Reading Curriculum

Kindergarten Reading Curriculum
The kindergarten reading program is composed of several components. The core of the program
consists of the basal series, while the others enhance the phonological aspects.
STORYtown. Harcourt School Publishers, 2009.
Phonemic Awareness. Michael Heggerty, Ed.D., 2005.
Phoneme Activities. These activities are teacher created and help to provide instruction
with phoneme production and recognition in the initial
position. These activities are provided in a multi-sensory approach.
The following skills are covered in the curriculum.
1.
Concepts About Print includes skills such as understanding that print provides
information and can be read, knowledge of left-to-right and top-to-bottom directionality,
distinguishing letters from words, recognizing names, matching upper and lower case
letters, recognizing sentences in print are made of words, identifying book parts, and
matching oral words to printed words.
[State Standard: 1.A.1a]

2.
Phonemic Awareness includes skills such as understanding that spoken words and
Syllables are made up of sequence of sounds, count and track sounds in a syllable, syllables
in words, and words in sentences, knowing the sounds of letters, match, identify,
distinguish, and segment sounds in initial, final, and medial positions in single-syllable
spoken words, blend sounds to make words and syllables, track and represent changes in
syllables and words as target sounds are added, substituted, omitted, shifted, and/or
repeated, distinguish long and short-vowel sounds in spoken words, and identifying and
producing rhyming words.
[State Standards: 1.A.1a]

3.
Decoding includes understanding and applying the alphabetic principle, consonants

in single, blend and diagraph form in initial, final and medial positions, vowels in short,
long, diagraphs, r-controlled, variant, and schwa forms, matching consonant and shortvowel sounds to appropriate letters, understand that as letters in words change, so do the
sounds, blend vowel-consonant sounds orally to make words or syllables, blend sounds
from letters and letter patterns into recognizable words, work with phonograms, word
families, and onset-rimes and using visual clues such as sound/symbol relationships, letter
patterns, and spelling patterns.
[State Standards: 1.A.1a, 4.B.1a]

4.
Vocabulary, Concept Development and Word Recognition includes skills such

as academic language, classify and categorize, and recognizing one-syllable, highfrequency words, common, irregular sight words, and lesson vocabulary.
[State Standards: 1.A.1a and 1.A.1b.]

5.
Comprehension and Analysis of Text includes such skills as asking and answering
questions, using background knowledge (prior knowledge and experiences), using details,
drawing conclusions, higher order thinking, analyze, critique and evaluate, synthesize, and
visualize text and information, main idea: stated and unstated, use main idea and supporting
details, make inferences, make predictions and predict outcomes, use graphic organizers,
preview, establishing purpose for reading, retell stories and ideas, sequence, summarize,
use text structure for narrative text.
[State Standards: 1.B.1a, 1.B.1b, 1.B.1c, 1.C.1a, 1.C.1b, 1.C.1c, 1.C.1d, 1.C.1f, 4.A.1a,
4.A.1.b]
6.
Literary Elements and Analysis includes such skills as recognizing important events in
plot development, identifying characters, identifying and describing setting, know a variety
of literary genres and their basic characteristics, distinguish between fantasy and realistic
text, understand the distinguishing features of literary and nonfiction texts: everyday print
materials, poetry, drama, fantasies, fables, myths, legends, and fairy tales, recognize
rhythm, rhyme, pattern, and repetition in literature, and understand dialogue.
[State Standards:
7.
Research and Information/Study Skills includes skills such as understanding the

purpose of title page, table of contents, and chapter titles, use picture dictionaries, charts,
maps, diagrams, calendars, graphs, and photos for information, follow and give directions,
and apply plans (KWL).
[State Standards:
8.
1.B.1b, 1.C.1c, 1.C.1d, 1.C.1e, 2.A.1a, 2.A.1b, 2.A.1c, 2.B.1a,

2.B.1c]
1.C.1a, 1.C.1f, 4.A.1c, 4.A.1d]
Cultural Awareness includes skills as connecting information and events in texts

to life and life to text experiences and comparing language, oral traditions, and literature
that reflect customs, regions, and cultures.
[State Standards: 1.C.1c, 2.B.1a, 2.B.1c]

9.
Response to Text includes such skills as relating characters and events to own life,
read to perform a task or learn a new task, recollect and talk about books read, and describe
the roles of authors and illustrators.
[State Standards: 1.C.1a, 2.B.1a, 4.A.1a, 4.A.1b, 4.A.1c, 4.A.1d, 4.B.1b]

10. Viewing Media includes the skill of interpreting information from visuals
(illustrations, diagrams, charts, and maps).
[State Standards: 1.C.1e, 1.C.1f, 4.A.1d]
First Grade Reading Curriculum

The first grade reading curriculum is presented through the five levels of the Harcourt
STORYtown basal reading program. The following materials form the core of this program:
STORYtown Harcourt, 2009
Teacher Resource Kit
Discover Intensive Phonics: Charlotte F. Lockhart
Phonemic Awareness: Michael Heggerty, Ed.D.
Lessons from the phonics program are used to reinforce the skills presented in the basal readers.
The following skills are covered in the Harcourt Basal Series:
1. Concepts about Print includes skills such as knowing the alphabet, and using directionality,
print concepts and word awareness.
[State Standards: 1.A.1a, 1.A.1b]
2. Phonemic Awareness includes skills such as distinguishing phonemes, blending sounds,
syllabicating, and rhyming.
[State Standards: 1.A.1a,1.A.1b]
3. Decoding includes skills such as using phonics, structural analysis, and word identification.
4. Vocabulary, Concept Development and Word Recognition includes skills such as
recognizing high-frequency words and selection vocabulary, using context clues, and
engaging in glossary/dictionary work.
[State Standard: 1.A.1b]
5. Comprehension and Analysis of Text includes skills such as identifying the authors
purpose, recognizing cause and effect, classifying and categorizing, comparing and
contrasting, drawing conclusions, predicting outcomes, identifying the main idea and
important details, and sequencing the events in a story.
[State Standards: 1.B.1a,1.B.1b, 1.B.1c, 1.C.1a, 1.C.1b, 1.C.1c,1.C.1d, 1.C.1e]
[State Standards: 2.A.1a, 2.A.1b, 2.B.1a, 2.B.1c,]
[State Standards: 4.A.1b, 4.B.1b]
6.
Fluency includes skills such as reading regularly in independent-level and instructional-level

materials, reading aloud with accuracy, expression, and appropriate phrasing, paying
attention to punctuation, and exhibiting story comprehension.
[State Standard: 1.B.1d]
7. Literary Elements and Analysis include skills such as recognizing the elements of
character, setting, plot, and theme; literary forms and genres; literary devices that an author
uses; and demonstrating the ability to compare, contrast, and make connections.
[State Standards: 1.B.1a,1.B.1b, 1.C.1a, 1.C.1b, 1.C.1c, 1.C.1d, 1.C.1e, 1.C.1f]
[State Standards: 2.A.1a, 2.A.1b, 2.B.1a, 2.B.1c]
[State Standard: 4.B.1b]
8. Research & Information/Study Skills include skills such as reading to recall important
ideas, using a variety of reference materials, and summarizing and organizing information in
a variety of ways. These skills are supplemented by library skills instruction.
[State Standards: 1.C.1d, 1.C.1f]
[State Standard: 4.A.1c]
9. Cultural Awareness includes skills such as making connections in text to life and different
cultures, as well as viewing concepts and issues from diverse perspectives.
[State Standard: 1.C.1c]
[State Standards: 2.B.1a, 2.B.1b, 2.B.1c]
10. Response to Text include skills such as listening for a purpose, participating in discussions,
communicating ideas and opinions, and retelling stories.
[State Standard: 2.B.1a]
[State Standards: 4.A.1a, 4.A.1b, 4.A.1c, 4.B.1b]
11. Viewing/Media includes skills such as enjoying and analyzing illustrations; and interpreting
information from illustrations, maps, and charts.
[State Standards: 1.C.1e, 1.C.1f]
Second Grade Reading Curriculum

The second grade reading curriculum is presented through the Harcourt STORYtown basal
reading program. The following materials form the core of this program:
STORYtown Harcourt, 2009
Teacher Resource Kit
Supplemental Trade Books (list of possible trade books attached)
Lessons from the phonics program are used to reinforce the skills presented in the basal readers.
The following skills are covered in the Harcourt Basal Series:
1) Concepts about Print include skills such as knowing the alphabet, and using directionality,
print concepts and word awareness.
2. Phonemic Awareness includes skills such as distinguishing phonemes, blending sounds,
syllabicating, and rhyming.
3. Decoding includes skills such as using phonics, structural analysis, and word identification
techniques.
4. Vocabulary, Concept Development and Word Recognition includes skills such as
recognizing high-frequency words and selection vocabulary, using context clues, and
engaging in glossary/dictionary work.
5. Comprehension and Analysis of Text includes skills such as identifying the authors
purpose, recognizing cause and effect, classifying and categorizing, comparing and
contrasting, drawing conclusions, predicting outcomes, identifying the main idea and
important details, and sequencing the events in a story.
[State Standards: 1.B.1a, 1.B.1b, 1.B.1c, 1.C.1a, 1.C.1b, 1.C.1c, 1.C.1d, 1.C.1e]
[State Standards: 2.A.1a, 2.A.1b, 2.B.1a, 2.B.1c]
[State Standards: 4.A.1b, 4.B.1b]
6. Fluency includes skills such as reading regularly in independent-level and instructional
level materials, reading aloud with accuracy, expression, and appropriate phrasing, paying
attention to punctuation, and exhibiting story comprehension.
[State Standard: 1.B.1d]
7. Literary Elements and Analysis includes skills such as recognizing the elements of
character, setting, plot, and theme; literary devices that an author uses; and demonstrating
the ability to compare, contrast, and make connections.
[State Standards: 1.B.1a, 1.B.1b, 1.B.1c, 1.C.1a, 1.C.1b, 1.C.1c, 1.C.1d, 1.C.1e, 1.C.1f]
[State Standards: 2.A.1a, 2.A.1b, 2.A.1c, 2.B.1a, 2.B.1b, 2.B.1c]
[State Standards: 4.A.1b, 4.A.1d, 4.B.1b]
8. Research and Information/Study Skills include skills such as reading to recall important
ideas, using a variety of reference materials, and summarizing and organizing information in
a variety of ways. These skills are supplemented by library skills instruction.
[State Standards: 1.C.1a, 1.C.1d, 1.C.1f]
[State Standards: 4.A.1c, 4.A.1d]
9. Cultural Awareness includes skills such as making connections in text to life and to
different cultures, as well as viewing concepts and issues from diverse perspectives.
[State Standards: 1.C.1b, 1.C.1c]
[State Standards: 2.B.1a, 2.B.1b, 2.B.1c]
10. Response to Text includes skills such as listening for a purpose, participation in discussions,
communicating ideas and opinions, retelling or dramatizing stories, and presenting reports
and speeches.
[State Standard: 2.B.1a]
[State Standards: 4.A.1a, 4.A.1b, 4.A.1c, 4.B.1a, 4.B.1b]
11. Viewing/Media includes skills such as enjoying and analyzing illustrations; viewing a
variety of techniques in media; interpreting information from illustrations, maps, charts,
etc.; and using technology to communicate information.
[State Standards: 1.C.1e, 1.C.1f]
[State Standard: 4.A.1d]
Second Grade Novels
The novels selected from year to year vary depending on students abilities and interests.
A Bargain for Frances
Sylvester and the Magic Pebble
A Promise is a Promise
The Case of the Nervous Newsboy
Alexander and the Terrible, Horrible, No Good,
My Teacher Turns into a Tyrannosaurus
Very Bad Day
The Emperors New Clothes
Blackberries in the Dark
The Pain and the Great One
The One in the Middle is the Green Kangaroo
Caps for Sale
Dashing Through the Snow, Story of the Iditarod
Freckle Juice
Harry and the Terrible Whatzit
Ira Sleeps Over
Miss Nelson is Missing
Miss Rumphius
The Paper Bag Princess
The True Story of Balto
Theres a Nightmare in My Closet
Variety of Cam Jansen series titles and Nate the Great Series Titles
Third Grade Reading Curriculum

The third grade reading curriculum is a program that uses a variety of strategies to improve
reading comprehension and fluency. The reading program consists of STORYtown, a researchbased, developmental reading and language arts program and a collection of literature based
novels.
STORYtown features an organized, direct approach to teaching reading. This program
emphasizes explicit, systematic instruction in the areas of vocabulary, fluency, comprehension,
and writing. This program provides ample practice and application of these skills, using a variety
of meaningful tools and activities suited to different types of learners and classroom settings to
reinforce instruction and learning. An assessment program is included to ensure mastery and/or
diagnosis of reading difficulties throughout the year. Quality literature and direct instruction will
help develop fluent, lifelong readers. *Phonics, Grammar, Spelling, and Writing are additional
components of the STORYtown reading series.
Novels include supplementary materials and instructional activities to develop the following:
comprehension skills, word attack skills, study skills, writing skills, dictionary skills, and spelling
and vocabulary skills. Using childrens literature as the foundation for the curriculum provides
meaningful instruction that acts as a springboard for discussion and stimulates critical thinking.
The following materials form the core of this program:
STORYtown developmental reading and language arts program by Harcourt School
Publishers
STORYtown Teacher Resource Materials
Harcourt Leveled Readers for differentiation and individualized instruction
Teacher-Developed Units for Novels
Portals to Reading Series Perfection Learning, 1997
Teacher Created Materials, Inc., 1997
Novel Ties/Learning Links Inc., 1997
1) Word Analysis and Vocabulary Skills
The term vocabulary refers to the words that students need to know to communicate. It
includes words that are part of their oral vocabulary and their reading vocabulary.
Vocabulary development refers to the knowledge of words, their definitions, and context.
a) Students can apply word analysis and vocabulary skills to comprehend unfamiliar words
so they can understand selections.
i)
Students can read and comprehend unfamiliar words using root words, synonyms,
antonyms, word origins, and derivations
[State Standards: 1.A.2a, 1.A.2a/1.4.04]
ii) Students can clarify word meaning using context clues, reading ahead, and using a
variety of resources including glossaries, dictionaries, and thesauruses.
2) Comprehension Skills & Strategies
Comprehension is the understanding of meaning in text. It is the goal of all reading and
all reading instruction. Comprehending text is an active, intentional process between the
10
reader and the text. The following comprehensions skills and activities are incorporated
throughout STORYtown
a) Students can apply reading strategies to improve understanding and fluency.
i)
Students can establish purposes for reading, survey materials, ask questions, make
predictions, connect, clarify, and extend ideas.
[State Standards: 1.B.2a, 1.B.2a/2.404, 1.B.2a/1.4.17].
ii) Students can identify structure of nonfiction texts to improve comprehension, which
includes description, compare/contrast, cause and effect, and sequence of events.
[State Standards: 1B.2b, 1.B2b/2.4.13, 1.B.2b/q.4.16, 1.B.2b/1.4.21, 1.C.2c]
iii) Students can continuously check and clarify for understanding by monitoring
comprehension, rereading, seeking additional information, summarizing, adjusting
reading rate according to difficulty of material, and by self-correcting.
[State Standards: 1.B.2c, 1.B2c/1.1.17, 1.B2c/1.4.20, 1.B.2c/1.4.22, 1.B.2c/1.c.2d,
1.B.2c/2.4.13, 1.C.2a, 1.C.2d]
iv) Students can read age-appropriate material aloud with fluency and accuracy. The
student should be able to apply reading strategies to improve understanding and
fluency. Fluency is the ability to read text smoothly, accurately, and with expression.
Fluent readers can read aloud with a pace and phrasing that is much like speaking.
[State Standards: 1.B.2d]
b) The student can comprehend a broad range of reading materials.
i)
Students can use information to form and refine questions and predictions.
[State Standards 1.C.2a]
ii) Students can make and support inferences and form interpretations about main
themes and topics.
[State Standards: 1.C.2b/2.4.11, 1.C.2b/1.413, 1.C.2b/1.414, 1.C.2b/1.4.18, 1.C.2b]
iii) Students can compare and contrast the content and organization of selections read.
[State Standard: 1.C.2c]
iv) Students can summarize, make generalizations, and draw conclusions from the
content and relate it to the purpose of the material.
[State Standards: 1.C.2d/1.4.20]
v) Students can explain how authors and illustrators use text and art to express ideas
using techniques such as point of view, figurative language, colors and hue.
[State Standards: 1.C.2e/2.401, 1.C.2e/2.404, 1.C.2e/2.4.11, 1.C.2e/2.4.13,
1.C.2e/1.4.23, 1.C.2e/1.4.26]
vi) Students can connect information presented in graphic organizers, tables, maps, and
charts to printed or electronic text.
[State Standards: 1.C.2.2f/1.411]
11
c) Students can understand how literary elements and techniques are used to convey
meaning.
i)
Students can identify literary elements and literary techniques in a variety of literary
works. These include: Story structure, characters traits and motivations, theme,
setting, plot, main ideas and details, tone, figurative language, and conflict and
resolution.
[State Standards: 2.A.2a, 2.A.2a/1.4.16, 2.A.2a/2.4.08, 2.A.2a/2.4.09, 2.A.2b,
2.A.2b/1.4.17, 2.A.2b/1.4.21, 2.A.2b/1.4.23, 2.A.2b/2.4.01, 2.A.2b/2.4.04,
2.A.2b/1.B.2a, 2.A.2b/1.B.2C]
ii) Students can identify features of literary forms/genres.

d) Students can read and interpret a variety of literary works
i)
Students can respond to literary material by making inferences, drawing conclusions,

and comparing it to their own experience, prior knowledge, and other texts.
[State Standards: 2.B.2a, 2.B.2a/1.4.16, 2.B.2a/1.4.22]
ii) Students can identify and explain themes that have been explored in literature from
different societies and eras.
iii) Students can relate literary works and their characters, settings and plots to current
and historical events, people and perspectives.
[State Standards: 2.B.2c, 2.b.2c/2.401]
3) Oral Language Listening
a) Students will listen effectively in formal and informal situations.
i)
Students can demonstrate understanding of the listening process (e.g., sender,

receiver, message, by summarizing and paraphrasing spoken messages orally and in
writing in formal and informal situations.
ii) Students can ask and respond to questions related to oral presentations and messages
in small and large group settings and restate and carry out a variety of oral
instructions.
[State standard: 4.a.2b, 4.A. 2c]
4) Phonemic Awareness - This includes skills such as identifying phonemes, blending sounds,
syllabicating, and rhyming. Phonemic awareness in the ability to hear, focus on, and work
with the individual sounds-or phonemes-in spoken language. Decoding includes skills such
as using phonics, structural analysis, and word identification.
Students can apply word analysis and vocabulary skills to comprehend unfamiliar words so
they can understand selections.
12
Students can read and comprehend unfamiliar words using root words, synonyms, antonyms,
word origins, and derivations
[State Standards:
1.A.2a, 1.A.2a/1.4.04]
Third Grade Novels

The novels listed below are available for each teacher to use as part of the reading curriculum. In
determining which novels to select, the teacher considers the reading ability and interests of the
students, as well as the appropriateness of the material in developing cross-curricular units of
instruction. One novel per quarter should be completed.
The novels selected from year to year vary depending on students abilities and interests.
Average Readers
The Nightingale
Finding the Titanic
The Midnight Fox
Muggie Maggie
Ramona Quimby, Age 8
Molly's Pilgrim
The Magic School bus Inside the Human Body
System
The Legend of the Poinsettia
The Hundred Dresses
Pippi Longstocking
If You Lived in Colonial Times
Skinnybones
The Long Way Westward
Sky Pioneer
Mr. Popper's Penguins

Scruffy
Tornado
Ramona Forever
Frindle
The Magic School bus at the Waterworks
The Magic School bus Lost in the Solar
Zucchini
Gadget War
If You Travelled West in a Covered Wagon
Sarah, Plain and Tall
If You Lived with the Sioux Indians
The Long Way to a New Land
A Storm in the Night
High Readers
Ralph S. Mouse
James and the Giant Peach
What's the Big Idea, Ben Franklin?
Arthur for the Very First Time
Seven Kisses in a Row
Soup
Little House on the Prairie
Low Readers
The Littles
The Courage of Sarah Noble
Arctic Son
Lazy Lions, Lucky Lambs
Beast in Ms. Rooney's Room
Follow the Drinking Gourd
13
These skills/activities are incorporated throughout each novel:

Pre-Reading Activities
1. Using Graphic Organizers
2. Setting Purpose
3. Predicting
4. Identifying Literary Forms
5. Establishing Point of View
6. Connecting Literature to History
7. Learning About Author and Illustrator
[State Standard: 1.B.2a, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2d, 1.C.2e, 1.C.2f]
[State Standard: 2.A.2a, 2.A.2c, 2.B.2b, 2.B.2c]
14
Fourth Grade Reading Curriculum

The fourth grade reading curriculum is a literature-based program that uses a variety of strategies
to improve reading comprehension and fluency. The reading program consists of STORYtown, a
research-based, developmental reading and language arts program and literature based novels.
STORYtown features an organized, direct approach to teaching reading. This program
emphasizes explicit, systematic instruction in the areas of vocabulary, fluency, comprehension,
and writing. This program provides ample practice and application of these skills, using a variety
of meaningful tools and activities suited to different types of learners and classroom settings to
reinforce instruction and learning. An assessment program is included to ensure mastery and/or
diagnosis of reading difficulties throughout the year. Quality literature and direct instruction will
help develop fluent, lifelong readers. *Grammar, Spelling, and Writing are additional
components of the STORYtown reading series.
Novels include supplementary materials and instructional activities to develop the following:
comprehension skills, word attack skills, study skills, writing skills, dictionary skills, and spelling
and vocabulary skills. Using childrens literature as the foundation for the curriculum provides
meaningful instruction that acts as a springboard for discussion and stimulates critical thinking.
STORYtown developmental reading and language arts program by Harcourt School
Publishers
STORYtown Teacher Resource Materials
Harcourt Leveled Readers for differentiation and individualized instruction
Teacher-Developed Units for Novels
Portals to Reading Series Perfection Learning, 1997
Novel Ties/Learning Links Inc., 1997
1) Word Analysis and Vocabulary Skills - The term vocabulary refers to the words that students
need to know to communicate. It includes words that are part of their oral vocabulary and
their reading vocabulary. Vocabulary development refers to the knowledge of words, their
definitions, and context.
a) Students can apply word analysis and vocabulary skills to comprehend unfamiliar words
so they can understand selections.
i)
Students can read and comprehend unfamiliar words using root words, synonyms,
antonyms, word origins, and derivations
[State Standards: 1.A.2a, 1.A.2a/1.4.04]
ii) Students can clarify word meaning using context clues, reading ahead, and using a
variety of resources including glossaries, dictionaries, and thesauruses.
2) Comprehension Skills & Strategies Comprehension is the understanding of meaning in text.
It is the goal of all reading and all reading instruction. Comprehending text is an active,
15
intentional process between the reader and the text. The following comprehensions skills and
activities are incorporated throughout STORYtown
a) Students can apply reading strategies to improve understanding and fluency.
i)
Students can establish purposes for reading, survey materials, ask questions, make
predictions, connect, clarify, and extend ideas.
[State Standards: 1.B.2a, 1.B.2a/2.404, 1.B.2a/1.4.17].
ii) Students can identify structure of nonfiction texts to improve comprehension, which
includes description, compare/contrast, cause and effect, and sequence of events.
[State Standards: 1B.2b, 1.B2b/2.4.13, 1.B.2b/q.4.16, 1.B.2b/1.4.21, 1.C.2c]
iii) Students can continuously check and clarify for understanding by monitoring
comprehension, rereading, seeking additional information, summarizing, adjusting
reading rate according to difficulty of material, and by self-correcting.
[State Standards: 1.B.2c, 1.B2c/1.1.17, 1.B2c/1.4.20, 1.B.2c/1.4.22, 1.B.2c/1.c.2d,
1.B.2c/2.4.13, 1.C.2a, 1.C.2d]
iv) Students can read age-appropriate material aloud with fluency and accuracy. The
student should be able to apply reading strategies to improve understanding and
fluency. Fluency is the ability to read text smoothly, accurately, and with expression.
Fluent readers can read aloud with a pace and phrasing that is much like speaking.
b) The student can comprehend a broad range of reading materials.
i)
Students can use information to form and refine questions and predictions.
Standards 1.C.2a]
[State
ii) Students can make and support inferences and form interpretations about main
themes and topics. [State Standards: 1.C.2b/2.4.11, 1.C.2b/1.413, 1.C.2b/1.414,
1.C.2b/1.4.18, 1.C.2b]
iii) Students can compare and contrast the content and organization of selections read.
[State Standard: 1.C.2c}
iv) Students can summarize, make generalizations, and draw conclusions from the
content and relate it to the purpose of the material.
[State Standards: 1.C.2d/1.4.20]
v) Students can explain how authors and illustrators use text and art to express ideas
using techniques such as point of view, figurative language, colors and hue.
[State Standards: 1.C.2e/2.401, 1.C.2e/2.404, 1.C.2e/2.4.11, 1.C.2e/2.4.13,
1.C.2e/1.4.23, 1.C.2e/1.4.26]
vi) Students can connect information presented in graphic organizers, tables, maps, and
charts to printed or electronic text.
[State Standards: 1.C.2.2f/1.411]
16
c) Students can understand how literary elements and techniques are used to convey
meaning.
i)
Students can identify literary elements and literary techniques in a variety of literary
works. These include: Story structure, characters traits and motivations, theme,
setting, plot, main ideas and details, tone, figurative language, and conflict and
resolution.
[State Standards: 2.A.2a, 2.A.2a/1.4.16, 2.A.2a/2.4.08, 2.A.2a/2.4.09, 2.A.2b,
2.A.2b/1.4.17, 2.A.2b/1.4.21, 2.A.2b/1.4.23, 2.A.2b/2.4.01, 2.A.2b/2.4.04,
2.A.2b/1.B.2a, 2.A.2b/1.B.2C]
ii) Students can identify features of literary forms/genres.

d) Students can read and interpret a variety of literary works
i)
1. Students can respond to literary material by making inferences, drawing

conclusions, and comparing it to their own experience, prior knowledge, and other
texts.
[State Standards: 2.B.2a, 2.B.2a/1.4.16, 2.B.2a/1.4.22]
ii) 2. Students can identify and explain themes that have been explored in literature
from different societies and eras.
iii) 3. Students can relate literary works and their characters, settings and plots to current
and historical events, people and perspectives.
[State Standards: 2.B.2c, 2.b.2c/2.401]
3) Oral Language Listening
Students will listen effectively in formal and informal situations.
a) Students can demonstrate understanding of the listening process (e.g., sender, receiver,
message, by summarizing and paraphrasing spoken messages orally and in writing in
formal and informal situations.
[State
Standard: 4.A.2a]
b) Students can ask and respond to questions related to oral presentations and messages in
small and large group settings and restate and carry out a variety of oral instructions.
[State standard: 4.a.2b, 4.A. 2c]
17
Fourth Grade Novels

The novels listed below are available for each teacher to use as part of the reading curriculum. In
determining which novels to select, the teacher considers the reading ability and interests of the
students, as well as the appropriateness of the material in developing cross-curricular units of
instruction. One novel per quarter should be completed.
*Tales of a Fourth Grade Nothing
*Theres a Boy in the Girls Bathroom
*Trumpet of the Swan
*The War with Grandpa
*Shiloh
*Stinker from Space
*Snow Treasure
*Charlottes Web
*Number The Stars
Be a Perfect Person in Just 3 Days
Bunnicula
The Chocolate Touch
The 18th Emergency
The Enormous Egg
The Great Brain
Hello My Name Is Scrambled Eggs
How to Eat Fried Worms
Maggie Marmelstein for President
The Mouse and the Motorcycle
Otherwise Known as Sheila the Great
Stone Fox
* Novels used most frequently with Teacher-Developed Units
I.
Tales of a Fourth Grade Nothing by Judy Blume

Synopsis of novel: This book follows Peter Hatcher, his little brother Fudgie, baby sister
Tootsie, their neighbor Sheila Tubman, various pets, and other minor characters through
New York City on treks to suburbs and camps. Peter must deal with Fudgies disgusting
cuteness, his constant meddling with Peters stuff, and other grave offenses, one of which
is almost too much to bear.
Themes Family and Friendship
II.
Theres a Boy in the Girls Bathroom by Louis Sachar
Synopsis of novel: Fifth grader Bradley Chalkers is bright, imaginative, antisocial and
friendless. Unlike the kids at school, who hate him, Bradleys collection of chipped and
broken little pottery animals allow him to be brave, smart and vulnerable; he uses them to
resolve the rejection of peers and adults. Jeff, a new boy at school, offers friendship but
then withdraws his offer, because Bradley is hard to like. Enter Carla Davis, new school
counselor, who is caring and funny and who gradually helps restore Bradleys selfconfidence.
Themes: Family, Friendship, Relationships and Learning differences
18
III.
Trumpet of the Swan by E.B. White
Synopsis of novel: Louis is a Trumpeter Swan who came into the world lacking a voice.
When his father explained to him that he was different from other cygnets, Louis felt
scared. Sam Beaver, a boy who loves all wild things, helps Louis throughout the book.
Louiss determination to become a trumpeter and pay off his fathers debt takes him far
from the wilderness he loves but he succeeds and wins the swan that he desires.
Themes: Love, Disabilities, Determination, Family and Friendship
IV.
The War With Grandpa by Robert Kimmel Smith
Synopsis of novel: Peter is thrilled that Grandpa is coming to live with his family; that is,
until Grandpa moves right into Peters room, forcing him upstairs. Peter loves his
Grandpa but wants his room back and feels he has no choice except to declare war. Peter
and his friends go to war against Grandpa but eventually learn that love for ones family
is stronger than fighting.
Themes: Family, Friendship, Peace, War, and Love
V.
Shiloh by Phyllis Reynolds Naylor
Synopsis of novel: When 11-year-old Marty Preston chances upon a mistreated beagle
pup in his hometown of Friendly, West Virginia, he is not prepared for the ethical
questions he has to face. Should he return the dog to its owner, only to have the dog
mistreated? Should he tell his parents? Should he steal food to help the poor creature?
Martys efforts to cope with these questions provide the backdrop for this story.
Themes: Family, Human Nature and Friendship
VI.
Stinker From Space by Pamela E. Service
Synopsis of novel: In the middle of an outer space battle, space warrior Tsynq Yr is
forced to land on earth and switch into the body of a skunk - but earth seems to be no
place for him! Thank goodness a young girl named Karen befriends him. With the help of
her computer-whiz friend Jonathan, Karen and Tsynq Yr hatch a hair-raising scheme that
involves all the local skunks and propels the space stinker back into orbit.
Themes: Family, Friendship and Cooperation
VII.
Snow Treasure by Marie McSwigan
Synopsis of novel: This story is set in Norway in 1942. As the Nazis move closer to this
country, it is decided that something must be done to keep Norwegian gold from the
enemy. Children are the only ones who go about their daily lives without arousing
suspicion. The children form a club with the help of Uncle Victor and hide the gold
bricks in snowmen they build right under the noses of the German invaders.
Themes: War, Family, Friendship, Cooperation, Good vs. Evil and Teamwork
VIII.
Charlottes Web by E.B. White
Synopsis of novel: An affectionate but sometimes bashful pig named Wilbur befriends a
spider named Charlotte, who lives in the rafters above his pen. Wilbur is devastated when
19
he learns of the destiny that befalls all those of porcine persuasion. Determined to save
her friend, Charlotte spins a web that reads Some Pig, thus convincing the farmer and
surrounding community that Wilbur is no ordinary animal and should be saved.
Themes: Friendship and Teamwork
IX.
Number The Stars by Lois Lowry
Synopsis of novel: The evacuation of Jews from Nazi-held Denmark is one of the greatuntold stories of World War II. Ten-year-old Annemarie Johannesen hides her best friend
Ellen Rosen from the Nazis, and with the aid of her family, smuggles Ellen and her
family out of the country.
Themes: Courage, Family, Friendship, War and Heroism
Pre-Reading Activities
2. Setting Purpose
3. Predicting
4. Identifying Literary Forms
5. Establishing Point of View
6. Connecting Literature to History
7. Learning About Author and Illustrator
[State Standard: 2.A.2a, 2.A.2c, 2.B.2b, 2.B.2c]
Comprehension Skills
1. Asking and Responding to Questions
2. Checking for Understanding Through Discussion, Quizzes, and Tests
3. Discovering Meaning Through Content
4. Using Cloze Reading
5. Determining Fact or Opinion
6. Remembering Details
7. Determining Cause and Effect
8. Understanding Main Idea
9. Understanding Inference
11. Recognizing Literary Techniques (For Example, Point of View, Foreshadowing,
Onomatopoeia, Similes, Metaphors, etc.)
12. R eating Maps, Charts, and Tables
[State Standard: 1.A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d, 1.C.2e,
1.C.2f]
[State Standard: 2.A.2a, 2.A.2b, 2.A.2c, 2.B.2a, 2.B.2b, 2.B.2c]
20
Vocabulary
1. Developing and Understanding Vocabulary Through Word Meaning and Spelling
2. Defining Selected Vocabulary Using a Dictionary or Other Reference Material
3. Discovering Meaning Through Context Clues
4. Choosing Correct Meanings
[State Standard: 1.A.2a, 1.A.2b]
Post-Reading Activities
1. Creating Pictures
2. Constructing Book Reports
3. Engaging in Journal Writing
4. Explaining and Developing Feelings
5. Identifying and Developing Story Elements (Character, Setting, Problem, and Solution)
6. Drawing Conclusions
8. Discussing Story Elements
9. Comparing and Contrasting Novels to Movies
10. Making Technology Presentations
11. Creating ABC Books
12. Constructing Trioramas
13. Creating Plays
14. Writing Songs
[State Standard: 1.B.2a, 1.B.2b, 1.B.2c, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d, 1.C.2e, 1.C.2f]
[State Standard: 2.A.2a, 2.A.2b, 2.A.2c, 2.B.2a, 2.B.2b, 2.B.2c]
21
Fifth Grade Reading Curriculum

The fifth grade reading curriculum is a literature based program using a variety of
strategies to improve reading understanding and fluency. Supplementary materials and
instructional activities will be used to develop reading skills such as: comprehension
skills, word attack skills, study skills, writing skills, dictionary skills, and spelling and
vocabulary skills. Using childrens literature as the foundation for instruction provides
meaningful instruction and acts as a springboard for discussion and stimulates critical
thinking.
Teacher-Developed Novel Units
Portals to Reading Series, Perfection Learning, 1997
Novel Ties, Learning Links Inc., 1997
The novels listed below are available for each teacher to use as part of the Reading
Curriculum. Each teacher will determine which novel to use based on reading ability and
interest level of the students and cross-curricular subject areas. One novel per quarter is
to be completed.
Selected Novels:
The Cay*
The Great Gilly Hopkins*
Island of the Blue Dolphins*
The Lion, the Witch, and the Wardrobe*
Maniac McGee*
The Mixed Up Files of Basil E. Frankweiller*
Tuck Everlasting*
The Sign of the Beaver
Where the Red Fern Grows
Bridge to Terabithia
Christopher Columbus
Indian in the Cupboard
My Side of the Mountain
Sing Down the Moon
Caddie Woodlawn
* Novels used most frequently with Teacher-Developed Units

1. Pre-reading Activities
a. Graphic Organizers
b. Setting Purpose
c. Predicting
d. Identifying Literary Forms
e. Point of View
f. Connect Literature to History
g. Learn About Author and Illustrator
[State Standards: 2.A.2a, 2.A.2c, 2.B.2b, 2.B.2c]
2. Comprehension Skills
a. Ask and Respond to Questions
b.Check for Understanding Through Discussion, Quizzes, and Tests
c. Discover Meaning Through Content
d.Use Cloze Reading
e. Determine Fact or Opinion
f. Remembering Details
g.Determining Cause and Effect
h.Understanding Main Idea
i. Inference
j. Use Graphic Organizers
k.Recognizing Literary Techniques (For Example, Point of View,
Foreshadowing, Onomatopoeia, Similes, Metaphors, etc.)
l. Create Maps, Charts, and Tables
[State Standard: 1.A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d,
1.C.2e, 1.C.2f]
3. Vocabulary
a. Develop and Understand Vocabulary Through Word Meaning and Spelling
b. Define Selected Vocabulary Using a Dictionary or Other Reference Material
c. Discover Meaning Through Context Clues
d. Choosing Correct Meanings
[State Standard: 1.A.2a, 1.A.2b]
4. Post-reading Activities
a. Creating a Picture
b. Book Report
c. Journal Writing
d. Explain and Develop Feelings
e. Identifying and Developing Story Elements (Character, Setting, Problem, and

Solution)
f. Drawing Conclusions
g. Use Graphic Organizers
h. Group Discussion of Story Elements
i. Compare and Contrast to Movie
j. Technology Presentations
k. ABC Book
l. Trioramas
m. Create a Play
n. Create a Song
[State Standard: 1.B.2a, 1.B.2b, 1.B.2c, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d, 1.C.2e, 1.C.2f]
A. The Cay by Theodore Taylor
Synopsis of novel: The story of Philip, a boy living on Curacao during World War II. As
he and his mother are trying to escape the war to go back to Virginia, their ship sinks.
Philip survives the boat accident only to be trapped on an island with a black man and a
cat. The accident leaves Philip blind and he has to learn to adjust to his blindness and
how to survive on this barren island.
Themes
1. Survival
2. Prejudice
3. Natural disasters
4. Handicaps
5. War
B. The Great Gilly Hopkins by Katherine Paterson
Synopsis of novel: Brash and sassy Gilly Hopkins is ready to be her usual obnoxious self
when she arrives at her new foster home. Her usual tricks do not work in home or at
school. She is determined not to care and writes to her real mother, which brings a
surprising visit from an unknown grandmother. All of this results in an unexpected
ending.
Themes
1. Foster homes
2. Human relationships
3. Prejudice
4. Coming of age
C. Island of the Blue Dolphins by Scott ODell

Synopsis of novel: Based on the historical fact of an Indian girl spending 18 years alone
on an island off the California coast. In an effort to escape Aleutian seal hunters in the
early 1800s the Indians board a ship to leave this island. When 12-year-old Karana finds
her younger brother is not on board, she swims back to the island to search for him.
Years pass as she waits for the ship to return. In the mean time, she builds shelter,
gathers food, makes clothing etc.
Themes
1. Survival
2. Death
3. Ingenuity
4. Family
D. Maniac Magee by Jerry Spinelli
Synopsis of novel: In this part tall tale, part realistic novel, orphaned Jeffrey Magee is
considered a legendary hero by people of Two Mills. Soon after he comes to town, he is
nicknamed Maniac because he can run so fast, throw a football better than anyone else,
rescue a boy the frightful Finsterwald house and hit a ball off the fastest pitcher in town.
But his most impressive act of all involves fighting racism and breaking the segregation
of white East End and black West End of town while he searches for a family who will
accept him as their own.
Themes
1. Orphans
2. Heroes
3. Diversity
4. Segregation
5. Racism
6. Humor
E. From the Mixed Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg
Synopsis of novel: Feeling unappreciated by her family and bored with her suburban
Connecticut life, twelve-year-old Claudia plans to run away from home. With the help of
her nine-year-old brother, Jamie, who is known for his ability to save money, the two run
away to New Yorks Metropolitan Museum of Art. While exploring the museum they
come across the beautiful Angel statue and Claudia decided to solve the mystery of the
statues creator. With the help of Mrs. Basil E. Frankweiler former owner of the statue,
Claudia and Jamie solve the mystery of Angels creation and Claudia goes home happy
and satisfied.
Themes
1. Runaways
2. Survival
3. Sibling relationships
4. Family dynamics
F. Tuck Everlasting by Natalie Babbitt
Synopsis of novel: While attempting to run away from her overprotective family, Winnie
Foster is kidnapped by the Tuck family and their secret is revealed to her. They share
with Winnie the secret of the magic spring and it ability to give eternal life. Winnie is
faced with the choice of drinking from the spring or living a natural life.
Themes
1. Runaways
2. Eternal life
3. Inner conflict
4. Greed
5. Consequences
G. The Lion, the Witch, and the Wardrobe by C.S. Lewis
Synopsis of novel: Peter, Edmund, Susan, and Lucy are sent to the country during World
War II to live with a professor. While exploring the professors house Lucy wanders
through wardrobe door and enters the magical land of Narnia. She and the children learn
that Narnia was ruled by the evil White Witch who stole the power from Aslan the lion.
A fantastic adventure ensues with the four children many life threatening events and
engage in battles where good is triumphant over the evil forces.
Themes
1. Fantasy vs. reality
2. Biblical allegory
3. Trust
4. Good vs. evil
5. Family
6. Sibling relationships
Middle School Literature Philosophy
Fox River Grove School District 3 Middle School Literature Curriculum is novel based.
In an attempt to provide a variety of reading materials for the students, an array of genres
and writing styles have been selected, including poetry and short stories. Among the
styles offered are: realistic fiction, adventure, survival, drama, historical fiction, science
fiction, fantasy, mythology, and classic drama. Through the teaching of these selections,
the students will learn the differences among the various writing styles and genres. Each
novel is used to explore certain interests and build variegated skills while enhancing
comprehension, strengthening vocabulary, and promoting critical thinking. Previously
introduced reading comprehension skills indicated in grades K-5 will be reinforced and
expanded upon throughout the middle school curriculum.
Sixth Grade Literature Curriculum

The sixth grade literature curriculum focuses on using novels, short stories and
supplementary materials to allow the student to read and understand literature
representative of various societies, eras and ideas.
(May vary from year to year)
Novels-
Hatchet by Gary Paulsen

The Miracle Worker by William Gibson
Jacobs Rescue by Malka Drucker and Michael Halperin
Time For Andrew by Mary Downing Hahn
Call of the Wild by Jack London
Short Stories-
Cinderella
Supplementary-
Accelerated Reader Program

Mini-plays and poetry from Scope and other periodicals
1. Novels: Through the use of novels students will focus on studying literary devices
with emphasis on plot development, characterization, and vocabulary.
A. Hatchet by Gary Paulsen

Synopsis of novel: Thirteen-year-old Brian crashes in a private plane while traveling to
visit his father in the Canadian Wilderness. He must endure many life-threatening
obstacles while living off the land. While alone in the wild, he comes to terms with his
parents divorce. The video, The Cry in the Wild, will be shown upon completion of this
novel.
Themes
1. Survival
2. Divorce
3. Coming of Age
4. Death
(State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c,
1.C.2d]
[State Standards: 2.A.2a, 2.A.2b, 2.A.2c,, 2.B.2a, 2.B.2b, 2.B.2c]
[State Standards: 3.A.2, 3.B.2b, 3.B.2d]
[State Standards: 5.A.2b, 5.C.2b]
B. The Miracle Worker by William Gibson

Synopsis of novel: Written in play form, this book takes the reader through the Keller
familys trials. Helen Keller is deaf, blind and mute. Her parents take her to many
specialists to no avail until they find Annie Sullivan. Through strict discipline and tough
love, Annie is able to reach Helen and teach her to communicate. The Miracle Worker
will be shown upon completion of this book.
Themes
1. Dealing with physical limitations
2. Acceptance
3. Family Dynamics
4. Understanding different time period
[State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c,
1.C.2d,, 2.A.2a, 2.A.2b, 2.A.2c,, 2.B.2a, 2.B.2b, 2.B.2c, 3.A.2, 3.B.2b, 3.B.2d, 4.A.2a,
4.A.2b, 4.A.2c, 4.B.2a, 4.B.2b, 5.A.2b, 5.C.2b]
C. Jacobs Rescue by Malka Drucker and Michael Halperin
Synopsis of novel: During the horrific time of the Holocaust, Jacob is taken in by a
heroic Polish family. He is hidden and protected in their apartment as they risk their own
lives to save his. Long after the Holocaust is over the lessons of this amazing family are
still being passed on.
Themes
1. Historical Knowledge
2. Cultural Tolerance
3. Death
4. Family
5. Heroism
[State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c,
1.C.2d]
D. Time For Andrew by Mary Downing Hahn
Synopsis of novel: Young Andrew is going to stay with his aunt for the summer in her
scary, old house. While there, he meets his double, and he takes a trip back in time to
find out who this boy is and how he fits into his family.
Themes
2. Coming of Age
3. Familial Ties
[State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a,
1.C.2b, 1.C.2c, 1.C.2d]
E. Call of the Wild by Jack London
Synopsis of novel: A dog named Buck is taken from his family. He must learn how to
survive among other wild creatures and the elements of nature. The video, Call of the
Wild, will be shown upon completion of this novel.
Themes
1. Survival
2. Inner Conflict
[State Standards: 1A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a,
1.C.2b, 1.C.2c, 1.C.2d,, 2.A.2a, 2.A.2b, 2.A.2c,, 2.B.2a, 2.B.2b, 2.B.2c, 3.A.2, 3.B.2b,
3.B.2d, 4.A.2a, 4.A.2b, 4.A.2c, 4.B.2a, 4.B.2b, 5.A.2b, 5.C.2b]
1.
Short Stories: Short stories will provide tools to teach larger literary ideas, such
as: plot progression, vocabulary, imagery, and conflict.
A. Cinderella
Synopsis of unit: Two-week unit studying different Cinderella stories from around the
world. Disneys version of Cinderella will be shown as part of this unit.
Themes
1. Abuse
2. Overcoming Adversity
3. Magical Elements
4. Heroism
5. Abandonment Through Divorce or Death
[State Standards: 1.A.2b, 1.B.2a, 1.B.2b, 1.B.2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d]
[State Standards: 2.A.2a, 2.A.2b, 2.B.2a, 2.B.2b, 2.B.2c]
[State Standards: 3.B.2b]
[State Standards: 4.B.2b]

[State Standards: 5.C.2b]
3. Supplementary: In addition to novels and short stories, the students will read various
other materials to study literature.
A. Accelerated Reader:
Synopsis: This is a program designed to promote a love of reading. Students can choose
books from a vast selection and participate in a variety of assessments upon completion.
Students may also choose books that are not a part of Accelerated Reader and create tests
and/or book reports to complete this requirement at the discretion of the teacher.
[State Standards: 1.C.2a, 1.C.2b, 1.C.2c, 1.C.2d]
B. Periodicals:
Synopsis: Students will read a variety of biographies, plays, short stories, and poetry.
Through these selections, students will learn about different genres, writing styles, and
personal histories of authors and other historical figures.
[State Standards: 1.A.2a, 1.A.2b, 1.B.2a, 1.B.2b, 1.B..2c, 1.B.2d, 1.C.2a, 1.C.2b, 1.C.2c,
1.C.2d, 1.C.2e]
Other selected novels that may be chosen for classroom instruction at the 6th grade:
Bud, Not Buddy by Christopher Paul Curtis
Tangerine by Edward Bloor
The Acorn People by Ron Jones
The Wolves of Willoughsby Chase by Joan Aiken
Johnny Tremain by Esther Forbes
White Fang by Jack London
The True Confessions of Charolettte Doyle by Avi
Seventh Grade Literature Curriculum

The seventh grade literature curriculum focuses on using novels, short stories and
supplementary materials to allow the student to read and understand literature
The following materials form the core of this program.
[May vary from year to year]
Novels-
The Trouble With Lemons by Daniel Hayes

The Pigman by Paul Zindel
The Devils Arithmetic by Jane Yolen
That Was Then, This Is Now by S.E. Hinton
Scorpions by Walter Dean Myers
Holes by Louis Sacher
Shane by Jack Schaefer
Short Stories-
Riki Tiki Tavi by Rudyard Kipling

The Tell Tale Heart by Edgar Allen Poe
The Monsters Are Due On Maple Street by Rod Serling
To Serve Man by Damon Knight
There Will Come Soft Rains by Ray Bradbury
Supplementary-
Poetry
1. Novels: Through the use of novels students will focus on studying literary devices
with emphasis on plot development, characterization, and vocabulary.
A. The Trouble With Lemons by Daniel Hayes
Synopsis of Novel: Tyler McAllister thinks of himself as a lemon. In fact, he thinks his
mother would have traded him in long ago if it were legal. When he takes a late night
swim at the local quarry, he accidentally bumps into the body of the schools janitor,
apparently murdered. This sets off a chain of events that culminate in a complex plot to
try to get the bad guys. Using heaping portions of humor and action, this book proves the
old saying, What you too, I thought I was the only one.
Themes
1. Conflict Resolution
2. Acceptance
3. Illness & Death
4. Deductive Reasoning
[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3b, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c,
1.C.3d, 1.C.3e, 1.C.3f]
[State Standards: 2.A.3a, 2.A.3b, 2.A.3d, 2.B.3a, 2.B.3c]
[State Standards: 3.B.3a]
B. The Pigman by Paul Zindel
Synopsis of Novel: The story of two kids, John and Lorraine, and their dealings with Mr.
Pignati, an elderly gentleman who shows them that old does not equal boring. This book
deals with the generation gap and how we see and treat the elderly. Often using humor to
prove his points, the author utilizes two narrators to show different points of view and
opinions.
Themes
1.
2.
3.
4.
Alcohol Awareness
Family Dysfunction
Illness & Death
Treatment/Appreciation of the Elderly
1.C.3d, 1.C.3e, 1.C.3f]
C. The Devils Arithmetic by Jane Yolen
When Hannah is mysteriously sent back in time to 1943 Poland, she finds out first hand
the horrors of the Holocaust and the heroism of the people who lived through it. This
book is an example of historical fiction. It teaches not only reading skills, but also a
more personal glimpse of history. Unlike other Holocaust books, this one has a modern
teenager as its narrator. Being able to compare the two times adds to its effectiveness.
The motion picture, The Devils Arithmetic, will be shown upon completion of the novel.
Themes
2. Cultural Tolerance
3. Death
4. Family
5. Heroism
1.C.3d, 1.C.3e, 1.C.3f]
D. That Was Then, This Is Now by S.E. Hinton

Bryan and Mark have been as close as brothers for as long as they can remember. Now
things are changing. Bryans growing upMark still just lives for the thrill of the
moment. When Bryan gets a girlfriend and a job, things really change. Can these two
friends stay together when it seems the whole world of the 1970s is pulling them apart?
This book is a great coming of age book that, again, emphasizes the importance of good
decision making.
Themes
1. Drug Awareness
2. Good Decision Making
4. Friendship
1.C.3d, 1.C.3e, 1.C.3f]
E. Scorpions by Walter Dean Myers
Jamal and Tito are two kids in the inner city trying to keep their noses clean. When
Jamals brother ends up in jail, his gang, The Scorpions, needs a new leader and Jamal is
first on their list. This book deals with decision-making and the realization that those
choices can have both positive and negative consequences. .
Themes
1. Friendship
2. Gangs
3. Good Decision-making
4. Family
1.C.3d, 1.C.3e, 1.C.3f]
F. Holes by Louis Sacher
"If you take a bad boy and make him dig a hole every day in the hot sun, it will turn him
into a good boy." This seems to be the motto for Camp Green Lake in Louis Sachars
Holes. The book tells the story of young Stanley Yelnats who has been wrongfully
accused of the most heinous crime of shoe theft! He has been sent to Camp Green Lake
for rehabilitation, but the councilors there seem to have their own plans for Stanley.
This Newbery Award winning book constantly keeps the students guessing.
Themes
1. Deductive Reasoning
2. Self-confidence
4. Family
1.C.3d, 1.C.3e, 1.C.3f]
[State Standards: 4.B.3a, 4.B.3b]
F. Shane by Jack Schaefer
This classic western is about a mysterious gunfighter who rides into a small town and
into the middle of a battle between homesteaders and cattlemen.
Themes
1. Self-confidence
3. Family
1.C.3d, 1.C.3e, 1.C.3f]
[State Standards: 4.B.3a, 4.B.3b]
2. Short Stories: Short stories will provide tools to teach larger literary ideas, such as
plot progression, vocabulary, imagery, and conflict.
A. Riki Tiki Tavi by Rudyard Kipling
Synopsis of story: The classic story by Rudyard Kipling about a brave mongoose who
saves his English family and all the animals in the garden from two deadly cobra snakes.
The video, Riki Tiki Tavi, will be shown upon completion of the story.
Themes
1. Heroism
3. Self-confidence
[State Standards: 1.A.3a, 1.A.3b, 1.B.3a, 1.B.3c, 1.B.3d, 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d,
1.C.3e]
[State Standards: 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a, 2.B.3c]
B. The Tell Tale Heart by Edgar Allen Poe
Synopsis of story: Poes classic tale of terror in which the narrator plots the murder of
his neighbor.
Themes
1. Deception
2. Guilt
1.C.3e]
C. The Monsters Are Due On Maple Street by Rod Serling
Synopsis of story: When there is an inexplicable power outage on Maple St., neighbor
turns against neighbor in a search to find out who is responsible. This story is based on
the Twilight Zone episode of the same name. The video, The Monsters Are Due On
Maple Street , will be shown upon completion of the story.
Themes
1. Suspicion
2. Mob mentality
1.C.3e]
D. To Serve Man by Damon Knight
Synopsis of story: An alien race called the Kanamits has arrived on earth promising
peace and prosperity. All they want is to serve man. But not all is as it seems. This
story is based on the Twilight Zone episode of the same name. The video, To Serve Man,
will be shown upon completion of the story.
Themes
1. Deductive reasoning
2. Science
E. There Will Come Soft Rains by Ray Bradbury

Synopsis of story: An automated house of the future continues to run even though its
inhabitants have disappeared. But, where are they?
Themes
1. Deductive reasoning
2. Technology
1.C.3e]
3. Supplementary: In addition to novels and short stories, the students will read various
other materials to study literature.
A. Poetry
Synopsis of unit: The students will research the lives and poetry of selected poets.
Poets to choose from [may vary]
1. Stephen Crane
2. Emily Dickenson
3. Robert Frost
4. Henry Wadsworth Longfellow
5. Edgar Allen Poe
6. Carl Sandburg
7. William Shakespeare
8. Shel Silverstein
9. Walt Whitman
10. William Butler Yeats
[State Standards: 1.B.3d, 1.C.3c, 1.c.3e]
[State Standards: 2.A.3a, 2.A.3c, 2.A.3d, 2.B.3a]
B. Accelerated Reading
Synopsis of program: This is a program designed to promote a love of reading. Students
can choose books from a vast selection and participate in a variety of assessments upon
completion. Students may also choose books that are not a part of Accelerated Reader
and create tests and/or book reports to complete this requirement at the discretion of the
teacher.
[State Standards: 1.C.3a, 1.C.3b, 1.C.3c, 1.C.3d]
C. Mini plays and poetry from Scope Magazine and other periodicals.
Synopsis: Students will read a variety of biographies, plays, short stories, and poetry.
Through these selections, students will learn about different genres, writing styles, and
1.C.3d, 1.C.3e]
[State Standards: 4.A.3a,]
Other selected novels that may be chosen for classroom instruction at the 7th grade:
Wolf Rider by Avi
My Brother Sam is Dead by James Lincoln Collier and Christopher Collier
Eighth Grade Literature Curriculum

Novels: The eighth grade literature curriculum focuses on using novels, short stories and
supplementary materials to allow the students to read and understand literature
The following materials form the core of this curriculum.
[May vary from year to year]
Novels-
The Giver by Lois Lowry

Of Mice and Men by John Steinbeck
And Then There Were None by Agatha Christie
Lord of the Flies by William Golding
The Outsiders by S.E. Hinton
A Christmas Carol by Charles Dickens
Short Stories-
The Lottery by Shirley Jackson

The Legend of Sleepy Hollow by Washington Irving
The Necklace by Guy deMaupassant
The Speckled Band by Sir Arthur Conan Doyle
Supplementary-

1. Novels- [May vary from year to year]

A. The Giver by Lois Lowry
Synopsis of novel: Jonas lives in a futuristic, utopian society. Everything is perfect.
He is given one of the most important jobs in his community. He soon finds out that
things are not as perfect as they seem.
Themes
1. Society and Humanity
2. Conformity vs. Individual Expression
3. Family and Home
4. Friendship
5. Heroism
6. Remembering the Past
7. Love
8. Utopian Society
9. Death
1.C.3d, 1.C.3e]
[State Standards: 2.A.3a, 2.A.3b, 2.A.3c, 2.A.3d, 2.B.3a, 2.B.3b, 2.B.3c]
[State Standards: 3.A.3, 3.B.3a]

B. The Outsiders by S.E. Hinton
Synopsis of novel: Family of adolescent boys works to stay together after their parents
die in a car crash. Set in 1960s Oklahoma, greasers and socs constantly battle over
societal inequalities. The boys find that friends can be as important as family and that
change along with each other is the only thing they can count on.
The video, The Outsiders, will be shown at the end of the unit.
Themes
1. Family/ Love/ Friendship
2. Socio-economic Inequalities
3. Country vs. City
4. Death
5. Values of Childhood
6. Gangs
1.C.3d, 1.C.3e]
C. Of Mice and Men by John Steinbeck
Synopsis of novel: This is a tragic story of the complex bond between two migrant
laborers. George takes care of Lennie, who cannot take care of himself. They travel and
work together and strive for the American Dream.
The video, Of Mice and Men, will be shown at the end of the unit.
Themes
1. Loneliness/ Isolation
2. The American Dream
3. Death/ Murder
4. Cruelty
5. Mental Instability
1.C.3d, 1.C.3e]
D. Lord of the Flies by William Golding

Synopsis of novel: A group of adolescent British boys are stranded on a deserted
island without any adults. They must learn to survive as well as try to get rescued.
Society eventually breaks down and the boys find themselves in a situation where
they realize that they cant control even themselves.
The video, Lord of the Flies, may be shown at the end of this unit.
The Simpsons version may be shown instead.
Themes
1. Society
2. Leadership
3. Cruelty
4. Survival
5. Death
6. Freedom
7. Isolation
1.C.3d, 1.C.3e]
[State Standards: 4.A.3a, 4.B3a]
E.
And Then There Were None by Agatha Christie
Synopsis of novel: Ten strangers are invited to an island to meet an unknown host. They
soon find that they have been invited because they are believed to have committed
murder. One by one, they die.
One of the following videos will be shown at the end of the unit:
And Then There Were None
Ten Little Indians
Themes
1. Judgment
2. Isolation
3. Punishment
4. Right vs. Wrong
1.C.3d, 1.C.3e]
F. A Christmas Carol by Charles Dickens

Synopsis of novel: Ebenezer Scrooge is a miserly, uncaring soul. Through his travels
with the three Christmas ghosts, Scrooge changes his attitude and changes his life.
One of the many versions of this story may be shown at the end of the unit.
Themes
1. Charity
2. Love
3. Family
1.C.3d, 1.C.3e]
Short stories: Short stories are used to teach a variety of larger literary concepts. Key
ideas are plot progression, characterization, imagery, conflict, foreshadowing, character
voice and vocabulary.
2. Short stories: [May vary from year to year]
A. The Lottery by Shirley Jackson
Synopsis: A small town gathers to celebrate their annual lottery. Who
will be chosen this year?
Themes:
1. Population Control
2. Irony
3. Tradition
B. The Legend of Sleepy Hollow by Washington Irving
Synopsis: The Headless Horseman terrorizes a small town. A school
teacher searches for love from a heiress. He runs into trouble with the
town bully. Is the Headless Horseman real or just a folktale?
Themes:
1. Legends/ Traditions
2. Fact vs. Reality
3. Country Life
C. The Speckled Band by Sir Arthur Conan Doyle

Synopsis: Detectives Sherlock Holmes and Dr. Watson investigate the
strange murder of a young lady in her stepfathers home.
Themes:
1. Greed
2. Family
3. Deceit
D. The Necklace by Guy deMaupassant
Synopsis: A woman borrows an expensive necklace from a friend and
then loses it. She works for years to earn the money to pay for it.
Themes:
1. Honesty
2. Irony
3. Truth
4. Trust
E.
F.
G.
H.
I.
J.
The Black Cat by Edgar Allan Poe

The Village Murders by Agatha Christie
The Gift of the Magi by O. Henry
The Ransom of Red Chief by O. Henry
The Celebrated Jumping Frog of Calaveras County by Mark Twain
The Monkeys Paw by W.W. Jacobs
1.C.3d, 1.C.3e]
1. Supplementary Materials: In addition to novels and short stories the students
will read various other materials to study literature.
A. Accelerated Reader
This is a program designed to promote a love of reading. Students can choose
books from a vast selection and participate in a variety of assignments upon
completion. Students may also chose books that are not a part of AR and
create tests and/or book reports to complete this requirement at the discretion
of the teacher.
[State Standards: 1.C.3a, 1.C.3b, 1.C.3d]
B. Periodicals
Students may read plays, biographies, short stories and poetry. Through these
selections students will learn about different genres, writing styles and
1.C.3d, 1.C.3e]
Other selected novels that may be chosen for classroom instruction at the eighth
grade:
Flowers for Algernon by Daniel Keyes
Across Five Aprils by Irene Hunt
Out of the Dust by Karen Hesse
Stargirl by Jerry Spinelli
The Adventures of Tom Sawyer by Mark Twain
Something Wicked This Way Comes by Ray Bradbury
Night Hoops by Carl Deuker
Night by Elie Wiesel
The Pearl by John Steinbeck
The House on Mango Street by Sandra Cisneros

Reading Curriculum

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Reading Curriculum

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Kindergarten Reading Curriculum

[State Standard: 1.A.1a]

[State Standards: 1.A.1a]

Decoding includes understanding and applying the alphabetic principle, consonants

[State Standards: 1.A.1a, 4.B.1a]

Vocabulary, Concept Development and Word Recognition includes skills such

[State Standards: 1.A.1a and 1.A.1b.]

Research and Information/Study Skills includes skills such as understanding the

1.B.1b, 1.C.1c, 1.C.1d, 1.C.1e, 2.A.1a, 2.A.1b, 2.A.1c, 2.B.1a,

1.C.1a, 1.C.1f, 4.A.1c, 4.A.1d]

Cultural Awareness includes skills as connecting information and events in texts

[State Standards: 1.C.1c, 2.B.1a, 2.B.1c]

[State Standards: 1.C.1a, 2.B.1a, 4.A.1a, 4.A.1b, 4.A.1c, 4.A.1d, 4.B.1b]

First Grade Reading Curriculum

Fluency includes skills such as reading regularly in independent-level and instructional-level

[State Standard: 1.B.1d]

Second Grade Reading Curriculum

Third Grade Reading Curriculum

ii) Students can identify features of literary forms/genres.

Students can respond to literary material by making inferences, drawing conclusions,

Students can demonstrate understanding of the listening process (e.g., sender,

Third Grade Novels

Mr. Popper's Penguins

These skills/activities are incorporated throughout each novel:

Fourth Grade Reading Curriculum

ii) Students can identify features of literary forms/genres.

1. Students can respond to literary material by making inferences, drawing

Fourth Grade Novels

Tales of a Fourth Grade Nothing by Judy Blume

Theres a Boy in the Girls Bathroom by Louis Sachar

Trumpet of the Swan by E.B. White

The War With Grandpa by Robert Kimmel Smith

Shiloh by Phyllis Reynolds Naylor

Stinker From Space by Pamela E. Service

Snow Treasure by Marie McSwigan

Charlottes Web by E.B. White

Number The Stars by Lois Lowry

Fifth Grade Reading Curriculum

These skills/activities are incorporated throughout each novel:

e. Identifying and Developing Story Elements (Character, Setting, Problem, and

C. Island of the Blue Dolphins by Scott ODell

Middle School Literature Philosophy

Sixth Grade Literature Curriculum

Hatchet by Gary Paulsen

Accelerated Reader Program

A. Hatchet by Gary Paulsen

B. The Miracle Worker by William Gibson

[State Standards: 4.B.2b]

Seventh Grade Literature Curriculum

The Trouble With Lemons by Daniel Hayes

Riki Tiki Tavi by Rudyard Kipling

D. That Was Then, This Is Now by S.E. Hinton

E. There Will Come Soft Rains by Ray Bradbury

Eighth Grade Literature Curriculum

The Giver by Lois Lowry

The Lottery by Shirley Jackson

Accelerated Reader Program

1. Novels- [May vary from year to year]

[State Standards: 3.A.3, 3.B.3a]

D. Lord of the Flies by William Golding

And Then There Were None by Agatha Christie

F. A Christmas Carol by Charles Dickens

C. The Speckled Band by Sir Arthur Conan Doyle

The Black Cat by Edgar Allan Poe