details, Text Analysis/CC 1.2 B-C Unit Planner: T2b and T2c
-Craft & Structure, Text Structure/CC 1.2 E Language: Student Text: pp. 78-86
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G Discourse Complexity Student Practice Book: pp. 43-46
-Range of Reading/CC.1.2 L -Describe places using academic vocabulary and a variety of Fluency Models CD, Track 3
sentence structures. NGReach.com
1.4 Writing -Write sentences to describe a wild animal. Text: Animals in the Wild (science article)
-Informative/Explanatory/CC 1.4 A-B -Recognize and use high frequency words to complete
-Range of Writing/CC 1.4 X sentences. Inside B Student’s Edition:
-Identify and match syllables. INSIDE the USA
1.5 Speaking and Listening -Decode and spell multisyllabic words. Unit 3, Part 2
-Comprehension & Collaboration, Collaborative Discussion/CC Vocabulary Usage—Acquire and use grade level Teacher’s Edition: T84-T91
1.5 A -Theme-related Vocabulary: timberline, horns, antlers, sheep,
-Comprehension & Collaboration, Critical Listening/CC 1.5 B deer, coyote, wild animal Genre and Reading Strategy:
-Conventions of Standard English/CC 1.5 G -Academic Vocabulary: syllable, science article, author, Students will read science article Animals in the Wild and
captions recognize and decode multisyllabic words, and identify and
classify details.
Guiding Questions: How do we describe and explain information in graphs? What is an ecosystem?
-Key Ideas and Details, Main Idea/CC 1.2 A -Analyze and interpret information in a line graph. Unit Resources: T87-T104a
-Key Ideas and Details, Text Analysis/CC 1.2 B-C -Identify components of a nonfiction science article. Unit Planner: T70c-T70d
-Craft & Structure, Text Structure/CC 1.2 E -Examine components of an ecosystem.
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G -Identify components of a fact-and-opinion article. Inside B Student’s Edition:
-Integration of Knowledge and Ideas, Evaluating Arguments Student Text: pp.87-103
-Range of Reading/CC.1.2 L Language: Student Practice Book: 47-52
Discourse Complexity Fluency Models CD, Track 12
1.4 Writing -Preview and analyze visuals in a science article. NGReach.com
-Opinion/Argumentative Organization/CC 1.4 G to L -Retell and summarize details in a science article using Text: Animal Ecosystems (science article)
-Response to Literature/CC 1.4 S sentence frames.
-Production and Distribution of Writing, Writing Process/CC 1.4 -Identify captions and diagrams and interpret information in Assessment
T captions and diagrams. INSIDE B Teacher’s Edition p. T104e
-Range of Writing/CC 1.4 X -Retell and summarize details in a science article using Writing Project: T99-T103
sentence frames.
-Plan, draft, revise, edit and share a fact-and-opinion article. Assessment handbook pp. 1q-1t and 1u, and pp. T38-40, and
1.5 Speaking and Listening -Present fact-and-opinion article using clear pronunciation and pp. 54-55
-Comprehension & Collaboration, Collaborative Discussion/CC appropriate volume.
1.5A Language Forms and Conventions InsideNG.com – download assessment, rubric, fluency
-Comprehension & Collaboration, Critical Listening/CC 1.5B -Identify and edit errors in a fact-and-opinion article. passage, scoring form, WCPM graph, and metacognitive forms
-Presentation of Knowledge and Ideas in Context/CC 1.5 E Vocabulary Usage—Acquire and use grade level
-Conventions of Standard English/CC 1.5 X -Theme-related Vocabulary: ecosystem, forest, pond, soil, Newcomer Support
survive INSIDE the USA
-Academic Vocabulary: line graph, y-axis, x-axis, scale, point, Unit 1, Part 1
title, label, article, science article, nonfiction, fact-and-opinion Teacher’s Edition: T92-T107a
article, prewrite, draft, revise, edit, proofread, publish, share
Students will read science article Animal Ecosystems, and
identify and organize details using a web and detail chart.
Big Question: What have we learned about helping, making a difference, and our planet?
Inside B Unit 1-3 Review
Week 10
-Craft and Structure, Text Structure/CC 1.2 E -Identify and review components of science article, biography, Unit Resources: T104b-T104e
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G history article, magazine article, newspaper article, and realistic
-Integration of Knowledge and Ideas, Analysis Across Texts/CC fiction. Inside B Student’s Edition:
1.2 J Student Practice Book: pp. 12-13, 31-32, 47-48 (Key
-Vocabulary Acquisition and Use/CC 1.2 J-K Language: vocabulary) pp. 7-8, 24-25, 43-44 (Word recognition)
Discourse Complexity
1.3 Reading Literature -Give opinions using academic vocabulary and appropriate Assessment:
-Craft and Structure, Text Structure/CC 1.3 E sentence structures. INSIDE B Teacher’s Edition pp. T104d-T104e
-Integration of Knowledge and Ideas, Sources of -Make suggestions using academic vocabulary and appropriate Assessment handbook pp. 2-17 and p. 1w and p.1k, 1p, 1u and
Information/CC 1.3 G sentence structures. pp. T38-T40 and 52-56
-Vocabulary Acquisition and Use/CC 1.3 J Language Forms and Conventions Inside NG.com- download assessment and reteaching
-Review the use of phrases: have to and need to. resources
1.4 Writing -Review the use of possessive adjectives.
-Range of Writing/CC 1.4 X -Review irregular past tense verbs.
- Identify and review words with long vowels, r-controlled
vowels, and r-controlled syllables. Newcomer Support
1.5 Speaking and Listening -Review the use of sensory adjectives. INSIDE the USA
-Comprehension & Collaboration, Collaborative Discussion/CC Vocabulary Usage—Acquire and use grade level Unit 4, Part 1
1.5 A -Theme-related Vocabulary: emergencies, rescue, police Teacher’s Edition: T107b-T119
-Comprehension & Collaboration, Critical Listening/CC 1.5 B officers, life, earthquakes, right, women, vote, sign, protest,
-Conventions of Standard English/CC 1.5 G ecosystem, pond, soil, forest, survive
-Academic Vocabulary: line graph, y-axis, x-axis, scale, point,
title, label, article, science article, nonfiction, fact-and-opinion
article, prewrite, draft, revise, edit, proofread, publish, share,
syllable, science article, author, captions, word web, theme,
sequence, details, chart, adjective, sensory adjective
Big Question: Why do we study history?
Guiding Question: What tools can we use to study history?
INSIDE B Unit 4 Past and Present
Week 11 Lesson 1-5
1.2 Reading Informational Text Content Objectives: INSIDE B Teacher’s Edition: pp. T104g-T113
-Key Ideas and Details, Text Analysis, Analysis, -Identify and examine historical information represented in timelines. -Unit Planner: T104g-T104h
Development & Connections/CC 1.2.C -Create timelines to represent historical information. -Unit Launch: T104-T105
-Vocabulary Acquisition and Use/CC 1.2 K -Identify and analyze tools for studying history. -Language CD1: Tracks 10-12
-Range of Reading/CC.1.2 L
Language: INSIDE B Student Edition: pp. 106-112
-Informative/Explanatory/CC 1.4 A -Listen to and echo lines from a song about history.
-Informative/Explanatory, Conventions of -Engage in discussions about how/why we study history. InsideNG.com
Language/CC 1.4 F -Listen to information and make comparisons about tools for studying history. -Language Transparencies
-Range of Writing/CC 1.4 X -Write comparison-sentences using comparison words. -Annotated Practice Book
-Identify and use nouns appropriately and accurately in sentences. Newcomer Support
1.5 Speaking and Listening -Identify and accurately use present tense verbs. INSIDE the USA
-Comprehension and Collaboration, Collaborative -Identify and accurately use past tense verbs. Unit 4, Part 1
Discussion/CC.1.5. A -Write sentences using present tense and past tense verbs accurately.
-Comprehension and Collaboration, Evaluating -Identify and use pronouns appropriately and accurately in sentences. Genre and Reading Strategy:
Information/CC.1.5 B -Write a letter using pronouns appropriately and accurately. Students will read a historical essay and make
-Conventions of Standard English/CC 1.5 G Vocabulary Usage-- Acquire and use grade-level: comparisons while reading.
-Theme-related Vocabulary: History, diary, newspaper, photograph, magazine,
book, TV telecasts, movie, war, soldiers
-Academic Vocabulary: timeline, discussion, compare, comparison, nouns,
pronouns, verb, present tense, past tense
Guiding Question: How are important events in history alike and different?
Week 12 Lesson 6-10
1.2 Reading Informational Texts Content Objectives: INSIDE B Teacher’s Edition: pp. T114-T122
-Key Ideas and Details, Text Analysis, Analysis, Development & -Identify and examine components of an online chat room. -Unit Planner: T104g-T104h
Connections/CC 1.2.C -Identify and examine important events in history. -Fluency CD: Track 4
-Craft and Structure, Point of View/CC.1.2 D
-Integration of Knowledge and Ideas, Diverse Media/CC.1.2 G Language: INSIDE B Student Edition: pp. 114-122
-Integration of Knowledge and Ideas, Evaluating Discourse Complexity Text: Can Kids Make History? (chat room)
Arguments/CC.1.2 H -Preview title and text features of Can Kids Make History? Student Practice Book: 58-62
-Range of Reading/CC.1.2 L -Set a purpose for reading Can Kids Make History? And read
aloud with intonation, expression, and accuracy. InsideNG.com
1.4 Writing -Identify main ideas and details and draw conclusions while -Language Transparencies
-Informative/Explanatory/CC.1.4 A reading Can Kids Make History? -Annotated Practice Book
-Opinion/Argumentative, Organization/CC.1.4 J -Discuss events in history and make comparisons about events.
-Opinion/Argumentative, Conventions of Language/CC.1.4 L -Write an e-mail answering the question, “Can kids make history?”
-Technology and Publication/CC.1.4 U Language Forms and Conventions Newcomer Support
-Range of Writing/CC 1.4 X - Associate sounds and spellings of words with sounds: /y/y; /i/y; INSIDE the USA
e/y. Unit 4, Part 2
1.5 Speaking and Listening -Blend sound-by-sound to pronounce and spell words with
-Comprehension and Collaboration, Collaborative sounds: /y/y; /i/y; e/y.
Discussion/CC.1.5. A -Read and accurately spell plural nouns that change from –y to – Genre and Reading Strategy:
-Comprehension and Collaboration, Evaluating Information/CC.1.5 ies. Students will read the online chat room, Can Kids Make History,
B -Identify and pronounce words that end with long i sound and long and use the title and other text features to set a purpose for
-Conventions of Standard English/CC 1.5 G e sound. reading.
-Accurately read aloud and pronounce words that end with the
letter –y (long i or long e). Additional Resources:
Vocabulary Usage--Acquire and use grade-level: /y/y; /i/y; e/y. sound practice worksheet
-Theme-related Vocabulary: News, peace, country, history, radio
show, State House https://www.spellzone.com/unit07/page13.cfm
-Academic Vocabulary: syllable, noun, plural, consonant, vowel,
long vowel, website, links, log in
Guiding Question: How is the US Government organized?
Week 13 Lessons 11-15
1.2 Reading Informational Text Content Objectives: INSIDE B Teacher’s Edition: pp. T123-T140a
-Key Ideas and Details, Text Analysis, -Identify and examine components of an informational text. -Unit Planner: T104g-T104h
Analysis/Development/Connections/CC.1.2 C -Analyze the three branches of the US Government. -Writing Project: T135-T139
-Integration of Knowledge and Ideas, Diverse Media/CC.1.2 G -Fluency CD: Track 13
-Vocabulary Acquisition and Use/CC.1.2 K Language:
-Range of Reading/CC.1.2 L Discourse Complexity INSIDE B Student Edition: pp. 123-139
-Identify and examine the use of photographs, titles, headings, Text: Our Government (informational text)
1.4 Writing labels and captions on a Web page. Student Practice Book: 63-64
-Informative/Explanatory/CC.1.4 A to F - Read and analyze information in a Web page.
-Response to Literature/CC 1.4 S -Draw conclusions about US history and government from pictures InsideNG.com
--‐Production and Distribution of Writing, Writing Process/CC 1.4 T and photographs. -Language Transparencies
-Recognize and use key vocabulary to discuss US history and -Annotated Practice Book
government. -Assessment & Rubrics
1.5 Speaking and Listening -Write sentences about jobs and leaders in schools using key -Progress Tests and Quick Checks
-Comprehension and Collaboration, Collaborative vocabulary.
Discussion/CC.1.5 A -Preview the title and cover of informational text, Our Government. Assessment:
-Comprehension and Collaboration, Evaluating Information/CC.1.5 -Identify and analyze the use of text features in Our Government. -Monitor Progress p. 140a
B -Make comparisons while reading Our Government and -Quick Check: Unit 4 (insideng.com)
-Presentation of Knowledge and Ideas, Context/CC.1.5 E summarize important information. -Language Acquisition Rubrics (insideng.com)
-Conventions of Standard English/CC 1.5 G -Publish, share and present a comparison essay.
-Prewrite, draft, revise, edit and proofread a comparison essay. Newcomer Support
Vocabulary Usage—Acquire and use grade-level INSIDE the USA
-Theme-related Vocabulary: Declared, freedom, government, Unit 4, Part 3
laws, power
-Academic Vocabulary: title, photographs, headings, labels,
captions Genre and Reading Strategy:
Students will read the informational text, Our Government, and
make comparisons while reading.
Big Question: Why do people tell stories?
Guiding Question: What are common elements and parts of a story?
INSIDE B Unit 5 Tell Me More
Week 14 Lessons 1-5
Common Core Standards To demonstrate proficiency students will Textual references and resources
-Vocabulary Acquisition and Use/CC.1.2 K -Identify and examine elements and parts of a story. -Unit Planner: T140c-140d
-Range of Reading/CC.1.2 L -Identify types of stories using a mind map. -Unit Launch: T140-T141
-Language CD1: Tracks 9-10
1.3 Reading Literature Language:
-Key Ideas and Details, Literary Elements/CC.1.3 C Discourse Complexity INSIDE B Student Edition: pp. 140-145
-Craft and Structure, Text Structure/CC 1.3 E -Listen to and echo a short text about stories. Student Practice Book: 70-74
-Range of Reading/CC 1.3 K -Recognize common elements/parts of a story.
-Recognize and identify words that have opposite meanings. InsideNG.com
1.4 Writing -Ask for and accept a favor appropriately. -Language Transparencies
-Informative/Explanatory/CC.1.4 A -Write a note to ask for a favor. -Annotated Practice Book
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Draw a picture and describe the actions in writing.
-Range of Writing/CC 1.4 X Language Forms and Conventions Newcomer Support
- Ask for advice using helping verbs should, must, and have to. INSIDE the USA
1.5 Speaking and Listening -Identify and recognize phrases for times and places. Unit 5, Part 1
-Comprehension and Collaboration, Collaborative -Describe actions in a story using phrases for times and places
Discussion/CC.1.5 A appropriately. Genre and Reading Strategy:
-Comprehension and Collaboration, Evaluating Information/CC.1.5 -Identify and write commands accurately. Students will read a fable and identify character traits while
B Vocabulary Usage-- Acquire and use grade-level reading.
-Presentation of Knowledge and Ideas, Context/CC.1.5 E -Theme-related Vocabulary: character, setting, plot, beginning,
middle, end
-Academic Vocabulary: opposite, favor, command Additional Resources:
Modal Verbs Practice
http://esl.fis.edu/grammar/multi/modal1.htm
Guiding Question: What makes a story scary?
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G -Identify and examine components of realistic fiction. -Unit Planner: T140c-T140d
-Fluency CD: Track 5
1.3 Reading Literature Language:
-Key Ideas & Details, Text Analysis/CC 1.3 B Discourse Complexity INSIDE B Student Edition: pp. 148-156
-Key Ideas & Details, Literature Elements/CC 1.3 C -Preview title and cover-art of A Chill in the Air. Text: A Chill in the Air? (realistic fiction)
-Craft and Structure, Text Structure/CC 1.3 E -Set a purpose for reading A Chill in the Air. Student Practice Book: 75-81
-Vocabulary Acquisition and Use/CC 1.3 J -Read aloud with appropriate intonation and phrasing.
-Range of Reading/CC 1.3 K -Identify the beginning, middle, and end of A Chill in the Air. InsideNG.com
-Write sentences about a character in A Chill in the Air. -Language Transparencies
1.4 Writing -Recognize and decode high frequency words in A Chill in the Air. -Annotated Practice Book
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Determine words with similar meanings and use words in
-Range of Writing/CC 1.4 X sentences.
1.5 Speaking and Listening Language Forms and Conventions

-Comprehension & Collaboration, Collaborative Discussion/CC - Associate sounds and spellings of words with diphthongs and
1.5A variant vowels. Newcomer Support
-Comprehension & Collaboration, Critical Listening/CC 1.5B -Blend sound-by-sound to pronounce and spell words with INSIDE the USA
-Conventions of Standard English/CC 1.5 G diphthongs and variant vowels. Unit 5, Part 2
-Listen to and sing a song with diphthongs and variant vowels.
-Spell and decode words with diphthongs and variant vowels.
-Identify, spell, and pronounce high frequency words.
-Theme-related Vocabulary: story, realistic fiction, Genre and Reading Strategy:
-Academic Vocabulary: vowel, diphthong, variant vowel Students will read the realistic fiction story, A Chill in the Air and
determine events in the beginning, middle, and end.
Guiding Question: How do stories help us understand the world?
1.2 Reading Informational Text Content Objectives: INSIDE B Teacher’s Edition: pp. T157-T174a
-Key Ideas and Details, Text Analysis, Analysis, Development, -Identify and examine components of a myth. -Unit Planner: T140c-T140d
Connections/CC.1.2 C -Identify and examine components of a feature article. -Fluency CD: Track 14
-Integration of Knowledge and Ideas, Diverse Media/CC.1.2 G -Writing Project: T169-T173
-Integration of Knowledge and Ideas, Evaluating Language: -Monitor Progress: T174a
Arguments/CC.1.2 H Discourse Complexity
-Vocabulary Acquisition and Use/CC.1.2 K -Preview book cover and illustrations in Stories from Greece. INSIDE B Student Edition: pp. 157-173
-Range of Reading/CC.1.2 L -Identify characters and character traits while reading Stories from Text: Stories from Greece (feature article)
Greece. Student Practice Book: 82-83
1.3 Reading Literature -Examine title, pictures, and other text features to make
-Key Ideas & Details, Text Analysis/CC 1.3 B predictions while reading Stories from Greece. InsideNG.com
-Key Ideas & Details, Literature Elements/CC 1.3 C -Read and confirm prediction in Stories from Greece. -Language Transparencies
-Craft and Structure, Text Structure/CC 1.3 E -Make comparisons while reading Stories from Greece. -Annotated Practice Book
-Vocabulary Acquisition and Use/CC 1.3 J -Summarize and retell stories from Stories from Greece. -Assessment & Rubrics
-Range of Reading/CC 1.3 K -Prewrite, draft, revise, edit, and proofread a short story. -Progress Tests and Quick Checks
-Publish, share, and reflect on a self-created short story.
1.4 Writing Language Forms and Conventions Assessment:
-Narrative/CC 1.4 M-R -Edit and proofread a self-created short story for errors. -Monitor Progress p. 140a
-Production and Distribution of Writing, Writing Process/CC 1.4 T Vocabulary Usage— Acquire and use grade-level -Quick Check: Unit 5 (insideng.com)
-Theme-related Vocabulary: Myth, god, goddess, ancient, content, -Language Acquisition Rubrics (insideng.com)
greedy
1.5 Speaking and Listening -Academic Vocabulary: time, place, beginning, middle, end, plot, Genre and Reading Strategy:
-Comprehension and Collaboration, Collaborative problem, character, setting, story map Students will read the feature article, Stories from Greece and
Discussion/CC.1.5 A use pictures, titles, and other text features to make predictions
-Comprehension and Collaboration, Evaluating Information/CC.1.5 while reading.
B
-Presentation of Knowledge and Ideas, Context/CC.1.5 E
Big Question: How do we reach our personal best?
Guiding Question: Why is exercise important?
INSIDE B Unit 6 Personal Best
Week 17 Lesson 1-5
-Key Ideas and Details, Text Analysis, Analysis, Development, -Examine and analyze factors that influence heart-rate. -Unit Planner: T174c-T174d
Connections/CC.1.2 C -Use a line-graph to display results of an experiment regarding -Unit Launch: T174-T175
-Craft and Structure, Text Structure/CC 1.2 E heart-rates. -Language CD2: Tracks 1-2
-Integration of Knowledge and Ideas, Diverse Media/CC.1.2 G
-Vocabulary Acquisition and Use/CC 1.2 J Language:
-Range of Reading/CC.1.2 L Discourse Complexity INSIDE B Student Edition: pp. 174-175
-Preview the unit in order to determine and discuss the topics and Student Practice Book: 89-93
goals of the unit.
1.4 Writing -Listen to and echo a short text about the body. InsideNG.com
-Informative/Explanatory/CC.1.4 A -Write a thank-you speech using key vocabulary appropriately. -Language Transparencies
-Informative/Explanatory, Conventions of Language/CC 1.4 F -Discuss key vocabulary related to the body with a partner. -Annotated Practice Book
-Range of Writing/CC 1.4 X -Ask for and given information about the body using key
vocabulary.
1.5 Speaking and Listening -Define and examine key vocabulary related to sports and Newcomer Support
-Comprehension and Collaboration, Collaborative exercise. INSIDE the USA
Discussion/CC.1.5 A -Listen to a text and identify key vocabulary in the text. Unit 6, Part 1
-Comprehension and Collaboration, Evaluating Information/CC.1.5 Language Forms and Conventions
B -Identify and use present tense verbs accurately. Genre and Reading Strategy:
-Presentation of Knowledge and Ideas, Context/CC.1.5 E -Write sentences about a sport or exercise using present tense Students will read a science essay and identify main idea using
-Conventions of Standard English/CC 1.5 G verbs accurately. a graphic organizer while reading.
-Identify and use pronouns accurately.
-Write sentences about a sport using pronouns accurately. Additional Resources:
Vocabulary Usage— Acquire and use grade-level
-Theme-related Vocabulary: Skeleton, heart, lungs, muscles, Human Body Lessons for Newcomers/ additional
stomach, nerves, brain, exercise, run, stretch, make, bowler, supports
trophy, football, goal post, uniform, helmet, fan, court, racket, net,
ball, hoop, scoreboard, coach
-Academic Vocabulary: present tense, verbs, pronoun http://www.eslflow.com/humanbodyless
onplans.html
Guiding Question: How do athletes compete?
-Key Ideas and Details, Text Analysis, Analysis, Development, -Identify and examine components of a newspaper article. -Unit Planner: T174c-T174d
Connections/CC.1.2 C -Unit Launch: T174-T175
-Craft and Structure, Point of View/CC.1.2 D Language: -Language CD2: Tracks 1-2
-Vocabulary Acquisition and Use/CC.1.2 K Discourse Complexity
-Make a word map to study high frequency words.
1.3 Reading Literature -Preview and examine title of newspaper article, Summer Games INSIDE B Student Edition: pp. 174-175
-Vocabulary Acquisition and Use/CC 1.3 J Are a Big Hit, and set a purpose for reading. Student Practice Book: 89-93
-Range of Reading/CC 1.3 K -Examine the use of quotations in Summer Games Are a Big Hit.
-Read aloud with appropriate phrasing. InsideNG.com
1.4 Writing -Recognize key vocabulary and identify synonyms while reading -Language Transparencies
-Informative/Explanatory/CC.1.4 A Summer Games Are a Big Hit. -Annotated Practice Book
-Informative/Explanatory, Conventions of Language/CC.1.4 F -Identify main ideas and details while reading Summer Games Are
-Range of Writing/CC 1.4 X a Big Hit. Newcomer Support
-Write sentences that give information about a sport. INSIDE the USA
1.5 Speaking and Listening -Listen to and recite a poem with variant vowels and consonants. Unit 6, Part 1
-Comprehension and Collaboration, Collaborative Language Forms and Conventions
Discussion/CC.1.5 A -Identify, spell, and pronounce high frequency words. Genre and Reading Strategy:
-Comprehension and Collaboration, Evaluating Information/CC.1.5 - Associate sounds and spellings of words with variant vowels and Students will read the newspaper article, Summer Games Are a
B consonants. Big Hit and build on prior knowledge of the Special Olympics
-Identify, pronounce, and spell words with silent consonants while reading.
accurately.
-Identify and examine spelling patterns in words with hard and soft Additional Resources:
consonants: c and g.
Vocabulary Usage-- Teaching hard and soft consonants c and g:
Acquire and use grade-level
-Theme-related Vocabulary: Race, game, cheer, Special Olympics
-Academic Vocabulary: Syllables, vowels, consonants, silent http://blog.maketaketeach.com/teaching-
consonants, newspaper article the-hard-and-soft-c-and-g/
Guiding Question: How have sports for men and women changed?
-Key Ideas and Details, Text Analysis, Analysis, Development, -Identify and examine components of an article. -Unit Planner: T174c-T174d
Connections/CC.1.2 C -Identify and examine components of a written procedure. -Fluency CD: Track 6
-Craft and Structure, Point of View/CC.1.2 D
-Integration of Knowledge and Ideas, Diverse Media/CC.1.2 G Language: INSIDE B Student Edition: pp. 182-190
Discourse Complexity Text: Summer Games Are a Big Hit (newspaper article)
1.4 Writing -Identify and analyze the use of text features in articles. Student Practice Book: 94-100
-Informative/Explanatory/CC.1.4 A to F -Examine photographs and draw conclusions.
-Production and Distribution of Writing, Writing Process/CC 1.4 T -Define and study key vocabulary related to sports. InsideNG.com
-Preview photographs in Action Shots and set a purpose for -Language Transparencies
reading. -Annotated Practice Book
1.5 Speaking and Listening -Identify main ideas and details while reading Action Shots.
-Comprehension and Collaboration, Collaborative -Make and confirm predictions while reading Action Shots. Newcomer Support
Discussion/CC.1.5 A -Recognize key vocabulary in Action Shots. INSIDE the USA
-Comprehension and Collaboration, Evaluating Information/CC.1.5 -Summarize information in Action Shots. Unit 6, Part 2
B -Analyze a student model of a written procedure.
-Conventions of Standard English/CC 1.5 G -Publish, share, and reflect on written procedure. Genre and Reading Strategy:
Language Forms and Conventions Students will read the newspaper article, Action Shots and
-Prewrite, draft, revise, edit, and proofread a written procedure. identify main ideas and details while reading.
Vocabulary Usage-- Acquire and use grade-level
-Theme-related Vocabulary: Athlete, female, male, compete
-Academic Vocabulary: caption, photograph, illustration, sidebar,
capital letter, pronouns
Big Question: What have we learned about the past, telling stories, and our personal best?
INSIDE B Unit 4-6 Review
Week 20
-Craft and Structure, Text Structure/CC 1.2 E -Identify and review components of websites, chat-rooms, -Cumulative Review: T208b-T208c
-Integration of Knowledge and Ideas, Diverse Media/CC 1.2 G informational texts, stories, realistic fiction, myths, and articles. -Monitor Progress: T208d-T208e
-Integration of Knowledge and Ideas, Analysis Across Texts/CC
1.2 J Language:
-Vocabulary Acquisition and Use/CC 1.2 J-K Discourse Complexity Student Practice Book:
-Review and practice making comparisons accurately and pp. 63-64, 82-83, 101-102 (Key vocabulary) pp. 7-8, 24-25, 43-
1.3 Reading Literature appropriately. 44 (Word recognition)
-Craft and Structure, Text Structure/CC 1.3 E -Review and practice identifying character traits.
-Integration of Knowledge and Ideas, Sources of Information/CC -Review and practice finding main ideas and details. InsideNG.com
1.3 G Language Forms and Conventions Assessment & Rubrics
-Vocabulary Acquisition and Use/CC 1.3 J -Identify and review words with diphthongs, variant vowels and Progress Tests & Quick Checks
consonants.
1.4 Writing -Review the use of present tense verbs, past tense verbs, subject Assessment:
-Range of Writing/CC 1.4 X pronouns, object pronouns, and commands. -Unit Tests for Progress Monitoring: Units 4-6 (insideng.com)
Vocabulary Usage--Theme-related Vocabulary: declared, -Quick Check Class Profile: Units 4-6 (insideng.com)
1.5 Speaking and Listening freedom, government, laws, power, ancient, character, plot, -Unit Reflection & Self Assessment: Units 4-6
-Comprehension & Collaboration, Collaborative Discussion/CC content, greedy, athlete, compete, female, male, photograph -Unit Test Student Profile: Units 4-6 (insideng.com)
1.5A -Academic Vocabulary: timeline, discussion, compare, -Unit Test Class Profile: Units 4-6 (insideng.com)
-Comprehension & Collaboration, Critical Listening/CC 1.5B comparison, nouns, pronouns, verb, present tense, past tense,
-Conventions of Standard English/CC 1.5 G syllable, noun, plural, consonant, vowel, long vowel, diphthong,
variant vowel, variant consonant, website, links, log in, title, Newcomer Support
photographs, headings, labels, captions, sidebar, opposite, favor, INSIDE the USA
command, time, place, beginning, middle, end, plot, problem, Unit 7, Part 1
character, setting, story map
-Identify and review high frequency words.
Big Question: What does America mean to you?
Guiding Question: Who built America?
INSIDE B Unit 7 This Land is Our Land
Week 21 Lesson 1-5
Common Core Standards To demonstrate proficiency students will References and Resources
1.2 Reading Informational Text Content Objectives: INSIDE B Teacher’s Edition: pp. T208-
-Key Ideas and Details, Text Analysis, -Identify and explore types of music played in various regions of the United States. T215
Analysis, Development, -Identify and explore groups of people important to United States history. -Unit Planner: T208g-T208h
Connections/CC.1.2 C -Unit Launch: T208-T209
-Integration of Knowledge and Ideas, Language: -Language CD 2: Tracks 4-7
Diverse Media/CC.1.2 G Discourse Complexity
-Vocabulary Acquisition and -Discuss and respond to the unit theme by creating a mind map for people and places in the United States. INSIDE B Student’s Edition: pp. 208-215
Use/CC.1.2 K -Listen to fluent models of speech and imitate by echoing a chant. Student Practice Book:
-Range of Reading/CC.1.2 L -Ask and answer questions about information in a chant using questions words who, when, what, and pp. 108-112
where.
1.4 Writing -Ask and answer questions about pictures using question words how and why. InsideNG.com
-Informative/Explanatory/CC.1.4 A -Write answers to questions using the word because. -Language Transparencies
-Informative/Explanatory, Conventions -Define and discuss key vocabulary related to landforms and bodies of water. -Annotated Practice Book
of Language/CC.1.4 F -Listen to directions given orally and trace the directions on a map.
-Identify and label landforms and bodies of water on a map of the United States. Newcomer Support
1.5 Speaking and Listening -Write directions for getting to landforms and bodies of water in the United States. INSIDE the USA
-Comprehension and Collaboration, Language Forms and Conventions Unit 7, Part 2
Collaborative Discussion/CC.1.5 A -Accurately identify and capitalize proper nouns.
-Comprehension and Collaboration, -Write sentences with accurate capitalization of proper nouns. Genre and Reading Strategy:
Evaluating Information/CC.1.5 B Vocabulary Usage-- Acquire and use grade-level: Students will read a historical story and
-Conventions of Standard English/CC -Theme-related Vocabulary: pilgrims, colonists, explorers, pioneers, immigrants, mountain, ocean, plains, classify information while reading.
1.5 G river, lake
-Academic Vocabulary: proper noun, capitalization, directions
Guiding Question: What makes the Grand Canyon unique?
Week 22 Lesson 6-10
-Key Ideas and Details, Text Analysis, -Identify and examine components of a travel article. T224
Analysis, Development, -Unit Planner: T208g-T208h
Connections/CC.1.2 C Language: -Fluency CD: Track 7
-Integration of Knowledge and Ideas, Discourse Complexity
Diverse Media/CC.1.2 G -Preview title of travel article, Deep Canyon, and set a purpose for reading. INSIDE B Student’s Edition: pp. 216-224
-Vocabulary Acquisition and -Examine key vocabulary while reading Deep Canyon. Text: Deep Canyon (travel article)
Use/CC.1.2 K -Recognize multisyllabic words while reading Deep Canyon. Student Practice Book: pp. 113-117
-Range of Reading/CC.1.2 L -Read Deep Canyon aloud with appropriate expression.
-Create a concept map to show information learned after reading Deep Canyon. InsideNG.com
1.4 Writing -Complete sentences about the Grand Canyon based on information learned from reading Deep Canyon. -Language Transparencies
-Narrative, Organization/CC.1.4 P -Ask and answer questions about the Grand Canyon using language frames. -Annotated Practice Book
-Narrative, Conventions of -Write a post-card to a friend about an imaginary trip to the Grand Canyon.
Language/CC.1.4 R Language Forms and Conventions Newcomer Support
-Range of Writing/CC 1.4 X -Blend syllables to accurately pronounce multisyllabic words. INSIDE the USA
-Identify and count syllables in multisyllabic words. Unit 7, Part 3
1.5 Speaking and Listening -Compare and contrast long vowel sounds versus short vowel sounds in multisyllabic words.
-Comprehension and Collaboration, -Identify stressed syllables in multisyllabic words. Genre and Reading Strategy: Students
Collaborative Discussion/CC.1.5 A -Identify patterns of consonants and vowels in multisyllabic words and classify words with same patterns. will read travel article, Deep Canyon, and
-Comprehension and Collaboration, Vocabulary Usage—Acquire and use grade-level: draw on prior knowledge to set purpose
Evaluating Information/CC.1.5 B -Theme-related Vocabulary: earth, explore, form, high, miles, million, near, sea, state, than, cactus, for reading.
-Conventions of Standard English/CC hundred, open gate, wagon, canyon
1.5 G -Academic Vocabulary: multisyllabic words
Multisyllabic practice
http://righttrackreading.co
m/lesson71.pdf
Guiding Question: What are some distinctive features of the Southwest?
-Key Ideas and Details, Text Analysis, -Identify and examine components of a history article. T242a
Analysis, Development, -Identify and examine components of a biographical sketch. -Unit Planner: T208g-T208h
Connections/CC.1.2 C -Fluency CD: Track 16
-Craft and Structure, Point of Language: -Writing Project: T237-T241
View/CC.1.2 D Discourse Complexity -Monitor Progress: T242a
-Integration of Knowledge and Ideas, -Define and recognize key vocabulary related to the Southwest.
Diverse Media/CC.1.2 G -Create vocabulary study cards for key vocabulary. INSIDE B Student’s Edition: pp. 225-241
-Vocabulary Acquisition and -Preview title of travel article, The Big Southwest, and set a purpose for reading. Text: The Big Southwest (travel article)
Use/CC.1.2 K -Classify information while reading The Big Southwest. Student Practice Book:
-Analyze the use of maps, photos, captions, and headings as text-features in The Big Southwest. pp. 228-235
1.4 Writing -Identify and analyze details in The Big Southwest.
-Informative/Explanatory/CC.1.4 A to F -Make and confirm predictions while reading The Big Southwest. InsideNG.com
-Production and Distribution of Writing, -Examine photos and captions to make inferences in the Big Southwest. -Language Transparencies
Writing Process/CC 1.4 S -Use language frames to orally summarize information in The Big Southwest. -Annotated Practice Book
-Conducting Research/CC 1.4 V -Write about a state of region of interest in the United States. -Assessments & Rubrics
-Analyze a student model of a biographical sketch. -Progress Tests & Quick Checks
1.5 Speaking and Listening -Prewrite, draft, revise, edit, and proofread a biographical sketch.
-Comprehension and Collaboration, -Publish, share, and reflect on biographical sketch. Assessment:
Collaborative Discussion/CC.1.5 A Language Forms and Conventions -Monitor Progress: T242a
-Comprehension and Collaboration, -Edit and proofread grammatical errors in biographical sketch. -Quick Check: Unit 7 (insideng.com)
Evaluating Information/CC.1.5 B Vocabulary Usage-- Acquire and use grade-level: Language Acquisition Rubrics
-Presentation of Knowledge and Ideas, -Theme-related Vocabulary: region, product, map, key cowboy, culture, explore, mile, states (insideng.com)
Context/CC.1.5 E -Academic Vocabulary: article, biography, classify
-Conventions of Standard English/CC Newcomer Support
1.5 G INSIDE the USA
Unit 8, Part 1

Students will preview and set a purpose for
reading the travel article, The Big
Southwest, and make and confirm
predictions while reading.
Big Question: Why are farms important?
Guiding Question: Where does our food come from?
INSIDE B Unit 8 Harvest Time
Week 24 Lesson 1-5
-Key Ideas and Details, Text Analysis, -Identify and explain the process of getting food from farms to people. T249
Analysis, Development, -Unit Planner: T242c-T242d
Connections/CC.1.2 C Language: -Language CD: Track 8-9
-Craft and Structure, Point of Discourse Complexity
View/CC.1.2 D -Discuss and respond to the unit theme by creating a mind map about food production and marketing. INSIDE B Student’s Edition: pp. 242-249
-Integration of Knowledge and Ideas, -Listen to fluent models of speech and imitate by echoing lines of a song. Student Practice Book:
Diverse Media/CC.1.2 G -Role-play buying and selling items using language frames. pp. 125-129
-Vocabulary Acquisition and -Define and discuss key vocabulary related to farming.
Use/CC.1.2 K -Write and answer questions about farming using key vocabulary. InsideNG.com
-Range of Reading/CC 1.2 L Language Forms and Conventions -Language Transparencies
-Identify subjects and predicates in sentences. -Annotated Practice Book
1.4 Writing -Identify correct word order in sentences with subjects and predicates.
-Informative/Explanatory, Conventions -Write sentences with subjects and predicates in correct order. Newcomer Support
of Language/CC.1.4 F Vocabulary Usage-- Acquire and use grade-level: INSIDE the USA
-Range of Writing/CC 1.4 X -Theme-related Vocabulary: field, row, tractor, farmer, seedling, water, soil, crop, crate Unit 8, Part 2
-Academic Vocabulary: subject, predicate
1.5 Speaking and Listening Genre and Reading Strategy:
-Comprehension and Collaboration, Students will read an informational text and
Collaborative Discussion/CC.1.5 A make comparisons while reading.
-Comprehension and Collaboration,
Evaluating Information/CC.1.5 B Additional Resources:
Critical Listening/CC 1.5 C
-Presentation of Knowledge and Ideas,
Context/CC.1.5 E
-Conventions of Standard English/CC
1.5 G
Guiding Question: How do we care for plants?
Week 25 Lesson 6-10
Common Core Standards Textual References and
To demonstrate proficiency students will
Resources
-Key Ideas and Details, Text Analysis, -Identify and examine components of an informational text. T258
Connections/CC.1.2 C Language: -Fluency CD: Track 8
Diverse Media/CC.1.2 G -Preview title of information text, Many Places to Plant a Plant, and set purpose for reading.
-Vocabulary Acquisition and -Recognize words with prefixes and suffixes while reading Many Places to Plant a Plant. INSIDE B Student’s Edition: pp. 250-258
Use/CC.1.2 K -Read aloud Many Places to Plant a Plant with appropriate expression. Text: Many Places to Plant a Plant
-Range of Reading/CC.1.2 L -Make a concept map that compares places to grow plants. (informational text)
-Discuss comparisons with partner using language frames. Student Practice Book:
1.4 Writing -Identify and analyze compound words found in Many Places to Plant a Plant. pp. 130-135
-Informative/Explanatory, -Use high frequency words in sentences.
Organization/CC.1.4 D -Make flash cards to study high frequency words. InsideNG.com
-Informative/Explanatory, Conventions Language Forms and Conventions -Language Transparencies
of Language/CC.1.4 F -Identify, spell, and pronounce high frequency words. -Annotated Practice Book
-Range of Writing/CC 1.4 X -Identify, pronounce, and recognize meanings of words with suffixes —ly, -y, -less, and —ful.
-Identify, pronounce, and recognize meanings of words with prefixes un-, and re-. Newcomer Support
1.5 Speaking and Listening -Write sentences using comparison words: both, and, alike, same, different, but. INSIDE the USA
-Comprehension and Collaboration, Vocabulary Usage—Acquire and use grade-level: Unit 8, Part 3
Collaborative Discussion/CC.1.5 A -Theme-related Vocabulary: weigh, beautiful, special, own, any, indoors, warm, healthy, cold, outdoors
-Comprehension and Collaboration, -Academic Vocabulary: suffix, prefix, informational text, compound word, comparison Genre and Reading Strategy:
Evaluating Information/CC.1.5 B Students will read informational text, Many
-Conventions of Standard English/CC Places to Plant a Plat, and draw on prior
1.5 G knowledge and build background
knowledge to set purpose for reading.
Suffixes –ly and –ful practice

https://www.superteacherw
orksheets.com/prefixes-
suffixes/suffixes-ful-
less_FULLE.pdf
Guiding Question: What are different types of plants?
-Key Ideas and Details, Text Analysis, -Identify and examine components of an informational text. T276a
Analysis, Development, -Identify and examine components of a report. -Unit Planner: T242c-T242d
Connections/CC.1.2 C -Explain the purpose and importance of plants. -Fluency CD: Track 17
-Craft and Structure, Point of -Writing Project: T271-T275
View/CC.1.2 D Language:
Diverse Media/CC.1.2 G -Identify and explain components of a flow chart. INSIDE B Student’s Edition: pp. 259-275
-Vocabulary Acquisition and -Listen to and read an article for specific information. Text: Plant Power (informational text)
Use/CC.1.2 K -Examine the use of text features in an article. Student Practice Book:
-Range of Reading/CC.1.2 L -Define, pronounce, and recognize meanings of key vocabulary related to plants. pp. 136-141
-Make an example chart to study key vocabulary.
1.4 Writing -Preview informational text, Plant Power, and set a purpose for reading. InsideNG.com
-Informative/Explanatory/CC.1.4 A to F -Make comparison while reading Plant Power. -Language Transparencies
-Response to Literature/CC 1.4 S -Examine the use of photographs and captions as text features in Plant Power. -Annotated Practice Book
-Production and Distribution of Writing, -Identify details and determine important details. -Assessment & Rubrics
Writing Process/CC 1.4 T -Examine the use of a flow chart as a text feature in Plant Power. -Progress Tests & Quick Checks
-Conducting Research/CC 1.4 V -Ask questions and make inferences while reading Plant Power.
-Draw conclusions from photographs in Plant Power. Assessment:
1.5 Speaking and Listening -Summarize comparisons orally using a comparison chart and academic language frames. -Monitor Progress p. T67a
-Comprehension and Collaboration, -Recognize key vocabulary while reading Plant Power. -Quick Check: Unit 8 (insideng.com)
Collaborative Discussion/CC.1.5 A -Write sentences about a favorite food that comes from a plant. -Language Acquisition Rubrics
-Comprehension and Collaboration, -Analyze a student model of a report. (insideng.com)
Evaluating Information/CC.1.5 B -Prewrite, draft, revise, edit, and proofread a report that compares two crops.
-Presentation of Knowledge and Ideas, -Publish, share, and reflect on a report that compares two crops. Newcomer Support
Context/CC.1.5 E Language Forms and Conventions INSIDE the USA
-Integration of Knowledge and Ideas, -Edit and proofread grammatical errors in report about crops. Unit 9, Part 1
Multimedia/CC.1.5 F Vocabulary Usage-- Acquire and use grade-level:
-Theme-related Vocabulary: beautiful, energy, healthy, oxygen, vitamins Genre and Reading Strategy:
-Academic Vocabulary: informational text, comparison, report Students will read information text, Plant
Power, and ask questions and make
comparisons while reading.
Big Question: What are different types of stars?
Guiding Question: What makes someone/something a star?
INSIDE B Unit 9 Superstars
Week 27 Lesson 1-5
-Key Ideas and Details, Text Analysis, -Identify and examine facts about the solar system. T283
Connections/CC.1.2 C Language: -Language CD2: Tracks 10-11
Diverse Media/CC.1.2 G -Discuss and respond to the unit theme by making a mind map about stars. INSIDE B Student’s Edition: pp. 278-283
-Integration of Knowledge and Ideas, -Listen to and imitate fluent models of speech by echoing a chant. Student Practice Book:
Evaluating Arguments/CC.1.2 H -Express opinions about music with a partner. pp. 143-148
-Vocabulary Acquisition and -Agree and disagree with partner’s opinion using academic language frames.
Use/CC.1.2 K -Identify and analyze meanings of idioms. InsideNG.com
-Range of Reading/CC.1.2 L -Define, pronounce, and recognize meanings of key vocabulary related to the solar system. -Language Transparencies
-Examine a chart and identify facts in the chart. -Annotated Practice Book
1.4 Writing -Discuss facts and give information to partner orally.
-Opinion/Argumentative, Language Forms and Conventions Newcomer Support
Organization/CC.1.4 J -Identify and form sentences in future tense using simple future (will + verb) and going to (am/is/are + going INSIDE the USA
-Opinion/Argumentative, Conventions to + verb). Unit 9, Part 2
of Language/CC.1.4 L -Identify and accurately use contractions we’ll and won’t.
-Range of Writing/CC 1.4 X -Write sentences in future tense accurately. Genre and Reading Strategy:
-Write sentences in the future tense about a trip to outer space. Students will read a fantasy story and
1.5 Speaking and Listening -Form sentences about Mars using correct verb tense. analyze the goals and outcomes of
-Comprehension and Collaboration, -Write sentences to describe the Mood using correct verb tense. characters in the story.
Collaborative Discussion/CC.1.5 A Vocabulary Usage-- Acquire and use grade-level:
-Comprehension and Collaboration, -Theme-related Vocabulary: outer space, star, galaxy, horizon, shooting star, moon, solar system, planets,
Evaluating Information/CC.1.5 B sun
-Presentation of Knowledge and Ideas, -Academic Vocabulary: verb, past, present, future Additional Resources:
Context/CC.1.5 E
1.5 G Contractions worksheet
practice
http://www.worksheetpl
ace.com/index.php?func
tion=DisplayCategory&
showCategory=Y&links
=3&id=29&link1=43&l
ink2=52&link3=29
Guiding Question: What are examples of multiple-meaning words?
Week 28 Lesson 6-10
1.3 Reading Literature Content Objectives: INSIDE B Teacher’s Edition: pp. T284-
-Key Ideas and Details, Literary -Identify and examine components of a legend. T292
Elements/CC.1.3 C -Identify the goal and outcome described in Fifth Moon’s Story, and make a goal-and-outcome map. -Unit Planner: T276c-T276d
-Craft and Structure, Text Structure/CC -Complete a chart about the four seasons using key vocabulary. -Fluency CD: Track 9
1.3 E -Discuss the weather and activities for each of the four seasons using academic language frames.
-Vocabulary Acquisition and Use/CC
1.3 J Language: INSIDE B Student’s Edition: pp. 284-292
Discourse Complexity Text: Fifth Moon’s Story
1.4 Writing -Preview legend, Fifth Moon’s Story, and set purpose for reading. Student Practice Book:
-Informative/Explanatory, Conventions -Read aloud excerpts from Fifth Moon’s Story with appropriate phrasing. pp. 149-154
of Language/CC.1.4 F Language Forms and Conventions
-Range of Writing/CC 1.4 X -Identify and recognize meanings of words with multiple meanings. InsideNG.com
-Identify and recognize meanings, spelling and pronunciation of homophones. -Language Transparencies
1.5 Speaking and Listening -Identify final syllables to decode and pronounce multisyllabic words. -Annotated Practice Book
-Comprehension and Collaboration, -Identify vowel patters to determine pronunciation of multisyllabic words.
Collaborative Discussion/CC.1.5 A -Read a passage silently and select three multisyllabic words to decode. Newcomer Support
-Comprehension and Collaboration, -Read a passage aloud and explain strategies used to decode multisyllabic words. INSIDE the USA
Evaluating Information/CC.1.5 B -Identify letter patterns and word parts in long words. Unit 9, Part 3
-Conventions of Standard English/CC -Read aloud and spell long words in sentences.
1.5 G -Identify words with more than three syllables in a short text. Genre and Reading Strategy:
-Recognize multisyllabic words, multiple-meaning words, and homophones while reading Fifth Moon’s Story. Students will read the legend, Fifth Moon’s
Vocabulary Usage-- Acquire and use grade-level: Story, and draw on prior knowledge to set
-Theme-related Vocabulary: buy, by, close, for, four, hear, here, kind, know, no, right, show, watch, write purpose for reading.
-Academic Vocabulary: multisyllabic words, multiple-meaning words, homophones
-Write sentences about the Sun using key vocabulary.
Guiding Question: What can we find in outer space?
Resources
-Key Ideas and Details, Text Analysis, -Identify and examine components of a science article. T310a
Analysis, Development, -Identify features of a diamante poem. -Unit Planner: T276c-T276d
Connections/CC.1.2 C -Fluency CD: Track 18
-Craft and Structure, Point of View/CC Language: -Writing Project: T303-T309
1.2 D Discourse Complexity -Monitor Progress: T310a
-Craft and Structure, Text Structure/CC -Identify and analyze the use of captions and callouts as text features.
1.2 E -Listen to and read an article for specific information.
-Integration of Knowledge and Ideas, -Define, pronounce, and recognize meanings for key vocabulary related to the solar system. INSIDE B Student’s Edition: pp.293-309
Diverse Media/CC.1.2 G -Make vocabulary cards to study key vocabulary. Text: Exploring Space (science article)
-Vocabulary Acquisition and -Preview science article, Exploring Space, and set purpose for reading. Student Practice Book:
Use/CC.1.2 K -Examine and analyze text features in Exploring Space. pp. 155-180
-Range of Reading/CC.1.2 L -Recognize meanings of key vocabulary while reading Exploring Space.
-Identify goals and outcomes while reading Exploring Space. InsideNG.com
1.3 Reading Literature -Identify important details while reading Exploring Space. -Language Transparencies
-Key Ideas and Details, Literary -Write sentences about life as an astronaut using key vocabulary. -Annotated Practice Book
Elements/CC.1.3 C -Preview title and byline of poem Stargazer. -Assessment & Rubrics
-Craft and Structure, Point of -Read and analyze author’s purpose for poem Stargazer. -Progress Tests & Quick Checks
View/CC.1.3 D -Make a diagram to summarize information in Exploring Space.
-Craft and Structure, Text Structure/CC -Summarize information orally using diagram and academic language frames.
1.3 E -Analyze sample of a diamante poem. Assessment:
-Integration of Knowledge and Ideas, -Prewrite, draft, revise, and edit a diamante poem. -Monitor Progress p. T67a
Text Analysis/CC.1.3 H -Publish, share, and reflect on a diamante poem. -Quick Check: Unit 8 (insideng.com)
-Vocabulary Acquisition and Use/CC Language Forms and Conventions -Language Acquisition Rubrics
1.3 J -Edit and proofread errors in self-created diamante poem. (insideng.com)
Vocabulary Usage-- Acquire and use grade-level:
1.4 Writing -Theme-related Vocabulary: astronauts, moon, rocket solar system, space
-Informative/Explanatory/CC.1.4 A -Academic Vocabulary: captions, callouts, diagram, diamante poem Newcomer Support
-Response to Literature/CC 1.4 S INSIDE the USA
-Production and Distribution of Writing, UNIT 10, Part 1
Writing Process/CC 1.4 T
1.5 Speaking and Listening Students will preview science article,
-Comprehension and Collaboration, Exploring Space, and build background
Collaborative Discussion/CC.1.5 A knowledge to set purpose for reading.
Evaluating Information/CC.1.5 B
-Presentation of Knowledge and Ideas,
Context/CC.1.5 E
Big Question: What have we learned about America, Farms, and Stars?
INSIDE B Unit 7-9 Review
Week 30
Resources
1.2 Reading Informational Text Content Objectives: INSIDE B Teacher’s Edition: pp. T310b-
-Craft and Structure, Text Structure/CC -Identify and review components of travel articles, history articles, science articles, biographical sketches, T310e
1.2 E informational texts, reports, poems, and legends. -Cumulative Review: T310b-T310c
-Integration of Knowledge and Ideas, -Monitor Progress: T310d-T310e
Diverse Media/CC 1.2 G Language:
Analysis Across Texts/CC 1.2 J -Review and practice classifying objects. Student Practice Book:
-Vocabulary Acquisition and Use/CC -Review and practice identifying goals and outcomes. pp. 118-119, 136-137, 155-156 (Key
1.2 J-K -Review and practice making comparisons. vocabulary) pp. 113-114, 131-132, 149-150
Language Forms and Conventions (Word recognition)
1.3 Reading Literature -Identify and review multisyllabic words and words with prefixes and suffixes.
-Craft and Structure, Text Structure/CC -Review how to form questions using question words how, why, how many, and how much. InsideNG.com
1.3 E -Review proper nouns and capitalization. -Assessment & Rubrics
-Integration of Knowledge and Ideas, -Review the use of future tense verbs and contractions. -Progress Tests & Quick Checks
Sources of Information/CC 1.3 G -Review how to form sentences in present, past, and future tenses.
-Vocabulary Acquisition and Use/CC Vocabulary Usage-- Acquire and use grade-level: Assessment:
1.3 J -Theme-related Vocabulary: pilgrims, colonists, explorers, pioneers, immigrants, mountain, ocean, plains, -Unit Tests for Progress Monitoring: Units
river, lake, earth, explore, form, high, miles, million, near, sea, state, than, cactus, hundred, open, gate, 7-9 (insideng.com)
1.4 Writing wagon, canyon, region, product, map, key, cowboy, culture, mile, states, field, row, tractor, farmer, seedling, -Quick Check Class profile: Units 7-9
-Range of Writing/CC 1.4 X water, soil, crop, crate, weigh, beautiful, energy, healthy, oxygen, vitamins, special, own, any, indoors, (insideng.com)
warm, healthy, cold, outdoors, outer space, star, galaxy, horizon, shooting star, Moon, solar system, planets, -Unit Reflection & Self Assessment: Units
1.5 Speaking and Listening Sun, buy, by, close, for, four, hear, here, kind, know, no, right, show, watch, write, astronauts, moon, rocket 7-9 (insideng.com)
-Comprehension & Collaboration, -Academic Vocabulary: proper noun, capitalization, directions, multisyllabic words, article, biography, -Unit Test Student Profile: Units 7-9
Collaborative Discussion/CC 1.5A classify, subject, predicate, suffix, prefix, informational text, compound word, comparison, report, verb, past, (insideng.com)
-Comprehension & Collaboration, present, future, captions, callouts, diagram, diamante poem -Unit Test Class Profile: Units 7-9
Critical Listening/CC 1.5B (insideng.com)
1.5 G Newcomer Support
INSIDE the USA
Unit 10, Part 2 & 3

Modified Grade 8 Enlela Inside A B Curriculum Map Champlin

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Modified Grade 8 Enlela Inside A B Curriculum Map Champlin

Hochgeladen von

Copyright:

Verfügbare Formate

Grade 8 Curriculum

Main idea graphic organizers:

CELLA Testing Supporting Materials:

Genre and Reading Strategy:

Big Question: What happens in the city?

Genre and Reading Strategy:

Modal Verbs Practice

1.5 Speaking and Listening Language Forms and Conventions

Genre and Reading Strategy:

Suffixes –ly and –ful practice

Das könnte Ihnen auch gefallen