Harcourt Trophies Pacing Guide Second Grade
- [8038e8] - Harcourt Trophies Pacing Guide Grade 4 harcourt trophies pacing guide grade 4 harcout trophies grade 4 pacing guid documents new updated files for harcout trophies grade 4 pacing guid.
- Harcourt Houghton Mifflin. CF refers to the Virginia SOL Curriculum Framework CF 2nd SS ESS refers to the Virginia SOL. Second Grade Social Studies Pacing Guide.
HARCOURT TROPHIES - SECOND GRADE: Grammar Practice: Ideas for Writers: Grammar Glossary: Homework Helper Go for Grammar Gold: Writing Detective: Spelling Test and Study Guides by Jan Thomas. Tweaked by A. Miller All DOCUMENTS are in Word 2003 or PDF files. Daily Phonic and Language Drills. The booklet is teacher-made and contains just the words, but not the skills or directions.
1 Common Core State Standards Alignment Harc court Trophies Third Grade Curriculum and Professional Developmentt Division K-12 Literacy Services Department 2 Third Grade Alignment Houghton Mifflin Harcourt Trophies 2003, 2005, 2007 correlated to the Common Core State Standards (CCSS) for English Language Arts (2010) The purpose of this alignment document is to assist teachers in understanding how the Harcourt Trophies reading series supports the implementation of the Common Core State Standards. In addition, this document will identify standards that are not evident in the adopted textbook that will require additional instruction and possible use of supplemental materials prior to the end of the year when students are expected to demonstrate mastery. Also, note that many of the concepts in Trophies, though not Common Core State Standards for this grade level, are essential skills that students need to become proficient readers. Please note that this document demonstrates the alignment to the Common Core State Standards for Reading Literature, Reading Informational Text, Reading Foundational Skills, and the Vocabulary Acquisition and Use of the Language Strand. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Not explicitly taught.
Can be embedded throughout all selections. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Allie s Basketball Dream (recount stories), Little Grunt and the Big Egg (recount stories), Centerfield Ballhawk (recount stories), Sayings We Share: Proverbs and Fables (determine the central message, lesson, or moral) Papa Tells Chita a Story (recount stories), Coyote Places the Stars (recount stories), Why Mosquitoes Buzz in People s Ears (recount stories), Lon Po Po (recount stories), I m in Charge of Celebrations (recount stories) RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Allie s Basketball Dream (describe characters in a story) Leah s Pony (describe characters in a story) CPDD K 12 Literacy Services, 8 11 Page 2 of 8 3 RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Sayings We Share: Proverbs and Fables Papa Tells Chita a Story, Why Mosquitoes Buzz in People s Ears, Coyote Places the Stars (recount stories) RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
Running Pacing Guide
RL.3.7 Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL.3.8 (Not applicable to literature) Not applicable RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Cocoa Ice (compares settings) RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2 3 text complexity band independently and proficiently. Use of a scientifically based reading researched program is a strong foundation for providing comprehensive instruction in literary and informational text. In order for students to access appropriate text complexity, teachers will need to supplement their instruction using a variety of text that aligns to the text exemplars provided in the Common Core State Standards.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Not explicitly taught. Can be embedded throughout all selections. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. A Book About Cowboys and Cowgirls, If You Made a Million RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
The Stories Julian Tells (steps in technical procedures using language pertaining to sequence) CPDD K 12 Literacy Services, 8 11 Page 3 of 8 4 RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area. The Olympic Games: Where Heroes Are Made RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a text. Wild Shots, They re My Life (text features) Rocking and Rolling (text features), The Armadillo from Amarillo (text features), Visitors from Space (text features) RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Rocking and Rolling, Visitors from Space RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Rocking and Rolling, The Armadillo from Amarillo RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 3 text complexity band independently and proficiently. Use of a scientifically based reading researched program is a strong foundation for providing comprehensive instruction in literary and informational text. In order for students to access appropriate text complexity, teachers will need to supplement their instruction using a variety of text that aligns to the text exemplars provided in the Common Core State Standards.
North Carolina Pacing Guide
RF.3.3 Know and apply grade level phonics and word analysis skills in decoding words. RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. The Stories Julian Tells (prefixes), The Talent Show, Centerfield Ballhawk, Ramona Forever Papa Tells Chita a Story, Lon Po Po (prefixes), I m in Charge of Celebrations, The Armadillo from Amarillo (prefixes) CPDD K 12 Literacy Services, 8 11 Page 4 of 8 5 RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multi syllable words. RF.3.3d Read grade appropriate irregularly spelled words. RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Refer to RF.3.4a RF.3.4c RF.3.4a Read on level text with purpose and understanding. The Talent Show ( ible and able), Ramona Forever ( ible and able) I m in Charge of Celebrations ( able) RF.3.4b Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. The Olympic Games: Where Heroes Are Made (appropriate rate) RF.3.4c Use context to confirm or self correct word recognition and understanding, rereading as necessary. Turtle Bay (context to confirm understanding), Rosie, A Visiting Dog s Story Papa Tells Chita a Story (context to confirm understanding), Yippee Yay!
A Book About Cowboys and Cowgirls, The Armadillo from Amarillo L.3.4 Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Officer Buckle and Gloria (multiple meaning words), Little Grunt and the Big Egg, The Stories Julian Tells Cocoa Ice, I m in Charge of Celebrations, Alejandro s Gift, Rocking and Rolling, The Armadillo from Amarillo L.3.4a Use sentence level context as a clue to the meaning of a word or phrase. Nate the Great, San Francisco Detective, Allie s Basketball Dream, The Olympic Games: Where Heroes Are Made, Turtle Bay Yippee Yay! A Book About Cowboys and Cowgirls, Alejandro s Gift CPDD K 12 Literacy Services, 8 11 Page 5 of 8 6 L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Pepita Talks Twice, The Talent Show, Centerfield Ballhawk, Ramona Forever Papa Tells Chita a Story L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). Cocoa Ice L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.