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This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes and schools.Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted.
COMMON CORE
Copyright © 2013 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
Pearson, Scott Foresman, and Pearson Scott Foresman are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.
Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
• Grade 5 Pacing Guide• Reading Street Scope and Sequence• Teacher’s Edition Index
Glenview, IllinoisBoston, MassachusettsChandler, ArizonaUpper Saddle River, New Jersey
ISBN-13: 978-0-328-73417-7 ISBN-10: 0-328-73417-9
2 3 4 5 6 7 8 9 10 V011 16 15 14 13 12
RDG13_ANC05_CCS_IND_CV.indd 1 12/07/12 5:00 PM
2
Week 19 Week 20 Week 21 Week 22 Week 23 Week 25 Week 26 Week 27 Week 28 Week 29 Week 31 Week 32 Week 33 Week 34 Week 35
Comprehension Skill
Draw Conclusions
Generalize Graphic Sources
Generalize Draw Conclusions
Character and Plot
Graphic Sources
Author’s Purpose
Cause and Effect
Generalize Draw Conclusions
Main Idea/Supporting Details
Compare and Contrast
Fact and Opinion
Sequence
Comprehension Strategy
Questioning Predict and Set Purpose
Important Ideas
Story Structure
Visualize Background Knowledge
Inferring Monitor and Clarify
Summarize Questioning Important Ideas
Text Structure
Story Structure
Predict and Set Purpose
Background Knowledge
Vocabulary Strategy/Skill
Word Structure/Endings -ed, -ing, -s
Context Clues/ Unfamiliar Words
Context Clues/ Synonyms
Context Clues/ Unfamiliar Words
Word Structure/Suffixes -ion, -ish
Word Structure/Greek and Latin Roots
Dictionary/Glossary/ Unkown Words
Context Clues/Multiple-Meaning Words
Context Clues/Unfamiliar Words
Word Structure/Prefixes over-, in-
Dictionary/Glossary/ Unknown Words
Word Structure/Endings -s, -es
Word Structure/Suffixes -less, -ful
Context Clues/Unfamiliar Words
Context Clues/Homographs
Fluency Phrasing Accuracy Rate Expression Phrasing Expression Expression Accuracy Phrasing/Punctuation Cues
Rate Accuracy Phrasing/Punctuation Clues
Rate Phrasing Expression
Spelling Words from Many Cultures
Prefixes sub-, over-, out-, under-, super-
Homophones Suffixes -ible, -able
Negative Prefixes
Multisyllabic Words
Related Words
Greek Word Parts
Latin Roots Greek Word Parts
Suffixes -ous, -sion, -ion, -ation
Final Syllable -ant, -ent, -ance, -ence
Latin Roots Related Words
Easily Confused Words
Week 1 Week 2 Week 3 Week 4 Week 5 Week 7 Week 8 Week 9 Week 10 Week 11 Week 13 Week 14 Week 15 Week 16 Week 17
Comprehension Skill
Character and Plot
Cause and Effect
Theme and Setting
Fact and Opinion
Cause and Effect
Compare and Contrast
Sequence Compare and Contrast
Author’s Purpose
Author’s Purpose
Sequence Main Idea/Supporting Details
Fact and Opinion
Main Idea/Supporting Details
Graphic Sources
Comprehension Strategy
Monitor and Clarify
Summarize Inferring Questioning Text Structure
Visualize Inferring Story Structure
Monitor and Clarify
Background Knowledge
Summarize Visualize Predict and Set Purpose
Text Structure
Important Ideas
Vocabulary Strategy/Skill
Context Clues/ Homographs
Context Clues/ Homonyms
Dictionary/Glossary/Unknown Words
Context Clues/ Antonyms
Context Clues/ Multiple-Meaning Words
Context Clues/ Unfamiliar Words
Dictionary/Glossary/ Unknown Words
Word Structure/Greek and Latin Roots
Context Clues/Unfamiliar Words
Word Structure/Endings -s, -ed, -ing
Context Clues/Multiple-Meaning Words
Word Structure/Greek and Latin Roots
Context Clues/Homonyms
Context Clues/Antonyms
Word Structure/Prefixes pre-, re-
Fluency Expression Rate Expression Phrasing/Punctuation Cues
Accuracy Expression Accuracy Expression Phrasing Rate Expression Rate Phrasing Rate Accuracy
Spelling Short Vowel VCCV, VCV
Long Vowel VCV
Long Vowel Digraphs
Adding -ed, -ing
Contractions Digraphs th, sh, ch, ph
Irregular Plurals
Vowel Sounds with r
Final Syllables -en, -an, -el, -le, -il
Final Syllables -er, -ar, -or
Schwa Compound Words
Consonant Sounds /j/, /ks/, /sk/, and /s/
One Consonant or Two
Prefixes un-, de-, dis-
Unit 1 Unit 2
Pacing
Unit 5Unit 4
BaCk to SChool!
R e a D i n G
Week 6
Optional Unit Review W
eek 24 Optional Unit Review
i t ’ S t e S t t i m e ! W h e n i S y o U R S t a t e t e S t ?
RDG13_ANC05_CCS_INDEX_PC.indd 2 6/28/12 8:54:39 PM
3
how do i cover all the skills before the test?This chart shows the instructional sequence from Scott Foresman Reading Street. You can use this pacing guide as is to ensure you’re following a comprehensive scope and sequence, or you can adjust the sequence to match your school/district focus calendar, curriculum map, or testing schedule.
Week 19 Week 20 Week 21 Week 22 Week 23 Week 25 Week 26 Week 27 Week 28 Week 29 Week 31 Week 32 Week 33 Week 34 Week 35
Comprehension Skill
Draw Conclusions
Generalize Graphic Sources
Generalize Draw Conclusions
Character and Plot
Graphic Sources
Author’s Purpose
Cause and Effect
Generalize Draw Conclusions
Main Idea/Supporting Details
Compare and Contrast
Fact and Opinion
Sequence
Comprehension Strategy
Questioning Predict and Set Purpose
Important Ideas
Story Structure
Visualize Background Knowledge
Inferring Monitor and Clarify
Summarize Questioning Important Ideas
Text Structure
Story Structure
Predict and Set Purpose
Background Knowledge
Vocabulary Strategy/Skill
Word Structure/Endings -ed, -ing, -s
Context Clues/ Unfamiliar Words
Context Clues/ Synonyms
Context Clues/ Unfamiliar Words
Word Structure/Suffixes -ion, -ish
Word Structure/Greek and Latin Roots
Dictionary/Glossary/ Unkown Words
Context Clues/Multiple-Meaning Words
Context Clues/Unfamiliar Words
Word Structure/Prefixes over-, in-
Dictionary/Glossary/ Unknown Words
Word Structure/Endings -s, -es
Word Structure/Suffixes -less, -ful
Context Clues/Unfamiliar Words
Context Clues/Homographs
Fluency Phrasing Accuracy Rate Expression Phrasing Expression Expression Accuracy Phrasing/Punctuation Cues
Rate Accuracy Phrasing/Punctuation Clues
Rate Phrasing Expression
Spelling Words from Many Cultures
Prefixes sub-, over-, out-, under-, super-
Homophones Suffixes -ible, -able
Negative Prefixes
Multisyllabic Words
Related Words
Greek Word Parts
Latin Roots Greek Word Parts
Suffixes -ous, -sion, -ion, -ation
Final Syllable -ant, -ent, -ance, -ence
Latin Roots Related Words
Easily Confused Words
Week 1 Week 2 Week 3 Week 4 Week 5 Week 7 Week 8 Week 9 Week 10 Week 11 Week 13 Week 14 Week 15 Week 16 Week 17
Comprehension Skill
Character and Plot
Cause and Effect
Theme and Setting
Fact and Opinion
Cause and Effect
Compare and Contrast
Sequence Compare and Contrast
Author’s Purpose
Author’s Purpose
Sequence Main Idea/Supporting Details
Fact and Opinion
Main Idea/Supporting Details
Graphic Sources
Comprehension Strategy
Monitor and Clarify
Summarize Inferring Questioning Text Structure
Visualize Inferring Story Structure
Monitor and Clarify
Background Knowledge
Summarize Visualize Predict and Set Purpose
Text Structure
Important Ideas
Vocabulary Strategy/Skill
Context Clues/ Homographs
Context Clues/ Homonyms
Dictionary/Glossary/Unknown Words
Context Clues/ Antonyms
Context Clues/ Multiple-Meaning Words
Context Clues/ Unfamiliar Words
Dictionary/Glossary/ Unknown Words
Word Structure/Greek and Latin Roots
Context Clues/Unfamiliar Words
Word Structure/Endings -s, -ed, -ing
Context Clues/Multiple-Meaning Words
Word Structure/Greek and Latin Roots
Context Clues/Homonyms
Context Clues/Antonyms
Word Structure/Prefixes pre-, re-
Fluency Expression Rate Expression Phrasing/Punctuation Cues
Accuracy Expression Accuracy Expression Phrasing Rate Expression Rate Phrasing Rate Accuracy
Spelling Short Vowel VCCV, VCV
Long Vowel VCV
Long Vowel Digraphs
Adding -ed, -ing
Contractions Digraphs th, sh, ch, ph
Irregular Plurals
Vowel Sounds with r
Final Syllables -en, -an, -el, -le, -il
Final Syllables -er, -ar, -or
Schwa Compound Words
Consonant Sounds /j/, /ks/, /sk/, and /s/
One Consonant or Two
Prefixes un-, de-, dis-
Unit 6
Unit 3
Week 12
Optional Unit Review
Week 18
Optional Unit Review
Week 30
Optional Unit Review
Week 36
Optional Unit Review
i t ’ S t e S t t i m e ! W h e n i S y o U R S t a t e t e S t ?
RDG13_ANC05_CCS_INDEX_PC.indd 3 6/28/12 8:54:39 PM
4
Week 19 Week 20 Week 21 Week 22 Week 23 Week 25 Week 26 Week 27 Week 28 Week 29 Week 31 Week 32 Week 33 Week 34 Week 35
Speaking and listening
How-to Demonstration
Persuasive Speech
Description Give Advice Interview Dramatize Media Literacy: Newscast
Storytelling Interpret Fiction
Debate Debate Interview Storytelling Media Literacy: Newscast
Readers’ Theater
Conventions Subject and Object Pronouns
Pronouns and Antecedents
Possessive Pronouns
Indefinite and Reflexive Pronouns
Using Who and Whom
Contractions and Negatives
Adjectives and Articles
This, That, These, and Those
Comparative and Superlative Adjectives
Adverbs Modifiers Conjunctions Commas Quotations and Quotation Marks
Punctuation
Weekly Writing Picture Book Friendly Letter
Formal Letter Narrative Poetry
Autobio graphical Sketch
Rhyming Poem
Notes Biographical Sketch
Letter to the Editor
Summary Journal Entry Mystery Parody Critical Review
Personal Narrative
trait of the Week Focus/Ideas Sentences Conventions Word Choice
Voice Word Choice
Focus/Ideas Sentences Voice Focus/Ideas Voice Focus/Ideas Voice Organization Voice
Unit Writing Cause-and-Effect Essay/E-Pen Pals Persuasive Essay/Community Interviews Research Report/Photo Description
Week 1 Week 2 Week 3 Week 4 Week 5 Week 7 Week 8 Week 9 Week 10 Week 11 Week 13 Week 14 Week 15 Week 16 Week 17
Speaking and listening
Interview Storytelling How-To Demonstration
Media Literacy: Sportscast
Job Ad Media Literacy: Talk Show
Informational Speech
Readers’ Theater
Panel Discussion
Media Literacy: Documentary
Play Review Media Literacy: Newscast
Introduction Give Directions
Advertisement
Conventions Four Kinds of Sentences
Subjects and Predicates
Independent and Dependent Clauses
Compound and Complex Sentences
Common, Proper and Collective Nouns
Regular and Irregular Plural Nouns
Possessive Nouns
Action and Linking Verbs
Main and Helping Verbs
Subject-Verb Agreement
Past, Present, and Future Tenses
Principal Parts of Regular Verbs
Principal Parts of Irregular Verbs
Troublesome Verbs
Prepositions and Prepositional Phrases
Weekly Writing Directions Tall Tale Invitation Newsletter Article
Expository Composition
Description Informal Letter
Poem Personal Narrative
Historical Fiction
Drama Persuasive Speech
Ad Brochure Description Expository Writing
trait of the Week Organization Voice Focus/Ideas Word Choice
Organization Sentences Voice Organization Word Choice
Word Choice Word Choice
Focus/Ideas Word Choice
Word Choice
Organization
Unit Writing Personal Narrative/Podcasting Comic Book-Graphic Novel/E-Newsletter Compare-and-Contrast Essay/Story Exchange
Unit 1 Unit 2
Pacing
Unit 5Unit 4
BaCk to SChool!
l a n G U a G e a R t S
Week 6
Optional Unit Review W
eek 24 Optional Unit Review
i t ’ S t e S t t i m e ! W h e n i S y o U R S t a t e t e S t ?
RDG13_ANC05_CCS_INDEX_PC.indd 4 6/28/12 8:54:39 PM
5
Week 19 Week 20 Week 21 Week 22 Week 23 Week 25 Week 26 Week 27 Week 28 Week 29 Week 31 Week 32 Week 33 Week 34 Week 35
Speaking and listening
How-to Demonstration
Persuasive Speech
Description Give Advice Interview Dramatize Media Literacy: Newscast
Storytelling Interpret Fiction
Debate Debate Interview Storytelling Media Literacy: Newscast
Readers’ Theater
Conventions Subject and Object Pronouns
Pronouns and Antecedents
Possessive Pronouns
Indefinite and Reflexive Pronouns
Using Who and Whom
Contractions and Negatives
Adjectives and Articles
This, That, These, and Those
Comparative and Superlative Adjectives
Adverbs Modifiers Conjunctions Commas Quotations and Quotation Marks
Punctuation
Weekly Writing Picture Book Friendly Letter
Formal Letter Narrative Poetry
Autobio graphical Sketch
Rhyming Poem
Notes Biographical Sketch
Letter to the Editor
Summary Journal Entry Mystery Parody Critical Review
Personal Narrative
trait of the Week Focus/Ideas Sentences Conventions Word Choice
Voice Word Choice
Focus/Ideas Sentences Voice Focus/Ideas Voice Focus/Ideas Voice Organization Voice
Unit Writing Cause-and-Effect Essay/E-Pen Pals Persuasive Essay/Community Interviews Research Report/Photo Description
Week 1 Week 2 Week 3 Week 4 Week 5 Week 7 Week 8 Week 9 Week 10 Week 11 Week 13 Week 14 Week 15 Week 16 Week 17
Speaking and listening
Interview Storytelling How-To Demonstration
Media Literacy: Sportscast
Job Ad Media Literacy: Talk Show
Informational Speech
Readers’ Theater
Panel Discussion
Media Literacy: Documentary
Play Review Media Literacy: Newscast
Introduction Give Directions
Advertisement
Conventions Four Kinds of Sentences
Subjects and Predicates
Independent and Dependent Clauses
Compound and Complex Sentences
Common, Proper and Collective Nouns
Regular and Irregular Plural Nouns
Possessive Nouns
Action and Linking Verbs
Main and Helping Verbs
Subject-Verb Agreement
Past, Present, and Future Tenses
Principal Parts of Regular Verbs
Principal Parts of Irregular Verbs
Troublesome Verbs
Prepositions and Prepositional Phrases
Weekly Writing Directions Tall Tale Invitation Newsletter Article
Expository Composition
Description Informal Letter
Poem Personal Narrative
Historical Fiction
Drama Persuasive Speech
Ad Brochure Description Expository Writing
trait of the Week Organization Voice Focus/Ideas Word Choice
Organization Sentences Voice Organization Word Choice
Word Choice Word Choice
Focus/Ideas Word Choice
Word Choice
Organization
Unit Writing Personal Narrative/Podcasting Comic Book-Graphic Novel/E-Newsletter Compare-and-Contrast Essay/Story Exchange
Unit 6
Unit 3
Week 12
Optional Unit Review
Week 18
Optional Unit Review
Week 30
Optional Unit Review
Week 36
Optional Unit Review
i t ’ S t e S t t i m e ! W h e n i S y o U R S t a t e t e S t ?
RDG13_ANC05_CCS_INDEX_PC.indd 5 6/28/12 8:54:39 PM
• instructional opportunity T tested in standardized test format
Scope and SequenceReadingConcepts About Print Pre-K K 1 2 3 4 5 6Hold book right side up, turn pages correctly, move from front to back of book • • •
Identify parts of a book and their functions (front cover, title page/title, back cover, page numbers) • • •
Identify information that different parts of a book provides (title, author, illustrator) • • • •
Know uppercase and lowercase letter names and match them • • •
Know the order of the alphabet • • •
Demonstrate one-to-one correspondence between oral words and printed words • •
Identify and distinguish between letters, words, and sentences • • •
Recognize distinguishing features of a paragraph • •
Recognize environmental print • • •
Track print (front to back of book, top to bottom of page, left to right on line, sweep back left for next line) • • •
Recognize first name in print • • •
Phonological and Phonemic Awareness Pre-K K 1 2 3 4 5 6Phonological AwarenessIdentify and produce rhyming words in response to an oral prompt • • •
Distinguish rhyming pairs of words from nonrhyming pairs • •
Track and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, or changed • •
Count each syllable in a spoken word • •
Segment and blend syllables in spoken words •
Segment and blend onset and rime in one-syllable words • •
Recognize and produce words beginning with the same sound • • •
Phonemic AwarenessIdentify and isolate initial, final, and medial sounds in spoken words • • • •
Blend sounds orally to make words or syllables • • •
Segment a word or syllable into sounds • • •
Count sounds in spoken words or syllables and syllables in words • • •
Manipulate sounds in words (add, delete, and/or substitute phonemes) • • • •
Distinguish long- and short-vowel sounds in orally stated single-syllable words •
Decoding and Word Recognition Pre-K K 1 2 3 4 5 6Read simple one-syllable and high-frequency (sight) words • T • T • T •
PhonicsUnderstand and apply the alphabetic principle that spoken words are composed of sounds that are represented by letters; as letters change, so do sounds • • •
Know sound-letter relationships and match sounds to letters • T • T •
Generate sounds from letters and blend those sounds to decode • • T • T • T
Consonants, consonant blends, and consonant digraphs • • T • T • T
Short and long vowels • • T • T • T
r-controlled vowels; vowel digraphs; diphthongs; common vowel patterns • T • T • T
Phonograms/word families • • •
6
RDG13_ANC05_CCS_INDEX.indd 6 3/19/12 7:11:48 PM
• instructional opportunity T tested in standardized test format
Decoding and Word Recognition continued Pre-K K 1 2 3 4 5 6Word StructureDecode multisyllabic words with common word parts and spelling patterns • • T • T • T • T • T • T
Base words and inflected endings; plurals • T • T • T • T • T • T
Contractions and compound words • T • T • T • T • T • T
Prefixes and suffixes • T • T • T • T • T • T
Greek and Latin roots • • •
Apply knowledge of syllabication rules to decode words • T • T • T • T • T • T
Recognize common abbreviations • • •
Decoding StrategiesBlending strategy: Apply knowledge of sound-letter relationships to decode unfamiliar words • • • •
Apply knowledge of word structure to decode unfamiliar words • • • • • • •
Use context along with sound-letter relationships and word structure to decode • • • • • • •
Self-monitor accuracy of decoding and self-correct • • • • • •
FluencyRead aloud grade level text fluently with accuracy, comprehension, appropriate pace/rate; with expression/intonation (prosody); with attention to punctuation and appropriate phrasing
• T • T • T • T • T • T
Practice fluency in a variety of ways, including choral reading, partner/paired reading, Readers’ Theater, repeated oral reading, and tape-assisted reading • • • • • • •
Work toward appropriate fluency goals by the end of each grade • • • • • •
Read regularly and with comprehension in independent-level material • • • • • • •
Read silently for increasing periods of time • • • • • • •
Vocabulary and Concept Development Pre-K K 1 2 3 4 5 6Recognize and understand selection vocabulary • • • T • T • T • T • T
Understand content-area vocabulary and specialized, technical, or topical words • • • • • •
Word Learning StrategiesDevelop vocabulary through direct instruction, concrete experiences, reading, listening to text read aloud • • • • • • • •
Use knowledge of word structure to figure out meanings of words • • T • T • T • T • T
Use context clues for meanings of unfamiliar words, multiple-meaning words, homonyms, homographs • • T • T • T • T • T
Use grade-appropriate reference sources to learn word meanings • • • • • T • T • T • T
Use picture clues to help determine word meanings • • • • •
Use new words in a variety of contexts • • • • • • • •
Create and use graphic organizers to group, study, and retain vocabulary • • • • • •
Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning • • •
Extend Concepts and Word KnowledgeAcademic language • • • • • • • •
Classify and categorize • • • • • • • •
Abbreviations • • • •
Antonyms and synonyms • • T • T • T • T • T
Prefixes and suffixes • • • • • • T
7
RDG13_ANC05_CCS_INDEX.indd 7 3/19/12 7:11:48 PM
• instructional opportunity T tested in standardized test format
Vocabulary and Concept Development continued Pre-K K 1 2 3 4 5 6Homographs and homophones • • T • T • T • T
Multiple-meaning words • • T • T • T • T • T
Related words and derivations • • • •
Compound words • • • • • •
Figurative language and idioms • • • • • •
Descriptive words (location, size, color, shape, number, ideas, feelings) • • • •
High-utility words (shapes, colors, question words, position/directional words, and so on) • • • •
Time and order words • • • • • • • •
Word origins: etymologies/word histories; words from other languages, regions, or cultures • • • •
Adages and sayings •
Analogies • • •
Reading Comprehension Pre-K K 1 2 3 4 5 6Comprehension StrategiesPredict and set purpose to guide reading • • • • • • • •
Use background knowledge before, during, and after reading • • • • • • • •
Monitor and clarify by using fix-up strategies to resolve difficulties in meaning: adjust reading rate, reread and read on, seek help from references sources and/or other people, skim and scan
• • • • • • •
Inferring • • • • • • •
Questioning before, during, and after reading • • • • • • • •
Visualize—use mental imagery • • • • • •
Summarize text • • • • • • •
Recall and retell stories • • • • • • • •
Important ideas (nonfiction) that provide clues to an author’s meaning • • • • • •
Text structure (nonfiction—such as cause/effect, chronological, compare/ contrast, description) • • • • • • •
Story structure (fiction—such as plot, problem/solution) • • • • • • •
Create and use graphic and semantic organizers, including outlines, notes, summaries • • • • • •
Use strategies flexibly and in combination • • • • • •
Comprehension SkillsAuthor’s purpose • T • T • T • T • T • T
Author’s viewpoint/bias • T • T
Categorize and classify • • • •
Cause and effect • • T • T • T • T • T • T
Compare and contrast • • T • T • T • T • T • T
Draw conclusions and make inferences • • T • T • T • T • T • T
Facts and details • • T • T • • • • T
Fact and opinion (statements of fact and opinion) • T • T • T • T • T • T
Follow directions/steps in a process • • • • • • • •
Generalize • T • T • T •
8
RDG13_ANC05_CCS_INDEX.indd 8 3/19/12 7:11:48 PM
• instructional opportunity T tested in standardized test format
Reading Comprehension continued Pre-K K 1 2 3 4 5 6Graphic sources (illustrations, photos, maps, charts, graphs, font styles, etc.) • • • • • T • T • T
Main idea and supporting details • T • T • T • T • T • T • T
Paraphrase • • • • •
Persuasive devices and propaganda • • • •
Realism/fantasy • • T • T
Sequence of events • • T • T • T • T • T • T • T
Higher Order Thinking SkillsAnalyze • • • • •
Analyze text with various organizational patterns • • • •
Describe and connect the essential ideas, arguments, and perspectives of a text • • • • • •
Evaluate and critique ideas and text • • • • • •
Draw inferences, conclusions, or generalizations; support them with textual evidence and prior knowledge • • T • T • T • T • T • T
Make judgments about ideas and texts • • • • • •
Hypothesize • • • •
Make connections (text to self, text to text, text to world) • • • • • • • •
Organize and synthesize ideas and information • • • • • • T
Literary Response and Analysis Pre-K K 1 2 3 4 5 6Genre and Its CharacteristicsIdentify types of everyday print materials (storybooks, poems, newspapers, signs, labels) • • • • • • • •
Recognize characteristics of a variety of genre • • • • • • • •
Distinguish common forms of literature • • • • • • •
Identify characteristics of literary texts, including drama, fantasy, traditional tales • • • • • • •
Identify characteristics of nonfiction texts, including biography, interviews, newspaper articles • • • • • • •
Identify characteristics of poetry and song, including nursery rhymes, limericks, blank verse • • • • • • • •
Literary Elements and Story StructureCharacter • • T • T • T • T • T • T • T
Recognize and describe traits, actions, feelings, and motives of characters • • • • • • •
Analyze characters’ relationships, changes, and points of view • • • • • • •
Analyze characters’ conflicts • • • • •
Analyze the effect of character on plot and conflict • • • •Plot and Plot Structure • • T • T • T • T • T • T • T
Beginning, middle, end • • • • • •
Goal and outcome or problem and solution/resolution • • • • • • •
Rising action, climax, and falling action/denouement; setbacks • • •Setting • • T • T • T • T • T • T • T
Relate setting to problem/solution • • • • • • •
Explain ways setting contributes to mood • • •Theme • T • T • T • T • T
9
RDG13_ANC05_CCS_INDEX.indd 9 3/19/12 7:11:49 PM
• instructional opportunity T tested in standardized test format
Literary Response and Analysis continued Pre-K K 1 2 3 4 5 6Use Literary Elements and Story Structure • • • • • • • •
Analyze and evaluate author’s use of setting, plot, character, and compare among authors • • • • •
Identify similarities and differences of characters, events, and settings within or across selections/cultures • • • • • • •
Literary DevicesDialect • • •
Dialogue and narration • • • • • • •
Identify the speaker or narrator in a selection • • • • • •
Exaggeration/hyperbole • • • • •
Figurative language: idiom, jargon, metaphor, simile, slang • • • • •
Flashback • • •
Foreshadowing • • • • •
Formal and informal language • • • • •
Humor • • • • •
Imagery and sensory words • • • • • •
Mood • • • • •
Personification • • •
Point of view (first-person, third-person, omniscient) • • • •
Puns and word play • • • •
Sound devices and poetic elements • • • • • • • •
Alliteration, assonance, onomatopoeia • • • • • • • •
Rhyme, rhythm, repetition, and cadence • • • • • • • •
Word choice • • • • • • •
Symbolism • •
Tone • • •
Author’s and Illustrator’s CraftDistinguish the roles of author and illustrator • • • •
Recognize/analyze author’s and illustrator’s craft or style • • • • • •
Evaluate author’s use of various techniques to influence readers’ perspectives • • •
Literary ResponseRecollect, talk, and write about books • • • • • • • •
Reflect on reading and respond (through talk, movement, art, and so on) • • • • • • • •
Ask and answer questions about text • • • • • • • •
Write about what is read • • • • • • •
Use evidence from the text to support opinions, interpretations, or conclusions • • • • • • •
Support ideas through reference to other texts and personal knowledge • • • • •
Locate materials on related topic, theme, or idea • • • • •
Make connections: text to self, text to text, text to world • • • • • •
Offer observations, react, speculate in response to text • • • • •
10
RDG13_ANC05_CCS_INDEX.indd 10 3/19/12 7:11:49 PM
• instructional opportunity T tested in standardized test format
Literary Response and Analysis continued Pre-K K 1 2 3 4 5 6Literary Appreciation/MotivationShow an interest in books and reading; engage voluntarily in social interaction about books • • • • • • • •
Choose text by drawing on personal interests, relying on knowledge of authors and genres, estimating text difficulty, and using recommendations of others • • • • • • • •
Read a variety of grade-level-appropriate narrative and expository texts • • • • • • •
Read from a wide variety of genres for a variety of purposes • • • • • • •
Read independently • • • • • • •
Establish familiarity with a topic • • • • • • •
Cultural AwarenessComprehend basic plots of classic tales from around the world • • • • • •
Compare and contrast tales from different cultures • • • • • •
Develop attitudes and abilities to interact with diverse groups and cultures • • • • • • • •
Connect experiences and ideas with those from a variety of languages, cultures, customs, perspectives • • • • • • • •
Compare language and oral traditions (family stories) that reflect customs, regions, and cultures • • • • • • •
Recognize themes that cross cultures and bind them together in their common humanness • • • • • • •
Language ArtsWriting Pre-K K 1 2 3 4 5 6Concepts About Print for WritingWrite uppercase and lowercase letters • •
Print own name and other important words • • •
Write using pictures, some letters, some phonetically spelled words, and transitional spelling to convey meaning • • •
Write consonant-vowel-consonant words • •
Dictate messages or stories for others to write • • •
Create own written texts for others to read; write left to right on a line and top to bottom on a page • • •
Participate in shared and interactive writing • • •
Traits of WritingFocus/Ideas • • • • • • •
State a clear purpose and maintain focus; sharpen ideas • • • • • • •
Use sensory details and concrete examples; elaborate • • • • • •
Delete extraneous information • • • • • •
Use strategies, such as tone, style, consistent point of view, to achieve a sense of completeness • • •
Organization • • • • • T • T • T
Use graphic organizers to group ideas • • • • • • • •
Write coherent paragraphs that develop a central idea and have topic sentences and facts and details • • • • • •
Use transitions to connect sentences and paragraphs and establish coherence • • • • • •
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Writing continued Pre-K K 1 2 3 4 5 6Select an organizational structure, such as comparison and contrast, categories, spatial order, climactic order, based on purpose, audience, length • •
Organize ideas in a logical progression, such as chronological order or order of importance • • • • • • • •
Write introductory, supporting, and concluding paragraphs • • • •
Use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts • • • •
Write a multi-paragraph paper • • • • •Voice • • • • • •
Develop personal, identifiable voice and an individual tone/style • • • • • •
Maintain consistent voice and point of view • • •
Use voice appropriate to audience, message, and purpose • • •Word Choice • • • • T • T • T • T
Use clear, precise, appropriate language • • • • • • •
Use figurative language and vivid words • • • • • •
Use sensory details, imagery, characterization • • • • •
Select effective vocabulary using word walls, dictionary, or thesaurus • • • • • • •Sentences • • • • T • T • T • T
Combine, elaborate, and vary sentences • • • • • T • T • T • T
Write topic sentence, supporting sentences with facts and details, and concluding sentence • • • • • •
Use correct word order • • • • • • •Conventions • • • • T • T • T • T
Use correct spelling and grammar; capitalize and punctuate correctly • • • • • • •
Correct sentence fragments and run-ons • • • • •
Use correct paragraph indentation • • • • • •
The Writing ProcessPrewrite using various strategies • • • • • • • •
Develop first drafts of single- and multiple-paragraph compositions • • • • • • •
Revise drafts for varied purposes, including to clarify and to achieve purpose, sense of audience, improve focus and coherence, precise word choice, vivid images, and elaboration
• • • • • • •
Edit and proofread for correct conventions (spelling, grammar, usage, and mechanics) • • • • • • •
Publish own work • • • • • • • •
Writing GenresNarrative writing (such as personal narratives, stories, biographies, autobiographies) • • • T • T • T • T • T • T
Expository writing (such as comparison and contrast, problem and solution, essays, directions, explanations, news stories, research reports, summaries) • • • T • T • T • T • T
Descriptive writing (such as labels, captions, lists, plays, poems, response logs, songs) • • • T • T • T • T • T • T
Argument/Persuasive writing (such as ads, editorials, essays, letters to the editor, opinions, posters) • • • T • T • T • T • T
Notes and letters (such as personal, formal, and friendly letters, thank-you notes, and invitations) • • • • • • •
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Writing continued Pre-K K 1 2 3 4 5 6Responses to literature • • • • • •
Writing Habits and PracticesWrite on a daily basis • • • • • • • •
Use writing as a tool for learning • • • • • • •
Write independently for extended periods of time • • • • • •
PenmanshipGain increasing control of penmanship, including pencil grip, paper position, posture, stroke • • • •
Write legibly, with control over letter size and form; letter slant; and letter, word, and sentence spacing • • • • • • •
Write lowercase and uppercase letters • • • • • • • •
Manuscript • • • • • • • •
Cursive • • • • •
Write numerals • • •
Written and Oral English Language Conventions Pre-K K 1 2 3 4 5 6Grammar and Usage in Speaking and WritingSentences
Correct word order in written sentences • • •
Types (declarative, interrogative, exclamatory, imperative) • • • T • T • T • T • T • T
Structure (complete, incomplete, simple, compound, complex, compound-complex) • • • • T • T • T • T • T
Parts (subjects/predicates: complete, simple, compound; phrases; clauses) • • T • T • T • T • T
Fragments and run-on sentences • • • • • • •
Combine and rearrange sentences; use appositives, participial phrases, adjectives, adverbs, and prepositional phrases • • • • • •
Transitions and conjunctions to connect ideas; independent and dependent clauses • • • • • •
Varied sentence types and sentence openings to present effective style • • •
Parts of speech: nouns (singular and plural), verbs and verb tenses, adjectives, adverbs, pronouns and antecedents, conjunctions, prepositions, interjections, articles
• • • T • T • T • T • T
Contractions • • T • T • T • T • T
Usage
Subject-verb agreement • • • T • T • T • T • T
Pronoun agreement/referents • • • T • T • T • T
Misplaced modifiers • •
Misused words • • •
Negatives; avoid double negatives • • • •
Mechanics in WritingCapitalization (first word in sentence, proper nouns and adjectives, pronoun I, titles, months, days of the week, holidays, and so on) • • • T • T • T • T • T • T
Punctuation (period, question mark, exclamation mark, apostrophe, comma, quotation marks, parentheses, colon, and so on) • • T • T • T • T • T • T
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Written and Oral English Language Conventions continued Pre-K K 1 2 3 4 5 6SpellingSpell independently by using pre-phonetic knowledge, knowledge of letter names, sounds of the alphabet • • • T • • • • •
Consonants: single, double, blends, digraphs, silent letters, and unusual consonant spellings • • T • T • T • T • T • T
Vowels: short, long, r-controlled, digraphs, diphthongs, less-common vowel patterns, schwa • • T • T • T • T • T • T
Use knowledge of word structure to spell • • • • • •
Base words and affixes (inflections, prefixes, suffixes), possessives, contractions, and compound words • • T • T • T • T • T
Greek and Latin roots, syllable patterns, multisyllabic words • • • • • •
Spell high-frequency, irregular words • T • T • • • •
Spell frequently misspelled words correctly, including homophones or homonyms • • • • • •
Use meaning relationships to spell • • • •
Listening and Speaking Pre-K K 1 2 3 4 5 6Listening Skills and StrategiesListen to a variety of presentations attentively and politely • • • • • • • •
Self-monitor comprehension while listening, using a variety of skills and strategies, e.g., ask questions • • • • • • • •
Listen for a purpose
For enjoyment and appreciation • • • • • • • •
To expand vocabulary and concepts • • • • • • • •
To obtain information and ideas • • • • • • • •
To follow oral directions • • • • • • • •
To answer questions and solve problems • • • • • • • •
To participate in group discussions • • • • • • • •
To identify and analyze the musical elements of literary language • • • • • • • •
To gain knowledge of one’s own culture, the culture of others, and the common elements of cultures • • • • • • • •
To respond to persuasive messages with questions or affirmations • • •
Determine purpose of listening • • • • • •
Recognize formal and informal language • • • • • •
Connect prior experiences to those of a speaker • • • • • • • •
Listen critically to distinguish fact from opinion and to analyze and evaluate ideas, information, experiences • • • • • • •
Paraphrase, retell, or summarize information that has been shared orally • • • • • •
Evaluate a speaker’s delivery; identify tone, mood, and emotion • • • • •
Interpret and critique a speaker’s purpose, perspective, persuasive techniques, verbal and nonverbal messages, and use of rhetorical devices; draw conclusions • • • •
Speaking Skills and StrategiesSpeak clearly, accurately, and fluently, using appropriate delivery for a variety of audiences, and purposes; sustain audience interest, attention • • • • • • • •
Use proper intonation, volume, pitch, modulation, and phrasing • • • • • • •
Speak with a command of standard English conventions • • • • • • • •
Use appropriate language for formal and informal settings • • • • • • • •
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Listening and Speaking continued Pre-K K 1 2 3 4 5 6Use visual aids to clarify oral presentations • • • • • • • •
Organize ideas and convey information in a logical sequence or structure with a beginning, middle, and end and an effective introduction and conclusion • • • • • •
Support opinions with detailed evidence and with visual or media displays • • • •
Emphasize key points to assist listener • • •
Speak for a purpose
To ask and answer questions • • • • • • • •
To give directions and instructions • • • • • • • •
To retell, paraphrase, or explain information • • • • • • • •
To communicate needs and share ideas and experiences • • • • • • • •
To describe people, places, things, locations, events, and actions • • • • • •
To participate in conversations and discussions • • • • • • • •
To express an opinion • • • • • • • •
To recite poems or songs or deliver dramatic recitations, interpretations, or performances • • • • • • • •
To deliver oral responses to literature • • • • • • • •
To deliver presentations or oral reports (narrative, descriptive, persuasive, problems and solutions, and informational based on research) • • • • • • • •
Stay on topic; maintain a clear focus • • • • • • • •
Support spoken ideas with details and examples • • • • • •
Use appropriate verbal and nonverbal elements (such as facial expression, gestures, eye contact, posture) • • • • • • • •
Viewing/Media Pre-K K 1 2 3 4 5 6Interact with and respond to a variety of media for a range of purposes • • • • • • • •
Compare and contrast print, visual, and electronic media • • • • •
Analyze media • • •
Evaluate media • • • • • •
Recognize bias and propaganda in media message • • • •
Recognize purpose and persuasion in media messages • • • • • •
Research SkillsUnderstand and Use Graphic Sources Pre-K K 1 2 3 4 5 6Advertisement • • • • • •
Chart/table • • • • • • • •
Diagram/scale drawing • • • • • •
Graph (bar, circle, line, picture) • • • • • • •
Illustration, photograph, caption, label • • • • • • • •
Map/globe • • • • • • • •
Poster/announcement • • • • • • • •
Schedule • • •
Sign • • • • • •
Time line • • • • •
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Understand and Use Reference Sources Pre-K K 1 2 3 4 5 6Know and use organizational features and parts of a book to locate information • • • • • • • •
Use alphabetical order • • • • • •
Understand purpose, structure, and organization of reference sources (print, electronic, media, Internet) • • • • • • • •
Almanac • • •
Atlas • • • • •
Card catalog/library database • • • • •
Picture Dictionary • • • •
Dictionary/glossary • • T • T • T • T
Encyclopedia • • • • • •
Magazine/periodical • • • • • •
Newspaper and newsletter • • • • • •
Readers’ Guide to Periodical Literature • • •
Technology (on- and offline electronic media) • • • • • • •
Thesaurus • • • • •
Study Skills and Strategies Pre-K K 1 2 3 4 5 6Adjust reading rate • • • • • •
Clarify directions • • • • • • • •
Outline • • • • •
Skim and scan • • • • • •
SQP3R • • •
Summarize • • • • • • •
Take notes, paraphrase, and synthesize • • • • • •
Use graphic and semantic organizers to organize information • • • • • • •
Test-Taking Skills and Strategies Pre-K K 1 2 3 4 5 6Understand the question, the vocabulary of tests, and key words • • • • • •
Answer the question; use information from the text (stated or inferred) • • • • • • • •
Write across texts • • • • •
Complete the sentence • • • • •
Technology/New Literacies Pre-K K 1 2 3 4 5 6Non-Computer Electronic MediaAudiotapes/CDs, videotapes/DVDs • • • • • • • •
Computer Programs/Services: Basic Operations and Concepts
Use accurate computer terminology • • • • • • • •
Create, name, locate, open, save, delete, and organize files • • • • • • •
Use input and output devices (such as mouse, keyboard, monitor, printer, touch screen) • • • • • • • •
Use basic keyboarding skills • • • • • • •Responsible Use of Technology Systems and Software
Work cooperatively and collaboratively with others; follow acceptable-use policies • • • • • • • •
Recognize hazards of Internet searches • • • •
Respect intellectual property • • • •
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Technology/New Literacies continued Pre-K K 1 2 3 4 5 6Information and Communication Technologies: Information Acquisition
Use electronic Web (nonlinear) navigation, online resources, databases, keyword searches • • • • •
Use visual and nontextual features of online resources • • • • • • • •
Internet inquiry • • • • •
Identify questions • • • • •
Locate, select, and collect information • • • • •
Analyze information • • • • •
Evaluate electronic information sources for accuracy, relevance, bias • • • •
Understand bias/subjectivity of electronic content (about this site, author search, date created) • • • •
Synthesize information • • • •
Communicate findings • • • • •
Use fix-up strategies (such as clicking Back, Forward, or Undo; redoing a search; trimming the URL) • • • •
Communication
Collaborate, publish, present, and interact with others • • • • • • •
Use online resources (e-mail, bulletin boards, newsgroups) • • • • • •
Use a variety of multimedia formats • • • • • •Problem Solving
Use technology resources for solving problems and making informed decisions • • • •
Determine when technology is useful • • • • • •
The Research Process Pre-K K 1 2 3 4 5 6Identify topics; ask and evaluate questions; develop ideas leading to inquiry, investigation, and research • • • • • • •
Choose and evaluate appropriate reference sources • • • • • • •
Locate and collect information including using organizational features of electronic text • • • • • • • •
Take notes/record findings • • • • • • •
Combine and compare information • • • • • •
Evaluate, interpret, and draw conclusions about key information • • • • • • •
Paraphrase and summarize information • • • • • • •
Make an outline • • • • •
Organize content systematically • • • • • • •
Communicate information • • • • • • •
Write and present a report • • • • • • •
Include citations • • • •
Respect intellectual property/avoid plagiarism • • •
Select and organize visual aids • • • • • • •
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AAcademic vocabulary, 5.1: 21c, 23d, 26–27, 47a, 51c, 53d, 54d, 56–57,
83c, 85d, 85f, 88–89, 111c, 113b, 113d, 114d, 116–117, 141c, 143d, 144d, 146–147, 170–171, 172–173, 5.2: 177c, 179d, 180d, 182–183, 198d, 203c, 205d, 206d, 208–209, 223b, 231c, 233d, 233f, 234d, 236–237, 253a, 259c, 260–261, 261d, 261f, 262d, 264–265, 279c, 282d, 289c, 291d, 292d, 294–295, 312d, 318–319, 319a, 320–321, 5.3: 325c, 327c, 327d, 328–329, 330–331, 345c, 348c, 348d, 355c, 357b, 357d, 358d, 360–361, 387a, 389c, 391d, 392d, 394–395, 413c, 415b, 416d, 425c, 427d, 427f, 428d, 430–431, 441b, 442c, 449c, 451c, 451d, 452d, 454–455, 467c, 473c, 474–475, 475a, 476–477, 5.4: 21c, 23d, 26–27, 39c, 47c, 49d, 49f, 50d, 52–53, 61d, 72d, 79d, 79f, 80d, 80e, 82–83, 105c, 107d, 108d, 110–111, 130d, 139d, 140d, 142–143, 148b, 153c, 161d, 162–163, 163a, 164–165, 5.5: 169c, 171d, 172d, 174–175, 191b, 200–201, 201d, 202d, 204–205, 229d, 230–231, 231d, 234–235, 247c, 249c, 250d, 259b, 259d, 259f, 262–263, 283e, 287b, 287d, 287f, 288d, 290–291, 297d, 312–313, 314–315, 5.6: 319c, 321d, 321e, 322d, 324–325, 337c, 339b, 347c, 347d, 348d, 350–351, 361c, 373d, 373f, 376–377, 395b, 398d, 403c, 405b, 405c, 405f, 406c, 408–409, 417d, 436–437, 437d, 440–441, 449d, 469a
Access for All advanced learners, all units SG•12–SG•16, SG•28–SG•32, SG•44–SG•48,
SG•60–SG•64, SG•76–SG•80 comprehension progress, 5.1: 27a, 34d, 41a, 47a, 57a, 65a, 67a, 73a,
89a, 99a, 117a, 135a, 147a, 159a, 173a, UR•9, UR•19, UR•29, 5.2: 183a, 193a, 209a, 213a, 225a, 237a, 249a, 265a, 269a, 295a, 307a, 313a, 315a, 5.3: 331a, 361a, 371a, 375a, 383a, 395a, 411a, 415a, 421a, 431a, 459a, 471a, 475a, 477a, 5.4: 27a, 29a, 53a, 67a, 73a, 79b, 99a, 111a, 115a, 117a, 125a, 131a, 133a, 143a, 145a, 157a, 163a, 165a, 5.5: 175a, 193a, 195a, 205a, 215a, 223a, 251a, 263a, 279a, 291a, 293a, 301a, 307a, 313a, 5.6: 321b, 325a, 341a, 351a, 353a, 359a, 361c, 365a, 377a, 379a, 383a, 385a, 399a, 409a, 413a, 423a, 441a
conventions, 5.2: 287c, 5.3: 353c, 5.4: 161c, 5.5: 197c, 283c, 5.6: 343c
research/study skill progress, 5.1: 75c, 105a, 133a, 5.2: 283a, 405a, 5.3: 419a, 441a, 455a, 465b, 465c, 5.5: 221a, 235a, 5.6: 367a, 429a, 437b, 465a
speaking and listening, 5.2: 199avocabulary/word analysis progress, 5.1: 37a, 77c, 109c, 171a,
5.2: 179b, 239a, 243a, 243d, 319a, 5.3: 417a, 443a, 452d, 5.4: 119a, 5.5: 271a, 5.6: 415a, 469a
writing progress, 5.1: 45a, 77c, 79a, 103a, 103c, 133a, 137a, 163c, 5.2: 223a, 253a, 253c, 255a, 281a, 281c, 311c, 321a, 5.3: 347a, 347c, 349a, 381a, 415c, 467a, 467c, 469a, 5.4: 41a, 43a, 71a, 101a, 129a, 5.5: 191a, 191c, 219a, 249a, 273a, 277c, 305a, 5.6: 321b, 339a, 397a, 441a, 461a, 469a, 471a
ELL (English Language Learners) suggestions access content, 5.1: 29a, 59a, 91a, 105a, 119a, 149a, 153a, 5.2: 185a,
187a, 211a, 239a, 267a, 297a, 5.3: 371a, 397a, 417a, 457a, 5.4: 55a, 85a, 97a, 145a. 156d, 237a, 5.5: 293a, 5.6: 353a, 379a, 391a
activate prior knowledge/build background, 5.1: 27a, 57a, 89a, 117a, 147a, UR•7, 5.2: 183a, 209a, 237a, 265a, 295a, 301a, 5.3: 331a, 333a, 361a, 363a, 367a, 395a, 431a, 433a, 455a, 5.4: 27a, 29a, 33a, 53a, 83a, 111a, 113a, 137b, 143a, 5.5: 171f, 175a, 177a, 181a, 193a, 205a, 207a, 235a, 263a, 265a, 291a, 5.6: 325a, 327a, 345b, 351a, 377a, 405f, 409a, 411a, 413a, 441a, 443a, 447a, 453a
check retelling, 5.1: 34d, 66d, 96d, 126d, 131a, 154d, 5.2: 190d, 195a, 214d, 244d, 272d, 302d, 309a, 5.3: 338d, 372d, 402d, 434d, 460d, 5.4: 34d, 62d, 90d, 118d, 148d, 5.5: 182d, 212d, 242d, 270d, 298d, 5.6: 330d, 356d, 384d, 418d, 450d
cognates, 5.1: 107a, 119a, 134d, 5.2: 215a, 243a, 254d, 257i, 282b, 5.3: 383a, 401a, 442b, 442d, 5.4: 23d, 72b, 97a, 98b, 131a, 5.5: 179a, 220d, 306b, 5.6: 341a, 347d
comprehension support, 5.1: 20–21, 22–23, 31a, 34d, 47a, 49q, 50–51, 63a, 67a, 79a, 81e, 81q, 82–83, 93a, 95a, 96d, 97a, 99a, 109q, 110–111, 112–113, 123a, 125a, 126d, 129a, 131a, 131c, 137a, 139q, 142–143, 143b, 151a, 154d, 169q, 171a, 5.2: 189a, 190d, 195a, 201i, 201q, 214d, 229q, 234d, 241a, 244d, 245a, 249a, 255a, 257q, 271a, 272d, 273a, 275a, 283a, 285a, 287a, 287q, 299a, 302d, 303a, 311a, 313a, 315a, 317i, 317q, 321a, 5.3: 326–327, 337a, 338d, 339a, 343a, 349a, 353i, 353q, 355b, 356–357, 371a, 372d, 373a, 375a, 385a, 387q, 389b, 390–391, 397a, 399a, 402d, 423i, 423q, 424–425, 425b, 431a, 434d, 437a, 443a, 445a, 447i, 447q, 449b, 450–451, 459a, 460d, 471a, 473i, 473q, 477a, 5.4: 20–21, 21b, 22–23, 31a, 34d, 37a, 43a, 45i, 45q, 46–47, 47b, 59a, 61a, 62d, 63a, 72d, 73a, 75i, 75q, 76–77, 77b, 78–79, 87a, 89a, 95a, 99a, 101a, 103i, 103q, 104–105, 105b, 106–107, 115a, 118d, 131a, 133a, 135q, 148d, 159a, 161a, 161i, 161q, 165a, 5.5: 169b, 182d, 183a, 185a, 187a, 197i, 197q, 198–199, 199b, 207a, 209a, 213a, 221a, 225a, 227i, 227q, 229b, 231f, 239a, 241a, 242d, 255q, 257b, 265a, 267a, 269a, 270d, 271a, 279a, 281a, 283i, 283q, 284–285, 285b, 286–287, 298d, 301a, 309a, 311i, 311q, 313a, 315a, 5.6: 318–319, 319b, 329a, 333a, 335a, 343i, 343q, 344–345, 345b, 353a, 355a, 356d, 357a, 359a, 365a, 367a, 369i, 369q, 370–371, 371b, 372–373, 381a, 383a, 385a, 391a, 401i, 401q, 402–403, 403b, 404–405, 415a, 417a, 418d, 419a, 423a, 429a, 433q, 434–435, 435b, 445a, 450d, 455a, 463a, 465a, 471a
concept support, 5.1: 49g, 49q, 50–51, 54b, 81g, 81q, 109g, 109q, 139g, 139q, 140–141, 169g, 169q, 5.2: 201g, 201q, 202–203, 229q, 230–231, 257g, 257q, 258–259, 287g, 287q, 288–289, 317g, 317q, 5.3: 324–325, 353g, 353q, 354–355, 387g, 387q, 388–389, 423g, 423q, 424–425, 447g, 447q, 448–449, 473q, 5.4: 20–21, 45g, 45q, 46–47, 75g, 75q, 76–77, 103g, 103q, 104–105, 135g, 135q, 136–137, 161g, 161q, 5.5: 168–169, 197g, 197q, 198–199, 227g, 227q, 228–229, 255g, 255q, 256–257, 283g, 283q, 284–285, 311g, 311q, 5.6: 318–319, 343g, 343q, 344–345, 369g, 369q, 401q, 402–403, 433g, 433q, 467g
context clues, 5.1: 37a, 5.3: 411a, 5.5: 241a, 273a, 283a, 5.6: 417aconventions support, 5.1: 23d, 33c, 49j, 53d, 61a, 65c, 81j, 85d, 95c,
109e, 109j, 113d, 125c, 139j, 153c, 155a, 163a, 169i, 169j, 5.2: 179d, 189c, 201c, 201j, 205d, 213c, 229j, 233d, 243c, 261d, 271c, 291d, 301c, 5.3: 327d, 337c, 353j, 357d, 371c, 373a, 387c, 391d, 401c, 423j, 427d, 433c, 451d, 459c, 473j, 5.4: 33c, 45j, 49d, 61c, 79d, 89c, 91a, 97a, 103j, 117c, 135j, 135o, 139d, 147c, 5.5: 171d, 181c, 197j, 201d, 211c, 227j, 231d, 241c, 255j, 259d, 269c, 287d, 297c, 311j, 5.6: 329c, 339a, 355c, 369j, 373d, 383c, 401j, 417c, 437d, 449c, 467j
extend language, 5.1: 20–21, 24b, 34b, 46b, 49g, 50–51, 54b, 78b, 81g, 82–83, 86b, 96b, 104b, 110–111, 114b, 134b, 139g, 140–141, 144b, 164b, 169g, 5.2: 176–177, 180b, 190b, 198b, 201g, 202–203, 206b, 214b, 224b, 229g, 230–231, 234b, 244b, 254b, 257g, 258–259, 262b, 272b, 282b, 288–289, 292b, 302b, 312b, 317g, 5.3: 324–325, 328b, 338b, 348b, 353g, 354–355, 358b, 372b, 382b, 387g, 388–389, 392b, 402b, 416b, 423g, 424–425, 428b, 434b, 442b, 447g, 448–449, 452b, 460b, 468b, 473g, 5.4: 20–21, 24b, 34b, 42b, 45g, 46–47, 50b, 62b, 72b, 75g, 76–77, 80b, 90b, 98b, 103g, 104–105, 108b, 118b, 130b, 135g, 136–137, 140b, 148b, 149a, 156b, 161g, 5.5: 168–169, 172b, 182b, 192b, 197g, 198–199, 202b, 212b, 220b, 227g, 228–229, 232b, 242b, 250b, 255g, 256–257, 260b, 270b, 278b, 283g, 284–285, 288b, 298b, 306b, 311g, 5.6: 318–319, 322b, 330b, 340b, 343g, 344–345, 348b, 356b, 364b, 369g, 370–371, 374b, 384b, 387a, 389a, 398b, 401g, 402–403, 406b, 418b, 428b, 433g, 434–435, 438b, 450b, 457a, 462b, 467g
handwriting, 5.1: 143d, 5.3: 427d, 5.4: 107d, 5.6: 321dlanguage transfer, 5.1: 33c, 5.2: 217a, 224d, 5.3: 373a, 461a,
5.4: 131a, 5.6: 437d
Index
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listening and speaking, 5.1: 21b, 49a, 51b, 78b, 83b, 110–111, 111b, 141b, 5.2: 177b, 190d, 201a, 203b, 231b, 257a, 259b, 289b, 5.3: 325b, 353a, 407a, 5.4: 103a, 105b, 135a, 5.5: 255a, 311a, 5.6: 401a
professional development, 5.1: 29a, 101c, 121a, 5.2: 195c, 211a, 247a, 5.3: 377a, 413c, 423e, 439c, 5.4: 39c, 69c, 95c, 127c, 153c, 5.5: 189c, 247c, 275c, 303c, 5.6: 425c, 459c
research/study skills support, 5.1: 131c, 161c, 167a, 5.2: 195c, 221c, 251c, 279c, 309c, 5.3: 379c, 439c, 5.4: 95c, 127c, 5.5: 189c, 217c, 247c, 275c, 5.6: 425c, 431a, 459c
spelling, 5.1: 49c, 5.2: 257c, 5.5: 171d, 5.6: 405dvocabulary/word analysis support, 5.1: 23b, 24b, 31a, 33a, 34b, 35a,
37a, 39a, 41a, 46d, 49a, 49i, 49q, 53b, 54b, 59a, 61a, 66b, 66d, 69a, 71a, 78d, 81q, 85b, 86b, 95a, 96b, 104d, 105a, 107a, 109a, 109i, 109q, 113b, 114b, 121a, 126b, 127a, 134d, 135a, 139a, 139i, 139q, 143b, 144b, 144–145, 154b, 157a, 159a, 164d, 165a, 169a, 169i, 169q, 171a, 173a, 5.2: 176–177, 179b, 180b, 180d, 187a, 189a, 190b, 191a, 193a, 198d, 201a, 201q, 205b, 206b, 206d, 213a, 214b, 215a, 219a, 224d, 225a, 229a, 229i, 229q, 233b, 234b, 243a, 244b, 254d, 257a, 257i, 257q, 261b, 262b, 269a, 272b, 277a, 282d, 287i, 287q, 291b, 292b, 295a, 301a, 302b, 305a, 307a, 312d, 317a, 317q, 319a, 5.3: 327b, 328b, 335a, 338b, 341a, 345c, 348d, 351a, 353a, 353q, 357b, 358b, 363a, 365a, 369a, 371a, 372b, 373a, 382d, 383a, 387i, 387q, 391b, 392b, 399a, 401a, 402b, 403a, 405a, 409a, 411a, 416d, 419a, 421a, 423a, 423i, 423q, 427b, 428b, 434b, 435a, 437a, 442b, 442d, 447a, 447i, 447q, 451b, 452b, 452d, 460b, 461a, 463a, 468d, 473a, 473q, 475a, 5.4: 23b, 24b, 31a, 34b, 35a, 42d, 45a, 45i, 45q, 49b, 50b, 57a, 61a, 62b, 65a, 67a, 72b, 72d, 75a, 75q, 79b, 80b, 87a, 90b, 93a, 98b, 98d, 101a, 103a, 103i, 103q, 105b, 107b, 108b, 108–109, 115a, 117a, 118b, 119a, 121a, 123a, 125a, 130b, 130d, 135i, 135q, 139b, 140b, 147a, 148b, 151a, 156d, 157a, 161i, 161q, 163a, 5.5: 171b, 172b, 179a, 181a, 182b, 192d, 195a, 197a, 197q, 201b, 202b, 209a, 211a, 211c, 212b, 215a, 220b, 220d, 227a, 227i, 227q, 229b, 231b, 232b, 241a, 241c, 242b, 243a, 245a, 250d, 251a, 253a, 255a, 255i, 255q, 259b, 260b, 260d, 267a, 269a, 270b, 273a, 278d, 283a, 283i, 283q, 287b, 288b, 295a, 297a, 298b, 299a, 306b, 306d, 307a, 311a, 311i, 311q, 5.6: 321b, 322b, 329a, 330b, 331a, 337c, 340d, 341a, 343a, 343q, 347b, 348b, 356b, 364d, 369a, 369e, 369i, 369q, 373b, 374b, 377a, 384b, 391a, 393a, 398d, 399a, 401a, 401i, 401q, 405b, 406b, 417a, 418b, 421a, 428d, 433a, 433q, 437b, 438b, 438d, 445a, 449a, 450b, 451a, 461a, 462d, 467a, 467i, 469a
writing support, 5.1: 23f, 49e, 53f, 77a, 85f, 103a, 109e, 113f, 133a, 139e, 139j, 143f, 169e, 5.2: 179f, 201e, 205f, 223a, 229e, 233f, 253a, 257e, 261f, 281a, 287e, 291f, 311a, 317e, 5.3: 327f, 347a, 353e, 357f, 381a, 391f, 415a, 423j, 427f, 441a, 447e, 451f, 467a, 473e, 5.4: 23f, 41a, 45e, 49f, 71a, 75e, 79f, 97a, 107f, 129a, 135e, 139f, 155a, 161e, 5.5: 171f, 191a, 197e, 201f, 219a, 227e, 249a, 255e, 259f, 277a, 283e, 287f, 305a, 311e, 5.6: 321f, 343e, 347f, 363a, 369e, 373f, 397a, 401e, 405f, 427a, 433e, 437f, 461a, 467e
on-level learners, all units SG•2–SG•6, SG•18–SG•22, SG•34–SG•38, SG•50–SG•54, SG•66–SG•70 5.1: 23b, 27a, 34d, 46d, 49j, 53b, 57a, 66d, 78d, 81j, 85b, 89a, 96d, 104d, 109j, 113b, 117a, 126d, 134d, 139j, 143b, 147a, 154d, 164d, 169j, 5.2: 179b, 183a, 190d, 198d, 201j, 205b, 209a, 214d, 224d, 229j, 233b, 237a, 244d, 254d, 257j, 261b, 265a, 272d, 282d, 287j, 291b, 295a, 302d, 312d, 317j, 5.3: 327b, 331a, 338d, 348d, 353j, 357b, 361a, 372d, 382d, 387j, 391b, 395a, 402d, 416d, 423j, 427b, 431a, 434d, 442d, 447j, 451b, 455a, 460d, 468d, 473j, 5.4: 23b, 27a, 34d, 42d, 45j, 49b, 53a, 62d, 72d, 75j, 79b, 83a, 90d, 98d, 103j, 107b, 111a, 118d, 130d, 135j, 139b, 143a, 148d, 156d, 161j, 5.5: 171b, 175a, 182d, 192d, 197j, 201b, 205a, 212d, 220d, 227j, 231b, 235a, 242d,
250d, 255j, 259b, 263a, 270d, 278d, 283j, 287b, 291a, 298d, 306d, 311j, 5.6: 321b, 325a, 330d, 340d, 343j, 347b, 351a, 356d, 364d, 369j, 373b, 377a, 384d, 398d, 401j, 405b, 409a, 418d, 428d, 433j, 437b, 441a, 450d, 462d, 467j
strategic intervention, all units SG•7–SG•11, SG•23–SG•27, SG•39–SG•43, SG•55–SG•59, SG•71–SG•75 comprehension support, 5.1: 31a, 33a, 41a, 47a, 65a, 73a, 97a, 99a,
105a, 107a, 129a, 135a, 137a, 149a, 155a, 157a, 159a, 161a, 173a, UR•9, UR•19, UR•29, 5.2: 193a, 199a, 213a, 243a, 249a, 255a, 277a, 283a, 303a, 309b, 313a, 321a, 5.3: 337a, 349a, 371a, 373a, 377a, 383a, 407a, 409a, 411a, 417a, 419a, 421a, 439e, 445a, 459a, 471a, 477a, 5.4: 55a, 59a, 61a, 65a, 67a, 69e, 73a, 87a, 89a, 93a, 99a, 101a, 117a, 125a, 127a, 131a, 133a, 157a, 159a, 165a, 5.5: 183a, 187a, 193a, 195a, 223a, 225a, 241a, 245a, 251a, 279a, 313a, 315a, 5.6: 341a, 359a, 361c, 365a, 367a, 381a, 383a, 389a, 393a, 399a, 449a, 453a, 455a, 457a, 463a
conventions support, 5.1: 43e, 75e, 101e, 131e, 161e, 5.2: 195e, 221e, 234d, 251e, 279e, 309e, 5.3: 345e, 379e, 413e, 5.4: 39e, 95e, 5.5: 189e, 217e, 247e, 275e, 303e, 5.6: 337e, 361e, 395d, 425e
research/study skill progress, 5.3: 465b, 5.5: 201b, 5.6: 395d, 429aset purpose, 5.1: 27a, 117a, 147a, 5.2: 183a, 265a, 295a, 5.3: 403a,
5.4: 27a, 53a, 83a, 5.5: 175a, 205a, 263a, 5.6: 377a, 409a, 441aspeaking and listening, 5.2: 315a, 5.3: 475a, 5.4: 113a, 121avocabulary/word analysis support, 5.1: 119a, 171a, UR•21, UR•31,
5.2: 225a, 234d, 247a, 307a, 319a, 5.3: 377a, 443a, 452d, 465e, 467c, 469a, 473i, 5.4: 43a, 123a, 135c, 153e, 163a, 5.5: 221a, 5.6: 469a
writing support, 5.1: 45c, 133c, 163a, 5.2: 197c, 223c, 254b, 281c, 317e, 5.3: 381c, 387e, 441c, 467c, 5.4: 41c, 71c, 75e, 97c, 103e, 129c, 155c, 5.5: 219c, 249c, 5.6: 339c, 363a, 427c, 433e, 461c, 467e, 471a
Access Text, 5.1: 26–41, 46–47, 56–73, 78–79, 88–99, 104–107, 116–129, 134–137, 146–159, 164–167, 5.2: 182–193, 198–199, 208–219, 224–227, 236–249, 254–255, 264–277, 282–285, 294–307, 312–315, 5.3: 330–343, 348–351, 360–377, 382–385, 394–411, 416–421, 430–437, 442–445, 454–463, 468–471, 5.4: 26–37, 42–43, 52–67, 72–73, 82–93, 98–101, 110–125, 130–133, 142–151, 156–159, 5.5: 174–187, 192–195, 204–215, 220–225, 234–245, 250–253, 262–273, 278–281, 290–301, 306–309, 5.6: 324–335, 340–341, 350–359, 364–367, 376–393, 398–399, 408–423, 428–431, 440–457, 462–465
Achieving English proficiency. See Access for All, ELL (English Language Learners) suggestions.
Acronyms. See Word analysis.Activate prior knowledge. See Content knowledge, Vocabulary
development.Adages. See Genres; Vocabulary skills/strategies.Adjectives, 5.5: 201d, 211c, 217e, 218–219, 219a, 227c, 227o, 227p,
5.6: 321d, 329c, 337e, 338–339, 339a, 343c, 343o, 343particles, 5.5: 201d, 211c, 217e, 218–219, 219a, 227c, 227o, 227pcomparative and superlative, 5.5: 259d, 269c, 275e, 276–277, 277a, 283c,
283o, 283pdemonstrative, 5.5: 231d, 241c, 247e, 248–249, 249a, 255c, 255o, 255p
Advanced learners. See Access for All.Adverbs, 5.5: 287d, 297c, 303e, 304–305, 305a, 311c, 311o, 311p, 5.6: 321d,
329c, 337e, 338–339, 339a, 343c, 343o, 343p
Advertisement. See Graphic sources, Listening, Speaking.Affixes. See Spelling, word analysis; Vocabulary skills/strategies, prefixes,
suffixes; Word analysis, prefixes, suffixes.
Afterword. See Genres.Alliteration. See Literary terms, Sound devices and poetic elements. Almanac. See Reference sources.
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Alphabetical order, 5.4: 69c
Amazing Words. See Content knowledge. Analysis. See Connections, making, text to text; Higher-order thinking
skills; Reading and Writing Across Texts; Research/study skills. Announcement. See Graphic sources, poster/announcement.
Answering questions. See Questioning.Antonyms, 5.1: 114e, 114–115, 124–125, 138–139, 139a, 139h, 5.3: 428e,
428–429, 432–433, 446–447, 447a, 447h, 5.4: 127c. See also Context clues for meaning, Vocabulary skills/strategies.
Apostrophe, 5.2: 205d, 221e, 229c, 229o, 5.5: 171d, 181c, 189e, 190–191, 197c, 197o, 197p
Application. See Graphic sources, order form/application.
Appreciating literature. See Literary response and appreciation, Response to literature.
Articles. See Adjectives.Asking questions. See Questioning.Assessment
classroom-based. “If/then” corrective feedback and progress monitoring opportunities occur throughout lessons and Guide Comprehension questions.
comprehension, 5.1: 49l–49m, 81l–81m, 109l–109m, 139l–139m, 169l–169m, 5.2: 201l–201m, 229l–229m, 257l–257m, 287l–287m, 317l–317m, 5.3: 353l–353m, 387l–387m, 423l–423m, 447l–447m, 473l–473m, 5.4: 45l–45m, 75l–75m, 103l–103m, 135l–135m, 161l–161m, 5.5: 197l–197m, 227l–227m, 255l–255m, 283l–283m, 311l–311m, 5.6: 343l–343m, 369l–369m, 401l–401m, 433l–433m, 467l–467m
fluency, 5.1: 49j–49k, 81j–81k, 109j–109k, 139j–139k, 169j–169k, 5.2: 201j–201k, 229j–229k, 257j–257k, 287j–287k, 317j–317k, 5.3: 353j–353k, 387j–387k, 423j–423k, 447j–447k, 473j–473k, 5.4: 45j–45k, 75j–75k, 103j–103k, 135j–135k, 161j–161k, 5.5: 197j–197k, 227j–227k, 255j–255k, 283j–283k, 311j–311k, 5.6: 343j–343k, 369j–369k, 401j–401k, 433j–433k, 467j–467k
formal, 5.1: 49o, 81o, 109o, 139o, 169o, 5.2: 201o, 229o, 257o, 287o, 317o, 5.3: 353o, 387o, 423o, 447o, 473o, 5.4: 45o, 75o, 103o, 135o, 161o, 5.5: 197o, 227o, 255o, 283o, 311o, 5.6: 343o, 369o, 401o, 433o, 467o
formative, 5.1: 48–49, 49g, 80–81, 81g, 108–109, 109g, 138–139, 139g, 168–169, 169g, 5.2: 200–201, 201g, 228–229, 229g, 256–257, 257g, 286–287, 287g, 316–317, 317g, 5.3: 352–353, 353g, 386–387, 387g, 422–423, 423g, 446–447, 447g, 472–473, 473g, 5.4: 44–45, 45g, 74–75, 75g, 102–103, 103g, 134–135, 135g, 160–161, 161g, 5.5: 196–197, 197g, 226–227, 227g, 254–255, 255g, 282–283, 283g, 310–311, 311g, 5.6: 342–343, 343g, 368–369, 369g, 400–401, 401g, 432–433, 433g, 466–467, 467g
progress monitoringfluency, 5.1: 48–49, 80–81, 108–109, 138–139, 168–169,
5.2: 200–201, 228–229, 256–257, 286–287, 316–317, 5.3: 352–353, 386–387, 422–423, 446–447, 472–473, 5.4: 44–45, 74–75, 102–103, 134–135, 160–161, 5.5: 196–197, 226–227, 254–255, 282–283, 310–311, 5.6: 342–343, 368–369, 400–401, 432–433, 466–467
oral vocabulary, 5.1: 21a, 49g, 51a, 81g, 83a, 109g, 111a, 139g, 141a, 169g, 5.2: 177a, 201g, 203a, 229g, 231a, 257g, 259a, 287g, 289a, 317g, 5.3: 325a, 353g, 355a, 387g, 389a, 423g, 425a, 447g, 449a, 473g, 5.4: 21a, 45g, 47a, 75g, 77a, 103g, 105a, 135g, 137a, 161g, 5.5: 169a, 197g, 199a, 227g, 229a, 255g, 257a, 283g, 285a, 311g, 5.6: 319a, 343g, 345a, 369g, 371a, 401g, 403a, 433g, 435a, 467g
retelling, 5.1: 43a, 75a, 101a, 131a, 161a, 5.2: 195a, 221a, 251a, 279a, 309a, 5.3: 345a, 379a, 413a, 439a, 465a, 5.4: 39a, 69a, 95a, 127a, 153a, 5.5: 189a, 217a, 247a, 275a, 303a, 5.6: 337a, 361a, 395a, 425a, 459a
scoring guide (rubric), 5.1: 43a, 45a, 75a, 77a, 101a, 103a, 131a, 133a, 161a, 163a, 5.2: 195a, 197a, 221a, 223a, 251a, 253a, 279a, 281a, 309a, 311a, 5.3: 345a, 347a, 379a, 381a, 413a, 415a, 439a, 441a, 465a, 467a, 5.4: 39a, 41a, 69a, 71a, 95a, 97a, 127a, 129a, 153a, 155a, 5.5: 189a, 191a, 217a, 219a, 247a, 249a, 275a, 277a, 303a, 305a, 5.6: 337a, 339a, 361a, 363a, 395a, 397a, 425a, 427a, 459a, 461a
self-assessment, 5.1: 49q, 81q, 109q, 139q, 169q, 5.2: 201q, 229q, 257q, 287q, 317q, 5.3: 353q, 387q, 423q, 447q, 473q, 5.4: 45q, 75q, 103q, 135q, 161q, 5.5: 197q, 227q, 255q, 283q, 311q, 5.6: 343q, 369q, 401q, 433q, 467q
spelling, 5.1: 49o, 81o, 109o, 139o, 169o, 5.2: 201o, 229o, 257o, 287o, 317o, 5.3: 353o, 387o, 423o, 447o, 473o, 5.4: 45o, 75o, 103o, 135o, 161o, 5.5: 197o, 227o, 255o, 283o, 311o, 5.6: 343o, 369o, 401o, 433o, 467o
writing, 5.1: 43a, 45a, 75a, 77a, 101a, 103a, 131a, 133a, 161a, 163a, 5.2: 195a, 197a, 221a, 223a, 251a, 253a, 279a, 281a, 309a, 311a, 5.3: 345a, 347a, 379a, 381a, 413a, 415a, 439a, 441a, 465a, 467a, 5.4: 39a, 41a, 69a, 71a, 95a, 97a, 127a, 129a, 153a, 155a, 5.5: 189a, 191a, 217a, 219a, 247a, 249a, 275a, 277a, 303a, 305a, 5.6: 337a, 339a, 361a, 363a, 395a, 397a, 425a, 427a, 459a, 461a
Assonance. See Literary terms, Sound devices and poetic elements.Atlas. See Reference sources.Author’s craft/style/language. See Literary craft.Author’s message. See Author’s purpose, Theme.Authors (of reading selections)
Abramson, Don, 5.3: 330–343Archbold, Rick, 5.5: 204–215Asch, Frank, 5.6: 471Ballard, Robert D., 5.5: 204–215Barrett, Victoria, 5.4: 72–73Baylor, Byrd, 5.4: 162Bial, Raymond, 5.5: 290–301Blair, Charles, 5.2: 312–315Brooks, Gwendolyn, 5.4: 43Cline-Ransome, Lesa, 5.1: 116–129 Clinton, Catherine, 5.2: 208–219Craft, Charlotte, 5.6: 376–393Cummings, Priscilla, 5.1: 26–41Deer, Lame, 5.2: 198–199Delacre, Lulu, 5.2: 182–193Diamond, Lydia R., 5.4: 110–125Dickinson, Emily, 5.2: 321Erdoes, Richard, 5.2: 198–199Fang, Linda, 5.2: 236–249Fisher, Lillian M., 5.4: 163Fleischman, Paul, 5.4: 26–37Florian, Douglas, 5.3: 476Foster, Richard, 5.3: 382–385Fraser, Mary Ann, 5.1: 146–159Fridell, Ron, 5.6: 324–335, 340–341Fritz, Jean, 5.3: 360–377George, Kristine O’Connell, 5.4: 164Giovanni, Nikki, 5.4: 165Hamilton, Jake, 5.3: 454–463Hamilton, Virginia, 5.4: 42Herford, Oliver, 5.3: 477Hill, Donna, 5.5: 220–225Jackson, Lenny, 5.5: 192–195Johnson, Angela, 5.4: 52–67Johnson, Georgia Douglas, 5.5: 312Kausal, Robert, 5.4: 98–101Kerley, Barbara, 5.3: 394–411Kumin, Maxine W., 5.1: 170–171Lear, Edward, 5.6: 470
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Lester, Julius, 5.3: 430–437Longfellow, Henry Wadsworth, 5.2: 294–307McClester, Cedric, 5.2: 318–319McKissack, Patricia and Frederick, 5.5: 313McLoughland, Beverly, 5.3: 475McManus, Patrick F., 5.5: 174–187Merriam, Eve, 5.2: 320Miller, Heather, 5.5: 306–309Mora, Pat, 5.6: 468Morton, Helen, 5.2: 282–285Nelson, Marilyn 5.3: 474Nichol, b.p., 5.5: 314–315Nolen, Jerdine, 5.1: 56–73Nye, Naomi Shihab, 5.1: 172–173O’Brien, Patrick, 5.6: 408–423 Ochoa, Ellen, 5.5: 234–245O’Dell, Scott, 5.1: 88–99Quinlan, Susan, 5.6: 350–359Roethke Theodore, 5.6: 469Settel, Joanne, 5.4: 82–93Smith, Charles R., Jr., 5.3: 442–445Soto, Gary, 5.4: 142–151Taylor, Debbie A., 5.6: 440–457, 462–465Tilton, Buck, 5.1: 104–107Trotter, Deborah W., 5.2: 264–277Trueit, Trudi Strain, 5.1: 78–79Verne, Jules, 5.5: 262–273 Wong, Janet S., 5.2: 321
Author’s perspective/viewpoint/bias, 5.1: 172–173, 5.2: 320–321. See also Literary craft.
Authors, programAfflerbach, PeterBlachowicz, CamilleBoyd, Candy DawsonIzquierdo, ElenaJuel, ConnieKame’enui, EdwardLeu, DonaldParatore, Jeanne R.Pearson, P. DavidSebesta, SamSimmons, DeborahTaffe, Susan WattsTatum, AlfredVaughn, SharonWixson, Karen Kring
Author’s purpose, 5.1: 42–43, 43a, 5.2: 186–187, 192–193, 220–221, 221a, 259c, 260–261, 268–269, 276–277, 278–279, 279a, 287h, 287l–287m, 289c, 290–291, 304–305, 308–309, 309a, 317h, 317l–317m, UR•38, UR•42, UR•43, UR•48, 5.3: 460–461, 5.4: 90–91, 5.5: 182–183, 229c, 230–231, 242–243, 246–247, 255h, 255l–255m, 272–273, UR•28, UR•32, UR•33
Autobiography. See Genres.
BBackground, build. See Background knowledge. Background knowledge, 5.2: 289c, 290–291, 296–297, 308–309, 309a,
UR•42, 5.5: 169c, 170–171, 176–177, 180–181, 188–189, 5.6: 435c, 436–437, 442–443, 454–455, 458–459, UR•52. See also Vocabulary development, activate prior knowledge.
Base words. See Word analysis.Bilingual students. See Access for All, ELL (English Language
Learners) suggestions.
Biography. See Genres.Book parts. See Parts of a book. Brochure. See Genres.
CCapitalization, 5.1: 143d, 153c, 161e, 162–163, 169c, 169o, 169p.
See also Writing process, proofread/edit.
Card catalog/library database. See Reference sources. Cause and effect, 5.1: 51c, 52–53, 58–59, 66–67, 72–73, 74–75, 81h,
81l–81m, 122–123, 128–129, 141c, 142–143, 148–149, 154–155, 156–157, 160–161, 169h, 169l–169m, UR•18, UR•22, UR•23, UR•48, UR•52, UR•53, 5.3: 342–343, 5.5: 257c, 258–259, 264–265, 270–271, 274–275, 283h, 283l–283m, UR•38, UR•42, UR•43
Central message of text. See Main idea and details, Theme.Character, 5.1: 21c, 22–23, 28–29, 34c, 36–37, 42–43, 43a, 49h, 49l–49m,
60–61, 70–71, 94–95, UR•8, UR•12, UR•13, 5.5: 169c, 170–171, 184–185, 186–187, 188–189, 197h, 197l–197m, UR•8, UR•12, UR•13
Character, Pillars of, 5.2: 193a, 5.4: 37a, 5.5: 245a
Chart/table. See Graphic sources. Choral reading. See Fluency, reading; Oral reading ability. Chronology. See Sequence; Story structure, sequence; Text structure,
sequence.
Classroom-based assessment. “If/then” corrective feedback and progress monitoring opportunities occur throughout lessons and Guide Comprehension questions.
Classroom management, 5.1: 20b–20e, 50b–50e, 82b–82e, 110b–110e, 140b–140e, 5.2: 176b–176e, 202b–202e, 230b–230e, 258b–258e, 288b–288e, 5.3: 324b–324e, 354b–354e, 388b–388e, 424b–424e, 448b–448e, 5.4: 20b–20e, 46b–46e, 76b–76e, 104b–104e, 136b–136e, 5.5: 168b–168e, 198b–198e, 228b–228e, 256b–256e, 284b–284e, 5.6: 318b–318e, 344b–344e, 370b–370e, 402b–402e, 434b–434e
Clauses, 5.1: 85d, 95c, 101e, 102–103, 103a, 109c, 109o, 109p–109q
Close reading, 5.1: 26–41, 46–47, 56–73, 78–79, 88–99, 104–107, 116–129, 134–137, 146–159, 164–167, 5.2: 182–193, 198–199, 208–219, 224–227, 236–249, 254–255, 264–277, 282–285, 294–307, 312–315, 5.3: 330–343, 348–351, 360–377, 382–385, 394–411, 416–421, 430–437, 442–445, 454–463, 468–471, 5.4: 26–37, 42–43, 52–67, 72–73, 82–93, 98–101, 110–125, 130–133, 142–151, 156–159, 5.5: 174–187, 192–195, 204–215, 220–225, 234–245, 250–253, 262–273, 278–281, 290–301, 306–309, 5.6: 324–335, 340–341, 350–359, 364–367, 376–393, 398–399, 408–423, 428–431, 440–457, 462–465
Colon, 5.6: 437d, 449c, 459e, 460–461, 461a, 467c, 467o, 467p
Commaintroductory phrases/words, 5.1: 85d, 5.6: 373d, 383c, 395e, 397a, 401c,
401o, 401p items in a series, 5.6: 373d, 383c, 395e, 397a, 401c, 401o, 401p
Communication, oral. See Listening, Speaking.Community, involvement of. See School-home connection.Compare and contrast, 5.2: 177c, 178–179, 188–189, 194–195, 201h,
201l–201m, 212–213, 231c, 232–233, 238–239, 246–247, 250–251, 257h, 257l–257m, 272–273, UR•8, UR•12, UR•28, UR•32, UR•33, 5.6: 371c, 372–373, 378–379, 386–387, 390–391, 394–395, 401h, 401l–401m, UR•28, UR•32
Composition. See Writing forms/products, Writing modes, Writing process, Writing traits.
Compound words, 5.1: 86c–86d, 109i, 5.3: 452c, 473i, 5.6: 322c, 343i, 438c, 467i. See also Spelling, word analysis; Word analysis.
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Comprehension skills, explicit/implicit instruction. See Author’s purpose; Cause and effect; Character; Compare and contrast; Conclusions, draw; Fact and opinion; Generalize; Graphic sources; Main idea and details; Plot; Sequence; Setting; Theme.
Comprehension strategies. See Background knowledge, Graphic and semantic organizers, Important ideas, Inferring, Monitor and clarify, Predict, Prereading strategies, Questioning, Story structure, Summarize, Text features, Text structure, Visualizing.
Computers, using. See Media literacy, creation of media; Technology; Writing, with technology.
Conclusions, draw, 5.4: 21c, 22–23, 30–31, 36–37, 38–39, 45h, 45l–45m, 58–59, 62–63, 66–67, 114–115, 124–125, 137c, 138–139, 146–147, 152–153, 161h, 161l–161m, UR•8, UR•12, UR•13, UR•48, UR•52, UR•53, 5.6: 319c, 320–321, 328–329, 332–333, 336–337, 343h, 343l–343m, 380–381, 384–385, 444–445, 452–453, 456–457, UR•8, UR•12, UR•13
Conjunctions, 5.6: 363a, 369pcoordinate 5.6: 347d, 355c, 361e, 369c, 369o correlative, 5.6: 369c, 369osubordinate, 5.6: 347d, 355c, 361e, 362–363, 369c, 369o
Connections, makingtext to self, 5.1: 42–43, 100–101, 5.2: 194–195, 5.3: 344–345, 378–379,
5.4: 38–39, 68–69, 126–127, 5.5: 188–189, 246–247, 5.6: 458–459text to text, 5.1: 46–47, 47a, 78–79, 79a, 106–107, 107a, 136–137, 137a,
5.2: 198–199, 199a, 250–251, 254–255, 255a, 278–279, 284–285, 285a, 314–315, 315a, 5.3: 350–351, 351a, 384–385, 385a, 420–421, 421a, 444–445, 445a, 5.4: 42–43, 43a, 72–73, 73a, 100–101, 101a, 132–133, 133a, 152–153, 5.5: 194–195, 195a, 224–225, 225a, 274–275, 280–281, 281a, 308–309, 309a, 5.6: 340–341, 341a, 360–361, 366–367, 367a, 394–395, 398–399, 399a, 424–425, 464–465, 465a
text to world, 5.1: 74–75, 160–161, 5.2: 220–221, 308–309, 5.3: 412–413, 438–439, 464–465, 5.4: 94–95, 5.5: 216–217, 302–303, 5.6: 336–337
See also Cross-curricular connections, Cross-text evaluation.
Connotation/denotation, 5.1: 114c, 139i, 5.3: 328c, 353i. See also Vocabulary skills/strategies; Word analysis, shades of meaning.
Content Knowledge Amazing Words, 5.1: 21a, 24b, 34b, 46b, 49f–49g, 51a, 54b, 66b, 78b,
81f–81g, 83a, 86b, 96b, 104b, 109f–109g, 111a, 114b, 126b, 134b, 139f–139g, 141a, 144b, 154b, 164b, 169f–169g, 5.2: 177a, 180b, 190b, 198b, 201f–201g, 203a, 206b, 214b, 224b, 229f–229g, 231a, 234b, 244b, 254b, 257f–257g, 259a, 262b, 272b, 282b, 287f–287g, 289a, 292b, 302b, 312b, 317f–317g, 5.3: 325a, 328b, 338b, 348b, 353f–353g, 355a, 358b, 372b, 382b, 387f–387g, 389a, 392b, 402b, 416b, 423f–423g, 425a, 428b, 434b, 442b, 447f–447g, 449a, 452b, 460b, 468b, 473f–473g, 5.4: 21a, 24b, 34b, 42b, 45f–45g, 47a, 50b, 62b, 72b, 75f–75g, 77a, 80b, 90b, 98b, 103f–103g, 105a, 108b, 118b, 130b, 135f–135g, 137a, 140b, 148b, 156b, 161f–161g, 5.5: 169a, 172b, 182b, 192b, 197f–197g, 199a, 202b, 212b, 220b, 227f–227g, 229a, 232b, 242b, 250b, 255f–255g, 257a, 260b, 270b, 278b, 283f–283g, 285a, 288b, 298b, 306b, 311f–311g, 5.6: 319a, 322b, 330b, 340b, 343f–343g, 345a, 348b, 356b, 364b, 369f–369g, 371a, 374b, 384b, 398b, 401f–401g, 403a, 406b, 418b, 428b, 433f–433g, 435a, 438b, 450b, 462b, 467f–467g
build oral language, 5.1: 20j, 24a, 34a, 46a, 49f, 50j, 54a, 66a, 78a, 81f, 82j, 86a, 96a, 104a, 109f, 110j, 114a, 126a, 134a, 139f, 140j, 144a, 154a, 164a, 169f, 5.2: 176j, 180a, 190a, 198a, 201f, 202j, 206a, 214a, 224a, 229f, 230j, 234a, 244a, 254a, 257f, 258j, 262a, 272a, 282a, 287f, 288j, 292a, 302a, 312a, 317f, 5.3: 324j, 328a, 338a, 348a, 353f, 354j, 358a, 372a, 382a, 387f, 388j, 392a, 402a, 416a, 423f, 424j, 428a, 434a, 442a, 447f, 448j, 452a, 460a, 468a, 473f, 5.4: 20j, 24a, 34a, 42a, 45f, 46j, 50a, 62a, 72a, 75f, 76j, 80a, 90a, 98a, 103f, 104j, 108a, 118a, 130a, 135f, 136j, 140a, 148a, 156a, 161f, 5.5: 168j, 172a, 182a, 192a, 197f, 198j, 202a, 212a, 220a, 227f, 228j, 232a, 242a,
250a, 255f, 256j, 260a, 270a, 278a, 283f, 284j, 288a, 298a, 306a, 311f, 5.6: 318j, 322a, 330a, 340a, 343f, 344j, 348a, 356a, 364a, 369f, 370j, 374a, 384a, 398a, 401f, 402j, 406a, 418a, 428a, 433f, 434j, 438a, 450a, 462a, 467f
build oral vocabulary, 5.1: 21a, 24b, 34b, 46b, 49g, 51a, 54b, 66b, 78b, 81g, 83a, 86b, 96b, 104b, 109g, 111a, 114b, 126b, 134b, 139g, 141a, 144b, 154b, 164b, 169g, 5.2: 177a, 180b, 190b, 198b, 201g, 203a, 206b, 214b, 224b, 229g, 231a, 234b, 244b, 254b, 257g, 259a, 262b, 272b, 282b, 287g, 289a, 292b, 302b, 312b, 317g, 5.3: 325a, 328b, 338b, 348b, 353g, 355a, 358b, 372b, 382b, 387g, 389a, 392b, 402b, 416b, 423g, 425a, 428b, 434b, 442b, 447g, 449a, 452b, 460b, 468b, 473g, 5.4: 21a, 24b, 34b, 42b, 45g, 47a, 50b, 62b, 72b, 75g, 77a, 80b, 90b, 98b, 103g, 105a, 108b, 118b, 130b, 135g, 137a, 140b, 148b, 156b, 161g, 5.5: 169a, 172b, 182b, 192b, 197g, 199a, 202b, 212b, 220b, 227g, 229a, 232b, 242b, 250b, 255g, 257a, 260b, 270b, 278b, 283g, 285a, 288b, 298b, 306b, 311g, 5.6: 319a, 322b, 330b, 340b, 343g, 345a, 348b, 356b, 364b, 369g, 371a, 374b, 384b, 398b, 401g, 403a, 406b, 418b, 428b, 433g, 435a, 438b, 450b, 462b, 467g
Context clues for meaning antonyms, 5.1: 114e, 114–115, 138–139, 139a, 5.3: 428e, 428–429,
446–447, 447ahomographs, 5.1: 24e, 24–25, 48–49, 49a, 49h, 5.6: 438e, 438–439,
450–451, 466–467, 467ahomonyms, 5.1: 54e, 54–55, 5.3: 392e, 392–393, 400–401, 423hidiom, 5.1: 80–81, 81a, 5.3: 422–423, 423a, 5.4: 24d, 74–75, 75a, 140c,
161i, 5.5: 232dmultiple–meaning words, 5.1: 144e, 144–145, 169h, 5.3: 328e, 328–329,
332–333, 353h, 5.5: 232e, 232–233, 236–237, 254–255, 255a, 255hsynonyms, 5.4: 80e, 80–81, 102–103, 103a, 103hunfamiliar words, 5.1: 92–93, 5.5: 202e, 5.2: 180e, 180–181, 190–191,
200–201, 201a, 201h, 262e, 262–263, 266–267, 287h, 5.4: 50e, 50–51, 60–61, 75h, 108e, 108–109, 122–123, 134–135, 135a, 135h, 5.5: 260e, 260–261, 268–269, 282–283, 283a, 283h, 5.6: 406e, 406–407, 414–415, 422–423, 432–433, 433a, 433h
See also Vocabulary skills/strategies.
Contractions, 5.5: 171d, 181c, 189e, 190–191, 191a, 197c, 197o, 197p. See also Apostrophe; Spelling, word analysis.
Contrasting. See Compare and contrast.Conventions of standard language. See Adjectives; Adverbs;
Apostrophe; Capitalization; Clauses; Colon; Comma; Conjunctions; Contractions; Dash; Exclamation mark; Hyphen; Italics; Nouns; Parentheses; Period; Prepositions; Pronouns; Question mark; Quotation marks; Semi-colon; Sentences; Subject/verb agreement; Underlining; Verbs; Writing process, proofread/edit.
Copyright page. See Parts of a book.Creative/dramatic activities. See Listening, Speaking. Critical thinking. See Higher-order thinking skills.Cross-curricular connections
science, 5.1: 24b, 35a, 46c–46d, 46–47, 47a, 69a, 71a, 78c–78d, 78–79, 79a, 104c–104d, 104–107, 107a, 5.3: 341a, 348c–348d, 348–351, 351a, 409a, 416c–416d, 416–421, 421a, 452b, 461a, 463a, 5.4: 85a, 87a, 91a, 93a, 98c–98d, 98–101, 101a, 156c–156d, 156–159, 159a, 5.5: 192c–192d, 192–195, 195a, 202b, 209a, 213a, 225a, 243a, 250c–250d, 250–253, 253a, 265a, 271a, 278c–278d, 278–281, 281a, 5.6: 327a, 333a, 340c–340d, 340–341, 341a, 355a, 357a, 364c–364d, 364–367, 367a
social studies, 5.1: 86b, 93a, 123a, 134c–134d, 134–137, 137a, 144b, 151a, 164c–164d, 164–167, 167a, 5.2: 185a, 191a, 198c–198d, 198–199, 199a, 215a, 224c–224d, 224–227, 227a, 241a, 249a, 254c–254d, 254–255, 255a, 271a, 273a, 282c–282d, 282–285, 285a, 297a, 299a, 303a, 312c–312d, 312–315, 315a, 5.3: 358b, 367a, 382c–382d,
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382–385, 385a, 433a, 435a, 442c–442d, 442–445, 445a, 5.4: 33a, 37a, 42c–42d, 42–43, 43a, 57a, 72c–72d, 72–73, 73a, 113a, 119a, 130c–130d, 130–133, 133a, 145a, 149a, 5.5: 177a, 179a, 220c–220d, 220–225, 225a, 295a, 299a, 306c–306d, 306–309, 309a, 5.6: 387a, 398c–398d, 398–399, 399a, 406b, 419a, 421a, 438b, 443a, 450d, 451a, 462c–462d, 462–465, 465a
Cross-text evaluation, 5.1: 40–41, 72–73, 98–99, 128–129, 158–159, 5.2: 192–193, 218–219, 248–249, 276–277, 306–307, 5.3: 342–343, 376–377, 410–411, 436–437, 462–463, 5.4: 36–37, 66–67, 92–93, 124–125, 150–151, 5.5: 186–187, 214–215, 244–245, 272–273, 300–301, 5.6: 334–335, 358–359, 392–393, 422–423, 456–457. See also Connections, making; Reading and Writing Across Texts.
Cross-textual comparisons. See Connections, making, text to text; Cross-text evaluation; Reading and Writing Across Texts.
Cultureorigin myth, 5.2: 254c–254d, 254–255, 255aword origins
French, 5.2: 206c, 229iRussian, 5.6: 348c, 369iSpanish, 5.2: 180c, 201i, 262c, 287i
words from many, 5.4: 23c, 33c, 39e, 45c, 45o
Cursive. See Handwriting.
DDash, 5.6: 449c, 459e, 467c, 467o
Decoding. See Word analysis. Denotation and connotation. See Connotation and denotation. Details. See Main idea and details. Develop language, 5.1: 29a, 71a, 97a, 123a, 155a, 5.2: 191a, 215a, 245a,
273a, 303a, 5.3: 339a, 369a, 403a, 432–433, 457a, 5.4: 31a, 57a, 91a, 119a, 145a, 5.5: 177a, 209a, 243a, 265a, 295a, 5.6: 327a, 353a, 389a, 413a, 451a
Diagram/scale drawing. See Graphic sources. Dialect. See Literary terms.Dialogue. See Literary terms.Dictionary/glossary
parts of speech, 5.1: 86e, 109a, 109h, 5.2: 229a, 229h, 5.5: 202e, 210–211, 227a, 227h, 5.6: 322e, 322–323, 326–327, 343a, 343h
pronunciation, 5.1: 86e, 86–87, 109a, 109h, 5.2: 206–207, 214–215, 229a, 229h, 5.5: 202e, 202–203, 210–211, 226–227, 227a, 227h, 5.6: 322e, 322–323, 326–327, 342–343, 343a, 343h
syllabication, 5.1: 86e, 86–87, 109a, 109h, 5.2: 218–219, 229a, 229h, 5.5: 202e, 210–211, 226–227, 227a, 227h, 5.6: 322e, 322–323, 326–327, 343a, 343h
unknown words, 5.1: 86e, 86–87, 92–93, 108–109a, 109h, 5.2: 206e, 206–207, 214–215, 218–219, 228–229, 229a, 229h, 5.5: 202e, 202–203, 210–211, 226–227, 227a, 227h, 5.6: 322e, 322–323, 326–327, 342–343, 343a, 343h
See also Reference sources; Vocabulary development, reference sources; Vocabulary skills/strategies.
Differentiated instruction. See Access for All.Directions, follow/give, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107,
107a, 5.4: 39c, 5.6: 337c. See also Genres, how-to-text, procedural text.
Discussion. See Listening, Speaking. Domain-specific words. See Academic vocabulary. Drama. See Genres. Dramatic activities. See Listening, Speaking. Drawing conclusions. See Conclusions, draw.
EElectronic information. See Media literacy, Technology.ELL (English Language Learners) suggestions. See Access for All.E-mail. See Genres; Technology, new literacies.
Encyclopedia. See Reference sources. Endings. See Spelling, word analysis; Vocabulary skills/strategies; Word
analysis. End punctuation. See Exclamation mark, Period, Question mark.English, conventions of. See Adjectives; Adverbs; Apostrophe;
Capitalization; Clauses; Colon; Commas; Conjunctions; Contractions; Dash; Exclamation mark; Hyphen; Italics; Nouns; Parentheses; Period; Prepositions; Pronouns; Question mark; Quotation marks; Semi-colon; Sentences; Subject/verb agreement; Underlining; Verbs; Writing process, proofread/edit.
Enjoyment of literature. See Literary response and appreciation.ESL (English as a Second Language). See Access for All, ELL (English
Language Learners) suggestions.
Essential message. See Main idea and details, Theme.Etymologies. See Vocabulary development; Vocabulary skills/
strategies, prefixes, root words, suffixes; Word analysis, prefixes, root words, Greek and Latin, suffixes, word origins.
Evaluate online sources. See Technology, skills for using technology.
Evaluation. See Assessment, Higher-order thinking skills.Evidence. See Text-based evidence. Exaggeration/hyperbole. See Literary terms. Exclamation mark, 5.1: 23d, 33c, 43e, 44–45, 49c, 49o, 49p
Expository text/article. See Genres, Text features.Expression/intonation. See Fluency, reading.
FFact and fiction. See Fact and opinion.Fact and opinion, 5.1: 111c, 112–113, 118–119, 126–127, 130–131, 139h,
139l–139m, UR•38, UR•42, UR•43, 5.3: 366–367, 374–375, 389c, 390–391, 396–397, 406–407, 412–413, 423h, 423l–423m, 435a, UR•28, UR•32, UR•33, 5.6: 403c, 404–405, 410–411, 416–417, 424–425, 433h, 433l–433m, UR•38, UR•42, UR•43
Family involvement. See School-home connection.Fiction. See Genres.Figurative language
exaggeration/hyperbole, 5.1: 54d, 81i, 5.4: 50d, 75Iidiom, 5.1: 114d, 139i, 5.3: 422–423, 423a, 5.4: 24d, 45i, 74–75, 75a,
140c, 161i, 5.5: 232d, 255imetaphor, 5.4: 80d, 103i, 164–165personification, 5.1: 69asimile, 5.1: 135a, 5.4: 140d, 161i, 5.5: 260d, 283iSee also Literary terms.
Fix-up strategies. See Monitor and clarify.Flashback. See Literary terms.Fluency, reading
accuracy, 5.1: 141b, 142–143, 144–145, 161b, 168–169, 5.2: 203b, 204–205, 206–207, 221b, 228–229, 5.3: 450–451, 452–453, 465b, 472–473, 5.4: 47b, 48–49, 50–51, 69b, 74–75, 5.5: 229b, 230–231, 232–233, 247b, 254–255, 5.6: 319b, 320–321, 322–323, 337b, 342–343
assessment, 5.1: 49j–49k, 81j–81k, 109j–109k, 139j–139k, 169j–169k, 5.2: 201j–201k, 229j–229k, 257j–257k, 287j–287k, 317j–317k, 5.3: 353j–353k, 387j–387k, 423j–423k, 447j–447k, 473j–473k, 5.4: 45j–45k, 75j–75k, 103j–103k, 135j–135k, 161j–161k,
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5.5: 197j–197k, 227j–227k, 255j–255k, 283j–283k, 311j–311k, 5.6: 343j–343k, 369j–369k, 401j–401k, 433j–433k, 467j–467k
choral reading, 5.1: 54–55, 75b, 131b, 5.2: 260–261, 262–263, 279b, 5.3: 326–327, 328–329, 345b, 356–357, 358–359, 379b, 5.4: 106–107, 108–109, 127b, 5.5: 260–261, 275b, 286–287, 288–289, 303b, 5.6: 322–323, 348–349, 361b, 425b
expression/intonation, 5.1: 21b, 22–23, 24–25, 43b, 48–49, 83b, 84–85, 86–87, 101b, 108–109, 5.2: 177b, 178–179, 180–181, 195b, 200–201, 231b, 232–233, 234–235, 251b, 256–257, UR•13, 5.3: 325b, 326–327, 328–329, 345b, 352–353, 449b, 5.4: 105b, 106–107, 108–109, 127b, 134–135, 5.5: 169b, 170–171, 172–173, 189b, 196–197, 199b, 200–201, 202–203, 217b, 226–227, 5.6: 435b, 436–437, 438–439, 459b, 466–467
modeling by teacher, 5.1: 21b, 49s, 22–23, 24–25, 43b, 51b, 81s, 52–53, 54–55, 75b, 83b, 84–85, 86–87, 101b, 111b, 112–113, 114–115, 131b, 141b, 142–143, 144–145, 161b, 5.2: 177b, 178–179, 180–181, 195b, 203b, 204–205, 206–207, 221b, 231b, 232–233, 234–235, 251b, 259b, 260–261, 262–263, 279b, 289b, 290–291, 292–293, 309b, 5.3: 325b, 326–327, 328–329, 345b, 355b, 356–357, 358–359, 379b, 389b, 390–391, 392–393, 413b, 425b, 426–427, 428–429, 439b, 449b, 450–451, 452–453, 465b, 5.4: 21b, 22–23, 24–25, 39b, 47b, 48–49, 50–51, 69b, 77b, 78–79, 80–81, 95b, 105b, 106–107, 108–109, 127b, 137b, 138–139, 140–141, 153b, 5.5: 169b, 170–171, 172–173, 189b, 199b, 200–201, 202–203, 217b, 229b, 230–231, 232–233, 247b, 257b, 258–259, 260–261, 275b, 285b, 286–287, 288–289, 303b, 5.6: 319b, 320–321, 322–323, 337b, 345b, 346–347, 348–349, 361b, 371b, 372–373, 374–375, 395b, 403b, 404–405, 406–407, 425b, 435b, 436–437, 438–439, 459b
paired reading, 5.1: 142–143, 144–145, 161b, 5.2: 180–181, 195b, 228–229, 256–257, 286–287, 5.3: 352–353, 386–387, 390–391, 392–393, 413b, 422–423, 446–447, 472–473, 5.4: 48–49, 50–51, 69b, 5.5: 196–197, 200–201, 202–203, 217b, 226–227, 254–255, 282–283, 310–311, 337b
phrasing, 5.1: 111b, 112–113, 114–115, 131b, 138–139, 5.2: 259b, 260–261, 262–263, 279b, 286–287, 5.3: 389b, 390–391, 392–393, 413b, 422–423, 477a, 5.4: 21b, 22–23, 24–25, 39b, 44–45, 137b, 138–139, 140–141, 153b, 160–161, 5.5: 257b, 258–259, 260–261, 262–263, 275b, 282–283, 5.6: 345b, 346–347, 348–349, 361b, 368–369, 389b, 390–391, 392–393, 403b, 404–405, 406–407, 413b, 425b, 432–433
punctuation cues, 5.1: 111b, 112–113, 114–115, 131b, 138–139, 5.2: 259b, 260–261, 262–263, 279b, 5.3: 389b, 392–393, 413b, 422–423, 5.4: 21b, 22–23, 24–25, 39b, 44–45, 137b, 138–139, 140–141, 153b, 160–161, 5.5: 257b, 258–259, 260–261, 275b, 282–283, 5.6: 345b, 346–347, 348–349, 361b, 368–369, 403b, 404–405, 432–433
rate, 5.1: 49j–49k, 51b, 52–53, 54–55, 75b, 80–81, 81j–81k, 109j–109k, 139j–139kk, 169j–169k, 5.2: 201j–201k, 229j–229k, 257j–257k, 287j–287k, 289b, 290–291, 292–293, 309b, 316–317, 317j–317k, 5.3: 353j–353k, 355b, 356–357, 358–359, 379b, 386–387, 387j–387k, 423j–423k, 425b, 426–427, 428–429, 439b, 446–447, 447j–447k, 473j–473k, 5.4: 45j–45k, 75j–75k, 77b, 78–79, 80–81, 95b, 102–103, 103j–103k, 135j–135k, 161j–161k, 5.5: 197j–197k, 227j–227k, 255j–255k, 283j–283k, 285b, 286–287, 288–289, 303b, 310–311, 311j–311k, 5.6: 343j–343k, 369j–369k, 371b, 372–373, 374–375, 395b, 400–401, 401j–401k, 433j–433k, 467j–467k
reread, 5.1: 22–23, 24–25, 43b, 52–53, 84–85, 86–87, 101b, 112–113, 114–115, UR•13, UR•23, 5.2: 178–179, 204–205, 206–207, 221b, 232–233, 234–235, 251b, 262–263, 290–291, 292–293, 309b, 5.3: 328–329, 345b, 392–393, 413b, 426–427, 428–429, 439b, 450–451, 452–453, 465b, 5.4: 22–23, 24–25, 39b, 48–49, 50–51, 69b, 78–79, 80–81, 95b, 106–107, 108–109, 127b, 138–139, 140–141, 153b, 5.5: 170–171, 172–173, 189b, 202–203, 217b, 230–231, 232–233, 247b, 258–259, 260–261, 275b, 288–289, 5.6: 320–321, 322–323, 337b, 346–347, 348–349, 372–373, 374–375, 395b, 404–405, 406–407, 425b, 436–437, 438–439, 459b
See also Independent Practice Stations, Oral reading ability.
Folk tale. See Genres.Following directions. See Directions, follow/give.Foreshadowing. See Literary terms.Format (of text). See Text features, Text structure. Formative assessment. See Assessment.Foundational skills. See Fluency, reading.
GGeneralize, 5.4: 47c, 48–49, 54–55, 68–69, 75h, 75l–75m, 105c, 106–107,
116–117, 118–119, 126–127, 135h, 135l–135m, 148–149, UR•18, UR•22, UR•23, UR•38, UR•42, UR•43, 5.5: 285c, 286–287, 292–293, 298–299, 302–303, 311h, 311l–311m, UR•48, UR•52, UR•53, 5.6: 334–335
Genres adage, 5.1: 168–169, 169a, 5.2: 286–287, 287a, 5.3: 352–353, 353a afterword, 5.6: 462c–462d, 462–465, 465aautobiography, 5.4: 142–151, 5.5: 192c–192d, 192–195, 195a,
5.6: 340c–340d, 340–341, 341abiography, 5.1: 116–129, 134c–134d, 134–137, 137a, 5.3: 360–377,
394–411brochure, 5.4: 130c–130d, 130–133, 133adrama, 5.2: 312c–312d, 312–315, 315a, 5.3: 330–343, 5.4: 110–125,
5.5: 278c–278d, 278–281, 281ae-mail, 5.1: 164c–164d, 164–167, 167aexpository text/article, 5.1: 78c–78d, 78–79, 79a, 146–159,
5.3: 416c–416d, 416–421, 421a, 430–437, 454–463, 5.4: 82–93, 98c–98d, 98–101, 101a, 5.5: 204–215, 234–245, 290–301, 5.6: 324–335, 350–359, 408–423, 462c–462d, 462–465, 465a
fiction, 5.4: 26–37, 5.5: 174–187folk tale, 5.2: 236–249graphic sources, 5.6: 364c–364d, 364–367, 367ahistorical fiction, 5.3: 382c–382d, 382–385, 385a, 5.5: 220c–220d,
220–225, 225a, 306c–306d, 306–309, 309ahow-to text, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107, 107ahumorous fiction, 5.5: 174–187interview, 5.3: 416c–416d, 416–421, 421alegend, 5.2: 198c–198d, 198–199, 199aliterary nonfiction, 5.2: 208–219myth, 5.2: 254c–254d, 254–255, 255a, 282c–282d, 282–285, 285a,
5.6: 376–393, 398c–398d, 398–399, 399anovel excerpt, 5.1: 88–99, 5.5: 262–273online directories, 5.5: 250c–250d, 250–253, 253aonline sources, 5.4: 156c, 156d, 156–159, 159a, 5.6: 428c–428d,
428–431, 431aorigin myth, 5.6: 398c–398d, 398–399, 399apersuasive essay, 5.4: 72c–72d, 72–73, 73apersuasive text, 5.3: 345c, 348c–348d, 348–351, 351a, 5.4: 72c–72d,
72–73, 73a, 130c–130d, 130–133, 133aplay, 5.2: 312c, 312–315, 315a, 5.3: 330–343, 5.4: 110–125,
5.5: 278c–278d, 278–281, 281apoetry, 5.1: 170–171, 172–173, 5.2: 294–307, 318–319, 320–321,
5.3: 442c–442d, 442–445, 445a, 474–475, 476–477, 5.4: 42c–42d, 42–43, 43a, 162–163, 164–165, 5.5: 312–313, 314–315, 5.6: 468–469, 470–471
procedural text. See Genres, how-to text.realistic fiction, 5.1: 26–41, 5.2: 182–193, 264–277, 5.4: 52–67,
5.6: 440–457search engine, 5.3: 468c–468d, 468–471, 471a tall tale, 5.1: 56–73Web site, 5.2: 224c–224d, 224–227, 227a
Gifted students. See Access for All, advanced learners.
Glossary. See Dictionary/glossary, Parts of a book.
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Goal and outcome. See Plot, Story structure. Grammar and usage. See Adjectives; Adverbs; Clauses; Conjunctions;
Contractions; Nouns; Prepositions; Pronouns; Sentences; Subject/verb agreement; Verbs.
Grammar reference book. See Reference sources, handbook.
Graph. See Graphic sources.Graphic and semantic organizers
as comprehension tool, 5.1: 22–23, 52–53, 78c, 84–85, 104c, 112–113, 142–143, 5.2: 178–179, 198c, 204–205, 224c, 232–233, 254c, 260–261, 290–291, 312c, 5.3: 326–327, 348c, 356–357, 382c, 390–391, 416c, 426–427, 442c, 450–451, 5.4: 22–23, 42c, 48–49, 78–79, 98c, 106–107, 130c, 138–139, 156c, 5.5: 170–171, 200–201, 220c, 230–231, 258–259, 278c, 286–287, 306c, 5.6: 320–321, 340c, 346–347, 372–373, 398c, 404–405, 436–437
as concept development tool, 5.1: 20–21, 24b, 34b, 46b, 49f, 50–51, 54b, 66b, 78b, 81f, 82–83, 86b, 96b, 104b, 109f, 110–111, 114b, 126b, 134b, 139f, 140–141, 144b, 154b, 164b, 169f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.2: 176–177, 180b, 190b, 198b, 201f, 202–203, 206b, 214b, 224b, 229f, 230–231, 234b, 244b, 254b, 257f, 258–259, 262b, 272b, 282b, 287f, 288–289, 292b, 302b, 312b, 317f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.3: 324–325, 328b, 338b, 348b, 353f, 354–355, 358b, 372b, 382b, 387f, 388–389, 392b, 402b, 416b, 423f, 424–425, 428b, 434b, 442b, 447f, 448–449, 452b, 460b, 468b, 473f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.4: 20–21, 24b, 34b, 42b, 45f, 46–47, 50b, 62b, 72b, 75f, 76–77, 80b, 90b, 98b, 103f, 104–105, 108b, 118b, 130b, 135f, 136–137, 140b, 148b, 156b, 161f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.5: 168–169, 172b, 182b, 192b, 197f, 198–199, 202b, 212b, 220b, 227f, 228–229, 232b, 242b, 250b, 255f, 256–257, 260b, 270b, 278b, 283f, 284–285, 288b, 298b, 306b, 311f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.6: 318–319, 322b, 330b, 340b, 343f, 344–345, 348b, 356b, 364b, 369f, 370–371, 374b, 384b, 398b, 401f, 402–403, 406b, 418b, 428b, 433f, 434–435, 438b, 450b, 462b, 467f, UR•6, UR•16, UR•26, UR•36, UR•46
as research/study skill tool, 5.1: 33d, 95d, 125d, 153d, 164c, 5.2: 189d, 243d, 5.3: 401d, 413d, 433d, 465d, 468c, 5.5: 250c, 5.6: 428c
as vocabulary/word analysis tool, 5.1: 24c, 54c, 86c, 144c, 5.2: 180c, 206c, 262c, 292c, 5.3: 358c, 392c, 452c, 5.4: 24c, 50c, 80c, 108c, 140c, 5.5: 172c, 232c, 260c, 288c, 5.6: 322c, 348c, 374c, 438c
as writing tool, 5.2: 213d, 271d, 5.3: 459d, 5.4: 33d, 61d, 117d, 5.5: 181d, 241d, 297d, 5.6: 329d, 355d, 383d
types cause and effect map 5.1: 52–53column chart, 5.1: 24c, 125d, 144c, 5.2: 178–179, 232–233, 271d,
292c, 5.3: 413d, 442c, 465d, 5.4: 24c, 42c, 61d, 108c, 140c, 5.5: 172c, 232c, 288c, 5.6: 329d, 372–373, 374c, 404–405
concept map, 5.1: 20–21, 24b, 34b, 46b, 49f, 50–51, 54b, 66b, 78b, 81f, 82–83, 86b, 96b, 104b, 109f, 110–111, 114b, 126b, 134b, 139f, 140–141, 144b, 154b, 164b, 169f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.2: 176–177, 180b, 190b, 198b, 201f, 202–203, 206b, 214b, 224b, 229f, 230–231, 234b, 244b, 254b, 257f, 258–259, 262b, 272b, 282b, 287f, 288–289, 292b, 302b, 312b, 317f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.3: 324–325, 328b, 338b, 348b, 353f, 354–355, 358b, 372b, 382b, 387f, 388–389, 392b, 402b, 416b, 423f, 424–425, 428b, 434b, 442b, 447f, 448–449, 452b, 460b, 468b, 473f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.4: 20–21, 24b, 34b, 42b, 45f, 46–47, 50b, 62b, 72b, 75f, 76–77, 80b, 90b, 98b, 103f, 104–105, 108b, 118b, 130b, 135f, 136–137, 140b, 148b, 156b, 161f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.5: 168–169, 172b, 182b, 192b, 197f, 198–199, 202b, 212b, 220b, 227f, 228–229, 232b, 242b, 250b, 255f, 256–257, 260b, 270b, 278b, 283f, 284–285, 288b, 298b, 306b, 311f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.6: 318–319,
322b, 330b, 340b, 343f, 344–345, 348b, 356b, 364b, 369f, 370–371, 374b, 384b, 398b, 401f, 402–403, 406b, 418b, 428b, 433f, 434–435, 438b, 450b, 462b, 467f, UR•6, UR•16, UR•26, UR•36, UR•46
KWL chart, 5.6: 440–441list, 5.1: 104cplot map, 5.1: 22–23sequence chart, 5.2: 204–205, 326–327T-chart, 5.1: 54c, 78c, 86c, 95d, 153d, 5.2: 180c, 189d, 206c, 213d,
243d, 262c, 5.3: 348c, 358c, 382c, 392c, 401d, 433d, 452c, 459d, 468c, 5.4: 33d, 50c, 80c, 98c, 117d, 5.5: 181d, 241d, 260c, 306c, 5.6: 322c, 348c, 355d, 383d, 398c, 428c, 438c
Venn diagram, 5.1: 164c, 5.2: 224c, 254c, 312c, 416c, 5.4: 156c, 5.5: 250c, 278c, 5.6: 340c
web, 5.1: 33d, 84–85, 112–113, 142–143, 5.2: 198c, 260–261, 290–291, 5.3: 326–327, 390–391, 426–427, 450–451, 5.4: 22–23, 48–49, 78–79, 106–107, 130c, 138–139, 5.5: 170–171, 200–201, 220c, 230–231, 258–259, 286–287, 297d, 5.6: 320–321, 346–347, 436–437
Graphic sources advertisement, 5.3: 345cchart/table, 5.1: 78c, 78–79, 5.3: 450–451, 465c, 473h, UR•48, UR•52,
UR•53, 5.4: 78–79, 103h, 103l–103m, UR•28, UR•32, UR•33, 5.5: 189c, 200–201, 227h, 227l–227m, UR•18
diagram/scale drawing, 5.1: 78c, 5.3: 450–451, 465c, 473h, 5.4: 78–79, 103h, 103l–103m, UR•28, UR•32, 5.5: 275c
graph, 5.1: 78c, 5.3: 465c, UR•48, UR•52, UR•53, 5.4: 153c, 5.5: 189c, 200–201, 227h, 303d, 311b, UR•18
illustration/photograph, 5.1: 78c, 150–151, 5.2: 309c, 5.3: 449c, 450–451, 456–457, 464–465, 473h, 473l–473m, UR•48, UR•52, UR•53, 5.4: 39c, 77c, 78–79, 84–85, 92–93, 94–95, 95c, 103h, UR•28, UR•32, 5.5: 189c, 200–201, 227h, 238–239, 240–241, 296–297, UR•18
map/globe, 5.1: 78c, 5.3: 465c, 5.4: 103h, UR•28, UR•32, 5.5: 199c, 200–201, 227h, UR•18, UR•22, 5.6: 425c
order form/application, 5.6: 395cposter/announcement, 5.6: 459cschedule, 5.3: 413csymbol, 5.3: 465ctime line, 5.1: 78c, 134c, 5.3: 465c, 5.5: 206–207, 216–217, UR•23,
5.6: 361c, 364cwarning label, 5.4: 39cSee also Research/study skills, Genres.
Greek and Latin roots. See Spelling, word analysis; Vocabulary skills/strategies; Word analysis.
Grouping students for instruction. See Small Group Time.
HHandbook. See Reference sources.Handwriting, 5.1: 23d, 53d, 85d, 113d, 143d, 5.2: 179d, 205d, 233d, 261d,
291d, 5.3: 327d, 357d, 391d, 427d, 451d, 5.4: 23d, 49d, 79d, 107d, 139d, 5.5: 171d, 201d, 231d, 259d, 287d, 5.6: 321d, 347d, 373d, 405d, 437d
Higher-order thinking skillsanalysis, 5.1: 28–29, 30–31, 32–33, 34c, 34–35, 40–41, 58–59, 63a, 64–65,
65a, 66c, 66–67, 68–69, 69a, 71a, 79a, 94–95, 96c, 98–99, 105a, 107a, 120–121, 121a, 126c, 127a, 129a, 135a, 137a, 152–153, 153a, 154c, 155a, 157a, 165a, 167a, 173a, 5.2: 190c, 190–191, 199a, 211a, 213a, 214c, 214–215, 217a, 227a, 238–239, 241a, 242–243, 243a, 244–245, 246–247, 248–249, 255a, 266–267, 267a, 268–269, 269a, 271a, 272c, 272–273, 276–277, 283a, 296–297, 297a, 298–299, 299a, 302c, 304–305, 306–307, 307a, 313a, 315a, 321a, 332–333, 5.3: 332–333, 334–335, 336–337, 338–339, 340–341, 365a, 371a, 376–377, 383a, 385a, 397a, 398–399, 399a, 402c, 403a, 404–405, 406–407, 407a, 408–409, 409a, 417a, 419a, 434–435, 435a, 443a,
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445a, 458–459, 460c, 460–461, 462–463, 469a, 471a, 477a, 5.4: 28–29, 30–31, 32–33, 34c, 34–35, 43a, 57a, 58–59, 59a, 60–61, 62c, 63a, 64–65, 73a, 84–85, 85a, 86–87, 87a, 88–89, 89a, 90c, 90–91, 91a, 99a, 101a, 112–113, 114–115, 117a, 118c, 118–119, 120–121, 122–123, 123a, 131a, 133a, 144–145, 146–147, 147a, 149a, 157a, 159a, 165a, 5.5: 176–177, 178–179, 180–181, 182c, 182–183, 186–187, 193a, 195a, 208–209, 210–211, 212–213, 221a, 223a, 225a, 236–237, 237a, 238–239, 240–241, 241a, 243a, 245a, 251a, 253a, 264–265, 266–267, 267a, 268–269, 269a, 270c, 270–271, 272–273, 279a, 292–293, 294–295, 298c, 298–299, 299a, 307a, 309a, 315a, 5.6: 328–329, 330–331, 334–335, 341a, 352–353, 354–355, 355a, 356c, 356–357, 357a, 358–359, 367a, 378–379, 380–381, 382–383, 383a, 384c, 384–385, 385a, 386–387, 388–389, 390–391, 391a, 392–393, 399a, 410–411, 411a, 412–413, 414–415, 417a, 418c, 418–419, 420–421, 421a, 423a, 429a, 431a, 442–443, 443a, 444–445, 446–447, 449a, 450c, 450–451, 452–453, 454–455, 456–457, 463a, 471a
evaluation, 5.1: 34c, 36–37, 47a, 66c, 67a, 91a, 92–93, 96c, 96–97, 99a, 118–119, 119a, 135a, 137a, 154–155, 158–159, 165a, 167a, 5.2: 188–189, 190–191, 199a, 225a, 227a, 244c, 255a, 270–271, 285a, 303a, 315a, 321a, 5.3: 332–333, 342–343, 349a, 363a, 367a, 370–371, 374–375, 383a, 385a, 411a, 419a, 434–435, 437a, 443a, 445a, 459a, 460c, 469a, 471a, 477a, 5.4: 34c, 43a, 54–55, 56–57, 90c, 93a, 119a, 124–125, 133a, 148c, 5.5: 176–177, 195a, 206–207, 207a, 212c, 213a, 214–215, 239a, 242c, 242–243, 251a, 253a, 265a, 271a, 281a, 296–297, 5.6: 326–327, 330c, 341a, 353a, 359a, 365a, 386–387, 399a, 414–415, 416–417, 419a, 429a, 445a, 471a
inference, 5.1: 70–71, 90–91, 105a, 107a, 122–123, 126c, 126–127, 128–129, 150–151, 151a, 154c, 156–157, 5.2: 192–193, 212–213, 225a, 240–241, 244c, 272c, 273a, 274–275, 300–301, 302c, 302–303, 5.3: 338c, 338–339, 349a, 351a, 364–365, 368–369, 372c, 372–373, 402c, 402–403, 432–433, 434c, 461a, 5.4: 28–29, 32–33, 36–37, 55a, 56–57, 58–59, 61a, 62–63, 64–65, 65a, 84–85, 93a, 113a, 116–117, 148–149, 150–151, 165a, 5.5: 180–181, 182c, 186–187, 209a, 211a, 212c, 212–213, 215a, 237a, 264–265, 297a, 298–299, 5.6: 330c, 332–333, 365a, 379a, 381a, 387a, 389a, 415a, 418–419, 450–451, 465a
synthesis, 5.1: 35a, 38–39, 40–41, 60–61, 62–63, 72–73, 79a, 93a, 95a, 98–99, 123a, 124–125, 125a, 128–129, 148–149, 158–159, 159a, 165a, 5.2: 184–185, 186–187, 190c, 192–193, 210–211, 216–217, 218–219, 239a, 248–249, 276–277, 277a, 283a, 285a, 301a, 306–307, 313a, 5.3: 334–335, 338c, 340–341, 342–343, 349a, 362–363, 366–367, 369a, 373a, 376–377, 396–397, 400–401, 401a, 410–411, 417a, 419a, 421a, 436–437, 456–457, 457a, 462–463, 469a, 471a, 5.4: 30–31, 36–37, 54–55, 60–61, 61a, 62c, 62–63, 64–65, 66–67, 86–87, 92–93, 99a, 115a, 118c, 120–121, 121a, 122–123, 124–125, 131a, 145a, 148c, 150–151, 159a, 165a, 5.5: 182–183, 184–185, 186–187, 214–215, 223a, 242c, 244–245, 264–265, 268–269, 270c, 272–273, 273a, 281a, 293a, 295a, 298c, 300–301, 301a, 307a, 5.6: 326–327, 334–335, 352–353, 358–359, 367a, 378–379, 392–393, 393a, 413a, 418c, 422–423, 431a, 442–443, 447a, 448–449, 450c, 451a, 452–453, 453a, 454–455, 456–457, 457a, 463a, 465a
Historical fiction. See Genres.Home-school connection. See School-home connection.Homework. See School-home connection.Homographs, 5.1: 24e, 24–25, 32–33, 48–49, 49a, 49h, 5.6: 438e, 438–439,
450–451, 466–467, 467a, 467h. See also Context clues for meaning, Vocabulary skills/strategies.
Homonyms, 5.1: 54e, 54–55, 62–63, 71a, 81h, 5.3: 392e, 392–393, 400–401, 423h. See also Context clues for meaning, Vocabulary skills/strategies.
Homophones. See Spelling, meaning relationships.
How-to text. See Genres. Humor. See Literary terms.
Humorous fiction. See Genres. Hyperbole. See Figurative language; Literary terms, exaggeration/
hyperbole.
Hyphen, 5.6: 437d, 449c, 459e, 467c, 467o, 467p
IIdeas, important. See Important ideas.Idioms. See Context clues for meaning, Figurative language, Literary
terms, Vocabulary skills/strategies.Illustrations. See Graphic sources, Text features.Imagery. See Literary terms. Implied message. See Main idea and details, Theme.Important ideas, 5.3: 449c, 450–451, 458–459, 464–465, UR•52, 5.4: 77c,
78–79, 86–87, 94–95, UR•32, 5.6: 319c, 320–321, 330–331, 336–337, UR•12
Independent Practice Stations comprehension, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i,
5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i
fluency, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i
phonics/word analysis, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i
spelling, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i
vocabulary, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i
writing, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i
Independent Reading, 5.1: 20i, 50i, 82i, 110i, 140i, 5.2: 176i, 202i, 230i, 258i, 288i, 5.3: 324i, 354i, 388i, 424i, 448i, 5.4: 20i, 46i, 76i, 104i, 136i, 5.5: 168i, 198i, 228i, 256i, 284i, 5.6: 318i, 344i, 370i, 402i, 434i
Index. See Parts of a book. Inferring, 5.1: 83c, 84–85, 98–99, 100–101, 5.2: 203c, 204–205, 216–217,
220–221, 5.5: 199c, 200–201, 208–209, 212–213, 216–217. See also Higher–order thinking skills.
Inflected endings. See Spelling, word analysis; Vocabulary skills/strategies; Word analysis.
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Informational text. See Genres, expository text/article.
Instruction manual. See Reference Sources.Instructions. See Directions, follow/give; Genres, how-to text,
procedural text.
Integrated curriculum. See Cross-curricular connections, Independent Practice Stations.
Internet (as reference source). See Technology, new literacies.
Intervention. See Access for All, strategic intervention.
Interview. See Genres, Listening, Speaking. Italics, 5.6: 437d, 449c, 459e, 467c, 467o, 467p
JJargon. See Literary terms.Journal. See Logs, strategy response; Writing forms/products.Judgments, making. See Author’s purpose; Conclusions, draw; Fact
and opinion; Generalize; Inferring; Predict.
KKWL reading strategy, 5.6: 440–441, 462b
LLanguage arts. See Capitalization, all Grammar and usage listings,
Independent Practice Stations, Listening, all Punctuation listings, Speaking, Spelling, all Writing categories.
Language, oral. See Content knowledge, build oral language; Fluency, reading; Listening; Oral reading ability; Speaking.
Latin and Greek root words. See Spelling, word analysis; Vocabulary skills/strategies, root words; Word analysis, root words.
Learning centers. See Independent Practice Stations.Legend. See Genres.Less-able readers. See Access for All, strategic intervention.
Levels of thinking. See Higher-order thinking skills.Life, text’s relation to. See Connections, making.Limited English proficient students. See Access for All, ELL (English
Language Learners) suggestions.
Listening advertisement, 5.3: 472–473, 473aadvice, 5.4: 134–135, 135adebate, 5.5: 310–311, 311a, 5.6: 342–343, 343adescription, 5.4: 102–103, 103adirections, 5.5: 446–447, 447adiscussion, 5.1: 20j, 23a, 23f, 24a, 33e, 34a, 45c, 46a, 46d, 49g, 49q, 50j,
53a, 53f, 54a, 65e, 66a, 77c, 78d, 81e, 81g, 81q, 82j, 85a, 85f, 86a, 95e, 96a, 103c, 104d, 109e, 109g, 109q, 110j, 113a, 113f, 114a, 125e, 126a, 133c, 134d, 139e, 139g, 139q, 140j, 143a, 143f, 144a, 153e, 154a, 163c, 164a, 164d, 169e, 169g, 169q, 5.2: 176j, 179a, 179f, 180a, 189e, 190a, 197c, 198a, 198d, 201e, 201g, 201q, 202j, 205a, 205f, 206a, 213e, 214a, 223c, 224d, 229e, 229g, 229q, 230j, 233a, 233f, 234a, 243e, 244a, 253c, 254a, 254d, 257e, 257q, 258j, 261a, 261f, 262a, 271e, 272a, 281c, 282a, 282d, 287e, 287g, 287q, 288j, 291a, 291f, 292a, 301e, 302a, 311c, 312a, 312d, 317e, 317g, 317q, 5.3: 324j, 327a, 327f, 328a, 337e, 338a, 347c, 348a, 348d, 353e, 353g, 353q, 354j, 357a, 357f, 358a, 371e, 372a, 381c, 382a, 382d, 387e, 387g, 387q, 388j, 391a, 391f, 392a, 401e, 402a, 415c, 416a, 416d, 423e, 423g, 423q, 424j, 427a, 427f, 428a, 433e, 434a, 441c, 442a, 442d, 447e, 447g, 447q, 448j, 451a, 451f, 452a, 459e, 460a, 467c, 468a, 468d, 473e, 473g, 473q, 5.4: 20j, 23a, 23f, 24a, 33e, 34a,
41c, 42a, 42d, 45e, 45g, 45q, 46j, 49a, 49f, 50a, 61e, 62a, 71c, 72a, 72d, 75e, 75g, 75q, 76j, 79a, 79f, 80a, 89e, 90a, 97c, 98a, 98c, 103e, 103g, 103q, 104j, 107a, 107f, 108a, 117e, 118a, 129c, 130a, 130b, 130d, 135e, 135g, 135q, 136j, 139a, 139f, 140a, 147e, 148a, 155c, 156a, 156d, 161e, 161q, 5.5: 168j, 171a, 171f, 172a, 181e, 182a, 191c, 192a, 192d, 197e, 197g, 197q, 198j, 201a, 201f, 202a, 211e, 212a, 219c, 220a, 220d, 227e, 227g, 227q, 228j, 231a, 231f, 233a, 241e, 242a, 249c, 250a, 250d, 255e, 255g, 255q, 256j, 259a, 259f, 260a, 269e, 270a, 277c, 278a, 278d, 283e, 283g, 283q, 284j, 287a, 287f, 288a, 297e, 298a, 305c, 306a, 306d, 311e, 311g, 311q, 5.6: 318j, 321a, 321f, 322a, 329e, 330a, 339c, 340a, 340d, 343e, 343g, 343q, 344j, 347a, 347f, 348a, 356a, 363c, 364a, 364d, 369e, 369g, 369q, 370j, 373a, 373f, 374a, 383e, 384a, 397c, 398a, 398d, 401e, 401g, 401q, 402j, 405a, 405f, 406a, 417e, 418a, 427c, 428a, 428d, 433e, 433g, 433q, 434j, 437a, 437f, 438a, 449e, 450a, 461c, 462d, 467e, 467g, 467q
documentary, 5.2: 316–317, 317adramatization, 5.5: 196–197, 197afiction, interpret, 5.5: 282–283, 283ahow-to demonstration, 5.1: 108–109, 109a, 5.4: 44–45, 45ainformational speech, 5.2: 228–229, 229ainterview, 5.1: 48–49, 49a, 5.4: 160–161, 161a, 5.6: 368–369, 369aintroduction, 5.3: 422–423, 423ajob advertisement, 5.1: 168–169, 169anewscast, 5.3: 386–387, 387a, 5.5: 226–227, 227a, 5.6: 432–433, 433apanel discussion, 5.2: 286–287, 287aplay review, 5.3: 352–353, 353apresentation, 5.1: 49n, 81n, 109n, 139n, 169n, 5.2: 201n, 229n, 257n,
287n, 317n, 5.3: 353n, 387n, 423n, 447n, 473n, 5.4: 45n, 75n, 103n, 135n, 161n, 5.5: 197n, 227n, 255n, 283n, 311n, 5.6: 343n, 369n, 401n, 433n, 467n
questions, pose and respond to, 5.1: 42–43, 48–49, 49a, 49n, 74–75, 80–81, 81a, 81n, 100–101, 109n, 130–131, 139n, 160–161, 169n, 5.2: 194–195, 201a, 201n, 220–221, 229n, 250–251, 257n, 278–279, 287a, 287n, 308–309, 316–317, 317n, 5.3: 325a, 344–345, 353n, 355a, 378–379, 387n, 412–413, 422–423, 423a, 423n, 438–439, 439b, 439c, 446–447, 447n, 451a–451b, 452a–452b, 464–465, 473n, 5.4: 38–39, 45n, 68–69, 75n, 94–95, 103n, 126–127, 135n, 152–153, 160–161, 161a, 161n, 5.5: 188–189, 197n, 216–217, 227n, 246–247, 255n, 274–275, 283n, 302–303, 311n, 5.6: 336–337, 343n, 360–361, 368–369, 369a, 369n, 394–395, 401n, 424–425, 433n, 458–459, 467n
read-alouds, 5.1: 21a–21b, 49s, 51a–51b, 81s, 83a–83b, 111a–111b, 141a–141b, 173c, 5.2: 177a–177b, 201s, 203a–203b, 229s, 231a–231b, 257s, 259a–259b, 289a–289b, 5.3: 325a–325b, 353s, 355a–355b, 389a–389b, 423s, 425a–425b, 449a–449b, 477c, 5.4: 21a–21b, 45s, 47a–47b, 77a–77b, 105a–105b, 135s, 137a–137b, 5.5: 169a–169b, 197s, 199a–199b, 277s, 229a–229b, 257a–257b, 283s, 285a–285b, 315c, 5.6: 319a–319b, 345a–345b, 371a–371b, 403a–403b, 435a–435b
Readers’ Theater, 5.2: 256–257, 257a, 5.6: 466–467, 467aspeech, persuasive, 5.4: 74–75, 75asportscast, 5.1: 138–139, 139astorytelling, 5.1: 80–81, 81a, 5.5: 254–255, 255a, 5.6: 400–401, 401asummarize, 5.3: 352–353, 353a, 5.4: 102–103, 103a, 5.5: 282–283, 283atalk show, 5.2: 200–201, 201aSee also Speaking.
Literary craft author’s perspective/viewpoint/bias, 5.1: 172–173, 5.2: 320–321
Literary genres. See Genres.Literary nonfiction. See Genres.Literary response and appreciation
author’s perspective/viewpoint/bias, 5.1: 172–173, 5.2: 320–321enjoyment of literature, 5.1: 42–43, 74–75, 100–101, 130–131, 160–161,
5.2: 194–195, 220–221, 250–251, 278–279, 308–309, 5.3: 344–345,
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378–379, 412–413, 438–439, 464–465, 5.4: 38–39, 68–69, 94–95, 126–127, 152–153, 5.5: 188–189, 216–217, 246–247, 274–275, 302–303, 5.6: 336–337, 360–361, 394–395, 424–425, 458–459
See also Connections, making.
Literary termsalliteration, 5.1: 170–171, 5.3: 474–475, 5.4: 163a, 5.5: 312–313,
5.6: 468–469assonance, 5.2: 321adialogue, 5.4: 108d, 135iexaggeration/hyperbole, 5.1: 54d, 81i, 5.4: 50d, 75Iflashback, 5.3: 392d, 423iforeshadowing, 5.2: 206d, 229i, 5.3: 328d, 353i, 5.6: 374d, 401ihumor, 5.5: 172d, 197iidioms, 5.1: 114d, 139i, 5.3: 422–423, 423a, 5.4: 24d, 45i, 74–75, 75a,
140c, 161i, 5.5: 232d, 255iimagery, 5.1: 86d, 109i, 5.2: 180d, 201i, 5.3: 428d, 447ijargon, 5.3: 452d, 473i, 5.5: 202d, 227imetaphor, 5.4: 80d, 103i, 164–165mood, 5.5: 314–315narrator, 5.1: 24d, 49i, 5.2: 262d, 287i, 315a, 5.5: 270–271, 309a,
5.6: 438d, 444–445 onomatopoeia, 5.5: 313a, 5.6: 468–469personification, 5.1: 69apoint of view, 5.1: 24d, 49i, 5.2: 262d, 287i, 5.6: 438d, 467irhyme, 5.2: 292d, 317i, 5.6: 470–471
internal, 5.2: 318–319, 5.4: 162–163rhyme scheme, 5.1: 171a, 5.2: 319a, 321a, 5.3: 474–475, 5.6: 469a
rhythm/cadence, 5.2: 292d, 317i, 5.6: 470–471sensory words/details, 5.1: 144d, 169i, 5.4: 42c, 5.5: 288d, 311i,
5.6: 322d, 343isimile, 5.1: 64–65, 135a, 5.4: 140d, 161i, 5.5: 260d, 283isymbolism, 5.2: 234d, 257i, 5.3: 476–477, 5.6: 406d, 433itone, 5.3: 358d, 387iword choice, 5.6: 348d, 369iSee also Figurative language, Sound devices and poetic elements.
Literature selections“All About Gymnastics,” 5.4: 156–159“Animals in My Life, The,” Ron Fridell, 5.6: 340–341“Art of Mimicry, The,” Robert Kausal, 5.4: 98–101“At the Beach,” Lulu Delacre, 5.2: 182–193“Bat, The,” Theodore Roethke, 5.6: 469“Books and Adventure,” 5.5: 192–195“Bronze Horse, The,” 5.3: 475“Camel,” Lillian M. Fisher, 5.4: 163“Chemistry 101,” Marilyn Nelson, 5.3: 474“Ch’i-lin Purse, The,” Linda Fang, 5.2: 236–249“City Hawks,” 5.6: 364–367“Colors Crackle, Colors Roar,” Pat Mora, 5.6: 468“Deep Breaths,” Charles R. Smith, Jr., 5.3: 444–445“Desert Tortoise,” Byrd Baylor, 5.4: 162“Dinosaurs of Waterhouse Hawkins, The,” Barbara Kerley, 5.3: 394–411“Drum, The,” Nikki Giovanni, 5.4: 165“Eagle and the Bat, The,” Lame Deer and Richard Erdoes, 5.2: 198–199“Exploding Ants,” Joanne Settel, 5.4: 82–93“Extra Credit Club, The,” 5.4: 130–133“Fabulous Perpetual Motion Machine, The,” Don Abramson, 5.3: 330–343“Focus,” Charles R. Smith, Jr., 5.3: 443“Full Day,” Naomi Shihab Nye, 5.1: 172–173“Ghost Towns of the American West,” Raymond Bial, 5.5: 290–301 “Gold Dreams,” 5.5: 306–309“Gymnast, The,” from A Summer Life, Gary Soto, 5.4: 142–151“Heroic Paul Revere, The,” (Adaption of scene from “The Midnight Ride of
Paul Revere”), Charles Blair, 5.2: 312–315 “Hindenburg, The,” Patrick O’Brien, 5.6: 408–423“Hold the Flag High,” Catherine Clinton, 5.2: 208–219
“How to Fold the American Flag,” 5.2: 224–227“Island of the Blue Dolphins,” Scott O’Dell, 5.1: 88–99“Job for Michelangelo, A,” 5.3: 382–385“Journey to the Center of the Earth,” from Science Fiction Stories, Jules
Verne, 5.5: 262–273“Keziah,” Gwendolyn Brooks, 5.4: 43“King Midas and the Golden Touch,” Charlotte Craft, 5.6: 376–393“Leonardo’s Horse,” Jean Fritz, 5.3: 360–377“Limericks,” Edward Lear, 5.6: 470“Mahalia Jackson,” from The Blues Singers, Julius Lester, 5.3: 430–437“Measuring Tornadoes,” Trudi Strain Trueit, 5.1: 78–79“Microscope, The,” Maxine W. Kumin, 5.1: 170–171“Midnight Ride of Paul Revere, The,” Henry Wadsworth Longfellow,
5.2: 294–307“Model Scientist, A,” 5.3: 416–421“Mystery of Saint Matthew Island, The,” Susan Quinlan, 5.6: 350–359“Mystery of the Hindenburg Disaster, The,” 5.6: 428–431“Not in Vain,” Emily Dickinson, 5.2: 321“Path to the Moon, A,” bp Nichol, 5.5: 314–315“Perfect Harmony,” Charles R. Smith Jr., 5.3: 442 “Prometheus, the Fire-Bringer,” 5.6: 398–399 “Red Kayak,” Priscilla Cummings, 5.1: 26–41 “Roberto Clemente: A Baseball Hero,” 5.1: 134–137“Satchel Paige,” Lesa Cline-Ransome, 5.1: 116–129“Sea Battle, The,” (Adaption of a scene from Journey to the Center of the
Earth), 5.5: 278–281“Searching for Animation,” 5.3: 468–471“Seven Survival Questions,” Buck Tilton, 5.1: 104–107“Share the Adventure,” Patricia and Fredrick McKissack, 5.5: 313“Shipwreck Season,” Donna Hill, 5.5: 220–225 “Skunk Ladder, The,” Patrick F. McManus, 5.5: 174–187“Special Effects in Film and Television,” Jake Hamilton, 5.3: 454–463“Square Dancing: Good for the Heart and Mind,” 5.4: 72–73“Stairs,” Oliver Herford, 5.3: 477“Stormi Giovanni Club, The,” Lydia R. Diamond, 5.4: 110–125“Story of Phan Ku, The,” 5.2: 254–255“Strangers,” Janet S. Wong, 5.2: 321“Summer’s Trade, A,” Deborah W. Trotter, 5.2: 264–277 “Sunflakes,” Frank Asch, 5.6: 471“Sweet Music in Harlem,” Debbie A. Taylor, 5.6: 440–457“Sweet Music in Harlem: Author’s Note,” Debbie A. Taylor, 5.6: 462–465“Talk with an Astronaut,” Ellen Ochoa, 5.5: 234–245 “Ten Mile Day,” Mary Ann Fraser, 5.1: 146–159“Termites, The,” Douglas Florian, 5.3: 476“Thunderbird and Killer Whale,” 5.2: 282–285“Thunder Rose,” Jerdine Nolen, 5.1: 56–73“Toy Space Shuttle Is Here!, The,” 5.3: 348–351“Tripping Over the Lunch Lady,” Angela Johnson, 5.4: 52–67“Truth About Austin’s Amazing Bats, The,” Ron Fridell, 5.6: 324–335“Two People I Want To Be Like,” Eve Merriam, 5.2: 320“Under the Back Porch”, Virginia Hamilton, 5.4: 42“Unsinkable Wreck on the R.M.S. Titanic, The,” Robert D. Ballard and Rick
Archbold, 5.5: 204–215“Weslandia,” Paul Fleischman, 5.4: 26–37“What Will I Do in an Emergency?,” 5.1: 46–47“Which Lunch Table?”, Kristine O’Connell George, 5.4: 164“Women Astronauts,” 5.5: 250–253“Working on the Railroad,” 5.1: 164–167 “Your World,” Georgia Douglas Johnson, 5.5: 312See also Poetry selections.
Logs, strategy responsebackground knowledge, 5.1: 96c, 5.2: 182–183, 5.5: 212cgenre, 5.1: 26–27, 34c, 46b, 56–57, 66c, 78a, 78b, 116–117, 126c, 134b,
5.2: 208–209, 214c, 224b, 236–237, 244c, 254b, 294–295, 302c, 312b, 5.3: 330–331, 338c, 348b, 454–455, 460c, 468b, 5.4: 52–53,
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62c, 72b, 142–143, 148c, 156b, 5.5: 174–175, 182c, 192b, 5.6: 376–377, 384c, 450c
graphic organizers, 5.4: 118c, 130bimportant ideas, 5.4: 82–83, 90c, 98b, 5.6: 324–325, 330c, 340bindependent reading, 5.1: 42–43, 43a, 74–75, 75a, 100–101, 101a,
130–131, 131a, 160–161, 161a, 5.2: 194–195, 195a, 220–221, 221a, 250–251, 251a, 278–279, 279a, 308–309, 309a, 5.3: 344–345, 345a, 378–379, 379a, 412–413, 413a, 438–439, 439a, 464–465, 465a, 5.4: 38–39, 39a, 68–69, 69a, 94–95, 95a, 126–127, 127a, 152–153, 153a, 5.5: 188–189, 189a, 216–217, 217a, 246–247, 247a, 274–275, 275a, 302–303, 303a, 5.6: 336–337, 337a, 360–361, 361a, 394–395, 395a, 424–425, 425a, 458–459, 459a
inferring, 5.1: 88–89, 96c, 104b, 5.5: 204–205, 212c, 220bKWL chart, 5.6: 398b, 440–441, 462bmonitor and clarify, 5.2: 264–265, 272c, 282b, 5.5: 234–235, 242c, 250bpredict and set purpose, 5.3: 394–395, 402c, 5.6: 408–409, 418c questioning, 5.4: 26–27, 34c, 42b, 5.5: 290–291, 298c, 306bstory structure, 5.4: 110–111summarize/paraphrase, 5.1: 164b, 5.2: 198b, 5.3: 382b, 416b, 442b, 5.4: 98b,
5.5: 262–263, 270c, 278b, 5.6: 340b, 364b, 398b, 428b, 462btext structure, 5.1: 146–147, 154c, 5.3: 430–431, 434c, 5.6: 350–351, 356cvisualize, 5.2: 182–183, 190c, 5.3: 360–361, 372c
MMagazine/periodical. See Reference sources. Main idea and details, 5.3: 355c, 356–357, 362–363, 368–369,
372–373, 378–379, 387h, 387l–387m, 398–399, 404–405, 410–411, 425c, 426–427, 436–437, 438–439, 447h, 447l–447m, UR•18, UR•22, UR•23, UR•38, UR•42, UR•43, 5.5: 214–215, 5.6: 345c, 346–347, 352–353, 360–361, 369h, 369l–369m, 412–413, 420–421, UR•18, UR•22, UR•23. See also Theme.
Making connections. See Connections, making.Manual. See Reference sources.Map/globe. See Graphic sources.Mapping selections. See Graphic and semantic organizers, types.
Mass media. See Media literacy.Mechanics (of English grammar and writing). See Apostrophe,
Capitalization, Colon, Comma, Dash, Exclamation mark, Hyphen, Italics, Parentheses, Period, Question mark, Quotation marks, Semi-colon, Underlining.
Media literacycreation of media
documentary, 5.2: 316–317, 317anewscast, 5.3: 386–387, 387a, 5.5: 226–227, 227a, 5.6: 432–433, 433a
kinds of mediaaudiotapes, 5.2: 279cCD-ROM, 5.2: 279cDVD, 5.2: 279cIllustrations/photographs, 5.2: 309c, 5.3: 449c, 450–451, 5.4: 84–85,
5.5: 189c, 238–239, 240–241, 296–297Internet, 5.1: 166–167, 5.2: 224c, 224–227, 227a, 279c,
5.3: 468–471keywords, 5.2: 279cmagazine, 5.4: 95c, 5.5: 189c, 247c newscast, 5.3: 386–387, 387a, 5.5: 226–227, 227a,
5.6: 432–433, 433anewsletter, 5.1: 131cnewspaper, 5.1: 131c, 5.5: 189cradio, 5.2: 279c sportscast, 5.1: 138–139, 139atalk show, 5.2: 200–201, 201atelevision/videos/films, 5.2: 279c
Metacognition. See Monitor and clarify.Metaphor. See Figurative language, Literary terms. Modeling. Teacher modeling and think-alouds are presented throughout Skills/
Strategies in Content lessons and After Reading lessons.
Modifiers. See Adjectives, Adverbs.Monitor and clarify
adjust reading rate, 5.2: 259c, 260–261, 270–271ask questions, 5.1: 21c, 22–23, 30–31, 31a, 40–41, 5.2: 274–275, UR•42,
5.5: 229c, 244–245read on, 5.1: 22–23reread, 5.1: 42–43, 5.2: 270–271, 278–279, 5.5: 229c, 244–245use background knowledge, 5.5: 230–231, 246–247See also Graphic and semantic organizers.
Mood. See Literary terms.Moral. See Theme.Morphemes. See Word analysis.Multiple-meaning words, 5.1: 144e, 144–145, 152–153, 169h, 5.3: 328e,
328–329, 332–333, 353h, 5.5: 232e, 232–233, 236–237, 254–255, 255a, 255h. See also Context clues for meaning, Vocabulary skills/strategies.
Multisyllabic words. See Spelling, word analysis.
Myth. See Genres.
NNarrator. See Literary terms, Narrator.Negatives, 5.5: 171d, 181c, 189e, 190–191, 191a, 197c, 197o, 197p
New literacies. See Technology. Newsletter. See Media literacy, kinds of media; Reference sources. Newspaper. See Media literacy, Reference sources. Note-taking, 5.1: 33b, 95b, 125b, 153b, 5.2: 189b, 213b, 243b, 271b,
301b, 5.3: 371b, 459b, 5.4: 33b, 89b, 117b, 5.5: 181b, 201e–201f, 211b, 211d–211e, 217c, 218–219, 219a–219c, 227d–227e, 227p–227q, 241b, 269b, 297b, 5.6: 329b, 355b, 417b, 449b. See also Organizing information, Research/study skills.
Nounscollective, 5.1: 143d, 153c, 161e, 162–163, 163a, 169c, 169o, 169p common/proper, 5.1: 143d, 153c, 161e, 162–163, 163a, 169c, 169o, 169pplural endings, -s, -es, 5.6: 348e, 348–349, 358–359, 368–369, 369a, 369h
irregular, 5.2: 179d, 189c, 195e, 196–197, 197a, 201c, 201o, 201pregular, 5.2: 179d, 189c, 195e, 196–197, 197a, 201c, 201o, 201p
possessive, 5.2: 205c, 213c, 221e, 222–223, 223a, 229c, 229o, 229p
Novel excerpt. See Genres.
OOn-level learners. See Access for All.Online reference sources and directories. See Genres; Technology,
new literacies.
Onomatopoeia. See Literary terms, Sound devices and poetic elements
Opinion and fact. See Fact and opinion.Opinion piece. See Writing modes, argument/persuasive.
Oral language. See Content knowledge, Listening, Oral vocabulary development, Speaking.
Oral reading ability assessment of (taking a running record), 5.1: 49j–49k, 81j–81k, 109j–109k,
139j–139k, 169j–169k, 5.2: 201j–201k, 229j–229k, 257j–257k, 287j–287k, 317j–317k, 5.3: 353j–353k, 387j–387k, 423j–423k,
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447j–447k, 473j–473k, 5.4: 45j–45k, 75j–75k, 103j–103k, 135j–135k, 161j–161k, 5.5: 197j–197k, 227j–227k, 255j–255k, 283j–283k, 311j–311k, 5.6: 343j–343k, 369j–369k, 401j–401k, 433j–433k, 467j–467k
choral reading, 5.1: 54–55, 75b, 131b, 5.2: 260–261, 262–263, 279b, 5.3: 326–327, 328–329, 345b, 356–357, 358–359, 379b, 5.4: 106–107, 108–109, 127b, 5.5: 260–261, 275b, 286–287, 288–289, 303b, 5.6: 322–323, 348–349, 361b, 425b
paired reading, 5.1: 142–143, 144–145, 161b, 5.2: 180–181, 195b, 228–229, 256–257, 286–287, 5.3: 352–353, 386–387, 390–391, 392–393, 413b, 422–423, 446–447, 472–473, 5.4: 48–49, 50–51, 69b, 5.5: 196–197, 200–201, 202–203, 217b, 226–227, 254–255, 282–283, 310–311, 337b
See also Fluency, reading.
Oral vocabulary development. See Content Knowledge, Oral reading ability.
Order form/application. See Graphic sources.Organizing information
outline, 5.5: 303c, 5.6: 417dsummarize, 5.3: 473btake notes, 5.1: 33b, 95b, 125b, 153b, 5.2: 189b, 213b, 243b, 271b, 301b,
5.3: 371b, 459b, 5.4: 33b, 89b, 117b, 5.5: 181b, 201e–201f, 211b, 211d–211e, 217c, 218–219, 219a–219c, 227d–227e, 227p–227q, 241b, 269b, 297b, 5.6: 329b, 355b, 417b, 449b
See also Graphic and semantic organizers; Logs, strategy response.
Origin myth. See Genres.Outlining, 5.5: 303c, 5.6: 417d. See also Organizing information,
Research/study skills.
PPaired reading. See Fluency, reading; Oral reading ability. Paraphrasing, 5.1: 131d, 169b. See also Research/study skills,
Summarize.Parentheses, 5.6: 460–461
Parents. See School-home connection. Parts of a book
copyright page, 5.2: 221c, 251cglossary, 5.1: 43c, 5.2: 221c, 251c, 5.4: 39cindex, 5.2: 221c, 251ctable of contents, 5.2: 221c, 251c, 5.4: 39ctitle page, 5.2: 221c, 251cSee also Reference sources, Research/study skills, Text features.
Penmanship. See Handwriting.Performance task. See Assessment, progress monitoring.
Period, 5.1: 23d, 33c, 43e, 44–45, 49c, 49o, 49p
Personification. See Figurative language, Literary terms. Persuasion, 5.3: 345c. See also Author’s perspective/viewpoint/bias.Persuasive essay. See Genres.Persuasive text. See Genres; Graphic sources, advertisement.
Phrasing. See Fluency, reading.Pictures. See Graphic sources, illustration/photograph; Text features,
illustrations/photographs.
Play. See Genres.Plot, 5.1: 21c, 22–23, 28–29, 36–37, 42–43, 43a, 49h, 49l–49m, 60–61, 70–71,
94–95, UR•8, UR•12, UR•13, 5.5: 169c, 170–171, 184–185, 186–187, 188–189, 197h, 197l–197m, UR•8, UR•12, UR•13. See also Story structure.
Plurals. See Spelling, word analysis; Vocabulary skills/strategies. Poetic devices. See Sound devices and poetic elements.
Poetry. See Genres, Poetry selections. Poetry selections
“Bat, The,” Theodore Roethke, 5.6: 469“Bronze Horse, The,” Beverly McLoughland, 5.3: 475“Camel,” Lillian M. Fisher, 5.4: 163“Chemistry 101,” Marilyn Nelson, 5.3: 474“Colors Crackle, Colors Roar,” Pat Mora, 5.6: 468“Deep Breaths,” Charles R. Smith, Jr., 5.3: 444–445“Desert Tortoise,” Byrd Baylor, 5.4: 162“Drum, The,” Nikki Giovanni, 5.4: 165“Focus,” Charles R. Smith, Jr., 5.3: 443“For Peace Sake,” Cedric McClester, 5.2: 318–319“Full Day,” Naomi Shihab Nye, 5.1: 172–173“Keziah,” Gwendolyn Brooks, 5.4: 43“Limericks,” Edward Lear, 5.6: 470“Microscope, The,” Maxine W. Kumin, 5.1: 170–171“Midnight Ride of Paul Revere, The,” Henry Wadsworth Longfellow,
5.2: 294–307“Not in Vain,” Emily Dickenson, 5.2: 321“Path to the Moon, A,” bp Nichol, 5.5: 314–315“Perfect Harmony,” Charles R. Smith Jr., 5.3: 442“Share the Adventure,” Patricia and Fredrick McKissack, 5.5: 313“Stairs, The,” Oliver Herford, 5.3: 477“Strangers,” Janet S. Wong, 5.2: 321“Sunflakes,” Frank Asch, 5.6: 471“Termites, The,” Douglas Florian, 5.3: 476“Two People I Want to Be Like,” Eve Merriam, 5.2: 320“Under the Back Porch,” Virginia Hamilton, 5.4: 42“Which Lunch Table?,” Kristine O’Connell George, 5.4: 164“Your World,” Georgia Douglas Johnson, 5.5: 312See also Genres.
Point of view. See Literary terms.Possessives. See Nouns.Poster/announcement. See Graphic sources. Practice Stations. See Independent Practice Stations. Predict
check predictions, 5.1: 33a, 41a, 65a, 73a, 95a, 99a, 125a, 129a, 153a, 159a, 5.2: 189a, 193a, 213a, 219a, 243a, 249a, 271a, 277a, 301a, 307a, 5.3: 337a, 343a, 371a, 377a, 401a, 411a, 433a, 437a, 459a, 463a, 5.4: 33a, 37a, 61a, 67a, 89a, 93a, 117a, 125a, 147a, 151a, 5.5: 181a, 187a, 211a, 215a, 241a, 245a, 269a, 273a, 297a, 301a, 5.6: 329a, 335a, 355a, 359a, 383a, 393a, 417a, 423a, 449a, 457a
predict and set purpose, 5.3: 389c, 390–391, 402–403, 408–409, 412–413, UR•32, 5.4: 47c, 48–49, 56–57, 64–65, 68–69, UR•22, 5.6: 403c, 404–405, 418–419, 424–425, UR•42
preview and predict, 5.1: 26–27, 56–57, 88–89, 116–117, 146–147, 5.2: 182–183, 208–209, 236–237, 264–265, 294–295, 5.3: 330–331, 360–361, 394–395, 430–431, 454–455, 5.4: 26–27, 52–53, 82–83, 110–111, 142–143, 5.5: 174–175, 204–205, 234–235, 262–263, 290–291, 5.6: 324–325, 350–351, 376–377, 408–409, 440–441
See also Prereading strategies, preview and predict.
Prefixes, 5.3: 452e, 452–453, 462–463, 472–473, 473a, 473h, 5.4: 108c, 135i, 5.5: 172c, 197i, 288e, 288–289, 294–295, 310–311, 311a, 311h. See also Spelling, word analysis; Vocabulary skills/strategies; Word analysis.
Prepositions, 5.3: 451d, 459c, 465e, 466–467, 467a, 473c, 473o, 473p
Prereading strategies preview and predict, 5.1: 26–27, 56–57, 88–89, 116–117, 146–147,
5.2: 182–183, 208–209, 236–237, 264–265, 294–295, 5.3: 330–331, 360–361, 394–395, 430–431, 454–455, 5.4: 26–27, 52–53, 82–83, 110–111, 142–143, 5.5: 174–175, 204–205, 234–235, 262–263, 290–291, 5.6: 324–325, 350–351, 376–377, 408–409, 440–441
set purposes for reading, 5.1: 26–27, 56–57, 88–89, 116–117, 146–147, 5.2: 182–183, 208–209, 236–237, 264–265, 294–295, 5.3: 330–331,
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360–361, 394–395, 430–431, 454–455, 5.4: 26–27, 52–53, 82–83, 110–111, 142–143, 5.5: 174–175, 204–205, 234–235, 262–263, 290–291, 5.6: 324–325, 350–351, 376–377, 408–409, 440–441
Previewing. See Predict, Prereading strategies. Prior knowledge. See Background knowledge, Content knowledge. Primary/secondary sources. See Reference sources.Problems, solving, 5.1: 104c–104d, 104–107, 107a
Procedural text. See Genres, how-to text.
Procedures. See Directions, follow/give; Genres, how-to text.
Pronounscase
possessive, 5.4: 79d, 89c, 95e, 96–97, 97a, 103c, 103o, 103psubject/object, 5.4: 23d, 33c, 39e, 40–41, 41a, 45c, 45o, 45p
demonstrative, 5.5: 231d, 241c, 247e, 248–249, 255c, 255o, 255pindefinite, 5.4: 107d, 117c, 127e, 128–129, 129a, 135c, 135o, 135ppronoun/antecedent agreement, 5.4: 49d, 61c, 69e, 70–71, 71a, 75c, 75o, 75preflexive, 5.4: 107d, 117c, 127e, 128–129, 129a, 135c, 135o, 135pwho and whom, 5.4: 139d, 147c, 153e, 154–155, 155a, 161c, 161o, 161p
Proofreading. See Writing process, proofread/edit.
Propaganda, 5.3: 345c, 345d
Prosody. See Fluency, reading, expression/intonation.
Punctuation. See Apostrophe; Colon; Comma; Dash; Exclamation mark; Hyphen; Italics; Period; Question mark; Quotation marks; Semicolon; Underlining; Writing process, proofread/edit.
Punctuation, attention to. See Fluency, reading, punctuation cues.
Purposes for reading. See Prereading strategies, set purposes for reading.
QQuestioning, 5.1: 111c, 112–113, 120–121, 130–131, 5.4: 21c, 22–23, 28–29,
38–39, UR•12, 5.5: 285c, 286–287, 300–301, 302–303, UR•52
Question mark, 5.1: 23d, 33c, 43e, 44–45, 49c, 49o, 49p
Question stem, 5.1: 34–35, 63a, 98–99, 127a, 155a, 5.2: 190–191, 211a, 243a, 271a, 307a, 5.3: 338–339, 365a, 407a, 434–435, 458–459, 5.4: 32–33, 64–65, 89a, 120–121, 149a, 5.5: 178–179, 212–213, 240–241, 268–269, 298–299, 5.6: 328–329, 355a, 390–391, 412–413, 449a
Quotation marks, 5.2: 201p, 5.6: 405d, 417c, 425e, 426–427, 427a, 433c, 433o, 433p
RRate. See Fluency, reading; Monitor and clarify, alter reading rate.
Read-aloud. See Reading to students.Reader response. See Connections, making; Response to literature.Reader’s Guide to Periodical Literature. See Reference sources.Readers’ Theater. See Listening, Speaking.Reading and Writing About Literature. See Reading and Writing
Across Tests; Writing, response to literature.
Reading and Writing Across Texts, 5.1: 46–47, 47a, 78–79, 79a, 106–107, 107a, 136–137, 137a, 5.2: 198–199, 199a, 254–255, 255a, 284–285, 285a, 314–315, 315a, 5.3: 350–351, 351a, 384–385, 385a, 420–421, 421a, 444–445, 445a, 5.4: 42–43, 43a, 72–72, 73a, 100–101, 101a, 132–133, 133a, 5.5: 194–195, 195a, 224–225, 225a, 280–281, 281a, 308–309, 309a, 5.6: 340–341, 341a, 366–367, 367a, 398–399, 399a, 464–465, 465a. See also Connections, making; Cross-text evaluation.
Reading fluency. See Fluency, reading; Oral reading ability. Reading rate. See Fluency, reading; Monitor and clarify, alter
reading rate.
Reading to students, 5.1: 21a–21b, 49s, 51a–51b, 81s, 83a–83b, 111a–111b, 141a–141b, 173c, 5.2: 177a–177b, 201s, 203a–203b, 229s, 231a–231b, 257s, 259a–259b, 289a–289b, 5.3: 325a–325b, 353s, 355a–355b, 389a–389b, 423s, 425a–425b, 449a–449b, 477c, 5.4: 21a–21b, 45s, 47a–47b, 77a–77b, 105a–105b, 135s, 137a–137b, 5.5: 169a–169b, 197s, 199a–199b, 277s, 229a–229b, 257a–257b, 283s, 285a–285b, 315c, 5.6: 319a–319b, 345a–345b, 371a–371b, 403a–403b, 435a–435b
Realistic fiction. See Genres.Reference sources
almanac, 5.1: 75catlas, 5.6: 425ccard catalog/library database, 5.3: 439c, 468cdictionary/glossary, 5.1: 43c, 86e, 86–87, 92–93, 108–109, 109a, 109h,
5.2: 195c, 229a, 5.5: 189c, 5.6: 322e, 322–323, 326–327, 343aencyclopedia, 5.2: 189b, 195c, 5.3: 371b, 5.4: 33b, 5.5: 189cexpert, ask an, 5.3: 401b, 5.5: 217d, 269b, 5.6: 337d, 355b, 417bhandbook, 5.2: 195cinstruction manual, 5.4: 39cInternet and World Wide Web. See Technology, new literacies.magazine/periodical, 5.3: 371b, 5.4: 95c, 5.5: 189c, 247cmanual, 5.2: 195cnewsletter, 5.1: 131cnewspaper, 5.1: 131c, 5.5: 189c, 189dprimary/secondary sources, 5.5: 189cReader’s Guide to Periodical Literature, 5.5: 247ctelephone directory, 5.4: 69ctextbook, 5.2: 251cthesaurus, 5.1: 114e, 5.4: 127c, 127dtrade book, 5.2: 251cSee also Research/study skills; Technology, new literacies.
Related words. See Spelling, meaning relationships; Word analysis, word families.
Reread challenging text, 5.1: 28–29, 61a, 97a, 120–121, 149a, 5.2: 184–185, 215a, 249a, 275a, 305a, 5.3: 336–337, 375a, 405a, 433a, 463a, 5.4: 34–35, 67a, 90–91, 125a, 151a, 5.5: 184–185, 210–211, 236–237, 270–271, 294–295, 5.6: 332–333, 356–357, 388–389, 420–421, 455a
Rereading. See Fluency, reading; Monitor and clarify; Reread challenging text.
Research/study skillsalphabetical order, 5.4: 69canalyze information, 5.1: 43d, 75d, 101d, 131d, 161d, 5.2: 195d, 221d,
251d, 279d, 309d, 5.3: 345d, 379d, 413d, 439d, 465d, 5.4: 39d, 69d, 95d, 127d, 153d, 5.5: 189d, 217d, 247d, 275d, 303d, 5.6: 337d, 361d, 395d, 425d, 459d
cite sources, 5.1: 33b, 65b, 125b, 139b, 153b, 5.2: 213b, 243b, 251d, 271b, 5.3: 337b, 371b, 387b, 5.4: 33b, 39d, 45b, 117b, 5.5: 181b, 211b, 5.6: 329b, 383b, 401b
communicate findings, 5.1: 49n, 81n, 109n, 139n, 169n, 5.2: 201n, 229n, 257n, 287n, 317n, 5.3: 353n, 387n, 423n, 447n, 473n, 5.4: 45n, 75n, 103n, 135n, 161n, 5.5: 197n, 227n, 255n, 283n, 311n, 5.6: 343n, 369n, 401n, 433n, 467n
following directions, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107, 107a, 5.4: 39c, 5.6: 337c
identify and focus topic, 5.1: 23b, 53b, 85b, 113b, 143b, 5.2: 179b, 205b, 233b, 261b, 291b, 5.3: 327b, 357b, 391b, 427b, 451b, 5.4: 23b, 49b, 79b, 107b, 139b, 5.5: 171b, 201b, 231b, 259b, 287b, 5.6: 321b, 347b, 373b, 405b, 437b
interview experts, 5.1: 95b, 101d, 5.3: 401b, 459b, 5.4: 61b, 89b, 5.5: 217d, 269b, 5.6: 337d, 355b, 417b
navigate/search, 5.1: 33b, 65b, 95b, 125b, 153b, 5.2: 189b, 213b, 243b, 271b, 301b, 5.3: 337b, 371b, 401b, 433b, 459b, 5.4: 33b, 61b, 89b, 117b, 147b, 5.5: 181b, 211b, 241b, 269b, 297b, 5.6: 329b, 355b, 383b, 417b, 449b
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outline, 5.5: 297e, 303cparaphrase, 5.1: 131d, 169b, 5.5: 217crecognize propaganda, 5.3: 345c, 345d skim/scan, 5.1: 33b, 65b, 5.3: 337b, 379c SPQ3R, 5.1: 101csynthesize information, 5.1: 49b, 81b, 109b, 139b, 169b, 5.2: 201b, 229b,
257b, 287b, 317b, 5.3: 353b, 387b, 423b, 447b, 473b, 5.4: 45b, 75b, 103b, 135b, 161b, 5.5: 197b, 227b, 255b, 283b, 311b, 5.6: 343b, 369b, 401b, 433b, 467b
take notes/record findings, 5.1: 33b, 65b, 95b, 125b, 153b, 5.2: 189b, 213b, 243b, 271b, 301b, 5.3: 371b, 433b, 459b, 5.4: 33b, 89b, 117b, 5.5: 181b, 201e–201f, 211b, 211d–211e, 217c, 218–219, 219a–219c, 227d–227e, 227p–227q, 241b, 269b, 297b, 5.6: 329b, 355b, 417b, 449b
use note cards, 5.1: 169bSee also Graphic and semantic organizers; Graphic sources; Organizing
information; Parts of a book; Reference sources.
Response to literature, 5.1: 42–43, 74–75, 100–101, 130–131, 160–161, 5.2: 194–195, 220–221, 250–251, 278–279, 308–309, 5.3: 344–345, 378–379, 412–413, 438–439, 464–465, 5.4: 38–39, 68–69, 94–95, 126–127, 152–153, 5.5: 188–189, 216–217, 246–247, 274–275, 302–303, 5.6: 336–337, 360–361, 394–395, 424–425, 458–459. See also Connections, making; Literary response and appreciation.
Retelling. See Speaking. Rhyme. See Literary terms, Sound devices and poetic elements.Rhythm. See Literary terms, Sound devices and poetic elements.Root words. See Spelling, word analysis; Vocabulary skills/strategies;
Word analysis.Rubric. See Assessment, scoring guide (rubric).
SScale drawing. See Graphic sources, diagram/scale drawing.
Schedule. See Graphic sources.School-home connection
Family Time Newsletter, 5.1: 23f, 53f, 85f, 113f, 143f, 5.2: 179f, 205f, 233f, 261f, 291f, 5.3: 327f, 357f, 391f, 427f, 451f, 5.4: 23f, 49f, 79f, 107f, 139f, 5.5: 171f, 201f, 231f, 259f, 287f, 5.6: 321f, 347f, 373f, 405f, 437f
Science activities. See Cross-curricular connections.Search engines. See Genres; Technology, new literacies.
Secondary sources. See Reference sources, primary/secondary sources.
Selection vocabulary. See Vocabulary development.Self-appraisal and self-correction. See Assessment, Monitor and
clarify.Self-check strategy, 5.1: 72–73, 98–99, 128–129, 5.2: 192–193, 218–219,
248–249, 276–277, 306–307, 5.3: 342–343, 376–377, 410–411, 436–437, 462–463, 5.4: 36–37, 66–67, 92–93, 124–125, 150–151, 5.5: 186–187, 214–215, 244–245, 272–273, 300–301, 5.6: 334–335, 358–359, 392–393, 422–423, 456–457
Self-monitor and use fix-up strategies. See Assessment, Monitor and clarify, Self-check strategy.
Semi-colon, 5.6: 437d, 449c, 459e, 460–461, 467c, 467o, 467p
Sensory words. See Literary terms. Sentences
parts of predicate, 5.1: 53d, 65c, 75e, 76–77, 77a, 81c, 81o, 81psubject, 5.1: 53d, 65c, 75e, 76–77, 77a, 81c, 81o, 81p
structurecompound-complex, 5.1: 113d, 125c, 131e, 132–133, 133a, 139c,
139o, 139p
types ofdeclarative, 5.1: 23d, 33c, 43e, 44–45, 45a, 49c, 49o, 49pexclamatory, 5.1: 23d, 33c, 43e, 44–45, 45a, 49c, 49o, 49pimperative, 5.1: 23d, 33c, 43e, 44–45, 45a, 49c, 49o, 49pinterrogative, 5.1: 23d, 33c, 43e, 44–45, 45a, 49c, 49o, 49p
Sequence directions, follow, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107, 107asequence of events, 5.1: 34–35, 38–39, 62–63, 5.2: 203c, 204–205, 210–211,
220–221, 229h, 229l–229m, 244–245, UR•18, UR•22, UR•23, 5.3: 325c, 326–327, 336–337, 338–339, 344–345, 353h, 353l–353m, UR•8, UR•12, UR•13, 5.6: 354–355, 435c, 436–437, 446–447, 448–449, 458–459, 467h, 467l–467m, UR•48, UR•52, UR•53
steps in a process, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107, 107astory structure and, 5.4: 105c, 106–107, 5.6: 382–383See also Story structure, Text structure.
Setting, 5.1: 43a, 83c, 84–85, 90–91, 96–97, 100–101, 101a, 109h, 109l–109m, UR•28, UR•32, UR•33, 5.2: 298–299, 302–303, 5.4: 34–35
Setting purposes for reading. See Prereading strategies. Shades of meaning. See Connotation/denotation, Word analysis.Simile. See Figurative language, Literary terms. Skim and scan, 5.1: 33b, 65b, 5.3: 337b, 379c
Small group time, all units SG•2–SG•6, SG•18–SG•22, SG•34–SG•38, SG•50–SG•54, SG•66–SG•70 5.1: 23b, 27a, 34d, 46d, 49j, 53b, 57a, 66d, 78d, 81j, 85b, 89a, 96d, 104d, 109j, 113b, 117a, 126d, 134d, 139j, 143b, 147a, 154d, 164d, 169j, 5.2: 179b, 183a, 190d, 198d, 201j, 205b, 209a, 214d, 224d, 229j, 233b, 237a, 244d, 254d, 257j, 261b, 265a, 272d, 282d, 287j, 291b, 295a, 302d, 312d, 317j, 5.3: 327b, 331a, 338d, 348d, 353j, 357b, 361a, 372d, 382d, 387j, 391b, 395a, 402d, 416d, 423j, 427b, 431a, 434d, 442d, 447j, 451b, 455a, 460d, 468d, 473j, 5.4: 23b, 27a, 34d, 42d, 45j, 49b, 53a, 62d, 72d, 75j, 79b, 83a, 90d, 98d, 103j, 107b, 111a, 118d, 130d, 135j, 139b, 143a, 148d, 156d, 161j, 5.5: 171b, 175a, 182d, 192d, 197j, 201b, 205a, 212d, 220d, 227j, 231b, 235a, 242d, 250d, 255j, 259b, 263a, 270d, 278d, 283j, 287b, 291a, 298d, 306d, 311j, 5.6: 321b, 325a, 330d, 340d, 343j, 347b, 351a, 356d, 364d, 369j, 373b, 377a, 384d, 398d, 401j, 405b, 409a, 418d, 428d, 433j, 437b, 441a, 450d, 462d, 467j
Social studies activities. See Cross-curricular connections.Solving problems. See Problems, solving.Sound devices and poetic elements
alliteration, 5.1: 170–171, 5.3: 474–475, 5.4: 163a, 5.5: 312–313, 5.6: 468–469
onomatopoeia, 5.5: 313a, 5.6: 468–469rhyme, 5.2: 292d, 317i, 5.6: 470–471
internal, 5.2: 318–319, 5.4: 162–163scheme, 5.1: 171a, 5.2: 319a, 5.3: 474–475, 5.6: 469a
rhythm/cadence, 5.2: 292d, 317i, 5.6: 470–471See also Literary terms.
Sources. See Media literacy; Reference sources; Technology, new literacies.
Speakingadvertisement, 5.3: 472–473, 473aadvice, 5.4: 134–135, 135adebate, 5.5: 310–311, 311a, 5.6: 342–343, 343adescription, 5.4: 102–103, 103adirections, 5.5: 446–447, 447adiscussion, 5.1: 20j, 23a, 23f, 24a, 33e, 34a, 45c, 46a, 46d, 49g, 49q, 50j,
53a, 53f, 54a, 65e, 66a, 77c, 78d, 81e, 81g, 81q, 82j, 85a, 85f, 86a, 95e, 96a, 103c, 104d, 109e, 109g, 109q, 110j, 113a, 113f, 114a, 125e, 126a, 133c, 134d, 139e, 139g, 139q, 140j, 143a, 143f, 144a, 153e, 154a, 163c, 164a, 164d, 169e, 169g, 169q, 5.2: 176j, 179a, 179f, 180a, 189e, 190a, 197c, 198a, 198d, 201e, 201g, 201q, 202j, 205a, 205f, 206a, 213e, 214a, 223c, 224d, 229e, 229g, 229q, 230j, 233a,
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233f, 234a, 243e, 244a, 253c, 254a, 254d, 257e, 257q, 258j, 261a, 261f, 262a, 271e, 272a, 281c, 282a, 282d, 287e, 287g, 287q, 288j, 291a, 291f, 292a, 301e, 302a, 311c, 312a, 312d, 317e, 317g, 317q, 5.3: 324j, 327a, 327f, 328a, 337e, 338a, 347c, 348a, 348d, 353e, 353g, 353q, 354j, 357a, 357f, 358a, 371e, 372a, 381c, 382a, 382d, 387e, 387g, 387q, 388j, 391a, 391f, 392a, 401e, 402a, 415c, 416a, 416d, 423e, 423g, 423q, 424j, 427a, 427f, 428a, 433e, 434a, 441c, 442a, 442d, 447e, 447g, 447q, 448j, 451a, 451f, 452a, 459e, 460a, 467c, 468a, 468d, 473e, 473g, 473q, 5.4: 20j, 23a, 23f, 24a, 33e, 34a, 41c, 42a, 42d, 45e, 45g, 45q, 46j, 49a, 49f, 50a, 61e, 62a, 71c, 72a, 72d, 75e, 75g, 75q, 76j, 79a, 79f, 80a, 89e, 90a, 97c, 98a, 98c, 103e, 103g, 103q, 104j, 107a, 107f, 108a, 117e, 118a, 129c, 130a, 130b, 130d, 135e, 135g, 135q, 136j, 139a, 139f, 140a, 147e, 148a, 155c, 156a, 156d, 161e, 161q, 5.5: 168j, 171a, 171f, 172a, 181e, 182a, 191c, 192a, 192d, 197e, 197g, 197q, 198j, 201a, 201f, 202a, 211e, 212a, 219c, 220a, 220d, 227e, 227g, 227q, 228j, 231a, 231f, 233a, 241e, 242a, 249c, 250a, 250d, 255e, 255g, 255q, 256j, 259a, 259f, 260a, 269e, 270a, 277c, 278a, 278d, 283e, 283g, 283q, 284j, 287a, 287f, 288a, 297e, 298a, 305c, 306a, 306d, 311e, 311g, 311q, 5.6: 318j, 321a, 321f, 322a, 329e, 330a, 339c, 340a, 340d, 343e, 343g, 343q, 344j, 347a, 347f, 348a, 356a, 363c, 364a, 364d, 369e, 369g, 369q, 370j, 373a, 373f, 374a, 383e, 384a, 397c, 398a, 398d, 401e, 401g, 401q, 402j, 405a, 405f, 406a, 417e, 418a, 427c, 428a, 428d, 433e, 433g, 433q, 434j, 437a, 437f, 438a, 449e, 450a, 461c, 462d, 467e, 467g, 467q
documentary, 5.2: 316–317, 317adramatization, 5.5: 196–197, 197afiction, interpret, 5.5: 282–283, 283ahow-to demonstration, 5.1: 108–109, 109a, 5.4: 44–45, 45ainformational speech, 5.2: 228–229, 229ainterview, 5.1: 48–49, 49a, 5.4: 160–161, 161a, 5.6: 368–369, 369aintroduction, 5.3: 422–423, 423ajob advertisement, 5.1: 168–169, 169anewscast, 5.3: 386–387, 387a, 5.5: 226–227, 227a, 5.6: 432–433, 433apanel discussion, 5.2: 286–287, 287aplay review, 5.3: 352–353, 353apresentation, 5.1: 49n, 81n, 109n, 139n, 169n, 5.2: 201n, 229n, 257n,
287n, 317n, 5.3: 353n, 387n, 423n, 447n, 473n, 5.4: 45n, 75n, 103n, 135n, 161n, 5.5: 197n, 227n, 255n, 283n, 311n, 5.6: 343n, 369n, 401n, 433n, 467n
questions, pose, and respond to, 5.1: 42–43, 48–49, 49a, 49n, 74–75, 80–81, 81a, 81n, 100–101, 109n, 130–131, 139n, 160–161, 169n, 5.2: 194–195, 201a, 201n, 220–221, 229n, 250–251, 257n, 278–279, 287a, 287n, 308–309, 316–317, 317n, 5.3: 325a, 344–345, 353n, 355a, 378–379, 387n, 412–413, 422–423, 423a, 423n, 438–439, 439b, 439c, 446–447, 447n, 451a–451b, 452a–452b, 464–465, 473n, 5.4: 38–39, 45n, 68–69, 75n, 94–95, 103n, 126–127, 135n, 152–153, 160–161, 161a, 161n, 5.5: 188–189, 197n, 216–217, 227n, 246–247, 255n, 274–275, 283n, 302–303, 311n, 5.6: 336–337, 343n, 360–361, 368–369, 369a, 369n, 394–395, 401n, 424–425, 433n, 458–459, 467n
Readers’ Theater, 5.2: 256–257, 257a, 5.6: 466–467, 467aretelling, 5.1: 34c–34d, 43a, 66c–66d, 75a, 96c–96d, 101a, 126c–126d, 131a,
154c–154d, 161a, 5.2: 190c–190d, 195a, 214c–214d, 221a, 244c–244d, 251a, 272c–272d, 279a, 302c–302d, 309a, 5.3: 338c–338d, 345a, 372c–372d, 379a, 402c–402d, 413a, 434c–434d, 439a, 460c–460d, 465a, 5.4: 34c–34d, 39a, 62c–62d, 69a, 90c–90d, 95a, 118c–118d, 127a, 148c–148d, 153a, 5.5: 182c–182d, 189a, 212c–212d, 217a, 242c–242d, 247a, 270c–270d, 275a, 298c–298d, 303a, 5.6: 330c–330d, 337a, 356c–356d, 361a, 384c–384d, 395a, 418c–418d, 425a, 450c–450d, 459a
speech, persuasive, 5.4: 74–75, 75asportscast, 5.1: 138–139, 139astorytelling, 5.1: 80–81, 81a, 5.5: 254–255, 255a, 5.6: 400–401, 401asummarize, 5.3: 352–353, 353a, 5.4: 102–103, 103a, 5.5: 282–283, 283atalk show, 5.2: 200–201, 201a
visuals, include, 5.4: 44–45, 45a, 103b, 103n, 135n, 161b, 161n, 5.5: 197b, 226–227, 227a, 255n, 5.6: 401b, 467n
See also Listening.
Speaking and Listening. See Listening, Speaking.Spelling
common word (vowel) patterns VCCV, 5.1: 23c, 33c, 43e, 49c, 49o, UR•14VCV, 5.1: 23c, 33c, 43e, 49c, 49o, 53c, 65c, 75e, 81c, 81o
meaning relationshipseasily confused words, 5.6: 437c, 449c, 459e, 467c, 467ohomophones, 5.4: 79c, 89c, 95e, 103c, 103orelated words, 5.5: 201c, 211c, 217e, 227c, 227o, 5.6: 405c, 417c,
425e, 433c, 433owords from many cultures, 5.4: 23c, 33c, 39e, 45c, 45o
phonics, connection toconsonant digraphs, 5.2: 179c, 189c, 195e, 201c, 201oconsonant sounds and patterns, 5.3: 391c, 401c, 413e, 423c, 423o,
427c, 433c, 439e, 447c, 447ovowel digraphs, 5.1: 85c, 95c, 101e, 109c, 109ovowels, long, 5.1: 53c, 65c, 75e, 81c, 81ovowel sounds and patterns, 5.2: 233c, 243c, 251e, 257c, 257ovowels, schwa, 5.3: 327c, 337c, 345e, 353c, 353ovowels, short, 5.1: 23c, 33c, 43e, 49c, 49o
word analysis compound words, 5.3: 357c, 371c, 379e, 387c, 387ocontractions, 5.1: 143c, 153c, 161e, 169c, 169oendings, inflected, 5.1: 113c, 125c, 131e, 139c, 139oGreek word parts, 5.5: 231c, 241c, 247e, 255c, 255o, 287c, 297c,
303e, 311c, 311oLatin roots, 5.5: 259c, 269c, 275e, 283c, 283o, 5.6: 373c, 383c, 395e,
401c, 401omultisyllabic words, 5.5: 171c, 181c, 189e, 197c, 197oplurals, irregular, 5.2: 205c, 213c, 221e, 229c, 229oprefixes, 5.3: 451c, 459c, 465e, 473c, 473o, 5.4: 49c, 61c, 69e, 75c,
75o, 139c, 147c, 153e, 161c, 161osuffixes, 5.4: 107c, 117c, 127e, 135c, 135o, 5.6: 321c, 329c, 337e,
343c, 343osyllables, final, 5.2: 261c, 271c, 279e, 287c, 287o, 291c, 301c, 309e,
317c, 317o, 5.6: 347c, 355c, 361e, 369c, 369owords from many cultures, 5.4: 23c, 33c, 39e, 45c, 45o
See also Independent Practice Stations.
Story elements. See Character, Plot, Setting, Theme.Story structure
climax, 5.2: 231c, 232–233, 248–249, 5.4: 106–107, 5.6: 371c, 372–373, UR•32
conflict, 5.2: 231c, 232–233, 242–243, 5.4: 105c, 106–107, 112–113, 126–127, UR•42, 5.6: 371c, 372–373, 394–395, UR•33
problem/solution, 5.4: 105c, 106–107, 112–113, UR•42, 5.6: 371c, 372–373, 382–383, 392–393
resolution, 5.2: 231c, 232–233, 248–249, 250–251, 5.4: 105c, 106–107, UR•42, 5.6: 371c, 372–373
rising action, 5.2: 231c, 232–233, 242–243, 5.4: 106–107, 120–121, UR•42, 5.6: 372–373, UR•32
sequence, 5.4: 105c, 106–107, 5.6: 382–383story elements and, 5.6: 382–383See also Plot, Sequence, Text structure.
Strategic intervention. See Access for All.Structural analysis. See Word analysis.Structure. See Story structure, Text structure. Study strategies. See Research/study skills. Style, author’s. See Literary craft.Subject-verb agreement, 5.2: 291d, 301c, 309e, 310–311, 311a, 317c,
317o, 317p
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Suffixes, 5.1: 24c, 49i, 144c, 169i, 5.2: 234c–234d, 257i, 5.3: 392c, 423i, 428c, 447i, 5.4: 24c, 50c, 75i, 80c, 103i, 140e, 140–141, 150–151, 160–161, 161a, 161h, 5.6: 374e, 374–375, 388–389, 400–401, 401a, 401h. See also Spelling, word analysis; Vocabulary skills/strategies, Word analysis.
Summarize, 5.1: 51c, 52–53, 64–65, 68–69, 74–75, 5.3: 325c, 326–327, 334–335, 340–341, 344–345, 5.5: 257c, 258–259, 266–267, 274–275, UR•42
Syllables. See Spelling, word analysis.
Symbol. See Graphic sources. Symbolism. See Literary terms. Synonyms, 5.4: 80e, 80–81, 88–89, 102–103, 103a, 103h, 127c. See also
Context clues for meaning, Vocabulary skills/strategies. Synthesis. See Connections, making; Higher-order thinking skills;
Reading and Writing Across Texts; Research/study skills.
TTable of contents. See Parts of a book. Tables. See Graphic sources, chart/table.
Taking notes. See Note-taking, Organizing information, Research/study skills.
Tall tale. See Genres.Target comprehension skills. See Comprehension skills, explicit/
implicit instruction for a total listing of these skills.
Target comprehension strategies. See Comprehension strategies for a total listing of these strategies.
Teaching strategiesmodeling. This strategy is part of every lesson.think-aloud. This strategy is part of every lesson.See also Assessment.
Technology new literacies
blog, 5.1: 33b, 5.4: 33b, 89bclipart, 5.4: 39d, 45bdatabase, 5.3: 439cdirectories, 5.4: 69c, 5.5: 250celectronic dictionary, 5.2: 229h, 5.5: 227helectronic encyclopedia, 5.1: 161c, 5.2: 201b, 271b, 5.4: 33b, 89b,
5.6: 383belectronic media, 5.1: 161c, 5.2: 279c, 279de-mail, 5.1: 131d, 164c–164d, 164–167, 167a, 5.4: 117b, 127deStreet Interactive, 5.1: 20c, 50c, 82c, 110c, 140c, 5.2: 176c, 202c,
230c, 258c, 288c, 5.3: 324c, 354c, 388c, 424c, 448c, 5.4: 20c, 46c, 76c, 104c, 136c, 5.5: 168c, 198c, 228c, 256c, 284c, 5.6: 318c, 344c, 370c, 402c, 434c
graphic sources, 5.4: 161bkeyword, 5.1: 33b, 65b, 95b, 153b, 161c, 5.2: 243b, 271b, 279c, 301b,
5.3: 337b, 401b, 439c, 468–469, 5.4: 61b, 117b, 127d, 147b, 156c, 5.5: 211b, 231b, 241b, 247d, 269b, 287b, 5.6: 329b, 347b, 355b, 383b, 417b, 449b
links, 5.1: 65b, 161c, 166–167, 5.2: 224c, 224–225, 225a, 227a, 271b, 301b, 5.4: 33b, 61b, 156c, 5.5: 250c
online reference sources, 5.1: 33b, 43c, 114e, 153b, 161c, 161d, 166–167, 5.2: 271b, 279c, 5.4: 69c, 89b, 156c, 159a, 5.6: 383b, 428c–428d, 428–431, 431a
search engines, 5.1: 161d, 5.2: 243b, 5.3: 401b, 433b, 468c, 468–471, 471a, 5.6: 383b
spell-check function, 5.1: 139b, 5.5: 227bURLs, 5.3: 468c, 5.4: 156c, 5.5: 211bWeb site, 5.1: 33b, 65b, 95b, 153b, 161c, 164–165, 165a, 166–167,
167a, 5.2: 224c–224d, 224–227, 227a, 243b, 279c, 279d, 301b,
5.3: 337b, 401b, 459b, 468–471, 5.4: 33b, 89b, 117b, 147b, 156–157, 5.5: 181b, 189c, 189d, 211b, 241b, 247d, 250c, 269b, 275c, 5.6: 329b, 355b, 383b, 417b, 449b
skills for using technologycommunication, 5.1: 164c–164d, 164–167, 167adocumentation of web sites, 5.1: 33b, 65b, 125b, 153b, 166–167,
5.2: 243b, 271b, 5.3: 337b, 5.4: 33b, 117b, 5.5: 181b, 211b, 227b, 5.6: 329b, 383b
evaluation of Internet information and sources, 5.1: 33b, 65b, 125b, 153b, 166–167, 5.2: 213b, 271b, 279c, 301b, 5.3: 337b, 433b, 470–471, 5.4: 33b, 61b, 89b, 117b, 147b, 5.5: 211b, 241b, 269b, 5.6: 329b, 355b, 383b, 417b, 428c–428d, 428–429, 429a, 431a, 449b
information acquisition, 5.1: 33b, 65b, 95b, 125b, 153b, 164c–164d, 164–167, 167a, 5.2: 213b, 243b, 271b, 279c, 279d, 301b, 5.3: 337b, 371b, 401b, 433b, 459b, 468c, 468–471, 471a, 5.4: 33b, 61b, 89b, 117b, 127d, 147b, 156c, 156–159, 159a, 5.5: 181b, 211b, 241b, 269b, 5.6: 329b, 355b, 383b, 417b, 449b
navigate/search Internet, 5.1: 33b, 65b, 95b, 125b, 153b, 161c, 161d, 166–167, 167a, 5.2: 213b, 243b, 271b, 279d, 301b, 5.3: 337b, 371b, 401b, 433b, 459b, 468c, 468–471, 471a, 5.4: 33b, 61b, 89b, 117b, 127d, 147b, 156c, 156–159, 159a, 5.5: 181b, 211b, 241b, 269b, 5.6: 329b, 355b, 383b, 417b, 449b
presentation software, 5.1: 49b, 5.2: 287b, 5.3: 447b, 5.4: 161b, 5.6: 401b
word processing program, 5.1: 81b, 109b, 125b, 139b, 5.2: 201b, 213b, 229b, 243b, 257b, 287b, 317b, 5.3: 353b, 371b, 423b, 473b, 5.4: 33b, 45b, 75b, 127c, 135b, 161b, 5.5: 211b, 227b, 255b, 311b, 5.6: 343b, 369b, 433b, 467b
See also Genres, Media literacy.
Telephone directory. See Reference sources. Testing, formal and informal. See Assessment.Tests, writing for, 5.1: 53e–53f, 65d–65e, 77a–77c, 81d–81e, 81p–81q,
5.2: 291e–291f, 301d–301e, 311a–311c, 317d–317e, 317p–317q, 5.3: 357e–357f, 371d–371e, 381a–381c, 387d–387e, 387p–387q, 5.4: 139e–139f, 147d–147e, 155a–155c, 161d–161e, 161p–161q, 5.5: 259e–259f, 269d–269e, 277a–277c, 283d–283e, 283p–283q, 5.6: 405e–405f, 417d–417e, 427a–427c, 433d–433e, 433p–433q. See also Assessment.
Text-based comprehension, 5.1: 21c, 22–23, 26–27, 34c–34d, 49h, 51c, 52–53, 56–57, 66c–66d, 81h, 83c, 84–85, 96c–96d, 109h, 5.2: 111c, 112–113, 116–117, 126c–126d, 139h, 141c, 142–143, 146–147, 154c–154d, 169h, 5.2: 177c, 178–179, 182–183, 190c–190d, 201h, 203c, 204–205, 208–209, 214c–214d, 229h, 231c, 232–233, 236–237, 244c–244d, 257h, 259c, 260–261, 264–265, 272c–272d, 287h, 289c, 290–291, 294–295, 302c, 317h, 5.3: 325c, 326–327, 330–331, 338c–338d, 353h, 355c, 356–357, 360–361, 372c–372d, 387h, 389c, 390–391, 394–395, 402c–402d, 423h, 425c, 426–427, 430–431, 434c–434d, 447h, 449c, 450–451, 454–455, 460c–460d, 473h, 5.4: 21c, 22–23, 26–27, 34c–34d, 45h, 47c, 48–49, 52–53, 62c–62d, 75h, 77c, 78–79, 82–83, 90c–90d, 103h, 105c, 110–111, 118c–118d, 135h, 137c, 138–139, 142–143, 148c–148d, 161h, 5.5: 169c, 170–171, 174–175, 182c–182d, 197h, 199c, 200–201, 204–205, 212c–212d, 227h, 229c, 230–231, 234–235, 242c–242d, 255h, 257c, 258–259, 262–263, 270c–270d, 283h, 285c, 286–287, 290–291, 298c–298d, 311h, 5.6: 319c, 320–321, 324–325, 330c–330d, 343h, 345c, 346–347, 350–351, 356c, 369h, 371c, 372–373, 376–377, 384c, 401h, 403c, 404–405, 408–409, 418c–418d, 433h, 435c, 436–437, 440–441, 450c–450d, 467h
Text-based evidence, 5.1: 30–31, 32–33, 34–35, 36–37, 38–39, 40–41, 42–43, 43a, 58–59, 60–61, 64–65, 65a, 66–67, 67a, 68–69, 70–71, 72–73, 74–75, 90–91, 91a, 92–93, 94–95, 96–97, 98–99, 99a, 100–101, 105a, 107a, 118–119, 119a, 120–121, 121a, 122–123, 123a, 124–125, 126–127, 128–129, 129a, 130–131, 135a, 137a, 148–149, 150–151, 152–153, 154–155, 156–157, 157a, 158–159, 159a, 160–161, 165a, 167a, 5.2: 184–185,
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186–187, 188–189, 190–191, 192–193, 194–195, 199a, 210–211, 212–213, 213a, 214–215, 216–217, 217a, 218–219, 220–221, 225a, 238–239, 240–241, 242–243, 244–245, 246–247, 248–249, 250–251, 255a, 266–267, 268–269, 270–271, 272–273, 273a, 274–275, 276–277, 278–279, 283a, 296–297, 298–299, 299a, 300–301, 301a, 302–303, 303a, 304–305, 306–307, 308–309, 313a, 315a, 321a, 5.3: 332–333, 334–335, 336–337, 338–339, 340–341, 342–343, 344–345, 349a, 351a, 362–363, 364–365, 366–367, 368–369, 372–373, 374–375, 376–377, 378–379, 396–397, 397a, 399a, 401a, 402–403, 406–407, 408–409, 410–411, 412–413, 417a, 419a, 421a, 432–433, 436–437, 437a, 438–439, 456–457, 458–459, 460–461, 462–463, 464–465, 469a, 471a, 477a, 5.4: 28–29, 30–31, 32–33, 34–35, 36–37, 38–39, 43a, 54–55, 55a, 56–57, 57a, 58–59, 60–61, 62c, 62–63, 64–65, 65a, 66–67, 68–69, 73a, 84–85, 86–87, 88–89, 91a, 92–93, 94–95, 99a, 101a, 112–113, 113a, 114–115, 115a, 116–117, 117a, 118c, 118–119, 120–121, 122–123, 124–125, 126–127, 131a, 144–145, 145a, 146–147, 147a, 148c, 148–149, 150–151, 152–153, 157a, 159a, 5.5: 176–177, 178–179, 180–181, 182–183, 184–185, 186–187, 188–189, 193a, 195a, 207a, 208–209, 211a, 212c, 212–213, 214–215, 216–217, 221a, 223a, 225a, 236–237, 237a, 238–239, 239a, 241a, 242c, 242–243, 244–245, 246–247, 251a, 253a, 264–265, 266–267, 269a, 270c, 270–271, 272–273, 274–275, 279a, 281a, 292–293, 294–295, 296–297, 298–299, 299a, 300–301, 302–303, 315a, 5.6: 326–327, 328–329, 330c, 330–331, 332–333, 334–335, 336–337, 341a, 352–353, 354–355, 356c, 357a, 358–359, 360–361, 365a, 367a, 378–379, 379a, 380–381, 382–383, 383a, 384c, 384–385, 386–387, 390–391, 391a, 392–393, 394–395, 399a, 410–411, 412–413, 414–415, 417a, 418c, 418–419, 419a, 420–421, 422–423, 424–425, 431a, 442–443, 443a, 444–445, 446–447, 447a, 448–449, 450c, 450–451, 452–453, 454–455, 458–459, 463a, 471a
Textbook (as reference source). See Reference sources.Text complexity, 5.1: 27a, 57a, 89a, 117a, 147a, 5.2: 183a, 209a, 237a, 265a,
295a, 5.3: 331a, 361a, 395a, 431a, 455a, 5.4: 27a, 53a, 83a, 111a, 143a, 5.5: 175a, 205a, 235a, 263a, 291a, 5.6: 325a, 351a, 377a, 409a, 441a. See also Weekly Tabs in Teacher’s Edition.
Text features bulleted list, 5.1: 106–107captions, 5.2: 309cgraphic sources. See Graphic sources. illustrations/photographs, 5.1: 78c, 5.2: 309c, 5.3: 449c, 450–451,
473l–473m, 5.4: 39c, 84–85, 103h, 5.5: 189c, 238–239, 240–241, 296–297
numbered items, 5.6: 337cof drama, 5.2: 312–313See also Graphic sources, Parts of a book.
Text structure cause and effect, 5.1: 141c, 142–143, 160–161, 5.3: 426–427, 5.4: 98c,
98–99, 100–101, 5.6: 345c, 346–347, 356–357, 360–361, UR•22compare and contrast, 5.3: 438–439, 5.6: 346–347, UR•22logical order, 5.3: 434–435sequence, 5.1: 134c, 134d, 134–135, 135a, 158–159, UR•52, 5.3: 425c,
426–427, 434–435, 5.6: 346–347, UR•22See also Story structure.
Theme, 5.1: 83c, 84–85, 90–91, 96–97, 100–101, 109h, 109l–109m, UR•28, UR•32, UR•33, 5.2: 298–299, 302–303, 5.4: 34–35. See also Main idea and details.
Thesaurus. See Reference sources.Think-aloud statements. Think-alouds and teacher modeling appear
throughout weekly lessons as basic teaching strategies.
Thinking strategies. See Higher-order thinking skills.Time line. See Graphic sources.Time sequence. See Sequence; Story structure, sequence; Text
structure, sequence.
Title page. See Parts of a book.
Tone. See Literary terms.Topic, recognizing. See Main idea and details.Trade book. See Reference sources.21st century skills. See Media literacy, Technology, Writing, with
technology.Types of literature. See Genres.
UUnderlining, 5.6: 437d, 449c, 459e, 467c, 467o, 467p
Unfamiliar words, 5.2: 180e, 180–181, 190–191, 200–201, 201a, 201h, 262e, 262–263, 266–267, 287h, 5.4: 50e, 50–51, 60–61, 75h, 108e, 108–109, 122–123, 134–135, 135a, 135h, 5.5: 260e, 260–261, 268–269, 282–283, 283a, 283h, 5.6: 406e, 406–407, 414–415, 422–423, 432–433, 433a, 433h. See also Context clues for meaning, Vocabulary skills/strategies.
Unknown words. See Dictionary/glossary, Vocabulary skills/strategies.
Usage. See Grammar and usage for all grammar and usage listings.
VVenn diagram. See Graphic and semantic organizers, types.
Verbsaction, 5.2: 233d, 243c, 251e, 252–253, 253a, 257c, 257o, 257phelping, 5.2: 261d, 271c, 279e, 280–281, 281a, 287c, 287o, 287plinking, 5.2: 233d, 243c, 251e, 252–253, 253a, 257c, 257o, 257pmain, 5.2: 261d, 271c, 279e, 280–281, 281a, 287c, 287o, 287pprincipal parts of, 5.3: 357d, 371c, 379e, 380–381, 381a, 387c, 387o, 387p,
391d, 401c, 413e, 414–415, 415a, 423c, 423o, 423ptense, 5.3: 327d, 337c, 345e, 346–347, 347a, 353c, 353o, 353p
future, 5.2: 271c, 5.3: 327d, 337c, 345e, 346–347, 347a, 353c, 353o, 357d
past, 5.2: 271c, 5.3: 327d, 337c, 345e, 346–347, 347a, 353c, 353o, 357d, 371c, 379e, 380–381, 381a, 387c, 387o, 387p–387q, 401c, 414–415, 415a, 423p
perfect, 5.3: 345e, 357d, 371c, 387c, 387opresent, 5.2: 271c, 5.3: 327d, 337c, 345e, 346–347, 347a, 353c,
353o, 357d, 371c, 379e, 380–381, 381a, 387o, 387p–387q, 401c, 414–415, 415a, 423p
troublesome, 5.3: 427d, 433c, 439e, 440–441, 441a, 447c, 477o, 447p
Viewing. See Media literacy. Visualizing, 5.2: 177c, 178–179, 184–185, 194–195, UR•12, UR•13,
5.3: 355c, 356–357, 370–371, 378–379, UR•22, 5.4: 137c, 138–139, 144–145, 152–153, UR•52
Vocabulary developmentacademic vocabulary, 5.1: 21c, 23d, 26–27, 47a, 51c, 53d, 54d, 56–57,
83c, 85d, 85f, 88–89, 111c, 113b, 113d, 114d, 116–117, 141c, 143d, 144d, 146–147, 170–171, 172–173, 5.2: 177c, 179d, 180d, 182–183, 198d, 203c, 205d, 206d, 208–209, 223b, 231c, 233d, 233f, 234d, 236–237, 253a, 259c, 260–261, 261d, 261f, 262d, 264–265, 279c, 282d, 289c, 291d, 292d, 294–295, 312d, 318–319, 319a, 320–321, 5.3: 325c, 327c, 327d, 328–329, 330–331, 345c, 348c, 348d, 355c, 357b, 357d, 358d, 360–361, 387a, 389c, 391d, 392d, 394–395, 413c, 415b, 416d, 425c, 427d, 427f, 428d, 430–431, 441b, 442c, 449c, 451c, 451d, 452d, 454–455, 467c, 473c, 474–475, 475a, 476–477, 5.4: 21c, 23d, 26–27, 39c, 47c, 49d, 49f, 50d, 52–53, 61d, 72d, 79d, 79f, 80d, 80e, 82–83, 105c, 107d, 108d, 110–111, 130d, 139d, 140d, 142–143, 148b, 153c, 161d, 162–163, 163a, 164–165, 5.5: 169c, 171d, 172d, 174–175, 191b, 200–201. 201d, 202d, 204–205, 229d 230–231, 231d, 234–235, 247c, 249c, 250d, 259b, 259d, 259f, 262–263, 283e, 287b, 287d, 287f, 288d, 290–291, 297d, 312–313, 314–315, 5.6: 319c, 321d, 321e, 322d, 324–325, 337c, 339b, 347c, 347d, 348d, 350–351,
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361c, 373d, 373f, 376–377, 395b, 398d, 403c, 405b, 405c, 405f, 406c, 408–409, 417d, 436–437, 437d, 440–441, 449d, 469a
etymology/word origins, 5.1: 54c, 81i, 5.2: 180c, 201i, 206c, 229i, 234e, 234–235, 240–241, 257a, 257h, 5.3: 358e, 358–359, 364–365, 376–377, 386–387, 387a, 387h, 5.5: 172e, 172–173, 178–179, 196–197, 197a, 197h, 232c, 255i
listening for vocabulary development, 5.1: 21a–21b, 49s, 51a–51b, 81s, 83a–83b, 111a–111b, 141a–141b, 173c, 5.2: 177a–177b, 201s, 203a–203b, 229s, 231a–231b, 257s, 259a–259b, 289a–289b, 5.3: 325a–325b, 353s, 355a–355b, 389a–389b, 423s, 425a–425b, 449a–449b, 477c, 5.4: 21a–21b, 45s, 47a–47b, 77a–77b, 105a–105b, 135s, 137a–137b, 5.5: 169a–169b, 197s, 199a–199b, 277s, 229a–229b, 257a–257b, 283s, 285a–285b, 315c, 5.6: 319a–319b, 345a–345b, 371a–371b, 403a–403b, 435a–435b
make connections, 5.1: 23a, 53a, 85a, 113a, 143a, 5.2: 179a, 205a, 233a, 261a, 291a, 5.3: 327a, 357a, 391a, 427a, 451a, 5.4: 23a, 49a, 79a, 107a, 139a, 5.5: 171a, 201a, 231a, 259a, 287a, 5.6: 321a, 347a, 373a, 405a, 437a
reference sources, 5.1: 43c, 86e, 86–87, 92–93, 108–109, 109a, 109h, 5.2: 195c, 229a, 5.4: 127c, 127d, 5.5: 189c, 5.6: 322e, 322–323, 326–327, 343a
selection vocabulary, 5.1: 23a, 24e, 49h, 53a, 54e, 81h, 85a, 86e, 109h, 113a, 114e, 139h, 143a, 144e, 169h, 5.2: 179a, 180e, 201h, 205a, 206e, 229h, 233a, 234e, 257h, 261a, 262e, 287h, 291a, 292e, 317h, 5.3: 327a, 328e, 353h, 357a, 358e, 387h, 391a, 392e, 423h, 427a, 428e, 447h, 451a, 452e, 473h, 5.4: 23a, 24e, 45h, 49a, 50e, 75h, 79a, 80e, 103h, 107a, 108e, 135h, 139a, 140e, 161h, 5.5: 171a, 172e, 197h, 201a, 202e, 227h, 231a, 232e, 255h, 259a, 260e, 283h, 287a, 288e, 311h, 5.6: 321a, 322e, 343h, 347a, 348e, 369h, 373a, 374e, 401h, 405a, 406e, 433h, 437a, 438e, 467h
writing vocabulary, 5.1: 133a–133b, 5.2: 281a–281b, 5.3: 347a–347b, 401d–401e, 433d–433e, 5.4: 117d–117e, 129a–129b, 5.5: 191a–191b
See also Content knowledge, Independent Practice Stations, Vocabulary skills/strategies, Word analysis.
Vocabulary skills/strategiesadages, 5.1: 168–169, 169a, 5.2: 286–287, 287a, 5.3: 352–353, 353aantonyms, 5.1: 114e, 114–115, 124–125, 138–139, 139a, 139h, 5.3: 428e,
428–429, 432–433, 446–447, 447a, 447h, 5.4: 127cconnotation/denotation, 5.1: 114c, 139i, 5.3: 328c, 353icontext clues, 5.1: 114e, 114–115, 144e, 5.2: 180e, 180–181, 5.4: 75a, 103adictionary/glossary, 5.1: 86e, 86–87, 108–109, 109a, 5.2: 206–207,
214–215, 5.5: 202–203, 227a, 5.6: 342–343, 343aendings, inflected, 5.2: 292e, 292–293, 300–301, 306–307, 316–317, 317a,
317h, 5.4: 24e, 24–25, 32–33, 44–45, 45a, 45hendings -s, -ed, -ing, 5.2: 292e, 292–293, 300–301, 306–307, 316–317,
317a, 317h, 5.4: 24e, 24–25, 32–33, 44–45, 45a, 45hendings, -s, -es, 5.6: 348e, 348–349, 358–359, 368–369, 369a, 369h homographs, 5.1: 24e, 24–25, 32–33, 48–49, 49a, 49h, 5.6: 438e,
438–439, 450–451, 466–467, 467a, 467hhomonyms, 5.1: 54e, 54–55, 62–63, 81h, 5.3: 392e, 392–393, 400–401, 423hidiom, 5.1: 80–81, 81a, 5.3: 422–423, 423a, 5.4: 24d, 74–75, 75amultiple-meaning words, 5.1: 144e, 144–145, 152–153, 169h, 5.3: 328e,
328–329, 332–333, 353h, 5.5: 232e, 232–233, 236–237, 254–255, 255a, 255h
plurals, 5.6: 348e, 348–349, 358–359, 368–369, 369a, 369hprefixes, 5.3: 452e, 452–453, 462–463, 472–473, 473a, 473h, 5.5: 288e,
288–289, 294–295, 310–311, 311a, 311hroot words, Greek and Latin, 5.2: 234e, 234–235, 240–241, 256–257, 257a,
257h, 5.3: 358e, 358–359, 364–365, 376–377, 386–387, 387a, 387h, 5.5: 172e, 172–173, 178–179, 196–197, 197a, 197h
suffixes, 5.4: 140e, 140–141, 150–151, 160–161, 161a, 161h, 5.6: 374e, 374–375, 388–389, 400–401, 401a, 401h
synonyms, 5.4: 80e, 80–81, 88–89, 102–103, 103a, 103h, 127cunfamiliar words, 5.2: 180e, 180–181, 190–191, 200–201, 201a, 201h,
262e, 262–263, 266–267, 287h, 5.4: 50e, 50–51, 60–61, 75h, 108e, 108–109, 122–123, 134–135, 135a, 135h, 5.5: 260e, 260–261,
268–269, 282–283, 283a, 283h, 5.6: 406e, 406–407, 414–415, 422–423, 432–433, 433a, 433h
unknown words, 5.1: 86e, 86–87, 92–93, 108–109, 109a, 109h, 5.2: 206e, 206–207, 214–215, 218–219, 228–229, 229a, 229h, 5.5: 202e, 202–203, 210–211, 226–227, 227a, 227h, 5.6: 322e, 322–323, 326–327, 342–343, 343a, 343h
words from other languagesSpanish, 5.2: 180c, 201i
word structure, 5.2: 317aSee also Context clues for meaning, Independent Practice Stations,
Vocabulary development, Word analysis.
WWarning label. See Graphic sources. Web. See Graphic and semantic organization, type.
Web site. See Genres; Technology, new literacies.
Word analysis skillsacronyms, 5.5: 202c, 227ibase words, 5.3: 392c, 423icompound words, 5.1: 86c–86d, 109i, 5.3: 452c, 473i, 5.6: 322c, 343i,
438c, 467iendings, inflected, 5.4: 24c, 32–33, 45i idioms, 5.4: 140c, 161imorphemes, 5.5: 288c, 311iprefixes, 5.3: 452e, 452–453, 462–463, 472–473, 473a, 473h, 5.4: 108c,
135i, 5.5: 172c, 197iroot words, Greek and Latin, 5.1: 54c–54d, 81i, 5.2: 240–241, 5.3: 358c,
387i, 5.5: 232c, 255i shades of meaning, 5.1: 114c, 139i, 5.3: 328c, 353ispelling patterns, complex, 5.5: 260c, 283i, 5.6: 374c, 401isuffixes, 5.1: 24c, 24d, 49i, 144c, 169i, 5.2: 234c–234d, 257i, 5.3: 392c,
423i, 428c, 447i, 5.4: 24c, 50c, 75i, 80c, 103i word families, 5.2: 292c, 317i, 5.6: 406c, 433iword origins
French, 5.2: 206c, 229iRussian, 5.6: 348c, 369iSpanish, 5.2: 180c, 201i, 262c, 287i
See also Spelling, word analysis; Vocabulary skills/strategies.
Word attack skills. See Context clues for meaning, Dictionary/glossary, Vocabulary skills/strategies, Word analysis.
Word choice. See Literary terms, Writing traits. Word histories. See Vocabulary development, etymology/word origins;
Vocabulary skills/strategies, root words; Word analysis, root words, word origins.
Word identification. See Context clues for meaning, Dictionary/glossary, Vocabulary skills/strategies, Word analysis.
Word origins. See Vocabulary development, etymology/word origins; Vocabulary skills/strategies, root words; Word analysis, roots, word origins.
Word structure. See Vocabulary skills/strategies, Word analysis.Writing about Literature
Look Back and Write, 5.1: 42–43, 43a, 74–75, 75a, 100–101, 101a, 130–131, 131a, 160–161, 161a, 5.2: 194–195, 195a, 220–221, 221a, 250–251, 251a, 278–279, 279a, 308–309, 309a, 5.3: 344–345, 345a, 378–379, 379a, 412–413, 413a, 438–439, 439a, 464–465, 465a, 5.4: 38–39, 39a, 68–69, 69a, 94–95, 95a, 126–127, 127a, 152–153, 153a, 5.5: 188–189, 189a, 216–217, 217a, 246–247, 247a, 274–275, 275a, 302–303, 303a, 5.6: 336–337, 337a, 360–361, 361a, 394–395, 395a, 424–425, 425a, 458–459, 459a
Reading and Writing Across Texts, 5.1: 46–47, 47a, 78–79, 79a, 106–107, 107a, 136–137, 137a, 5.2: 198–199, 199a, 254–255, 255a, 284–285, 285a, 314–315, 315a, 5.3: 350–351, 351a, 384–385, 385a, 420–421,
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421a, 444–445, 445a, 5.4: 42–43, 43a, 72–72, 73a, 100–101, 101a, 132–133, 133a, 5.5: 194–195, 195a, 224–225, 225a, 280–281, 281a, 308–309, 309a, 5.6: 340–341, 341a, 366–367, 367a, 398–399, 399a, 464–465, 465a
See also Cross-text evaluation.
Writing across Texts. See Reading and Writing Across Texts, Writing about Literature.
Writing assessment. See Assessment, Writing process. Writing forms/products
advertising brochure, 5.3: 391e–391f, 401d–401e, 414–415, 415a–415c, 423d–423e, 423p–423q
autobiographical sketch, 5.4: 139e–139f, 147d–147e, 154–155, 155a–155c, 161d–161e, 161p–161q
biographical sketch, 5.5: 231e–231f, 241d–241e, 248–249, 249a–249c, 255d–255e, 255p–255q
cause and effect essay, 5.4: WP•1–WP•10comic book/graphic novel, 5.2: WP•1–WP•10compare and contrast essay, 5.3: WP•1–WP•10description, 5.2: 179e–179f, 189d–189e, 196–197, 197a–197c, 201d–201e,
201p–201q, 5.3: 427e–427f, 433d–433e, 440–441, 441a–441c, 447d–447e, 447p–447q
directions, 5.1: 23e–23f, 33d–33e, 44–45, 45a–45c, 49d–49e, 49p–49qdrama, 5.3: 327e–327f, 337d–337e, 346–347, 347a–347c, 353d–353e,
353p–353qexpository composition, 5.1: 143e–143f, 153d–153e, 162–163, 163a–163c,
169d–169e, 169p–169qexpository text, 5.3: 451e–451f, 459d–459e, 466–467, 467a–467c,
473d–473e, 473p–473q historical fiction, 5.2: 291e–291f, 301d–301e, 310–311, 311a–311c,
317d–317e, 317p–317qinvitation, 5.1: 85e–85f, 95d–95e, 102–103, 103a–103c, 109d–109e,
109p–109qjournal, 5.6: 321e–321f, 329d–329e, 338–339, 339a–339c, 343d–343e,
343p–343qletter, formal, 5.4: 79e–79f, 89d–89e, 96–97, 97a–97c, 103d–103e,
103p–103qletter, friendly, 5.2: 205e–205f, 213d–213e, 222–223, 223a–223c,
229d–229e, 229p–229q, 5.4: 49e–49f, 61d–61e, 70–71, 71a–71c, 75d–75e, 75p–75q
letter, to the editor, 5.5: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q
mystery story, 5.6: 347e–347f, 355d–355e, 362–363, 363a–363c, 369d–369e, 369p–369q
narrative poetry, 5.4: 107e–107f, 117d–117e, 128–129, 129a–129c, 135d–135e, 135p–135q
newsletter article, 5.1: 113e–113f, 125d–125e, 132–133, 133a–133c, 139d–139e, 139p–139q
notes, 5.5: 201e–201f, 211d–211e, 218–219, 219a–219c, 227d–227e, 227p–227q
parody, 5.6: 373e–373f, 383d–383e, 396–397, 397a–397c, 401d–401e, 401p–401q
personal narrative, 5.1: WP•1–WP•10, 5.2: 261e–261f, 271d–271e, 280–281, 281a–281c, 287d–287e, 287p–287q, 5.6: 437e–437f, 449d–449e, 460–461, 461a–461c, 467d–467e, 467p–467q
persuasive essay, 5.5: WP•1–WP•10persuasive speech, 5.3: 357e–357f, 371d–371e, 380–381, 381a–381c,
387d–387e, 387p–387qpicture book, 5.4: 23e–23f, 33d–33e, 40–41, 41a–41c, 45d–45e, 45p–45qpoem, 5.2: 233e–233f, 243d–243e, 252–253, 253a–253c, 257d–257e,
257p–257q, 5.5: 171e–171f, 181d–181e, 190–191, 191a–191c, 197d–197e, 197p–197q
research report, 5.6: WP•1–WP•10response log. See Logs, strategy response. response to literature. See Response to literature.
review, 5.6: 405e–405f, 417d–417e, 426–427, 427a–427c, 433d–433e, 433p–433q
summary, 5.5: 287e–287f, 297d–297e, 304–305, 305a–305c, 311d–311e, 311p–311q
tall tale, 5.1: 53e–53f, 65d–65e, 76–77, 77a–77c, 81d–81e, 81p–81q
Writing for tests. See Tests, writing for. Writing modes
argument/persuasive, 5.3: 357e–357f, 371d–371e, 380–381, 381a–381c, 387d–387e, 387p–387q, 391e–391f, 401d–401e, 414–415, 415a–415c, 423d–423e, 423p–423q, 5.5: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q, WP•1–WP•10
descriptive, 5.2: 179e–179f, 189d–189e, 196–197, 197a–197c, 201d–201e, 201p–201q, 5.3: 427e–427f, 433d–433e, 440–441, 441a–441c, 447d–447e, 447p–447q
expressive, 5.2: 233e–233f, 243d–243e, 252–253, 253a–253c, 257d–257e, 257p–257q, 5.5: 171e–171f, 181d–181e, 190–191, 191a–191c, 197d–197e, 197p–197q
informative/expository, 5.1: 23e–23f, 33d–33e, 44–45, 45a–45c, 49d–49e, 49p–49q, 85e–85f, 95d–95e, 102–103, 103a–103c, 109d–109e, 109p–109q, 113e–113f, 125d–125e, 132–133, 133a–133c, 139d–139e, 139p–139q, 143e–143f, 153d–153e, 162–163, 163a–163c, 169d–169e, 169p–169q, 5.3: 451e–451f, 459d–459e, 466–467, 467a–467c, 473d–473e, 473p–473q, WP•1–WP•10, 5.4: 79e–79f, 89d–89e, 96–97, 97a–97c, 103d–103e, 103p–103q, WP•1–WP•10, 5.5: 201e–201f, 211d–211e, 218–219, 219a–219c, 227d–227e, 227p–227q, 287e–287f, 297d–297e, 304–305, 305a–305c, 311d–311e, 311p–311q, 5.6: 405e–405f, 417d–417e, 426–427, 427a–427c, 433d–433e, 433p–433q, WP•1–WP•10
narrative, 5.1: 53e–53f, 65d–65e, 76–77, 77a–77c, 81d–81e, 81p–81q, WP•1–WP•10, 5.2: 179e–179f, 189d–189e, 196–197, 197a–197c, 201d–201e, 201p–201q, 205e–205f, 213d–213e, 222–223, 223a–223c, 229d–229e, 229p–229q, 233e–233f, 243d–243e, 252–253, 253a–253c, 257d–257e, 257p–257q, 261e–261f, 271d–271e, 280–281, 281a–281c, 287d–287e, 287p–287q, 291e–291f, 301d–301e, 310–311, 311a–311c, 317d–317e, 317p–317q, WP•1–WP•10, 5.3: 327e–327f, 337d–337e, 346–347, 347a–347c, 353d–353e, 353p–353q, 5.4: 23e–23f, 33d–33e, 40–41, 41a–41c, 45d–45e, 45p–45q, 49e–49f, 61d–61e, 70–71, 71a–71c, 75d–75e, 75p–75q, 107e–107f, 117d–117e, 128–129, 129a–129c, 135d–135e, 135p–135q, 139e–139f, 147d–147e, 154–155, 155a–155c, 161d–161e, 161p–161q, 5.5: 231e–231f, 241d–241e, 248–249, 249a–249c, 255d–255e, 255p–255q, 5.6: 321e–321f, 329d–329e, 338–339, 339a–339c, 343d–343e, 343p–343q, 347e–347f, 355d–355e, 362–363, 363a–363c, 369d–369e, 369p–369q, 373e–373f, 383d–383e, 396–397, 397a–397c, 401d–401e, 401p–401q, 437e–437f, 449d–449e, 460–461, 461a–461c, 467d–467e, 467p–467q
Writing process assess/scoring guide (rubric), 5.1: 43a, 45a, 75a, 77a, 101a, 103a, 131a,
133a, 161a, 163a, 5.2: 195a, 197a, 221a, 223a, 251a, 253a, 279a, 281a, 309a, 311a, 5.3: 345a, 347a, 379a, 381a, 413a, 415a, 439a, 441a, 465a, 467a, 5.4: 39a, 41a, 69a, 71a, 95a, 97a, 127a, 129a, 153a, 155a, 5.5: 189a, 191a, 217a, 219a, 247a, 249a, 275a, 277a, 303a, 305a, 5.6: 337a, 339a, 361a, 363a, 395a, 397a, 425a, 427a, 459a, 461a
draft, 5.1: 45a–45b, 77a–77b, 103a–103b, 133a–133b, 163a–163b, WP•5–WP•6, 5.2: 197a–197b, 223a–223b, 253a–253b, 281a–281b, 311a–311b, WP•5–WP•6, 5.3: 347a–347b, 381a–381b, 415a–415b, 441a–441b, 467a–467b, WP•5–WP•6, 5.4: 41a–41b, 71a–71b, 97a–97b, 129a–129b, 155a–155b, WP•5–WP•6, 5.5: 191a–191b, 219a–219b, 249a–249b, 277a–277b, 305a–305b, WP•5–WP•6, 5.6: 339a–339b, 363a–363b, 397a–397b, 427a–427b, 461a–461b, WP•5–WP•6
prewrite/plan, 5.1: 33d–33e, 65d–65e, 95d–95e, 125d–125e, 153d–153e, WP•2–WP•4, 5.2: 189d–189e, 213d–213e, 243d–243e, 271d–271e,
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301d–301e, WP•2–WP•4, 5.3: 337d–337e, 371d–371e, 401d–401e, 433d–433e, 459d–459e, WP•2–WP•4, 5.4: 33d–33e, 61d–61e, 89d–89e, 117d–117e, 147d–147e, WP•2–WP•4, 5.5: 181d–181e, 211d–211e, 241d–241e, 269d–269e, 297d–297e, WP•2–WP•4, 5.6: 329d–329e, 355d–355e, 383d–383e, 417d–417e, 449d–449e, WP•2–WP•4
proofread/edit, 5.1: 49p, 81p, 109p 139p, 169p, WP•9, 5.2: 201p, 229p, 257p, 287p, 317p, WP•9, 5.3: 353p, 387p, 423p, 447p, 473p, WP•9, 5.4: 45p, 75p, 103p, 135p, 161p, WP•9, 5.5: 197p, 227p, 255p, 283p, 311p, WP•9, 5.6: 343p, 369p, 401p, 433p, 467p, WP•9
publish/present, 5.1: 49q, 81q, 109q, 139q, 169q, WP•10, 5.2: 201q, 229q, 257q, 287q, 317q, WP•10, 5.3: 353q, 387q, 423q, 447q, 473q, WP•10, 5.4: 45q, 75q, 103q, 135q, 161q, WP•10, 5.5: 197q, 227q, 255q, 283q, 311q, WP•10, 5.6: 343q, 369q, 401q, 433q, 467q, WP•10
revise, 5.1: 49d–49e, 81d–81e, 109d–109e, 139d–139e, 169d–169e, WP•7–WP•8, 5.2: 201d–201e, 229d–229e, 257d–257e, 287d–287e, 317d–317e, WP•7–WP•8, 5.3: 353d–353e, 387d–387e, 423d–423e, 447d–447e, 473d–473e, WP•7–WP•8, 5.4: 45d–45e, 75d–75e, 103d–103e, 135d–135e, 161d–161e, WP•7–WP•8, 5.5: 197d–197e, 227d–227e, 255d–255e, 283d–283e, 311d–311e, WP•7–WP•8, 5.6: 343d–343e, 369d–369e, 401d–401e, 433d–433e, 467d–467e, WP•7–WP•8adding, 5.1: 49d, 5.2: 257d–257e, 287d–287e, 5.4: 45d–45e,
75d–75e, 5.5: 227d–227e, 5.6: 343d–343e, 467d–467eclarifying, 5.1: 81p–81q, 139d–139e, 169d–169e, 5.3: 353d–353e,
447d–447e, 473d–473e, 5.4: 103d–103e, 135d–135e, 5.5: 197d–197e, 5.6: 369d–369e
consolidating, 5.1: 109d–109e, 5.2: 201d–201e, 5.5: 255d–255epeer conferencing, 5.1: 49d, 81e, 109e, 139d, 169e, WP•8, 5.2: 201e,
229d, 257e, 287d, WP•8, 5.3: 353e, 423e, 447e, 473d–473e, WP•8, 5.4: 45e, 75d–75e, 103d, 135d, WP•8, 5.5: 197e, 227d–227e, 255d–255e, 311d, WP•8, 5.6: 343e, 369e, 401d, 467d, WP•8
subtracting, 5.2: 229d–229e, 5.3: 423d–423e, 5.5: 311d–311e, 5.6: 401d–401e
Writing strategies. See Writing process.Writing traits
characterization, 5.2: 213d conventions, 5.4: 89d–89e, 97cdetails, 5.3: 387d–387e, 5.4: 129b–129celaboration, 5.3: 441bevaluation, 5.4: 97a, 5.6: 427a–427bfocus/ideas, 5.1: 95d, 5.3: 371d–371e, 5.4: 41a–41b, 5.5: 219a–219b,
241d–241e, 297d–297e, 305a, 5.6: 355dhumor, 5.6: 397bintroduction and conclusion, 5.3: 467a–467borganization, 5.1: 33d–33e, 153d–153e, 163a, 5.2: 243d–243e, 253a,
5.3: 337d–337e, 459d–459e, 467a, 5.4: 33d–33e, 5.5: 211d–211e, 5.6: 383d–383e, 433d–433e
powerful verbs, 5.2: 281a–281bsentences, 5.2: 197a, 5.4: 61d–61e, 71a, 5.5: 249a–249b,
5.6: 449d–449esequence, 5.1: 45a, 45b–45c, 5.2: 271etone, 5.2: 223b, 5.4: 71btransitional words, 5.5: 305a–305bvoice, 5.1: 77c, 5.2: 223a, 5.4: 161d, 5.5: 283d, 5.6: 329d–329e,
339a–339b, 397a–397b, 461a–461bword choice, 5.1: 133a–133b, 5.2: 281a–281b, 311c, 5.3: 347a–347b,
401d–401e, 433d–433e, 441a, 5.4: 117d–117e, 129a–129b, 5.5: 191a
Writing, with technology, 5.1: 81b, 109b, 125b, 139b, WP•9, 5.2: 201b, 213b, 229b, 243b, 257b, 287b, 317b, WP•9, 5.3: 353b, 371b, 423b, 447b, 473b, WP•9, 5.4: 33b, 45b, 75b, 127c, 135b, 161b, WP•9, 5.5: 211b, 227b, 255b, 311b, WP•9, 5.6: 343b, 369b, 401b, 433b, 467b, WP•9. See also Media literacy, creation of media; Technology.
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COMMON CORE
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