English Textbook and Instructional Materials Correlation ... · sequencing chart to retell “The Runaway Dragon.” More Adventures of the Superkids Easy Library Teacher’s Guide,

English Textbook and Instructional Materials Correlation to the

2010 Grade 1 English Standards of Learning and Curriculum Framework

Grade 1 English 1 of 104 Virginia Department of Education

2012

Publisher Information

Publisher: Rowland Reading Foundation

Text: Superkids Reading Program, Grade 1, Levels 3 & 4

Review: Welcome Back, Superkids

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2

Welcome Back, Superkids Daily Writing Time (Online Lessons)

Welcome Back, Superkids Library Teacher’s Guide

Level 3: Adventures of the Superkids

Adventures of the Superkids Teacher’s Guides, Units 1-10

Adventures of The Superkids Daily Writing Time (Online Lessons)

Adventures of the Superkids Super-Duper Mini-Magazine Teacher's

Guide Units 1-10

Adventures of the Superkids Easy Library Teacher’s Guide

Adventures of the Superkids On-Level Library Teacher’s Guide

Adventures of the Superkids Challenging Library Teacher’s Guide

Level 4: More Adventures of the Superkids

More Adventures of the Superkids Teacher’s Guides Units 1-10

More Adventures of the Superkids Daily Writing Time (Online Lessons)

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher's

Guide Units 1-10

More Adventures of the Superkids Easy Library Teacher’s Guide

More Adventures of the Superkids On-Level Library Teacher’s Guide

More Adventures of the Superkids Challenging Library Teacher’s Guide

Superkids Skill-Building Book

Copyright date: 2006-2012




2012

Contact: Lela Astrom Phone# 866-370-7232 ext. 2832 (toll-free), 608-729-2832 (direct)

E-mail [email protected]

Publisher: Rowland Reading Foundation Text: Superkids Reading Program, Grade 1, Levels 3 & 4

2010 Grade 1 English Standards of Learning

STANDARD Correlation: Must address both the standards and the curriculum

framework. Use page number and SE for Student Edition or CT for Core

Technology. (Identify no more than 8 correlations.)

1.1 The student will continue to demonstrate growth in the

use of oral language.

a) Listen and respond to a variety of electronic media

and other age-appropriate materials.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, p. 6: Books to Read Aloud. Children listen to suggested

books about first-grade experiences.

Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1,

p. 6: Unit 1 Books to Read Aloud. Children listen to books that

connect to concepts and topics they will read about in Unit 1 in

their Readers.


Lessons 153–154, p. 44: Teach fluency. Children can read along

with the CD of “The Patch-it-Up Shop.”


Lesson 166, p. 10: Teach reading and spelling of Memory Words.

Children listen to a story on a CD to introduce the Memory

Words for Unit 3 and build background for the next story.




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 228, p. 15: Teach reading and spelling of Memory

Words. Children listen to “The Rainy Day Song” on CD to learn

the new Memory Words.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, p. 35: Unit 4 Books to Read Aloud. Children listen to

suggested books related to concepts and topics in Unit 4 of their

Readers.


Words. Children listen to a CD that introduces the Memory

Words for the next story and teaches some Spanish words.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, pp. 11–12: Teach reading and spelling of

Memory Words. Children listen to a CD to learn the Memory

Words for “The Case of the Mystery Monster.”

b) Tell and retell stories and events in logical order.


Lesson 150, p. 32: Ten-Minute Tuck-Ins: Comprehension:

Summarize and retell. Children retell in their own words “A Patch

in a Pinch.”


Lessons 207–208, pp. 58–59: Teach sequence of events. Children

retell “Golly Helps” in the correct sequence.




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Adventures of the Superkids Teacher’s Guide Units 9–10, Unit

10, Lessons 220–221, pp. 57–58: Review recognizing plot:

Beginning, middle, and end. Children retell the beginning,

middle, and end of “The Spingle Spangle Talent Show.”

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 10, Homer, p. 88: Teach comprehension:

Recognize text structure. Children make a flow chart and retell

Homer in correct time order.

Adventures of the Superkids Easy Library Teacher’s Guide, Unit 6, Perfect, p. 19: Focus on sequence of events. Children

focus on the sequence of events when retelling Perfect.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249–250, p. 52: Teach recognizing plot:

Beginning, middle, and end. Children retell the beginning,

middle, and end of “Play Ball.”

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 281, pp. 37–38: Ten-Minute Tuck-Ins:

Comprehension: Summarize and retell. Children complete a

sequencing chart to retell “The Runaway Dragon.”

More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 8, Missing Coconut, p. 23: Focus on retelling.

Children retell Missing Coconut in their own words.




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c) Participate in a variety of oral language activities,

including choral speaking and reciting short

poems, rhymes, songs, and stories with repeated

patterns.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 1, p. 8: Review the Superkids and “The Superkids’

Song.” Children sing “The Superkids’ Song” that they learned in

kindergarten.


Lesson 151, p. 35: Teach fluency. Children practice reading aloud

the poem “Ettabetta’s Radish Patch.”


Lesson 171, p. 33: Teach fluency. Children practice reading aloud

the poem “Super Scrub-a-matic.”


Lesson 190, p. 44: Ten-Minute Tuck-Ins: Phonemic awareness

and phonics: Short and long vowels. Children sing a song about

vowel letters and their sounds.


Lesson 203, p. 33: Teach fluency. Children read aloud the poem

“Today I Got a Gift” with appropriate rhythm.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, p. 9: Ten-Minute Tuck-Ins: Structural analysis:

Contractions. Children sing a song to reinforce how contractions

are formed.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 261, p. 32: Teach fluency. Children practice

reading aloud the poem “It Is Hot.”




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More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 297–298, p. 46: Teach Fluency. Children

practice reading aloud the riddles, or rhymes, from “Zoo Clue.”

d) Participate in creative dramatics.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 15, p. 73: Ten-Minute Tuck-Ins: Fluency: Readers’

theater. Children work in groups to present a story from their

Student Books.



Summarize and retell. Children use stick-figure puppets to act out

“What Can You Get with a Nickel?”


Lessons 183–184, p. 16: Lasting Lessons: Thinking for yourself.

Children role-play different situations to demonstrate how they

can think for themselves.


9, Lesson 217, p. 36: Teach Fluency. Children practice reading

aloud the play “The Contest” and present it to the class.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 254, p. 69: Ten-Minute Tuck-Ins: Comprehension:

Summarize and retell. Children pretend to be a TV interviewer

and discuss what happened in “Rex King’s Visit.”




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Summarize and retell. Children retell “The Super Hiding Spot” by

acting out the story using figures of Icky and Golly.


Summarize and retell. Children make simple puppets to act out

“Slumber Party.”

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 8, Friends and Fights, p. 71:

Cross-Curriculum Connection: Social Studies/Drama. Children

act out scenarios involving conflicts with peers.

e) Express ideas orally in complete sentences.


Lesson 152, p. 38: Writing Time: Directions. Children dictate

steps in directions as complete sentences.


Lesson 161, p. 74: Writing Time: Questions for Investigation.

Children dictate questions that begin with question words.


Lesson 169, p. 24: Writing Time: Shared Story. Children dictate

sentences to complete a story.




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Lesson 175, p. 54: Ten-Minute Tuck-Ins: Grammar: Nouns and

verbs. Children use nouns and verbs to make up their own

sentences.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 239, p. 69: Ten-Minute Tuck-Ins: Vocabulary:

Use figurative language. Children complete sentences that use

figurative language and say them aloud.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 242, p. 13: Give practice decoding long-vowel

trickers. Children match words to pictures and use the words in

complete sentences.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 251, p. 54: Check comprehension. Children write

sentences about “Play Ball” and read their sentences aloud.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 273, p. 89: Give writing practice with -ly adverbs.

Children write complete sentences about activities they can do

and read the sentences aloud.




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1.2 The student will expand understanding and use of

word meanings.

a) Increase listening and speaking vocabularies.


Lesson 152, p. 39: Ten-Minute Tuck-Ins: Vocabulary: Garden

words. Children listen to groups of four words and identify the

one that does not belong with the other three.


Lesson 169, p. 23–24: Teach categorizing words. Children

categorize words associated with up and down.


Lesson 201, p. 25: Ten-Minute Tuck-Ins: Vocabulary: Multiple-

meaning words. Children discuss several words with multiple-

meanings such as wave and spotted.


9, Lesson 215, pp. 24–25: Review describing words. Children

match describing words to pictures and distinguish between

accurate and inaccurate adjectives.




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 234, pp. 44–45: Give practice with comparative

and superlative adjectives. Children use comparative and

superlative adjectives to describe pictures.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 246, pp. 31–32: Review synonyms. Children

identify synonyms for words from “A Super Day at Happy Land.”

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 254, pp. 67–68: Review antonyms. Children

identify antonyms for words.

Superkids Skill-Building Book, Vocabulary, pp. 123–124:

Introducing rich vocabulary. Children are introduced to new

words in a variety of ways.

c) Use common singular and plural nouns.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 10, p. 49: Review Memory Word of and Plural -s.

Children form plurals by adding -s to nouns.


Lesson 147, p. 17: Teach nouns and pronouns. Children learn that

nouns are names of people, places, and things.


Lesson 162, p. 80: Ten-Minute Tuck-Ins: Vocabulary: Categorize

nouns. Children suggest nouns for the categories of people,

places, and things.




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Lesson 173, p. 41: Ten-Minute Tuck-Ins: Grammar: Plural -s.

Children form plurals by adding -s to nouns.


Lesson 175, pp. 52–53: Review nouns and verbs. Children

distinguish between nouns and verbs.


Lesson 196, pp. 70–71: Review plurals and teach -es ending.

Children discuss plural nouns and add either -s or -es to form

plurals.


Lessons 198, p. 11: Teach encoding: CVCe plurals. Children

form plurals by adding -s to CVCe words.

Superkids Skill-Building Book, Grammar, Usage, Mechanics, pp.

208–209: Distinguishing singular and plural nouns. Children

identify and distinguish between singular and plural nouns.

d) Use vocabulary from other content areas.

Welcome Back, Superkids Library Teacher’s Guide, Book 1,

Strum! Hum! Play a Drum! p. 6: Introduce the book and word

list. Children discuss some words related to music and musical

instruments.




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Lesson 210, p. 70: Ten-Minute Tuck-Ins: Vocabulary: Camping

words. Children name items that are helpful or fun to have when

camping.


10, Lesson 225, pp. 75–76: Teach names for baby animals.

Children discuss special names for baby animals.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Shoes to Choose, p. 24: Cross-

Curriculum Connection: Science. Children discuss names for

parts of a foot (sole, arch, heel, etc.).

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 251, p. 55: Review categorizing: Basketball

words. Children make a word web using words related to

basketball.

More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 6, Winter Camping, p. 18: Understand

text features. Children explain what gaiters are used for.




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1.3 The student will adapt or change oral language to fit

the situation.

a) Initiate conversation with peers and adults.


Lessons 153–154, p. 44: Lasting Lessons: Keep trying. Children

talk about things they were able to do because they kept trying

and didn’t give up.


Lessons 176–177, p. 61: Lasting Lessons: Helping others.

Children discuss ways they can help others and how others help

them.


Lessons 207–208, p. 59: Lasting Lessons: Clearing up

misunderstandings. Children discuss what they can do if they

have a misunderstanding with someone.


10, Lessons 220–221, p. 59: Lasting Lessons: Forgiving others.

Children discuss how to forgive others and act out a conversation

between Doc and Ettabetta.




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236–237, p. 59: Lasting Lessons: Looking out for

others. Children discuss how they look out for and care for other

people or animals.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249–250, p. 52: Lasting Lessons: Giving it a try.

Children discuss their experiences when they have tried to do

something new or challenging.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 270–271, p. 81: Lasting Lessons: Taking

responsibility. Children discuss taking responsibility for their

mistakes.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 275–276, p. 16: Lasting Lessons: Talking about

fears. Children discuss fears and role-play what they might say to

help someone feel less afraid.

b) Follow rules for conversation using appropriate

voice level in small-group settings.

Welcome Back, Superkids Daily Writing Time, Unit 2, Lesson

10: Listening and asking questions. Children discuss good

listening and speaking behaviors.


Lessons 148–149, pp. 22–27: Guide reading and comprehension

in small groups. Children read and discuss “A Patch in a Pinch”

in small groups.




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Lessons 159–160, p. 70: Lasting Lessons: Giving gifts. Children

discuss gifts they could give that would not cost a lot of money.


Lessons 167–168, p. 21: Lasting Lessons: Taking turns and

working together. Children discuss taking turns and how to work

well with others.


Lessons 192–193, p. 58: Lasting Lessons: Deciding together how

to play. Children discuss how to play cooperatively with others.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lessons 229–230, p. 25: Lasting Lessons: Making good

use of time. Children discuss positive ways to pass time when

waiting in lines, traveling in a car, or staying inside due to bad

weather.

More Adventures of the Superkids Daily Writing Time, Unit 7, Lesson 277: Focus on listening and speaking. Children review

rules for small-group discussions.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 287–288, p. 72: Lasting Lessons: Settling

disagreements. Children discuss how to settle a disagreement

without fighting.




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c) Ask and respond to questions.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 10, p. 50: Review Memory Word no and end

punctuation. Children read questions about pictures, write

question marks, and answer yes or no to each question.


Lesson 150, p. 30: Check Comprehension. Children answer

questions about “A Patch in a Pinch” and then discuss their

answers.

Adventures of the Superkids Daily Writing Time, Unit 2, Lesson 157: Asking questions. Children ask each other questions

about a favorite toy.


Lesson 158, p. 63: Teach question words. Children discuss the

meanings and use the question words what, why, when, which,

and who.


Lesson 162, pp. 78–79: Give practice asking and answering

questions. Children play a game using question words and giving

answers.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 258–259, p. 25: Check comprehension. Children

answer questions about “Fire!” and read aloud the questions and

answers.




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More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 275–276, p. 12: Guide reading and

comprehension: Strategy: Generate questions to distinguish

between reality and fantasy. Children are encouraged to ask

questions as they read to determine if the story could really

happen or if it is make-believe.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 290, pp. 79–80: Give practice answering “What

If” questions. Children answer “what if” questions about story

events in “That Was Yesterday.”

d) Follow simple two-step oral directions.



Children listen to a CD to learn the Memory Words for Unit 1 and

follow directions to make a spelling list.


Lesson 164, p. 87: Give encoding practice with a word puzzle.

Children listen to directions to complete a crossword puzzle.


Lesson 165, pp. 5–6: Teach phonemic awareness and phonics:

ng/ng/. Children listen to a CD and follow directions to read and

trace words with ng.




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Lesson 194, p. 62: Review Memory Words. Children follow

directions to prepare game pieces and play a game with a partner.


Memory Words. Children follow directions to cut out and put

messages in “fortune cookies.”

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 262, pp. 34–35: Review Memory Words. Children

prepare game pieces and follow directions to play a game using

Memory Words.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, pp. 70–71: Give practice reading Memory

Words and directions. Children follow directions to assemble a

little book titled “How to Plant Carrots.”

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, pp. 13–14: Give practice decoding and

encoding oo words. Children prepare game pieces and follow

directions to play the game “Bingoo.”




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e) Give simple two-step oral directions.


Lesson 152, p. 38: Writing Time: Directions. Children dictate

directions for growing something in a garden.



Sequence. Children give directions for simple tasks that have a

certain sequence of steps.

More Adventures of the Superkids Daily Writing Time, Unit 1, Lesson 227: Understanding the purpose and features of a how-to

text. Children play a directions game by giving directions for

others to follow.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 29: Writing Time: Directions. Children

give directions for simple things they know how to do.

More Adventures of the Superkids Daily Writing Time, Unit 1, Lesson 231: Drafting a how-to-text. Children prepare to write a

set of instructions by first telling the steps to a partner.


Follow oral directions. Children follow simple oral directions to

complete actions and then give similar oral directions.




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More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 278, p. 24: Writing Time: Directions with

sequence words. Children give directions for performing a simple

task.




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1.4 The student will orally identify, produce, and

manipulate various units of speech sounds within

words.

a) Create rhyming words.


Lesson 152, pp. 38–39: Ten-Minute Tuck-Ins: Phonics: Rhymes.

Children say and write words that rhyme.


Lesson 170, p. 29: Ten-Minute Tuck-Ins: Encoding: Rhyming

words. Children play a game and write words that rhyme.


Lesson 180, p. 74: Comprehension: Complete rhymes. Children

extend a poem by adding words that rhyme.


Lesson 204, p. 37: Ten-Minute Tuck-Ins: Encoding: Rhyming

CVCe words. Children write words that rhyme with certain CVCe

words.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 247, p. 40: Ten-Minute Tuck-Ins: Rhymes: Words

with aw and all. Children play a beanbag toss game and name

rhyming words.




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More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 282, p. 45: Ten-Minute Tuck-Ins: Rhyming words.

Children brainstorm words that rhyme with words on a page in

their Student Books.

Superkids Skill-Building Book, Sounds, p. 10: Completing

rhymes. Children complete sentences with rhyming words.

Superkids Skill-Building Book, Sounds, p. 11: Creating rhyme

chains. Children are given words and take turns naming other

words that rhyme with them.

b) Count phonemes (sounds) in one-syllable words.


Lesson 182, pp. 5–6: Teach Encoding: Pattern Words with -ing

and -ed. Children determine how many consonants need to follow

a vowel in order to add an inflectional ending.


Lesson 191, pp. 46–47: Teach encoding: CV Pattern Words.

Children determine if a word has a final consonant so they can

apply the long-vowel rule in CV words.


Lesson 197, pp. 5–6: Teach Phonics: CVCe pattern. Children add

silent e to CVC words to make words with long vowels.




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 227, pp. 8–9: Teach phonemic awareness and

phonics: y/i/. Children determine if the y in a word is the only

vowel.

Superkids Skill-Building Book, Sounds, p. 26: Segmenting

words into letter-sounds. Children use counters to count sounds in

one-syllable words.

c) Blend sounds to make one-syllable words.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 6, p. 33: Teach matching words and pictures.

Children blend sounds to make words, and then match the words

to pictures.


Lesson 146, pp. 10-11: Teach phonemic awareness and phonics:

ch/ch/. Children blend sounds to make words with initial and final

/ch/.


Lesson 165, p. 5: Teach phonemic awareness and phonics: ng/ng/.

Children blend sounds to make words that end in /ng/.


9, Lesson 211, pp. 5–6: Teach phonics: CVVC pattern. Children

blend sounds to decode words with vowel pairs.




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 228, p. 14: Teach phonemic awareness and

phonics: ay/a/. Children blend sounds to decode one-syllable

words that end in ay.


phonics: aw/ô/. Children blend sounds to read words with aw.


phonics: ar/är/. Children blend sounds to make one-syllable

words with ar.


phonics: oo/oo/. Children blend sounds to make one-syllable

words with oo.

d) Segment one-syllable words into individual speech

sounds (phonemes).

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 2, p. 13: Review phonics: Ll/l/, Ss/s/, Ff/f/, Tt/t/, Ii/i/.

Children draw lines from letters to pictures of items that begin

with that letter-sound.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 9, p. 44: Daily Routines: Dictation. Children encode

one-syllable words and a sentence.




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th/th/. Children identify words that have initial or final /th/.


Lesson 190, p. 42: Teach long-vowel sounds. Children distinguish

long vowel sounds in words.


phonics: or/ôr/. Children listen for words that have the sound /ôr/

in them.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 266, pp. 53-54: Teach phonemic awareness and

phonics: oi, oy/oi/. Children distinguish words that have the sound

/oi/.


phonics: ow/ou/. Children distinguish one-syllable words that

have the sound /ou/.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 291, pp. 7–8: Give practice decoding and encoding

oo words. Children sort words with oo into groups that have the

same sound.




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e) Add or delete phonemes (sounds) to make new

words.


Lesson 147, pp. 16–17: Teach encoding: Pattern Words with sh,

ch, tch. Children write words in word families that end in sh, ch,

or tch and begin with different letters.


Lessons 192–193, p. 51: Daily Routines: Decoding. Children

decode words with short vowels, and then delete final consonants

to make long-vowel words.


Lesson 202, p. 29: Ten-Minute Tuck-Ins: Phonics: Short- and

long-vowel patterns. Children read words that are changed by the

teacher adding or deleting letters.


9, Lesson 212, p. 14: Ten-Minute Tuck-Ins: Encoding: CVVC

words. Children make a word ladder to change and say words by

adding and deleting letters.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 232, pp. 33–34: Review spelling rules and teach -y

ending. Children add the suffix -y to words to form adjectives.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 247, p. 39: Ten-Minute Tuck-Ins: Decoding:

Words with all. Children decode words that end with all.




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More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 248, p. 46: Ten-Minute Tuck-Ins: Encoding:

Words with all and aw. Children add or delete letters to make

word ladders with words that end in all or aw.


Pattern Words with oo. Children use flip books to change

beginning letters in word families with oo words.




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1.5 The student will apply knowledge of how print is

organized and read.

a) Read from left to right and from top to bottom.


12: Writing a complete sentence. Children develop print

awareness including reading from left to right.


Lesson 163, pp. 82–83: Guide reading and comprehension in

small groups. Children read the text in speech balloons from left

to right and top to bottom.


Lessons 183–184, pp. 12–14: Guide reading and comprehension.

Children read “The Monster Under the Bus” by tracking print

correctly.

Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 10, What Would You Rather Be? p. 27: Focus on text

structure. Children discuss the text structure of What Would You

Rather Be? and how they should read the left page before the

right page.




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More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 261, pp. 30–31: Guide reading and

comprehension. Children read the text in the speech balloons in

“It Is Hot” from left to right and top to bottom.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 279–280, pp. 28–32: Guide Reading and

Comprehension. Children read “The Runaway Dragon” from left

to right and top to bottom.


Memory Words. Children track print and read a story by

following along with a CD to learn their new Memory Words.

More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 7, Scratch and Sniff in Tummy Trouble, pp. 20–21:

Guide reading as needed. Children read Scratch and Sniff in

Tummy Trouble, which has boxes and speech balloons like a

comic book.

b) Match spoken words with print.



Children read the Memory Word questions as they hear them read

on a CD.


Lessons 167–168, p. 21: Teach fluency. Children can read aloud




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from their Readers as they listen to “Fiddlesticks” on CD.


Lesson 179, p. 69: Review recognizing patterns in text. Children

identify the verses and pattern of rhyming words in the poem

“Golly Went Sniffing.”


9, Lesson 217, p. 34: Guide reading and comprehension: Strategy:

Recognize text structure. Children read a play and pay attention to

which character is speaking.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236–237, pp. 54–58: Guide reading and

comprehension. Children read aloud “The Wish” in their Readers.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 267–268, pp. 76–79: Guide reading and

comprehension. Children read aloud “The Lost Mitt” in their

Readers.


Words. Children listen to a CD and follow along to “The Music

Song” printed in their Student Books.

More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 10, Paul Bunyan and the Love-Struck Ox, pp. 26–27:

Guide reading as needed. Children read aloud Paul Bunyan and

the Love-Struck Ox.




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c) Identify letters, words, sentences, and ending

punctuation.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 2, p. 15: Review sentence structure. Children

distinguish between complete and incomplete sentences.


12: Focus on mechanics. Children review different types of

sentences and their ending punctuation marks.


Lesson 158, p. 63: Teach question words. Children identify

question marks at the end of questions.


10, Lesson 219, p. 45: Teach contractions with n’t. Children form

contractions by replacing letters with apostrophes.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 232, p. 35: Ten-Minute Tuck-Ins: Grammar:

Identify commands. Children distinguish between commands and

other types of sentences.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 241, pp. 5–6: Teach contractions with is, am, are.

Children form contractions by replacing letters with apostrophes.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 267-268, p. 67: Teach fluency. Children discuss

punctuation marks and how to observe them when reading aloud.




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More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 290, p. 83: Ten-Minute Tuck-Ins: Spelling and

editing: Find and correct mistakes. Children edit sentences and

correct ending punctuation.

d) Read his/her own writing.


Lesson 150, pp. 31–32: Writing Time: Sentences about an event.

Children write sentences to explain how a cat is rescued, and then

read their sentences to the class.


Lesson 178, p. 65: Writing Time: Sentences about a problem and

solution. Children write sentences about a problem and solution

and read them to the class.


Lesson 189, pp. 35–36: Writing Time: A story about a character.

Children write a story about a character they created, and then

share their work with the class.


Lesson 210, p. 67: Give practice writing about a main idea.

Children write sentences to describe how to be a pest and how to

be a good helper, and then share their ideas.




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More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 251, p. 56: Writing Time: Writing process: Publish

a personal narrative. Children publish their personal narratives

and read them to the class.

More Adventures of the Superkids Daily Writing Time, Unit 4, Lesson 255: Participating in a poetry reading. Children choose

one of the poems they have written to read aloud to the class.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 281, p. 37: Give practice writing a story with

sequence words. Children complete sentences to write a story and

read them aloud to others.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 300, pp. 56–57: Writing Time: An animal report.

Children read aloud their research reports about animals.




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1.6 The student will apply phonetic principles to read and

spell.

a) Use beginning and ending consonants to decode

and spell single-syllable words.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 2, p. 14: Give decoding practice. Children decode

words with beginning and ending consonants and circle words

that match the pictures.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 3, p. 17: Daily Routines: Blending. Children blend

words in word families by substituting different beginning

consonants.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 4, p. 25: Ten-Minute Tuck-Ins: Encoding: Initial

letter-sounds. Children use a dry-erase marker and write letters

for the initial sounds of names of things in the Super Scene

picture.


Lesson 191, pp. 49–50: Ten-Minute Tuck-Ins: Decoding: Short-

and long-vowel patterns. Children decode words with and without

final consonants to distinguish short-vowel and long-vowel

words.




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More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 296, pp. 33-34: Teach phonics: Soft c/s/ and g/j/.

Children read some words that begin with soft c or soft g.


Hard and soft c and g words. Children read words that begin with

both hard and soft c and g.

Superkids Skill-Building Book, Phonics, p. 62: Blending games.

Children play games to blend letter-sounds in words.

Superkids Skill-Building Book, Spelling, pp. 186–187: Spelling:

Completing words with missing letters. Children write missing

consonants to encode words.

b) Use two-letter consonant blends to decode and

spell single-syllable words.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 11, p. 55: Teach building words. Children form and

read words in a word family including some consonant blends.


Lesson 165, p. 5: Teach phonemic awareness and phonics: ng/ng/.

Children read and write words with ng.


Lessons 167–168, p. 15: Build vocabulary and background.

Children read decodable words ending in ng on the unit opener

page.




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Lesson 173, p. 40: Give encoding practice. Children encode one-

syllable words with consonant blends.


10, Lesson 219, p. 44: Daily Routines: Dictation and spelling.

Children encode words that begin with consonant blends.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 248, pp. 43–44: Give decoding and encoding

Practice with all and aw words. Children decode and spell words

that have beginning consonant blends.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 282, p. 43: Give Practice Encoding Rhyming

Words with ou and ow. Children encode words that begin with

consonant blends.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 283, p. 46: Daily Routines: Decoding. Children

read single-syllable words that begin with consonant blends.

c) Use beginning consonant digraphs to decode and

spell single-syllable words.



sh/sh/. Children read and write words with sh.


Lesson 147, p. 14: Daily Routines: Dictation and spelling.

Children spell words that begin or end with consonant digraphs.




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Lesson 147, pp. 16–17: Teach encoding: Pattern Words with sh,

ch, tch. Children spell words with sh, ch, and tch.


Lessons 148–149, pp. 21–22: Build vocabulary and background.

Children decode words with sh, ch, and tch on the unit opener

page in their Readers.



th/th/. Children read words with initial and final th.


Lesson 162, p. 77: Review vocabulary and decoding: th and ch

words. Children read and write words with th and ch.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 263–264, p. 39: Build vocabulary and

background. Children decode shiver and thunder before reading

“The Super Hiding Spot.”

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 282, p. 43: Teach phonics: ou/ou/. Children

decode some words that begin with consonant digraphs.




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d) Use short vowel sounds to decode and spell single-

syllable words.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 6, p. 31: Review vowels and discuss nouns. Children

decode words with short vowels and circle the words that describe

the pictures.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 8, p. 41: Give practice encoding vowels. Children

listen to a CD and encode medial vowels in short vowel words.


Lesson 190, p. 41: Review short-vowel sounds and patterns.

Children decode CVC words with short vowels.


Lesson 191, p. 45: Daily Routines: Decoding. Children decode

words with short o and short e vowel sounds.


Lesson 191, pp. 49–50: Ten-Minute Tuck-Ins: Decoding: Short-

and long-vowel patterns. Children decode words with short

vowels.



Children decode words with short vowels on the unit opener page

in their Readers.




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Lesson 197, p. 8: Ten-Minute Tuck-Ins: Phonics: Distinguish

short- and long-vowel words. Children read words with short

vowels on word cards.


9, Lesson 212, p. 11: Review decoding: Short- and long-vowel

words. Children decode words with short-vowel and long-vowel

patterns.

e) Blend beginning, middle, and ending sounds to

recognize and read words.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 8, p. 43: Ten-Minute Tuck-Ins: Encoding CVC

words. Children isolate the beginning, middle, and ending sounds

to read and encode CVC words.


Lesson 170, p. 27: Review encoding: Words with le. Children

write medial consonants to complete words ending in le.


Lesson 174, pp. 45–46: Teach phonemic awareness and phonics

er/er/. Children blend sounds to read words with multiple

syllables that end in er.


Lesson 180, p. 72: Give encoding Practice: er and ed words.

Children decode words that end in er and ed to describe pictures.




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 234, p. 43: Teach spelling: Changing y to i before

-er, -est. Children read comparative and superlative adjectives

that change y to i before adding -er or -est.


background. Children decode several words with multiple

syllables before reading “Fire!”

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 296, pp. 34–35: Teach phonics: Trickers with

tag-along e. Children blend sounds to read words that are trickers,

because they have an unpronounced e at the end.

Superkids Skill-Building Book, Phonics, p. 60: Blending with

real words. Children practice blending words to improve speed

and smoothness.

f) Use word patterns to decode unfamiliar words.


Lesson 166, pp. 10–11: Teach encoding: Pattern words with ng

and le. Children decode words in word families that end with ng

or le.


Lesson 191, p. 48: Give practice decoding CV Words. Children

decode words that end with a vowel and have long vowel sounds.




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Lesson 205, p. 43: Teach encoding: Adding -ing and -ed to CVCe

words. Children learn to recognize and read silent e words with

inflectional endings.


words with endings. Children read words that end in ier, iest, ied,

and ies.


phonics: all/ôl/. Children decode words that end with all.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 257, p. 12: Give practice decoding words with er,

ir, ur and identifying synonyms. Children identify words with er,

ir, and ur and match them to their synonyms.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 266, p. 55: Teach encoding: Pattern words with oi

and oy. Children decode and spell words with oi and oy.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 296, pp. 35–36: Review the Unit 10 spelling list.

Children decode words in word families that have soft c or soft g.




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g) Read and spell simple two-syllable compound

words.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 14, p. 67: Build vocabulary and background for

reading. Children review and discuss the compound words

sandbox and windmill before they read “The Big Box Fix Up.”


10, Lessons 220–221, p. 56: Guide reading and comprehension:

Develop vocabulary. Children discuss the compound word

handstand.


10, Lesson 222, p. 61: Teach compound words. Children read and

write compound words.


10, Lesson 222, p. 65: Ten-Minute Tuck-Ins: Structural analysis

and vocabulary: Compound words. Children form compound

words from two smaller words.


background. Children discuss the two smaller words in the

compound word basketball.


background. Children identify the two smaller words in runaway

and discuss what it means.




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More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 291, p. 9: Ten-Minute Tuck-Ins: Structural

analysis and vocabulary: Compound words. Children combine

word cards with smaller words to form compound words.

Superkids Skill-Building Book, Structural Analysis, pp. 96–97:

Reading and understanding compound words. Children identify

smaller words in compound words to understand the meaning of

the compound words.

h) Read and spell commonly used sight words.


14: Focus on spelling. Children use a word wall to spell Memory

Words (sight words) correctly.



Children read and spell the Memory Words, most of which are

high-frequency sight words.


Lessons 159-160, p. 66: Build vocabulary and background.

Children read aloud the memory words for Unit 2 on the unit

opener page in their Readers.


Lesson 181, p. 76: Test spelling: Memory Words and Pattern

Words. Children spell high-frequency sight words for a spelling

test.




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 27: Review Memory Words. Children use

high-frequency sight words to complete sentences.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 240, p. 71: Test Spelling: Memory Words and

Pattern Words. Children spell high-frequency sight words on a

spelling test.


Words. Children read and spell aloud the Memory Words for the

next Reader story.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 286, p. 63: Review Memory Words. Children

prepare for and play a game to read and spell Memory Words.




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1.7 The student will use semantic clues and syntax to

expand vocabulary when reading.

a) Use words, phrases, and sentences.


Lesson 178, p. 64: Teach Vocabulary: Verbs with prefix un-.

Children form words using the prefix un-.


Lessons 183–184, p. 14: Guide reading and comprehension:

Develop vocabulary. Children determine what sopping wet means

in “The Monster Under the Bus.”


Lesson 203, p. 32: Guide reading and comprehension: Recognize

figurative language. Children discuss figurative language in the

poem “Today I Got a Gift.”



Understand idioms. Children discuss what Cass means when she

tells Golly to get lost in “Golly Helps.”




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 28: Teach categorizing: Words related to

rainy and sunny. Children categorize weather words from “In

Case of Rain” and other words related to rainy or sunny.


comprehension: Understand idioms. Children discuss what saved

the day means in “Fire!”


comprehension: Develop vocabulary. Children define what trying

to look brave means in “The Super Hiding Spot.”


comprehension: Understand idioms. Children discuss what you

missed me by a mile means.

b) Use titles and pictures.



Children discuss the words patch and pinch in the story title “A

Patch in a Pinch.”


Lessons 153–154, p. 42: Guide reading and comprehension in

small groups: Monitor comprehension (Fix-up tip: Look at the




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pictures). Children figure out what tilted means by looking at a

picture.



Understand text features. Children discuss a picture in a thought

balloon.

Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 5, Going Places! p. 17: Focus on pictures. Children

discuss what they learn from pictures in the informational book

Going Places!


comprehension: Understand vocabulary. Children look at the

pictures to understand what scrunch down means.


comprehension: Use pictures. Children discuss what is happening

in a picture from “Rex King’s Visit.”

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 261, p. 31: Guide reading and comprehension:

Strategy: Monitor comprehension (Fix-up tip: Look at the

pictures). Children look at a picture to figure out what Tac means

when she says There are rivers in the street in the poem “It Is

Hot.”




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background. Children discuss words in the title “The Case of the

Mystery Monster.”

c) Use information in the story to read words.


Lesson 171, p. 32: Guide reading and comprehension: Develop

vocabulary. Children discuss the word wiggle in the poem “Super

Scrub-a-matic.”



Develop vocabulary. Children discuss why Lily is puzzled in “In a

Pickle.”



Develop vocabulary. Children determine what unhitched means in

“The Foolish Giant.”



Understand onomatopoeia. Children discuss the meaning of cluck

cluck in “The Spingle Spangle Talent Show.”




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comprehension: Develop vocabulary. Children discuss what

lickety-split means in “A Super Day at Happy Land.”


comprehension: Develop vocabulary. Children discuss the word

scatter and why people would scatter when a fire truck goes by in

“Fire!”


comprehension: Understand multiple-meaning Words. Children

discuss what an animal’s coat is and another meaning for coat in

“Zoo Clue.”

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 1, Games, p. 12: Use context

clues. Children discuss what it means to say that some games are

very old in Games.

d) Use knowledge of sentence structure.



small groups: Understand idioms. Children discuss what quick as

a wink means.




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Lesson 162, pp. 77–78: Review question words. Children identify

the correct question word to begin questions about the story

“What Can You Get with a Nickel?”



Understand antonyms. Children learn what clever means because

Sal wants to be clever, not foolish, in “The Foolish Giant.”



Develop vocabulary. Children discuss what Hot Rod means when

he says he can still make it to the race in “Kites.”

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 8, Mimi, p. 71: Understand figurative

language. Children determine what it means when flames licked

the roof in the magazine about Mimi the dog.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 2, pp. 61–62: Give practice with idioms. Children

identify the meanings of idioms from “The Wish.”

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 261, p. 31: Guide reading and comprehension:

Develop vocabulary. Children discuss what Tac hears humming

in the poem “It Is Hot.”




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comprehension: Understand idioms. Children discuss what the

mail carrier means when he says “I must be seeing things” in

“The Runaway Dragon.”

e) Use knowledge of story structure.



Develop vocabulary and draw conclusions. Children discuss why

Golly zigzagged up the block and then yapped in “Yuck! Yuck!”



Understand idioms. Children discuss the meaning of an idiom in

“The Spingle Spangle Talent Show.”

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Shoes to Choose, p. 23: Teach

comprehension: Recognize patterns in a text. Children discuss

how shoes are compared and contrasted in Shoes to Choose.

Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 5, Will You Show Me How? p. 17: Focus on the

pattern in a text. Children discuss words in the pattern used in the

story Will You Show Me How?


comprehension: Understand onomatopoeia and text features.




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Children discuss the words in capital letters that stand for sounds

the storm makes in “The Super Hiding Spot.”

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lessons 293–294: Guide reading and comprehension:

Understand idioms. Children discuss what it means when

someone lets a joke go too far in “The Case of the Mystery

Monster.”

More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 10, Paul Bunyan and the Love-Struck Ox, p. 26: Use

pictures; develop vocabulary. Children define the word mope and

discuss why Babe mopes around in Paul Bunyan and the Love-

Struck Ox.

More Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 8, Real Horses, p. 22: Develop vocabulary; use

context clues. Children discuss how the girls are crazy about

horses and what crazy means in Real Horses.

f) Reread and self-correct.



small groups: Strategy: monitor comprehension (Fix-up tip:

Reread). Children are encouraged to reread parts of a story they

may not understand.




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Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 30: Monitor

comprehension and use a fix-up tip: Reread. Children are

encouraged to reread if they are confused about a word in the text.


comprehension: Strategy: Monitor comprehension (Fix-up tip:

Reread). Children reread parts of the story if they do not

understand what is happening.

Superkids Skill-Building Book, Comprehension, pp. 167–168:

Self-monitoring and using fix-up tips. Children use strategies for

comprehension, including rereading.




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1.8 The student will expand vocabulary.

a) Discuss meanings of words in context.



small groups: Develop vocabulary. Children discuss what it

means when the latch on Alf’s lunch box goes pop.



Develop vocabulary. Children discuss the word fiddlesticks and

what it means at the end of “Fiddlesticks.”


Lessons 186–187, p. 24: Guide reading and comprehension: Use

context clues and prior knowledge. Children determine what track

means when Golly can track Dominic in “Yuck! Yuck!”

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 29: Use context clues.

Children discuss what it means to touch a bubble with a soft

touch.




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Adventures of the Superkids Easy Library Teacher’s Guide, Unit 3, Scribbles, p. 13: Use context clues. Children discuss what

it meant when the chimp sprang off the pad of paper in Scribbles.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 241, pp. 7–8: Teach homophones you’re and your.

Children discuss homophones you’re and your and use them to

complete sentences.


comprehension: Understand multiple-meaning words. Children

discuss what a basketball fan is and another meaning of the word

fan.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 281, pp. 35–36: Review the story and synonyms.

Children read words in context from “The Runaway Dragon” and

choose synonyms for them.

b) Develop vocabulary by listening to and reading a

variety of texts.


Lesson 161, p. 72: Review story vocabulary. Children match

words from “What Can You Get with a Nickel?” to pictures.


Lesson 195, p. 66: Guide reading and comprehension: Develop

vocabulary. Children discuss the words tramp, tremble, and stamp

in the poem “When I Am a Princess.”




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Lesson 201, p. 23: Review vocabulary from the story. Children

discuss words and phrases from “Kites” and match them to

pictures.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 4, Pick It Up, p. 41: Reinforce

vocabulary from Issue 4. Children discuss words they have read

in Pick It Up.

Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 4, Swimming, Springing, Splashing, Singing

Humpbacks, p. 14: Develop vocabulary. Children discuss what a

group of humpback whales is called and what they eat.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 262, p. 34: Review vocabulary from the poem.

Children discuss the words simmer and shimmer from “It Is Hot.”

More Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 6, Wanted: Fun & Fantastic Jobs, p. 18: Introduce

the book and word List. Children learn about some job titles and

job descriptions before reading Wanted: Fun & Fantastic Jobs.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 6, Worms, p. 54: Reinforce

vocabulary from Issue 6. Children discuss words from the word

list for Worms.




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c) Ask for the meaning of unknown words and make

connections to familiar words.


Lesson 147, p. 17: Teach nouns and pronouns. Children learn

pronouns that take the place of nouns.


Lesson 151, p. 34: Build vocabulary and background. Children

discuss different meanings of the word patch.


Lesson 185, pp. 19–20: Teach describing words and antonyms.

Children discuss words related to mean and nice.



Develop vocabulary. Children define the word thrashed using

words they know.


comprehension: Understand synonyms. Children think of

synonyms for itty-bitty and tiny.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 260, p. 26: Review categorizing: Words related to

fire. Children make a word web of words related to fire and

discuss meanings of the words.




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comprehension: Develop vocabulary. Children define the word

gentle using words they know.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Making Waves, p. 19:

Develop vocabulary. Children define the word glide using words

they know.

d) Use text clues such as words or pictures to discern

meanings of unknown words.


Lesson 155, pp. 46–47: Review multiple-meaning words.

Children use words and pictures to identify three different

meanings of the word patch.



small groups: Develop vocabulary. Children look at a picture to

understand what moccasins are.



Develop vocabulary. Children look at the picture to figure out

what a pelican is.


Lesson 203, p. 31: Guide reading and comprehension: Understand

multiple-meaning words. Children discuss what spotted means in




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the poem “Today I Got a Gift.”

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Shoes to Choose, p. 21: Develop

vocabulary; Determine important ideas. Children discuss other

names they know for tennis shoes.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236-237, p. 55: Guide reading and

comprehension: Develop vocabulary. Children look at a picture to

help them understand what an inner tube is.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 249-250, p. 49: Guide reading and

comprehension: Use context clues. Children discuss what the

word swish means in “Play Ball.”

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 266, p. 58: Ten-Minute Tuck-Ins: Vocabulary and

spelling: Homophones. Children use context clues to complete

sentences using homophones such as by and buy, their and there,

know and no.

e) Use vocabulary from other content areas.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 10, p. 51: Ten-Minute Tuck-Ins: Vocabulary:

categorizing. Children discuss equipment and special clothing for

different sports and sort them into groups.




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Lesson 161, p. 75: Ten-Minute Tuck-Ins: Vocabulary: Words

related to boots and shoes. Children discuss words that name shoe

parts and the materials used to make them.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 1, Fix It! p. 16: Reinforce vocabulary

from Issue 1. Children discuss what a Space Station is.

Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 9, A Visit to a Coral Reef, p. 24: Introduce the Book

and Word List. Children discuss what coral is and name different

kinds of sea animals that might be in the book.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Independent Activities for Units 1 and 2, p. 78: Science: Weather.

Children discuss words that describe different kinds of weather.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 272, p. 86: Ten-Minute Tuck-Ins: Vocabulary:

Words related to baseball. Children discuss words related to

baseball and baseball equipment.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 1, Games, p. 11: Determine

important ideas; Compare and contrast. Children name and

discuss some games played by children in other lands.




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More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Hot Stuff, p. 43: Determine

important ideas. Children discuss what lava is in Hot Stuff.




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1.9 The student will read and demonstrate comprehension

of a variety of fictional texts.

a) Preview the selection.



Children preview “The Patch-it-Up Shop” by looking at the

pictures.



Children look at the pictures and text features to preview

“Fiddlesticks.”



Children look at the pictures to preview “Yuck! Yuck!”


9, Lessons 213–214, p. 17: Build vocabulary and background.

Children preview “The Straw Horse” by looking at the pictures

and discussing the story title.




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More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 243–244, pp. 17–18: Build vocabulary and

background. Children preview the story “A Super Day at Happy

Land” and discuss how it looks like a photo album.


background. Children look at the pictures and discuss the story

title to preview “Slumber Party.”


background. Children preview the pictures and discuss playing

tag before reading “That Was Yesterday.”

More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 3, Peg-leg Pete Gets the Blues, p. 12: Introduce the

book and word list. Children discuss the book title and what they

know about pirates to preview Peg-leg Pete Gets the Blues.

b) Set a purpose for reading.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 9, p. 46: Guide reading and comprehension. Children

set a purpose to find out what Sal keeps in his closet and what

happens in “Sal’s Closet.”




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small groups. Children read “A Patch in a Pinch” to find out how

Sal solves his problem.


Lessons 176–177, p. 57: Guide reading and comprehension.

Children will read “In a Pickle” to find out what kind of pickle

Cass gets into and how she gets out of it.


Lessons 192–193, p. 53: Guide reading and comprehension.

Children will read “The Foolish Giant” to find out what happens

when three Superkids pretend to be fairy tale characters.


10, Lessons 220–221, p. 52: Guide reading and comprehension.

Children will read “The Spingle Spangle Talent Show” to find out

what happens when the Superkids put on a talent show.


comprehension. Children will read to find out what happens when

the Super Hawks play basketball.


comprehension. Children will read to find out about the

Superkids’ garden in “For the Birds.”




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comprehension. Children will read “Zoo Clue” to find out about

Ettabetta’s riddle game.

c) Relate previous experiences to what is read.


Lesson 171, p. 31: Build vocabulary and background. Children

activate their prior knowledge about giving pets a bath before

reading “Super Scrub-a-Matic.”


Lesson 179, p. 69: Guide reading and comprehension: Review

and discuss the poem: Use prior knowledge. Children suggest

activities that Golly might enjoy after reading “Golly Went

Sniffing.”



Review and discuss the story: Connect text to experiences.

Children share experiences about getting separated from a parent

or caregiver and how they felt about it.


Lessons 199–200, p. 16: Guide Reading and Comprehension:

Strategy: Use prior knowledge. Children discuss what they know

about kites in order to understand Tac’s plan in “Kites.”




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comprehension: Strategy: Use prior knowledge. Children discuss

what they know about fires and firefighters as they read “Fire!”

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 263–264, p. 43: Review and discuss the story:

Connect text to self. After reading “The Super Hiding Spot,”

children discuss a time they were scared.


comprehension: Strategy: Use prior knowledge. Children think

about their own experiences learning something new to

understand how Hot Rod feels in “The Lesson.”


comprehension: Strategy: Use prior knowledge. Children use

what they already know to solve the animal riddles in “Zoo Clue.”

d) Make and confirm predictions.



Make predictions. Children predict what will happen next in the

story “Fiddlesticks.”




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Strategy: Generate questions (make and confirm predictions).

Children ask questions to make predictions about what will

happen next in “The Monster Under the Bus.”



Confirm predictions. Children discuss their prediction in “Golly

Helps.”

Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 3, Benjamin’s Octopus, p. 12: Make predictions.

Children predict what will happen when Benjamin wakes up from

his dream in the fantasy story Benjamin’s Octopus.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lesson 242, p. 12: Teach phonics: Long-vowel trickers.

Children make predictions about what will happen when the

Superkids visit Happy Land in the next Reader story.


comprehension: Confirm predictions. Children discuss if their

predictions were correct about the Superkids playing basketball

with the Super Hawks in “Play Ball.”




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comprehension: Strategy: Generate questions (make predictions).

Children ask questions about what might happen next in “The

Lost Mitt.”

More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 7, Sultana’s Sandals, p. 20: Make and

confirm predictions. Children predict what will happen to

Sultana’s sandals and then confirm their predictions.

e) Ask and answer who, what, when, where, why,

and how questions about what is read.



small groups: Review and discuss the story: Compare texts.

Children discuss why Doc could solve her own problem in “The

Patch-it-Up Shop” while Sal could not solve his problem by

himself in “A Patch in a Pinch.”


Lesson 185, p. 18: Check comprehension. Children answer

questions about the story “The Monster Under the Bus.”



Review and discuss the story. Children discuss the story “Golly

Helps” by answering questions.




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Strategy: Generate questions (determine important ideas).

Children ask questions to understand what is happening in

“Buster.”

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lessons 252–253, p. 63: Teach determining cause and

effect. Children discuss cause-and-effect relationships in “Rex

King’s Visit” by asking what happened and why.


comprehension: Strategy: Generate questions (determine

important ideas). Children are encouraged to ask questions to

better understand “For the Birds.”

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lessons 279–280, pp. 32–33: Review drawing

conclusions. Children ask and answer questions that helped them

draw conclusions in “The Runaway Dragon.”

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lessons 293–294, p. 23: Review plot: Problem and

solution. Children discuss the plot in “The Case of the Mystery

Monster.”




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f) Identify characters, setting, and important events.


Lessons 148–149, p. 27: Teach plot: Problem and solution.

Children discuss the problem and solution in “A Patch in a

Pinch.”


Lessons 159–160, p. 69: Teach understanding characters.

Children discuss the characters in “What Can You Get with a

Nickel?”


9, Lessons 213–214, p. 20: Teach setting. Children discuss the

importance of the setting in “The Straw Horse.”

Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 9, Jill the Pill, p. 25: Focus on characters. Children

discuss the relationship between Robin and her sister Jill in Jill

the Pill.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236–237, p. 59: Teach understanding setting.

Children describe the setting in “The Wish” and why it is

important to the story.


comprehension: Determine important ideas. Children discuss Rex

King and the Grand Land Contest in “Rex King’s Visit.”




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More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 287–288, p. 71: Review understanding

characters. Children discuss the feelings of Frits, Alf, and the

other Superkids in “That Was Yesterday.”

More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 5, Meg in the Middle, p. 17: Focus on

understanding characters. Children discuss Meg’s feelings and

how they change throughout Meg in the Middle.

g) Retell stories and events, using beginning, middle,

and end.


Doc’s Costume Contest, p. 15: Focus on retelling a story.

Children retell Doc’s Costume Contest in their own words.


Lessons 167–168, p. 20: Review plot: Problem and solution.

Children discuss problems and solutions by retelling several

stories in their Readers.


Lessons 199–200, p. 19: Teach recognizing plot: Beginning,

middle, and end. Children retell “Kites” by explaining the

beginning, middle, and end of the story.




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Lesson 201, pp. 24–25: Ten-Minute Tuck-Ins: Comprehension:

Summarize and retell. Children use a graphic organizer to write

sentences that tell the beginning, middle, and end of “Kites.”


Summarize and retell. Children retell “The Wish” in their own

words.


Summarize and retell. Children fill out a story structure chart and

use it to retell “Play Ball.”

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 267–268, pp. 66–67: Review recognizing plot:

Beginning, middle, end. Children complete a story structure chart

to retell the beginning, middle, and end of “For the Birds.”


Summarize and retell. Children complete a story structure chart to

help them retell the beginning, middle, and end of “The Lesson.”




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h) Identify the main idea or theme.


Don’t Quit, Frits, p. 9: Discuss the book after reading it:

Understand a story’s lesson. Children discuss the lesson that the

book teaches.


9, Lesson 217, p. 36: Teach understanding a play’s lesson.

Children discuss the lesson taught in the play “The Contest” and

other popular fables.


10, Lesson 226, pp. 82–83: Review identifying a story’s lesson.

Children recall stories in their Reader and determine the lessons

taught in the stories.


10, Lesson 226, p. 85: Ten-Minute Tuck-Ins: Comprehension:

Understand a story’s lesson. Children review stories they have

read or heard and discuss the lessons the stories teach.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 3, Lessons 243–244, pp. 22–23: Teach identifying main idea

and supporting details. Children complete a graphic organizer to

identify the main idea and supporting details of “A Super Day at

Happy Land.”




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More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lessons 284–285, p. 58: Teach identifying a story’s

lesson. Children discuss what “The Lesson” and other stories

teach about how to act and treat others.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lessons 297–298, p. 45: Review identifying main idea

and supporting details. Children complete a graphic organizer to

identify the main idea and supporting details in “Zoo Clue.”

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 300, pp. 54–55: Review identifying lessons that

stories teach. Children identify the different lessons taught in

many stories they have read in their Readers.

i) Read and reread familiar stories, poems, and

passages with fluency, accuracy, and meaningful

expression.


Lessons 159–160: Teach fluency. Children read aloud with

expression from “What Can You Get with a Nickel?”


Lesson 179, p. 69: Teach fluency. Children read aloud the poem

“Golly Went Sniffing” with appropriate rhythm.


Lessons 192–193, p. 58: Teach fluency. Children read aloud

dialogue with expression from “The Foolish Giant.”




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10, Lessons 220–221, pp. 58-59: Teach fluency. Children read

aloud with expression from “The Spingle Spangle Talent Show.”

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lessons 236–237, p. 59: Teach fluency. Children practice

reading aloud with expression from “The Wish.”

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lessons 263–264, p. 44: Teach fluency. Children practice

reading aloud with expression from “The Super Hiding Spot.”

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lessons 270–271, p. 81: Teach Fluency. Children read

aloud with expression from “The Lost Mitt.”

More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 4, Gus, the Duck-Billed Platypus, p. 15:

Independent Activities. Children read aloud Gus, the Duck-Billed

Platypus, a book with rhyming words and patterns.




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1.10 The student will read and demonstrate comprehension

of a variety of nonfiction texts.

a) Preview the selection.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Shoes to Choose, p. 18: Introduce

Issue 2. Children discuss the title and subtitle for the magazine

Shoes to Choose.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 6, Castle, p. 51: Introduce Issue 6, p. 51:

Children discuss the picture on the cover and the title of the

magazine Castle.

Adventures of the Superkids Easy Library Teacher’s Guide, Unit 7, Caves, p. 20: Introduce the book and word list. Children

discuss the title and look at the pictures before reading Caves.

Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 2, What is a Fossil? p. 10: Introduce the book and

word List. Children read the title and discuss the front cover

before reading What is a Fossil?




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More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, p. 71: Give practice reading memory words

and directions. Children read the title and discuss what “How to

Plant Carrots” teaches.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, America’s Parks, p. 24:

Introduce Issue 3. Children read the title and discuss the cover to

preview America’s Parks.

More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 6, Where We Live, p. 19: Introduce the book and

word list. Children read the title and look at the photographs to

preview Where We Live.

More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 3, Animals of Africa, p. 12: Introduce the

book and word list. Children read the title and locate Africa on a

map or globe before reading Animals of Africa.

b) Use prior and background knowledge as context

for new learning.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 1, Fix It! p. 10: Activate prior

knowledge. Children discuss astronauts and outer space before

reading Fix It!

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Lost! p. 43: Activate prior knowledge.

Children discuss times they have lost things before reading Lost!




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Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 7, Vroom! p. 59: Activate prior

knowledge. Children discuss what they know about race cars and

car racing before reading Vroom!

Adventures of the Superkids Easy Library Teacher’s Guide, Unit 5, Let’s Have Lunch, pp. 16–17: Use pictures and prior

knowledge. Children discuss chopsticks and other ways to pick

up food to eat in Let’s Have Lunch.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 277, p. 18: Build vocabulary and background.

Children activate prior knowledge by discussing the title and

previewing the pictures before reading “Making Stars.”

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 1, Games, p. 9: Activate prior

knowledge. Children discuss games they like to play before

reading Games.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 4, Muscles, p. 33: Use prior

knowledge. Children discuss how muscles are like stretchy bands

in Muscles.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 7, Night Life, p. 57: Use prior

knowledge. Children discuss how the police protect people and

keep them safe in Night Life.




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c) Set a purpose for reading.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 26: Introduce Issue 3.

Children discuss what they want to learn about bubbles before

reading the magazine Bubbles.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 6, Castle, p. 51: Introduce Issue 6.

Children discuss what they think they will learn by reading

Castle.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 8: Mimi, p. 67: Activate prior knowledge.

Children discuss what they think a dog could do to save a family

from a burning home to set a purpose for reading Mimi.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 9, Wild Horses, p. 75: Introduce Issue 9.

Children discuss what they think Wild Horses will be about

before reading the magazine.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 277, p. 18: Guide reading and comprehension.

Children will read the directions in “Making Stars” to learn how

to make stars that shine indoors.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Hot Stuff, p. 40: Introduce

Issue 5. Children determine how many hot things they will learn

about in Hot Stuff.




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Introduce Issue 8. Children will read Friends and Fights for tips

on what to do when you don’t agree with a friend.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 9, Library Detective, p. 73:

Introduce Issue 9. Children discuss what they will learn by

reading Library Detective.

d) Identify text features such as pictures, headings,

charts, and captions.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 27: Understand pictures

and diagrams. Children discuss a photograph and a diagram of a

boy blowing a bubble in Bubbles.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Lost! p. 43: Understand text features.

Children discuss the heading on a page in the magazine Lost!

Adventures of the Superkids Easy Library Teacher’s Guide, Unit 2, Rockets, p. 11: Focus on labels for pictures. Children

discuss the labels that tell about the pictures in Rockets.

Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 9, A Visit to a Coral Reef, p. 24: Understand

diagrams and captions. Children discuss the diagram of a coral in

A Visit to a Coral Reef.




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More Adventures of the Superkids Daily Writing Time, Unit 5, Lesson 262: Getting more information for your book. Children

preview features of nonfiction books to find research sources for

their informational writing.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, pp. 50–51: Writing Time: Taking notes for

an animal report. Children use text features in nonfiction books to

help them do research about an animal.

More Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 9, On the Roof of the World, p. 25: Focus on text

features: Captions. Children discuss captions and how they help

readers understand On the Roof of the World.

Superkids Skill-Building Book, Comprehension, pp. 175–176:

Recognizing nonfiction text features. Children recognize text

features such as headings and captions.

e) Make and confirm predictions.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 1, Fix It! p. 11: Preview and predict: Use

pictures. Children predict what the people in a picture are going to

do in Fix It!

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 8, Mimi, p. 69: Generate questions to

make and confirm predictions. Children ask questions about what

will happen next in Mimi.




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Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 10, Homer, p. 88: Confirm predictions.

Children confirm their predictions that Homer will find his way

back to the museum.

Adventures of the Superkids Easy Library Teacher’s Guide, Unit 9, Maple Syrup, p. 25: Understand steps in a process; make

predictions. Children predict what the family will do with the

syrup they make in Maple Syrup.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 4, Muscles, p. 33: Make

Predictions. Children look at a picture and predict what the page

will be about in Muscles.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Hot Stuff, p. 41: Make

Predictions. Children predict what the next page will be about in

Hot Stuff.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 7, Night Life, p. 57: Make

Predictions. Children predict what they will read about next in

Night Life.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 9, Library Detective, p. 74:

Make predictions. Children predict what the boy in Library

Detective will do next.




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f) Ask and answer who, what, where, when, why,

and how questions about what is read.


Strum! Hum! Play a Drum! pp. 6–7: Guide reading as needed.

Children answer questions to discuss Strum! Hum! Play a Drum!

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 4, Pick It Up, p. 37: Determine important

ideas. Children discuss a big magnet that picks up metal scraps in

Pick It Up.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 6, Castle, p. 56: Teach comprehension:

Understand an author’s purpose. Children discuss why the author

wrote Castle and what they learned from the book.

Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 6, Which Animal Is Which? p. 18: Compare and

contrast. Children discuss how ducks and geese are similar and

different in Which Animal Is Which?

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, p. 71: Give practice reading memory words

and directions. Children discuss what they learned about planting

carrots in “How to Plant Carrots.”

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 277, pp. 18–19: Guide reading and

comprehension. Children answer questions about the article

“Making Stars.”




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More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, America’s Parks, p. 29:

Teach comprehension: Author’s reasoning. Children discuss what

the author of America’s Parks wants the readers to learn.

More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 3, Animals of Africa, pp. 12–13: Guide

reading as needed. Children answer questions to discuss Animals

of Africa.

g) Identify the main idea.

Welcome Back, Superkids Library Teacher’s Guide, Book 3, A

Pet’s Best Pal, p. 11: Focus on main idea and details. Children

determine the main idea of A Pet’s Best Pal and recall some

details.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Lost! p. 48: Teach comprehension:

Recognize main idea and details. Children identify the main idea

and some supporting details in Lost!

Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 3, Puppets, p. 13: Focus on main idea and details.

Children discuss the main ideas on several pages in Puppets.

Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 2, What Is a Fossil? p. 11: Discuss the book after

reading it: Determine main idea and supporting details. Children

discuss the main idea of the book What Is a Fossil?




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More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 2, Making Waves, p. 21:

Teach comprehension: Main idea and details. Children identify

the main idea and some supporting details of Making Waves.


Identify main idea. Children identify the main idea of Friends and

Fights.

More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 6, Where We Live, p. 19: Focus on main idea and

details. Children create a graphic organizer to identify the main

idea and details in Where We Live.

More Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 10, Shall We Dance? p. 27: Focus on

main idea and details. Children identify main ideas and

supporting details in Shall We Dance?

h) Read and reread familiar passages with fluency,

accuracy, and meaningful expression.


Cluck! p. 17: Independent Activities. Children reread the book

Cluck! several times for fluency practice.

Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 3, Bubbles, p. 33: Independent activities.

Children reread all or part of Bubbles to build fluency.




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Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 7, Vroom! p. 65: Independent Activities.

Children reread Vroom and can follow along with the CD if they

wish.

Adventures of the Superkids On-Level Library Teacher’s Guide, Unit 8, We Like Mud, p. 23: Independent activities.

Children reread We Like Mud several times for fluency practice.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 277, p. 20: Teach fluency. Children practice

reading aloud at an appropriate rate from the article “Making

Stars.”

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 5, Hot Stuff, p. 46:

Independent activities. Children reread Hot Stuff to build fluency.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 10, Who’s Who? p. 89:

Independent activities. Children read part or all of Who’s Who? to

build fluency.

More Adventures of the Superkids Easy Library Teacher’s Guide, Unit 9, Top Hats, p. 25: Independent activities. Children

reread Top Hats for fluency practice.




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1.11 The student will use simple reference materials.

a) Use knowledge of alphabetical order by first letter.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 6, p. 34: Ten-Minute Tuck-Ins: Phonics and study

skills: Make a picture dictionary. Children review alphabetical

order and create a picture dictionary using each letter.


Lesson 166, p. 12: Teach alphabetical order. Children review

letters of the alphabet and arrange some of their Memory Words

in alphabetical order.


Lesson 166, p. 13: Ten-Minute Tuck-Ins: Study skills:

Alphabetical order. Children work as a group to arrange word

cards in alphabetical order.

Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 195: Organizing a class book. Children look at reference

materials that are organized in alphabetical order.




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Adventures of the Superkids Challenging Library Teacher’s Guide, Unit 10, Insect Pets, p. 27: Focus on an index. Children

discuss the index found at the end of Insect Pets and use

alphabetical order to locate entries.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, pp. 49–50: Teach dictionary skills. Children

review alphabetical order before looking up words in a dictionary.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, p. 52: Ten-Minute Tuck-Ins: Study skills:

Alphabetical order. Children use flash cards of Memory Words

and put them in alphabetical order.

Superkids Skill-Building Book, Vocabulary, pp. 151–152:

Understanding alphabetical order. Children put words in

alphabetical order.

b) Use a picture dictionary to find meanings of

unfamiliar words.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, pp. 49–50: Teach dictionary skills. Children

look up words in a dictionary.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, p. 52: Ten-Minute Tuck-Ins: Research and

study skills: Find words in a dictionary. Children take turns

looking up words in a dictionary.




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More Adventures of the Superkids Teacher’s Guide Units 9–10, Independent activities for Units 9 and 10, p. 63: Research and

study skills: Alphabetizing and using a dictionary. Children put a

list of words in alphabetical order and look them up in a

dictionary.

Superkids Skill-Building Book, Vocabulary, pp. 152-153: Using

a dictionary. Children use a dictionary to find the meanings of

words.




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1.12 The student will print legibly.

a) Form letters accurately.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 1, p. 9: Review phonics: Dd/d/, Cc/k/, Oo/o/, Gg/g/,

Aa/a/. Children write letters that correspond to pictures using

proper letter formation.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 2, p. 12: Daily Routines: Handwriting. Children

practice handwriting by copying letters and words.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 5, p. 27: Review phonics: Nn/n/, Mm/m/, Pp/p/,

Vv/v/, Ww/w/. Children write letters that correspond to pictures

and use correct letter formation.


Lesson 178, p. 62: Daily Routines: Handwriting. Children

practice handwriting skills by copying sentences.

Adventures of the Superkids Daily Writing Time, Unit 10, Lessons 223–224: Focus on mechanics. Children discuss the

features of good handwriting and use good handwriting to publish

a story.




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 231, p. 26: Daily Routines: Handwriting. Children

practice handwriting by copying sentences.



Superkids Skill-Building Book, Letters, p. 50: Improving

legibility. Children practice making handwriting more legible.

b) Space words within sentences.


Lesson 147, p. 14: Daily Routines: Handwriting. Children copy

sentences correctly.


Lesson 188, p. 28: Daily Routines: Handwriting. Children


Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 194: Focus on handwriting. Children discuss features of

good handwriting, including proper spacing, as they write for a

class book.


10, Lesson 225, pp. 77–78: Writing Time: Writing process:

Publish. Children publish their own picture books by copying

sentences carefully.




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use proper spacing when copying sentences.


a story. Children write final copies of their stories and space

words correctly in sentences.

c) Use the alphabetic code to write unknown words

phonetically.

Adventures of the Superkids Daily Writing Time, Unit 1, Lessons 148–149: Focus on spelling. Children encode words with

letter-sounds they have been taught.


Lesson 173, p. 40: Give encoding practice. Children listen to a

CD and encode words to complete a song.


Lesson 181, p. 77: Give practice writing sentences: Pleasant’s

Pointers. Children are encouraged to try and spell encodable

words in their writing.




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Lesson 204, pp. 35–36: Give practice encoding rhyming words.

Children encode rhyming words to complete a poem.


Words with ai and ay. Children use either ai or ay to complete

words.


Words with all and aw. Children spell words with all and aw on a

word ladder.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 262, p. 36: Writing Time: Pattern poem about

weather. Children write a poem about weather and use correct

spelling of words that they can encode.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, p. 10: Daily Routines: Dictation and Spelling.

Children spell words and sentences that are dictated.




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1.13 The student will write to communicate ideas for a

variety of purposes.

a) Generate ideas.


Lesson 185, p. 20: Writing Time: Plan a character. Children

generate ideas to plan a character for a future story.

Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 190: Listing topics you know a lot about. Children list

topics they know in order to write facts about them.


Lesson 201, pp. 23–24: Writing Time: Plan a problem-and-

solution story. Children generate ideas and make a plan for a story

they will write.


9, Lesson 216, p. 31: Writing Time: Writing process: Plan a story.

Children generate ideas and plan a problem-and-solution story.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 62, pp. 62–63: Writing Time: Sentences about a

personal wish. Children generate ideas to write about a personal

wish they have.




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More Adventures of the Superkids Daily Writing Time, Unit 5, Lesson 256: Choosing a topic for your informational book.

Children brainstorm topics for an informational book they will

write.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 260, p. 27: Writing Time: Thank-you note.

Children generate ideas to include in a thank-you note to a

community helper.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 8, Lesson 286, p. 64: Writing Time: Writing process: Plan a

story. Children generate ideas and make a plan for an imaginative

story they will write.

b) Focus on one topic.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 4, pp. 24–25: Writing Time: Sentences about a TV

show. Children draw a picture and write sentences about a TV

show.


Lesson 164, p. 88: Writing Time: Riddles. Children choose an

animal and write a riddle about it.


Lesson 180, p. 73: Writing Time: Pattern poem with sensory

words. Children choose a subject and write a poem about it using

words related to the five senses.




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write directions for a project or game.

More Adventures of the Superkids Daily Writing Time, Unit 1, Lessons 229–230: Listing topics for how-to texts. Children list

topics for a how-to text and choose one to write about.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, pp. 72–73: Writing Time: Labeled diagrams.

Children make diagrams with labels about something they know.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 299, pp. 50-51: Writing Time: Taking notes for

an animal report. Children choose an animal to research and write

a report about.

c) Revise by adding descriptive words when writing

about people, places, things, and events.

Adventures of the Superkids Daily Writing Time, Unit 1, Lesson 150: Adding to your picture and words. Children add

details to their pictures and stories.


Lesson 185, p. 20: Writing Time: Plan a character. Children are

encouraged to use describing words when planning a new

character for a story.




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Lesson 206, p. 50: Writing Time: Revise a problem-and-solution

story. Children revise a draft of their problem-and-solution stories

to add details.



Children write descriptions about how to be a pest and how to be

a helper and are encouraged to add details.



Revise. Children revise and edit a draft of their problem-and-

solution story.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 248, pp. 44–45: Writing Time: Writing process:

Revise a personal narrative. Children revise their personal

narratives to add more details.

More Adventures of the Superkids Daily Writing Time, Unit 8, Lesson 286: Revising and editing a draft. Children revise their

fiction stories by adding details.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 292, pp. 14-15: Writing Time: Writing process:

Revise a story. Children revise their story drafts to add more

details.




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d) Use complete sentences in final copies.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 15, p. 72: Writing Time: Sentences about being like

the Superkids. Children write complete sentences explaining

which Superkids they are most like and why.


Lesson 150, pp. 31–32: Writing Time: Sentences about an event.

Children write complete sentences to explain how a cat is rescued

from a tree.

Adventures of the Superkids Daily Writing Time, Unit 1,

Lesson 156: Checking for complete sentences. Children review

the features of a complete sentence and check their stories to

make sure their sentences are complete.


Lesson 178, p. 65: Writing Time: Sentences about a problem and

solution. Children write complete sentences to explain a problem

and how the problem was solved.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 235, pp. 49-50: Writing Time: Messages with

advice. Children write sentences that give advice similar to

messages in fortune cookies.


a personal narrative. Children use complete sentences in their

published personal narratives.




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More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 5, Lesson 260, p. 27: Writing Time: Thank-you note.

Children use complete sentences in thank-you notes to

community helpers.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 273, p. 89: Give writing practice with -ly adverbs.

Children write complete sentences about activities they can do.

e) Begin each sentence with a capital letter and use

ending punctuation in final copies.

Adventures of the Superkids Daily Writing Time, Unit 2, Lesson 158: Focus on mechanics: Children use correct

capitalization and end punctuation when writing questions.


Lesson 189, pp. 35–36: Writing Time: A story about a character.

Children edit sentences to use correct capitalization and

punctuation in their stories.



Children write sentences about being a pest or a helper and use

correct capitalization and punctuation.


10, Lesson 225, pp. 77-78: Writing Time: Writing process:

Publish. Children publish a picture book and use correct

capitalization and punctuation in the final copies.




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More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 2, Lesson 238, pp. 62–63: Writing Time: Sentences about a

personal wish. Children use correct capitalization and punctuation

in their sentences about a personal wish.


a personal narrative. Children copy sentences carefully and make

sure each sentence has correct capitalization and punctuation in

their personal narratives.

More Adventures of the Superkids Teacher’s Guide Units 7–8, Unit 7, Lesson 278, p. 24: Writing Time: Directions with

sequence words. Children write sentences and use correct

capitalization and punctuation in their directions for a simple task.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 10, Lesson 300, pp. 56–57: Writing Time: An animal report.

Children write their animal reports using correct capitalization

and punctuation.

f) Use correct spelling for commonly used sight

words and phonetically regular words in final

copies.

Welcome Back, Superkids Teacher’s Guide, Review of Levels 1–2, Lesson 10, p. 50: Writing Time: Sentences about a new

snack. Children write sentences to describe a snack and use

correct spelling for words they should be able to spell and

approximations for other words.




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Lesson 170, pp. 28–29: Writing Time: Sentences about connected

events. Children write sentences about connected events and use

correct spellings.


Lesson 195, p. 68: Writing Time: Sentences about being a

character. Children use correct spelling in their sentences about

being a princess, knight, or giant.

Adventures of the Superkids Daily Writing Time, Unit 10, Lesson 222: Focus on mechanics. Children use a word wall to

help them spell words correctly in their writing.

More Adventures of the Superkids Teacher’s Guide Units 1–2, Unit 1, Lesson 233, p. 38: Writing Time: List of things to do.

Children use correct spelling for words they should know in their

list of things to do on a rainy day.

More Adventures of the Superkids Teacher’s Guide Units 3–4, Unit 4, Lesson 255, p. 72: Give practice writing about a TV show.

Children write opinions about a TV show and use correct spelling

for words they can encode.

More Adventures of the Superkids Teacher’s Guide Units 5–6, Unit 6, Lesson 269, pp. 72–73: Writing Time: Labeled diagrams.

Children use correct spelling for their labeled diagrams.




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sequence words. Children edit their stories for correct spelling of

Memory Words and words they can encode.

g) Share writing with others.


Lesson 155, p. 48: Writing Time: Shop signs. Children make a

sign for Doc’s Patch-it-Up Shop and share it with the class.

Adventures of the Superkids Daily Writing Time, Unit 4, Lesson 181: Sharing opinions respectfully. Children share their

opinion books with partners.


Lesson 191, pp. 48–49: Writing Time: Dialogue between

characters. Children write a story including dialogue between two

characters and read their stories to the class.



Publish. Children read their published picture books to an

audience.


display their directions or make them into a book for others to

read.




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More Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 273: Publishing and sharing informational books.

Children share their informational books with partners.


sequence words. Children write stories and share them with

others.

More Adventures of the Superkids Teacher’s Guide Units 9–10, Unit 9, Lesson 295, p. 28: Writing Time: Writing Process:

Publish a story. Children publish their picture books and read

them aloud to the class.




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1.14 The student will use available technology for reading

and writing.

Adventures of the Superkids Daily Writing Time, Unit 6, Lesson 195: Focus on digital tools. Children use computer

software to create a book cover for a class book.

Adventures of the Superkids Daily Writing Time, Unit 8, Lesson 210: Writing and sending an e-mail message. Children use

a computer to write and send an e-mail message.

More Adventures of the Superkids, Unit 5, Lesson 262: Focus on

digital tools. Children use the Internet to do research for an

informational book.

More Adventures of the Superkids Super-Duper Mini-Magazine Teacher’s Guide, Issue 10, Who’s Who? p. 89: Cross-

Curriculum Connection: Science. Children may use a search

engine such as kidrex.org to find out information about mammals.

Documents

English Textbook and Instructional Materials Correlation ... · sequencing chart to retell “The Runaway Dragon.” More Adventures of the Superkids Easy Library Teacher’s Guide,