for Kindergarten - Amazon S3€¦ · for Kindergarten Unit 4 • FOOD CONSUMABLE KU4PAB_TXNA _CV_RD11.indd 1 1/20/09 1:44:49 P M Unit 5 • ANIMALS CONSUMABLE KU5PAB_TXN A_CV_RD11.indd

KindergartenProgram overview

for Kindergarten

Unit 4 • FOOD

CONSUMABLE

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Unit 5 • ANIMALS

CONSUMABLE


1/20/09 1:40:06 PM

Unit 1 • FAMILIES

CONSUMABLE


1/20/09 1:42:47 PM

Unit 2 • FRIENDS

CONSUMABLE


1/20/09 1:43:25 PM

Unit

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It’s time to start on the road to reading!

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Unit 4 • FOOD

CONSUMABLE


1/20/09 1:44:49 PM

Unit 5 • ANIMALS

CONSUMABLE


1/20/09 1:40:06 PM

Unit 6 • NEIGHBORHOOD

CONSUMABLE


1/20/09 1:44:00 PM

Unit 7 • WEATHER

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Unit 9 • AMAZING CREATURES


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Unit 10 • I K

NOW A LOT!

CONSUMABLE


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It’s time to start on the road to reading!

Also available:Little Treasures PreK

Comprehensive Literacy Program starts children on

the road to literacy!

2

T iming i s everything

Week 2

Week 1

Week 3

3

Manageable OrganizationTreasures is built on a three-week cycle. • Theme development around core literature• New skills/strategies introduced in the first two weeks • Review of skills/strategies in the third week

Kindergarten

Week 1: Teach• Weekly Skills Tt/t• Story Structure

Week 2: Teach• Weekly Skills li/i go• Recognize Text Structure

Week 3: Review• Weekly Skills Tt /t & Ii /i see, go• Story and Text Structure

Kindergarten Pacing

4

From Whole-Group to Small-Group Instruction

www.macmillanmh.com

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Big Book ProfessionalDevelopmentVideo Library

Suggested Lesson Plan

DAY 1 DAY 2WHOLE GROUP

Go to www.macmillanmh.com for Online Lesson Planner

ORAL LANGUAGE

• Oral Vocabulary

• Phonemic Awareness

? Focus Question Where do you like to go when you travel?

Build Background, 610

Oral Vocabulary familiar, journey, prepare, relax, travel, 610

Phonemic AwarenessPhoneme Isolation, 613

? Focus Question What do people use to go from place to place?


Sound Words, 625

Phonemic AwarenessPhoneme Blending, 626

WORD STUDY

• Phonics

• High-Frequency Words

Phonics Introduce /i/i, 614

Handwriting: Write Ii, 615

Activity Book, 14

Practice Book, 67

High-Frequency Words go , 612

PhonicsReview /i/i, /t/t, 626

Blend with /i/i, 627

Review High-Frequency Words, 628

READING

• Listening Comprehension

• Apply Phonics and High-Frequency Words

• Fluency

Share the Big BookOn the Go

Strategy: Recognize Text Structure

Skill: Classify and Categorize, 611

Reread the Big BookOn the Go

Strategy: Recognize TextStructure, 620


Retell, 624

Pre-decodable Reader: Go, Go, Go, 628

Activity Book, 15–16

Practice Book, 68

Fluency Echo-Read, 624

LANGUAGE ARTS

• Writing

• Grammar

Shared WritingLists, 617

GrammarAction Words (Verbs), 616

Interactive WritingPosters, 629

ASSESSMENT

• Informal/Formal Quick Check Phonemic Awareness, 613 Quick Check Comprehension, 624

Differentiated Instruction 604–605 SMALL GROUP Lesson Plan SMALL GROUP

Big Bookwww.macmillanmh.com

BIK_CV_U03_W2_192088.indd 2-3 3/9/05 6:32:38 AM

Big Bookwww.macmillanmh.com

BIK_CV_U03_W2_192088.indd 2-3 3/9/05 6:32:38 AM

602 Unit 3 Week 2

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Teach Core SkillsFocus on tested skill lessons,

other lessons, and small group options as your time allows.

DAY 3 DAY 4

Priority Skills

? Focus Question Do you go far or near when you ride a bike?


Oral Vocabulary Cards: “The Two Frogs”

Phonemic AwarenessPhoneme Isolation, 635

? Focus Question Why is it fun to go to new places?


Sound Words, 643

Phonemic AwarenessPhoneme Blending, 644

? Focus Question Where would you tell a friend to go traveling?


Sound Words, 650

Phonemic AwarenessPhoneme Categorization, 651

PhonicsPicture Sort: /i/i, 636

Blend with /i/i, 637

Read Words, 637

High-Frequency Words go , 634

Activity Book: “We Can Go!” 17–18

Practice Book, 69–70

Read for Fluency, 634

PhonicsPicture Sort, 644

Blend Words, 645

Activity Book, 19

Practice Book, 71

Review High-Frequency Words, 646

PhonicsRead Words, 652

Dictation, 652

Activity Book, 22

High-Frequency Words a , go , like , see , the , 650

Read the Big Book of Explorations“My Bike” and “Riding theSubway Train,” 37–38

Text Feature: Use Labels, 632

Interactive Read AloudListening Comprehension, 642

Read Aloud: “Timimoto”

Pre-decodable Reader: It Can Go, Go, Go!, 646

Read Across TextsStrategy: Recognize Text Structure, 655


Activity Book, 21

Fluency Word Automaticity, 650

Independent WritingPrewrite and Draft Posters, 639

GrammarAction Words (Verbs), 638

Independent WritingRevise and Edit Posters, 647

Independent WritingPublish and Present Posters, 653

Quick Check High-Frequency Words, 634 Quick Check Phonics, 645 Weekly Assessment, 680–681

Big Book of Explorations

Big Book ofExplorations

Read AloudMacmillan/McGraw-Hill

K

DAY 5Review and Assess

Phonemic Awareness/Phonics/i/i

High-Frequency Wordsgo

Oral VocabularySound Words

ComprehensionStrategy: Recognize

Text StructureSkill: Classify and

Categorize

Traveling Far and Near 603

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IF… children need additional instruction, practice, or extension based on your Quick Check observations for the following priority skills

Phonemic AwarenessPhoneme Isolation, Blending, Categorization

PhonicsTt

High-Frequency Words see

ComprehensionStrategy: Recognize Story StructureSkill: Make and Confirm Predictions

THEN… Approaching Preteach and

ELL Reteach Skills

On Level Practice

Beyond Enrich and Accelerate Learning

Approaching Level

• Preteach/Reteach

Tier 2 Instruction

Oral Language, 570 High-Frequency Words, 570 ELL

High-Frequency Words Review, 570Phonemic Awareness, 571Phonics, 571 ELL

Sound-Spellings Review, 571

••

••

High-Frequency Words, 576 ELL

Pre-decodable Reader, 576Phonemic Awareness, 577Phonics, 577

••••

On Level

• PracticeHigh-Frequency Words, 572Phonemic Awareness/Phonics, 572 ELL

••

Pre-decodable Reader, 578•

Beyond Level

• Extend/Accelerate

Gifted and Talented

High-Frequency Words/Vocabulary, 573 ELL

Expand Oral Vocabulary, 573Phonics, 573

•

•

Pre-decodable Reader, 578•

ELL

• Build English Language Proficiency

• See ELL in other levels.

Oral Language Warm-Up, 574Academic Language, 574Vocabulary, 575

•••

Access to Core Content, 579•

Differentiated Instruction

Suggested Small Group Lesson Plan

What do I do in small groups?

Focus on Skills

DAY 1 DAY 2

520 Unit 3 Week 1

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Macmillan/McGraw-Hill

Fantasy

by Reed Paceillustrated by Jared Lee

Bear Goes to Town

Fantasy

Tig Can See

by Jan Shen • illustrated by Jerry Smath


Fantasy


How They Goby Bonnie McKenna

illustrated by Alexi Natchev

Fantasy

Tiger Can See

by Jan Shen • illustrated by Jerry Smath

Macmillan/McGraw-Hill©Macmillan/McGraw-Hill

Sound-Spelling WorkBoard

PpOo

Aa CcBb

Nn

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ZzUu Vv YyQq Rr Tt XxWw

Hh

Ss

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©Macmillan/McGraw-Hill

Sound-Spelling WorkBoard

1

Articulation

Small Group Word Lists

Words for Oral PracticeInitial Position add, ah, an, and, ant, as, ask, at Medial Position bad, bag, cat, dad, gap, jam, last, map, mat, nap, pan, ran, sat, tap, zap

Description of Sound The sound of a in apple is called short a. It is a vowel. The vocal cords vibrate when making the short a sound. The tongue is behind the lower teeth and the sound is made at the front of the mouth.

How to Make the Sound Position your tongue behind your bottom teeth. With your mouth wide open, pull back your lips in a partial smile.

© M

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Aa apple

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On LevelApproaching Beyond ELL

LevelsRebus–D

How They Go

D

Sound-SpellingWorkBoards

Sound-SpellingCards

Photo Cards High-FrequencyWord Cards

Visual VocabularyResources

High-Frequency Words, 580 ELL

Phonemic Awareness, 580Phonics, 581Pre-decodable Reader, 581

••••

Phonemic Awareness, 584Phonics, 584 ELL

Leveled Reader Lesson 1, 585

•••

Phonemic Awareness, 590Phonics, 590 ELL

Leveled Reader Lesson 2, 591High-Frequency Words, 591

••••

Phonics, 582• Leveled Reader Lesson 1, 586 ELL• Leveled Reader Lesson 2, 592•

Phonics, 582• Leveled Reader Lesson 1, 587Analyze, 587

• Leveled Reader Lesson 2, 593 ELL

Expand Vocabulary, 593••

Access to Core Content, 583Grammar, 583

••

Leveled Reader, 588–589• Fluency, 594High-Frequency Words, 595Writing, 595

•••

Small Group

Focus on Leveled Readers Manipulatives

Leveled Reader Databasewww.macmillanmh.com

• Comprehension Skill • Content Area • Genre • Text Feature

• Guided Reading Level • Reading Recovery Level• Lexile Score • Benchmark Level

Subscription also available

Search by

Additional Leveled Readers

DAY 3 DAY 4 DAY 5

Getting Around Town 521

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5

Kindergarten

Blending: Sound Error Model the sound that children missed, then have them repeat the sound. Say: My turn. Tap under the letter and say: Sound? /e/. What’s the sound? Then return to the beginning of the word. Say: Let’s start over. Blend the word again with children.

Approaching Level

Objective Preteach oral vocabulary

Materials • none

THEME WORDS: wheel, adventure

■ Tell children the meanings for wheel and adventure. A wheel is a round thing that makes vehicles move. A bicycle is a vehicle with two wheels. An adventure is an exciting, fun experience. The trip to the Grand Canyon was a real adventure.

■ Discuss the words with children. What things have wheels? How can wheels help you go on an adventure?

■ Have children use the following sentence frames to generate complete oral sentences using the words: A has four wheels. It would be an adventure to go to .

Objective Reinforce high-frequency words

Materials • High-Frequency Word Cards: a, go, like, see, the, we

REINFORCE WORDS: see, go

■ Display the High-Frequency Word Card for see.

■ Read Point to and say the word see. This is the word see. It means “to look at.” I see many children.

■ Spell The word see is spelled s-e-e. We hear /s/ at the beginning of the word. The letter s makes the /s/ sound, so we write the letter s at the beginning of the word. Have children read and spell see.

■ Write Finally, have children write the word see.

■ Repeat the routine for go.

■ Have children work with a partner to make up oral sentences using the words see and go. Ask them to talk about things they have seen on an adventure.

HIGH-FREQUENCY WORDS REVIEW

Display the High-Frequency Word Cards a, like, the, and we from the previous units. Display one card at a time as children chorally read and spell the word. Mix and repeat. Note words children need to review.

Oral LanguageOral Language

High-Frequency WordsHigh-Frequency Words

Partners When partners make up sentences with high-frequency words, pair English Language Learners with children who are more proficient. Write their sentences, read them together, and point to the high-frequency words.

ELL

DAY 1SMALL GROUP

NA

738 Unit 3 Week 3

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Treasures offers age-appropriate instruction as a foundation for growth.Daily instruction is followed with Quick Checks that direct teachers to small-group instruction for additional support.

Getting all students on track

Quick Check

Small Group Lessons

Technology supports teaching!A wide array of professional development and implementation support is available.

DAY 1WHOLE GROUP

Objective• Identify and isolate the same

initial sound /t/, /i/, and /p/ in words

Materials

• Photo Cards: ink, inch, insect, pea, pear, pen, pie, pig, pizza, table, teeth, tie, tiger, toe, top

Phonemic AwarenessPhoneme Identity

ModelDisplay Photo Cards for tiger, teeth, and top.

Repeat with ink, inch, and insect.

Listen to the sound at the beginning of thesewords: tiger, teeth, top. These words have the same sound, /t/, at the beginning.

Listen for words in the Rhyme and Chime that have the sound /t/ at the beginning. We’ll tap the top of our heads when we hear /t/ at the beginning of a word.

Read “I See an Iguana”. Have children tap every time they hear /t/.

Repeat for initial /i/.

I see an iguana go.I see a tiger go.I see a turtle go.I see an insect go.Go, go, go!

Review /p/Display and name Photo Cards for pie, pig, and pizza.

Listen for the sound that is the same in pie, pig, and pizza.The beginning sound, /p/, is the same.

Guided Practice/PracticeDisplay and name the Photo Cards. Children identify the same sound in the words. Guide practice with the first set of cards.

Say each picture name with me. Which sound is the same? (/t/)

Quick Check

Can children identify the same initial sound /t/, /i/, and /p/ in words?

During Small Group Instruction

If No Approaching Level Provide additional practice, page 739.

If Yes On Level Children blend words with /t/, /i/, /p/, and /s/, page 740.

Beyond Level Children blend words with /i/, /t/, and /u/, page 741.

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Pronunciation Display and have children name Photo Cards from this and prior lessons to reinforce phonemic awareness and word meanings. Point to a card and ask: What do you see? (a tiger) What is the sound at the beginning of the word tiger? (/t/) Repeat with Photo Cards with words that begin with p and i.

ELL

Wheels All Around 697

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6

Sing, Talk, Rhyme Chart

Every day includes

Oral Language Multiple opportunities are offered for speaking, listening, and reading aloud.

Retelling Cards

T he f i r st steps to reading success

“Teachers must actively develop students’ oral language to ensure their overall

comprehension of language and support their literacy activities”

- Cloud, Genessee, and Hamayan, 2000

Oral Vocabulary Cards provide additional Read Alouds for use in a

balanced literacy classroom.

Lesson on back of each card

Lesson on back of each card

7

Kindergarten

Phonemic Awareness/PhonicsTreasures provides the tools for instruction, multiple practices, and repeated application necessary for success.

Teaching Chart

Decodable Readers

Student Activity Book

The fast track to reading words

Alphabet Sound/Spelling Cards (large and small)

Sound-Spelling Workboard

Photo Cards Word Buliding Cards

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by Liz Ray

A Vet Can Fix It!

Phonics Practice

by Nancy Hertz

Rod Can See It

Phonics Practice

Zip?

Phonics Practice

by Maureen Stiles photographed by Ken O’Donoghue

Unit 6 • NEIGHBORHOOD

CONSUMABLE

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Every day includes

ComprehensionFocusing on listening, Treasures offers rich reading experiences with direct instruction in strategies and skills.

Trade Books

Leveled Readers

Read-Aloud Anthology

Comprehension Support

Understanding is the road to reading success

Fiction and Nonfiction Big Books

www.macmillanmh.com

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DAY 2WHOLE GROUP

Reread the Big BookListening Comprehension

CONCEPTS ABOUT PRINT Display the cover and read the title aloud as you track the print. Ask children to tell what they remember about the book.

STRATEGY Recognize Text Structure

Explain to children that they have been learning to recognize the pattern and structure of words in books. Ask them how the different forms of transportation in On the Go are organized.

SKILL Classify and Categorize

Tell children that today they are going to read the Big Book again and sort the different ways people can travel from place to place.

Think Aloud The people on the cover are taking a journey in a boat. The lady carrying the baby on page 5 is walking. Riding in a boat and walking are two different ways for people to travel.

Read the Big Book and use the prompts on the inside covers.

Objectives• Recognize text structure to

classify and categorize• Recognize how authors

group information in text• Respond to a book• Retell important facts from

a text• Develop fluency

Materials

• Big Book: On the Go• Activity Book, pp. 15–16• Practice Book, p. 68

Story on Listening Library Audio CD

page 5

CONCEPTS ABOUT PRINT■ Who can point to the first

letter of the first word?

5

All over the world

people move from place to place

carrying babies on their backs,

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pages 6–7

CLASSIFY AND CATEGORIZEThink Aloud Walking

is one way to go from place to place. These pages show two different ways to carry things—on your head and in baskets on your shoulder.

7

and almost anything on their heads.

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6

baskets over their shoulders,

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Big Book

Gesture and Talk Use gestures and other strategies to help make the text comprehensible.

p. 5carrying: Point to the baby in the picture. Gesture the act of carrying something. Tell children to act out carrying with you, describing the action.

ELL

620 Unit 3 Week 2


DAY 2WHOLE GROUP

pages 8–9

CLASSIFY AND CATEGORIZEThink Aloud People

can travel on foot or on animals. Those are two ways for people and things to go from place to place.

9

and camels.

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8

They travel on foot.

They ride on horses and donkeys

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pages 10–11

TEXT STRUCTUREThink Aloud The first

pages were about traveling by foot. The next were about traveling on animals. These are about traveling on wheels. The author tells about one way to travel at a time.

11

They can be

pedaled

or pushed…

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10

Wheels make things go easier and faster.

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pages 12–13

TEXT STRUCTURE■ How do the different

ways to travel on this page go together? (They are all ways to travel with wheels.) 13

or oxen…

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12

or pulled by ponies

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page 14

CULTURAL PERSPECTIVESThink Aloud The

picture is of a city in India. The man is pulling a rickshaw, which has wheels but no pedals or motor. Rickshaws are a good way to travel through narrow alleys and around tight corners.

15

Some wheels are powered by motors.

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14

or people.

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ComprehensionRecognize Text Structure• (all pages) The words and pictures follow a pattern: The page with a

picture of a baby animal always asks a question and the next page, with the picture of the baby and its mother, always answers the question.

Make Predictions• (page 12) I see that the baby seal has fluffy white fur but that the

mommy has short gray fur. I think the baby’s fluffy fur will change as it grows up.

• (page 18) I see that the baby penguin has fluffy brown feathers but that the mommy has short white and black feathers. What do you think will happen to the baby’s fluffy fur as it grows up?

Story Word(page 24 ) cub joey pup

About the Author/Illustrator: John ButlerJohn Butler was born in Kent, England. He studied to be an art teacher but instead worked as a designer and illustrator of educational wall charts. He then traveled throughout West Africa. He has illustrated more than thirty children’s books, and has written six, many of which reflect his interest in the natural environment.

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Big BookInside Back Cover

Develop Comprehension

pp. 8–9ride: Use toys to demonstrate riding on an animal or show a picture of someone riding on an animal. Lead children in pretending to gallop around the room on horses as they say ride.

pp. 10–11pedaled: Point to the people on the bicycles on page 10. Point to the wheels. Have children pedal and say: Pedal the bike.

pp. 14–15powered by motors: Point to the car on page 15. Say: A car moves with a motor, while making an engine sound. Then point to the vehicles on page 14 and say: A is not powered with a motor. Point to the bus on page 15. Is a bus powered by a motor?

ELL

Traveling Far and Near 621


Multiple resources and

formats–perfect for shared reading!

Writing Early learners benefit from a variety of theme-related writing experiences.

Shared Writing

Interactive Writing

Independent Writing

9

10

AssessmentTreasures offers an array of effective assessment tools to ensure progress for all students.

• Place students appropriately• Measure student understanding • Monitor progress• Diagnose needs and prescribe solutions• Report and track growth

Getting to the finish line in good time

• Accompanies Benchmark Books Levels: Rebus–28

• Includes Reading PassagesLevels: 30–80

RunningRecords

LEVELS: REBUS—80

Grades K-6


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Unit 3 TEST

TESTED SKILLS AND STRATEGIES

COMPREHENSION STRATEGIES AND SKILLS

• Strategies: Recognize text/story structure• Skills: Make predictions, classify and

categorize, character and plotHIGH-FREQUENCY WORDS

• see, goPHONEMIC AWARENESS• Phoneme isolation (/t/)• Phoneme blending (/t/, /i/)PHONICS

• /t/t, /i/i CONCEPT WORDS

• Shape words

Administer the Test Use Multiple Assessments for Instructional PlanningTo create instructional profiles for your children, look for patterns in the results from any of the following assessments.

Running RecordsUse the instructional reading level determined by the Running Record calculations for regrouping decisions.

Benchmark AssessmentsAdminister tests three times a year as an additional measure of both children’s progress and the effectiveness of the instructional program.

Monitoring Progress

NA

Unit and

BenchmarkAssessment


Unit and

BenchmarkAssessment


772 Unit 3

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Analyze the DataUse information from a variety of informal and formal assessments, as well as your own judgment, to assist in your instructional planning. Children who consistently score at the lowest end of each range should be evaluated for Intervention. Use the Diagnostic Assessment for guidelines in the Intervention Teacher’s Editions.

Diagnose PrescribeASSESSMENTS IF… THEN…UNIT TEST 0–15 Correct Reteach skills using the Intervention Teacher’s Editions.

For users of DIBELSUse the results from the DIBELS Progress Monitoring tests to confirm instructional decisions.

For users of TPRIUse the scores from the TPRI as a progress monitoring tool to confirm instructional decisions.

PROGRESS MONITORINGUse your DIBELS results to inform instruction.IF…Initial Sound Fluency (ISF) 0–7Phoneme Segmentation Fluency (PSF) Start midyear

THEN…Evaluate for Intervention

PROGRESS MONITORINGUse your TPRI scores to inform instruction.IF…Phonemic Awareness Still DevelopingGraphophonemic Knowledge Still DevelopingListening Comprehension Still Developing

THEN…Evaluate for Intervention

Response to Intervention

To place children in Tier 2 or Tier 3 Intervention use the Diagnostic Assessment.

• Phonemic Awareness• Phonics• Vocabulary• Comprehension• Fluency

DIBELS LINK TPRI LINK

NA

773Transportation

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11

Kindergarten

Screening/Placement Diagnostic Assessment

Theme Assessment in the Activity Books

Assessment Handbook


6

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Assessment

Handbook

Visit our Web site at www.macmillanmh.com

Assessment

Handbook

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On track for success at First Grade

ASSESSMENT Diagnostic AssessmentFluency AssessmentAssessment HandbookUnit and Benchmark AssessmentMANIPULATIVESDecodable Readers Library Visual Vocabulary ResourcesSound-Spelling WorkBoardsSound-Spelling Cards (Large and Small)Word-Building Cards (Large and Small)Photo CardsHappy the PuppetHigh-Frequency Word CardsOral Vocabulary CardsRetelling CardsTECHNOLOGYTeacherWorks™ Plus CD-ROM Online Teacher’s Edition and ResourcesClassroom Presentation Toolkit CD-ROM Handwriting CD-ROMBookLink K-12 CD-ROMNew Adventures with Buggles & Beezy (Classroom Version and Stand Alone Version)Sound Pronunciation Audio CDListening Library: Core Selections Audio CDListening Libraries: Approaching, On Level, Beyond, ELLReading Triumphs Listening Library: Intervention SelectionsPROFESSIONAL DEVELOPMENT Treasures for Teachers Professional Development DVD (7: Writing, English Learner, Fluency, Phonics/Phonemic Awareness, Classroom Management/Differentiated Instruction, Vocabulary/Comprehension, Assessment) Reading YES! Professional Development DVD/OnlineInstructional Routine HandbookLeadership HandbookWriting Professional Development Guide

KindergartenComponents

LITERATURE Leveled Readers Approaching Level On Level Beyond Level ELL LevelInteractive Read Aloud Anthology with PlaysLiterature Big Books (22 titles)Big Books of ExplorationsRead Aloud Trade Books (11 titles)Triumphs Intervention AnthologyTEACHER’S MATERIALS Teacher’s Editions (10)Sing, Talk, Rhyme! ChartTeacher’s Resource Book Home-School Connection Handwriting (Manuscript)Handwriting (Slant)Handwriting Annotated Teacher Edition (Manuscript)Handwriting Annotated Teacher Edition (Slant)Managing Small Groups: A How-To GuideSmall Group Management Rotation ChartWeekly ContractsWorkstation Flip Chart (4: Reading, Writing, Phonics, Science/Social Studies) English Language Learner Resource BookStrategic Intervention: Phonemic Awareness Teacher EditionStrategic Intervention: Phonics/Word Study Teacher EditionStrategic Intervention: Vocabulary Annotated Teacher EditionStrategic Intervention: Comprehension Teacher EditionStrategic Intervention: Fluency Teacher EditionSKILLS and PRACTICEStudent Activity Book (by unit) Practice Book Practice Book Annotated Teacher Edition

RD 09 W 69837.5M 9/09

macmillanmh.commacmillanmh.com/catalog1-800-442-9685

•Developsabilitytolisten withunderstandingand tospeakwithclarity

•Instillsdecodingskills forwordrecognition

•Laysthefoundationfor readingcomprehension

•Fostersearlywritingskills

Documents

for Kindergarten - Amazon S3€¦ · for Kindergarten Unit 4 • FOOD CONSUMABLE KU4PAB_TXNA _CV_RD11.indd 1 1/20/09 1:44:49 P M Unit 5 • ANIMALS CONSUMABLE KU5PAB_TXN A_CV_RD11.indd