Literacycurriculummap

Pealer 1
Pealer Common Core Standards Literacy Map

Adapted for K-3 Scholars
2015/2016 School Year
Table of Contents
Unit
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Standard
RL.4
RL.2/RL.3
Name of Standard
Literary Text: Word Choice/Meaning
Literary Text: Main Idea/Details/Summary
Days
17
Page Numbers
Writing Unit
2-3
32
4-7
RL.6
RL.7
17
8-10
19
11-13
25
14-16
Fairy Tales
RI.4
RI.5/RL.5
RI.2
RI.3
Literary Text: Point of View and Purpose

Literary Text: Beyond the Text: Multiple
Modes of Representation
Different Viewpoints: Analysis and
Comparison
Word Choice to Interpret Meaning
Text Structure
Central Ideas & Analyses
Connections & Relationships
Poems & Songs

Small Moment
Narratives
Realistic Fiction
Realistic Fiction/Fairy
Tales
8
18
12
17-18
19-21
22-23
12
24-26
RI.6
Point of View & Purpose
27-28
RI.7
Informational Text: Beyond the Text:

Multiple Modes of Representation
Evaluating Evidence with Reasoning and
Support
Different Viewpoints: Analysis and
Comparison
10
29-31
How-To Books
Non-Fiction Books
Non-Fiction Books
How to Write like a
Scientist
How to Write like a
Scientist
How to Write like a
Scientist
18
32-33
Opinion Writing
10
34-37
Changing the World
RL.9
RI.8
RI.9
Days: 206
Literacy Instruction Curriculum Map
Pealer 2

Unit 1
RL.4: Word Choice/Meaning
Identify words and phrases in stories and poems that suggest feelings or appeal to the senses and
describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.
Standards/Ti
me/Vocabular
y/
Assessment
Text List
Standard: RL.4
Freight Train
Time: 17
My Teacher Calls me
Sweetie Cakes (Q1 K
Text Bundle)
Vocabulary:
unknown words,
words versus
phrases,
alliteration,
personification,
simile, metaphor,
allusion, irony,
parallel structure
Shel Silverstein &

Other Poems
SONGS :)
Wheres Papa Going
with the Ax?
excerpt from chapter
Lesson Sequence
Suggested Mini-Lesson Sequence:
SWBAT identify if there is a smaller (chunk) word in the vocabulary

word that they might know (example: slow- slowly, jump- jumping, forgetforgetful)-- haggerty yellow book for support
SWBAT identify clues in a picture that helps them figure out the
meaning of an unknown word-- sparkle pictures from Kindergarten
SWBAT read on to determine the meaning of the unknown word-Nighttime critters (nocturnal) mentor text
SWBAT identify the key words and phrases throughout a text and the
words that call to our attention (mentor texts with bolded words or all caps-- use
highlighter tape)
SWBAT define the key words and phrases throughout a text
SWBAT explain how the key words and phrases contribute to the
overall meaning of the story
Pealer 3
Cafe Strategy
Resources:
Fluency and
Accuracy
Writing Unit:
Poetry/Songs Unit 1
1 of Charlottes Webb
(Q1 2 Text Bundle)
Old Yeller, by Fred
Gipson
8 (Q1 2 Text Bundle)
Summative
Assessment:
create a poem
using descriptive
words
corresponding with
their fives senses
(mood)
Scholar
Work/Assignments/Assessment
Adapted organizers based upon standard
RL.4
Create a poem using descriptive words
corresponding with their fives senses
(mood)
SWBAT identify repetitions of words or phrases within a text
SWBAT explain the authors purpose of the words or phrases

repetition within a text
SWBAT identify words/phrases in a text that help them see, feel,

hear, touch or taste in their mind as they listen to or read a story/poem
SWBAT explain why these words/phrase help them to see, feel, hear,
touch or taste in their mind as they listen to or read a story/poem
SWBAT identify words or phrases in a text that help them to bzetter

understand what the setting looks/smells/sounds like (chapter 3: charlotte's web,
strategies that work)
SWBAT explain why these words or phrases contribute to the readers

stronger understanding of setting
SWBAT identify the tone created by words or phrases within the text
SWBAT explain how the tone created by the words or phrases within
a text contribute to the overall meaning
SWBAT explain how and why a story would change if particular

words/phrases were taken out
SWBAT create a poem using descriptive words corresponding with

their fives senses (mood)
SWBAT present and share the poem with their peers

Essential/Critical Thinking Questions:
Essential Question:
How do words and phrases in a text supply meaning?
Critical Thinking Questions:
Read the text on page ____, waht are the key words or phrases in this text?
Listen to this sentence/line form the text, what does it mean?
What effect does the repetition of word/phrase ____ have on the text?
How does alliteration add meaning to a poem?
How does the phrase ____ from the story/poem make you feel? Why?
What is the purpose of using words such as ____ and ____ in the selection?
What words/phrases help you to see, feel, hear, touch, or taste in your mind as you read
the story/poem?
Pealer 4
Use words/phrases from the story/poem to explaIn how ___ (character) is and feels in the
BME?
What words/phrases in the story tell us what the setting looks/smells/sounds like?
What is the tone of this text?
What effect does the tone have on the rest of the text?
I am going to take a word/phrase away. I wonder how the story/poem would change if ___
was not there. What do you think?

Unit 2
RL.2: Main Idea/Details/Summary
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Standards/Ti
me/Vocabular
y/
Assessment
Standard: RL.2
Time: 32
Vocabulary:
setting, geography,
location,
description, time,
Text List
Something Beautiful:
cultural settingin this
particular neighborhood
this is the setting
(describe setting)
Me on a Map: setting
Lesson Sequence
SWBAT define setting: sense of place and lifestyle and identify

physical qualities of the setting (geographic, location, description), identify
what time the story takes place (working anchor chart)
SWBAT identify characters within a text
SWBAT identify the main character and explain why this is the
main character
Pealer 5
place, character,
main character,
secondary
character, major
event, minor
event, cultural
setting, key details,
major and minor
details, plot (BME),
topic, problem,
solution, authors
message, lesson
Writing Unit:
Narrative writing
Summative
Assessment:
Evaluate how the
cultural setting
affects a
characters actions
and feelings
Evaluate a
characters actions
and lessons
learned when
taking into account
plot events and
setting
Teammates: segregation,
setting--- time period
(kids with gym shoes over
here, kids without gym
shoes over heregive
some kids candyexplain
segregation and how its
not fair and how we can
change it)-- circled all the
things that were different
within that picture (hook)
The Great Kapok Tree:
Main idea through scaffold
chart
The Ugly Duckling:
authors message and
lessons learned and
cultural setting
Chrysanthemum: have
students compare and
contrast the length of
their own names to
Chrysanthemum, etc.
Frog and ToadAlone
collective main characters
because they are in one
relationship-- guided
reading for older students
SWBAT identify and define the secondary character and why this
is a secondary character
SWBAT define wants and needs-- leads to character motivation
SWBAT identify and explain the main characters wants or needs
SWBAT identify the characters actions within the story
SWBAT define and locate dialogue within a story
SWBAT explain the purpose for the characters dialogue within the
text
SWBAT identify the major event
SWBAT identify what is happening around the event
SWBAT explain how the main character responds to the major

event
SWBAT explain how the story changes due to the main event
SWBAT examine why this is a major event based upon how the
character responds and how the story changes
SWBAT define cultural setting of a text (Something Beautiful:

cultural setting) (I do: How T fits in within the cultural setting of our school
in year 2015 and how I would fit in during civil rights movement, We do: S
describe how they fit into their current schools cultural setting and work
towards an understanding that if this was years in the past, our school
might be segregated)-- 2 days (provide S with prior knowledge through
multi-media)
SWBAT analyze how the cultural setting affects the character (Fly
Away Home)
SWBAT evaluate how the cultural setting affects a characters

actions and feelings (Patricia Polacco)
Interim Assessment
SWBAT define and identify major and minor details
SWBAT debate between major and minor details and support

their reasoning with evidence
SWBAT identify key events at the beginning, middle, and end of a

text
SWBAT define topic and identify the topic within a story
SWBAT define the major problem in the story and identify the
major problem in the story
SWBAT define solution and identify how the main character
Pealer 6
Frog and Toad Together:
The Garden: Q1 K Text
Bundle
Fly Away Home- Eve
Bunting
Patricia Polacco Books-Chicken Sunday, Thank
You Mr. Falker, Keeping
Quilt, Thunder Cake, Pink
and Say
The Little Captive (Q1 K
Text Bundle)
solves the problem
SWBAT explain why the character solved the problem in the way
they did
SWBAT define the authors message (topic) and describe the

authors message
SWBAT identify and explain how the author shows this message
throughout the story (topic/lesson learned)
SWBAT retell the story beginning, middle, and end and including
a description of how the character changes
SWBAT describe the main character using words or phrases from

the story including an analysis of how the characters thoughts, feelings,
and actions affect the events in the story
SWBAT retell the story demonstrating an overall analysis of the

authors message including; setting, characters, problem, happenings, how
the problem is solved, and the ending
SWBAT evaluate a characters actions and lessons learned when

taking into account plot events and setting
Wheres Papa Going with

the Ax?
excerpt from chapter 1 of
Charlottes Webb (Q1 2
Text Bundle)
Lion and Mouse
Aesop (Q1 2 Text Bundle)
The Wind Blew, by Pat
Hutchins (Q4 K Text
Bundle)
Scholar Work/Assignments/Assessment

Essential Question:
Pealer 7
RL.2/RL.3
Evaluate how the cultural setting affects a
characters actions and feelings
Evaluate a characters actions and lessons
learned when taking into account plot events
and setting
Retell the story including key details through demonstrating an understanding of their
central message or lesson.
Who is the story about?
What is the story about?
What is one word or phrase to describe the main character?
What is a major event?
Why is the major event important?
Using the pictures in the text, what happens in the story?
Tell me what happens at the beginning, in the middle, and at the end of the story?
What is the problem?
What does the character do to solve the problem?
Draw a picture of a major event in the story including a word or sentence from the
story to go with the picture.
What is a key detail?
What is a key detail from the beginning, middle and end?
Listen as I read a detail on this page. Is it a key detail to use when you retell the story?
Why or why not?
What is the central message in the text?
What key details help you understand the central message or lesson? Include at least
three details in order from which they occurred
What lesson did the character learn?
What is the author trying to teach you? Find a sentence that best explains this
message.
What message does the author want you to know?
Recount the text (including characters, setting, problem, happenings, how the problem
is solved, and the ending with details about the authors message and this effect on
the story).
Pealer 8

Unit 3
RL.6: Point of View and Purpose
Identify who is telling the story at various points in a text
Standards/Ti
me/Vocabular
y/
Assessment
Text List
Standard: RL.6
Fairytales:
Time: 17
Three Little Pigs Big

Bad Wolf
Vocabulary:
Authors role,
illustrators role,
whos telling the
story at different
points, differences
in points of view vs.
narrators,
characters point of
view, speak in
Candy Shop
Little Red Hen
Goldilocks POV
Finn Family
Moomintroll
Lesson Sequence
story
story
story
SWBAT
SWBAT
SWBAT
SWBAT
identify who is telling the story

identify how they know this person is telling the story
define values/beliefs
identify the characters beliefs/point of view within a
SWBAT define attitudes

SWBAT identify the characters attitude/point of view within a
SWBAT define experiences
SWBAT explain the characters experiences/point of view within a
SWBAT identify character dialogue within a text
SWBAT identify and define dialogue tags
SWBAT express tone and feeling based upon dialogue tags
Pealer 9
different voices for
dialogue
My Five Senses (Q1 K

Text Bundle)
Guided Reading:
Third grade does
first person, second
person, and third
person POV-differentiate
between the three
The Ant and the

Grasshopper, Aesop
(Q1 1 Text Bundle)
Writing Unit:
Fairytales
Wheres Papa Going

with the Ax?
1 of Charlottes Webb
(Q1 2 Text Bundle)
Summative
Assessment:
Create a familiar
story written in the
point of view of
another character
within the text
Because of Winn
Dixie, Kate DiCamillo
(Q1 2 Text Bundle)
The Boy Who Didnt

Believe in Spring, by
Lucille Clifton (Q4 K
Text Bundle)
The Raft (Q4 1 Text
Bundle)
The Tent (Q4 1 Text
Bundle)
Pumpkin Soup (Q4 1
Text Bundle)
One Smile (Q4 1 Text
Bundle)
SWBAT identify if there are multiple storytellers within a text
SWBAT explain the characters overall point-of-view and its effect

story
SWBAT describe character As point of view
SWBAT describe character Bs point of view
SWBAT analyze the difference between the two characters

points of view
SWBAT create a familiar story written in the point of view of

another character within the text
Pealer 10
Scholar
RL.6
Create a familiar story written in the point
of view of another character within the text

Essential Question:
What are the similarities and differences between two characters points of view
within the same text?
Who is telling the story?
How do you know who is telling the story?
What can you tell about his/her beliefs, attitude, or experiences?
Is there more than one storyteller in this text?
Who is the storyteller in this text?
Where in the story does another character tell what he/she thinks or feels about what
is happening?
How do you know this person is the storyteller?
How many different characters are telling the story? How do you know?
Listen to this sentence, ____, who is speaking?
What is dialogue?
What is a dialogue tag?
Where in the text is there another character telling the story?
Which sentence first lets you know how characters feels about ____?
How would you change your voice so it sounds like how the character might sound?
What tone of voice might the character use when saying ___? What words from the
text help you know?
Why was it important for the author to use dialogue?
Pealer 11

Unit 4
RL.7: Beyond the Text Multiple Modes of Representation
Use illustration and details in a story to describe its characters, settings, plot, or events
Standards/Tim
e/Vocabulary/
Assessment
Standard: RL.7
Time: 19
Vocabulary:
Relationship
between illustrations
and story, use of
illustrations and
details to describe
character, setting,
and events,
information to
Text List
Lesson Sequence
Chrysanthemum (last
page-- rainbow
picture)
Moving Poem
Freight Train
Wordless picture
books
Wordless text of the
Ugly Duckling (Dr.
SWBAT define illustration and how they help tell a story
SWBAT analyze how an illustration matches to its describing

sentence
SWBAT define mood and describe the mood of the illustrations

within the text
SWBAT describe the mood by connecting the illustrations to the

words in the text
SWBAT evaluate what the authors message is using an illustration
SWBAT describe and identify details within a story
SWBAT describe the setting of the story using illustrations
SWBAT describe the setting of the story using key details from the
illustrations and words in the text
Pealer 12
understand
character settings,
plot, mood,
connections between
text and visual or
oral presentation,
point of view,
reinforce text
process and
synthesize
information in
graphics (compare
and contrast pictures
versus words)
Carrie Q1 First Gr. Text

Bundle)
Oral representations
through plays in
stories
Mufaros Beautiful
Daughters (Q1 2 Text
Bundle)
The Rough Face Girl*
(Q1 2 Text Bundle)
Strategies that
Work: Visualizing
Assessments:
Prior Assessment:
prior knowledge on
setting, characters,
etc.
Summative
Assessment:
Create and design
the illustrations of a
fictional text
including emphasis
on mood (play,
diorama, mobile of
SWBAT describe a character using details from an illustration
SWBAT describe a character using details from an illustration and

the text
SWBAT describe an event using details from an illustration
SWBAT describe an event using details from an illustration and event
SWBAT define plot
SWBAT identify plot within a text
SWBAT describe plot using words from the text
SWBAT describe the plot using illustrations and words from the text
SWBAT retell the story using illustrations and words from the text
SWBAT create and design the illustrations of a fictional text including

emphasis on mood (play, diorama, mobile of different scenes, puppet show,
etc.)
SWBAT present and explain their creations (Speaking and Listening

Standard)
Pealer 13
different scenes,
puppet show, etc.)
Writing Unit:
Narrative
writing/small
moments: adding
visuals to enhance
details
RL.7
Create and design the illustrations of a
fictional text including emphasis on mood
(play, diorama, mobile of different scenes,
puppet show, etc.)

Essential Question:
Retell the story including key details through demonstrating an understanding of their
central message or lesson using words, phrases, illustrations and details in the story.
What is an illustration?
How do the illustrations help to tell the story?
What about this picture helps you understand the story better?
What illustrations in this story help us understand details about ___, a character in the
story?
Why do you think the illustrator drew this picture?
What does this image mean to the text?
How do illustrations help us understand events in the story? Give an example from the
text.
After looking at this picture, what do you think will happen next?
Where and when does the story take place? How do you know?
Which illustrations help you identify the setting?
How would you describe this character, ___? Use evidence from the story and illustrations
to support your answer.
How would you describe the setting? Use evidence from the story and illustrations to
support your answer.
How would you describe the events in the text? Use evidence from the story and
Pealer 14
illustrations to support your answer.
Tell me how the picture helps you understand (character, setting, problem) etc. Give an
example from the text.
Describe the plot of the story. How does the illustration bring meaning to the text? Use
evidence from the text to support your answer.
What do you think the message the author wants us to know from reading this
illustration or picture?
Pealer 15

Unit 5
RL.9: Different Viewpoints: Analysis and Comparison
Compare and contrast the adventures and experiences of characters in stories along with two or more
versions of the same story
Standards/Tim
e/Vocabulary/
Assessment
Standard: RL.9
Text List
Fables: topic of
perseverance
Time: 24
Vocabulary:
compare, contrast,
similar, different,
characteristic,
culture, adventure,
experience
Essential
Question:
How does your own
Texts from different

cultures-- give S
ownership of what
culture theyd like to
learn about
Henny Penny &
Clucky Lucky
Little Red Riding
Hood two different
Lesson Sequence
SWBAT
SWBAT
SWBAT
characters
SWBAT
characters
SWBAT
characters
SWBAT
characters
SWBAT
SWBAT
two characters
describe two characters in two different texts

identify and define characteristic
define shared and identify one shared characteristic of two
identify one characteristic that is not shared between two
describe two adventures or experiences of two different
identify one shared adventure or experience between two
describe why this adventure or experience is shared
identify one not shared adventure or experience between
Pealer 16
culture connect to
the texts that we are
reading?
Writing Unit:
Cultures around the
world
Summative
Assessment:
Create their own
narrative based
upon their own
culture and identify
of fitting in or not
fitting in within the
culture of the united
states and compare
their own narrative
with the point of
view of the little girl
in the text One
Green Apple who
immigrated to the
United States from
the Middle East (5
Days: define
american culture,
identify personal
identity, create an
opinion on whether
or not they feel they
fit into the
Versions
The Three Little
Dassies: Jan Brett
Something New &
Boy Who Couldnt
Find Spring
The Boy Who Didnt
Believe in Spring, by
Lucille Clifton (Q4 K
Text Bundle)
My Teacher Calls me
Sweetie Cakes &
Chrysanthemum
(relationships at
school) Q1 K Text
Bundle
Rough Faced Girl &
Mufaro's Beautiful
Daughters
(Compare/Contrast
Cinderella Stories)
Q1 2 Text Bundles
Brave Irene, LIttle
boy Who Didnt
Believe in Spring, &
Something Beautiful
SWBAT describe why this adventure or experience is not shared
SWBAT analyze the motivations of two characters and how these

motivations contribute to making their events or adventures similar or
different from eachother
SWBAT create their own fable based upon a familiar fable and then
compare and contrast the two texts
How does your own culture connect to the texts that we are reading? -- graffiti wall
(adding thoughts to essential question throughout unit)
SWBAT define culture
SWBAT identify and describe a culture (or country) a text is from
SWBAT describe similarities between two books from different

cultures
SWBAT describe differences between two books from different

cultures
SWBAT identify and describe the main idea within two texts from
different cultures
SWBAT explain if the main idea changed between the two texts
SWBAT synthesize why the main idea might have changed

between two texts
SWBAT synthesize how the culture impacts a story
Assessment: SWBAT create their own narrative based upon their

own culture and identify of fitting in or not fitting in within the culture of the
united states and compare their own narrative with the point of view of the
little girl in the text One Green Apple who immigrated to the United States
from the Middle East (5 Days: define american culture, identify personal
identity, create an opinion on whether or not they feel they fit into the
american culture, compare and contrast their narrative versus the main
character's point of view within the text One Green Apple)
Pealer 17
american culture,
compare and
contrast their
narrative versus the
main character's
point of view within
the text One Green
Apple)
(Q4 K Text Bundles)
Scholar
RL.9
Create their own narrative based upon their
own culture and identify of fitting in or not
fitting in within the culture of the united
states and compare their own narrative
with the point of view of the little girl in the
text One Green Apple who immigrated to
the United States from the Middle East (5
Days: define american culture, identify
personal identity, create an opinion on
whether or not they feel they fit into the
american culture, compare and contrast
their narrative versus the main character's
point of view within the text One Green
Apple)

Essential Question:
How does your own culture connect to the texts that we are reading?
How are the adventures and experiences of two characters from different stories similar
and different?
How are the same stories from two different cultures similar or different?
What is one characteristic shared by characters ____ and ___?
What is one characteristic of character A that is not shared by character B?
What adventures or experiences did both characters have?
What is the best description of how ____ relates to ____? Which text excerpt best
explains this relationship.
How are the adventures or experiences of the characters different?
Find one event, how are the experiences from this event similar?
Find one event, how are the experiences different?
What motivates character A and character B to participate in the adventure or
experience? What happens?
How is this experience shared by character and character similar and different?
What are the some of the differences/similarities you noticed in the two stories?
Did the authors change the main ideas in their versions of the story? Use evidence from
the stories to support your answer.
Pealer 18
Which culture (country) is represented in each of these stories? How does the culture
impact the story?
How is the problem presented alike and different in each story?
What are the pros and cons of each version?

Unit 6
RI.4: Word Choice to Interpret Meaning
Ask and answer questions to help determine or clarify the meaning of words and phrases within a text.
Standards/Ti
me/Vocabular
y/
Assessment
Text List
Lesson Sequence
Standard: RI.4
Super Survival Skills
Time: 8
Polar Bears
Nighttime Critters
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
SWBAT
Vocabulary:
word, phrase,
repetition, effect,
define and identify keywords and key phrases within a text

describe why these words and phrases are important to the text
define repetition and identify repetition of words within a text
describe the effect that the repetition of a word/phrase has on a text
define tone and identify words or phrases that contribute to the tone
describe the tone created by words or phrases within a text
Pealer 19
tone, critique
Summative
Assessment:
Critique two texts
through
compare/contrast
in order to
determine the
appropriate use of
tone
The Different Types SWBAT analyze how the meaning would change if a word or phrase was omitted from the text
of Bullying (Q1 2 SWBAT critique two texts through compare/contrast in order to determine the appropriate use
of tone
Text Bundles)
Reading A-Z Japan
and Massive
Earthquake, Photo
Gallery (Q4 2 Text
Bundle)
D is for Drinking
Gourd (Q4 2 Text
Bundle)
Scholar
RI.4
Critique two texts through
compare/contrast in order to determine
the appropriate use of tone

Essential Question:
How can you determine or clarify the meaning of unknown words and phrases within a text?
(K-1)
What is the meaning of ___ word/phrase within the text? (2)
Listen closely as I read words or phrases the author uses that really call our attention, why are
these words important to the meaning of the story?
Which words really call to our attention?
What do you think this word means?
How does the author help you know the meaning? Pictures? Charts? Other words?
Is there a smaller chunk word in that word that you know? (e.g. slow-slowly, jump-jumping,
forget-forgetful)
Is there something in the picture that helps you figure out what ___ means?
Are there words surrounding ___ that can help you understand its meaning?
What question can you ask about a word you dont know?
What effect does the repetition of word/phrase _____ have on the text?
Pealer 20
What does ____ mean? What ton is created?
What is the meaning of this word or phrase? How did you determine the meaning of the word
or phrase?
Look at the picture/graphic/illustration on page ___. How can the picture, graphic, or illustration
help you define this word or phrase from the text?
Listen. I am going to take a word/phrase away. I wonder how the story/poem would change if
___ was not there. What do you think?
How would the meaning be changed if the word or phrase was omitted from the text? Why?
What question can you ask about this or another word or phrase that will help you better
understand the text?
Based on what you have read in the text, why did the author use that word choice?

Unit 7
RI.5/RL.5: Text Structure
RI.5: Identify, know, and use various text features (e.g. front cover, back cover, title page, headings, tables of
contents, glossaries, electronic menus, icons, captions, bold print, subheadings, indexes) to locate key facts or
information in a text.
RL.5: Recognize common types of texts (e.g. storybooks, poems) and explain the major differences between books
that tell stories and books that give information, drawing on a wide reading of a range of text types.
Pealer 21
Standards/Ti
me/Vocabular
y/
Assessment
Text List
Lesson Sequence
Standard:
Scuba diving
RI.5/RL.5
digital book
Time: 18
Vocabulary: front
cover, back cover,
title page,
headings, tables
of contents,
glossaries,
electronic menus,
back cover, and title page)

SWBAT define table of contents and its purpose
SWBAT locate key information within a text using a table of contents and describe
From Seed to Plant

(Q1 K Text Bundle)
how the table of contents helped them locate the information

SWBAT define glossary along with bold print and its purpose
SWBAT locate key information within a text using a glossary and bold print and
About Bats (Q1 1

Text Bundle)
describe how the glossary helped them locate the information

SWBAT define index and its purpose
SWBAT locate key information within a text using an index and describe how the
Because of Winn
Dixie, Kate
DiCamillo (Q1 2
Text Bundle)
index helped them locate the information

SWBAT define captions and its purpose
SWBAT locate key information within a text using a caption and describe how the
icons, captions,
bold print,
subheadings,
indexes, stories,
information,
structure of story
(front cover, back
cover,
illustrations, bold
words, diagrams),
beginning, ending
Old Yeller, by Fred

Gipson
excerpt from
chapter 8 (Q1 2
Text Bundle)
How Do We Know
Its Winter? By
Molly Aloian (Q4 K
Text Bundle)
Ahead of the Wave
SWBAT identify the different parts of a book (front cover-- author and illustrator,
caption helped them to locate the information

SWBAT define subheadings and its purpose
SWBAT locate key information using a table of contents and subheadings and
describe how the table of contents and subheadings helped them to locate key
information
SWBAT analyze the purpose of text features within an informational text
SWBAT recognize common types of literary texts
SWBAT compare and contrast different types of literary texts
SWBAT identify and describe information that can be gathered from a literary text
SWBAT analyze information that can be gathered from texts and how this connects to the
authors message
SWBAT compare and contrast information that can be found within literary texts and information
found within informational texts
Pealer 22
Summative
Assessment:
Apply the
(Q4 2 Text Bundle)
SWBAT apply the concepts of information gained from informational versus literary texts in order
Lon Po Po and
Rumplestiltskin
(Q4 2 Text Bundle)
to select appropriate texts to learn about key concepts
concepts of
information
gained from
informational
versus literary
texts in order to
select appropriate
texts to learn
about key
concepts
Scholar
Adapted organizers based upon
standard RI.5/RL.5
Apply the concepts of information
gained from informational versus
literary texts in order to select
appropriate texts to learn about key
concepts

Essential Question:
RI.5: What information can you learn by using informational text features to locate key facts?
RL.5: What information can you learn by reading a fictional book using text features?
How can you compare and contrast information learned in a fictional story and an informational
text?
RI.5:
Tell me the different parts of this book.
Where is the front cover of the book?
Where is the back cover of the book?
Open the book to the title page.
How would you hold this book to read it to the class?
Pealer 23
What are the different parts of the book we are reading?
How can you identify the different parts of a book? Explain the features and benefits.
Explain how different parts of a book are used.
If you wanted to find the meaning of a word in this book, where would you look?
Look in the table of contents; find the page number for _____.
Look in the index; find the page number for ____.
If you wanted to find the meaning of a word in this book, where would you look?
Can you find an example of ___, which is a feature in the text?
Under the subheading of ____, find a key fact.
RL.5:
What kind of book is this? How do you know?
Does this text have talking animals, mythical beings, or magical powers (fantasy)?
Does this text take place in modern times or have characters involved in real everyday events
(realistic fiction)?
Does the story have pictures? Is it imaginative? Is there exaggeration (storybook)?
Does the text rhyme, have figurative language, use alliteration (poem)?
Is this a book that tells a story or gives information? How do you know?
What information can we gather from this kind of book?
How are these two books organized?
On which page can you find facts about ___ and ___?
What are the features of the book/text we are reading?

Pealer 24
Unit 8
RI.2: Central Ideas and Analyses
Identify the main topic and retell key details in a text.
Standards/Tim
e/Vocabulary/
Assessment
Text List
Lesson Sequence
Standard: RI.2
Super Survival Skills
Time: 12
Polar Bears
Vocabulary: Major
Nighttime Critters
topic
SWBAT define key details (major versus minor)
SWBAT identify major key details (key events) in a text and minor key details in a
minor details
Garden Helpers (Q1
text
(within paragraph),
K Text Bundle)
(first sentence) and
SWBAT define and identify the main topic of a text

SWBAT describe what the reader will learn within the text based upon the main
SWBAT describe the key events in a text in sequential order

SWBAT identify and describe what the text is about using major and minor
topic sentence,
reasons, examples,
Good Bugs, Bad
details,
Bugs (Q1 K Text
comparisons, cause
Bundle)
and effect, main

point/main idea,
support, key details
Summative
Assessment:
Adaptations (Q1 1
Text Bundle)
Why Hide? (Q1 1
Text Bundles)
Create a research
key details as evidence to support their claims

SWBAT define paragraph
SWBAT define topic sentence and identify the topic sentence in each paragraph
SWBAT identify and describe the main topic of a paragraph using the topic sentence
SWBAT define and describe the authors purpose in writing this text
SWBAT retell key details through an analysis of the authors purpose within a text
SWBAT create a research article, newspaper, or brochure using major and
minor details about a topic
Pealer 25
article, newspaper,
or brochure using
major and minor
details about a
topic
Scholar
RI.2
Create a research article, newspaper, or

What is the main topic of the text? How do you know?
What was the authors main idea in the text?
What does the author want you to learn?
Which sentence tells what this was mostly about?
What is the topic sentence in paragraph ___?
What details does the author give you in paragraph ___?
Tell me 3 key details from the text about ____.
Which sentences tell you details about the main topic?
According to the text, what key events happened first? next? last?
Listen, ____. Is this a key detail to use when you retell the text? Why or why not?
Retell the key details.
Why do you think the title is ____?
brochure using major and minor details

about a topic
Essential Question:
What is the main topic of this text? How do you know? Use key details as evidence.

Pealer 26
Unit 9
RI.3: Connections and Relationships
Describe the connection between two individuals, events, ideas, or pieces of information along with describing the
connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in
text.
Standards/
Time/
Vocabulary/A
ssessment
Text List
Standard: RI.3
Polar Bears
Time: 12
Dr. Seuss Biography
Vocabulary:
Connections and
relationships
Summative
Assessment:
Create a cause
and effect science
experiment where
students analyze
what happened
within the
Mount Everest Texts

(2nd Grade Text
Bundle)
Good Bugs, Bad Bugs
(Q1 K Text Bundle)
From Seed to Plant
(Q1 K Text Bundle)
Adaptations (Q1 1
Text Bundle)
Lesson Sequence

SWBAT define individual and identify key individuals within a text, including
discussing why an individual might not be key
SWBAT identify and describe key details about an individual
SWBAT define event and identify key events within a text, including discussing
why an event might not be a key event
SWBAT identify and describe key details about an event
SWBAT define an idea and identify the key idea within a text, including
discussing why an idea might not be a key idea

SWBAT identify and describe key details about an idea
SWBAT define connected (cause/effect, person/event, sequence of events)
SWBAT identify and describe how two individuals are connected within a text
SWBAT identify and describe how two events are connected within a text (sequence
of events)
SWBAT identify and describe how two ideas or information are connected within a
text
SWBAT analyze what would happen if a concept was not present within the text
SWBAT create a cause and effect science experiment where students analyze
Pealer 27
experiment and
describe how the
two pieces of the
experiment are
related
what happened within the experiment and describe how the two pieces of the
What Do you Do with
A Tail Like This?
Jenkins, Steve, and
Robin Page
(Q1 1 Text Bundle)
experiment are related
The Reasons For

Seasons, by Gail
Gibbons (Q4 K Text
Bundle)
Scholar
RI.3
Create a cause and effect science
experiment where students analyze what
happened within the experiment and
describe how the two pieces of the
experiment are related

Essential Question:
What is the connection between two individuals, events, ideas, or pieces of information
within a text?
How are the two individuals important within this text? What do they do?
How are the two events important within this text? How do you know?
Where in the text does the author use words to help you know?
What is the connection between the two pieces of information in the text? Why is this
important?
In what ways are there differences? How do you know?
What words (and, because, since, although, but, therefore) does the author use to help
make the connection between two individuals, events, ideas, or pieces of information?
What would have happened if ___ was not present?
What would have happened if ____?
If the author organize the text by sequencing the order of events, identify three events in
order. What did the author want to demonstrate because of the sequence relationship?
Pealer 28
If the author organized the text by cause/effect, describe the relationship between events,
ideas, concepts, or technical procedures. What did the author want to demonstrate by use of
the sequence relationship?
How does the way the author organizes the text using ___ contribute to his/her idea to tell
about ___?
Pealer 29

Unit 10
RI.6: Point of View and Purpose
Distinguish between information provided by pictures or other illustrations and information provided by the words
in a text along with identifying the main purpose of a text and what the author wants to answer, explain or
describe.
Standards/
Time/
Vocabulary/
Assessment
Text List
Lesson Sequence
Standard: RI.6
Nubs: The True Story of

a Mutt, a Marine, and a
Miracle, Major Brian
Dennis, Kirby Lawson,
Mary Netnery (Q1 2
Text Bundle)
Time: 8
Vocabulary:
Author, illustrator,
information from
pictures,
information from
illustrations,
Good Pet Bad Pet,

Elizabeth Schleichert
(excerpt) (Q1 2 Text
Bundle)
SWBAT identify and describe pictures and illustrations in a text

SWBAT identify and describe the main idea/facts learned from pictures or
illustrations using evidence within their response
SWBAT identify and describe how the words in a text help them understand the
main idea/facts
SWBAT define authors purpose
SWBAT use illustrations, pictures, and words to identify the authors purpose
SWBAT describe how the illustrations, pictures and words contribute to the author's
purpose
SWBAT analyze how the text would be affected if a picture, illustration, or
Pealer 30
information from
words
Summative
Assessment:
Prove an authors
purpose using
evidence from
pictures,
8 Steps to ConflictResolution (Q1 2 Text

Bundle)
photograph was not included

SWBAT prove an authors purpose using evidence from pictures, illustrations, and
the text
A Wolf Finds its Place in

the Pack (Q4 1 Text
Bundle)
Elizas Cherry Tree and
The Peanut Tree (Q4 1
Text Bundle)
illustrations, and
the text
Our World Our Water

(Q4 2 Text Bundle)
Adapted organizers based upon standard RI.6
Prove an authors purpose using evidence
from pictures, illustrations, and the text

Essential Question:
Why did the author write this text, what does the author want us to answer, explain or
describe?
How do the pictures/illustrations in a text help you understand the main ideas/facts?
How do the words in a text help you understand the main ideas/facts?
What difference would it make if the visual (picture, illustration, photograph) was not
included?
How is (picture/illustration) on page ___ and (words in the text) ___ similar?
How is (picture/illustration) on page ___ and (words in the text) ___ different?
What is the authors main purpose in writing this text?
What does the author want to answer?
Why does the author explain the following this in the text: _____?
What sentences in the text support your thinking?
Listen closely, in the text the author write ____, why? What is the author trying to explain,
describe, or answer? For what purpose?
Pealer 31

Unit 11
RI.7: Beyond the Text: Multiple Modes of Representation
Use illustrations and details in a text to describe its key ideas and explain how specific images (e.g., a diagram
showing how a machine works) contributes to and clarify a text
Standards/
Time/
Vocabulary/
Assessment
Standard: RI.7
Time: 10
Vocabulary:
Photographs,
diagrams,
Text List
Help Nature Alert

(Q1 K Text
Bundle)
Lesson Sequence
The Body of An
Owl
(Q1 1 Text
Bundle)
flowcharts,
SWBAT define photograph (make meaning because they show exactly what
something looks like with details and builds background knowledge) and its purpose
SWBAT identify and describe key ideas/details found within a photograph
SWBAT define diagram (captions help make meaning because they give an inside
look to show the different parts of things and demonstrate how things work) and its
purpose
Pealer 32
maps
Summative
Assessment:
Create an
illustration,
photograph,
diagram,
flowchart, etc. in
order to add to
the meaning of
an informational
text
Owen and Mzee,

Isabella Hatkoff
(eBook version)
Owen and Mzee
Documentary
And/or
https://vimeo.co
m/24175704
Pictures of Owen
and Mzee to use
with RI.2.7 (Q1 2
Text Bundle)
SWBAT identify and describe key ideas/details found within a diagram

SWBAT define flowcharts (flowcharts help make meaning because they explain a
process of change, present a set of instructions for how to do something, and show causes
and effects over time) and its purpose
SWBAT identify and describe key ideas/details found within a flowchart
SWBAT define maps (maps help make meaning because help viewers see where the
event happened-- maps may show countries, cities, lakes, rivers, mountains, roads, etc.)
and its purpose
SWBAT identify and describe key ideas/details found within a map
SWBAT analyze how an illustration and details within a text helps readers to gain a
deeper understanding of key ideas within a text
SWBAT create an illustration, photograph, diagram, flowchart, etc. in order to add to
the meaning of an informational text
Koko: Crazy for

Cats, Amy
Shields
(National
Geographic)
Pictures of Koko
and All Ball (Q1
2 Text Bundle)
A Cool Drink of
Water (Q4 1
Text Bundle)
Reading A-Z
Japan and
Massive
Earthquake,
Photo Gallery
(Q4 2 Text
Bundle)
Scholar
Pealer 33
standard RI.7
Create an illustration, photograph,
diagram, flowchart, etc. in order to
add to the meaning of an
informational text
Essential Question:
How does illustrations and details contribute to and clarify a text?
What images are included in this text (pictures, illustrations, charts, diagrams)?
What is a picture? What is its purpose?
What is an illustration? What is its purpose?
What is a chart? What is its purpose?
What is a diagram? What is its purpose?
What does this image mean to the text? What about this picture helps you understand the text
better?
Why do you think the illustrator drew this picture or why did the author include this photo?
What is the message the author wants us to know?
Tell me how the illustration/photo helps you understand (this person, place, idea, or topic)?
What in the illustrations/photos helps you understand the text better?
What are we viewing? What does this image mean to the text? What is the relationship between
the image and the displayed text message?
Is there a sentence that matches this illustration/photo?
What can you learn about (this person, place, idea, or topic) by looking at the illustration/photo?
How does the illustration of ___ help to explain or describe the key ideas in the text? Give 2-3
examples.
How do you use both the illustrations and details in a text to describe ____ (key idea)?
What information can you gather from specific images to help you understand the text better?
Pealer 34

Unit 12
RI.8: Evaluating Evidence w/ Reason and Support
Identify the reasons an author gives to support points in a text and describe how these reasons support specific
points the author makes within a text
Standards/
Time/
Vocabulary/
Assessment
Text List
Lesson Sequence
Standard: RI.8
Garden Helpers:
(Q1 K Text
Bundle)
From Seed Soil

Sun: Earths
Healthy Recipe,
Chris Peterson
(Q1 K Text
Bundle)
text
SWBAT identify and describe the reasoning the author provides for these important
Time: 18
Vocabulary:
Statistics, fact,
opinion, evidence,
evaluate, reason,
support, types of
evidence:
interviews,
Beneficial
Insects
SWBAT identify the main topic and key details of a text

SWBAT define important point and identify important points the author makes within a
points
SWBAT analyze how the author supports their important points with reasoning and their
purpose
SWBAT define supported evidence and unsupported evidence including facts
SWBAT define interview and identify the main topic and important points within an
interview
SWBAT analyze an interview and determine if the authors point is supported or
Pealer 35
research studies,
eyewitness
testimony, opinion,
visuals, data,
(excerpt) (Q1 K
Text Bundle)
About Bats (Q1
1 Text Bundles)
supported versus
unsupported,
verify, opinion
based on evidence
Summative
Assessment:
Create data, a
visual, an opinion,
an eyewitness
testimony, a
research study, or
an interview in
Why Hide? (Q1

1 Text Bundles)
Owen and Mzee,
Isabella Hatkoff
(eBook version)
Owen and Mzee
Documentary
And/or
https://vimeo.co
m/24175704
Pictures of Owen
and Mzee to use
with RI.2.7 (Q1 2
Text Bundle)
order to tell the

readers about a
topic and support
this topic with
What is
Cyberbullying?
(Q1 2 Text
Bundles)
facts and details

and describe why
it is supported
How Do We
Know It Is
Spring? by Molly
Aloian (Q4 K Text
Bundle)
How Do We
unsupported
SWBAT define research study and identify the main topic and important points within a
research study
SWBAT analyze a research study and determine if the authors point is supported or
unsupported
SWBAT define eyewitness testimony and identify the main topic and important
points within an eyewitness testimony
SWBAT analyze an eyewitness testimony and determine if the authors point is
supported or unsupported
SWBAT define opinion and identify the main topic and important points within an
opinion
SWBAT analyze an opinion and determine if the authors point is supported or
unsupported
SWBAT define visual and identify the main topic and important points within a visual
SWBAT analyze a visual and determine if the authors point is supported or
unsupported
SWBAT define data and identify the main topic and important points within data
SWBAT analyze data and determine if the authors point is supported or unsupported
SWBAT create data, a visual, an opinion, an eyewitness testimony, a research
study, or an interview in order to tell the readers about a topic and support this topic
with facts and details and describe why it is supported
Pealer 36
Know It Is
Summer? By
Molly Aloian
(Q4 K Text
Bundle)
Love in the
Mirror (Q4 1 Text
Bundle)
Kids Make a
Difference (Q4 1
Text Bundle)
Scholar
standard RI.8
Create data, a visual, an opinion, an

What is an interview, research study, eyewitness testimony, visual, and data?
What does it mean for a point to be supported?
What does it mean for a point to be unsupported?
What type of text are we analyzing?
What important points does the author make?
How does the author support ____ point? What reasons does the author give? Cite 2-3 reasons
in the text.
Listen to/read a reason the author gives for ____ point. Is it supported or unsupported? Why or
why not?
What are the reasons given in the text to support the following point ____?
What is another point the author makes in the text? Identify 2-3 supporting reasons.
What reasons are given to support each point?
Explain in your own words the reasons that support the authors main purpose.
What details did the author use to support his/her main purpose?
eyewitness testimony, a research

study, or an interview in order to tell
the readers about a topic and support
this topic with facts and details and
describe why it is supported
Essential Question:
Evaluate the reasons the author gives to support points in a text.
Pealer 37
Pealer 38

Unit 13
RI.9: Different Viewpoints: Analysis and Comparison
Identify basic similarities in and differences (compare and contrast) between two texts on the same topic (e.g.
illustrations, descriptions, or procedures)
Standards/
Time/
Vocabulary/
Assessment
Text List
Lesson Sequence
Standard: RI.9
Super Survival
Skills &
Time: 10
Nighttime
Critters (Q1 1
Vocabulary:
Text Bundle)
Similarities,
differences, topic,
analysis,
comparison,
contrast,
illustrations,
Camouflage &
Why Hide (Q1 1
Text Bundles)
Koko: Crazy for
SWBAT identify the main topic of two texts

SWBAT define viewpoints (focus on quantitative data and primary sources,
focuses on opinions, both center on opinion but ideas are conflicting) and identify the
viewpoint of each text
SWBAT compare and contrast the illustrations or pictures within two texts with
the authors viewpoint in mind
SWBAT compare and contrast how the author describes the topics within two
texts with the authors viewpoint in mind
SWBAT compare and contrast the use of multiple modes of representation within
both texts (photographs, graphs, charts, diagrams, etc.)
Pealer 39
descriptions,
procedures
Cats, Amy
Shields
(National
Geographic)
Pictures of Koko
and All Ball (Q1
2 Text Bundle)
Summative
Assessment:
Create their own
procedure for a
science
What Happens
experiment and
In Fall? By Sara
compare/contrast
L. Latta & How
their procedure
Do We Know It
with that of
Is Summer? By
another authors
Molly Aloian
and identify pros
(Q4 K Text
and cons of both
Bundle)
procedures
Scholar
standard RI.9
Create their own procedure for a
science experiment and
compare/contrast their procedure
with that of another authors and
identify pros and cons of both
procedures
SWBAT define and identify pros and cons of two texts based upon the compare and
contrast
SWBAT analyze the pros and cons of each text or version
SWBAT create their own procedure for a science experiment and
compare/contrast their procedure with that of another authors and identify pros and
cons of both procedures (3 days)

Essential Question:
Compare and contrast the most important points between two texts.
What topic are these two texts about?
How are the two texts similar?
What do both texts have that are the same?
Are the illustrations or pictures the same?
Does the author describe the topic in the same way?
Do they both use the same graphs or charts or facts?
Does the author discuss the procedures in a similar way?
How are the two texts different?
What does each text do differently?
Are the illustrations or pictures different?
Does the author describe the topics differently?
Pealer 40
Do they both use different graphs, charts, or facts?
Does the author discuss the procedures in different ways?
What is the best description of how ___ relates to ___? Which text excerpt best demonstrates
this relationship
What are the important points in each text?
Do the texts center on facts using quantitative data?
Do the texts center on opinions?
Do the texts center on opinion but each offers a different view point or are the interpretations
conflicting?
How are the important points similar and different?
What are the pros and cons of each presentation/version?

Literacycurriculummap

Uploaded by

Copyright:

Available Formats

You might also like

Literacycurriculummap

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Literacycurriculummap

Uploaded by

Copyright:

Available Formats

Pealer 1

Pealer Common Core Standards Literacy Map

Literary Text: Point of View and Purpose

Poems & Songs

Point of View & Purpose

Informational Text: Beyond the Text:

Changing the World

Literacy Instruction Curriculum Map

Pealer Common Core Standards Literacy Map

Shel Silverstein &

Literacy Instruction Curriculum Map

Suggested Mini-Lesson Sequence:

SWBAT identify if there is a smaller (chunk) word in the vocabulary

SWBAT define the key words and phrases throughout a text

Literacy Instruction Curriculum Map

SWBAT identify repetitions of words or phrases within a text

SWBAT explain the authors purpose of the words or phrases

SWBAT identify words/phrases in a text that help them see, feel,

SWBAT identify words or phrases in a text that help them to bzetter

SWBAT explain why these words or phrases contribute to the readers

SWBAT explain how and why a story would change if particular

SWBAT create a poem using descriptive words corresponding with

SWBAT present and share the poem with their peers

Pealer Common Core Standards Literacy Map

Literacy Instruction Curriculum Map

Suggested Mini-Lesson Sequence:

SWBAT define setting: sense of place and lifestyle and identify

SWBAT identify characters within a text

Literacy Instruction Curriculum Map

SWBAT define wants and needs-- leads to character motivation

SWBAT identify and explain the main characters wants or needs

SWBAT identify the characters actions within the story

SWBAT define and locate dialogue within a story

SWBAT identify the major event

SWBAT identify what is happening around the event

SWBAT explain how the main character responds to the major

SWBAT define cultural setting of a text (Something Beautiful:

SWBAT evaluate how the cultural setting affects a characters

SWBAT define and identify major and minor details

SWBAT debate between major and minor details and support

SWBAT identify key events at the beginning, middle, and end of a

SWBAT define topic and identify the topic within a story

SWBAT define solution and identify how the main character

solves the problem

SWBAT define the authors message (topic) and describe the

SWBAT describe the main character using words or phrases from

SWBAT retell the story demonstrating an overall analysis of the

SWBAT evaluate a characters actions and lessons learned when

Wheres Papa Going with

Literacy Instruction Curriculum Map

Essential/Critical Thinking Questions:

Literacy Instruction Curriculum Map

Pealer Common Core Standards Literacy Map

Three Little Pigs Big

Literacy Instruction Curriculum Map

Suggested Mini-Lesson Sequence:

identify who is telling the story