Ready Common Core Teacher Toolbox

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• Tools for Instruction provide best-practice instructional resources to support classroom instruction.• Ready Student Lessons to support teaching both on level and below level skills.• Interactive Whiteboard Lessons for whole group or small group instruction.

We offer research-based, classroom proven programs that help educators effectively address the diverse needs of every student. Our award-winning products include reading, mathematics, intervention, language arts, text prep, special education, early childhood, and more.

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Ready New York CCLS Teacher Toolbox

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What is the Teacher Toolbox?Designed for use with the Ready Common Core books, the Teacher Toolbox provides a host of multi-level resources teachers can use to di� erentiate instruction.

• Ready Lessons: Convenient PDF versions of instructional lessons from the Ready Common Core student books support teaching on-level skills. Plus, � ll skills gaps with easily accessible lessons to reteach or review prerequisite skills students may not have mastered at earlier grade levels. Includes student lessons and TeacherResource Book step-by-step lesson plans with answersand best-practice tips.

• Tools for Instruction are classroom or small-group activities to teach or review standards and prerequisite skills.

• Extra Lessons for Interactive Whiteboards deliver engaging whole-class or small-group instruction to reinforce learning. These lessons can be projected from a computer or used on any interactive whiteboard.

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Ready New York CCLS Teacher Toolbox

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Reading or Math

Online Resources to support using Ready Common Core Instruction and Practice Tools for Instruction to support professional development.

Interactive whiteboard lessons for whole group student instruction.

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We offer research-based, classroom proven programs that help educators effectively address the diverse needs of every student. Our award-winning products include reading, mathematics, intervention, language arts, text prep, special education, early childhood, and more.

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ResourcesMathReading

Table of Contents

CCSSUnit 1: Key Ideas and Details in Informational Text

Lesson 1: Finding Main Ideas and Details RI.5.2

Lesson 2: Summarizing Informational Texts RI.5.2

Lesson 3: Using Details to Support Inferences RI.5.1

Lesson 4: Relationships in Scientific and Technical Texts RI.5.3

Unit 2: Key Ideas and Details in Literary TextLesson 5: Comparing and Contrasting Characters in Drama RL.5.3

Lesson 6: Comparing and Contrasting Settings RL.5.3 and Events in Stories

Lesson 7: Finding the Theme of a Story or Drama RL.5.2

Lesson 8: Finding the Theme of a Poem RL.5.2

Lesson 9: Summarizing Literary Texts RL.5.2

Lesson 10: Using Details to Support Inferences RL.5.1 in Literary Texts

Unit 3: Craft and Structure in Informational TextLesson 11: Unfamiliar Words RI.5.4

Lesson 12: Comparing Text Structures: RI.5.5 Problem & Solution and Chronology

Lesson 13: Comparing Text Structures: Cause & Effect RI.5.5 and Compare and Contrast

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Tools forInstruction

ReadyStudent Lessons

Lessons for InteractiveWhiteboards

Extra

Ready Common Core Teacher Toolbox

Tools for InstructionDownload and print out Tools for Instruction, classroom and small-group activities that give teachers best-practice models for teaching a skill.

Extra Lessons forInteractive WhiteboardsProject Interactive Whiteboard Lessons to reinforce understanding and engage students with guided interactive tutorials.

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Lesson 14: Analyzing Accounts of the Same Topic

CC

Play Part 1 Play Part 2

Compare and Contrast – Level E

Objectives• Compare and contrast two

subjects in informational text.

Using Details to SupportInferences

p. 19

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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Lesson 3: Using Details to Support Inferences

CC

©Curriculum Associates, LLC Copying is not permitted.19L3: Using Details to Support Inferences

Part 1: Introduction

Suppose your 2-year-old cousin comes for a visit. You �nd colorful marks all over the wall and marker stains on your cousin’s hands. You know toddlers get into things and make big messes. Although you didn’t see your cousin draw on the walls, you can make an inference that he did. An inference is a decision made by combining what you already know with evidence, such as clues and facts. Look at the illustration below and make an inference about what just happened.

Where didmy steak go?

Draw arrows pointing to the clues or facts that help you decide what happened to the steak.Read the chart below to see how you can make an inference.

Clues or Facts What You Already Know Inference

• missing steak• sleeping dog• drooling, full belly.• bone next to dog.

• Dogs like meat.• Some dogs try to take

their owner’s food.The dog ate the steak.

Reading can be like solving small mysteries like these. Readers must make inferences as they read because the author usually does not state everything directly. Good readers look for plenty of clues or facts in the text to con�rm that their inferences make sense.

Adventures and Discovery

Using Details to Support InferencesLesson 3

+ =

CCSS RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Lesson 3: Using Details to Support Inferences

CC

Cite Textual Evidence RC_TFI_52

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©2012 Curriculum Associates, LLC

Tools for Instruction

Reading Comprehension I Levels 4–5 I Cite Textual Evidence I Page 1 of 3

Cite Textual EvidenceCiting textual evidence to support statements is an essential skill that students are expected to demonstrate in their writing and in class discussion. This skill re� ects close reading, which is central to understanding both literary and informational text. Yet students often struggle with the di� erence between paraphrasing and direct quotation, and they tend to rely on opinions or background knowledge, instead of textual evidence, to support statements about a text. Challenge students by frequently asking questions such as, Did the author say that? Can you show me exactly where? Teach them to cite textual evidence properly, whether through paraphrase or direct quotation.

Three Ways to Teach

Use Paraphrasing or Direct Quotation 20–30 minutes

Help students distinguish between paraphrasing and direct quotation, and to understand when to utilize each.

• Say, When you write about or discuss a text, you are expected to make reasonable statements about it. You support these statements by referring to speci� c details from the text. This is called citing textual evidence. Doing so helps you to con� rm that your statements are reasonable.

• Explain that two ways to cite textual evidence are through direct quotation and paraphrasing. Display these terms and explain their meanings. Then use a current text to provide examples. The following examples are based on About Time: A First Look at Time and Clocks, by Bruce Koscielniak.

Type of Citation How To Do It Example

Direct QuotationCopy the author’s exact words, and place them in quotation marks

“Spring makers hand-forged (heated and pounded into shape) and polished steel clock springs.”

Paraphrase Restate the author’s words in your own words

The spring makers made and polished all of the springs for the clocks by hand.

• Point out that paraphrasing must be worded di� erently enough to distinguish it from the author’s wording. Otherwise, students might mistakenly be claiming an author’s ideas as their own.

• Distribute Textual Evidence Chart (page 3). Using the same text, model creating a statement and then supporting it with one paraphrased and one directly quoted piece of evidence. These examples should be di� erent from the examples in the chart above.

• Repeat this exercise, guiding students to give the statements and provide the evidence. Monitor their paraphrasing and o� er corrections for wording that is too close to the original or that does not capture the same idea as the original.

Support Special Education Students Help students paraphrase by focusing on one or two sentences in the text. Have the student read sentences, close the book, and repeat what was just read. Write down what the student tells you and compare what you wrote with the author’s exact words. Make further revisions, as needed, to create a paraphrase.

How do I use the Teacher Toolbox?Entering your access code(s) will unlock the appropriate subjects and grade levels. Lessons are conveniently organized to match your print materials, making it easy to � nd additional resources for teaching the skills and standards associated with each lesson.

Grade 3 | Grade 4 | Grade 5 | Grade 6 | Grade 7 | Grade 8

ResourcesMathReading

Ready Student LessonsDownload and print out or project student lessons from Ready Common Core Instruction to support teaching both on-level and prerequisite skills. Teacher support included.

1-800-225-0248 www.curriculumassociates.com ©2012 Curriculum Associates, LLC