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It defines program goals for independent reading comprehension, text-based thinking and writing, and fostering a love of reading. The document specifies workshop structures (mini lesson, independent practice, small-group instruction, conferences, closing) and includes scope and sequence for reading and writing units across marking periods. 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There are three goals of our literacy program: 1) to help students read and comprehend grade level texts independently, 2) to assist students with text-based thinking and writing and 3) to empower students with a love of reading.  \nBalanced literacy can be seen in a classroom with teachers reading aloud and with students participating in: 1) shared reading, 2) guided reading, 3) independent reading and 4) modeled and shared writing. Ongoing formative assessment within a balanced literacy classroom provides data that allow teachers to make sound educational decisions about each individual student in a classroom.  \nReading/Writing Workshop should look as follows:  \n● Mini Lesson  \n● Independent Practice  \n○ Independent Reading and Writing  \n○ Small Group Instruction (Guided Reading, Strategy Groups)  \n○ Individual Conferences  \n● Closing  \nScope and Sequence for Reading Units of Study:  \n\n|  | Marking\u003Cbr>Period 1 | Marking\u003Cbr>Period 2 | Marking\u003Cbr>Period 3 | Marking\u003Cbr>Period 4 |\n| --- | --- | --- | --- | --- |\n| Kindergarten | Launching the Reading Workshop and\u003Cbr>Working with Partners | Reading Fiction | Reading Nonfiction | Reading and Writing ContentSpecific Nonfiction |\n| 1st Grade | Launching the Reading Workshop and Building Foundational Reading Skills | Reading Fiction | Reading Nonfiction | Writing about Reading (across genres) |\n| 2nd Grade | Launching the Reading Workshop and Character Study | Reading Fiction, Fables and Folktales | Reading Nonfiction | Reading and Writing Nonfiction and Reading Poetry |\n| 3rd Grade | Launching the Reading Workshop and Close Reading and Text-Based Writing | Nonfiction Reading Workshop | Reading Fiction, Fables, Folktales and Myths | Poetry Reading and Reading Workshop |\n| 4th Grade | Launching the Reading Workshop and | Nonfiction Reading Workshop and | Historical Fiction Close Read and Book Clubs | StudentDirected Book Clubs |\n\n\n|  | Close Reading and Text-Based Writing | Close Reading of Nonfiction Texts |  |  |\n| --- | --- | --- | --- | --- |\n| 5th Grade | Launching the Reading Workshop and Close Reading for Fiction Signposts | Close Reading of Nonfiction Textsand Historical Fiction Book Study | Nonfiction Signposts and Reading and Writing across Genres | StudentDirected Book Club |\n\nScope and Sequence for Writing Units of Study:  \n\n|  | Marking Period 1 | Marking\u003Cbr>Period 2 | Marking\u003Cbr>Period 3 | Marking\u003Cbr>Period 4 |\n| --- | --- | --- | --- | --- |\n| Kindergarten | Building Foundational Writing Skills (e.g., letters, names, sight words, etc.) |  | Fiction Writing and Adding Details | Nonfiction and Poetry Writing |\n| 1st Grade | Launching the Writing Wor","cbCaicwK2pJcvwrF","https://ap.wps.com/l/cbCaicwK2pJcvwrF","pdf",1251279,58,"English","# K-5 Literacy Program Description and Pacing Guide\n## Section 1: Launching the Reading and Writing Workshop and Reading Fictional Literature\n## Section 2: Reading Informational Nonfiction\n## Section 3: Vocabulary Development and Word Work\n## Section 4: Narrative Writing\n## Section 5: Expository Nonfiction Essay Writing\n## Section 6: Argumentative Essay Writing\n# 21st Century Life and Careers\n## The 12 Career Ready Practices\n# Appendices\n## Appendix A: Climate Change Integration","[{\"question\":\"What are the main goals of the Grade 5 literacy program?\",\"answer\":\"The program aims to help students read and comprehend grade-level texts independently, support text-based thinking and writing, and develop a love of reading.\"},{\"question\":\"How should the Reading/Writing Workshop be structured?\",\"answer\":\"It includes a mini lesson, independent practice with independent reading and writing, small-group guided instruction, individual conferences, and a closing.\"},{\"question\":\"How does the curriculum address 21st century life and careers?\",\"answer\":\"It links learning to Standard 9 and the 12 Career Ready Practices, emphasizing clear and effective communication with a clear purpose and appropriate audience.\"}]","ENGLISH/LANGUAGE ARTS - GRADE 5 - Curriculum | PDF",1790805579,146]