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Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3In the Skills Strand students develop comprehensive decoding abilities through explicit, systematic instruction in phonics, while they hone spelling,grammar, and writing skills. In Grade 3, students who have received CKLA instruction in the earlier grades typically have both the basic andadvanced code knowledge needed to decode and read nearly all possible letter-sound correspondences in the English language. At this point, if andwhen students encounter words with the few spellings that may not have been taught explicitly, they should be able to analyze these words based onexisting code knowledge and make inferences about words and phrases using the surrounding text. Following a review of letter-soundcorrespondences in Unit 1, the focus of Grade 3 Skills instruction in the remaining units shifts from letter-sound correspondences to specificinstruction in spelling, grammar, morphology, and writing.Unit 1 (15Days)Lesson 1Lesson 2Phonics and ReadingShort Vowel Review: ‘a’ /a/, ‘i’ /i/, ‘e’ /e/, ‘u’ /u/, ‘o’ /o/Whole Group: “The Beginning”Short and Long Vowel Review: ‘a e’ /ae/, ‘e e’ /ee/, ‘i e’ /ie/, ‘o e’ /oe/, ‘u e’ /ue/Whole Group: “The Thief”Lesson 3Long Vowel Review: ‘a’ /ae/, ‘e’ /ee/, ‘i’ /ie/, ‘o’ /oe/, ‘u’ /ue/Whole Group: “All’s Well That Ends Well”Lesson 4Long Vowel Review: ‘ai’ /ae/, ‘ee’ /ee/, ‘ea’ /ee/, ‘ie’ /ie/, ‘oa’ /oe/, ‘oe’ /oe/, ‘ue’ /ue/Whole Group: “The Hungry Troll”Syllables with Consonant ‘le’Whole Group: “Fire!”Lesson 5Lesson 6Beginning-of-Year AssessmentWhole Group Partner Reading: “Introduction: Where in the World Do These Tales Come From?”: “Aladdin and the Wonderful Lamp,Part I”Lesson 7Beginning-of-Year AssessmentSmall Group: “Aladdin and the Wonderful Lamp, Part I”Lesson 8Beginning-of-Year AssessmentWhole Group Partner Reading: “Aladdin and the Wonderful Lamp, Part II”Lesson 9Beginning-of-Year AssessmentWhole Group Partner Reading: “Aladdin and the Wonderful Lamp, Part III”Lesson 10Beginning-of-Year AssessmentWhole Group Partner Reading: “Alice’s Adventures in Wonderland, Part I”Lesson 11Spellings and Sounds: ‘g’ /g/, ‘g’ /j/, ‘c’ /k/, ‘c’ /s/Small Group: “Alice’s Adventures in Wonderland, Part I”Lesson 12Spelling and Sounds: ‘kn’ /n/, ‘wr’ /r/, ‘wh’ /w/, ‘qu’ /qu/Whole Group Partner Reading: “Alice’s Adventures in Wonderland, Part II”Lesson 13Spelling and Sounds: ‘ch’ /ch/, ‘ch’ /k/, ‘ch’ /sh/, ‘sh’ /sh/, ‘ph’ /f/, ‘th /th/Whole Group Partner Reading: “Alice’s Adventures in Wonderland, Part III”Lesson 14Spellings and Sounds: ‘ar’ /ar/, ‘er’ /er/, ‘ur’ /er/, ‘ir’ /er/, ‘or’ /or/Small Group: “Alice’s Adventures in Wonderland, Part III” 2015 Core Knowledge FoundationDRAFT VERSION1

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 1 (15Days)Lesson 15Phonics and ReadingSpellings and Sounds: ‘er’ /er/, ‘ur’ ‘/er/, ‘ir’ /er/, ‘ar’ /er/, ‘or’ /er/Whole Group Partner Reading: “Alice’s Adventures in Wonderland, Part IV” 2015 Core Knowledge FoundationDRAFT VERSION2

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 2(15 days)Lesson 1Phonics and ReadingGrammar/WritingWhole Group:“Introduction: MeetRattenborough”SpellingMorphologyIntroduce spelling wordsIntroduce patterns for addingsuffixes –ed and –ingLesson 2Whole Group: “ClassifyingLiving Things”Introduce nouns, verbs, andadjectivesLesson 3Whole Group: “WarmBlooded and Cold-BloodedAnimals”Practice nouns,verbs, andadjectivesLesson 4Whole Group: “Vertebrateor Invertebrate?”Subjects and predicatesand linking verbsLesson 5Small Group: “Fish”Lesson 6Small Group: “Amphibians”Lesson 7Whole Group PartnerReading: “Amphibians”Introduce sentences vs.fragmentsLesson 8Whole Group: “Reptiles”Change fragments and run-onsto simple sentencesPractice CVCe patterns foradding suffixes–ed and –ingIntroduce prefixes re– and pre–Lesson 9Small Group: “Birds”Introduce abstract nounsPractice CVCe patterns foradding suffixes–ed and –ingPractice prefixes re– and pre–Lesson 10Whole Group PartnerReading: “Birds”Lesson 11Whole Group: “Mammals”Lesson 12Whole Group: “ScientistsWho Classify Animals”Unit assessmentSmall Group: Remediationand EnrichmentSmall Group: Remediationand EnrichmentLesson 13Lesson 14Lesson 15Practice parts of speech,subjects, predicatesPractice patterns for addingsuffixes –ed and –ingPractice patterns for addingsuffixes –ed and –ingIntroduce prefixes un– andnon–Practice prefixes un– and non–AssessmentIntroduce and alphabetizespelling wordsIntroduce CVCe patterns foradding suffixes–ed and –ingAssessmentIntroduce and alphabetize newspelling wordsIntroduce abstract nounsIntroduce changing ‘y’ to ‘i’ andadding –esReviewWrite compound sentencesAssessmentPausing Point 2015 Core Knowledge FoundationDRAFT VERSION3

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 3 (15days)Lesson 1ReadingGrammar/WritingWhole Group: “The SkeletalSystem”SpellingMorphologyIntroduce spelling wordsIntroduce regular and irregularplural nounsLesson 2Small Group: “The SkeletalSystem”Introduce topic and concludingsentences in paragraphsLesson 3Whole Group: “All AboutBones”Introduce sequencingsentences in paragraphsPractice regular and irregularplural nounsIntroduce prefixes dis– andmis–Lesson 4Whole Group: “TheMuscular System”Write paragraphs using topicand concluding sentences inparagraphsPractice regular and irregularplural nounsPractice prefixes dis– and mis–Lesson 5Whole Group: “Joints andMuscles”Practice topic and concludingsentences in paragraphsAssessmentIntroduce and alphabetize newwordsLesson 6Whole Group: “TheNervous System”Lesson 7Whole Group: “The SpinalCord and Brain”Introduce irrelevant sentencesin paragraphsLesson 8Small Group: ”The SpinalCord and Brain”Write titles for paragraphsPractice changing ‘f’ to ‘v’ andadding –esReview prefixes un–, non–,re–, pre–, dis–, and mis–Lesson 9Whole Group: “Eyes andVision”Practice writing paragraphsIntroduce changing ‘f’ to ‘v’ andadding –esPractice prefixes un–, non–,re–, pre–, dis–, and mis–Lesson 10Small Group: “Eyes andVision”Mixed practice reviewAssessmentIntroduce and alphabetize newwordsLesson 11Whole Group: “VisionProblems, VisionSolutions”Whole Group: “Ears andHearing”Unit assessmentSmall Group: Remediationand EnrichmentLesson 12Lesson 13Lesson 14Lesson 15Small Group: Remediationand Enrichment 2015 Core Knowledge FoundationDRAFT VERSIONIntroduce changing ‘f’ to ‘v’ andadding –esReview spelling patterns andirregular plural nounsIntroduce subject pronounsIntroduce subject-verbagreementAssessment4

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 4 (20Days)Lesson 1ReadingGrammar/WritingWhole Group: “Rome, Thenand Now”SpellingMorphologyIntroduce spelling wordsIntroduce r-controlled vowelsspelled ‘ar,’ ‘or,’ ‘ir,’ ‘ur,’ and‘er’Lesson 2Whole Group: “The Legend ofRomulus and Remus”Introduce verb tensesLesson 3Whole Group: “The RomanGods, Part I”Practice verb tensesPractice r-controlled vowelsspelled ‘ar,’ ‘or,’ ‘ir,’ ‘ur,’ and‘er’Introduce suffixes –er and –orLesson 4Whole Group: “The RomanGods, Part II”Introduce to be verbsPractice r-controlled vowelsspelled ‘ar,’ ‘or,’ ‘ir,’ ‘ur,’ and‘er’Practice suffixes –er and –orLesson 5Whole Group: “Cupid andPsyche, Part I”Practice subject-verbagreementAssessmentPractice dictionary skillsLesson 6Whole Group: “Cupid andPsyche, Part II”Lesson 7Whole Group: “The Sword ofDamocles”Introduce verb to haveLesson 8Whole Group: “The RomanRepublic”Practice verb tensesPractice /ee/ spelled ‘ee’ and‘e’Introduce suffixes –ist and –ianLesson 9Small Group: “The RomanRepublic”ReviewPractice /ee/ spelled ‘ee’ and‘e’Practice suffixes –ist and –ianLesson 10Whole Group: “HannibalCrosses the Alps”Practice verbs to be and tohaveAssessmentPractice dictionary skillsLesson 11Small Group: “Julius Caesar:Great Fighter, Great Writer”Introduce /ee/ spelled ‘ea,’ ‘ie,’and ‘i’Lesson 12Whole Group: “Julius Caesar: Introduce irregular verbsCrossing the Rubicon”Small Group Partner: “JuliusReviewCaesar: Crossing the Rubicon”Practice /ee/ spelled ‘ea,’ ‘ie,’and ‘i’Introduce suffixes –y and –alIntroduce irregular verbsPractice /ee/ spelled ‘ea,’ ‘ie,’and ‘i’Practice suffixes –y and –alReview irregular verbsAssessmentPractice dictionary skillsLesson 13Lesson 14Lesson 15Lesson 16Whole Group Silent: “AfterCaesar: Augustus and theRoman Empire”Small Group: “Androclesand the Lion”Introduce /ee/ spelled ‘ee’ and‘e’“Androcles and the Lion:Reader’s Theater”Whole Group Silent:Lesson 17“The Rise of Christianity” 2015 Core Knowledge FoundationDRAFT VERSIONIntroduce /ee/ spelled ‘ey,’ ‘y,’and ‘e e’Introduce quotation marks5

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Lesson 18Lesson 19Lesson 20Unit assessmentSmall Group: Remediationand EnrichmentSmall Group: Remediationand Enrichment 2015 Core Knowledge FoundationDRAFT VERSIONPractice quotation marksAssessment6

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 5 (15Days)Lesson 1ReadingGrammar/WritingWhole Group: “What IsLight?”SpellingMorphologyReview /ee/ spelled ‘y’, ‘e’, ‘i’,‘ea’, ‘ee’, ‘ie’, ‘ey’, and ‘e e’Lesson 2Small Group: “What IsLight?”Introduce adverbs that tell howand end with –lyLesson 3Whole Group: “How AreShadows Made?”Practice adverbs that tell howand end with –lyPractice /ee/ spelled ‘y’, ‘e’, ‘i’,‘ea’, ‘ee’, ‘ie’, ‘ey’, and ‘e e’Lesson 4Small Group: “How AreShadows Made?”Introduce adverbs that tellwhen and wherePractice /ee/ spelled ‘y’, ‘e’, ‘i’,‘ea’, ‘ee’, ‘ie’, ‘ey’, and ‘e e’Lesson 5Whole Group: “Mirrors andReflections”Practice adverbsAssessmentPractice dictionary skillsLesson 6Whole Group: “Refractionand Lenses”Lesson 7Small Group: “Refractionand Lenses”Build sentences usingadjectives, adverbs, andsynonymsLesson 8Whole Group Silent: ”Colorand Light”Build sentences usingadjectives, adverbs, andsynonymsPractice /ae/ spelled ‘ay’, ‘ai’,and ‘ea’Introduce suffixes –ous and –lyLesson 9Whole Group: “What IsSound?”ReviewPractice /ae/ spelled ‘ay’, ‘ai’,and ‘ea’Introduce suffixes –ous and –lyLesson 10Whole Group:“Characteristics of Sound”Build sentences usingadjectives, adverbs, andsynonymsAssessmentPractice dictionary skillsLesson 11Whole Group: “The HumanVoice”Lesson 12Small Group: “The HumanVoice”Unit AssessmentSmall Group: Remediationand EnrichmentSmall Group:Remediationand EnrichmentLesson 13Lesson 14Lesson 15 2015 Core Knowledge FoundationDRAFT VERSIONReview suffixes –er, –or, –istand –ianReview suffixes –y and –alIntroduce /ae/ spelled ‘ay’, ‘ai’,and ‘ea’Introduce /ae/ spelled ‘a e’ and‘a’Introduce conjunction andIntroduce conjunction butAssessment7

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 6 (10Days)Lesson 1ReadingGrammar/WritingLesson 3Mid-Year AssessmentWhole Group: “Sif’s GoldenHair”Introduce /k/ spelled ‘c’, ‘k’,‘ck’, ‘ch’, and ‘cc’Introduce the conjunctionbecauseMid-Year AssessmentWhole Group: “Loki and theDwarves”Lesson 4Lesson 5Lesson 6MorphologyMid-year AssessmentWhole Group: “Introduction to Norse Mythology”Lesson 2SpellingMid-Year AssessmentWhole Group: “StolenThunder”Mid-Year AssessmentWhole Group: “A Plan IsMade”Whole Group: “TheWedding Feast”Lesson 7Whole Group: “Balder, theBeautiful”Lesson 8Whole Group: “The Deathof Balder”Lesson 9Whole Group: “Loki’sPunishment”Lesson 10Practice conjunction becauseAssessmentIntroduce /s/ spelled ‘s’, ‘c’,‘ss’, ‘ce’, ‘se’, ‘st’, and ‘sc’Practice conjunction becausePractice suffixes –ive and –lyBuild sentences usingconjunction becauseCause and effect: conjunctionbecause 2015 Core Knowledge FoundationDRAFT VERSIONIntroduce suffixes –ive and –ly8

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 7 (20Days)Lesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 6Lesson 7ReadingGrammar/WritingWhole Group: “The Sun,Earth, and Our SolarSystem”SpellingMorphologyIntroduce /j/ spelled ‘g’, ‘j’, ‘ge’,‘dge’, and ‘dg’Introduce conjunction soSmall Group: “The Moon”Whole Group: “The PlanetsClosest to the Sun: Mercury,Venus, Earth, and Mars”Whole Group: “The OuterPlanets: Jupiter, Saturn,Uranus, and Neptune”Whole Group: “Asteroids,Comets, and Meteors”Small Group: “Galaxies andStars”Whole Group:“Constellations”Build sentences with theconjunction soIntroduce conjunction orPractice conjunctions and andorPractice /j/ spelled ‘g’, ‘j’,‘ge’, ‘dge’, and ‘dg’Practice /j/ spelled ‘g’, ‘j’,‘ge’, ‘dge’, and ‘dg’AssessmentPractice dictionary skillsIntroduce suffixes –ful and –lessPractice suffixes –ful and –lessIntroduce /n/ spelled ‘n’,‘nn’, ‘kn’, and ‘gn’Practice conjunctions so and orLesson 8Whole Group: “ExploringSpace”Practice conjunctionsPractice /n/ spelled ‘n’, ‘nn’,‘kn’, and ‘gn’Review suffixes –ous, –ive,–ly, –ful, and –lessLesson 9Small Group PartnerReading: “A Walk on theMoon”Whole Group Silent: “What’sit Like in Space?”Practice quotation marks andconjunctionsPractice /n/ spelled ‘n’, ‘nn’,‘kn’, and ‘gn’Review suffixes –ous, –ive,–ly, –ful, and –lessLesson 10Lesson 11Whole Group: “The SpaceShuttle”Lesson 12Partner Reading: “TheInternational Space Station”Lesson 13Lesson 14Unit assessmentSmall Group: Remediationand EnrichmentLesson 15Small Group: Remediationand EnrichmentPractice conjunctionsReview Patterns for /ae/, /k/,/s/, /j/, and /n/Introduce singular possessivenounsIntroduce plural possessivenounsAssessmentLesson 16Writing a research paper:overview and planLesson 17Plan to write a research paperLesson 18Draft a research paperLesson 19Edit and publish a researchpaperLesson 20Publish a research paper 2015 Core Knowledge FoundationDRAFT VERSIONAssessmentPractice dictionary skills9

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 8 (10Days)Lesson 1ReadingGrammar/WritingWhole Group: “Introductionto Native American Stories”;“Etu, the Hunter”Lesson 2Whole Group: “Adoette andAwan, the Bird Chasers”Lesson 3Small Group: “Akando andAponi, the Gatherers”Whole Group Silent:“Alemeda, the BasketWeaver”Whole Group: “Alo, theSpirit Giver”Lesson 4Lesson 5Lesson 6Whole Group Silent: “Medaand Flo, the ForestChildren”Lesson 7Whole Group: “Yutu, theDog Trainer”Lesson 8Unit assessmentLesson 9Small group Remediation andEnrichmentLesson 10Small group Remediation andEnrichment 2015 Core Knowledge FoundationDRAFT VERSIONSpellingMorphologyIntroduce /ə/ spelled ‘a’ and‘e’Introduce plural possessivenouns not ending in ‘s’ or‘es’Practice singular possessivenounsIntroduce possessivepronounsPractice singular and pluralpossessive nounsPractice /ə/ spelled ‘a’ and ‘e’Practice /ə/ spelled ‘a’ and ‘e’Introduce suffixes –ish and–nessPractice suffixes –ish and –nessAssessmentPractice dictionary skillsIntroduce /ə/ /l/ spelled ‘al’,‘le’, and ‘el’, and /sh/ /ə/ /n/spelled ‘tion’Practice plural pouns andplural possessive nounsIntroduce its and it’sReviewPractice /ə/ /l/ spelled ‘al’,‘le’, and ‘el’, and /sh/ /ə/ /n/spelled ‘tion’Introduce suffixes –able and–iblePractice suffixes –able and–ibleAssessmentPractice dictionary skills10

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 9 (15Days)Lesson 1ReadingGrammar/WritingWhole Group: “Introductionto The Age of Exploration”and “The Lure of Spices”Whole Group Silent:“Second Sons”Introduce the linking wordsfor exampleLesson 3Small Group: “Toscanelli’sMap”Whole Group Silent:“Navigation in the Age ofExploration”Whole Group Silent: “ElCastillo de San Marcos”Introduce the linking wordsin conclusionIntroduce linking words inthe same way and incontrastPractice linking words in thesame way and in contrastLesson 5Lesson 6Lesson 7Whole Group Silent:“Coronado Reports to theKing”Small Group: “John Cabot”MorphologyIntroduce/ue/ spelled ‘u’,‘u e’, and ‘ue’Lesson 2Lesson 4SpellingPractice /ue/ spelled ‘u’,‘u e’, and ‘ue’Practice /ue/ spelled ‘u’,‘u e’, and ‘ue’Introduce prefixes pro– andanti–Practice prefixes pro– andanti–AssessmentPractice dictionary skillsIntroduce /oo/ spelled ‘oo’,‘ew’, ‘o’, and ‘o e’Build sentences with linkingwords for exampleLesson 8Whole Group Silent: “HenryHudson”Practice linking words in thesame way and in contrastPractice /oo/ spelled ‘oo’,‘ew’, ‘o’, and ‘o e’Review suffixes –ish, –ness,–able, and –ibleLesson 9Whole Group Silent: “TheFur Trade and Samuel deChamplain”Whole Group Silent: “AHistory of People in NorthAmerica”Whole Group Silent:“Caribbean Words”Introduce comparative andsuperlative adjectives usingsuffixes –er and –estPractice comparative andsuperlative adjectives usingsuffixes –er and –estPractice /oo/ spelled ‘oo’,‘ew’, ‘o’, and ‘o e’Prefix review: pro– andanti–Lesson 10Lesson 11Lesson 12Lesson 13Unit AssessmentLesson 14Small group Remediation andEnrichmentLesson 15Small group Remediation andEnrichment 2015 Core Knowledge FoundationDRAFT VERSIONIntroduce comparative andsuperlative Adjectives Usingmore and mostAssessmentPractice dictionary skillsIntroduce /f/ spelled ‘f’, ‘ff’,‘ph’, and ‘gh’Introduce irregularcomparative and superlativeadjectivesAssessment11

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3Unit 10 (15Days)Lesson 1Lesson 2ReadingGrammar/WritingWhole Group: “Introductionto Living in ColonialAmerica” and “The FirstEnglish Colony”Whole Group: “Jamestown,Part I: A New Life”SpellingMorphologyReview words with /ə/, /ə/ /l/, /sh/ /ə/ /n/, /ue/, /oo/,and /f/Practice comparative andsuperlative adjectivesSmall Group: “Jamestown,Part II: Hunting thePowhatan Way”Whole Group Silent:“Plantation Life”Introduce adverbs thatcompare actionsLesson 5Whole Group Silent: “EarlyDays in Georgia”Practice comparative andsuperlative adverbsLesson 6Lesson 7Whole Group Silent: “ThePilgrims, Part I: Arrival”Small Group Silent: “ThePilgrims, Part II:Thanksgiving Celebration”Introduce comparative andsuperlative adverbs usingmore and mostLesson 8Whole Group: “Puritan Life”Practice comparative andsuperlative adverbs usingmore and mostPractice /oi/ spelled ‘oi’ and‘oy’Introduce prefixes over–,mid–, and under–Lesson 9Whole Group Silent: “Life ona Farm in the MiddleAtlantic Colonies, Part I”Whole Group Silent: “Life ona Farm in the MiddleAtlantic Colonies, Part II”Whole Group Silent: “TheQuakers and the LenniLenape”Whole Group Silent:“Matthew, the Apprentice”Unit AssessmentPractice comparative andsuperlative adverbsPractice /oi/ spelled ‘oi’ and‘oy’Review prefixes over–, mid–, and under–Lesson 14Small group Remediation andEnrichmentIntroduce object pronounsand pronoun antecedentsLesson 15Small group Remediation andEnrichmentLesson 3Lesson 4Lesson 10Lesson 11Lesson 12Lesson 13 2015 Core Knowledge FoundationDRAFT VERSIONPractice adverbs thatcompare actionsWrite sentences usingcomparative and superlativeadverbsIntroduce subject pronounsand pronoun antecedentsPractice words with /ə/, /ə/ /l/, /sh/ /ə/ /n/, /ue/,/oo/, and /f/Practice words with /ə/, /ə/ /l/, /sh/ /ə/ /n/, /ue/,/oo/, and /f/AssessmentPractice dictionary skillsIntroduce /oi/ spelled ‘oi’and ‘oy’Introduce prefixes uni–, bi–,tri–, and multi–Practice prefixes uni–,bi–, tri–, and multi–Introduce prefixes over–,mid–, and under–AssessmentPractice dictionary skillsIntroduce /ou/ spelled ‘ou’and ‘ow’Assessment12

Core Knowledge Language Arts Scope and Sequence Skills Strand Grade 3In this unit, an End-of-Year (EOY) Assessment is provided during the first week on Day 2, Day 3, and Day 4. There are three main groupcomponents of the assessment: a written assessment of silent reading comprehension, a written assessment of grammar, and a written assessmentof morphology. Two other components, the oral reading of words in isolation and the fluency assessments, are optional and administered one-onone with students.Unit 11 (10Days)Lesson 1Lesson 2Lesson 3ReadingGrammar/WritingLesson 5Unit assessmentWhole Group Silent: “FoodChains”Unit assessmentUnit assessmentWhole Group Silent:“The Balance of Nature”Whole Group Silent:“Natural Changes to theEnvironment”Practice /aw/ spelled ‘au’, ‘aw’,‘al’, ‘ough’, and ‘augh’Practice subject and objectpronounsWhole Group Silent:“Human Changes to theEnvironment”Whole Group Silent:“Environmental DamageCaused by Humans”Practice subject and objectpronounsLesson 8Whole Group Silent:“Protecting theEnvironment”Practice comparative andsuperlative adjectives andadverbsLesson 9Whole Group Silent: “JohnMuir”Practice comparative andsuperlative adjectives andadverbsLesson 10Small Group: Remediationand EnrichmentLesson 6Lesson 7MorphologyIntroduce /aw/ spelled ‘au’,‘aw’, ‘al’, ‘ough’, and ‘augh’Whole Group: “Living Thingsand Their Habitats”Whole Group Silent:“Producers, Consumers, andDecomposers”Lesson 4Spelling 2015 Core Knowledge FoundationDRAFT VERSIONReview prefixes uni–, bi–, tri–,multi–, over–, mid–, andunder–Practice /aw/ spelled ‘au’,‘aw’, ‘al’, ‘ough’, and ‘augh’AssessmentPractice dictionary skillsReview /oi/, /ou/, and /aw/Write a letterReview prefixes uni–, bi–,tri–, multi–, over–, mid–, andunder–Practice /oi/, /ou/, and /aw/Practice /oi/, /ou/, and /aw/Review prefixes uni–, bi–,tri–, multi–, over–, mid–, andunder–13

Days) Reading Grammar/Writing Spelling Morphology Lesson 1 Whole Group: "Rome, Then and Now" Introduce spelling words Introduce r-controlled vowels spelled 'ar,' 'or,' 'ir,' 'ur,' and 'er' Lesson 2 Whole Group: "The Legend of Romulus and Remus" Introduce verb tenses Lesson 3 Whole Group: "The Roman