CORRELATION OF SCHOLASTIC BRAIN BANK TO THE COMMON …teacher.scholastic.com/products/classroombooks/... · Students describe the relationship between illustrations and the story

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CORRELATION OF SCHOLASTIC BRAIN BANK TO THE COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS GRADES K-5

Common Core State Standards

Kindergarten SCHOLASTIC BRAIN BANK

Kindergarten Reading: Literature Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, retell familiar stories, including key details. 3. With prompting and support, identify characters, settings, and major events in a story.

Select fiction titles and activities engage students in reading and responding to key details of narratives: Keeping Fit, students use illustrations to help answer questions about the narrative. Little Duckling Is Lost, students use details from the story to match baby animals and mothers. My Pet Rabbit, students use the book to label pictures from story. Submarines and Other Machines, students read story in question/answer format. Traffic Colors, students read story in question/answer format. Dinnertime at the Zoo, students read story in question/answer format. The Animal Doctors, students read story in question/answer format. Off to the City, students answer questions about the story. Eyes in the Dark, students answer questions about the story. Teachers can use the following stories to engage students in retelling: Run, Rabbit!, a story about a rabbit’s adventures. Little Blue Fish, a story about adventures of a little fish. After School, a story about making friends at after school care. Off to the City, a story about a trip to the city. Students explore character development, setting and plot in the following activities: Keeping Fit, students recall information about story events. Little Duckling Is Lost, students recall information about characters in story. Run, Rabbit!, students recount events in story. Little Blue Fish, students recall information about story events. Off to the City, students explore events from story.

Craft and Structure 4. Ask and answer questions about unknown words in a text. 5. Recognize common types of texts (e.g., storybooks, poems). 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Each Brain Bank title provides opportunities for teachers to help students explore unknown words in text as they determine appropriate. Students recognize common types of fictional texts such as narratives: Keeping Fit, Little Duckling Is Lost, Run, Rabbit!, Little Blue Fish, and Off to the City. Teachers can use the Brain Bank books to initiate discussion about the role of authors and illustrators.

Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). 8. (Not applicable to literature) 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Students describe the relationship between illustrations and the story in the following informational texts that are presented in cartoon format: Submarines and Other Machines, students explore transportation using illustrations to help identify different machines. Traffic Colors, students match pictures and words referring to road safety. Dinnertime at the Zoo, students use illustrations to identify different animals and how they depend on their environment.

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Common Core State Standards Kindergarten

SCHOLASTIC BRAIN BANK Kindergarten

The Animal Doctors, students match pictures and words describing different pets a vet cares for. Run, Rabbit!, students use pictures from story to explore position and motion of objects. Little Duckling Is Lost, students explore life science details by pasting pictures of baby animals next to their mothers. Little Blue Fish, students explore animal behavior through cartoon illustrations. Keeping Fit, students use pictures from story to explore position and motion of objects. Off to the City, students follow instructions using a simple map. After School, students use cartoon illustrations to explore making friends. Dinnertime at the Zoo, students use illustrations and text to explore what different animals eat. Eyes in the Dark, students explore animal behaviors through illustrations and text. Comparing and contrasting characters is not addressed at this grade level.

Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding.

Brain Bank provides relevant texts with a range of reading levels appropriate for kindergarten. Guided Reading Levels range from A to F with Developmental Reading Assessment ranging from A-1 to 10. Two copies of each title are provided in the library, which contains a variety of genres including narratives, question and answer texts, and recounts. Titles cover content area topics in science and social studies subjects such as animal, weather, environments, friendships, transportation, colors, clothing, food, jobs, and maps. Two copies of each title are provided in the library so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Informational Text Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, identify the main topic and retell key details of a text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Brain Bank is a collection of content area informational and nonfiction titles aimed at building literacy skills while focusing on science and social studies. Students explore content area topics and engage in activities specific to the topic of each book. These are outlined in the Brain Bank Overview at every grade. Science content areas include, for example: functions of living things, animal behaviors, position and motion of objects, changes in earth and sky, how matter changes, and observation skills. Social Studies content areas include, for example: making friends, following instructions, transportation, things in our world, keeping healthy, and people in the community. Thinking Caps On activities encourage students to think about what they are reading. The activities enable students to practice and consolidate early comprehension strategies, including forming opinions and generalizations, sequencing and summarizing, and recognizing key points, (Brain Bank Overview, p. 4) Students demonstrate understanding of key details in the text in the following activities: Hummingbirds, students recall life science details from text. Keeping Fit, students recall positional vocabulary from text. Little Duckling Is Lost, students match pictures and words to recall animal names from text. Living Things, students use text to help identify living vs. non-living things. Weather Words, students match weather symbols learned in text with appropriate words. Eyes in the Dark, students recall information from text about animal behaviors. The Big Blue Sea, students recall life science and write labels for sea animals.

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The Storm, students recall text to match pictures and weather words. Getting There, students match pictures to sentences about transportation. Names Are Everywhere, students make global connections by recalling names of places/things. Submarines and Other Machines, students recall and record information about transportation. Trucks, students explore different types of trucks and their uses. What Can I Wash Today?, students explore routines and recall days of the week. Boats, students review different types of boats and their uses. Eat Your Colors, students explore good health and recall different foods. Night Shift, students match pictures of community workers and their jobs. The Animal Doctors, students complete job description of a vet. Traffic Colors, students record road safety information from book. What’s for Breakfast?, students recall and record where different foods come from. Students identify main topic of text in the following activities: Take a Close Look, students recall information to enforce main idea of text. Water Play, students categorize things that will sink or float based on information in text. Lights, students identify objects that give light based on information in text. Students make connections through information in text in the following activities: The Magnifying Glass, students draw something they looked at through a magnifying glass. Pizza Faces, students match pictures and instructions from text. My House, students put pictures in correct order to show different steps in a process. Off to the City, students use a map key to follow directions. Where in the World?, students answer questions relating to where they live. A Rainy Day, students match objects that go together.

Craft and Structure 4. With prompting and support, ask and answer questions about unknown words in a text. 5. Identify the front cover, back cover, and title page of a book. 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Students determine the meaning of words in each text, see for example: Run, Rabbit!, students understand positional vocabulary. Water Play, students explore water vocabulary. Weather Words, students explore weather vocabulary. The Storm, students explore weather words. Names Are Everywhere, students explore naming objects. Teachers can use Brain Bank books to reinforce identification of front cover, back cover and title page. Teachers can use Brain Bank books and activities to initiate discussion about the roles of the author and illustrator in presenting ideas or information in a text.

Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 8. With prompting and support, identify the reasons an author gives to

Students explore the relationship between illustrations and text: Keeping Fit, students recall information from text by looking at pictures. Run, Rabbit!, students put pictures from text in correct boxes. My Pet Rabbit, students use illustrations to reinforce topic of text. Take a Close Look, students closely examine a picture from the text.

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support points in a text. 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Off to the City, students use pictures from text to complete sentences. What Can I Wash Today?, students match pictures and words from text. Pizza Faces, students match pictures from text to sentences. The Storm, students match pictures from text to sentences. Students explore similarities and differences in texts on the same topic: Weather Word and The Storm explore weather words and related vocabulary. Keeping Fit and Run Rabbit! explore motion of objects and positional vocabulary. Little Blue Fish, Take a Close Look, Eyes in the Dark, and The Big Blue Sea explore behaviors that help animals survive. Off to the City and Our Neighborhood explore map reading. Trucks, Boats and Lights explore the global connection of things in our world.

Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding.

Brain Bank provides relevant informational texts with a range of reading levels appropriate for kindergarten. Guided Reading Levels range from A to F with Developmental Reading Assessment ranging from A-1 to 10. Two copies of each title are provided in the library, which contains a variety of genres including descriptive reports, explanatory text, and procedural text. Titles cover content area topics in science and social studies subjects such as animal, weather, environments, friendships, transportation, colors, clothing, food, jobs, and maps. Two copies of each title are provided in the library so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet.

All Brain Bank titles can be used to demonstrate the basic features of print, such as sequence of letters in words, spaces in print, and letters of the alphabet, as determined appropriate by the teacher. These grade appropriate books are specifically designed to meet the needs of emerging readers.

Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Brain Bank books and accompanying activities provide specific instruction in phonological awareness. The Word Wise activity cards focus on word construction, letter blends, syllabication, and onsets and rimes. Students demonstrate understanding of spoken words, syllables and sounds: A Rainy Day, students review initial letters and sounds. The Animal Doctors, students write initial letters and sounds. Little Blue Fish, students review initial letters and sounds. Dinnertime at the Zoo, students review initial letters and sounds. Zebras Don’t Brush Their Teeth!, students review initial letters and sounds. Off to the City, students review initial letters and sounds. Trucks, students write initial letters and sounds.

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Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Each Brain Bank title has an appropriate guided reading level for kindergarten. Guided Reading Levels range from A to F with Developmental Reading Assessment ranging from A-1 to 10. Students apply grade-level phonics and word analysis skills to decoding words in each text.

Fluency 4. Read emergent-reader texts with purpose and understanding.

Students build fluency through independent and paired reading opportunities. Each title in Brain Bank features standards-aligned, content-rich texts that are carefully leveled to ensure a successful reading experience for kindergarten readers.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print many upper- and lowercase letters. Use frequently occurring nouns and verbs. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Produce and expand complete sentences in shared language activities. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short-vowel sounds (phonemes). Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Students demonstrate command of the conventions of standard English grammar and usage: Hummingbirds, students write words to complete sentences about hummingbirds. Keeping Fit, students use common positional words. Little Blue Fish, students fill in missing words to the story. Living Things, produce complete sentences to match pictures. Tools, students write verbs to complete sentences about tools.’ Weather Words, students write words to describe the weather symbols. After School, students produce a complete a sentence about what they like to do after school. Getting There, students use correct words to complete sentences about transportation. Happy Hats, students make a fun sign focusing on letters in name Names Are Everywhere, students write correct names of animals. Off to the City, students complete sentences about the story. Submarines and Other Machines, students produce complete sentences about machines. Trucks, students expand sentences about trucks. What Can I Wash Today?, students produce a complete sentence about what they like to wash. Where in the World?, students fill in the word to complete sentences about places. A Rainy Day, students write letter to complete words. Boats, students write words to label parts of a boat. Lights, students produce complete sentences about lights using a word bank. The Animal Doctors, students complete sentences about pets. Traffic Colors, students fill in missing words to complete sentences about traffic safety. What’s for Breakfast?, students produce complete sentences using a word bank Pass the Pasta, Please!, students produce a complete sentence about their favorite pasta. Dinnertime at the Zoo, students write missing letter to complete names of animals. Zebras Don’t Brush Their Teeth!, students use nouns and verbs making a personal hygiene chart. Run Rabbit!, students explore prepositions.

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Word Wise activities address the mechanics of writing, including punctuation and direct speech. (Brain Bank Overview, p. 4). Students demonstrate their command of the conventions of standard English capitalization, punctuation and spelling when writing: Hummingbirds, students spell words to label pictures. Keeping Fit, students spell words to label pictures from story. Living Things, students write a sentence using proper punctuation. After School, students complete a sentence using proper punctuation. Submarines and Other Machines, students write sentences using proper punctuation. What Can I Wash Today?, students complete a sentence using proper punctuation. Boats, students spell words to label pictures of boats. Our Neighborhood, students complete words writing the key for a map. The Animal Doctors, students fill in missing letters to complete words from story. Traffic Colors, students fill in missing letters to spell words from story. Pass the Pasta, Please!, students complete a sentence using proper end punctuation. Eyes in the Dark, students spell words to label pictures of animals. Fun With Frames, students write instructions to make a frame. My Pet Rabbit, students write labels for pictures. The Big Blue Sea, students write labels for sea animals. Zebras Don’t Brush Their Teeth!, students fill in missing letters to complete words.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real-life connections between words and their use (e.g., note places at school that are colorful). Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Word Wise activities provide an opportunity for children to practice some feature of language or vocabulary related to the accompanying book. These activities encourage learning about the ways words are constructed and how they connect to the story. Students clarify the meaning of words in the following activities: Run, Rabbit!, students clarify meaning of words using pictures from text. Tools, students fill in correct word to describe job of each tool pictured. Dinnertime at the Zoo, students identify different animals and what they eat. Names Are Everywhere, students write a word to identify each picture. Off to the City, students write word from book to describe pictures. Where in the World? students write words to identify where they live. Trucks, students write correct word to describe job of each truck pictured. Students demonstrate understanding of word relationships in the following activities: Submarines and Other Machines, students identify different machines. Water Play, students categorize information. Eat Your Colors, students match pictures and colors. Pass the Pasta, Please!, students match pictures and shape words. Traffic Colors, students match pictures and words related to traffic signs. The Big Blue Sea, students make a list of big and small animals that live in the sea. Where in the World? students write words from book to describe different places. Little Duckling Is Lost, students identify animal names. Students explore words and phrases used in text in the following activities:

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Run, Rabbit!, students explore positional vocabulary. Weather Words, students explore weather vocabulary. Water Play, students explore water vocabulary.

Writing Text Types and Purposes 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Early writing activity incorporates and reinforces many of the skills and strategies used in early reading. The Express Yourself activities start with getting children to recall and write new vocabulary from the books. At the next level, the activities provide opportunities for children to construct meaning and record thoughts and feelings. These activities start with basic skills, such as labeling, and then proceed to writing, using a range of formats, including: personal recounts, diary entries, lists, notes and simple friendly letters. (Brain Bank Overview, p. 5) Students write opinion pieces: Submarines and Other Machines, students write sentences about a favorite machine. What Can I Wash Today?, students write a sentence about what they like to wash. After School, students complete sentences about what they like to do after school. Pass the Pasta, Please!, students write about their favorite pasta. What’s for Breakfast?, students write about what they like to eat for breakfast. Students write explanatory text: Hummingbirds, students write labels for pictures. Keeping Fit, students write labels for pictures using given vocabulary. Living Things, students complete a sentence to match a picture. Weather Words, students draw symbols for each day of week on weather chart. Eyes in the Dark, students write labels for pictures. Fun With Frames, students write instructions for making a frame. My Pet Rabbit, students write labels for pictures. The Big Blue Sea, students write a list of big and small sea animals. Zebras Don’t Brush Their Teeth! , students write things to do on hygiene chart. Boats, students write labels for a picture. Lights, students complete sentences about lights. Our Neighborhood, students write a key for a map. Narrative writing activities are not included at this grade.

Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Teachers can extend writing activities as they determine appropriate to strengthen students’ writing. Teachers can engage students in classroom use of digital tools to produce and publish writing activities as they are available and the teacher determines appropriate. Teachers can encourage collaboration with peers.

Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a

The Extra for Experts activities provide an opportunity for children to engage in a range of activities aimed at extending some of the key learning points from the books. The activities are

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number of books by a favorite author and express opinions about them). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4)

designed to encourage children to broaden their basic understanding of selected science and social studies topics. The activities also seek to help children make connections be what they read and their own experiences. (Brain Bank Overview, p. 5) Students participate in a variety of research and writing projects and recall or gather information to answer questions: Hummingbirds, students recall information from book to complete sentences. Keeping Fit, students recall information from book to answer questions. Little Blue Fish, students fill in missing words to complete story from book. Little Duckling Is Lost, students recall information to match pictures and words. Living Things, students recall information from book to match pictures and words. Take a Close Look, students recall information from book to match pictures and words. Water Play, students categorize information learned from book. Weather Words, students recall information to match pictures and words. Eyes in the Dark, students recall information from book to answer questions. My Pet Rabbit, students record information. Pizza Faces, students match pictures and sentences about the book. The Big Blue Sea, students label pictures using vocabulary from book. The Magnifying Glass, students recall information from book to help label a picture. The Storm, students recall information from book to match pictures to words. Getting There, students recall information from book to match pictures to words. My House, students use information from book to put pictures in correct order. Names Are Everywhere, students recall information to match pictures to words. Off to the City, students recall information using a map key. Submarines and Other Machines, recall and record information about book. Trucks, students recall information from book to match pictures to words. What Can I Wash Today?, students recall information to match pictures to days. Where in the World?, students answer questions. A Rainy Day, students recall information to match objects. Boats, students record information with labels. Eat Your Colors, students recall information to match pictures and colors. Lights, students recognize objects that give light. Night Shift, students match pictures and sentences. The Animal Doctors, students recall information to match pictures to words. Traffic Colors, students recall and record information. What’s for Breakfast?, students recall and record information.

Range of Writing 10. (Begins in grade 3)

N/A

Speaking & Listening Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others and

Brain Bank material is ideal for paired reading, which can be beneficial to both capable readers and those needing some support. Paired reading can also be used by students at the same reading level as a stimulus for discussion and oral language development. (Brain Bank Overview, p. 2) Teachers can use Brain Bank books and activities to initiate student participation in collaborative conversations about kindergarten topics in both small and large groups. Each title has a

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taking turns speaking about the topics and texts under discussion). Continue a conversation through multiple exchanges. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

curriculum focus in science or social studies providing a basis for discussion. These discussions provide opportunities for students to ask for clarification of topic, recount details from text, and deepen understanding of a topic. See examples of discussion topics based on text, as follows: Little Blue Fish, students discuss behavior of animals and protection in a group. Take a Close Look, students discuss behaviors that help animals survive. Weather Words, students discuss changes in the earth and sky. The Magnifying Glass, students discuss using observation skills. The Moth, students discuss life cycles. Zebras Don’t Brush Their Teeth! , students discuss personal grooming. After School, students discuss making friends. Off to the City, students discuss using maps. Submarines and Other Machines, students discuss transportation. What Can I Wash Today?, students discuss working together. Where in the World?, students discuss names for places and where they live. Eat Your Colors, students discuss healthy eating. Night Shift, students discuss people in the community.

Presentation of Knowledge and Ideas 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. 6. Speak audibly and express thoughts, feelings, and ideas clearly.

Brain Bank motivates content-area learning with a diverse range of books on high interest topics. Teachers can use these topics and activities to extend learning as they determine appropriate through such activities as oral reports and presentations. Activities are provided encouraging students to describe things, express ideas, illustrate to clarify, and speak about a topic: Take a Close Look, students make a moth with and without camouflage. Water Play, students make an iceberg. Weather Words, students make a weather chart. Fun With Frames, students make a frame. The Magnifying Glass, students use a magnifying glass to observe and draw a picture. The Moth, students paste pictures to complete a life cycle. Happy Hats, students decorate a happy hat. Trucks, students finish a drawing of a truck. Our Neighborhood, students show a route on a map. Zebras Don’t Brush Their Teeth! , students make a hygiene chart.

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Grade 1 SCHOLASTIC BRAIN BANK • GRADE 1

Reading: Literature Key Ideas and Details 1. Ask and answer questions about key details in a text. 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 3. Describe characters, settings, and major events in a story, using key details.

Select fiction titles and activities engage students in reading and responding to key details of narratives: Fat Fred, students explore a contemporary fictional story. Mother’s Day, students read and explore contemporary fictional story. Ruby to the Rescue, students explore a contemporary fictional story. The Dog Walker, students answer questions about contemporary fictional story. The New Sweater, students explore a contemporary narrative about how things are madeThe Street Party, students explore a contemporary fictional story. Finding Fluffy, students answer questions about contemporary fictional story. The Fix-It Mom, students answer questions about contemporary fictional story. The Folk Dancer, students read and explore a contemporary narrative. The Runaway Otter, students explore a contemporary fictional story. The Yard Sale, students answer questions about contemporary fictional story. The Broken Pot, students read and explore a contemporary fictional story. A Year With Mother Goose, students answer questions about narrative. Let’s Make an Eclipse, students read and explore a contemporary narrative. Prudence From Peru, students answer questions about contemporary fictional story. Students recall details from story to help determine the central messages: How Lizard Lost His Colors?, students read a traditional tale. The New Sweater, students read a contemporary narrative about how things are made. Prudence From Peru, students recall information from contemporary fictional story. Fat Fred, students recall information from the story. A Year With Mother Goose, students recall information to answer questions from story. The Fix-It Mom, students read a contemporary fiction about solving problems. The Runaway Otter, students read a contemporary fiction people in the community. Students explore character development, setting, and plot in the following activities: Fat Fred, students identify characters using quotes from story. Ruby to the Rescue, students determine facts from story. The Dog Walker, students answer questions about story. The New Sweater, students put story events in order. The Street Party, students describe what each character brought to party. Finding Fluffy, students describe characters and events in story. The Fix-It Mom, students summarize information from story. The Broken Pot, students number story events in correct order. How Lizard Lost His Colors?, students categorize information from story. Let’s Make an Eclipse, students identify characters from quotes in story. The Runaway Otter, students categorize story elements. The Yard Sale, students organize information from story.

Craft and Structure 4. Identify words and phrases in stories or poems that suggest feelings

Students identify words and phrases that appeal to the senses in the following stories: The Fix-It Mom, students read about a child having a bad day.

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Common Core State Standards Grade 1

SCHOLASTIC BRAIN BANK • GRADE 1

or appeal to the senses. 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 6. Identify who is telling the story at various points in a text.

Finding Fluffy, students read about children helping a lost cat. The Runaway Otter, students read about people finding a lost otter. The Broken Pot, students read about children who broke a pot. How Lizard Lost His Colors, students categorize descriptive sentences about lizard. Prudence From Peru, students read about children getting a new animal on their farm. Students explore differences in books that tell stories and books that give information. See the following contemporary fictional texts that tell stories: Fat Fred, Mother’s Day, Ruby to the Rescue, The Dog Walker, The Street Party, Finding Fluffy, The Fix-It Mom, The Runaway Otter, The Yard Sale, The Broken Pot, How Lizard Lost His Colors, Prudence From Peru; and contemporary narratives that give information: Molly’s Friend Ben, New Sweater, The Street Party, Getting Glasses, The Folk Dancer, The Maple Harvest, A Year With Mother Goose, Let’s Make an Eclipse, The Butterfly Hospital. Students determine who is telling story at various points in text in the following activities: Fat Fred, students circle the name of the character who said each sentence from story. Let’s Make an Eclipse, students circle the character who said each sentence from story.

Integration of Knowledge and Ideas 7. Use illustrations and details in a story to describe its characters, setting, or events. 8. (Not applicable to literature) 9. Compare and contrast the adventures and experiences of characters in stories.

Students use illustrations and details in stories to describe characters, settings and events in the following informational texts presented in cartoon format: The Broken Pot, students explore learn how to make pots through illustrations and text. A Year With Mother Goose, students explore diagram of a goose life cycle. At Night, students explore the night sky through illustrations and text in book. Let’s Make an Eclipse, students use illustrations in book to learn about eclipses. Prudence From Peru, students use illustrations in book to help learn about alpacas. Fat Fred, students describe characters and events of story using text and illustrations. The Dog Walker, students use illustrations in book to describe various characters. Finding Fluffy, students follow events in story using illustrations and text. The Fix-It Mom, students follow events in story using illustrations and text. The Runaway Otter, students follow events in story using illustrations and text. The Yard Sale, students follow events in story using illustrations and text. How Lizard Lost His Colors?, students describe lizard in traditional Navajo Tale using text and illustrations in book. Students explore experiences of different characters in stories in the following activities: The Yard Sale, students write what each person bought at the yard sale. The Street Party, students write what each character brought to the party. The Dog Walker, students identify each dog in story. The Street Party, students identify what each character brought to party. Finding Fluffy, students describe what characters do in story.

Range of Reading and Level of Text Complexity 10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Brain Bank provides relevant texts with a range of reading levels appropriate for first grade. Guided Reading Levels range from E to I with Developmental Reading Assessment ranging from 10 to 16. Two copies of each title are provided in the library, which contains a variety of

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genres including contemporary fiction, explanatory text, and traditional tales. Titles cover content area topics in science and social studies subjects such as animal behaviors and structures, insects, butterflies, life cycles, matter, time, technology, healthy lifestyles, sports, cultures and customs, communities, and careers. Two copies of each title are provided in the library so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Informational Text Key Ideas and Details 1. Ask and answer questions about key details in a text. 2. Identify the main topic and retell key details of a text. 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Brain Bank is a collection of content area informational and nonfiction titles aimed at building literacy skills while focusing on the content areas of science and social studies. Students explore content area topics and engage in activities specific to the topic of each book. These are outlined in the Brain Bank Overview at every grade. Science content areas include, for example: animal behaviors for survival, life cycles, insects, plants, butterflies, mammals, the night sky, and technology. Social Studies content areas include, for example: healthy lifestyles, helping others, use of technology, cultures and customs, how things are made, people and careers, people in the community and recycling. Thinking Caps On activities encourage students to think about what they are reading. The activities consolidate comprehension strategies, including categorizing information, sequencing and summarizing, and recognizing key points. (Brain Bank Overview, p. 4) Students demonstrate understanding of key details in the text in the following activities: Animal Builders, students categorize animal and their homes. Crickets, students recognize true and false statements from text. Fur, students match pictures and sentences. Sculptures, students categorize information. What’s the Difference?, students make a Venn diagram. Who Owns These Bones?, students categorize information from text. A Year With Mother Goose, students answer questions from text. How Long is a Year?, students match information from text. Keeping Baby Safe, students match information from text. Finding Fluffy, students recognize true and false statements from text. Koalas, students answer questions about koalas. Mighty Mammals, students use text to help answer questions about text. Tunnels, students answer questions about key details in text. Students identify main topic and key details of text in the following activities: Baby Dolphin’s Tale, students recognize main points about dolphins from text. Let’s Play Soccer, students locate information in text about each player’s position. Marbles, students locate and record information about different marbles. Seeds, students write statements from text about how seeds travel. Diary of a Pumpkin, students write statements about events in text. Helping Hands, students write statements from text about how people help animals. Kite Day, students recall key details about kites and their uses in text. The Maple Harvest, students recall events about from text about making syrup.

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How Long Is a Year?, students recall facts about time from text. Keeping Baby Safe, students recall details from text about animals protecting their babies. The Butterfly Hospital, students recall events from text about butterflies. The New Sweater, students recall events from text about how things are made. Students make connections through information in text in the following activities: Animal Builders, students compare animals and their homes. Fur, students describe two mammals that have lots of fur. What’s the Difference?, students use Venn Diagrams to compare two animals. Who Owns These Bones?, students compare animal body parts. Let’s Play Soccer, students describe the position of different players on the team. Rescue Dogs, students list different kinds of working dogs.

Craft and Structure 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

The Word Wise activity cards focus on the way words and word groups are used in meaningful text and provide opportunities for students to engage in activities that clarify the meaning of words or phrases in a text: The Broken Pot, students match words and their definitions. How Lizard Lost His Colors, students explore positional vocabulary. Let’s Make an Eclipse, students recognize simple synonyms. Baby Dolphin’s Tale, students match words and their definitions. Finding Fluffy, students recognize antonyms. Each Brain Bank title contains various text features, including table of contents, glossaries and indexes that students use to help locate facts and information in the text. Students use these acquired skills to help complete the many activities provided. Opportunities for students to explore how information is shared through pictures and illustrations and by words in text are provided in each title.

Integration of Knowledge and Ideas 7. Use the illustrations and details in a text to describe its key ideas. 8. Identify the reasons an author gives to support points in a text. 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Brain Bank titles focus on text structures of various genres using highly photographic and illustrative books that cover science and social studies topics. Specific images or diagrams are used or created to clarify key details of text: Let's Play Soccer, students review a labeled diagram showing soccer positions. Kite Day, students review a labeled diagram showing parts of a kite. Crickets, students review labeled diagram of a cricket. Diary of a Pumpkin, students observe labeled diagram showing a pumpkin life cycle. Seeds, students observe diagram showing life cycle of a sunflower. Students explore reasons to support main points of a text: Fur, students recall information and match pictures and sentences about text. Koalas, students locate and record information about text. Sculptures, students write interesting facts about each type of sculpture. Seeds, students use text to explain how seeds travel. What’s the Difference?, students use Venn Diagram to explore differences.

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Who Owns These Bones?, students categorize information from text. A Year With Mother Goose, students complete life cycle diagram. How Lizard Lost His Colors?, students categorize information in book. How Long is a Year?, students recall information from text. Keeping Baby Safe, students recall information from text. Might Mammals, students use information from book to describe mammals. Let’s Play Soccer, students locate and record information from book. Marbles, students locate and record information from book. Molly’s Friend Ben, students locate and record information from book. Ruby to the Rescue, students recognize true and false statements from book. The Street Party, students use book to complete chart. Baby Dolphin’s Tale, students recognize main points from book. Kite Day, students recognize true and false statements from book. Rescue Dog, students locate information in book. The Fix-It Mom, students summarize information in book. The Folk Dancer, students locate and record information in book. Students explore similarities and differences in texts on the same topic: Animal Builders, Crickets, Diary of a Pumpkin, Koalas, Seeds, What’s the Difference?, and How Lizard Lost His Colors explore how organisms depend on their environment. Mother’s Day, The Street Party, The Dog Walker, Finding Fluffy, Getting Glasses, and The Runaway Otter explore people in the community.

Range of Reading and Level of Text Complexity 10. With prompting and support read informational texts appropriately complex for grade 1.

Brain Bank provides relevant informational texts with a range of reading levels appropriate for first grade. Guided Reading Levels range from E to I with Developmental Reading Assessment ranging from 10 to 16. Two copies of each title are provided in the library, which contains a variety of genres including descriptive reports, instructional text, and historical recounts. Titles cover content area topics in science and social studies subjects such as animal behaviors and structures, insects, butterflies, life cycles, matter, time, technology, healthy lifestyles, sports, cultures and customs, communities, and careers. Two copies of each title are provided in the library so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Brain Bank books and accompanying activity cards offer direct instruction in foundational skills. Understanding the organization of basic features of print and the distinguishing features of a sentence are explored in the following activities: Fur, students match pictures with sentences from the text. The Broken Pot, students sequence sentences about the story. At Night, students match sentences beginnings and endings. The Butterfly Hospital, students sequence sentences from the text. The New Sweater, students sequence sentences about the story. The Maple Harvest, students sequence sentences from the text. The Yard Sale, students complete sentences about the story.

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Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

The Word Wise activities provide an opportunity for students to practice some feature of language or vocabulary related to the accompanying book. These activities encourage learning about the way words are constructed, including: letter blends, syllabication, and onsets and rimes. Students demonstrate phonological awareness in the following activities: At Night, students record words with common rimes. The Butterfly Hospital, students explore initial letter blends. What’s the Difference?, students explore single syllable words. Helping Hands, students explore single syllable words. Let’s Make an Eclipse, students explore single syllable words.

Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel sounds. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two-syllable words following basic patterns by breaking the words into syllables. Read words with inflectional endings. Recognize and read grade-appropriate irregularly spelled words.

Each Brain Bank title has an appropriate guided reading level for first grade. Guided Reading Levels range from E to I with Developmental Reading Assessment ranging from 10 to 16. Students apply grade-level phonics and word analysis skills in decoding words in each text. For example, students decode multi-syllable words in the following activities: What’s the Difference?, students determine number of syllables in words from text. Helping Hands, students determine number of syllables in words from text. Let’s Make an Eclipse, students determine number of syllables in words from text.

Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students build fluency through independent and paired reading opportunities. Each title in Brain Bank features standards-aligned, content-rich texts that are carefully leveled to ensure a successful reading experience for first grade readers.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper- and lowercase letters. Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,

Students demonstrate command of the conventions of standard English grammar and usage in the following activities: Might Mammals, students use adjectives and nouns to compare. Fat Fred, students change present tense to past tense. Seeds, students change past tense to present tense. Ruby to the Rescue, students recognize compound words. The Maple Harvest, students recognize compound words. Mother’s Day, students put words into alphabetical order.

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them, their, anyone, everything). Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Students demonstrate command of the conventions of standard English punctuation and spelling in the following activities: Prudence From Peru, students explore capital letters. The Butterfly Hospital, students complete words. The Folk Dancer, students complete a word search. Koalas, students write a letter using proper punctuation. The New Sweater, students write a thank-you letter using proper punctuation.

Knowledge of Language 3. (Begins in grade 2)

N/A

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Use frequently occurring affixes as a clue to the meaning of a word. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). Identify real-life connections between words and their use (e.g., note places at home that are cozy). Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently

Each title in Brain Bank provides opportunities for students to acquire new vocabulary. Word Wise activities provide opportunities for children to practice some feature of language or vocabulary related to the accompanying book. These activities reinforce vocabulary in grade 1 topics. Students clarify the meaning of unknown words in the following activities: Baby Dolphin’s Tale, students match words and their definitions. The Runaway Otter, students recall high-frequency words. Let’s Play Soccer, students define player positions. Prudence From Peru, students use descriptive words to complete sentences. Keeping Baby Safe, students match words with similar meanings. How Lizard Lost His Colors?, students use word bank to complete sentences. The Broken Pot, students match words and definitions. Students demonstrate understanding of word relationships in the following activities: Animal Builders, students categorize animal and their homes. Sculptures, students categorize information. Who Owns These Bones?, students categorize information from text. At Night, students recall words with common rimes. Keeping Baby Safe, students recognize simple synonyms. Finding Fluffy, students recognize antonyms. How Lizard Lost His Colors?, students explore opposites.

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occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).

Students explore words and phrases used in text in the following activities: How Long is a Year?, students explore positional vocabulary. Might Mammals, students use adjectives and nouns to compare. Ruby to the Rescue, students recognize compound words. The Maple Harvest, students recognize compound words.

Writing Text Types and Purposes 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Early writing incorporates and reinforces many of the skills and strategies used in early reading. The Express Yourself activities start with getting children to recall and write new vocabulary from the books. At the next level, the activities provide opportunities for children to construct meaning and record thoughts and feelings. These activities start with basic skills, such as labeling, and then proceed to writing, using a range of formats, including: personal recounts, diary entries, lists, notes and simple friendly letters. (Brain Bank Overview, p. 5) Students write opinion pieces: Who Owns These Bones?, students write a riddle. Kite Day, students write about personal choices. The Fix-It Mom, students write solutions to a problem. Students write explanatory text: Might Mammals, students write sentences to inform. Tunnels, students write a list to share learned information. Marbles, students draw and label marbles. Molly’s Friend Ben, students decode a message. Mother’s Day, students write instructions. The Dog Walker, students locate and label dogs in picture. The Street Party, students write plans for a party. Students write narratives: Diary of a Pumpkin, students write a diary note. Koalas, students write a friendly letter. How Long is a Year?, students keep a journal for a week. The New Sweater, students write a friendly letter. Getting Glasses, students write a recount.

Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Teachers can extend writing activities as they determine appropriate to strengthen students’ writing. Teachers can use a variety of tools to produce and publish writing, including collaboration with peers.

Research to Build and Present Knowledge The Extra for Experts activities provide an opportunity for children to engage in a range of

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7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

activities aimed at extending some of the key learning points from the books. The activities are designed to encourage children to broaden their basic understanding of selected science and social studies topics. The activities also seek to help children make connections be what they read and their own experiences. (Brain Bank Overview, p. 5) Students participate in a variety of research and writing projects and recall or gather information to answer questions: Crickets, students label body parts of the cricket. Marbles, students draw and label marbles. Mother’s Day, students write instructions for making a treat. The Dog Walker, students answer questions about the book. Finding Fluffy, students categorize story elements. Getting Glasses, students categorize story elements. Rescue Dog, students answer questions from the story. The Runaway Otter, students categorize story elements. Might Mammals, students answer questions about the book. Tunnels, students recall information to answer questions about the book. Let’s Play Soccer, students answer questions about the book.


N/A

Speaking & Listening Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion. 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Brain Bank material is ideal for paired reading, which can be beneficial to both capable readers and those needing some support. Paired reading can also be used by students at the same reading level as a stimulus for discussion and oral language development. (Brain Bank Overview, p. 2) Teachers can use Brain Bank books and activities to initiate student participation in collaborative conversations about grade 1 topics in both small and large groups. Each title has a curriculum focus in science or social studies providing a basis for discussion. These discussions provide opportunities for students to ask for clarification of topic, recount details from text, and deepen understanding of a topic. See examples of discussion topics based on text, as follows: Animal Builders, students discuss animal homes. Diary of a Pumpkin, students discuss life cycles of plants. Sculptures, students discuss what materials things are made of. Who Owns These Bones?, students discuss why animals need bones. A Year With Mother Goose, students discuss migration. At Night, students explore the night sky. Prudence From Peru, students discuss farm animals. Tunnels, students investigate the use of technology. Fat Fred, students explore healthy lifestyles. The Dog Walker, students discuss people in the community. The Fix-It Mom, students discuss tools and their uses. The Yard Sale, students discuss economics and recycling.

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Presentation of Knowledge and Ideas 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation.

Brain Bank motivates content-area learning with a diverse range of books on high interest topics. Teachers can use these topics and activities to extend learning as they determine appropriate through such activities as oral reports and presentations. Activities are provided encouraging students to describe things, express ideas, illustrate to clarify, and write about a topic: Fur, students draw pictures and write sentences to describe mammals that have fur. Sculptures, students make a clay snowman sculpture. Who Owns These Bones?, students make their own animal riddle. How Long Is a Year?, students keep a personal journal. Tunnels, students draw a picture of tunnel they like. Marbles, students draw and label marbles. Mother’s Day, students write instructions for making a treat. Let’s Play Soccer, students write sentences about favorite sport and design a uniform. The New Sweater, students draw a picture of favorite gift and write a thank you note. What’s the Difference?, students make a Venn Diagram to compare two animals. Kite Day, students draw and color their own kite. Rescue Dog, students draw their favorite dog. Fat Fred, student write speech bubble to express their thoughts. Mighty Mammals, students write descriptive sentences about different animals. The Butterfly Hospital, students draw a picture to clarify sentence.



Reading: Literature Key Ideas and Details 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 3. Describe how characters in a story respond to major events and challenges.

Select fiction titles and activities engage students in reading and responding to key details of narratives: The Chicken House, students read a narrative about how animals adapt to their environment. The People of the First Light, students read a historical narrative about Native Americans. Eggs for Sale, students read a contemporary narrative about a school project to raise money. Trees are Terrific, students read story in cartoon format about how trees make food. Danger Zone, students read an information text in cartoon format about safety tips. The First Thanksgiving, students read a fictional diary illustrated in cartoon format. In Dinosaur Times, students read a contemporary narrative about life in dinosaur times. Growing and Changing, students read an informational text illustrated in cartoon format. Students recall details from the story to determine the central message: How Turtle Flew South for the Winter, students read traditional tale explaining animal behavior. The First Thanksgiving, students read a dramatic recount about the arrival of the Pilgrims. The People of the First Light, students read historical narrative in diary format. The Chicken House, students read a contemporary narrative about character’s project on farm. Students explore character development and plot in literature in the following activities: Eggs for Sale, students complete a story staircase. The People of the First Light, students recall specific information about events in narrative.

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The Chicken House, students sequence selected text about events in narrative. The First Thanksgiving, students read diary about the arrival of the Pilgrims.

Craft and Structure 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Students explore rhyme and rhythm in the following stories and activities: Who Lives at the North Pole?, compose rhyming couplets about animals in the North Pole. Earth’s Caretakers, explore acrostic poems and compose verse using color words. The Lion Dance, compose rhyming poem using information in the book for ideas. Don’t Be a Couch Potato, compose verse using color words. Students explore story elements and structure through contemporary fiction, dramatic recounts and traditional tales in the following titles and activities: How Turtle Flew South for the Winter, students read a traditional Native American tale. Eggs for Sale, students read a contemporary narrative and complete a story staircase. Finding the Dinosaurs, students read a contemporary narrative about using maps. The Chicken House, students read a contemporary narrative about animals on farm. Trees are Terrific, students read informational text in cartoon format about an Oak Tree. The First Thanksgiving, students read a dramatic recount and compose imaginary story. The People of the First Light, students read historical narrative. Students acknowledge different points of view of characters in the following text: How Turtle Flew South for the Winter, traditional tale with dialogue. Cheese, Please!, information in speech bubbles. Don’t Be a Couch Potato, report with speech bubbles. Eggs for Sale, narrative with dialogue. Rodeo Rider, a descriptive third-person report containing speech bubbles. Bike Boy’s Scrapbook, descriptive report with speech bubbles. Finding the Dinosaurs, contemporary narrative with dialogue. The First Thanksgiving, dramatic recount exploring first person and third person dialogue. The People of the First Light, historical narrative in diary format.

Integration of Knowledge and Ideas 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 8. (Not applicable to literature) 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Students use illustrations and details in stories to gain information about characters, setting and plot in the following informational texts presented in cartoon format: Eggs for Sale, students use illustrations to follow events in story about economics. Trees Are Terrific, students follow story plot about how trees make food through cartoon illustrations. The First Thanksgiving, students explore characters and setting of story through illustrations. The People of the First Light, students explore the setting during the arrival of Pilgrims through illustrations and text. The Chicken House, students explore how animals adapt to their environment through illustrations and text. Two versions of the same story are not addressed at this grade level.

Range of Reading and Level of Text Complexity Brain Bank provides relevant texts with a range of reading levels appropriate for second grade.

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10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Guided Reading Levels range from I to N with Developmental Reading Assessment ranging from 16 to 30. The library contains a variety of genres including contemporary narratives, dramatic recounts, and cartoon text. Titles cover content area topics in science and social studies subjects such as forces in nature, gravity, satellites, technology, life cycles, animal behavior, plant growth, properties of water, safety, care for environment, communities and history. Two copies of each title are provided so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Informational Text Key Ideas and Details 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Brain Bank is a collection of content area informational and nonfiction titles aimed at building literacy skills while focusing on the content areas of science and social studies. Students explore content area topics and engage in activities specific to the topic of each book. These are outlined in the Brain Bank Overview at every grade. Thinking Caps On activity cards are designed to encourage students to think critically about what they are reading. The cards enable students to practice and consolidate major comprehension strategies, including sequencing, summarizing, recognizing key points, comparing and contrasting, forming and justifying opinion, and recognizing fact and opinion. (Brain Bank Overview, p. 4) Students demonstrate understanding of key details in the text in the following activities: Sense That!, students recall important information about the senses. Let’s Talk Tigers, students complete a quiz about tigers. Who Lives at the North Pole?, find the answers to a range of questions about Arctic animals. Danger Zone, students complete quiz about safety using information from the book. Hurricane!, students complete quiz about hurricanes using information from the book. Out and About in D.C., students use text to answer questions about sites in Washington, D.C. Finding the Dinosaurs, search for specific information about maps from the book. Stars, Stripes, and Skyrockets, students record information about cultures and customs from text. The Lion Dance, students use text to answer multiple-choice questions about cultural festivals. The Shape of Shadows, students compose questions about the characteristics of light. Keeping Clean, students decide if statements are true or false about animal behaviors. Rodeo Rider, students recall and record information about life on a ranch. My Place, students compose questions for given answers about different communities. Students identify the main topic and specific paragraphs of a text in the following activities: Shaping Our World, students summarize main points about the earth. Down the Drain, students summarize main points about gravity from text. Plant Works, students write summary sentences about plant growth. Eyes and Ears in Space students find supporting details about satellites and technology. In Dinosaur Times, students search text for specific facts about dinosaurs. Students describe connections in text pertaining to time, sequence and cause and effect in the following activities:

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Cheese, Please!, students sequence cheese-making steps. White Doves, students sequence selected text from the book about different hobbies. Growing and Changing, students compare life cycles. Watery Worlds, students categorize information about watery environments. Little Giants, students organize information about giant pandas. Talking Teeth, students complete a fact web about teeth. The Chicken House, students sequence selected text about animal adaptation to environment. Earth’s Caretakers, students categorize information about caring for the environment. Eggs for Sale, students complete a story staircase. Music Makers, students categorize musical instruments. Puffin Rescue, students complete a puffin fact web. Wheels, Wheels, Wheels, students categorize objects with wheels. The World on Your Plate, students categorize information foods from around the world.

Craft and Structure 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

The Brain Bank books and accompanying activity cards support students’ development of comprehension, vocabulary, and word study skills. (Brain Bank Overview, p. 1) The Word Wise activity cards focus on the way words and word groups are used in meaningful text and provide opportunities for students to engage in activities that reinforce vocabulary in grade 2 topics: Keeping Clean, students complete a word puzzle. Let’s Talk Tigers, students use the Glossary to rewrite text. The Chicken House, students match words to given definitions. A World of Farms, students complete a crossword puzzle. The World on Your Plate, students locate specific text to compose a mini-glossary. Each title contains various text features, including table of contents, glossaries and indexes that students use to help locate facts and information in the text. Students use these acquired skills to help complete provided activities. Each title conveys specific content area information in science and social studies topics that meet grade level expectations. Student explore and identify the main purpose of the text in the following activities: Blow, Wind, Blow, students explore wind power and the forces of nature. Eyes and Ears in Space, students explore satellites and understand advances in technology. Growing and Changing, students explore life cycles of organisms. The Shape of Shadows, students explore shadows and the characteristics of light. Down the Drain, students explore the properties of water and the water cycle. One the Move, students explore different types of animal movement. A World of Farms, students explore different types of farms. Cheese, Please!, students explore how cheese is made and the impact of technology. Danger Zone, students explore keeping safe in a variety of situations. Music Makers, students explore the cultural importance of music. It’s About Time!, students explore timepieces throughout the ages. On the Job, students explore a range of jobs. The People of the First Light, students explore life and culture of Native Americans.

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Integration of Knowledge and Ideas 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 8. Describe how reasons support specific points the author makes in a text. 9. Compare and contrast the most important points presented by two texts on the same topic.

The titles in Brain Bank focus on text structures of the various genres using highly photographic and illustrative books that cover science and social studies topics. Specific images or diagrams are used or created to clarify text in the following titles and activities: Sense That!, students review a diagram of ear. Shaping Our World, students observe a cross-section diagram of earth. Hurricane!, students study a cross-section diagram of a hurricane. Let's Talk Tigers, study a map showing where different tiger species live in the wild. Little Giants, observe a map of China. Who Lives at the North Pole?, locate the North Pole on global map. Out and About in D.C., students explore a map of Washington, D. C. Puffin Rescue, students locate Iceland on global map. Rodeo Rider, students locate Ecuador on global map. Finding the Dinosaurs, students explore a map of a museum. My Place, students view a map of the U.S.A. The World on Your Plate, students locate many different countries on maps. A World of Farms, students observe maps showing different countries that have farming. Down, Down, Down, students draw a diagram of invention of fun machine and tell what it does. Shaping Our World, students create a map with a key. Students identity information to support specific points in text in the following activities: Eyes and Ears in Space, students use the book to find supporting details about satellites. Trees Are Terrific, students reread the book to find information to support importance of trees. Bike Boy’s Scrapbook, students use the book to write supporting details for each main idea listed. Students compare and contrast points presented by two or more text on the same topic: Watery Worlds, Let’s Talk Tigers, S-s-s-snakes, The Chicken House, and Who Lives at the North Pole? explore how animals adapt to their environment.

Range of Reading and Level of Text Complexity 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Brain Bank provides relevant informational texts with a range of reading levels appropriate for second grade. Guided Reading Levels range from I to N with Developmental Reading Assessment ranging from 16 to 30. The library contains a variety of genres including explanatory text, descriptive reports, persuasive reports, and investigative reports. Titles cover content area topics in science and social studies subjects such as forces in nature, gravity, satellites, technology, life cycles, animal behavior, plant growth, properties of water, safety, caring for environment, communities and history. Two copies of each title are provided so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-

Each Brain Bank title has an appropriate guided reading level for second grade. Guided Reading Levels range from I to N with Developmental Reading Assessment ranging from 16 to 30. Students apply grade-level phonics and word analysis skills in decoding words in each text. Word Wise activity cards encourage learning about the way words are constructed, including: syllabification, onsets and rimes, and prefixes and suffixes. (Brain Bank Overview, p. 4) For

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syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words.

example, students explore phonics and word recognition in the following activities: Blow, Wind, Blow, students explore common initial blends and digraphs. Eye-Openers, students explore syllabification. In Dinosaur Times, students write plurals for words. Down the Drain, students recall and record words with common rimes. Little Giants, students recognize letter patterns in a word search. S-s-s snakes, students locate words beginning with “s”. Trees Are Terrific, students recall words with common initial blends. True or False?, students recognize letter patterns in a word search. Cheese, Please!, students recognize rhyming words and spelling patterns. Don’t Be a Couch Potato, students use rules for adding “ing”. It’s About Time!, students recognize letter patterns in a word search. Stars, Stripes, and Skyrockets, students recognize letter patterns when word building. The Lion Dance, students recognize letter patterns in a word search.

Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students build fluency through independent and paired reading opportunities. Each title in Brain Bank features standards-aligned, content-rich texts that are carefully leveled to ensure a successful reading experience for second grade readers.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use collective nouns (e.g., group). Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Use reflexive pronouns (e.g., myself, ourselves). Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Use adjectives and adverbs, and choose between them depending on what is to be modified. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize holidays, product names, and geographic names. Use commas in greetings and closings of letters. Use an apostrophe to form contractions and frequently occurring possessives.

Students demonstrate command of the conventions of standard English grammar and usage in the following activities: Eyes and Ears in Space, students explore verb tenses. Growing and Changing, students add adjectives to describe different animals. How Turtle Flew South for the Winter, students explore verbs and adverbs. One the Move, add adverbs to verbs from the text. Talking Teeth, rewrite scrambled sentences. Danger Zone, students rewrite complex text as simple sentences. Out and About in D.C., students write common and proper nouns. Puffin Rescue, students recognize nouns. Bike Boy’s Scrapbook, students recognize past- and present- tense verbs. On the Job, students change verbs to nouns. The First Thanksgiving, students write text in first and third person. The Shape of Shadow, students explore degrees of comparison of adjectives. Scaly Animals, students compose alliterative adjectives. Don’t Be a Couch Potato, students use rules for adding “ing”. The People of the Light, students use adjectives to enhance text. Students demonstrate command of the conventions of standard English punctuation and spelling in the following activities: Down, Down, Down, students explore using apostrophes.

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Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Eggs for Sale, students recall punctuation when writing quotations. Earth’s Caretakers, students proofread a passage from the book. Wheels, Wheels, Wheels, students proofread a passage from the book. Finding the Dinosaurs, students recognize and use contractions.

Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Compare formal and informal uses of English.

Brain Bank offers opportunities for students to use knowledge of language by engaging in reading across genres, responding to literature through various writing and reporting activities, and listening to others. For example: Bike Boy’s Scrapbook, students read speech bubbles as informal language in descriptive report. Rodeo Rider, students complete bilingual speech bubbles. Don’t Be a Couch Potato, students read speech bubbles as informal speech in descriptive report. Let’s Talk Tigers, students compose a letter to the newspaper. Talking Teeth, students compose an advertising poster. Trees are Terrific, students form and justify opinions.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

The Brain Bank books and accompanying activity cards support students’ development of comprehension, vocabulary, and word study skills. (Brain Bank Overview, p. 1) Each title provides context clues as well as a glossary to determine or clarify word meanings. Additionally, Word Wise activities focus on the way words and word groups are used in meaningful text, exploring topic such as comparatives, homophones, synonyms, antonyms, spatial relationship words, speech indicators, and parts of speech. Students explore vocabulary and clarify meaning of unknown words in the following activities: Plant Works, students rewrite scrambled words. Watery Worlds, students put compound words in alphabetical order. Keeping Clean, complete a word puzzle. Let’s Talk Tigers, student use glossary to rewrite text. The Chicken House, students match words to given definitions. A World of Farms, students complete a crossword puzzle. Music Makers, students recognize and use compound words. The World on Your Plate, students locate specific text to compose a mini-glossary. What’s in the Mail?, students compose and rewrite text messages. White Doves, students write coded messages. Students demonstrate understanding of word relationships in the following activities: Sense That!, students categorize words. Shaping Our World, students categorize vocabulary. Who Lives at the North Pole?, students find antonyms and use them in sentences. Rodeo Rider, students explore synonyms and antonyms. My Place, students find antonyms. Students explore the use of adjectives and adverbs to describe things in the following activities: Growing and Changing, students explore adjectives used to describe different animals. The People of the First Light, students use adjectives to enhance text.

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The Shape of Shadows, students use comparative and superlative adjectives. Scaly Animals, students compose alliterative adjectives to describe different animals. Hurricane!, students compose alliterative adjectives for weather words.

Writing Text Types and Purposes 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

The Brain Bank books and accompanying activity cards encourage students to write within a variety of text types. (Brain Bank Overview, p. 1) The Express Yourself activity cards provide opportunities for students to record their thoughts and feelings, construct meaning, and practice writing using conventions of print. These cards provide opportunities for students to write for different purposes, including: explaining, summarizing, persuading, and informing. These purposes are explored in a range of formats, including: diaries, recipes, letters, newspaper reports, recounts, lists and procedural and instructional texts. (Brain Bank Overview, p. 5) Students write opinion pieces: Growing and Changing, students write about an animal parent. How Turtle Flew South for the Winter, students write a “Why” story. In Dinosaur Times, students write a persuasive text about dinosaur extinction. Sense That!, students write a description of a place you like. Shaping Our World, students describe a place they would like to live and reasons why. Down the Drain, students record fun tips about water activities. Talking Teeth, students categorize types of food. A World of Farms, students write a plan for a healthy day’s meals. Cheese, Please!, students organize information as a recipe. Music Makers, students describe favorite music in a report format. Wheels, Wheels, Wheels, students write a list of consequences. It’s About Time!, students explain favorite items. The World on Your Plate, students compose a menu of international food. Students write explanatory text: Eye-Openers, students write “Did You Know” statements. Eyes and Ears in Space, students write a list of ways satellites help us. Plant Works, students write a plant job description. Watery Worlds, students write signs to inform. Keeping Clean, students compose instructional text. Let’s Talk Tigers, students write information about tigers in report form. Little Giants, student sequence text about caring for giant pandas. One the Move, students write a set of questions to compose riddles. Scaly Animals, students write “What Am I” clues. S-s-s snakes, students find and record fascinating facts about snakes. The Chicken House, students design and describe a chicken house. Trees Are Terrific, students list ways trees are useful. True or False?, write true and false statements. Danger Zone, students summarize information as a set of safety rules. Hurricane!, students record hurricane dangers and safety tips. Finding the Dinosaurs, students sequence text as a set of directions.

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Students write narratives: Blow, Wind, Blow, students write and imaginary story. Down, Down, Down, students write a “What if” story. The Shape of Shadows, students write an imaginary story. Out and About in D.C., students write about event using a diary format. On the Job, students write about an imaginary job. Stars, Stripes, and Skyrockets, students write a letter. The First Thanksgiving, students use text facts to compose an imaginary story. The People of the First Light, students sequence events using a diary format. What’s in the Mail?, students write in a postcard format.

Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Each Brain Bank title provides writing activities that engage students to produce writing examples meeting expectations for grade 2. Teachers can address revising and editing in the Brain Bank writing activities as they determine appropriate. Activities in Brain Bank can be produced on available classroom technology. Students respond to the books by creating graphs, posters, letters, records, lists, and reports, for example: Watery Worlds, students compose a glossary. Let’s Talk Tigers, students compose a letter to the newspaper. Talking Teeth, students compose an advertising poster. Puffin Rescue, students make a bird poster. My Place, students write a pretend e-mail to describe where you live. The First Thanksgiving, students write a personal time line. The World on Your Plate, students make a bar graph of student food preferences Wheels, Wheels, Wheels, students write a list of consequences. Music Makers, students describe favorite music in a report format.

Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 8. Recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4)

Brain Bank books are a collection of nonfiction titles that focus on content areas of science and social studies. Titles in the series can be a source of research reading, where students use particular books as a springboard to generating and exploring areas of interest. (Brain Bank Overview, pp. 1-2) The Extra for Experts activity cards encourage students to delve more deeply into selected science and social studies topics and to assist students in developing a range of responses that can be transferred to other reading material. The activities generally explore some of the “big ideas” in science and social studies, which may include further research into a topic. (Brain Bank Overview, p. 5) Students participate in research and writing projects: Eyes and Ears in Space, students research Hubble Space Telescope facts. Little Giants, students research endangered animals. Scaly Animals, students research a scaly animal. Eye-Openers, students conduct an eye-text experiment. Plant Works, students conduct seed germination experiment. The Shape of Shadows, students measure the changing nature of shadows. One the Move, students test different forms of movement.

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Who Lives at the North Pole?, students construct a food chain. Hurricane!, students keep a record of a week’s weather. Wheels, Wheels, Wheels, students make a waterwheel. Finding the Dinosaurs, students research clothing from around the world. The World on Your Plate, students make a bar graph of student food preferences. Don’t Be a Couch Potato, students choose an activity to extend learning. In Dinosaur Times, students make a dinosaur habitat. Students recall information or gather information from provided sources: In Dinosaur Times, students search for specific text information. Sense That!, students recall important information from text. Scaly Animals, students locate and record facts from text. S-s-s-snakes, students find and record information from text. True or False?, students find interesting facts about animals. Don’t Be a Couch Potato, students locate specific information about text. Rodeo Rider, students recall and record information about text.


N/A

Speaking & Listening Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of others. Ask for clarification and further explanation as needed about the topics and texts under discussion. 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Brain Bank material is ideal for paired reading, which can be beneficial to both capable readers and those needing some support. Paired reading can also be used by students at the same reading level as a stimulus for discussion and oral language development. (Brain Bank Overview, p. 2) Teachers can use Brain Bank books and activities to initiate student participation in collaborative conversations about grade 2 topics in both small and large groups. Each title has a curriculum focus in science or social studies providing a basis for discussion. These discussions provide opportunities for students to ask for clarification of topic, recount details from text, and deepen understanding of a topic. See examples of discussion topics based on text, as follows: Blow, Wind, Blow, students discuss wind power. Down, Down, Down, students discuss gravity in different situations. Eyes and Ears in Space, students discuss satellites and advancements in technology. In Dinosaur Times, students discuss dinosaur facts. Sense That!, students explore and discuss the five senses. The Shape of Shadows, students discuss the characteristics of light. Down the Drain, students discuss the water cycle. One the Move, students discuss different types of animal movement. Trees Are Terrific, students discuss the importance of trees. A World of Farms, students discuss different types of farms. Earth’s Caretakers, students discuss caring for the environment. Finding the Dinosaurs, students use and discuss maps. The First Thanksgiving, students discuss the arrival of the Pilgrims. White Doves, students discuss different hobbies.

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Presentation of Knowledge and Ideas 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Brain Bank motivates content-area learning with a diverse range of books on high interest topics. Teachers can use these topics and activities to extend learning as they determine appropriate through such activities as oral reports and presentations. Activities are provided encouraging students to describe things, express ideas, illustrate to clarify, and write about a topic: Talking Teeth, students compose an advertising poster for a new kind of toothpaste. The Chicken House, students recall and record animal noises. My Place, students organize information in an interview. The Lion Dance, students share a family celebration. In Dinosaur Times, students write a persuasive text about dinosaur extinction. Down the Drain, students record fun tip about water activities. Little Giants, students share research about an endangered animal. Blow, Wind, Blow, students write and share an imaginary story. Earth’s Caretakers, students design a Save the Earth poster. Hurricane!, students keep a record of a week’s weather and discuss findings.



Reading: Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Select fiction titles and activities engage students in reading and responding to key details of narratives: Sing, It’s Spring!, students read a traditional tale about the seasons. Blueberry Jelly, students read a contemporary fiction about economics. Kids Rule!, students read a contemporary fictional story about citizenship. Return of the Wolves, students read a dramatic recount. The Mystery Map, students read a contemporary fiction exploring maps. The Wonder of Wings, students a dramatized historical recount about the Wright brothers. Ali, students read a dramatic recount about the life of Muhammad Ali in cartoon format. Dressed for Success, students read an informational text with cartoon sidebar facts. Ghost Town, students read a contemporary fiction about a ghost town. Over Florida, students read an informational text in cartoon format about the state of Florida. The Golden Spike, students read historical fiction about the workers who built the railroad. The Skateboard Park, students read a contemporary narrative about building a skateboard park. Students recall details from the story to determine the central message: Sing, It’s Spring!, students read an Anishinabe story about how the seasons came to earth. Where Have All The Colors Gone?, students read a tale about why the sun moves across the sky. Return of the Wolves, students read a dramatic recount of the return of wolves to Yellowstone. Ali, students read a dramatic recount of the life of famous boxer, Muhammad Ali. Students explore character development and plot in literature in the following activities: Kids Rule!, students record elements of plot development. Blueberry Jelly, students organize information in a story staircase. The Mystery Map, students sequence events in story.

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Ghost Town, students sequence events from story. The Golden Spike, students recall information about specific dates in story. Skateboard Park, students recall events from narrative.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters.

Students determine the meaning of words as they are used in text in the following activities: Aviators, students display an understanding of idioms. Blueberry Jelly, students use text to match business terms to meanings. Students explore story elements through contemporary fiction, dramatic recounts and traditional tales in the following titles and activities: Blueberry Jelly, students organize information in a story staircase. Kids Rule!, students record elements of plot. The Mystery Map, students read contemporary fiction and sequence sentences from book. Ghost Town, students read contemporary fiction and organize information in sequence. Skateboard Park, students read contemporary narrative. Sing, It’s Spring!, students read a traditional tale. Where Have All The Colors Gone?, students read a traditional tale. Return of the Wolves, students put statements in order from dramatic recount. Ali, students recall facts from dramatic recount. Adrenaline Rush, students write story using a story map. Rocks and Minerals, students write a story. The Story Stick, students write an imaginary story. Aviators, students develop and write an imaginary story. Dressed for Success, students write a fantasy story. Students express their own point of view in the following activities: Kids Can Do It!, students judge inventions. Return of the Wolves, students present two sides of an argument.

Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 8. (Not applicable to literature) 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Students use illustrations and details in stories to gain information about characters, setting and plot in the following informational texts presented in cartoon format: Blueberry Jelly, students follow story events about economics through cartoon illustrations. Kids Rule!, students follow story events about citizenship through cartoon illustrations. Return of the Wolves, students use illustrations to follow events in dramatic recount. The Mystery Map, students use map with text to help characters find treasure. The Wonder of Wings, students story events about Wright brothers through cartoon illustrations. Ali, students use cartoon illustrations to follow events in dramatic recount about Muhammad Ali. Ghost Town, students follow story events about a ghost town through cartoon illustrations. Over Florida, students read descriptive report enhanced by cartoon illustrations. The Golden Spike, students use illustrations to follow events in a historical fiction. The Skateboard Park, students read a contemporary narrative enhanced by cartoon illustrations. Two versions of the same story are not addressed at this grade level.

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Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Brain Bank provides relevant texts with a range of reading levels appropriate for third grade. Guided Reading Levels range from K to P with Developmental Reading Assessment ranging from 18 to 38. The library contains a variety of genres including contemporary narratives, dramatic recounts, and cartoon text. Titles cover content area topics in science and social studies subjects such as fossils, function of machines, properties of lights, behaviors of animals, energy, resources, magnets, seasons, economics, environmental issues, citizenship, using maps, history, different cultures, habitats and community. Two copies of each title are provided so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Informational Text Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Brain Bank is a collection of content area informational and nonfiction titles aimed at building literacy skills while focusing on the content areas of science and social studies. Students explore content area topics and engage in activities specific to the topic of each book. These are outlined in the Brain Bank Overview at every grade. Thinking Caps On activity cards are designed to encourage students to think critically about what they are reading. The cards enable students to practice and consolidate major comprehension strategies, including sequencing, summarizing, recognizing key points, comparing and contrasting, forming and justifying opinion, and recognizing fact and opinion. (Brain Bank Overview, p. 4) Students demonstrate understanding of key details in the text in the following activities: All in a Day’s Work, students compose questions for supplied answers about bird behavior. How Does It Work?, students answer questions about machines and how they function. Dive Into Science, students compose questions for supplied answers about ocean exploration. Marvelous Mammals, students locate answers for questions about mammal characteristics. Aviators, students locate answers to questions about early flight. Bridging the Gap, students provide questions for stated answers about significance of bridges. The Skateboard Park, students recall information to answer questions about decision-making. Students identify main topic of a text and recount supporting details in the following activities: Rocks and Minerals, students compose summary sentences about how people use resources. What a Mouthful!, students summarize major sections of text about pelican behavior. Dressed for Success, students summarize main points about different types of clothing. Over Florida, students find the main and secondary points from text. Simple Machines, students locate supporting statements about forces at work. Where Have All the Colors Gone?, students summarize information about the sun and moon. The Wonder of Wings, students find evidence to supports text-based statements about history. Dining on Dirt, students recall information to complete a soil fact web. Fossil Footprints, students record fascinating facts from text about fossil formation. Planet Earth, Planet People, students recall facts about Earth. Adrenaline Rush, students recall significant facts about extreme activities. Full of Hot Air, students recall significant facts about energy.

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Tails Tell Tales, students recall information about whales. What Can You Do With a Leaf?, students recall and describe uses for leaves. Deep in the Forest, students recall facts to complete a quick quiz about rain-forest people. Students explore relationships in text pertaining to time and sequence in the following activities: Spider Girl’s Journal, students match dates and events from text. Kids Can Do It!, students sequence ideas for creating a new product. Return of the Wolves, students rewrite text statements in correct order. The Mystery Map, students sequence sentences from the book. The Old Guitar, students match dates and information from text. Ghost Town, students organize information from text in sequence. The Golden Spike, students locate information about specific dates in text. What’s for Dinner?, students identify parts of a food web. Sing, It’s Spring!, students categorize seasonal animal behavior. Blueberry Jelly, students organize information in a story staircase.

Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.

The Brain Bank books and accompanying activity cards support students’ development of comprehension, vocabulary, and word study skills. (Brain Bank Overview, p. 1) Word Wise activities focus on the way words and word groups are used in meaningful text and provide opportunities for students to engage in activities that reinforce vocabulary in grade 3 topics: Bridging the Gap, students use multi-function words in sentences. The Story Stick, students use words from text to complete a word puzzle. The Wonder of Wings, students suggest synonyms for a variety of words found in text. Rocks and Minerals, students use word clues to complete a crossword. Tails Tell Tales, students find and use homophones. Spider Girl’s Journal, students recall words from text to complete crossword. Each title contains various text features, including table of contents, glossaries, key words, sidebars and indexes that students use to help locate facts and information in the text. Students use these acquired skills to help complete the many activities provided. See for example the following titles with sidebar facts: What’s for Dinner?, Marvelous Mammals, What Can You Do With a Leaf?, In the Face of Disaster, Return of the Wolves, The Old Guitar, Bridging the Gap, and The Golden Spike The Extra for Experts activity cards encourage students to delve more deeply into selected science and social studies topics and explore some of the “big ideas” in science and social studies, which may include writing an opinion concerning a given scenario. (Brain Bank Overview, p. 5) Students distinguish their own point of view in the following activities: Dining on Dirt, students generate ideas to improve to local environment. Where Have All the Colors Gone?, students suggest further research questions. Madam Butterfly, students state an opinion on caterpillar damage. Kids Can Do It!, students judge inventions. Ringed by Water, students justify choices about living on a desert island.

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Integration of Knowledge and Ideas 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

The titles in Brain Bank focus on text structures of the various genres using highly photographic and illustrative books that cover science and social studies topics. Specific images or diagrams are used or created to clarify text in the following titles and activities: Dining on Dirt, students study a food-guide pyramid. Fossil Footprints, students are shown how a fossil is formed. How Does It Work?, students explore using cross-sections diagrams. Planet Earth, Planet People, students use maps to locate different ecosystems. Dive Into Science, students use grids to map where objects are on ocean floor. Full of Hot Air, students write a caption for a diagram. Rocks and Minerals, students explore a diagram of a volcano. Deep in the Forest, students use maps to locate where people live in forests. Kids Rule!, students observe map of neighborhood. Ringed by Water, students use maps to locate where people live on islands. The Mystery Map, students explore features and uses of maps. People of the Peaks, students used maps to locate where people live in the mountains. In the Face of Disaster, students observe labeled diagram of Richter scale. Students explore logical connections in text in the following activities: Kids Can Do It!, students sequence ideas for creating a new product. Bridging the Gap, students compare two bridges from the book. Ringed by Water, students compare information about different islands. Ali, students use comparatives and superlatives. Students compare and contrast important points and key details presented in two or more texts on the same topic, as follows: Spider Girl’s Journal and Spy on Spiders explore facts about spiders.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Brain Bank provides relevant informational texts with a range of reading levels appropriate for third grade. Guided Reading Levels range from K to P with Developmental Reading Assessment ranging from 18 to 38. The library contains a variety of genres including explanatory text, descriptive reports, and procedural text. Titles cover content area topics in science and social studies subjects such as fossils, function of machines, properties of lights, behaviors of animals, energy, resources, magnets, seasons, economics, environmental issues, citizenship, using maps, history, different cultures, habitats and community. Two copies of each title are provided in the library so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes.

Each Brain Bank title has an appropriate guided reading level for third grade. Guided Reading Levels range from K to P with Developmental Reading Assessment ranging from 18 to 38. Students apply grade-level phonics and word analysis skills in decoding words in each text. Word Wise activity cards encourage learning about the way words are constructed, including: syllabification, onsets and rimes, and prefixes and suffixes. (Brain Bank Overview, p. 4) For example, students explore phonics and word recognition in the following activities: Where Have All the Colors Gone?, students recognize letter patterns in a word search.

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Decode multisyllable words. Read grade-appropriate irregularly spelled words.

Dive Into Science, students explore suffixes. Full of Hot Air, students categorize words by number of syllables. Gripping and Slipping, students locate words beginning with specific blends or diagraphs. Magnets, students recall words starting with specific letters. Marvelous Mammals, students find words containing double letters.

Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Students build fluency through independent and paired reading opportunities. Each title in Brain Bank features standards-aligned, content-rich texts that are carefully leveled to ensure a successful reading experience for third grade readers.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood). Form and use regular and irregular verbs. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Ensure subject-verb and pronoun-antecedent agreement.* Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Students demonstrate command of the conventions of standard English grammar and usage in the following activities: All in a Day’s Work, students add adjectives to form alliteration. How Does It Work?, students rewrite scrambles sentences. Madam Butterfly, students write plurals for words. Sing, It’s Spring!, students use adjectives of form alliteration. What a Mouthful!, students use adjectival phrases in captions. In the Face of Disaster, students use adverbs in sentences. Kids Rule!, students unscramble sentences from text. Reaching New Heights, students write verb inflections. Return of the Wolves, students write text in past and present tense. Ali, students use comparatives and superlatives. Bridging the Gap, students use multi-function words in sentences. The Bird People, students find and classify common and proper nouns. The Golden Spike, students change first person to third person. Students demonstrate command of the conventions of standard English punctuation and spelling in the following activities: Fossil Footprints, students proofread text for spelling and punctuation. Light, students use alphabetical order and syllabification. Watch Out!, students create a mini glossary. Where Have All the Colors Gone?, students recognize letter patterns in a word search. Full of Hot Air, students categorize words by number of syllables. Marvelous Mammals, students find words containing double letters. What Can You Do With a Leaf?, students proofread for spelling and punctuation. Kids Can Do It!, students compile a mini glossary. Ringed by Water, students proofread a paragraph for spelling and punctuation. The Mystery Map, students rewrite text using quotation marks. The Old Guitar, students proofread text for spelling and punctuation. Ghost Town, students use quotation marks appropriately.

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Over Florida, students display an understanding of contractions.

Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect.* Recognize and observe differences between the conventions of spoken and written standard English.

Brain Bank offers opportunities for students to use knowledge of language by engaging in reading across genres, responding to literature through various writing and reporting activities, and listening to others. For example: All in a Day’s Work, students report on how to care for a pet. Dining on Dirt, students generate ideas to improve the local environment. Spider Girl’s Journal, students imagine and describe a day as a scientist. Where Have All the Colors Gone?, students suggest further research questions. Madam Butterfly, students state an opinion on caterpillar damage. Tails Tell Tales, students write research questions about whales. Return of the Wolves, students present two sides of an argument. The Old Guitar, students compose a regional version of a song. People of the Peaks, students state advantages and disadvantages to tourism. Return of the Wolves, students rewrite and embellish a story.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

The Brain Bank books and accompanying activity cards support students’ development of comprehension, vocabulary, and word study skills. (Brain Bank Overview, p. 1) Each title provides context clues as well as a glossary to determine or clarify word meanings. Additionally, Word Wise activities focus on the way words and word groups are used in meaningful text, exploring topic such as comparatives, homophones, synonyms, antonyms, spatial relationship words, speech indicators, and parts of speech. Students explore vocabulary and clarify meaning of unknown words in the following activities: Planet Earth, Planet People, students compose a mnemonic for the solar system. Simple Machines, students match names of definitions of simple machines. Spy on Spiders, students compose clues for a spider crossword. Kids Can Do It!, students compile a mini glossary. Watch Out!, students create a mini glossary. Dive Into Science, students find definitions for words. Blueberry Jelly, students match business terms to meanings. Rocks and Minerals, students use words to complete a rocky crossword. Deep in the Forest, students use different prefixes to form opposites. The Story Stick, students use words in text to complete a word puzzle. Ghosts Live Here, students form and define new compound words. The Skateboard Park, students define compound words. Students demonstrate understanding of word relationships in the following activities: Dining on Dirt, students categorize a range of food words. Spider Girl’s Journal, students recall words to complete a spider word web. What’s for Dinner?, students rearrange animal names in alphabetical order. Adrenaline Rush, students use synonyms in sentences. Full of Hot Air, students categorize words. Tails Tell Tales, students find and use homophones.

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The Wonder of Wings, students suggest synonyms for a variety of words. Dressed for Success, students write synonyms for adjectives. Aviators, students display an understanding of idioms. Deep in the Forest, students use different prefixes to form opposites. Students demonstrate understanding of grade-appropriate words in the following activities: Return of the Wolves, students write text in past and present tense. The Mystery Map, students rewrite text using quotation marks. Ghost Town, students use quotation marks appropriately. The Golden Spike, students change first person to third person.

Writing Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Provide a concluding statement or section. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Provide a concluding statement or section. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Use temporal words and phrases to signal event order. Provide a sense of closure.

Brain Bank books and accompanying activity cards encourage students to write within a variety of text types. (Brain Bank Overview, p. 1) Express Yourself activity cards provide opportunities for students to record their thoughts and feelings, construct meaning, and practice writing using conventions of print. Extra for Experts activity cards extend learning of topic and provide opportunities for further research and writing. These cards provide opportunities for students to write for different purposes, including: explaining, summarizing, persuading, and informing. These purposes are explored in a range of formats, including: diaries, recipes, letters, newspaper reports, recounts, lists and procedural and instructional texts. (Brain Bank Overview, p. 5) Students write opinion pieces providing support: What’s for Dinner?, students describe a favorite illustration. Dining on Dirt, students compose a healthy menu. Simple Machines, students design an advertisement for a simple machine. Madam Butterfly, students state an opinion on caterpillar damage. Ringed by Water, students justify choices about living on a desert island. Sing, It’s Spring!, students describe why each season is special. Kids Rule!, students write a letter to the mayor about a school issue. Ghosts Live Here, students list and justify items for a desert trip. Students write informative or explanatory text to examine a topic and convey ideas: Where Have All the Colors Gone? students compose an explanatory story. How Does It Work?, students write an explanation. Light, students write explanatory statements. All in a Day’s Work, students write a set of interview questions. What a Mouthful!, students compose a poster about endangered seabirds. Gripping and Slipping, students record safety tips for different situations. Watch Out!, students research and write about an animal. Tails Tell Tales, students write a newspaper report about saving whales. What a Mouthful!, students organize information in a newspaper article. Marvelous Mammals, students present informational text. Deep in the Forest, compose a letter about saving the rainforests. The Bird People, students describe water use and conservation. Fossil Footprints, students compose a quiz for others to answer.

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Students write narratives using descriptive details and event sequence: Planet Earth, Planet People, students write an imaginary story. Spider Girl’s Journal, students record information in a personal journal. Spider Girl’s Journal, students imagine and describe a day as a scientist. Spy on Spiders, students create an Olympic event for spiders. Watch Out!, students compose a four-line poem about animals. The Wonder of Wings, students recall information in a personal timeline. Ali, students recall personal events in sequence. Adrenaline Rush, students write a story using a story map. Dive Into Science, students write an imaginary story. Full of Hot Air, students write a caption for a diagram. Rocks and Minerals, students write a story or an advertisement The Mystery Map, students record information in a diary format. The Story Stick, students write an imaginary story. Aviators, students develop an imaginary story about aviation. Dressed for Success, students write a fantasy story. Blueberry Jelly, students write a plan for making extra money.

Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Each Brain Bank title provides writing activities that engage students to produce writing examples meeting expectations for grade 3. Teachers can address revising and editing in the Brain Bank writing activities as they determine appropriate. Activities in Brain Bank can be produced on available classroom technology and students can respond to the books by creating graphs, posters, letters, records, lists, and reports, for example: The Skateboard Park, students compose interview questions. The Golden Spike, students organize information as a newspaper report. People of the Peaks, students compose a travel brochure. Ghosts Live Here, students list and justify items for a desert trip. Ghost Town, students compose a letter in response to one received. Kids Rule!, students organize information in a daily planner. Deep in the Forest, students compose a letter about saving the rainforests. Reaching New Heights, students report on trying something new. Kids Can Do It!, students compose an advertisement for a new invention.

Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge about a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 9. (Begins in grade 4)

Brain Bank books are a collection of nonfiction titles that focus on content areas of science and social studies. Titles in the series can be a source of research reading, where students use particular books as a springboard to generating and exploring areas of interest. (Brain Bank Overview, pp. 1-2) The Extra for Experts activity cards encourage students to delve more deeply into selected science and social studies topics and to assist students in developing a range of responses that can be transferred to other reading material. The activities generally explore some of the “big ideas” in science and social studies, which may include further research into a topic. (Brain Bank Overview, p. 5) Students conduct research to extend knowledge about a topic:

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Watch Out!, students research an animal. Magnets, students conduct experiments with properties of magnets. Tails Tell Tales, students write research questions about whales. Deep in the Forest, students research the four layers of the rain forest. Ali, students research individual Olympic events. How Does It Work?, students explore alternatives to electricity. Where Have All the Colors Gone?, students suggest further research questions. Students recall information from experiences or gather information from print: Dining on Dirt, students recall information about soil facts. Planet Earth, Planet People, students recall facts about Earth. Watch Out!, students locate information about animals. Adrenaline Rush, students recall facts about extreme activities. Full of Hot Air, students recall significant facts about energy. Magnets, students locate information about magnets. Tails Tell Tales, students recall information about whales. Funky Festivals, students locate information to complete a chart. Ali, students recall personal events in sequence. The Wonder of Wings, students recall information in a personal timeline. The Skateboard Park, students summarize information under headings. The Mystery Map, students record information in a diary format. The Bird People, students report facts about water recreation.

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Multiple writing opportunities are provided throughout Brain Bank. Students write for different purposes, including explaining, summarizing, persuading, and informing. These purposes are explored in a range of formats, including diaries, recipes, letters, newspaper reports, recounts, lists and procedural and instructional texts.

Speaking & Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Explain their own ideas and understanding in light of the discussion. 2. Determine the main ideas and supporting details of a text read aloud

Brain Bank material is ideal for paired reading, which can be beneficial to both capable readers and those needing some support. Paired reading can also be used by students at the same reading level as a stimulus for discussion and oral language development. (Brain Bank Overview, p. 2) Teachers can use Brain Bank books and activities to initiate student participation in collaborative discussions on grade 3 topics in both small and large groups. These discussions provide opportunities for students to express their own ideas, determine the main idea and supporting details, and ask for clarification of texts to deepen understanding of a topic. See examples of discussion topics based on text, as follows: All in a Day’s Work, students discuss careers with animals. Dining on Dirt, students discuss why soil is important. Planet Earth, Planet People, students discuss diversity among living things. Watch Out!, students discuss behaviors of animals. Full of Hot Air, students discuss types of energy.

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or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Madam Butterfly, students discuss how living things grow and change. Magnets, students discuss magnetism. Rocks and Minerals, students discuss how people use resources. Sing, It’s Spring!, students discuss the seasons. Blueberry Jelly, students discuss buying and selling goods. Kids Can Do It!, students discuss inventions using technology. Kids Rule!, students discuss citizenship. The Story Stick, students discuss how art and language transmit culture. Funky Festivals, students discuss the transmission of culture through celebrations. People of the Peaks, students discuss adapting to different environments. The Golden Spike, students discuss historical events.

Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Brain Bank motivates content-area learning with a diverse range of books on high interest topics. Teachers can use these topics and activities to extend learning as they determine appropriate through such activities as oral reports and presentations. Activities are provided encouraging students to describe things, express ideas, illustrate to clarify, and write about a topic: All in a Day’s Work, students report on how to care for a pet. Dining on Dirt, students generate ideas to improve the local government. Planet Earth, Planet People, students describe to local environment. Spider Girl’s Journal, students imagine and describe a day as a scientist. Madam Butterfly, students state opinion on caterpillar damage. What a Mouthful!, students compose a poster about endangered seabirds. Blueberry Jelly, students write and share a plan for making extra money. Return of the Wolves, students present two sides of an argument. Ringed by Water, students justify choices about living on a desert island. The Wonder of Wings, students recall and share information in a personal timeline. Ghost Town, students choose what to put in a time capsule. The Bird People, students describe water use and conservation. The Skateboard Park, students compose interview questions.



Reading: Literature Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Select fiction titles and activities engage students in reading and responding to key details of narratives: The First Flute, students read a historical recount about Native Americans. When Times Were Tough, students read dramatic recount of struggles during Great Depression. Eureka!, students read informational text about importance of science with cartoon sidebars. Kitchen Science, students read informational text in cartoon format. 31 Chestnut Street, students read dramatic recount in diary format about immigration. The Class Act, students read a contemporary fiction about a school election. Glorious Gold, students read a historical dramatization in cartoon format. The Tale of London Bridge, students read a historical recount in cartoon format. They Came From Spain, historical dramatization tracing journey of Ponce de León.

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Trade It, students read a contemporary fiction about the concept of trade. Students determine theme of story from details in text and summarize in the following activities: Our Super Star, students read an Aztec myth about the sun. The First Flute, students recount a traditional tale from the Lakota Sioux Indians. When Times Were Tough, students locate and record facts about The Great Depression. 31 Chestnut Street, students recall significant events about the course of history. The First Flute, students read a historical recount about Native American history. Students explore character development and plot in literature in the following activities: 31 Chestnut Street, students recall events in a dramatic recount of the life of an Irish immigrant. New Nation, New Home, students read dramatic biographies of famous immigrants. On Opposite Sides, students read historical recount comparing Grant and Lee. The Class Act, students follow events in a contemporary narrative about a school election. The Face of Friendship, students sequence events in historical dramatization. They Came From Spain, students match dates with events in a historical dramatization. Glorious Gold, students search for specific information in a historical dramatization. The Tale of London Bridge, students locate and record main points in a historical recount.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). 5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Students determine meaning of words used in text in the following activities: Big Jobs Need Big Machines, students recognize and explain idioms. Glorious Gold, students understand the meaning of idiomatic sayings. It’s Electric, students locate and use homophones. New Nation, New Home, students find and use homophones. Students explore poetry, drama and prose and refer to the structural elements of text in the following titles and activities: Skin Deep, students write a poem about an animal and its skin. Our Super Star, students summarize a traditional story in own words. When Times Were Tough, students read a dramatic recount. They Came From Spain, read a historical dramatization. 31 Chestnut Street, students read a dramatic recount in diary format. Glorious Gold, students read a historical dramatization. Students compare point of view from which stories are narrated in the following titles: First-person narrations include: They Came from Spain, Into the Swamp, Science at the Circus, When Times Were Tough; and Third-person narrations include: The Sea and Me, Glorious Gold, The Tale of London Bridge, Travelers and Traders, Trade It, On Opposite Sides, 31 Chestnut Street, The Class Act

Integration of Knowledge and Ideas 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Students make connections between text and visual or oral presentations: 31 Chestnut Street, students conduct an interview on family history connecting to the dramatic recount about changes over time and family dynamics. When Times Were Tough, students explain how to help out in hard times connecting to the

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8. (Not applicable to literature) 9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

dramatic recount about the Great Depression. The Face of Friendship, students research and share facts about a famous woman connecting to the historical dramatization about cultural heroes. The First Flute, students explore customs and traditions connecting to the historical recount of Native American history and lifestyle. The Tale of London Bridge, students research a famous landmark connecting to the historical recount of the history of the London Bridge. They Came From Spain, students create a new name for a state and provide reasons connecting to the historical dramatization about Florida exploration. Trade It, students record pros and cons for a range of activities connecting to contemporary fiction about the concept of trade. Students compare and contrast the following traditional literature from different cultures: Our Super Star, students read an Aztec myth about the sun. The First Flute, students read a traditional tale from the Lakota Sioux Indians.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Brain Bank provides relevant texts with a range of reading levels appropriate for fourth grade. Guided Reading Levels range from N to S with Developmental Reading Assessment ranging from 30 to 42. The library contains a variety of genres including contemporary narratives, dramatic recounts, diaries, and historical recounts with cartoon text. Titles cover content area topics in science and social studies subjects such as science and technology, chemical reactions, immigrations, transportation, elections, the Great Depression, Native American history, landmarks, explorers and types of trade. Two copies of each title are provided so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Informational Text Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Brain Bank is a collection of content area informational and nonfiction titles aimed at building literacy skills while focusing on the content areas of science and social studies. Students explore content area topics and engage in activities specific to the topic of each book. These are outlined in the Brain Bank Overview at every grade. Thinking Caps On activity cards are designed to encourage students to think critically about what they are reading. The activities enable students to practice and consolidate major comprehension strategies, including sequencing, summarizing, recognizing key points, comparing and contrasting, forming and justifying opinion, and recognizing fact and opinion. (Brain Bank Overview, p. 4) Students demonstrate understanding of key details in the text in the following activities: Cast of Thousands, students locate information to complete a quiz about insects. Into the Swamp!, students recall information about wetlands. It’s Electric, students find fascinating facts about electricity. Matter Matters!, students locate and record information about the properties of matter. Planet Water, students explain different uses of fresh water. The Sea and Me, students write questions for stated answers about ocean organisms.

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Then and Now, students compare different branches of science. What Cat Is That?, students match information about cats. Big Jobs Need Big Machines, students locate facts about a range of machines. Dig That!, students distinguish between roles of different scientists. Fabulous Fungi, students locate information about fungi. Lizard Layabouts, students find fascinating facts about lizards. Penguin Power, students search for answers to question posed about penguins and their habitats. Shark, students compare aspects of humans and sharks. Skin Deep, students recall information about skin. A Germ of an Idea, students provide questions for stated answers regarding medical advances. Coordinate Your Coordinates, students provide questions for stated answers about mapping. The Big Apple, students recall significant information about major city dynamics. The Lone Star State, students locate and record fascinating facts about Texas. Ticket to Another Time, students locate fascinating facts about space. Students identify the main topic of a text and recount key details to support the main idea in the following activities: Brain Power, students provide supporting sentences about the human brain. Bubbles and Balloons, students write a summary of the book about the properties of air. Our Super Star students summarize the main sections of the text about the sun’s energy. Weather Wise, students recognize main and supporting points about different types of weather. G-Forces Galore, students summarize sections of text about position and motion of objects. . Good Citizens, students summarize thoughts on issues regarding rights and responsibilities. Neighbors, students summarize information about Canada. Students explore concepts in historical, scientific or technical text in the following activities: Good Citizens, students explain the concept of equal rights. In Print, students explore the impact of technology on history. A Germ of an Idea, students explore events that changed the course of history. New Nation, New Home, students explore the role of immigrants in development of a nation. On Opposite Sides, students explore the changing concept of freedom in history. The Big Apple, students explore the history of a city. Breaking the Ice, students explore events that changed the course of history. The Face of Friendship, students explore events that changed the course of history. The Passing of the Buffalo, students explore the impact of cultures on history. Ticket to Another Time, students explore the impact of technology on a nation’s history. To Market, students explore the concepts of producers and consumers. Travelers and Traders, students explore events that changed the course of history. Into the Swamp!, explore changes to environment that influence plants and animals. Then and Now, students explore science and technology in the past and present. The Sea and Me, students explore how organisms survive in different environments. What Cat Is That?, students explore how organisms survive in different environments. Big Jobs Need Big Machines, students explore use of different technologies. Dig That!, students explore archaeology and paleontology.

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Science at the Circus, students recognize scientific principles in use in everyday life.

Craft and Structure 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

The Brain Bank books and accompanying activity cards support students’ development of comprehension, vocabulary, and word study skills. (Brain Bank Overview, p. 1) Word Wise activities focus on the way words and word groups are used in meaningful text engage in activities that reinforce vocabulary in grade 4 topics: Big Jobs Need Big Machines, students recognize and explain idioms Trade It, students use the word number and amount correctly. Our Super Star, students recognize and use multi-function words in sentences. It’s Electric, students locate and use homophones. What Cat Is That?, students compose definitions for “cat” words. Science at the Circus, students substitute adjective synonyms. Coordinate Your Coordinates, students use adjectives to enhance text. Good Citizen, students match words from text and their definitions. The Lone Star State, students locate compound words and divide them. The First Flute, students use multi-function words in sentences. To Market, students compose and use verb synonyms. Travelers and Traders, students use adjectives and adverbs to enhance text. Students explore chronology of events, compare ideas and explore concepts in text in the following activities: They Came From Spain, students observe a timeline of Spanish explorers. Ticket to Another Time, students explore a timeline of early space exploration. On Opposite Sides, students compare the lives of two generals. Breaking the Ice, students compare the Arctic and Antarctic. Neighbors, students compare rural and urban lifestyles. To Market, students compare markets in different countries. Then and Now, students compare different branches of science. Shark, students compare aspects of humans and sharks. Firsthand and secondhand accounts of the same topic are not addressed at this grade.

Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive

Students explore and interpret information presented in charts, graphs, diagrams and timelines: They Came From Spain, students observe a timeline of Spanish explorers. Ticket to Another Time, students explore a timeline of early space exploration.

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elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 8. Explain how an author uses reasons and evidence to support particular points in a text. 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Trade It, students explore pie charts about budgets. Weather Wise, students observe information presented in charts about weather. It’s Electric, students interpret labeled diagrams about electricity. Fabulous Fungi, students explore lifecycle illustrations. Shark, students interpret labeled diagrams about sharks. Students explore how an author supports particular points in the text in the following activities: Brain Power, students provide supporting sentences about the human brain. Weather Wise, students recognize main and supporting points about weather. Planet Water, students use text to explain different uses of fresh water. Then and Now, students used text to compare different branches of science. Eureka!, students rank different inventions and give reasons for ranking. The Class Act, students explore the importance of election issues. Breaking the Ice, students use text to compare the Arctic and Antarctic. To Markets, students use the text to compare markets in different countries. Students can integrate information from the following titles on the same topic: Lizard Layabouts, Penguin Power, Shark, Weird Mammal, and What Cat Is That?, students explore how organisms meet their needs. The Class Act and Good Citizens, students explore rights and responsibilities.

Range of Reading and Level of Text Complexity 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Brain Bank provides relevant informational texts with a range of reading levels appropriate for fourth grade. Guided Reading Levels range from N to S with Developmental Reading Assessment ranging from 30 to 42. The library contains a variety of genres including explanatory text, descriptive reports, and procedural text. Titles cover content area topics in science and social studies subjects such as properties of air, the human brain, insects, wetlands and ocean organisms, the sun’s energy, weather, machines, animal habitats, geography, immigration, history, space exploration and medical advances. Two copies of each title are provided so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Each Brain Bank title has an appropriate guided reading level for fourth grade. Guided Reading Levels range from N to S with Developmental Reading Assessment ranging from 30 to 42. Students apply grade-level phonics and word analysis skills in decoding words in each text. Word Wise activity cards encourage learning about the way words are constructed, including: syllabification, onsets and rimes, and prefixes and suffixes. (Brain Bank Overview, p. 4) For example, students explore phonics and word recognition in the following activities: Bubbles and Balloons, students recall words with double consonants. Matter Matters!, students recognize syllables in glossary entries. Our Super Star, students recognize and use multi-function words. Then and Now, students use suffixes that indicate professions. Lizard Layabouts, students complete a word search. Dig That! , students create new compound words. The Lone Star State, students locate compound words.

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The Big Apple, students complete a word search. Ticket to Another Time, students identify syllables in words.


Students build fluency through independent and paired reading opportunities. Each title in Brain Bank features standards-aligned, content-rich texts that are carefully leveled to ensure a successful reading experience for fourth grade readers.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Form and use prepositional phrases. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* Correctly use frequently confused words (e.g., to, too, two; there, their).* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-appropriate words correctly, consulting references as needed.

Students demonstrate command of the conventions of standard English grammar and usage in the following activities: Cast of Thousands, students compose similes about insects. Into the Swamp!, students add adjectives to form alliteration names of animals. It’s Electric, students locate and use homophones. Planet Water, students add adjectives and adverbs. Eureka!, students rewrite past-tense text as present-tense text. Fabulous Fungi, students recognize and record unusual plurals. Science at the Circus, students substitute adjectives synonyms. Skin Deep, students use verb synonyms in sentences. The Four Corners, students find and use adverbs. When Times Were Tough, students rewrite text in different tenses. Coordinate Your Coordinates, students use adjectives to enhance text. New Nation, New Home, students find and use homophones. They Came From Spain, students change first person to third person. To Market, students compose and use verb synonyms. Trade It, students use the words correctly in sentences. Travelers and Traders, students use adjectives and adverbs to enhance text. Glorious Gold, students add adjectives and adverbs. The Face of Friendship, students recognize and compose similes. The Passing of the Buffalo, students recognize a variety of plural forms. Students demonstrate command of the conventions of standard English punctuation and spelling in the following activities: Brain Power, students proofread for spelling and punctuation. Penguin Power, students proofread for spelling and punctuation. The Class Act, students recognize the use of the apostrophe. 31 Chestnut Street, students proofread for spelling and punctuation. The Tale of London Bridge, students proofread for spelling and punctuation.

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Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely.* Choose punctuation for effect.* Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Brain Bank offers opportunities for students to use knowledge of language by engaging in reading across genres, responding to literature through various writing and reporting activities, and listening to others. For example: Cast of Thousands, students write about a favorite insect. Into the Swamp!, students write about an imaginary trip in diary format. What Cat Is That?, students give advice on cat care. Dig That!, students suggest items for a personal time capsule. Science at the Circus, students describe a favorite circus act. Shark, students express an opinion about sharks. Coordinate Your Coordinates, students report on a favorite place to visit. The Class Act, students write policy statements. Breaking the Ice, students research facts about global warming. The Passing of the Buffalo, students record “for” and “against” reasons. Travelers and Traders, students identify valuable qualities in people and things.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

The Brain Bank books and accompanying activity cards support students’ development of comprehension, vocabulary, and word study skills. (Brain Bank Overview, p. 1) Each title provides context clues as well as a glossary to determine or clarify word meanings. Additionally, Word Wise activity cards focus on the way words and word groups are used in meaningful text. Topics include: comparatives, homophones, synonyms, antonyms, spatial relationship words, speech indicators, and parts of speech. (Brain Bank Overview, p. 4) Students explore vocabulary and clarify the meaning of unknown words: Weather Wise, students create a mini glossary with weather words. What Cat Is That?, students compose definitions for “cat” words. Kitchen Science, students complete a chemistry crossword. Lizard Layabouts, students complete a word search finding words from text. Good Citizens, students match words and definitions. The Big Apple, students complete a word search. Students demonstrate understanding of word relationships and nuances in meaning: Big Jobs Need Big Machines, students recognize and explain idioms. G-Forces Galore, students provide antonyms. On Opposite Sides, students record character traits and their opposites. Cast of Thousands, students compose similes about insects. Science at the Circus, students substitute adjectives synonyms. Skin Deep, students use verb synonyms in sentences. To Market, students compose and use verb synonyms. The Face of Friendship, students recognize and compose similes. Neighbors, students compose a mnemonic for the Great Lakes. Students understand grade-appropriate academic and domain-specific words and phrases: Breaking the Ice, students record weather vocabulary. Shark, students provide names for baby animals.

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Weird Mammals, students complete a weird animal alphabet. A Germ of an Idea, students complete an alphabet of medical terms. Breaking the Ice, students record weather vocabulary.

Writing Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words and phrases to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events.

Brain Bank books and accompanying activity cards encourage students to write within a variety of text types. (Brain Bank Overview, p. 1) Express Yourself activity cards provide opportunities for students to record their thoughts and feelings, construct meaning, and practice writing using conventions of print. Extra for Experts activity cards extend learning of topic and provide opportunities for further research and writing. These cards provide opportunities for students to write for different purposes, including: explaining, summarizing, persuading, and informing. These purposes are explored in a range of formats, including: diaries, recipes, letters, newspaper reports, recounts, lists and procedural and instructional texts. (Brain Bank Overview, p. 5) Students write opinion pieces with support reasons: Bubbles and Balloons, students write a letter to the editor about conserving air. Then and Now, students write a comparison. Weather Wise, students compare likes and dislikes about each season. Science at the Circus, students compose persuasive text. Weird Mammals, students design and label a new weird mammal. Kitchen Science, students write a recipe for a favorite snack. The Four Corners, students write about a favorite place using diary format. The Lone Star State, students write a recipe for a favorite dish. Coordinate Your Coordinates, students report on a favorite place to visit. Good Citizens, students write about the qualities of a good school citizen. A Germ of an Idea, students explain choice of most important discoveries. The Tale of London Bridge, students record views on a timeline history. Trade It, students write persuasive arguments. Students write informative or explanatory text to examine a topic and convey ideas: Brain Power, students write about a talent in a factual account. Cast of Thousands, students compose factual statements. It’s Electric, students compose a conservation checklist. Matter Matters!, students write a quiz for others. Planet Water, students write a set of instructions. What Cat Is That?, students give advice on cat care. Penguin Power, students write about the behavior of penguins parents. Fabulous Fungi, students compose a quiz for others. Dig That!, students write a dinosaur discovery newspaper article. Eureka!, students write a description of a new invention. Shark, students write water safety tips. In Print, students write a newspaper article. New Nation, New Home, students write interview questions. The Big Apple, students compose a quiz for others. The Class Act, students write policy statements.

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Glorious Gold, students summarize two excerpts from the book. Neighbors, students record information about a sport. Ticket to Another Time, students report on a significant event. The First Flute, conduct a mock interview. The Passing of the Buffalo, students write a letter about the Buffalo War. They Came From Spain, students write a letter about the Spanish invasion. To Market, students compose a plan in point format. Students write narratives using descriptive details and event sequence: Into the Swamp!, students write about an imaginary trip in diary format. Our Super Star, students summarize a traditional story in their own words. The Sea and Me, students compose and imaginary story about a night dive. Big Jobs Need Big Machines, students write journal entries. G-Forces Galore, students compose an imaginary space-travel story. Lizard Layabouts, students write about being a lizard in diary format. Skin Deep, students write a poem about an animal. On Opposite Sides, students imagine the thoughts of two generals. When Times Were Tough, students write a depression-era letter to a friend. 31 Chestnut Street, students write a postcard to a friend. Travelers and Traders, students write an imaginary account. Breaking the Ice, students write a postcard from one of the poles. The Face of Friendship, students write a journal for a typical day.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Students produce writing examples meeting expectations for grade 4. Teachers can address revising and editing in the Brain Bank writing activities as they determine appropriate. Activities in Brain Bank can be produced on available classroom technology. Students respond to the books by creating graphs, posters, letters, records, lists, and reports, for example: Bubbles and Balloons, students write a letter to the editor about conserving air. Into the Swamp!, students compose a checklist for a trip. It’s Electric, students compose a conservation checklist. Weather Wise, students keep a record of the weather using graphs. Kitchen Science, students write a recipe for a favorite snack. Shark, students write safety tips in and around the water. Weird Mammals, students design and label a new weird mammal. 31 Chestnut Street, students write a postcard to a friend in Ireland. Coordinate Your Coordinates, students draw a map of neighborhood with a key. On Opposite Sides, students write a timeline for the Civil War. The Class Act, students write a task checklist. The Four Corners, students compose an advertisement for a special attraction. When Times Were Tough, students write a depression-era letter to a friend. To Market, students design a poster for a school fair.

Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge through

Brain Bank books are a collection of nonfiction titles that focus on content areas of science and social studies. Titles in the series can be a source of research reading, where students use

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investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

particular books as a springboard to generating and exploring areas of interest. (Brain Bank Overview, pp. 1-2) The Extra for Experts activity cards encourage students to delve more deeply into selected science and social studies topics and to assist students in developing a range of responses that can be transferred to other reading material. The activities generally explore some of the “big ideas” in science and social studies, which may include further research into a topic. (Brain Bank Overview, p. 5) Students conduct research to extend knowledge about a topic: Breaking the Ice, students research facts about global warming. The Face of Friendship, students research facts about a famous woman. The Tale of London Bridge, students research a famous landmark. Students recall information from experiences or gather information from print: Into the Swamp!, students recall information about wetlands. Matter Matters!, students locate and record significant information from text. Science at the Circus, student find circus acts that illustrate scientific forces. Skin Deep, students recall specific information about skin. In Print, students recall advances in print technology. Glorious Gold, student search for specific information. Students explore reasons to support particular points in text: Brain Power, students provide supporting sentences. Weather Wise, students recognize main and supporting points. Big Jobs Need Big Machines, students locate facts about a range of machines. Fabulous Fungi, students locate information about fungi. Lizard Layabouts, students find fascinating facts about lizards. The Lone Star State, students locate and record facts. When Times Were Tough, students locate and record facts. The Passing of the Buffalo, students locate information to complete quiz. The Tale of London Bridge, students locate and record main points. Ticket to Another Time, students locate fascinating facts about space. Matter Matters!, students locate and record significant information. The Mystery Map, students record information in a diary format. Cast of Thousands, students locate information to complete quiz.



Speaking & Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-

Brain Bank material is ideal for paired reading, which can be beneficial to both capable readers and those needing some support. Paired reading can also be used by students at the same reading level as a stimulus for discussion and oral language development. (Brain Bank Overview, p. 2)

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one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Identify the reasons and evidence a speaker provides to support particular points.

Teachers can use Brain Bank books and activities to initiate student participation in collaborative discussions on grade 4 topics in both small and large groups. These discussions provide opportunities for students to express their own ideas, determine the main idea and supporting details, and ask for clarification of texts to deepen understanding of a topic. See examples of discussion topics based on text, as follows: Brain Power, students functions of the brain. Bubbles and Balloons, students discuss properties of air. Into the Swamp!, students discuss ecosystems. Our Super Star, students discuss solar energy. Dig That!, student discuss archaeology. Kitchen Science, students discuss kitchen science. A Germ of an Idea, students discuss medical advances. Good Citizens, students discuss citizenship. When Times Were Tough, students discuss The Great Depression. Breaking the Ice, students discuss polar regions. Ticket to Another Time, students discuss space exploration.

Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Brain Bank motivates content-area learning with a diverse range of books on high interest topics. Teachers can use these topics and activities to extend learning as they determine appropriate through such activities as oral reports and presentations. Activities are provided encouraging students to describe things, express ideas, illustrate to clarify, and write about a topic: Planet Water, students research a body of water. Then and Now, students research becoming a scientist. What Cat Is That?, students give advice on cat care. Dig That!, students suggest items for a personal time capsule. Science at the Circus, students describe a favorite circus act. Shark, students express an opinion about sharks. Coordinate Your Coordinates, students report on a favorite place to visit. The Class Act, students write policy statements. Breaking the Ice, students research facts about global warming. The Passing of the Buffalo, students record “for” and “against” reasons. Travelers and Traders, students identify valuable qualities in people and things. Into the Swamp!, students write about an imaginary trip in diary format. Our Super Star, students research aspects of solar energy.



Reading: Literature Key Ideas and Details 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Select fiction titles and activities engage students in reading and responding to key details of narratives: Technology and Treasure, students read contemporary recount about marine technology. Master Builders, students explore the history of the Roman Empire through dramatizations.

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2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Meet Marco Polo, students read a dramatized narrative about travels of Marco Polo. The Star-Spangled Banner, students read a dramatized narrative about history of U.S. flag. Voices of War, students explore Vietnam history through dramatized historical recount. A Clock Through Time, students read a dramatic historical recount of different periods in history. The Iroquois League, students read a historical recount about the Iroquois Indians. Bells of Freedom, students explore the events of the American Revolution through a dramatized historical recount. Students explore details to determine theme and summarize text in the following activities: Master Builders, students recall significant information about Rome. Voices of War, students locate information about text. Technology and Treasure, students locate and summarize information from text. Meet Marco Polo, students make inferences about people in book. A Clock Through Time, students record the significance of specific events in story. The Iroquois League, students read summarize main points in text. The Star-Spangled Banner, students define positive qualities about people and locate examples in text. Students compare and contrast characters or events in story drawing on specific details in text: Bells of Freedom, students recognize cause and effect of specific events listed from text Meet Marco Polo, students describe different people who influence Marco Polo. The Star-Spangled Banner, students distinguish fact from opinion and support with text. Technology and Treasure, students explore the historical relationship of technology to people. Voices of War, students explore different points of view revealed in text.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 6. Describe how a narrator’s or speaker’s point of view influences how events are described.

Students determine meaning of words used in text in the following activities: Meet Marco Polo, students find and use homophones. Tin Lizzie, students substitute synonyms for words in sentences A Clock Through Time, students write synonym replacements. Cultures at Crossroads, students find and use homophones. The Fourth President, students explain the meaning of common proverbs. That’s Fishy, students search for and use homophones. Connected, students explain new words and phrases. Chicago, Chicago, students use expressive language to create newspaper-style headlines. Students explore the structural elements of literature through narratives and recounts in the following titles: Meet Marco Polo, Bells of Freedom, Master Builders, The Star-Spangled Banner, Voices of War, A Clock Through Time, Technology and Treasure Students explore different points of view: Voices of War, students explore different points of view about Vietnam War. Meet Marco Polo, students read third-person narrative. The Star-Spangled Banner, students read third-person narrative. Technology and Treasure, students read first-person narrative.

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Bells of Freedom, students read third-person narrative. Master Builders, students read third-person narrative. A Clock Through Time, students read third-person narrative.

Integration of Knowledge and Ideas 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). 8. (Not applicable to literature) 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Students observe contributions to text through visual elements including cartoon illustrations in the following titles: Meet Marco Polo, Bells of Freedom, Master Builders, The Star-Spangled Banner, Voices of War, A Clock Through Time, Technology and Treasure Teachers can use the following biographies to compare and contrast stories in the same genre: Nelson, Hero and the High Seas, The Courageous Life of Clara Barton, Tin Lizzie, Ambassadors, and The Clockmaker Teachers use the following historical recounts to compare and contrast stories in the same genre: A Clock Through Time, If You’d Been There Then, Voices of War, After the Waves, Bells of Freedom, The Right to Vote, and The Iroquois League Teachers use the following descriptive reports to compare and contrast stories in the same genre: Chicago, Chicago and Great Cities

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Brain Bank provides relevant texts with a range of reading levels appropriate for fifth grade. Guided Reading Levels range from S to V with Developmental Reading Assessment ranging from 40 to 50. The library contains a variety of genres including contemporary narratives, dramatic recounts, diaries, and historical recounts with cartoon text. Titles cover content area topics in science and social studies subjects such as the American Revolution, the Roman Empire, Marco Polo, citizenship, Vietnam history, and marine technology. Two copies of each title are provided so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Informational Text Key Ideas and Details 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Brain Bank is a collection of content area informational and nonfiction titles aimed at building literacy skills while focusing on the content areas of science and social studies. Students explore content area topics and engage in activities specific to the topic of each book. These are outlined in the Brain Bank Overview at every grade. Thinking Caps On activity cards are designed to encourage students to think critically about what they are reading. The activities enable students to practice and consolidate major comprehension strategies, including sequencing, summarizing, recognizing key points, comparing and contrasting, forming and justifying opinion, and recognizing fact and opinion. (Brain Bank Overview, p. 4) Students demonstrate understanding of key details and draw inferences from text in the following titles and activities: Meet Marco Polo, students make inferences about people in the book. Nelson, Hero of the High Seas, students explore the life of Horatio Nelson. The Courageous Life of Clara Barton, students explore details about Clara Barton.

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Tin Lizzie, students explore the life and times of Henry Ford. The Clockmaker, students recount the life of John Harrison. The Fourth President, students explore contribution of James Madison. Students explore main ideas and supporting details of a text: Robot Power, students locate significant information about robots. Sky Watching, students locate fascinating facts about the night sky. Wetland Wonders, students record significant facts about wetlands. Battles in Your Blood, students record important information about blood. Going, Going, Gone, students record main ideas and supporting details. Survival, students summarize main sections of text. Chicago, Chicago, students match significant dates and events. Master Builders, students recall significant information about Rome. Money Matters, students write summary sentences. The Courageous Life of Clara Barton, students locate and record significant information. A Clock Through Time, students record significant events. Technology and Treasure, students locate and summarize information. The Clockmaker, students summarize problems and solutions. The Fourth President, students detail important contributions of James Madison. Students use specific information in text to explain interactions between individuals, events or ideas and to explore concepts in historical, scientific or technical text: A Balancing Act, students record information about food chains. For the Birds, students locate fascinating facts about birds. Looking at Lakes, students compare different kinds of lakes. Plant for Planet, students compare broadleaf and needleleaf trees. Science at Work, students categorize different inventions. Sensational Cells, students use a Venn diagram to compare cells. That’s Fishy, students recall information about fish habitats. Antarctica, the Challenge, students compare home with aspects of Antarctica. Connected, students compare benefits and dangers of digital technology. Deep and Dark, students categorize information about caves. Microbes Rule!, students compare different types of microbes. Sorting It Out, students locate information about the five kingdoms. Structures and Design, students find information about animals and structures. Weather or Climate?, students compare climate zones. Ambassadors, students compare qualities of different ambassadors. Nelson, Hero of the High Seas, students locate high and low points in Nelson’s life. The Right to Vote, students record information about women’s suffrage in the U.S. Black Gold, students find fascinating facts in correct sequence. Cultures at Crossroads, students locate information about different cultures. Famous Firsts, students match events with people. Great Cities, students compare four great cities. If You’d Been There Then, students locate dates for specific events.

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It All Began Here, students compare different civilizations.

Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

The Brain Bank books and accompanying activity cards support students’ development of comprehension, vocabulary, and word study skills. (Brain Bank Overview, p. 1) The Word Wise activity cards focus on the way words and word groups are used in meaningful text and provide opportunities for students to engage in activities that reinforce vocabulary in grade 5 topics: Looking at Lakes, students use adjectives and adverbs to enhance text. Plant for Planet, students provide verb synonyms in sentences. That’s Fishy, students search for and use homophones. Wetland Wonders, students rewrite poetic language as informational text. Connected, students explain new words and phrases. Structures and Design, students change verbs to nouns. The Science of Color, students use verb synonyms in sentences. Ambassadors, students compose verb antonyms and synonyms. Chicago, Chicago, students use expressive language to create newspaper-style headlines. Money Matters, students recognize and use dual-function words. A Clock Through Time, students write synonym replacements. Cultures at Crossroads, students find and use homophones. The Fourth President, students explain the meaning of common proverbs. Students explore chronology of events, compare ideas and explore concepts in text: Bells of Freedom, recognize cause and effect, explore timeline of Revolutionary War. Ambassadors, students compare qualities of different ambassadors. The Fourth President, students explore timeline of the presidents. The Iroquois League, students explore Iroquois League timeline. Master Builders, students explore timeline of history in Ancient Rome. Meet Marco Polo, students explore timeline of Marco Polo’s life. Nelson, Hero of the High Seas, students explore timeline of life of Horatio Nelson. The Right to Vote, students explore South African Civil-Rights timeline. Tin Lizzie, students explore timeline of creation and production of the Ford Model T car. Voices of War, students explore timeline of the Vietnam War. A Clock Through Time, students explore timeline of clocks. It All Began Here, students compare different civilizations and explore timeline. Technology and Treasure, students write a time line for technological advancement. Looking at Lakes, students compare different kinds of lakes. Plant for Planet, students compare broadleaf and needleleaf trees. Sensational Cells, students use a Venn diagram to compare cells. Antarctica, the Challenge, students compare home with aspects of Antarctica. Connected, students compare benefits and dangers of digital technology. Microbes Rule!, students compare different types of microbes. Weather or Climate?, students compare climate zones. Great Cities, students compare four great cities. Multiple accounts of the same event are not addressed at this grade.

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Integration of Knowledge and Ideas 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Students draw on information in text to locate and answer questions in the following activities: Faults and Fire, complete a quiz and compose questions about earthquakes. Good Vibrations, students answer questions on sound. That’s Fishy, students compose a quiz using information for the book for others to answer. Sorting It Out, students compose a quiz using information for the book for others to answer. The Science of Color, students provide answers for questions posed. Voices of War, students locate information to complete a quiz. After the Waves, students locate information to complete a quiz. It All Began Here, students compose a quiz for others to answer. Students explore use of reasons and evidence to support main topic in the following activities: Going, Going, Gone, students record main ideas and supporting details from text. Ambassadors, students justify opinions about qualities of good ambassadors. Wetland Wonders, students compose a poster for saving the wetlands. Antarctica, the Challenge, students state arguments about the fate of Antarctica. Deep and Dark, students state and justify opinions about exploration. The Right to Vote, students write for and against arguments regarding rights. Black Gold, students research issues from the book. Students explore information from several texts on the same topic: Chicago, Chicago and Great Cities, students explore urbanization in different cities.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

Brain Bank provides relevant informational texts with a range of reading levels appropriate for fifth grade. Guided Reading Levels range from S to V with Developmental Reading Assessment ranging from 40 to 50. The library contains a variety of genres including explanatory text, descriptive reports, and procedural text. Titles cover content area topics in science and social studies subjects such as properties of air, the human brain, insects, wetlands and ocean organisms, the sun’s energy, weather, machines, animal habitats, geography, immigration, history, space exploration and medical advances. Two copies of each title are provided so students can engage in paired reading. Contextual support and visuals are in each text, and individual follow up activities are provided to ensure comprehension.

Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Each Brain Bank title has an appropriate guided reading level for fifth grade. Guided Reading Levels range from S to V with Developmental Reading Assessment ranging from 40 to 50. Students apply grade-level phonics and word analysis skills in decoding words in each text. Word Wise activity cards encourage learning about the way words are constructed, including: syllabification, onsets and rimes, and prefixes and suffixes. (Brain Bank Overview, p. 4) For example, students explore phonics and word recognition in the following activities: A Balancing Act, use suffixes that relate to professions. Faults and Fire, students write alliterative headings. Good Vibrations, students identify syllables in words. Going, Going, Gone, students use different prefixes for form opposites. Master Builders, students recognize and use Latin roots.

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Nelson, Hero of the High Seas, students create and define new compound words. After the Waves, students compose alliterative headings. It All Began Here, students choose suffixes for form nouns from verbs.


Students build fluency through independent and paired reading opportunities. Each title in Brain Bank features standards-aligned, content-rich texts that are carefully leveled to ensure a successful reading experience for fifth grade readers.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.* Use correlative conjunctions (e.g., either/or, neither/nor). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.* Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed.

Students demonstrate command of the conventions of standard English grammar and usage in the following activities: Looking at Lakes, students use adjectives and adverbs to enhance text. Plant for Planet, students provide verb synonyms in sentences. Microbes Rule!, students find singular forms for unusual plural forms. Structures and Design, students change verbs to nouns and nouns to verbs. The Science of Color, students use verb synonyms in sentences. Ambassadors, students compose verb antonyms and synonyms. Bells of Freedom, students rewrite past-tense text as present-tense text. Chicago, Chicago, students use expressive language. Students demonstrate command of the conventions of standard English punctuation and spelling in the following activities: Science at Work, students proofread for spelling and punctuation. Nelson, Hero of the High Seas, students explore use of quotations in text. The Fourth President, students explore use of quotations in text.

Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Brain Bank offers opportunities for students to use knowledge of language by engaging in reading across genres, responding to literature through various writing and reporting activities, and listening to others. For example: A Balancing Act, students outline a local environmental issue. Good Vibrations, students answer questions about sound. Robot Power, students write tasks for a personal robot. Science at Work, students explain and give examples of simple machines. Wetland Wonders, students compose a poster for saving the wetlands.

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Antarctica, the Challenge, students state arguments about the fate of Antarctica. Connected, students state opinions about past and future technologies. Going, Going, Gone, students state arguments for and against hunting. Microbes Rule!, students state opinions about research in the future. Ambassadors, students justify opinions about qualities of a good ambassador. Bells of Freedom, students state rights and responsibilities in a specific situation. After the Waves, students describe effects of disaster on different people. The Fourth President, students compose a classroom Bill of Rights.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

The Brain Bank books and accompanying activity cards support students’ development of comprehension, vocabulary, and word study skills. (Brain Bank Overview, p. 1) Each title provides context clues as well as a glossary to determine or clarify word meanings. The Word Wise activity cards focus on the way words and word groups are used in meaningful text. Topics include: comparatives, homophones, synonyms, antonyms, spatial relationship words, speech indicators, and parts of speech. (Brain Bank Overview, p. 4) Students explore new vocabulary and clarify the meaning of unknown words: For the Birds, students compose a bird alphabet. Robot Power, students matching scientists with their definitions. Sky Watching, students compose a space glossary. That’s Fishy, students search for and use homophones. Antarctica, the Challenge, students use clues to complete crossword. Battles in Your Blood, students match words and their definitions. Deep and Dark, students match a range of phobias with their definitions. Fit for Life, students compose a health glossary. Meet Marco Polo, students find and use homophones. Voices of War, students define words. Famous Firsts, students make up new words. The Clockmaker, students compose a glossary of words. The Iroquois League, students write definitions of words. Students demonstrate understanding of word relationships and nuances in meanings: Connected, students explain new words and phases. Great Cities, students write and acrostic about cities. Chicago, Chicago, students use expressive language. Faults and Fire, students write alliterative headings. After the Waves, students compose alliterative headings. Sensational Cells, students write an acronym for personal qualities. Wetland Wonders, students rewrite poetic language. Sorting It Out, students understand and write mnemonics. The Right to Vote, students write an acrostic about people’s rights. Technology and Treasure, students solve acronyms. Money Matters, students recognize and use dual-function words. The Fourth President, students explain the meaning of common proverbs.

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Tin Lizzie, students substitute synonyms for words in sentences. A Clock Through Time, students write synonym replacements Black Gold, students write antonyms and synonyms for selected adjectives. Cultures at Crossroads, students find and use homophones. Students explore grade-appropriate academic and domain-specific words and phrases in each title.

Writing Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely.

Brain Bank books and accompanying activity cards encourage students to write within a variety of text types. (Brain Bank Overview, p. 1) Express Yourself activity cards provide opportunities for students to record their thoughts and feelings, construct meaning, and practice writing using conventions of print. Extra for Experts activity cards extend learning of topic and provide opportunities for further research and writing. The cards provide opportunities for students to write for different purposes, including: explaining, summarizing, persuading, and informing. These purposes are explored in a range of formats, including: diaries, recipes, letters, newspaper reports, recounts, lists and procedural and instructional texts. (Brain Bank Overview, p. 5) Students write opinion pieces with support reasons: For the Birds, students write suggestions for attracting birds. Plant for Planet, students write a letter to the editor about protecting trees. Science at Work, students write about favorite invention. Connected, students write opinions about past and future technologies. Deep and Dark, students write and justify opinions about exploration. Fit for Life, students write a personal fitness plan. Going, Going, Gone, students compose a letter to the editor about endangered species. Microbes Rule!, students write opinions about research in the future. The Science of Color, students write to justify color choices for painting the school. The Right to Vote, students write for and against arguments for people’s rights Chicago, Chicago, students advertise your own town or city. Master Builders, students write a proposal for a new building. Money Matters, students write advantages of savings versus spending. Tin Lizzie, students write opinions about cars. Black Gold, students list advantages and disadvantages of using oil. Cultures at Crossroads, students write about the value of your own culture. Great Cities, students record ways to improve your neighborhood. The Fourth President, students write a profile for a favorite president. The Iroquois League, students write facts about the Iroquois League. Students write informative or explanatory text to examine a topic and convey ideas: Faults and Fire, students write facts from text. Faults and Fire, students write tips for preparing for a disaster. Robot Power, students write points for and against robots. That’s Fishy, students write quiz questions for others to answer. Battles in Your Blood, students write job descriptions for different organs.

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Provide a conclusion that follows from the narrated experiences or events.

A Balancing Act, students outline a local environmental issue. Microbes Rule!, students write tips for food safety and hygiene. Sorting It Out, students write quiz questions for others to answer. Survival, students write tips for caring for a pet. Weather or Climate?, students list beneficial and harmful effects of weather. Ambassadors, students write an outline about personal skills and qualities. Bells of Freedom, students compose a newspaper report. Nelson, Hero of the High Seas, students write a timeline for another famous sailor. The Courageous Life of Clara Barton, students write interview questions and possible answers. Tin Lizzie, students write a personal timeline. Famous Firsts, students record personal firsts. If You’d Been There Then, students write a 20th century newspaper report. It All Began Here, students compose a quiz for others to answer. Technology and Treasure, students write a timeline for technological advancement. The Fourth President, students compose a classroom Bill of Rights. The Clockmaker, students write about dangers faced by early sailors. Students write narratives using descriptive details and event sequence: Wetland Wonders, students write entries in diary format. Sky Watching, students write a story about a trip to another planet. Looking at Lakes, students compose a postcard to a friend. Battles in Your Blood, students write a story of the journey of a blood cell. Connected, students write an invitation in different formats. Deep and Dark, students compose an imaginary story about caving. Structures and Design, students write a postcard from a famous structure. Survival, students write an acrostic poem. Meet Marco Polo, students record information in journal format. The Star-Spangled Banner, students write lyrics for a song. A Clock Through Time, students write an imaginary sequel. After the Waves, students write a letter of support. Technology and Treasure, students write an imaginary sequel. The Clockmaker, students write an imaginary conversation.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of

Students produce writing examples meeting expectations for grade 5. Teachers can address revising and editing in the Brain Bank writing activities as they determine appropriate. Activities in Brain Bank can be produced on available classroom technology. Students respond to the books by creating graphs, posters, letters, records, lists, and reports: Wetland Wonders, students compose a poster for saving the wetlands. A Balancing Act, students outline a local environmental issue. Fit for Life, students record a set of healthy meals for a complete day. Master Builders, students write a proposal for a new building. The Star-Spangled Banner, students design and explain a flag. Plant for Planet, students compose a plan for planting trees. Meet Marco Polo, make an outline for a travel brochure.

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keyboarding skills to type a minimum of two pages in a single sitting.

Research to Build and Present Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Brain Bank books are a collection of nonfiction titles that focus on content areas of science and social studies. Titles in the series can be a source of research reading, where students use particular books as a springboard to generating and exploring areas of interest. (Brain Bank Overview, pp. 1-2) The Extra for Experts activity cards encourage students to delve more deeply into selected science and social studies topics and to assist students in developing a range of responses that can be transferred to other reading material. The activities generally explore some of the “big ideas” in science and social studies, which may include further research into a topic. (Brain Bank Overview, p. 5) Students conduct research to extend knowledge about a topic: For the Birds, students find out more about local birds. Sensational Cells, students research different human cells. Sorting It Out, students find out more about animal phyla. Structures and Design, students find out more about a famous structure. Survival, students research the biomes of the world. The Science of Color, students research colors and emotions. Weather or Climate?, students research information about CFC’s. Chicago, Chicago, students research an accomplished woman. The Courageous Life of Clara Barton, students find out more about the Red Cross. A Clock Through Time, students research millennium time capsules. Black Gold, students research issues from the book. It All Began Here, students find out more about another civilization. The Iroquois League, students research another Native American tribe. Students recall information from experiences or gather information from print: That’s Fishy, students recall information about fish habitats. Good Vibrations, students summarize sections of text. Survival, students summarize main sections of text. Master Builders, students recall significant information about Rome. The Iroquois League, students summarize main points about the Iroquois League. The Clockmaker, students summarize problems and solutions. Students draw evidence to support analysis, reflection, and research: Wetland Wonders, students records significant facts about wetlands. A Balancing Act, students record information about food chains. Sky Watching, students locate and record fascinating facts. Robot Power, students locate significant information about robots. Battles in Your Blood, students record important information about blood. Fit for Life, students locate and record information about fitness. Sorting It Out, students locate information about the five kingdoms. Structures and Design, students find information about animal structure. Nelson, Hero of the High Seas, students locate high and low points in Nelson’s life.

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Bells of Freedom, students recognize cause and effect. The Courageous Life of Clara Barton, students locate and record significant information. The Right to Vote, students record information about women’s suffrage Great Cities, students compare four great cities. It All Began Here, students compare different civilization. The Fourth President, students detail important contributions of James Madison. A Clock Through Time, students record significance of specific events.



Speaking & Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Brain Bank material is ideal for paired reading, which can be beneficial to both capable readers and those needing some support. Paired reading can also be used by students at the same reading level as a stimulus for discussion and oral language development. (Brain Bank Overview, p. 2) Teachers can use Brain Bank books and activities to initiate student participation in collaborative discussions on grade 5 topics in both small and large groups. These discussions provide opportunities for students to express their own ideas, determine the main idea and supporting details, and ask for clarification of texts to deepen understanding of a topic. See examples of discussion topics based on text, as follows: A Balancing Act, students discuss ecology. Looking at Lakes, students discuss importance of lakes. Plant for Planet, students discuss importance of trees. Sky Watching, students discuss the night sky. Wetland Wonders, students discuss wetlands as ecosystem. Connected, students discuss digital technology. Sorting It Out, students discuss scientific classification. Weather or Climate?, students discuss different weather patterns and climate zones. Ambassadors, students discuss good citizenship. Bells of Freedom, students discuss the American Revolution. Money Matters, students discuss the history of currency. After the Waves, students discuss global issues. Black Gold, students discuss natural resources. Famous Firsts, students discuss inventions. It All Began Here, students discuss early civilizations.

Presentation of Knowledge and Ideas 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Brain Bank motivates content-area learning with a diverse range of books on high interest topics. Teachers can use these topics and activities to extend learning as they determine appropriate through such activities as oral reports and presentations. Activities are provided encouraging students to describe things, express ideas, illustrate to clarify, and write about a topic:

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5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

A Balancing Act, students write a recipe for success at a chosen task. For the Birds, students compose a set of suggestions for attracting birds. Plant for Planet, students compose a plan for planting trees locally. Sky Watching, students form opinions about life on other planets. Connected, students state opinions about past and future technologies. Deep and Dark, students form and justify opinions about exploration. Weather or Climate?, students list beneficial and harmful effects of weather. Money Matters, students write advantages of saving versus spending. Tin Lizzie, students form opinions about cars. Black Gold, students list advantages and disadvantages to using oil.

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CORRELATION OF SCHOLASTIC BRAIN BANK TO THE COMMON …teacher.scholastic.com/products/classroombooks/... · Students describe the relationship between illustrations and the story