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Table of Contents

All TestSMART® Common Core materials were developed using the Common Core State Standards.The Common Core series, as well as all other series in this catalog, uses research-based best practices.

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About This Series ..................................................................3TestSMART® Common Core Student Work Texts

Close Reading ..................................................4–9Mathematics.................................................10–15Easy Order Price List & Volume Discounts ....16–17

It’s On the Test .............................................................18–19TestSMART® Quick Review™ Mathematics................20–21POWer Strategies™ for Reading Comprehension ...........22POWer Words™..................................................................23Common Core & Novel Units®..................................24–27Get Writing!!™.....................................................................28Ordering Information .................................................29Order Form.................................................................30Dictionaries & Thesauruses................................................31

Common Core State Standards The Common Core State Standards (CCSS) (NGA/CCSSO, 2012) is a standards-based U.S. education reform initiative sponsored by the NationalGovernors Association (NGA) and the Council of Chief State School Officers (CCSSO). The initiative seeks to provide a set of national curriculumstandards to create more rigorous, consistent instruction and learning across the country.

“The TestSMART®Common Core Work Texts areimpressive. They are filled with tons of up-to-date,higher-level thinking skills. Both literary andinformational examples are provided, which allowteachers to help prepare today’s students for therigorous Common Core State Standards.”

Tracy, Grade 6 teacher, OR

We make teaching easier!SM

Here is the situation.

You will like our solution!

Introducing…

Teachers have told us that there is a lack of adequate instructional materials for implementing theCommon Core State Standards (CCSS).

We created instructional materials for Close Reading and Mathematics based on thorough researchand development.

Reproducible Work Texts for Grades 3–8

Custom-Developed • Most Comprehensive • Easy-to-Use

Affordable—Only 16.99 each!

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About This Series

Credibility & QualityDeveloped based on the Common Core StateStandards (CCSS) (NGA/CCSSO, 2012) andthe latest, most influential research on readingand mathematics instruction, learning, andassessment.Our product development process is based on thehighest integrity standards. The research-basedTestSMART ® Common Core series was developedspecifically to address the Common Core StateStandards while incorporating the latest and mostinfluential educational models. The all-new content,custom-developed for the Student Work Text, is100% aligned to the CCSS for the particular gradeand subject.

Rigor & Cognitive ComplexityReflects and accommodates the cognitivedemands and expectations of the CCSS.The TestSMART ® Common Core Student Work Textprovides items written at varying levels of complexity to accommodate the cognitive demands of theexpectations in the CCSS for Reading andMathematics (NGA/CCSSO, 2010). Each activity isclearly labeled for easy identification of the CCSSstandard and its complexity level (L, M, H).

Common Core Student Work Texts go beyondmultiple-choice questions, focusing on open-endedand extended-response items that require student-created responses for both reading and mathematics.

Effective for the ClassroomIncludes all brand-new material and strategiesfor seamless instruction, learning, andassessment.• Reflects and accomodates the cognitive demands

and expectations of the CCSS• Range of topics to interest students• Clear identification of expected skills• Repeated practice in a variety of contexts• Master skills list• Suggested instructional strategies• Complete answer keys• Bibliography of research references• Clear, consistent layout • Methods to promote rich, structured conversations• Suggestions for integrating the literacy

strands—reading, writing, speaking, listening, and language*

• Specific techniques to encourage students to develop close-reading, communication, reasoning,comprehension, and vocabulary skills andstrategies*

• Teacher “how-to” for using the Student Work Text,including time requirement, reading selection,prereading, during reading, and post-reading*

• Emphasis on key mathematical processesfrom the CCSS**

* Close Reading only ** Mathematics only

As educators, we take developing new content seriously. As publishers, we have delivered quality and rigor in standards-based instructional, learning, and assessment materials for more than two decades. Based onthorough research and development, we custom-developed a Common Core series that meets the cognitivedemands of the new standards and the needs of your students in the classroom.

Custom-Developed • Easy-to-Use

View a complete eCatalog and order today attestsmart.com

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COMMON CORE Student Work TextsClose Reading

An Overview

See Common Core Easy Order Price List

on pages 16 –17

.........

Close Reading

Close Reading Work Texts are reproducible.

Sample pages on pages 6–9 and

at testsmart.com

Literary and Informational TextsGrades 3–8 • 144–160 Pages

Over 270 activities per grade!

Custom-developedinstructional materialsWith learning activities and tasks appropriate forthe given grade level, each work text in this seriesincludes the following elements——

• literary and informational texts that reflect thetypes of texts students encounter in the classroomor everyday reading

• authentic reading texts on interesting topics andideas, including excerpts from well-known literaryselections

• paired texts that require students to compare andcontrast important points and key details in thetexts

• open-ended and extended-response tasks thatrequire students to use close reading to developcorrect, complete answers

• emphasis on the critical-thinking skills necessaryfor close reading

• skill tags (labels) to identify both the standard(s)and the complexity level(s) for questions andactivities

• diagrams and/or graphic organizers to helpstudents organize their thoughts and responses(when appropriate)

• focus on student-created responses

In addition, the Teacher Guide section in eachwork text includes the following elements—

• overview of the work text and explanation of itskey components

• complete list of the Common Core StateStandards for Reading at each grade level

• explanation of “rigor” and complexity levels asthey apply to the questions and activities in thework text

• explanation of “close reading” in the classroomand methods to support student thinking duringclose-reading activities

• suggested methods for using the texts andactivities for classroom instruction

• suggested ways to integrate the literacy strandswhile using the texts and activities

• complete and thorough answer key, useful foritems that have more than one right answer

Teacher Guide (with Answer Key)included in each work text


$1699each

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arch Based


COMMON CORE Student Work Texts Close Reading

The Common Core Student Work Text containschallenging texts that require students to useclose-reading skills. Most texts will include somewords above a student’s expected reading level.Such words are underlined in each text, and a brief

definition appears in the margin beside the linewhere the word appears. Having these definitionswill help students work through a text with lessdifficulty.

The Common Core Student Work Text includes both literary and informational texts.

Literary texts include fiction, poetry, and drama (at appropriate grade levels). Fiction may includefables, myths, folk tales, and adapted classics, as well as historical and contemporary stories.

Informational texts may include biographiesand autobiographies, argumentative (persuasive)selections, and expository selections.

Argumentative selections present an argumentfrom a specific point of view. Expository textspresent interesting information from science, socialstudies, art, current events, and other curricular areas.

Beginning at the fourth-grade level, students alsoencounter graphic texts, as well as digitaltexts. Graphic texts include charts, graphs,diagrams, and time lines. Digital texts mightinclude samples of Web sites or online reviews.

Reading Selections in the Student Work Text

Vocabulary

Includes instructional items for bothliterary and informational texts


Sample Pages

Highlights• Explanation of prereading tasks• Methods to promote rich, structured

conversations• Specific techniques to encourage

students to develop close-reading, communication, reasoning,comprehension, and vocabulary skillsand strategies

• Teacher “how-to” for using the StudentWork Text, including time requirement,reading selection, prereading, duringreading, and post-reading

• Suggestions for integrating the literacy strands—reading, writing, speaking, listening, and language

• Open-ended and extended-responsetasks that require students to do morethan “find the right answer”



COMMON CORE Sample PagesClose Reading

The Mystery Passenger

1 Wyatt boarded the Number 8 bus, but his fare clattered to

the �oor when he spotted a white cat sitting in the �rst seat of

the bus.

2 “Why is a cat riding the bus?” Wyatt looked at the bus driver,

who was already grinning.

3 “That cat jumps on the bus every morning and rides like he has

his own pass,” said the driver.

4 Wyatt sat down across the aisle from the cat. The cat just stared

at him and yawned and then went back to watching the rumbling

tra�c outside.

5 “Where is he going?” Wyatt asked the driver. The bus driver

shrugged.

6 “That’s a real mystery. Every morning, the cat hops on at First

Street and hops o� at Fifth Street.”

7 The bus pulled to a stop, and the door hissed open. The

cat watched as several people stepped o� the bus and new

passengers stepped on. Then the door shut, and the bus pulled

away from the curb. Wyatt knew that most cats didn’t like cars, but

this cat seemed to enjoy riding the bus. The cat stared out the

window with curious eyes. He never �inched at passing tra�c, not

even at an ambulance with its siren blaring.

8 When the bus �nally arrived at the Fifth Street stop, the cat

jumped from the seat and darted out the door. I want to know why

this cat rides the bus every day, thought Wyatt.

9 The next morning when Wyatt boarded the bus, he saw the

white cat in the same seat as the day before. And, just like the day

before, the cat watched the people as they got on and o� the bus

until the Fifth Street stop. When the cat jumped o� the bus this

time, however, Wyatt was right behind him. But the cat was too

fast for Wyatt, who quickly lost sight of him.

10 “Did you see a white cat around here?” Wyatt asked a man

sweeping the sidewalk in front of a store.

11 “Look down the street at the �sh and chips shop,” said the

man. “He goes there every morning.”

entered

ticket

making a deep rolling

sound

something not fully

understood

moved suddenly or

rapidly

rushed

10

© ECS Learning Systems, Inc.

Close Reading, Grade 3Th

is p

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TestSMART® Common Core Student Work Text


Close Reading, Grade 3

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Read & Respond (RL.3.1; RL.3.2; RL.3.3; RL.3.5) M–HDirections: Think about the following questions as you read the story. When you reread the

story with your teacher, you and your classmates will answer these questions. Use evidence

from the story to support your answers. 1. What is this story mostly about? _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

2. At the beginning of the story, what is unusual about Wyatt’s bus ride? _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

3. What does the bus driver mean when he talks about “a real mystery”? _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

4. How does the reader know that Wyatt is very interested in the white cat? _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

5. Why is it odd that the man sweeping the sidewalk and the woman at the shop know

about the white cat? _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

StrandGrade

Complexity Level: Each activity is identifiedby its level of cognitive

complexity (low, moderate,high), with the majority of questions falling within the moderate–high range.

Vocabulary

Standard

Open-ended and extended-response tasks

Beyond Multiple Choice—A Focus on Student-Created Responses�


on pages 16 –17

.........

Close Reading

Student Work Text, Grade 3

Close Reading



Teacher GuideSection

Close Reading, Gr. 4

COMMON CORE Sample Pages Close Reading

29TestSMART® Common Core Student Work Text, Teacher Guide© ECS Learning Systems, Inc.


Close Reading Vocabulary

abandonedaccountsaccustomedacrobataltimeteranagramanxiousapproachingassumedasylumauditioningauditoriumavoided blaredblurryboardwalkboastbobbingboundsbuoycaptivecapturedcargocenturychallengechatteredclassiccomposeconceivingconfidentlyconsequencesconvenientcorrespondingcratersdartsdasheddedicationdeleteddelicate

depositdeterminingdevoteddigitaldisplayeddistracteddramaticechoedenclosedencounteredencouragementenormousestablishedexpeditionfastfeaturefiercelyflintfoolishformationsformerfortunefoulfranticallyfrustrationgaspedgeysersgracefullygrantguidelineshesitationhonesthurledinchesindependentinspiredirrigateissuedlecture

legacylunarlyricsmajesticmajestymajormangamischievousmodelmonumentalobeseobservationorbitingoverseaspacedpanicpatentedpatientlyperchpermanentprimaryproducerspromptlyproposepropsprosperousprosthetic providedraggedrecitalrecoverreducereferrehearsedrespondedretailrevroboticruffled

satisfactionscatteredscrambledsecuresegmentsignalingslippedsmirksoupysponsorsprangspringssquatsteeredstitchstruckstrugglestumpsuspensetapestrytauntedterrifying theftthicketthrashthunderedtopictricksteruniqueupdateduproarvanishvarietyversionvolcanicweeweirdwhisked

This page may not be reproduced.

30 © ECS Learning Systems, Inc.


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Read & Respond (RL.4.1; RL.4.2; RL.4.3) L–H

Directions: Think about the following questions as you read the story. When you reread thestory with your teacher, you and your classmates will answer these questions. Use evidencefrom the story to support your answers.

1. What does the reader learn about Gypsy as the story begins? __________________________________________________________________________ __________________________________________________________________________

__________________________________________________________________________

2. What does Gypsy mean when she decides it is time “to stop wishing and start doing”? __________________________________________________________________________ __________________________________________________________________________

__________________________________________________________________________

3. How does Gypsy plan to improve her life? __________________________________________________________________________ __________________________________________________________________________

__________________________________________________________________________

4. What does Gypsy admire about the owl, the squirrels, and the stork? __________________________________________________________________________ __________________________________________________________________________

__________________________________________________________________________

5. What happens when Gypsy tries to imitate the other animals? __________________________________________________________________________ __________________________________________________________________________

__________________________________________________________________________



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What is a fable? (RL.4.1; RL.4.2; RL.4.9) M–H

Directions: Many common characteristics of fables are listed below. Read each characteristic.Then, write a sentence to explain how that characteristic appears in “Gypsy Learns a Lesson.”

Characteristics of Fables

1. Fables are short, fictional stories. __________________________________________________________________________ __________________________________________________________________________

__________________________________________________________________________

2. Fables teach a moral lesson. __________________________________________________________________________ __________________________________________________________________________

__________________________________________________________________________

3. Fables usually include animal characters. __________________________________________________________________________ __________________________________________________________________________

__________________________________________________________________________

4. One character in a fable usually has a small flaw or weakness that causes problems forthe character.

__________________________________________________________________________ __________________________________________________________________________

__________________________________________________________________________

More Sample Pages

Close Reading


Close Reading


Close Reading



Hassle-Free Guarantee,see p. 29



COMMON CORE Sample PagesClose Reading

A Perfect ImitationA Folk Tale from Northern India

1 There once was a parrot imprisoned in a wrought-iron cage in abustling village in India. He was held there by a miserable man with anicy heart who owned a clothing store in the market. The man kept theparrot’s cage hanging just inside the door, which was propped openevery day to attract shoppers.

2 “Psssst! Come on in!” the miserable man would hiss as people passedthe doorway. “You can’t go about town dressed so unfashionably!” Byhumiliating the villagers in this way, he persuaded them to buy hischeaply made, overpriced clothing and shoes. “Ha!” he would exclaimonce they left his store, their wallets and purses slightly emptier. “Whata bunch of fools people are…easily convinced of anything!”

3 Sometimes passersby would stop to speak with the parrot. Thisdelighted the parrot, for although the man had long ago taught thebird to speak, the two had never had a proper conversation. Only nowand again would the man bellow at the parrot, “We made plenty ofmoney today!” or “Such a useless bird! You should have said more tothat ridiculous woman! You could have lured her into the store if you’dtried harder!”

4 One day, the eldest man in the village passed in front of the store.He was a small man with deep creases around his eyes. His face, a mapof mountains and valleys, had a gentle look about it. He walked with hispalms folded in front of his ample belly, and he smiled and nodded ateach person he saw.

5 “Hello, teacher,” the parrot could hear people murmuring. Many put their hands together andbowed their heads as they greeted the man. “Hello, Baba,” some said. The parrot knew that their behavior meant the man was very kind and very wise. After all, a baba is revered for beinghonorable—the sort of man people often go to for advice.

6 “Hello, Baba,” the parrot said as the old manapproached. In the very same way he had donewith the countless people greeting him, the old man smiled and nodded at the parrot.

very large

admired; viewed withapproval and respect

shout in a deep voice

drawn in with promisesof personal gain

embarrassing; shaming

full of activity; very busy




© ECS Learning Systems, Inc. 7

Read & Respond (RL.6.1; RL.6.2; RL.6.3; RL.6.4; RL.6.5) L–H

Directions: Think about the following questions as you read the story. When you reread the storywith your teacher, you and your classmates will answer these questions. Use evidence from the storyto support your answers.

1. What is this story mostly about?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

2. Why might the store owner believe the parrot will attract shoppers?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

3. How does the parrot feel about the store owner? Why?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

4. Why is the eldest man in the village so well-liked?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

5. How does the store owner attempt to persuade the old man? How does the old man react?

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________




© ECS Learning Systems, Inc.10




Scene Selection (RL.6.2; RL.6.3) L–M

A. Directions: Skim through the story, and select four important scenes. Illustrate your chosenscenes in chronological (time) order in the boxes below. Give each scene a short title thatsummarizes the action that occurs. (For example, an illustration of the parrot exiting his cagemight be titled “A Triumphant Escape.”)

1. 2.

3. 4.

B. Directions: On the lines below, describe how the characters respond to each scene youillustrated above.

Scene #1: ___________________________________________________________________________

Scene #2: ___________________________________________________________________________

Scene #3: ___________________________________________________________________________

Scene #4: ___________________________________________________________________________

© ECS Learning Systems, Inc.12

Title: ____________________________ Title: ____________________________

Title: ____________________________ Title: ____________________________

Close Reading


Close Reading


Close Reading




TestSMART® Common Core Student Work Text, Teacher Guide


abiding

acclaim

adjacent

advancements

agonizing

agreement

alarmed

ample

annoyance

anticipation

apprehensively

aroma

authorized

awestruck

banished

bellow

beloved

bizarre

budding

bustling

capitalize

cavity

chaotic

charred

chimed in

clambering

collaborates

colossal

commenced

commended

committed

commotion

complex

conserve

consume

contradict

crafted

creed

critics

crucial

debris

deceived

deluge

derives

doggedly

doubtfully

edible

effectively

elaborate

emerges

empathize

en route

energetic

exasperated

exhales

exquisite

extracted

extraordinary

fantasy

flattery

gloating

grave

gravity

hail from

hapless

harmonize

haven

humble

humiliating

implemented

implements

inaugural

incentives

ingenious

instated

intact

intention

intrigues

irritated

jauntily

keen

laboring

lectured

literally

lured

medium

militia

minute

module

momentarily

mortified

motives

obscene

outraged

persistent

petty

plausible

punctuated

qualms

recall

regretfully

relatively

reluctant

render

reprimanded

restricted

revered

riveted

score

sentiment

simultaneously

smug

sources

sulked

suspicions

swindle

tangible

tarnishes

taunted

technique

tedious

tending

textures

thwarted

tragic

transaction

transformed

unique

unruffled

utmost

via

viable

vigorous

vital

warrant

wielded

wretched

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Understanding a Problem-Solution Passage (RI.6.1; RI.6.3; RI.6.5; RI.6.7) H

Directions: Authors can organize their writing in several different ways. The author organized

“Wanted: Comfortable Teeth” as a problem-solution passage. Read about problem-solution passages

below. Then, complete the problem-solution chart for “Wanted: Comfortable Teeth.”

When writing a problem-solution passage, the author first p

resents a problem that needs a

solution. Then, the author explains attempts to solve the problem. The author concludes

the passage by identifying the final solution to the problem.

Problem:

Three-Word Summary (RL.6.2; RL.6.3;

RL.6.6) M

A. Directions: The old man’s

plan unfolds a

s a series of eve

nts in the stor

y. Read the eve

nts listed

below. Then, b

rainstorm a th

ree-word sum

mary for each e

vent (e.g., Eve

nt 3 might be

summarized as

“Greed Sets In

” or “Pocketing

the Difference

”).

Event 1: The old man

insists his small

bars of silver e

qual exactly te

n taels.

Three-Word Sum

mary: _______

____________

____________

____________

____________

_________

Event 2: A young man

brings the old

man a letter fr

om his “son.”

Three-Word Sum

mary: _______

____________

____________

____________

____________

_________

Event 3: The money ch

anger reads th

e letter aloud

and purposely

cheats the old

man.

Three-Word Sum

mary: _______

____________

____________

____________

____________

_________

Event 4: Th oney changer i

s informed by a

customer that

he has been tr

icked

____________

This page m

Close Reading

, Grade 6

Descriptions of TestSMART®

Complexity Levels

The following descriptions provide an overview of the

three complexity levels used to align the TestSMART®

Common Core Student Work Text items to the Common

Core State Standards (CCSS) for Reading (NGA/CCSSO,

2010). Each explanation details the kinds of activities

that occur within each level. However, these

explanations do not include all of the possible

thought processes for each level.

Low Complexity (L)

Low-complexity items align with the CCSS at Level 1

of the Webb (2002a) model. Items of low complexity

may involve recalling—but not analyzing—story

events and other basic elements of a text structure.

An item may ask students to recognize or reproduce

—but not interpret—figurative language. Items of

this complexity may require identifying the meaning

of a word through language structure or word

relationships. At this cognitive level, students may

need to locate details in a chart, graph, or diagram.

A low-complexity item may ask students to recall,

identify, arrange, locate, or define information and

concepts.

Moderate Complexity (M)

Moderate-complexity items align with the CCSS

at Level 2 of the Webb model. Items of moderate

complexity involve both comprehension and the

subsequent processing of text. Students are asked

to make inferences and identify cause-and-effect

relationships. However, students are not required to

go beyond the text. Major concepts, such as main

idea, are considered in a literal, rather than abstract,

manner. Students are asked to compare word

meanings, which they determine through context

clues. At this cognitive level, students may need to

identify similarities and differences. Items may involve

determining information in a text feature, such as a

chart, graph, or diagram. Items of this complexity

may ask students to predict, organize, classify,

compare, interpret, distinguish, relate, or summarize.

Some items also require students to apply low-

complexity skills and concepts.

High Complexity (H)

High-complexity items align with the CCSS at Level 3

and/or Level 4 of the Webb model*. Items of high

complexity require students to use strategic, multi-

step thinking; develop a deeper understanding of the

text; and extend thinking beyond the text. Major

concepts, such as theme and figurative language, are

now identified and examined in an abstract manner.

Students are asked to demonstrate more flexible

thinking, apply prior knowledge, and support their

responses. Students may need to generalize and

transfer new information to new tasks. High-

complexity items may require students to make

inferences across an entire passage or analyze

relationships between ideas or texts. At this cognitive

level, students will need to analyze similarities and

differences. Items may involve relating information

in a text feature, such as a chart, graph, or diagram,

to the text. A high-complexity item may ask students

to plan, reason, explain, hypothesize, compare,

differentiate, draw conclusions, cite evidence, analyze,

synthesize, apply, or prove. Some items also require

students to apply low- and/or moderate-complexity

skills and concepts.

*Note: Although standards may include expectations

that require extended thinking, many large-scale

assessment activities are not classified as Level 4.

Performance and open-ended assessment may

require activities at Level 4.

Read & Respond (RL.6.1; RL.6.2; RL

.6.3; RL.6.5) L–H

Directions: Think about t

he following q

uestions as you

read the story.

When you rer

ead the story

with your teac

her, you and yo

ur classmates w

ill answer thes

e questions. Use evidence from the story

to support your answers.

1. Why does

the shepherd b

oy enjoy yellin

g “wolf”?

____________

____________

____________

____________

____________

____________

_

______

____________

____________

____________

____________

____________

_______

______

____________

____________

____________

____________

____________

_______

____________

____________

____________

____________

____________

____________

_

2. Wh

at words would

you use to de

scribe the shep

herd boy? Why

?

_______ _

Close Reading

, Grade 6

ced.

Low Complexity

High Complexity

Moderate Complexity

Box 1: Descriptions of TestSMART® Complexity Levels 8More Sample Pages

Available attestsmart.com


COMMON CORE Sample Pages Close Reading

Close Reading


Close Reading


Close Reading




29TestSMART® Common Core Student Work Text, Teacher Guide© ECS Learning Systems, Inc.



abatedabstractacclaimedaccommodateaffirmativeaffirmedaffluentamphitheaterantiquatedappalledarmoryarrayedassessassetattributes availavailedawestruckbefallbenefactorbestowedboisterousbornecanvasscatastropheceramicchagrincinemacollaboratedcombustcommendedconcoctedconfiscateconsequencesconservativeconsumptioncontemporaryconveyancescordialcrestfallenculminatecumbersomecurator

cynicaldeitydemotiondensitydilemmadiligentlydiredisastrousdiscerndisembarkdisheveleddispossesseddistorteddiversedutifullyegoemphaticallyemulateendearmentsensembleensuedepicevolvedexaltationexasperatedexceptionalexpanseexquisitefabricationfacilitationfictitiousfilchingfinaleflukeforebodingforeclosureformidablefraughtfrolickedfuselagegleanedgratifiedgroundbreaking

guisehaphazardhavocidolizedimpassivelyimpersonationimplausibleimplementedinadvertentinaugurationincurredindecentinnovativeinsolentinsurmountableinvaluableinvariablyligaturesluminousmalfunctionmesmerizedminimalmusedmystifiednonchalantlyobligedobliteratedoptimumpatronpedestalperceivedpollutionportraitspreciselypropulsionprosperityprosperouspulsatingqualmsradicalreinvigoratedrescindedrevered

reverierusessalvageablesanctuarysaunteringscandalscavengescrutinizedshuttledsignifysimulatesimultaneoussinisterstancesubsidesubstantialsufficedsuffragistssuperbsuppresssurpassessynchronizetacktantrumtemperamenttemperancetempestthrongsthwarttrajectorytrilledtrompingturmoilultimateupsurgeviablevigilantevirtuallyvistasvolley


6

© ECS Learning

Systems, Inc.

Close Reading

, Grade 8


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Passage Parts (RI.8.2; RI.8.3; RI.8.5) M–H

A. Directions: In the boxes below, summarize the information given in each section of the passage.

This page m


1. Basic Principles

2. A Growing Community

3. Com itment to Success

4. The Green Movement

Sequencing (RI.8.3)

L–M

Directions: Th

e sentences be

low describe se

veral events in

the history and

evolution of d

rive-in

movie theaters.

Number the events

below in the o

rder that they

happened.

_____ A. Ow

ners of drive-i

n movie theaters u

pgrade their th

eaters to be m

ore family-frien

dly.

_____ B. Driv

e-in movie theaters a

re built overse

as.

_____ C. A fly

-in theater ope

ns.

_____ D. A fil

m projector is m

ounted to the

hood of a car,

a canvas screen

is nailed to tw

o trees,

and a speaker

is placed behin

d the screen.

_____ E. The

first drive-in m

ovie theater is

patented.

_____ F. Driv

e-in movie theater o

wners add food

and beverage

stands to thei

r theaters.

_____ G. ve in movie th

eaters are cons

idered part of

American legacy

h sides of the m

ov

eprod

uced

.

Close Reading

, Grade 8

Descriptions of TestSMART®

Complexity Levels

The following

descriptions p

rovide an over

view of the

three complexity

levels used to a

lign the TestSMART®

Common Core Student Work Text items to the Common

Core State Sta

ndards (CCSS)

for Reading (N

GA/CCSSO,

2010). Each exp

lanation detai

ls the kinds of

activities

that occur wit

hin each level.

However, thes

e

explanations d

o not include a

ll of the possib

le

thought proce

sses for each le

vel.

Low Complexity (L)

Low-complexity

items align with th

e CCSS at Leve

l 1

of the Webb (20

02a) model. It

ems of low complexity

may involve reca

lling—but not

analyzing—story

events and oth

er basic elements of

a text structur

e.

An item may ask s

tudents to rec

ognize or repr

oduce

—but not interpr

et—figurative lang

uage. Items of

this complexity

may require iden

tifying the meaning

of a word thro

ugh language

structure or w

ord

relationships. A

t this cognitive

level, student

s may

need to locate

details in a cha

rt, graph, or di

agram.

A low-complexity

item may ask student

s to recall,

identify, arrang

e, locate, or de

fine information a

nd

concepts.

Moderate Complexity (M)

Moderate-complexity

items align with th

e CCSS

at Level 2 of th

e Webb model. Items of moderate

complexity involve

both comprehen

sion and the

subsequent pr

ocessing of tex

t. Students are

asked

to make inferences

and identify ca

use-and-effec

t

relationships. H

owever, studen

ts are not requ

ired to

go beyond the

text. Major co

ncepts, such a

s main

idea, are consi

dered in a liter

al, rather than

abstract,

manner. Student

s are asked to

compare word

meanings, which

they determine thro

ugh context

clues. At this co

gnitive level, s

tudents may need

to

identify similarities

and differenc

es. Items may invo

lve

determining in

formation in a text f

eature, such a

s a

chart, graph, o

r diagram. Items of this

complexity

may ask student

s to predict, or

ganize, classify

,

compare, interpret

, distinguish, re

late, or summarize.

Some items also require

students to ap

ply low-

complexity skills a

nd concepts.

High Complexity (H)

High-complexity

items align with th

e CCSS at Leve

l 3

and/or Level 4

of the Webb model

*. Items of high

complexity require

students to us

e strategic, multi-

step thinking;

develop a dee

per understand

ing of the

text; and exten

d thinking bey

ond the text. M

ajor

concepts, such

as theme and f

igurative langu

age, are

now identified

and examined in

an abstract m

anner.

Students are a

sked to demonstrat

e more flexible

thinking, appl

y prior knowle

dge, and supp

ort their

responses. Stu

dents may need

to generalize

and

transfer new in

formation to new ta

sks. High-

complexity items may requ

ire students to

make

inferences acro

ss an entire pas

sage or analyz

e

relationships b

etween ideas o

r texts. At this

cognitive

level, students

will need to a

nalyze similarities

and

differences. Ite

ms may involve rela

ting information

in a text featur

e, such as a ch

art, graph, or d

iagram,

to the text. A h

igh-complexity

item may ask student

s

to plan, reason

, explain, hypo

thesize, compare,

differentiate, d

raw conclusion

s, cite evidence

, analyze,

synthesize, ap

ply, or prove. So

me items also require

students to ap

ply low- and/o

r moderate-complexity

skills and conce

pts.

*Note: Althou

gh standards m

ay include exp

ectations

that require ext

ended thinkin

g, many large-scale

assessment act

ivities are not c

lassified as Leve

l 4.

Performance an

d open-ended

assessment may

require activiti

es at Level 4.

This p


Read & Respond (RL.8.1; RL.8.2; RL.8.3; RL.8.4) L–H

Directions: Think about the following questions as you read the poem. When you reread the poem

with your teacher, you and your classmates will answer these questions. Use evidence from the poem

to support your answers.

1. What is this poem mostly about?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2. What does the narrator’s solemn glance at the train communicate?

_________________________________________________________________________

___________

Low Complexity

High Complexity

Moderate Complexity

Box 1: Descriptions of TestSMART® Complexity Levels 8More Sample Pages

Available attestsmart.com





COMMON CORE Student Work TextsMathematics

The content for each grade level is dividedinto three books. See the chart on page 11for specific standards included in each book.

With learning activities and tasks appropriate forthe given grade level, each work text in this seriesincludes the following elements——

• introductory pages that present each new topic or skill for students

• numerous examples that provide clear, conciseexplanations for new topics or skills

• varied approaches for solving different types ofproblems or completing various learning tasks

• greater emphasis on “critical” areas ofunderstanding, as identified in the Common CoreState Standards

• multiple opportunities for peer interaction• questions and prompts that encourage discussion

of learning tasks and different problem-solvingmethods

• open-ended and extended-response tasks thatrequire students to do more than “find the rightanswer”

• repeated opportunities for students to apply the“mathematical practices” (e.g., reasoningabstractly and quantitatively) identified in theCommon Core State Standards for Mathematics

• several pages dedicated to independent problemsolving throughout the work text

• clear emphasis on the use of precisemathematical vocabulary

• interesting, conversational tone throughout eachwork text

In addition, the Teacher Guide section in eachwork text includes the following elements—

• overview of the work text and explanation of itskey components

• complete list of the Common Core StateStandards for Mathematics at each grade level

• explanation of “rigor” and complexity levels asthey apply to the activities and tasks in the worktext

• explanation of the key “mathematical practices”identified in the Common Core State Standards for Mathematics

• specific ways to support student thinking duringproblem solving and other math activities

• suggested methods for using the work textduring classroom instruction

• complete and thorough answer key, useful foritems that have more than one possible answer

An Overview

Rese

arch Based


on pages 16 –17

.........

MathematicsGrades 3–8 • 144–192 PagesPublished in Three Books per Grade

Over 945 activities per grade!

Mathematics Work Texts are reproducible.

Sample pages on pages 12–15

and at testsmart.com

Teacher Guide (with Answer Key)included in each work text


$5097per bundle(of same grade level)

Three booksper grade


COMMON CORE Student Work Texts Mathematics

Each Common Core Student Work Text emphasizesunderstanding and using precise mathematicalvocabulary. Important vocabulary words appear inbold text when first introduced to the student. Simple,clear definitions accompany each new word. After a

new term is introduced, students will encounter thatword again and again as they complete relatedlearning activities and tasks. A list of mathematicalvocabulary appears at the end of each work text.

The Common Core State Standards for Mathematicsidentify eight key “Standards for MathematicalPractices” that all math students should develop and practice. Students who know and practice theseimportant “processes and proficiencies” develop the kind of mathematical competence they will needthroughout their lives. Students encounter many andvaried opportunities to practice these important skillsthroughout each Common Core Student Work Text.The standards include the following skills andprocesses.

1. Make sense of problems, and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments, and critique

the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

Eight Key Standards for Mathematical Practices

Precise Mathematical Vocabulary


Sample Pages

Book Standard(s)

Gr. 3 Book I Operations & Algebraic Thinking/Number & Operations in Base Ten

Gr. 3 Book II Number and Operations–Fractions/Measurement and Data

Gr. 3 Book III Measurement & Data–Geometric Measurement/Geometry

Gr. 4 Book I Operations & Algebraic Thinking/Geometry

Gr. 4 Book II Number and Operations in Base Ten/Number and Operations–Fractions

Gr. 4 Book III Measurement and Data

Gr. 5 Book I Operations and Algebraic Thinking/Number and Operations in Base Ten

Gr. 5 Book II Number and Operations–Fractions

Gr. 5 Book III Measurement and Data/Geometry

Gr. 6 Book I Ratios and Proportional Relationships/The Number System

Gr. 6 Book II Expressions and Equations

Gr. 6 Book III Geometry/Statistics and Probability

Gr. 7 Book I Ratios and Proportional Relationships/The Number System/Expressions and Equations

Gr. 7 Book II Geometry

Gr. 7 Book III Statistics and Probability

Gr. 8 Book I The Number System/Expressions and Equations

Gr. 8 Book II Functions/Statistics and Probability

Gr. 8 Book III Geometry

Common Core Math Work Texts are sold in bundles. Each bundle includes Book I, II, and III of the specificgrade level. The chart below lists the specific standards included in each Common Core Math Work Text.



COMMON CORE Sample PagesMathematics

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

18

continue to next page

Using Number Line MultiplicationA. Directions: Use skip counting on the number lines below to solve each multiplication

problem. Then, write the answer to each problem on the given line. The first one iscompleted for you.

1. 6 x 3 = b b = ___________ _____________________________

2. 4 x 6 = b b = ___________ _____________________________

3. 5 x 2 = b b = ___________ _____________________________

4. 2 x 9 = b b = ___________ _____________________________

Standard 3.OA.1 (M–H)


Mathematics, Grade 3—Book I

This

pag

e m

ay n

ot b

e re

prod

uced

.

Section I—Operations & Algebraic Thinking


34

Grade


on pages 16 –17

.........

Open-ended and extended-response tasks

Beyond Multiple Choice—A Focus on Student-Created Responses�Standard

Complexity Level: Each activity is identified

by its level of cognitive complexity (low, moderate,high), with the majority of questions falling within the

moderate–high range.

Mathematics

Student Work Text, Grade 3–Book I

Mathematics




What’s Inside the Student Work Text?



© ECS Learning Systems, Inc.TestSMART® Common Core Student Work Text, Teacher Guide 3

OverviewThe TestSMART® Common Core Student Work Text addresses the Common Core StateStandards (CCSS) for Mathematics (National Governors Association Center for BestPractices/Council of Chief State School Officers [NGA/CCSSO], 2010b) in separate books.However, students benefit from an integrated view of mathematics (cross-domainexperiences). For instance, instead of isolating concepts, this approach groups ideasand draws parallels. Students move beyond memorization and routine procedures toconstruct mathematics using their own strategies and representations. As they grow inunderstanding, they begin to generalize and transfer patterns of responding to othermathematical and non-mathematical problems and situations.The exercises included in the work text focus on the critical areas (major work) of thegrade as defined in the CCSS (NGA/CCSSO, 2013). The work text provides practice ina variety of mathematical and real-world contexts. Tasks require appropriate use ofmanipulatives, tools, and technology.The TestSMART Common Core Student Work Text should supplement and supportresearch, planning, instruction, and both informal and formal assessment. It isrecommended that teachers introduce new math concepts through everyday problemsand situations.

How to Use the Student Work TextTime RequirementThe time requirement depends on the activity type and topic. Activity types includeguided (whole-class and small-group), independent, and extension/homework. Mostactivities will take about 15–30 minutes, and some—such as examining why estimationis a useful math tool and finding multiple patterns on a hundreds board—will take upto 3 days.

Getting StartedTeachers should implement the activities from the TestSMART Common Core StudentWork Text in sequential order. The activities logically progress within each domain,building upon prior knowledge and personal experience. The activities alsoappropriately relate thinking across domains and grades. The activities should movestudents toward self-directed mathematics learning and problem solving.Within each activity are opportunities for students to question, think about, and talkabout their learning. In addition to the specific mathematic expectations involved,these moments during activities help students develop the following types of skills—• analytical thinking

• evaluative thinking• reflective thinking• metacognitive thinking• communication

Effective communication i

n the field of mathematics involv

es the use of the prec

ise

language of mathematics (e.g., A

dams, 2003; Harmon, Hedrick

, & Wood, 2005). This

includes having an un

derstanding of symbols, defini

tions, notations, and o

ther

conventions. Teachers

should use their judgm

ent in requiring stude

nts to use

developmentally appropriate lan

guage. The CCSS for R

eading (NGA/CCSSO, 2

010a)

expect students to dem

onstrate a range of sk

ills and understanding

s related to

academic and domain-specific

vocabulary. The follo

wing list includes wor

ds teachers

should expect studen

ts to appropriately use

in the domains addres

sed in Book I (North

Carolina Department of Publ

ic Instruction, 2012).

*

Operations &

Algebraic Thinking

addaddition

composite

dividedivision [÷

or /]

equation

estimation

factorfactor pair

mental computation

multiple

multiplication [ ×, �, or *

]

multiply

pattern (number or

shape)

pattern rule

primereasonable

ness

remainder

rounding

subtract

subtraction

unknown

Geometry

acute angle

angleattribute

circleclassify (sh

apes/figures)

conecubecylinder

equilateral triangle

feature

half-circle

hexagon

isosceles triangle

kitelineline of sym

metry

line segment

obtuse angle

parallel

pentagon

perpendicular

pointpolygon

property (attribute)

quadrilateral

quarter-circle

rayrectangle

rhombi

rhombus

right angle

right triangle

scalene triangle

sphere

square

symmetric figures

trapezoid

triangle

two-dimensional

vertexvertices

Words for teacher

reference:

additive comparison

additive identity

property of 0

adjacent

adjacent angles

amount of turn

angle size

armassociative

property

of addition

associative property

of multiplication

benchmark angles (90°,

180°, and 360°)

benchmark numbers

circular arc

circular measurement

(360˚)

closed figure

clustering around an

average

commutative property

of addition

commutative property

of multiplication

compass

compatible numbers

complement

complementary angles

compose

congruence

congruent

counting on

decompose

defining characteristic

s

diagonal

distributive property o

f

multiplication over

addition

doubles

doubling

endpoint

equiangular triangle

equidistant

exactfact family

friendly numbers

The Precise Language of Mathematics

This page may not be reprod

uced.



© ECS Learning System

s, Inc.

20

Mathematics

Student Work Text, Grade 4–Book II

Mathematics

Student Work Text, Grade 4–Book III


Section II—Geometry

This

pag

e m

ay n

ot b

e re

prod

uced

.



Standard 4.G.1 (L)

Identifying Lines, Points, Rays, & Line Segments

Directions: Use the figure below to answer each question.

B G

P TM

F

1. Which of the following is a line?

a. BG

b. GB

c. PT

d. PT

2. Which of the following is a line segment?

a. MF

b. PT

c. FM

d. B

3. Which of the following is a ray?

a. FM

b. TP

c. MB

d. BG

4. Which of the following is a line segment?

a. PT

b. FG

c. PT

d. GF

5. Which of the following is a point?

a. PT

b. MF

c. BG

d. G

6. Which of the following is a ray?

a. BG

b. BG

c. BG

d. BG

→

→

↔

↔ →

↔

↔

→

→

→

↔

↔

↔

Mathematics


More Sample Pages



Mathematics, Gr. 4—Book I






Section I—Measurement and Data


Mathematics, Grade 5—Book III


Standard 5.MD.1 (L–M)

Metric Measurement: Converting from Smaller to Larger

Look at the chart below.

The chart shows the prefixes used in the metric system. The prefixes are used to compare

the size of each unit to the size of the base unit. For example, 1 meter is 1—1,000 the size of

1 kilometer, and 1 liter is 1,000 times greater than 1 milliliter. Each unit is 1—10 the size of the

unit to the left. For example, 10 decigrams is equal to 1 gram.

When converting a smaller unit to a larger unit, you move to the left. Each time you move

to the left, you divide the number by 10. For example, 1 centigram is 1—10 of a decigram. One

gram is 1—10 of a decagram. One hectogram is 1—10 of a kilogram.

1 cg = 0.1 dg1 g = 0.1 Dg1 hg = 0.1 kg

Let’s practice converting smaller units to larger units.

Convert 26,000 millimeters to meters.

26 meters = 260 decimeters = 2,600 centimeters = 26,000 millimeters

26,000 millimeters = 26 meters

Convert 38,000 liters to hectoliters.

380 hectoliters = 3,800 decaliters = 38,000 liters

38,000 liters = 380 hectoliterscontinue to next page

kilo- hecto- deca- base deci- centi- milli-

1,000 100 10 1 1—101—1,000

1—100

÷ 10 ÷ 10 ÷ 10

÷ 10 ÷ 10

Mathematics



This page may not be reprod

uced.


Number and Operations–Fractions Mathematics, Grade 5—Book II

Adding Fractions

You already know how to add whole numbers. For example, if you have 5 strawberries anda friend gives you 4 more strawberries, you know to add them together for a total of 9strawberries. Likewise, if you have 6 grapes and a friend gives you 3 more grapes, you knowto add them together for a total of 9 grapes. If you want to know the total amount of fruityou have, you know to add the 9 strawberries and 9 grapes together. Your total will not bejust strawberries or just grapes, but a total of 18 pieces of fruit.

The same method is used to add fractions. Let’s look at the example below.

1—4 + 2—5

You will notice that the denominators of these two fractions are not alike. Look at the modelbelow.

You can see that the two models are not divided in the same way. One model is divided intofourths. The other model is divided into fifths. However, you cannot add fourths and fifthstogether. You can only add fractions that have common denominators. In other words, bothfractions must have the same denominator. To add the two fractions, you must rewrite bothfractions so they have a common denominator.

How do you find a common denominator? One easy way is by multiplying the twodenominators together (4 x 5). You can use the product (20) as a common denominator.Using 20 as the denominator, you find equivalent (equal) fractions for the original fractions.Look at the models below. How many twentieths equal one fourth? How many twentiethsequal two fifths?

Standard 5.NF.1 (L–M)


1—42—5

5—208—20

+

Mathematics


63© ECS Learning Systems, Inc.

Section II—Number and Operations in Base Ten




Standard 5.NBT.3 (L–M)

Decimals, Fractions, & Expanded Form

Now, let’s think about expressing decimals as fractions and in expanded form. For example,

you know that the number 0.2 can be written as 2—10 . You also know that 2 x 1—10 is equal to 2—10 .

Therefore, the expanded form of 2—10 would be 2 x 1—10 .

Try It: The charts below show decimals expressed as fractions and in expanded form.Complete each chart by writing the correct decimal, fraction, or expanded form of thenumber.

Decimal Fraction Expanded Form

0.1 1 x 1—10

0.2 2—103—10 3 x 1—10

4 x 1—10

0.5 5—10

Decimal Fraction Expanded Form1—100 1 x 1—100

0.023—100 3 x 1—100

0.04 4 x 1—100

0.05 5—100

Decimal Fraction Expanded Form

0.001 1 x 1—1,0002—1,000 2 x 1—1,000

0.003 3—1,0004—1,000

0.005 5 x 1—1,000

Tenths Chart

Hundredths Chart

Thousandths Chart

Mathematics


8More Sample PagesAvailable at

testsmart.com








Section II—Statistics and ProbabilityMathematics, Grade 6—Book III

Standard 6.SP.4 (L–M)

Revisiting the Dot Plot

You know that a dot plot is a statistical chart made up of points on a number line. As itsname suggests, this plot uses dots (points) to show data.

Let’s look at the different parts of a dot plot.

Talk About It–1: How might dot plots be a useful way to represent data?

The nature of a dot plot makes it easy to identify certain things about a data set. It can besymmetrical, which means the two sides of the graph would mirror each other if the graphwas divided in half. It can be skewed, which means the majority of the data is to the left orthe right, creating a “tail” to one side or the other.

The dot plot may display a cluster (a section where several data points fall within the sameinterval). It may also display a gap (a section where no data appears.) Or, a dot plot may showan outlier (a value that is much less or much greater than the other values in the data set). Allof these are important when you analyze data.

10 16 10 16 11 10 17 17 11

17 11 10 16 13 17 10 16

Data Set

10 11 12 13 14 15 16 17

l

l

l

l

l

l

l

l l

l

l

l

l

l

l

l

l

Number Line

Peak (highest point ona graph)

Overall Shape


Mathematics



Expressions and Equations



Standard 6.EE.5 (L–M)

From Expressions to Equations

You learned about numerical and algebraic expressions in previous lessons. Now, you will learn how to solve an equation. An equation is a statement that two mathematicalexpressions are equal. Hint: You can tell the difference between an expression and anequation by looking for an equal sign (=). An equal sign tells you that you are dealing with an equation instead of an expression.

Look at the example below.

Important Words: First, identify the most important words. These words best describe thesituation and will help you solve the problem.

“had 26 baseball cards” “friend gave him more” “now [he] has 100”

Variable: Next, choose a variable to represent the unknown number in the situation. Askyourself: “What am I trying to find?” or “What do I want to know?”

n = number of baseball cards

Expression: Next, form an algebraic expression by placing one of the known numbers andthe variable together. Be sure to use the correct operation based on what you want to find orknow. Hint: This is where the important words come in handy. They help you decide whichof the known numbers and which operation to use. “More” and “now he has” let you knowthat you will be adding.

26 + n

Equation: Finally, form the equation by adding an equal sign and the other known numberto the expression. Since the quantities on both sides of an equal sign must be the same, thevariable will now have an exact answer.

26 + n = 100

Now that you have your equation, how can you solve it? Let’s look at some of the strategiesyou can use.

Joey had 26 baseball cards in a shoebox under his bed. His best friend gavehim more cards, and now Joey has 100 baseball cards. How many baseballcards did Joey receive from his best friend?


Mathematics, Grade 6—Book II

Mathematics



Section II—The Number System

This pag

e may

not be reprod

uced

.



Standard 6.NS.1 (L–M)

Finding Reciprocals

Remember, a reciprocal is one number in a pair of numbers that, when multiplied, have aproduct of 1. Multiplicative inverse is another term for reciprocal.

a number x its reciprocal = 1

An easy way to find the reciprocal of a fraction is to switch the numerator and thedenominator. The chart below shows examples of fractions and their reciprocals, as well asa way to check reciprocals.

How can you find the reciprocal of a mixed number (whole number plus a fraction), such as

2 1—3 ? In this case, you cannot simply switch the numerator and the denominator because

that will not affect the whole number (2). Before you can find the reciprocal of 2 1—3 , you must

convert it to an improper fraction (a fraction with a numerator greater than or equal to its

denominator).

2 1—3 = 7—3

Now you can find the reciprocal by switching the numerator and the denominator, which

gives you 3—7 . Check your answer to make sure it is correct.

7—3 x 3—7 = = 21—21 = 1

Because 7—3 (2 1—3 ) and 3—7 have a product of 1, you know that the reciprocal of 2 1—3 is 3—7 .

Fraction Reciprocal Check

1—44—1

1—4 x 4—1 = = 4—4 = 1

2—33—2

2—3 x 3—2 = = 6—6 = 1

5—99—5

5—9 x 9—5 = = 45—45 = 1

(1 x 4)(4 x 1)

(2 x 3)(3 x 2)

(5 x 9)(9 x 5)

(7 x 3)(3 x 7)


Mathematics


8More Sample PagesAvailable at

testsmart.com





Product Number Description Price Quantity Total




COMMON CORE Easy Order Price List

TestSMART® Common Core Student Work Texts—Close ReadingGrade 3ECS99898 Close Reading, Grade 3—Single Copy $16.99 ______ ______Grade 4ECS99904 Close Reading, Grade 4—Single Copy $16.99 ______ ______Grade 5ECS99911 Close Reading, Grade 5—Single Copy $16.99 ______ ______Grade 6ECS99928 Close Reading, Grade 6—Single Copy $16.99 ______ ______Grade 7ECS99935 Close Reading, Grade 7—Single Copy $16.99 ______ ______Grade 8ECS99942 Close Reading, Grade 8—Single Copy $16.99 ______ ______

TestSMART® Common Core Student Work Texts—Mathematics (Each bundle includes Books I, II, and III for the specific grade level.)Grade 3ECS068PS Mathematics, Grade 3 Bundle $50.97 ______ ______Book I—Operations & Algebraic Thinking/Number & Operations in Base TenBook II—Number and Operations—Fractions/Measurement and DataBook III—Measurement & Data—Geometric Measurement/Geometry

Grade 4 ECS069PS Mathematics, Grade 4 Bundle $50.97 ______ ______Book I—Operations & Algebraic Thinking/GeometryBook II—Number and Operations in Base Ten/Number and Operations—FractionsBook III—Measurement and Data

Grade 5ECS070PS Mathematics, Grade 5 Bundle $50.97 ______ ______Book I—Operations and Algebraic Thinking/Number and Operations in Base TenBook II—Number and Operations—FractionsBook III—Measurement and Data/Geometry

Grade 6 ECS071PS Mathematics, Grade 6 Bundle $50.97 ______ ______Book I—Ratios and Proportional Relationships/The Number SystemBook II—Expressions and EquationsBook III—Geometry/Statistics and Probability

Grade 7ECS072PS Mathematics, Grade 7 Bundle $50.97 ______ ______Book I—Ratios and Proportional Relationships/The Number System/Expressions and EquationsBook II—GeometryBook III—Statistics and Probability

Grade 8ECS073PS Mathematics, Grade 8 Bundle $50.97 ______ ______Book I—The Number System/Expressions and EquationsBook II—Functions/Statistics and ProbabilityBook III—Geometry

High-Volume Discountsavailable for 30+ Copies! See page 17

Shipping charge is additional.Please see page 30 for details.

A Teacher Guide (with Answer Key)is included in each Work Text.

17

COMMON CORE Easy Order Price List

High-Volume Discountsavailable for 30+ Copies! See below

Shipping charge is additional.Please see page 30 for details.

facebook.com/ECSLearningSystems twitter.com/ECSLearn youtube.com/ecsandnovelunits pinterest.com/ecsnovelunits

TestSMART® Common Core Student Work Texts—30+ CopiesECS083PS Close Reading, Grade 3 (30+ copies) $11.99/copy ______ ______

ECS084PS Close Reading, Grade 4 (30+ copies) $11.99/copy ______ ______





ECS089PS Mathematics, Grade 3 $35.97/set ______ ______

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Test-Prep Resources

English • Spanish

It’s On the TestGrades K–12 • 36–160 Pages

Now you can provide repeated practice and keep their interest.

Math Whiz Kids™

Reproducible skill-based workbooks use wordproblems to teach basic math skills. Math Whiz Kids™

books emphasize that there are many different waysto approach a word problem. Each book includesmore than 56 activities that revolve around time,money, measurements, and dates.

Bryan House Skills WorkbooksMath • ReadingEnglish • SpanishTeachers who have used these series tell us they lovehow each reproducible workbook introduces a skill ina variety of ways. Plus, you get the assessment toolsyou need!

WritingThe ultimate writing resource books. Writing Warm-Ups and Not More Writing?! provide hundreds ofwriting activities to best meet the needs of yourstudents. Foundations for Writing, an excellent test-prep resource, includes a year-long curriculum forbasic writing skills to help beginning writers achievesuccess through carefully sequenced lessons. Improvewriting with our essential skills workbooks andGrammar Notebook series.

1

© ECS Learning Sy

stems, Inc.

BH-1554 Math Skills—

Multiplication Fact

s, Spanish Version

Operaciones de m

ultiplicación por 0

, 1

Nombre _________

__________________

_________

Cuenta el número

de saltos que da

s en la recta numé

rica para

ayudarte a multip

licar. Escribe cada

producto.

Ejemplo: 7 x 1 = ____ Piensa: 7 saltos

de 1 llegan al 7; p

or eso, 7 x 1 = 7.

Cuenta de uno en

uno, para comple

tar la recta numér

ica.

0 1 ___ 3 _

__ ___ ___ 7 ___

9 ___ 11 ___

¿Notaste que cualquier número multiplicado por 1 es ese número?

(N x 1 = N) Veamos ahora e

l cero. Usa la recta

numérica de arrib

a

para contar los sa

ltos que das para r

esolver los siguient

es problemas.

5 x 1 = ____

2 x 1 = ____

0 x 1 = ____

6 x 1 = ____

1 x 1 = ____

3 x 1 = ____

9 x 1 = ____

11 x 1 = ____

4 x 1 = ____

8 x 1 = ____

10 x 1 = ____

12 x 1 = ____

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

k.

l.

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

k.

l.

5 x 0 = ____

2 x 0 = ____

0 x 0 = ____

6 x 0 = ____

1 x 0 = ____

3 x 0 = ____

9 x 0 = ____

11 x 0 = ____

4 x 0 = ____

8 x 0 = ____

10 x 0 = ____

12 x 0 = ____

¡En cada operació

n no diste saltos! ¡C

ualquier número multiplicado

por 0 sigue siendo 0! (N x 0 = 0)

1

© ECS Learning Systems, Inc.BH-88911 Sight Words Skills—Sight Word Stories

Using sight words in contextName

Its name Kit.Dan loves pet.Kit loves Dan, .

hishastoo is

Dan’s CatDan a cat.

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MathECS1030 Math Whiz Kids™

at the Amusement Park Gr. 3–5 $10.99 ECS1057 Math Whiz Kids™ at Home Gr. 3–5 $10.99 ECS1065 Math Whiz Kids™ at the Mall Gr. 3–5 $10.99 ECS1049 Math Whiz Kids™ at the Zoo Gr. 3–5 $10.99 BH88931 Dot-to-Dot 1–100+ Gr. 2–4 $9.99BH88932 Math Art Gr. 1–2 $9.99BH88933 Math Art Gr. 2–3 $9.99BH88934 Multiplication Dot-to-Dot Gr. 3–4 $9.99BH88941 Math Drill, Practice & Apply Gr. 1–2 $9.99BH88942 Math Drill, Practice & Apply Gr. 2–3 $9.99BH88943 Math Drill, Practice & Apply Gr. 3–4 $9.99BH88944 Math Drill, Practice & Apply Gr. 4–5 $9.99BH88951 First Number Skills Gr. K–1 $9.99BH88952 Time & Money Skills Gr. 1–2 $9.99BH88953 Number Facts to 10 Gr. 1–2 $9.99BH88954 Basic Facts to 18 Gr. 2–3 $9.99BH88955 Regrouping Skills Gr. 2–3 $9.99BH88956 Multiplication Facts Gr. 3–4 $9.99BH88957 Multiplication Skills Gr. 3–5 $9.99BH88958 Place Value Gr. 1–2 $9.99BH88959 Fraction Basics Gr. 2–3 $9.99

Reading BH88891 Plurals & Possessives Gr. 2–3 $9.99BH88892 Prefixes, Suffixes, Root Words Gr. 2–3 $9.99BH88893 Synonyms, Antonyms, and

Homonyms Gr. 2–3 $9.99BH88894 Analogies & Multiple Meanings Gr. 2–3 $9.99BH88895 Plurals & Possessives Gr. 4–5 $9.99BH88896 Prefixes, Suffixes, Root Words Gr. 4–5 $9.99BH88897 Synonyms, Antonyms, and

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Reading (continued)BH88991 My First Sight Words Gr. K–1 $9.99BH88992 Mastering Sight Words Gr. 1–2 $9.99BH88994 Consonants Gr. K–1 $9.99BH88995 Blends & Digraphs Gr. 1–2 $9.99BH88996 Short Vowels Gr. 1–2 $9.99BH88997 Long Vowels Gr. 1–2 $9.99BH88998 Rhyming Words Gr. 1–2 $9.99BH88999 Compounds & Contractions Gr. 1–2 $9.99

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and Inferences Gr. 1–3 $9.99BH140X The 5 W’s & H Gr. 4–5 $9.99BH1418 Getting the Sequence Gr. 4–5 $9.99BH1426 Main Idea & Details Gr. 4–5 $9.99BH1442 Fact & Opinion Gr. 4–5 $9.99BH1434 Drawing Conclusions & Inferences Gr. 4–5 $9.99

Spanish—Math BH1639 Dot-to-Dot 1–100+ Gr. 2–4 $9.99BH1646 Math Art Gr. 1–2 $9.99BH1653 Math Art Gr. 2–3 $9.99BH1660 Multiplication Dot-to-Dot Gr. 3–4 $9.99BH1592 Math Drill, Practice & Apply Gr. 1–2 $9.99BH1608 Math Drill, Practice & Apply Gr. 2–3 $9.99BH1615 Math Drill, Practice & Apply Gr. 3–4 $9.99BH1622 Math Drill, Practice & Apply Gr. 4–5 $9.99BH1507 First Number Skills Gr. K–1 $9.99BH1515 Time & Money Skills Gr. 1–2 $9.99BH1523 Number Facts to 10 Gr. 1–2 $9.99BH1530 Basic Facts to 18 Gr. 2–3 $9.99BH1547 Regrouping Skills Gr. 2–3 $9.99BH1554 Multiplication Facts Gr. 3–4 $9.99BH1578 Place Value Gr. 1–2 $9.99BH1585 Fraction Basics Gr. 2–3 $9.99BH1561 Multiplication Skills Gr. 3–5 $9.99

Test-Prep Resources

Description of each title is on our Web site.Please visit testsmart.com.




TestSMART® Quick Review™ Mathematics

TestSMART®Quick Review™

Mathematics

Grades K–8 • 24 PagesLevels A–I

Ideal for Extra Practice & RemediationTestSMART® Quick Review™ series includes 39 activity books designed for extra mathematicspractice—ideal for remediation needs. Each bookin the series is based on national standards inmathematics and features practice items thatcorrelate to those standards. •TestSMART® Quick Review™ offers teachersan easy way to help students reviewimportant math skills and prepare them forstandardized math tests.

• Each book contains grade-level appropriatepractice items.

• These nonreproducible workbooks are sold inpacks to fit any size classroom and provideone book per student.

• Each pack includes a FREE Teacher Guidethat includes an answer key.

•TestSMART® Quick Review™ covers thefollowing skills: Whole Numbers, Numeration,Math Processes, and Number Theory.

Visit testsmart.com for detailed skills information.

Read each number expression. Then circle the correct answer choice.1. 3,000 + 600 + 10 > 3,000 + 60 + 5 True False2. 400 + 30 + 8 < 500 – 80True False3. 5,000 + 300 + 20 + 5 > 6,000 – 200 True False4. 1,500 + 80 + 2 < 1,700 – 200True False5. 800 + 70 + 8 < 1,000 – 200True False6. 2,000 + 400 + 40 + 4 > 3,000 – 500 True FalseApply what you know.

7. Terry is 64 inches tall. John is 3 inches shorter than Terry, but 2 inches taller than Mike.

How tall is Mike?

____________________

8. Margo ran 1,215 meters. Andrea ran 50 meters more than Margo. Tina ran 20 meters less

than Andrea. How far did Tina run?____________________

9. Write all the even numbers that are less than 215 but greater than 196. ____________________10. Write all the odd numbers that are greater than 1,112 but less than 1,130. __________________11. Car A has been driven 25,612 miles. Car B has been driven 1,310 miles more than Car A.

Car C has been driven 550 miles more than Car B. How many miles has Car C been driven?____________________

12. Put the following numbers in order below: 4,125; 4,215; 4,152; 4,415; 4,521._______ > _______ > _______ > _______ > _______13. Put the following numbers in order below: 12,371; 12,731; 12,317; 12,713; 12,173._______ > _______ > _______ > _______ > _______14. Put the following numbers in order below: 7,162; 7,612; 7,216; 7,621; 7,261._______ < _______ < _______ < _______ < ________

Greater Than, Less ThanThispagemaynotbereproduced.©B/CAssociates,Inc.

7TestSMART® Quick Review™, Number Theory, Level E

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Only $2.00 each for 40+ copies.Consumable workbooks—may not be reproduced.

School Pack Class Pack Small Pack Mini Pack (40+ copies) (30 copies) (20 copies) (10 copies)

Title Level Grade $2.00 per copy $69.95 $51.95 $29.95Whole Numbers A K ECS4881-40 ECS4881-30 ECS4881-20 ECS4881-10Whole Numbers B-1 1 ECS4898-40 ECS4898-30 ECS4898-20 ECS4898-10Whole Numbers B-2 1 ECS4904-40 ECS4904-30 ECS4904-20 ECS4904-10Whole Numbers C-1 2 ECS4911-40 ECS4911-30 ECS4911-20 ECS4911-10Whole Numbers C-2 2 ECS4928-40 ECS4928-30 ECS4928-20 ECS4928-10Whole Numbers D-1 3 ECS4935-40 ECS4935-30 ECS4935-20 ECS4935-10Whole Numbers D-2 3 ECS4942-40 ECS4942-30 ECS4942-20 ECS4942-10Whole Numbers E 4 ECS4959-40 ECS4959-30 ECS4959-20 ECS4959-10Whole Numbers F 5 ECS4966-40 ECS4966-30 ECS4966-20 ECS4966-10Whole Numbers G 6 ECS4973-40 ECS4973-30 ECS4973-20 ECS4973-10Whole Numbers H 7 ECS4980-40 ECS4980-30 ECS4980-20 ECS4980-10Whole Numbers I 8 ECS4997-40 ECS4997-30 ECS4997-20 ECS4997-10

Numeration A-1 K ECS5222-40 ECS5222-30 ECS5222-20 ECS5222-10Numeration A-2 K ECS5239-40 ECS5239-30 ECS5239-20 ECS5239-10Numeration B 1 ECS5246-40 ECS5246-30 ECS5246-20 ECS5246-10Numeration C 2 ECS5253-40 ECS5253-30 ECS5253-20 ECS5253-10Numeration D 3 ECS7691-40 ECS7691-30 ECS7691-20 ECS7691-10Numeration E 4 ECS5260-40 ECS5260-30 ECS5260-20 ECS5260-10Numeration F 5 ECS7707-40 ECS7707-30 ECS7707-20 ECS7707-10Numeration G 6 ECS5277-40 ECS5277-30 ECS5277-20 ECS5277-10Numeration H 7 ECS7714-40 ECS7714-30 ECS7714-20 ECS7714-10

Math Processes B-1 1 ECS5079-40 ECS5079-30 ECS5079-20 ECS5079-10Math Processes B-2 1 ECS5086-40 ECS5086-30 ECS5086-20 ECS5086-10Math Processes C 2 ECS5093-40 ECS5093-30 ECS5093-20 ECS5093-10Math Processes D 3 ECS5109-40 ECS5109-30 ECS5109-20 ECS5109-10Math Processes E 4 ECS5116-40 ECS5116-30 ECS5116-20 ECS5116-10Math Processes F 5 ECS5123-40 ECS5123-30 ECS5123-20 ECS5123-10Math Processes G 6 ECS5130-40 ECS5130-30 ECS5130-20 ECS5130-10Math Processes H 7 ECS5147-40 ECS5147-30 ECS5147-20 ECS5147-10Math Processes I 8 ECS5154-40 ECS5154-30 ECS5154-20 ECS5154-10

Number Theory A K ECS4829-40 ECS4829-30 ECS4829-20 ECS4829-10Number Theory B 1 ECS7721-40 ECS7721-30 ECS7721-20 ECS7721-10Number Theory C 2 ECS4836-40 ECS4836-30 ECS4836-20 ECS4836-10Number Theory D 3 ECS7738-40 ECS7738-30 ECS7738-20 ECS7738-10Number Theory E 4 ECS4843-40 ECS4843-30 ECS4843-20 ECS4843-10Number Theory F 5 ECS7745-40 ECS7745-30 ECS7745-20 ECS7745-10Number Theory G 6 ECS4850-40 ECS4850-30 ECS4850-20 ECS4850-10Number Theory H 7 ECS4867-40 ECS4867-30 ECS4867-20 ECS4867-10Number Theory I 8 ECS4874-40 ECS4874-30 ECS4874-20 ECS4874-10




Better Reading Comprehension

• Lessons that can be taught as “mini-lessons” while working with the stated skills/strategies in class novels

• Activities to accompany all skills and strategies• Quizzes to assess student progress in each weekly topic

• An index of suggested novels for group work• An appendix of “bell-starter” activities

POWer Strategies™for Reading ComprehensionGrades 3–8 • 160 PagesPOWer Strategies™ for Reading Comprehension provides28 weeks of suggested lessons and quizzes to help studentsbecome powerful readers. The Grades 3–5 book includes take-home letters and suggested word-attack skills. TheGrades 6–8 book includes study guides for each week.

Features

ECS6564 POWer Strategies™for Reading Comprehension Gr. 3–5 $19.99

ECS6571 POWer Strategies™for Reading ComprehensionGr. 6–8 $19.99

8Also Available as Downloadable eBooksecslearningsystems.com

Novel Units® literature guides meet the cognitive demands of the Common Core State Standards(CCSS) for English Language Arts!

See pp. 24–27

6 © ECS Learning Systems, Inc. ··· POWer Strategies™ for Reading Comprehension Grades 3–5

Many activities in POWer Strategies™ for Reading Comprehension include cooperative group work. A class

community with well-defined standards, rules, and expectations will make greater strides throughout the

school year. Plans for Week 1 address these issues.

Day 11. Assign seats on the first day of school. Returning students often know many of their classmates and

have determined where they would like to sit. By mixing up this pre-planned arrangement, teachers can

make their own decisions about seating organization. On the first day students can be handed a card at

the door to match with a card on a desk or simply be seated alphabetically.The second and third day

should follow different patterns until the teacher has a good “handle” on the situation and can make a

more permanent seating chart.

As students enter the classroom, they are told to complete the “bell-starter” activity. Appendix II

(page 160) includes a list of these activities.This procedure lets the teacher greet each student and take

roll as students are engaged in an activity.Take a few minutes to go over responses to the bell-starter

after roll is taken.

2. Pair the students and have them talk for three or four minutes each. Ask them to write interesting

facts about each other on the cards provided.Then each student introduces his/her partner to the class

using the information learned during their talks.Teachers can suggest topics to discuss, such as siblings,

interests, and pets.Write down a word or two about each child as this presentation is being given.

Transferring these words onto the permanent seating chart will help personalize lessons later in the year.

3. The first day of school should be for introducing rules, procedures, consequences, and rewards.Two

important procedures have already been introduced. Students know that they will have a bell-starter each

morning when they enter the class.They also know that listening respectfully when others are speaking, as

practiced during the introductions of each other, is a classroom expectation.

Having a rules chart on the wall can be very important. Each class has its own particular needs.

A simple chart with no more than five rules should be sufficient. Discuss why “Be kind. Be safe. Be a

learner.” incorporates all instances of behavior in the classroom. Have students give examples of what

each rule means.

Consequences and rewards should be in place on the first day of school. Elementary students enjoy

knowing that their good behavior will be rewarded. Explaining systems for rewards and consequences on

the first day of school and reviewing them daily for the first week can prevent future problems.

4. Students should complete Figure #1-1, Find-a-Friend Activity, on page 10. Using a copy of this

matrix, students will find that they have many things in common with their classmates. After the students

have finished the activity, discuss which boxes were difficult to fill and which were easier.This can be a

time of enjoyment as students learn about each other and have a chance to move around.

5. This is an excellent time to settle into a read-aloud session. Explain to the children that you will

be reading to them every day, as time permits. A list of suggested books for read-aloud time can be found

in Appendix I on page 159.This is a quiet time, with students either sitting and listening or drawing

pictures of what they are visualizing as you read (see Week 7—Visualization and Imagery).The first day is

a good time to introduce a novel, ending your reading with a “cliffhanger” to make students want to hear

more the next day.

Week 1—Setting Up for Success

Word Attack!

all initial consonant sounds

Name: ______________________________

36 © ECS Learning Systems, Inc. ··· POWer Strategies™ for Reading Comprehension Grades 6–8

The ability to compare and contrast is essential to becoming a critical reader. A good way to

compare and contrast as you read is to complete either a Venn diagram or a matrix of

information.

Directions: Using the story of The Three Little Pigs as a guide, complete the Venn diagram below

to show similarities and differences between the pigs and the wolf.The overlapping area in the

middle shows the similarities, the outer circle segments show the individual characteristics.

Directions: Use this compare and contrast matrix to decide where to take a trip. Fill in the

spaces to see which seems best to you and your family.

Compare and Contrast

Figure #5-1

Mountains Beach Other Choice:_______________Cost

Activities

Distance

PigsWolf

Pigs andWolf

testsmart.com23

Better Reading Comprehension

• develop a broader knowledge of words and theirmeanings

• recognize relationships between different groups of words

• apply complex vocabulary to everyday situations

• attain a more elaborate method of speaking and writing

POWer Words™by M.B. ZappalaGrades 4–12 • 144 PagesWords You Need to Know for Standardized TestsPOWer Words™ is a comprehensive review of difficultvocabulary words found on most standardized tests.Students might recognize many of the words presented in POWer Words™, but they may not know the correct uses of the words. POWer Words™ offers a thorough study of vocabulary.

POWer Words™ also includes an Index and Answer Key.The Index provides the Vocabulary List in which each wordappears, allowing for quick reference of a particular word.

Helps Students To—


© ECS Learning Systems, Inc. ··· POWer Words™ Grade 4 13

Unit 1—My Most Awful, Worst Day Eve

r!: Vocabulary List 2

I Just Found Out That My Best Friend is Moving

“It’s not fair,” I…

declare (v.) say something clearly o

r loudly; announce; speak o

ut

glare (v.) stare at in an angry wa

y; scowl

holler (v.) shout; yell

protest (v.) express strong opin

ions; complain

remark (v.) say something casually

; mention; make a commen

t; observe

wail (v.) cry as if in dismay or

distress; howl

My friend and I are…

dejected (adj.) in low spirits; unhapp

y; gloomy

disappointed (adj.) upset; saddened; let d

own

discouraged (adj.) less hopeful; not excit

ed

miserable (adj.) very sad; glum; not ch

eerful; unhappy

But their new home is not that far away so we are…

excited (adj.) showing interest

gleeful (adj.) happy; glad; merry;

cheerful

overjoyed (adj.) delighted; very happy

; joyful

thrilled (adj.) feeling great exciteme

nt; delighted; pleased; overj

oyed

So both of us…

cease worrying (v.) stop; finish; br

ing to an end

pledge friendship forever (v.) prom

ise; swear; give one’s word

plot visits (v.) plan secretly; sch

eme

After you complete the follo

wing vocabulary

activities, write a letter to a

friend who has

moved away. Use a separa

te sheet of paper,

and include ten vocabulary

words from

Vocabulary List 2 in your l

etter.

© ECS Learning Systems, Inc. ··· POWer Words™ Grades 9–12 23

List 4—Sentence Completion

1. After she left, the _________________ scent of her perfume lasted for hours.2. Snow in summer is a(n) _________________.3. No matter where we travel in the world we see the _________________ Coca-Cola logo.4. Some _________________ musicians have been writing hit songs for years.5. The _________________ crowd became more boisterous as the championship game neared its end.

6. The quiet peace of the countryside was broken by the _________________ and _________________ sounds coming from passing cars.7. “Will that _________________ noise ever stop?” is a question I ask whenever my neighbor’s dog

barks all afternoon.

8. Wearing sneakers with a business suit is _________________, and is considered a(n) _________________ by the fashion-conscious.

9. Although Craig’s scheme seemed _________________, it turned out to be a(n) _________________ clever one.10. My grandfather loves the _________________ and _________________ melodies of Italian operas.11. The child’s _________________ remarks clearly indicated that he knew a good deal about the subject.12. Her _________________ behavior assured us she was sorry for her rude remarks and the

_________________ manner in which they were made.13. The politician’s rambling comments on tax cuts were not very _________________.14. The _________________ lyrics of the hit song moved most to tears.

Complete each sentence with the correct word from the box below.discordant aberration pervasive chimerical astutely

prolific ubiquitous lucideuphonious poignant

poignant raucous incessant anomaly cacophonous

strident mellifluous incongruous incisive contrite

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Novel Units® Literature Guides help literature circles and large groups.”I teach classics in my senior class. I pair up different pieces of literature and allow students to choose what theywant to read. They read with a small group of others. I purchased the Novel Units® for each of the books. In theirgroups, they receive a Student Packet that they do together and then when they are finished, they do the unit tests.What I like about the units is that each one covers vocabulary, literary elements, and then analysis. The tests arecomprehensive, and I like the fact that they have different levels. Doing literature circles is a challenge, but with theNovel Units, I know I can have different groups working on different novels but still be able to cover all aspects ofthe novels. Also, with the Teacher Guide, I am given lessons and ideas that I can use for teaching each of thebooks as a small group or as a larger group. With my sophomores, I use the guide for the required novelFahrenheit 451. I found that for helping students read this challenging book, having the study questions anddiscussion questions while they are reading is very handy.”

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Selected Titles

Novel Units® Products and the Common Core State StandardsUse Novel Units® products to meet the cognitive demands of theCommon Core State Standards (CCSS) for English Language Arts!

Filled with instructional ideas and activities that support and correlate to the CCSS,Novel Units® products can meet your curriculum needs and enhance your students’mastery of critical skills in both reading and writing. The lessons, strategies, andactivities found in all Novel Units® Teacher Guides and Student Packets provideopportunities for your students to master the skills outlined in the CCSS.

Novel Units® guides provide… So your students can…

Book and chapter summaries recognize the key ideas and details in a text

Author information begin determining the author’s purpose or intent

Character lists identify characters’ traits, motivations, and feelings

Background information set the stage for reading

Prereading activities make predictions and practice questioning

Vocabulary activitiesdevelop and practice academic and domain-specificvocabulary

Study guidesfollow events in a text to recognize how each successivepart builds on earlier sections

Discussion questions and answerspractice close reading, referring to the text as the basisfor answers

Graphic organizers display ideas visually to better comprehend the text

Literary analysis, critical thinking, characteranalysis, comprehension, and writing activities

examine the craft, structure, language, characters,purpose, and central message of the text

Post-reading discussion questionsdemonstrate full-circle understanding of complex literaryand informational texts

Post-reading extension activitiespresent knowledge and ideas using visual or multimediaelements

Assessmentsgauge ability to read and comprehend literature at aspecific reading level

Scoring rubrics be evaluated on open-ended items and activities

Answer keys check answers for completeness and accuracy

Glossaries (Gr. 9–12) reiterate vocabulary learned while studying the text



Title Grade Absolutely True Diary of

a Part-Time Indian, The 7–8 NU80976SPSAl Capone Does My Shirts 5–6 NU0467SPSAl Capone Shines My Shoes 5–6 NU79910SPSAlchemist, The 9–12 NU90390SPSAngela’s Ashes 9–12 NU75738SPSAnimal Farm 9–12 NU3060SPSAnne Frank:

The Diary of a Young Girl 7–8 NU6078SPSBad Boy: A Memoir 7–8 NU90192SPSBaseball in April and Other Stories 5–6 NU90093SPSBattle of Jericho, The 7–8 NU86978SPSBecause of Winn-Dixie 5–6 NU7071SPSBook Thief, The 9–12 NU75776SPSBoy in the Striped Pajamas, The 7–8 NU78449SPSBoy Who Dared, The 7–8 NU87012SPSBrian’s Return 7–8 NU90178SPSBridge to Terabithia 5–6 NU4881SPSBronx Masquerade 9–12 NU87210SPSBud, Not Buddy 5–6 NU6490SPSBuried Onions 7–8 NU81058SPSCatch-22 9–12 NU90550SPSCharlie and the Chocolate Factory 3–4 NU7023SPSCharlotte’s Web 3–4 NU6302SPSCity of Ember, The 5–6 NU0665SPSCode Orange 7–8 NU75752SPSCopper Sun 9–12 NU75677SPSCoraline 5–6 NU79934SPSCousins 3–4 NU79873SPSCrash 5–6 NU6830SPSCrossing, The 7–8 NU90116SPSCurious Incident of the Dog

in the Night-Time, The 9–12 NU90352SPSDear Mr. Henshaw 5–6 NU7139SPSDevil’s Arithmetic, The 5–6 NU6857SPSDiary of a Wimpy Kid 5–6 NU79897SPSDon’t You Dare Read This,

Mrs. Dunphrey 7–8 NU81010SPSDriver’s Ed 7–8 NU90512SPSDrums, Girls & Dangerous Pie 7–8 NU79972SPSEach Little Bird That Sings 5–6 NU86732SPSElijah of Buxton 5–6 NU90918SPSEragon 7–8 NU90413SPSFace on the Milk Carton, The 7–8 NU85247SPSFahrenheit 451 9–12 NU3028SPSFamily Apart, A 5–6 NU76841SPSFences 9–12 NU90130SPSFever 1793 5–6 NU8957SPSFlush 7–8 NU90437SPSFound 5–6 NU86770SPSFreak the Mighty 7–8 NU9018SPSFreedom Train 5–6 NU90239SPSFrindle 3–4 NU7152SPSFrom the Mixed-Up Files of

Mrs. Basil E. Frankweiler 5–6 NU7147SPS

Title GradeFudge-A-Mania 3–4 NU90338SPSGiver, The 7–8 NU7171SPSGood Masters! Sweet Ladies!:

Voices from a Medieval Village 5–6 NU90611SPSGranny Torrelli Makes Soup 5–6 NU90215SPSGraveyard Book, The 7–8 NU73673SPSGreat Gatsby, The 9–12 NU3176SPSGregor the Overlander 5–6 NU86817SPSGrendel 9–12 NU75615SPSHarris and Me 5–6 NU86855SPSHatchet 7–8 NU4938SPSHeat 5–6 NU76391SPSHoles 7–8 NU6156SPSHomework Machine, The 5–6 NU86893SPSHoot 7–8 NU8116SPSHouse of the Scorpion, The 9–12 NU9553SPSHunger Games, The 7–8 NU87050SPSHush 7–8 NU75790SPSIn Cold Blood 9–12 NU87333SPSInkheart 7–8 NU80990SPSInto the Wild 9–12 NU87234SPSInvention of Hugo Cabret, The 5–6 NU81072SPSInvisible Man 9–12 NU81133SPSJames and the Giant Peach 3–4 NU4873SPSJason’s Gold 5–6 NU76902SPSJoey Pigza Loses Control 5–6 NU90451SPSKaffir Boy 9–12 NU73826SPSKite Rider, The 5–6 NU90154SPSKite Runner, The 9–12 NU90499SPSLife As We Knew It 7–8 NU87098SPSLife of Pi 9–12 NU81119SPSLightning Thief, The 5–6 NU77190SPSLike Water for Chocolate 9–12 NU90574SPSLion, the Witch

and the Wardrobe, The 3–4 NU704XSPSLord of the Flies 9–12 NU3842SPSLunch Money 5–6 NU76445SPSMagician’s Elephant, The 3–4 NU79859SPSManiac Magee 5–6 NU6043SPSMarley: A Dog Like No Other 5–6 NU79958SPSMarley & Me: Life and Love

with the World’s Worst Dog 9–12 NU81171SPSMaus I: My Father Bleeds History 9–12 NU81232SPSMessenger 7–8 NU90536SPSMilkweed 7–8 NU90314SPSMiraculous Journey

of Edward Tulane, The 3–4 NU79798SPSMisfits, The 7–8 NU90376SPSMurder on the Orient Express 9–12 NU75653SPSMusic of Dolphins, The 3–4 NU76780SPSNo Talking 3–4 NU79811SPSNory Ryan’s Song 5–6 NU90598SPSNumber the Stars 5–6 NU6051SPSOf Mice and Men 9–12 NU3109SPSOne Crazy Summer 5–6 NU87258SPS

Common Core & Novel Units®All Novel Units® Bundles are

only $24.98 each!

Teacher Guide +Student Packet

Bundle


Bundle

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Selected literature guides are available as eBooks.To view all of our Novel Units® titles, visit novelunits.com.

Title Grade Ordinary People 9–12 NU90253SPSOutsiders, The 7–8 NU4067SPSPeace Like a River 9–12 NU81195SPSPersepolis: The Story of a Childhood 9–12 NU81218SPS

Peter Pan 7–8 NU76667SPSPhantom Tollbooth, The 5–6 NU85193SPSPoisonwood Bible, The 9–12 NU75691SPSPrince Caspian 5–6 NU76827SPSPrincess Bride, The 9–12 NU75714SPSRamona Quimby, Age 8 3–4 NU7082SPSRed Kayak 7–8 NU90291SPSRip Van Winkle and Other Stories 7–8 NU75851SPSRoad, The 9–12 NU87296SPSRuby Holler 5–6 NU76865SPSRules 5–6 NU76926SPSRules of the Road 7–8 NU81034SPSSarah, Plain and Tall 3–4 NU6329SPSSchooled 7–8 NU80938SPSSecret School, The 5–6 NU76889SPSShakespeare Stealer, The 5–6 NU86930SPSSign of the Beaver, The 7–8 NU4954SPSSilent to the Bone 7–8 NU80952SPSSo B. It 7–8 NU75813SPSSomething Wicked This Way Comes 9–12 NU87319SPS

Somewhere in the Darkness 7–8 NU90475SPS

Title Grade Son of the Mob 7–8 NU75837SPSStargirl 5–6 NU8191SPSStormbreaker 7–8 NU77213SPSSula 9–12 NU90277SPSTales of a Fourth Grade Nothing 3–4 NU7090SPSThousand Splendid Suns, A 9–12 NU81096SPSTo Kill a Mockingbird 9–12 NU3079SPSTravel Team 5–6 NU80914SPSTrue Confessions of Charlotte Doyle, The 5–6 NU8291SPS

Tuck Everlasting 5–6 NU4903SPSTwelve Angry Men 9–12 NU90635SPSTwilight 9–12 NU81157SPSUglies 7–8 NU87135SPSUnwind 9–12 NU87272SPSWalk Two Moons 7–8 NU7716SPSWatsons Go to Birmingham, The 5–6 NU6113SPSWe Beat the Street 9–12 NU75639SPSWednesday Wars, The 7–8 NU87173SPSWesting Game, The 7–8 NU4652SPSWhen You Reach Me 5–6 NU81256SPSWhere the Red Fern Grows 7–8 NU4970SPSWhite Star: A Dog on the Titanic 3–4 NU76803SPSWitches, The 3–4 NU79835SPSWolf Rider 7–8 NU76100SPSWright 3, The 5–6 NU79996SPSWrinkle in Time, A 7–8 NU4989SPS

Common Core & Novel Units®


All Novel Units® Bundles areonly $24.98 each!


Bundle


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Writing Instruction Made Easy

120

Get W

riting!! Book 1 Grades 2–3

©EC

S Learning Systems, Inc.

All rights reserved

Sample One-Month Calendar

September

Week One

Week Two

Week Three

Week Four

Monday

Journal #15

Power Writing #16

Character #6

Tuesday

Review

Setting #7

Wednesday

Review

Monday’s or Tuesday’s

Setting #6 and #9

Journal to Olders

Sentences #2

Story #8

Thursday

Story #8

from Wednesday

three Story Starts

Friday

reveal character in story #13

with emphasis on dialogue


• Every book contains overviews and objectives foreach lesson, bulleted procedures for conductingeach lesson, and daily activities.

• Applications for across the curriculum and forEnglish-language learners are included.

• Corresponding reproducible student activity sheetsfor each lesson are provided.

• Each book contains assessment procedures forevaluating student progress.

• Month- and year-long calendars and instructions forincorporating the curriculum into lesson plans savevaluable preparation time.

Get Writing!!™Grades K–5 • 96–160 PagesA total writing program, Get Writing!!™

presents weekly, monthly, and year-long calendars and lesson plans sequentially within and among grade levels.The Get Writing!!™ series provides writing lesson plans for an entire school year for grades K–5. Eachlesson gives helpful hints and shows how to conduct each activity. Quality writing instruction focuses specificattention on balancing content, process, and timecomponents of writing with learning to write well. Theresult is a successful and teacher-friendly method thathelps students become mature writers. In addition to dailywriting activities, each Get Writing!!™ book containsweekly, monthly, and one-year plans.

ECS2231 Easy Order Set of All 6 Books $97.94ECS1928 Get Writing!!™ Sentences Gr. K $13.99ECS1936 Get Writing!!™ Sentences & Paragraphs Gr. 1 $15.99ECS1944 Get Writing!!™ Book 1: Sentences & Mechanical Control Gr. 2–3 $15.99ECS1952 Get Writing!!™ Book 2: Paragraphs & Forms of Writing Gr. 2–3 $17.99ECS1960 Get Writing!!™ Book 1: Main Ideas in Sentences Gr. 4–5 $16.99ECS1979 Get Writing!!™ Book 2: Main Ideas in Paragraphs Gr. 4–5 $16.99

Features

Get Writing!! Book 1 Grades 2–3 ©ECS Learning Systems, Inc.

All rights reserved 103

1. Write a sentence in which each of the words is used as a verb. paint painted

painting

2. Write a double sentence string about riding your bicycle. Select two of the following words to use as verbs in your double sentence piece about riding a bicycle. (speeding - riding - jumping - leaped)

3. Write another sentence about riding your bicycle. This time use the word raced as

the verb.

Writing Sentences that Contain Verbs

Language Activity Sheet

When we say total writing program,we are serious. Get Writing!!™

covers writing development fromthe word level through finishedparagraphs. You’ll find interesting,unconventional ways to teach and test writing skills, includinggrammar and mechanics.Implementation calendars make it easy! Plus, there is lots, lots, lotsof student practice in real writing(no multiple choice, fill-ins, etc.).

SMART Solutions

testsmart.com29

Ordering Information

Ordering is as easy as 1–2–3 with our step-by-step order form. Please read theguidelines on this page and then complete the Order Form on the following page.Clearly-written telephone and fax (if available) numbers are extremely important so wecan promptly contact you if there are any questions. All incomplete or incorrect orderswill be returned after 7 days if we cannot make contact. Please provide the name of theperson who initiated the order so we have a contact to direct future productinformation.Office HoursOur Customer Care Product Specialists are available from 8 a.m. to 5 p.m. CST, Mon-Fri. All other times, please leave a message. Slowly state your name, phonenumber, and the best time to call you in your time zone, and we’ll return your call thenext business day. Our telephone number for outside the U.S. is 830.438.4262.

PricesAll prices are educational net prices, F.O.B. Bulverde, TX. For additional savings, takeadvantage of our special discounts as noted throughout the catalog. Prices are effective08/01/16 and subject to change without notice. All prices are stated in U.S. dollars.

Ordering InformationPublic Schools/Districts: Please fax or mail a purchase order with an authorizedsignature and title or a school/district letterhead signed by authorized official and title.We cannot accept purchase orders over the telephone. If faxed, please do not re-sendan order unless it is clearly marked “confirming fax order.”

Private/Parochial/PTA/PTO/Charter Schools: We kindly request pre-payment includingcharges for shipping for all orders. We accept and money orders.

Teachers/Individuals: We gladly accept orders from individuals but require pre-payment. Please place your order online, fax your order with credit card information,call in your order to our Customer Care Product Specialists, or mail your order with amoney order. We prefer to ship your order to your school address. Texas residents mustadd 8.25% sales tax to order, including charges for shipping. New Jersey residentsmust add 7.00% sales tax to order, including charges for shipping.

Orders from outside the continental U.S. are charged actual freight charges plus a$5.00 handling fee. These orders must be pre-paid. To find exact amount due, fax your order and request a proforma invoice be faxed back for pre-payment. Whencalling/ordering from outside the continental U.S., please use the following numbers:830.438.4262 (tel) and 830.438.4263 (fax).

Payment TermsPurchase orders: Terms are net 30 days from date of invoice for U.S. public schools.

Pre-payment: We accept payment by the following credit cards and moneyorder. Be sure to add the shipping/handling/insurance cost to your order. Texasresidents must add 8.25% sales tax to order, including charges for shipping/handling/insurance. New Jersey residents must add 7.00% sales tax to order, including chargesfor shipping/handling/insurance.

ShippingAll items in stock are shipped within 1–2 business days. Every effort is made to ship outyour full order within 7–10 business days from receipt of order. Allow an additional5–7 business days for delivery after shipment. Express Orders faxed or called in by 11 a.m. CST will be shipped the same day. Please include your complete street address for delivery, as UPS/FedEx do not deliver to P.O. addresses. Shipping/handling/insurance charges are prepaid and added to invoice. (Refer to chart onOrder Form). All shipments are F.O.B. our Bulverde, TX warehouse.

TestSMART® is a registered trademark of ECS Learning Systems, Inc. Bryan HousePublishers is a trademark of ECS Learning Systems, Inc. Novel Units® is a registeredtrademark of Novel Units, Inc. Other trademarks and trade names may be used in thiscatalog to refer to entities who claim the marks and names of their products. Facebookis a registered trademark of Facebook, Inc. Twitter is a registered trademark of Twitter,Inc. YouTube™ video community is a trademark of Google Inc. Pinterest is a trademarkof Pinterest, Inc.

ECS Learning Systems, Inc. Federal Tax ID Number: 74-2401808

Our Hassle-Free Unconditional GuaranteeIf for any reason a product does not meet your needs or expectations, we will be mosthappy to assist you with a quick, hassle-free exchange, credit, or refund. Simply contactour Customer Care Product Specialists for instructions and a return authorizationnumber. All returns must be in resalable condition and returned within 30 days ofreceipt. Shipping/handling/insurance charges cannot be refunded.When you receive your order, please check it carefully to be sure it meets yoursatisfaction before applying school stamps, bar code labels, etc. Stamped or processedbooks cannot be returned. If materials are sent back by UPS/FedEx, please use ourstreet address: 2709 Bulverde Rd., Bulverde, TX 78163. If your materials are returnedby U.S. Postal Service, please use P.O. Box 440, Bulverde, TX 78163-0440.

BackordersBackorders will be shipped within 30 days after initial shipment. Titles not availableafter 30 days time will be canceled unless you instruct otherwise. When “no backorder” is specified, order is held no more than 30 business days.Product QuestionsIf you are not sure what is best to order, give us a call at 1.800.688.3224, and ourCustomer Care Product Specialists will be happy to answer your questions and helpyou choose products to fit your needs.SummerIf your school’s receiving department or residence will be closed during the summermonths or during extended vacations, please note those dates on the order so that wecan ship your order to be delivered when the facility is open.Delayed Billing Orders requesting delayed billing will be held for shipment until the billing daterequested.Damaged MerchandisePlease do not accept packages damaged in transit (i.e., open carton, crushed boxes,holes in box, excessive dust or scuffs) until the delivery carrier has so noted on the billof lading/delivery receipt. Report concealed damage at once to the carrier. Keep theshipping carton, packing material, and merchandise for an inspection by the carrier. Donot return defective merchandise without calling Customer Care at 1.800.688.3224.Normal wear and tear of items after use cannot be considered as defective ordamaged.Videos, Audios, SoftwareNo return on videos, audios, and software once product package has been opened.Gift CertificatesWe now offer gift certificates. They are available in any denomination. Ideal for fellowteachers, student teachers, new teachers, and gifts from parent organizations. Call1.800.688.3224 for information.Federal Aid ProgramsFederal Block Grants, Title 1, Title IV-B of ESEA, and most State and Federal EducationActs funds may be used to purchase materials from this catalog.Mailing ListIf you want to be added to our mailing list, change your address, remove your name, oreliminate duplicate labels from our files, please contact or write to: ECS LearningSystems, Inc., Mailing List Manager, P.O. Box 440, Bulverde, TX 78163-0440 Pricing, Warranties, and Special ChargesPrices, product specifications/descriptions, and availability may change without notice. ECS cannot be responsible for typographical errors or photography/illustrations. All warranties are honored by the respective manufacturer. Taxes and shipping chargesare extra, may vary, and cannot be combined with other offers or discounts.

Five Fast, Easy Ways to Order1. Web: testsmart.com2. Fax: Order toll-free 1.877.688.3226, 24 hours a day, 7 days a week3. Phone: Order toll-free 1.800.688.3224, 8 A.M. to 5 P.M. CST, Mon–Fri4. Mail: ECS Learning Systems, Inc., P.O. Box 440, Bulverde, TX 78163-04405. E-Mail: [email protected]

“ECS has been really good for our kids. A gold mine.”Elva C., 5th-Grade Teacher from Texas


Order Form

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Subtotal

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OUR HASSLE-FREE UNCONDITIONAL GUARANTEEIf you are not satisfied with your purchase for any reason, simply return your item(s) in resalable

condition within 30 days for a prompt credit or refund for the merchandise. Shipping/handling/insurance charges cannot be refunded. Contact our Customer Care Department

for instructions and a return authorization number.

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Make money order payable to: ECS Learning Systems, Inc. P.O. Box 440Bulverde, TX 78163-0440

Five Fast, Easy Ways to Order 1. Web: testsmart.com 2. Fax: Order toll-free 1.877.688.3226, 24 hours a day, 7 days a week! 3. Phone: Order toll-free 1.800.688.3224, 8 A.M. to 5 P.M. CST, Mon–Fri 4. Mail: ECS Learning Systems, Inc., P.O. Box 440, Bulverde, TX 78163-0440 5. E-mail: [email protected]

1

2

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$55.01 to $500.00, add 16%

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IN A HURRY? Express Delivery Available! Please e-mail or call for express delivery costs and freightcharges outside the continental United States.

Prices are quoted and payable in U.S. funds and are subject to change without notice. 08/16

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Dictionaries & ThesaurusesValue priced. Save up to 15%.Higher quantity discounts available. Please call.

Merriam-Webster’s Dictionary960 PagesThe new Eleventh Edition has 60,000 clear, easy-to-understandentries. This dictionary provides information on pronunciation,etymology, word meanings, grammar, and more. 9306-30 (30 copies) SAVE.............................................$178.259306-15 (15 copies) SAVE ...............................................$98.559306..........................................................................................$6.99 ea.

Webster’s New Explorer Student Dictionary736 Pages HARDCOVER

Ideal reference tool for classwork and homework with clearlywritten definitions, word histories, and synonyms. Also includes aHomework Help section. 9025-30 (30 copies) SAVE ............................................$330.999025-15 (15 copies) SAVE .............................................$183.029025 .......................................................................................$12.98 ea.

Merriam-Webster’s Vocabulary Builder720 PagesFocuses on more than 1,200 vocabulary words and introducesnearly 2,300 more. Words organized by root for effective studyand quizzes to test progress. 8552-30 (30 copies) SAVE.............................................$178.258552-15 (15 copies) SAVE ...............................................$98.558552..........................................................................................$6.99 ea.

Merriam-Webster’s Dictionary of Synonyms and Antonyms448 PagesDistinguish among fine shades of meaning that differentiatesynonyms. 9061-30 (30 copies) SAVE .............................................$152.759061-15 (15 copies) SAVE................................................$84.459061..........................................................................................$5.99 ea.

Bad Speller’s Dictionary216 PagesList of commonly misspelled words with correct spelling. 7560-30 (30 copies) SAVE ........................................$178.257560-15 (15 copies) SAVE...........................................$98.557560.................................................................................$6.99 ea.

Merriam-Webster’s Thesaurus800 PagesWith thousands of examples of words and idioms as they areused every day, this resource helps to improve writing skills byproviding a wealth of word choices in an easy-to-usealphabetical format. 8507-30 (30 copies) SAVE.............................................$165.758507-15 (15 copies) SAVE................................................$91.658507..........................................................................................$6.50 ea.

Merriam-Webster’s Dictionary and Thesaurus1,260 PagesThis valuable resource combines two essential languagereferences into one handy volume. It includes nearly 60,000alphabetical dictionary entries; more than 13,000 thesaurusentries with extensive synonym lists; 3,000 etymologies to explainword origins; and clear, concise word guidance with abundantexample phrases. 8637-30 (30 copies) SAVE.............................................$229.258637-15 (15 copies) SAVE..............................................$126.758637..........................................................................................$8.99 ea.

Webster’s New Explorer Thesaurus704 Pages HARDCOVER

Up-to-date and easy-to-use for any application. 9017-30 (30 copies) SAVE .............................................$330.999017-15 (15 copies) SAVE..............................................$183.029017........................................................................................$12.98 ea.

Roget’s Thesaurus in Dictionary Form512 PagesThe essential reference book that puts the right word at your fingertips.Perfect for anyone who wants to speak and write more effectively. 3618-30 (30 copies) SAVE .............................................$178.253618-15 (15 copies) SAVE................................................$98.553618 ..........................................................................................$6.99 ea.

Webster’s New Explorer Spanish-English Dictionary864 Pages HARDCOVER

Clear, concise definitions of more than 80,000 words. Includesboth English to Spanish and Spanish to English sections. Alsofeatures tables with verb conjugations, grammar, abbreviations,and more. 1591-30 (30 copies) SAVE.............................................$330.991591-15 (15 copies) SAVE..............................................$183.021591........................................................................................$12.98 ea.

Merriam-Webster’s Spanish-English Dictionary864 PagesA bilingual, bidirectional guide to Spanish and American Englishwith extensive coverage of Latin-American Spanish. With morethan 80,000 entries and 100,000 translations, this resourceincludes introductory sections in both Spanish and English.8248-30 (30 copies) SAVE.............................................$178.258248-15 (15 copies) SAVE ...............................................$98.558248..........................................................................................$6.99 ea.


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Close Reading • MathematicsGrades 3–8Only

$16.99 Each! Sample Pages Inside

ECS Learning Systems, Inc.P.O. Box 440 Bulverde, TX 78163-0440

“The TestSMART®Common Core Work Texts are impressive. They are filled with tons of up-to-date, higher-level thinking skills. Both literary and informational examples are provided, which allow teachers to helpprepare today’s students for the rigorous Common Core State Standards.”

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