and rime awareness), and individual sounds (sound awareness) Interactive Read-Aloud and Text Discussion Students engage in deep discussion with one another about a text that they have heard read aloud or one they have read independently. Literacy Continuum, Fountas and Pinnell, 2017 Houghton Mifflin Basal Scott Foresman Social Studies Textbook and Resources Harcourt Science Textbook Core Knowledge (CKLA) – Read Project (RAP) – Text Sets – Close Reads – , Project Tahoe (Core Knowledge DBQs) and Content Literacy Guided Language Acquisition Design (GLAD) Juicy Sentences RL.1-10 RI.1-10 RF.1-4 SL.1-4, 6 L.1 L.2 Core Knowledge Small Group Instruction Guided Reading Art and ELA Professional Learning* Interactive Readaloud Shared Reading Phonics and Fluency Shared and Performance Reading Students read together or take roles in reading a shared text. They reflect the meaning of the text with their voices. Literacy Continuum, Fountas and Pinnell, 2017 Houghton Mifflin Foresman Social Studies Textbook Harcourt Science Textbook Guided Language Acquisition Design (GLAD) Readers’ Theater RF.1, 3-4 SL.6 L.1, 3, 5, 6 Shared Reading Small Group Instruction Site-based Professional Learning* Phonics and Fluency Art and ELA
Writing About Reading Students extend their understanding of a text through a variety of writing genres and sometimes with Illustrations. [This includes writing about reading in the content areas]. Literacy Continuum, Fountas and Pinnell, 2017 Houghton Mifflin Basal Document Based Questions (DBQ) – , Close Reads – , In Common – Rubrics are available at . These rubrics align with the NVACS and scaffold to the SBAC rubrics. Modeled Writing Interactive Writing Shared Writing Foresman Social Studies Textbook and Resources Harcourt Science Textbook Juicy Sentences RL.1-10 RI.1-10 W.1-6, L.1-6 Writing to Sources (K-2) Text Set Project Guided Reading Site-based Professional Learning* Core Knowledge Art and ELA Writing Students compose and write their own examples of a variety of genres, written for varying purposes and audiences. Literacy Continuum, Fountas and Pinnell, 2017 a Writer Lucy Calkins The 5 Writers’ Workshop Modeled Writing Interactive Writing Shared Writing In Common – Guided Language Acquisition Design (GLAD) Rubrics are available at . These rubrics align with the NVACS and scaffold to the SBAC rubrics. RF.1, 3-4 W.1-3, 5-8 L.1-2, 4-6 Writing to Sources (K-2) Small Group Instruction Site-based Professional Learning* Core Knowledge Phonics, Spelling, and Word Study (including Vocabulary and Language) Students learn about the relationships of letters to sounds as well as the structure of words to help them in reading, [writing], and spelling. Literacy Continuum, Fountas and Pinnell, 2017 Houghton Mifflin Basal Words Their Way, Bear, Invernizzi, and Templeton Guided Language Acquisition Design (GLAD) Scott Foresman Social Studies Textbook Foresman Social Studies Textbook Harcourt Science Textbook Close Reads – , RF.2-4 L.1-6 Word Study 2.0 Phonics and Fluency Foundational Skills Core Knowledge Text Set Project Group Instruction
Juicy Sentences SIPPS, Center for the Collaborative Classroom Spiral Up, Benchmark Education Start Up, Benchmark Education Rigor, Benchmark Education Word Study and Vocabulary Skills, Benchmark Education Guided Language Acquisition Design (GLAD) Robust Vocabulary Instruction Shared Reading Guided Reading Site-based Professional Learning* Guided Group Instruction Students read a teacher-selected text in a small group; the teacher provides explicit teaching and support for reading increasingly challenging texts. Literacy Continuum, Fountas and Pinnell, 2017 Guided Reading, Fountas and Pinnell, 2017 Houghton Mifflin Basal and Leveled Readers Scott Foresman Social Studies Leveled Readers Café Raz-Kids, Raz Plus 5 Reading A-Z Readers National Geographic Leveled Readers King’s School Readers Townsend Readers RL.1-10 RI.1-10 RF.1, 3-4 L.3-6 Guided Reading Small Group Instruction Word Study 2.0 Foundational Skills Phonics and Fluency Site-based Professional Learning* Volume of Accountable Independent Student Reading Students read individually and silently, using the text to build knowledge and demonstrate the knowledge gained in some manner. Literacy Continuum, Fountas and Pinnell, 2017 Text Sets – Houghton Mifflin Leveled Readers Scott Foresman Social Studies Leveled Readers Reading A-Z Book Boxes Library books with added accountability RL.1-10 RI.1-10 RF.1, 3-4 L.3-6 Text Set Project Site-based Professional Learning* Art and ELA Curriculum Components and Definitions adapted from 2011, 2008 by Gay Su Pinnell and Irene C. Fountas from The Continuum of Literacy Learning, Grades PreK-8, Portsmouth, NH: Heinemann *Contact Stacy Drum at for literacy site-based professional learning opportunities. Please visit for the Vendor Product Review of Supplementary Materials Database which lists supplementary materials approved by WCSD.
Aloud 3-5 Framework Curriculum Component Definition Resources/Methods Related Anchor Standards Professional Learning (classes will be listed on MyPGS) Interactive and Text Discussion Students engage in deep discussion with one another about a text that they have heard read aloud or one they have read independently. Literacy Continuum, Fountas and Pinnell, 2017 Houghton Mifflin Basal Scott Foresman Social Studies Textbook NV: Our Home Textbook (4th grade) Harcourt Science Textbook Basal Alignment Project(BAP) – Reads – , , Text Sets – Library Books We the People (5th Grade) Core Knowledge (3rd Grade) – Social Studies Content Literacy Guided Language Acquisition Design (GLAD) Sentences RL.1-10 RI.1-10 RF.1-4 SL.1-4, 6 L.1, 3, 6 Core Knowledge (grade 3) Small Group Instruction Guided Reading Art and ELA Site-based Professional Learning* Interactive Readaloud Shared Reading Phonics and Fluency
of genres, written for varying purposes and audiences. Being a Writer Lucy Calkins The Daily 5 Writers’ Workshop Modeled Writing Interactive Writing Shared Writing In Common – Guided Language Acquisition Design (GLAD) Rubrics are available at . rubrics align with the NVACS and the SBAC rubrics. L.1-2, 4-6 Small Group Instruction Site-based Professional Learning* Core Knowledge (Grade 3) Phonics, Spelling, and Word Study (including Vocabulary and Language) Students learn about the relationships of letters to sounds as well as the structure of words to help them in reading, [writing], and spelling. Literacy Continuum, Fountas and Pinnell, 2017 Houghton Mifflin Basal Their Way, Bear, Invernizzi, and Templeton Guided Language Acquisition Design (GLAD) Core Knowledge (3rd Grade)- Scott Foresman Social Studies Textbook We the People (5th Grade) NV: Our Home Textbook (4th Grade) Guided Language Acquisition Design (GLAD) Harcourt Science Textbook Close Reads – , , www.projecttahoe.org Sentences SIPPS, Center for the Collaborative Classroom RF.3-4 L.1-6 Word 2.0 Phonics and Fluency Foundational Skills Core Knowledge (Grade 3) Text Set Project Group Instruction Robust Vocabulary Instruction Shared Reading Guided Reading Site-based Professional Learning*
Spiral Up, Benchmark Education Word Study and Vocabulary Skills, Benchmark Education Rigor, Benchmark Education Build Up, Benchmark Education Guided Reading/Small Group Instruction Students read a teacher-selected text in a small group; the teacher provides explicit teaching and support for reading increasingly challenging texts. Literacy Continuum, Fountas and Pinnell, 2017 Houghton Mifflin Basal and Leveled Readers Foresman Social Studies Leveled Readers Reading A-Z Text Sets – Raz-Kids, Raz Plus Café The Daily 5 Rigby Leveled Readers National Geographic Leveled Readers RL.1-10 RI.1-10 RF.3-4 L.3-6 Guided Reading Small Group Instruction Word Study 2.0 Foundational Skills Phonics and Fluency Site-based Professional Learning* Volume of Accountable Independent Student Reading Students read individually and silently, the text to build knowledge and demonstrate the knowledge gained in some manner. Literacy Continuum, Fountas and Pinnell, 2017 Text Sets – Houghton Mifflin Leveled Readers Scott Foresman Social Studies Leveled Readers Book Boxes Library books with added accountability RL.1-10 RI.1-10 RF.3-4 W.4 L.3-6 Text Set Project Site-based Professional Learning* Art and ELA Curriculum Components and Definitions adapted from 2011, 2008 by Gay Su Pinnell and C. Fountas from The Continuum of Literacy Learning, Grades PreK-8, Portsmouth, NH: Heinemann *Contact Stacy Drum at for literacy site-based professional learning opportunities. Please visit for the Vendor Product Review of Supplementary Materials Database which lists supplementary materials approved by WCSD.
Grades K-5 Planning Guide Phonological Awareness, Phonics Writing Writing About Reading Interactive and Text Discussion/Shared and Performance Reading Spelling, Word Vocabulary and Language Guided Reading/Small Group Instruction Volume of Accountable Independent Student Reading Days Use the systematic foundational skills instruction in HMH. Formatively monitor instruction based on student need. Further direction for pacing can be found in Words Their Way by Bear, Invernizzi, Templeton, and Johnston or The Literacy Continuum, by Fountas and Pinnell. Students need to develop a knowledge of the writing process and to know how to vary the process for different genres and purposes. This includes shared, interactive, and modeled writing. Refer to the NVACS for the three text types. This component includes writing about reading in the content areas (Writing to Sources). Scaffolded writing lessons connected to HMH stories are available at Draw from the Read-aloud Project resources, close reading exemplars, and BAP lessons. Close Reads and BAP lessons are accessible at or ; RAPs are accessible at . Core Knowledge can be mapped in this area. DBQs based on Core Knowledge domains are available on and HMH stories can be included here with BAPs and/or with adjustments to questions so that they are text dependent. Refer to Words Their Way, the HMH spelling and language skills, Core Knowledge for vocabulary, the Comprehensive Phonics, Spelling, and Word Study Guide and/or the Literacy Continuum by Fountas and Pinnell. Instruction should be connected to text. Leveled texts that are increasingly challenging to students. Text Sets, library books, and book boxes with added accountability. This guide can be adjusted to plan a year, month, or week of . Aug. Sept.