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LANGUAGE ARTS LITERACY

CURRICULUM GUIDEK-5

Reissued December, 2007

Newark Public SchoolsOffice of Language Arts Literacy

2 Cedar Street Newark, NJ 07102

NEWARK PUBLIC SCHOOLSADMINISTRATION

__________________________________________

State District Superintendent………………………………….…..Ms. Marion A. Bolden

State District Deputy Superintendent……………………………..Ms. Anzella K. Nelms

Chief Financial Officer School Business Administrator………..…………………....................…..Mr. Ronald Lee

Chief of Staff……………………………………………………….…….Ms. Bessie H. White

Assistant Superintendent School Leadership Team I………………………………...…Ms. Joanne C.Bergamotto

Assistant Superintendent School Leadership Team II……………………………………...…..…Dr. J. Russell Garris

Assistant Superintendent School Leadership Team III…………………………………Dr. Glenda Johnson Green

Assistant Superintendent School Leadership Team IV……………………….………………….…….Ms. Lydia Silva

Assistant Superintendent School Leadership Team V……………………………………………...Dr. Don Marinaro

Assistant SuperintendentDepartment of Teaching and Learning……………………………Dr. Gayle W. Griffin

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Associate SuperintendentDepartment of Special Education……………………………………Ms. Alyson Barillari

Associate SuperintendentDepartment of Special Programs…………………………………Mr. Benjamin O’Neal

Table of Contents

Administration…………………………………………………………….…………………....1Notes to the Teacher………………………………………………………………....………4

Section I: Introduction

Newark Public Schools Mission Statement………………………………………….…....6Newark Public Schools Curriculum Philosophy………………………………………..…6New Jersey Core Curriculum Content Standards……………………………….….…..7Beliefs…………………………………………………………………………………….….....10Purpose Statement/Program Description…………………………………………....….11Curriculum Design………………………………………………………………………..…..13

Section II: Correlation of the New Jersey Core Curriculum Content Standards to Harcourt Trophies by Page Reference

Key to Correlation by Page Reference……………………………………….………....15

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Language Arts Literacy – Kindergarten…………………………………...………….…16Language Arts Literacy – First Grade………………………………………………….....30Language Arts Literacy – Second Grade…………………………………………..…...57Language Arts Literacy – Third Grade…………………………………………………...73Language Arts Literacy – Fourth Grade…………………………………………………87Language Arts Literacy – Fifth Grade………………………………………………..…101

Section III: Correlation of the New Jersey Core Curriculum Content Standards to Harcourt Trophies by Learning Objective

Language Arts Literacy – Kindergarten…………………………………………….….119Language Arts Literacy – First Grade………………………………………………..….130Language Arts Literacy – Second Grade……………………….…………………..…138Language Arts Literacy – Third Grade………………………………………….………145Language Arts Literacy – Fourth Grade……………………………………………..…154Language Arts Literacy – Fifth Grade……………………………………………….….163

Section IV: Appendix Getting Started in the K-5 Classroom………………………………………………..….173A Balanced Literacy Approach……………………………………………………..…..175

Read-Aloud K-5……………………………………………………………….……175

Shared Reading K-5…………………………………………………………….…176

Word Study K-2…………………………………………………………….……….178

Word Study 3-5………………………………………………………………….….179

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Guided Reading K-5……………………………………………………………....180 Independent Reading K-5…………………………………………………….…181

Modeled Writing K-5……………………………………………………………....182

Shared Writing K-5…………………………………………………………….…...182

Interactive Writing K-2………………………………………………………….…183

Guided Writing K-5………………………………………………………………...184

Independent Writing K-5………………………………………………………....184

Writing Workshop K-5……………………………………………………………...184Registered Holistic Scoring Method K-2………………………………………………...185Procedural Writing Rubric for Primary/Intermediate…………………………….…..186NJ Registered Holistic Scoring Rubric (for NJASK)…………………………………….187NJASK Open-Ended Scoring Rubric…………………………………………….………188NJ Registered Holistic Scoring Rubric (for GEPA)…………………………………..…189NWREL 6+1 Traits of Writing……………………………………………………………..…190Bibliography………………………………………………………………………………....195Discussion ListServs……………………………………………………………………….…198Web Sites………………………………………………………….……………………….…199Author Web Sites………………………………………………….………………………...202Glossary………………………………………………………………………………….…...203

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Notes to the TeacherThis document is intended to serve not only as a reference, but also as a practical resource, which will support and inform the work of K-5 classroom teachers. To that end, the components of this guide have been arranged in the following order:

Part I includes a mission statement, references Newark’s curriculum philosophy and provides an introduction, which outlines the New Jersey Core Curriculum Standards for Language Arts Literacy and speaks to beliefs, followed by a purpose statement, program description and curriculum design. A close reading of this section will provide a foundation for interpreting the balance of the guide.

Part II contains the New Jersey standards, goals, and objectives correlated to Harcourt Trophies by page reference.

Part III contains the New Jersey standards, goals, and objectives correlated to Harcourt Trophies by learning objective.

Part IV is an appendix that provides ideas for getting started in the K-5 classroom, definitions of recommended comprehensive and balanced literacy instructional structures, rubrics, suggestions for professional readings, a sampling of technological resources, and a glossary. Please note that this Appendix is not intended to be your sole reference source, but rather, is “a place to start.” The Harcourt Teacher Editions contain a wealth of material to guide your instruction, as do the professional books and other resources listed herein.

Our elementary program engages children in reading, writing, speaking, listening, and viewing for pleasure, for information and to construct knowledge; requires personal and critical responses; and seeks to create a “community of learners” who can be engaged in their learning now and for the future. It is imperative to acknowledge that this “community of learners” may presently be found in a variety of settings throughout the district, due to idiosyncratic differences in the format of the instructional program. However, there is only one core curriculum . The standards, goals, and objectives contained in this curriculum document have been correlated to

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encompass the New Jersey Core Curriculum Content Standards and Test Specifications in the area of Language Arts Literacy and Cross-Content Workplace Readiness.

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Section I:

Introduction

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The Newark Public Schools Mission StatementThe Newark Public Schools District recognizes that each child is a unique individual who possesses talents, abilities, goals, and dreams. We further recognize that each child can only be successful when we acknowledge all aspects of children’s lives; addressing their needs, enhancing their intellect, developing their character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve differently, and it is therefore critical that we provide a variety of programs based on students’ needs.

As a district we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we also acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational, and economic institutions that are part of the greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions become an integral part of our educational program.

To this end the Newark Public Schools is dedicated to providing a quality education, which embodies a philosophy of critical and creative thinking, and is designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Accountability at every level is an integral part of our approach. Our educational program is informed by rigorous academic standards, high expectations, and equal access to programs that provide for and motivate a variety of interests and abilities for every student based on his or her needs.

The Newark Public Schools Curriculum PhilosophyThe purpose of education is to enable each student to acquire critical thinking skills, knowledge, concepts, processes, and attitudes to successfully function in society. Inherent in the education process is the recognition that each student is unique. The process allows students’ innate abilities and talents to be revealed and developed to their fullest potential. The curriculum is the vehicle that ensures academic rigor and standardization of instruction for all students. To that end, a performance-based, continuous-progress model shall be used to assure that, upon graduation, students possess the skills, knowledge, concepts, and cognitive processes to have a successful experience in higher education and in the workplace.

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LANGUAGE ARTS LITERACY: Grades K-5

INTRODUCTION

“...For children, as for everyone, language is the primary instrument for making sense of the world and a primary way to connect with others. While language is a powerful means for communicating, it goes beyond the mere sharing of ideas and information. Language evokes histories, emotions, values, issues, knowledge, and inventions. It is what we share and what sets us apart, one from another.” (New Jersey Core Curriculum Content Standards. May, 1996. p. 3-1).

New JerseyCore Curriculum Content Standards

ForLanguage Arts Literacy

There are five language arts literacy standards, each of which has lettered strands and learning expectations for each grade level. The standards and strands are outlined below:

STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

A. Concepts About Print

B. Phonological Awareness

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C. Decoding and Word Recognition

D. Fluency

E. Reading Strategies (before, during, and after reading)

F. Vocabulary and Concept Development

G. Comprehension Skills and Response to Text

H. Inquiry and Research

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

A. Writing as a Process

B. Writing as a Product

C. Mechanics, Spelling, and Handwriting

D. Writing Forms, Audiences, and Purposes

STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

A. Discussion

B. Questioning (Inquiry) and Contributing

C. Word Choice

D. Oral Presentation

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STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.

A. Active Listening

B. Listening Comprehension

STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTONIC TEXTS AND RESOURCES.

A. Constructing Meaning

B. Visual and Verbal Messages

C. Living with Media

“…The New Jersey Core Curriculum Content Standards… are not intended to be a curriculum guide, but should be used as a catalyst for curriculum development and alignment… The standards are intended to promote students’ capacities to construct meaning in any arena, with others as well as on their own. If students learn to read, write, speak, listen, and view critically, strategically, and creatively, and if they learn to use these arts individually and with others, they will have the literacy skills they need to discover personal and shared meaning throughout their lives.” (New Jersey Core Curriculum Content Standards. January, 2002. pp.1-2 of Introduction)

During the last thirty years we have witnessed a paradigm shift concerning language arts literacy instruction. The former emphasis on students' decoding and written products has given way to an inquiry concerning the constructive processes students use to compose texts as readers, writers, speakers, listeners, and viewers; the nature and influence of community on the learner and the text; and the development of alternative assessment practices. With such a shift comes the need to re-examine curriculum in both its content and form.

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BeliefsThe revised Language Arts Literacy curriculum for Grades K-5 appears on the following pages. Inherent in the goals, outcomes, and instructional/assessment practices is the following set of beliefs:

1. Readers, writers, speakers, listeners, and viewers in grades K-5 need regular blocks of time to generate, extend, revise, edit and publish text.

2. Readers, writers, speakers, listeners, and viewers in grades K-5 need their own topics for inquiry and a multiplicity of sources from which to draw.

3. Readers, writers, speakers, listeners, and, viewers in grades K-5 need response.

4. Readers, writers, speakers, listeners, and viewers in grades K-5 need to learn mechanics and other conventions of language in context.

5. Students need to know adults who read, write, speak, listen, and view for a variety of audiences and in a variety of contexts.

6. Writers, speakers, listeners, and viewers in grades K-5 need to read independently as well as with teacher support.

7. Readers and viewers in grades K-5 need to write, speak, listen, and view non-print text.

8. Readers, writers, speakers, listeners, and viewers in grades K-5 need genuine purposes.

9. Reading and writing are cognitive processes embedded in social contexts.

10. Students need opportunities to listen actively in a variety of situations to information from a variety of sources.

11. Students need to view, understand, and interact with non-print visual/auditory information.

12. Students need to speak and write for a variety of real purposes and audiences.

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Purpose Statement/Program DescriptionIn order to enact, support and refine this curriculum, an integrated approach to language arts literacy that focuses on metacognitive and cognitive processes and products is outlined in this document. Instruction in strategies that help students generate, extend, refine, and, in some situations, publish text is the major thrust emphasized. This student-centered approach, an initiative prescribed by the Newark Public Schools Education Plan, utilizes the Cognitive Apprenticeship Model of instruction with the goal of developing independent learners.

Cognitive Apprenticeship is an instructional model aimed primarily at the teaching of processes that experts use to handle complex tasks. It refers to the focus of externalizing the cognitive processes that are usually carried out internally so as to provide students with explicit models. Through cognitive apprenticeship, the teacher demonstrates, guides, assists as needed, and then fades when the student can independently complete the task. This gradual release of responsibility enables students to repeat success because they have learned not only how to do a given task, but also the cognitive and metacognitive processes that are necessary to the task. Traditional didactic instruction does not lend itself to insuring student independence. In an article concerning cognitive apprenticeship, authors Allan Collins, John Seely Brown, and Susan E. Newman explain that, “although schools have been relatively successful in organizing and conveying large bodies of conceptual and factual knowledge, standard pedagogical practices render key aspects of expertise invisible to students. Too little attention is paid to the processes that experts engage in to use or acquire knowledge in carrying out complex or realistic tasks” (Collins, et al. 1989, p.454). Assigning students tasks, or teaching only skill-level aspects of a complex task—does not insure that a student learns “to understand the nature of expert practice” or “to devise methods appropriate to learning that practice”(p.455); in short, to become an independent learner. In order to perform well on our district’s K-5 assessments, on the New Jersey Assessment of Skills and Knowledge (NJASK-3/NJASK-4), the Grade Eight Proficiency Assessment (GEPA), the High School Proficiency Assessment (HSPA), and other complex standardized tasks, our students must be able to be successfully independent. The Cognitive Apprenticeship Model directly addresses that goal of independence.

Some years ago, Jerome Bruner wrote of the spiral curriculum (The Process of Education, 1963). He said, "Learning should not only take us somewhere; it should allow us to go further more easily...[The spiral curriculum] consists of learning initially not a skill but a general idea, which can then be used as a

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basis for recognizing subsequent problems as social cases of the idea originally mastered. This type of transfer is at the heart of the educational process—the continual broadening and deepening of knowledge in terms of basic and general ideas” (p. 16).

This curriculum guide was designed to help educators enable students to broaden and deepen their knowledge of language arts literacy through an integrated approach. As a result, the type of learning situations fostered in the intermediate grades is not on the surface very different from what instruction looks and sounds like at the middle level. What is different however is the depth and breadth of the experiences. Further, we accept that children do not develop at the same rate—nor do their rates of development proceed linearly. For example, there may be some third graders who are able to compose text, be it as a reader, speaker, listener, viewer and/or writer similar to that of typical fifth graders. Or there may be some fourth graders who struggle to compose text and whose articulated work resembles that of a typical third grader. This guide addresses such situations by insisting that teachers provide developmentally appropriate instruction based on what students can actually do and provide students with the scaffolding necessary to help them build success. Objectives are presented in content clusters. The Office of Language Arts Literacy provides no pacing timeline. It is the prerogative, indeed, responsibility, of professional educators at the SLT, building, and classroom level to make informed decisions which will organize the delivery of the curriculum content over the course of the school year in ways that meet the needs of students, make instructional sense, and reflect the recursive nature of language arts/literacy instruction. New teachers, as well as those more experienced, along with their administrators, can be supported in this endeavor by the modeling, coaching and scaffolding of school-based Literacy as well as Resource Teacher/Coordinators who are available through the Office of Language Arts Literacy.

Learning to read, write, speak, view, and listen well involves the study of craft and the evoking of art. Nobel Prize winner, Toni Morrison reminds us, "If writing is thinking, and discovery and selection and order and meaning, it is also awe and reverence and mystery and magic." An integrated language arts and literacy approach affords students the opportunity to build on developed strengths, refine new cognitive and metacognitive strategies, take the necessary risks in order to grow as learners, and to create and share stories.

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Curriculum Design

The instructional and curricular design of the elementary language arts literacy program is recursive; that is, the same major strategies and skills are taught and reinforced across grades K-5. The curriculum is designed to ensure that each student will have command of the basic skills of listening, speaking, reading, writing, spelling, viewing, and penmanship. Through oral and written language, students will develop and expand their concepts of themselves, people, places, and events in the world around them. Skills in drama emphasize the role of the student as a participant, viewer/listener, and critic, as well as enrich the language arts.

Skills and strategies are developed by students interacting with text via a variety of materials, which may include: the Harcourt Trophies/Tropheos literature-based reading program, trade books, non-print text, student-generated text, as well as supplementary materials that can be used across the curriculum and grade levels. Students demonstrate their understanding of the language by responding to text in a variety of ways. The integration of listening, speaking, reading, writing, and viewing—supports the holistic approach to instruction and is enacted in part through thematic units of instruction, through the practices of a balanced literacy approach (reading and writing aloud, shared reading and writing, guided reading and writing, and independent reading and writing), and through direct instruction as fostered through Harcourt Trophies/Tropheos. Further, all learners actively compose, extend, and revise text as readers, writers, listeners, speakers, and viewers.

Creative and critical thinking activities encourage students to generate, ponder, revise, extend and transform choices. It is recognized that all students need to be challenged and that our expectations need to uniformly remain high. Further, we acknowledge and support the use of activities designed to explore multicultural perspectives as they have the potential to generate appreciation and respect for cultural identities of self and others.

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Section II:

Correlation of the New Jersey

Core Curriculum Content Standards

toHarcourt Trophies

by Page Reference

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KEY TO CORRELATION BY PAGE REFERENCE

HARCOURT TROPHIES 2005 Edition

ANTHOLOGY-TO-GRADE CORRESPONDENCE

VOLUME

ANTHOLOGY

GRADE

K-V1 KK-V2 KK-V3 K

1-1 Guess Who 11-2 Catch a Dream 11-3 Here and There 11-4 Time Together 11-5 Gather Around 1

2-1 Just For You 22-2 Banner Days 2

3-1 Changing Patterns 33-2 On Your Mark 3

4 Lead the Way 4

5 Distant Voyages 5

KEY TO SYMBOLSAll Initial references are to Teacher Edition pages.

T Theme ResourcesI Inventory Unit (Grades 1 and 2 only)LH Language Handbook

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BY THE END OF KINDERGARTEN:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION

PAGE REFERENCES

STANDARD 3.1(READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.A. Concepts About Print

1 Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment).

K-V1

K-V2

K-V3

14, 15, 16, 26-27, 28, 57, 72, 82, 90-91, 92-99, 100-101, 103, 110, 114-115, 134-135, 136, 155, 156, 204, 212, 226, 258, 284, 312, 388, 417, 629

56, 207, 226, 582, 612

1342Distinguish letters from words.

K-V1

K-V2

76-77, 591, 640

6203Recognize that words are separated by spaces.

K-V1

K-V2

K-V3

44, 48, 76-77, 165, 299, 566, 640

286, 287, 620

6224Follow words left to right and from top to bottom.

K-V1

K-V2

K-V3

24, 49, 114, 198, 222, 248, 398, 422, 468

60, 254, 278, 286, 324

254, 4925Recognize that print represents spoken language.

K-V1

K-V2

26-27, 30, 57, 76-77, 91, 114-115, 258, 299, 388, 591

56, 6126Demonstrate understanding of the function of a book and its parts, including front and back and title page.

K-V1

K-V2

K-V3

32-33, 56, 70, 90, 106, 114, 122, 126, 164, 180, 222, 230, 258, 288, 340, 364, 384, 398, 406, 444, 508, 522, 574, 590

24, 92, 194, 210, 240, 262, 364, 378, 408, 422, 430, 532, 548, 600, 616

24, 40, 84, 92, 116, 194, 210, 262, 364, 378, 398, 408, 430, 532,548, 598, 636, 652

B. Phonological Awareness (includes phonemic awareness)

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CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES

1Demonstrate understanding that spoken words consist of sequences of phonemes.

K-V1

K-V2

K-V3

257, 467, 541, 554-555, 565, 611

23, 49, 69, 89, 95, 115, 145, 193, 219, 253, 299, 307, 315, 387, 397, 421, 557, 607, 623, 637

23, 253, 269, 363, 421, 5312Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.

K-V1

K-V2

K-V3

47, 55, 75, 105, 113, 131, 163, 187, 221, 227, 237, 287, 297, 339, 363, 383, 421, 429, 431, 433, 463, 479, 507, 577, 585, 587, 589, 601, 619

107, 119, 149, 165, 273, 277, 289, 399, 457, 483, 487, 491, 503,531, 577, 611, 627

115, 119, 149, 153, 161, 165, 273, 289, 299, 307, 323, 331, 445,453, 457, 487, 503, 557, 559, 560-561, 567, 579, 589, 597, 621,635

3Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

K-V1

K-V2

K-V3

182-183, 200-201, 210-211, 232-233, 240-241, 250-251, 255, 260-261, 282-283, 290-291, 300-301, 310-311, 356-357, 376-377, 386-387, 408-409, 446-447, 524-525, 544-545, 554-555, 568-569, 595

T 2, 3, 4, 5, 6, 7, 8, 9, 10

42-43, 62-63, 72-73, 94-95, 132-133, 212-213, 232-233, 242-243, 256-257, 380-381, 400-401, 410-411, 432-433, 470-471, 481, 550-551, 570-571, 580-581, 594-595

T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

42-43, 62-63, 72-73, 75, 94-95, 132-133, 184, 212-213, 232-233, 242-243, 256-257, 380-381, 390-391, 400-401, 410-411, 413, 432-433, 470-471, 542-543, 638-639

T 2, 3, 4, 5, 6, 7, 84Learn many, though not all, one-to-one letter-sound correspondences.

K-V1

K-V2

K-V3

182-183, 200-201, 210-211, 232-233, 240-241, 250-251, 255, 260-261, 282-283, 290-291, 300-301, 310-311, 356-357, 376-377, 386-387, 408-409, 446-447, 524-525, 544-545, 554-555, 568-569, 595

T 2, 3, 4, 5, 6, 7, 8, 9, 10

42-43, 62-63, 72-73, 94-95, 132-133, 212-213, 232-233, 242-243, 256-257, 380-381, 400-401, 410-411, 432-433, 470-471, 481, 550-551, 570-571, 580-581, 594-595

T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

42-43, 62-63, 72-73, 75, 94-95, 132-133, 184, 212-213, 232-233, 242-243, 256-257, 380-381, 390-391, 400-401, 410-411, 413, 432-433, 470-471, 542-543, 638-639

T 2, 3, 4, 5, 6, 7, 85Given a spoken word, produce another word that rhymes with it.

K-V1

K-V2

K-V3

47, 55, 105, 113, 163, 187, 221, 227, 237, 287, 297, 383, 421, 587, 619

531

115, 161, 299, 331, 589, 597C. Decoding and Word Recognition

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1Recognize some words by sight.

K-V1 192-193, 202-203, 242-243, 248, 252-253, 292-293, 302-303, 358-359, 368-369, 378-379, 419, 424-425, 468-469, 470-471, 526-527, 536-537, 546-547, 592-593, 638-639

K-V2

K-V3

24, 44-45, 54-55, 64-65, 110-111, 156-157, 214-215, 224-225, 234-235, 280-281, 326-327, 382-383, 392-393, 402-403, 422, 448-449, 552-553, 562-563, 572-573, 618-619, 664-665

44-45, 54-55, 64-65, 214-215, 224-225, 234-235, 326-327, 382-383, 392-393, 402-403, 494-495, 552-553, 562-563, 570-571, 616-617, 657

2Recognize and name most uppercase and lowercase letters of the alphabet.

K-V1

K-V2

K-V3

50-51, 56, 68-69, 77, 78-79, 81, 174-175, 190-191, 210, 224-225, 240, 250, 260, 274-275, 290, 300, 310, 348-349, 366-367, 386, 400-401, 446, 516-517, 534-535, 554, 568-569

T 2, 3, 4, 5, 6, 7, 8, 9, 10

34-35, 52-53, 72, 86-87, 132, 204-205, 222-223, 242, 256, 372-373, 390-391, 410, 424-425, 470, 542-543, 545, 560-561, 580

T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

34-35, 52-53, 72, 86-87, 132, 204-205, 222-223, 242, 256, 372-373, 390, 400, 410, 424-425, 468, 470, 542

T 2, 3, 4, 5, 6, 7, 83Recognize and read one's name.

K-V1 15, 16, 26-27, 134-135

D. Fluency

1Practice reading behaviors such as retelling, reenacting, or dramatizing stories.

K-V1

K-V2

K-V3

16, 33, 123, 125, 184, 205, 214, 281, 285, 288, 351, 355, 361, 423, 430, 431, 436, 477, 496, 498, 509, 529, 533, 571, 599, 603, 617, 621, 645

16, 25, 50, 60, 71, 75, 101, 105, 108, 143, 146, 147, 162, 163, 185, 221, 227, 263, 354, 379, 395, 399, 439, 447, 477, 501, 505, 522, 523, 549, 584, 601, 609, 625, 638, 639, 647, 671, 675

16, 71, 101, 139, 155, 186, 195, 221, 227, 245, 259, 263, 271, 279, 317, 333, 354, 388, 389, 395, 398, 409, 439, 455, 505, 545,577, 591, 603, 614, 622, 645, 652, 661, 665

2Recognize when a simple text fails to make sense when listening to a story read aloud.

K-V1

K-V2

K-V3

422, 574

194, 210, 262, 263, 365, 662, 670

40, 51, 92, 365, 378, 532, 598, 644

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3Attempt to follow along in book while listening to a story read aloud.

K-V1

K-V2

K-V3

32-33, 34-41, 56-57, 58-67, 76-77, 90-91, 92-99, 114-115, 164-165, 166-173, 222-223, 258-259, 288-289, 340-341, 342-347, 398-399, 430-431, 508-509, 510-515, 566-567, 598-599, 628-629

24-25, 26-33, 84-85, 116-117, 138-139, 146-147, 194-195, 196-203, 254-255, 286-287, 316-317, 364-365, 366-371, 422-423, 454-455, 484-485, 532-533, 534-541, 592-593, 624-625, 654-655

24-25, 26-33, 84-85, 116-117, 146-147, 194-195, 196-203, 254-255, 286-287, 316-317, 364-365, 366-371, 408-409, 422-423, 454-455, 484-485, 622-623, 652-653

4Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books).

K-V1

K-V2

K-V3

24-25, 26, 31, 32-33, 56-57, 76-77, 90-91, 106-107, 114-115, 122-123, 132-133, 164-165, 180-181, 208-209, 222-223, 230-231, 248-249, 258-259, 272-273, 280-281, 288-289, 298-299, 340-341, 354-355, 364-365, 374-375, 384-385, 398-399, 406-407, 414-415, 430-431, 444-445, 452-453, 460-461, 468-469, 508-509, 522-523, 532-533, 552-553, 566-567, 574-575, 582-583, 598-599, 612-613, 620-621, 628-629, 644-645

24-25, 40-41, 50-51, 60-61, 70-71, 84-85, 92-93, 100-101, 108-109, 116-117, 130-131, 138-139, 146-147, 154-155, 162-163, 194-195, 210-211, 220-221, 240-241, 254-255, 262-263, 270-271, 278-279, 286-287, 300-301, 308-309, 316-317, 324-325, 332-333, 364-365, 378-379, 388-389, 398-399, 408-409, 422-423, 430-431, 438-439, 446-447, 454-455, 468-469, 476-477, 484-485, 532-533, 548-549, 558-559, 578-579, 592-593, 600-601, 608-609, 616-617, 624-625, 638-639, 646-647, 654-655, 662-663, 670-671

24-25, 40-41, 50-51, 60-61, 70-71, 84-85, 92-93, 100-101, 116-117, 130-131, 138-139, 146-147, 162-163, 194-195, 210-211, 220-221, 240-241, 254-255, 262-263, 270-271, 278-279, 286-287, 300-301, 308-309, 316-317, 332-333, 364-365, 378-379, 388-389, 408-409, 422-423, 430-431, 438-439, 446-447, 454-455, 468-469, 476-477, 484-485, 492-493, 500-501, 548-549, 558-559, 576-577, 598-599, 622-623, 636-637, 644-645, 652-653, 660-661, 668-669


1Begin to track or follow print when listening to a familiar text being read.

K-V1

K-V2

K-V3

24, 44, 48, 49, 57, 76-77, 114, 116, 132, 164, 192, 198, 222, 226, 227, 245, 248, 258, 288, 374, 398, 422, 435, 444, 468, 508, 612, 636

60, 108, 194, 230, 254, 278, 324, 398, 422, 443, 454, 484, 492, 568, 654

24, 108, 194, 230, 255, 398, 492, 532, 590, 614

21


2Think ahead and make simple predictions about text.

K-V1

K-V2

K-V3

32-33, 106, 364, 422, 452-453, 476, 508, 575, 644

138, 146, 194-195, 210-211, 270-271, 364, 365, 388, 423, 438, 500, 532, 600, 608

138, 220, 364, 378, 430, 438, 476, 598, 644, 652, 6683Use picture clues to aid understanding of story content.

K-V1

K-V2

K-V3

208, 364, 385

116-117, 592, 593

84, 286, 378, 430, 455, 598, 599, 636, 6534Relate personal experiences to story characters' experiences, language, customs, and cultures with assistance from teacher.

K-V1

K-V2

K-V3

90-91, 107, 181, 188-189, 272, 299, 365, 384, 628

41, 130, 154-155, 270, 271, 365, 388, 447, 544, 582, 592

41, 210, 211, 241, 278, 287, 301, 309, 379, 6445"Read" familiar texts from memory, not necessarily verbatim from the print alone.

K-V1

K-V2

K-V3

259, 280-281, 340-341, 452-453, 460, 461, 620

100, 154, 194-195, 286-287, 316, 364, 422, 423, 438, 476, 501, 558, 616-617, 646, 654, 655

70, 100, 194, 195, 364, 398, 399, 422, 454, 623, 652F. Vocabulary and Concept Development

1Continue to develop a vocabulary through meaningful, concrete experiences.

K-V1

K-V2

K-V3

12, 34-41, 44, 77, 100-101, 103, 114-115, 164-165, 176, 188-189, 209, 222-223, 258-259, 272-273, 288-289, 298-299, 328, 331, 332, 374-375, 402, 414-415, 430-431, 444-445, 465, 476-477, 553, 567, 583, 613, 645

36, 51, 71, 84-85, 101, 112, 131, 163, 182, 184, 185, 194-195, 210-211, 230-231, 241, 245, 254-255, 262-263, 270-271, 300-301, 399, 422-423, 447, 469, 476-477, 532-533, 534-541, 544, 568-569, 578-579, 592-593, 604, 616-617, 654-655

12, 50-51, 70-71, 84-85, 100-101, 130-131, 138-139, 162-163, 210-211, 220-221, 240-241, 246, 254-255, 262-263, 270-271, 292, 300-301, 388-389, 408-409, 422-423, 446-447, 468-469, 548, 558-559, 576-577, 606-607, 622-623, 636-637, 668-669

2Identify and sort words in basic categories.

K-V1

K-V2

128, 199, 289, 309, 518

564, 593, 6283Explain meanings of common signs and symbols.

K-V1

K-V2

K-V3

72, 90-91, 92-99, 100-101, 103, 629

226

1344Use new vocabulary and grammatical construction in own speech.

K-V1

K-V2

K-V3

42-43, 165, 184, 223, 234, 254, 273, 309, 389, 399, 414-415, 418, 423, 430-431

46, 85, 146, 147, 206, 216, 221, 263, 267, 312, 384, 426, 450, 485, 593, 617

36, 46, 74, 96, 104, 112, 120, 155, 231, 309, 374, 384, 388-389, 394, 404, 434, 446, 458, 544, 591, 594

22



1Respond to a variety of poems and stories through movement, art, music, and drama.

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K-V2

16, 45, 57, 70, 82, 107, 115, 123, 129, 184, 185, 189, 205, 209, 214, 259, 264, 285, 288, 299, 305, 341, 351, 385, 390, 399, 407,423, 430, 431, 436, 477, 496, 498, 509, 519, 523, 529, 533, 543,557, 567, 571, 603, 604, 617, 621, 625

15, 16, 25, 50, 51, 60, 61, 71, 75, 93, 101, 105, 108, 139, 146, 147, 162, 163, 167, 185, 207, 211, 221, 227, 241, 255, 263, 271,292, 325, 329, 354, 385, 389, 399, 414, 423, 431, 439, 447, 455, 460, 469, 489, 493, 501, 505, 522, 523, 533, 549, 583, 584,605, 609, 621, 625, 667, 675

K-V3 14, 16, 37, 57, 71, 85, 93, 101, 109, 139, 147, 155, 163, 167,186, 195, 217, 221, 227, 241, 245, 255, 259, 263, 271, 279, 292,309, 333, 337, 354, 385, 388, 389, 395, 398, 399, 409, 423, 439,447, 455, 460, 469, 473, 505, 522, 524, 545, 549, 555, 559, 577,582, 591, 603, 607, 614, 622, 637, 652, 661, 669, 673

2Verbally identify the main character, setting, and important events in a story read aloud.

K-V1

K-V2

K-V3

122-123, 128, 208-209, 280-281, 398, 452-453, 522-523, 552, 553, 566, 574, 575, 612, 620-621, 644

24-25, 40-41, 51, 70-71, 84-85, 92-93, 100-101, 130-131, 138-139, 162-163, 194-195, 210-211, 244, 308-309, 477, 532-533, 548-549, 558-559, 564, 578-579, 592, 593, 600, 608-609, 624, 625, 628, 646-647, 670-671

40-41, 50-51, 92-93, 163, 210-211, 278, 279, 308-309, 316, 317, 332, 333, 364-365, 378-379, 398-399, 408, 409, 422, 454, 476-477, 501, 598-599, 644-645

3Identify favorite books and stories.

K-V1

K-V2

K-V3

33, 107, 129, 181, 341, 351, 361, 473, 519, 523, 575, 641

101, 105, 163, 167, 217, 255, 267, 329, 439, 443, 481, 505, 565,575, 583, 605, 651, 667

25, 167, 227, 255, 309, 337, 365, 379, 409, 413, 431, 489, 505,549, 565, 599, 603, 619, 627, 637, 649

4Retell a story read aloud using main characters and events.

K-V1

K-V2

K-V3

33, 125, 281, 285, 355, 361, 599, 621

71, 101, 105, 143, 147, 163, 221, 227, 379, 395, 439, 549, 601, 609, 625, 638, 639, 647, 671

221, 227, 271, 279, 317, 333, 409, 439, 603, 645, 665

23


5Participate in shared reading experiences.

K-V1

K-V2

K-V3

32-33, 34-41, 56-57, 58-67, 76-77, 90-91, 92-99, 114-115, 164-165, 166-173, 222-223, 258-259, 288-289, 340-341, 342-347, 398-399, 430-431, 508-509, 510-515, 566-567, 598-599, 628-629

24-25, 26-33, 84-85, 116-117, 138-139, 146-147, 194-195, 196-203, 254-255, 286-287, 316-317, 364-365, 366-371, 422-423,454-455, 484-485, 532-533, 534-541, 592-593, 624-625, 654-655

24-25, 26-33, 84-85, 116-117, 146-147, 194-195, 196-203, 254-255, 286-287, 316-317, 364-365, 366-371, 408-409, 422-423, 454-455, 484-485, 622-623, 652-653

6Make predictions based on illustrations or portions of stories.

K-V1

K-V2

K-V3

32, 56, 106, 122, 164, 180, 230, 340, 354, 364, 406, 422, 452, 476, 508, 574, 575, 636, 644

40, 60, 92, 100, 108, 138, 146, 194, 210, 262, 270, 271, 364, 365, 378, 388, 398, 438, 446, 476, 500, 532, 548, 558, 568, 600,608, 646, 662, 670

40, 50, 60, 92, 100, 138, 194, 220, 262, 270, 364, 378, 430, 438,476, 532, 598, 606, 644, 652, 668


1Locate and know the purposes for various literacy areas of the classroom and the library/media center.

K-V1

K-V2

K-V3

10, 129, 150, 326, 473, 494, 641

10, 109, 167, 180, 329, 350, 505, 518, 667

10, 167, 180, 337, 350, 447, 5182Choose books related to topics of interest.

K-V1

K-V2

K-V3

10, 129, 150, 326, 473, 494, 641

10, 167, 180, 329, 350, 505, 518, 667

10, 167, 180, 337, 350, 518STANDARD 3.2(WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1Recognize that thoughts and talk can be written down in words.

K-V1

K-V2

K-V3

12, 80, 115, 118, 204, 263, 360, 426, 434, 473, 548, 549, 556, 579, 594, 602

61, 66, 71, 122, 184, 258, 523, 575, 582, 584, 596, 620, 643

46, 74, 88, 120, 121, 184, 206, 226, 266, 274, 290, 352, 394, 412, 460, 580, 628

24


2Observe the teacher modeling writing.

K-V1

K-V2

K-V3

28, 44, 52, 72, 102, 110, 128, 176, 184, 194, 212, 226, 234, 244, 254, 262, 350, 370, 380, 388, 402, 410, 418, 426, 456, 518, 528, 538, 570, 578, 586

36, 46, 56, 74, 96, 104, 112, 120, 216, 236, 244, 266, 274, 282, 374, 394, 404, 434, 442, 450, 544, 564, 574, 604, 612, 628

36, 56, 66, 104, 112, 216, 236, 244, 258, 274, 282, 374, 384, 404, 426, 434, 442, 564, 572, 602, 618, 626

3Generate and share ideas and experiences for a story.

K-V1

K-V2

K-V3

28, 44, 52, 72, 80, 102, 110, 136, 176, 204, 212, 226, 234, 262, 276, 350, 360, 370, 380, 388, 402, 410, 418, 426, 434, 448, 518, 528, 538, 548, 556, 570, 578, 586, 602, 616

46, 56, 66, 74, 96, 104, 112, 120, 134, 206, 216, 226, 236, 244, 258, 274, 282, 304, 374, 404, 412, 442, 472, 544, 554, 564, 574,582, 596, 604, 612, 620, 628, 642

36, 46, 56, 66, 88, 96, 104, 112, 134, 206, 216, 226, 258, 266, 274, 282, 290, 304, 374, 384, 394, 412, 426, 442, 450, 544, 554,564, 572, 580, 610, 618, 626, 640

4Attempt to put ideas into writing using pictures, developmental spelling, or conventional text.

K-V1

K-V2

12, 80, 115, 118, 154, 156, 204, 214, 234, 254, 263, 331, 332, 360, 417, 418, 426, 434, 473, 499, 548, 549, 556, 579, 594, 602

46, 61, 66, 71, 76, 112, 120, 122, 184, 206, 258, 290, 317, 356, 404, 426, 480, 523, 575, 582, 584, 596, 620, 643

K-V3 46, 74, 88, 96, 120, 121, 122, 184, 206, 216, 226, 246, 266, 274, 290, 305, 352, 355, 394, 412, 414, 450, 458, 460, 524, 544, 554, 572, 580, 594, 610, 626, 628

5Write (print) own first and last name.

K-V1

K-V2

14, 15, 16, 28, 72, 82, 110, 135, 136, 155, 156, 204, 212, 226, 284, 312, 417

207, 5826Participate in group writing activities such as experience stories, interactive writing, and shared writing.

K-V1

K-V2

K-V3

28, 44, 52, 72, 102, 110, 128, 176, 184, 194, 212, 226, 234, 244, 254, 262, 276, 284, 294, 304, 312, 350, 370, 380, 388, 402, 410, 418, 426, 456, 518, 528, 538, 570, 578, 586

36, 46, 56, 74, 96, 104, 112, 120, 216, 236, 244, 266, 274, 282, 374, 394, 404, 434, 442, 450, 544, 564, 574, 604, 612, 628, 642,650, 658, 666, 674

36, 56, 66, 104, 112, 216, 236, 244, 258, 274, 282, 304, 312,374, 384, 404, 426, 434, 442, 564, 572, 602, 618, 626, 640, 648, 656, 664, 672

7Begin to sequence story events for writing using pictures, developmental spelling, or conventional text.

K-V1

K-V2

K-V3

262, 448, 456, 464, 472, 480, 500, 579, 616, 624, 632, 640, 648

120, 134, 142, 150, 158, 166, 236

426, 665B. Writing as a Product (resulting in work samples)

25


1Show and talk about work samples containing pictures, developmental spelling, or conventional text.

K-V1

K-V2

K-V3

28, 44, 52, 72, 102, 110, 119, 136, 185, 195, 212, 234, 263, 295, 312, 350, 360, 380, 388, 402, 410, 418, 426, 434, 480, 481, 518, 528, 538, 548, 556, 578, 587, 594, 602, 648

89, 105, 121, 151, 166, 167, 216, 227, 236, 244, 259, 266, 274, 282, 291, 305, 336, 337, 385, 405, 427, 459, 504, 544, 555, 564,574, 582, 596, 604, 613, 620, 628, 674, 675

47, 66, 75, 89, 96, 104, 113, 120, 166, 207, 217, 226, 258, 267, 291, 313, 321, 336, 395, 405, 412, 427, 442, 451, 459, 504, 545,555, 581, 595, 627, 665, 672

2Begin to collect favorite work samples to place in personal writing folder.

K-V1

K-V2

K-V3

28, 44, 52, 72, 102, 110, 119, 136, 185, 195, 212, 234, 263, 295, 312, 350, 360, 380, 388, 402, 410, 418, 426, 434, 480, 481, 518, 528, 538, 548, 556, 578, 587, 594, 602, 648

89, 151, 166, 216, 227, 236, 244, 259, 266, 274, 282, 291, 305, 336, 337, 385, 405, 427, 459, 504, 544, 555, 564, 574, 582, 596,604, 613, 620, 628, 674, 675

47, 66, 75, 89, 96, 104, 113, 120, 166, 207, 217, 226, 258, 267, 291, 313, 321, 336, 395, 405, 412, 427, 442, 451, 459, 504, 545, 555, 581, 595, 627, 665, 672


1Use letter/sound knowledge in attempting to write (print) some words.

K-V1

K-V2

154, 156, 214, 331, 332, 615, 623, 631, 647

76, 120, 303, 311, 319, 335, 641, 649, 657, 673K-V3 46, 74, 88, 96, 120, 246, 303, 311, 319, 335, 355, 412, 450, 458,

524, 544, 554, 593, 601, 609, 625, 6712Spell own name.

K-V1

K-V2

14, 15, 16, 28, 72, 82, 110, 135, 136, 155, 156, 204, 212, 226, 284, 312, 417

207, 5823Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words when writing.

K-V1

K-V2

K-V3

154, 212, 226, 234, 254, 262, 284, 331, 417, 418, 426, 499, 556

46, 112, 120, 206, 226, 290, 317, 356, 404, 426, 480, 554, 574, 582, 596, 604, 620, 628

46, 96, 121, 122, 184, 216, 305, 394, 412, 414, 450, 458, 544, 554, 572, 594, 610, 626

4Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes.

K-V1

K-V2

K-V3

174-175, 190-191, 224-225, 274-275, 304, 348-349, 366-367, 400-401, 516-517, 534-535

T 2, 3, 4, 5, 6, 7, 8, 9, 10

34-35, 52-53, 86-87, 204-205, 222-223, 372-373, 390-391, 424-425, 542-543, 560-561, 565

T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

34-35, 52-53, 86-87, 204-205, 222-223, 372-373, 375, 424-425T 2, 3, 4, 5, 6, 7, 8

26


5Write all uppercase and lowercase letters of the alphabet from teacher copy.

K-V1

K-V2

K-V3

174-175, 190-191, 195, 224-225, 274-275, 304, 348-349, 366-367, 400-401, 457, 516-517, 519, 534-535

T 2, 3, 4, 5, 6, 7, 8, 9, 10

34-35, 52-53, 86-87, 97, 204-205, 222-223, 372-373, 390-391, 424-425, 542-543, 545, 560-561, 565

T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

34-35, 52-53, 86-87, 158, 204-205, 207, 222-223, 372-373, 375, 424-425

T 2, 3, 4, 5, 6, 7, 8D. Writing Forms, Audiences, and Purposes (exploring a variety of writing)

1Communicate personal response to literature through drawing, telling, or writing.

K-V1

K-V2

K-V3

25, 33, 49, 57, 70, 77, 91, 107, 115, 123, 129, 133, 165, 181, 189, 199, 209, 223, 231, 239, 249, 259, 273, 281, 289, 299, 309, 341, 355, 365, 375, 385, 399, 407, 415, 423, 431, 445, 453, 461, 469, 477, 509, 523, 533, 543, 553, 567, 575, 583, 591, 599, 613,621, 629, 637, 645

25, 41, 51, 61, 71, 85, 93, 101, 109, 117, 131, 139, 147, 155, 163, 167, 195, 211, 221, 231, 241, 255, 263, 271, 287, 301, 309,317, 325, 329, 365, 379, 389, 399, 409, 423, 431, 439, 447, 455, 469, 477, 485, 493, 501, 505, 533, 549, 559, 569, 579, 593,601, 609, 617, 625, 639, 647, 655, 663, 667, 671

25, 41, 51, 71, 85, 93, 101, 109, 117, 131, 139, 147, 155, 163, 167, 195, 211, 221, 231, 241, 255, 263, 271, 279, 287, 301, 309, 317, 325, 333, 337, 365, 379, 389, 399, 409, 423, 431, 439, 447,455, 469, 477, 493, 501, 533, 549, 559, 569, 577, 591, 599, 607, 615, 623, 637, 645, 653, 661, 669

2Show and talk about favorite work samples (drawing or writing) with teacher and family.

K-V1

K-V2

K-V3

12, 80, 115, 118, 119, 185, 195, 204, 263, 295, 360, 426, 434, 473, 481, 548, 549, 556, 579, 594, 602

61, 66, 71, 89, 105, 121, 122, 151, 167, 184, 258, 259, 291, 305,337, 385, 405, 427, 459, 523, 575, 582, 584, 596, 620, 643

46, 47, 74, 88, 120, 121, 184, 206, 207, 226, 266, 274, 290, 291,313, 321, 352, 394, 395, 405, 412, 427, 451, 459, 460, 580, 628

STANDARD 3.3(SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Discussion

27


1Share experiences and express ideas.

K-V1

K-V2

K-V3

22, 29, 30, 45, 46, 53, 54, 73, 74, 81, 88, 103, 104, 111, 112, 120, 129, 137, 162, 177, 178, 186, 195, 196, 205, 206, 213, 220, 227, 228, 235, 236, 245, 246, 255, 256, 270, 277, 278, 286, 296, 305, 306, 313, 338, 351, 352, 362, 371, 372, 381, 382, 389, 396, 403, 404, 411, 412, 419, 420, 427, 428, 435, 442, 449, 450, 457, 458, 465, 466, 473, 474, 506, 519, 520, 529, 530, 539, 540, 549, 550, 557, 564, 571, 572, 579, 580, 588, 595, 596, 603, 610, 613, 617, 618, 625, 626, 633, 641, 642, 649, 654

12, 22, 37, 38, 47, 48, 57, 58, 67, 68, 75, 82, 89, 90, 97, 98, 105,106, 113, 114, 121, 128, 131, 135, 136, 143, 144, 151, 152, 159,160, 167, 192, 207, 208, 217, 218, 228, 237, 238, 245, 252, 260, 267, 268, 275, 276, 283, 284, 298, 306, 313, 314, 321, 322,329, 330, 362, 375, 376, 385, 386, 395, 396, 405, 406, 413, 420,427, 428, 435, 436, 443, 444, 451, 452, 459, 466, 473, 474, 481, 482, 489, 490, 497, 498, 505, 530, 545, 546, 555, 556, 565, 566,575, 576, 583, 590, 597, 598, 605, 606, 614, 621, 622, 626, 627, 643, 644, 651, 652, 659, 660, 667, 668

12, 22, 37, 38, 48, 57, 58, 67, 68, 82, 89, 90, 97, 98, 105, 106, 114, 121, 128, 135, 136, 143, 144, 151, 152, 159, 160, 167, 192,208, 217, 218, 227, 228, 237, 238, 245, 252, 259, 260, 268, 275, 276, 283, 284, 298, 305, 306, 313, 314, 322, 329, 330, 337, 362,375, 376, 385, 386, 395, 396, 405, 406, 413, 420, 427, 428, 435,436, 443, 444, 451, 452, 466, 473, 474, 481, 482, 489, 490, 497, 498, 505, 530, 545, 546, 555, 556, 565, 566, 573, 574, 581, 588,595, 596, 603, 604, 611, 612, 619, 620, 627, 634, 641, 642, 649,650, 657, 658, 665, 666, 673

2Participate in conversations with peers and adults.

K-V1

K-V3

165

743React to stories, poems, and songs.

K-V1 25, 33, 49, 57, 77, 91, 107, 123, 133, 165, 181, 189, 199, 223, 231, 239, 249, 273, 281, 289, 309, 355, 365, 375, 415, 423, 431, 445, 453, 461, 469, 477, 509, 533, 553, 575, 583, 591, 599, 613, 621, 629, 637, 645

K-V2

K-V3

25, 41, 85, 101, 109, 117, 131, 147, 155, 163, 195, 221, 231,255, 263, 301, 309, 365, 379, 399, 409, 447, 477, 485, 501, 549,559, 569, 579, 593, 601, 609, 617, 625, 639, 647, 655, 663, 671

25, 41, 51, 71, 101, 117, 131, 139, 155, 195, 211, 221, 231, 263, 271, 287, 301, 325, 333, 365, 379, 431, 439, 455, 477, 493, 501,533, 569, 577, 591, 599, 615, 623, 645, 653, 661


1Share in conversations with others.

K-V1

K-V3

165

74

28


2Use oral language to extend learning.

K-V1

K-V2

K-V3

29, 45, 53, 73, 81, 103, 111, 129, 137, 152, 177, 195, 205, 213, 227, 235, 245, 255, 277, 305, 313, 351, 371, 381, 389, 403, 411, 419, 427, 435, 449, 457, 465, 473, 519, 529, 539, 549, 557, 571, 579, 595, 617, 625, 633, 641, 649

12, 37, 47, 57, 67, 75, 89, 97, 105, 113, 121, 131, 135, 143, 151,159, 167, 182, 207, 217, 237, 245, 267, 275, 283, 313, 321, 329,352, 375, 385, 395, 405, 413, 427, 435, 443, 451, 459, 473, 481,489, 497, 505, 545, 555, 565, 575, 583, 597, 605, 621, 627, 643, 651, 659, 66712, 37, 57, 67, 89, 97, 105, 121, 135, 143, 151, 159, 167, 217, 227, 237, 245, 259, 275, 283, 305, 313, 329, 337, 375, 385, 395,405, 413, 427, 435, 443, 451, 473, 481, 489, 497, 505, 545, 555, 565, 573, 581, 595, 603, 611, 619, 627, 641, 649, 657, 665, 673

C. Word Choice

1Use language to describe feelings, people, objects, and events.

K-V1

K-V2

K-V3

418, 594

109, 131, 485, 616

88, 300-301, 309, 384, 5772Suggest rhyming words during word play, songs, or read-aloud.

K-V1

K-V2

K-V3

132-133, 248, 374, 414, 468-469, 476, 477, 532-533, 583, 598, 637

24, 25, 60, 108, 278, 279, 332, 333, 398, 446, 492, 500, 601

60, 61, 100, 108, 116, 117, 162, 388, 446, 468, 484, 500, 558, 640, 660-661


1Sing familiar songs and rhymes to promote oral language development.

K-V1

K-V2

K-V3

24-25, 26, 29, 31, 48-49, 50-51, 108, 124, 132-133, 174, 188-189, 198-199, 214, 238-239, 271, 273, 308-309, 375, 415, 422-423, 469, 477, 542-543, 590-591, 636-637

108, 230-231, 278-279, 318, 321, 332-333, 354, 446, 492-493, 500-501, 568-569, 616-617, 659, 662-663

108-109, 154-155, 182, 195, 230-231, 324-325, 329, 398-399, 446-447, 492, 493, 532-533, 534-541, 568-569, 590-591, 606-607, 614-615

2Begin to use social conventions of language.

K-V1

K-V3

165

74STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening

29


1Listen fully to understand instructions or hear daily messages.

K-V1

K-V2

K-V3

22, 30, 43, 46, 54, 74, 88, 104, 108-109, 112, 120, 162, 178, 186, 189, 194, 196, 206, 220, 228, 236, 238-239, 246, 256, 270, 278, 286, 296, 306, 308, 338, 352, 362, 372, 382, 396, 404, 412, 420, 428, 442, 450, 458, 466, 474, 506, 520, 530, 540, 550, 564, 572, 580, 588, 596, 603, 610, 618, 626, 642, 654

22, 38, 48, 58, 68, 82, 90, 98, 106, 114, 128, 136, 144, 152, 160,192, 208, 218, 228, 238, 252, 260, 268, 276, 284, 298, 306, 314,322, 330, 362, 376, 386, 396, 406, 420, 428, 436, 444, 452, 466,474, 482, 490, 498, 530, 546, 556, 566, 576, 590, 598, 606, 614,622, 626, 644, 652, 660, 668

22, 38, 48, 58, 68, 82, 90, 98, 106, 114, 128, 136, 144, 152, 160,192, 208, 218, 228, 238, 252, 260, 268, 276, 284, 298, 306, 314,322, 330, 362, 376, 386, 396, 406, 420, 428, 436, 444, 452, 466,474, 482, 490, 498, 530, 546, 556, 566, 574, 588, 596, 604, 612,620, 634, 642, 650, 658, 666

2Listen to identify main characters and events in stories.

K-V1

K-V2

K-V3

122-123, 128, 280-281, 398, 452-453, 552, 553, 566, 575, 612, 620-621, 644

24-25, 40-41, 51, 70-71, 84-85, 92-93, 100-101, 130-131, 138-139, 162-163, 210-211, 244, 308-309, 477, 532-533, 548-549, 558-559, 564, 578-579, 592, 608-609, 646-647, 670-671

40-41, 50-51, 92-93, 278, 279, 308-309, 317, 332, 333, 364-365, 378-379, 398-399, 408, 409, 454, 476-477, 501, 598-599

3Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.

K-V1

K-V2

K-V3

24-25, 29, 48-49, 50-51, 108, 124, 132-133, 174, 188-189, 198-199, 238-239, 248-249, 273, 298-299, 308-309, 374-375, 414-415, 422-423, 468-469, 532-533, 542-543, 582-583, 590-591, 636-637

60-61, 108-109, 230-231, 278-279, 324-325, 332-333, 354, 398-399, 446-447, 492-493, 500-501, 568-569, 616-617, 662-663

60-61, 100-101, 108-109, 154-155, 162-163, 182, 230-231, 324-325, 329, 388-389, 398-399, 446-447, 492-493, 500-501, 532-533, 568-569, 590-591, 606-607, 614-615, 660-661


30


1Listen attentively to books teacher reads to class.

K-V1

K-V2

K-V3

32-33, 34-41, 56-57, 58-67, 76-77, 90-91, 92-99, 106-107, 114-115, 122-123, 164-165, 166-173, 180-181, 208-209, 222-223, 258-259, 280-281, 288-289, 340-341, 342-347, 354-355, 364-365, 384-385, 398-399, 430-431, 452-453, 460-461, 508-509, 510-515, 522-523, 552-553, 566-567, 574-575, 598-599, 612-613, 620-621, 628-629, 644-645

24-25, 26-33, 40-41, 50-51, 70-71, 84-85, 92-93, 100-101, 116-117, 130-131, 138-139, 146-147, 154-155, 162-163, 194-195, 196-203, 210-211, 220-221, 240-241, 254-255, 270-271, 286-287, 308-309, 316-317, 364-365, 366-371, 388-389, 422-423, 438-439, 454-455, 476-477, 484-485, 532-533, 534-541, 548-549, 558-559, 578-579, 592-593, 600-601, 608-609, 624-625, 638-639, 646-647, 654-655, 670-671

24-25, 26-33, 40-41, 50-51, 70-71, 84-85, 92-93, 116-117, 130-131, 138-139, 146-147, 194-195, 196-203, 220-221, 254-255, 270-271, 278-279, 286-287, 308-309, 316-317, 332-333, 364-365, 366-371, 378-379, 408-409, 422-423, 438-439, 454-455, 476-477, 484-485, 558-559, 598-599, 622-623, 636-637, 644-645, 652-653, 668-669

2Answer questions correctly about books read aloud.

K-V1

K-V2

K-V3

25, 32-33, 49, 56-57, 77, 90-91, 106-107, 122-123, 124-125, 133, 164-165, 180-181, 188-189, 199, 208, 223, 230-231, 239, 249, 273, 280-281, 289, 309, 340-341, 354-355, 364-365, 375, 398, 406-407, 415, 422, 423, 431, 445, 452-453, 460-461, 469, 476, 477, 508-509, 522-523, 533, 542-543, 553, 567, 574-575, 583, 591, 599, 613, 620-621, 628, 629, 637, 645

24-25, 40-41, 71, 85, 92-93, 101, 109, 117, 131, 138-139, 146, 147, 155, 162, 163, 194-195, 210-211, 220-221, 231, 255, 262-263, 270-271, 301, 308-309, 364-365, 378-379, 388-389, 399, 409, 423, 430-431, 438-439, 447, 454, 477, 485, 493, 501, 532-533, 548-549, 558-559, 569, 579, 593, 600-601, 608-609, 617, 625, 639, 646-647, 655, 663, 670-671

24-25, 40-41, 51, 71, 85, 92-93, 101, 117, 131, 138, 139, 155, 194-195, 210-211, 221, 231, 262-263, 271, 287, 301, 325, 333, 364-365, 378-379, 398-399, 430-431, 438-439, 455, 476-477, 484, 485, 493, 501, 532-533, 548-549, 558, 569, 577, 591, 598-599, 607, 615, 623, 644-645, 653, 661

STANDARD 3.5(VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.A. Constructing Meaning

1Make predictions about visual information (e.g., pictures in books).

K-V1

K-V2

32, 56, 106, 122, 164, 180, 230, 340, 354, 364, 406, 452, 508, 574, 636

40, 60, 92, 100, 108, 262, 270, 364, 365, 378, 398, 446, 476, 532, 548, 558, 568, 600, 608, 646, 662, 670

31


K-V3 24, 40, 50, 60, 92, 100, 194, 262, 270, 364, 378, 532, 598, 606, 652

2Discuss favorite characters from books, film, and television.

K-V1

K-V2

K-V3

122-123, 128, 566, 612

85, 101, 162-163, 244, 308-309, 477, 559, 564

279, 317, 332, 409B. Visual and Verbal Messages

1Begin to sequence a series of pictures or images to tell a story.

K-V1

K-V2

70-71, 126-127

601, 6052Show understanding of purpose for pictures in books.

K-V1

K-V2

K-V3

57, 122, 164, 180-181, 208, 230-231, 272, 364, 385, 444

84, 116-117, 254, 255, 262-263, 300-301, 364, 365, 378, 408-409, 430-431, 454-455, 548, 578, 592, 593

84, 210, 286, 300, 378, 430, 455, 548, 576, 598, 599, 622, 636, 653

32

BY THE END OF FIRST GRADE:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION

PAGE REFERENCES

STANDARD 3.1(READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.A. Concepts About Print

1Match oral words to printed words (e.g., pointing to print as one reads).

1-1

1-2

1-3

1-4

1-5

23C, 23JI 3, 5, 7, 9, 11, 15, 17, 21, 23, 27, 29, 33

8N, 53I, 53J, 131B, 156-157

29K, 35F, 62N, 165J, 173I

61C, 61I, 65D, 66N, 145J, 153K, 153N, 184H, 209K

8H, 8N, 33J, 37I, 59C, 97D, 123I, 149K, 211K, 218H, 247I, 247J-K

2Practice reading print in the environment at school and at home with assistance.

This skill is taught in Kindergarten.

3Locate and identify the title, author, and illustrator of a book or reading selection.

1-1

1-2

1-3

1-4

1-5

10H, 23, 27D, 41, 47F, 48H, 65, 69D, 72H, 89, 96H, 112-113, 117F, 135, 141D, 141S

8H, 24, 25, 32H, 53, 57F, 78-79, 101, 128, 129, 155, 161S,161U

8H, 29, 35F, 36H, 56-57, 82, 83, 104, 105, 137, 164-165, 173S, 173U

8H, 28-29, 36H, 60, 61, 65D, 91, 118, 119, 123D, 144, 145, 179, 208, 209, 245

8H, 32-33, 37D, 38H, 58-59, 93, 118, 119, 148-149, 180, 181, 211, 246, 247

4Interpret simple graphs, charts, and diagrams.

1-1

1-2

1-3

1-4

1-5

72M, 96E

29A, 108E

8M, 88M, 112M

36M, 247

8M, 98M, 124F, 186MB. Phonological Awareness (includes phonemic awareness)

33


1Demonstrate understanding of all sound-symbol relationships.

1-1

1-2

1-3

1-4

1-5

10I-J, 28I-J, 48I-J, 96I-JI 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-

19, 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, 32-33, 34-35

T 2, 4, 8

8I-J, 58I-J, 84I-J, 134I-JT 2, 5, 7, 13

8I-J, 34-35, 62I-JT 2, 7, 8

8I-J, 36I-J, 66I-J, 98I-J, 98L, 124I-J

124I-J, 156I-J, 156L2Blend or segment the phonemes of most one-syllable words.

1-1

1-2

1-3

1-4

1-5

10I, 10P, 10Q, 23F, 25D, 27D, 28I, 28P, 28Q, 41E, 45D, 47F, 48I, 48P, 48Q, 67D, 69D, 72I, 72Q, 89E, 93D, 96I, 96Q, 115D, 117F, 118I, 118P, 118Q, 135E, 139D, 141D

I 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, 32-33, 34-35

T 2, 4, 6, 8

8I, 8P, 8Q, 25E, 31E, 32H, 32I, 32P, 32Q, 58I, 58Q, 81D, 84I, 84P, 84Q, 101E, 108I, 108P, 108Q, 129E, 134I, 134P, 134Q, 159D, 161D

T 2, 3, 5, 7, 8, 11, 13

8I, 8Q, 29E, 36I, 36P, 36Q, 57E, 59D, 62H, 62I, 62P, 62Q, 85D, 88I, 88P, 88Q, 105E, 112I, 112Q, 141D, 144I, 144P, 144Q, 165E

T 2, 3, 5, 7, 8, 10, 12

8H, 8I, 8P, 8Q, 36I, 36Q, 66I, 66P, 66Q, 91E, 98H, 98I, 98P, 98Q, 124I, 124P, 124Q, 145E, 153F, 154I, 154P, 181D, 183D, 184I, 184P, 184Q, 209E, 216I, 216P, 216Q, 245E

T 2, 4, 7, 12

8I, 8Q, 33E, 35D, 38H, 38I, 38Q, 68I, 68P, 68Q, 95D, 98I, 98P, 98Q, 124I, 124P, 124Q, 156I, 156P, 156Q, 181E, 186I, 186P, 186Q, 211E, 218I, 218Q, 251D

T 2, 4, 103Listen and identify the number of syllables in a word.

1-1

1-2

1-3

1-4

1-5

117F

55D, 57F, 133D

61D, 141D

61E, 249F

123D, 247E

34


4Merge spoken segments into a word.

1-1

1-2

1-3

1-4

1-5

10I, 10P, 10Q, 23F, 25D, 28I, 28P, 28Q, 41E, 45D, 48I, 48P, 48Q, 67D, 69D, 72I, 72Q, 93D, 96I, 96Q, 115D, 118I, 118Q, 135E, 141D

I 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, 32-33, 34-35

T 2, 4, 6, 8

8I, 8P, 8Q, 31E, 32H, 32I, 32P, 32Q, 58I, 58Q, 84I, 84P, 84Q, 101E, 108I, 108P, 108Q, 129E, 134I, 134P, 134Q, 159D

T 2, 3, 5, 7, 8, 11, 13

8I, 8Q, 29E, 36I, 36P, 36Q, 57E, 62H, 62I, 62Q, 85D, 88I, 88P, 88Q, 112I, 112Q, 144I, 144P, 144Q, 165E

T 2, 3, 5, 7, 8, 10, 12

8I, 8Q, 36I, 36Q, 66I, 66P, 66Q, 98H, 98I, 98Q, 124I, 124P, 124Q, 145E, 154I, 154P, 183D, 184I, 184P, 184Q, 209E, 216I, 216P, 216Q, 245E

T 2, 4, 7, 12

8I, 8Q, 35D, 38I, 38Q, 68I, 68P, 68Q, 95D, 98I, 98P, 98Q, 124I, 124P, 124Q, 156I, 156P, 156Q, 181E, 186I, 186P, 186Q, 218I, 218Q, 251D

T 2, 4, 105Add, delete, or change sounds to change words (e.g., cow to how, cat to can).

1-1

1-2

1-3

1-4

1-5

10J, 10Q, 23F, 25E, 28J, 28Q, 41F, 45D, 45E, 48J, 48Q, 65F, 67E, 72J, 72Q, 89F, 93E, 95D, 96L, 96Q, 113F, 115E, 118J, 118P, 118Q, 135E, 135F, 139E, 141D

8J, 8Q, 25E, 25F, 29D, 29E, 32J, 32Q, 53E, 53F, 55E, 58J, 58Q, 79F, 81E, 83G, 84J, 84Q, 101F, 105D, 105E, 107D, 108J, 108Q, 129E, 129F, 131D, 131E, 134J, 134Q, 155E, 155F, 159D, 159E

8J, 8Q, 29F, 33E, 36J, 36Q, 57F, 59D, 59E, 62J, 62Q, 83E, 83F, 85D, 85E, 87D, 88J, 88Q, 105E, 105F, 109D, 109E, 111D, 112J, 112Q, 137F, 141D, 141E, 143F, 144J, 144Q, 165E, 165F, 171F

8J, 8Q, 29E, 29F, 33E, 35D, 36J, 36Q, 61E, 61F, 63E, 66J, 66Q, 91F, 98J, 98Q, 119E, 119F, 121E, 123D, 124J, 124Q, 145E, 145F, 151E, 151F, 154I, 154J, 154Q, 179E, 179F, 181D, 181E, 184J, 184Q, 209F, 213D, 215D, 216J, 216Q, 245E, 245F, 247D, 247E

8H, 8J, 8Q, 33F, 35D, 35E, 38J, 38Q, 59E, 59F, 65E, 65F, 67F, 68J, 93E, 93F, 95D, 95E, 98J, 98Q, 119E, 119F, 121E,124J, 124Q, 149F, 153D, 153E, 156I, 156J, 156Q, 181E, 181F, 183E, 186J, 186Q, 211F, 215E, 218H, 218J, 218P, 218Q, 247F, 253D


35


1Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).

1-1

1-2

1-3

1-4

1-5

I 2-3, 4-5, 6-7, 8-9, 10-11, 14-15, 16-17, 20-21, 22-23, 26-27, 28-29, 32-33

31E-F, 32I-J, 32L, 32Q-R, 53F-G, 56-57, 83G-H, 84I-J, 84L, 84Q-R, 101F-G, 105E-F, 134I-J, 134L, 134Q-R, 155F-G, 159E-F, 161E-F

T 3, 5, 8, 13

8I-J, 8L, 8Q-R, 29F-G, 33E, 34-35, 35G-H, 62F, 62I-J, 62L, 62Q-R, 83F-G, 85E-F, 87F, 143G, 173E

T 2, 3, 8

33E-F, 124I-J, 124L, 124Q-R, 145F-G, 151F, 152-153, 249G-H

124I-J, 124L, 124Q-R, 149F-G, 153E-F2Recognize and use rhyming words to reinforce decoding skills.

1-1

1-2

1-3

1-4

1-5

10E, 27E-F, 65E, 69E, 95E, 96F, 118E, 118J, 118Q, 141E

57G-H, 79E, 84E, 107E, 161E

87F, 173E

65E, 121D, 123E, 124F, 153G-H, 183D, 183E-F

8I, 8J, 8Q, 38E, 67G, 124P, 186I, 218E, 253D, 253E-F3Decode regular one-syllable words and nonsense words (e.g., sit, zot).

1-1

1-2

1-3

1-4

1-5

10J, 10Q, 23F, 25E, 28J, 28Q, 41F, 45D, 45E, 48J, 48Q, 65F, 67E, 72E, 72J, 72Q, 89F, 93E, 96L, 96Q, 113F, 115E, 118J, 118Q, 135E, 135F, 139E

8J, 8Q, 25F, 29E, 32J, 32Q, 53E, 55E, 58J, 58Q, 79F, 81E, 83G, 84J, 84Q, 101F, 105D, 105E, 107D, 108J, 108Q, 129E,129F, 131D, 131E, 155E, 155F, 159D, 159E

8J, 8Q, 29F, 33E, 36Q, 57F, 59E, 62J, 62Q, 83E, 83F, 85D, 85E, 87D, 88J, 88Q, 105F, 109D, 109E, 111D, 112J, 112Q,137F, 141D, 141E, 143F, 144J, 144Q, 165F, 171F

8J, 8Q, 29E, 29F, 33E, 36J, 36Q, 61F, 63E, 66J, 66Q, 91F, 95E, 98J, 98Q, 119E, 119F, 121E, 123D, 124J, 124Q, 145E, 145F, 151E, 151F, 154I, 154J, 154Q, 179F, 181D, 181E, 184J, 184Q, 209F, 213D, 216J, 216Q, 245F, 247D, 247E

8J, 8Q, 33F, 35D, 35E, 38J, 38Q, 59E, 59F, 65F, 68J, 93F, 95E, 98J, 98Q, 119F, 121E, 124J, 124Q, 149F, 153D, 153E, 156I, 156J, 156Q, 181F, 183E, 186J, 186Q, 211F, 215E, 218H, 218J, 218Q, 247F, 251E

4Use sound-letter correspondence knowledge to sound out unknown words when reading text.

1-1

1-2

10I-J, 11A, 14-15, 20-21, 28I-J, 48I-J, 49A, 52, 54-55, 96I-JI 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-

19, 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, 32-33, 34-35

T 2, 4, 8

8I-J, 25K, 46-47, 58I-J, 66-67, 84I-J, 134I-JT 2, 5, 7, 13

36


1-3

1-4

1-5

8I-J, 34-35, 62I-JT 2, 7, 8

8I-J, 36I-J, 66I-J, 98I-J, 98L, 124I-J

124I-J, 156I-J, 156L, 157A, 162-163, 166-167, 168-169,172-173

5Recognize high frequency words in and out of context.

1-1

1-2

1-3

1-4

1-5

10-11, 10S, 23I, 25H, 27H, 28-29, 28S, 41I, 47B, 47J, 48-49, 48S, 65I, 67H, 69H, 72-73, 72S, 89I, 93H, 95F, 96-97, 96S, 113I, 117B, 117J, 118-119, 118S, 135I, 139H, 141H

I 2-3, 4-5, 6-7, 8-9, 10-11, 14-15, 16-17, 20-21, 22-23, 26-27, 28-29, 32-33

8-9, 8S, 25I, 29H, 31H, 32-33, 32S, 53I, 57B, 57J, 58-59, 58S, 79I, 83B, 83J, 84-85, 84S, 101I, 105H, 107H, 108-109, 108S, 129I, 131H, 133H, 134-135, 134S, 155I, 159H,161H

8-9, 8S, 29I, 35B, 35J, 36-37, 36S, 57I, 59H, 61H, 62-63, 62S, 83I, 85H, 87H, 88-89, 88S, 105I, 109H, 111H, 112-113, 112S, 137I, 143B, 143J, 144-145, 144S, 165I, 171I, 173H

8-9, 8S, 29I, 33H, 35H, 36-37, 36S, 61I, 63H, 65H, 66-67, 66S, 91I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124-125, 124S, 145I, 153B, 153J, 154-155, 154S, 179I, 181H,183H, 184-185, 184S, 209I, 213H, 215H, 216-217, 216S,245I, 249B, 249J

8-9, 8S, 33I, 35H, 37H, 38-39, 38S, 59I, 67B, 67J, 68-69, 68S, 93I, 95H, 97H, 156-157, 156S, 181I, 185B, 185J

6Decode unknown words using basic phonetic analysis.

1-1

1-2

1-3

1-4

1-5

10L, 11A, 14-15, 20-21, 28L, 48L, 49A, 52, 54-55, 72L, 96L, 118L

I 13, 14-15, 16-17, 19, 20-21, 22-23, 25, 26-27, 28-29, 31, 32-33, 35

8L, 25K, 32L, 46-47, 58L, 66-67, 84L, 108L, 134L

8L, 36L, 62L, 88L, 112L, 144L

8L, 36L, 66L, 98L, 124L, 154L, 184L, 216L

8L, 38L, 68L, 98L, 124L, 156L, 157A, 162-163, 166-167, 168-169, 172-173, 186L, 218L

37


7Decode unknown words using context clues.

1-1

1-2

1-3

1-4

1-5

10L, 28L, 48L, 72L, 96L, 118LI 13, 14-15, 16-17, 19, 20-21, 22-23, 25, 26-27, 28-

29, 31, 32-33, 35

8L, 32L, 58L, 58P, 84H, 84L, 108L, 134L, 155E

8L, 36L, 62L, 88L, 112L, 144L

8L, 36L, 36P, 66L, 98L, 124H, 124L, 154L, 184L, 216L

8L, 38L, 68L, 98L, 119E, 124L, 156L, 186L, 218LD. Fluency

1Answer questions correctly that are posed about stories read.

1-1

1-2

1-3

1-4

1-5

22, 40, 45D, 48P, 64, 69T, 88, 93D, 96H, 96P, 111, 118P, 134, 139D, 141T

23, 32H, 32P, 52, 77, 84P, 100, 127, 129E, 134P, 154, 161T, 161V

8H, 8P, 28, 33D, 55, 81, 83E, 88P, 103, 105E, 112P, 136, 137E, 141D, 144H, 163, 165E, 173D, 173T, 173V

8H, 27, 36H, 59, 90, 98P, 117, 143, 151E, 213D, 244, 249V, 249X, 249Z

8P, 31, 35D, 37B, 38H, 38P, 56, 67F, 68P, 92, 95D, 98H, 98P, 117, 147, 153D, 156H, 179, 210, 211E, 244, 247E, 253T, 253V, 253X

2Begin to read simple text with fluency.

1-1

1-2

1-3

1-4

1-5

23J, 27I, 41J-K, 47K, 65J, 69I, 89J-K, 95I, 113J, 117K, 135J-K, 141I

25J-K, 31I, 53J, 55B, 57K, 79J, 83K, 101J-K, 107I, 129J, 133I, 155J-K, 155K, 161I

29J-K, 29K, 35K, 57J, 61I, 83J, 87I, 105J-K, 105K, 111I, 137J-K, 143K, 165J-K, 173I

29J-K, 29K, 35D, 35I, 61J, 65I, 91J-K, 97I, 119J, 123I, 145J-K, 145K, 153K, 179J, 183I, 209J-K, 215I, 245J, 249K

33J, 37I, 59J-K, 67K, 93J, 97I, 119J, 123I, 149J-K, 155I, 181J, 185K, 211J-K, 211K, 217I, 247J-K, 253I

38


3Read with fluency both fiction and nonfiction that is grade-level appropriate.

1-1

1-2

1-3

23J, 27I, 27M, 27N, 27O, 27P, 41J-K, 47K, 47O, 47P, 47Q, 47R, 65J, 69I, 69M, 69N, 69O, 69P, 89J-K, 95I, 95M, 95N, 95O, 95P, 113J, 117K, 117O, 117P, 117Q, 117R, 135J-K, 141I, 141M, 141N, 141O, 141P

25J-K, 31I, 31M, 31N, 31O, 31P, 53J, 55B, 57K, 57O, 57P, 57Q, 57R, 79J, 83K, 83O, 83P, 83Q, 83R, 101J-K, 107I, 107M, 107N, 107O, 107P, 129J, 133I, 133M, 133N, 133O, 133P, 155J-K, 155K, 161I, 161M, 161N, 161O, 161P, 161U-V

29J-K, 29K, 35K, 35O, 35P, 35Q, 35R, 57J, 61I, 61M, 61N, 61O, 61P, 83J, 87I, 87L, 87M, 87N, 87O, 87P, 105J-K, 105K, 111I, 111M, 111N, 111O, 111P, 137J-K, 143K, 143O, 143P, 143Q, 143R, 165J-K, 173I, 173M, 173N, 173O, 173P

1-4

1-5

29J-K, 29K, 35D, 35I, 35M, 35N, 35O, 35P, 61J, 65I, 65M, 65N, 65O, 65P, 91J-K, 97A, 97I, 97M, 97N, 97O, 97P, 119J, 123I, 123M, 123N, 123O, 123P, 145J-K, 145K, 153K, 153O, 153P, 153Q, 153R, 179J, 183I, 183M, 183N, 183O, 183P, 209J-K, 215I, 215M, 215N, 215O, 215P, 245J, 249K, 249O, 249P, 249Q, 249R

33J, 37I, 37M, 37N, 37O, 37P, 59J-K, 67K, 67O, 67P, 67R, 93J, 97I, 97M, 97N, 97O, 97P, 119J, 123I, 123M, 123N, 123O, 123P, 149J-K, 149K, 155I, 155K, 155M, 155N, 155O, 155P, 181J, 185K, 185O, 185P, 185Q, 185R, 211J-K, 211K, 217I, 217M, 217N, 217O, 217P, 247J-K, 253I, 253M, 253N, 253O, 253P

LH 6E. Reading Strategies (before, during, and after reading)

1Use prior knowledge to make sense of text.

1-1

1-2

1-3

1-4

1-5

10H, 48H, 69S, 72H, 96H, 141S

8H, 32H, 161S, 161U

8H, 8P, 36H, 173S, 173U

8H, 36H, 249U, 249W, 249Y

8H, 38H, 253S, 253U, 253W

39


2Establish a purpose for reading and adjust reading rate.

1-1

1-2

1-3

1-4

1-5

10H, 11A, 29A, 48H, 49A, 69S, 72H, 73A, 96H, 97A, 119A, 141S

8H, 9A, 32H, 33A, 59A, 85A, 109A, 135A, 161S, 161U

8H, 8P, 9A, 36H, 37A, 63A, 89A, 113A, 145A, 173S, 173U

8H, 9A, 36H, 37A, 67A, 99A, 125A, 155A, 185A, 217A, 249U, 249W, 249Y

8H, 9A, 38H, 39A, 69A, 99A, 125A, 157A, 187A, 219A, 253S, 253U, 253W

3Use pictures as cues to check for meaning.

1-1

1-2

1-3

1-4

1-5

32-33, 36-37, 40, 80-81, 102-103, 130-131

90-91, 146-147, 152-153

24-25, 42-43, 92-93, 173I

104-105, 114-115, 143, 170-171, 222-223, 228-229

93J, 104-105, 108-109, 124N, 124P, 124S, 134-135, 160-161

4Check to see if what is being read makes sense.

1-1

1-2

1-3

29A, 35, 119A, 126-127

59A, 64-65, 109A, 112-113, 135A, 146-147

89A, 96-97, 98-99, 113A, 122-123, 134-1351-4

1-5

125A, 134-135, 136-137, 138-139, 140-141, 155A, 164-165, 174-175, 217A, 222-223, 226-227, 228-229, 232-233, 240-241

39A, 42-43, 54-55, 69A, 78-79, 80-81, 84-85, 90-91, 99A, 108-109

40


5Monitor their reading by using fix-up strategies (e.g., searching for clues).

1-1

1-2

1-3

1-4

1-5

12-21, 27M, 27N, 27O, 27P, 30-39, 47O, 47P, 47Q, 47R, 50-63, 69M, 69N, 69O, 69P, 69S-T, 74-87, 95M, 95N, 95O, 95P, 98-111, 117O, 117P, 117Q, 117R, 120-133, 141M, 141N, 141O, 141P, 141S-T

10-23, 31M, 31N, 31O, 31P, 34-51, 57O, 57P, 57Q, 57R, 60-77, 83O, 83P, 83Q, 83R, 86-99, 107M, 107N, 107O, 107P, 110-127, 133M, 133N, 133O, 133P, 136-153, 161M,161N, 161O, 161P

10-27, 35O, 35P, 35Q, 35R, 38-55, 61M, 61N, 61O, 61P,64-81, 87M, 87N, 87O, 87P, 90-103, 111M, 111N, 111O,111P, 114-135, 143O, 143P, 143Q, 143R, 146-163, 173M,173N, 173O, 173P, 173S-T, 173U-V

10-27, 35M, 35N, 35O, 35P, 38-59, 65M, 65N, 65O, 65P,68-90, 97M, 97N, 97O, 97P, 100-117, 123M, 123N, 123O, 123P, 126-143, 153O, 153P, 153Q, 153R, 156-177, 183M, 183N, 183O, 183P, 186-207, 215M, 215N, 215O, 215P, 218-243, 249O, 249P, 249Q, 249R, 249U-V, 249W-X, 249Y-Z

10-31, 37M, 37N, 37O, 37P, 40-57, 67O, 67P, 67Q, 67R,70-91, 97M, 97N, 97O, 97P, 100-117, 123M, 123N, 123O,123P, 126-147, 155M, 155N, 155O, 155P, 158-179, 185O,185P, 185Q, 185R, 188-209, 217M, 217N, 217O, 217P, 220-243, 253M, 253N, 253O, 253P, 253S-T, 253U-V, 253W-X

6Use graphic organizers to build on experiences and extend learning.

1-1

1-2

1-3

1-4

1-5

23A, 41A, 65A, 89A, 113A, 135A

25A, 53A, 79A, 101A, 129A, 155A

29A, 57A, 83A, 105A, 137A, 165A

29A, 61A, 91A, 119A, 145A, 179A, 209A, 244, 245A

33A, 59A, 93A, 119A, 149A, 181A, 211A, 247A7Begin to apply study skills strategies (e.g., survey, question, read, recite, and review—SQ3R) to assist with retention and new learning.

1-2

1-5

84S, 101A

186S, 211A


1Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.

1-1 10-11, 10S, 23I, 25H, 27H, 28-29, 28S, 41I, 47B, 47J, 48-49, 48S, 65I, 67H, 69H, 72-73, 72S, 89I, 93H, 95F, 96-97, 96S, 113I, 117B, 117J, 118-119, 118S, 135I, 139H, 141H

I 2-3, 4-5, 6-7, 8-9, 10-11, 14-15, 16-17, 20-21, 22-23, 26-27, 28-29, 32-33

41


1-2

1-3

1-4

1-5

8-9, 8S, 25I, 29H, 31H, 32-33, 32S, 53I, 57B, 57J, 58-59, 58S, 79I, 83B, 83J, 84-85, 84S, 101I, 105H, 107H, 108-109, 108S, 129I, 131H, 133H, 134-135, 134S, 155I, 159H, 161H

8-9, 8S, 29I, 35B, 35J, 36-37, 36S, 57I, 59H, 61H, 62-63, 62S, 83I, 85H, 87H, 88-89, 88S, 105I, 109H, 111H, 112-113, 112S, 137I, 143B, 143J, 144-145, 144S, 165I, 171I, 173H

8-9, 8S, 29I, 33H, 35H, 36-37, 36S, 61I, 63H, 65H, 66-67, 66S, 91I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124-125, 124S, 145I, 153B, 153J, 154-155, 154S, 179I, 181H, 183H, 184-185, 184S, 209I, 213H, 215H, 216-217, 216S, 245I, 249B, 249J

8-9, 8S, 33I, 35H, 37H, 38-39, 38S, 59I, 67B, 67J, 68-69, 68S, 93I, 95H, 97H, 156-157, 156S, 181I, 185B, 185J

2Use and explain common antonyms and synonyms.

1-1

1-2

1-5

28H, 41E, 113E

25E, 161D

186P, 218P, 2503Comprehend common and/or specific vocabulary in informational texts and literature.

1-4

1-5

8-9, 8S, 29I, 33H, 35H, 36-37, 36S, 61I, 63H, 65H, 66-67, 66S, 91I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124-125, 124S, 145I, 153B, 153J, 154-155, 154S, 179I, 181H, 183H, 184-185, 184S, 209I, 213H, 215H, 216-217, 216S, 245I, 249B, 249J

8-9, 8S, 33I, 35H, 37H, 38-39, 38S, 59I, 67B, 67J, 68-69, 68S, 93I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124-125, 124S, 149I, 153H, 155H, 156-157, 156S, 181I, 185B, 185J, 186-187, 186S, 211I, 215H, 217H, 218-219, 218S, 247I, 251H, 253H


1Draw simple conclusions from information gathered from pictures, print, and people.

1-1

1-2

1-3

1-4

14-15, 38-39, 52-53, 58-59, 60-61, 76-77, 88, 97A, 104-105, 111, 113A, 126-127

14-15, 20-21, 38-39, 46-47, 50-51, 52, 70-71, 74-75, 88-89, 92-93, 118-119, 120-121, 127, 148-149, 150-151, 152-153, 154

28, 52-53, 74-75, 78-79, 81, 96-97, 103, 120-121, 122-123, 124-125, 126-127, 136, 148-149, 154-155, 158-159, 163

9A, 14-15, 22-23, 29A, 40-41, 50-51, 56-57, 59, 74-75, 76-77, 82-83, 90, 99A, 108-109, 112-113, 119A, 132-133, 136-137, 138-139, 162-163, 174-175, 194-195, 198-199, 200-201, 224-225, 226-227, 228-229, 234-235, 236-237

42


1-5 12-13, 16-17, 18-19, 20-21, 24-25, 26-27, 44-45, 74-75, 78-79, 80-81, 82-83, 88-89, 102-103, 110-111, 112-113, 114-115, 162-163, 166-167, 172-173, 198-199, 202-203, 204-205, 222-223, 224-225, 226-227, 236-237, 240-241, 242-243

2Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.

1-1

1-2

1-3

1-4

1-5

12-21, 30-39, 42-43, 50-63, 69S-T, 74-87, 90-91, 98-111, 120-133, 136-137, 141S-T

10-23, 26-27, 29B, 34-51, 60-77, 86-99, 102-103, 110-127, 136-153, 156-157, 161S-T, 161U-V

10-27, 30-31, 64-81, 83J, 87B, 90-103, 106-107, 114-135, 146-163, 173S-T, 173U-V

10-27, 30-31, 38-59, 68-90, 100-117, 126-143, 156-177, 186-207, 210-211, 218-243, 249U-V, 249W-X, 249Y-Z

10-31, 37N, 40-57, 70-91, 100-117, 126-147, 150-151, 158-179, 188-209, 212-213, 215D, 220-243, 253S-T, 253U-V, 253W-X, 256, 257

LH 53Sequence information learned from text into a logical order to retell facts.

1-1

1-2

1-3

1-4

1-5

11A, 23A, 25I, 26-27, 40, 73A, 86-87, 88, 89A, 93I, 94-95, 118H, 119A, 128-129, 134, 135A, 139I, 140-141

T 11

52, 94-95, 118-119, 120-121

24-25, 28, 29A

160-161, 196-197, 224-225, 244

130-131, 138-139, 140-141, 144-145, 208-209, 2444Identify, describe, compare, and contrast the elements of plot, setting, and characters.

1-1

1-2

1-3

1-4

16-17, 18-19, 32-33, 76-77, 82-83, 100

9A, 12-13, 20-21, 23, 25A, 25C, 29I, 30-31, 40-41, 48-49, 50-51, 68-69, 72-73, 77, 84N, 105B, 109A, 112-113, 114-115, 116-117, 120-121, 122-123, 129A, 131I, 132-133

36P, 37A, 40-41, 42-43, 48-49, 55, 57A, 59I, 60-61, 63A, 66-67, 68-69, 81, 83A, 83C, 85I, 86-87, 87B, 88F, 89A, 92-93, 94-95, 98-99, 100-101, 103, 105A, 109I, 110-111, 111B, 118-119, 120-121, 122-123, 124-125, 126-127, 128-129, 130-131, 137E, 145A, 148-149, 154-155, 158-159, 160-161, 165A, 165C, 171J, 172-173, 173D

T 13, 14

14-15, 16-17, 22-23, 27, 29C, 102-103, 106-107, 114-115, 117, 119A, 121B, 123L, 128-129, 130-131, 132-133, 134-135, 136-137, 151A, 164-165, 168-169, 190-191, 192-193, 200-201, 202-203, 204-205, 249N

43


1-5 9A, 14-15, 16-17, 26-27, 28-29, 31, 33A, 35I, 36-37, 37B, 37D, 37L, 46-47, 125A, 136-137, 140-141, 144-145, 147, 149A, 153B, 153I, 154-155, 155D, 168-169, 170-171, 176-177, 179, 185D, 206-207, 219A, 224-225, 234-235, 242-243, 244, 247A, 251B, 251I, 252-253, 253D

T 115Make simple inferences.

1-1

1-3

1-5

97A, 102-103, 108-109, 134

37A, 44-45, 46-47, 48-49, 50-51, 52-53

125A, 128-129, 134-135, 138-139, 140-141, 142-143, 172-173, 190-191, 194-195, 196-197, 200-201, 202-203, 204-205, 206-207

6Read regularly in independent-level materials.

1-1

1-2

1-3

1-4

1-5

27J, 27M, 27N, 27O, 27P, 47L, 47O, 47P, 47Q, 47R, 69J, 69M, 69N, 69O, 69P, 69S-T, 95J, 95M, 95N, 95O, 95P, 117L, 117O, 117P, 117Q, 117R, 141J, 141M, 141N, 141O, 141P, 141S-T

31J, 31M, 31N, 31O, 31P, 57L, 57O, 57P, 57Q, 57R, 83L,83O, 83P, 83Q, 83R, 107J, 107M, 107N, 107O, 107P, 133J, 133M, 133N, 133O, 133P, 161J, 161M, 161N, 161O, 161P, 161S-T, 161U-V

8E, 35L, 35O, 35P, 35Q, 35R, 61J, 61M, 61N, 61O, 61P, 87J, 87M, 87N, 87O, 87P, 111J, 111M, 111N, 111O, 111P, 143L, 143O, 143P, 143Q, 143R, 144E, 173J, 173M,173N, 173O, 173P, 173S-T, 173U-V

35J, 35M, 35N, 35O, 35P, 65J, 65M, 65N, 65O, 65P, 97A, 97J, 97M, 97N, 97O, 97P, 123J, 123M, 123N, 123O, 123P, 153L, 153O, 153P, 153Q, 153R, 183J, 183M, 183N,183O, 183P, 184E, 215J, 215M, 215N, 215O, 215P, 249L,249O, 249P, 249Q, 249R, 249U-V, 249W-X, 249Y-Z

37J, 37M, 37N, 37O, 37P, 67L, 67O, 67P, 67R, 97J, 97M, 97N, 97O, 97P, 123J, 123M, 123N, 123O, 123P, 155J, 155K, 155M, 155N, 155O, 155P, 185L, 185O, 185P, 185Q, 185R, 217J, 217M, 217N, 217O, 217P, 253J, 253M, 253N, 253O, 253P, 253S-T, 253U-V, 253W-X

LH 6

44


7Engage in silent independent reading for specific purposes.

1-1

1-2

1-3

10N, 23C, 25B, 27B, 27J, 27L, 28N, 41C, 45B, 47D, 47L, 47N, 48N, 65C, 67B, 69B, 69J, 69L, 69S-T, 72N, 89C, 93B, 95B, 95J, 95L, 96N, 113C, 115B, 117D, 117L, 117N, 118N, 135C, 139B, 141B, 141J, 141L, 141S-T

8N, 25C, 29B, 31B, 31J, 32N, 53C, 55B, 57D, 57L, 57N,58N, 79C, 81B, 83D, 83L, 83N, 84N, 101C, 105B, 107B, 107J, 107L, 108N, 129C, 131B, 133B, 133J, 133L, 134N,155C, 159B, 161B, 161J, 161L, 161S-T, 161U-V

8N, 29C, 33B, 35D, 35L, 35N, 36N, 57C, 59B, 61B, 61J, 61L, 62N, 83C, 85B, 87B, 87J, 87L, 88N, 105C, 109B, 111B, 111J, 111L, 112N, 137C, 141B, 143D, 143L, 143N,144E, 144N, 165C, 171C, 173B, 173J, 173L, 173S-T, 173U-V

1-4

1-5

8N, 29C, 33B, 35B, 35J, 35L, 36N, 61C, 63B, 65B, 65J, 65L, 66N, 91C, 95B, 97B, 97J, 97L, 98N, 119C, 121B, 123B, 123J, 123L, 124N, 145C, 151C, 153D, 153L, 153N,154N, 179C, 181B, 183B, 183J, 183L, 184E, 184N, 209C, 213B, 215B, 215J, 215L, 216N, 245C, 247B, 249D, 249L, 249N, 249U-V, 249W-X, 249Y-Z

8N, 33C, 35B, 37B, 37J, 37L, 38N, 59C, 65C, 67D, 67L, 67N, 68N, 93C, 95B, 97B, 97J, 97L, 98N, 119C, 121B, 123B, 123J, 123L, 124N, 149C, 153B, 155B, 155J, 155L, 156N, 181C, 183B, 185D, 185L, 185N, 186N, 211C, 215B, 217B, 217J, 217L, 218N, 247C, 251B, 253B, 253J,253L, 253S-T, 253U-V, 253W-X


1Ask and explore questions related to a topic of interest.

1-1

1-2

1-3

1-4

1-5

9B, 66

7B, 104

7B, 32, 35C, 144E, 171

7B, 36E, 63, 121, 151, 181, 246

7B, 35, 35A, 65, 94, 98F, 215, 2512Draw conclusions from information and data gathered.

1-1

1-2

1-3

1-4

1-5

25B, 66

104, 159

29B, 32, 35C, 141, 144E, 171

7B, 8F, 36E, 63, 121, 151, 181, 184M, 246

7B, 35, 35A, 65, 67C, 94, 98F, 215, 251

45


3Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.

1-1

1-2

1-3

1-4

8L-N, 8O-Q, 10H, 10N, 12-21, 27D, 27J, 28H, 28N, 30-39, 47F, 47L, 47N, 48H, 48N, 50-63, 69D, 69J, 69S-T, 72H, 74-87, 90-91, 95D, 95J, 96H, 96N, 98-111, 113C, 117F, 117L, 118H, 120-133, 141D, 141J, 141S-T

6L-N, 6O-Q, 8H, 8N, 10-23, 26-27, 29B, 31D, 31J, 32H, 32M, 32N, 34-51, 57F, 57L, 57M, 58H, 58N, 60-77, 83F, 83L, 84H, 84N, 86-99, 107D, 107J, 108H, 108N, 110-127, 133D, 133J, 134H, 136-153, 161D, 161J, 161S-T, 161U-V

6L-N, 6O-Q, 8E, 8H, 8N, 10-27, 35F, 35L, 36H, 36N, 61D, 61J, 62H, 62N, 64-81, 87B, 87D, 87J, 88F, 88N, 90-103, 111D, 111J, 112H, 114-135, 143F, 143L, 144H, 144N, 146-163, 166-169, 173D, 173J, 173S-T, 173U-V

6N-P, 6Q-S, 8H, 8N, 10-27, 35J, 36H, 38-59, 65D, 65J, 66H, 68-90, 92-93, 97B, 97D, 97J, 98H, 100-117, 119C, 123D, 123J, 124H, 146-149, 153F, 153L, 154H, 156-177, 183D, 183J, 184E, 184H, 184N, 186-207, 215D, 215J, 215L, 216H, 218-243, 249F, 249L, 249U-V, 249W-X, 249Y-Z

1-5 6N-P, 6Q-S, 8H, 8N, 10-31, 37D, 37J, 37N, 38H, 38N, 40-57, 60-63, 67F, 67L, 68H, 70-91, 97J, 98H, 98N, 100-117, 123D, 123J, 124H, 124N, 126-147, 155D, 155J, 156H, 158-179, 185F, 185L, 186H, 186N, 188-209, 217D, 217J, 218H, 220-243, 248-249, 253D, 253J, 253S-T, 253U-V, 253W-X

LH 10STANDARD 3.2(WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1Begin to generate ideas for writing through talking, sharing, and drawing.

1-1

1-2

1-3

1-4

1-5

10M, 23B, 25A, 27A, 27K, 28M, 48M, 72M, 93A, 95A, 95K, 96M, 118M

8M, 31K, 55A, 58M, 84M, 107A, 108M, 131A, 133A, 133K, 134M

8M, 29B, 33A, 36M, 59A, 61K, 62M, 88M, 111A, 111K, 112M, 137B, 141A, 143C, 143M, 144M

29B, 33A, 35A, 35K, 36M, 63A, 65K, 66M, 98M, 121A, 124M, 145B, 151B, 153C, 153M, 154M, 184M, 213A, 215A, 215K, 216M, 247A

8M, 37A, 37K, 38M, 59B, 64, 65B, 67C, 68M, 98M, 119B, 123A, 123K, 124M, 149B, 153A, 155A, 155K, 186M, 218M, 247B, 251A, 253K

46


2Observe the modeling of writing.

1-1

1-2

1-3

1-4

1-5

10M, 23B, 25A, 27A, 48M, 65B, 67A, 69A, 69K, 72M, 89B, 95A

8M, 25B, 31A, 32M, 55A, 101B, 105A, 108M, 133A

8M, 29B, 35C, 36M, 59A, 109A, 111K, 112M, 143C

35A, 36M, 65A, 98M, 119B, 124M, 145B, 153C, 209B, 213A, 215K, 249C

8M, 37A, 37K, 38M, 59B, 119B, 121A, 124M, 153A,186M, 217K, 247B, 253A

3Begin to use a basic writing process to develop writing.

1-1

1-2

1-3

28M, 41B, 45A, 47C, 47M, 48M, 65B, 67A, 69A, 69K, 96M, 113B, 115A, 117C, 117M, 118M, 135B, 139A, 141A, 141K

58M, 79B, 81A, 83C, 83M, 134M, 155B, 159A, 161A, 161K

62M, 83B, 85A, 87A, 87K, 144M, 165B, 171B, 173A, 173K

1-4

1-5

66M, 91B, 95A, 97A, 97K, 154M, 179B, 181A, 183A, 183K

68M, 93B, 95A, 97A, 97K, 156M, 181B, 183A, 185C, 185M, 254-255

LH 24Use simple sentences to convey ideas.

1-1

1-2

1-3

1-4

1-5

10M, 25B, 27A, 27H, 27K, 48F, 66, 67B, 92, 93A, 95K, 135B, 139

8M, 31A, 57C, 58M, 79B, 81, 81A, 83C, 83M, 84M, 129B, 131A, 133A, 158

32, 33A, 61A, 61K, 61L, 87L, 88M, 105B, 109A, 111A, 140, 141B, 143C, 144F

T 4

8F, 8M, 29B, 32, 33B, 36E, 61B, 63, 63A, 65A, 65K, 66E, 94, 123A, 123K, 124E, 124M, 151, 151B, 153D, 153M,153N, 181B, 184M, 209B, 209C, 215A, 215B, 216E, 216M, 245B, 246, 247, 247A, 247B, 249D, 249M, 249N

38F, 64, 65, 123K, 149B, 155L, 211B, 215A, 217K, 218E, 251, 251A, 253K

LH 75Increase fluency (ability to write ideas easily) to improve writing.

1-1

1-2

1-3

1-4

1-5

41B, 65B, 93A, 113B, 135B

55A, 79B, 84M, 131A, 155B

33A, 36M, 61A, 83B, 141A, 165B

35A, 35K, 63A, 65K, 91B, 121A, 145B, 151B, 179B, 184M, 213A, 216M, 247A

35A, 37A, 67C, 93B, 181B, 251A, 253K

47


6Continue to use pictures, developmental spelling, or conventional text to create writing drafts.

1-1

1-2

1-3

1-4

1-5

10E, 10M, 27A, 27H, 27K, 41B, 45, 48F, 65B, 67, 93A, 95K, 113B, 115, 135B, 139

8M, 31K, 53B, 55A, 57C, 79B, 81, 84M, 107K, 129B, 131, 131A, 155B

32, 33A, 36M, 57B, 59, 61A, 61K, 83B, 88M, 105B, 108, 109A, 111A, 140, 141A, 141B, 165B

8M, 29B, 32, 33B, 35A, 35K, 36E, 36F, 61B, 63, 63A, 65K, 91B, 94, 121, 121A, 123K, 124E, 145B, 151, 151B, 153D, 179B, 184M, 213, 213A, 216E, 216M, 245B, 246, 247, 247A

34, 35A, 37A, 38F, 64, 67C, 93B, 124E, 153, 155A, 181B, 182, 211B, 214, 215A, 217A, 218E, 218M, 251, 251A, 253K

LH 37Revisit pictures and writings to add detail.

1-1

1-2

45A, 67A

81A, 159A1-3

1-4

1-5

85A, 171B

35A, 95A, 181A

183A8Begin to mimic an author's voice and patterns.

1-1

1-2

1-3

1-4

1-5

134

142-143

18-19, 28, 55, 70-71, 124-125

14-15, 27, 58-59, 106-107, 252

117, 256LH 4, 7, 8, 11

9Begin to use a simple checklist to improve writing with teacher support.

1-1

1-2

1-3

1-4

1-5

45A, 47C, 67A, 69A, 115A, 117C, 139A, 141A

81A, 83C, 159A, 161A

85A, 85B, 87A, 171B, 173A

35A, 95A, 97A, 181A, 183A

35A, 95A, 97A, 149B, 183A, 185C10Begin to use simple computer writing applications during some parts of the writing process.

1-1

1-2

1-3

1-4

1-5

25A, 27A, 41B, 48E, 93A, 95A, 96F, 117C, 139A, 141A

31A, 57C, 79B, 105A, 129B, 134F

33A, 57B, 88E, 105B, 112F, 141A, 144E, 171B

33A, 63A, 95A, 98F, 119B, 145B, 154E, 181A, 184F, 213A, 247A

65B, 95A, 98E, 121A, 156F, 181B, 183A, 186F, 215A, 247B

48


B. Writing as a Product (resulting in a product or publication)

1Produce finished writings to share with class and/or for publication.

1-1

1-2

1-3

1-4

1-5

23B, 47M, 69K, 95A, 95L, 117M, 141K

8M, 31K, 57D, 57N, 83M, 107B, 107L, 133K, 133L, 161K

8M, 35N, 36M, 57B, 61L, 87K, 87L, 111L, 112M, 143N, 173K, 173L

8M, 35A, 35K, 35L, 36M, 65K, 97K, 97L, 98M, 123B, 145B, 151, 151C, 153M, 183K, 183L, 215A, 215B, 216N

34, 35B, 38M, 65C, 67N, 97K, 97L, 121A, 123B, 123K, 149B, 155B, 155L, 183B, 185M, 217B, 251, 253L

2Produce stories from personal experiences.

1-2

1-3

1-5

8M

137B

LH 43Show and talk about own writing for classroom audience.

1-1

1-2

1-3

1-4

1-5

27L, 47D, 69K, 95L, 141K

57D, 57N, 83M, 107B, 107L, 133L, 161B

35N, 61L, 87L, 111L, 143N, 173L

35L, 65K, 97L, 123B, 151C, 183L, 215B, 216N

35B, 65C, 67N, 97L, 123B, 155B, 155L, 183B, 185M, 217B, 253L

4Collect favorite works to place in personal writing folder.

1-1

1-2

1-3

1-4

1-5

23B, 47M, 69K, 95A, 95L, 117M, 141K

8M, 31K, 57D, 57N, 83M, 107B, 107L, 133K, 133L, 161K

8M, 35N, 36M, 57B, 61L, 87K, 87L, 111L, 112M, 143N,173K, 173L

8M, 35A, 35K, 35L, 36M, 65K, 97K, 97L, 98M, 123B, 145B, 151, 151C, 153M, 183K, 183L, 215A, 215B, 216N



49


1Write all upper and lowercase letters of the alphabet from memory.

1-1

1-2

1-3

1-4

1-5

95KI 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30,

32, 34

53B, 107K

88M, 105B, 143M, 173K

35K, 61B, 65K, 97K, 151B, 153M, 216M, 245B, 249M

67M, 149B, 181B, 217ALH 147, 148, 151-156

2Begin to use basic punctuation and capitalization.

1-1

1-2

1-3

1-4

1-5

10N, 23C, 23J, 25B, 27L, 28N, 41C, 47D, 47N, 69F, 72N, 89C, 89J, 93B, 95B, 95L, 96N, 113C, 115B, 117N, 141F

T 3, 7, 9

105B, 107LT 10

57J, 62N, 83C, 85B, 87B, 87L, 88N, 105C, 105K, 109B, 111B, 111E, 111L, 112N, 137C, 137J, 141B, 143D, 143N, 144N, 165C, 171C, 173B, 173L, 175, 176

T 9, 11

8N, 29C, 29K, 33B, 35B, 35E-F, 35L, 36N, 123F, 145B, 145K, 184H, 250, 251, 254

T 5

37E, 123E-F, 155F, 185G, 218N, 247C, 251B, 253B, 253LLH 14-17, 22-25, 26-29, 46-49, 66-69, 70-73, 74-77, 78-

81, 82-85, 86-89

50


3Apply sound/symbol relationships to writing words.

1-1

1-2

1-3

1-4

1-5

10K, 10Q-R, 23H, 25G, 27G, 28K, 28Q-R, 41H, 47A, 47I, 48K, 48Q-R, 65H, 67G, 69G, 72K, 72Q-R, 89H, 93G, 95G, 96K, 96Q-R, 113H, 117A, 117I, 118K, 118Q-R, 135H, 139G, 141G

8K, 8Q-R, 25H, 29G, 31G, 32K, 32Q-R, 53H, 57A, 57I, 58K, 58Q-R, 79H, 83A, 83I, 84K, 84Q-R, 101H, 105G, 107G,108K, 108Q-R, 129H, 131G, 133G, 134K, 134Q-R, 155H, 159G, 161G

8K, 8Q-R, 29H, 35A, 35I, 36K, 36Q-R, 57H, 59G, 61G, 62K,62Q-R, 83H, 85G, 87G, 88K, 88Q-R, 105H, 109G, 111G, 144K, 144Q-R, 165H, 171H, 173G

8L, 8Q-R, 29H, 33G, 35G, 36K, 36Q-R, 61H, 63G, 65G, 66K, 66Q-R, 91H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 145F-G, 153A, 153I, 154K, 154Q-R179H, 181G, 183G, 184K, 184Q-R, 209H, 213G, 215G,216K, 216Q-R, 245H, 249I

8K, 8Q-R, 33H, 35G, 37G, 38K, 38Q-R, 59H, 67A, 67I, 68K, 68Q-R, 93H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 149H, 153G, 155G, 156K, 156Q-R,181H, 185A, 185I, 186K, 186Q-R, 211H, 215G, 217G, 218K, 218Q-R, 247H, 251G, 253G

4Use developmental spelling or phonics-based knowledge to spell independently, when necessary.

1-1

1-2

1-3

1-4

1-5


8K, 8Q-R, 25H, 29G, 31G, 32K, 32Q-R, 53H, 57A, 57I, 58K, 58Q-R, 79H, 83A, 83I, 84K, 84Q-R, 101H, 105G, 107G, 108K, 108Q-R, 129H, 131G, 133G, 134K, 134Q-R, 155H, 159G, 161G

8K, 8Q-R, 29H, 35A, 35I, 36K, 36Q-R, 57H, 59G, 61G,62K, 62Q-R, 83H, 85G, 87G, 88K, 88Q-R, 105H, 109G, 111G, 112K, 112Q-R, 137H, 143A, 143I

8K, 8Q-R, 29H, 33G, 35G, 36K, 36Q-R, 61H, 63, 63G, 65G, 66K, 66Q-R, 91H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 145H, 153A, 153I, 154K, 154Q-R, 179H, 181G, 183G, 184K, 184Q-R, 209H, 213G, 215G, 216K, 216Q-R, 245H, 249A, 249I

8K, 8Q-R, 33H, 35G, 37G, 38K, 38Q-R, 59H, 67A, 67I, 68K, 68Q-R, 93H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 149H, 153G, 155G, 156K, 156Q-R, 181H, 185A, 185I, 186K, 186Q-R, 211H, 215G, 217G, 218K, 218Q-R, 247H, 251G, 253G, 253T, 253V, 253X

51


5Develop awareness of conventional spelling.

1-1

1-2

1-3

1-4

1-5


8K, 8Q-R, 25H, 29G, 31G, 32K, 32Q-R, 53H, 57A, 57I, 58K, 58Q-R, 79H, 83A, 83I, 84K, 84Q-R, 101H, 105G, 107G, 108K, 108Q-R, 129H, 131G, 133G, 134K, 134Q-R, 155H, 159G, 161G

8K, 8Q-R, 29H, 35A, 35I, 36K, 36Q-R, 57H, 59G, 61G, 62K, 62Q-R, 83H, 85G, 87G, 88K, 88Q-R, 105H, 109G, 111G, 112K, 112Q-R, 137H, 143A, 143I

8K, 8Q-R, 29H, 33G, 35G, 36K, 36Q-R, 61H, 63, 63G, 65G, 66K, 66Q-R, 91H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 145H, 153A, 153I, 154K, 154Q-R, 179H, 181G, 183G, 184K, 184Q-R, 209H, 213G,215G, 216K, 216Q-R, 245H, 249A, 249I

8K, 8Q-R, 33H, 35G, 37G, 38K, 38Q-R, 59H, 67A, 67I, 68K, 68Q-R, 93H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 149H, 153G, 155G, 156K, 156Q-R, 181H, 185A, 185I, 186K, 186Q-R, 211H, 215G, 217G, 218K, 218Q-R, 247H, 251G, 253G, 253T, 253V, 253X

6Use left-to-right and top-to-bottom directionality and use appropriate spacing between words.

1-1

1-2

1-3

1-4

1-5

27K, 47C, 135B

31K, 53B, 129B, 161A

35M, 57B, 61K, 105B, 137B, 143M, 173K

97K, 123A, 215A

67M, 97K, 123A, 123K, 155K, 211B, 218MLH 149-150

D. Writing Forms, Audiences, and Purposes (exploring a variety of writing)

1Create written texts for others to read.

1-1

1-2

1-3

1-4

1-5

23B, 47M, 69K, 95A, 95L, 117M, 141K

8M, 31K, 57D, 57N, 83M, 107B, 107L, 133K, 133L, 161K

8M, 35N, 36M, 57B, 61L, 87K, 87L, 111L, 112M, 143N, 173K, 173L

8M, 35A, 35K, 35L, 36M, 65K, 97K, 97L, 98M, 123B, 145B, 151, 151C, 153M, 179B, 183K, 183L, 215A, 215B,216N


52


2Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.

1-1

1-2

1-3

1-4

1-5

10E, 27A, 27K, 28E, 45, 48E, 66, 67, 92, 93, 115, 138, 139

8F, 8M, 28, 31A, 31K, 53B, 57C, 58M, 79B, 81, 81A, 83C, 83M, 84F, 84M, 105, 107K, 108F, 129B, 131, 133A, 133K, 134M, 155B, 158, 159A, 161A, 161K

29B, 32, 33, 33A, 57B, 59, 59A, 61A, 61K, 85, 88F, 88M,105B, 108, 111A, 137B, 144F, 144M, 165B, 171, 171B, 173A, 173K

8F, 8M, 32, 33, 35A, 35K, 36E, 36F, 61B, 63, 65A, 65K, 66E, 66M, 91B, 94, 95A, 97A, 97K, 119B, 121, 123A, 123K, 124M, 151, 151B, 153D, 153M, 153N, 154M, 179B, 180, 181, 181A, 181B, 183A, 183K, 184M, 213, 215A, 215B, 215K, 216E, 245B, 247, 247A, 247B, 249D, 249N

34, 35, 35A, 37A, 37K, 65, 67C, 68E, 68M, 93B, 95A, 97A, 97K, 121, 121A, 123K, 124E, 149B, 152, 153, 155A, 155K, 156E, 156M, 181B, 182, 183, 183A, 185C, 185M, 211B, 214, 217A, 217K, 218M, 251, 251A, 253A, 253K, 253T

LH 3, 4, 5, 6, 7, 8, 11STANDARD 3.3(SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Discussion

1Speak in complete sentences.

1-1

1-2

1-3

8-9, 10G, 10N, 10O, 10S, 23D, 25C, 27B, 27C, 28G, 28H, 28N, 28O, 28S, 41C, 41D, 45B, 45C, 47E, 47N, 48G, 48O, 48S, 65D, 67C, 69C, 70-71, 71B, 72G, 72O, 72S, 89D, 93C, 95C, 96G, 96O, 96S, 113D, 115C, 117E, 118G, 118O, 118S, 135D, 139C, 141C

6-7, 8G, 8O, 8S, 25D, 25K, 29C, 31C, 31I, 31L, 32G, 32O, 32S, 53D, 55C, 57E, 57F, 58G, 58O, 58S, 79D, 81C, 83E, 84G, 84O, 84S, 101C, 101D, 101K, 105C, 107C, 108G, 108O, 108S, 129D, 130, 131C, 133C, 134G, 134O, 134S, 155B, 155D, 159C, 161C

6-7, 8G, 8O, 8S, 29D, 33C, 35E, 36G, 36N, 36O, 36S, 57D, 59C, 61C, 62G, 62O, 62S, 83D, 85C, 87C, 88G, 88O, 88S, 105D, 109C, 111C, 112G, 112O, 112S, 137D, 141C, 143E, 144G, 144O, 144S, 165D, 171D, 173C

T 4

53


1-4

1-5

6-7, 8G, 8O, 8S, 29D, 33C, 35C, 36G, 36O, 36S, 61D, 63C, 65C, 66O, 66S, 91D, 95C, 97C, 98G, 98O, 98P, 98S,119D, 121B, 121C, 123C, 124G, 124O, 124S, 145C, 145D, 151D, 153E, 154G, 154O, 154S, 179D, 181C, 183C, 183I, 183K, 184G, 184O, 184S, 209D, 213B, 213C, 215C, 216G, 216O, 216S, 245C, 245D, 247C, 249E

6-7, 8G, 8O, 8S, 33D, 33E, 35, 35C, 37C, 38E, 38G, 38O,38S, 59C, 59D, 65D, 67E, 68G, 68O, 68S, 93D, 95C, 97C, 98G, 98O, 98S, 119D, 121C, 123C, 124G, 124O, 124S, 149D, 153C, 155C, 156G, 156O, 156S, 181C, 181D, 183C, 185E, 186G, 186O, 186S, 211D, 215C, 217C, 218G, 218O, 218S, 247D, 251C, 253C

2Offer personal opinions in discussion and retell personal experiences.

1-1

1-2

1-3

1-4

1-5

8-9, 10G, 10O, 10S, 22, 23D, 25C, 27C, 28G, 28H, 28O, 28S, 34-35, 41D, 45C, 47E, 48G, 48O, 48S, 64, 65D, 67B, 67C, 69C, 70-71, 72G, 72O, 72S, 88, 89D, 93C, 95B, 95C, 96G, 96O, 96S, 113D, 115C, 117E, 118G, 118O, 118S, 134, 135D, 139C, 141C

6-7, 8G, 8O, 8S, 25D, 29C, 31C, 32G, 32O, 32S, 36-37, 53D, 55C, 57E, 57F, 58G, 58O, 58S, 79D, 81C, 83E, 83N, 84G, 84O, 84S, 100, 101D, 105C, 107C, 108G, 108O, 108S, 127, 129D, 130, 131C, 133C, 134G, 134O, 134S, 148-149, 152-153, 154, 155B, 155D, 159C, 161C

6-7, 8G, 8O, 8S, 28, 29D, 33C, 35E, 36G, 36N, 36O, 36S, 57D, 59C, 61C, 62G, 62O, 62S, 83D, 84, 85C, 87C, 88G, 88O, 88S, 105D, 109C, 111C, 112G, 112O, 112S, 136, 137D, 141C, 143E, 144G, 144O, 144S, 165D, 171D, 173C

6-7, 8G, 8O, 8S, 29D, 33C, 35C, 36G, 36O, 36S, 52-53, 59, 61D, 63C, 65C, 66O, 66S, 70-71, 91D, 95C, 97C, 98G,98O, 98P, 98S, 119D, 121C, 123C, 124G, 124O, 124S, 143, 145C, 145D, 151D, 153E, 154G, 154O, 154S, 172-173, 176-177, 179D, 181C, 183C, 183K, 184G, 184O, 184S, 194-195, 207, 209D, 213C, 215C, 216G, 216O, 216P, 216S, 242-243, 244-245, 245C, 245D, 247C, 249E

6-7, 8G, 8O, 8S, 20-21, 33D, 33E, 35, 35C, 37C, 38E, 38G, 38O, 38S, 56, 59D, 65D, 67E, 68G, 68O, 68S, 80-81,90-91, 93D, 95C, 97C, 98G, 98O, 98S, 117, 119D, 121C, 123C, 124G, 124O, 124S, 138-139, 149D, 153C, 155C, 156G, 156O, 156S, 181C, 181D, 183C, 185E, 186G, 186O, 186S, 210, 211D, 215B, 215C, 217C, 218G, 218O, 218S, 244, 247D, 251C, 253C

3Role-play situations and dramatize story events.

1-1

1-2

1-3

1-4

1-5

113J, 117K

58N, 83K, 129J, 155J, 161T

57J, 61I, 87I, 105J, 143K, 165K, 173I

29J, 145C, 151E, 154E, 209J, 213B

37I, 59J, 149J, 155I, 185K, 211J, 247C, 253I

54



1Respond to ideas and questions posed by others.

1-1

1-2

1-3

1-4

1-5

8-9, 10G, 10O, 10S, 22, 23D, 25C, 27C, 28G, 28H, 28O, 28S, 40, 41D, 45C, 45D, 47E, 48G, 48O, 48P, 48S, 64, 65D, 67C, 69C, 69T, 70-71, 72G, 72O, 72S, 88, 89D, 93C, 93D, 95C, 96G, 96H, 96O, 96P, 96S, 111, 113D, 115C, 117E, 118G, 118O, 118P, 118S, 134, 135D, 139C, 139D, 141C, 141T

6-7, 8G, 8O, 8S, 23, 25D, 29C, 31C, 32G, 32H, 32O, 32P, 32S, 52, 53D, 55C, 57E, 57F, 58G, 58O, 58S, 77, 79D, 81C, 83E, 84G, 84O, 84P, 84S, 100, 101D, 105C, 107C, 108G, 108O, 108S, 127, 129D, 129E, 130, 131C, 133C, 134G, 134O, 134P, 134S, 154, 155B, 155D, 159C, 161C,161T, 161V

6-7, 8G, 8H, 8O, 8P, 8S, 28, 29D, 33C, 33D, 35E, 36G, 36N, 36O, 36S, 55, 57D, 59C, 61C, 62G, 62O, 62S, 81, 83D, 83E, 84, 85C, 87C, 88G, 88O, 88P, 88S, 103, 105D, 105E, 109C, 111C, 112G, 112O, 112P, 112S, 136, 137D, 137E, 141, 141C, 141D, 143E, 144G, 144H, 144O, 144S,163, 165D, 165E, 171D, 173C, 173D, 173T, 173V

6-7, 8G, 8H, 8O, 8S, 27, 29D, 33C, 35C, 36G, 36H, 36O, 36S, 59, 61D, 63C, 65C, 66O, 66S, 90, 91D, 95C, 97C, 98G, 98O, 98P, 98S, 117, 119D, 121C, 123C, 124G, 124O, 124S, 143, 145C, 145D, 151D, 151E, 153E, 154G, 154O, 154S, 179D, 181C, 183C, 183K, 184G, 184O, 184S, 209D, 213C, 213D, 215C, 216G, 216O, 216S, 244, 245C, 245D, 247C, 249E, 249V, 249X, 249Z

6-7, 8G, 8O, 8P, 8S, 31, 33D, 33E, 35, 35C, 35D, 37B, 37C, 38E, 38G, 38H, 38O, 38P, 38S, 56, 59D, 65D, 67E, 67F, 68G, 68O, 68P, 68S, 92, 93D, 95C, 95D, 97C, 98G, 98H, 98O, 98P, 98S, 117, 119D, 121C, 123C, 124G, 124O, 124S, 147, 149D, 153C, 153D, 155C, 156G, 156H,156O, 156S, 179, 181C, 181D, 183C, 185E, 186G, 186O, 186S, 210, 211D, 211E, 215C, 217C, 218G, 218O, 218S,244, 247D, 247E, 251C, 253C, 253T, 253V, 253X

2Ask and answer various types of questions.

1-1

1-2

1-3

1-4

1-5

27L, 72N, 96N, 113C, 117DT 7, 9

31L, 57D, 57F, 57N, 83N, 133K, 133L, 161B

35N, 111L, 137J, 143N

35L, 65K, 120, 121B, 154E, 179J, 209C, 216N

35B, 67N, 253LC. Word Choice

1Attempt to use new vocabulary learned from shared literature and classroom experiences.

1-1

1-2

10S, 27D, 27H, 28H, 28S, 41E, 47J, 48S, 69H, 72S, 96S, 113E, 117J, 118S

8S, 25E, 31H, 32S, 55D, 57J, 58S, 83J, 84S, 108S, 133H, 161D

55


1-3

1-4

1-5

8S, 35J, 36S, 61H, 85D, 88S, 112H, 112S, 143J, 173H

35H, 61I, 65H, 97H, 119I, 179I, 181D, 183H, 215H, 249J

35H, 59I, 67J, 93E, 93I, 95H, 97H, 123H, 124S, 155H, 185J, 186P, 217H, 218P, 250, 253H

2Use descriptive words to clarify and extend ideas.

1-4

1-5

124N, 145C, 151C, 153N, 154N, 179C, 183B, 216N, 245C, 249D

T 9, 10, 13

253LD. Oral Presentation

1Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes).

1-1

1-2

1-3

1-4

1-5

23C, 25D, 27B, 41C, 41E, 65E, 69L, 113E, 135C

25E, 31B, 55D, 79C, 133B, 155E, 159B, 161L

143D

66P, 91C, 98E, 119E, 121B, 184P, 209E

59C, 93E, 97L, 119C, 124P, 156P2Participate in choral reading to develop phonemic awareness, oral language, and fluency.

1-1

1-2

1-3

1-4

1-5

23J, 27D, 69I, 135K

8P, 79J, 131B, 133I, 161I

35K, 137K, 143K

61J, 97I, 119J, 153K, 179C, 183B, 183I, 215L, 249K

67K, 93J, 156P, 217I, 247J3Retell a story to check for understanding.

1-1

1-2

1-3

1-4

1-5

23A, 41A, 65A, 89A, 113A, 135A

25A, 53A, 58H, 79A, 101A, 101K, 129A, 155A

29A, 57A, 83A, 87I, 105A, 137A, 165A

29A, 61A, 91A, 119A, 145A, 179A, 209A, 245A

33A, 59A, 93A, 119A, 149A, 181A, 185F, 186N, 211A4Read aloud from developmentally appropriate texts with attention to expression.

1-1

1-2

1-3

1-4

1-5

23J, 27I, 41J-K, 47K, 65J, 69I, 89J-K, 95I, 113J, 117K, 135J-K, 141I

25J-K, 31I, 53J, 55B, 57K, 79J, 83K, 101J-K, 107I, 129J, 133I, 155J-K, 155K, 161I

29J-K, 29K, 35K, 57J, 61I, 83J, 87I, 87L, 105J-K, 105K, 111I, 137J-K, 143K, 165J-K, 173I

29J-K, 29K, 35D, 35I, 61J, 65I, 91J-K, 97I, 119J, 123I, 145J-K, 145K, 153K, 179J, 183I, 209J-K, 215I, 245J, 249K

33J, 37I, 59J-K, 67K, 93J, 97I, 119J, 123I, 149J-K, 149K, 155I, 181J, 185K, 211J-K, 211K, 217I, 247J-K, 253I

56


STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening

1Listen and respond appropriately to directions.

1-1

1-2

1-3

1-4

1-5

9B, 71B

7B

7B

7B

7B2Listen to hear initial, final, and eventually middle sounds in words.

1-1

1-2

1-3

1-4

1-5

10H, 23E, 28H, 41E, 47F, 48H, 72H, 72P, 89E, 96H, 115D, 118H, 139D

8H, 32P, 84H, 108H, 131D, 134H

36H, 62H, 88F, 109D, 111D, 112P, 137E, 144H, 171E

29E, 33D, 35D, 36H, 36P, 63D, 65D, 66H, 66P, 95D, 97D,98H, 121D, 123D, 124H, 151E, 184P, 215D, 216H, 247D

8P, 38H, 65E, 68H, 68P, 98H, 123D, 155D, 156H, 183D, 185F, 217D, 247E, 251D

3Listen to a familiar text being read to begin tracking print.

1-1

1-2

1-3

1-4

1-5

23C, 23JI 3, 5, 7, 9, 11, 15, 17, 21, 23, 27, 29, 33

8N, 53I, 53J, 131B, 156-157

29K, 35F, 62N, 165J, 173I

61C, 61I, 65D, 66N, 145J, 153K, 153N, 184H, 209K

8H, 8N, 33J, 37I, 59C, 97D, 123I, 149K, 211K, 218H, 247I, 247J-K

4Listen to a spoken word to produce another word that rhymes with it.

1-1

1-2

1-3

1-4

1-5

10H, 10P, 23E, 27E, 69E, 95E, 141E

32H, 55D, 57F, 105D, 107E, 134E

105C, 141B

36H, 65E, 98I, 123E, 153G, 183E

8H, 33E, 37D, 67G, 183D, 253EB. Listening Comprehension

1Listen to make predictions about stories read aloud.

1-4

1-5

123D

181E57


2Follow simple oral directions.

1-1

1-2

1-3

1-4

1-5

9B, 71B

7B

7B

7B

7B3Recall information from listening to stories, poems, television, and film.

1-1

1-2

1-3

1-4

1-5

9A, 10H, 10P, 23C, 23E, 27D, 28H, 28P, 41C, 42-43, 45D, 47F, 48H, 48N, 48P, 65C, 67D, 69D, 69L, 69T, 72H, 72N, 72P, 89E, 93D, 95D, 96H, 96N, 96P, 115D, 117F, 117N, 118H, 118N, 118P, 135E, 136-137, 139D, 141D, 141T

8H, 8N, 8P, 29B, 29D, 31B, 31D, 32N, 32P, 53C, 53E, 58H, 58N, 58P, 79C, 79E, 81B, 83F, 84H, 84N, 84P, 101E, 102-103, 105B, 105D, 107B, 107D, 108P, 129E, 131B, 131D, 133B, 134H, 134N, 134P, 155E, 156-157, 159D, 161L, 161T, 161V

T 15

7A, 8H, 8N, 8P, 29C, 29E, 30-31, 35F, 35N, 36A, 36H, 36N, 36P, 57C, 57E, 59B, 59D, 61D, 62H, 62N, 62P, 83C, 83E, 85B, 85D, 87B, 87D, 88F, 88N, 88P, 105C, 105E, 106-107, 109B, 109D, 111B, 111D, 112H, 112N, 112P, 137C, 137E, 138-139, 141B, 141D, 143F, 144H, 144P, 165C, 171C, 171E, 173B, 173D, 173T, 173V

7A, 8H, 8N, 8P, 29C, 29E, 30-31, 33B, 33D, 35B, 35D, 36H, 36N, 36P, 61C, 61E, 63B, 63D, 65B, 65D, 66H, 66N, 91E, 95B, 95D, 97B, 97D, 97I, 98H, 98P, 121D, 123D, 123L, 124H, 124N, 124P, 151E, 153F, 153M, 153N, 154H, 154N, 154P, 179C, 179E, 181B, 181D, 183B, 183D, 184H, 184N, 184P, 209E, 210-211, 213D, 215D,215L, 216H, 216P, 245E, 247B, 247D, 249D, 249F, 249N, 249V, 249X

7A, 8H, 8N, 33E, 35D, 37B, 37D, 38H, 38N, 38P, 59C, 59E, 65C, 65E, 67F, 68H, 68P, 93E, 95B, 95D, 97B, 97D, 97L, 98H, 98N, 98P, 119C, 119E, 121B, 121D, 123D, 123L, 124H, 124N, 149C, 149E, 150-151, 153B, 153D, 155D, 156H, 156P,181C, 181E, 183D, 185D, 185F, 186H, 186N, 186P, 211C, 211E, 212-213, 215B, 215D, 217D, 217L, 218H, 218P, 251B,251D, 253D, 253T, 253X

4Retell, reenact, or dramatize stories or parts of stories heard.

1-1

1-2

1-3

10H, 27D, 28H, 47F, 48H, 48N, 69D, 69T, 72H, 95D, 96H, 96N, 113J, 117F, 117K, 117N, 118H, 118N, 141D, 141T

8H, 8N, 29B, 31D, 32N, 57K, 58H, 58N, 83F, 83K, 84H, 84N, 105B, 107D, 129J, 155J, 161T, 161V

8H, 8N, 35F, 36A, 36H, 36N, 57C, 57J, 61D, 61I, 62H, 62N, 87B, 87D, 87I, 88F, 88N, 105J, 111D, 112H, 143F, 143K, 144H, 165K, 173D, 173I, 173K, 173L, 173T, 173V

58


1-4

1-5

8H, 8N, 29C, 29J, 35D, 36H, 36N, 65D, 66H, 95B, 97B, 97D, 98H, 123D, 123L, 124H, 153F, 154F, 154H, 181B, 183D, 184H, 184N, 209C, 209J, 212, 215D, 215L, 216H,249F, 249V, 249X

8H, 8N, 37D, 37I, 38H, 38N, 59J, 67F, 68H, 97D, 98H, 98N, 123D, 124H, 124N, 149J, 155D, 155I, 156H, 185D, 185F, 185K, 186H, 186N, 211J, 217D, 218H, 251B, 253D, 253I, 253T, 253X

5Respond appropriately to questions about stories read aloud.

1-1

1-2

1-3

1-4

1-5

10H, 27D, 28H, 47F, 48H, 48N, 67D, 69D, 69T, 72H, 95D, 96H, 96N, 117F, 117N, 118H, 118N, 141D, 141T

T 11

8H, 8N, 29B, 31D, 32N, 58H, 58N, 81B, 83F, 84H, 84N, 105B, 107B, 107D, 134H, 161T, 161V

T 15

8H, 8N, 35F, 35N, 36A, 36H, 36N, 36P, 57C, 61D, 62H, 62N, 83C, 87B, 87D, 88F, 88H, 88N, 88P, 105J, 111B, 111D, 112H, 141B, 143F, 144H, 173D, 173T, 173V

T 13, 14

8H, 8N, 29C, 33D, 35D, 36H, 36N, 65D, 66H, 95B, 97B, 97D, 98H, 123D, 123L, 124H, 153F, 153M, 154H, 181B,183D, 183I, 184H, 184N, 215D, 215L, 216H, 249F, 249V,249X

8H, 8N, 37D, 38H, 38N, 67F, 68H, 97D, 98H, 98N, 123D, 124H, 124N, 155D, 156H, 185D, 185F, 186H, 186N, 217D, 218H, 251B, 253D, 253T, 253X

T 116Begin to track print when listening to a familiar text being read or when rereading their own writing.

1-1

1-2

1-3

1-4

1-5

23C, 23JI 3, 5, 7, 9, 11, 15, 17, 21, 23, 27, 29, 33

8N, 53I, 53J, 131B, 156-157

29K, 35F, 62N, 165J, 173I

61C, 61I, 65D, 66N, 145J, 153K, 153N, 184H, 209K

8H, 8N, 33J, 37I, 59C, 97D, 123I, 149K, 211K, 218H, 247I, 247J-K

7Ask questions for clarification and explanation of stories and ideas heard.

1-1

1-2

1-3

1-4

1-5

27L, 113C

31L, 57D, 57F, 57N, 83N, 133K, 133L, 161B

35N, 111L, 137J, 143N

35L, 65K, 121B, 209C, 216N

35B, 67N, 253L

59



1Retell the story from a favorite media program (e.g., television, movie).

This skill is taught in Grades 2 through 6.

2Distinguish between "pretend" and "real" in the media.

1-1

1-2

1-3

1-4

1-5

84-85, 122-123

62-63, 108P

116-117, 132-133, 137A, 143F

125A, 134-135, 145A, 153F, 178, 190-191, 198-199

68N, 92, 130-131, 1473Begin to recognize that media messages have different purposes.

1-4 65K

4Speculate about visual representations (e.g., pictures, artwork).

1-1

1-2

1-3

1-4

1-5

23J, 32-33, 36-37, 40, 80-81, 102-103, 130-131

90-91, 146-147, 152-153

24-25, 42-43, 92-93, 173I

104-105, 114-115, 123I, 143, 170-171, 222-223, 228-229

59K, 68H, 93J, 104-105, 108-109, 124N, 124P, 124S, 132-133, 134-135, 160-161, 164-165

5Use simple graphs and charts to report data.

1-1

1-2

1-3

1-4

1-5

72M, 96E

29A, 108E

8M, 88M

36M, 247

8M, 98M, 124F, 186M6Begin to recognize the work of a favorite illustrator.

1-1

1-2

1-3

1-4

1-5

41, 65, 89, 112-113

25, 53, 78-79, 101, 129, 155

29, 35F, 56-57, 83, 105, 164-165

28-29, 61, 91, 119, 145, 209

32-33, 58-59, 93, 119, 148-149, 181, 211, 2477Begin to compare and contrast media characters.

This skill is taught in Grades 2 through 6.

60



1Begin to interpret messages in simple advertisements.

1-4 65K

2Sequence a series of pictures or images to tell a story.

1-1

1-5

94-95, 139I, 140-141

218N

BY THE END OF SECOND GRADE:61


STANDARD 3.1(READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.A. Concepts About Print/Text

1Use titles, tables of contents, and chapter headings to locate information.

2-1

2-2

53A-B, 81E-F, 99E-F, 339A, 359, 359A, 436T 4

307A, 331A, 333I, 334-335, 342-343, 344-345, 4202Recognize the purpose of a paragraph.

2-1

2-2

82M, 95B, 97A, 99G, 99Q, 194M, 284M, 309A, 311G, 312M, 337C, 363A, 366M, 391A

96M, 152M, 175C, 306M, 331B, 333A, 335C, 361A, 407ALH 49, 60-61, 64-65, 66-67, 72-73, 76


1Add, delete, or change middle sounds to change words (e.g., pat to put).

2-1

2-2

338I-J, 338K, 338Q-R, 359F-GI 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-

19, 22-23, 26-27, 32, 33, 34, 35, 36, 39, 40, 42, 44T 105

14I-J, 14K, 14Q-R, 33G-H, 39G-H, 40I-J, 40K, 40Q-R, 59G-H, 63E, 64-65, 66I-J, 66K, 66Q-R, 89G-H, 175G-H, 227G-H, 249I-J, 306I-J, 306K, 306Q-R, 331F-G, 336I-J, 336K, 336Q-R, 357F-G, 361E, 362-363

T 2, 6, 8, 102, 1052Use knowledge of letter-sound correspondences to sound out unknown words.

2-1

2-2

15B, 26-27, 173B, 178-179, 312I-J, 312K, 312L, 312Q-R, 331G-H, 338I-J, 338K, 338Q-R, 359F-G, 365G-H

I 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25, 26-27, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44

T 105

14I-J, 14K, 14Q-R, 33G-H, 39G-H, 40I-J, 40K, 40Q-R, 59G-H, 63E, 64-65, 66I-J, 66K, 66Q-R, 89G-H, 175G-H, 200F-G, 200I-J, 200K, 200Q-R, 227G-H, 229B, 240-241, 249I-J, 306I-J, 306K, 306Q-R, 307B, 310-311, 331F-G, 336I-J, 336K, 336Q-R, 357F-G, 361E, 362-363, 364I-J, 364K, 364Q-R, 379G-H, 409G-H

T 2, 6, 8, 56, 102, 105, 107C. Decoding and Word Recognition

1Look for known chunks or small words to attempt to decode an unknown word.

2-1

2-2

15B, 26-27, 173B, 178-179, 195B, 208-209, 339B, 344-345

80-81, 123B, 134-135, 173B, 229B, 240-241, 281B, 288-289,307B, 310-311, 409X

62


2Reread inserting the beginning sound of the unknown word.

2-1

2-2

312I-J, 312K, 312L, 312Q-R, 331G-H, 365G-H, 366I-J, 366K, 366Q-R, 389G-H

I 12-13, 14-15, 37, 38

95G-H, 228I-J, 228K, 228Q-R, 245F-G, 247E, 248-2493Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).

2-1

2-2

14J, 14Q, 47F, 54J, 54Q, 77G, 79E, 80, 82J, 82Q, 95F, 97E, 100J, 100Q, 117F, 124J, 124Q, 145F, 152J, 152Q, 167G, 172J, 172Q, 187G, 226J, 226Q, 247F, 254J, 254Q, 275F, 279E, 284J, 284Q, 305F, 309E, 310, 312J, 312Q, 331G, 338J, 338Q, 359F, 366J, 366Q, 389G, 394J, 394Q, 421G, 423E

14J, 14Q, 33G, 40J, 40Q, 59G, 63E, 64, 66J, 66Q, 89G, 96J, 96Q, 113F, 122J, 122Q, 145G, 147E, 152J, 152Q, 169F, 176J,176Q, 195G, 197E, 200J, 200Q, 221F, 228J, 228Q, 245F, 247E, 248, 250J, 250Q, 271F, 280J, 280Q, 301F, 303E, 304, 307B, 336J, 336Q, 357F, 361E, 362, 364J, 364Q, 379G, 384J,384Q, 403G, 409G

4Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.

2-1

2-2

82I-J, 82K, 82L, 82Q-R, 82S, 95F-G, 95H, 97E, 98-99, 99A, 99M, 100I-J, 100K, 100L, 100Q-R, 100S, 117F-G, 117H, 121G, 123E-F, 123G, 149E-F, 149H, 172I-J, 172K, 172N, 172Q-R, 187D, 187G-H, 191B, 193D, 193N, 225K-L, 226I-J, 226K, 226Q-R, 247F-G, 281K-L, 284I-J, 284K, 284Q-R, 305F-G, 309E, 310-311, 337G-H, 338I-J, 338K, 338Q-R, 359F-G, 393E-F, 394I-J, 394K, 394Q-R, 421G-H, 423E, 424-425, 425K-L

I 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, 41, 42, 43, 44, 45, 46

T 54, 57, 58, 100, 105, 108

14I-J, 14K, 14Q-R, 33G-H, 39A-B, 39G-H, 40I-J, 40K, 40Q-R, 59G-H, 63E, 64-65, 65K, 66I-J, 66K, 66Q-R, 89G-H, 95A-B, 121A-B, 122I-J, 122K, 122L, 122Q-R, 122S, 145G-H, 145I, 147E, 148-149, 149A, 149I-J, 149K, 175G-H, 200F-G, 200I-J, 200K, 200N, 200Q-R, 221C, 225B, 227D, 227G-H, 227N, 249I-J, 277G-H, 280I-J, 280K, 280Q-R, 301F-G, 303E-F, 304-305, 305I-J, 306I-J, 306K, 306Q-R, 331F-G, 336I-J, 336K, 336Q-R, 357F-G, 361E, 362-363, 363E, 364I-J, 364K, 364Q-R, 379G-H, 383J, 409G-H

T 2, 5, 6, 8, 13, 56, 57, 100, 102, 105, 107LH 97-98, 99, 102, 145-146, 147, 186-187, 193

D. Fluency

1Pause at appropriate end points (e.g., comma, period).

2-1

2-2

99O, 117J, 193K, 253K, 306-307, 359J, 389K, 394E

33L, 39K, 89K, 95K, 113J, 145K, 169J-K, 195K, 199O, 221J-K, 271K, 277K, 301J, 357J, 379K, 383K

2Use appropriate pace; "not choppy" or word-by-word.

2-1 47J-K, 53K, 77K, 81O, 95J, 99O, 117J-K, 117K, 123I, 145J, 149I, 167K, 171K, 187K-L, 193K, 219J-K, 225O, 247J-K, 253K, 275J-K, 281O, 305J-K, 306-307, 311O, 331K-L, 337K, 359J-K, 365K, 389K, 393I, 394E, 421K, 425O

2-2 33K-L, 39K, 59K-L, 65O, 89K-L, 95K, 113J, 121K, 145K, 149M, 169J-K, 175K, 195K, 199O, 221J-K, 227K, 245J, 249M, 271J-K, 277K, 301J, 305M, 331J, 335K, 357J-K, 363O, 379K, 383K, 403K-L, 403L, 409K

63


3Use appropriate inflection (e.g., dialogue, exclamations, questions).

2-1

2-2

47J-K, 53K, 81O, 99O, 117K, 149I, 167K, 171K, 187K-L, 219J-K, 225O, 247J-K, 275J-K, 281O, 305J-K, 306-307, 311O, 365K, 389K, 394E, 425O

33K, 39K, 59K-L, 65O, 89K-L, 95K, 145K, 149M, 169J-K, 175K, 195K, 199O, 221J, 227K, 271J, 301J, 305M, 357J, 379K, 383K, 403L, 409K

4Read silently without finger or lip movement.

2-1

2-2

14N, 47C, 51B, 53D, 53L, 53N, 54N, 77D, 79B, 81H, 81P, 81R, 82N, 95C, 97B, 99H, 99P, 99R, 100N, 117C, 121B, 123B, 123J, 123L, 124N, 145C, 147B, 149B, 149J, 149L, 149S-T, 149U-V, 152N, 167D, 169B, 171D, 171L, 171N, 172N, 187D, 191B, 193D, 193L, 193N, 219C, 223B, 225H, 225P, 225R, 226N, 247C, 251B, 253D, 253L, 253N, 254N, 275C, 279B, 281H, 281P, 281R, 281Y-Z, 281AA-BB, 284N, 305C, 309B, 311H, 311P, 311R, 312N, 331D, 335B, 337D, 337L, 337N, 338N, 359C, 363B, 365D, 365L, 365N, 366N, 389D, 391B, 393B, 393J, 393L, 394N, 421D, 423B, 425H, 425P, 425R, 425Y-Z, 425AA-BB

14N, 33D, 37B, 39D, 39L, 39N, 40N, 59D, 63B, 65H, 65P, 65R, 66N, 89D, 93B, 95D, 95L, 95N, 96N, 113C, 119B, 121D, 121L, 121N, 122N, 145D, 147B, 149F, 149N, 149P, 149W-X, 149Y-Z, 152N, 169C, 175D, 175L, 175N, 176N, 195D, 197B, 199H, 199P, 199R, 200N, 221C, 225B, 227D,227L, 227N, 228N, 245C, 247B, 249F, 249N, 249P, 250N, 271C, 275B, 277D, 277L, 277N, 277U-V, 277W-X, 280N,301C, 303B, 305F, 305N, 305P, 306N, 331C, 333B, 335D, 335L, 335N, 336N, 357C, 361B, 363H, 363P, 363R, 364N, 379D, 381B, 383D, 383L, 383N, 384N, 403D, 407B, 409D, 409L, 409N, 409U-V, 409W-X

5Self-monitor when text does not make sense.

2-1

2-2

55B, 70-71, 83B, 88-89, 97D, 149V, 255B, 260-261, 313B, 326-327, 395B, 410-411, 425Z, 425BB

67B, 201B, 218-219, 385B, 394-3956Employ learned strategies to determine if text makes sense without being prompted.

2-1

2-2

55B, 68-69, 70-71, 72-73, 83B, 88-89, 97D, 149V, 153B, 158-159, 164-165, 186, 255B, 260-261, 262-263, 281Z, 313B, 318-319, 322-323, 326-327, 328-329, 346-347, 350-351, 367B, 380-381, 395B, 410-411, 425Z, 425BB

26-27, 67B, 78-79, 80-81, 158-159, 162-163, 177B, 186-187, 201B, 218-219, 234-235, 240-241, 260-261, 264-265, 277X, 344-345, 348-349, 385B, 392-393, 394-395, 400-401


1Skip over difficult words in an effort to read on and determine meaning.

2-1

2-2

55B, 70-71, 149V, 255B, 260-261, 313B, 326-327, 425Z, 425BB

67B, 385B, 394-3952Return to the beginning of a sentence and try again.

2-1

2-2

55B, 70-71, 83B, 88-89, 97D, 149V, 255B, 260-261, 313B, 326-327, 395B, 410-411, 425Z, 425BB

67B, 201B, 218-219, 385B, 394-395

64



1Develop a vocabulary of 500-800 regular and irregular sight words.

2-1

2-2

14-15, 14U, 47I, 51H, 53J, 54-55, 54U, 77J, 81B, 81N, 82-83,82U, 95I, 99B, 99N, 100-101, 100U, 117I, 121H, 123H, 124-125, 124U, 145I, 147H, 149H, 152-153, 152U, 167J, 169H, 171J, 172-173, 172U, 187J, 191H, 193J, 194-195, 194U, 219I,225B, 225N, 226-227, 226U, 247I, 251H, 253J, 254-255, 254U, 275I, 281B, 281N, 284-285, 284U, 305I, 311B, 311N, 312-313, 312U, 331J, 335H, 337J, 338-339, 338U, 359I, 363H, 365J, 366-367, 366U, 389J, 391H, 393H, 394-395, 394U, 421J, 425B, 425N

14-15, 14U, 33J, 37H, 39J, 40-41, 40U, 59J, 65B, 65N, 66-67,66U, 89J, 93H, 95J, 96-97, 96U, 113I, 119H, 121J, 122-123, 122U, 145J, 149B, 149L, 152-153, 152U, 169I, 173H, 175J, 176-177, 176U, 195J, 199B, 199N, 200-201, 200U, 221I, 225H, 227J, 228-229, 228U, 245I, 249B, 249L, 250-251, 250U, 271I, 275H, 277J, 280-281, 280U, 301I, 305B, 305L, 306-307, 306U, 331I, 333H, 335J, 336-337, 336U, 357I, 363B, 363N, 364-365, 364U, 379J, 381H, 383J, 384-385, 384U, 403J, 407H, 409J

2Know and relate meanings of simple prefixes and suffixes.

2-1

2-2

281N, 365J

39A-B, 95A-B, 121A-B, 122I-J, 122K, 122Q-R, 145G-H, 147E, 148-149, 152I-J, 152K, 152Q-R, 169F-G, 173E-F, 175A-B, 227A-B, 277A-B, 277G-H, 305I-J, 335G-H, 363K-L, 384I-J, 384K, 384Q-R, 403G-H

T 5, 13, 50, 53, 1103Demonstrate evidence of expanding language repertory.

2-1

2-2

14-15, 14U, 47I, 51H, 53J, 54-55, 54U, 77J, 81B, 81N, 82-83, 82U, 95I, 99B, 99N, 100-101, 100U, 117I, 121H, 123H, 124-125, 124U, 145I, 147H, 149H, 152-153, 152U, 167J, 169H, 171J, 172-173, 172U, 187J, 191H, 193J, 194-195, 194U, 219I, 225B, 226-227, 226U, 247I, 251H, 253J, 254-255, 254U, 275I, 281B, 281N, 284-285, 284U, 305I, 311B, 311N, 312-313, 312U, 331J, 335H, 337J, 338-339, 338U, 359I, 363H, 365J, 366-367, 366U, 389J, 391H, 393H, 394-395, 394U, 421J, 425B, 425N

14-15, 14U, 33J, 37H, 39J, 40-41, 40U, 59J, 65B, 65N, 66-67, 66U, 89J, 93H, 95J, 96-97, 96U, 113I, 119H, 121J, 122-123, 122U, 145J, 149B, 149L, 152-153, 152U, 169I, 173H, 175J, 176-177, 176U, 195J, 199B, 199N, 200-201, 200U, 221I, 225H, 227J, 228-229, 228U, 245I, 249B, 249L, 250-251, 250U, 271I, 275H, 277J, 280-281, 280U, 301I, 305B, 305L, 306-307, 306U, 331I, 333H, 335J, 336-337, 336U, 357I, 363B, 363N, 364-365, 364U, 379J, 381H, 383J, 384-385, 384U, 403J, 407H, 409J

4Understand concept of antonyms and synonyms.

2-1 53J, 99N, 171J, 227A, 230-231, 247A, 251I, 252-253, 311N, 363B

T 602-2 14P, 65F, 95J, 97A, 106, 113A, 119I, 120-121, 175J, 199F,

277J, 363NT 12

65


5Begin to use a grade-appropriate dictionary with assistance from teacher.

2-1

2-2

53A-B, 81E-F, 99E-F, 100F, 363B, 432

227J, 249L, 307A, 416T 104


1Demonstrate ability to recall facts and details of text.

2-1

2-2

18-19, 20-21, 22-23, 28-29, 30-31, 34-35, 44-45, 58-59, 62-63, 66-67, 76, 86-87, 88-89, 106-107, 110-111, 116, 132-133, 136-137, 140-141, 149V, 156-157, 160-161, 162-163, 164-165, 178-179, 182-183, 198-199, 202-203, 208-209, 212-213, 230-231, 258-259, 260-261, 270-271, 281Z, 285A, 290-291, 292-293, 300-301, 305A, 311C-D, 316-317, 318-319, 320-321, 322-323, 324-325, 326-327, 328-329, 342-343, 344-345, 346-347, 354-355, 356-357, 398-399, 402-403, 404-405, 406-407, 408-409, 412-413, 414-415, 416-417, 425Z

T 102

18-19, 22-23, 28-29, 31, 44-45, 46-47, 56-57, 70-71, 72-73, 76-77, 82-83, 84-85, 86-87, 100-101, 106-107, 108-109, 128-129, 132-133, 134-135, 136-137, 138-139, 140-141, 142-143,144, 156-157, 160-161, 164-165, 166-167, 180-181, 182-183,208-209, 214-215, 216-217, 218-219, 232-233, 242-243, 251A, 254-255, 258-259, 264-265, 266-267, 268-269, 271A, 275I, 276-277, 277V, 290-291, 312-313, 314-315, 320-321, 328-329, 340-341, 342-343, 352-353, 357C, 388-389, 392-393, 394-395, 396-397, 409V, 409X

2Recognize cause and effect in text.

2-1

2-2

18-19, 30-31, 32-33, 36-37, 42-43, 156-157, 160-161, 176-177, 180-181, 238-239, 240-241, 258-259, 272-273, 275A, 296-297, 298-299, 320-321, 342-343, 374-375, 378-379, 384-385

15A, 18-19, 20-21, 22-23, 26-27, 31, 33A, 37I, 38-39, 41A, 52-53, 54-55, 59A, 65C-D, 74-75, 84-85, 104-105, 130-131, 186-187, 199E, 214-215, 310-311, 368-369, 370-371, 372-373, 374-375, 388-389, 403A

T 43Make inferences and support them with textual information.

2-1 22-23, 26-27, 42-43, 58-59, 60-61, 64-65, 66-67, 68-69, 72-73, 74-75, 106-107, 108-109, 130-131, 134-135, 149T, 149V, 156-157, 162-163, 166, 194N, 223D, 227B, 234-235, 247C, 258-259, 266-267, 281BB, 288-289, 294-295, 302-303, 304, 316-317, 320-321, 328-329, 330, 344-345, 352-353, 354-355, 367A, 370-371, 384-385, 389A, 391I, 392-393, 406-407, 412-413, 419, 425H

T 1072-2 37D, 41B, 46-47, 48-49, 52-53, 59F, 67A, 70-71, 72-73, 89A,

93I, 94-95, 100-101, 102-103, 104-105, 108-109, 126-127, 128-129, 132-133, 149Z, 166-167, 180-181, 210-211, 232-233, 238-239, 254-255, 258-259, 262-263, 268-269, 277X, 281A, 284-285, 286-287, 292-293, 301A, 305C-D, 310-311, 312-313, 322-323, 328-329, 368-369, 370-371, 372-373, 378, 390-391

66


4Continue to identify story elements in text.

2-1

2-2

24-25, 36-37, 38-39, 42-43, 70-71, 72-73, 82N, 83A, 86-87, 95A, 99C-D, 104-105, 106-107, 110-111, 112-113, 114-115, 117C, 120, 123D, 125A, 128-129, 136-137, 138-139, 142-143, 144, 145A, 147I, 148-149, 149T, 169B, 198-199, 200-201, 204-205, 206-207, 208-209, 212-213, 214-215, 232-233, 242-243, 247A, 247C, 247K, 260-261, 262-263, 270-271, 275C, 281Z, 288-289, 290-291, 294-295, 305C, 372-373, 374-375, 378-379, 386-387, 398-399, 402-403, 406-407, 410-411, 412-413, 421A, 425BB

T 7, 11

26-27, 28-29, 48-49, 50-51, 52-53, 56-57, 86-87, 102-103, 110-111, 112, 113A, 113C, 142-143, 149X, 149Z, 153A, 156-157, 160-161, 169A, 169C, 173I, 174-175, 180-181, 184-185, 190-191, 196, 200N, 204-205, 208-209, 218-219, 221C, 224, 227D, 256-257, 266-267, 277V, 277X, 286-287, 288-289, 290-291, 368-369, 374-375, 376-377, 379D, 381B, 383A, 388-389, 390-391, 396-397, 400-401, 409V, 409X

T 525Respond to text by using how, why, and what-if questions.

2-1

2-2

44-45, 76, 93, 116, 144, 149T, 149V, 166, 186, 216, 245, 274, 281Z, 281BB, 304, 330, 359, 388, 419, 425Z, 425BB

31, 58, 88, 112, 144, 149X, 149Z, 168, 192, 220, 244, 270, 277V, 277X, 298, 331, 355, 378, 402, 409V, 409X


1Locate information using alphabetical order.

2-1

2-2

53A-B, 81E-F, 99E-F, 171A-B, 193A-B, 225E-F, 432, 433T 4

307A, 416, 417T 104

2Read a variety of nonfiction and fiction books and produce evidence of reading.

2-1

2-2

16-45, 53L, 56-76, 81H, 81P, 84-93, 95C, 99P, 100E, 100N, 102-116, 123J, 126-143, 149J, 149S-T, 149U-V, 154-166, 171L, 193L, 196-216, 223, 225P, 228-245, 253L, 256-274, 281P, 281Y-Z, 281AA-BB, 311P, 312N, 314-330, 337L, 340-359, 365L, 368-388, 393J, 394M, 425P, 425Y-Z, 425Z, 425AA-BB

14E, 16-31, 39L, 40E, 42-57, 65P, 66E, 68-88, 90-91, 95L, 98-112, 121L, 122E, 124-144, 149N, 149W-X, 149Y-Z, 152H, 154-168, 169E, 175F, 175L, 175N, 175O, 175P, 178-193, 199P, 202-220, 227L, 228N, 249N, 252-270, 271C, 272-273, 277L, 277M, 277U-V, 277W-X, 282-298, 303, 305N, 307A, 335L, 338-355, 361, 363P, 366-378, 383L, 386-402, 409L, 409Q, 409R, 409U-V, 409W-X

LH 68-69STANDARD 3.2(WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

67


A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing.

2-1

2-2

14M, 53C, 81G, 95B, 117B, 124M, 145B, 147A, 149A, 149K, 171C, 193C, 194M, 219B, 226M, 247B, 254M, 275B, 279A, 281G, 281Q, 311G, 337C, 359B, 389C, 394M, 421C, 423A, 425G, 425Q, 430-431

39C, 65G, 89C, 113B, 122M, 145C, 147A, 149E, 149O, 175C, 199G, 221B, 245B, 250M, 271B, 275A, 277C, 277M, 305E, 335C, 357B, 379C, 384M, 403C, 407A, 409C, 409M, 414-415

LH 6-92Observe the modeling of writing.

2-1

2-2

100M, 101C, 102, 117B, 172M, 194M, 226M, 227C, 228, 332-333, 338M, 395C, 396

14M, 40H, 40M, 66M, 96M, 152M, 228M, 229C, 230, 280M, 336M, 364M, 365C, 366

LH 50-51, 52-53, 54-55, 56-57, 72-73, 74-753Begin to develop an awareness of simple story structures and author's voice.

2-1

2-2

101C, 102, 226M, 227C, 228, 247B, 395C, 396, 438-439

305E, 365C, 366, 422-423LH 52-53

4Use sentences to convey ideas in writing.

2-1

2-2

50, 51, 53C, 54M, 77C, 79B, 81G, 81H, 81Q, 99R, 100E, 193D, 193F, 222, 223, 308, 309, 338E, 425G

T 2, 5

40E, 63, 65R, 89B, 122E, 152M, 169B, 173, 228M, 274, 303, 332, 361, 384E, 403C

LH 22-25

5Maintain the use of a basic writing process to develop writing.

2-1

2-2

95B, 97A, 99G, 99Q, 100M, 117B, 121A, 123A, 123K, 219B, 223A, 225G, 225Q, 247B, 251A, 253C, 253M, 338M, 359B, 363A, 365C, 365M, 366M, 389C, 391A, 393A, 393K, 428-429

66M, 89C, 93A, 95C, 95M, 96M, 113B, 119A, 121C, 121M,200M, 221B, 225A, 227C, 227M, 228M, 245B, 247A, 249E, 249O, 336M, 357B, 361A, 363G, 363Q, 364M, 379C, 381A, 383C, 383M, 412-413

6Use graphic organizers to assist with planning writing.

2-1

2-2

95B, 117B, 219B, 247B, 312M, 331C, 337C, 359B, 366E, 389C, 430-431, 438-439

39C, 65G, 89C, 113B, 199G, 221B, 245B, 305E, 335C, 357B,379C, 414-415, 422-423

7Compose readable first drafts.

2-1

2-2

53C, 81G, 97A, 121A, 147A, 149A, 149K, 171C, 193C, 223A, 251A, 254M, 275B, 279A, 281G, 281Q, 311G, 337C, 363A, 391A, 394M, 421C, 423A, 425G, 425Q

39C, 65G, 93A, 119A, 122M, 145C, 147A, 149E, 149O, 175C, 199G, 225A, 247A, 250M, 271B, 275A, 277C, 277M, 305E, 361A, 381A, 384M, 403C, 407A, 409C, 409M

68


8Use everyday words in appropriate written context.

2-1

2-2

15, 47I, 51H, 53C, 55, 81B, 99B, 101, 121H, 125, 153, 173, 191H, 193D, 195, 225B, 251H, 255, 285, 311B, 313, 331J, 359I, 367, 395, 421J

T 2

15, 41, 67, 89J, 97, 113I, 123, 149L, 153, 169I, 177, 195J, 199B, 201, 229, 249B, 251, 271I, 275H, 281, 307, 333H, 337, 357I, 363B, 363N, 365, 379J, 385

9Reread drafts for meaning, to add details, and to improve correctness.

2-1

2-2

53M, 79A, 81Q, 99G, 123A, 193M, 253C, 311Q, 337M, 365C, 393A, 442-443

39M, 95C, 121C, 249E, 305O, 335M, 363G, 383C, 426-427LH 6-9, 10-13

10Focus on elaboration as a strategy for improving writing.

2-1

2-2

53M, 79A, 81Q, 99G, 123A, 193M, 253C, 311Q, 337M, 365C, 393A, 442-443

95C, 249E, 363G, 383C, 426-427LH 6-9

11Participate with peers to comment on and react to each other's writing.

2-1

2-2

53M, 81Q, 99G, 123A, 171M, 193M, 225G, 253C, 311Q, 337M, 365C, 393A, 445

39M, 65Q, 95C, 121C, 175M, 199Q, 227C, 249E, 305O, 335M, 363G, 383C, 429

LH 40-4112Use a simple checklist to improve elements of own writing.

2-1

2-2

14N, 53M, 53N, 79A, 81Q, 99G, 123A, 171M, 193M, 225G, 253C, 311Q, 337M, 365C, 393A, 442-443

39M, 65Q, 95C, 121C, 175M, 199Q, 227C, 249E, 305O, 335M, 363G, 383C, 426-427

LH 6-9, 10-13, 18-21, 22-25, 26-2713Use computer writing applications during some parts of the writing process.

2-1

2-2

14E, 51A, 54E, 79A, 97A, 121A, 147A, 169A, 172F, 191A, 194F, 251A, 279A, 309A, 335A, 338F, 363A, 391A, 394F, 423A, 437

14F, 37A, 40F, 63A, 93A, 96F, 119A, 122F, 147A, 152F, 173A, 197A, 200F, 225A, 247A, 250F, 275A, 306F, 333A, 336F, 361A, 364F, 384F, 407A, 409C, 421

LH 26, 27B. Writing as a Product (resulting in a formal product or publication)

1Produce finished writings to share with classmates and/or for publication.

2-1 53N, 81R, 99Q, 99R, 123K, 123L, 124M, 145B, 147A, 149A, 149K, 149L, 171N, 193N, 225Q, 225R, 253M, 253N, 254M, 275B, 279A, 281G, 281Q, 281R, 311R, 337N, 365M, 365N, 393K, 393L, 394M, 421C, 423A, 425G, 425Q, 425R

2-2 39N, 65R, 95M, 95N, 121M, 121N, 122M, 145C, 147A, 149E, 149O, 149P, 175D, 199R, 227M, 227N, 249O, 249P, 250M, 271B, 275A, 277C, 277D, 277M, 305P, 335N, 363Q, 363R, 383M, 383N, 384M, 403C, 407A, 409C, 409M, 409N

LH 28-292Produce stories from personal experiences.

2-1

2-2

190, 193C, 193M

14M, 39C, 39N, 96E, 96M, 113B, 119A, 121C, 121M, 228M, 245B, 247A, 249E, 249O, 280M, 301B, 303A, 305E, 305O

69


3Produce a narrative with a beginning, middle, and end.

2-1

2-2

120, 149K, 247B, 251A, 253C, 253M, 281G, 425R, 438-439

33C, 37A, 147A, 200E, 224, 379B, 4224Write nonfiction pieces, such as letters, procedures, biographies, or simple reports.

2-1

2-2

50, 95C, 99B, 99R, 100M, 117B, 121, 121A, 123A, 123K, 146, 152E, 168, 169, 172E, 191, 194E, 226E, 278, 311G, 311Q, 312E, 335, 337C, 337M, 338M, 359B, 363A, 365C, 365M, 389D, 421B, 422

59B, 59C, 63A, 65G, 65Q, 89B, 92, 118, 122E, 146, 176E,196, 246, 280E, 306E, 306M, 331B, 333A, 335C, 335M, 336E, 336M, 357B, 361A, 363G, 363Q, 364E, 364M, 379C,380, 381A, 383C, 383M, 403B, 409C, 409F, 424-425

5Organize favorite work samples in a writing folder or portfolio.

2-1

2-2

53N, 81R, 99Q, 99R, 123K, 123L, 124M, 145B, 147A, 149A, 149K, 149L, 171M, 171N, 193N, 225Q, 225R, 253M, 253N, 254M, 275B, 279A, 281G, 281Q, 281R, 311R, 337N, 365M, 365N, 393K, 393L, 394M, 421C, 423A, 425G, 425Q, 425R

39N, 65R, 95M, 95N, 121M, 121N, 122M, 145C, 147A, 149E, 149O, 149P, 175D, 199R, 227M, 227N, 249O, 249P, 250M, 271B, 275A, 277C, 277D, 277M, 305P, 335N, 363Q, 363R, 383M, 383N, 384M, 403C, 407A, 409C, 409M, 409N

LH 28-29C. Mechanics, Spelling, and Handwriting

1Use correct end point punctuation.

2-1

2-2

54N, 77D, 79B, 81H, 81R, 82N, 95C, 97B, 99H, 99RT 5, 6

LH 82-83, 84, 85-86, 87, 176, 177, 1792Apply basic rules of capitalization.

2-1

2-2

14N, 47C, 51B, 123A, 219H, 223E, 224-225, 226N, 247C, 251B, 253D, 253N, 254N, 275C, 279B, 281H, 281R, 284N, 305C, 309B, 311H, 311R, 312N, 331D, 335B, 337D, 337N, 338N, 359C, 363B, 365D, 365N, 366N, 391B, 393B, 393L

T 2, 56, 59, 62, 101, 103, 106

14NLH 79-80, 81, 84, 103-104, 105, 106-107, 108, 109-

110, 111, 112-113, 114, 115-116, 117, 118-119, 120, 123, 138, 181, 182, 183

3Use correct spelling of some high frequency words.

2-1 14L, 47H, 53I, 54L, 77I, 81M, 82L, 95H, 99M, 100L, 100S, 117H, 123G, 124L, 145H, 149G, 152L, 167I, 171I, 172L, 187I, 193I, 194L, 219H, 225M, 226L, 247H, 253I, 254L, 275H, 281M, 284L, 305H, 311A, 311M, 312L, 331I, 337I, 338L, 359H, 365I, 366L, 389I, 393G, 394L, 421I, 425M

2-2 14L, 33I, 37G, 39I, 40L, 59I, 65A, 65M, 66L, 89I, 95I, 96L, 113H, 119G, 121I, 122L, 145I, 149A, 149K, 152L, 169H, 173G, 175I, 176L, 195I, 199A, 199M, 200L, 221H, 225G, 227I, 228L, 245H, 249A, 249K, 250L, 271H, 275G, 277I, 280L, 301H, 305A, 305K, 306L, 331H, 335I, 336L, 357H, 363M, 364L, 379I, 383I, 384L, 403I, 409I

70


4Apply sound/symbol relationships to writing words.

2-1

2-2

14L, 14S, 47H, 51G, 53I, 54L, 54S, 77I, 81A, 81M, 124L, 124S, 145H, 147G, 149G, 152L, 152S, 167I, 169G, 171I, 172L, 172S, 187I, 191G, 193I, 226L, 226S, 247H, 251G, 253I, 254L, 254S, 275H, 281A, 281M, 284L, 284S, 305H, 311A, 311M, 312L, 312S, 331I, 335G, 337I, 338L, 338S, 359H, 363G, 365I, 366L, 366S, 389I, 391G, 393G

14L, 14S, 33I, 37G, 39I, 40L, 40S, 59I, 65A, 65M, 66L, 66S, 89I, 93G, 95I, 200L, 200S, 221H, 225G, 227I, 228L, 228S, 245H, 249A, 249K, 280L, 280S, 301H, 305A, 305K, 306L, 306S, 331H, 333G, 335I, 336L, 336S, 357H, 363A, 363M, 364L, 364S, 379I, 381G, 383I

5Recognize and apply basic spelling patterns.

2-1

2-2

14L, 14S, 47H, 51G, 53I, 54L, 54S, 77I, 81A, 81M, 82F, 82L, 82S, 95H, 99A, 99M, 100L, 100S, 117H, 121G, 123G, 124L, 124S, 145H, 147G, 149G, 152L, 152S, 167I, 169G, 171I, 172L, 172S, 187I, 191G, 193I, 194L, 194S, 219H, 225A, 225M, 226L, 226S, 247H, 251G, 253I, 254L, 254S, 275H, 281A, 281M, 284L, 284S, 305H, 311A, 311M, 312L, 312S, 331I, 335G, 337I, 338L, 338S, 359H, 363G, 365I, 366L, 366S, 389I, 391G, 393G, 394L, 394S, 421I, 425A, 425M

14L, 14S, 33I, 37G, 39I, 40L, 40S, 59I, 65A, 65M, 66L, 66S, 89I, 93G, 95I, 96L, 96S, 113H, 119G, 121I, 122L, 122S, 145I,149A, 149K, 152L, 152S, 169H, 173G, 175I, 176L, 176S, 195I, 199A, 199M, 200L, 200S, 221H, 225G, 227I, 228L, 228S, 245H, 249A, 249K, 250L, 250S, 271H, 275G, 277I, 280L, 280S, 301H, 305A, 305K, 306L, 306S, 331H, 333G, 335I, 336L, 336S, 357H, 363A, 363M, 364L, 364S, 379I, 381G, 383I, 384L, 384S, 403I, 407G, 409I

6Write legibly to meet district standards.

2-1

2-2

97A, 223A, 251A, 279A, 309A, 311Q, 335A, 337M, 391A, 446-447

93A, 119A, 147A, 149O, 175M, 197A, 199Q, 247A, 275A, 277M, 363Q, 407A, 430-431

LH 36-39D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1Create written texts for others to read.

2-1

2-2

53N, 81R, 99Q, 99R, 123K, 123L, 124M, 145B, 147A, 149A, 149K, 149L, 171N, 193N, 225Q, 225R, 253M, 253N, 254M, 275B, 279A, 281G, 281Q, 281R, 311R, 337N, 365M, 365N, 393K, 393L, 394M, 421C, 423A, 425G, 425Q, 425R

39N, 65R, 95M, 95N, 121M, 121N, 122M, 145C, 147A, 149E, 149O, 149P, 175D, 199R, 227M, 227N, 249O, 249P, 250M, 271B, 275A, 277C, 277D, 277M, 305P, 335N, 363Q, 363R, 383M, 383N, 384M, 403C, 407A, 409C, 409M, 409N

LH 28-292Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas.

2-1

2-2

50, 51, 54F, 100E, 121, 147, 152E, 169, 172E, 191, 223, 279, 284E, 309, 311G, 311Q, 335, 337C, 337M, 338E, 338M, 359B, 363A, 365C, 365M

40E, 63, 118, 146, 246, 303, 306E, 306M, 331B, 333A, 335C,335M, 361, 384E, 424-425

71


3Use writing as a tool for learning self-discovery and reflection.

2-1

2-2

50, 54E, 82M, 95B, 95C, 97A, 99G, 99Q, 121, 152E, 169, 172E, 190, 191, 193C, 193M, 219B, 223A, 225G, 225Q, 278, 311G, 311Q, 337C, 337M, 338M, 359B, 363A, 365C, 365M, 366E, 366M, 389C, 391A, 393A, 393K, 421B, 422, 425R

14M, 39C, 39N, 66E, 96E, 96M, 113B, 118, 119A, 121C, 121M, 122E, 146, 152M, 169B, 173A, 175C, 175M, 176E, 176M, 195C, 197A, 199G, 199Q, 200M, 221B, 225A, 227C, 227M, 228M, 245B, 246, 247A, 249E, 249O, 274, 275A, 277D, 280E, 280M, 301B, 303A, 305E, 305O, 305P, 306E, 306M, 306N, 331B, 333A, 335C, 335M, 336E, 336M, 357B, 361A, 363G, 363Q, 383D, 403B, 409C, 409F, 424-425

LH 18-214Use reading and technology to support writing.

2-1

2-2

14E, 50, 51, 51A, 54E, 77D, 79A, 82E, 95C, 97A, 100E, 121, 121A, 124F, 147A, 152F, 169A, 172E, 172F, 191, 191A, 194E, 194F, 223, 226F, 251A, 254F, 279A, 284E, 309A, 312F, 335A, 338F, 359B, 362, 363A, 389C, 391A, 394E, 394F, 423, 423A, 448

14E, 14F, 37A, 40E, 40F, 63A, 66E, 66F, 93A, 96F, 119A, 122E, 122F, 147A, 152F, 173A, 176F, 197A, 200F, 225A, 228F, 247A, 250F, 275A, 280F, 303, 306E, 306F, 333A, 336F, 361, 361A, 364F, 384E, 384F, 407A, 409C, 432

LH 265Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports.

2-1

2-2

50, 95C, 99B, 99R, 100M, 117B, 121, 121A, 123A, 123K, 146, 152E, 152F, 168, 169, 172E, 191, 194E, 226E, 278, 311G, 311Q, 312E, 335, 337C, 337M, 338M, 359B, 363A, 365C, 365M, 389D, 421B, 422

59B, 59C, 63A, 65G, 65Q, 89B, 92, 118, 122E, 146, 176E,196, 246, 280E, 306E, 306M, 331B, 333A, 335C, 335M, 336E, 336M, 357B, 361A, 363G, 363Q, 364E, 364M, 379C, 380, 381A, 383C, 383M, 403B, 409C, 409F, 424-425

STANDARD 3.3(SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Discussion (small group and whole class)

72


1Elaborate on experiences and ideas.

2-1

2-2

12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54N, 54O, 54T, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226E, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 421E, 423C, 425I

12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, 59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, 96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, 147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E, 176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C, 409E

2Begin to stay focused on a topic of discussion.

2-1

2-2

12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226E, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 421E, 423C, 425I

12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, 59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, 96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, 147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E, 176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O,280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C,409E

73


3Offer personal opinions related to topics of discussion.

2-1

2-2

12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 76, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 93, 95D, 97C, 99I, 100G, 100O, 100T, 116, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 144, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 180-181, 182-183, 184-185, 187E, 191C, 193E, 194G, 194O, 194T, 216, 219D, 223C, 225I, 226E, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 274, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 296-297, 305D, 309C, 311I, 312G, 312O, 312T, 324-325, 330, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 408-409, 419, 421E, 423C, 425I, 425Z, 425BB

12-13, 14G, 14O, 14T, 24-25, 30, 31, 33D, 33E, 37C, 39E, 40G, 40O, 40T, 56-57, 58, 59E, 63C, 65I, 66G, 66O, 66T, 86-87, 88, 89E, 93C, 95E, 96G, 96O, 96T, 106-107, 112, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 128-129, 130-131, 145E, 147C, 149G, 149X, 149Z, 150-151, 152G, 152O, 152T, 168, 169D, 173C, 175E, 176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 320-321, 322-323, 331, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 396-397, 402, 403E, 407C, 409E

4Wait their turn to speak.

2-1

2-2

12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226E, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 421E, 423C, 425I

12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T,59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, 96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, 147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E,176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C, 409E


74


1Ask for explanation to clarify meaning.

2-1

2-2

81H, 81R, 149L, 169, 194E, 337N, 365N, 425R

65R, 228N, 305P, 383N2Respond to ideas posed by others.

2-1 54N, 54T, 226E

3Restate to demonstrate understanding.

2-1

2-2

145J, 149I, 171K, 253N, 275K, 281R

228N, 409N4Identify a problem and simple steps for solving the problem.

2-1 145C, 226E

C. Word Choice

1Use new vocabulary learned from literature and classroom experiences.

2-1

2-2

53J, 99N, 123H, 149H, 171J, 225N, 227A, 230-231, 247A, 251I, 252-253, 253J, 254P, 279D, 281N, 305I, 311N, 337J, 359E, 359I, 363B, 393H, 425N

T 60

14P, 37D, 39J, 65F, 65N, 89J, 95J, 97A, 106, 113A, 113I, 119I, 120-121, 169I, 173H, 175J, 195F, 195J, 199F, 199N, 201A, 210-211, 214-215, 221A, 225I, 226-227, 227J, 245I, 249L, 271I, 277J, 301I, 305L, 331I, 335J, 336P, 363N, 383B, 403J

T 12, 582Recognize and discuss how authors use words to create vivid images.

2-1

2-2

194M, 281BB, 374-375, 382-383, 419

96N, 108-109, 169B, 184-185, 206-207, 294-295, 298, 409V, 409X


1Participate in a dramatization or role play.

2-1

2-2

81O, 95J, 123I, 145J, 152F, 219K, 247C, 247J, 311H, 393I, 421C, 425BB

33B, 33L, 59B, 89L, 121K, 149X, 152F, 152N, 175K, 195D, 277V, 280F, 363O, 364F, 403L

2Begin to understand the importance of looking at a speaker.

2-1

2-2

123L, 149L, 171N, 225H, 365N, 393B

39N, 65R, 361B3Talk about an experience or work sample in front of a small group.

2-1

2-2

53N, 77D, 81R, 99R, 123L, 149L, 167D, 171N, 172E, 191, 193N, 194E, 225R, 253N, 274E, 281R, 311R, 337N, 365N, 393L, 425R

39N, 65R, 95N, 121N, 149P, 175D, 199R, 227N, 249P, 277D,305P, 335N, 363R, 383N, 409N

STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening

75


1Listen critically to identify main ideas and supporting details.

2-1 14H, 14N, 47E, 53N, 54H, 81R, 95E, 124H, 147B, 149B, 152H, 172N, 172P, 193N, 194H, 225J, 225R, 226H, 253N, 281R, 284N, 305E, 311R, 312H, 338H, 365N, 366P, 423D

T 3, 1022-2 40N, 66H, 95N, 121N, 152H, 169E, 175D, 176H, 176P,

199R, 200H, 228H, 228P, 245E, 249P, 250H, 250N, 271E, 275D, 277D, 277F, 277N, 305P, 331E, 333B, 335N, 336P, 363J, 363R, 364H, 383N, 384H, 403F, 409F

2Begin to distinguish between types of speech (e.g., a joke, a chat, a warning).

2-1

2-2

51, 99N, 253BT 61

119B, 275, 363F3Listen and contribute to class discussion.

2-1

2-2

12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 421E, 423C, 425I

12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, 59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, 96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, 147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E,176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C, 409E


1Follow one- and two-step oral directions.

2-1

2-2

225H, 225U, 253B

119B, 275, 363F

76


2Develop a strong listening vocabulary to aid comprehension and oral and written language growth.

2-1

2-2

14-15, 14U, 47I, 51H, 53J, 54-55, 54U, 77J, 81B, 81N, 82-83, 82U, 95I, 99B, 99N, 100-101, 100U, 117I, 121H, 123H, 124-125, 124U, 145I, 147H, 149H, 152-153, 152U, 167J, 169H, 171J, 172-173, 172U, 187J, 191H, 193J, 194-195, 194U, 219I, 225B, 226-227, 226U, 247I, 251H, 253J, 254-255, 254U, 275I, 281B, 281N, 284-285, 284U, 305I, 311B, 311N, 312-313, 312U, 331J, 335H, 337J, 338-339, 338U, 359I, 363H, 365J, 366-367, 366U, 389J, 391H, 393H, 394-395, 394U, 421J, 425B, 425N

14-15, 14U, 33J, 37H, 39J, 40-41, 40U, 59J, 65B, 65N, 66-67, 66U, 89J, 93H, 95J, 96-97, 96U, 113I, 119H, 121J, 122-123, 122U, 145J, 149B, 149L, 152-153, 152U, 169I, 173H, 175J, 176-177, 176U, 195J, 199B, 199N, 200-201, 200U, 221I, 225H, 227J, 228-229, 228U, 245I, 249B, 249L, 250-251, 250U, 271I, 275H, 277J, 280-281, 280U, 301I, 305B, 305L, 306-307, 306U, 331I, 333H, 335J, 336-337, 336U, 357I, 363B, 363N, 364-365, 364U, 379J, 381H, 383J, 384-385, 384U, 403J, 407H, 409J


1Speculate about characters, events, and settings in books, film, and television.

2-1

2-2

24-25, 36-37, 38-39, 42-43, 70-71, 72-73, 82N, 86-87, 104-105, 106-107, 110-111, 112-113, 114-115, 125A, 128-129, 136-137, 138-139, 142-143, 144, 145A, 147I, 148-149, 149T, 200-201, 204-205, 206-207, 208-209, 212-213, 214-215, 232-233, 247C, 247K, 260-261, 262-263, 270-271, 275C, 281Z, 288-289, 290-291, 294-295, 305C, 372-373, 374-375, 378-379, 386-387, 398-399, 402-403, 406-407, 410-411, 412-413, 425BB

T 11

14E, 26-27, 28-29, 48-49, 50-51, 52-53, 56-57, 86-87, 102-103, 110-111, 112, 113C, 142-143, 149X, 149Z, 156-157, 160-161, 180-181, 184-185, 190-191, 196, 200N, 208-209, 218-219, 221C, 227D, 256-257, 266-267, 277V, 277X, 286-287, 288-289, 290-291, 368-369, 374-375, 376-377, 381B, 388-389, 390-391, 396-397, 400-401, 409X

2Recognize that media messages are created for a specific purpose (e.g., to inform, entertain, persuade).

2-1

2-2

145G, 174-186, 191B, 220-221, 425BB

173, 249F, 332, 360

3Use graphs and charts to report data.

2-1

2-2

78, 79, 264-265, 279, 281E-F, 309, 311E-F, 425E-FT 63

37, 66E, 90-91, 119, 247, 333, 333B, 335B, 336E, 336F, 384F

77


4Recognize the work of a favorite illustrator.

2-1

2-2

46-47, 77, 95, 117, 145, 149V, 167, 187, 219, 247, 275, 305, 331, 389, 421, 425Z, 425BB

33, 59, 89, 113, 145, 149X, 169, 195, 221, 271, 301, 357, 360,379, 403

5Compare and contrast media characters.

2-2 14E


1Interpret messages in simple advertisements.

2-1

2-2

145G, 279, 279A, 389B, 423A

40E, 250E, 384E, 403B2Use a simple rating scale to judge media products.

2-1

2-2

425Z, 425BB

149X3Begin to look at the effects of visual arts on one's mood and emotions.

2-1

2-2

149V, 425Z, 425BB

149X, 360

BY THE END OF THIRD GRADE:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION

PAGE REFERENCES


1Recognize that printed materials provide specific information.

3-1

3-2

39, 186, 198, 202, 208-217, 218-219, 256E, 277, 387L

93L, 178, 194E, 221L, 352, 360, 364, 369A-B, 375, 399C, 409, 417B

T 742Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.

3-1

3-2

19, 67G-H, 99G-H, 150, 205E-F, 206J, 213, 215, 216, 220, 274, 329E-F, 335, 384, 395

T 6, 7

25, 32, 42, 93E-F, 143C-D, 175, 184, 241, 287, 405, 409LH 82-83, 84, 85-86, 87, 90, 114, 141, 172-173

3Use a glossary or index to locate information in a text.

3-1

3-2

420, 432-441

348I, 368-369, 399B, 400I, 406, 416-417, 430, 442-451T 73

78



1Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs).

3-1

3-2

53, 79, 117, 173, 181C, 182J, 191, 193, 211, 223A, 241, 271, 279A, 293, 329C, 347, 356J, 365, 369, 377

45, 59A, 107, 133, 153, 181, 203, 231, 271, 315, 355, 407C. Decoding and Word Recognition

1Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).

3-1

3-2

303C, 304I, 308, 314, 328-329, 355B, 356I, 362, 364, 372, 376, 386-387, 387A

T 71

35C, 35D, 117A, 143A, 297C, 323A, 323I, 399K, 417I2Use letter-sound knowledge and structural analysis to decode words.

3-1

3-2

14I, 22, 24, 27, 30, 40-41, 53, 67D, 68I, 72, 79, 84, 88, 98-99, 117, 143, 173, 182J, 191, 193, 211, 241, 256I, 260, 266, 268, 271, 278-279, 293, 313, 347, 356J, 365, 369, 377

T 2

45, 75, 107, 133, 153, 181, 203, 231, 271, 315, 339, 355, 4073Use context to accurately read words with more than one pronunciation.

3-1

3-2

181D, 254-255, 407IT 39

323I, 369KD. Fluency

1Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.

3-1

3-2

14-15, 14L, 33, 42-43, 42L, 61, 68-69, 68L, 93, 100-101, 100L, 117, 130-131, 130L, 145, 156-157, 156L, 173, 182-183, 182L, 197, 206-207, 206L, 215, 224-225, 224L, 243, 256-257, 256L, 273, 282-283, 282L, 295, 304-305, 304L, 319, 330-331, 330L, 347, 356-357, 356L, 379, 387K, 388-389, 388L, 401

14-15, 14L, 25, 36-37, 36L, 49, 60-61, 60L, 81, 94-95, 94L, 111, 118-119, 118L, 133, 146-147, 146L, 159, 168-169, 168L, 183, 194-195, 194L, 211, 222-223, 222L, 251, 262-263, 262L, 287, 300-301, 300L, 315, 324-325, 324L, 339, 348-349, 348L, 363, 370-371, 370L, 389, 400-401, 400L, 409

2Read longer text and chapter books independently and silently.

3-1

3-2

153S-T, 153U-V, 279Q-R, 279S-T, 407Q-R, 407S-T

143Q-R, 143S-T, 297S-T, 297U-V, 417Q-R, 417S-T3Read aloud with proper phrasing, inflection, and intonation.

3-1

3-2

33, 61, 67G, 117, 145, 173, 197, 243, 319, 347

25, 133, 143J, 159, 315, 339, 363, 389E. Reading Strategies (before, during, and after reading)

79


1Set purpose for reading and check to verify or change predictions during/after reading.

3-1

3-2

17, 26, 34, 45, 56, 57, 62, 71, 82, 85, 86, 94, 103, 112, 118, 133, 146, 153S, 153U, 153V, 159, 166, 174, 185, 195, 198, 205A-B, 209, 214, 216, 227, 232, 238, 242, 244, 259, 264, 274, 279Q, 279S, 285, 288, 296, 307, 316, 320, 333, 340, 345, 348, 359, 363, 374, 380, 388J, 391, 398, 400, 402, 407Q, 407S

17, 22, 28, 39, 44, 50, 60J, 63, 70, 79, 82, 97, 106, 112, 121, 126, 128, 134, 143Q, 143R, 143S, 143T, 149, 156, 160, 171, 176, 184, 197, 205, 208, 212, 225, 240, 252, 265, 297S, 297U, 303, 312, 316, 327, 340, 351, 364, 373, 378, 386, 390, 403, 410, 417Q, 417S

2Monitor comprehension and accuracy while reading in context and self-correct errors.

3-1 16-35, 33, 41K, 41L, 41M, 41N, 44-62, 67M, 67N, 67O, 67P, 68J, 73, 77, 83, 99M, 99N, 99O, 99P, 102-119, 129K, 129L, 129M, 129N, 132-147, 153M, 153N, 153O, 153P, 153S-T, 153U-V, 156J, 158-175, 161, 165, 171, 181M, 181N, 181O, 181P, 184-198, 187, 189, 205M, 205N, 205O, 205P, 208-217, 223M, 223N, 223O, 223P, 226-244, 246-251, 249, 255K, 255L, 255M, 255N, 258-274, 279K, 279L, 279M, 279N, 279Q-R, 279S-T, 282J, 284-297, 287, 291, 303M, 303N, 303O, 303P, 306-320, 329M, 329N, 329O, 329P, 332-348, 355M, 355N, 355O, 355P, 358-380, 371, 373, 387M, 387N, 387O, 387P, 390-403, 407K, 407L, 407M, 407N, 407Q-R, 407S-T

3-2 14J, 16-29, 19, 23, 35M, 35N, 35O, 35P, 38-50, 41, 59M, 59N, 59O, 59P, 62-82, 67, 93M, 93N, 93O, 93P, 96-112, 99, 104, 117K, 117L, 117M, 117N, 120-135, 125, 131, 143K, 143L, 143M, 143N, 143Q-R, 143S-T, 148-161, 155, 159, 167K, 167L, 167M, 167N, 170-185, 193M, 193N, 193O, 193P, 196-213, 221M, 221N, 221O, 221P, 224-253, 261M, 261N, 261O, 261P, 264-289, 279, 283, 285, 297M, 297N, 297O, 297P, 297S-T, 297T, 297U-V, 302-317, 311, 323K, 323L, 323M, 323N, 324J, 326-340, 333, 335, 337, 347K, 347L, 347M, 347N, 350-364, 357, 369M, 369N, 369O, 369P, 370J, 372-391, 383, 385, 399M, 399N, 399O, 399P, 402-411, 417K, 417L, 417M, 417N, 417Q-R, 417S-T

3Use pictures and context clues to assist with decoding of new words.

3-1

3-2

14J, 21, 23, 31, 51, 81, 87, 91, 107, 109, 139, 169, 231, 256J, 261, 263, 267, 279R, 407R

168J, 175, 177, 183, 209, 3314Develop and use graphic organizers to build on experiences and extend learning.

3-1

3-2

35, 63, 95, 119, 147, 175, 199, 217, 245, 275, 297, 321, 349, 381, 403, 422-423

14I, 29, 51, 59B, 60I, 83, 113, 135, 161, 185, 213, 253, 289,317, 341, 348K, 350, 365, 391, 411, 432-433


1Spell previously studied words and spelling patterns accurately.

3-1

3-2

41G-H, 67I-J, 99I-J, 129G-H, 153I-J, 181I-J, 205I-J, 223I-J, 255G-H, 279G-H, 303I-J, 329I-J, 355I-J, 387I-J, 407G-H

35I-J, 59I-J, 93I-J, 117G-H, 143G-H, 167G-H, 193I-J, 221I-J,261I-J, 297I-J, 323G-H, 347G-H, 369I-J, 399I-J, 417G-H

80


2Point to or clearly identify specific words or wording that cause comprehension difficulties.

3-1

3-2

33, 41I, 67K, 68J, 73, 77, 83, 99K, 129I, 153K, 156J, 161, 165, 171, 181K, 187, 189, 205K, 223K, 249, 255I, 279I, 282J, 287, 291, 303K, 329K, 355K, 371, 373, 387K, 407I

14J, 19, 23, 35K, 41, 59K, 67, 93K, 99, 104, 117I, 125, 131, 143I, 155, 159, 167I, 193K, 221K, 261K, 279, 283, 285, 297K, 297T, 311, 323I, 324J, 333, 335, 337, 347I, 357, 369K, 370J, 383, 385, 399K, 417I

3Infer word meanings from taught roots, prefixes, and suffixes.

3-1

3-2

303C, 304I, 308, 314, 328-329, 355B, 356I, 362, 364, 372, 376, 386-387, 387A

T 71

35C, 35D, 117A, 143A, 261K, 297C, 323A, 323I, 399K, 417I4Use a grade-appropriate dictionary with assistance from teacher.

3-1

3-2

67A-B, 129B, 130L, 153D, 407I, 417T 5

14L, 221K, 323I, 347I, 369K, 4275Use pictures and context clues to assist with meaning of new words.

3-1 14-15, 14J, 14L, 21, 23, 31, 42-43, 42L, 51, 68-69, 68L, 81, 87, 91, 100-101, 100L, 107, 109, 130-131, 130L, 139, 156-157, 156L, 169, 182-183, 182L, 206-207, 206L, 224-225, 224L, 231, 256-257, 256J, 256L, 261, 263, 267, 279R, 282-283, 282L, 304-305, 304L, 330-331, 330L, 356-357, 356L, 387K, 388-389, 388L, 407R

3-2 14-15, 14L, 36-37, 36L, 60-61, 60L, 94-95, 94L, 118-119, 118L, 146-147, 146L, 168-169, 168J, 168L, 175, 177, 183, 194-195, 194L, 209, 222-223, 222L, 262-263, 262L, 300-301, 300L, 324-325, 324L, 331, 348-349, 348L, 370-371, 370L, 400-401, 400L


1Recognize purpose of the text.

3-1

3-2

84, 114, 153V, 156I, 164, 168, 175, 180-181, 205D, 206I, 210, 212, 214, 217, 222-223, 279T, 370, 382, 392

T 36

54, 56, 118I, 124, 128, 130, 134, 138, 140, 142-143, 143T, 180, 188, 268, 270, 280, 294, 414

2Distinguish cause/effect, fact/opinion, main idea/supporting details in interpreting texts.

3-1

3-2

28, 32, 38, 46, 48, 52, 54, 60, 62, 88, 108, 136, 138, 186, 194, 234, 244, 246, 252, 264, 266, 274, 279T, 310, 322, 344, 348, 362, 364, 366, 370, 372, 374, 376, 378, 396, 407R, 407T

18, 28, 44, 64, 66, 80, 88, 98, 102, 106, 108, 114, 124, 132, 146I, 150, 152, 156, 161, 164, 166-167, 168I, 172, 176, 178, 180, 182, 188, 192-193, 193D, 194I, 198, 200, 202, 204, 206, 210, 213, 216, 220-221, 221B, 238, 244, 250, 262I, 266, 272, 282, 292-293, 296-297, 297V, 312, 316, 323B, 324I, 328, 330, 336, 341, 342, 346-347, 356, 358, 360, 362, 364, 369D, 370I, 376, 382, 384, 386, 388, 390, 391, 394, 398-399, 406, 408, 417R, 417T

T 38, 40, 71

81


3Interpret information in graphs, charts, and diagrams.

3-1

3-2

65, 97, 100E, 182E, 203, 221, 224E, 253, 277, 330E, 350, 356E

57, 115, 259, 295, 324E, 345, 352, 360-361, 369A-B, 369L, 397, 400E, 417B

T 744Ask how, why, and what-if questions in interpreting nonfiction texts.

3-1

3-2

122-125, 132-147, 184-198, 200-201, 208-217, 218-219, 246-251, 350-351, 407L, 407S-T

52-55, 143S-T, 170-185, 193O, 216-217, 224-253, 264-289, 342-343, 350-364, 372-391, 394-395, 402-411, 417S-T

5Recognize how authors use humor, sarcasm, and imagery to extend meaning.

3-1

3-2

16-35, 21, 41C, 76, 294, 358-380, 392

23, 62-82, 230, 237, 306, 323C-D, 3566Discuss underlying theme or message in interpreting fiction.

3-1

3-2

12, 12J, 64, 126, 150, 153T, 154, 178, 202, 220, 272, 276, 280, 290, 300, 316, 346, 352, 384, 400, 406-407

12L, 80, 88, 114, 144, 218, 256, 258, 288, 294, 298, 344, 366, 396, 414

7Summarize major points from fiction and nonfiction texts.

3-1

3-2

35, 63, 95, 119, 147, 175, 199, 217, 223E-F, 245, 275, 297, 321, 349, 381, 403

14I, 29, 34-35, 51, 59B, 60I, 83, 92-93, 113, 135, 161, 185, 213, 253, 289, 300I, 317, 322-323, 341, 365, 391, 411

T 2LH 66-67

8Draw conclusions and inferences from texts.

3-1

3-2

18, 22, 24, 26, 28, 52, 74, 80, 84, 94, 104, 110, 134, 153A-B, 153T, 162, 164, 168, 170, 186, 188, 212, 246, 264, 272, 279R, 279T, 286, 310, 329A-B, 336, 344, 348, 355C, 362, 364, 366, 376, 387C

T 72

20, 24, 26, 28, 64, 74, 78, 82, 93C, 98, 114, 122, 138, 154, 174, 190, 198, 204, 210, 212, 221D, 226, 236, 238, 266, 268,270, 278, 282, 297T, 297V, 314, 354, 362, 374, 386, 394, 399D

9Recognize first-person "I" point of view.

3-1

3-2

99E, 152-153, 211, 258-274, 263, 287, 326

LH 6010Compare and contrast story plots, characters, settings, and themes.

3-1

3-2

34, 38, 64, 88, 96, 153T, 153V, 160, 214, 236, 252, 260, 276, 279R, 279T, 300, 325, 326, 340, 346, 352, 384, 392, 394, 396, 404, 407R, 407T

32, 36I, 40, 42, 52, 54, 56, 58-59, 74, 86, 90, 93B, 94I, 100, 104, 110, 113, 114, 116-117, 126, 132, 136, 140, 143R, 143T, 150, 190, 218, 221I, 222I, 230, 242, 248, 253, 258, 260-261, 274, 297T, 297V, 320, 344, 352, 358, 376, 380, 395, 396, 404, 406, 408, 414

T 5

82


11Participate in creative responses to texts (e.g., dramatizations, oral presentations).

3-1

3-2

34, 38, 62, 64, 67L, 94, 96, 118, 126, 146, 150, 153V, 174, 178, 198, 202, 216, 220, 224E, 244, 252, 274, 276, 279T, 296, 300, 320, 326, 348, 352, 380, 384, 385, 402, 404, 405, 407R, 407T

12J, 28, 32, 33, 50, 56, 82, 90, 93L, 112, 114, 134, 140, 143R, 143T, 160, 164, 167J, 184, 190, 193L, 212, 218, 219, 252, 258, 288, 294, 297L, 297T, 316, 320, 340, 344, 364, 366, 369F, 390, 396, 399L, 410, 414, 417T

LH 3712Read regularly in materials appropriate for their independent reading level.

3-1

3-2

14F, 37, 41K, 41L, 41M, 41N, 42F, 61, 67M, 67N, 67O, 67P, 68F, 93, 99M, 99N, 99O, 99P, 100F, 125, 129K, 129L, 129M, 129N, 130F, 149, 153M, 153N, 153O, 153P, 153S-T, 153U-V, 156F, 177, 181M, 181N, 181O, 181P, 182F, 201, 205M, 205N, 205O, 205P, 206F, 219, 223M, 223N, 223O, 223P, 224F, 247, 255L, 255M, 255N, 256F, 273, 279K, 279L, 279M, 279N, 279Q-R, 279S-T, 282F, 299, 303M, 303N, 303O, 303P, 304F, 323, 329M, 329N, 329O, 329P, 330F, 351, 355M, 355N, 355O, 355P, 356F, 383, 387M, 387N, 387O, 387P, 388F, 401, 407K, 407L, 407M, 407N, 407Q-R, 407S-T

14F, 31, 35M, 35N, 35O, 35P, 36F, 55, 59M, 59N, 59O, 59P, 60F, 89, 93M, 93N, 93O, 93P, 94F, 117K, 117L, 117M, 117N, 118F, 139, 143K, 143M, 143N, 143Q-R, 143S-T, 146F, 163, 167K, 167L, 167M, 167N, 168F, 189, 193M, 193N, 193O, 193P, 194F, 217, 221M, 221N, 221O, 221P, 222F, 257, 261M, 261N, 261O, 261P, 262F, 293, 297M, 297N, 297O, 297P, 297S-T, 297U-V, 300F, 319, 323L, 323M, 323N, 324F, 343, 347K, 347L, 347M, 347N, 348F, 363, 369M, 369N, 369O, 369P, 370F, 395, 399M, 399N, 399O, 399P, 400F, 413, 417C, 417K, 417L, 417M, 417N, 417Q-R, 417R, 417S-T, 417T

13Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.

3-1

3-2

14F, 16-35, 37, 42F, 44-62, 61, 68F, 70-94, 93, 100F, 102-119, 122-125, 130F, 132-147, 149, 153S-T, 153U-V, 156F, 158-175, 177, 182F, 184-198, 200-201, 201, 206F, 219, 224F, 226-244, 246-251, 247, 256F, 273, 279Q-R, 279S-T, 282F, 284-297, 299, 304F, 306-320, 322-325, 323, 330F, 332-348, 350-351, 351, 356F, 358-380, 383, 388F, 390-403, 401, 407L, 407Q-R, 407S-T

14F, 16-29, 31, 36F, 38-50, 52-55, 60F, 62-82, 86-89, 94E, 94F, 94I, 96-112, 118F, 136-139, 143K, 143Q-R, 143S-T, 146F, 148-161, 163, 168F, 170-185, 189, 193N, 193O, 194F, 196-213, 216-217, 217, 222F, 224-253, 257, 262F, 264-289, 293, 297S-T, 297U-V, 300F, 319, 324F, 326-340, 342-343, 343, 348F, 350-364, 363, 370F, 372-391, 394-395, 395, 400F,402-411, 413, 417C, 417Q-R, 417R, 417S-T, 417T

83


14Use information and reasoning to examine bases of hypotheses and opinions.

3-1

3-2

20, 26, 42J, 49, 56, 59, 74, 75, 80, 82, 89, 105, 112, 140, 167, 172, 195, 205A-B, 210, 230, 232, 236, 240, 255B, 264, 279R, 286, 289, 317, 321, 337, 345, 352, 363, 370, 374, 378, 388J, 397, 399, 407R

20, 44, 60J, 69, 77, 79, 83, 87, 102, 106, 109, 126, 128, 143B, 146I, 150, 152, 154, 156, 161, 164, 166-167, 176, 193D, 194I, 198, 202, 204, 205, 206, 208, 210, 213, 220-221, 226, 234, 235, 240, 242, 292-293, 297V, 304, 312, 320, 323B, 328, 332, 378, 386, 408

T 38H. Inquiry and Research

1Use library classification systems, print or electronic, to locate information.

3-1

3-2

12J, 14E, 130E, 154J, 182E, 206E, 224E, 253, 301, 304E, 388E, 416

36E, 57, 94E, 194E, 219, 222E, 348E, 400E, 4262Draw conclusions from information and data gathered.

3-1

3-2

12J, 14E, 97, 100E, 130E, 154J, 156E, 179, 183E, 224E, 253, 277, 279J, 280J, 282E, 301, 304E, 304F, 353, 385, 388E, 430

12J, 14E, 33, 36E, 57, 60E, 91, 115, 141, 146E, 165, 167C-D, 168E, 191, 193E-F, 194E, 219, 221E-F, 222E, 259, 261E-F, 262E, 297E-F, 297L, 300E, 321, 324E, 345, 348E, 367, 369L, 370E, 400E, 440

LH 393Read a variety of nonfiction and fiction books and produce evidence of understanding.

3-1 12J, 14E, 14F, 37, 42F, 44-62, 61, 68F, 93, 100F, 102-119, 122-125, 130E, 130F, 132-147, 149, 153S-T, 153U-V, 154J, 156F, 158-175, 177, 182E, 182F, 200-201, 201, 206E, 206F, 219, 224E, 224F, 246-251, 247, 253, 256F, 273, 279Q-R, 279S-T, 282F, 284-297, 299, 301, 304E, 304F, 306-320, 323, 330F, 332-348, 350-351, 351, 356F, 358-380, 383, 385, 388E, 388F, 401, 405, 407L, 407Q-R, 407S-T, 416

3-2 12J, 14F, 16-29, 31, 36E, 36F, 52-55, 57, 60F, 89, 94E, 94F, 118F, 139, 143Q-R, 143S-T, 146F, 148-161, 163, 168F, 170-185, 189, 193O, 194E, 194F, 196-213, 216-217, 217, 219, 222E, 222F, 257, 262F, 264-289, 293, 297S-T, 297U-V, 300F, 319, 324F, 326-340, 342-343, 343, 348E, 348F, 350-364, 363, 370F, 394-395, 395, 400E, 400F, 402-411, 413, 417Q-R, 417R, 417S-T, 417T, 426

LH 68-69STANDARD 3.2(WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

84


1Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion.

3-1

3-2

67F, 99E, 129C, 205F, 223E, 303F, 329F, 355E, 387E, 414-415

35F, 93E, 167C-D, 323D, 347D, 369E, 399E, 417C, 424-425LH 6-9

2Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author's voice.

3-1

3-2

49, 52, 62, 78, 99A-B, 99E, 129C, 152-153, 258, 262, 263, 293, 294, 338, 340, 392

24, 90, 98, 100, 106, 143R, 167C, 218, 221E, 230, 297D, 297E, 306, 344, 356, 408, 417C

LH 56-57, 60, 62, 70-713Use graphic organizers to assist with planning writing.

3-1

3-2

41D, 129C, 181F, 205F, 255C, 355E, 387E, 407C, 414-415

59F, 93E, 117C, 167C-D, 369E, 417C, 424-4254Compose first drafts from prewriting work.

3-1

3-2

41D, 67F, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329F, 355F, 387F

35F, 59F, 93F, 117D, 221E-F, 323D, 347D, 369F, 399F, 417D

5Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice.

3-1

3-2

41C-D, 41D, 67E-F, 67F, 99E-F, 99F, 129D, 129I, 181F, 205F, 205K, 223F, 255D, 279T, 303F, 329F, 355F, 387F, 407I, 426-427

35F, 35K, 59F, 93F, 117D, 221E-F, 261E-F, 323D, 347D, 369F, 399F, 417C-D, 417D, 436-437

LH 10-13, 14-17, 18-21, 22-256Participate with peers to comment on and react to each other's writing.

3-1

3-2

41D, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329F, 387F, 429

35F, 59F, 93F, 117D, 323D, 347D, 369F, 399F, 417D, 439LH 48-49

7Build awareness of ways authors use paragraphs to support meaning.

3-1

3-2

41C, 181E, 205E, 303E, 355E, 387E

35E-F, 59E-F, 93E-FLH 58, 61, 63, 64, 65

8Begin to develop author's voice in own writing.

3-1

3-2

41C-D, 67E-F, 99E-F, 129D, 426-427

369E, 436-437LH 14-17

9Use reference materials to revise work, such as a dictionary or internet/software resource.

3-1

3-2

42F, 67A-B, 67J, 129I, 153D, 205K, 255H, 256F, 417, 418T 5

35K, 117I, 146F, 193A-B, 417H, 427, 428T 41LH 35

10Edit work for basic spelling and mechanics.

3-1

3-2

99F, 99J, 129D, 223F, 255D, 355F, 387F

93F, 117D, 261E-F, 369F, 399F, 417DLH 34-35

85


11Use computer word-processing applications during parts of the writing process.

3-1

3-2

14F, 42E, 42F, 67E, 100F, 129D, 205E, 206F, 223E, 255D, 256E, 256F, 303E, 329E, 355E, 355F, 387E, 387F

60E, 117C, 146F, 194E, 221E, 297E, 323C, 324E, 347C, 369E, 369F, 399E, 417C

LH 35, 3712Understand and use a checklist and/or rubric to improve writing.

3-1

3-2

41D, 41F, 67F, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329E-F, 329F, 355F, 387F, 426-427

35E-F, 35F, 59F, 93F, 117D, 143C-D, 261E-F, 323D, 347D, 369F, 399F, 417D, 436-437

LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 79-80, 81, 84, 87, 93, 96, 170-171

13Reflect on own writing, noting strengths and areas needing improvement.

3-1

3-2

39, 41D, 65, 97, 99F, 127, 129D, 151, 179, 181F, 205F, 221, 223F, 253, 255D, 277, 301, 303F, 327, 329F, 353, 385, 387F, 405, 429

33, 35F, 57, 59F, 91, 93F, 115, 117D, 141, 165, 191, 259, 261F, 321, 323D, 345, 347D, 367, 369F, 397, 399F, 415, 417D, 439

LH 48-49B. Writing as a Product (resulting in a formal product or publication)

1Write a descriptive piece, such as a description of a person, place, or object.

3-1

3-2

41C-D, 42E, 276, 352

59H, 115T 6

2Write a narrative piece based on personal experiences.

3-1 99E-F, 153E-F

3Write a nonfiction piece and/or simple informational report across the curriculum.

3-1

3-2

14E, 38, 130E, 178, 181E-F, 205E-F, 206E, 224E, 255C-D, 277, 279C-D, 300, 304E, 385

36E, 93E-F, 115, 143C-D, 146E, 167C-D, 168E, 191, 193E-F, 219, 221E-F, 258, 261E-F, 294, 297E-F, 367

4Present and discuss writing with other students.

3-1 41D, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329F, 355F, 387F, 429

3-2 35F, 59F, 93F, 117D, 297E-F, 323D, 347D, 369F, 399F, 417D, 439

LH 36-39, 48-495Apply elements of grade-appropriate rubrics to improve writing.

3-1

3-2

41D, 41F, 67F, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329E-F, 329F, 355F, 387F, 426-427

35E-F, 35F, 59F, 93F, 117D, 143C-D, 261E-F, 323D, 347D, 369F, 399F, 417D, 436-437

LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 79-80, 81, 84, 87, 93, 96, 170-171

86


6Develop a collection of writings (e.g., a literacy folder or portfolio).

3-1

3-2

39, 65, 97, 127, 151, 179, 221, 253, 277, 301, 327, 353, 385, 405

33, 57, 91, 115, 141, 165, 191, 259, 261F, 321, 345, 367, 397, 415


1Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.

3-1

3-2

41E-F, 41F, 67G-H, 67H, 99F, 99G-H, 99H, 99J, 129D, 153G, 181G, 205G-H, 223F, 255D, 279E-F, 303G-H, 329G-H, 353, 355F, 387F, 387G-H

T 3, 6, 7, 40, 43, 70, 73

35E-F, 93F, 117D, 165, 261E-F, 369F, 399F, 417DLH 26-29, 34-35, 79-80, 81, 82-83, 84, 85-86, 87, 90,

91-92, 93, 94-95, 96, 97-98, 99, 102, 105, 106-107, 108, 109-110, 111, 112-113, 114, 115-116, 117, 118-119, 141, 147, 170-171, 172-173, 174-175, 194-195, 196-197, 248-249, 250-251

2Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.

3-1

3-2

129D, 205G-H, 223F, 223G-H, 255E-F, 303I-J, 355G-H, 387G-H, 407E-F

T 41, 42, 74, 75, 76

35G-H, 59G-H, 93F, 93G-H, 117D, 117E-F, 143E-F, 167E-F, 193G-H, 221G-H, 261G-H, 261K, 297G-H, 323E-F, 347E-F, 369F, 399F, 399G-H, 417E-F

T 4, 6, 7, 8, 9, 39, 42, 43, 44, 45, 70, 72, 76, 77LH 34-35, 100-101, 102, 103-104, 105, 108, 111, 115-

116, 117, 118-119, 120, 121-122, 123, 124-125, 126, 127-128, 129, 130-131, 132, 133-134, 135, 136-137, 138, 139-140, 141, 142-143, 144, 145-146, 147, 148-149, 150, 151-152, 153, 154-155, 156, 157-158, 159, 162, 163-164, 165, 166-167, 168, 180-181, 186-187, 188-189, 190-191, 198-199, 200-201, 202-203, 204-205, 206-207, 208-209, 210-211, 212-213, 214-215, 216-217, 218-219, 220-221, 222-223, 226-227, 228-229, 230-231, 232-233, 234-235, 236-237, 238-239, 242-243, 244-245, 246-247

3Study examples of narrative and expository writing to develop understanding of paragraphs and indentation.

3-1

3-2

41C, 99A-B, 99E, 129C, 181E, 205E, 258, 263, 293, 303E

35E-F, 59E-F, 93E-F, 167C, 221E, 297E, 417CLH 56-57, 58, 60, 61, 63, 64, 65, 70-71

4Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words.

3-1

3-2

41G-H, 67I-J, 99I-J, 129G-H, 153I-J, 181I-J, 205I-J, 223I-J, 255G-H, 279G-H, 303I-J, 329I-J, 355I-J, 387I-J, 407G-H

35I-J, 59I-J, 93I-J, 117G-H, 143G-H, 167G-H, 193I-J, 221I-J,261I-J, 297I-J, 323G-H, 347G-H, 369I-J, 399I-J, 417G-H

5Write legibly in manuscript or cursive to meet district standards.

3-1

3-2

41G, 67I, 99I, 129G, 153I, 181I, 205I, 223I, 255G, 279G, 303I, 329I, 355I, 387I, 407G

35I, 59I, 93I, 117G, 143G, 167G, 221I, 261I, 297I, 323G, 369I, 399I, 417G

LH 40, 41, 42, 43, 44-45

87


D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community).

3-1

3-2

329F, 355E, 387E, 407D, 410-411

93E, 117C, 369E, 399E, 417C, 420-421LH 6-9

2Develop fluency by writing daily and for sustained amounts of time.

3-1

3-2

14E, 34, 38, 39, 42E, 62, 64, 94, 96, 99E-F, 118, 126, 129C-D, 146, 150, 151, 156E, 174, 178, 198, 202, 206E, 216, 220, 223E-F, 244, 252, 255C-D, 274, 276, 279T, 296, 300, 301, 304E, 320, 326, 327, 348, 352, 353, 355E-F, 380, 384, 385, 387E-F, 402, 404, 405, 412-413

28, 32, 50, 56, 60E, 82, 90, 93E-F, 94E, 112, 114, 115, 117C-D, 118E, 134, 140, 141, 146E, 160, 164, 165, 168E, 184, 190, 191, 212, 218, 219, 221E-F, 252, 258, 261E-F, 262E, 288, 294, 297E-F, 300E, 316, 320, 324E, 340, 344, 364, 366, 367, 369E-F, 390, 396, 397, 399E-F, 410, 414, 417C-D, 422-423

3Generate ideas for writing in a variety of situations and across the curriculum.

3-1

3-2

14E, 39, 42E, 67F, 99E, 129C, 151, 156E, 205F, 206E, 223E, 255C, 301, 303F, 304E, 327, 329F, 353, 385, 387E, 405, 414-415

35F, 36E, 60E, 93E, 94E, 115, 117C, 118E, 141, 146E, 165, 167C-D, 168E, 191, 219, 262E, 300E, 323D, 324E, 347D, 367, 369E, 397, 399E, 417C, 424-425

LH 6-94Write to express thoughts and ideas, to share experiences, and to communicate socially.

3-1

3-2

14E, 38, 41C-D, 64, 99E-F, 153E-F, 178, 181E-F, 202, 205E-F, 206E, 220, 224E, 255C-D, 256E, 276, 277, 279C-D, 280J, 300, 303E-F, 304E, 352, 355E-F, 385, 407C-D

35E-F, 36E, 59E-F, 93E-F, 115, 117C-D, 140, 143C-D, 146E, 164, 167C-D, 168E, 190, 191, 193E-F, 218, 219, 221E-F, 258,261E-F, 262E, 294, 295, 297E-F, 323C-D, 366, 367, 369E-F, 396, 397

5Write the events of a story sequentially.

3-1

3-2

129C-D, 129D

194E, 417C-D6Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative.

3-1

3-2

67H, 99H, 181G, 181H, 353, 426-427T 38

35E-F, 59E-F, 117C, 165, 436-437LH 26-29, 82-83, 85-86, 90, 93, 94-95, 96

7Respond to literature through writing to demonstrate an understanding of a text.

3-1

3-2

34, 38, 62, 64, 94, 96, 118, 126, 146, 150, 174, 178, 198, 202, 216, 220, 244, 252, 274, 276, 279T, 296, 300, 320, 326, 348, 352, 380, 384, 402, 404

28, 32, 50, 56, 82, 90, 112, 114, 134, 140, 160, 164, 184, 190,212, 218, 252, 258, 288, 294, 316, 320, 340, 344, 364, 366, 390, 396, 410, 414

8Write narrative text (e.g., realistic or humorous story).

3-1

3-2

99E-F, 129C-D, 153E-F, 404

60E, 194E, 417C-D

88


9Write non-fiction text (e.g., reports, procedures, letters).

3-1

3-2

14E, 38, 64, 178, 181E-F, 205E-F, 206E, 224E, 255C-D, 256E, 277, 279C-D, 280J, 300, 304E, 355E-F, 385, 407C-D

36E, 93E-F, 115, 140, 143C-D, 146E, 164, 167C-D, 168E, 191, 193E-F, 219, 221E-F, 258, 261E-F, 294, 297E-F, 366, 367


1Listen and follow a discussion in order to contribute appropriately.

3-1

3-2

12, 14H, 14K, 42H, 42K, 68H, 68K, 100H, 100K, 130H, 154, 156H, 156K, 182H, 182K, 206H, 206K, 224H, 224K, 256H, 256K, 282H, 282K, 304H, 304K, 330H, 330K, 356H, 356K, 388H

12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K, 144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, 262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K,370H, 370K, 400H, 400K

2Stay focused on topic.

3-1

3-2


12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K,144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, 262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K, 370H, 370K, 400H, 400K

3Take turns.

3-1

3-2


12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K,144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, 262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K, 370H, 370K, 400H, 400K

4Support an opinion with details.

3-1

3-2


12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K,144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, 262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K,370H, 370K, 400H, 400K


89


1Develop appropriate questions to explore a topic.

3-1

3-2

12J, 14F, 42F, 68F, 99L, 100F, 130F, 153L, 154J, 156F, 182F, 202, 206F, 223L, 224F, 255J, 256F, 282F, 304F, 330F, 355L, 356F, 388F, 430

12J, 14F, 36F, 60F, 93L, 94F, 118F, 146F, 168F, 193L, 194F, 222F, 258, 261L, 262F, 294, 297F, 297L, 300F, 320, 324F, 344, 347J, 348F, 366, 369L, 370F, 396, 400F, 414, 417J, 440

LH 392Contribute information, ideas, and experiences to classroom inquiry.

3-1

3-2

12J, 14F, 42F, 68F, 100F, 126, 130F, 150, 154J, 156F, 178, 182F, 202, 206F, 224E, 224F, 252, 256F, 276, 280J, 282F, 304F, 330F, 356F, 385, 388F, 405

12J, 14F, 36F, 60F, 94F, 118F, 144J, 146F, 168F, 194F, 219,222F, 258, 262F, 294, 298J, 300F, 320, 324F, 344, 348F, 366, 370F, 396, 400F, 414

C. Word Choice

1Use vocabulary related to a particular topic.

3-1

3-2

99L, 130E, 151, 224E, 277, 279J, 329L, 355L, 387L, 407J, 430

57, 59L, 191, 221L, 261L, 297E-F, 297L, 345, 369L, 440LH 39

2Adapt language to persuade, explain, or seek information.

3-1

3-2

99L, 130E, 151, 205L, 224E, 277, 279J, 303L, 329L, 355L, 385, 387L, 405, 407J, 430

12J, 57, 59L, 143T, 146E, 191, 219, 221L, 261L, 297E-F, 297L, 345, 369L, 397, 440

LH 393Use new vocabulary and figurative language learned from literature and classroom experiences.

3-1

3-2

14-15, 14L, 42-43, 42L, 49, 68-69, 68L, 100-101, 100L, 130-131, 130L, 156-157, 156L, 182-183, 182L, 193, 206-207, 206L, 224-225, 224L, 256-257, 256L, 282-283, 282L, 304-305, 304L, 329K, 330-331, 330L, 335, 356-357, 356L, 363, 388-389, 388L

14-15, 14L, 35A-B, 36-37, 36L, 59C, 59G, 60-61, 60L, 93D, 94-95, 94L, 118-119, 118L, 143R, 146-147, 146L, 168-169, 168L, 194-195, 194L, 203, 208, 222-223, 222L, 247, 262-263, 262L, 300-301, 300L, 323C-D, 324-325, 324L, 348-349, 348L, 370-371, 370L, 387, 400-401, 400L

T 3, 6D. Oral Presentation

1Use pictures to support an oral presentation.

3-1

3-2

41J, 99L, 329L, 430

261L, 297E-F, 297L, 369L, 417J, 4402Attempt to revise future presentations based on feedback from peers and teacher.

3-1

3-2

41J, 99L, 130E, 151, 224E, 255J, 277, 279J, 329L, 355L, 387L, 407J, 430

57, 59L, 117J, 143J, 167J, 191, 221L, 297E-F, 297L, 323J, 345, 369L, 440

LH 39

90


3Use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as word choice, expression, eye contact, and volume.

3-1

3-2

41J, 67L, 99L, 129J, 130E, 151, 153L, 181L, 205L, 223L, 224E, 255J, 277, 279J, 295, 303L, 329L, 355L, 387L, 407J, 430

35L, 57, 59L, 93L, 117J, 143J, 167J, 191, 193L, 221L, 261L, 297E-F, 297F, 297L, 323J, 345, 347J, 369L, 399L, 417J, 440

LH 39STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening

1Connect messages heard to prior knowledge and experiences.

3-1

3-2

14G-H, 41J, 42G-H, 68G-H, 100G-H, 130G-H, 156G-H, 181L, 182G-H, 206G-H, 215, 224G-H, 256G-H, 279R, 282G-H, 304G-H, 330G-H, 356G-H, 387L, 407T

14G-H, 35L, 36G-H, 60G-H, 94G-H, 118G-H, 146G-H, 168G-H, 194G-H, 222G-H, 262G-H, 300G-H, 324G-H, 348G-H, 370G-H, 400G-H, 417J

2Exchange information through verbal and nonverbal messages.

3-1

3-2

14G-H, 41J, 42G-H, 67L, 99L, 100G-H, 129J, 130E, 153L, 156G-H, 181L, 205L, 206G-H, 215, 223L, 224E, 255J, 256G-H, 277, 279J, 279R, 303L, 329L, 330G-H, 355L, 356G-H, 385, 387L, 405, 407J, 407R, 407T, 430

12J, 14G-H, 35L, 57, 59L, 93L, 117J, 143J, 167J, 168G-H, 191, 193L, 194G-H, 219, 221L, 261L, 297E-F, 297F, 297L, 300G-H, 324G-H, 345, 347J, 348G-H, 369L, 399L, 400G-H, 417J, 440

LH 39B. Listening Comprehension

1Follow two-and three-step directions.

3-1

3-2

181L, 255J

261L2Listen to a story read aloud and/or information from television or film, and summarize main ideas.

3-1

3-2

42G-H, 68G-H, 100G-H, 130G-H, 153T, 153V, 181L, 224G-H, 256G-H, 279T, 282G-H, 304G-H, 330G-H, 407R

36G-H, 94G-H, 143R, 143T, 146G-H, 168G-H, 222G-H, 262G-H, 297T, 297V, 300G-H, 370G-H, 400G-H, 417R, 417T

T 2, 40LH 39

91


3Paraphrase information shared by others.

3-1

3-2

41J, 42G-H, 99L, 100G-H, 153L, 156G-H, 181L, 205L, 206G-H, 215, 223L, 255J, 256G-H, 279J, 279R, 282G-H, 303L, 329L, 330G-H, 355L, 387L, 407J, 407R, 407T

14G-H, 59L, 93L, 94G-H, 167J, 168G-H, 193L, 194G-H, 221L, 222G-H, 261A-B, 261L, 262G-H, 297F, 297L, 300G-H, 324G-H, 347B, 347J, 348G-H, 369L, 370G-H, 399L, 400G-H

T 40LH 39


1Begin to demonstrate an awareness of different media forms and how they contribute to communication.

3-1

3-2

14K, 99L, 130I, 136, 153L, 206J, 206K, 208-217, 218-219, 223L, 250, 256K, 279J, 282K, 300, 329L

14K, 36K, 94K, 146K, 193L, 219, 221L, 261L, 292-293, 295, 297D, 297E, 347J, 397, 417J

2Identify the central theme and main ideas in different media.

3-1

3-2

14K, 99L, 130I, 136, 153L, 206J, 206K, 208-217, 218-219, 223L, 250, 255J, 256K, 279J, 282K, 329L

14K, 36K, 59L, 94K, 146K, 193L, 219, 221L, 261L, 297D, 347J, 397, 417J


1Recognize the effects of visual arts on one's mood and emotions.

3-1

3-2

23, 99L, 130I, 136, 153L, 181L, 198, 206J, 208-217, 223L, 250, 255J, 279J, 329L, 384

46, 56, 59L, 117J, 167J, 193L, 219, 221L, 261L, 294, 297D, 347J, 375, 397, 409, 417B, 417J

2Begin to explore and interpret messages found in advertisements and other texts.

3-1

3-2

99L, 329L

114, 261L, 292-293, 295

92

BY THE END OF FOURTH GRADE:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION

PAGE REFERENCES


1Identify differences of various print formats, including newspapers, magazines, books, and reference resources.

4 47, 99, 118-119, 121, 129, 142-143, 145, 148J, 198-201, 206E, 220-225, 227, 229A-B, 249, 269, 272J, 274E, 290-295, 297, 300E, 347, 350E, 372E, 395, 400E, 421D, 451, 472E, 494-495, 495, 497, 500J, 521A-B, 522E, 541, 565, 567B, 587, 607, 609B, 610J, 612E, 635, 638E, 690F, 711, 714E, 730-733, 746, 747, 750, 751, 752

T 1392Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.

4 77G-H, 91, 98, 101E-F, 376, 381, 383, 394, 405, 421E-F, 506, 564, 566-567, 612J, 623, 627, 630, 632, 637D, 696, 697, 701, 706

T 5, 6LH 96-97, 98, 99-100, 101, 104, 186-187

3Identify and locate features that support text meaning (e.g., maps, charts, illustrations).

4 35, 49L, 75, 77L, 99, 101J, 147J, 150E, 203, 205J, 206E, 226, 227, 251J, 252E, 268, 269, 272J, 274E, 299A-B, 299L, 322, 323, 325J, 346, 349J, 355, 358, 368, 369, 371B, 395, 414, 419, 421L, 438E, 453L, 496, 519, 521L, 522E, 541, 543L, 565, 567J, 587, 589L, 610J, 637L, 638E, 664, 667L, 687, 711, 714E, 735

LH 88-90B. Phonological AwarenessNo additional indicators at this grade level


1Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

4 37, 49C, 50I, 50J, 55, 56, 59, 60, 64, 65, 68, 69, 76-77, 77C, 83, 101A, 102I, 111, 122-123, 123A, 135, 147A, 150J, 155, 161, 173C, 173D, 174L, 205A, 206L, 213, 229C, 239, 251A, 252L, 263, 271A, 271I, 281, 325A, 349A, 350L, 371A, 397A, 400L, 413, 421C, 421K, 422L, 429, 437A, 443, 453C, 463, 471A, 471I, 481, 499A, 499I, 502L, 513, 521C, 521K, 529, 535, 543C, 544L, 557, 567A, 568L, 589C, 595, 609A, 612L, 621, 637C, 653, 667C, 679, 689A, 705, 713A, 713I, 737A

T 42Know and use common word families to decode unfamiliar words.

4 49K, 50I, 56, 64, 76-77, 77K, 122-123, 147I, 173D, 174L, 206L, 252L, 271I, 349A, 350L, 400L, 421K, 422L, 437A, 471I, 499A, 502L, 521K, 544L, 568L, 612L, 737A

T 4

93


3Recognize compound words, contractions, and common abbreviations.

4 123A, 205A, 371A, 371E-F, 371G-H, 521K, 637G-H, 637I-J, 668L

T 75, 175LH 132-133, 134, 137, 168-169, 170, 173, 250-251,

270-271D. Fluency

1Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.

4 41, 69, 93, 113, 123J, 137, 167, 193, 215, 241, 285, 317, 343, 387, 415, 429, 447, 454E, 465, 515, 535, 557, 581, 599, 631, 659, 679, 705

2Read at different speeds using scanning, skimming, or careful reading as appropriate.

4 206J, 211, 215, 335, 400J, 405, 409, 411, 499R, 511, 516, 544J, 549, 551, 555


1Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.

4 20-21, 20L, 37, 49C, 50-51, 50J, 50L, 55, 59, 65, 69, 77C, 78-79, 78L, 83, 101A, 102-103, 102L, 111, 123A, 124-125, 124J, 124L, 129, 133, 135, 137, 147A, 150-151, 150J, 150L, 155, 159, 161, 163, 173C, 174-175, 174L, 185, 205A, 206-207, 206L, 213, 229C, 230-231, 230L, 235, 239, 251A, 252-253, 252L, 263, 271A, 274-275, 274J, 274L, 279, 281, 283, 285, 300-301, 300L, 325A, 326-327, 326L, 349A, 350-351, 350J, 350L, 357, 359, 371A, 372-373, 372L, 377, 397A, 400-401, 400L, 413, 421C, 422-423, 422J, 422K, 422L, 427, 429, 437A, 438-439, 438J, 438L, 443, 445, 453C, 454-455, 454L, 463, 471A, 472-473, 472L, 481, 485, 499A, 502-503, 502L, 513, 521C, 522-523, 522L, 529, 535, 543C, 544-545, 544L, 557, 567A, 568-569, 568L, 589C, 590-591, 590L, 595, 609A, 612-613, 612L, 617, 621, 625, 638-639, 638L, 653, 667C, 668-669, 668L, 679, 689A, 690-691, 690J, 690L, 695, 699, 703, 705, 713A, 714-715, 714L

2Identify specific words or passages causing comprehension difficulties and seek clarification.

4 124J, 129, 133, 137, 159, 163, 185, 235, 274J, 279, 283, 285, 350J, 357, 359, 377, 422J, 422K, 427, 438J, 445, 485, 617, 625, 690J, 695, 699, 703

3Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).

4 43, 71, 95, 115, 139, 169, 195, 217, 243, 265, 287, 319, 345, 367, 389, 417, 431, 449, 467, 493, 517, 537, 559, 583, 601, 633, 661, 681, 707, 729


1Infer word meanings from learned roots, prefixes, and suffixes.

4 50I, 56, 60, 64, 68, 76-77, 102I, 122-123, 173D, 174L, 206L, 252L, 271I, 350L, 400L, 421K, 422L, 437A, 471I, 499A, 499I, 502L, 521K, 544L, 568L, 612L, 637C, 713I, 737A

T 42Infer specific word meanings in the context of reading passages.

4 20J, 20L, 27, 33, 35, 50L, 57, 63, 67, 89, 147T, 180, 189, 230L, 274L, 300J, 305, 309, 311, 326L, 349I, 363, 371I, 372L, 438L, 454L, 487, 573, 577, 590J, 592L, 597, 599, 609R, 609T, 638L, 649, 652, 690L, 712-713, 714L

T 176

94


3Identify and correctly use antonyms, synonyms, homophones, and homographs.

4 49K, 77A-B, 77K, 101I, 123B, 123I, 147B, 173K, 229K, 251I, 299K, 453K, 543K, 589A-B, 589K, 637K, 638I, 646, 666-667, 667I-J, 689I, 690I, 696, 700, 712-713

LH 252-2534Use a grade-appropriate dictionary (independently) to define unknown words.

4 78L, 150L, 173K, 521A-B, 522L, 609B, 689I, 750T 139


1Discuss underlying themes across cultures in various texts.

4 18, 18J, 46, 74, 78G, 80-95, 98, 147O, 148, 176-195, 202, 226, 248, 268, 271O, 272, 296, 314, 322, 346, 352-366, 368, 392-393, 394, 397O, 398, 434, 440-448, 474-492, 499O, 499T, 540, 592-601, 604-605, 606, 609O, 610, 634, 686, 734, 737O

2Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).

4 24, 36, 54, 77O, 101N, 118-119, 123M, 123N, 142-143, 147N, 150I, 154, 156, 158, 166, 172-173, 173O, 198-201, 208-217, 212, 220-225, 224, 229M, 229O, 229P, 230I, 236, 238, 240, 250-251, 251K, 254-265, 256, 262, 271K, 271N, 271R, 271S-T, 290-295, 294, 352-366, 374-389, 376, 378, 386, 397B, 400I, 402-416, 404, 408, 410, 412, 420-421, 438I, 442, 444, 452-453, 460, 490, 504-516, 506, 508, 510, 512, 514, 524-537, 543D, 546-559, 572, 609Q-R, 609T, 612I, 614-632, 616, 618, 620, 622, 628, 630, 636-637, 668I, 672, 674, 678, 688-689, 692-706, 694, 726, 730-733, 737S-T

T 36, 104, 1743Cite evidence from text to support conclusions.

4 26, 30, 114, 128, 130, 156, 164, 178, 182, 190, 194, 210, 214, 224, 234, 236, 238, 242, 256, 262, 271T, 274I, 278, 280, 282, 284, 298-299, 304, 326I, 332, 334, 344, 348-349, 360, 364, 376, 382, 384, 388, 397R, 397T, 408, 414, 450, 471B, 478, 480, 496, 499T, 506, 528, 536, 550, 572, 574, 580, 586, 594, 600, 609T, 620, 622, 624, 628, 644, 650, 654, 680, 694, 700, 720, 722, 732, 737R

T 704Understand author's opinions and how they address culture, ethnicity, gender, and historical periods.

4 52-70, 74, 80-95, 104-115, 120, 126-139, 147K, 147L, 147M, 147S-T, 202, 232-243, 260, 276-287, 299M, 302-318, 352-366, 397Q-R, 414, 524-537, 588-589, 592-601, 598, 609T, 618, 626, 637M, 640-661, 648, 667N, 667O, 667P, 704, 714I, 720, 722, 736-737

T 1415Follow simple multiple-steps in written instructions.

4 201, 421A-B, 437B, 453D, 494-495, 521DT 105

6Recognize an author's point of view.

4 74, 120, 202, 260, 414, 588-589, 598, 609T, 618, 626, 648, 704, 714I, 720, 722, 736-737

T 1417Identify and summarize central ideas in informational texts.

4 104-115, 118-119, 142-143, 147L, 147M, 198-201, 208-217, 220-225, 254-265, 271S-T, 290-295, 352-366, 374-389, 402-416, 494-495, 504-516, 524-537, 543O, 546-559, 609Q-R, 614-632, 692-706, 730-733, 737S-T

95


8Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.

4 22, 52, 65, 72, 80, 104, 123C, 126, 152, 155, 170, 176, 198, 208, 246, 254, 276, 290, 296, 302, 322, 328, 352, 394, 402, 424, 426, 432, 440, 453A-B, 456, 474, 494, 499B, 499L, 499M, 502I, 504, 508, 512, 514, 520-521, 540, 544I, 546, 548, 550, 552, 556, 562, 564, 566-567, 570, 584, 586, 592, 604, 606, 609R, 614, 634, 637D, 640, 670, 684, 686, 716, 730, 733, 734

T 138LH 56, 57

9Recognize literary elements in stories, including setting, characters, plot, and mood.

4 20I, 28, 30, 32, 34, 46, 48-49, 54, 60, 62, 66, 68, 70, 72, 78I, 82, 84, 88, 92, 100-101, 106, 108, 132, 134, 147R, 154, 156, 158, 162, 170, 174I, 178, 180, 182, 186, 204-205, 236, 246, 271R, 278, 296, 304, 308, 312, 316, 330, 336, 340, 342, 354, 360, 362, 378, 397R, 406, 416, 422E, 428, 430, 432, 442, 444, 446, 448, 450, 458, 462, 468, 476, 480, 482, 484, 490, 499R, 499T, 532, 562, 580, 582, 598, 642, 650, 664, 676, 678, 684, 686, 706, 718, 724, 725, 726

T 210Identify some literary devices in stories.

4 86, 133, 136, 144, 284, 315, 604, 646, 664, 667E, 670-681, 725

11Identify the structures in poetry.

4 174G, 181, 246, 562, 564, 584, 643, 667E

12Identify the structures in drama.

4 150F, 152, 155, 170, 173L, 397R, 453L, 456, 471J, 543L

13Read regularly in materials appropriate for their independent reading level.

4 20F, 45, 49M, 49N, 49O, 49P, 50F, 73, 77M, 77N, 77O, 77P, 78F, 93, 101K, 101L, 101M, 101N, 102F, 119, 123K, 123L, 123M, 123N, 124F, 143, 147K, 147L, 147M, 147N, 147Q-R, 147S-T, 150F, 167, 173N, 173O, 173P, 174F, 201, 205K, 205L, 205M, 205N, 206F, 225, 229M, 229N, 229O, 229P, 230F, 247, 251K, 251L, 251M, 251N, 252F, 267, 271K, 271L, 271M, 271N, 271Q-R, 271S-T, 274F, 295, 299M, 299N, 299O, 299P, 300F, 321, 325K, 325L, 325M, 325N, 326F, 343, 349K, 349L, 349M, 349N, 350F, 365, 371K, 371L, 371M, 371N, 372F, 393, 397K, 397L, 397M, 397N, 397Q-R, 397S-T, 400F, 415, 421M, 421N, 421O, 421P, 422F, 433, 437K, 437L, 437M, 437N, 438F, 447, 453M, 453O, 453P, 454F, 465, 471L, 471M, 471N, 472F, 495, 499K, 499L, 499M, 499N, 499Q-R, 499S-T, 502F, 515, 521M, 521N, 521O, 521P, 522F, 539, 543M, 543N, 543O, 543P, 544F, 563, 567K, 567L, 567M, 567N, 568F, 585, 589M, 589N, 589O, 589P, 590F, 605, 609K, 609L, 609M, 609N, 609Q-R, 609S-T, 612F, 631, 637M, 637N, 637O, 637P, 638F, 663, 667N, 667O, 667P, 668F, 685, 689K, 689L, 689M, 689N, 690F, 709, 713L, 713M, 713N, 714F, 733, 737K, 737L, 737M, 737N, 737Q-R, 737S-T



4 469, 472F, 587, 690E

96


2Investigate a favorite author and produce evidence of research.

4 44, 45, 71, 96-97, 98, 140, 141, 169, 196, 197, 218-219, 229E-F, 244, 245, 267, 271C-D, 288-289, 319, 345, 367, 390-391, 417, 431, 449, 471K, 493, 517, 538-539, 561, 583, 602-603, 633, 662, 663, 682-683, 707, 708-709, 729

LH 62-633Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.

4 47, 99, 121, 145, 148J, 150E, 171, 206E, 227, 229A-B, 249, 252F, 269, 271J, 272J, 274E, 297, 300E, 326E, 347, 350E, 372E, 395, 398J, 400E, 421D, 435, 438E, 451, 469, 472E, 497, 500J, 521A-B, 521E-F, 522E, 541, 543E-F, 565, 567B, 567C-D, 567J, 568E, 587, 589E-F, 590E, 607, 609B, 609C-D, 609J, 610J, 612E, 635, 638E, 668E, 687, 690E, 690F, 711, 714E, 735, 746, 747, 753

T 139LH 39

STANDARD 3.2(WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

4 49F, 77F, 123C, 173F, 205D, 229E, 251C, 251E, 299F, 325D, 349C, 371C, 421F, 437D, 453E, 521E-F, 637F, 667F, 713C, 744-745

2Develop an awareness of form, structure, and author's voice in various genres.

4 101C, 123C, 349C, 371C, 689C, 713CLH 56, 60-61, 66, 69, 70-71, 72-73, 75, 77

3Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

4 49F, 101C, 123C, 229E, 251C, 251E, 299F, 349C, 371C, 453E, 471C, 521E-F, 543E-F, 689C, 713C, 737C, 744-745

LH 10-13

4Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

4 49F, 77F, 101C, 101D, 123C, 123D, 173F, 205D, 229F, 251D, 251E, 299F, 325D, 349C, 349D, 371C, 371D, 421F, 437D, 453E, 453F, 471C, 471D, 567C-D, 637F, 667F, 689C, 689D, 713C, 713D, 737C, 737D, 740-741

LH 6-95Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.

4 49E-F, 49F, 77A, 77E-F, 77F, 101C, 101D, 123D, 173F, 205D, 229F, 251D, 299F, 325D, 349D, 371D, 397I, 421F, 437D, 453F, 471D, 567C-D, 589E-F, 637E-F, 637F, 667F, 689D, 713D, 737C-D, 737D, 756-757

LH 10-13, 14-17, 18-21, 22-256Review own writing with others to understand the reader's perspective and to consider ideas for revision.

4 49F, 77F, 101D, 173F, 205D, 229F, 251D, 299F, 325D, 349D, 371D, 421F, 437D, 453F, 471D, 543F, 637F, 667F, 713D, 759

LH 48-49

97


7Review and edit work for spelling, mechanics, clarity, and fluency.

4 49G-H, 101D, 123D, 229F, 229G-H, 251D, 325D, 349D, 371D, 453F, 471D, 499F, 589E-F, 689D, 713D, 737D

LH 34-35, 93-94, 95, 98, 114-115, 184-1858Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.

4 77B, 77J, 77K, 102L, 147B, 147I, 173J, 229J, 251H, 251I, 300F, 300L, 325H, 397H, 472L, 521A-B, 521J, 609B, 689I, 751

T 139LH 34

9Use computer writing applications during most of the writing process.

4 20E, 49E, 50F, 77E, 101C, 123C, 124E, 124F, 147C, 150F, 173E, 205C, 229E, 230F, 251C, 271C, 274E, 299E, 300F, 325C, 349C, 371C, 397C, 421E, 422F, 437C, 438E, 438F, 453E, 454E, 471C, 499C, 502E, 521E, 543E, 567C, 589E, 590E, 609C, 612F, 637E, 667E, 668E, 689C, 690F, 713C, 737C

10Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.

4 49F, 49G-H, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 229F, 251D, 299E-F, 299F, 325D, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 589E-F, 637F, 667F, 689D, 713D, 737D

LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185

11Reflect on one's writing, noting strengths and areas needing improvement.

4 47, 49F, 75, 77F, 99, 101D, 121, 145, 171, 173F, 203, 205D, 229F, 249, 251D, 269, 296, 297, 299F, 323, 325D, 347, 349D, 369, 371D, 395, 419, 421F, 435, 437D, 451, 453F, 469, 471D, 497, 519, 541, 543F, 565, 587, 607, 635, 637F, 665, 667F, 687, 711, 713D, 735, 759

LH 48-49B. Writing as a Product (resulting in a formal product or publication)

1Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience.

4 49E-F, 50F, 77E-F, 101C-D, 147C-D, 226, 418, 450, 586, 606, 637E-F, 713C-D

LH 58

2Write informational reports across the curriculum that frame an issue or topic, including facts and details, and draw from more than one source of information.

4 20F, 75, 99, 121, 171, 173E-F, 174F, 227, 249, 251C-D, 296, 300E, 323, 326E, 349C-D, 369, 371C-D, 372E, 395, 397C-D, 400E, 419, 453E-F, 469, 471C-D, 497, 499C-D, 500J, 519, 521E-F, 543E-F, 567C-D, 568E, 587, 589E-F, 590E, 607, 609C-D, 668E, 690F, 710, 711, 714E, 735

3Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.

4 49F, 77E-F, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 205F, 229F, 251D, 299E-F, 299F, 325D, 349C, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 567C-D, 589E-F, 637F, 667G-H, 689D, 713D, 713E, 737C-D, 737D, 737E-F, 756-757

LH 10-13, 14-17, 22-25, 26-29, 171-172, 1814Build knowledge of the characteristics and structures of a variety of genres.

4 101C, 123C, 205C, 251C, 325C, 349C, 371C, 689C, 713CLH 56, 60-61, 66, 68-69, 70-71, 72-73, 75, 77

5Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.

4 49F, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 229F, 251D, 299E-F, 421E-F, 589E-F, 637F, 689D, 713D, 737D

LH 6-9, 22-25, 30-33

98


6Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.

4 123D, 147I, 205F, 229G, 229H, 271F, 325C-D, 349C, 499F, 589E-F, 637E-F, 667E-F, 713C, 737C, 756-757

T 41, 43LH 18-21, 26-29, 114-115, 116, 120-121, 191, 220-

2217Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.

4 49G-HT 3LH 34-35, 93-94, 95, 98, 184-185

8Improve the clarity of writing by rearranging words, sentences, and paragraphs.

4 173E-F, 173F, 205C-D, 205D, 251D, 299E-F, 299F, 325D, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 589E-F, 637F, 689D

LH 10-139Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors' writing styles.

4 20E, 75, 120, 170, 205C-D, 248, 251C-D, 272J, 274E, 300F, 322, 325C-D, 326E, 346, 349C, 368, 372E, 395, 421E-F, 434, 437C-D, 438F, 471C-D, 496, 499C-D, 502E, 518, 544E, 612E, 664, 737R, 756-757

LH 26-29, 68-69, 78-79, 80, 8110Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

4 46, 173E-F, 173F, 205C-D, 205D, 251C, 251D, 299F, 325D, 349D, 371D, 421F, 437D, 453F, 471D, 589E-F, 689D, 756-757

LH 10-13, 30-3311Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

4 123D, 251C-D, 299E-F, 349C-D, 371C-D, 397C-D, 453E-F, 471C-D, 499C-D, 564, 567C-D, 568E, 689C-D, 737C-D


1Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.

4 49G-H, 49I, 101D, 123D, 147G, 173I, 205G, 229F, 229G-H, 229I, 251D, 251G, 271G, 299I, 325D, 325G, 349D, 371D, 371G, 453F, 453I, 471D, 471E-F, 499F, 499G, 521I, 543I, 567G, 589E-F, 609G, 637I, 667I, 689D, 689E-F, 713D, 713G, 737D, 737G

LH 34-35, 43-45, 93-94, 95, 98, 114-115, 147-148, 184-185

2Use increasingly complex sentence structure and syntax to express ideas.

4 205F, 229G-H, 229H, 251E-F, 251F, 271E-F, 271F, 325C-D, 349C, 589E-F, 667G-H, 713E, 737E-F, 756-757

T 41, 42, 43, 181LH 26-29, 114-115, 116, 117-118, 119, 120-121,

122, 125, 149, 171-172, 180-181, 182, 190-191

99


3Use grade appropriate knowledge of English grammar and usage to craft writing such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses.

4 299G-H, 325E-F, 397E-F, 421G-H, 437E-F, 437F, 453G-H, 471E-F, 499E-F, 521G-H, 543G-H, 567E-F, 589G-H, 609E-F, 637G-H, 667G-H, 689E-F, 689F, 713E

T 73, 76, 106, 108, 109, 110, 111, 140, 142, 143, 144, 145, 178, 179

LH 126-127, 128, 131, 135-136, 137, 138-139, 140, 141-142, 143, 144-145, 146, 147-148, 149, 150-151, 152, 153-154, 155, 156-157, 158, 159-160, 161, 162-163, 164, 165-166, 167, 168-169, 170, 171-172, 173, 174-175, 176, 179, 202-203, 208-209, 214-215, 216-217, 218-219, 220-221, 222-223, 224-225, 226-227, 228-229, 230-231, 232-233, 236-237, 238-239, 240-241, 242-243, 244-245, 246-247, 248-249, 254-255, 256-257, 258-259, 260-261

4Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.

4 77G-H, 101E-F, 205E-F, 229G-H, 251E-FT 5, 6, 41, 74LH 96-97, 98, 99-100, 101, 104, 111-112, 113, 114-

115, 117-118, 119, 122, 129-130, 131, 134, 186-187, 212-213, 262-263, 264-265, 266-267

5Use capital letters correctly in sentences, for proper nouns, and in titles.

4 49G-H, 299G, 371E-F, 371G-HT 3, 71, 75, 106LH 93-94, 95, 98, 104, 123-124, 125, 128, 132-133,

134, 137, 206-207, 268-269, 270-2716Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.

4 111, 118, 173E-F, 205C-D, 251C-D, 251D, 349C-D, 349D, 371C-D, 397C-D, 421E-F, 453E-F, 453F, 471C-D, 471D, 499C-D, 502I, 508, 544I, 548, 552, 558, 566-567, 568E, 589E-F, 689D

T 138LH 34-35, 67, 72-73

7Indent in own writing to show the beginning of a paragraph.

4 173E-F, 251D, 299E-F, 349D, 421E-F, 453F, 471D, 589E-F, 637F, 689D

LH 30-33, 34-358Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.

4 49I-J, 77I-J, 101G-H, 123G-H, 147G-H, 173I-J, 173K, 205G-H, 229I-J, 251G-H, 271G-H, 299I-J, 299K, 325G-H, 349G-H, 371G-H, 397G-H, 421I-J, 437G-H, 453I-J, 471G-H, 499G-H, 521I-J, 543I-J, 567G-H, 589I-J, 609G-H, 637G-H, 637I-J, 637K, 638I, 666-667, 667I-J, 689G-H, 690I, 712-713, 713G-H, 737G-H

T 175LH 168-169, 170, 173, 250-251, 252-253

9Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.

4 397G-H, 437G-H, 437H, 453I-J, 471G-H, 499G-H, 589I-J, 589J, 689G-H, 713G-H

10Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.

4 77B, 77J, 77K, 78L, 102L, 147B, 147I, 150L, 173J, 173K, 229J, 251H, 251I, 300F, 300L, 325H, 397H, 472L, 521A-B, 521J, 522L, 609B, 689I, 750, 751

T 139LH 34


4 49I, 77I, 123G, 147G, 173I, 205G, 229I, 251G, 271G, 299I, 325G, 349G, 371G, 397G, 421I, 453I, 499G, 521I, 543I, 567G, 589I, 609G, 637I, 667I, 689G, 713G, 737G

LH 40, 41, 42, 43-45

100


D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community).

4 49F, 77F, 101C, 123C, 173F, 205D, 251E, 325D, 349C, 371C, 421F, 437D, 453E, 471C, 637F, 689C, 713C, 737C, 740-741

LH 6-9

2Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.

4 101C, 123C, 205C, 251C, 325C, 349C, 371C, 689C, 713CLH 56, 60-61, 66, 68-69, 70-71, 72-73, 75, 77

3Develop independence by setting self-selected purposes and generating topics for writing.

4 49F, 77F, 101C, 123C, 173F, 205D, 229E, 251C, 251E, 299F, 325D, 349C, 371C, 421E-F, 421F, 437D, 453E, 471C, 521E-F, 637F, 667F, 689C, 713C, 737C, 740-741, 744-745

LH 6-94Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, or poetry).

4 20E, 43, 71, 95, 115, 123C-D, 124F, 139, 169, 195, 217, 229E-F, 230E, 243, 265, 271C-D, 274E, 287, 300F, 319, 323, 326E, 345, 367, 368, 389, 395, 396-397, 417, 431, 438F, 449, 467, 493, 496, 500J, 517, 521E-F, 537, 543E-F, 544E, 559, 567C-D, 568F, 583, 589E-F, 590E, 601, 609C-D, 612E, 633, 661, 664, 667E-F, 681, 707, 729, 735, 737C-D

T 395Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.

4 20F, 75, 99, 121, 148J, 171, 227, 249, 269, 300E, 323, 326E, 369, 372E, 395, 400E, 419, 469, 497, 519, 521E-F, 587, 590E, 607, 668E, 711, 714E, 735, 754

6Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.

4 20E, 42, 46, 70, 74, 94, 98, 114, 120, 138, 144, 168, 170, 194, 202, 216, 226, 242, 248, 264, 268, 271T, 286, 296, 318, 322, 344, 346, 366, 368, 388, 394, 416, 418, 430, 434, 448, 450, 453E-F, 466, 468, 492, 496, 499R, 516, 518, 536, 540, 558, 564, 582, 586, 600, 606, 609R, 609T, 632, 660, 664, 680, 686, 706, 710, 728, 734, 737R, 737T

7Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

4 101C-D, 123C-D, 123D, 147C-D, 230E, 418, 422E, 468, 606, 686, 737C-D

8Write informational reports that frame a topic, include facts and details, and draw information from several sources.

4 500J, 521E-F, 543E-F, 567C-D, 589E-F, 609C-D, 735

9Write formal and informal letters for a variety of audiences and purposes.

4 20E, 274E, 300F, 434, 437C-D, 438F, 502E

10Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.

4 46, 173E-F, 299E-F, 421E-F, 471C-D, 499C-D, 756-757LH 10-13

11Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.

4 147C-D, 271C-D, 325, 397, 499C-D, 637LH 52-54

101


12Use relevant graphics in writing (e.g., maps, charts, illustrations).

4 78E, 102E, 174E, 227, 272J, 299A-B, 323, 395, 541, 544E, 565, 568E, 587, 612E, 638E, 711

LH 88-9013Demonstrate the development of a personal style and voice in writing.

4 49E-F, 77E-F, 101C, 101D, 123D, 147I, 325D, 349D, 371D, 499F, 637E-F, 637F, 667E-F, 667F, 713C, 713D, 737C, 737D, 756-757

LH 14-17, 18-21, 220-22114Review scoring criteria of a writing rubric.

4 49F, 49G-H, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 229F, 251D, 299E-F, 299F, 325D, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 589E-F, 637F, 667F, 689D, 713D, 737D

LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185

15Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).

4 47, 75, 99, 121, 145, 171, 203, 249, 269, 296, 297, 323, 347, 369, 395, 419, 435, 451, 469, 497, 519, 541, 565, 587, 607, 635, 665, 687, 711, 735


1Use details, examples, and reasons to support central ideas or clarify a point of view.

4 18, 20H, 20K, 50H, 50K, 78H, 78K, 102H, 102K, 124H, 124K, 147O, 148, 150H, 150K, 174H, 174K, 206H, 206K, 230H, 230K, 252H, 252K, 271O, 272, 274H, 274K, 300H, 300K, 326H, 326K, 350H, 350K, 372H, 372K, 397O, 398, 400H, 400K, 422H, 422K, 438G-H, 438K, 454H, 454K, 472H, 472K, 499O, 502H, 502K, 522H, 522K, 544H, 544K, 568H, 568K, 590H, 590K, 609O, 610, 612H, 612K, 638H, 638K, 668H, 668K, 690H, 690K, 714H, 714K, 737O

2Stay focused on a topic and ask relevant questions.


3Take turns without dominating.



102


1Develop questioning techniques (e.g., who, what, when, where, why, and how).

4 20F, 49L, 50F, 77L, 78F, 98, 101J, 102F, 124F, 148J, 150F, 174F, 206F, 206G-H, 226, 230F, 251J, 252F, 268, 274F, 296, 300F, 326F, 346, 349J, 350F, 372F, 394, 400F, 418, 421L, 422F, 434, 438F, 450, 454F, 472F, 496, 500J, 502F, 522F, 540, 544F, 568F, 590F, 606, 609C-D, 609J, 612F, 634, 638F, 664, 668F, 689J, 690F, 710, 714F, 734, 737J

2Use interview techniques to develop inquiry skills.

4 147T, 269, 499T, 521L

3Explore concepts by describing, narrating, or explaining how and why things happen.

4 49L, 99, 121, 147J, 150E, 229L, 252F, 269, 271J, 272J, 299L, 347, 398J, 469, 541, 567J, 609C-D, 609J, 610J, 612E, 635, 637L, 687

LH 394Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.

4 49L, 77L, 101J, 173L, 205J, 206G-H, 229L, 251J, 271J, 299L, 325J, 326G-H, 349J, 350G-H, 371J, 372G-H, 397J, 400G-H, 421L, 422G-H, 437J, 453L, 472G-H, 499J, 567J, 568G-H, 589L, 609C-D, 609J, 612G-H, 637L, 689J, 690G-H, 713J, 737J

5Reflect and evaluate information learned as a result of the inquiry.

4 47, 99, 121, 145, 148J, 150E, 171, 206E, 227, 249, 252F, 269, 271J, 272J, 297, 300E, 326E, 347, 395, 398J, 400E, 435, 438E, 451, 469, 497, 500J, 541, 565, 567B, 567J, 568E, 587, 590E, 607, 609B, 609C-D, 609J, 610J, 612E, 635, 638E, 668E, 687, 690E, 711, 714E, 735

LH 396Solve a problem or understand a task through group cooperation.

4 18J, 49L, 50E, 78E, 94, 123J, 124E, 147J, 147R, 148J, 150F, 205J, 271J, 271R, 271T, 272J, 299L, 300E, 325J, 326E, 350E, 397J, 397R, 397T, 398J, 400E, 404, 406, 421L, 426, 437J, 454E, 471J, 472E, 499R, 499T, 500J, 522E, 544E, 567J, 609R, 609T, 610J, 612E, 637L, 638E, 668E, 689J, 713J, 737J, 737R, 737T

C. Word Choice

1Use convincing dialogue to role-play short scenes involving familiar situations or emotions.

4 147T, 271R, 635

2Use figurative language purposefully in speaking situations.

4 77E-F, 229L, 325I, 637LLH 14-17

3Use appropriate vocabulary to support or clarify a message.

4 49L, 77L, 147J, 229L, 271J, 325J, 349J, 371J, 397J, 419, 421L, 437J, 499J, 540, 567J, 637L, 689J, 713J, 760

4Adapt language to persuade, explain, or seek information.

4 49L, 77L, 99, 121, 147J, 147T, 150E, 229L, 251J, 252F, 269, 271J, 272J, 325J, 347, 349J, 371J, 397J, 398J, 419, 421L, 437J, 469, 499J, 499T, 521L, 540, 541, 567J, 609C-D, 609J, 610J, 612E, 635, 637L, 687, 689J, 713J, 760

LH 39D. Oral Presentation

1Speak for a variety of audiences and purposes.

4 49L, 99, 121, 147J, 150E, 251J, 252F, 269, 271J, 347, 349J, 397J, 421L, 437J, 541, 567J, 609C-D, 609J, 689J

LH 39

103


2Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.

4 77L, 99, 121, 150E, 229L, 252F, 269, 271J, 325J, 347, 349J, 371J, 419, 421L, 437J, 540, 541, 567J, 609C-D, 609J, 637L, 689J, 713J, 760

LH 393Use notes or other memory aids to structure a presentation.

4 77L, 99, 121, 150E, 229L, 252F, 269, 271J, 325J, 347, 371J, 419, 421L, 437J, 540, 541, 567J, 609C-D, 609J, 637L, 689J, 713J, 760

LH 394Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.

4 49L, 77L, 93, 101J, 123J, 147J, 173L, 229L, 251J, 271J, 299L, 325J, 349J, 371J, 397J, 421L, 437J, 453L, 471J, 521L, 543L, 567J, 589L, 609C-D, 609J, 637L, 667L, 689J, 713J, 737J, 760

LH 395Participate in a dramatization or role-play across the curriculum.

4 93, 147R, 147T, 167, 173L, 241, 271R, 343, 397R, 397T, 447, 453L, 465, 471J, 543L, 635, 679, 727

6Read aloud with fluency.

4 41, 69, 93, 113, 123J, 137, 167, 193, 215, 241, 263, 285, 317, 343, 365, 387, 415, 429, 447, 454E, 465, 491, 515, 535, 557, 581, 599, 631, 659, 679, 705, 727, 737J

7Understand and use criteria for a rubric to improve an oral presentation.

4 49L, 77L, 93, 101J, 123J, 147J, 173L, 229L, 251J, 271J, 299L, 325J, 349J, 371J, 397J, 421L, 437J, 453L, 471J, 521L, 543L, 567J, 589L, 609C-D, 609J, 637L, 667L, 689J, 713J, 737J, 760


1Listen actively for a variety of purposes such as enjoyment and obtaining information.

4 20G-H, 49L, 50G-H, 77L, 78G-H, 101J, 102G-H, 123J, 124G-H, 147J, 147R, 150G-H, 173L, 174G-H, 205J, 206G-H, 229L, 230G-H, 251J, 252G-H, 271J, 271R, 271T, 274G-H, 299L, 300G-H, 325J, 326G-H, 349J, 350G-H, 371J, 372G-H, 397J, 397R, 397T, 400G-H, 421L, 422G-H, 437J, 438G-H, 453L, 454G-H, 471J, 472G-H, 499J, 499R, 499T, 502G-H, 521L, 522G-H, 543L, 544G-H, 567J, 568G-H, 589L, 590G-H, 609C-D, 609J, 612G-H, 637L, 638G-H, 667L, 668G-H, 689J, 690G-H, 713J, 714G-H, 737J, 737R, 737T

2Listen attentively and critically to a variety of speakers.

4 20G-H, 49L, 50G-H, 77L, 101J, 123J, 147J, 174G-H, 205J, 206G-H, 229L, 251J, 271J, 274G-H, 299L, 325J, 326G-H, 349J, 350G-H, 371J, 372G-H, 397J, 400G-H, 421L, 422G-H, 437J, 453L, 454G-H, 471J, 472G-H, 499J, 521L, 543L, 567J, 568G-H, 589L, 609C-D, 609J, 612G-H, 637L, 667L, 689J, 690G-H, 713J, 737J

104


3Interpret vocabulary gained through listening.

4 20-21, 20L, 50-51, 50L, 78-79, 78L, 102-103, 102L, 124-125, 124L, 150L, 174-175, 174L, 206-207, 206L, 230-231, 230L, 252-253, 252L, 274-275, 274L, 300-301, 300L, 326-327, 326L, 350-351, 350L, 372-373, 372L, 400-401, 400L, 422-423, 422L, 438-439, 438L, 454-455, 454L, 472-473, 472L, 502-503, 502L, 522-523, 522L, 544-545, 544L, 568-569, 568L, 590-591, 590L, 612-613, 612L, 638-639, 638L, 668-669, 668L, 690-691, 690L, 714-715, 714L


1Demonstrate competence in active listening through comprehension of a story, interview, and oral report of an event or incident.

4 20G-H, 77L, 78G-H, 101J, 124G-H, 147J, 147R, 147T, 150G-H, 174G-H, 205J, 206G-H, 229L, 230G-H, 251J, 269, 271J, 271R, 271T, 299L, 300G-H, 325J, 326G-H, 349J, 371J, 372G-H, 397J, 397R, 397T, 400G-H, 421L, 422G-H, 437J, 438G-H, 454G-H, 472G-H, 499J, 499R, 499T, 502G-H, 521L, 544G-H, 567J, 568G-H, 589L, 590G-H, 609J, 612G-H, 637L, 638G-H, 668G-H, 689J, 690G-H, 713J, 737R, 737T

T 36, 39, 70, 72, 104, 1072Develop listening strategies (e.g., asking questions and taking notes) to understand what is heard.

4 49L, 77L, 101J, 205J, 206G-H, 251J, 269, 349J, 421L, 472G-H, 521L, 609C-D, 609J, 637L, 689J, 737J

3Demonstrate competence in active listening by interpreting and applying received information to new situations and solving problems.

4 94, 206G-H, 326G-H, 350G-H, 372G-H, 400G-H, 404, 406, 422G-H, 426, 472G-H, 568G-H, 612G-H, 690G-H

4Make inferences based on an oral report or presentation.

4 271J, 567J, 609J

5Describe how language reflects specific regions and/or cultures.

4 101I, 173K, 251I, 453K, 471I, 637C, 667K

6Follow three-and four-step oral directions.

4 251J, 325JT 105


1Interpret information found in pictorial graphs, map keys, and icons on a computer screen.

4 75, 206E, 227, 252E, 272J, 274E, 299A-B, 355, 371B, 522E, 541, 565, 610J, 687, 714E

2Respond to and evaluate the use of illustrations to support text.

4 35, 49L, 77L, 101J, 147J, 205J, 226, 251J, 268, 299L, 322, 325J, 346, 349J, 358, 368, 371B, 453L, 496, 521L, 543L, 567J, 589L, 594, 637L, 664, 667L, 710

3Use graphs, charts, and diagrams to report data.

4 75, 99, 150E, 203, 206E, 269, 272J, 299A-B, 323, 369, 395, 414, 419, 421L, 438E, 519, 541, 565, 587, 610J, 638E, 711, 735

LH 88-90

105


4Distinguish between factual and fictional visual representations.

4 20K, 124K, 147T, 150K, 174K, 206K, 271J, 300K, 326K, 350K, 400K, 438K, 502K, 612K, 638K

5Identify the central theme in a movie, film, or illustration.

4 20K, 35, 49L, 77L, 101J, 123J, 124K, 147J, 147T, 150K, 174K, 205J, 206K, 251J, 271J, 299L, 300K, 322, 325J, 326K, 346, 349J, 350K, 397J, 400K, 437J, 438K, 453L, 471J, 496, 499J, 502K, 543L, 589L, 609J, 612K, 638K, 664, 667L, 689J

6Identify the target audience for a particular program, story, or advertisement.

4 20K, 123J, 124K, 147T, 150K, 174K, 206K, 271J, 300K, 326K, 350K, 400K, 437J, 438K, 499J, 502K, 612K, 638K, 689J

7Demonstrate an awareness of different media forms and how they contribute to communication.

4 20K, 123J, 124K, 129, 142, 147T, 150K, 174K, 198, 206K, 226, 268, 271J, 300K, 326K, 350K, 358, 368, 371B, 400K, 437J, 438K, 495, 499J, 502K, 521L, 567J, 589L, 612K, 637L, 638K, 689J


1Understand that creators of both print media and electronic media have a purpose and target audience for their work.

4 49L, 77L, 101J, 123J, 129, 147J, 205J, 251J, 299L, 325J, 346, 349J, 397J, 437J, 453L, 471J, 499J, 543L, 567J, 589L, 609J, 610J, 637L, 667L, 689J

2Explore and interpret various messages found in advertisements and other texts.

4 123J, 437J, 689J

3Discuss the emotional impact of photos and how they aid understanding.

4 226, 268, 358, 368, 371B, 521L, 567J, 589L, 637L

4Compare and contrast media sources, such as film and book versions of a story.

4 147T, 326K


1Express preferences for media choices.

4 129, 147T, 326K, 453L, 499J, 610J

106

BY THE END OF FIFTH GRADE:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION

PAGE REFERENCES


1Use a text index and glossary appropriately.

5 45D, 295D, 623A-B, 715D, 740-751

2Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs).

5 86, 90J, 95, 99, 103, 107, 110, 147, 152, 258, 261, 263, 274J, 281, 283, 286, 308, 310, 316, 319C, 335, 347D, 348I, 352, 354, 358, 365D, 386, 394, 410, 418, 422J, 427, 433, 434, 436, 464I, 468, 480, 490I, 505, 533B, 534I, 538, 542, 544, 548, 551, 562-563, 563D, 570, 576, 628, 631, 634, 666, 683, 690, 702, 712, 715D

T 77, 78, 140B. Phonological AwarenessNo additional indicators at this grade level


1Use the pronunciation key of a dictionary to decode new words.

5 138L, 273J, 564L, 623A-BT 176

107


2Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

5 20I, 26, 28, 31, 38, 44-45, 45C, 45K, 59, 69C, 69D, 70I, 70L, 74, 80, 81, 82, 88-89, 89A, 90L, 101, 113I, 127, 135A, 135I, 147, 162L, 173, 193, 201C, 209, 223A, 231, 243C, 246I, 250, 262, 265, 272-273, 273C, 285, 296L, 307, 319A, 333, 347C, 348J, 353, 355, 365C, 368L, 377, 389A, 390L, 397, 402, 421C, 421K, 431, 439A, 447, 463A, 471, 487A, 503, 511C, 521, 533A, 545, 563A, 564J, 569, 571, 573, 581A, 582L, 589, 597A, 613, 623C, 623K, 637, 647A, 659, 676J, 683, 685, 697A, 697G-H, 705

T 2, 713Interpret new words correctly in context.

5 46L, 102, 118, 162J, 167, 171, 184L, 235, 274L, 319D, 319K, 320L, 368I, 372, 374, 378, 388-389, 401, 421D, 422I, 422L, 430, 438-439, 440L, 451, 464L, 490J, 490L, 497, 505, 512L, 519, 533I, 534L, 648L, 698J, 703, 707

T 1084Apply spelling and syllabication rules that aid in decoding and word recognition.

5 31, 45C, 59, 69C, 81, 89A, 90L, 101, 113I, 127, 135A, 147, 173, 193, 201C, 209, 223A, 231, 243C, 265, 273C, 285, 307, 319A, 333, 347C, 348J, 353, 355, 365C, 377, 389A, 390L, 397, 421C, 431, 439A, 447, 463A, 471, 487A, 503, 511C, 521, 533A, 545, 563A, 564J, 569, 571, 573, 581A, 589, 597A, 613, 623C, 637, 659, 676J, 683, 685, 697A, 705

D. Fluency

1Adjust reading speed appropriately for different purposes and audiences.

5 138J, 145, 149, 151, 253, 296J, 301, 305, 309, 324, 337, 390J, 395, 399, 409, 473, 487T, 495

2Apply knowledge of letter-sound associations, language structures, and context to recognize words.

5 31, 45C, 46L, 59, 69K, 81, 90L, 101, 102, 113I, 118, 127, 147, 162J, 167, 171, 173, 184L, 193, 201K, 209, 223A, 231, 235, 243C, 265, 273C, 274L, 285, 307, 319A, 319D, 320L, 333, 347C, 348J, 353, 355, 365C, 368I, 372, 374, 377, 378, 388-389, 389A, 389I, 390L, 397, 401, 421C, 421D, 422I, 422L, 430, 431, 438-439, 439A, 440L, 447, 451, 463A, 463I, 464L, 471, 487A, 490J, 490L, 497, 503, 505, 511C, 512L, 519, 521, 533I, 534L, 545, 563A, 564J, 569, 571, 573, 589, 613, 637, 648L, 659, 676J, 683, 685, 697A, 698J, 703, 705, 707

T 1083Read aloud in ways that reflect understanding of proper phrasing and intonation.

5 37, 61, 83, 103, 127, 151, 177, 195, 213, 235, 265, 285, 309, 335, 359, 379, 409, 433, 453, 479, 505, 525, 553, 571, 591, 615, 637, 665, 689, 709

108


4Read silently for the purpose of increasing speed, accuracy, and reading fluency.

5 45M, 45N, 45O, 45P, 69M, 69N, 69O, 69P, 89K, 89L, 89M, 89N, 113L, 113N, 135K, 135L, 135M, 135N, 135Q-R, 135S-T, 161L, 161M, 161N, 183M, 183N, 183O, 183P, 201M, 201N, 201O, 201P, 223K, 223L, 223M, 223N, 243M, 243N, 243O, 243P, 243S-T, 243U-V, 273M, 273N, 273O, 295M, 295N, 295O, 295P, 319M, 319N, 319O, 319P, 347M, 347N, 347O, 347P, 365M, 365N, 365O, 365P, 365S-T, 365U-V, 389K, 389L, 389M, 389N, 421M, 421N, 421O, 421P, 439M, 439N, 439O, 439P, 463L, 463M, 463N, 481, 487K, 487L, 487M, 487N, 487Q-R, 487S-T, 511M, 511N, 511O, 511P, 533K, 533L, 533M, 533N, 563M, 563N, 563O, 563P, 581M, 581N, 581O, 581P, 597K, 597L, 597M, 597N, 597Q-R, 597S-T, 623M, 623N, 623O, 623P, 647M, 647N, 647O, 647P, 675K, 675M, 675N, 697K, 697L, 697M, 697N, 715M, 715N, 715O, 715P, 715S-T, 715U-V

5Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.

5 70J, 70K, 72, 73, 77, 79, 83, 84, 97, 114J, 119, 121, 184J, 189, 191, 202J, 207, 211, 213, 289, 303, 320J, 327, 329, 331, 341, 368J, 373, 379, 380, 415, 429, 440J, 445, 449, 475, 479, 499, 501, 512J, 517, 523, 525, 541, 547, 611, 633, 648J, 653, 655, 657, 661, 687, 689


1Activate prior knowledge and anticipate what will be read or heard.

5 20K, 22, 46K, 48, 70K, 72, 90K, 92, 114K, 116, 135Q, 135R, 135S, 138K, 140, 162K, 164, 184K, 186, 202K, 204, 212, 224K, 226, 243S, 243U, 246K, 248, 274K, 276, 296K, 298, 320K, 322, 348K, 350, 354, 365S, 365U, 365V, 368K, 370, 390K, 392, 422K, 424, 440K, 442, 464K, 466, 487Q, 487S, 490K, 492, 512K, 514, 534K, 536, 564K, 566, 582K, 584, 597Q, 597S, 600K, 602, 624K, 626, 648K, 650, 652, 676K, 678, 698K, 700, 715S, 715U

2Vary reading strategies according to their purpose for reading and the nature of the text.

5 23, 46J, 49, 51, 53, 55, 70J, 70K, 72, 73, 74, 77, 79, 83, 84, 86, 90J, 93, 95, 97, 99, 103, 107, 110, 114J, 117, 119, 121, 125, 135Q, 135S, 135T, 138J, 141, 145, 147, 148, 149, 151, 152, 165, 166, 168, 169, 170, 176, 184J, 187, 189, 191, 202J, 205, 206, 207, 211, 213, 224J, 227, 229, 233, 243S, 243T, 243U, 243V, 246J, 249, 251, 253, 255, 258, 259, 261, 263, 274J, 277, 279, 281, 282, 283, 286, 289, 296J, 299, 301, 303, 305, 308, 309, 310, 316, 319C, 320J, 323, 325, 327, 329, 331, 335, 337, 341, 347D, 348I, 351, 352, 354, 357, 358, 365D, 365S, 365U, 368J, 371, 373, 374, 375, 379, 380, 386, 390J, 393, 394, 395, 399, 403, 405, 409, 410, 415, 422J, 425, 427, 428, 429, 433, 434, 436, 440J, 443, 445, 449, 453, 464I, 464J, 467, 468, 469, 470, 473, 475, 477, 479, 480, 487Q, 487S, 487T, 490I, 494, 495, 499, 501, 504, 512J, 515, 517, 523, 525, 533B, 534I, 537, 538, 541, 542, 544, 547, 548, 551, 553, 562-563, 563D, 567, 570, 576, 582J, 585, 587, 591, 597Q, 597S, 597T, 600J, 603, 605, 607, 609, 611, 615, 627, 628, 631, 633, 634, 641, 648J, 651, 653, 655, 657, 658, 661, 663, 666, 679, 681, 683, 687, 689, 690, 701, 702, 712, 715S, 715U

T 77, 78, 140

109


3Reread to make sense of difficult paragraphs or sections of text.

5 114J, 119, 121, 184J, 191, 202J, 207, 211, 213, 303, 320J, 327, 329, 331, 341, 415, 440J, 445, 449, 479, 501, 541, 648J, 655, 657, 661, 687

4Make revisions to text predictions during and after reading.

5 20J, 30, 35, 40, 41, 62, 78, 84, 100, 104, 128, 152, 178, 196, 214, 232, 236, 264, 266, 282, 286, 338, 358, 360, 380, 410, 434, 454, 474, 480, 487R, 504, 506, 520, 526, 534J, 539, 543, 554, 572, 574, 592, 612, 616, 629, 635, 638, 664, 666, 688, 690, 706, 710, 715V

5Apply graphic organizers to illustrate key concepts and relationships in a text.

5 41, 63, 85, 105, 129, 153, 179, 197, 215, 237, 267, 287, 311, 339, 361, 381, 411, 435, 455, 464J, 481, 507, 527, 555, 575, 593, 617, 639, 667, 690, 691, 711, 715A-B


1Infer word meaning from learned roots, prefixes, and suffixes.

5 20I, 26, 28, 38, 44-45, 45K, 69D, 70I, 70L, 74, 80, 82, 88-89, 135I, 162L, 246I, 250, 254, 262, 272-273, 296L, 347C, 365C, 368L, 389A, 402, 421K, 439A, 582L, 623K, 647A, 675A

T 2, 712Infer specific word meaning in the context of reading passages.

5 46L, 102, 118, 162J, 167, 171, 184L, 235, 274L, 319D, 319K, 320L, 368I, 372, 374, 378, 388-389, 401, 421D, 422I, 422L, 430, 438-439, 440L, 451, 464L, 490J, 490L, 497, 505, 512L, 519, 533I, 534L, 648L, 698J, 703, 707

T 1083Identify and correctly use antonyms, synonyms, homophones, and homographs.

5 45K, 69K, 135I, 183K, 201K, 223I, 243K, 273K, 295K, 319K, 347K, 389I, 422I, 428, 430, 432, 438-439, 439K, 463I, 533I, 563K, 581K, 597I, 600I, 622-623, 647K, 648I, 674, 715K

T 108LH 240-241, 242-243

4Use a grade-level appropriate dictionary independently to define unknown words.

5 138L, 202L, 319K, 348L, 422E, 564L, 581K, 623A-B, 647K, 698L

T 1765Use a thesaurus to identify alternative word choices and meanings.

5 202L, 273K, 564F, 623A-B, 697B


1Identify author's purpose, views, and beliefs.

5 82, 100, 135R, 150, 152, 154, 208, 220, 243T, 243V, 300, 365T, 365V, 410, 430, 434, 452, 460, 476, 484, 487R, 487T, 512I, 516, 518, 522, 526, 532-533, 548, 554, 560, 563B, 564I, 568, 570, 572, 576, 580-581, 588, 597R, 597T, 604, 610, 630, 638, 644, 652, 656, 658, 660, 666, 688, 692, 715T, 715V

T 1442Identify genre by their distinctive elements (e.g., tall tale-exaggeration.)

5 22, 42, 48, 66, 72, 106, 116, 140, 164, 171, 180, 186, 226, 243V, 248, 276, 298, 350, 355, 382, 392, 424, 431, 442, 466, 492, 514, 536, 566, 578, 584, 587, 594, 602, 640, 650, 653, 678, 697C, 700

LH 58, 59

110


3Use cause and effect and sequence of events to gain meaning.

5 50, 56, 122, 124, 150, 190, 194, 230, 243T, 254, 267, 278, 284, 308, 312, 319C, 332, 352, 354, 365D, 402, 430, 432, 446, 450, 470, 546, 550, 563D, 597R, 624I, 628, 630, 632, 634, 636, 646-647, 656, 660, 675B, 676I, 680, 682, 684, 686, 688, 691, 696-697, 704, 708

T 1774Anticipate and construct meaning from text by making conscious connections to self, an author, and others.

5 196, 232, 474, 524, 526, 542, 552

5Recognize persuasive and propaganda techniques used to influence readers.

5 365A-B, 647D

6Recognize historical and cultural biases and different points of view.

5 48-62, 100, 113M, 116-129, 135R, 135S-T, 140-153, 154, 226-236, 243T, 243U-V, 243V, 273O, 365U-V, 390G, 392-411, 424-434, 452, 466-480, 487Q-R, 487R, 487S-T, 487T, 512I, 514-526, 516, 522, 532-533, 533L, 533M, 548, 563B, 564I, 568, 572, 580-581, 588, 597T, 602-617, 604, 623M, 623N, 650-667, 656, 660, 675K, 688, 715S-T, 715V

T 1447Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.

5 18, 42, 62, 66, 86, 110, 114I, 132, 134-135, 135R, 135T, 136, 158, 180, 198, 220, 224I, 240, 242-243, 244, 270, 292, 316, 344, 362, 366, 384, 386, 418, 436, 460, 471, 484, 487R, 488, 508, 530, 560, 578, 594, 597T, 598, 620, 644, 672, 694, 712, 715T

8Distinguish between major and minor details.

5 50, 96, 120, 144, 146, 166, 174, 188, 216, 250, 260, 324, 330, 342, 352, 382, 398, 404, 414, 426, 444, 502, 520, 552, 558, 604, 612, 654, 662, 686, 688, 702, 704

9Make inferences using textual information and provide supporting evidence.

5 24, 28, 30, 34, 38, 54, 78, 98, 102, 104, 106, 122, 126, 128, 135T, 138I, 142, 144, 146, 150, 152, 153, 156, 160-161, 168, 172, 174, 183D, 184I, 188, 190, 192, 194, 197, 200-201, 218, 228, 243A-B, 252, 260, 264, 266, 280, 290, 326, 332, 358, 365T, 365V, 378, 389B, 394, 400, 402, 406, 408, 414, 430, 440I, 444, 468, 474, 478, 487R, 487T, 494, 520, 556, 557, 570, 582I, 586, 588, 590, 596-597, 597B, 597R, 606, 608, 610, 612, 614, 630, 662, 664, 682, 684, 690, 704, 706, 708, 712, 715T, 715V

T 3810Recognize common organizational patterns in text that support comprehension (e.g., headings, captions).

5 86, 90J, 95, 99, 103, 107, 110, 147, 152, 186, 248, 258, 261, 263, 274J, 276, 281, 283, 286, 298, 308, 310, 316, 319C, 335, 347D, 348I, 352, 354, 358, 365D, 386, 394, 410, 418, 422J, 427, 433, 434, 436, 464I, 468, 480, 490I, 533B, 534I, 538, 542, 544, 548, 551, 562-563, 563D, 570, 576, 628, 631, 634, 666, 678, 683, 690, 700, 702, 712, 715D

T 77, 78, 14011Identify and analyze text types, formats, and elements in nonfiction.

5 69A-B, 113M, 140-153, 154-157, 186-196, 216-219, 223C, 243S-T, 243U-V, 243V, 248-267, 270, 273D, 273O, 276-286, 288-291, 298-310, 312-315, 319C, 347D, 347E, 348I, 390G, 392-411, 424-434, 431, 439E, 442-454, 458-459, 464I, 466-480, 487S-T, 514-526, 533L, 533M, 556-559, 650-667, 653, 670-671, 675K, 678-691, 700-710, 715S-T

LH 61-62, 70-71, 72-73, 74-75, 83

111


12Recognize literary elements in stories, including setting, characters, plot, and mood.

5 32, 34, 36, 46I, 50, 52, 54, 58, 60, 66, 68-69, 76, 81, 89B, 94, 98, 114I, 118, 120, 128, 132, 134-135, 135R, 135T, 148, 156, 158, 168, 170, 192, 194, 198, 214, 224I, 228, 230, 232, 234, 236, 237, 242-243, 243T, 243V, 250, 258, 264, 270, 290, 354, 358, 361, 362, 365L, 365T, 365V, 372, 374, 376, 378, 379, 380, 381, 382, 426, 428, 446, 448, 452, 454, 455, 470, 472, 474, 482, 487T, 494, 496, 500, 502, 508, 511A-B, 516, 518, 520, 523, 524, 528, 538, 540, 544, 548, 552, 554, 555, 563C, 568, 574, 578, 581D, 586, 588, 592, 597R, 597T, 608, 617, 620, 623D, 634, 639, 644, 672, 715V

T 5, 14213Recognize figurative language in text (e.g., simile, metaphor, personification, alliteration).

5 57, 121, 183A-B, 208, 214, 223B, 233, 238, 243D, 246L, 254, 258, 283, 365V, 389I, 463B, 609, 643, 654, 676L

T 4214Identify and respond to the elements of sound and structure in poetry.

5 55, 64-65, 69A-B, 161K, 238-239, 273D, 340-343, 342, 440E, 482-483, 528-529, 623E, 643

15Identify the structures in drama.

5 69A-B, 273D, 395, 407, 463K, 626-639, 628, 629, 675C, 675L

LH 86-8716Read regularly in materials appropriate for their independent reading level.

5 20F, 46F, 70F, 90F, 114F, 135Q-R, 135S-T, 138F, 162F, 184F, 202F, 224F, 243S-T, 243U-V, 246F, 274F, 296F, 320F, 348F, 365S-T, 365U-V, 368F, 390F, 422F, 440F, 464F, 487Q-R, 487S-T, 490F, 512F, 534F, 564F, 582F, 597Q-R, 597S-T, 600F, 624F, 648F, 676F, 698F, 715S-T, 715U-V

17Interpret idiomatic expressions.

5 193



5 273A-B, 295D

2Develop and revise questions for investigations prior to, during, and after reading.

5 18J, 20F, 46F, 70F, 90F, 114F, 132, 136J, 138F, 162F, 184E, 184F, 198, 202F, 220, 224F, 244J, 246F, 274F, 296F, 316, 320F, 344, 348F, 366J, 368F, 390F, 418, 422F, 440F, 464F, 488J, 490F, 512F, 534F, 564F, 582F, 598J, 600F, 603F, 620, 624F, 648F, 676F, 698F

3Use multiple sources to locate information relevant to research questions.

5 18J, 20E, 20F, 43, 46E, 46F, 50F, 67, 70E, 70F, 86, 87, 90E, 90F, 114E, 114F, 133, 136J, 138E, 138F, 158, 159, 162E, 162F, 180, 181, 184E, 184F, 199, 202F, 221, 224F, 241, 244J, 246E, 246F, 270, 271, 273A-B, 274F, 292, 293, 295D, 296E, 296F, 317, 320F, 345, 348E, 348F, 362, 363, 366J, 368E, 368F, 387, 390E, 390F, 418, 419, 422E, 422F, 436, 437, 440F, 442F, 458-459, 460, 461, 464E, 464F, 484, 485, 488J, 490E, 490F, 508, 509, 511E-F, 512F, 530, 531, 534E, 534F, 561, 564F, 579, 582E, 582F, 594, 595, 598J, 600E, 600F, 620, 621, 623A-B, 624E, 624F, 644, 645, 647K, 648E, 648F, 672, 673, 676E, 676F, 694, 695, 698E, 698F, 712, 713, 722-723, 724, 725, 726, 728

T 176

112


4Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.

5 18J, 20E, 43, 46E, 67, 70E, 86, 87, 90E, 114E, 133, 135Q-R, 135S-T, 136J, 138E, 158, 162E, 180, 181, 184E, 199, 241, 243S-T, 243U-V, 244J, 246E, 270, 271, 273E-F, 273L, 292, 293, 296E, 317, 345, 348E, 362, 363, 365S-T, 365U-V, 366J, 368E, 387, 390E, 390F, 418, 419, 422E, 436, 437, 460, 461, 463J, 464E, 484, 485, 487Q-R, 487S-T, 488J, 490E, 508, 509, 511E-F, 530, 531, 534E, 561, 579, 582E, 594, 595, 597Q-R, 597S-T, 598J, 600E, 620, 621, 623A-B, 624E, 644, 645, 648E, 672, 673, 676E, 694, 695, 698E, 712, 713, 715S-T, 715U-V

LH 64-655Draw conclusions from information gathered from multiple sources.

5 18J, 20E, 43, 46E, 67, 70E, 87, 90E, 114E, 133, 136J, 138E, 161J, 162E, 162F, 181, 184E, 199, 201L, 221, 241, 243L, 244J, 246E, 271, 293, 296E, 317, 345, 348E, 363, 366J, 368E, 387, 390E, 419, 422E, 437, 439L, 461, 464E, 485, 488J, 490E, 509, 511E-F, 531, 533J, 534E, 561, 563E-F, 579, 582E, 595, 597C-D, 598J, 600E, 621, 624E, 645, 648E, 673, 676E, 695, 698E, 713

LH 396Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.

5 87, 133, 138E, 159, 162E, 199, 218, 224E, 243L, 243T, 246E, 271, 274E, 274I, 280, 291, 293, 294-295, 295L, 296E, 300, 306, 314, 317, 319B, 319L, 320E, 320I, 346-347, 363, 365T, 368E, 419, 422E, 437, 461, 490E, 509, 598J, 667, 697J, 698E, 715A-B

T 75LH 89, 90

7Summarize and organize information by taking notes, outlining ideas, and/or making charts.

5 67, 274I, 294-295, 320I, 347A-B, 390E, 390F, 440F, 511E-F, 512F, 533C-D, 534E, 564E, 579, 648E, 648F, 715A-B, 730

LH 78, 79, 888Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.

5 18J, 46E, 70E, 90E, 113J, 114E, 136J, 161J, 162E, 162F, 183L, 184E, 201L, 221, 223J, 243L, 244J, 246E, 273L, 293, 296E, 345, 347L, 366J, 387, 389J, 390E, 421L, 422E, 439L, 464E, 485, 488J, 531, 533J, 582E, 597C-D, 597J, 598J, 621, 673, 676E, 698E, 713, 738-739

LH 39STANDARD 3.2(WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.

5 89C-D, 270, 344, 564E, 647E-F, 697C-D

2Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph.

5 46E, 114E, 223C-D, 224E, 243E-F, 293, 296E, 345, 348E, 387, 390E, 422E, 439E-F, 463C-D, 464E, 487C-D, 511E-F, 531, 563E-F, 581E-F, 582E, 597C-D, 621, 713

113


3Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

5 69F, 113C, 161D, 183F, 202E, 223C, 295F, 319E, 347E, 389D, 439E, 511E-F, 623F, 722-723

4Develop an awareness of form, structure, and author's voice in various genres.

5 45E-F, 69E-F, 89C, 113C, 132, 204, 223C, 365H, 370, 511E, 581B, 647E, 734-735

LH 14-17, 56-57, 61-62, 68, 70-71, 805Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.

5 89C, 113C, 223C, 319E, 347E, 439E, 463C, 511E-F, 533C-D, 647F, 675C, 697C, 715A-B, 715E

LH 796Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

5 45F, 69F, 89C, 89D, 113C, 113D, 161D, 183F, 201E, 201F, 202E, 223C, 223D, 273F, 295F, 319E, 319F, 347E, 347F, 389D, 421F, 439E, 439F, 463C, 463D, 563E-F, 623F, 647F, 675C, 675D, 697C, 697D, 715E, 715F, 718-719

LH 6-97Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.

5 463I, 581E-F, 623E-F, 647E-F, 697C, 715E, 734-735LH 18-21

8Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.

5 45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F, 389D, 421F, 439F, 463D, 581E-F, 623F, 647F, 675D, 697D, 715F, 734-735

LH 6-9, 10-13, 18-21, 22-25, 30-33

9Review own writing with others to understand the reader's perspective and to consider and incorporate ideas for revision.

5 45F, 69F, 89D, 113D, 161D, 183F, 223D, 273F, 295F, 319F, 347F, 389D, 421F, 439F, 463D, 623F, 647F, 675D, 697D, 715F, 737

LH 48-4910Review and edit work for spelling, usage, clarity, organization, and fluency.

5 69F, 89D, 113D, 161E-F, 183F, 201F, 223D, 224E, 273F, 295F, 295H, 319F, 347F, 389D, 421E-F, 439F, 463D, 581E-F, 675D, 697D, 715F

LH 10-13, 26-29, 34-35, 93-94, 95, 98, 108-109, 110, 184-185

11Use a variety of reference materials to revise work.

5 113H, 138L, 202L, 223D, 243J, 273J, 273K, 319K, 347F, 348L, 422E, 439J, 564F, 564L, 581F, 581K, 623A-B, 647K, 675H, 697B, 698L

T 176LH 34, 47

12Use computer writing applications during the writing process.

5 89C, 113C, 135C, 161C, 183E, 201E, 223D, 243E, 273E, 319E, 347E, 347F, 365E, 421E, 487C, 533C, 563E, 581E, 581F, 595, 597C, 623E, 647E, 648E, 697C, 715E

LH 37, 4713Understand and apply the elements of a scoring rubric to improve and evaluate writing.


LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185

14Reflect on own writing, noting strengths and setting goals for improvement.

5 43, 67, 87, 111, 133, 159, 181, 199, 221, 241, 271, 293, 317, 345, 363, 387, 419, 437, 461, 485, 509, 531, 533D, 561, 579, 595, 621, 645, 673, 695, 713

B. Writing as a Product (resulting in a formal product or publication)

114


1Expand knowledge of characteristics and structures of selected genres.

5 89C, 92, 110, 113C-D, 135C-D, 183E-F, 202E, 204, 220, 223C-D, 224E, 243E-F, 319E-F, 347E-F, 365E-F, 370, 439E-F, 463C-D, 487C-D, 511E, 512E, 530, 560, 582E, 594, 647E, 715E-F

LH 56-57, 61-62, 68, 70-71, 72-73, 74-75, 80, 832Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue-based).

5 223C-D, 224E, 243E-F, 347E-F, 365E-F, 439E-F, 463C-D, 487C-D

3Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).

5 70E, 223C-D, 224E, 243E-F, 273E-F, 347E-F, 348E, 365E-F, 389C-D, 439E-F, 463C-D, 487C-D, 511E-F, 561, 563E-F, 581E-F, 597C-D, 620, 712

LH 84-85

4Write various types of prose, such as short stories, biography, autobiography, or memoir, that contain narrative elements.

5 89C-D, 110, 113C-D, 135C-D, 202E, 220, 344, 419, 439D, 530, 564E, 582E, 624E, 647E-F

5Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.

5 46E, 114E, 161C-D, 293, 296E, 345, 348E, 362, 387, 390E, 422E, 437, 464E, 484, 485, 511E-F, 531, 563E-F, 578, 581E-F, 582E, 597C-D, 621, 694, 713, 734-735

LH 22-256Sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately.

5 45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F, 389D, 439F, 463D, 581E-F, 675D, 697D, 715F, 734-735

LH 6-9, 10-13, 22-25, 30-337Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.

5 161F, 201G, 201H, 421E-F, 463C, 623E-F, 647E-F, 675D, 675F, 697C, 715H, 734-735

T 39LH 18-21, 26-29, 105-106, 108-109, 114-115, 116,

119, 181, 1868Prepare a works consulted page for reports or research papers.

5 563F, 731

9Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.

5 223C-D, 224E, 243E-F, 347E-F, 348E, 365E-F, 439E-F, 463C-D, 487C-D, 511E-F, 563E-F, 581E-F, 597C-D

10Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

5 89C-D, 183F, 270, 273F, 421F, 439F, 563E-F, 697C-D


1Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.

5 69I, 89D, 113D, 135G, 161E-F, 201F, 201I, 223D, 223G, 224E, 243I, 273I, 295H, 319F, 347F, 365I, 389G, 421E-F, 439F, 463D, 463E, 463G, 487G, 533G, 563I, 581E-F, 597H, 623I, 675D, 675G, 697D, 697G, 715F

LH 26-29, 34-35, 93-94, 95, 98, 108-109, 110, 184-185

115


2Use increasingly complex sentence structure and syntax to express ideas.

5 161E-F, 161F, 183G-H, 201G-H, 201H, 421E-F, 463C, 511G-H, 675D, 715G-H, 715H, 734-735

T 39, 41, 43, 181LH 26-29, 105-106, 108-109, 110, 111-112, 113, 114-

115, 116, 119, 122, 125, 153-154, 180-181, 182, 196-197, 238-239

3Use knowledge of English grammar and usage to express ideas effectively.

5 243G-H, 295G-H, 319G-H, 319I-J, 347G-H, 347H, 365G-H, 389E-F, 421G-H, 463E-F, 487E-F, 511G-H, 533E-F, 563G-H, 581G-H, 597E-F, 623G-H, 647G-H, 675E-F, 697E-F

T 45, 76, 79, 80, 81, 109, 111, 114, 115, 141, 143, 145, 147, 175, 178, 180

LH 120-121, 122, 125, 126-127, 128, 129-130, 131, 132-133, 134, 135-136, 137, 138-139, 140, 141-142, 143, 146, 147-148, 149, 150-151, 152, 153-154, 155, 156-157, 158, 159-160, 161, 164, 165-166, 167, 168-169, 170, 171-172, 173, 174-175, 176, 177-178, 179, 182, 198-199, 200-201, 204-205, 206-207, 208, 209, 210-211, 212-213, 214-215, 216-217, 218-219, 220-221, 222, 223, 224-225, 226-227, 228-229, 230-231, 234-235, 236-237, 240-241, 242-243

4Use correct capitalization and punctuation, including commas and colons, throughout writing.

5 45G-H, 69G-H, 135E-F, 161E-F, 201G-H, 223D, 223E-F, 235, 273G-H, 319F, 439G-H, 697D, 715F

T 3, 6, 39, 43, 44, 74, 112LH 93-94, 95, 96-97, 98, 101, 104, 105-106, 107,

108-109, 111-112, 114-115, 117-118, 119, 123-124, 125, 128, 144-145, 185, 186-187, 198-199, 202-203, 244-245, 246-247, 248-249, 252-253

5Use quotation marks and related punctuation correctly in passages of dialogue.

5 235, 697DLH 248-249

6Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

5 44-45, 45I-J, 69D, 69I-J, 70I, 80, 82, 88-89, 89G-H, 113G-H, 135G-H, 161G-H, 183I-J, 201I-J, 202F, 223G-H, 243I-J, 246I, 254, 272-273, 273I-J, 295I-J, 319I-J, 347I-J, 365I-J, 389G-H, 421I-J, 439I-J, 463G-H, 487G-H, 511I-J, 533G-H, 563I-J, 581I-J, 597G-H, 623I-J, 647I-J, 675A, 675G-H, 697G-H, 715I-J

T 27Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.

5 69E-F, 161C-D, 183E, 223C-D, 224E, 243E-F, 295A-B, 295E-F, 319C, 389C-D, 427, 439E-F, 463C-D, 463D, 487C-D, 490I, 510-511, 533B, 562-563, 563D, 581E-F, 683, 690

T 77, 140LH 34-35, 69, 72-73

8Edit writing for correct grammar usage, capitalization, punctuation, and spelling.

5 89D, 113D, 201F, 223D, 224E, 319F, 347F, 439F, 463D, 581E-F, 675D, 697D, 715F

LH 34-359Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

5 113H, 138L, 202L, 223D, 243J, 273J, 273K, 319K, 347F, 348L, 422E, 439J, 564F, 564L, 581F, 581K, 623A-B, 647K, 675H, 697B, 698L

T 176LH 34, 47

116



5 45I, 69I, 89G, 135G, 161G, 183I, 201I, 223G, 243I, 273I, 295I, 319I, 347I, 365I, 389G, 421J, 439I, 463G, 487G, 511I, 533G, 563I, 581I, 597H, 623I, 647I, 675G, 697G, 715I

LH 40, 41, 42, 43-44D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).

5 45F, 69F, 89C, 113C, 161D, 183F, 201E, 202E, 223C, 273F, 319E, 347E, 389D, 421F, 439E, 463C, 647F, 675C, 697C, 715E, 718-719

LH 6-9

2Gather, select, and organize information appropriate to a topic, task, and audience.

5 113C, 183F, 223C, 319E, 347E, 511E-F, 675C, 722-723LH 10-13

3Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/workplace writing.

5 42, 43, 45L, 69A-B, 70E, 89C-D, 92, 110, 113C-D, 135C-D, 181, 202E, 204, 220, 223C-D, 224E, 238, 243E-F, 273D, 273E-F, 319E-F, 340, 344, 347E-F, 365E-F, 370, 439E-F, 440E, 463C-D, 487C-D, 511E, 512E, 530, 564E, 582E, 594, 623E-F, 647E-F, 715E

LH 56-57, 61-62, 68, 71, 72-73, 74-75, 80, 83, 84-854Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.

5 463C-D

5Use transitions between and within paragraphs.

5 113D, 183E-F, 183F, 223C-D, 295E-F, 295F, 389C-D, 389D, 439E-F, 563F, 581E-F

LH 10-13, 30-336Organize paragraphs using topic sentences.

5 69E-F, 161C-D, 295E-F, 295F, 389C-D, 389DLH 30-33

7Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.

5 89C-D, 344, 564E, 647E-F, 697C-D

8Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).

5 69E-F, 89C-D, 198, 647E-F, 697C-DLH 14-17, 63

9Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations, and including a works consulted page.

5 348E, 511E-F, 563E-F, 563F, 581E-F, 597C-D, 731

10Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.

5 347E-F, 365E-F

11Demonstrate the ability to write friendly/business letters in correct format and coherent style.

5 319E-F, 594, 715E-F

117


12Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.

5 113C-D, 183E-F, 223C-D, 295E-F, 319E-F, 389C-D, 439E-F, 487C-D, 620, 712, 734-735

LH 10-13, 22-25

13Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.

5 135, 161, 243E-F, 365E-F, 463C-D, 487C-DLH 52-54

14Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).

5 67, 274E, 274I, 294-295, 320I, 368E, 534E, 564E, 579, 582E, 695, 697J, 715A-B

LH 8815Demonstrate the development of a personal style and voice in writing.

5 45E-F, 69E-F, 89C, 113C, 734-735LH 14-17

16Review scoring criteria of relevant rubrics.


LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185

17Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).

5 43, 67, 87, 111, 133, 159, 181, 199, 221, 241, 271, 293, 317, 345, 363, 387, 419, 437, 461, 485, 509, 531, 533D, 561, 579, 595, 621, 645, 673, 695, 713


1Use details, examples, and reasons to support central ideas or clarify a point of view.

5 18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, 162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K, 296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K, 440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 563L, 564H, 564K, 582H, 582K, 598, 600H, 600K, 624H, 624K, 648E, 648H, 648K, 676H, 676K, 698H, 698K

2Stay focused on a topic and ask relevant questions.


118


3Accept others' opinions and respond appropriately.


4Respond orally to literature.

5 40, 62, 84, 105, 129, 135R, 135T, 153, 178, 196, 214, 236, 243T, 243V, 266, 286, 310, 338, 361, 365T, 365V, 380, 411, 434, 454, 480, 487R, 487T, 506, 526, 554, 574, 592, 597R, 597T, 617, 639, 667, 691, 710, 715T, 715V

5Participate in class discussions appropriately.

5 18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, 162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K, 296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K, 440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 564H, 564K, 582H, 582K, 598, 600H, 600K, 624H, 624K, 648H, 648K, 676H, 676K, 698H, 698K


1Respond orally by adding questions and comments while integrating knowledge.

5 161J, 183L, 223J, 243L, 347L, 439L, 511L, 533J, 563L, 597C-D, 739

2Use interview techniques to develop inquiry skills.

5 292, 366J, 437, 439L, 488JLH 76

3Explore concepts by describing, narrating, or explaining how and why things happen.

5 18J, 69L, 70E, 89J, 90E, 113J, 135J, 136J, 161J, 162E, 162F, 184E, 201L, 221, 243L, 244J, 246E, 296E, 345, 366J, 390E, 439L, 485, 488J, 531, 533J, 582E, 597C-D, 597J, 598J, 647L, 673, 676E, 697J, 698E, 713

LH 394Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.

5 40, 62, 66, 69L, 86, 104, 110, 113J, 135J, 135R, 135T, 152, 161J, 172, 178, 183L, 188, 196, 201L, 214, 223J, 236, 243L, 243T, 243V, 266, 273L, 286, 295L, 310, 319K, 338, 347L, 360, 365L, 365T, 365V, 380, 384, 389J, 410, 416, 421L, 434, 439L, 454, 463I, 478, 480, 487J, 487R, 487T, 506, 511L, 524, 526, 533J, 542, 554, 563L, 574, 581L, 592, 597C-D, 597J, 597R, 597T, 616, 623L, 638, 642, 660, 666, 675J, 697J, 710, 715L, 715T, 715V, 739

5Reflect and evaluate information learned as a result of the inquiry.

5 18J, 70E, 90E, 136J, 161J, 162E, 162F, 184E, 201L, 221, 243L, 244J, 246E, 296E, 345, 366J, 390E, 439L, 485, 488J, 531, 533J, 582E, 597C-D, 598J, 673, 676E, 698E, 713

LH 396Solve a problem or understand a task through group cooperation.

5 18J, 20E, 20F, 46E, 70E, 89J, 90E, 113J, 114E, 135R, 135T, 136J, 162E, 201L, 202E, 223J, 224E, 244J, 246E, 273L, 274E, 295L, 296E, 319K, 320E, 348E, 366J, 368E, 389J, 390E, 421L, 422E, 464E, 487J, 488J, 490E, 533J, 534E, 563L, 564E, 597C-D, 598J, 600E, 624E, 647L, 648E, 676E, 698E

C. Word Choice

119


1Use convincing dialogue to role-play short scenes involving familiar situations or emotions.

5 135T, 363, 581L, 597T, 623L, 624E, 673, 675J

2Use varied word choice to clarify, illustrate, and elaborate.

5 45L, 69L, 135J, 161J, 243L, 295L, 319K, 365L, 389J, 487J, 511L, 563L, 697J

3Use figurative language purposefully in speaking situations.

5 69L, 223B, 463BLH 14-17

4Select and use suitable vocabulary to fit a range of audiences.

5 45L, 69L, 89J, 135J, 161J, 162F, 201L, 221, 223J, 243L, 246E, 295L, 296E, 319K, 345, 365L, 389J, 390E, 439L, 485, 487J, 488J, 511L, 531, 533J, 563L, 597C-D, 647L, 697J, 698E, 713

LH 39D. Oral Presentation

1Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.

5 69L, 161J, 162F, 201L, 221, 243L, 246E, 273L, 295L, 296E, 319K, 345, 365L, 389J, 390E, 439L, 485, 487J, 488J, 511L, 531, 533J, 597C-D, 698E, 713

LH 39

2Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.

5 69L, 161J, 162F, 201L, 221, 243L, 246E, 273L, 295L, 296E, 319K, 345, 365L, 389J, 390E, 439L, 485, 487J, 488J, 511L, 531, 533J, 597C-D, 698E, 713

LH 39

3Use clear, precise, organized language that reflects the conventions of spoken English.

5 69L, 161J, 162F, 201L, 221, 243H, 243L, 246E, 273H, 273L, 295H, 295L, 296E, 319H, 319K, 345, 347H, 365H, 365L, 389F, 389J, 390E, 439L, 463F, 485, 487J, 488J, 511L, 531, 533F, 533J, 563H, 581H, 597C-D, 597F, 623H, 647H, 675F, 697F, 698E, 713

T 76, 79, 80, 109, 114, 143, 145, 147, 175LH 39

4Use visuals such as charts or graphs when presenting for clarification.

5 113J, 161J, 183L, 221, 223J, 243L, 246E, 273L, 296E, 345, 347L, 389J, 421L, 488J, 597C-D, 597J

LH 395Use props effectively while speaking.

5 113J, 161J, 183L, 221, 223J, 243L, 246E, 273L, 296E, 345, 347L, 389J, 421L, 488J, 597C-D, 597J, 738-739

LH 396Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.

5 69L, 89J, 113J, 135J, 161J, 223J, 243L, 273L, 295L, 347L, 365L, 389J, 421L, 439L, 463J, 487J, 511L, 533J, 563L, 581L, 597C-D, 597J, 623L, 647L, 675J, 697J, 715L

LH 397Use verbal and non-verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.

5 45L, 69L, 89J, 113J, 161J, 183L, 201L, 223J, 243L, 273L, 295L, 319K, 347L, 365L, 389J, 421L, 439L, 463J, 511L, 533J, 563L, 571, 581L, 597C-D, 597J, 623L, 647L, 675J, 697J, 715L

LH 398Read aloud with fluency.

5 37, 61, 83, 103, 127, 151, 177, 195, 213, 235, 265, 285, 309, 335, 359, 379, 409, 433, 453, 479, 505, 525, 553, 571, 591, 615, 637, 665, 689, 709

120


9Understand and use criteria from a rubric to improve an oral presentation.

5 201L, 347L, 365L, 533J, 697J, 715L

10Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.

5 89J, 135J, 161J, 201L, 243L, 273L, 295L, 319L, 347L, 365L, 389J, 421L, 511L, 533J, 581L, 623L, 675J, 697J, 715L


1Listen actively for a variety of purposes such as enjoyment and obtaining information.

5 20G-H, 45L, 46G-H, 69L, 70E, 70G-H, 89J, 90G-H, 113J, 114G-H, 135J, 135T, 138G-H, 161J, 162G-H, 183L, 184G-H, 201L, 202G-H, 223J, 224G-H, 243L, 243T, 243V, 246G-H, 273L, 274G-H, 292, 295L, 296G-H, 319K, 319L, 320G-H, 347L, 348G-H, 363, 365L, 365T, 365V, 366J, 368G-H, 389J, 390G-H, 421L, 422G-H, 437, 439L, 440E, 440G-H, 463I, 464G-H, 487J, 487R, 487T, 488J, 490G-H, 511L, 512G-H, 533J, 534G-H, 563L, 564G-H, 581L, 582G-H, 597C-D, 597J, 597R, 597T, 600G-H, 623L, 624E, 624G-H, 647L, 648G-H, 675J, 676G-H, 697J, 698G-H, 715L, 715T, 715V, 739

LH 762Listen attentively and critically to a variety of speakers.

5 20G-H, 45L, 69L, 89J, 90G-H, 113J, 114G-H, 135J, 138G-H, 161J, 162G-H, 183L, 184G-H, 201L, 202G-H, 223J, 224G-H, 243L, 273L, 292, 295L, 319K, 319L, 347L, 348G-H, 365L, 366J, 389J, 390G-H, 421L, 422G-H, 437, 439L, 440G-H, 463I, 464G-H, 487J, 488J, 490G-H, 511L, 533J, 534G-H, 563L, 564G-H, 581L, 597C-D, 597J, 600G-H, 623L, 624G-H, 647L, 648G-H, 675J, 676G-H, 697J, 698G-H, 715L, 739

T 144LH 39, 76

3Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker's message.

5 20G-H, 45L, 113J, 114G-H, 135J, 161J, 183L, 201L, 202G-H, 223J, 243L, 273L, 295L, 319L, 347L, 389J, 390G-H, 439L, 463I, 487J, 511L, 533J, 563L, 564G-H, 581L, 597C-D, 597J, 623L, 624G-H, 647L, 675J, 697J, 698G-H, 715L, 739

4Recognize and analyze persuasive techniques while listening.

5 295L, 319L, 347L, 365L, 511L, 624G-H, 647D

5Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic literature).

5 20A, 20G-H, 23, 46A, 49, 64, 69L, 70A, 73, 90G-H, 103, 114A, 117, 138G-H, 162A, 165, 224A, 224G-H, 227, 246G-H, 274G-H, 296G-H, 348A, 351, 368A, 371, 440G-H, 464G-H, 482-483, 490A, 493, 505, 528, 534A, 537, 564A, 567, 582A, 585, 600A, 603, 624A, 624G-H, 627, 648G-H

T 42

121


6Listen to determine a speaker's purpose, attitude, and perspective.

5 90G-H, 113J, 135J, 138G-H, 162G-H, 184G-H, 202G-H, 224G-H, 273L, 295L, 319L, 347L, 348G-H, 365L, 422G-H, 440G-H, 464G-H, 490G-H, 511L, 534G-H, 597J, 600G-H, 624G-H, 648G-H, 676G-H, 697J, 739

T 144LH 39

7Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions.

5 89J, 90G-H, 162G-H, 184G-H, 201L, 202G-H, 273L, 295L, 319L, 347L, 348G-H, 365L, 421L, 440G-H, 490G-H, 511L, 533J, 624G-H, 648G-H, 697J, 715L, 739

LH 39


1Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g., summarizing, reacting, retelling).

5 20G-H, 45L, 46G-H, 69L, 70G-H, 89J, 90G-H, 113J, 114G-H, 135J, 135T, 138G-H, 161J, 162G-H, 183L, 184G-H, 201L, 202G-H, 223J, 243L, 243V, 246G-H, 273L, 274G-H, 292, 295L, 296G-H, 319K, 320G-H, 347L, 348G-H, 365L, 365T, 365V, 366J, 368G-H, 389J, 390G-H, 421L, 422G-H, 437, 439L, 440G-H, 463I, 464G-H, 487J, 487R, 488J, 490G-H, 511L, 512G-H, 533J, 534G-H, 564G-H, 582G-H, 597C-D, 597J, 597R, 597T, 600G-H, 624G-H, 647L, 648G-H, 676G-H, 697J, 698G-H, 715L, 715V

T 38, 40, 77, 78, 140, 177LH 39, 76

2Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.

5 114G-H, 184G-H, 202G-H, 243T, 274G-H, 296G-H, 348G-H, 368G-H, 390G-H, 487T, 534G-H, 564G-H, 582G-H, 648G-H, 676G-H, 698G-H, 715T

3Ask pertinent questions, take notes, and draw conclusions based on information presented.

5 20G-H, 70G-H, 114G-H, 138G-H, 161J, 183L, 223J, 243L, 246G-H, 347L, 390G-H, 422G-H, 439L, 440G-H, 511L, 512G-H, 533J, 563L, 564G-H, 582G-H, 597C-D, 597J, 600G-H, 698G-H, 739

T 384Make inferences based on an oral report or presentation.

5 69L, 113J, 161J, 162F, 183L, 201L, 221, 223J, 243L, 246E, 273L, 295L, 296E, 319K, 345, 347L, 365L, 389J, 390E, 421L, 439L, 463I, 485, 487J, 488J, 511L, 531, 533J, 597C-D, 597J, 698E, 713, 715L

LH 395Follow three-and four-step oral directions.

5 183L, 223J


1Respond to and evaluate the use of illustrations to support text.

5 42, 89J, 113J, 135J, 223J, 240, 243T, 270, 278, 284, 286, 292, 302, 319B, 326, 330, 336, 338, 342, 346-347, 356, 365L, 365T, 396, 398, 410, 421L, 434, 458, 463I, 487R, 508, 530, 533J, 560, 581L, 620, 623L, 632, 647L, 670, 675J, 702, 710, 715T

122


2Use graphs, charts, and diagrams to report data.

5 67, 87, 133, 162E, 199, 218, 246E, 271, 274I, 291, 293, 294-295, 296E, 300, 306, 314, 317, 319B, 319L, 320E, 320I, 346-347, 368E, 419, 461, 509, 534E, 564E, 579, 715A-B

T 75LH 88, 89, 90

3Distinguish between factual and fictional visual representations (e.g., political cartoons).

5 70K, 114K, 135R, 138K, 246K, 348K, 368K, 390K, 490K, 534K, 600K, 624K, 676K, 698K

4Identify the central theme in a movie, film, or illustration.

5 70K, 114K, 135J, 135R, 138K, 223J, 240, 246K, 348K, 365L, 368K, 390K, 490K, 533J, 534K, 581L, 600K, 624K, 647L, 675J, 676K, 698K

5Identify the target audience for a particular program, story, or advertisement.

5 89J, 356, 365A-B, 365L, 647D, 647L

6Demonstrate an awareness of different media forms (e.g., newspapers, internet, magazines) and how they contribute to communication.

5 18J, 20F, 43, 46F, 50F, 67, 70E, 70F, 70K, 90E, 90F, 114E, 114F, 114K, 135J, 135R, 138F, 138K, 154-157, 162E, 162F, 181, 184E, 184F, 202F, 216-219, 221, 224F, 241, 243T, 246E, 246F, 246K, 271, 274F, 278, 284, 286, 288-291, 292, 293, 295D, 296E, 296F, 302, 317, 319B, 320F, 326, 330, 336, 338, 345, 346-347, 348E, 348F, 348K, 356, 363, 365A-B, 365L, 366J, 368E, 368F, 368K, 390E, 390F, 390K, 421E, 422E, 422F, 434, 440F, 442F, 461, 464E, 464F, 485, 488J, 490E, 490F, 490K, 509, 512F, 531, 534E, 534F, 534K, 556-559, 561, 564F, 579, 582E, 582F, 595, 598J, 600E, 600F, 600K, 623A-B, 624E, 624F, 624K, 645, 647D, 647L, 648F, 673, 676F, 676K, 695, 698E, 698F, 698K, 702, 710, 713, 726

LH 777Understand uses of persuasive text related to advertising in society.

5 89J, 365A-B, 647D

8Distinguish different points of view in media texts.

5 729


1Understand that creators of both print media and electronic media have a purpose and target audience for their work.

5 89J, 154-157, 216-219, 288-291, 309, 356, 365A-B, 365L, 390E, 421E, 421L, 453, 509, 556-559, 591, 597C-D, 621, 637, 647D, 647L, 665

LH 772Evaluate media messages for credibility.

5 356, 365A-B, 365L, 390E, 421E, 509, 647D, 647L, 729LH 77

3Explore and interpret various messages found in advertisements and other texts.

5 89J, 365A-B, 647D, 729

4Interpret verbal and nonverbal messages reflected in personal interactions with others.

5 581L, 697J

5Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding.

5 135J, 243T, 278, 284, 286, 292, 302, 319B, 326, 330, 336, 338, 346-347, 434, 487R, 702, 710

123


6Compare and contrast media sources, such as film and book versions of a story.

5 135R, 292, 623L

7Understand the uses of technology (e.g., the Internet for research).

5 18J, 20F, 43, 46F, 50F, 67, 70E, 70F, 90E, 90F, 114E, 114F, 138F, 162E, 162F, 181, 184E, 184F, 202F, 221, 224F, 241, 246E, 246F, 271, 274E, 274F, 293, 295D, 296E, 296F, 317, 320F, 345, 348E, 348F, 363, 366J, 368E, 368F, 390E, 390F, 422E, 422F, 440F, 442F, 461, 464E, 464F, 485, 488J, 490E, 490F, 509, 512F, 531, 534E, 534F, 561, 564F, 579, 582E, 582F, 595, 598J, 600E, 600F, 623A-B, 624E, 624F, 645, 648F, 673, 676F, 695, 698E, 698F, 713, 726


1Express and justify preferences for media choices.

5 135R, 154-157, 216-219, 288-291, 292, 309, 356, 365A-B, 365L, 421E, 421L, 453, 556-559, 591, 597C-D, 621, 623L, 637, 647D, 647L, 665, 738-739

LH 39, 772Choose the most appropriate media for a presentation.

5 113J, 161J, 183L, 221, 223J, 243L, 246E, 273L, 296E, 345, 347L, 389J, 421L, 488J, 597C-D, 597J, 738-739

LH 393Use a rubric to evaluate the content of media presentations.

5 89J, 135J, 223J, 240, 365L, 487R, 533J, 581L, 647L, 675J, 738-739

LH 394Examine and evaluate effects of media on the family, home, and school.

5 70K, 114K, 135R, 138K, 246K, 309, 348K, 356, 365A-B, 365L, 368K, 390K, 421E, 421L, 453, 490K, 534K, 591, 597C-D, 600K, 621, 624K, 637, 647D, 647L, 665, 676K, 698K

LH 77

Section III:124

Correlation of the New Jersey

Core Curriculum Content Standards

to Harcourt Trophies

by Learning Objective

KINDERGARTENLesson Planning

Learning ObjectivesNew Jersey Standard, Strand

and Cumulative Progress IndicatorTextual

Reference/ Inclusive Lessons

Volume 1 To understand same and different To name the title, author and

illustrator of a story To understand that words are

read from top to bottom and from left to right

To match speech to text To understand that written words

Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.A.6 Demonstrate understanding of the function of a book and its parts, including front and back and title page.Reading 3.1.A.4 Follow words left to right and from top to bottom.Reading 3.1.A.5 Recognize that print represents spoken

Theme 1 Week 1 Getting toKnow You

Pages 19-82

125

are separated by spaces Develop phonemic awareness

through daily oral language activities utilizing songs, poems, and rhymes

To use interactive writing to develop content and composition

language.Reading 3.1.A.3 Recognize that words are separated by spaces.Reading 3.1.B Phonological Awareness (includes phonemic awareness)Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To understand that words are made up of letters

To connect life experiences to information in texts

To recognize sentences that are questions and sentences that are answers

To identify characteristics of a make-believe story

To match words to text Develop phonemic awareness



Reading 3.1.A.2 Distinguish letters from words.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2. Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 1 Week 2Getting to Know You

Pages 85-137

To recognize that sentences are made up of separate words

To understand that written words represent sounds

To understand and follow directions

To identify and sort common words into basic categories

To understand setting To recognize uppercase and

lowercase Mm and Ss To match sounds to letters Develop phonemic awareness



Reading 3.1.A.2 Distinguish letters from words.Reading 3.1.A.5 Recognize that print represents spoken language.Listening 3.4.A.1 Listen fully to understand instructions or hear daily messages.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to-one letter–sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 2 Week 1I Am Special

Pages 159-214

To name action words To understand that printed

materials provide information To understand position words To match words To recognize text patterns To recognize uppercase and

lowercase Mm, Rr, and Ss To match sounds to letters Develop phonemic awareness



Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.A.6 Demonstrate understanding of the function of a book and its parts, including front and back and title page.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.E.1 Begin to track or follow print when listening to a familiar text being read.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


Pages 217-264

To recognize the main idea and details of a story

To recognize the beginning, middle, and ending of a story

To summarize a story To understand the concept of a

Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.G.4 Retell a story read aloud using main characters and events.Reading 3.1.G.4 Retell a story read aloud using main characters and events.


Pages 267-313

126

word To identify and sort words into

basic categories To recognize uppercase and

lowercase Rr, Ss, and Tt To match sounds to letters Develop phonemic awareness



Reading 3.1.A.2 Distinguish letters from words.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read to follow directions To make judgments about story

characters To identify the beginning, middle,

and ending of a story To understand that written words

represent sounds To use picture details to

understand text To recognize uppercase and

lowercase Cc and Pp To match sounds to letters Develop phonemic awareness



Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 3 Week 1Around the TablePages 335-390

To name action words To ask and answer questions To identify color words To identify naming words To clap syllables in spoken words To build and read simple one-

syllable words To understand that as letters of

words change, so do the sounds Develop phonemic awareness



Reading 3.1.F.2 Identify and sort words in basic categories.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


To understand content words To understand folktale as a type

of story To recognize text patterns To identify rhyming words To understand sequence To build and read simple one-





Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3


127

Listening 3.4Viewing and Media Literacy 3.5

To understand real and make-believe

To identify the beginning, middle, and ending of a story

To respond to the rhythm of a poem by clapping

To recognize that names begin with uppercase letters

To recognize problem and solution

To recognize uppercase and lowercase Nn and Dd

To match sounds to letters Develop phonemic awareness



Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 4 Week 1Silly Business

Pages 503-558

To compare texts To make predictions To recognize repeated sounds To distinguish letters from words To identify number words To build and read simple one-





Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.A.2 Distinguish letters from words.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


Pages 561-604

To understand real and make-believe

To understand what a folktale is To identify environmental print To identify rhyming words To draw conclusions To use knowledge of letters,

words, and sounds to read simple sentences

Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes


Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


Pages 607-649

Volume 2 To listen for text patterns,

including rhyme and repetition To use illustrations and text to

understand characters To understand that a story has a

problem and solution To identify long and short words To retell a familiar story

Listening 3.4.A.3 Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.F.2 Identify and sort words in basic categories.

Theme 5 Week 1Family TiesPages 19-76

128

To recognize uppercase and lowercase Gg and Ff

To match sounds to letters Develop phonemic awareness



Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To compare and contrast To understand characters’

feelings To retell a familiar story in order To ask questions about text To note picture details To build and read simple one-





Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 5 Week 2Family Ties

Pages 79-122

To identify the problem and solution

To understand a character’s actions

To tell story events in order To visualize story scenes To compare texts To build and read simple one-





Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.D.1 Practice reading behaviors such as retelling, reenacting, or dramatizing stories.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle.)Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 5 Week 3Family Ties

Pages 125-167

To use prior knowledge to understand a selection

To distinguish between real and make-believe

To retell story events in sequence To recognize number words To make inferences To recognize uppercase and

lowercase Ll and Hh To match sounds to letters Develop phonemic awareness



Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes

Theme 6 Week 1Animal FamiliesPages 189-246

129

* Daily Guided Reading Groups phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To use illustrations to gather information

To identify main idea and details To make predictions about a story To listen for rhythm and rhyme in

text patterns To recognize that sentences in

print are made up of separate words

To build and read simple one-syllable words

To understand that as letters of words change, so do the sounds



* Daily Guided Reading Groups

Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.E.2 Think ahead and make simple predictions about text.Listening 3.4.A.3 Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.Reading 3.1.A.3 Recognize that words are separated by spaces.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 6 Week 2Animal FamiliesPages 249-292

To distinguish between story and information books

To recognize the beginning, middle, and ending of a story

To recognize end punctuation To match words in a repetitive

text To identify rhyming words To use knowledge of letters,





Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.E.1 Begin to track or follow print when listening to a familiar text being read.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 6 Week 3 Animal Families Pages 295-337

To make predictions To understand main idea and

details To draw conclusions To recognize syllables in words To understand content words To recognize uppercase and

lowercase Bb and Kk To match sounds to letters Develop phonemic awareness




Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 7 Week 1Big Surprises

Pages 359-414

To recognize patterned text To understand main idea and

details To retell the story through

dramatization To make inferences

Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.G.1 Respond to a variety of poems and stories through movement, art, music, and drama.


Pages 417-460

130

To understand end punctuation To build and read simple one-






Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To summarize a selection To recognize story characters To understand naming words To match words to text To anticipate text To build and read simple one-






Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.E.1 Begin to track or follow print when listening to a familiar text being read.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


Pages 463-505

To identify sound words To recall story events To understand text patterns To clap syllables for spoken words To make inferences To recognize uppercase and

lowercase Ww and Xx To match sounds to letters Develop phonemic awareness




Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 8 Week 1Animal Adventures

Pages 527-584

To use picture details to understand the text

To identify rhyming words To identify problem and solution To identify action words To recognize setting To build and read simple one-






Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2


Pages 587-630

131

Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To understand that written words can represent sounds

To distinguish fact from fantasy To understand text patterns To understand concept words To identify beginning, middle, and

ending To use knowledge of letters,





Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


Pages 633-675

Volume 3 To understand content words To recognize dialogue To identify problem and solution To identify rhyming words To identify the beginning, middle,

and ending of a story To recognize uppercase and

lowercase Vv and Jj To match sounds to letters Develop phonemic awareness




Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 9 Week 1Around the Town

Pages 19-76

To identify the main idea of a story

To identify setting To recognize cause and effect To visualize song scenes To identify rhyming words To build and read simple one-






Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.D.1 Practice reading behaviors such as retelling, reenacting, or dramatizing stories.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 9 Week 2Around the Town

Pages 79-122

To make judgments about characters

To recognize the sequence of events in a story

To summarize story events To identify action words To recognize setting

Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.

Theme 9 Week 3Around the TownPages 125-167

132

To build and read simple one-syllable words

To understand that as letters of words change, so do the sounds




Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To understand text patterns To understand main idea and

details To understand that characters

speak To identify naming words To summarize main ideas To recognize uppercase and

lowercase Yy and Zz To match sounds to letters Develop phonemic awareness




Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 10 Week 1Neighborhood

HelpersPages 189-245

To match words in sentences To understand text organization

of a nonfiction selection To understand characters To retell a story To place story events in logical

order To build and read simple one-






Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5



To understand content vocabulary To understand setting To retell the story To understand text patterns To understand beginning, middle,

and ending To use knowledge of letters,

words, and sounds to build and read simple sentences




Reading 3.1.F.1 Continue to develop a vocabulary through meaningful, concrete experiences.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3



133

Listening 3.4Viewing and Media Literacy 3.5

To understand dialogue To identify problem and solution To understand action words To recognize text patterns To retell the story To recognize uppercase and

lowercase Qq and Xx To match sounds to letters Develop phonemic awareness




Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many though not all, one-to one letter-sound correspondence.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 11 Week 1Exploring Our Surroundings

Pages 359-414

To recognize number words To read to get information To tell story events in sequence To ask questions for research To understand picture details To build and read simple one-






Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.G.4 Retell a story aloud using main characters and events.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


Pages 417-460

To recognize questions and statements

To understand characters To summarize a story To visualize picture details To identify problem and solution To build and read simple one-






Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


Pages 463-505

To compare and contrast To ask questions for research To identify syllables in words To recognize repetitive text To categorize information To build and read simple one-


words change, so do the sounds

Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.D.1 Practice reading behaviors such as

Theme 12 Week 1Under the OceanPages 527-582

134




retelling, reenacting, or dramatizing stories.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To recognize action words To use picture clues to

understand text To understand sequence To understand print concepts To recognize text patterns To use knowledge of letters,





Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


To compare genres To use visualizing to understand

text To note picture details To use information from a text to

make inferences To ask questions for research To use knowledge of letters,





Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.D.1 Practice reading behaviors such as retelling, reenacting, or dramatizing stories.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


135

FIRST GRADELesson Planning




Theme 1: I Am Your Friend To use the sounds that letters

stand for to help read and write words

To understand the order of events in a story

To identify and read sentences To discriminate between words and

different patterns To use common spelling patterns

to read and write words To utilize appropriate components

of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts


Reading 3.1.B.1 Demonstrate understanding of all sound-symbol relationships.Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.D.2 Begin to read simple text with fluency.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The HatRealistic FictionPages 10A-27P

To reread as a strategy to help understand meaning

To make predictions to figure out what might happen next

To identify and read sentences To recognize and read words with

inflection –s To blend sounds into words

Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.D.2 Begin to read simple text with fluencyReading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Reading 3.1.C.1 Identify all consonant sounds in spoken

Sam and the Bag

FictionPages 28A-47R

136

To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts


words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To use the sounds that letters stand for to help read words

To identify story details To understand word order in

sentences To discriminate between words

with different patterns To use common vowel spelling

patterns to read words To utilize appropriate components



Reading 3.1.B.1 Demonstrate understanding of all sound-symbol relationships.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.E.1 Use prior knowledge to make sense of text.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

AntsNonfiction

Pages 48A-69P

Theme 2: Just For Fun To make predictions to figure out

what might happen next To understand the order of events

in a story To identify and read telling


with different patterns To use common letter patterns to

build and read words To utilize appropriate components



Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.D.3 Read with fluency both fiction and nonfiction that is grade-level appropriate.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Jack and RickFantasy

Pages 72A-95P

To make inferences based on personal experience

To understand how clues in a story help to figure out what is happening

To identify and read asking sentences

To read inflectional forms with –ed and –ing with no spelling changes



Reading 3.1.G.5 Make simple inferences.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.D.3 Read with fluency both fiction and nonfiction that is grade-level appropriate.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Todd’s BoxRealistic FictionPages 96A-117R

To self-correct words that don’t sound right in a sentence


To identify the naming parts of sentences

To discriminate between words with different patterns

To use common vowel spelling patterns to read and write words



Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

All That CornNonfiction

Pages 118A-141P

137

Theme 3: It’s My Turn Now To use one’s imagination to

understand a story To understand the setting of a

story To identify the naming part of a

sentence; to understand that the naming parts of sentences can be combined


To use initial blends to read and write words



Reading 3.1.E.1 Use prior knowledge to make sense of text.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Dan’s PetRealistic FictionPages 8A-31P


To identify cause and effect relationships

To identify telling parts of sentences


To use common letter patterns to read and write words



Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Boots for BethFantasy

Pages 32A-57R


To identify cause and effect relationships

To identify the telling parts for two To generate the sounds for initial

blends with r To read and write words with initial

blends with r To utilize appropriate components



Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2.C.3 Apply sound/symbol relationships to writing words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Space PupFantasy

Pages 58A-83R

To use parts of words to read new words

To identify story details To identify and read complete



patterns to read and write words To utilize appropriate components



Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.D.2 Begin to read simple text with fluency.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Where Do Frogs Come From?

NonfictionPages 84A-107P


To identify the characters in a story

To identify and read nouns

Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high

Try Your BestRealistic Fiction

Pages 108A-133P

138

To decode word parts in compound words

To build compound words with known words



frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.E.7 Begin to apply study skills strategies to assist with retention of new learning.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


To identify story details To identify words for people and

places as nouns To discriminate between initial

blends To read and write words that begin

with initial blends with s and r To utilize appropriate components



Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.E.7 Begin to apply study skills strategies to assist with retention of new learning.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2.C.3 Apply sound/symbol relationships to writing words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Fun with FishNonfiction

Pages 134A-161P

Theme 4: I Think I Can To use parts of words to read new

words To confirm predictions To identify nouns that name

animals and things To use consonant blends with l to




Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

I Am a ButterflyNonfiction

Pages 8A-35R


To understand the setting of a story

To understand words used to show one and more than one

To read inflectional forms –s, -ed, and –ing with no spelling changes



Reading 3.1.G.5 Make simple inferences.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Did You See Chip?Play

Pages 36A-61P

To understand the order of events in a story and summarize

To identify the characters in a story

To use capital letters to begin special names and titles

To use a period at the end of special titles

To understand that the ending –es can be added to base words

To read words with the inflectional ending-es



Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Writing 3.2.C.2 Begin to use basic punctuation and capitalization.Writing 3.2.C.2 Begin to use basic punctuation and capitalization.Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Tomas RiveraBiography

Pages 62A-87P

139

To read ahead to find answers to questions as they read

To understand the setting of a story

To recognize words that name special places

To recognize and read contractions with ’ve and ’re



Reading 3.1.E.5 Monitor their reading by using fix-up strategies.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.H.3 Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

On the Way to the PondFantasy

Pages 88A-111P


To distinguish between fact and fiction

To learn the names of the days of the week and to write the names correctly

Use various forms of writing to respond to the story

To recognize and read words with initial blends with l



Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.H.3 Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Writing 3.2.D.2 Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Friends ForeverNonfiction

Pages 112A-143R

To make and confirm predictions To identify the characters in a

story To learn the names of months To understand that the names of

the months begin with a capital letter

To read words with blends with s and r



Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Writing 3.2.C.2 Begin to use basic punctuation and capitalization.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Foxand the Stork

FablePages 144A-173P

Theme 5: Hello Neighbor To make and confirm predictions To sequence and arrange words in

alphabetical order To use capital letters to begin the

names of holidays To recognize and read contractions

with ’s, n’t, and ’ll To utilize appropriate components



Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Writing 3.2.C.1 Write all upper and lowercase letters of the alphabet from memory.Writing 3.2.C.2 Begin to use basic punctuation and capitalization.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

A Bed Full of Cats

Realistic FictionPages 8A-35P


To sort information into categories To understand and use the

pronouns I and me To discriminate between different

words with different patterns To use common letter patterns to

build and read words

Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular wordsReading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence

Me on the MapNonfiction

Pages 36A-65P

140



knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To use parts of words to read new words

To sort information into categories To understand and use the

pronouns he, she, it, and they To add inflections –es, -ed, -ing to

words that end in y To utilize appropriate components



Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.B.5 Add, delete, or change sounds to change words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

At Home Aroundthe WorldNonfiction

Pages 66A-97P

To use one’s imagination to understand a story

To sequence and arrange words in alphabetical order

To name and recognize words that describe feelings


To use common vowel spelling patterns to read words



Reading 3.1.E.1 Use prior knowledge to make sense of text.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Tell Me a StoryFiction

Pages 98A-123P


To distinguish between fantasy and real stories

To identify and use describing words that tell about color, size, and shape





Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.2 Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

My RobotScience Fiction

Pages 124A-153R

To read ahead to find answers to questions as they read

To sort information into categories To identify and read describing

words that tell about taste, smell, and sound





Reading 3.1.E.5 Monitor their reading by using fix-up strategies.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

On the Job withDr. Martha

SmithNonfiction

Pages 154A-183P

To use one’s imagination to understand a story

To sequence and arrange words in

Reading 3.1.E.1 Use prior knowledge to make sense of text.Reading 3.1.E.6 Use graphic organizers to build on

Little Bear’s Friend

Fantasy

141

alphabetical order To identify and read describing

words that tell how many To recognize and read inflected

endings –s, -ed, -ing To utilize appropriate components



experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Pages 184A-215P


To identify cause-and-effect relationships

To understand words that describe the weather


To use common letter patterns to build and read words



Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Busy Buzzy BeeNarrative Nonfiction

Pages 216A-249R

Theme 6: Going Places To use parts of words to read new

words To recognize the elements of plot To introduce describing words with

-er and –est To recognize, read, and write

contractions with ’s, n’t, and ’ll To utilize appropriate components



Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Story of aBlue Bird

FictionPages 8A-37P

To reread as a strategy to help understand

To identify cause-and- effect relationships

To define and identify verbs To discriminate between words





Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Frog and ToadAll YearFiction

Pages 38A-67R


To identify the main idea of a selection

To identify verbs that tell what is happening now

To recognize and read words with the inflections –ed, -ing



Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Fishing BearsNonfiction

Pages 68A-97P

To read ahead to find answers to Reading 3.1.E.5 Monitor their reading by using fix-up How to Be a

142

questions as they read To identify the main idea of a

selection To use am, is, and are correctly in

sentences To recognize, read, and write

contractions with ’ve, ’d, and ’re To utilize appropriate components



strategies.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Nature DetectiveNonfiction

Pages 98A-123P


To recognize the elements of plot To identify and read verbs that tell

about the past To distinguish between present-

tense and past-tense verbs To use common letter patterns to




Reading 3.1.G.5 Make simple inferences.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.5 Recognize high frequency words in and out of context.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The PuddleFiction

Pages 124A-155P

To use the sounds that letters stand for to help them read words

To make predictions about what will happen next

To understand the past-tense forms of be; to use correct subject-verb agreement

To read contractions with ’ve, ’d, and ’re



Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Poppleton Everyday

FictionPages 156A-185R


To identify the main idea of a selection

To use go and went correctly in sentences to describe actions and time

To identify and understand –er, and -est

To use common letter patterns to read words



Reading 3.1.G.5 Make simple inferences.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Sleep Is for EveryoneNonfiction

Pages 186A- 217P


To recognize the elements of plot To identify, read, and interpret

contractions To discriminate between words



of a balanced writing program

Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.C.5 Recognize high frequency words in and out of context.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2

BaboonInformational

FictionPages 218A-253P

143

(modeled, shared, interactive, guided and independent) to respond to daily writing prompts


Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

SECOND GRADELesson Planning




Theme1: Being Me To use decoding and phonics

strategies to figure out new and difficult words

To recognize the main idea or essential message from text and identify supporting information

To distinguish between complete and incomplete sentences

To use knowledge of phonograms -id and -ide when reading

To decode regular multisyllable words

To apply the writing process to develop ideas and topics before writing


Reading 3.1C.3 Decode regular multisyllable words and parts of words.Reading 3.1.G.4 Continue to identify story elements in text.Writing 3.2.A.4 Use sentences to convey ideas in writing.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Mixed-Up Chameleon

FantasyPages 14A-53R

To understand that rereading aloud is a strategy that can be used to comprehend text

To use knowledge of the author’s purpose(s) to comprehend informational text

To identify and understand the differences between statements and questions

To use knowledge of phonograms –am and –ake when reading


To apply the writing process to add details to sentences


Reading 3.1.E.2 Return to the beginning of a sentence and try again.Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Get Up and Go!Informational

BookPages 54A-81V

To use self-correction as a strategy to comprehend text

To identify the setting of a story and understand its importance

To distinguish between exclamations and commands

To use knowledge of inflection –ed when reading


To apply the writing process to writing paragraphs

Reading 3.1. D.5 Self-monitor when text does not make sense.Reading 3.1G.4 Continue to identify story elements in text.Writing 3.2.A.4 Use sentences to convey ideas in writing.Writing 3.2.A.4 Use sentences to convey ideas in writing.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3

Henry and Mudge

Under the Yellow Moon

Realistic FictionPages 82A-99V

144

* Daily Guided Reading Groups Listening 3.4Viewing and Media Literacy 3.5

To create mental images from reading text as an aid in understanding important ideas

To compare and contrast characters and settings presented by different authors

To identify naming parts of sentences

To use knowledge of inflection –ed when reading


To apply the writing process to write a friendly letter


Reading 3.1.G.5. Respond to text by using how, why, and what-if questions.Reading 3.1G.4 Continue to identify story elements in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Days withFrog and Toad

StoryPages 100A-123P

To use the strategy of making and confirming predictions to comprehend text

To identify story characters; to understand characters’ feelings by examining their words and actions and relating them to personal experience

To identify telling parts of sentences

To use knowledge of phonograms –at and –ate when reading


To apply the writing process to write a journal entry


Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1G.4 Continue to identify story elements in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Wilson Sat Alone


Theme 2: Helping Hands To summarize events in a story in

a logical sequence To identify the sequence of events

in a story To identify nouns as people,

places, things, and animals To use knowledge of phonograms

–ack and –ock when reading To decode regular multisyllable

words To apply the writing process to

write using dialogue* Daily Guided Reading Groups

Reading 3.1G.1 Demonstrate ability to recall facts and details of text.Reading 3.1G.1 Demonstrate ability to recall facts and details of text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Enormous TurnipFolktale

Pages 152A-171R

To use decoding and phonics to figure out new and difficult words

To identify the main idea of a story or article

To identify plural nouns as more than one person, place, thing or animal

To use knowledge of r-controlled vowels /ur/ (ear) when reading


To apply the writing process to write a personal story using colorful words


Reading 3.1.C.1 Look for known chunks or small word chunks or small words to attempt to decode an unknown word.Reading 3.1.G.4 Continue to identify story elements in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Helping OutPhoto Essay

Pages 172A-193R

To use knowledge of word bits and parts in unknown words to understand the meanings of unknown words

Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.G.3 Make inferences and support them with textual information.

Mr. Putter and Tabby

Fly the PlaneRealistic Fiction

145

To use prior knowledge and clues in the text to predict outcomes

To use nouns that change their spelling to become plural

To use knowledge of common abbreviations

To decode abbreviations that stand for multisyllable words

To apply the writing process to write a paragraph that describes


Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Pages 194A-225V

To understand that a reader can use story clues and what they know from real life to infer things the author does not tell them

To understand what synonyms are; to understand how using one synonym in place of another can change the meaning of a sentence

To use proper nouns to name people

To use knowledge of r-controlled vowel /or/ (our) when reading


To apply the writing process to write a story


Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.F.4 Understand concept of antonyms and synonyms.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

HedgehogBakes a Cake

StoryPages 226A-253R

To understand that a reader can read ahead to clarify the meaning of a text

To compare and contrast elements of plot, character, and narrative technique presented by different authors

To use naming words to tell about animals and places

To use knowledge of phonograms -ar, -arm and –ark when reading


To apply the writing process to write using time-order words


Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.4 Continue to identify story elements in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Lemonade for Sale


Theme 3: Our World To use a variety of strategies

including creating mental images to comprehend text

To recognize important details To identify and write days of the

week correctly To use knowledge of letter patterns

ear and eer for the /ir/ sound when reading


To apply the writing process to give facts and reasons in an informational paragraph


Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.G.1 Demonstrate ability to recall facts and details of text.Writing 3.2.C.4 Apply sound/symbol relationships to writing words.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Johnny Appleseed

PlayPages 284A-311V

To understand that rereading aloud can be used as a reading strategy to aid comprehension

To interpret information from charts, graphs, and diagrams

To identify and write the months of the year correctly

To use knowledge of spelling patterns spr, str and thr when reading

To decode regular multisyllable

Reading 3.1.E.2 Return to the beginning of a sentence and try again.Reading 3.1.H.2 Read a variety of nonfiction and fiction books and produce evidence of reading.Writing 3.2.C.4 Apply sound/symbol relationships to writing words.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.

From Seed to Plant

Informational Book

Pages 312A-337R

146


staying focused when writing an informational paragraph


Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To understand that looking at word bits and parts is a useful strategy to comprehend text

To recognize the difference between fact and opinion

To identify and write holidays correctly

To use knowledge of spelling patterns /oo/oo when reading


To apply the writing process to write a research report


Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.H.2 Read a variety of nonfiction and fiction books and produce evidence of reading.Writing 3.2.C.4 Apply sound/symbol relationships to writing words.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Secret Life of Trees

Informational Book

Pages 338A-365R

To identify and understand the sequence of events in a story and to use sequence to summarize the story

To use story clues and prior knowledge to make inferences about what is happening in the story

To recognize and use common abbreviations

To use knowledge of consonant patterns gn, kn, and wr when reading


To apply the writing process to write a paragraph of explanation


Reading 3.1.G.1 Demonstrate ability to recall facts and details of text.Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Watermelon Day


To use a variety of strategies to comprehend text

To predict outcomes based on text and prior knowledge

To use possessive nouns and apostrophes to show ownership

To use knowledge of the inflections -s, -es, -ies when reading


To apply the writing process to write a book report


Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Pumpkin FiestaFiction

Pages 394A-425V

Theme 4: Imagine That To understand that making and

checking predictions can help a reader understand story events

To recognize cause and effect relationships in a text

To use pronouns I, he, she, it, and they

To use knowledge of vowel patterns ow and ou when reading


To apply the writing process to create good beginnings to write a personal story


Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.G.2 Recognize cause and effect in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Day Jimmy’s Boa Ate

the WashFantasy

Pages 14A-39R

To make connections and inferences based on text and prior

Reading 3.1.G.3 Make inferences and support them with textual information.

How I Spent MySummer

147

knowledge To recognize cause and effect

relationships in text To use describing words to tell

about color, size, and shape To use knowledge of vowel

patterns oi and oy when reading To decode regular multisyllable


focus on audience and purpose to write a friendly letter


Reading 3.1.G.2 Recognize cause and effect in text.Writing 3.2.A.10 Focus on elaboration as a strategy for improving writing.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

VacationFantasy

Pages 40A-65V

To use reading ahead as a strategy to comprehend text

To make inferences based on text and prior knowledge

To use describing words to tell about smell, taste, sound, and feel

To use knowledge of vowel patterns oo and ue when reading


To apply the writing process to write a letter of invitation


Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.3 Make inferences and support them with textual information.Writing 3.2.A.10 Focus on elaboration as a strategy for improving writing.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Dear Mr. Blueberry

Informational Book

Pages 66A-95R

To create mental images in order to comprehend text

To know antonyms for a variety of words

To use words that tell how many To identify irregular plurals when

reading To correctly use irregular plurals To apply the writing process to

write a personal story* Daily Guided Reading Groups

Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.F.4 Understand concept of antonyms and synonyms.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Writing 3.2.A.8 Use everyday words in appropriate written context.Writing 3.2 Speaking 3.3Listening 3.4Viewing 3.5

Cool AliRealistic FictionPages 96A-121R

To break words down into smaller, known parts to figure out long or unknown words

To discriminate between fact and fiction

To use words that compare To use knowledge of suffixes when

reading To decode regular multisyllable

words To apply the writing process to use

transition words * Daily Guided Reading Groups

Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.H.2 Read a variety of nonfiction and fiction books to produce evidence of reading.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Emperor’s Egg

Informational Book

Pages 122A-149T

Theme 5: Neighborhood News To understand that reading nearby

words and sentences can help readers figure out unfamiliar words

To recognize that stories have a setting, characters, and a plot; to identify problems, important events, and solutions in stories

To identify and use verbs that tell about now

To use knowledge of prefixes re- and pre- when reading


To apply the writing process to tell

Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.4 Continue to identify story elements in text.Writing 3.2.A.10 Focus on elaboration as a strategy for improving writing.Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Pine Park Mystery

PlayPages 152A-175R

148

what something is like in writing a descriptive paragraph

* Daily Guided Reading Groups To understand that summarizing

the sequence of events in a story can help readers understand and recall important ideas

To compare and contrast characters, settings, and plots

To use correct subject/verb agreement

To use knowledge of contractions when reading


To apply the writing process to write a poem using rhythm and rhyme


Reading 3.1.G.1 Demonstrate ability to recall facts and details of text.Reading 3.1.G.4 Continue to identify story elements in text.Writing 3.2.A.4 Use sentences to convey ideas in writing.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Good-bye, Curtis


To understand that words can be reread to self-correct when they have not been read correctly

To identify simple multiple-meaning words

To form and use past-tense verbs correctly

To use knowledge of vowel patterns ew and ui when reading


To apply the writing process to write a non-rhyming poem


Reading 3.1.E.2 Return to the beginning of a sentence and try again.Reading 3.1.B.2 Use knowledge of letter-sound correspondence to sound out unknown words.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Max Found Two Sticks

Realistic FictionPages 200A-227R

To understand that looking for vowel patterns and affixes can help a reader figure out unfamiliar words

To understand how to summarize/restate information

To use am, is, are, was and were correctly

To use knowledge of consonant patterns gh and ph when reading


To apply the writing process to use description in writing a personal story


Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1G.1 Demonstrate ability to recall facts and details of text.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Anthony Reynoso:

Born to RopePersonal NarrativePages 228A-249T

To use the strategy of creating mental images to comprehend text

To recognize and restate important details in a story

To use has, have and had correctly in sentences

To use knowledge of the suffixes –er and –est when reading


To apply the writing process to write a riddle


Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.G.1 Demonstrate ability to recall facts and details of text.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

ChinatownRealistic Fiction

Pages 250A-277R

Theme 6: Travel Time To understand that looking at word

bits can help a reader decode unfamiliar words

To make connections and inferences based on text and prior knowledge

Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.G.3 Make inferences and support them with textual information.Writing 3.2.A.8 Use everyday words in appropriate written context.

AbuelaFantasy

Pages 280A-305T

149

To use see, give, saw and gave correctly in sentences

To use knowledge of vowel patterns air and are when reading


To apply the writing process to use exact words to write a personal narrative


Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing 3.5

To use decoding and phonics to read new or unfamiliar words

To read information for use in performing and learning a new task

To use come, run, came and ran correctly in sentences

To use knowledge of vowel patterns oo and ou when reading


To apply the writing process to organize ideas in sequence to write an informational paragraph


Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.H.2 Read a variety of nonfiction and fiction books and produce evidence of reading.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Beginner’sWorld Atlas

AtlasPages 306A-335R

To use context to confirm the meaning of unknown words

To use knowledge of the author’s purpose to comprehend informational text

To use go, do, went and did correctly in sentences

To use knowledge of vowel patterns ou and ou(gh) when reading


To apply the writing process to write a How-to paragraph


Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.3 Make inferences and support them with textual information.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Dinosaurs Travel

Informational Book

Pages 336A-363V

To recognize that creating mental images helps the reader understand the literature

To know homophones for a variety of words

To identify and use helping verbs in sentences

To use knowledge of vowel patterns aw and au(gh) when reading


To apply the writing process to write directions


Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Montigue on theHigh Seas

StoryPages 364A-383R

To use reading ahead as a strategy to comprehend text

To use prior knowledge to make and confirm predictions

To identify and use contractions properly in sentences

To use knowledge of prefixes when reading


To apply the writing process to write a postcard


Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.3 Make inferences and support them with textual information.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Ruth Law Thrillsa NationBiography

Pages 384A-409R

150

THIRD GRADELesson Planning




Theme 1: Something Special! To read and understand a fantasy

selection To use context to verify the

accuracy and fit of a word in a sentence

To use syllable patterns to decode multisyllabic words

To write complete sentences correctly

To decode words with the CVC spelling pattern

To identify synonyms and antonyms

To apply the writing process to write a descriptive paragraph that uses sensory details and personal voice


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.3 Use pictures and context clues to assist with decoding of new words.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Writing 3.2.C.1 Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.F.5 Use pictures and context clues to assist with meaning of new words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Officer Buckle and Gloria

FictionPages 14A-41N

To read and understand a fiction selection

To make and confirm predictions To identify setting, characters and

plot in a story To write statements and questions

correctly To read words with inflected

endings To use syllable patterns to decode

multisyllable words To apply the writing process to

write a journal entry using colorful words


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes.Writing 3.2.D.6 Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative. Reading 3.1.D.3 Read aloud with proper phrasing, inflection, and intonation.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words. Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Pepita Talks Twice


To read and understand a mystery selection

To read ahead to clear up confusion

To use spelling and letter patterns to decode multisyllabic words

To use commands and exclamations correctly

To use the CVVC and CVCe spelling patterns to read unfamiliar words

To identify characters, setting, and plot in a story

To apply the writing process to write a personal narrative using descriptive and time-order words


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words. Writing 3.2.D.6 Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative. Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes. Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Nate the Great,San Francisco

DetectiveMystery

Pages 68A-99P

To read and understand a realistic fiction selection; to compare realistic fiction with expository text

To understand that summarizing while reading can help a reader recall and keep track of what has happened in a story

To determine what characters are like by what they say and do

To use subjects and predicates correctly

To use the CVCe and CVVC spelling patterns to read unfamiliar words

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.G.7 Summarize major points form fiction and nonfiction texts.Reading 3.1.G.8 Draw conclusions and inferences from texts. Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print

Allie’s Basketball

DreamRealistic Fiction

Pages 100A-129N

151

To use reference materials To apply the writing process to use

sensory details in writing a story* Daily Guided Reading Groups

or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand an expository nonfiction selection; to read and understand a poem

To read factual material more slowly and carefully than fiction

To identify nonfiction selections and their text structure

To use compound subjects and predicates correctly

To decode words with closed syllables

To use reference materials To apply the writing process to

write a personal narrative including details about actions and feelings


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting nonfiction texts.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Olympic Games: Where

Heroes Are Made

ExpositoryPages 130A-153P

Theme 2: What A Team To read and understand a realistic

fiction selection To understand that rereading can

help clarify story events or information that is confusing

To identify author’s purpose To write compound sentences

correctly To decode words with consonants

kn, wr, and gn To use context to identify the

meanings of homophones and the pronunciation and meanings of homographs

To apply the writing process to use effective paragraphs and sequence to write directions


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.1 Recognize purpose of the text.Writing 3.2.C.1 Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.Reading 3.1.B.1 Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes.Reading 3.1.C.3 Use context to accurately read words with more than one pronunciation.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Turtle BayRealistic Fiction

Pages 156A-181P

To read and understand a narrative nonfiction selection; to compare a time line selection with a narrative nonfiction selection

To understand that recognizing blending letter sounds in a word help a reader to read unfamiliar or difficult words

To classify word relationships To use common and proper nouns

correctly To read words to which the ending

–ed has been added To determine an author’s purpose

for writing a selection To apply the writing process to

organize and write an effective paragraph of information


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.B.1 Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes.Reading 3.1.F.2 Point word meanings from o or clearly identify specific words or wording that cause comprehension difficulties.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speechReading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.G.1 Recognize purpose of the text.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Balto, the Dog Who

Saved NomeNonfiction

Pages 182A-205P

To read and understand a magazine article; to compare magazine articles

To use headings, captions, and other text features to predict content and monitor comprehension

To summarize author’s purpose To use singular and plural nouns

correctly

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.A.2 Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.Reading 3.1.G.1 Recognize purpose of the text.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.

Wild Shots,They’re My LifeMagazine ArticlePages 206A-223P

152

To decode words with consonants /s/c and /j/g, dge

To apply the writing process to write a summary


Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand a fantasy selection; to compare a fantasy selection with a nonfiction article

To understand that self-questioning while reading can help a reader understand important ideas

To use knowledge of word relationships to determine or clarify word meaning

To use plural nouns correctly in speaking and writing

To use syllable patterns to read unfamiliar words

To use story clues, characters’ traits, and prior knowledge to make predictions

To apply the writing process to use organization in writing a how-to essay


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting nonfiction texts.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Little Grunt andthe Big Egg

FantasyPages 224A-255N

To read and understand a personal narrative nonfiction selection

To use contextual analysis to verify the accuracy and place of a word in a sentence

To use strategies to decode multi-syllable words

To recognize and use singular possessive nouns

To decode words with ough To classify and categorize words or

ideas To apply the writing process to

write a detailed how-to essay* Daily Guided Reading Groups

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.D.1 Recognize grade level words accurately and with ease so that a text sounds like spoken language when read aloud.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.B.1 Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes.Reading 3.1.H.2 Draw conclusions from information and data gathered.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Rosie, a VisitingDog’s Story

Personal NarrativePages 256A-279N

Theme 3: Friends to Grow With To read and understand a realistic

fiction selection To understand that reading ahead

can help a reader understand a character, plot, or story

To identify chronological order in stories

To use plural possessive nouns correctly

To decode and understand words with prefixes un- and re-

To use context to determine the meaning of a word with more than one meaning

To apply the writing process to write a persuasive paragraph with clearly developed reasons and details


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.E.4 Develop and use graphic organizers to build on experiences and extend learning.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.C.3 Use context to accurately read words with more than one pronunciation.Writing 3.2 Speaking 3.3 Listening 3.4Viewing and Media Literacy 3.5

The StoriesJulian Tells


To read and understand a realistic fiction story; to read and understand a mystery

To understand that creating mental images while reading can help a

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.11 Participate in creative responses to texts.Reading 3.1.F.3 Infer word meanings from taught roots,

The Talent Show


153

reader understand characters and story events

To use prefixes and suffixes to determine or clarify word meaning

To use abbreviations correctly when writing

To decode words with the /o/ sound To identify chronological order in

stories To apply the writing process to

write a persuasive speech that stays on topic


prefixes, and suffixes.Writing 3.2.C.1 Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.E.4 Develop and use graphic organizers to build on experiences and extend learning.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand a realistic fiction selection; to compare a nonfiction article with a realistic story

To understand that summarizing while reading can help a reader keep track of story events and recall them more easily afterward

To discriminate time-order clues To use singular and plural nouns

correctly To decode and understand

compound words To use prefixes and suffixes to

determine and clarify word meaning

To apply the writing process to write a persuasive letter with detailed reasons


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Reading 3.1.G.8 Draw conclusions and inferences from texts. Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Centerfield Ballhawk


To read and understand a realistic fiction selection; to compare realistic fiction with poetry

To understand that recognizing and blending the sounds letters stand for help a reader read unfamiliar or difficult words

To use prefixes and suffixes to determine or clarify meaning

To use subject pronouns correctly in speaking and writing

To decode and understand words with suffixes

To follow simple multiple-step written directions

To apply the writing process to write a review of a literature selection that persuades others to read it


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Listening 3.4.B.1 Follow two-and three-step directions.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Ramona ForeverRealistic Fiction

Pages 356A-387P

To read and understand proverbs and fables

To make, confirm, and revise predictions while reading

To identify the problem/conflict and its resolution in a story

To use object pronouns correctly To decode and understand words

made up of two root words To classify word relationships and

use that knowledge to determine and clarify word meanings

To apply the writing process to write a persuasive composition including convincing reasons and details


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Sayings We Share: Proverbs

and FablesFable

Pages 388A-407N

154

Theme 4: Tell Me a Story To read and understand a historical

fiction selection To understand that rereading can

help readers clarify story events that are confusing

To summarize important information in a text

To use adjectives correctly To understand and decode words

with prefixes To use prefixes or suffixes to

determine or clarify word meaning To apply the writing process to

write a paragraph that compares using complex sentences


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Papa Tells Chitaa Story

Historical FictionPages 14A-35P

To read and understand a Native American legend; to read and understand a nonfiction article

To understand that summarizing while reading can help a reader recall and keep track of story events

To understand the use of comparison and contrast

To use adjectives for what kind correctly

To decode words with the igh and eigh patterns


To apply the writing process to write a paragraph that contrasts using different kinds of sentences


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Reading 3.1.G.10 Compare and contrasts story plots, characters, setting, and themes.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech. Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Coyote Placesthe Stars

Native American Tale

Pages 36A-59P

To read and understand a folktale; to compare two folktales

To make, confirm and revise predictions while reading


To use adjectives of quantity correctly

To understand and use accent marks to help decode multisyllabic words

To determine likenesses and differences within and across texts

To apply the writing process to write an explanatory paragraph including facts, examples and details


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Why Mosquitoes Buzz in

People’s EarsWest African Tale

Pages 60A-93P

To read and understand a folktale To understand that summarizing

while reading can help a reader recall and keep track of story events

To classify likenesses and differences across texts

To use articles correctly To decode and understand words

with prefixes To follow simple multi-step

directions To apply the writing process to

write an effective compare-and- contrast essay

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Listening 3.4.B.1 Follow two-and three-step directions.Writing 3.2Speaking 3.3

Lon Po PoFolktale

Pages 94A-117N

155

* Daily Guided Reading Groups Listening 3.4Viewing and Media Literacy 3.5

To read and understand a play; to compare a play and a folktale

To use headings, stage directions, and other text features to understand events in a play

To compare authors’ purposes To use correctly adjectives that

compare To understand and decode words

with suffixes To use story clues and prior

knowledge about a genre to make predictions

To apply the writing process to write an expository paragraph with a clear topic sentence and details


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.A.2 Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.Reading 3.1.G.1 Recognize purpose of the text.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Crowded House

PlayPages 118A-143P

Theme 5: Good Neighbors To read and understand a historical

fiction selection To understand that self-

questioning while reading can help a reader understand important ideas

To distinguish between facts and opinions

To use action verbs correctly To decode and understand

compound words To identify character, setting, and

plot in a story and to determine what characters are like by what they say and do

To brainstorm, research, and take notes on a topic


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting nonfiction texts.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter sound knowledge and structural analysis to decode words.Reading 3.1.G.8 Draw conclusions and inferences from texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Leah’s PonyHistorical FictionPages 146A-167N

To read and understand a nonfiction selection; to read and understand a song

To use contextual analysis to verify the accuracy and fit of a word in a sentence

To distinguish main idea and supporting details in expository text

To use main and helping verbs correctly

To decode and understand words with the VCCV syllable pattern


To organize information into an outline


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Yippee-Yay!Expository Nonfiction

Pages 168A-193P

To read and understand a historical fiction selection; to compare a historical fiction selection with a nonfiction article

To use the self-question strategy to clarify understanding


To use present-tense verbs correctly

To decode words with the VCV syllable pattern

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.G.4 Ask, how, why, and what-if questions in interpreting nonfiction texts.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.

Boom TownHistorical FictionPages 194A-221P

156

To distinguish main ideas and supporting details

To use an outline to write a draft of a research report


Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand a historical fiction selection; to read and understand poetry

To understand that creating mental images while reading can help a reader understand characters and story events

To determine likenesses and differences across texts

To use past-tense verbs correctly To decode and understand words

with inflected endings -ed, -ing To use references and resources to

locate information To revise a draft of a research

report* Daily Guided Reading Groups

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting nonfiction texts.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.H.1. Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Cocoa IceHistorical FictionPages 222A-261P

To read and understand an expository nonfiction selection; to compare an expository nonfiction selection with an advertisement

To read factual material more slowly and carefully than fiction

To identify a stated and unstated main idea and supporting details

To use irregular verbs correctly To understand and decode words

with suffixes To identify the elements of

nonfiction To publish and evaluate a research

report* Daily Guided Reading Groups

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

If You Madea MillionExpository

Nonfiction Pages 262A-297P

Theme 6: Celebrate Our World To read and understand a free-

verse poem To understand and enjoy a poem

by creating mental pictures of setting and events

To summarize important information in text

To recognize and understand the various tenses of irregular verbs

To decode and understand words with prefixes and suffixes

To distinguish between fact and opinion

To apply the writing process to use figurative language and imagery to write a poem


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.11 Participate in creative responses to texts.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

I’m In Charge of Celebrations

PoemPages 300A-323N

To read and understand a realistic fiction selection; to read and understand a nonfiction article

To read ahead to clear up any confusion

To recognize cause and effect relationships

To use the verb be correctly To decode and understand words

with inflected endings

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.

Alejandro’s GiftRealistic Fiction

Pages 324A-347N

157

To restate information presented in a text without changing the meaning

To apply the writing process to use vivid verbs and specific nouns to write a thank-you letter


Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand a nonfiction selection

To read factual information more slowly and carefully than fiction

To use book parts to locate information

To write contractions correctly To recognize the schwa sound in

unstressed syllables To recognize cause-and-effect

relationships To apply the writing process to

write a play with a beginning, middle, and an ending


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.A.3 Use a glossary or index to locate information in a text.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Rocking and Rolling

NonfictionPages 348A-369P

To read and understand an informational narrative and expository nonfiction

To understand that rereading can help readers clarify story events or information that is confusing

To recognize cause and effect relationships

To recognize adverbs and use them correctly in speaking and writing

To decode words with unaccented syllables

To use book parts to locate information

To apply the writing process to write an invitation


Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.A.3 Use a glossary or index to locate information in a text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Armadillofrom AmarilloInformational

NarrativePages 370A-399P


To use headings, captions, and other text features to predict content and monitor comprehension

To use book parts to locate information and find answers to questions in text

To compare actions using adverbs To decode words with the

consonant –le syllable pattern To interpret information on graphic

aids To apply the writing process to

write a story* Daily Guided Reading Groups

Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.A.2 Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.Reading 3.1.A.3 Use a glossary or index to locate information in a text.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.E.4 Develop and use graphic organizers to build on experiences and extend learning.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Visitors from Space

NonfictionPages 400A-417N

158

FOURTH GRADELesson Planning




Theme 1: You Can Do It To read and understand a realistic

fiction selection To use context to confirm word

meanings To identify and use narrative

elements such as plot, character, and setting to gain insight into characters’ motivations and actions

To use sentences correctly To decode words with the CVC

spelling pattern To organize information into

categories according to the

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.E.3 Select useful visual organizers before, during, and after reading to organize information.

The GardenerRealistic FictionPages 20A-49P

159

properties or attributes they have in common

To use voice in writing a descriptive paragraph


Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5


To use decoding and phonics to determine the pronunciation of words

To use morphemic units, such as roots, prefixes, and suffixes to determine the meanings of words

To use declarative and interrogative sentences correctly

To use knowledge of the CVC and CVCe spelling patterns to pronounce and read words

To draw and explain inferences from a text

To use voice in writing a character sketch


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.F.1 Infer word meanings form learned roots, prefixes, and suffixes.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Donovan’sWord Jar


To read and understand a realistic fiction selection

To make and confirm predictions during reading

To identify the conflict, or problem, and its resolution in a work of literature

To use imperative and exclamatory sentences correctly

To decode words with -igh, and -eigh


To use the writing process in writing a personal narrative


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.G.3 Cite evidence from text to support conclusions.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.2 Know and use common word families to decode unfamiliar words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

My Name is Maria Isabel

Realistic FictionPages 78A-101N

To read and understand a biography selection; to compare two biography selections

To understand that summarizing while reading can help a reader keep track of important information in a nonfiction selection

To use knowledge of prefixes, suffixes, and roots to analyze the meaning of longer or more complex words

To use subjects and predicates correctly

To decode compound words To use knowledge of synonyms

and antonyms to determine meaning and extend word knowledge

To use the writing process in writing a fictional story


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Reading 3.1.F Infer meanings from learned roots, prefixes, and suffixesWriting 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.3 Recognize compound words, contractions, and common abbreviations.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Lou Gehrig:The Luckiest Man

BiographyPages 102A-123N

To read and understand a historical fiction selection; to compare historical fiction with a magazine article

To clarify understanding by reading ahead

To use an index, a table of

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.2 Identify specific words or passages causing comprehension difficulties and seek clarification.Reading 3.1.A.1 Identify differences of various print formats, including newspapers, magazines, books, and reference sources.

Amelia and Eleanor

Go For a RideHistorical FictionPages 124A-147N

160

contents, and other book parts to locate information

To use complete and simple subjects correctly

To decode words with ough To use knowledge of synonyms

and antonyms to determine meaning and extend word knowledge

To use the writing process to write a personal narrative


Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.2 Know and use common word families to decode unfamiliar words.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographsWriting 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 2: Side by Side To read and understand a play To use decoding and phonics to

determine the pronunciation of words

To identify cause-and-effect relationships in a literary text and use them to understand plot development

To use complete and simple predicates correctly

To decode words with /s/c and /j/g To use prefixes, suffixes, and roots

to decode words and understand their meanings

To use effective paragraphs in writing a paragraph of information

Daily Guided Reading Groups

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.F.1 Infer meanings from learned roots, prefixes, and suffixes.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Baker’s Neighbor

PlayPages 150A-173P

To read and understand a fiction/folktale selection; to compare fiction/folktale with nonfiction


To identify ways in which narrative elements impact one another in a literary text

To use compound subjects and predicates correctly

To identify and decode compound words

To identify figurative language, such as similes and metaphors, and interpret its meaning



Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.3 Recognize compound words, contractions, and common abbreviations.Reading 3.1.G.10 Identify some literary devices in stories.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Emperor and the KiteFolk Tale

Pages 174A-205N

To read and understand a nonfiction selection; to compare nonfiction with nonfiction narrative

To monitor understanding by adjusting reading rate

To summarize the most important information in a text

To use simple and compound sentences correctly

To use knowledge of open syllables to pronounce and read words

To use an index, a table of contents, and other book parts to locate information



Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.A.1 Identify differences of various print formats, including newspapers, magazines, books, and reference sources.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Nights of the PufflingsNonfiction

Pages 206A-229N

To read and understand a realistic fiction selection; to compare

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.

The Garden of Happiness

161

realistic fiction with poetry To make and confirm predictions

during reading To use cause-and-effect

relationships to understand a character’s motivations and actions

To use clauses correctly To use knowledge of closed

syllables to pronounce and read words

To identify figurative language and to interpret its meaning

To use the writing process in writing a how-to essay


Reading 3.1.G.3 Cite evidence from text to support conclusions.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure and syntax to express ideas.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.10 Identify some literary devices in stories.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5



To use text features and text structure to locate information and to monitor comprehension

To use important ideas and details to summarize a text

To use complex sentences correctly

To decode words with the VV syllable pattern

To understand how to use electronic resources available for research

To use the writing process to write a summary


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.A.3 Identify and locate features that support text meaning.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

How to Babysitan Orangutan

NonfictionPages 252A-271N

Theme 3: Make Yourself at Home To read and understand a historical

fiction selection; to compare historical fiction with an article

To read ahead to clarify information or unfamiliar words

To use story information and prior knowledge to draw conclusions

To use common and proper nouns correctly

To decode words with primary accent marks

To understand how to use print and electronic resources available for research

To use effective sentences in writing a cause-and-effect paragraph


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate in formation.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Sarah, Plain and Tall



To use context to confirm word meanings

To determine likenesses and differences in characters, settings, and plot events

To use singular and plural nouns correctly

To decode words with the schwa sound

To make reasonable predictions based on textual clues and prior knowledge

To use effective sentences in explaining a process

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2 Speaking 3.3Listening 3.4

Stealing HomeRealistic Fiction

Pages 300A-325N

162

* Daily Guided Reading Groups Viewing and Media Literacy 3.5 To read and understand a fantasy

selection To create mental images in order

to better understand and enjoy a selection

To draw conclusions about the traits, actions, and motives of characters

To use possessive nouns correctly To use knowledge of root words

and inflections to pronounce and read words


To use the writing process in writing an explanatory essay


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during, and after reading to organize information.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Cricket inTimes Square

FantasyPages 326A-349N


To understand that rereading passages can help the reader clarify details and understand important ideas

To recognize comparison and contrast patterns in a nonfiction text

To use abbreviations correctly To decode compound words To interpret and use graphic

sources of information To use the writing process in

writing a definition essay* Daily Guided Reading Groups

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.3 Recognize compound words, contractions, and common abbreviations. Reading 3.1.A.3 Identify and locate features that support text meaning.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Two Lands,One HeartNonfiction

Pages 350A-371N

To read and understand an informational narrative selection; to compare informational narrative with poetry

To identify structural patterns found in informational texts to strengthen comprehension

To summarize the most important information in a text

To use pronouns and antecedents correctly

To decode words with /s/c and /j/g To distinguish between cause and

effect in a nonfiction text To apply the writing process to

write an explanatory essay* Daily Guided Reading Groups

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.1 Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction text.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Look to the North:

A Wolf Pup DiaryInformational

NarrativePages 372A-397N

Theme 4: Creative Minds To read and understand a

nonfiction selection To monitor understanding by

adjusting reading rate To recognize the main idea of a

selection and the details that support the main idea

To use subject and object pronouns correctly

To use knowledge of the VCCV syllable pattern to decode multisyllablic words

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction text.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words. Reading 3.1.A.1 Identify differences of various print

The Kids’Invention Book

Expository Nonfiction

Pages 400A-421P

163

To use a table of contents, an index, and other book parts to locate information

To use development in writing paragraphs that compare and contrast


formats, including newspapers, magazines, books, and reference resources.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand a mystery selection; to compare mystery with fable

To clarify understanding by reading ahead

To identify chronological order of events in a selection by using time-order words and other unstated clues

To use possessive pronouns correctly

To use morphemic units, such as roots, prefixes, and suffixes, to determine the pronunciation of words

To follow directions; to interpret written directions correctly

To use development in writing a persuasive letter


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.E.1 Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words. Reading 3.1.G.5 Follow simple multiple-steps in written instructions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Case ofPablo’s Nose

MysteryPages 422A-437N

To read and understand a folktale selection

To understand that rereading to clarify can help a reader understand important ideas

To use details from a literary text to determine the main idea of a story

To use ajectives and articles correctly

To decode words with open and closed syllables

To follow directions; to interpret written directions correctly

To use the writing process in writing a response to literature


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.5 Follow simple multiple-steps in written instructions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

In the Days ofKing Adobe

FolktalePages 438A-453P

To read and understand a play To understand that creating mental

images while reading increases comprehension and enjoyment

To identify ways in which the sequence of events in a literary text affects the outcome

To compare with adjectives correctly

To decode words with the VV syllable pattern

To use story information and real-life experience to draw conclusions

To use the writing process to write a compare and contrast essay


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Red Writing HoodPlay

Pages 454A-471N

To read and understand a folktale selection; to compare a folktale with a magazine article

To make and confirm predictions about text, using prior knowledge and text features

To compare and contrast tales from different cultures

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.G.3 Cite evidence from text to support conclusions.Reading 3.1.G.1 Discuss underlying themes across cultures in various texts.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence

One Grain of RiceFolktale

Pages 472A-499N

164

To use verbs correctly To use root words and suffixes to

read multisyllabic words To describe the text features and

literary devices of imaginative literature

To apply the writing process to write a comparison and contrast essay


structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.10 Identify some literary devices in stories.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Theme 5: Community Ties To read and understand an

expository nonfiction selection To summarize information to

strengthen comprehension To identify the structural patterns

and organization of nonfiction texts To use main and helping verbs

correctly To decode words with the schwa

sound To follow directions; to interpret

written directions correctly To gather and evaluate information

for a research report* Daily Guided Reading Groups

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.G.7 Identify and summarize central ideas in informational texts.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction text.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.5 Follow simple multiple-steps in written instructions. Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Fire!Expository Nonfiction

Pages 502A-521P

To read and understand an informational narrative selection

To use decoding and phonics to determine the pronunciation of words

To identify the author’s purpose for writing a text

To use action and linking verbs correctly

To decode words with the syllable pattern -le

To identify the main idea and supporting details of a selection

To organize information for a research report


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.6 Recognize an author’s point of view.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

A Very Important Day

Informational Narrative

Pages 522A-543P

To read and understand an expository nonfiction selection; to compare expository nonfiction with poetry

To monitor understanding by adjusting reading rate

To identify the structural patterns and organization of nonfiction texts

To use the present tense correctly To decode words with unaccented

syllables To locate information by using a

variety of sources To draft information for a research

report * Daily Guided Reading Groups

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Saguaro CactusExpository Nonfiction

Pages 544A-567N


To understand that summarizing

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.

Blue WillowRealistic Fiction

Pages 568A-589P

165

while reading can help a reader keep track of important information

To determine the author’s viewpoint on a topic

To use the past and future tenses correctly

To decode inflected nouns and verbs

To identify figurative language and interpret its meaning

To edit information for a research report


Reading 3.1.G.6 Recognize an author’s point of view.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.2 Know and use common word families to decode unfamiliar words.Reading 3.1.G.10 Identify some literary devices in stories.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand an autobiography; to compare an autobiography with poetry

To understand that using context to confirm meaning can help a reader determine or confirm the meanings of unfamiliar words

To identify the chronological order of events in a selection by using time-order words and other unstated clues

To use irregular verbs correctly To decode words with silent letters To locate information using print

and electronic sources To share and publish information

for a research report* Daily Guided Reading Groups

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Reading 3.1.G.3 Cite evidence from text to support conclusions. Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2.B Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

In My FamilyAutobiography

Pages 590A-609P

Theme 6: New Lands To read and understand a

nonfiction selection To use text structure and format to

monitor comprehension To distinguish between facts and

opinions in a nonfiction text To use complex contractions and

negatives correctly To use knowledge of roots to

decode multisyllabic words To use text structure to strengthen

comprehension of nonfiction texts To use word choice to write a

description paragraph* Daily Guided Reading Groups

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.1 Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Gold RushExpository Nonfiction

Pages 612A-637P

To read and understand a historical fiction selection

To understand that self-questioning while reading can help a reader understand and clarify important ideas

To use word relationships to determine meaning

To use adverbs correctly To decode words with the letter

pattern -augh To use context to determine the

meanings of multiple-meaning words

To use word choice in writing a rhymed or unrhymed poem


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.2 Know and use common word families to decode unfamiliar words.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs.Writing 3.2.Speaking 3.3Listening 3.4

I Have Heardof a Land


166

Viewing and Media Literacy 3.5 To read and understand a tall tale

selection; to compare a tall tale with a poem

To understand that creating mental images while reading can help a reader understand important ideas

To distinguish between facts and opinions in a literary text

To compare with adverbs correctly To decode words with the VCCV

syllable pattern To understand the elements that

make up a good paraphrase To use the writing process in

writing a persuasive essay* Daily Guided Reading Groups

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Writing 3.2.D.5 Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Paul Bunyan and Babe the Blue Ox

Tall TalePages 668A-689N

To read and understand a informational narrative selection; to compare an informational narrative with an article

To understand that rereading can help a reader clear up confusion

To use word relationships to determine meaning

To use prepositions correctly To decode words with a VCV

syllable pattern To organize facts into an outline To use the writing process in

writing a descriptive essay* Daily Guided Reading Groups

Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.F.2 Infer specific word meanings in the context f reading passages.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Fly Traps!Plants That Bite

BackInformational


To read and understand a realistic fiction selection; to compare realistic fiction with a magazine article

To learn how using the self-question strategy can help a reader understand important ideas

To determine the author’s viewpoint on a topic

To use prepositional phrases correctly

To use prefixes, suffixes, and root words to determine the pronunciation of words

To paraphrase information from text

To use the writing process in writing a story


Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.G.6 Recognize an author’s point of view.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Writing 3.2.D.5 Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The DownAnd Up Fall


167

FIFTH GRADELesson Planning




Theme 1: Look Inside To read and understand a realistic

fiction selection To understand that making and

confirming predictions increases readers’ involvement with and enjoyment of a text

To use word structure to determine and clarify meaning

To understand declarative and interrogative sentences

To use the CVC spelling pattern to decode multisyllable words

To identify nonfiction book parts and the information they provide

To apply the writing process to use voice in writing a narrative paragraph


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.4 Make revisions to text predictions during and after reading.Reading 3.1.F.1 Infer word meanings from learned roots, prefixes, and suffixes.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.11 Identify and analyze text types, formats, and elements in nonfiction.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Hot andCold SummerRealistic fictionPages 20A-45P

To read and understand a historical fiction selection; to compare fiction with poetry

To understand that using the author’s words and their own experiences will help readers understand what they read

To identify the main problem or conflict of the plot and explain how it is resolved

To understand imperative and

Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.G.4 Anticipate and construct meaning from text by making conscious connections to self, an author, and others.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.

Sees Behind Trees


168

exclamatory sentences To decode words with the syllable

pattern CVCe and CVVC To use word structure to determine

and confirm meaning To apply the writing process to use

voice in writing a descriptive paragraph


Reading 3.1.F.1 Infer word meaning form learned roots, prefixes, and suffixes.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand a realistic fiction selection


To use word structure to determine and clarify meaning

To understand complete and simple subjects

To decode words containing the VV syllable pattern

To understand narrative elements: plot, character, setting

To apply the writing process to use voice in writing a realistic story


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.F.1 Infer word meaning form learned roots, prefixes, and suffixes.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Yang the Third and Her

Impossible Family


To read and understand letters To analyze the organizational

structure of text To evaluate and make valid

judgments about fiction and nonfiction

To understand complete and simple predicates

To decode words with vowels before r

To identify the point of view of a selection

To apply the writing process to use voice in writing a personal narrative


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Dear Mrs. ParksLetters

Pages 90A-113N

To read and understand a historical fiction selection

To learn that reading ahead can help clarify new vocabulary and concepts

To identify and understand the elements of plot, character, setting, and theme in a work of fiction

To understand compound subjects and predicates

To decode multisyllabic words with the VCV and VCCV syllable patterns


To apply the writing process to use voice in writing a personal narrative


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views and beliefs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

ElenaHistorical FictionPages 114A-135N

Theme 2: Team Work To read and understand a

biography selection; to compare biography with nonfiction

To understand when and how to adjust reading rate

To draw inferences, conclusions, or generalizations about text and support them with textual

Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.D.1 Adjust reading speed appropriately for different purposes and audiences.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.

We’ll NeverForget You,

Roberto ClementeBiography

Pages 138A-161N

169

evidence and prior knowledge To understand simple and

compound sentences To decode words with the /zh r/

and /ch r/ sounds To evaluate and make valid

judgments about fiction and nonfiction

To apply the writing process to use effective paragraphs in writing a paragraph of information


Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3 Listening 3.4Viewing and Media Literacy 3.5

To read and understand folktales To use context to clarify word

meaning To summarize the main points of a

story and to restate the important information in the story in your own words

To understand clauses To decode words with root word +

inflection To use evidence from a text and

prior knowledge to draw conclusions

To apply the writing process to use effective paragraphs in writing a how-to paragraph


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Folk Talesfrom AsiaFolk Tale

Pages 162A-183P

To read and understand nonfiction To understand that reading ahead

can help a reader understand important ideas and details

To draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge

To understand complex sentences To decode multisyllable words with

unaccented syllables and the schwa sound

To determine the main points of a passage and to restate the passage in a different way

To apply the writing process to use effective paragraphs in writing a summary


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Iditarod DreamNonfiction

Pages 184A-201P

To read and understand a personal narrative selection; to compare personal narrative with nonfiction

To understand that rereading to clarify can help a reader understand important ideas

To summarize the main points of a story and to restate the important information in the story in your own words

To understand common and proper nouns; abbreviations

To decode words ending with consonant -le

To understand how the author’s choice of language contributes to the overall quality of a literary work

To apply the writing process to use effective paragraphs in writing a how-to essay


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.3 Reread to make sense of difficult paragraphs or sections of text.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

WoodsongPersonal NarrativePages 202A-223N

170

To read and understand a classic fiction selection; to compare classic fiction with poetry

To encourage students to summarize what they have read

To recognize and understand elements of plot, character, setting, and theme in a work of fiction

To use singular and plural nouns correctly

To decode words with inflected endings

To recognize and understand the special meaning of figurative language in context

To apply the writing process to use effective paragraphs in writing an essay that explains


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.5 Apply graphic organizers to illustrate key concepts and relationships in a text.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.13 Recognize figurative language in text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Island of theBlue DolphinsHistorical FictionPages 224A-243P

Theme 3: A Changing Planet To read and understand a realistic

fiction selection To understand that creating mental

images while reading can help a reader understand important ideas and events

To use prefixes, suffixes, and roots to determine word meaning

To use possessive nouns correctly To decode words containing the

letter combinations kn, wr, and gn To understand and identify the

genre characteristics of literary text

To apply the writing process to use development in writing a review


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.2 Identify genre by their distinctive elements.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

EvergladesInformational TextPages 246A-273P

To read and understand a nonfiction selection; to compare nonfiction with a magazine article

To understand that using text structure and format while reading can help a reader understand how text is organized

To understand multiple representations of information

To understand pronouns and antecedents

To use word structure to decode compound words

To use effective techniques to locate information on the Internet and in other sources

To apply the writing process to use development in writing a persuasive paragraph


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.A.2 Survey and explain text features that contribute to comprehension.Reading 3.1.H.5 Draw conclusions from information gathered from multiple sources.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Summer of FireNonfiction

Pages 274A-295P

To read and understand a nonfiction selection; to compare nonfiction texts

To adjust the speed of reading to understand information in nonfiction texts

To analyze the organizational structure of text

To understand subject and object pronouns

To decode words with the letter patterns ight and aight

Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.D.1 Adjust reading speed appropriately for different purposes and audiences.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.H.5 Draw conclusions from information

OceansExpository Nonfiction

Pages 296A-319P

171

To understand multiple representations of information

To apply the writing process to use development in writing a persuasive letter


gathered from multiple sources.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand a photo essay; to compare a photo essay with poetry

To reread text in order to discern and clarify main ideas and concepts

To use multiple representations of information

To use possessive pronouns correctly

To use knowledge of root words and suffixes to decode multisyllabic words


To apply the writing process to use development in writing a persuasive essay


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.3 Reread to make sense of difficult paragraphs or sections of text.Reading 3.1.H.5 Draw conclusions from information gathered from multiple sources.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes and suffixes to decode new words.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Seeing Earthfrom SpacePhoto essay

Pages 320A-347P

To read and understand a science fiction selection

To use decoding strategies to read unfamiliar words

To identify and explain the unstated main idea of a selection

To understand case of a personal pronoun

To decode words ending with –tion and -ness

To analyze text that is presented in a sequential or chronological order

To apply the writing process to use development in writing a persuasive essay


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.3 Use cause and effect and sequence of events to gain meaning.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The Case of the Flying-Saucer

PeopleScience Fiction

Pages 348A-365P

Theme 4: Express Yourself To read and understand a realistic

fiction selection; to compare realistic fiction with Greek mythology


To use context to determine or clarify word meaning

To understand reflexive pronouns To decode words formed by adding

a suffix to a root word To understand how to make

inferences To apply the writing process to use

effective sentences in writing a paragraph that contrasts


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Hattie’sBirthday BoxRealistic Fiction

Pages 368A-389N

To read and understand a biography selection; to compare a biography with proverbs

To adjust reading rate for improved understanding of nonfiction

To distinguish facts, supported inferences, and opinions in text

Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.D.1 Adjust reading speed appropriately for different purposes and audiences.Reading 3.1.G.5 Recognize persuasive and propaganda techniques used to influence readers.Writing 3.2.C.1 Use Standard English conventions in all

William Shakespeareand the Globe

BiographyPages 390A-421P

172

To understand adjectives and articles

To decode words with the letter patterns augh and ough


To apply the writing process to use effective sentences in writing a news story


writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

To read and understand an autobiography selection

To understand that using text structure and format while reading can help a reader understand the structural organization of informational text

To understand and explain synonyms and antonyms

To understand proper adjectives To decode words with the prefix

non-, in-, and un- To distinguish facts, supported

inferences, and opinions in text To apply the writing process to use

effective sentences in writing a comparison and contrast essay


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.5 Recognize persuasive and propaganda techniques used to influence readers.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

The World of William Joyce

ScrapbookAutobiography

Pages 422A-439P

To read and understand an informational narrative selection; to compare an informational narrative with an encyclopedia article

To understand that reading ahead can provide additional information for understanding new concepts and vocabulary

To distinguish facts, supported inferences, and opinions in text

To use adjectives to compare To decode words with the letter

patterns /s/c and /j/g To understand how figurative

language creates strong visual images

To apply the writing process to use effective sentences in writing a response to literature


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.G.5 Recognize persuasive and propaganda techniques used to influence readers.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.13 Recognize figurative language in text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Satchmo’s BluesInformational


To read and understand a biography selection; to compare biography with poetry

To understand that summarizing while reading can help a reader understand the main idea of a selection


To understand main and helping verbs

To decode vowel sounds in open and closed syllables

To classify and categorize related words

To apply the writing process to use effective sentences in writing a comparison and contrast essay


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension evidence.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Evelyn Cisneros:Prima Ballerina

BiographyPages 464A-487N

Theme 5: School Rules To read and understand a realistic

fiction selectionReading 3.1.G.2 Identify genre by their distinctive elements.

Off and RunningRealistic Fiction

173

To use context to clarify word meaning

To analyze text that is presented in the compare/contrast format

To use action and linking verbs correctly

To decode multisyllabic words using syllables and stress

To use context to determine the meanings of multiple-meaning words

To apply the writing process to use organization in writing a research report


Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Reading 3.1.G.9 Make inferences using textual information and provide supporting details.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Pages 490A-511P

To read and understand an autobiography selection; to compare autobiography with poetry


To identify the author’s purpose and viewpoint

To use present tense correctly To decode multisyllabic words

using the VCCV syllable pattern To analyze text that is presented in

the compare/contrast format To apply the writing process to use

organization in writing a research report


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Little by LittleAutobiography

Pages 512A-533N

To read and understand a realistic fiction selection; to compare realistic fiction with nonfiction

To understand that making and confirming predictions can help a reader understand and enjoy a text

To analyze text that is presented in the compare/contrast format

To use past and future tenses correctly

To decode words with –ed or -ing endings




Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.4 Make revisions to text predictions during and after reading.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Dear Mr. Henshaw


To read and understand a realistic fiction selection; to compare realistic fiction with an anecdote

To use syllabication to decode and pronounce unfamiliar words


To use principle parts of a verb correctly

To decode multisyllable words with VCCV and VCCCV syllable patterns




Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

FrindleRealistic Fiction

Pages 564A-581P

To read and understand a science Reading 3.1.G.2 Identify genre by their distinctive The Fun They

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fiction selection To retell the original text in

condensed form, highlighting the major events or ideas

To draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge

To use regular and irregular verbs correctly

To decode words with the VCV syllable pattern

To understand how to make inferences



elements.Reading 3.1.G.8 Distinguish between major and minor details.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

HadScience Fiction

Pages 582A-597N

Theme 6: American Adventure To read and understand a historical

fiction selection To learn that creating mental

images of what you read increases understanding

To understand that words can connote “shades of meaning”

To use perfect tenses correctly To decode words with VCV syllable

patterns To understand how an author

develops characters To apply the writing process to use

word choice in writing a rhymed poem


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Across theWide Dark SeaHistorical FictionPages 600A-623P

To read and understand a play; to compare a play with a tall tale

To understand that making and confirming predictions helps a reader appreciate and understand a story

To identify causal relationships between and among literary elements

To use contractions and negatives correctly

To decode multisyllabic words using word parts


To apply the writing process to use word choice in writing a story


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.4 Make revisions to text predictions during and after reading.Reading 3.1.G.12 Recognize literary elements in stories, including setting, character, plot, and mood. Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Name This American

PlayPages 624A-647P

To read and understand a biography; to compare a biography with nonfiction

To understand that rereading helps in understanding material


To use adverbs correctly To decode words with Greek and

Latin roots To identify causal relationships

between and among literary elements

To apply the writing process to use word choice in writing a play


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.3 Reread to make sense of difficult paragraphs or sections of text.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2Speaking 3.3Listening 3.4

What’s theBig Idea,

Ben Franklin?Biography

Pages 648A-675N

175

Viewing and Media Literacy 3.5 To read and understand a narrative

nonfiction selection; to compare narrative nonfiction with a song

To understand that using decoding/phonics while reading can help a reader understand words and construct meaning

To identify causal relationships between and among literary elements

To understand comparing with adverbs

To identify accented and unaccented syllables in multisyllabe words

To use organizational reference sources to locate information

To apply the writing process to use word choice in writing a tall tale


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.F.1 Infer word meanings from learned roots, prefixes, and suffixes.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Lewis and ClarkExpository Nonfiction

Pages 676A-697N

To read and understand an expository nonfiction selection


To summarize the main points of a story and to restate the important information in the story in your own words

To use prepositional phrases correctly

To use knowledge of word structure, origin, and relationships to determine pronunciation

To use organizational features of reference sources to locate information

To apply the writing process to use word choice in writing a friendly letter


Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5

Black FrontiersExpository Nonfiction

Pages 698A-715P

176

Section IV:

Appendix

177

Getting Started in the K- 5 Classroom

At the beginning of the school year, teachers have the opportunity and the responsibility to establish important literacy routines with their students beginning on day one. Children learn language and learn about language when they read, write, talk, listen, think, and observe.

Before the children arrive:

Organize the classroom and the materials in ways that foster independence and responsibility.

Plan your classroom management routines and procedures. Establish a classroom library. Create the structure for a word wall. Hang an alphabet linking chart. Create a message board or chart where the children can look for a

daily message from you. It may include clear instructions about how to start the day.

Display a daily schedule announcement for your children to read together and independently.

Place a Big Book on a Big Book easel so that your children can see what text will be read during shared reading.

Create a book box for each child with his or her name written on it. This book box will hold each child’s daily independent reading books.

Place some signs or messages in the room such as a welcome message, but wait until the children are with you to add other signs and labels.

Establish a sign-in area for children to write or check off their names when they arrive.

On the first day of school:

Introduce classroom routines and procedures to the students. Read to the children. Involve them in the shared reading of a poem and/or story.

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If possible, provide children with their own copies of the poem or the story so that they can read it independently and take it home to read.

Provide time for reading books from the classroom library. Provide time for independent drawing and writing. Begin to observe children’s understandings about reading and writing

and continue to do so during the next few weeks to inform your instruction.

During the first few weeks of school:

Begin introducing learning stations gradually. It is strongly suggested that centers be opened one at a time.

Use mostly whole group activities, but with the goal of more small group instruction.

Continue to review classroom routines and procedures. Read aloud daily, rereading favorites and encouraging children to talk

about the books. Involve the children in shared reading and writing experiences that

build their confidence. Encourage independent reading and writing so that the children may

experiment with language and so that you can directly teach them about concepts of print.

Assess each child using -In grades K to 3, the Observation SurveyIn grades 4 and 5, Harcourt diagnostic and placement testsIn grades 4 and 5, if available, the Developmental Reading

Assessment Place this data in each student’s individual folder, where it will be readily accessible for your ongoing review. The purpose for gathering and then frequently referring to each child’s data will be to inform your instruction.

Observe students’ writing to determine what they know and what they need to know.

Begin Writing Workshop. As part of your school’s literacy team, prepare Reading or Writing

Assessment Walls for ongoing data analysis.

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A Balanced Literacy ApproachA balanced literacy approach consists of a comprehensive program in which students and teachers are engaged in the following practices and structures:

Read-Aloud K-5 Reading aloud is the single most influential factor in young children’s success. Reading aloud: Improves listening skills Builds vocabulary Aids reading comprehension Produces a positive impact on students’ attitudes toward reading Supports their acquisition of phonemic awareness

According to Jim Trelease’s Read-Aloud Handbook, (p.1), almost as big a mistake as not reading to children at all is stopping too soon. Until about eighth grade, children listen and comprehend on a higher level than they read on independently. Therefore, children can hear and understand stories that are more complicated and more interesting than anything they could read on their own. First-graders can enjoy books written on a fourth-grade level, and fifth-graders can enjoy books written on a seventh-grade reading level (p.4).

Some Suggestions for Reading Aloud to Children(adapted from Carol Avery’s And With a Light Touch, pp.289-290)

1. Introduce the book with a few brief comments – tell something about the author or why you selected this book to read, even if it’s just “I’ve never read this book before and I’d like to know what you think of it."

2. Talk about the cover’s illustrations, if applicable, the title page, and the dedication page of some books, but definitely not every book every time you read aloud.

3. Use an expressive voice that picks up the tone of the story and the voices of the characters.

4. Use timing for emphasis. Pause for listeners to digest, contemplate and consider ideas.

5. Watch expressions on listeners’ faces and adjust the reading in response to the audience. Vary your approach with different readings.

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For example, sometimes read straight through without comment from either yourself or the listeners. Another time, pause and elicit a few responses through open-ended questions such as, “What do you think about that?” Sometimes, share your personal responses, taking care not to thwart the responses of listeners who may look to you as the authority.

6. Invite talk about the reading: To predict, then confirm or disprove the prediction as the book

unfolds To make connections to other books To make connections to personal experiences To consider characters and what makes them tick To express likes and dislikes about the books To consider the author’s language and style; and to note elements of

writer’s craft, such as a powerful lead or opening for a story; however, avoid addressing all these areas with every book

Ask questions to which you do not know the answer. Encourage divergent thinking. Accept all ideas expressed and demonstrate the value of everyone’s contribution; however, require that children reference the text in relationship to their responses. This kind of conversation around texts lays the foundation for being successful in answering open-ended questions.

Draw the listeners’ attention to words or well-turned phrases from the text that appeal to you and explain why you like them. Point out techniques with language or construction that the author uses. Generally, this is best done after the first reading of a book. Take your time. Enjoy the reading and the talk!

Shared Reading K-5 Shared Reading, as it occurs in the primary grades, is a technique modeled after the bedtime story (Holdaway, 1979). This is a time when the teacher models reading by repeatedly reading aloud a story to the class, often times in the form of a Big Book, to the class during the course of several days. Shared Reading is a step between reading to children and independent reading by children. Through Shared Reading, students gain independence by seeing how an experienced reader, such as the teacher, reads a particular book. Enjoyment of the book, strategies employed in reading the book, and ways of responding to the book are all modeled for the students.

At Shared Reading time, the children are sitting close to the teacher. Though the use of a Big Book with an easel is preferable with young children as it will insure that all students are able to see the book clearly each time the teacher reads it, Shared Reading can also take place with text that is on an overhead transparency; or enlarged texts such as poems,

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that the teacher has copied out on chart paper; or even with regular sized texts, provided the teacher and students each have individual copies. Often times the same text is read three to five times during a week. The teacher focuses on a different instructional emphasis during each re-reading.

1. Usually, during the initial reading, the teacher introduces the book and then reads the text straight through in an attempt to engage the children. The objective during the first reading is to motivate students through the book introduction, and then to extend their interest by having them hear the entire work without many interruptions.

2. During subsequent re-readings, the students increasingly participate in the reading. Students might chime in with the teacher, or act out parts of the story while it is being read. During these re-readings, the teacher may focus on teaching students how to:

Sample/preview text Make predictions Check and confirm understanding Engage semantic, syntactic, and/or grapho-phonemic cueing systems Become aware of specific conventions of punctuation, spelling, book

presentation, and layout Become aware of conventions of print Develop Phonemic Awareness through exposure to nursery rhymes,

riddles, songs, and poems

In the intermediate grades, Shared Reading provides an opportunity to make difficult texts accessible to all students in a group or class. The emphasis is on supporting students as they interpret and analyze more challenging texts. Shared Reading selections need to be visible to all students and can include enlarged texts, such as posters and charts of rules, procedures, social studies or science terms, graphic organizers, directions for assignments at independent Literacy Stations (Centers); as well as text that has been prepared on an overhead transparency, such as a poem; or a grade appropriate Big Book, such as a biography, or one with science content. It is also possible to use individual copies of a text or passage.

As in the primary grades, the teacher initially reads the entire passage aloud, without interruption, sharing an appreciation of the text, and a positive attitude towards reading. When returning to the text, the teacher may point out text features, and model, through “think-alouds,” the comprehension and, to some degree, decoding strategies necessary to meet the challenges of a particular text. This is an opportunity for teachers to model the metacognitive processes that good readers engage in as they read noting headings and bold print, attending to illustrations /charts /photos /diagrams, making predictions, asking questions making text-to-text or text-to-self connections, etc.) In an immediate re-reading, students

182

may be invited to participate through choral reading or echo reading. At this level, Shared Reading involves discussion of the text allowing for a high degree of teacher/student and student/student interaction where opinions, ideas, and interpretations are shared and exchanged.

The rationale for a Shared Reading session with older, fluent or nearly fluent readers will be very different from its purpose with younger children who are still developing basic reading strategies. For children in the intermediate grades, the purpose will be specific and finely focused, with the teacher selecting a text that provides opportunities to model the discrete skill or strategy being taught; or the session may be concerned with providing instruction in a particular content area where the teacher needs to convey an explanation or information to a large group of students with different reading abilities. Another purpose may be to focus on a text that the teacher wants to share with the class as a whole, for example, a poem, or a passage with a specific theme or message. Used in this way, Shared Reading can provide a means of developing a “community of readers” in the classroom, with the common experience of the text as a basis for ongoing discussion or debate.

At the intermediate level, where the demands of content area texts seem to assume that all students are now reading to learn (as opposed to learning to read in the primary grades), Shared Reading is an ideal way of providing support for less able readers to overcome the difficulties of nonfiction texts. Shared Reading can be used across the curriculum. By removing the “interference” of different reading abilities, Shared Reading allows understanding and interpretation of the content to become the most important focus of the reading.

Word Study K-2 Children learn about how letters and words work by reading and writing, but focused attention on word study can help them This focused attention can occur in Guided Reading lessons when the teacher provides a brief (one to two minutes), but explicit demonstration of how words work. Using a chalkboard, dry-erase board, or a Magnadoodle, students can be shown how to recognize letter patterns and word parts, and use known words (analogies or exemplars) to get to unknown words; they can also actively use magnetic letters to manipulate words. Additional ways to facilitate word study include:

Student-Generated Word Lists – Children compile their own lists of frequently used words. These lists are kept inside the front cover of their notebooks and/or writing folders.

Word Wall – This is a collection of words that is organized by alphabet letter and placed on display in a classroom. These words are either high frequency words or are “exemplars” for word solving. Exemplars are

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words that contain key word features or patterns that the children can use to form other words. It is important for students to use words that they know, as analogies, to help them read and write words that they do not know. Word Walls should not be assembled as “finished products” in September; but rather, words should be selected based on the needs of the students and added incrementally to a classroom wall or bulletin board throughout a school year. The teacher, with student input, selects four to five new words per week and places them on the wall. Teachers can use the Word Wall as a teaching tool to have students find rhyming words, find specific words, notice onset and rime patterns, review word endings and prefixes, etc. The words selected (high frequency words, with perhaps a few carefully chosen exemplars) should represent those the students will need to know in their reading and use in their writing; therefore, it is vital that the entire Word Wall be visible to students so that it can be utilized.

Making Words – Designed by Patricia Cunningham, Making Words is a fifteen-minute, active, hands-on activity that engages youngsters in making words and sorting them by recognizing a variety of patterns. This multilevel developmental activity can be done with a whole class, a small group, or individually. The Cunningham model entails giving each child a group of letters (for example: e,e,n,p,r,s,t) and then guiding them with a very specific set of directions (for example: “Take the letters: e, p, and n and make the word pen. Now change one letter and make the word pet.”) The teacher leads the students through a list of pre-determined words, culminating, in this example, with the word present. Children can then be directed in a sorting activity, such as: “Sort for all the words that start with p; sort for all the words that end with ent.” This activity helps students to develop understanding of the alphabetic principle, to learn letter-sound correspondence, to learn spelling patterns, and how to use spelling patterns when writing and reading. Children can also make groups of words independently with many different kinds of letters – magnetic letters, tile letters, foam letters, or teacher-made letters on squares made from card stock paper, at a Making Words Center in the classroom.

ABC Center – This Center will have specific tasks for children to perform; tasks that will lead them to explore the features of letters and to make and sort words. Students can work with magnetic letters, read and/or make their own alphabet books, and individual letter books.

Word Study 3-5In the intermediate grades, students compile personal spelling lists in their writing notebooks. The teacher and children may post a “No Excuses” Word Wall for children to refer to, containing commonly misspelled words at this level. Mini-lessons can involve word sorts, word games and word histories. For those students who are still having significant problems understanding how words work (not recognizing spelling patterns in their

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writing and/or having difficulty solving words rapidly and easily while reading continuous text), it is advisable to include word work, for one to two minutes, at the end of each Guided Reading lesson. During word work, the teacher quickly writes a few examples of words with common parts or patterns on a chalkboard, chart or dry-erase board. Magnetic letters or magnetic strips with word parts can also be used. This brief amount of time in which students pay close attention to the structure of words can help children become more aware of letter patterns and word parts. Making Words (including longer words), as described on p. 184, may also still prove to be a valuable small group, partner, or individual activity. Guided Reading K-5During Guided Reading, the teacher works with small groups of children who use similar reading processes and are able to read similar levels of text with support. The goal in Guided Reading is to help students use independent reading strategies successfully. In the primary grades teachers can use the information gained from assessing their class with the DRA (Developmental Reading Assessment) kit in the fall to find each child’s instructional level (a score of 90-94% on a running record, along with a successful retelling), group students accordingly, and match each group with a book on their instructional level. These small groups of 4 to 6 students are flexible and change with the developing needs of students as they progress along the continuum of text levels at differing rates. Groups will form and re-form in a dynamic process during the school year as a result of ongoing teacher observations and assessments, which include reading conferences and the analyses of periodic informal running records. In the spring, children can once again be assessed with the DRA. This information will inform the instruction of next year’s teacher.

Guided Reading provides children with a heightened learning experience by allowing teachers to work with their students at what Vygotsky called their “zone of proximal development.” This very specific “point of need” learning occurs when a learner can be successful with the help of an expert other. Teachers can create this learning zone for their students when they carefully select and introduce an appropriate instructional level text, support and interact briefly with students during reading, and teach with clarity after reading. In the Vygotskyian sense, Guided Reading makes it possible to teach at the “cutting edge” of students’ understanding. A teacher’s support is minimal, enabling students to use problem-solving strategies to make meaning as they read a new text. In the primary grades the increments in text levels are quite discrete and reflect students’ growth as they become active strategic readers who are able to cross-check and orchestrate their use of a cueing system (meaning [sense of story and checking illustrations], structure [syntax], and visual [grapho-phonemic]), to problem-solve “on the run,” understanding that reading is about making meaning.

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In the intermediate grades the goal is still on supporting students’ progress in acquiring strategies, but now the lens widens to include a focus on “reading to learn.” The text gradient is broader; there are fewer discrete text levels. Within levels there is a wide variety of text genre. Publishers are making available a wealth of non-fiction titles to help students acquire the very specific skills necessary to comprehend content area text. At this level teachers can examine several kinds of assessment tasks when grouping students and matching books to their reading ability. Indeed, it is preferable to rely on more than one source of assessment information. Among the measures that can inform teachers are: taking a running record (or using some other coding system which allows you to analyze miscues) while listening to a student read one hundred to two hundred words of a text, in order to get a picture of a child’s accuracy, fluency, error behavior and problem-solving actions; looking at the structures that a student can control in his/her independent writing; examining students’ own book lists and their response journals to note their comprehension of books read independently; using a set of benchmark readings (short pieces representative of levels of text difficulty); administering a cloze test; observing students’ “think-alouds” while reading; administering an informal reading inventory; and collecting data on a reading behavior/attitude/interest checklist. The goal will be to match students with books that are within their control (90% – 94% accuracy with a satisfactory retelling) but offer a moderate amount of challenge. Groups will be composed of students who demonstrate similar learning needs and process text at about the same level; however, at times, you may group students of mixed abilities who share a common interest or a common learning need, such as how to read charts and tables in informational texts. It is important to remember that Guided Reading groups are temporary, an important difference from traditional grouping practice. Guided Reading groups are flexible and dynamic; groups form and re-form throughout the course of the school year to meet students’ changing needs. This process is informed by the teacher’s ongoing observation and assessment.

Independent Reading K-5Learning how to read independently and choosing to read independently are two behaviors essential for all children. Leslie Mandel Morrow (1991) reports that the amount of time that children engage in independent reading is consistently related to their growth as readers. Indeed, many of us have heard the expression, “Children learn to read by reading.” Students need the time and opportunity to practice strategies in “easy” texts. It is in these independent (95%–100% accuracy with a successful retelling) level texts that students acquire the behaviors of fluent readers. In primary classrooms students need time every day to re-read familiar texts which they have previously experienced in the context of Guided or Shared Reading sessions. Some teachers place a shoebox of “easy” leveled books on every child’s desk or in her/his cubby or other designated space.

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The texts chosen for these “browsing boxes” should match each individual student’s Independent Reading level and be updated periodically. Children also need the opportunity every day to peruse classroom libraries, often choosing a book that their teacher has already read aloud, to now read alone or with a partner. In print-rich classrooms (filled with the products of Modeled, Shared and Interactive Writing, as well as labels and a Word Wall) children can also “Read the Room.” Students in the intermediate grades can have the option to read a variety of texts from their classroom libraries, including picture books, non-fiction texts in their area of interest, and chapter books; or magazines and newspapers, if available. When appropriate, this time can also be used to take notes or otherwise respond to small group-selected texts in their reading response notebook in preparation for Literature Circle/Book Club meetings. One of the purposes of Independent Reading Time is to establish the lifelong habit of reading for pleasure; therefore, it is not a time to read teacher-assigned texts and respond in a workbook or with a worksheet. Teachers need to establish quiet areas in the classroom for reading with an attractive classroom library space. It is also important to establish and maintain a routine for uninterrupted independent reading during every school day. Providing children with extended periods of time for sustained silent reading each day will build the stamina necessary for students to succeed with the longer passages they will be expected to read on the NJASK3, NJASK4, and later, on the GEPA and HSPA. Modeled Writing K-5In order for students to become proficient writers, they need to see teachers construct texts in front of them. Through teacher demonstrations students learn how to create a specific genre of text. Simply assigning students a writing task does not provide students with the necessary scaffolds to be successful. Instead, teachers need to explicitly show students how to go about creating the assigned text. During a modeled writing lesson, students must be able to actually see and hear their teacher writing. It is vital that students not just be shown a finished product, but rather that they are allowed to “eavesdrop” as their teacher thinks aloud. “Listening in” and watching as an expert models out loud his or her writing strategies such as, revising while writing, provides students with the opportunity to witness authentic writing behaviors. As Donald Graves tells us, “Good teaching involves good showing.” Modeling a variety of genres allows us to show children how we compose, as well as how we connect the events of our lives with the written word. When teachers write in front of their students, the children absorb steps in the writing process that ordinarily take years for them to understand. They also learn from their teacher’s example, that writing has real purpose in our lives.CLI’s Message Time Plus is one form of Modeled Writing.

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Shared Writing K-5In Shared Writing the teacher and the students work together to compose text. Shared Writing can cover a wide variety of topics and genres. The message, text, or story is usually related to some individual or group experience; it can also be the outgrowth of a science experiment or social studies lesson; or perhaps, a letter (invitation or thank-you); or a class might decide to write an innovation of a favorite story. The teacher elicits conversation around the text to be written and then models and demonstrates the process of putting children’s ideas into written language. The children talk and the teacher acts as scribe, remaining responsible for the final negotiation of the piece, to insure that the finished product will be a model of correctness. Thus, the texts are much richer than children could write by themselves and are good material for children to read when displayed in the class (“Read the Room”) or hallway. As in Modeled Writing, the teacher continues to provide a full measure of support.

Interactive Writing K-2Interactive Writing supports young children’s active literacy processes, including the development of Phonemic Awareness and phonics skills. Andrea McCarrier and Gay Su Pinnell write that during interactive writing, the teacher and the children engage together in: Negotiating the writing of a text Constructing words through sound analysis Using conventions of print Reading and rereading texts Searching, checking, and confirming while reading and writing.

During Interactive Writing the teacher and the students “share the pen,” as they plan and work together to write a variety of text genre, which may include: a daily message, pre-writing brainstorming, a recipe, a letter, science center observations, a poem, simple directions, or the retelling or innovation of a Shared Reading text. The teacher shares the pen with the children allowing them to write a letter, part of a word, a whole word, a punctuation mark, a phrase or even, at times, a short sentence. The teacher fills in what the students are not yet able to write. In this way, the teacher and the students work in collaboration to construct a written text, constantly shifting the responsibility for actually writing between the teacher and the students.

In second grade, the focus of Interactive Writing changes. Students can now be shown how to summarize events, state conclusions, make comparisons, take notes, make outlines, provide supporting details for arguments, or construct and fill in a chart or graph. Children can also be taught to use a greater variety of punctuation marks, such as: colons, semi-colons, dashes, quotation marks, ellipsis, and parentheses. At this time Interactive Writing may begin to look a bit more like Shared or Modeled Writing initially, in that

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the teacher often writes out most of the text, and now focuses only on new or “cutting edge” learning as the opportunity for children to “share the pen.” Work can continue in small groups with those second graders who are still having difficulty noticing aspects of text as they read and are having problems constructing their own texts; they may need more explicit teaching and the elements of this instruction will be characteristic of first grade Interactive Writing. Interactive Writing helps students to approximate writing through teacher demonstration, and “scaffolded” instruction, designed especially to help those students who come to school with “few opportunities to interact with and notice the details of print” (Pinnell, 1994).

Guided Writing K-5In Guided Writing the teacher, as a result of observations, pulls together a small temporary group of students and teaches the craft, strategies, or skills those children need at that time; for example, paragraphing. The areas you focus on in Guided Writing are exactly the same as those you would cover in an individual writing conference with a child, except that now you are working with a small group. (See Writing Workshop.)

Independent Writing K-5Students need time for Independent Writing every day. This writing may include entries in personal journals, letters, or projects that children are working on, such as: writing story innovations, composing narratives to accompany their own drawings, writing a memoir, or exploring expository writing, including content area inquiries. It is vital that students become aware of their own “writing territories” (areas of interest) and learn to generate their own writing topics, as do real authors. To that end, the practice of keeping a Writer’s Notebook is invaluable. Students can use a Writer’s Notebook to observe and record thoughts about their world; gather and explore ideas and information; collect powerful words, phrases, and snippets of dialogue; and reread prior entries in order to select and expand topics which can be developed into writing projects.

Writing Workshop K-5Writing Workshop is a structure that supports developing student writers. It offers children a daily predictable extended block of time to do what real writers do – write. There are three basic elements that characterize the format of Writing Workshop: a mini-lesson, conferences with students as they write, and a sharing at the end of the session. This structure provides children with an interrelated combination of writing experiences that occur during the writing portion of the language arts/literacy block. In addition to Independent Writing, Writing Workshop can encompass configurations of Modeled Writing, Interactive Writing, Shared Writing, small group Guided

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Writing, individual writing conferences, peer conferences and group sharing. Brief mini-lessons are a powerful way to provide explicit (show, don’t tell) instruction on writing conventions, writer’s craft, and workshop management issues, as students, immersed in a community of writers, engage in the writing process.

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Registered Holistic Scoring Method for K-2 Students

Criteria/Score 1 2 3 4 5 6

LANGUAGE LEVEL

Alphabetical(Letters Only)

Word(Any Recognizable

Word)

Word Group(Any Two Word

Phrase)

Sentence (Any Simple Sentence)

Punctuated Story (Of 2 Or More

Sentences, with beginning, middle,

and end.)

Paragraphed Story (Extended

Elaboration)

MESSAGE QUALITY

Has a Concept of Signs (Uses, Pictures, Symbols, Letters, Invents Letters. Makes Punctuation Marks.)

Has a Concept that a Message Is Conveyed (i.e. Child Tells You a Message But What Is Written Is Not That Message).

Creates A Written Text And Knows More Or Less What The Message Says.

Uses Repetitive Independent Sentence Patterns Like: “Here Is A …”

Attempts To Record Own Ideas, Often Independently, In Standard Written Language.

Conveys His/Her Own Ideas To Produce A Successfully Sustained Composition That May Be Read Independently By An Audience

DIRECTIONAL

PRINCIPLES

No Evidence Of Directional Pattern

Part Of Directional Pattern Is Known. Either: Starts Top-Left, Or Moves Left To Right, Or Returns Down Left

Uses Correct Pattern, but Includes Reversal Of The Directional Pattern (Right To Left and/or Return Down Right). A Sample With One Lapse Should Be Rated At This Level.

Correct Directional Pattern.

Correct Directional Pattern and Spaces Between Words.

Text Without Any Difficulties Of Arrangement and Spacing.

SPELLING & USAGE

Scribble.A Word, A Sentence, A Story. Random Letters. No Sound Relationships. Isolated Correctly Spelled Word(s).

Consonant Spelling/Usage. Initial Consonants Are Used Only To Represent Whole Words. Conditional Usage.

Consonant Spelling. Initial & Final Consonants Used. Letter Names Represent Sound. Additional Consonants For Additional Syllables; Combination of Scribbles & Letters; Partial Conventional Usage.

Invented Spelling/UsageConsonant Spelling and Vowels. Long Vowels Are Spelled More Accurately Than Short Vowels. Combination Of Scribbles, Invented and Correct SpellingsConventional Usage.

Invented/Standard Spelling/Usage. Self-Corrections. Conventional Usage.

Invented/Standard Spelling/Usage. Transfers From Invented Spellings To More Standard Spellings. Uses Correct Spelling & Conventional Usage.

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PROCEDURAL WRITING RUBRIC For Primary and Intermediate Grades1 2 3 4 5

CONTENT Loosely organized focus forcing the reader to make inferences in an attempt to compose meaning.

Main topic is unclear to the reader.

Partially focused, but so underdeveloped that the reader must fill in information in order to make sense. Main topic is identifiable, but not always in focus.There are details missing that require the reader to fill in information.

Clear and contextualized but often lacks significant development. A title is used. A context establishes a purpose for the writing. Details are appropriate but can be uneven. Pictures used to illustrate steps in procedure.

Clear, developed, and contextualized.Topic is introduced. Context is provided.Details are specific and appropriate. Use of diagrams, charts, or illustrations are appropriate.

Clearly developed, and enhanced detail. Details work together. The whole piece has a strong sense of purpose. The amount of detail is just right. Use of diagrams, charts, or illustrations help the reader to extend meaning. Has a ring of authenticity.

ORGANIZATION No recognizable organizational structure.The writing does not move purposefully toward any main idea.

Ideas, steps, and details are loosely strung together.No real lead sets up what is to follow. No conclusion is present.Missing or unclear transitions force the reader to make giant leaps.

Clear sense of the procedure.Topic is introduced through the use of a title; conclusion may be present or implied.Transitions are present but are too obvious.

The organizational structure aids the reader in moving through the text. Introduction and conclusion are functional. Ideas are sequenced and paragraphed. Transitions are present but sometimes are a little too obvious.

The order of the piece guides the reader purposefully through the text. Main ideas stand out clearly and are arranged in paragraphs. An inviting lead draws the reader in; a satisfying conclusion ties up loose ends. Transitions are effective and natural.

VOCABULARY & WORD CHOICE

Language choice limits the meaning the reader can make.Words are used incorrectly and/or are difficult to decipher.

Language choice is limited by a restricted vocabulary.Word choice is limited, yet when prompted the writer can provide a more precise word.

Language choice gets the job done. Words are used from the writer’s speaking vocabulary, including words learned from reading and discussion.

Language choice is purposeful and controlled.Word choice reveals that the writer has a large enough vocabulary to exercise options in word choice.

Precise, vivid language is used throughout.

Word choice is marked by original phrasing and lively verbs that lend to the writing.

STYLE, SYNTAX, &

CONVERSATIONS

Significant syntax errors.The reader cannot make sense of the text and must pause often in an attempt to do so.There is a lack of control with regard to capitalization and punctuation.

An interpretative oral reading of the text requires practice.Short, choppy sentences. Repetitive sentence pattern or over-reliance on a sentence stem is often present.Capital letters begin sentences and periods are found at the end of some sentences.

Some grammatical errors. Simple and compound sentences. Ideas may be hooked together by numerous connectives (and, but).Capital letters and punctuation marks are used. Uses common contractions.

Mostly grammatical and fairly easy to read.Simple, compound, and complex sentences are present. Capital letters and punctuation mostly correct. There is approximate use of quotation marks and commas. Uses contractions almost always correctly.

An easy flow and rhythm.There is sentence variety in both structure and length.Fragments, if used, add style.Punctuation and capitalization are used correctly There is the approximate use of the semi-colon and the colon.Uses contractions correctly.

SPELLING Limited text makes is difficult to assess.

Spells some sight words correctly and spells c-v-c words correctly. Invented spelling.

Spells correctly common sight words & the following spelling patterns: c-v-c, c-v-c silent e, one syllable word with blend. Uses invented spelling for more challenging words.

Correctly spells sight words and the following spelling patterns: c-v-c, c-v-c silent e, one syllable word with blend consonant doubling, dropping e, & changing y to i. Invented spelling.

Spells words correctly and approximates spelling of words with inflectional endings (-tion,-ment,-ly). Invented spelling.

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NEW JERSEY REGISTERED HOLISTIC RUBRIC(MODIFIED FOR NJASK)

In scoring, consider the

grid of written language

Inadequate Command

Limited Command

Partial Command

Adequate Command Strong Command

Score 1 2 3 4 5Content

andOrganization

May lack opening and/or closing



Generally has opening and/or closing

Opening and Closing

Minimal response to topic; uncertain focus

Attempts to focus May drift or shift

focus

Usually has single focus

Single focus Single focus Sense of unity and

coherence Key ideas

developed

No planning evident: disorganized

Attempts organization

Few, if any, transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent Attempts

compositional risks

Details random, inappropriate, or barely apparent

Details lack elaboration, i.e., highlight paper

Repetitious details Several

unelaborated details

Uneven development of details

Details appropriate and varied

Usage No apparent control

Severe/numerous errors

Numerous errors Errors/patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors

Sentence Construction

Assortment of incomplete and/or incorrect sentences

Excessive monotony/same structure

Numerous errors

Little variety in syntax

Some errors

Some variety Generally correct

Variety in syntax appropriate and effective

Few errorsMechanics Errors so severe

they detract from meaning

Numerous serious errors

Patterns of errors evident

No consistent pattern of errors


Few errors

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NJASK OPEN-ENDED SCORING RUBRICFor Reading, Listening, and Viewing

Points CriteriaRESPONSES MUST BE TEXT BASED.

4 A 4-point response clearly demonstrates understanding of the task, completes all requirements, and provides a clear and focused explanation/opinion that links to or extends aspects of the text.

3 A 3-point response demonstrates an understanding of the task, addresses all requirements, and provides some explanation/opinion using situations or ideas from the text as support.

2 A 2-point response may address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success in an inconsistent or flawed explanation.

1 A 1-point response demonstrates minimal understanding of the task, does not address part of the requirements, and provides only a vague reference to or no use of the text.

0 A 0-point response is irrelevant or off-topic

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NEW JERSEY REGISTERED HOLISTIC RUBRICIn scoring,

consider the grid of written

language

Inadequate Command

Limited Command

Partial Command

Adequate Command

Strong Command

Superior Command

Score 1 2 3 4 5 6Content

andOrganization





Generally has opening and closing

Has opening and closing

Minimal response to topic; uncertain focus

Attempts to focusMay drift or shift focus

Usually has single focus

Single focus Single focusSense of unity and coherenceKey ideas developed

Single, distinct focusUnified and coherentWell-developed

No planning evident: disorganized

Attempts organizationFew, if any, transitions between ideas

Some lapses or flaws in organizationMay lack some transitions between ideas

Ideas loosely connectedTransitions evident

Logical progression of ideasModerately fluentAttempts compositional risks

Logical progression of ideasFluent, cohesiveCompositional risks successful

Details random, inappropriate, or barely apparent

Details lack elaboration, i.e., highlight paper

Repetitious detailsSeveral unelaborated details

Uneven development of details

Details appropriate and varied

Details effective, vivid, explicit, and/or pertinent

Usage No apparent controlSevere/numerous errors

Numerous errors Errors/patterns of errors may be evident


Few errors Very few, if any, errors

Sentence Construction

Assortment of incomplete and/or incorrect sentences

Excessive monotony/same structureNumerous errors

Little variety in syntaxSome errors



Mechanics Errors so severe they detract from meaning

Numerous serious errors

Patterns of errors evident

No consistent pattern of errorsSome errors that do not interfere with meaning


Non Scorable Responses

SCORE 0

FR-Fragment

Student wrote too little to allow a reliable judgement of his/her writing

OT- Off Topic/Off Task

Student did not write on the assigned topic/task, or the student attempted to copy the prompt.

NE-Not English

Student wrote in a language other than English

NR-No Response

Student refused to write on the topic, or the writing task folder was blank.

Content/Organization

Usage Sentence Construction

Mechanics

Communicates intended message to intended audience.Relates to topic.Opening and closing.Focused.Logical progression of ideas.Transitions.Appropriate details and information.

Tense formation.Subject-verb agreement.Pronouns usage/ agreement.Word choice/meaning.Proper modifiers.

Variety of formations.Correct construction.

Skills intact in:SpellingCapitalizationPunctuation

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Although scoring of student writing is to be done using the appropriate rubrics, the Six Plus One Traits rubrics serve as aids in teaching the craft of writing. They can be used to inform instruction, as well as to let students know what good writing is.

6+1 Traits of WritingThe Northwest Regional Educational Laboratory 6+1 Traits of Writing had its origin during the early 1980’s in the discussions of classroom teachers who wanted to design a rubric that they could teach from. Teachers examined in great detail what student writing performance looked like at different stages of competence and by writers at different ages. They wanted a better way to get accurate, reliable, and useful information that would inform their instruction. These educators, from several states, engaged in the process of reading a great many sample student papers, sorting them, and then began to examine what the specifics of the papers were that caused them to be separated into different groups. Lists were compiled, descriptors of quality were created, and common characteristics, or “TRAITS,” emerged. From this work by classroom teachers, the qualities that all “good” writing shares, no matter what the age of the writer, were identified.

The 6+1 TRAIT model for assessing and teaching writing is made up of 6+1 key qualities that define strong writing. These are: Ideas, the heart of the message; Organization, the internal structure of the piece; Voice, the personal tone and flavor of the author’s message; Word Choice, the vocabulary a writer uses to convey meaning; Sentence Fluency, the rhythm and flow of the language; Conventions, the mechanical correctness; and Presentation, how the writing actually looks on the page.

Ideas

Ideas are the heart of the message, the content of the piece, and the main theme, together with all the details that enrich and develop that theme. When the ideas are strong, the message is clear, or the storyline is easy to follow. Things make sense. The secret all lies in the details: strong writing always includes details that are clear, interesting, and less than obvious.

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How This Looks at the Primary LevelAt the primary level, we need to look for details in children's artwork, and listen for important details in the stories they tell long before they begin to create extended text. Initially, encourage students to be gatherers and collectors of information, as well as observers of life, to look carefully at the world around them, and to share what they see orally, through their pictures and through their text. Later, as they write more, look for focus, meaning, a clear message or story, strong details, and direct statements such as, “I like horses." When you see things emerge, help children see the power of their own writing, too!

How This Looks at the Intermediate LevelThe paper is clear and focused. It holds the reader’s attention. Relevantanecdotes and details enrich the central theme. The writer seems to be writing from knowledge or experience; the ideas are fresh and original. The reader’s questions are anticipated and answered. Insight - an understanding of life and knack for picking out what is significant - is an indicator of high level performance, though not required.

Organization

Organization is the internal structure of writing - like the framework of a building or the skeleton of an animal. It holds things together, and gives the whole piece form and shape. Good organization helps a reader understand a writer’s message or follow a story with ease. A writer with strong organization stays focused on one key idea or one main plot. The writer also fills the text with little clues that tie the ideas together, and builds bridges (transitions) from one idea or event to the next. When the organization is strong, the beginning builds a sense of anticipation in the reader: the ending wraps things up in a satisfying way.

How This Looks at the Primary LevelAt the primary level, think balance and harmony. Early signs of organization include filling the page with text or pictures in a balanced way (the writer literally “organizes” text, picture, and white space), and creating labels, titles, or other text that harmonize with a picture. Gradually, primary writers also develop a sense of sequencing, which may begin with chronological order (for storytelling), then grouping (putting like bits together in informational writing).

How This Looks at the Intermediate LevelThe organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. An inviting introduction draws the reader in; a

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satisfying conclusion leaves the reader with a sense of closure and resolution. Thoughtful transitions clearly show how ideas connect. Details seem to fit where they’re placed; sequencing is logical and effective. Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up the pace and move on.Voice

Voice is the writer coming through the writing. It is the soul of the writing, the magic, the wit, the feeling, the life, and breath. It is unique to each writer. When a writer is (1) engaged personally with the topic, and (2) aware of communicating with an audience, he/she imparts a personal flavor to the piece that is unmistakably his or hers.

How This Looks at the Primary LevelIndividuality! Sparkle! Love of writing, drawing, life itself. Exuberance. Humor. Playfulness. Emotion on the faces of the characters. The extraordinary. These are the signs of voice. At the primary level, voice is first noticeable in speaking, oral storytelling, and art.

How This Looks at the Intermediate LevelThe writer speaks directly to the reader in a way that is individual, compelling and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing. The tone adds interest to the message and is appropriate for the purpose and audience. The reader feels a strong interaction with the writer, sensing the person behind the words. The writer takes a risk by revealing who he or she is consistently throughout the piece. Expository or persuasive writing reflects a strong commitment to the topic by showing why the reader needs to know this information and why he or she should care about it. Narrative writing is honest, personal and engaging and makes you think about, and react to, the author’s ideas and point of view.

Word ChoiceWord Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. In good descriptive writing, strong word choice paints pictures in the reader’s mind. In informational writing, strong word choice clarifies, expands, or explains ideas. In persuasive writing, strong word choice compels the reader to see things more clearly or, sometimes, to agree with the writer.

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How This Looks at the Primary LevelPrimary writers/artists may express strong word choice in their oral storytelling or other sharing long before they write many words at all. As they begin to write words, look first for the understanding that letters form words, and that written words communicate a specific meaning. Later, look both for correct word use and for originality, including a willingness to experiment - to try new words recently heard, or even to invent words.

How This Looks at the Intermediate Level Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging. They are specific and accurate; it is easy to understand just what the writer means. Words and phrases create pictures and linger in your mind. The language is natural and never overdone; both words and phrases are individual and effective. Striking words and phrases often catch the reader’s eye – and linger in the reader’s mind. Lively verbs energize the writing. Precise nouns and modifiers add depth and specificity. Precision is obvious.

Sentence FluencySentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward patterns that slow a reader down, and cause the reader to stumble or reread. Sentences vary in both length and style, and are so well crafted that reading aloud is a pleasure.

How This Looks at the Primary LevelListen for rhythm and cadence in oral language, and notice how the writer attends, as a listener, to rhythm in the language you share orally. What students hear they will begin to write. They will learn fluency as listeners first, then gradually reflect what they hear in the beat of their own text. Always look at sentence beginnings. When you see differences, let the writer know you noticed.

How This Looks at the Intermediate LevelThe writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading. Sentences are constructed in a way that underscores and enhances the

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meaning. They vary in length as well as structure. Fragments, if used, add style. Dialogue, if present, sounds natural. Purposeful and varied sentence beginnings add variety and energy. The use of creative and appropriate connectives between sentences and thoughts shows how each relates to, and builds upon, the one before it. The writer has thought about the sound of the words as well as the meaning. Conventions

Conventions are textual traditions. They have grown out of a need for some conformity to make text easier to follow. Anything a professional proofreader would deal with in getting text ready for publication falls under this heading: spelling, punctuation, grammar and usage, paragraphing, and capitalization. Neatness, while important, is not considered part of the six-trait model.

How This Looks at the Primary LevelPrimary students are natural borrowers, and their knowledge of conventions shows up first in their borrowing. Teachers should notice and acknowledge these beginning conventions uses to give your primary writers a legitimate sense of their true accomplishment.Discovery of periods or quotation marks (or any mark of punctuation) is cause for celebration—regardless of whether those marks are correctly placed yet. Exploration is a vital stepping-stone on the path to correctness. Similarly, students must first associate sounds (consonant sounds, then vowels) with letters and play with letter strings to form words before moving to pre-phonetic, phonetic, and close-to-correct or sometimes correct spelling. Readable spelling is a fine goal at the primary level. Conventionally correct spelling is a lifelong goal that virtually no one (including professional editors) masters totally without the support of helpful resources (dictionaries and spell checkers).

How This Looks at the Intermediate LevelThe writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touch-ups would get this piece ready to publish. Spelling is generally correct, even on more difficult words. The punctuation is accurate, even creative, and guides the reader through the text. A thorough understanding and consistent application of capitalization skills are present.

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Grammar and usage are correct and contribute to clarity and style. Paragraphing tends to be sound and reinforces the organizational structure. The writer may manipulate conventions for stylistic effect - and it works!

BibliographyAnderson, C. 2000. How’s It Going? Portsmouth, NH: Heinemann

Atwell, N. 1998. In the Middle, 2nd Edition. Portsmouth, NH: Heinemann.

Avery, C. 1993. And With a Light Touch. Portsmouth, NH: Heinemann.

Bear, D.R., Invernizzi, M., Templeton, , S. and Johnston, F. 1996. Words Their Way. Upper Saddle River, NJ: Prentice-Hall.

Calkins, L. 1994. The Art of Teaching Writing. Portsmouth, NH: Heinemann.

Calkins, L. 1991 Living Between the Lines. Portsmouth, NH: Heinemann.

Cunninghan, P.M. and Hall, D.P. 1994. Making Words. Parsippany, NJ: Good Apple.

Daniels, Harvey A. 2002. Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2nd Edition. York, ME: Stenhouse Publishers.

Dorn, L.J,. French, Cathy. 1998. Apprenticeship in Literacy: Transitions Across Reading and Writing. Portland, Maine: Stenhouse Publishers.

Dorn, L.J. and Soffos, C. 2001. Shaping Literate Minds: Developing Self-Regulated Learners. Portland, ME: Stenhouse Publishers.

Dorn, L.J. and Soffos, C. 2001. Scaffolding Young Writers: A Writers’ Workshop Approach. Portland, ME: Stenhouse Publishers.

Feldgus, E.G. and Cardonick, I. 1999. Kid Writing: A Systematic Approach to Phonics, Journals, and Writing Workshop. Bothell, WA: The Wright Group

Fisher, B. 1995. Thinking and Learning Together: Curriculum and Community in a Primary Classroom. Portsmouth, NH: Heinemann.

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Fletcher, R. and Portalupi, J. 1998. Craft Lessons: Teaching Writing K-8. Portland, ME: Stenhouse Publishers.

Fletcher, R. 1996. A Writer’s Notebook: Unlocking the Writer Within You. New York, NY: Avon Books.

Fletcher, R. 1993. What A Writer Needs. Portsmouth, NH: Heinemann.

Fletcher, R. and Portalupi, J. 2001. Writing Workshop: The Essential Guide. Portsmouth NH: Heinemann.

Fountas, I. C. and G.S. Pinnell. 1996. Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann.

Fountas, I.C. and Pinnell, G.S.. 2001. Guiding Readers and Writers: Grades 3-6. Portsmouth, NH: Heinemann

Fountas, I.C. and Pinnell, G.S.. 1999. Matching Books to Readers: Using Leveled Books in Guided Reading, K – 3. Portmouth, NH: Heinemann.

Fountas, I.C. and Pinnell, G.S.. 2002. Leveled Books for Readers: Grades 3-6. Portsmouth, NH: Heinemann.

Pinnell, G.S. and Fountas, I.C.. 1998. Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann.

Graves, D. 1994. A Fresh Look at Writing. Portsmouth, NH: Heinemann

Harvey, Stephanie and Goudvis, Anne. 2000. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, Maine: Stenhouse Publishers

Hindley, J. 1996. In the Company of Children. York, ME: Stenhouse Publishers.

Hoyt, L. 2000. Snapshots: Literacy Minilessons Up Close. Portsmouth, NH: Heinemann.

Keene, E.O. and Zimmermann, S. 1997. Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann.

Lane, B. 1993. After The End: Teaching and Learning Creative Revision. Portsmouth, NH: Heinemann.

McCarrier, A.,. Pinnell, G. S & Fountas, I.C. 2000. Interactive Writing: How Language and Literacy Come Together, K-2. Portsmouth, NH: Heinemann.

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Mooney, Margaret E. 1990. Reading to, with, and by Children. Katonah, N.Y.: Richard C. Owen Publishers, Inc.

Morrow, L.M. 2002. The Literacy Center: Contexts for Reading and Writing, 2nd Edition. York, ME: Stenhouse Publishers.

Opitz, M. 1994. Learning Centers: Getting Them Started, Keeping Them Going. New York, NY: Scholastic.

Opitz, M.F. and Ford, M.P. 2001. Reaching Readers: Flexible and Innovative Strategies for Guided Reading. Portsmouth, NH: Heinemann.

Parkes, Brenda. 2000. Read It Again! Revisiting Shared Reading. Portland, Maine: Stenhouse Publishers

Peterson, R. and Eeds, M.. 1990. Grand Conversations: Literature Groups in Action. New York, NY: Scholastic, Inc.

Portalupi, J and Fletcher, R. 2001. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse Publishers.

Routman, R. 1988. Transitions: From Literature to Literacy. Portsmouth, NH: Heinemann.

Routman, R. 1994. Invitations: Changing as Teachers and Learners K-12. Portsmouth, NH: Heinemann

Routman, R. 2003. Reading Essentials: The Specifics You Need to Teach Reading Well, Portsmouth, NH: Heinemann

Serafini, F. 2001. The Reading Workshop: Creating Space For Readers. Portsmouth, NH: Heinemann

Strickland, D.S. and Morrow, L.M. (Editors). 1989. Emerging Literacy: Young Children Learn to Read and Write. Newark, DE: International Reading Association.

Trelease, Jim. 2001. The Read-Aloud Handbook (Read Aloud Handbook, Fifth Edition). New York: Penguin USA.

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Discussion Listservs

CHILD_LITChildren’s Literature: Criticism and Theory. An unmoderated discussion group for scholars, teachers, authors, and anyone else interested in books for children and young adults. Subscription message:

To: [email protected]:Message: Subscribe child_lit (your name)

TEACHERS NETSubscribe to a wide variety of discussion listservs. Choose your area of interest, from Pre K to college, and subject matter areas. These mailrings are active!

http://teachers.net/mailrings

RTEACHERAssists a diverse population of educators interested in issues of literacy as well as technology. Scroll down on the page to HOW TO JOIN RTEACHER.

http://web.syr.edu/~djleu/RTEACHER/directions.html

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mailto:[email protected]

WEB SITES

The Awesome Library K-12 Education DirectoryIn May 1997, the Awesome Library, under the sponsorship of the Evaluation and Development Institute and the leadership of Dr. R. Jerry Adams, came into being. It stemmed from earlier projects which had been funded by the U.S. Department of Education and other federal agencies. As of November 1999, the site contained 10,000 resources and about 200 of these had received special recognition in the collection (a star) because, as the “About the Awesome Library” page www.awesomlibrary.org/about.html indicates, the resource is at least one of the following:

the source for many other sources on the page; a very comprehensive source of information; unusually well-organized; and/or one which contains essential information for the topic.

It is quite easy to locate the “star” resources in the collection. For example, to locate all of the social studies resources which have stars, the user simply types in social studies star in the database’s word search box. www.awesomelibrary.org/

Carol Hurst’s Children’s Literature Web SiteInformation on children’s and young adult’s literature: book reviews, author bios, teaching materials, suggestions for using literature across the curriculum, and more.http://www.carolhurst.com/

The Children’s Book Council Classroom ideas, previews of new books, discussions about current issues and trends, links to authors’ Web sites, bibliographies, and news about the publishing business.http://www.cbcbooks.org/

Children’s Book Publishers Nearly all publishers have homepages that feature their books and their authors. This Web site has links to more than twenty-five (25) publishers of books for children and young adults.http://www.scils.rutgers.edu/kvander/ChildrenLit/publish.html

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http://www.cbcbooks.org/

http://www.carolhurst.com/

http://www.awesomelibrary.org/

http://www.awesomlibrary.org/about.html

The Children’s Literature Web GuideProvides access to children’s/young adult’s literature announcements and award lists, lists of recommended books, topical bibliographies, lesson plans, information about authors, and much more. This is one of the most comprehensive Web sites on young adults’ and children’s literature anywhere.http://www.acs.ucalgary.ca/~dkbrown

Fairrosa Cyber LibraryContains a reference section, author information, articles, book lists, links to other sites, and more.http://fairrosa.info

Harcourt SchoolThe Learning Site has many resources for teachers to use in conjunction with the Harcourt anthology. There are also interactive pages for student use.www.harcourtschool.com

Kay E. Vandergrift’s Special Interest HomepageInformation for teachers and students interested in children’s and young adult’s literature. It includes sample syllabi, information on censorship, and a wide range of topics related to young adult literature.http://www.scils.rutgers.edu/special/kay/

Notes from the WindowsillAn independent, electronic journal of reviews of books for children and young adults. It also offers themed annotated lists of books and indexes to back issues.http://www.armory.com/~web/notes.html

read-write-thinkThis website, sponsored by the International Reading Association and the National Council of Teachers of English, has research-based lessons on reading and writing for grades K to 12.Readwritethink.org

Reading OnlineA journal of K to 12 practice and research, published by the International Reading Association.

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http://www.armory.com/-web/notes.html

http://www.scils.rutgers.edu/special/kay/

http://fairrosa.info/

Readingonline.org

The Teachers First HomepageThe Teachers First website is an excellent on-line resource for both preservice and inservice teachers. Teachers First is a division of Network for Instructional TV, Inc., a not-for-profit technologies corporation which works with several hundred schools throughout the United States. The site is very well organized with much useful information. The content matrix link leads to a page with 24 curriculum links such as art, astronomy and space; biology; chemistry; current events; health; math; music; writing; and U.S. History. www.teachersfirst.com

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http://www.teachersfirst.com/

AUTHOR WEB SITESArnold, Caroline www.geocities.com/Athens/1264Avi www.avi-writer.comAylesworth, Jim www.ayles.comBlume, Judy www.judyblume.comBrett, Jan www.janbrett.comByars, Betsy www.betsybyars.comCarle, Eric www.eric-carle.comCobb, Vicki www.vickicobb.comCushman, Karen www.eduplace.com/rdg/author/cushman/index.htmlDadey, Debbie www.baileykids.comDepaola, Tomie www.tomie.comFox, Mem www.memfox.netGeorge, Jean Craighead www.jeancraigheadgeorge.comGibbons, Gail www.gailgibbons.comGutman, Dan www.dangutman.comHahn, Mary Downing www.childrensbookguild.org/hahn.htmlHamilton, Virginia www.virginiahamilton.comHenkes, Kevin www.kevinhenkes.comKetteman, Helen www.HelenKetteman.comLeedy, Loreen www.loreenleedybooks.comMcDaniel, Lurlene www.randomhouse.com/features/lurlene/Mikaelsen, Ben www.benmikaelsen.comNaylor, Phyllis Reynolds www.simonsays.com/aliceOsborne, Mary Pope www.randomhouse.com/kids/magictreehouse/Paterson, Katherine www.terabithia.comPaulsen, Gary www.garypaulsen.comPilkey, Dav www.pilkey.comPolacco, Patricia www.patriciapolacco.comQuackenbush, Robert www.rquackenbush.com Redwall (Brian Jacques) www.redwall.org/dave/jacques.htmlRowling, J.K. www.scholastic.com/harrypotter/authorRylant, Cynthia www.cynthiarylant.comSachar, Louis www.louissachar.comScieszka, Jon www.personal.ksu.edu/~aec8484/biography.htmlSimon, Seymour www.users.nyc.pipeline.com:80:/~simonsi/Smith, Roland www.rolandsmith.comSpinelli, Jerry www.carr.lib.md.us/authco/spinelli-j.htmWells, Rosemary www.rosemarywells.comWinthrop, Elizabeth www.absolute-sway.com/winthrop/The Author Corner www.carr.lib.md.us/authcoChildren’s Book Guild www.childrensbookguild.org

GLOSSARY202

http://www.childrensbookguild.org/

http://www.carr.lib.md.us/authco

http://www.absolute-sway.com/winthrop/

http://www.carr.lib.md.us/authco/spinelli-j.htm

http://www.rolandsmith.com/

http://www.redwall.org/dave/jacques.html

http://www.rquackenbush.com/

http://www.patriciapolacco.com/

http://www.pilkey.com/

http://www.garypaulsen.com/

http://www.terabithia.com/

http://www.randomhouse.com/kids/magictreehouse/

http://www.simonsays.com/alice

http://www.benmikaelsen.com/

http://www.loreenleedybooks.com/

http://www.virginiahamilton.com/

http://www.childrensbookguild.org/hahn.html

http://www.dangutman.com/

http://www.jeancraigheadgeorge.com/

http://www.memfox.net/

http://www.tomie.com/

http://www.baileykids.com/

http://www.eduplace.com/rdg/author/cushman/index.html

http://www.vickicobb.com/

http://www.eric-carle.com/

http://www.betsybyars.com/

http://www.janbrett.com/

http://www.judyblume.com/

http://www.ayles.com/

http://www.avi-writer.com/

http://www.geocities.com/Athens/1264

Alphabet Linking Chart: A poster with clearly written alphabet letters (upper and lower case) and a corresponding word and picture that helps students associate letters with their respective sounds.

Anecdotal Record: Notes teachers use to record students’ behaviors as they interact with text.

Author’s Circle: Student authors who are ready to publish text meet with other students and the teacher in order to receive feedback pertaining to revision. At author’s circle time, students bring rough drafts that they want to think more about before publication.

Background Knowledge: The information the reader already has about the topic of the reading material, written language, and how to read.

Balanced Literacy Program: A comprehensive, quality literacy program that includes a range of literacy activities, carefully selected materials and a responsive teacher who moves students to higher levels of understanding of oral, written, and visual language.

Book Baskets: A method for organizing books within a classroom. Baskets of books might be grouped by level, genre, author, illustrator, etc. These baskets are then made available to the children to facilitate independent reading.

Book Clubs/Literature Circles: A small group collaborative structure in which students read, discuss, and respond to books while assuming specific roles, such as: Discussion Director, Passage Chooser, Illustrator, Vocabulary Enricher, Summarizer, etc.

Brainstorming: A prewriting technique.

Buzz Groups: An informal, collaborative grouping structure that teachers can use in order to have students quickly consult with one another.

Cognitive Apprenticeship: Cognitive Apprenticeship holds that learners acquire cognitive and metacognitive processes through assisted instruction with a knowledgeable adult. The goal is to insure the development of independent learners. There are five stages to the cognitive apprenticeship approach to teaching: Modeling; Coaching; Scaffolding; Articulation; Reflection.

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Comparison/Contrast: A pattern or text organization that demonstrates the similarities and differences between things and ideas.

Comprehension: The interpretation of print on the page into a meaningful message. This will depend on the reader’s prior knowledge, cultural and social background, and his/her ongoing comprehension monitoring strategies.

Constructing Meaning: The active process used by readers to make sense of what is read by using their own background knowledge in conjunction with the information in the reading material.

Conventions: Commonly accepted rules of edited American English, e.g., spelling, usage, capitalization, and punctuation.

Craft of Writing: The manipulation of language to achieve a desired effect.

Criterion-Referenced Assessment: An instrument designed to describe student performance on well-defined outcomes reported within a range of appropriate behaviors.

Criterion-Referenced Writing Assessment Instrument: An instrument designed to interpret student performance on well-defined outcomes according to specified standards.

Cubing: A writing strategy that allows students to consider multiple dimensions of topics; students examine topics by describing, comparing, associating, analyzing, applying, and arguing.

D.E.A.R.: Drop Everything and Read.

Dialogue Notebook: A notebook format that involves a written exchange of letters, usually between a student and a teacher or a student and a student.

Document: Reading material constructed to organize information for decision making, efficient retrieval, or to guide the performance of a task, for example, telephone books, maps, schedules, table of contents, computer manuals.

Double Entry Notebook: A notebook format that is set up using two columns. In the first column the student quotes directly from what he or she is reading. In the second column the student responds to what he or she has quoted by citing specific questions, memories, associations, ideas, etc. that the quote has triggered.

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Drafting: Transcribing facts, details, and ideas into a unified, coherent piece of writing.

Echo Reading: In this strategy, the teacher serves as a model of what good oral reading fluency sounds like. The teacher reads sections of text aloud with appropriate intonation and phrasing while the student follows along in the text.

Express Personal Ideas: To communicate feelings and imagination.

Graphophonic: The relationship between written language and the sounds of spoken language.

Guided Reading: Students work in flexible ability groups to read as independently as possible a text that the teacher has selected for them. This text will be at the group’s instructional level, that is, the students will be able to read it with 90% - 94% accuracy.

Illustrative Behaviors: Examples of actions students might take during stages of the writing process.

Independent Reading: Occurs when a child, on his or her own, reads material that does not require the assistance of a more competent peer or adult. This text will be at the child’s independent level, that is, the student will be able to read it with 95-100% accuracy.

Inform: To convey messages using factual or personal data.

Innovation: The creation of a new story based on a familiar pattern or theme.

Literacy Centers: Developmental language centers that focus attention on actual authentic literacy activities.

Literacy Stations: Stations, as centers are referred to at the intermediate level, focus attention on actual, authentic literacy activities. They may include a Listening Station, a Viewing Station, a Writing Station , and a Literature Response Station, to offer students a variety of response options.

Literature Groups/Clubs: A reading method that utilizes small-group learning and may utilize student self-selected texts.

Message Time Plus: A modeled writing program in which teachers create a pre-planned message and then write it while students watch and participate by making predictions.

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Metacognition: Awareness and control of one's thinking, including commitment, attitudes, and attention.

Metacognitive Strategies: Consciously chosen approaches to reach a desired goal. Examples of metacognitive strategies include task analysis, planning, monitoring progress, checking and revising.

Mini-lesson: A short lesson focused on a specific principle or procedure.

Miscue: When what the reader reads is different from what is in the text.

Modeling: Explicit modeling directly shows, or talks students through, a process. A type of explicit modeling is Think Aloud.

Oral Reading Fluency: An assessment of accuracy and rate. It is expressed as the number of words read correctly per minute (WCPN).

Persuade: To convince or refute by supporting a point of view.

Phonemes: The smallest units of sound that make up speech.

Phonemic Awareness: An understanding about the smallest units of sound that make up the speech stream: phonemes. Phonemic Awareness is typically described as an insight about oral language and in particular about the segmentation of sounds that are used in speech communication. Phonemic Awareness is characterized in terms of the facility of the language learner to manipulate the sounds of oral speech. A child who possesses Phonemic Awareness can segment sounds in words (for example, pronounce just the first sound heard in the word top) and blend strings of isolated sounds together to form recognizable word forms. Phonemic Awareness abilities in the kindergarten age range appear to be a good predictor of successful reading acquisition. Studies suggest that programs which encourage high levels of student interaction and engagement with print (for example, through Read-Alouds, Shared Reading and invented spelling), combined with explicit attention to sound structure in spoken words, can promote the development of phonemic awareness.

Phonics: An understanding of the relationship between sounds and symbols – between specific, printed letters (including combinations of letters) and specific, spoken sounds. Children show their phonics knowledge when asked them which letter makes the first sound in bat or dog or the last sound in car or cart. Effective phonics instruction is embedded in the context of a comprehensive and balanced language

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arts/literacy program (for example, within a Shared Reading or Interactive Writing lesson) and not presented in isolation using worksheets.

Phonological Awareness: A term that is sometimes used interchangeably with Phonemic Awareness; Phonological Awareness encompasses larger units of sound as well, such as syllables, onsets and rimes.

Picture Walk: A method used by teachers to anchor within the early reader the semantic value of pictures/graphics. The teacher figuratively “walks” the children through a book to be read by calling attention to each picture/graphic on the pages.

Prewriting: Exploring ideas for writing.

Process Outcomes: Behaviors involved in the stages of the writing process: prewriting, drafting, revising, proofreading.

Product Outcomes: Results of a completed writing effort.

Proofreading: Correcting errors in grammar, usage, and mechanics.

Questioning the Author (QtA): An approach for text-based instruction that is designed to facilitate building understanding of text ideas through the use of queries and discussion.

Reading Aloud: The instructional practice of reading out loud a text to students. This is the single most influential factor in young children’s reading success.

Reading Assessment: A process by which students' growth and performance in reading is determined, examined, and reported.

Reading Levels: Accuracy scores of students’ oral readings done in conjunction with narrative and expository retelling.

Independent: 95% - 100% accuracyInstructional: 90% - 94% accuracyFrustrational: 89% or less accuracy

Reading Stances: Ways that readers interact with what they are reading based on the type of material, the purpose, and their background information.

Reading Workshop: A method of instruction that employs self-selected or group-selected texts that students study in pairs,

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individually, or small groups. Often, teachers use dialogue journals to keep in contact with children as they read.

Reciprocal Teaching: Reciprocal Teaching is a powerful instructional strategy designed to enhance students’ comprehension. It is a dialogue between students and teacher or students and peer, each taking turn in the role of dialogue leader. It translates the abstract processes of reading and metacognition into four research identified concrete strategies that good readers use most often when they read: Summarizing , Questioning, Clarifying, and Predicting.

Record of Reading Behavior (Running Record): A neutral observation in which a teacher records, using a standard set of symbols, everything the child says as she/he reads a book the teacher has chosen.

Revising: Adding, substituting, deleting, and rearranging selected elements to improve the substance of a piece of writing.

Rhetoric: The art of using spoken or written language effectively.

Scaffolding: A process used to describe the support that enables a learner to complete a task or achieve a goal that would have been unattainable without assistance. As the learner becomes more proficient, the scaffold is withdrawn. Ultimately, the child is able to perform the task independently and internalizes the behavior.

Schema Theory: Schema theory hypothesizes that a person’s knowledge of the world is stored in interconnected structures called schemata. Readers use schemata to make predictions. They fit new information into their existing schemata, modifying it to accommodate information in the text that would not otherwise fit.

Shared Reading: The technique used by teachers to expose children to concepts about print, reading strategies, comprehension methods, and the pleasure of reading through the reading of “big books” or other shared texts. This method is often times known as an extension of the “bedtime story.”

Stimulus: Impetus used to elicit writing.

Strategic Behaviors: Those tactics that readers know how, when, and why to use in order to construct, examine, and extend meaning.

Style: A way of writing that distinguishes one writer from another.

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Syntax: The way language is structured and ordered within sentences.

Task Management Board: A board listing set and optional activities for children to engage in. Children can then work independently by consulting the board, which leaves the teacher free to work with individuals or groups. The board changes daily.

Text(s): Written material of all types. Novels, poems, articles, textbooks, schedules, and directions are all examples of texts.

Tone: A manner of expression showing attitude.

Wall Stories: A story composed by students on the chalkboard or large sheets of paper.

Word Study: A systematic study of words and word parts.

Word Wall: A wall or chart in the classroom on which words that the students are learning are alphabetically displayed.

Writer’s Notebook: The writer’s notebook is a basic resource for students’ independent writing. It is a place for students to collect observations, ideas, feelings, facts, lists-just about every kind of thought that can be recorded in writing.

Writing conference: A writing conference occurs when a student meets with the teacher or with another student about writing. Conferences can be short or long. Writing conferences help students improve their writing through focusing on only one or two points in a single composition. Successful conferences require an atmosphere of support and cooperation. Successful conferences help students to read and evaluate their work critically, leading to growth of their writing skills.

Zone of Actual Development: Refers to what the child already knows and can do unassisted and independently.

Zone of Proximal Development: Refers to the distance between an individual’s actual development level as determined by independent problem solving and his/her level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.

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