Grades K 6 - Pearson Educationassets.pearsonschool.com/asset_mgr/current/201238/...the key events and details of the illustrations to better understand the story. 8. (Not applicable

Grades K‐6

ImplementIng the Common Core State StandardS

Teacher’s Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street © 2008

Table of ContentsKindergarten

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

College and Career Readiness Anchor Standards for Reading . . . . . . . . .3

Reading Standards for Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Reading Standards for Informational Texts . . . . . . . . . . . . . . . . . . . . .7

Reading Standards for Foundational Skills . . . . . . . . . . . . . . . . . . . . . .9

College and Career Readiness Anchor Standards for Writing . . . . . . . . .14

Writing Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

College and Career Readiness Anchor Standards for Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Speaking and Listening Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

College and Career Readiness Anchor Standards for Language . . . . . . .20

Language Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

* © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

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RDG08_RS_CCSK.indd 1 26/10/10 6:42 AM


Meeting the Common Core State Standards with Scott Foresman Reading Street © 2008KindergartenPB = Practice Book; TE = Teacher’s Edition

Reading StandardsCollege and Career Readiness Anchor Standards for Reading

The Common Core State Standards for Reading on the following pages define what students should understand and be able to do in Kindergarten. The CCSS Reading Standards build across the grades toward the College and Career Readiness Anchor Standards in the Reading domain, given below. (CCSS Reading standards are divided between Literature, Informational Texts, and Foundational Skills.)

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from

it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and explain how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually

and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of

the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build

knowledge or to compare the approaches the authors take.Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and

proficiently.

PB U3: 57 TE 1: 483

Practice Book Unit 3

Page 57 Teacher’s Edition Unit 1

Page 483

KEY


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Reading Standards for LiteratureCommon Core State Standards Teacher’s Notes: Meeting the Common Core State Standards

with Scott Foresman Reading Street © 2008

Key Ideas and Details

Literature 1. With prompting and support, ask and answer questions about key details in a text .

Asking and answering questions is an integral part of the Shared Reading Notes for each selection. See the following representative pages for Unit 1:

TE 1: 24–30, 88–93, 150–157, 214–221, 278–283

The program also contains these lessons that focus on the topic:

TE 3: 330, 352, 353, 360, 370; 5: 20, 42, 50, 60, 107

Literature 2. With prompting and support, retell familiar stories, including key details .

TE 1: 24, 31, 88, 93, 150, 157, 214, 221, 278, 283; 2: 86, 91, 210, 217, 336, 341; 3: 86, 91, 210, 215; 4: 24, 29, 86, 93, 146, 150, 155, 168, 176, 186, 212, 219, 338, 345; 5: 24, 29, 150, 155, 212, 219, 338, 345; 6: 86, 91, 210, 217, 238, 274, 279

For every lesson in the program, children are asked to retell the selection. Instruction for Retelling is included in the Teacher’s Edition lesson.

Literature 3. With prompting and support, identify characters, settings, and major events in a story .

PB U1: 7, 9, 17, 19, 47, 49; U2: 17, 19; U3: 17, 19, 37, 39; U4: 37, 39, 57, 59; U5: 37, 39; U6: 17, 19, 37, 39, 47, 49

TE 1: 15, 21, 24, 36, 39, 48, 56, 60, 79, 88, 101, 118, 122, 165, 229, 269, 275, 278, 291, 300, 308, 312, 353, DI•31, DI•32, DI•35; 2: 77, 83, 86, 91, 96, 99, 105, 108, 116, 120, 206, 225, 230, 238, 248, DI•32; 3: 77, 86, 99, 108, 113, 116, 120, 201, 220, 223, 232, 240, 347, DI•32, DI•34; 4: 101, 203, 209, 212, 219, 227, 236, 244, 329, 338, 350, 353, 362, 367, 370, 374, DI•34, DI•36; 5: 37, 203, 209, 212, 219, 224, 227, 236, 241, 244, 248, 313, 334, 358, 366, 367, 376, DI•34; 6: 77, 83, 86, 91, 99, 108, 116, 120, 201, 206, 210, 217, 222, 225, 230, 231, 234, 238, 239, 246, 265, 274, 279, 284, 287, 296, 304, 308, 332, 356, 364, DI•32, DI•34, DI•35

Throughout the program for each fiction selection, children are asked to locate and interpret information about characters, events, and settings. Questions in the Shared Reading Notes also focus on these skills.

Craft and Structure

Literature 4. Ask and answer questions about unknown words in a text .

Each selection lesson plan contains Amazing Words, which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meanings of the words. See the following representative pages for the five-day lesson plan for two fiction selections:

TE 1: 23, 28, 41, 47, 50, 57, 87, 100, 103, 109, 112, 119

Additional vocabulary and high-frequency words are introduced and practiced in the Practice Book on sentence context pages as well as the Phonics Story pages.

PB U1: 4, 5–6, 14, 15–16, 24, 25–26, 34, 35–36, 44, 45–46, 54, 55–56


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Literature 5. Recognize common types of texts (e .g ., storybooks, poems) .

TE 1: 25–30, 56, 88–93, 151–157, 215–221, 279–283, 308; 2: 87–90, 211–216, 336–341; 3: 86–91, 116, 210–215; 4: 25–29, 87–92, 118, 151–155, 213–218, 339–345; 5: 25–28, 151–155, 213–219, 339–344; 6: 42, 50, 60, 87–90, 116, 211–216, 275–278, 368

The Teacher’s Edition introduces many different text types of genre (e.g., animal fantasies, fairy tales, fables, poems). The Student Edition stories, found in Big Books and Trade Books, are supported by Teacher’s Edition pages that add instructional activities to help children identify the characteristics that distinguish the various categories of texts.

Literature 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story .

TE 1: 42, 48, 104, 112, 168, 176, 300, 302; 2: 102, 108, 111, 228, 236, 352, 358, 360; 3: 102, 110, 232; 4: 40, 48, 104, 112, 166, 212, 356, 364; 5: 40, 48, 212, 238; 6: 108, 110, 228, 236, 290, 296

As each selection (Decodable Reader, Kindergarten Reader, Trade Book, Big Book) is introduced, children are asked to name the title of the book and to tell about the picture on the cover. With teacher assistance, the author and/or the illustrator are identified and the role each plays is discussed. Children learn that the author writes the book and the illustrator draws or paints the pictures.

Integration of Knowledge and Ideas

Literature 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e .g ., what moment in a story an illustration depicts) .

TE 1: 24, 88, 150, 214, 278; 2: 29, 86, 91, 138, 200, 217, 279, 341; 3: 29, 91, 153, 277; 4: 77, 93, 155, 280; 5: 29, 93, 155, 219, 280, 281; 6: 29, 91, 152, 153, 217, 279, 343

Throughout the program, children are encouraged to look for key ideas in the visuals of a selection. Questions in the Shared Reading Notes help children focus on the key events and details of the illustrations to better understand the story.

8. (Not applicable to literature) N/A

Literature 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories .

Lessons for the comprehension skill of compare and contrast are included in the Teacher’s Edition. The skill is presented in these fiction selections:

TE 1: 39, 48; 4: 37; 5: 141, 150, 160, 163, 169, 172, 177, 180, 184, 187, DI•31

After mastering the skill in the lessons listed, children will be able to apply it to nonfiction selections. The following pages include work with this skill.

TE 2: 15, 21, 24, 29, 43, 46, 54, 58, 161, DI•31; 3: 15, 24, 37, 46, 54, 58, 161, 285, DI•31; 5: 273; 6: 15, 21, 24, 29, 34, 37, 46, 51, 54, 58, 145, 351, DI•31

To add this skill to any fiction selection, use the following questions and prompt children to respond by identifying likenesses and differences in the selection characters or between selections:

• How are the characters in this story like the characters in the story we read yesterday?

• How are the characters in this story different from the characters in the story we read yesterday?


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Range and Level of Text Complexity

Literature 10. Actively engage in group reading activities with purpose and understanding .

TE 1: 18, 33, 42, 50, 82, 95, 104, 112, 144, 159, 168, 176, 208, 223, 232, 240, 272, 285, 294, 302, DI•1–DI•30; 2: 80, 93, 102, 110, 204, 219, 228, 236, 330, 343, 352, 360, DI•1–DI•30; 3: 80, 93, 102, 110, 204, 217, 226, 234, DI•1–DI•30; 4: 18, 31, 40, 48, 80, 95, 104, 112, 144, 157, 166, 174, 206, 221, 230, 238, 332, 347, 356, 364, DI•1–DI•30; 5: 18, 31, 40, 48, 144, 157, 166, 174, 182, 206, 221, 230, 238, 246, 332, 347, 356, 364, 372, DI•1–DI•30; 6: 80, 93, 102, 110, 118, 204, 219, 228, 236, 244, 268, 281, 290, 306, DI•1–DI•30

As each selection (Decodable Reader, Kindergarten Reader, Phonics Story, Trade Book, Big Book) is introduced, instruction and routines are provided to help children engage in group reading activities. To prepare to read, vocabulary instruction is given as well as setting a purpose and making predictions.


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Reading Standards for Informational TextsCommon Core State Standards Teacher’s Notes: Meeting the Common Core State Standards



Informational Text 1. With prompting and support, ask and answer questions about key details in a text .

Asking and answering questions is an integral part of the Shared Reading Notes for each selection. See the following representative pages for Unit 1 and Unit 2:

TE 1: 340–345; 2: 24–29, 148–153, 274–279

The program also contains these lessons that focus on the topic:

TE 3: 330, 352, 353, 360, 370; 5: 20, 42, 50, 60, 107

Informational Text 2. With prompting and support, identify the main topic and retell key details of a text .

TE 2: 139, 145, 148, 158, 161, 167, 170, 175, 178, 182, DI•33; 3: 37, 325, 334, 347, 356, 364, 368, DI•36; 4: 289; 5: 267, 272, 276, 281, 289, 298, 306, 310, DI•35; 6: 139, 148, 161, 167, 170, 178, 182, DI•33

Identifying the main topic or idea and the supporting details is a key comprehension skill presented throughout the lessons. The questions in the lessons focus on helping children organize the information so that they can recognize the main idea and also identify the details that support the main idea. Additional practice can be found in the listening comprehension activities for each selection. The retelling activities that help children identify key details as they retell the selection are found on the following pages:

TE 1: 340, 345; 2: 24, 29, 148, 153, 274, 279; 3: 24, 29, 148, 153, 272, 277, 334, 339; 4: 276, 281; 5: 86, 93, 276, 281; 6: 24, 29, 148, 153, 336, 343

Informational Text 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text .

TE 2: 15, 21, 24, 29, 43, 46, 54, 58, 161, DI•31; 3: 15, 24, 37, 46, 54, 58, 161, 285, DI•31; 5: 273; 6: 15, 21, 24, 29, 34, 37, 46, 51, 54, 58, 145, 351, DI•31

The Shared Reading Notes section includes compare and contrast questions that ask children to make connections between two key events or ideas in the text. Compare and Contrast lessons also provide instruction, practice, and application of these key skills.

Craft and Structure

Informational Text 4. With prompting and support, ask and answer questions about unknown words in a text .

Each selection lesson plan contains Amazing Words, which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meanings of the words. See the following representative pages for the five-day lesson plan for Unit 1 and Unit 2:

TE 1: 339, 349, 352, 361, 369; 2: 13, 23, 36, 45, 53, 137, 147, 160, 169, 177, 263, 273, 286, 295, 303

Informational Text 5. Identify the front cover, back cover, and title page of a book .

TE 1: 340; 2: 48, 164, 172, 290, 298; 3: 14, 40, 48, 164, 172, 262, 288, 296, 350, 358; 4: 266, 292; 5: 76, 112, 266, 292, 298; 6: 14, 40, 48, 138, 164, 326, 354, 360, 362

Beginning in Unit 1, children locate the front and back cover of the book. They are directed to the title on the title page as well as the name of the author and illustrator. Special attention is given to the illustration or photographs on the cover to help children predict what the book is about based on the title and the pictures.


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Informational Text 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text .

TE 1: 356, 364; 2: 48, 164, 172, 264, 298; 3: 40, 48, 172, 288, 294, 296, 350, 356, 358; 4: 292; 5: 104, 112, 292; 6: 40, 48, 164, 336, 354, 362

As each selection (Decodable Reader, Kindergarten Reader, Trade Book, Big Book) is introduced, children are asked to name the title of the book and to tell about the picture on the cover. With teacher assistance, the author and/or the illustrator is identified and the role each plays is discussed. Children learn that the author writes the book and the illustrator draws or paints the pictures.


Informational Text 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e .g ., what person, place, thing, or idea in the text an illustration depicts) .

TE 1: 340, 345; 2: 24, 29, 138, 148, 153, 274, 279; 3: 24, 29, 148, 153, 272, 277, 334, 339; 4: 276, 281; 5: 86, 93, 276, 281; 6: 24, 29, 148, 153, 336, 343

Throughout the program, children are encouraged to look for key ideas in the visuals of a selection. Questions in the Shared Reading Notes help children focus on the key events and details of the illustrations to better understand the story.

Informational Text 8. With prompting and support, identify the reasons an author gives to support points in a text .

As each nonfiction selection is read, the guided reading questions ask children to identify what information is given and to locate the details that help support the point. To further apply the skills, use the following routine with any of the selections.

• What is the main idea of the selection?

• What details does the author give to tell about the main idea?

• Why did the author give us this information?

• What did we learn from the information?

• What else should we know?

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

TE 2: 59, 183, 309, 374–375; 3: 59, 183, 307, 369, 372–373; 4: 311, 378–379; 5: 123, 311, 378–379; 6: 59, 183, 373, 376–377

The Let’s Write activity on Day 5 asks children to tell about and compare the books and posters on the topic of the week. The activity and the Unit Wrap Up offer children opportunities to compare and contrast texts that have similarities and differences in content and concepts.

Range of reading and Level of Text Complexity

Informational Text 10. Actively engage in group reading activities with purpose and understanding .

TE 1: 334, 347, 356, 364, DI•1–DI•30; 2: 18, 31, 40, 48, 142, 155, 164, 172, 268, 281, 290, 298, DI•1–DI•30; 3: 18, 31, 40, 48, 142, 155, 164, 172, 266, 279, 288, 296, 328, 341, 350, 358, DI•1–DI•30; 4: 270, 283, 292, 300, DI•1–DI•30; 5: 80, 95, 104, 112, 120, 270, 283, 292, 300, 308, DI•1–DI•30; 6: 18, 31, 40, 48, 56, 142, 155, 164, 172, 180, 330, 345, 354, 362, 370, DI•1–DI•30

As each selection (Decodable Reader, Kindergarten Reader, Phonics Story, Trade Book, Big Book) is introduced, instruction and routines are provided to help children work in a group setting. To prepare to read, vocabulary instruction is given as well as setting a purpose and making predictions.


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Reading Standards for Foundational SkillsCommon Core State Standards Teacher’s Notes: Meeting the Common Core State Standards


Print Concepts

Foundational Skills 1. Demonstrate understanding of the organization and basic features of print .

TE 1: 150, 214, 278, 340; 2: 24, 86, 148, 210; 3: 24, 148; 4: 150, 212, 276, 338; 5: 24, 86, 212, 276, 338; 6: 24, 86, 210, 274, 336

Concepts of print are included in all beginning lessons as children learn to point to and follow from left to right and top to bottom. Children are taught how letters form words and words form sentences.

Foundational Skills 1.a. Follow words from left to right, top to bottom, and page-by-page .

TE 1: 214, 278; 2: 210; 3: 24; 4: 150; 5: 24, 338

Children are asked to track print as they read. Routines help them understand reading from left to right and top to bottom as well as how to hold the book and turn the pages.

Foundational Skills 1.b. Recognize that spoken words are represented in written language by specific sequences of letters .

TE 1: 271, 292, 301, 333; 2: 31, 39, 93, 101, 109, 155, 163, 171, 203, 219, 227, 235, 267, 281, 289, 297, 329, 343, 351, 359; 3: 31, 39, 47, 93, 101, 109, 155, 163, 217, 225, 233, 279, 287, 341, 349, 357; 4: 31, 39, 47, 95, 103, 111, 157, 165, 221, 229, 237, 269, 283, 201, 299, 347, 355, 363; 5: 31, 39, 47, 95, 103, 111, 157, 165, 173, 221, 229, 283, 290, 291, 299, 347, 355; 6: 17, 31, 39, 47, 93, 100–101, 109, 155, 171, 203, 219, 227, 235, 281, 345, 353, 361

After children work with several consonants and a vowel, the letters are arranged into words. As they say a word, they associate the arrangement of letters with the specific word. They quickly learn that a word is composed of letters and that different sets of letters make different words. As children progress into the writing activities, this letter arrangement/word association is further practiced.

Foundational Skills 1.c. Understand that words are separated by spaces in print .

TE 2: 86; 4: 338; 6: 210

The pages listed identify the Teacher’s Edition lessons that focus on instruction and practice opportunities to understand how words are separated with spaces and put together to form sentences. The skill is also practiced in the lessons as children identify, read, and write words in many of the daily activities.

Foundational Skills 1.d. Recognize and name all upper- and lowercase letters of the alphabet .

TE 1: 17, 32, 36, 40, 45, 49, 53, 57, 63, 74, 81, 85, 94, 102, 107, 111, 115, 119, 136, 143, 158, 159, 162, 166, 167, 171, 175, 179, 183, 200, 207, 222, 223, 230, 231, 239

All of the letters of the alphabet are presented in the program. The uppercase and lowercase forms are shown. These letter introduction pages lead to the sound-symbol association study.


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Phonological Awareness

Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes) .

PB U1: 43, 48, 53, 58; U2: 3, 8, 13, 18, 23, 28, 33, 38, 43, 48, 53, 58; U3: 3, 8, 13, 18, 23, 28, 33, 38, 43, 48, 53, 58; U4: 3, 8, 13, 18, 23, 28, 33, 38, 43, 48, 53, 58; U5: 3, 8, 13, 18, 23, 28, 33, 38, 43, 48, 53, 58; U6: 3, 8, 13, 18, 23, 28, 33, 38, 43, 48, 53, 58

TE 1: 270, 284, 292, 301, 309, 332, 346, 354, 363, 371; 2: 16, 30, 38, 47, 55, 78, 92, 100, 109, 117, 140, 154, 162, 171, 179, 202, 218, 226, 235, 243, 266, 280, 288, 297, 305, 328, 342, 350, 359, 367; 3: 16, 30, 38, 47, 55, 78, 92, 100, 109, 117, 140, 154, 162, 171, 179, 202, 216, 224, 233, 241, 264, 278, 286, 295, 303, 326, 340, 348, 357, 365; 4: 16, 30, 38, 47, 55, 78, 94, 102, 111, 119, 142, 156, 164, 173, 181, 204, 220, 228, 237, 245, 268, 282, 290, 299, 307, 330, 346, 354, 363, 371; 5: 16, 30, 38, 47, 55, 78, 94, 102, 111, 119, 142, 156, 164, 173, 181, 204, 220, 228, 237, 245, 268, 282, 290, 299, 307, 330, 346, 354, 363, 371; 6: 16, 30, 38, 47, 55, 78, 92, 100, 109, 117, 140, 154, 162, 171, 179, 202, 218, 226, 235, 243, 266, 280, 288, 297, 305, 328, 344, 352, 361, 369

Beginning with the phonemic awareness activities, children regularly listen to and say words to understand how the sounds blend together to form words. From that carefully developed background, they then learn the letters that stand for these sounds to master the decoding process.

Foundational Skills 2.a. Recognize and produce rhyming words .

TE 1: 16, 40, 49, 57, 111, 146, 170, 178, 188, 363; 2: 166, 174, 184, 263, 299; 4: 75, 139, 376; 5: 201, 239, 265; 6: 137

Specific lessons teach children how to change beginning sounds to make rhyming words. The skill is an integral part of the decoding process to help children become independent readers.

Foundational Skills 2.b. Count, pronounce, blend, and segment syllables in spoken words .

TE 1: 80, 102, 111, 119, 175, 178, 206, 239; 2: 75, 288; 3: 199; 4: 327; 5: 13, 139; 6: 75, 199, 263

The phonics skills related to pronouncing, blending, and segmenting sounds and syllables is an integral part of the program. The lessons help children move from individual phonemes to blend into words or from phonemes to syllables to words.

Foundational Skills 2.c. Blend and segment onsets and rimes of single-syllable spoken words .

The lessons focus on blending phonemes to make words. Listening for sounds in orally produced words is followed by blending those individual sounds to create words. See the following representative pages:

TE 1: 111, 175, 226, 271, 292; 4: 290; 5: 17, 269, 290

Foundational Skills 2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words .* (This does not include CVCs ending with /l/, /r/, or /x/ .)

TE 1: 292, 301; 2: 93, 101, 109, 155, 163, 203, 219, 227, 266, 281, 289, 297, 329, 343, 351, 359; 3: 31, 39, 93, 101, 109, 155, 163, 217, 225, 233, 279, 287, 341, 349, 357; 4: 31, 39, 47, 95, 103, 111, 221, 229, 237, 269, 283, 291, 299, 347, 355, 363; 5: 31, 38, 47, 95, 103, 111, 157, 165, 221, 229, 283, 291, 299, 347, 355, 363; 6: 31, 39, 47, 101, 155, 171, 203, 219, 227, 235, 281, 345, 353, 361

These lessons address the concept of segmenting words into individual sounds. Children hear a word and then divide the word into the individual sounds that make up the word. In lessons in which children blend the sounds to form a word, they are often asked to also segment the word. Both exercises are used to help children master the decoding process. The lessons do expose children to all the ending sounds. (Familiar words such as six, car, and pool are used for x, r, and l.)


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Foundational Skills 2.e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words .

TE 1: 292, 301; 2: 93, 101, 109, 155, 163, 203, 219, 227, 266, 281, 289, 297, 329, 343, 351, 359; 3: 31, 39, 93, 101, 109, 155, 163, 217, 225, 233, 279, 287, 341, 349, 357; 4: 31, 39, 47, 95, 103, 111, 221, 229, 237, 269, 283, 291, 299, 347, 355, 363; 5: 31, 38, 47, 95, 103, 111, 157, 165, 221, 229, 283, 291, 299, 347, 355, 363; 6: 31, 39, 47, 101, 155, 171, 203, 219, 227, 235, 281, 345, 353, 361

Beginning in Unit 1, children decode CVC pattern words using the sounds they have been previously taught. From that beginning, children go on to apply the skills to decode words with more complex consonant sounds. A consistent and systematic presentation is used to help children master this important skill.

Phonics and Word Recognition

Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words .

Every selection includes pages for skill practice with decoding words. Children are introduced to sounds and the letters that spell those sounds. Then these skills are applied when reading Decodable Readers and Kindergarten Student Readers. This carefully structured Teacher’s Edition instruction helps children learn to decode the words independently and then apply those skills as they read. This organization is found in all units. See the following representative pages for Unit 2:

PB U2: 3, 8, 13, 18, 23, 28, 33, 38, 43, 48, 53, 58

TE 2: 16–17, 30, 38, 47, 55, 78–79, 92, 100, 109, 117, 140–141, 154, 162, 171, 179, 202–203, 218, 226, 235, 243, 266–267, 280, 288, 297, 305, 328–329, 342, 350, 359, 367

Foundational Skills 3.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant .

TE 1: 270, 284, 292, 301, 309, 332, 346, 354, 363, 371; 2: 78, 92, 100, 109, 117, 140, 154, 162, 171, 179, 202, 218, 226, 235, 243, 297; 3: 16, 30, 38, 47, 55, 78, 92, 100, 109, 117, 140, 154, 162, 171, 179, 202, 216, 224, 233, 241, 295; 4: 16, 30, 38, 55, 78, 94, 102, 111, 119, 142, 156, 164, 173, 181, 204, 220, 228, 237, 245, 299; 5: 16, 30, 38, 55, 78, 94, 102, 111, 119, 173, 268, 282, 290, 307, 330, 346, 354, 363, 371; 6: 47, 55, 266, 280, 288, 305, 328, 344, 352, 361, 369

This skill is introduced, practiced, and reviewed throughout all the lessons on consonants in the program. Pages are also devoted to this skill in the Practice Book.

PB U1: 43, 48, 53, 58; U2: 13, 18, 23, 28, 33, 38; U3: 3, 8, 13, 18, 23, 28, 33, 38; U4: 3, 8, 13, 18, 23, 28, 33, 38; U5: 3, 8, 13, 18, 43, 48, 53, 58; U6: 58


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Foundational Skills 3.b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels .

PB U2: 3, 8, 43, 48, 53, 58; U3: 43, 48, 53, 58; U4: 43, 48, 53, 58; U5: 23, 28, 33, 38; U6: 3, 8, 13, 18, 23, 28, 33, 38, 43, 48, 53, 58

TE 2: 16, 30, 38, 47, 55, 266, 280, 288, 305, 328, 342, 350, 359, 367; 3: 264, 278, 286, 303, 326, 340, 348, 357, 365; 4: 47, 268, 282, 290, 307, 330, 346, 354, 363, 371; 5: 47, 142, 156, 164, 181, 204, 220, 228, 237, 245, 299; 6: 16, 30, 38, 78, 92, 100, 109, 117, 140, 154, 162, 171, 179, 202, 218, 226, 235, 243, 297

At this level, the lessons focus on the short vowel sounds. To extend this concept to long vowel sounds, use the following instruction:

• Using Unit 2—p. 38, write the word at on the board. Have children read the word with you, Then add the letter e to the word and say the word ate with children. Have them notice how the /a/ sound at the beginning of the word becomes the long a sound. Point out that the letter e added to the word changes the vowel sound from the short a sound to the long a sound.

Continue the procedure using the following pages:

• Unit 2—pp. 288 and 350 for short and long i with the words kit and kite

• Unit 3—pp. 286 and 348 for short and long o with the words not and note

• Unit 4—pp. 290 and 354 for short and long e with the words pet and Pete

• Unit 5—pp. 164 and 228 for short and long u with the words cut and cute

Foundational Skills 3.c. Read common high-frequency words by sight . (e .g ., the, of, to, you, she, my, is, are, do, does) .

PB U1: 4, 14, 24, 34, 44, 54; U2: 4, 14, 24, 34, 44, 54; U3: 4, 14, 24, 34, 44, 54; U4: 4, 14, 24, 34, 44, 54; U5: 4, 14, 24, 34, 44, 54; U6: 4, 14, 24, 34, 44, 54

TE 1: 16, 41, 50, 57, 80, 103, 112, 119, 142, 167, 176, 183, 206, 231, 240, 247, 271, 293, 302, 309, 333, 355, 364, 371; 2: 17, 39, 48, 55, 79, 101, 110, 117, 141, 163, 172, 179, 203, 227, 236, 243, 267, 289, 298, 305, 329, 351, 360, 367; 3: 17, 39, 48, 55, 79, 101, 110, 117, 141, 163, 172, 179, 203, 225, 234, 241, 265, 287, 296, 303, 327, 349, 358, 365; 4: 17, 39, 48, 55, 79, 103, 112, 119, 143, 165, 174, 181, 205, 229, 238, 245, 269, 291, 300, 307, 331, 355, 364, 371; 5: 17, 39, 48, 55, 79, 103, 112, 119, 143, 165, 174, 181, 205, 229, 238, 245, 269, 291, 295, 300, 307, 331, 355, 364, 371; 6: 17, 39, 48, 55, 79, 101, 110, 117, 141, 163, 172, 179, 203, 227, 236, 243, 267, 289, 298, 305, 329, 353, 362, 369

Every selection in the student book Practice Book has a High-Frequency Words page. The page focuses on recognizing and reading high-frequency words and using the words in sentences. This carefully structured practice and coordinated Teacher’s Edition instruction help children learn to read the words independently and then apply those skills as they read the selection. This organization is found in all units.

Foundational Skills 3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ .

TE 2: 31, 49, 93, 111, 155, 173, 219, 237, 281, 299, 343, 361; 3: 31, 49, 93, 111, 155, 173, 217, 235, 279, 297, 341, 359; 4: 31, 49, 95, 113, 157, 175, 221, 239, 283, 301, 347, 365; 5: 31, 49, 95, 113, 157, 175, 221, 239, 283, 347, 365; 6: 31, 49, 93, 100, 111, 113, 155, 162, 173, 219, 226, 237, 288, 299, 363, 365

Throughout the phonics lessons, children are presented with many opportunities to apply their decoding skills. This helps them recognize the differences in letters and letter sounds that are found in the written word. As they blend and use the sounds, they are constantly distinguishing the sounds of words and how the words differ as the sounds change.


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Fluency

Foundational Skills 4. Read emergent-reader texts with purpose and understanding .

TE 1: 18, 33, 42, 50, 82, 95, 104, 112, 144, 159, 168, 176, 208, 223, 232, 240, 272, 285, 294, 302, 334, 347, 356, 364, DI•1–DI•30; 2: 18, 31, 40, 48, 80, 93, 102, 110, 142, 155, 164, 172, 204, 219, 228, 236, 268, 281, 290, 298, 330, 343, 352, 360, DI•1–DI•30; 3: 18, 31, 40, 48, 80, 93, 102, 110, 142, 155, 164, 172, 204, 217, 226, 234, 266, 279, 288, 296, 328, 341, 350, 358, DI•1–DI•30; 4: 18, 31, 40, 48, 80, 95, 104, 112, 144, 157, 166, 174, 206, 221, 230, 238, 270, 283, 292, 300, 332, 347, 356, 364, DI•1–DI•30; 5: 18, 31, 40, 48, 80, 95, 104, 112, 120, 144, 157, 166, 174, 182, 206, 221, 230, 238, 246, 270, 283, 292, 300, 308, 332, 347, 356, 364, 372, DI•1–DI•30; 6: 18, 31, 40, 48, 56, 80, 93, 102, 110, 118, 142, 155, 164, 172, 180, 204, 219, 228, 236, 244, 268, 281, 290, 306, 330, 345, 354, 362, 370, DI•1–DI•30

As each selection (Decodable Reader, Kindergarten Reader, Phonics Story, Trade Book, Big Book) is introduced, instruction and routines are provided to help children set a purpose for reading and make predictions about the selection. The purpose is then reviewed after completing the selection and the predictions are reviewed and adjusted to fit the selection content.


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Writing StandardsCollege and Career Readiness Anchor Standards for Writing

The Common Core State Standards for Writing on the following pages define what students should understand and be able to do in Kindergarten. The CCSS Writing Standards build across the grades toward the College and Career Readiness Anchor Standards in the Writing domain, given below.

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility

and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and

research.

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


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Writing StandardsCommon Core State Standards Teacher’s Notes: Meeting the Common Core State Standards


Text Types and Purposes

Writing 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e .g ., My favorite book is . . .) .

TE 1: 209; 2: 32, 121, 156, 282; 3: 121; 4: 32, 123

The lessons focus on stating opinions related to specific books or selections. In addition, many of the writing activities ask children to express opinions as they tell about things they see, do, or use. The Literacy Center for each week also has a writing activity that provides a wide variety of additional writing projects.

Writing 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic .

TE 1: 43, 224, 241, 251, 273, 313, 335, 375; 2: 59, 94, 205, 344; 3: 59, 81, 156, 280, 307, 369; 4: 59, 271, 293, 333; 5: 105, 145, 158, 271, 284, 333, 348, 375; 6: 19, 32, 59, 156, 183, 282, 299, 346, 355, 363

These writing sections in the five-day lesson plans in the Teacher’s Edition focus on writing a variety of informative and explanatory texts. Children are asked to think about a topic and to supply relevant facts about the topic. This information can come from background knowledge, the selection itself, or additional research. The Literacy Center for each week also has a writing activity that provides a wide variety of additional writing projects.

Writing 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened .

TE 1: 187; 2: 19, 220, 353; 3: 218, 289, 329, 342; 4: 81, 96, 158, 222, 231, 249, 284, 375; 5: 311; 6: 94, 121, 220, 237, 331

Children are encouraged to write about themselves, their families, and their responses to literature. Each week brings more information about the writing process, including use of description, sequence, and the understanding of story elements. The Literacy Center for each week also has a writing activity that provides a wide variety of additional writing projects.

Production and Distribution of Writing

Writing 4. (Begins in Grade 3) N/A

Writing 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed .

TE 1: 19, 83, 145, 209, 273, 335; 2: 19, 81, 143, 205, 269, 331; 3: 19, 81, 143, 205, 267, 329; 4: 19, 81, 145, 207, 271, 333; 5: 19, 81, 145, 207, 271, 333; 6: 19, 81, 143, 205, 269, 331

Each unit’s writing activity includes a revising activity tailored to the type of writing children are completing for that unit. On these pages, children are guided to consider ways, including adding details, that might improve their writing by revising and editing their writing project.


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Writing 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers .

Digital tools are used in every lesson as children work with the Songs and Rhymes Charts and other lesson animations. For the writing activities, children concentrate on sentences and short selections that are done on paper. Any of the lessons could also be done on computers if such resources and teaching time are available. In every week, Days 1 through 5 have children creating some form of writing. Each of these activities from drafting, revising, editing, and publishing could be completed on computers. See the following pages for the lesson structure for the first week in Unit 2 and all the other weeks in Units 2 through 6:

page 19 Let’s Write Connect to Grammar

page 32 Let’s Write Respond to Literature

page 41 Let’s Write Connect to Phonics

page 49 Let’s Write Connect to Phonics

page 59 Let’s Write This Week We...

Writing 7. Participate in shared research and writing projects (e .g ., explore a number of books by a favorite author and express opinions about them) .

For each week in the Teacher’s Edition, the Writing activity for Day 5 is called This Week We... In this section, the instructional activities ask children to further explore the concept question for that week. They compare and contrast information about the books and charts they used in the lesson. Children are asked to pick a favorite and tell why or add other information about the topic.

TE 1: 61, 123, 187, 251, 313, 375; 2: 59, 121, 183, 247, 309, 371; 3: 59, 121, 183, 245, 307, 369; 4: 59, 123, 185, 249, 311, 375; 5: 59, 123, 185, 249, 311, 375; 6: 59, 121, 183, 247, 309, 373

Other research and writing projects can be found on these pages:

TE 1: 125, 150, 162, 189; 2: 311; 3: 61, 247, 309; 4: 187; 5: 251; 6: 123, 249, 311, 348, 375

Research to Build Knowledge

Writing 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question .

TE 1: 61, 123, 187, 251, 313, 375; 2: 59, 121, 183, 247, 309, 371; 3: 59, 121, 183, 245, 307, 369; 4: 59, 123, 185, 249, 311, 375; 5: 59, 123, 185, 249, 311, 375; 6: 59, 121, 183, 247, 309, 373

This skill is an integral part of the instruction contained in unit writing activity. Children are asked to gather information from various classroom resources, including the selection, to complete the writing activity.


Range of Writing



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Speaking and Listening StandardsCollege and Career Readiness Anchor Standards for Speaking and Listening

The Common Core State Standards for Speaking and Listening on the following pages define what students should understand and be able to do in Kindergarten. The CCSS Speaking and Listening Standards build across the grades toward the College and Career Readiness Anchor Standards in the Speaking and Listening domain, given below.

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations

with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the

line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


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Speaking and Listening StandardsCommon Core State Standards Teacher’s Notes: Meeting the Common Core State Standards


Comprehension and Collaboration

Speaking/Listening 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups .

Throughout the lessons, children are actively involved in speaking to classmates in whole class and small group activities. Additionally, each day begins with Message Board, Let’s Talk, and Let’s Listen, during which children participate in discussions about Grade K topics and concepts. Classroom activities and school learning content extend into the home environment with the Family Times take-home materials for each week. The Practice Book pages also include Home Activities that children and their families can use to incorporate classroom content into worthwhile and interesting reinforcement and extension activities. See the following representative pages:

PB U1: 7, 9, 19, 24, 27, 29, 30, 39, 40, 44, 47, 49, 54, 57, 59, 60

TE 1: 12–13, 22–23, 37–38, 46–47, 54–55, 76–77, 86–87, 99–100, 108–109, 116–117, 138–139, 148–149, 163–164, 172–173, 180–181, 202–203, 212–213, 227–228, 236–237, 244–245, 266–267, 276–277, 289–290, 298–299, 306–307, 328–329, 338–339, 351–352, 360–361, 368–369

Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e .g ., listening to others and taking turns speaking about the topics and texts under discussion) .

TE 1: 20, 44, 52, 62; 2: 144, 166, 174, 184, 206; 3: 206, 228, 236, 246

Each Speaking and Listening activity in the Teacher’s Edition as well as in the Reader’s and Writer’s Notebook contains reminders of the appropriate behaviors that constitute good speaking and listening.

Speaking/Listening 1.b. Continue a conversation through multiple exchanges .

TE 1: 84, 106, 114, 124, 189, 210, 242, 252, 336, 358, 366, 376; 2: 144, 166, 174, 184, 363, 373; 3: 20, 42, 50, 60, 206, 228, 236, 246; 4: 146, 168, 176, 186, 208, 232, 240, 250, 251; 5: 146, 168, 176, 186; 6: 82, 104, 112, 122, 300, 310

The exchange of ideas in discussions and classroom activities allows many opportunities for children to work and talk with classmates. The rules governing these exchanges are addressed in several lessons in which children are taught the best ways to communicate with others, including taking turns, listening, asking questions, offering ideas, and responding to others’ ideas. In many of the Speaking and Listening activities in which children work with a group, the exchange of ideas and information is extensive.

Speaking/Listening 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood .

TE 1: 84, 106, 114; 3: 330, 352, 353, 360, 370; 4: 233, 241; 5: 20, 42, 50, 60, 107; 6: 270, 292, 332, 356, 364, 374

In the Teacher’s Edition lessons that accompany the Speaking and Listening activities and the selections, children are often asked to use restating and asking/answering questions to confirm their understanding of a selection or concept.

Speaking/Listening 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood .

TE 1: 84, 107, 210; 2: 20, 42, 50, 60, 82, 104, 112, 122, 206, 230, 238, 248, 332, 354, 362, 372; 3: 82, 104, 112, 122; 4: 20, 42, 50, 60, 82, 106, 114, 124, 272, 294, 302, 312; 5: 208, 232, 240, 250, 334, 358, 366, 376; 6: 144, 166, 174, 184

Many of the Speaking and Listening lessons extend the purpose of asking questions from clarifying or confirming what has been read to getting additional information.


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Presentation of Knowledge and Ideas

Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail .

TE 1: 147, 179, 235; 2: 270, 292, 300, 310; 3: 83; 5: 272, 273, 294, 302, 312; 6: 206, 230, 238, 248, 292

In each speaking activity, children are encouraged to tell about people, places, things, and events in ways that will enable their listeners to understand and enjoy what they say. Many of the questions in the guided reading sections ask children to express their ideas and feelings about what they have read or about what they know. This skill is also developed in the Message Board, Let’s Listen, and Let’s Talk sections that begin each day of a lesson plan.

Speaking/Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail .

TE 1: 53; 2: 311; 3: 246, 247, 291; 4: 335; 5: 187

Throughout every day in each week’s instruction, children are asked to create drawings or use other visuals to tell about the content. They are reminded to include as many details as possible to show the concept under study. Activities include everything from drawing pictures to retelling a story to working with social studies concepts to make posters to show cooperation.

Speaking/Listening 6. Speak audibly and express thoughts, feelings, and ideas clearly .

TE 1: 146, 170, 178, 188, 274, 296, 304, 314; 3: 123, 144, 175, 185, 237, 268, 290, 298, 308; 4: 51, 313, 334, 358, 366, 376; 5: 34, 51, 82, 106, 114, 124, 251, 359; 6: 20, 42, 50, 60, 105, 222, 231, 271

Throughout the program, many lessons remind children to use complete sentences and correct verb tenses when speaking. While the main goal of Speaking and Listening activities is to promote participation, demonstrating a command of correct oral expression is also important.


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Language StandardsCollege and Career Readiness Anchor Standards for Language

The Common Core State Standards for Language on the following pages define what students should understand and be able to do in Kindergarten. The CCSS Language Standards build across the grades toward the College and Career Readiness Anchor Standards in the Language domain, given below.

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts,

to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases

by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


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Language StandardsCommon Core State Standards Teacher’s Notes: Meeting the Common Core State Standards

with Scott Foresman Reading Street © 2008Conventions in Writing and Speaking

Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking .

TE 1: 19, 83, 130, 209, 273, 286, 303, 313, 335, 348, 357, 365, 375; 2: 19, 32, 41, 49, 59, 81, 94, 103, 111, 121, 143, 156, 165, 173, 183, 205, 220, 229, 237, 247, 269, 282, 291, 299, 309, 331, 344, 353, 361, 372; 3: 19, 32, 41, 49, 59, 81, 94, 103, 111, 121, 143, 156, 165, 173, 183, 205, 207, 218, 227, 235, 245, 268, 280, 289, 297, 307, 329, 342, 351, 359, 369; 4: 19, 32, 41, 49, 59, 81, 96, 105, 113, 123, 145, 158, 167, 175, 185, 207, 222, 231, 239, 249, 271, 284, 293, 301, 311, 333, 348, 357, 365, 375; 5: 19, 32, 41, 49, 59, 81, 96, 105, 113, 123, 145, 158, 167, 175, 185, 207, 222, 231, 239, 249, 271, 284, 293, 301, 311, 333, 348, 357, 365, 375; 6: 19, 32, 41, 49, 59, 81, 94, 103, 111, 121, 143, 156, 165, 173, 183, 205, 220, 229, 237, 247, 269, 282, 291, 299, 309, 331, 346, 355, 363, 373

Throughout the program, the conventions of grammar and usage are presented in student and teacher materials, which provide ample opportunities to use the conventions in writing and speech. Teacher’s Edition lessons introduce, reinforce, and review conventions for capitalization, punctuation, parts of speech, kinds of nouns, verb tenses, and more.

Language 1.a. Print many upper- and lowercase letters .

TE 1: 18, 82, 105, 144, 169, 208, 272, 295, 334, 357, TR10–TR13; 2: 18, 41, 80, 142, 165, 204, 229, 268, 291, 330, 353, TR10–TR13; 3: 18, 41, 80, 103, 142, 204, 227, 266, 289, 328, 351, TR10–TR13; 4: 18, 41, 80, 105, 144, 167, 206, 231, 270, 293, 332, 357, TR10–TR13; 5: 18, 41, 80, 105, 144, 167, 206, 231, 270, 293, 301, 332, 357, TR10–TR13; 6: 18, 41, 80, 103, 142, 165, 204, 268, 291, 330, 355, TR10–TR13

The program offers D’Nealian and Ball-and-Stick models of uppercase and lowercase letters. Children trace and write the letters in rows and then in context of words. The handwriting notes on the handwriting lessons in the Teacher’s Edition offer handwriting tips for letter formation, left-to-right progression, proper paper position, and proper body position.

Language 1.b. Use frequently occurring nouns and verbs .

PB U1: 50, 60; U3: 10, 20; U5: 40, 50, 60

Nouns TE 1: 273, 275, 286, 288, 303, 313, 315, 335, 348, 357, 365, 375; 2: 41; 5: 207, 222, 239, 249, 271, 284, 293, 301, 311, 357

Verbs TE 3: 19, 21, 32, 34, 49, 51, 59, 81, 94, 96, 103, 105, 111, 121, 165; 5: 333, 348, 350, 365, 367, 375; 6: 41

The program scaffolds instruction by first defining and providing examples of nouns followed by instruction with verbs. The program then helps children recognize nouns and verbs in context, use them to complete sentence frames, and construct their own oral and written sentences that have subject-verb agreement.

Language 1.c. Form regular plural nouns orally by adding /s/ or /es/ (e .g ., dog, dogs; wish, wishes) .

PB U2: 10

TE 2: 19, 21, 32, 34, 49, 51, 59, 103, 105

The program scaffolds instruction by first defining and providing examples of singular and plural nouns. The program then helps children recognize nouns in context, use them to complete sentence frames, and construct their own oral and written sentences that have subject-verb agreement.


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Language 1.d. Understand and use question words (interrogatives) (e .g ., who, what, where, when, why, how) .

PB U5: 10, 20; U6: 40

TE 3: 353; 5: 19, 32, 49, 59, 81, 96, 105, 107, 113, 123, 167; 6: 205, 207, 220, 237, 247

The program provides explicit lessons in declarative, interrogatory, exclamatory, and imperative sentences. It includes Teacher’s Edition lessons that focus on the types of sentences. Children learn the purpose, structure, and punctuation of the sentences and produce both written and oral examples of the sentence types.

Language 1.e. Use the most frequently occurring prepositions (e .g ., to, from, in, out, on, off, for, of, by, with) .

Throughout the program, children understand and use common prepositions as they read them in selections and include them in their own writing. When children encounter prepositions in their reading, help them identify the kind of relationship the preposition identifies, such as time relationships with the prepositions before, after, at, and in, and location relationships with the prepositions in, to, on, and under.

Use the poem on the Sing with Me Poster and introduce the concept. Then help children identify the prepositions in the sentences in other similar posters.

TE 2: 13 (Poster 7B) in, to, of, with; 137 (Poster 9B) in, with

Language 1.f. Produce and expand complete sentences in shared language activities .

PB U3: 50, 60; U4: 10, 20, 30, 40; U6: 30, 60

TE 3: 267, 269, 280, 297, 307, 329, 342, 351, 359, 361, 369; 4: 19, 21, 32, 41, 49, 59, 81, 83, 96, 105, 113, 115, 123, 145, 147, 158, 167, 169, 175, 207, 222, 224, 231, 233, 239, 241, 249, 271, 284, 293, 301, 311, 357; 6: 143, 145, 156, 173, 183, 229, 331, 333, 346, 357, 363, 373

Subjects and predicates are the focus of Conventions lessons throughout the program. In the lessons, sentences are first introduced and defined, and then lessons focus on using sentence frames to extend children’s mastering of sentence structure.

Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing .

PB U2: 20; U4: 50, 60

TE 1: 81, 83, 94, 96, 111, 121, 165, 167; 3: 267, 269, 280, 307, 329, 343, 359, 361, 369; 4: 233, 271, 284, 293, 301, 311, 333, 348, 350, 357, 365, 375; 5: 41; 6: 143

At this level, initial instruction in the Teacher’s Edition helps children master the basic conventions. See Language Standard 2.d. for additional spelling instruction.

Language 2.a. Capitalize the first word in a sentence and the pronoun I .

PB U4: 50, 60

TE 3: 267, 269, 280, 307, 329, 343, 359, 361, 369; 4: 271, 284, 301, 311, 333, 348, 350, 365, 375; 5: 41; 6: 143

A number of Teacher’s Edition Grammar lessons introduce, reinforce, and review the capitalization of the first word in a sentence and the pronoun I.


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Language 2.b. Recognize and name end punctuation .

PB U4: 50

TE 3: 367, 269, 280, 307, 329, 343, 359, 361, 369; 4: 233, 271, 284, 293, 301, 311, 357; 6: 143

The program provides lessons in use of end punctuation in declarative, interrogatory, exclamatory, and imperative sentences. It includes Teacher’s Edition Grammar lessons that focus on the use of end punctuation. In addition, proofreading tips in the writing strand often remind children to check that they have used correct end punctuation.

Language 2.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes) .

TE 1: 292, 301; 2: 93, 101, 109, 155, 163, 203, 219, 227, 266, 281, 289, 297, 329, 343, 351, 359; 3: 31, 39, 93, 101, 109, 155, 163, 217, 225, 233, 279, 287, 341, 349, 357; 4: 31, 39, 47, 95, 103, 111, 221, 229, 237, 269, 283, 291, 299, 347, 355, 363; 5: 31, 38, 47, 95, 103, 111, 157, 165, 221, 229, 283, 291, 299, 347, 355, 363; 6: 31, 39, 47, 101, 155, 171, 203, 219, 227, 235, 281, 345, 353, 361

In all the phonological awareness activities, children associate the spoken sounds in words with the letters that represent the sounds. There are many practice techniques used in the program to help children master this skill.

Language 2.d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships .

TE 2: 31, 49, 93, 111, 155, 173, 219, 237, 281, 299, 343, 361; 3: 31, 49, 93, 111, 155, 173, 217, 235, 279, 297, 341, 359; 4: 31, 49, 95, 113, 157, 175, 221, 239, 283, 301, 347, 365; 5: 31, 49, 95, 113, 157, 175, 221, 239, 283, 347, 365; 6: 31, 49, 93, 100, 111, 113, 155, 162, 173, 219, 226, 237, 288, 299, 363, 365

Phonetic patterns and spelling patterns are presented in each lesson. These patterns provide the basis for decoding unfamiliar words.

Language 3. (Begins in Grade 3) N/A

Vocabulary Acquisition and Use

Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content .

Word meanings are introduced in the Oral Vocabulary of Amazing Words, High-Frequency words used in the Decodable Readers, Vocabulary words with pictures in the ELL Posters that provide images that children can identify. See the following representative pages for Unit 1:

TE 1: 13, 23, 38, 47, 55, 77, 87, 100, 109, 117, 139, 149, 164, 173, 181, 203, 213, 228, 237, 245, 267, 277, 290, 307, 329, 338, 353, 361, 369


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Language 4.a. Identify new meanings for familiar words and apply them accurately (e .g ., knowing duck is a bird and learning the verb to duck) .

The program contains many multiple-meaning words that are used in the selections. These words can be used as a springboard for instruction. Use and adapt the following activities to foster the development of this skill:

• Display The Little School Bus for Unit 1, pp. 26–27. Say: I can see the hands on the clock. I used the word hands. It means “the moving part of a clock that shows the time.” Look at the teacher. I see her hands. What does the word hands mean now? Help children conclude that they are part of the body at the end of the arms. Continue with these items on pp. 24–25: lock on a door/lock of hair, left side of the page/left the bus, bark of a tree/bark of a dog, coat as a jacket/coat as a layer of paint.

• Continue with other words as stories are read:

Fix-It Duck duck (as an animal)/(to bend down)

saw (a tool)/(looked at something)

paper (something to read)/(something to write on)

Language 4.b. Use the most frequently occurring inflections and affixes (e .g ., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word .

PB U3: 30, 40; U6: 10

TE 3: 143, 145, 156, 173, 183, 205, 207, 218, 227, 235, 245, 297; 6: 19, 21, 32, 49, 51, 59, 103

Teacher’s Edition vocabulary prompts offer Word Reading questions with the reading selections to help children decode and derive the meanings of words by looking at their word parts. Use the following instruction to help children focus on common affixes.

• Display the Big Book The Little School Bus. Point to the word comes in the first sentence on p. 3. Write the word come on the board and have children read the word. Then ask them to tell what was added to the word to form the word comes. Continue with wearing and riding on p. 4, fuzzy on p. 10, hairy on p. 14, and wiggly and squirmy on p. 18.

• Repeat this procedure as other selections in the program are read.

Language 5. With guidance and support from adults, explore word relationships and nuances in word meanings .

Word meanings are explored by concept, ideas, function, and structure. See the following representative pages for Unit 1:

TE 1: 13, 23, 38, 47, 55, 77, 87, 100, 109, 117, 139, 149, 164, 173, 181, 203, 213, 228, 237, 245, 267, 277, 290, 307, 329, 338, 353, 361, 369

Language 5.a. Sort common objects into categories (e .g ., shapes, foods) to gain a sense of the concepts the categories represent .

TE 1: 205, 211, 214, 226, 229, 238, 243, 246, 250, 331, 336, 337, 340, 350, 353, 362, 370, 374, DI•34, DI•36; 2: 37, 287, 293; 4: 267, 276, 281, 289, 295, 298, 306, 310, DI•35; 6: 375

The Classify and Categorize exercises help children group things to identify likenesses and differences between objects, places, ideas, and concepts.

Language 5.b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) .

Beginning with the selection Plaidypus Lost in Unit 1, children work with the concepts of opposites. The words lost and found are the key elements of the story. The questions remind children that Plaidypus is lost and then is found. The lesson for that selection deals with using other opposites: fast/slow, stop/go. For specific lessons, see the following pages:

PB U2: 50, 60

TE 2: 269, 271, 282, 299, 309, 353


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Language 5.c. Identify real-life connections between words and their use (e .g ., note places at school that are colorful) .

Each selection lesson plan contains a Calendar and Message Board activity to connect children to vocabulary with real-life experiences. That vocabulary development is extended to the Let’s Talk, Let’s Sing, and the Amazing Words. The words are presented in a variety of contexts and then used by children in the daily activities to help them connect the meanings of the words with their own lives. Representative pages for Unit 1 are listed:

TE 1: 12–13, 22–23, 37–38, 46–47, 54–55, 76–77, 86–87, 99–100, 108–109, 116–117, 138–139, 148–149, 163–164, 172–173, 180–181, 202–203, 212–213, 227–228, 236–237, 244–245, 266–267, 276–277, 289–290, 306–307, 328–329, 337–338, 352–353, 360–361, 368–369

Language 5.d. Distinguish shades of meaning among verbs describing the same general action (e .g ., walk, march, strut, prance) by acting out the meanings .

TE 3: 19, 21, 32, 34, 49, 51, 59, 81, 94, 96, 103, 105, 111, 121, 165; 5: 333, 348, 350, 365, 367, 375; 6: 41

Discussions about verbs are found in the following lessons. Children are encouraged to act out each action verb to distinguish the shades of meaning emphasized among the verbs.

Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts .

The lesson plan for each day contains Amazing Words, which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meanings of the words. Children are encouraged to use the Amazing Words in sentences, and the story vocabulary is discussed in the Teacher’s Edition as the selections are read. See the following epresentative pages for Unit 1:

TE 1: 13, 23, 38, 47, 55, 77, 87, 100, 109, 117, 139, 149, 164, 173, 181, 203, 213, 228, 237, 245, 267, 277, 290, 307, 329, 338, 353, 361, 369


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Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street © 2008

Table of ContentsGrade 1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

College and Career Readiness Anchor Standards for Reading . . . . . . . .3










*© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.


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Meeting the Common Core State Standards with Scott Foresman Reading Street © 2008Grade 1SE = Student Edition; TE = Teacher’s Edition;

KR = Kindergarten Review


The Common Core State Standards for Reading on the following pages define what students should understand and be able to do in Grade 1. The CCSS Reading Standards build across the grades toward the College and Career Readiness Anchor Standards in the Reading domain, given below. (CCSS Reading standards are divided between Literature, Informational Texts, and Foundational Skills.)








6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually



knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and

proficiently.

Student Edition Unit 5


Page 40c

KEYSE: 132 TE: 40c


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Literature 1. Ask and answer questions about key details in a text .

SE 1: 24, 46, 66; 2: 54, 104; 3: 112, 166; 4: 38, 118, 150; 5: 34, 66

TE 1: 16–17, 18–19, 20–21, 22–23, 24a, 46a, 66a; 2: 42–43, 44–45, 46–47, 48–49, 50–51, 52–53, 54a, 104a; 3: 98–99, 100–101, 102–103, 104–105, 106–107, 108–109, 111a, 112a, 166a; 4: 16–17, 18–19, 20–21, 22–23, 24–25, 26–27, 28–29, 30–31, 32–33, 34–35, 37a, 38a, 118a, 150a; 5: 16–17, 18–19, 20–21, 22–23, 24–25, 26–27, 28–29, 30–31, 33a, 34a, 66a

Instruction and practice in this skill are included as children read each selection. Children answer questions about the key details and events in the selection and create their own questions as they monitor and clarify the content of the selection they are reading.

Literature 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson .

SE 1: 24–25, 46–47, 66–67, 108–109; 2: 28–29, 54–55, 104–105; 3: 28–29, 62–63, 86–87; 4: 38–39, 66–67, 118–119; 5: 34–35, 66–67

TE 1: 24a–24b, 46a–46b, 66a–66b, 108a–108b; 2: 28a–28b, 54a–54b, 104a–104b; 3: 28a–28b, 62a–62b, 86a–86b; 4: 38a–38b, 66a–66b, 118a–118b; 5: 34a–34b, 66a–66b

The Retelling Cards are shown on the Reader Response pages at the end of every selection in the Student Edition. These cards can be used to help children retell the selection, including the central message or main ideas, presenting this information in the sequence found in the selection. Children can add to and interpret the events as they retell the story in their own words, verifying their understanding of the content. The Teacher’s Edition instruction for the Reader Response pages provides suggestions to apply and assess retelling skills.

Literature 3. Describe characters, settings, and major events in a story, using key details .

TE 1: 16–17, 18–19, 20–21, 36–37, 38–39, 40–41, 42–43, 58–59, 60–61; 2: 20–21, 22–23, 24–25, 26–27, 44–45, 98–99; 3: 16–17, 20–21, 42–43, 44–45, 46–47, 50–51, 56–57, 58–59, 60–61, 100–101, 111a; 4: 18–19, 22–23, 24–25, 30–31, 50–51, 52–53, 60–61, 62–63, 114–115, 164–165, 166–167, 170–171, 172–173, 174–175, 176–177, 179a; 5: 16–17, 22–23, 24–25, 58–59

The questions in the Skills in Context, Strategies in Context, and Guiding Comprehension pages in the Teacher’s Edition focus on a variety of comprehension skills related to the selection content. Each question is identified by skill, and many questions focus on the story elements of characters, settings, and plots (events). As children respond to the questions, they extend their understanding of these elements as well as interpret the action and events of the selection.

Craft and Structure

Literature 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses .

SE 1: 41, 102–103; 3: 57, 74–75, 80–81; 4: 32–33, 34, 174, 177; 5: 58, 64–65

TE 1: 40–41, 102–103, WA2; 3: 56–57, 74–75, 80–81, 87b, 87c; 4: 32–33, 34–35, 67b, 174–175, 176–177; 5: 58–59, 64–65, 67b

As each Student Edition selection is read, children explore the feelings of the characters through the questions in the accompanying Teacher’s Edition lesson plan. They also learn to recognize sensory words and phrases and the important role these details play in stories and poems.


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Literature 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types .

SE 1: 13, 33, 55; 2: 13, 87; 3: 13, 95; 4: 13, 47, 129; 5: 13, 47

TE 1: 12b, 14b, 14–15, 32b, 34b, 34–35; 2: 12b, 14b, 14–15, 86b, 88–89; 3: 14b, 14–15, 96b, 96–97; 4: 14b, 14–15, 48b, 48–49, 130–131; 5: 14–15, 48–49

The Teacher’s Edition includes Share Literature sections that introduce many different text types (e.g., stories, poems). These lessons are supported by instructional discussions to help children identify the characteristics that distinguish the various categories of texts. In addition, each main selection is paired with another selection. As part of the strategies for reading the selections, the Teacher’s Edition provides information about the selection genres and their features. See, for example, TE 4: 40–41, 48–49, 68–69.

Literature 6. Identify who is telling the story at various points in a text .

TE 2: 96–97; 4: 60–61, 104–105; 5: 28–29

To further reinforce and support the standard, extend the genre study included for each selection by asking children to identify the speaker(s) in the selection. Begin the lesson by helping children identify speakers through speech tags.

• Use the selection Frog and Toad Together on SE 3: 96–111 to identify the speakers in a story. Select two children to be Frog and Toad. Have another child read the narration while Frog and Toad read the dialogue. Discuss with children how the characters relate to one another.

• The selection on SE 5: 36–41 can be used to identify the speaker in a fable.

Extend the discussion of speakers to poems. The narrator of a poem is the speaker. The speaker may be the poet, or person who wrote the poem. The speaker may be a character who takes part in the action of the poem or a character who stands outside the poem. The speaker may be a person, an animal, an object, or an idea.

• Use the poems on SE 3: 168–171 and help children identify the speakers of the poems. Ask children to identify the speaker in the first poem. Help them conclude that it is the girl shown in the picture. Then have them identify the speakers in the other poems—“Tommy” and “Where Do Fish Go in Winter?”


Literature 7. Use illustrations and details in a story to describe its characters, setting, or events .

SE 1: 24, 66; 3: 62, 112; 4: 150; 5: 34, 66

TE 1: 16–17, 24a, 66a, 104–105; 2: 22–23, 90–91; 3: 42–43, 50–51, 58–59, 62a, 100–101, 112a; 4: 60–61, 114–115, 134–135, 150a; 5: 24–25, 34a, 58–59, 66a

Throughout the program children consult both the visuals and the text in each selection to locate and interpret information about characters, events, and settings.


Literature 9. Compare and contrast the adventures and experiences of characters in stories .

TE 3: 46–47, 52–53, 78–79, 100–101, 108–109, 179a; 4: 166–167; 5: 22–23

The program contains opportunities in the reading questions for the children to tell how the adventures and experiences of the characters are alike and different.


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Literature 10. With prompting and support, read prose and poetry of appropriate complexity for grade 1 .

Each selection contains opportunities for children to read proficiently and fluently beginning at Unit 1. See the following representative pages for fiction and poetry selections:

SE 1: 14–23; 3: 150–165, 168–171; 5: 48–65

Fluency lessons, activities, and assessments focus on accuracy, rate, phrasing, automaticity, and expression/intonation. Each subskill is applied to appropriate selections in a variety of reading activities. See, for example, TE 3: 144g, 146f, 167a, 168e, 171a, 172d, 172e. Additionally, the Differentiated Instruction (DI) pages in the Teacher’s Edition continue skill development as children read the ELL Readers; Concept Literacy Readers; and the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow each selection. See TE 1 DI•16–DI•23 for examples of the Readers for the first selection in Unit 1.


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with Scott Foresman Reading Street © 2008Key Ideas and Details

Informational Text 1. Ask and answer questions about key details in a text .

SE 1: 88, 128; 2: 78, 130; 3: 138; 5: 132

TE 1: 80–81, 82–83, 88a, 120–121, 122–123, 128a; 2: 70–71, 72–73, 78a, 118–119, 120–121, 130a; 3: 132–133, 134–135, 138a; 5: 116–117, 118–119, 132a

Instruction and practice in this skill are included as children read each selection. Children answer questions about the key information and events in the selection and create their own questions as they monitor and clarify the content of the selection they are reading.

Informational Text 2. Identify the main topic and retell key details of a text .

SE 1: 88; 6: 132

TE 1: 75a, 86–87, 88a; 2: 74–75; 3: 134–135; 5: 84–85, 86–87, 88–89, 111a, 116–117, 120–121, 122–123, 132a

Identifying the main topic or idea and the supporting details is a key comprehension skill presented throughout the lessons. The questions in the lessons focus on helping children organize the information so that they can recognize the main idea and also identify the details that support the main idea. Additional practice can be found in the listening comprehension activities for each selection.

Informational Text 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text .

SE 2: 158; 5: 102

TE 1: 84–85; 2: 72–73, 128–129, 139a, 142g, 150–151, 157a, 158a; 3: 126–127, 137a; 5: 84–85, 90–91, 102a, 124–125, 128–129

The Guiding Comprehension, Skills in Context, and Think and Share sections include compare and contrast questions that ask children to make connections between two key events or ideas in the text. Compare and Contrast lessons also provide instruction, practice, and application of these key skills.

Craft and Structure

Informational Text 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text .

Each selection lesson plan contains Amazing Words, which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meanings of the words. Selection words from the informational articles are introduced on Vocabulary pages. See the following representative pages for Unit 1:

TE 1: 74m, 76b, 78b, 78f, 89b, 90b, 92b, 114m, 116b, 118b, 130b, 132b

Informational Text 5. Know and use various text features (e .g ., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text .

TE 1: 12b, 68–71, 76b, 78–79, 93a, 116b; 2: 12b, 35a, 38b, 40b, 66b, 68b, 83a, 111a, 137a, 163a; 3: 35a, 67a, 91a, 117a, 143a, 173a; 4: 43a, 71a, 97a, 125a, 155a, 187a; 5: 43a, 75a, 109a, 112b, 114b, 139a, 142b, 160–161, 164a, 169a, 203a

Both the Share Literature and Research/Study Skills activities help children learn how to read headings, captions, labels, and diagrams in order to interpret and navigate a selection. The Research/Study Skills activities also explain alphabetical order, entry words, e-mails, e-newsletters, electronic learning tools, and definitions so children understand how to use these tools to locate important information.


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Informational Text 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text .

TE 1: 68–71, 93a, 116b; 2: 163a; 3: 91a, 117a, 173a; 4: 71a, 97a; 5: 109a, 142b, 160–161, 164a

Throughout the program children are encouraged to look for information in the visuals and to combine the information they find to better understand and interpret each selection.


Informational Text 7. Use the illustrations and details in a text to describe its key ideas .

SE 1: 88; 5: 132

TE 1: 78g, 86–87, 88a; 2: 74–75; 5: 114g, 116–117, 122–123, 126–127, 132a, 158–159

Throughout the program children are encouraged to look for key ideas in both the text and visuals of a selection.

Informational Text 8. Identify the reasons an author gives to support points in a text .

SE 1: 129; 2: 78, 79, 130; 3: 139; 4: 90, 91; 5: 133, 165

TE 2: 68g, 76–77, 78a, 116g, 124–125, 128–129, 130a; 4: 76g, 84–85, 90a

Questions in both the Student Edition and the Teacher’s Edition prompt children to recognize the author’s purpose in selections. The skill is also developed as children discuss the author on the “Meet the Author” page at the end of each selection.

Informational Text 9. Identify basic similarities in and differences between two texts on the same topic (e .g ., in illustrations, descriptions, or procedures) .

TE 1: 91a, 131a; 2: 81a, 134–135, 161a; 3: 141a; 4: 94–95; 5: 136–137, 167a

The Student Edition includes Reading Across Texts questions, which offer children opportunities to compare and contrast two texts that have similarities and differences.


Informational Text 10. With prompting and support, read informational texts appropriately complex for grade 1 .

Each nonfiction selection contains several opportunities for children to read proficiently and fluently beginning at Unit 1. See the following representative selections:

SE 1: 78–87; 2: 116–129; 4: 76–89

Fluency lessons, activities, and assessments focus on accuracy, rate, phrasing, automaticity, and expression/intonation. Each subskill is applied to appropriate selections in a variety of independent reading activities. See, for example, TE 2: 64p, 64q, 66f, 79a, 81b, 114f, 131a, 135a.


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Print Concepts

Foundational Skills 1. Demonstrate understanding of the organization and basic features of print .

TE 1: 12b, 68–71, 76b, 93a, 116b; 2: 12b, 35a, 38b, 40b, 66b, 68b, 83a, 111a, 137a, 163a; 3: 35a, 67a, 91a, 117a, 143a, 173a; 4: 43a, 71a, 97a, 125a, 155a, 187a; 5: 43a, 75a, 109a, 112b, 114b, 139a, 142b, 160–161, 164a, 169a, 203a

Throughout every lesson in the program, children are encouraged to look for information in the text and in the visuals and to combine the information they find to better understand and interpret each selection.

Foundational Skills 1.a. Recognize the distinguishing features of a sentence (e .g ., first word, capitalization, ending punctuation) .

SE 1: 29, 51, 73, 113, 133; 2: 109

TE 1: 11d, 13b, 25d, 27d, 28–29, 31d, 33b, 47d, 49d, 50–51, 53d, 55b, 67d, 71c, 72–73, 95d, 97b, 109d, 111d, 112–113, 115d, 117b, 129d, 131d, 132–133; 5: 77d, 79b, 103d, 107c, 108–109

The program includes Teacher’s Edition lessons that focus on the types of sentences. In the lessons, sentences are first introduced and defined and then sentence frames are used to extend children’s mastering of sentence structure. Children learn the purpose, structure, capitalization, and punctuation of the sentences and produce both written and oral examples of the sentence types.


Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes) .

Beginning with phonemic awareness activities, children regularly listen to and say words to understand how the sounds blend together to form words. Eventually, they learn the letters that stand for these sounds to master the decoding process. See the following representative pages for the first week of Unit 1:

TE 1: 10m, 10n, 10o, 10q, 12b, 12c, 12d, 12e, 12f, 14c, 14d, 26b, 26c, 26d

Foundational Skills 2.a. Distinguish long from short vowel sounds in spoken single-syllable words .

TE 1: 10n–10o, 14c–14d, 30n–30o, 34c–34d, 52n–52o, 56c–56d, 94n–94o, 98c–98d, 114n–114o, 118c–118d; 2: 30c–30d, 84n–84o, 88c–88d, 112n–112o, 116c–116d, 132c–132d, 138n–138o; 3: 12c–12d, 64c–64d; 4: 10n–10o, 14c–14d, 44n–44o, 48c–48d, 72n–72o, 98n–98o; 5: 142c–142d, 144c–144d, 172c–172d, 198c–198d

A variety of listening and speaking activities help children learn the differences between the short and long vowel sounds in one-syllable words. These activities form the basis for the eventual learning of the spelling patterns for both the short and long vowel sounds.

Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends .

TE 1: 14b, 34b, 56b, 78b, 98b, 118b; 2: 14b, 40b, 68b, 88b, 116b, 142b; 3: 14b, 96b, 148b; 4: 100b, 158b; 5: 142b

Phonemic Awareness lessons focus on blending phonemes to make words. Listening for sounds in orally produced words is followed by blending those individual sounds to create words.

Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words .

TE 1: 12b, 26b, 48b, 54b, 68b, 74m, 90b, 96b, 116b; 3: 120b; 4: 10m, 72m, 98m, 128b; 5: 12b, 76m, 110m

The program has a wealth of lessons that focus on blending phonemes to make words. Listening for initial sounds in words is followed by listening for medial and final sounds so that children become accustomed to listening for the locations of sounds in words. As the auditory skills are mastered, the program advances to the decoding skills of matching sounds and letters.


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Foundational Skills 2.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes) .

TE 1: 10m, 14b, 30m, 34b, 52m, 56b, 76b, 78b, 94m, 118b; 2: 14b, 38b, 40b, 68b, 86b, 88b, 116b, 142b; 3: 14b, 38b, 92m, 96b, 148b; 4: 100b, 158b; 5: 44m, 142b

These lessons address the concept of segmenting words into individual sounds. Children hear a word and then divide the word into the individual sounds that make up the word. In lessons in which children blend the sounds to form a word, they are often asked to also segment the word. Both exercises are used to help children master the decoding process.



Every lesson provides skill practice with decoding words. These focus on phonics and word analysis skills. This carefully structured Teacher’s Edition instruction helps children learn to decode the words independently and then apply those skills as they read the selection. This organization is found in all units. See the following representative pages for Unit 1:

TE 1: 10n, 10q, 12c, 12f, 14c, 26d, 30n, 30q, 32c, 32f, 34c, 52n, 52q, 54c, 54f, 56c, 74n, 74q, 76c, 76f, 78c, 90c, 94n, 94q, 96c, 96f, 98c, 114n, 114q, 116c, 116f, 118c

Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs .

TE 2: 10n–10o, 14c–14d, 66c–66d, 68c–68d, 106c–106d; 3: 36n–36o, 40c–40d, 88c–88d, 146c–146d, 148c–148d; 4: 100c–100d, 102c–102d, 152c–152d

These lessons focus on consonant digraphs. Children are taught that the two letters stand for a single sound. They will also be taught to distinguish these patterns from common consonant blends.

Foundational Skills 3.b. Decode regularly spelled one-syllable words

Beginning in Unit 1, children decode words using the sounds they have been previously taught. From that beginning, children go on to apply the skills to decode words with more complex vowel and consonant sounds. A consistent and systematic presentation is used to help children master this important skill. See the following representative pages for Unit 1:

TE 1: 10n, 10q, 12c, 12f, 14c, 30n, 30q, 32c, 32f, 34c, 52n, 52q, 54c, 54f, 56c, 74n, 74q, 76c, 76f, 78c, 90c, 94n, 94q, 96c, 96f, 98c, 114n, 114q, 116c, 116f, 118c

Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds .

TE 2: 36n–36o, 36q, 40c, 64n–64o, 82c, 82e, 84n–84o, 84q, 110c, 110e, 112n–112o, 112q, 116c, 136c, 160c; 4: 10n–10o, 10q, 14c–14d, 44n–44o, 48c–48d, 68c, 72n–72o, 92c–92d, 98n–98o, 102c–102d, 120c–120d, 152c–152d, 182c–182d

The program provides instruction on all of the major long vowel patterns and then proceeds to some of the less common vowel patterns. Each pattern is introduced and then is practiced in the lesson activities. Children learn the pattern and decode words in isolation as well as in context.

Foundational Skills 3.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word .

TE 1: 110b; 2: 140b, 142b; 3: 38b, 92m; 4: 46b, 126m, 156m; 5: 112b

The lessons that specifically call attention to this topic are listed. The skill is also included in many of the general syllabication lessons. Children learn that each word or syllable has a vowel sound.


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Foundational Skills 3.e. Decode two-syllable words following basic patterns by breaking the words into syllables .

TE 3: 38b, 38c–38d, 40c–40d; 4: 46b, 46c–46d, 126m, 126n–126o, 126q, 156m; 5: 112b, 170m

The lessons present the common patterns used in two-syllable words to help children divide a word into syllables. They apply their skills as they decode each syllable, combine the syllables, and identify the word.

Foundational Skills 3.f. Read words with inflectional endings .

TE 1: 74n–74o, 76c–76d, 78c–78d, 110c–110d; 3: 92n–92o, 96c–96d, 140c–140d; 4: 46c–46d, 48c–48d, 92c–92d; 5: 78c–78d, 80c–80d

The Teacher’s Edition pages present structural analysis skills. Children learn to recognize endings and how to decode a word with an ending. Later lessons include spelling changes in base words when endings are added.

Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words .

Every selection begins with introductory pages for skill practice with decoding words. These pages focus on recognizing and reading high-frequency words, many of which are irregularly spelled words, and using word analysis skills. This carefully structured Student Edition practice and Teacher’s Edition instruction help children learn to read the words independently and then apply those skills as they read the selection. This organization is found in all units. See the following representative pages for Unit 1:

SE 1: 12–13, 32–33, 54–55, 76–77, 96–97, 116–117

TE 1: 10n, 10q, 12c, 12f, 12–13, 14c, 30n, 30q, 32c, 32f, 32–33, 34c, 52n, 52q, 54c, 54f, 54–55, 56c, 74n, 74q, 76c, 76f, 76–77, 78c, 90c, 94n, 94q, 96c, 96f, 98c, 96–97, 114n, 114q, 116c, 116f, 116–117, 118c

Fluency

Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension .

The program includes a carefully structured sequence that deals with all aspects of fluency. Lessons work with accuracy and rate. The following lists the references in Unit 1 through Unit 3 as examples. Unit 4 and Unit 5 include similar instruction.

Accuracy:

TE 1: 25a, 27b, 47a, 49b; 2: 29a, 33a, 105a, 109a; 3: 29a, 33a

Rate:

TE 1: 67a, 71a, 89a, 91b; 2: 29a, 33a, 105a, 109a; 3: 29a, 33a

Foundational Skills 4.a. Read on-level text with purpose and understanding .

Each selection in the Student Edition and the accompanying Teacher’s Edition pages help children preview and predict and then set a purpose for reading the selection. This organization is found in all units. See the following representative pages for Unit 1:

SE 1: 14–23, 34–45, 56–65, 78–87, 98–107, 118–127

TE 1: 14–15, 16–17, 18–19, 20–21, 22–23, 34–35, 36–37, 38–39, 40–41, 42–43, 44–45, 56–57, 58–59, 60–61, 62–63, 64–65, 78–79, 80–81, 82–83, 84–85, 86–87, 98–99, 100–101, 102–103, 104–105, 106–107, 118–119, 120–121, 122–123, 124–125, 126–127


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Foundational Skills 4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings .

Accuracy and appropriate rate have been listed for previous standards. This extends instruction to include appropriate phrasing, expression, and punctuation.

Appropriate Phrasing:

TE 5: 133a, 137a, 197a, 201a

Punctuation:

TE 1: 109a, 111b, 129a, 131b; 2: 55a, 61a, 79a, 81b, 131a, 135a; 3: 63a, 65b, 87a, 89b, 139a, 141b; 4: 91a, 95a, 151a, 153b

Expression:

TE 3: 113a, 115b, 167a, 171a; 4: 39a, 41b, 119a, 123a; 5: 35a, 41a, 67a, 73a, 165a, 167b

Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary .

SE 1: 24, 128; 2: 54; 3: 86; 4: 38, 90; 5: 102

TE 1: 14g, 22–23, 24a, 26c, 48c, 118g, 120–121, 128a; 2: 40g, 48–49, 54a, 80c; 3: 72g, 76–77, 86a; 4: 14g, 26–27, 38a, 76g, 78–79, 90a, 120c; 5: 80g, 94–95, 102a, 104c

The Monitor and Fix Up strategy in many of the lessons, as well as Context Clues activities, helps children use the context of a selection to check that they have correctly identified and understood words. The strategy also suggests ways, including rereading, that children can use to gain meaning and verify their understanding of the selection.


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The Common Core State Standards for Writing on the following pages define what students should understand and be able to do in Grade 1. The CCSS Writing Standards build across the grades toward the College and Career Readiness Anchor Standards in the Writing domain, given below.








collaborate with others.Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions,



research.Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and



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Writing 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure .

TE 4: WA2–WA9

The Writing and Assessment (WA) pages present a five-stage writing process approach to help children understand, develop, and apply their writing strategies and skills. For example, in Step 1, children read and examine a model, select a topic idea, and fill out a chart to organize their ideas and reasons.

Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure .

TE 1: 13a, 27c, 31c; 2: 39a, 141a, 161c, WA2–WA9; 3: 65c, 121a, WA2–WA9; 4: 157c, 159a; 5: 111c, 137b, WA2–WA9

The writing activities in the Teacher’s Edition focus on writing a variety of informative and explanatory texts. Children are asked to think about a topic and to supply relevant facts about the topic. This information can come from background knowledge, the selection, or additional research. The Writing and Assessment (WA) pages present a five-stage writing process approach to help children understand, develop, and apply their writing strategies and skills.

Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure .

TE 1: 97a, 117a, WA2–WA9; 2: 109b, 115a; 3: 33b, 147a, 171b; 4: 95b, 129a; 5: 41c, 47a

Across the writing activities plans in the Teacher’s Edition, children are guided in planning and writing a variety of narratives. The Writing and Assessment (WA) pages present a five-stage writing process approach to help children understand, develop, and apply their writing strategies and skills.



Writing 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed .

TE 1: WA5; 2: WA5; 3: WA5; 4: WA5; 5: WA5

The Writing and Assessment pages, which follow a five-stage writing process approach, include revising as one of the stages.

Writing 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers .

TE 1: 51a, WA6; 2: WA6; 3: 143a, WA6; 4: 155a, WA6; 5: 169a, WA6

The Writing and Assessment (WA) pages include editing as one of the stages of the five-stage writing process. The Editing lesson features a Tech Talk Online section that offers guidelines and instruction for children using digital tools such as computers to edit and publish their writing. In addition, the Research/Study Skills lessons offer instruction on different types of electronic tools and reference sources, such as how to use a library’s CD-ROMs. Children can then apply these skills while writing.


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Writing 7. Participate in shared research and writing projects (e .g ., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions) .

TE 5: 43a, 73c, 113a, WA2–WA9

The Writing and Assessment (WA) pages for Unit 5 include step-by-step instruction on how to write a Group Research Report. With teacher guidance, children choose their own topics, conduct their own research, and write their reports. Children also conduct shorter research projects for various lessons throughout Unit 5.

Writing 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question .

The Think and Share pages in the Student Edition include a Look Back and Write question. Children must use information from the reading selection to answer this question. The following are representative pages for Unit 1:

SE 1: 24, 46, 66, 88, 108, 128

TE 1: 24a, 46a, 66a, 88a, 108a, 128a

The Writing and Assessment pages also contain writing projects where children must recall information from their own experiences or gather information from library and media sources.

TE 1: WA2–WA9; 3: WA2–WA9; 5: WA2–WA9

Both the Look Back and Write questions and the Writing and Assessment writing projects include teacher support.


Range of Writing



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The Common Core State Standards for Speaking and Listening on the following pages define what students should understand and be able to do in Grade 1. The CCSS Speaking and Listening Standards build across the grades toward the College and Career Readiness Anchor Standards in the Speaking and Listening domain, given below. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations









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with Scott Foresman Reading Street © 2008Comprehension and Collaboration

Speaking/Listening 1. Participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups .

Throughout the lessons, children are actively involved in speaking to classmates in whole class and small group activities. Additionally, each day begins with a Morning Warm-Up! section during which children participate in discussions about grade 1 topics and concepts. Classroom activities and school learning content extend into the home environment with the Family Times take-home materials for each week. Children also engage in classroom discussion during the Wrap Up Your Week! section at the end of every week. See the following representative pages for Unit 1:

SE 1: 24, 46, 66, 88, 108, 128

TE 1: 10i, 10l, 13c, 14a, 24a, 26a, 28a, 29b, 30i, 30l, 32a, 33c, 34a, 46a, 48a, 51b, 52i, 52l, 54a, 55c, 56a, 66a, 68a, 72a, 73b, 74i, 74l, 76a, 77c, 88a, 90a, 92a, 93b, 94i, 94l, 96a, 97c, 98a, 108a, 110a, 112a, 113b, 114l, 116a, 117c, 128a, 130a, 132a, 133b

Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e .g ., listening to others with care, speaking one at a time about the topics and texts under discussion) .

TE 1: 55c, 77c, 97c, 117c; 2: 13c, 39c, 67c, 87c, 115c, 141c; 3: 13c, 39c, 71c, 95c, 121c, 147c; 4: 13c, 47c, 75c, 101c, 129c, 159c; 5: 13c, 47c, 79c, 113c, 143c, 173c

The initial lessons in Teacher’s Edition Unit 1 introduce good speaking and listening rules as well as ways to teach these rules in Speaking and Listening. Each activity in the Teacher’s Edition contains reminders of the appropriate behaviors that constitute good speaking and listening.

Speaking/Listening 1.b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges .

TE 2: 87c; 4: 13c, 47c, 75c, 101c, 159c

The exchange of ideas in discussions and classroom activities allows many opportunities for children to work and talk with classmates. The rules governing these exchanges are addressed in several lessons in which children are taught the best ways to communicate with others, including taking turns, listening, asking questions, offering ideas, and responding to others’ ideas.

Speaking/Listening 1.c. Ask questions to clear up any confusion about the topics and texts under discussion .

TE 1: 22–23, 80–81, 117c, 120–121; 2: 13c, 48–49, 70–71, 87c, 94–95; 3: 76–77; 4: 26–27, 47c, 78–79; 5: 13c, 94–95, 182–183

In many of the Speaking and Listening lessons, asking questions is included as one of the steps in the lesson text. In every activity, children are prompted to ask questions if they do not understand or are confused by anything they read or hear. Asking questions is also an integral part of the Ask Questions and the Monitor and Fix Up strategies in the guided reading sections for the selections. See TE 1: 78g for an example of the Ask Questions strategy and TE 1: 14g for an example of the Monitor and Fix Up strategy.

Speaking/Listening 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media .

TE 1: 22–23, 80–81, 117c, 120–121; 2: 13c, 48–49, 70–71, 87c, 94–95; 3: 76–77; 4: 26–27, 47c, 78–79; 5: 13c, 94–95, 182–183

In the Teacher’s Edition lessons that accompany the selections, children are often asked to use restating and asking/answering questions to confirm their understanding of a selection or concept. In addition, restating and asking/answering questions are parts of the Monitor and Fix Up and Ask Questions strategies. See TE 1: 78g for an example of the Ask Questions strategy and TE 1: 14g for an example of the Monitor and Fix Up strategy.


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Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood .

TE 1: 22–23, 80–81, 117c, 120–121; 2: 13c, 48–49, 70–71, 87c, 94–95; 3: 76–77; 4: 26–27, 47c, 78–79; 5: 13c, 94–95, 182–183

Many of the Speaking and Listening lessons extend the purpose of asking questions from clarifying or confirming what has been read to getting additional information. Asking questions is also an integral part of the Ask Questions and Monitor and Fix Up strategies in the guided reading sections for the selections. See TE 1: 78g for an example of the Ask Questions strategy and TE 1: 14g for an example of the Monitor and Fix Up strategy.


Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly .

SE 1: 24, 46, 108; 2: 104, 130; 3: 28; 4: 118

TE 1: 24a, 46a, 108a; 2: 22–23, 26–27, 52–53, 87c, 115c; 3: 13c, 39c, 78–79, 121c; 4: 101c, 110–111, 118a, 159c; 5: 13c, 47c, 173c

In each speaking activity, children are encouraged to tell about people, places, things, and events in ways that will enable their listeners to understand and enjoy what they say. Many of the questions in the guided reading sections ask children to express their ideas and feelings about what they have read or about what they know.

Speaking/Listening 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings .

TE 2: 115c; 3: 13c

The Speaking and Listening activities in the Teacher’s Edition lessons suggest using visuals to support oral presentations. In addition, teachers can encourage children to use visuals to support oral presentations during Speaking and Listening lessons. Allow time for children to explore a library or the Internet for pictures they can use. Provide support as necessary. Alternatively, you may allow children to use drawings to support their presentations.

Speaking/Listening 6. Produce complete sentences when appropriate to task and situation .

TE 1: 77c; 5: 173c

These lessons remind children to use complete sentences when speaking. While the main goal of listening and speaking activities is to promote participation, demonstrating a command of correct oral expression is also important. In addition, teachers can remind and encourage children to use complete sentences while speaking during appropriate Speaking and Listening lessons.


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The Common Core State Standards for Language on the following pages define what students should understand and be able to do in Grade 1. The CCSS Language Standards build across the grades toward the College and Career Readiness Anchor Standards in the Language domain, given below.











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SE 1: 29, 51, 73, 93, 113, 133; 2: 35, 63, 83, 111, 137, 163; 3: 35, 67, 173; 4: 43, 71, 97, 125, 187; 5: 43, 75, 109, 139, 169, 203

TE 1: 11d, 13b, 25d, 27d, 28–29, 31d, 53d, 67d, 75d, 89d, 95d, 109d, 117b; 2: 11d, 13b, 29d, 33c, 34–35, 55d, 67b, 82–83, 87b, 109c, 131d, 135c, 159d; 3: 11d, 29d, 34–35, 63d, 66–67, 89d, 95b, 113d, 142–143, 145d, 147b, 172–173; 4: 13b, 39d, 41d, 42–43, 47b, 67d, 69d, 75b, 91d, 96–97, 101c, 119d, 124–125, 181d; 5: 13b, 41d, 42–43, 45d, 47b, 67d, 73d, 74–75, 77d, 103d, 108–109, 133d, 137c, 138–139, 141d, 143b, 165d, 202–203

Throughout the program, the conventions of grammar and usage are presented in student and teacher materials, which provide ample opportunities to use the conventions in writing and speech. Student Edition notes and Teacher’s Edition lessons introduce, reinforce, and review conventions for capitalization, punctuation, parts of speech, kinds of nouns, verb tenses, adjectives, kinds of sentences, and more.

Language 1.a. Print all upper- and lowercase letters .

KR: 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 47, 48

TE 1: 11c, 31c, 53c, 75c, 95c, 115c, TR12–TR13; 2: 11c, 37c, 65c, 85c, 113c, 139c, TR12–TR13; 3: 11c, 37c, 69c, 93c, 119c, 145c, TR12–TR13; 4: 11c, 45c, 73c, 99c, 127c, 157c, TR12–TR13; 5: 11c, 45c, 77c, 111c, 141c, 171c, TR12–TR13

The Kindergarten Review offers D’Nealian and Manuscript models of uppercase and lowercase letters. Children trace and write the letters in rows in the Kindergarten Review and then write the letters in context of words during the Shared Writing lesson in the Teacher’s Edition. The Teacher’s Edition also offers hints and tips for handwriting instruction. Tips address letter formation, left-to-right progression, proper paper position, and proper body position.

Language 1.b. Use common, proper, and possessive nouns .

SE 2: 35, 63, 137, 163; 3: 35

TE 2: 11d, 13b, 29d, 33c, 34–35, 37d, 39b, 55d, 61d, 62–63, 113d, 115b, 131d, 135c, 136–137, 139d, 141b, 159d, 161d, 162–163; 3: 11d, 13b, 29d, 33c, 34–35

The program scaffolds instruction by first defining and providing examples of singular, plural, possessive, and proper nouns and verbs. The program then helps children recognize nouns and verbs in context, use them to complete sentence frames, and construct their own oral and written sentences that have subject-verb agreement.

Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e .g ., He hops; We hop) .

TE 1: 11c, 11d, 13b, 25d, 27d, 28–29, 31d, 47d, 50–51, 53c, 55b, 67d, 72–73, 95d, 109d, 112–113, 115c, 115d, 117b, 129d, 132–133; 2: 11d, 29d, 34–35, 139d, 141b, 159d; 3: 11d, 29d, 33c, 34–35, 37d, 39b, 63d, 65d, 66–67, 69d, 71b, 87d, 89d, 90–91; 5: 11d, 13b, 35d, 42–43, 45d

In the program’s Language Arts strand, sentences are defined, their features and structure described, and types of sentences presented. Both the program’s Writing and Grammar lessons offer opportunities for children to apply what they learn to their own writing. These pages provide reminders to use complete sentences and models to help begin preliminary instruction with subject-verb agreement.


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Language 1.d. Use personal, possessive, and indefinite pronouns (e .g ., I, me, my; they, them, their, anyone, everything) .

SE 5: 139, 169, 203

TE 5: 111d, 113b, 133d, 137c, 138–139, 141d, 143b, 165d, 167d, 168–169, 171d, 173b, 197d, 201c, 202–203

Both the Writing and Grammar lessons in the Language Arts strand of Unit 5 introduce, reinforce, and review personal subject and object pronouns. Children use the pronouns in oral and written activities. As children read selections, identify and discuss the use of possessive pronouns. For example, for the selection Frog and Toad Together in SE 3, identify the possessive pronoun his on page 101 and explain that his refers to Toad’s head. Continue in the same way with personal and indefinite pronouns as well as other possessive pronouns in the selections.

Language 1.e. Use verbs to convey a sense of past, present, and future (e .g ., Yesterday I walked home; Today I walk home; Tomorrow I will walk home) .

TE 3: 11d, 13b, 29d, 33c, 34–35, 37d, 39b, 63d, 65d, 66–67, 69d, 71b, 87d, 89d, 90–91, 93d, 95b, 113d, 115d, 116–117, 119d, 121b, 139d, 141d, 142–143

The program carefully scaffolds instruction in verbs to help children understand and use verbs correctly. Unit 3 has Grammar lessons that explicitly introduce, reinforce, and review verbs, first focusing on present tense verbs and then presenting past and future tense. Clue words such as yesterday, tomorrow, and last week help children determine which tense of verbs to use as they complete sentence frames and choose the correct verb tense, and write their own sentences.

Language 1.f. Use frequently occurring adjectives .

SE 4: 43, 71, 97, 125, 155, 187

TE 4: 11d, 13b, 39d, 41d, 42–43, 45d, 47b, 67d, 69d, 70–71, 73d, 75b, 91d, 95c, 96–97, 99d, 101b, 119d, 123c, 124–125, 127d, 129b, 151d, 153d, 154–155, 157d, 159b, 181d, 185c, 186–187

In Unit 4, the program specifically teaches adjectives for color, shape, and size as well as adjectives that tell what kind, adjectives that tell how many, and comparative and superlative adjectives. Children then use these adjectives in oral and written activities.

Language 1.g. Use frequently occurring conjunctions (e .g ., and, but, or, so, because) .

Conjunctions are used in the reading selections, where children note that a group of words or phrases can be connected by the words and, but, or, so, and because. Use the selections Mole and the Baby Bird and Simple Machines in Unit 5 to point out examples of compound sentences.

• To further explore conjunctions, write the following sentences on the board:

Baby Bird saw Mole. He flew away.

Baby Bird saw Mole, and he flew away.

• Read the sentences with children. Help them identify the simple sentences and then tell what was done to combine the two into a compound sentence. Continue with the following sentences:

Baby Bird flew over the park. He did not land.

Baby Bird flew over the park, but he did not land.


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Language 1.h. Use determiners (e .g ., articles, demonstratives) .

SE 2: 14–27, 40–53, 142–157; 5: 80–101

The selections contain both articles and demonstratives. Children read the words in context and recognize how the words function in the sentence.

• To further explore the use of determiners, write the following sentences on the board:

The boy is on a bike. That bike is bigger than this one.

• Circle the articles the and a. Tell children that the tells about a specific person, place, or thing—“the boy.” A tells about any person, place, or thing—“a bike.”

• Circle the demonstrative adjectives that and this. Tell children that the words this, that, these, and those tell which one or ones are being talked about.

• Have children look in other selections to find sentences that have articles or demonstratives.

Language 1.i. Use frequently occurring prepositions (e .g ., during, beyond, toward) .

SE 1: 13, 19, 21; 2: 87, 96, 97, 102, 115, 125; 3: 147, 158

TE 1: 14f, 25b; 2: 88f, 106c, 116f, 132c; 3: 148f, 168c

Throughout the program, children understand and use common prepositions as they read them in selections and include them in their own writing. When children encounter prepositions in their reading, help them identify the kind of relationship the preposition identifies, such as time relationships with the prepositions before and after and location relationships with the prepositions in and under.

Language 1.j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts .

SE 1: 113, 133; 5: 43, 75

TE 1: 95d, 97b, 109d, 111d, 112–113, 115d, 117b, 129d, 131d, 132–133; 5: 11d, 13b, 35d, 41d, 42–43, 45d, 47b, 67d, 73d, 74–75

The program provides lessons in declarative, interrogatory, exclamatory, and imperative sentences. It includes Student Edition notes and Teacher’s Edition lessons that focus on the types of sentences. Children learn the purpose, structure, and punctuation of the sentences and produce both written and oral examples of the sentence types.


The program provides a wealth of opportunities to explore the conventions of Standard English capitalization, punctuation, and spelling when reading and writing. The Grammar lessons in Units 1 and 5 cover capital letters at the beginning of sentences as well as periods, question marks, and exclamation marks. Grammar lessons in Unit 3 cover apostrophes in contractions. Capitalization of names, places, titles, days of the week, months of the year, and holidays are covered in Grammar lessons in Unit 2. See the following representative pages for Unit 1:

SE 1: 29, 51, 73, 93, 113, 133

TE 1: 25d, 28–29, 47d, 50–51, 67d, 72–73, 89c, 92–93, 109d, 112–113, 129d, 132–133

Spelling lessons occur throughout the program and cover high-frequency words and grade-level words that appear in selections. See the following representative pages for Unit 1:

TE 1: 10p, 14d, 30p, 34d, 52p, 56d, 74p, 78d, 94p, 98d, 114p, 118d


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Language 2.a. Capitalize dates and names of people .

SE 2: 63, 83, 111

TE 2: 37d, 39b, 55d, 61d, 62–63, 65d, 67b, 79d, 81d, 82–83, 85d, 87b, 105d, 109c, 110–111

A number of Student Edition notes and Teacher’s Edition Grammar lessons introduce, reinforce, and review the capitalization of proper nouns including the names of people, places, months, days, and holidays.

Language 2.b. Use end punctuation for sentences .

SE 1: 29, 113, 133; 5: 43, 75, 109

TE 1: 11d, 13b, 25d, 27d, 28–29, 95d, 97b, 109d, 111d, 112–113, 115d, 117b, 129d, 131d, 132–133; 5: 11d, 13b, 35d, 41d, 42–43, 45d, 47b, 67d, 73d, 74–75, 77d, 79b, 103d, 107c, 108–109

The program provides lessons in the use of end punctuation in declarative, interrogatory, exclamatory, and imperative sentences. It includes Student Edition notes and Teacher’s Edition Grammar lessons that focus on the use of end punctuation. In addition, proofreading tips in the Writing strand often remind children to check that they have used correct end punctuation.

Language 2.c. Use commas in dates and to separate single words in a series .

The Writing Workshop lesson for Unit 4 uses process writing to compose a persuasive letter with the date identified as one of the main parts of a letter. Display Writing Transparency WP19. Point out the date at the top of the letter and explain that a comma is included after the date and before the year. Write the following dates on the board and ask volunteers to add commas where they belong: January 15 20___, February 21 20__, and March 5 20__. Then remind children to use a comma when they write the date on the draft of their own letters.

To teach commas in a series, use the Unit 3, Week 2 story Ruby in Her Own Time to introduce commas in a series. Have children turn to page 48. Read the sentence at the top of the page. Point out how commas are used to separate the names of the ducklings, emphasizing that a comma is also placed before the word and. Then write a sentence that includes several children’s names in a series without commas on the board. Have volunteers come to the board and add commas where they belong. Tell children to write their own sentences with words in a series. Remind them to use commas to separate the items in the series.

Language 2.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words .

The program’s Spelling lessons provide spelling pretests, activities, and posttests that focus on words with common spelling patterns and high-frequency words. To help foster spelling success, Differentiated Instruction lessons also provide additional practice and instruction with spelling patterns and high-frequency words. See the following representative pages for Unit 2:

TE 2: 10p, 12e, 14d, 30e, 34d, 36p, 38e, 40d, 56e, 62d, 64p, 66e, 68d, 80e, 82d

Language 2.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions .

TE 1: 10m, 10p, 12b, 12e, 14b, 14d, 52m, 52p, 56b, 56d; 2: 36m, 36p, 38b, 38e, 40b, 40d, 64m, 64p, 68b, 68d; 3: 36m, 36p, 40b, 40d, 70b, 70e, 72b, 72d, 144m, 144p, 148b, 148d; 4: 10m, 10p, 12b, 12e, 44m, 46b, 48d; 5: 10m, 10p, 12b, 12e, 14d, 44m, 44p, 46b, 46e, 48d, 110m, 112b, 114d

Phonetic patterns and spelling patterns are presented each day. These patterns provide the basis for decoding and encoding unfamiliar words.


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with Scott Foresman Reading Street © 2008Vocabulary Acquisition and Use

Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies .

TE 1: 10m, 12b, 26b, 30m, 32b, 34b, 48b, 68b, 94m, 96b, 98b, 110b, 129b; 2: 10, 14b, 29b, 40f, 55b, 114a, 114b, 116f, 131b; 3: 14f, 29b, 30b, 94b, 96f, 113b, 167b; 4: 12b, 39b, 74b, 76b, 91b, 130f, 151b, 181b; 5: 12b, 35b, 48b, 67b, 103b, 133b, 197b

Teacher’s Edition vocabulary prompts guide children in using context to determine word meaning. Vocabulary instruction focuses on defining select story words, using context clues to determine meaning of multiple-meaning words, homonyms, and unfamiliar words.

Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase .

TE 1: 10m, 12b, 14b, 25b, 26b, 94m, 96b, 98b, 109b, 110b; 2: 10m, 12b, 14b, 29b, 30b, 138m 140b, 142b, 159b, 160b; 3: 68m, 70b, 72b, 87b, 88b, 118m, 120b, 122b, 139b, 140b; 4: 44m, 46b, 48b, 67b, 68b, 98m, 100b, 102b, 119b, 120b; 5: 110m, 112b, 114b, 133b, 134b, 170m, 172b, 174b, 197b, 198b

Teacher’s Edition vocabulary prompts guide children in using context to determine word meaning. A number of vocabulary activities focus on the use of context clues within sentences and in surrounding sentences to determine the meaning of unfamiliar words.

Language 4.b. Use frequently occurring affixes as a clue to the meaning of a word .

TE 4: 156m, 156n–156o, 156q, 160c–160d, 186c; 5: 36c–36d, 112c–112d, 114c–114d, 166c–166d, 170n–170o, 174c–174d

Through Phonics lessons and Decodable Readers that introduce and use common prefixes and suffixes, children learn the meanings of the affixes and have opportunities to use the affixes and base words to determine the meaning of unfamiliar words.

Language 4.c. Identify frequently occurring root words (e .g ., look) and their inflectional forms (e .g ., looks, looked, looking) .

TE 1: 74n–74o, 76c–76d, 78c–78d; 2: 114c–114d, 116c–116d; 3: 92n–92o, 96c–96d, 140c–140d; 4: 92c–92d; 5: 36c–36d, 134c–134d

The skill sequence in the program provides instruction for each inflectional ending as a decoding skill and as an encoding skill. As children complete the lessons, they learn how to add the endings to the base words, how to write the words, and how the word functions in the sentence.

Language 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings .

TE 1: 67b, 68–69, 74n–74o, 76c–76d, 78c–78d; 2: 114c–114d, 116c–116d; 3: 63b, 64–65, 96c–96d, 140c–140d; 4: 91b, 92c–92d, 92–93, 156m, 156n–156o, 156q; 5: 35b, 36c–36d, 36–37, 134c–134d, 166c–166d, 170n–170o, 174c–174d

Lessons provide opportunities for children to identify and use words that are related by meaning. Teacher’s Edition Vocabulary lessons help children identify and use synonyms, which are related by meaning. In addition, Affixation lessons and lessons on inflected endings provide opportunities for children to build words with the same base.

Language 5.a. Sort words into categories (e .g ., colors, clothing) to gain a sense of the concepts the categories represent .

TE 1: 89b, 90–91, 109b, 110–111; 2: 29b, 30–31, 105b, 106–107; 5: 103b, 104–105

The Categorize Words exercises help children group things to identify likenesses and differences between objects, places, ideas, and concepts.


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Language 5.b. Define words by category and by one or more key attributes (e .g ., a duck is a bird that swims; a tiger is a large cat with stripes) .

TE 1: 89b, 90–91, 109b, 110–111; 2: 29b, 30–31, 105b, 106–107; 5: 103b, 104–105

The Categorize Words exercises in the Teacher’s Edition help children group words by category and attributes.

Language 5.c. Identify real-life connections between words and their use (e .g ., note places at home that are cozy) .

Each selection lesson plan contains Amazing Words, which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them connect the meaning of the words with their own lives. See the following representative pages for the five-day lesson plan for one selection:

TE 2: 10m, 12b, 14b, 30b, 34b

Language 5.d. Distinguish shades of meaning among verbs differing in manner (e .g ., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e .g ., large, gigantic) by defining or choosing them or by acting out the meanings .

TE 1: 67b, 68–69, WA4, WA5; 2: WA4; 3: 63b, 64–65, WA4, WA5; 4: 91b, 92–93, WA4, WA5; 5: 35b, 36–37, WA4, WA5

To foster the use of specific verbs and adjectives, both the Draft and Revise steps in the Writing Workshop lessons focus on identifying, distinguishing, and using precise language, including strong verbs and adjectives, while writing. In addition, Vocabulary lessons focus on the use of precise synonyms.

Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e .g ., I named my hamster Nibblet because she nibbles too much because she likes that) .

Each selection lesson plan contains Amazing Words which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meaning of the words. See the following representative pages for the five-day lesson plan for one selection:

TE 3: 10m, 12b, 14b, 30b, 34b


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Teacher’s Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street © 2008


Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2













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Meeting the Common Core State Standards with Scott Foresman Reading Street © 2008Grade 2SE = Student Edition; TE = Teacher’s Edition
















proficiently.

SE 1: 355 TE 3: 354h

Student Edition Volume 1


Page 354h

KEY


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Literature 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text .

SE 1: 36, 88, 150, 182, 212, 243, 274, 303, 338, 366, 395, 418, 452; 2: 31, 116, 142, 172, 202, 226, 256, 284, 314, 344, 368, 402, 426

TE 1: 35a, 87a, 148–149; 2: 181a, 210–211, 242, 272–273, 302; 3: 336–337, 364–365, 394a, 417a, 450–451; 4: 30, 114–115, 141a; 5: 171a, 201a, 225a, 255c, 282–283; 6: 313a, 343a, 367a, 401a, 425a

Instruction and practice in this skill is included as children read each selection. Children answer questions about the key details and events in the selection and create their own questions as they monitor and clarify the content of the selection they are reading.

Literature 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral .

SE 1: 36–37, 88–89, 150–151, 182–183, 212–213, 243–244, 274–275, 303–304, 338–339, 366–367, 395–396, 418–419, 452–453; 2: 31–32, 116–117, 142–143, 172–173, 202–203, 226–227, 256–257, 284–285, 314–315, 344–345, 368–369, 402–403, 426–427

TE 1: 36g, 88g, 150g; 2: 182g, 212g, 243g, 274g, 303g; 3: 338g, 366g, 395g, 418g, 452g; 4: 31g, 116g, 142g; 5: 172g, 202g, 226g, 256g, 284g; 6: 314g, 344g, 368g, 402g, 426g

Retelling Strip on the Reader Response page in the Student Edition can be used to help children retell the selection and include the central message or main ideas, presenting this information in the sequence found in the selection. The Teacher’s Edition instruction for the Think and Share and Reader Response page at the end of each selection provides suggestions to apply and extend retelling skills.

The instructional plan offers an opportunity to identify the features of the genre as well as derive meaning from its lesson or moral. As an example of treatment for a primary selection in the program, see SE 1: 222–242; TE 2: 222–242. The Teacher’s Edition identifies the characteristics of a folk tale. Then children read the tale, answer questions as they read, and retell the tale. As an example of treatment for a paired selection in the program, see SE 1: 246–249; TE 2: 246–249. The Student and Teacher’s Editions identify the characteristics of a fable, including the moral. Then children read a fable and answer Reader Response questions in the Student Edition to paraphrase the fable and identify its lesson.

Literature 3. Describe how characters in a story respond to major events and challenges .

SE 1: 36, 88, 150, 182, 212, 243, 274, 303, 338, 366, 395, 418, 452; 2: 31, 116, 142, 172, 202, 226, 256, 284, 314, 368, 426

TE 1: 35a, 87a, 146–147; 2: 178–179, 202–203, 242, 262–263, 302; 3: 336–337, 356–357, 394a, 417a, 450–451; 4: 18–19, 104–105, 141a; 5: 171a, 201a, 220–221, 240–241, 276–277; 6: 306–307, 356–357, 422–423

Character is a major Comprehension Skill developed throughout the program. Student Edition pages and accompanying Teacher’s Edition lessons teach children how to identify and describe the characters and their responses to key events and conflicts. These lessons are supported by skills and strategies questions in the Teacher’s Edition. Reader Response questions in the Student Edition check children’s ability to describe story elements, including character.


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Craft and Structure

Literature 4. Describe how words and phrases (e .g ., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song .

SE 1: 38–39, 263, 398–399; 2: 62–63, 100–115, 194, 204–205

TE 1: 38e, 38–39; 2: 262–263; 3: 398e; 4: 62e, 102–103; 5: 194–195, 204e; 6: 298b

The program uses sound devices and poetic elements, including rhythm, rhyme, repetition, alliteration, and onomatopoeia, that supply meaning in poetic selections. Teacher’s Edition lessons introducing poetic devices, guiding reading, and teaching literary skills help children derive meaning and explore language, rhythm, and rhyme in selections.

Literature 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action .

SE 1: 338–339, 418–419; 2: 31–33, 96–97, 116–117, 208–209, 226–227, 408–409, 426–427

TE 1: 35a, 44b; 3: 318e, 332–333, 403a, 404e, 414–415, 418g; 4: 26–27, 31g, 96r, 96–97, 114–115, 116g; 5: 196–197, 208r, 208–209, 222–223, 226g, 255a; 6: 408r, 408–409, 422–423, 426g

A major Comprehension Skill strand in the program helps children analyze character, setting, and plot. Lessons in the Student and Teacher’s Editions teach children how to identify and describe the characters, settings, and events. These lessons are supported by extended lessons and Story Structure sections in the Teacher’s Edition. In addition, Reader’s Response questions in the Student and Teacher’s Editions and Guiding Comprehension questions in the Teacher’s Edition check children’s ability to describe, analyze, synthesize, and evaluate story elements. Throughout the selections for all genres, questions and activities guide children in discussing and writing about elements of the selections.

Literature 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud .

TE 1: 150f, 151b, 155a; 2: 212f, 213b, 215a, 243f, 245b, 249a; 3: 339b, 341b, 395f, 397b, 399a, 452f; 4: 116f, 117b, 121a, 142f, 143b, 147a; 5: 226f, 227b, 231a, 256f, 261a

Characterization and expression/intonation are featured in Fluency lessons in the Teacher’s Edition. The teacher models reading with expression and differentiating characters, children read along with the teacher, and then children read aloud without the teacher. See the Fluency lesson in TE 2: 243f, for example. To encourage using different voices for different characters, have children tell a familiar story such as “The Three Little Pigs,” adjusting their voice to bring each character alive.


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Literature 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot .

SE 1: 18–35, 74–87, 134–149, 168–181, 196–211, 224–242, 258–273, 288–302, 322–337, 350–365, 378–394, 408–417, 432–451; 2: 18–30, 102–115, 130–141, 160–171, 186–201, 214–225, 240–255, 270–283, 302–313, 328–343, 356–367, 382–401, 414–425

TE 1: 18–35, 35a, 74–87, 87a, 134–149; 2: 168–181, 181a, 196–211, 224–242, 258–273, 288–302; 3: 322–337, 350–365, 378–394, 394a, 408–417, 417a, 432–451; 4: 18–30, 102–115, 130–141, 141a; 5: 160–171, 171a, 186–201, 201a, 214–225, 225a, 240–255, 255a, 270–283; 6: 302–313, 313a, 328–343, 343a, 356–367, 367a, 382–401, 401a, 414–425, 425a

Throughout the program, children examine a variety of visuals in the selections to identify information to describe setting, characters, and plot. They use illustrations to preview selections and analyze them in response to Guiding Comprehension questions in the Teacher’s Edition.


Literature 9. Compare and contrast two or more versions of the same story (e .g ., Cinderella stories) by different authors or from different cultures .

Many selections have a Meet the Author page. A selection’s Meet the Author page identifies additional books by the author of the selection. (See, for example, SE 1: 37, 89, 151, 183, 213.) Make these books available for children to read, and encourage them to compare the different works of the author.

The following page references are for the Reading Across Texts features in the program:

SE 1: 38–39, 340–341, 368–369; 2: 204–205, 346–347

TE 1: 38–39, 39d, 92–93, 93d, 144–145, 154–155; 2: 181a, 186–187, 208–209, 214–215, 230–231, 248–249, 268–269, 302; 3: 340–341, 356–357, 368–369, 369d, 399d, 417a; 5: 176–177, 204–205, 205d; 6: 346–347, 347d, 425a

The purpose of the Reading Across Texts questions in the Student Edition is to give children opportunities to compare two texts, a main selection and a paired selection, that have a related topic but are different in other ways.

Range of Reading and Level of Text Complexity

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

Each fiction selection contains opportunities to read a literary text independently, proficiently, and fluently. Fluency lessons focus on accuracy, rate, phrasing, automaticity, and expression/intonation. (See, for example, TE 1: 87a; 4: 30.) Each subskill is applied to appropriate selections in a variety of reading activities. See the following representative pages:

SE 1: 16–35, 72–87, 132–149, 166–181, 194–211

TE 1: 16–35, 35a, 72–87, 87a, 132–149; 2: 166–181, 181a, 194–211, 211a

Additionally, the Differentiated Instruction (DI) pages continue skill development as children read the ELL Reader and the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow each selection. See, for example, TE 1: DI•19, DI•39, DI•59.


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Informational Text 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text .

SE 1: 60, 120; 2: 60, 88, 93, 121, 147, 231, 289, 319, 373, 405, 431

TE 1: 58–59, 64–65, 90–93, 119a, 124–125; 2: 186–187, 248–249, 278–279, 308–309; 3: 340–341, 368–369, 456–457; 4: 34–39, 48–57, 59a, 72–85, 87a, 92–93, 120–121, 146–147; 5: 230–231, 288–289; 6: 318–319, 372–373, 404–405, 430–431

Instruction and practice in this skill is included as children read each selection. Children answer questions about the key details and events in each selection and create their own questions as they monitor and clarify the content of the selection they are reading.

Informational Text 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text .

SE 1: 60, 120

TE 1: 54–55, 60g, 64–65, 102–103, 108–109, 116–117, 120g; 2: 186–187; 3: 368–369; 4: 52–53, 59a, 72–73; 6: 372–373, 404–405

As part of their analysis of each informational text, children are asked to summarize the text. To do this, they are taught to distinguish main ideas from supporting details in the text and to describe the main ideas briefly in their own words.

Informational Text 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text .

SE 1: 46–59, 60, 62–65, 90–93, 100–119, 120, 122–125, 184–187, 246–249, 276–279, 306–309, 340–341, 368–369, 454–457; 2: 34–39, 46–59, 60, 70–87, 88, 90–93, 118–121, 144–147, 228–231, 286–289, 316–319, 370–373, 404–405, 428–431

TE 1: 46–59, 60g, 62–65, 90–93, 100–119, 119a, 120g, 122–125; 2: 184–187, 246–249, 276–279, 306–309; 3: 340–341, 368–369, 454–457; 4: 34–39, 46–59, 59a, 70–87, 87a, 90–93, 118–121, 144–147; 5: 228–231, 286–289; 6: 316–319, 370–373, 404–405, 428–431

For each informational text selection, questions in the Student Edition and Teacher’s Edition direct children’s attention to identifying the sequence of events or concepts in the text. Text Structure sections in the Teacher’s Edition also offer instruction and reinforcement in identifying and describing the events and concepts in an informational text.

Craft and Structure

Informational Text 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Each selection lesson plan contains Amazing Words, which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meaning of the words. Day 2 of each lesson plan in the Read and Comprehend section also contains Selection Vocabulary to help children learn the meanings of general academic words. See the following representative pages for the five-day lesson plan for one expository selection:

SE 1: 50, 51, 52, 55

TE 1: 42m, 46a, 60b, 62b, 62–63, 66b


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Informational Text 5. Know and use various text features (e .g ., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently .

SE 1: 50–51, 54–55, 64–65, 92–93, 102–119, 184–187, 248–249, 306–309, 340–341, 368–369; 2: 34–39, 158–171, 228–231, 404–405, 428–431

TE 1: 50–51, 54–55, 62–63, 90–91, 108–109; 2: 184–185, 246–247, 306–307; 3: 340e, 368e; 4: 34e; 5: 158–171, 228–231; 6: 404e, 404–405, 428–431

The program offers many opportunities in the Student and Teacher’s Editions for children to learn about and use text features and search tools to find information.

Text features: Text Structure (main idea and details, problem and solution, description, and sequence); Text Features (headings, captions, title, subheads); Parts of a Book (glossary, index, chapter headings, title page)

Informational Text 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe .

SE 2: 234–235

TE 1: 56–57, 104–105, 112–113, 119a; 2: 308–309; 3: 340–341; 4: 54–55; 5: 234r, 234–235

Questions in the Student and Teacher’s Editions focus on the author’s purpose for writing. In addition, the Comprehension strand in the Teacher’s Edition includes lessons that help children identify the purpose of the text.


Informational Text 7. Explain how specific images (e .g ., a diagram showing how a machine works) contribute to and clarify a text .

SE 1: 62–65, 108–109, 340–341, 368–369; 2: 34–39, 80–85, 158–171, 228–231, 404–405, 428–431

TE 1: 62–63, 108–109; 3: 340e, 368e, 368–369, 425a; 4: 34e, 65a, 80–85, 95a; 5: 158–171, 228–231; 6: 404e, 404–405, 428–431, 433a

Throughout the program, children are encouraged to look for information in the visuals and in the text and to combine the information they find to better understand and interpret each selection. Questions in the Student and Teacher’s Editions help children interpret graphics, including illustrations, photographs, charts, diagrams, and time lines, and use them to understand the written text.

Informational Text 8. Describe how reasons support specific points the author makes in a text .

TE 1: 52–53; 2: 278–279; 3: 456–457; 4: 54–55, 82–83, 146–147; 6: 404–405

Lessons for the comprehension skill cause and effect are included in the Teacher’s Edition. Questions in both the Student Edition and the Teacher’s Edition prompt children to recognize and explain causes and effects in selections.

Informational Text 9. Compare and contrast the most important points presented by two texts on the same topic .

SE 2: 39, 63, 93, 121, 147, 231, 289, 319, 373, 405, 431

TE 1: 64–65, 92–93, 124–125; 2: 186–187, 248–249, 278–279, 308–309; 3: 340–341, 368–369, 456–457; 4: 38–39, 62–63, 92–93, 120–121, 146–147; 5: 230–231, 288–289; 6: 318–319, 372–373, 404–405, 430–431

The Student Edition includes Reading Across Texts questions and Writing Across Text recommendations, which offer children opportunities to compare and contrast two texts, primary and paired selections, that focus on similar topics or themes.


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

Each nonfiction selection contains several opportunities for children to read independently, proficiently, and fluently beginning at Unit 1. Fluency lessons focus on accuracy, rate, phrasing, automaticity, and expression/intonation. (See, for example, TE 3: 341a; 6: 373a.) In addition, the program offers Below-Level, On-Level, and Advanced Leveled Readers with directions for use provided in the Differentiated Instruction pages. See the following representative pages for two nonfiction selections:

SE 1: 46–59, 100–119

TE 1: 46–59, 100–119, 119a, DI•25, DI•27, DI•29, DI•45, DI•49, DI•51


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Print Concepts

Foundational Skills 1. (Not applicable to Grade 2)

N/A



N/A



In the Teacher’s Edition, every selection includes introductory pages of Phonics Teach/Model Exercises. A Decodable Practice Reader reinforces the selection’s lessons. Each day introduces instruction and practice to help children decode the words independently and apply those skills as they read the selection. This organization is found in all units. See the following representative pages:

TE 1: 12q, 42q, 68q, 96q, 128q

Decodable Practice Reader 1: 2–8; Decodable Practice Reader 2: 10–16

TE 4: 12q, 42q, 66q, 96q, 124q

Decodable Practice Reader 16: 2–8; Decodable Practice Reader 17: 10–16

Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled one-syllable words .

TE 1: 12n, 12q, 13d, 14c, 40c, 42n, 42q, 43d, 44c, DI•65; 2: 282n, 282q, 283d, 284c; 3: 316n, 316q, 318c, 338c, 344n, 344q, 345d, 346c, 366c, 402n, 402q, 403d, 404c, 424c, DI•64; 4: 42n, 42q, 43b, 44c

In the Teacher’s Edition, every selection includes introductory pages of Phonics Teach/Model Exercises. A Decodable Practice Reader reinforces the selection’s lessons. Each day introduces instruction and practice to help children decode the words independently and apply those skills as they read the selection. This organization is found in all units.

Foundational Skills 3.b. Know spelling-sound correspondences for additional common vowel teams .

TE 2: 282p, 283d, 284d, 303d, 306d, 310d; 3: 316p, 317d, 318d, 338d, 340d, 342d, 344p, 345d, 346d, 366d, 368d, 370d, 402p, 403d, 404d, 418d, 420d, 424d; 4: 42p, 43b, 44d, 60d, 62d, 64d, 66p, 67b, 68d, 88d, 90d, 94d, 96p, 97b, 98d, 116d, 118d, 122d, 124p, 125b, 126d, 127p, 142d, 144d, 148d; 5: 264p, 266d, 284d, 286d, 290d

Every week’s lesson focuses of phonics and spelling concepts. Many lessons focus on common vowel patterns, including digraph and diphthong patterns. Children learn to decode and spell words with oo, ew, oy, oi, ou, ow as well as other patterns.

Foundational Skills 3.c. Decode regularly spelled two-syllable words with long vowels .

TE 1: 44c; 2: 282n–282o, 282q, 283d, 284a, 306c, 310c; 3: 316n–316o, 316q, 317d, 318c–318d, 340c, 346c, 366c, 368c, 370c, 398c, 402n–402o, 402q, 403d, 404c–404d, 420c, 424c, 452c, DI•64, DI•65, DI•67; 6: 352a

Every week’s lesson focuses on phonics and spelling concepts. By learning the patterns, children are given the tools they need to decode and spell two-syllable words.

Help children decode and spell two-syllable words by dividing them into syllables and decoding each syllable based on its spelling-sound pattern.


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Foundational Skills 3.d. Decode words with common prefixes and suffixes .

SE 2: 68–69, 156–157

TE 4: 68–69, 69a, 88e, 90–91, 94b; 5: 156–157, 157a, 172e, 174–175, 180n–180o, 180q, 181b, 182c–182d, 204c, 206c, 226c, 286–287, DI•65

The program focuses on decoding and deriving meanings of words with prefixes and suffixes in Word Structure and Vocabulary lessons. Children learn to decode the affix and base word syllables and to determine meaning by combining the meaning of the known word with the meaning of the affix.

Foundational Skills 3.e. Identify words with inconsistent but common spelling-sound correspondences .

TE 4: 42p, 43b, 44d, 60d, 62d, 64d, 124p, 125b, 126d, 127p, 142d, 144d, 148d; 5: 264p, 266d, 284d, 286d, 290d

Every week’s lesson focuses on spelling concepts, which are pretested, practiced, and posttested. The spelling concept also appears in the Differentiated Instruction (DI) pages at the end of the unit. These lessons focus on spelling patterns and generalizations. In addition, as part of the writing process, children proofread and edit for spelling, capitalization, punctuation, and grammar.

As children are reading selections such as “Iris and Walter” (SE 1: 16–35), point out words that have inconsistent spelling-sound correspondences. Often these words can be grouped with other words with the same spelling pattern.

Foundational Skills 3.f. Recognize and read grade-appropriate irregularly spelled words .

TE 1: 15a, 45a, 71a, 99a, 131a; 2: 165a, 193a, 221a, 255a, 285a; 3: 319a, 347a, 375a, 405a, 429a; 4: 42p, 43b, 44d, 60d, 62d, 64d, 124p, 125b, 126d, 127p, 142d, 144d, 148d; 5: 264p, 266d, 284d, 286d, 290d

Each week in the Teacher’s Edition a spelling concept is pretested on Day 1; practiced on Days 2, 3, and 4 using activities, strategies, and workbook pages; and tested again on Day 5. These lessons focus on spelling patterns and the spelling of high-frequency words. Many high-frequency words are also irregularly spelled words. A strategy is provided for learning the word. Children are reminded that they learn to spell some words, such as laugh (TE 5: 234p), by remembering the letters rather than by pattern.

Fluency


The program includes a carefully structured sequence that deals with all aspects of fluency. Lessons provide practice and assessment of accuracy and fluency, focusing on characterization, automaticity, phrasing, rate, and expression/intonation. In addition, the lessons include teacher modeling. See the following representative Fluency pages for the first and second selections and their accompanying materials:

TE 1: 12q, 35a, 36f, 39a, 40e, 42q, 58–59, 60f, 65a, 66e


Each selection in the Student Edition and its accompanying Teacher’s Edition pages help children preview and predict and then set a purpose for reading the selection. This organization is found in all units. In addition, questions in the Teacher’s Edition checks children’s comprehension during reading. See the following representative pages:

SE 1: 16–17, 100–101, 132–133, 194–195, 276–277; 2: 34–35, 70–71, 184–185, 404–405

TE 1: 16–17, 100–101, 132–133; 2: 194–195, 276–277; 3: 454–455; 4: 34e, 70–71; 5: 184–185, 228–229; 6: 404e, 428–429


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Foundational Skills 4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings .

TE 1: 36f, 39a, 60f, 65a, 88f, 93a, 120f, 125a, 150f, 155a; 2: 182f, 187a, 212f, 215a, 243f, 249a, 274f, 279a; 3: 338f, 341a, 366f, 369a, 395f, 399a, 418f, 423a, 452f; 4: 31f, 39a, 60f, 63a, 88f, 93a, 116f, 121a, 142f, 147a; 5: 202f, 205a, 226f, 231a, 256f, 261a, 284f, 289a; 6: 314f, 319a, 347a, 368f, 373a, 402f, 405a, 426f, 431a

Each selection contains opportunities to read with accuracy, appropriate rate, and expression beginning at Unit 1. Routines and practice techniques appear on the Teacher’s Edition pages.


TE 1: 35a, 58–59, 87a, 119a, 148–149; 2: 181a, 210–211, 242, 272–273, 302; 3: 336–337, 364–365, 394a, 417a, 450–451; 4: 30, 59a, 87a, 114–115, 141a; 5: 171a, 201a, 225a, 255a, 282–283; 6: 313a, 343a, 367a, 401a, 425a

The program’s Vocabulary strand in the Student and Teacher’s Editions provides lessons in using context to determine the meaning of words in context, including homonyms, multiple-meaning words, and unfamiliar words. Through these lessons, children are given the skills to identify and understand words in context.


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research.




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Writing 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e .g ., because, and, also) to connect opinion and reasons, and provide a concluding statement or section .

TE 3: 373c; 4: 43a, 97a, 141b; 5: 235a

The Comprehension strand in the program provides lessons for identifying fact and opinion. (See, for example, TE 4: 42r.) These lessons enable children to distinguish facts and opinions and to apply their understandings to their own writing.

The Write Now pages in the Student Edition present opportunities for persuasive, or opinion, writing. These include a review of a selection, a persuasive friendly letter, and a persuasive statement. The daily writing sections in the accompanying Teacher’s Edition lessons guide children through the writing process. The drafting and revising stages of writing lessons as well as models and checklists either provide examples of, support the writing of, or remind children about the need for a conclusion as part of the structure of their writing. The Writing and Assessment pages in each unit guide children through a five-stage writing process, from writing prompt to finished product. (See an example of a persuasive Writing and Assessment activity in TE 5: WA2–WA9.) In addition, Look Back and Write prompts at the end of the selections in the Student Edition often ask children to state their opinion about an issue or topic in writing. (See, for example, SE 1: 303.)

Writing 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section .

TE 1: 13c, 43c, 97c; 2: 163c, 219c, 283c, WA2–WA9; 3: 317c, 373c, 427c, WA2–WA9; 4: 30a, 59b, 141b; 5: 155a, 181a, 209a, 265a; 6: 297a, 323a, 351a

The Write Now pages in the Student Edition present several kinds of expository, or informative/explanatory, writing, including expository nonfiction, compare-and-contrast essay, and expository reports. The daily writing sections in the accompanying Teacher’s Edition lessons guide children step by step through the writing process. Also, the Writing and Assessment (WA) pages guide children through a five-stage writing process, from narrative writing prompt to finished product. Writer’s Craft and Writing Traits features in the weekly writing activities focus on topics such as organization.

In the Writing strand for the second selection, Exploring Space with an Astronaut, children write an expository nonfiction piece. The Text Features lesson (TE 1: 65b) for the same selection identifies the features of informational texts, including headings, and Teacher’s Edition questions accompanying the selection refer to these features. Encourage children to use features such as captions and headings as they write and illustrate their own informative and explanatory texts.

Writing 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure .

TE 1: 35b, 37a, 69c, 87b, 129c, WA2–WA9; 2: 181b, 183a, 245a, 275a, 279b; 3: 339a, 394b, 397a; 4: 39b; 5: 201b, 227a; 6: 373b

The Write Now pages in the Student Edition present a variety of narrative writing forms, including personal narrative, realistic story, play, and folk tale as well as other forms. The daily writing sections in the accompanying Teacher’s Edition lessons guide children step by step through the writing process. Also, the Writing and Assessment (WA) pages guide children through a five-stage writing process, from narrative writing prompt to finished product. Writer’s Craft and Writing Traits features in the weekly writing activities focus on topics such as organization and use of signal words. (See, for example, TE 1: 37a.)




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Writing 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing .

TE 1: WA5–WA6; 2: WA5–WA6; 3: WA5–WA6; 4: WA5–WA6; 5: WA5–WA6; 6: WA5–WA6

The weekly writing lessons and the Writing and Assessment section in each Teacher’s Edition are based on a five-step writing process. Two of these steps are Revise and Edit. Lessons in these sections focus on revising, peer conferencing, proofreading, and editing skills, such as adding and deleting words, phrases, and sentences, proofreading for verb use, punctuation, capitalization, and more.

Writing 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers .


The program includes a Research/Study Skills section that discusses use of technology, such as keyboarding, and the use of computer programs in preparing presentation materials. Each unit has Writing and Assessment pages. These writing pages follow a five-step writing process. Peer conferencing is included on the Revise page. The lessons also emphasize the use of technology to edit and publish writing.

Research to Build and Present Knowledge

Writing 7. Participate in shared research and writing projects (e .g ., read a number of books on a single topic to produce a report; record science observations) .

The five-day lesson plan in the Teacher’s Edition for each Student Edition selection includes a Research/Study Skills activity for each week. These instructional activities ask children to further research information about specific topics. The use of research is also used in some of the weekly Writing lessons and the Unit Writing Workshop. Representative pages are given below for Unit 1. Similar pages can be found in Unit 2 through Unit 6.

TE 1: 13c, 41a, 43c, 67a, 69c, 95a, 97c, 127a, 129c, 157a

Writing 8. Recall information from experiences or gather information from provided sources to answer a question .

TE 1: 41a, 67a, 95a, 127a, 157a; 2: 189a, 217a, 251a, 281a, 311a; 3: 343a, 371a, 401a, 425a, 459a; 4: 41a, 65a, 95a, 123a, 149a; 5: 179a, 207a, 233a, 263a, 291a; 6: 321a, 349a, 375a, 407a, 433a

Throughout the program, children have many opportunities to answer questions based on their own experiences or from information gathered from the text or other sources. Every selection has a Think and Share question in the Student Edition that requires children to answer questions that relate text to self or to the world. Look Back and Write requires children to review what they have read and use it as evidence to answer a question about the text. (See, for example, SE 1: 36.) Primary selections have paired selections that are related to theme or topic. Reading Across Texts and Writing Across Texts may require children to refer to the paired selections to respond to their questions. (See, for example, SE 4: 39.)

In addition, the program’s Research/Study Skills strand provides instruction in gathering information, using background knowledge or other sources to answer questions. (See, for example, TE 4: 41a, 65a, 95a) Extend the opportunities by providing reference sources, such as encyclopedias, in the classroom. After reading selections, ask specific questions. Have children work together to find information in the reference source to answer the questions. For example, after reading Anansi Goes Fishing, ask, “How many legs does a spider have? How many body parts does a spider have?”


Range of Writing



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The Common Core State Standards for Speaking and Listening on the following pages define what students should understand and be able to do in Grade 2. The CCSS Speaking and Listening Standards build across the grades toward the College and Career Readiness Anchor Standards in the Speaking and Listening domain, given below.










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Speaking/Listening 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups .

Children have the opportunity to discuss with the class each theme or story in Morning Warm-Up! Children are encouraged to discuss the main reading text with Higher-Order Thinking Skills. See the following representative pages for Unit 1, Week 1:

SE 1: 36, 60, 88, 120, 150

TE 1: 36g, 36–37, 60g, 60–61, 88g, 88–89, 120g, 120–121, 150g, 150–151

Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e .g ., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) .

The Speaking and Listening/Viewing Strand in the program identifies reasons for speaking and listening and offers tips and reminders in both the Student Edition and the Teacher’s Edition for effective listening and speaking. The lessons review methods for effective speakers and listeners in the Teacher’s Edition lessons. The pages listed provide representative examples:

TE 1: 93d; 3: 369d, 423d, 457d; 4: 63d, 93d, 121d, 147d; 5: 205d, 231d, 261d; 6: 319d, 347d, 373d, 405d, 431d

Speaking/Listening 1.b. Build on others’ talk in conversations by linking their comments to the remarks of others .

Discussion is an important part of the program. Every week begins with children discussing the question of the week and then discussing the week’s theme or topic. Within the discussion, the teacher guides discussion with prompts that help children stay on topic. (See, for example, TE 1: 12l–12m, 42l–42m.) Through the Speaking and Listening/Viewing strand, strategies for effective listening and speaking remind children to pay close attention and to stay on topic. (See, for example, TE 3: 369d and TE 4: 63d.) Throughout all discussion activities, guide children who stray from the topic. Remind them to listen carefully to the ideas of others and to use these ideas as springboards for their own comments.

Speaking/Listening 1.c. Ask for clarification and further explanation as needed about the topics and texts under discussion .

Speaking and Listening/Viewing lessons in the Student and Teacher’s Editions remind children to ask questions if they do not understand the information or need additional explanation to clarify what they heard. See the following representative examples:

TE 1: 60g, 120g, 150g; 2: 182g, 243g, 303g; 3: 338g, 395g, 452g

Speaking/Listening 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media .

The program practices retelling skills in which children are guided in retelling important ideas in written materials. (See, for example, TE 1: 60–61.) This skill is related to retelling graphic and orally presented material because children are required to analyze and restate information.

The Speaking and Listening/Viewing strands offer opportunities to summarize and retell information presented orally or through the media. See the following representative examples:

SE 1: 36–37, 60–61, 88–89, 243–244, 303–304, 366–367, 418–419; 2: 31–32, 116–117, 172–173, 226–227, 314–315, 402–403

TE 1: 36g, 36–37, 60g, 60–61, 88g, 88–89; 2: 243g, 243–244, 303g, 303–304; 3: 366g, 366–367, 418g, 418–419; 4: 31g, 31–32, 116g, 116–117; 5: 172g, 172–173, 226g, 226–227; 6: 314g, 314–315, 402g, 402–403


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Speaking/Listening 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue .

SE 1: 36, 60, 88, 120, 150, 182, 212, 243, 247, 303, 338, 366, 395, 418, 452; 2: 31, 60, 88, 116, 142, 172, 202, 226, 256, 284, 314, 344, 368, 402, 462

TE 1: 36g, 60g, 88g, 120g, 150g; 2: 182g, 212g, 243g, 247g, 303g; 3: 338g, 366g, 395g, 418g, 452g; 4: 31g, 60g, 88g, 116g, 142g; 5: 172g, 202g, 226g, 256g, 284g; 6: 314g, 344g, 368g, 402g, 462g

Speaking and Listening/Viewing activities are a primary focus of the Talk About It and Open for Discussion pages in the Student Edition. Together with the accompanying Teacher’s Edition lessons, these pages provide tips advising children to ask relevant, topic-related questions and to respond with detail. The Speaking and Listening/Viewing strand also offers lessons in asking and answering questions, and the Informational Text Graphic Sources lessons guide children in analyzing graphics to answer questions. (See, for example, TE 1: 119a.)


Speaking/Listening 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences .

SE 1: 36–37, 60–61, 88–89, 120–121, 150–151, 182–183, 212–213, 243–244, 274–275, 303–304, 338–339, 366–367, 395–396, 418–419, 452–453; 2: 31–32, 60–61, 88–89, 116–117, 142–143, 172–173, 202–203, 226–227, 256–257, 284–285, 314–315, 344–345, 368–369, 402–403, 426–427

TE 1: 36g, 36–37, 60g, 60–61, 88g, 88–89, 120g, 120–121, 150g, 150–151; 2: 182g, 182–183, 212g, 212–213, 243g, 243–244, 274, 274–275, 303g, 303–304; 3: 338g, 338–339, 366g, 366–367, 395g, 395–396, 418g, 418–419, 452g, 452–453; 4: 31g, 31–32, 60g, 60–61, 88g, 88–89, 116g, 116–117, 142g, 142–143; 5: 172g, 172–173, 202g, 202–203, 226g, 226–227, 256g, 256–257, 284g, 284–285; 6: 314g, 314–315, 344g, 344–345, 368g, 368–369, 402g, 402–403, 426g, 426–427

The Speaking and Listening/Viewing activities on the Talk About It and Open for Discussion pages of the Student Edition and the accompanying Teacher’s Edition lesson provide opportunities for children to recount stories and experiences with appropriate facts and descriptive details. You can also use the plot and the main idea and supporting fact lessons in the Comprehension strand to reinforce understanding of the concepts.

Speaking/Listening 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings .

For each week’s five-day plan, the following describes the type of visuals and auditory work included. For small group work, the Literacy Centers activities usually include auditory and visual work (TE 1: 12j–12k). In the lessons, children are given the opportunity to work with auditory and visual aids. Develop Concepts uses a recording of the poster and has children work with graphic organizers (TE 1: 12r, 12–13). The Literary Text skill may also have children create a story map or other visual (TE 1: 44f). The writing activity includes adding visuals to the document in the publish stage of the writing process (TE 1: WA7). The Research/Study Skills activities suggest using visuals to support oral presentations (TE: 127a).


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Speaking/Listening 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification .

TE 1: 39d, 65d, 93d, 125d, 155d; 2: 187d, 215d, 249d, 279d, 309d; 3: 341d, 369d, 399d, 423d, 457d; 4: 39d, 63d, 93d, 121d, 147d; 5: 177d, 205d, 231d, 261d, 289d; 6: 319d, 347d, 373d, 405d, 431d

Speaking and Listening/Viewing activities are a focus of the Talk About It and Open for Discussion lessons in the Student Edition and accompanying Teacher’s Edition lesson. The program identifies the purpose and rules for speaking and listening and provides numerous opportunities for formal and informal speaking activities. In the Teacher’s Edition Grammar lessons, the program provides instruction in identifying and following rules for subject-verb agreement and irregular plural nouns.


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Conventions in Writing and Speaking


Grammar and usage is studied throughout the series. See the following representative pages:

SE 1: 41, 95, 217, 281, 343, 426; 2: 65, 123, 207, 291, 321, 375

TE 1: 13d, 69d; 2: 191d, 253d; 3: 339b, 417c; 4: 59c, 121c; 5: 181b, 285b; 6: 297b, 367c

Language 1.a. Use collective nouns (e .g ., group) .

The Grammar section lessons include the study of nouns. Children learn that a noun is a word for a person, a place, an animal, or a thing. (See TE 2: 219d, 249c.) Within the selections, children work with collective nouns or nouns that name a group or a unit. Words such as club, family, class, team, herd, and flock are used in the selections.

Language 1.b. Form and use frequently occurring irregular plural nouns (e .g ., feet, children, teeth, mice, fish) .

SE 1: 280–281

TE 2: 253d, 273b, 275b, 279c, 280–281

The program’s Grammar strand provides instruction and practice in recognizing and forming common irregular plural nouns.

As children read stories that have irregular plural words, point out the word and discuss its singular and plural forms. For example, when reading Horace and Morris but mostly Dolores (SE 5: 238), discuss the word mouse and its plural mice. Point out the words in the story.

Language 1.c. Use reflexive pronouns (e .g ., myself, ourselves) .

The Grammar section deals with pronouns in both singular and plural forms (SE 2: 206–207; TE 5: 181b, 201c, 203b, 205c, 206–207.) The lessons also address that pronouns can be used as the subject of a sentence, as a word after an action verb, or as a word to show that someone owns something (SE 2: 232–233, 262–263; TE 5: 209b, 225c, 227b, 231c, 232–233, 235b). Within the selections, reflexive pronouns such as himself, herself, yourself, and themselves are used.

Language 1.d. Form and use the past tense of frequently occurring irregular verbs (e .g ., sat, hid, told) .

SE 1: 458–459

TE 3: 427d, 451b, 453b, 457c, 458–459

The program’s Grammar strand provides explicit instruction and practice in recognizing and forming the past tense of common irregular verbs.

As children read stories that have common verbs with irregular past tense, point out the verbs and discuss the present tense and past tense forms. For example, when reading Anansi Goes Fishing (SE 3: 376), point out the verb forms catch and caught used in the story.

Language 1.e. Use adjectives and adverbs, and choose between them depending on what is to be modified .

Adjectives SE 1: 40–41, 64–65; TE 4: 13b, 33b, 39c, 40–41, 43b, 59c, 61b, 63c, 64–65

Adverbs SE 2: 122–123, 148–149; TE 4: 97b, 115b, 117b, 121c, 122–123, 125b, 141c, 143b, 147c, 148–149

In the Student Edition, nouns, pronouns, verbs, adjectives, and adverbs are taught in conjunction with several weekly Writing lessons. In the Teacher’s Edition, they are formally presented as part of Grammar in the Language Arts section of several lessons.


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Language 1.f. Produce, expand, and rearrange complete simple and compound sentences (e .g ., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy) .

SE 1: 40–41; 2: 406–407

TE 1: 13d, 35c, 37b, 39c, 40–41; 6: 377b, 401c, 403b, 405c, 406–407

Grammar lessons define sentences and identify complete sentences. Children practice completing sentences and write their own. Write Now pages and the program’s Writing strand offer opportunities for children to apply what they learn to their own writing. In the Writing strand, children prewrite, write, revise, edit/proofread, and publish.


Each week in the Teacher’s Edition a spelling concept is pretested on Day 1; practiced on Days 2, 3, and 4 using activities, strategies, and workbook pages; and tested again on Day 5. The spelling concept also appears in the Differentiated Instruction (DI) pages at the end of the unit. These lessons focus on spelling patterns and the spelling of high-frequency words. See the following representative pages:

TE 1: 35b, 39b, 119b, 149a

In the Student Edition, capitalization and punctuation are taught in conjunction with writing. In the Teacher’s Edition, capitalization and punctuation, along with grammar and usage, are presented in Grammar, a main component of the Language Arts strand that appears in all lessons. The Grammar topic presented in the Write Now lesson in the Student Edition is taught and practiced in all the Teacher’s Edition lessons for the week. See the following pages for punctuation and capitalization:

SE 1: 40–41, 126–127, 156–157, 310–311; 2: 290–291, 320–321, 348–349, 374–375, 406–407

TE 1: 40–41, 126–127, 156–157; 2: 310–311; 5: 290–291; 6: 320–321, 348–349, 374–375, 406–407

Language 2.a. Capitalize holidays, product names, and geographic names .

SE 1: 216–217; 2: 321

TE 2: 191d, 211b, 213b, 215c, 216–217; 6: 297b, 313c, 315b, 319c, 320–321

Capitalization of proper nouns, including place names, personal names, people’s titles, names of things, days of the week, months, and holidays, is presented in Grammar, a main component of the Language Arts strand that appears in all lessons.

To discuss the capitalization of titles, use the story titles, such as Henry and Mudge and the Starry Night. Help children note that the first word, last word, and all important words in a title are capitalized.

Language 2.b. Use commas in greetings and closings of letters .

SE 2: 375

TE 1: 87b; 3: 365a; 4: 115a; 5: 283a, WA2–WA9; 6: 313b, 351b, 367c, 369b, 373c, 374–375

The Grammar lessons on commas include the use of commas in greetings, closings, and dates for letters. The Interactive Writing lesson for TE 4 uses process writing to compose a friendly letter with the date identified as one of the main parts of a letter.


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Language 2.c. Use an apostrophe to form contractions and frequently occurring possessives .

SE 2: 290–291

TE 5: 265b, 283b, 285b, 289c, 290–291

Contractions are presented in the Grammar section. The lessons show how two words are combined to form the contraction and the letters that are left out are replaced with an apostrophe. In reading selections throughout the program, children encounter many contractions and possessives and apply their skills to decode these words.

To extend understanding of contractions (shortened forms of words with apostrophes replacing missing letters) and singular possessive nouns (nouns that use apostrophe s to indicate ownership), provide practice opportunities.

For contractions, write the following sentences or sentences of your own on the board and have children replace the underlined words with a contraction.

1. Luis did not ride his bike to school. (didn’t)

2. Emma was not late for the bus. (wasn’t)

For possessives, write the following sentences or sentences of your own on the board and have children use apostrophe s to form the possessive of the underlined noun to complete a sentence.

1. The book belongs to Lilia. This is ___ book. (Lilia’s)

2. The roots of that tree are deep. That ___ roots are deep. (tree’s)

Language 2.d. Generalize learned spelling patterns when writing words (e .g ., cage → badge; boy → boil) .

TE 4: 42p, 43b, 44d, 60d, 62d, 64d, 124p, 125b, 126d, 127p, 142d, 144d, 148d; 5: 264p, 266d, 284d, 286d, 290d

Every week’s lesson focuses on spelling patterns and generalizations. In addition, as part of the writing process, children proofread and edit for spelling, capitalization, punctuation, and grammar.

Language 2.e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings .

TE 1: 127a, WA6; 2: WA6; 3: WA6; 4: 41a, 149a, WA6; 5: WA6; 6: WA6

Each writing assignment encourages children to proofread their final papers. In addition, the program teaches how to use a dictionary or other reference sources.

Knowledge of Language

Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening .

Throughout the Speaking and Listening sections and the writing activities, children develop skill in using language. The Grammar sections focus on using the correct grammar as they develop skills. Representative pages for Unit 1, Week 1 include:

SE 1: 40–41

TE 1: 13d, 35c, 37b, 39c, 40–41

Language 3.a. Compare formal and informal uses of English .

SE 1: 326, 432; 2: 110, 302–303

TE 3: 326–327, 432–433; 4: 110–111; 6: 302–303

Whenever appropriate to the type of writing or speaking they are doing, children are encouraged to make language choices that are suitable for their audience and purpose. In addition to the use of formal or informal language, language choice includes word choice, such as persuasive words or sensory words. Word choice is an important topic in the Writing lessons in both the Student Edition and the Teacher’s Edition.


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Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies .

SE 2: 98–99, 126–127, 182–183, 298–299, 319, 410–411

TE 3: 418e; 4: 31e, 98–99, 99a, 126–127, 127a; 5: 182–183, 183a; 6: 298–299, 299a, 316–317, 368e, 410–411, 411a

The program offers numerous instructional opportunities to help children determine the word meanings through Vocabulary, Dictionary and Reference Sources, and affixation activities.


SE 2: 44–45, 98–99, 126–127, 182–183, 298–299, 352–353, 410–411

TE 4: 44–45, 45a, 98–99, 99a, 126–127, 127a; 5: 182–183, 183a; 6: 298–299, 299a, 352–353, 353a, 410–411, 411a

The program offers numerous instructional opportunities to help children determine the meanings of unfamiliar and multiple-meaning words through the context of a sentence. They also use Vocabulary, Dictionary and Reference Sources, and affixation activities.

Language 4.b. Determine the meaning of the new word formed when a known prefix is added to a known word (e .g ., happy ⁄unhappy, tell ⁄retell) .

SE 2: 14–15

TE 4: 14–15, 15a; 5: 180n–180o, 182c, 226c, DI•65; 6: 408n–408o, DI•68

The program focuses on root, or base, words in Word Structure and Vocabulary lessons. Children decode and determine the meaning of an unfamiliar word based on knowledge of the meaning of the base word and the prefix.

Language 4.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e .g ., addition, additional) .

TE 1: 96n–96o, 96q, 97d, 98c–98d, 122c, 126e, 150c, 150e, DI•67; 2: 252n–252o, 252q, 253d, 254c–254d, 276c, 280c, 280e, 303c; 6: 322n–322o, 322q, 323b, 324c–324d, 346c, 348c, 348e, 368c, DI•65

The program shows the relationship between base words and their inflected forms and teaches base words and affixation. By giving children the tools to identify base words, the program provides the skills children need to use base word meaning to identify unknown words.

When reading a story, such as Dear Juno (SE 2: 348) with affixed words, point out the base word in the affixed word (fold in folded and unfolded, for example) and help children derive meaning from the base word or another word with the same base.

Language 4.d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e .g ., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark) .

SE 2: 266–267, 324–325, 378–379

TE 3: 372n–372o, 372q, 373d, 374c–374d, 400c, 400e, 418c, DI•66; 5: 266–267, 267a, 284e; 6: 324–325, 325a, 378–379, 379a

The program teaches decoding strategies for compound words in the Phonics Skill strand as well as deriving meaning in the Vocabulary strand.

Language 5. Demonstrate understanding of word relationships and nuances in word meanings .

The program’s Vocabulary and Word Structure strands focus on word relationships, including words related by meaning, such as synonyms; by phonics, such as homophones; and by base words and affixes. See the following representative pages:

SE 1: 90–91, 152–153, 276–277; 2: 118–119

TE 1: 88e, 90a, 90–91, 150e, 152a, 152–153; 2: 274a, 274e, 276–277, 306a; 4: 62e, 116e, 118–119; 6: 314e


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Language 5.a. Identify real-life connections between words and their use (e .g ., describe foods that are spicy or juicy) .

Each selection lesson plan includes a morning Warm-Up!, which introduces vocabulary words and connects them to the real world and children’s experiences, and Amazing Words, which are topic-related words from a story. The Vocabulary strand also teaches categories of words, such as position words and time and order words, and uses them in real-life situations. See the following representative pages:

TE 1: 12l, 40a, 88a, 150a; 2: 251b; 3: 366a; 4: 68a; 5: 263b; 6: 350l

Language 5.b. Distinguish shades of meaning among closely related verbs (e .g ., toss, throw, hurl) and closely related adjectives (e .g ., thin, slender, skinny, scrawny) .

SE 1: 90–91, 152–153, 342–343, 370–371; 2: 40–41, 64–65, 118–119

TE 1: 88e, 90a, 90–91, 150e, 152a, 152–153; 2: 274a, 306a; 3: 317d, 337b, 339b, 341c, 342–343, 345d, 365b, 367b, 369c, 370–371; 4: 13b, 30b, 33b, 39c, 40–41, 43b, 59c, 61b, 63c, 64–65, 116e, 118–119

To foster use of specific verbs and adjectives, Language Arts writing activities focus on identifying and distinguishing strong verbs and adjectives. Vocabulary lessons focus on the use of precise synonyms, and some Vocabulary prompts that accompany the reading selection in the Teacher’s Edition ask children to differentiate meaning.

Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e .g ., When other kids are happy that makes me happy) .

Each selection lesson plan contains Amazing Words, which are content-related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in the daily activities to help them master the use and meaning of the words. Adjectives and adverbs are presented to help children use descriptive language to describe, to provide sensory details, and to enrich their communication skills. See the following representative pages:

SE 2: 40–41, 64–65, 122–123, 148–149

TE 4: 13b, 30b, 33b, 39c, 40–41, 43b, 59c, 61b, 63c, 64–65, 97b, 115b, 117b, 121c, 122–123, 125b, 141c, 143b, 147c, 148–149


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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2






Writing Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13







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proficiently.

SE 1: 46 TE 5: 169a

Student Edition Volume 1


Page 169a

KEY


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Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers .

SE 1: 36, 60, 82, 135, 192, 218, 246, 266, 298, 320, 350, 374; 2: 28, 130, 164, 216, 238, 270, 326, 376, 401

TE 1: 18–19, 20–21, 26–27, 34–35, 36, 48–49, 58–59, 74–75, 80–81, 126–127; 2: 184–185, 206–207, 218, 232–233, 244–245, 264–265; 3: 290–291, 298, 312–313, 342–343, 364–365, 372–373; 4: 22–23, 128–129; 5: 156–157, 162–163, 206–207, 216, 230–231, 238, 264–265; 6: 318–319, 326, 364–365, 376, 390–391, 401

Instruction and practice in this skill is included as students read each selection. Students answer questions about the key details and events in the selection and create their own questions as they monitor and clarify the content.

Literature 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text .

SE 1: 58–59, 248, 319–320; 2: 112–113, 130, 354–355, 376

TE 1: 48–49, 52–53, 54–55, 58–59, 60; 2: 248; 3: 312–313, 318–319, 320; 4: 112–113, 124–125, 128–129, 130; 6: 362–363, 370–371, 376

As an example of treatment in the program, see SE 2: 112–113, 130; TE 4: 112–113, 116, 120–121, 129–129, and 130. The Teacher’s Edition provides a lesson on identifying plot and theme, identifies the characteristics of a folk tale, and fosters discussion of a folk tale. Then students read a folk tale and answer comprehension and Reader Response questions to identify the lesson of the folk tale and apply it to their own life.

Literature 3. Describe characters in a story (e .g ., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events .

SE 1: 116–117, 135, 174–175, 192

TE 1: 116–117, 122–123, 128–129, 135, 141b; 2: 174–175, 180–181, 188–189, 192, 197b

Character is a major Comprehension Skill developed throughout the program. Student Edition pages and accompanying Teacher’s Edition lessons teach students how to identify and describe the characters and their traits, motivations, actions, feelings, and role in moving the plot forward. These activities are supported by the Guiding Comprehension sections in the Teacher’s Edition. Reader Response questions in the Student Edition with answers in the Teacher’s Edition check students’ ability to find information needed to describe story elements.

Craft and Structure

Literature 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language .

Within every lesson, vocabulary development is an integral part of the instruction. On Day 1, the Teacher’s Edition pages contain a Build Concept Vocabulary section in which students work with words related to the content question of the week and unit theme. Vocabulary is presented in context in the Listening Comprehension exercise. The Introduce Vocabulary and Vocabulary Strategy pages introduce vocabulary, present a vocabulary skill, and apply the skill in the accompanying short selection. The lesson vocabulary is then practiced as the main selection is read. Vocabulary development continues on Day 5 in the Vocabulary and Word Study section. In addition, nonliteral or figurative language is included in the Extend Skills sections. See the following representative pages for Unit 1:

SE 1: 14–15, 36, 44–45, 66–67, 82, 88–89, 110, 118–119, 135

TE 1: 12l–12m, 14b, 14–15, 22, 26, 30, 36, 41c, 42l–42m, 44b, 44–45, 56, 63c, 64l–64m, 66b, 66–67, 72, 76, 82, 85c, 86l–86m, 88b, 88–89, 92, 96, 106, 110, 115c, 116l–116m, 118b, 118–119, 130, 135, 141b, 141c


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Literature 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections .

SE 1: 38–39, 62–63, 84–85, 138–139, 194–195, 268–269, 300–301, 376–377, 406–407; 2: 132–133, 218–219, 240–241, 328–329, 404–405

TE 1: 16, 38–39, 46, 62–63, 68, 84–85, 120, 138–139, 147a–147b; 2: 178, 194–195, 254, 268–269; 3: 284, 300–301, 358, 376–377; 4: 116, 132–133; 5: 198, 218–219, 224, 240–241; 6: 308, 328–329, 384, 404–405

As students are introduced to and read examples of various genres, they learn about the features of the genres. The Student Edition includes Genre and Author Study and genre lessons, which are supported by Teacher’s Edition pages that add instructional activities to help students identify the features of the selection and promote the use of genre-related terms. To expand students’ experiences with a wide variety of printed material, provide appropriate collections in the classroom library or help students find suitable materials in the school library and allow them time to investigate the text structure.

Literature 6. Distinguish their own point of view from that of the narrator or those of the characters .

TE 1: 20, 34, 58, 80, 126, 132; 2: 214; 3: 296, 348, 360; 4: 70; 5: 162, 206, 214; 6: 316, 374

Text-to-self questions in the Teacher’s Edition Guiding Comprehension questions provide opportunities for students to compare their feelings, ideas, and experiences to those of characters in stories.


Literature 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e .g ., create mood, emphasize aspects of a character or setting) .

TE 1: 16, 46, 68; 2: 178, 202, 228, 248, 254; 3: 284, 308, 334, 358; 4: 16, 30, 116; 5: 150, 198, 224, 248; 6: 308, 358, 384

Throughout the program, students examine a variety of illustrations to preview selections, make predictions, and identify information to describe setting, characters, and plot.


Literature 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e .g ., in books from a series) .

SE 1: 41, 63, 85, 141, 197, 223, 249, 303, 329, 353, 379; 2: 35, 137, 219, 275, 331, 379, 407

TE 1: 41, 63, 85, 141; 2: 197, 223, 249; 3: 303, 329, 353, 379; 4: 35, 137; 5: 219, 275; 6: 331, 379, 407

The page references cited are for the Reading Across Texts features in the program. The purpose of the Reading Across Texts questions in the Student Edition is to give students opportunities to compare two texts, a main selection and a paired selection, that have a related topic but are different in other ways.

The program also offers Meet the Author and the Illustrator pages (for example, SE 1: 83, 111), which identify additional books by the author, and an Author Study page (SE 1: 407 and TE 1: 147b), which provides an opportunity for students to read, study, and compare multiple works by the same author. In addition, the Meet Authors pages (SE 1: 408–419 and TE 1: 147c–147n) identify additional books written by the authors of the program’s selections. Make these books available for students to read, and encourage them to compare different works by the same author.


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with Scott Foresman Reading Street © 2008Range of Reading and Level of Text Complexity

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

Each fiction selection contains opportunities to read a literary text independently, proficiently, and fluently. Routines and practice techniques appear on the Teacher’s Edition pages. See the following representative pages, which are taken from Unit 1:

TE 1: 12l, 41a, 42l, 63a, 64l, 85a, 116l, 141a

Lessons focus on accuracy, rate, phrasing, automaticity, punctuation cues, and expression/intonation. Each subskill is applied to appropriate selections in a variety of reading activities.

Additionally, the Differentiated Instruction (DI) pages continue skill development as students read the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow each selection. See TE 1: DI•11, DI•31, DI•40, DI•41, DI•50, DI•51 for examples of the Readers for Unit 1.


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Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers .

SE 1: 110, 168, 394; 2: 54, 109, 350

TE 1: 94–95, 102–103, 110; 2: 162–163, 168; 3: 388–389, 392–393, 394; 4: 44–45, 46–47, 54; 5: 178–179, 182–183, 190; 6: 342–343, 348–349, 350

Instruction and practice in this skill is included as students read each selection. Students answer questions about the key details and events in each selection and create their own questions as they monitor and clarify the content of the selection they are reading.

Informational Text 2. Determine the main idea of a text; recount the key details and explain how they support the main idea .

SE 1: 150–151, 168

TE 1: 94, 98, 108; 2: 156, 158, 159, 162, 166, 168, 173b; 4: 46, 48; 5: 182, 186, 188; 6: 338, 339, 348

The program specifically teaches students how to use main ideas and details as a comprehension strategy for informational texts. Students distinguish main ideas from supporting details as they read and show their understanding by summarizing or paraphrasing the information.

Informational Text 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect .

SE 1: 42

TE 1: 42, 102, 103; 2: 164, 165; 4: 48, 49

The program specifically teaches students how to use sequence and cause and effect as a comprehension skill. Questions in the Teacher’s Edition direct students’ attention to identifying relationships, such as sequence and cause and effect, as they read. See, for example, TE 2: 158; 3: 392; 4: 96.

Craft and Structure

Informational Text 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area .

TE 1: 86l–86m, 88b, 88–89, 92, 96, 106, 107, 110, 115c; 2: 150l–150m, 152b, 152–153, 162, 163, 168, 173c; 3: 380l–380m, 382b, 382–383, 388, 394; 4: 36l–36m, 38b, 38–39, 59c; 5: 170l–170m, 172b, 172–173, 178, 179, 186, 187, 190, 193c; 6: 332l–332m, 334b, 334–335, 344, 345, 350, 353c

Within every lesson, vocabulary development is an integral part of the instruction. On Day 1, the Teacher’s Edition pages contain a Build Concept Vocabulary section where students work with words related to the content question of the week and unit theme. These include general and domain-specific terms. Vocabulary is presented in context in the Listening Comprehension exercise. Both the Introduce Vocabulary and Vocabulary Strategy pages present the skill and apply the skill in the accompanying short selection. The lesson vocabulary is then practiced as the main selection is read. Vocabulary development continues on Day 5 in the Vocabulary and Word Study section. In addition, related social studies and science terms and concepts are developed in “Time for…” features. See, for example, TE 2: 139, 163, 165.

SE 1: 88–89, 110, 152–153, 168, 382–383, 394; 2: 38–39, 172–173, 190, 334–335, 350


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Informational Text 5. Use text features and search tools (e .g ., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently .

SE 1: 38, 84, 112, 138–141, 170, 194–197, 300–303, 376–379; 2: 56–59, 192–193, 378–379

TE 1: 38, 41m, 41n, 63m, 63n, 84, 85m, 85n, 112, 115m, 115n, 138–141, 141m, 141n; 2: 170, 173m, 173n, 194–197, 197m, 197n, 249m, 249n; 3: 300–303, 376–379, 379m, 396–399, 399m, 399n; 4: 56–59, 59m, 59n; 5: 192–193, 193m, 193n; 6: 353m, 353n, 378–379, 379m, 379n

The program offers many opportunities for students to learn about and use text features and search tools to find information.

Text Features: Preview/Use Text Features (numbered lists, captions) in both the Student Edition and the Teacher’s Edition; Research/Study Skills (e.g., headlines, captions, guide words) in the Teacher’s Edition

Search Tools: New Literacies (Internet Inquiry Activities) in the Teacher’s Edition; Research/Study Skills (encyclopedia in print, electronic, or online versions) in the Teacher’s Edition

Informational Text 6. Distinguish their own point of view from that of the author of a text .

The program’s Comprehension/Vocabulary strand teaches students how to recognize and understand the author’s point of view. Students discuss the author’s point of view in related activities.

TE 3: 353b; 4: 111b; 5: 193b

Every selection has a Think Like an Author question in the Student Edition that requires students to relate their own experience or background knowledge to that selection. Students must distinguish their own perspective from the author’s in order to answer the question.

SE 1: 110, 168, 298, 394; 2: 54, 190, 350

TE 1: 110; 2: 168; 3: 298, 394; 4: 54; 5: 190; 6: 350


Informational Text 7. Use information gained from illustrations (e .g ., maps, photographs), and the words in a text to demonstrate understanding of the text (e .g ., where, when, why, and how key events occur) .

SE 1: 40, 101, 102, 159, 271, 300–303, 378, 388, 389, 391, 392; 2: 43–53, 56–59, 241, 274, 275, 303, 406

TE 1: 40, 100, 102; 2: 158, 268; 3: 300–303, 388, 391; 4: 44, 49, 56, 57, 58; 5: 240, 274, 275; 6: 302, 406

Students are provided with a wealth of opportunities to work with and extract information from a wide variety of visual and graphic sources in informational texts and to use the information to support or add to their understanding of the texts. Skill and strategy lessons in the Teacher’s Edition also help students use visuals to reinforce understanding of concepts presented in the text. See, for example, SE 1: 150–151 and TE 2: 150–151.

Informational Text 8. Describe the logical connection between particular sentences and paragraphs in a text (e .g ., comparison, cause/effect, first/second/third in a sequence) .

SE 2: 170–171, 190, 284–285, 300

TE 5: 170–171, 182, 183, 185, 188, 189, 190; 6: 284–285, 294, 295, 298, 299, 300

The Text Structure Strategy strand in the program helps students identify the organization of text and how ideas are connected within a paragraph and passages. See, for example, SE 2: 170–171 and its accompanying Teacher’s Edition pages TE 5: 170–171.


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Informational Text 9. Compare and contrast the most important points and key details presented in two texts on the same topic .

SE 1: 115, 173, 271, 379, 399; 2: 59, 111, 193, 243, 303, 407

TE 1: 115; 2: 173, 271; 3: 379, 399; 4: 59, 111; 5: 193, 243; 6: 303, 407

The purpose of the Reading Across Texts questions in the Student Edition is to give students opportunities to compare two texts, a main selection and a paired selection, that have a related topic but are different in other ways. See, for example, Reading Across Texts on SE 1: 115 and its accompanying teaching note on TE 1: 115. As part of students’ analysis of the two selections, ask them to identify and summarize the information that the two texts have in common.


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

Each selection contains opportunities to read independently, proficiently, and fluently beginning at Unit 1. Routines and practice techniques appear on the Teacher’s Edition pages. See the following representative pages for selections in Unit 1:

TE 1: 86l, 115a; 2: 150l, 173a; 3: 380l, 399a; 4: 36l, 59a; 5:170l, 193a; 6: 332l, 353a


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Print Concepts


N/A



N/A



TE 1: 41i, 41j, 41k–41l, 115i, 115j, 115k–115l; 2: 197i, 197j, 197k–197l, 271i, 271j, 271k–271l; 3: 353i, 353j, 353k–353l; 4: 59i, 59j, 59k–59l, 137i, 137j, 137k–137l; 5: 169i, 169j, 169k–169l, 275i, 275j, 275k–275l; 6: 331i, 331j, 331k–331l, 353i, 353j, 353k–353l

Every week presents a Phonics lesson, which includes pages for skill practice focusing on the phonics and word analysis skills. This carefully structured Teacher’s Edition practice and instruction help students decode the words independently and apply those skills as they read the selection.

Foundational Skills 3.a. Identify and know the meaning of the most common prefixes and derivational suffixes .

SE 1: 118–119; 2: 286–287, 356–357

TE 1: 118–119, 130, 131; 3: 329i, 353j, 379i, 399j; 4: 85i, 111i, 111j, 137j; 5: 275i; 6: 286–287, 296, 297, 303j, 356–357, 364, 365, 379j, 407j

Student Edition pages, along with the accompanying Teacher’s Edition pages, present affixation skills. Students identify prefixes and suffixes and use the meaning of the base word and affix to determine meaning.

Foundational Skills 3.b. Decode words with common Latin suffixes .

SE 1: 118–119; 2: 356–357

TE 1: 118–119, 130, 131, 141c; 3: 379i, 399j; 4: 111i, 137j; 5: 275i; 6: 303j, 356–357, 364, 365, 379j, 407j

Student Edition skill pages and their accompanying Teacher’s Edition pages present affixation skills. Students identify common suffixes and use the meaning of the base word and suffix to determine meaning.

Foundational Skills 3.c. Decode multisyllable words .

TE 1: 41i, 63j; 2: 173i, 197j; 4: 137i; 5: 169i, 169j, 193j; 6: 379i, 379j

The lessons present the common patterns used in multisyllabic words to help students divide a word into syllables. They apply their skills as they decode each syllable, combine the syllables, and identify the word. Students can then use these skills to decode multisyllabic words in selections.

Foundational Skills 3.d. Read grade-appropriate irregularly spelled words .

TE 1: 115i, 115k–115l, 141i, 141j, 141k–141l; 2: 173j, 271i, 271j, 271k–271l; 3: 303j, 399i, 399k–399l; 4: 35i, 35j, 35k–35l, 59j; 6: 331i, 331k–331l

The program includes Phonics and Phonics and Spelling lessons that focus on consonant and vowel sounds with multiple spellings and silent consonant patterns. These lessons help students identify vowel digraphs, diphthongs, patterns, and schwa sounds to provide students with the decoding skills needed for pronunciation. Each Phonics and Spelling lesson lists Frequently Misspelled Words, which are often words with irregular spelling patterns. These lessons provide students with the skills and understandings they need to read such words in context.


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Fluency


The program includes a carefully structured sequence that deals with all aspects of fluency. Lessons provide practice and assessment of accuracy and fluency, focusing on phrasing, rate, and expression/intonation. In addition, the lessons include teacher modeling. See the following representative Fluency pages for the first unit: TE 1: 12l–12m, 41a, 42l–42m, 63a, 64l–64m, 85a, 86l–86m, 115a, 116l–116m, 141a.


SE 1: 18, 28, 39, 54, 63, 122, 214, 220, 390, 399; 2: 42, 58, 68, 81, 237, 242, 258, 274, 311, 319, 365, 379

TE 1: 18, 28, 39, 54, 63, 122; 2: 214, 220; 3: 390, 399; 4: 42, 58, 68, 81; 5: 237, 242, 258, 274; 6: 311, 319, 365, 379

Each selection in the Student Edition and the accompanying Teacher’s Edition pages guide students as they preview, predict, and set a purpose for reading. Additionally, students have an opportunity to read On-Level Readers developed for each lesson. See TE 1: LR22 for the use of the On-Level Reader for a selection in Unit 1.

Foundational Skills 4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings .

Each selection contains daily opportunities to read with accuracy, appropriate rate, and expression beginning at Unit 1. Routines and practice techniques as well as application activities appear on the Teacher’s Edition pages. See the following representative pages for Unit 1:

TE 1: 12l–12m, 41a, 42l–42m, 63a, 64l–64m, 85a, 86l–86m, 115a, 116l–116m, 141a


SE 1: 14–15, 88–89, 152–153, 176–177, 226–227, 252–253, 356–357; 2: 62–63, 222–223, 246–247, 306–307

TE 1: 14b, 14–15, 30–31, 88b, 88–89; 2: 152b, 152–153, 162–163, 176b, 176–177, 226b, 226–227, 252b, 252–253; 3: 356b, 356–357, 364–365; 4: 62b, 62–63, 72–73; 5: 222b, 222–223, 246b, 246–247, 257, 306b, 306–307, 318–319

The program’s Vocabulary strand in the Student and Teacher’s Editions provide lessons in using context to determine the meaning of words including homonyms, multiple-meaning words, and unfamiliar words. Through these lessons, students are given the skills to identify and understand words in context.


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The grade 3 standards on the following pages define what students should understand and be able to do in grade 3 as they build toward the College and Career Readiness Standards in the Writing domain.

Text Types and Purposes 1. Write arguments to support a substantive claim with clear reasons and relevant and

sufficient evidence. 2. Write informative/explanatory texts to convey complex information clearly and accurately

through purposeful selection and organization of content. 3. Write narratives to convey real or imagined experiences, individuals, or events and how

they develop over time.

Production and Distribution of Writing 4. Produce writing in which the organization, development, substance, and style are

appropriate to task, purpose, and audience. 5. Strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach. 6. Use technology, including the Internet, to produce, publish, and interact with others

about writing.

Research to Build Knowledge 7. Perform short, focused research projects as well as more sustained research in response

to a focused research question, demonstrating understanding of the material under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate and cite the information while avoiding plagiarism.

9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.




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Writing 1. Write opinion pieces on familiar topics or texts, supporting a point of view with reasons .

SE 1: 219; 2: 191, 217

TE 2: 219; 5: 169g–169h, 191, 193g–193h, 217, WA2–WA9

The Writing Workshop lesson for Unit 5 provides step-by-step instruction on the complete process of writing a persuasive letter. Students examine a model, find a topic, and use a graphic organizer to help sort and order their reasons. Students then draft their letters, revise them, and edit them for spelling, punctuation, grammar, and capitalization. Similar but shorter writing activities can also be found in the Write Now pages with accompanying Teacher’s Edition support as well as the weekly Writing Workshop lessons in the Language Arts strand.

Writing 1.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons .

TE 5: WA2–WA3

The Unit 5 Writing Workshop pages in the Teacher’s Edition present an opportunity for writing a persuasive letter. The lessons guide students step by step through the writing process. For example, during Steps 1 and 2, students analyze a writing model. They plan a first draft in which they organize their reasons as they offer their opinion on a given issue or topic.

Writing 1.b. Provide reasons that support the opinion .

TE 5: WA2–WA3

See the teacher’s note for Writing Standard 1.a. The Writing Workshop lesson provided in the Unit 5 Teacher’s Edition helps students focus on supporting reasons as they complete a graphic organizer in Step 1.

Writing 1.c. Use linking words and phrases (e .g ., because, therefore, since, for example) to connect opinion and reasons .

TE 5: WA5

See the teacher’s note for Writing Standard 1.a. Students revise their drafts during Step 3 of the Teacher’s Edition unit lesson. Adding or deleting information, reorganizing sentences, and adding persuasive words or phrases are strategies that are suggested to and discussed with students during the revising step.

During the prewriting step, discuss the linking words used in the student model with students. Point out the sentence It will be safe because I know you will help us with the oven. Explain that the writer used the word because to link his opinion (it will be safe) with his reason (I know you will help us with the oven). Explain that words such as because, therefore, since, and for example can be used to link supporting reasons to opinions. During the drafting and revising steps, remind and encourage students to include linking words as well as persuasive words in their letters.

Writing 1.d. Provide a concluding statement or section .

TE 5: WA2–WA7

See the teacher’s note for Writing Standard 1.a. The drafting and revising steps of the writing lessons, as well as models and checklists, either provide examples of, support the writing of, or remind students about the need for a conclusion as part of the structure of their persuasive/opinion writing. In addition, encourage students to practice writing a summarizing sentence about their opinion that they could use to conclude their writing.


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Writing 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly .

SE 1: 169, 219, 247, 267, 375, 395; 2: 271, 351

TE 1: 63m, 85m, 115m, 141m; 2: 169, 173g–173h, 173m, 197m, 219, 247, 267, 271g–271h, WA2–WA9; 3: 303m, 375, 379m, 395, 399m, WA2–WA9; 4: 59m, 85m, 137g–137h; 5: 169m, 219m, 243m, 271, 275m; 6: 303m, 331m, 351, 353g–353h, 353m, WA2–WA9

Opportunities for informative/explanatory writing can be found in the unit Writing Workshop lessons. Similar activities are found in the Write Now pages with their accompanying Teacher’s Edition pages as well as the Weekly Writing Workshop lessons in the Language Arts strand. Writing activities such as writing directions, a how-to article, a biography, or a nonfiction description focus on examining a topic. The New Literacies sections also ask students to research a topic and provide information as they write an explanation or short report to present to the class.

Writing 2.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension .

SE 1: 56, 168, 169, 218, 219, 266, 267, 374, 394, 395; 2: 54, 190, 271, 350, 351

TE 1: 56, 63m, 85m, 115m; 2: 168, 169, 173m, 197m, 218, 219, 223m, 266, 267, WA2–WA9; 3: 303m, 374, 379m, 394, 395, WA2–WA9; 4: 54, 85m, 137m; 5: 169m, 190, 219m, 243m, 271, 275m; 6: 303m, 350, 351, WA2–WA9

The unit Writing Workshop lessons provide instruction on the complete process of writing different kinds of expository, or informative/explanatory, writing. The Workshops guide students step by step through the writing process. For example, during the process, students begin by analyzing a writing model and planning a first draft. In their draft, they state the topic and organize their ideas in a way that is logical for the kind of writing. Also, the Write Now and New Literacies sections provide opportunities for students to write various kinds of shorter informative/explanatory pieces. In addition, the Look Back and Write activity in the Reader Response section, which comes at the end of each reading selection, often asks students to write a main idea and supporting details about a topic.

In many cases with the Writing Workshop lessons and the New Literacies sections, the finished products may include illustrations or graphics. See, for example, TE 2: 223m; 3: WA7.

Writing 2.b. Develop the topic with facts, definitions, and details .

SE 1: 169, 193, 247, 267, 351; 2: 55, 165, 239, 351, 402–403

TE 2: 169, 193, 247, 267, WA2–WA3; 3: 351, WA2–WA3; 4: 55; 5: 165, 239; 6: 351, 402–403, WA2–WA3

See the teacher’s note for Writing Standard 2.a. The unit Writing Workshop lessons help students focus on facts and details to develop their topic as they fill out a graphic organizer pertinent to the writing form. The Write Now pages remind students that the development of the topic through facts, details, and examples is a key feature in expository/informative/explanatory writing.


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Writing 2.c. Use linking words and phrases (e .g ., also, another, and, more, but) to connect ideas within categories of information .

Adding or deleting information; reorganizing sentences or paragraphs; and adding vivid or precise words, phrases, or sentences are strategies that are suggested and discussed in the unit Writing Workshop lessons during the drafting and revising stages.

The Unit 3 Writing Workshop lesson focuses on a compare-and-contrast essay. As part of the drafting and revising steps, students are encouraged to use transition, or linking, words such as also, but, and however to signal comparisons and contrasts (TE 3: WA4, WA5).

In addition, the Writing Workshop lesson for Week 5, Unit 3 provides opportunities for students to use linking words (and, also, too, like, but, although, however, and on the other hand) while writing compare-and-contrast paragraphs (TE 3: 399g–399h).

Also, during Peer Revision, students can point out places in their partner’s drafts where linking words, phrases, or sentences can be added to better join related ideas and information.

Writing 2.d. Provide a concluding statement or section .

TE 2: WA2–WA3; 3: WA2–WA3; 6: WA2–WA3

See the teacher’s note for Writing Standard 2.a. The prewriting and revising stages of all Writing lessons and models and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as part of the structure of their expository/informative/explanatory writing. In addition, encourage students to practice writing sentences summarizing their ideas on their topic, which they could use to conclude their writing.

Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences .

SE 1: 37, 136–137, 299, 321

TE 1: 37, 41g–41h, 136–137, 141g–141h, WA2–WA9; 3: 299, 321; 4: 59g–59h, WA2–WA9

Opportunities for narrative writing can be found in the Writing Workshop lessons where a complete writing process is given in every unit. Similar and shorter activities are found in the Student Edition on the Write Now pages and the accompanying support in the Teacher’s Edition as well as the weekly Writing Workshop lessons in the Language Arts strand.

Writing 3.a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally .

SE 1: 136–137, 321; 2: 76–77

TE 1: 136–137, WA2–WA9; 3: 321; 4: 76–77, WA2–WA9

The Write Now pages in the Student Edition present several narrative writing forms, including realistic fiction, poem, and play. The unit Writing Workshop lessons guide students step by step through the writing process. For example, during Step 1 students analyze a writing model and plan a first draft in which they organize their ideas, taking into consideration the elements of the particular kind of narrative writing.


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Writing 3.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations .

SE 1: 321

TE 1: WA2–WA9; 3: 321; 4: WA2–WA9

See the teacher’s note for Writing Standard 3.a. The unit Writing Workshop lessons during Steps 1 to 3 help students focus on the elements they need to include and the techniques they can use to write a narrative. Students fill out a graphic organizer and study a topic pertinent to the writing form, such as choosing vivid words. Lessons remind students that the development of strong, engaging story elements—characters, setting, plot—is a key feature in narrative writing.

Writing 3.c. Use temporal words and phrases to signal event order .

TE 1: WA2–WA9; 4: 137g–137h, WA2–WA9

Students revise their drafts during Step 3 of the unit Writing Workshop lessons. Adding or deleting details, replacing vague or weak words with more exact or more vivid words, and adding transition or temporal words or phrases are strategies that are suggested to and discussed with students during the prewriting, drafting, and revising stages. Students also acquire additional practice with temporal, or time order, words in the Writing Workshop lesson for Unit 4, Week 5 (TE 4: 137g–137h). Remind students that temporal, or time order, words and phrases include first, next, then, last, finally, after, before, later, in the meantime, and phrases that mention times of day, days, months, or years.

Writing 3.d. Provide a sense of closure . TE 1: WA2–WA9; 4: 137g–137h, WA2–WA9

See the teacher’s note for Writing Standard 3.a. The prewriting, drafting, and revising stages of the unit Writing lessons and models and checklists provide examples of, support the writing of, or remind students about the need for a conclusion as an important part of the structure of their narrative writing. In addition, ask students to reread the conclusions of several stories, such as Tops and Bottoms (SE 1: 228–245) and Suki’s Kimono (SE 2: 150–163) and note how these authors wrap up their narratives in satisfying ways. Suggest that students then evaluate how well their conclusion performs the same task.


Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose . (Grade-specific expectations for writing types are defined in standards 1–3 above .)

In every unit Writing Workshop lesson, students follow the basic writing process in which peer and adult review and guidance are included. There are scoring rubrics to check on process as well as peer help to revise and improve the writing along with teacher guidance.


Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing .

The Writing Workshop lessons in the Teacher’s Edition are based on a five-step process. Two of these steps are Revise and Edit. Step 3 also includes Peer Revision during which student partners exchange drafts and offer ideas for strengthening one another’s writing.

TE 1: WA2–WA3, WA5, WA6; 2: WA2–WA3, WA5, WA6; 3: WA2–WA3, WA5, WA6; 4: WA2–WA3, WA5, WA6; 5: WA2–WA3, WA5, WA6; 6: WA2–WA3, WA5, WA6


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Writing 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others .

TE 1: 41m, 63m, 85m, 115m, 141m; 2: 173m, 197m, 223m, 249m, 249n, 271m; 3: 303m, 303n, 329m, 329n, 353m, 379m, 399m, WA6; 4: 35m, 35n, 59m, 85m, 111m, 137m, WA6; 5: 169m, 193m, 219m, 219n, 243m, 275m, WA6; 6: 303m, 331m, 353m, 379m, 407m, WA6

The program includes a Research/Study Skills strand that includes lessons on using technology, such as online encyclopedia, and New Literacies and Writing Workshop lessons that encourage the use of computer programs in preparing presentation materials.


Writing 7. Conduct short research projects that build knowledge about a topic .

TE 1: 41m, 63m, 85m, 115m, 141m; 2: 173m, 197m, 223m, 249m, 271m; 3: 303m, 329m, 353m, 379m, 399m; 4: 35m, 59m, 85m, 111m, 137m; 5: 169m, 193m, 219m, 243m, 275m; 6: 303m, 331m, 353m, 379m, 407m

The Teacher’s Edition offers an Internet research activity every week on the New Literacies page. The topic of this research activity is always tied to the Question of the Week and the topic of the main Student Edition selection. The five steps in the research activity include Identify Questions, Navigate/Search, Analyze, Synthesize, and Communicate. One step is presented each day of the 5-day activity. Students begin by brainstorming topic-related questions and end by giving a brief report on the topic.

In addition, the Writing Workshop lessons at the end of Unit 6 provide instruction on the complete process of writing research reports (TE 6: WA2–WA9). These lessons guide students step by step through the writing process. For example, students analyze a writing model, choose a topic, research the topic, and plan a first draft during Step 1.

Writing 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories .

TE 1: 41m, 63m, 85m, 115m, 141m; 2: 173m, 197m, 223m, 249m, 271m; 3: 303m, 329m, 353m, 379m, 399m; 4: 35m, 59m, 85m, 111m, 137m; 5: 169m, 193m, 219m, 243m, 275m; 6: 303m, 331m, 353m, 379m, 407m

The Teacher’s Edition offers an Internet research activity every week on the New Literacies page. This research activity is divided into five steps. During the Navigate/Search step, students gather relevant information from various sources, take notes, and organize their evidence. During Analyze and Synthesize, they restate the information they find. During Synthesize, they pull together relevant ideas and arrange information from the sources they used.

Also, the Writing Workshop and the Research/Study Skills lessons help develop the skills needed to gather, organize, and analyze information in order to take proper notes. See TE 4: 137n; 6: 303g–303h, 379n.



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Range of Writing

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

In the unit Writing Workshop lessons, students follow the basic writing process in a five-step plan. They also participate in short-term writing activities in both the weekly Writing Workshop lessons and the New Literacies section in the Teacher’s Edition as well as the Write Now pages in the Student Edition. See the following representative pages from Unit 1:

SE 1: 37, 61, 136–137

TE 1: 37, 41g–41h, 41m, 61, 63g–63h, 63m, 83, 85g–85h, 85m, 111, 115g–115h, 115m, 136–137, 141g–141h, 141m, WA2–WA9


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The grade 3 standards on the following pages define what students should understand and be able to do in grade 3 as they build toward the College and Career Readiness Standards in the Speaking and Listening domain.

Comprehension and Collaboration 1. Participate effectively in a range of interactions (one-on-one and in groups), exchanging

information to advance a discussion and to build on the input of others. 2. Integrate and evaluate information from multiple oral, visual, or multimodal sources in

order to answer questions, solve problems, or build knowledge. 3. Evaluate the speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas 4. Present information, evidence, and reasoning in a clear and well-structured way

appropriate to purpose and audience. 5. Make strategic use of digital media and visual displays of data to express information and

enhance understanding. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating a command

of formal English when indicated or appropriate.


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Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly .

Each selection lesson plan contains multiple opportunities for students to initiate and engage in group discussions. Students discuss topics and texts in Day 1 Build Background, Day 2 Introduce Vocabulary, Day 3 Reader Response, and Day 4 Reading Across Texts as well as in the Wrap-Up activities at the end of every unit. See the following representative pages for Unit 1:

SE 1: 36, 41, 60, 63, 82, 85, 110, 115, 135, 141, 146–147

TE 1: 14a, 14b, 36, 41, 44a, 44b, 60, 63, 66a, 66b, 82, 85, 88a, 88b, 110, 115, 118a, 118b, 135, 141, 146–147

The program also includes Speaking and Viewing or Speaking and Listening activities in the Teacher’s Edition. The topics of these activities are derived from the reading selections. See the following pages for examples.

TE 1: 41d, 63d, 85d, 115d, 141d

Speaking/Listening 1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion .

The program’s Speaking and Viewing or Speaking and Listening activities include listening, speaking, and teamwork tips that incorporate rules for discussions and cooperative interaction. See the following representative pages:

TE 1: 41d, 63d, 85d, 115d, 141d; 2: 173d, 197d, 223d, 249d, 271d

Speaking/Listening 1.b. Follow agreed-upon rules for discussions (e .g ., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) .

Speaking and Viewing or Speaking and Listening activities in the Teacher’s Edition provide tips advising students to ask relevant, topic-related questions and to respond with detail. Students are encouraged to use pertinent comments that help clarify their understandings and improve their own presentations as well as to provide suggestions that build on the ideas of others. See the following representative pages:

TE 1: 41d, 63d, 85d, 115d, 141d; 2: 173d, 197d, 223d, 249d, 271d

Speaking/Listening 1.c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others .

Speaking and Viewing or Speaking and Listening activities provide tips encouraging students to use pertinent comments that help clarify their understandings, improve their own presentations, and provide suggestions that build on the ideas of others. See the following representative pages:

TE 2: 173d, 197d, 223d, 249d, 271d; 4: 35d, 59d, 85d, 111d, 137d

Reader Response discussions provide additional opportunities to check understandings.

SE 1: 36, 82, 168, 246, 320, 374; 2: 54, 130, 190, 238, 326, 376

TE 1: 36, 82; 2: 168, 246; 3: 320, 374; 4: 54, 130; 5: 190, 238; 6: 326, 376

Speaking/Listening 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally .

SE 1: 150–151, 168; 2: 284–285, 300

TE 1: 85d, 141d; 2: 150–151, 156–157, 158–159, 168, 173d; 5: 193d; 6: 284–285, 290–291, 300

In addition to teaching main idea and details in its Comprehension pages, the program teaches and practices summarizing skills in which students are guided in summarizing and retelling important ideas in written materials. See, for example, SE 1: 42–43 and TE 1: 42–43, 52–53, 58–59. This skill is related to paraphrasing graphic and orally presented material because students are required to analyze and restate information. In addition, the program teaches and practices skills for analyzing graphically presented materials. See, for example, TE 1: 41n, 141n; 2: 271b.


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Speaking/Listening 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail .

TE 2: 223d, 249d; 4: 85d; 6: 331d, 353d

Speaking and Viewing or Speaking and Listening activities provide tips advising students to ask relevant, topic-related questions and to respond with detail. Teachers can provide additional opportunities for students to ask and answer questions at the end of every speaking activity. Encourage students to wait until the end of each presentation before asking questions. Ask speakers to respond to questions politely and to elaborate, or explain, as best they can.


Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace .

TE 1: 85d, 141d; 2: 173d; 3: 379d; 4: 137d; 5: 193d, 275d

Speaking and Viewing or Speaking and Listening activities provide numerous opportunities for students to prepare presentations with appropriate facts and descriptive details. Students gather information, write the presentation, prepare visuals, and finally give the presentation. Use the Main Idea and Details lessons in the Comprehension strand to reinforce understanding of the concepts. The strand provides instruction in identifying main ideas and details in written materials. See, for example, TE 2: 150–151, 156–157, and 158–159. Review identifying main idea and details to help students as they prepare their presentations. Remind them to include supportive facts and details for their main ideas in their presentations.

Speaking/Listening 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details .

Each week’s five-day plan offers multiple opportunities for students to engage in auditory or visual work. For small group work, the Cross-Curricular Centers usually include auditory and visual activities. See, for example, TE 1: 12j–12k. Students work with visual displays in the Build Concept Vocabulary sections. See, for example, TE 1: 12l. The Comprehension lessons may have students create a story map or other visual. See, for example, SE 1: 12–13 and TE 1: 12–13. The Internet inquiry activities on the New Literacies pages suggest using visuals to support oral presentations. See, for example, TE 1: 63m. Finally, the Writing Workshop lessons include adding visuals to the document in the publish stage of the writing process. See, for example, TE: WA7.

Speaking/Listening 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification .

Some of the Speaking and Viewing or Speaking and Listening activities remind students to speak with proper grammar and usage. See TE 1: 63d; 4: 35d; 5: 169d. Also in the Teacher’s Edition Grammar lessons, the program provides specific instruction in identifying and following rules for subject-verb agreement (TE 3: 353e) and the correct use of pronouns (TE 4: 35e–35f, 59e–59f).

Encourage use of proper pronoun-antecedent agreement in speaking and writing activities. As you discuss pronouns, take time to relate pronouns to their antecedents. Use the selection Rocks in His Head to help students identify pronouns and their antecedents. Have students identify the antecedents of pronouns in sentences you read from the selection. Then have students discuss the story. Remind them to use correct pronoun-antecedent agreement as they speak.


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The grade 3 standards on the following pages define what students should understand and be able to do in grade 3 as they build toward the College and Career Readiness Standards in the Language domain.

Conventions in Writing and Speaking 1. Demonstrate a command of the conventions of standards English grammar and usage. 2. Demonstrate a command of the conventions of capitalization, punctuation, and spelling. 3. Make effective choices about language, punctuation, and sentence structure for meaning

and style.

Vocabulary Acquisition and Use 4. Determine the meaning of words and phrases encountered through conversations, reading,

and media use. 5. Understand the nuances of and relationships among words. 6. Use grade-appropriate general academic vocabulary and domain-specific words and phrases

purposefully acquired as well as gained through conversation and reading and responding to texts.


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Conventions in Writing and Speaking


TE 1: 41e–41f, 85e–85f, 141e–141f; 2: 173e–173f, 223e–223f, 271e–271f; 3: 329e–329f, 379e–379f; 4: 35e–35f, 85e–85f; 5: 193e–193f, 243e–243f; 6: 331e–331f, 379e–379f

Conventions of grammar and usage are taught, practiced, or assessed every day of every week. Examples cited above.

Language 1.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences .

TE 2: 173e–173f, 197e–197f, 223e–223f, 249e–249f, 271e–271f; 3: 303e–303f, 329e–329f, 399e–399f; 4: 35e–35f, 59e–59f, 85e–85f; 5: 169e–169f, 193e–193f, 219e–219f, 243e–243f

In the Teacher’s Edition, nouns, pronouns, verbs, adjectives, and adverbs are taught in daily Grammar lessons in the Language Arts strand.

Language 1.b. Form and use regular and irregular plural nouns .

TE 2: 197e–197f, 223e–223f

The program’s Grammar lessons provide instruction and practice in recognizing and forming common regular and irregular plural nouns.

Language 1.c. Use abstract nouns (e .g ., childhood) .

Students learn to identify a noun as the word for any person, place, or thing and a proper noun as the name of a specific person, place, or thing. Abstract nouns are included in selections. To reinforce understanding of abstract nouns, point out examples as each selection proceeds through the guided reading process. For example, use the selection SE 2: America’ s Champion Swimmer: Gertrude Ederle and these abstract nouns: p. 99—spirit, p. 103—courage, glory, p. 105—strength. As each word is discussed, point out how the word names a concept or idea that we can think about. It is not a word that names something we can see or touch. Have students look for other examples in each lesson.

Language 1.d. Form and use regular and irregular verbs .

TE 3: 379e–379f, 399e–399f

The program’s Grammar lessons provide instruction and practice in recognizing and forming verb tenses.

Language 1.e. Form and use the simple (e .g ., I walked; I walk; I will walk) verb tenses .

TE 3: 379e–379f, 399e–399f

The program’s Grammar lessons provide instruction and practice in recognizing and forming simple verb tenses.


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Language 1.f. Ensure subject-verb and pronoun-antecedent agreement .*

TE 3: 353e–353f

In its Grammar lessons, the program provides instruction in identifying and following rules for subject-verb agreement.

In addition, pronouns are presented in Grammar lessons in TE 4: 59e–59f.

As you discuss pronouns, remind students that pronouns replace nouns. Tell them that sentences must make it clear what noun is replaced by a pronoun.

Use the selection America’s Champion Swimmer: Gertrude Ederle to help students identify pronouns and their antecedents. Read select sentences from the selection, model how to identify pronouns and their antecedents, and then have students identify pronouns and antecedents in sentences from the selection. You might use these sentences, for example: “In 1906 women were kept out of many clubs and restaurants. In most states they were not allowed to vote.” “Trudy’s trainer was sure she couldn’t finish the swim. He told her to give up.” “Two airplanes circled and tipped their wings to greet Trudy.” Then have students make up their own sentences using pronouns and their antecedents.

Language 1.g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified .

TE 5: 169e–169f, 193e–193f, 219e–219f, 243e–243f

The program introduces basic adjectives and adverbs. That instruction is followed by work with comparative and superlative adjectives and adverbs.

Language 1.h. Use coordinating and subordinating conjunctions .

TE 1: 141e–141f, WA5, WA7; 5: 275e–275f; 6: 353e–353f

The program includes work with conjunctions. The Grammar lessons focus on both coordinating (and, but, or) and subordinating (although, since, until, while) conjunctions. In addition, the Writing Workshop lessons for Unit 1 explain how to improve writing by using conjunctions to combine sentences.

Extend understanding of subordinating conjunctions as you discuss sentences with dependent clauses. Provide a list of subordinating conjunctions, such as if, after, when, although, as, because, and unless. Then help students look through a selection to find examples of complex sentences with the conjunctions. Have them identify the subordinating conjunction, the dependent clause, and the independent clause in the sentence. For example, use these sentences from Happy Birthday Mr. Kang: “When Mr. Kang turned seventy, Mrs. Kang had a birthday party for him.” “Every morning he reads it while he drinks his tea and eats his sweet and fragrant almond cakes, warm from the oven.” “On Sundays Mr. Kang gets up when it’s dark.” “As he opens the door to leave the apartment, Mrs. Kang is padding quickly behind him.” “Today is a special Sunday morning because Sam and Mr. Kang are going to the park together.”


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Language 1.i. Produce simple, compound, and complex sentences .

TE 1: 85e–85f, 115e–115f, 337e–337f, WA5, WA7

The program’s Grammar lessons provide instruction in identifying and forming simple statements, questions, commands, and exclamations and compound sentences. In addition, the Writing Workshop lessons for Unit 1 explain how to improve writing by using conjunctions to combine simple sentences into compound sentences.

Story selections contain numerous examples of simple, compound, and complex sentences. Use them to discuss sentence structure. Choose sentences from selections for use as models. For example, use the selection My Rows and Piles of Coins. Select sentences from the story, such as ”My heart beat excitedly.” “I wanted to buy everything, but I clutched my coins tightly in my pocket.” “I turned and bumped into a skinny man, who laughed at my confusion.” Identify the two independent clauses in compound sentences and the dependent and independent clauses in complex sentences. Model writing simple, complex, and compound sentences, and encourage students to use varying structures as they complete writing activities in the program.


The Language Arts strand in the Teacher’s Edition provides daily lessons in a variety of English conventions. The Grammar lessons within the strand cover capitalization, punctuation, grammar, and usage. Spelling is a separate component of the Language Arts strand and covers a variety of spelling topics, such as spellings of irregular plurals or spelling patterns of vowels with r. In addition, these topics are further covered in the daily Writing Workshop lessons as well as those that appear at the end of every unit. See the following representative pages for Unit 3:

TE 3: 303e–303f, 303g–303h, 303k–303l, 329e–329f, 329g–329h, 329k–329l, 353e–353f, 353g–353h, 353k–353l, 379e–379f, 379g–379h, 379k–379l, 399e–399f, 399g–399h, 399k–399l, WA2–WA9

Language 2.a. Capitalize appropriate words in titles .

In the Teacher’s Edition, capitalization, along with grammar and usage and punctuation, is presented in the Grammar lessons, a main component of the Language Arts strand that appears daily. Capitalization of days of the week, months of the year, holidays, and titles for people are taught in Unit 6 (TE 6: 303e–303f). Also, the Writing Workshop lessons that appear at the end of every unit direct students to use capital letters correctly during the prewriting and editing stages. See, for example, TE 1: WA2–WA3, WA6.

Use the following routine with each selection title when Prereading Strategies are presented at the beginning of each lesson.

• As the selection title is identified, call attention to the use of capitalization to identify important words in the title.

• Discuss the difference between important and less important words in the title.

• Ask students to identify the capitalized words in the title.

Language 2.b. Use commas in addresses .

TE 6: 379e–379f

The program’s Grammar lessons provide instruction and practice in recognizing and using commas in addresses.


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Language 2.c. Use commas and quotation marks in dialogue .

TE 6: 379e–379f, 407e–407f

In the Teacher’s Edition, punctuation including commas and quotation marks, along with grammar and usage and capitalization, is presented in the Grammar lessons, a main component of the Language Arts strand.

Use any selection in the program that includes dialogue to point out the use of commas and quotation marks to set off the speaker’s words. For example, as students read What About Me?, point out the opening and closing quotation marks that enclose the spoken words and the commas that separate those words from the speech tags. Also point out the speech tags that identify the speaker of the words.

Language 2.d. Form and use possessives .

TE 2: 249e–249f, 271e–271f; 4: 85e–85f

The program’s Grammar lessons provide instruction and practice in recognizing and forming possessives.

Language 2.e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e .g ., sitting, smiled, cries, happiness) .

TE 1: 41k–41l, 63k–63l, 85k–85l, 115k–115l, 141k–141l; 2: 173k–173l, 197k–197l, 223k–223l, 249k–249l, 271k–271l; 3: 303k–303l, 329k–329l, 353k–353l, 379k–379l, 399k–399l; 4: 35k–35l, 59k–59l, 85k–85l, 111k–111l, 137k–137l; 5: 169k–169l, 193k–193l, 219k–219l, 243k–243l, 275k–275l; 6: 303k–303l, 331k–331l, 353k–353l, 379k–379l, 407k–407l

Each week in the Teacher’s Edition a spelling concept is pretested on Day 1; practiced on Days 2, 3, and 4 using activities, strategies, and workbook pages; and tested again on Day 5. These lessons focus on spelling patterns and the spelling of high-frequency words.

Language 2.f. Use spelling patterns and generalizations (e .g ., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words .

TE 1: 41k–41l, 63k–63l, 85k–85l, 115k–115l, 141k–141l; 2: 173k–173l, 197k–197l, 223k–223l, 249k–249l, 271k–271l; 3: 303k–303l, 329k–329l, 353k–353l, 379k–379l, 399k–399l; 4: 35k–35l, 59k–59l, 85k–85l, 111k–111l, 137k–137l; 5: 169k–169l, 193k–193l, 219k–219l, 243k–243l, 275k–275l; 6: 303k–303l, 331k–331l, 353k–353l, 379k–379l, 407k–407l

Every week’s Phonics and Spelling lesson focuses on spelling concepts, which are pretested, practiced, and posttested. These lessons focus on spelling patterns and generalizations. In addition, as part of the Writing Workshop lessons at the end of the unit, students proofread and edit for spelling, capitalization, punctuation, and grammar.

Language 2.g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings .

The Research/Study Skills lessons identify the structure, organization, and purpose of reference sources including dictionaries and glossaries. See, for example, TE 2: 173n.

Provide multiple copies of reference sources for students’ use. Encourage them to use the sources to check and correct spelling as they proofread and edit their writing on Day 4 of the weekly Writing Workshop lessons and during Step 4 of the unit Writing Workshop lessons. See, for example, TE 2: 249h, WA6.


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The Language Arts strand includes lessons that discuss using the conventions of language and making language choices for effective communication. In addition, Guiding Comprehension questions in the Teacher’s Edition may focus on the effect of words used in the selections. This provides the opportunity to identify effective choices and to apply them to students’ own writing. See the following representative pages:

TE 1: 18, 32, 41e–41f, 63e–63f, 74, 78, 85e–85f, 115e–115f, 130, 141e–141f

In the Writing Workshop lessons, the revising steps provide opportunities for students to check their writing for effective language.

TE 1: 41h, 63h, 85h, 115h, 141h, WA5; 2: 173h, 197h, 223h, 249h, 271h, WA5; 3: 303h, 329h, 353h, 379h, 399h, WA5; 4: 35h, 59h, 85h, 111h, 137h, WA5; 5: 169h, 193h, 219h, 243h, 275h, WA5; 6: 303h, 331h, 353h, 379h, 407h, WA5

Language 3.a. Choose words and phrases for effect .*

TE 1: 18, 63b, 63g–63h, 74, 78, 85g–85h; 2: 197g–197h, 210, 223g–223h, 271g–271h, WA4–WA5; 3: 303g–303h, 329g–329h, 399g–399h; 4: 35g–35h, WA4–WA5; 5: 152, 154, 160, 169g–169h, 193g–193h, 202, 219g–219h; 6: 331g–331h

In the Language Arts strand, the program includes lessons that discuss effective communication through use of words and phrases. In addition, Guiding Comprehension questions in the Teacher’s Edition may focus on the effect of words or phrases used in the selections. This provides the opportunity for students to identify effective choices and to apply them to their own writing. In the Writing Workshop lessons, students have opportunities to check their writing for effective language choices.

Language 3.b. Recognize and observe differences between the conventions of spoken and written standard English .

In both the Speaking and Viewing and Speaking and Listening sections of the program, students develop oral language skills based on the conventions of standard English. Students similarly focus on using the conventions of standard written English in both the Grammar and Writing Workshop lessons.


Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies .

SE 1: 14–15, 66–67, 176–177, 226–227, 306–307; 2: 14–15, 62–63, 196–197, 246–247, 286–287, 356–357

TE 1: 14–15, 22, 23, 41c, 66–67, 72, 73, 85c; 2: 176–177, 186–187, 226–227, 234, 235, 249c; 3: 306–307, 316, 317, 329c; 4: 14–15, 24, 25, 35c, 62–63, 72, 73, 85c; 5: 196–197, 208, 209, 219c, 246–247, 254, 255, 275c; 6: 286–287, 296, 297, 303c, 356–357, 368, 369, 379c

The program offers numerous instructional opportunities to help students learn how to determine or clarify word meanings through Vocabulary strategies and exercises.


SE 1: 14–15, 88–89, 152–153, 176–177, 226–227, 356–357; 2: 62–63, 88–89, 222–223, 306–307

TE 1: 14–15, 22, 23, 41c, 88–89, 96, 97, 115c; 2: 152–153, 173c, 176–177, 186, 187, 197c, 226–227, 249c; 3: 356–357, 364, 365, 379c; 4: 62–63, 72, 73, 85c, 88–89, 98, 99, 111c; 5: 222–223, 232, 233, 243c; 6: 306–307, 312, 313, 331c

The program’s Vocabulary lessons provide explicit instruction and practice in recognizing and using context clues to acquire meanings of words and phrases.


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Language 4.b. Determine the meaning of the new word formed when a known affix is added to a known word (e .g ., agreeable ∕disagreeable, comfortable ∕uncomfortable, care ∕ careless, heat ∕preheat) .

SE 1: 118–119; 2: 14–15, 286–287, 356–357

TE 1: 118–119, 130, 131, 141c; 4: 14–15, 24, 25, 35c; 6: 286–287, 296, 297, 303c, 356–357, 379c

The program focuses on the meanings of words with prefixes and suffixes in Vocabulary lessons. Students learn to combine the meaning of the known word with the meaning of the affix to determine the meaning of the new word.

Language 4.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e .g ., company, companion) .

SE 1: 282–283, 332–333; 2: 38–39, 114–115, 196–197

TE 3: 282–283, 292, 293, 303c, 332–333, 338, 339, 353c; 4: 38–39, 44, 45, 59c, 114–115, 118, 119, 137c; 5: 196–197, 204, 205, 219c

The program focuses on root words in Vocabulary lessons on word structure. Students decode and determine the meaning of an unfamiliar word based on knowledge of words with the same root. The Phonics and Phonics and Spelling strand include lessons on related words. The Phonics lesson models how to identify meaning by examining word relationships. See TE 6: 407i.

Extend understanding of deriving meaning from words with the same root by identifying related words in a selection and having students determine the meaning of one word by analyzing its related word. For example, choose the words murals and muralists from Talking Walls: Art for the People, and ask students to define muralists based on the meaning of murals, which is given in the selection.

Language 4.d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases .

SE 1: 66–67, 200–201, 306–307, 382–383; 2: 334–335

TE 1: 66–67, 72, 73, 85c; 2: 200–201, 210, 211, 223c; 3: 306–307, 316, 317, 329c, 382–383, 388, 389, 399c; 6: 334–335, 344, 345, 353c

The program’s Vocabulary lessons provide instruction and practice in using glossaries and dictionaries to find word meanings.

Language 5. Demonstrate understanding of word relationships and nuances in word meanings .

Word relationships including words related by meaning, such as synonyms; by phonics, such as homophones; by symbols, such as homographs; and by base words and affixes are a focus of the program’s Vocabulary lessons. See the following representative pages:

SE 1: 14–15, 118–119, 152–153, 226–227; 2: 148–149, 172–173, 246–247, 286–287, 306–307, 356–357, 382–383

TE 1: 14–15, 118–119; 2: 152–153, 226–227; 5: 148–149, 172–173, 246–247; 6: 286–287, 306–307, 356–357, 382–383

Language 5.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e .g ., take steps) .

TE 1: 128, 130, 141b; 2: 230, 232, 249b; 3: 339, 389; 4: 35b; 6: 319, 363

Instruction in identifying and differentiating figurative language, including idioms, similes, and metaphors, is provided in Teacher’s Edition Extend Skills and ELL sections. Students are then asked to analyze the meanings of these figures of speech that appear in selections, thus distinguishing them from literal meanings of words.

Language 5.b. Identify real-life connections between words and their use (e .g ., describe people who are friendly or helpful) .

Each selection lesson plan includes an Introduce Vocabulary section, which introduces vocabulary words and connects them to the real world and students’ experiences. See the following representative pages:

TE 1: 14b, 44b, 88b; 2: 176b, 226b; 3: 282b, 332b; 4: 62b, 114b; 5: 172b, 222b; 6: 286b, 306b, 356b


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Language 5.c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e .g ., knew, believed, suspected, heard, wondered) .

SE 1: 152–153; 2: 148–149, 382–383

TE 2: 152–153; 5: 148–149; 6: 382–383

To foster the use of specific words, Vocabulary lessons and questions that accompany the reading selection in the Teacher’s Edition focus on defining and identifying synonyms and using them to understand the meanings of words with related meanings.

For an additional activity, choose related words from a story, such as A Symphony of Whales, and discuss their meanings in relation to state of mind and degree of certainty. This story includes such words as remembering, know, uncertain, and wondering. List the words on the board. Discuss the differences in the meanings of the words, using reference sources if necessary. During the discussion, talk about how the words help convey what is taking place in the story.

Language 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e .g ., After dinner that night we went looking for them) .

Every week of the program features Concept Vocabulary, which are words related to the unit theme and question of the week. These include general and domain-specific terms. Selection vocabulary is presented in a variety of contexts and used by students in activities to help them master the use and meanings of the words. See the following representative pages for Unit 1:

SE 1: 36, 60, 82, 110, 135

TE 1: 12l, 14b, 36, 41c, 42l, 44b, 60, 63c, 64l, 66b, 82, 85c, 86l, 88b, 110, 115c, 116l, 118b, 135, 141c

Instructional lessons develop the use of content, skill, and strategy terms essential for understanding language arts and literary content. In addition, related social studies and science terms and concepts are developed in “Time for…” features. See, for example, TE 2: 139, 163, 165.

The program’s Writing Workshop lessons provide instruction and practice in using words that signal relationships.

TE 1: 85g–85h; 3: 399g–399h; 4: 137g–137h


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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2











Standards Carried Through the Grades

(Conventions—Progressive Standards) . . . . . . . . . . . . . . . . . . . . . . . . .33



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proficiently.

SE: 100 TE 6: 423a

Student Edition Page 100 Teacher’s Edition Unit 6

Page 423a

KEY


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Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text .

SE: 60, 82, 184, 233, 286, 332, 378, 410, 462, 482, 501, 534, 554, 576, 624, 706

TE 1: 60, 82; 2: 184, 233; 3: 286, 332, 378; 4: 410, 462, 482, 501; 5: 534, 554, 576, 624; 6: 706

The program provides Reader Response and Look Back and Write questions at the end of each Student Edition selection with answers in the accompanying Teacher’s Edition pages for the selection and Guiding Comprehension questions in the Teacher’s Edition lessons. To answer many of these questions, students must locate specific text details and examples to explain explicit statements in the text or inferences about the text.

Literature 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text .

SE: 18–19, 686–687

TE 1: 18–19, 27, 33, 34, 35, 60–61, 75, 82–83, 106–107, 128–129; 2: 156–157, 184–185, 208–209, 225, 233–234; 3: 286–287, 308–309, 332–333, 378–379; 4: 410–411, 462–463, 501–502; 5: 534–535, 576–577, 621, 624–625; 6: 686–687, 697, 699, 703, 705, 706–707, 711b

As part of their analysis of each literary work, students are asked to summarize, or retell, the text. To do this, they are taught to recognize the most important ideas in the text; to identify the main literary elements, including characters, settings, plot, and theme; and to describe these briefly in their own words.

Literature 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e .g ., a character’s thoughts, words, or actions) .

SE: 88–89, 106, 360–361, 378, 440–441, 462, 488–489, 501, 560–561, 576, 686–687, 706

TE 1: 88–89, 99, 103, 105, 106; 2: 171; 3: 360–361, 371, 377, 378; 4: 401, 440–441, 449, 455, 459, 462, 488–489, 497, 501; 5: 560–561, 571, 575, 576; 6: 686–687, 693, 699, 703, 706

Character, Setting, and Plot is a major Comprehension Skill strand in the program and as such is well covered in both the Student Edition and the Teacher’s Edition. Student Edition lessons teach students how to identify and describe the characters, settings, and events in the plots of stories using details from the texts. These Student Edition lessons are supported by comprehension lessons and the Story Structure section in the Teacher’s Edition. Look Back and Write questions in the Student Edition with answers in the Teacher’s Edition check students’ ability to find information needed to describe story elements.

Craft and Structure

Literature 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e .g ., Herculean) .

SE: 20–21, 68–69, 190–191, 270–271, 294–295, 378, 394–395, 410, 490–491, 562–563, 662–663, 706

TE 1: 20b, 20–21, 39c, 68–69; 2: 179, 190b; 3: 270–271, 294–295, 362b, 378; 4: 394–395, 410, 490–491; 5: 562b, 562–563; 6: 662–663, 706

The Vocabulary strand helps students use context clues including synonyms and antonyms to determine the meanings of multiple-meaning words and unfamiliar words. In addition, students analyze the meanings of words and phrases used figuratively. In the Teacher’s Edition, Guiding Comprehension provides modeling and practice in determining word meaning.


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Literature 5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e .g ., verse, rhythm, meter) and drama (e .g ., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text .

SE: 130–133, 134–137, 158–161, 192–207, 260–263, 384–387, 444–461, 464–465, 508–511, 630–633, 658–659, 762–765

TE 1: 130–133, 134–137; 2: 158–161, 177, 192–207, 260–263; 3: 384–387; 4: 444–461, 464–465, 508–511; 5: 630–633; 6: 658–659, 762–765

The program provides thorough instruction in the identification, analysis, and interpretation of poetry and drama as well as other forms of literature. The Teacher’s Edition lessons for each form of literature include information and questions about the structure and organization of its features. Each unit in the Student Edition presents several poems. The Teacher’s Edition lessons for these poems cover not only structural elements but also sound devices (onomatopoeia, rhyme, meter, repetition), literary devices (tone, symbolism, imagery, mood), and types of poems (lyrical, free verse). Discussion of the elements of poetry and drama, as well as Reading Across Texts questions, encourage comparison and contrast with the elements of the literary forms that students have learned.

Literature 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations .

TE 1: 25, 44, 46, 47, 133b; 6: 659b

The following questions can be asked about any Student Edition literary selection as students analyze the text:

• Who is the narrator of this story?

• Is the story told from first-person point of view or third-person point of view? How do you know?

• How does this point of view make a difference to the story?


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

SE: 156

TE 1: 39d, 61, 83; 2: 156, 211d, 234, 257; 3: 337d, 355, 379; 4: 465d, 487d, 502; 5: 537d, 577, 603, 625; 6: 656, 681, 707

The above references identify Speaking and Listening activities that involve Readers’ Theater, retelling, and dramatization of selections. Through Readers’ Theater, retelling, and dramatization activities, students orally present or act out a story. These activities can be used as a springboard for discussing the similarities and differences in reading, listening, and viewing a version of the text.



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Literature 9. Compare and contrast the treatment of similar themes and topics (e .g ., opposition of good and evil) and patterns of events (e .g ., the quest) in stories, myths, and traditional literature from different cultures .

SE: 39, 65, 87, 104, 111, 133, 161, 187, 211, 239, 259, 291, 313, 337, 359, 383, 415, 439, 465, 487, 507, 537, 559, 581, 607, 629, 659, 685, 711, 737, 761

TE 1: 39, 65, 104, 111, 133; 2: 161, 187, 211, 239, 259; 3: 291, 313, 337, 359, 383; 4: 415, 439, 465, 487, 507; 5: 537, 559, 581, 607, 629; 6: 659, 685, 711, 737, 761

All of the primary selections in the program are paired with another selection on the same or related topic or theme. As students are introduced to and read examples of traditional story genres (e.g., trickster tale, fable, myth) from various cultures, they learn about the characteristics that distinguish each genre from the others and compare and contrast elements in the literature. Questions in the Student Edition and Teacher’s Edition ask students to compare these stories to one another. To expand students’ experiences with stories from various cultures, provide appropriate collections in the classroom library or help students find suitable materials in the school library and allow them time to read independently.


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

Each fiction selection provides opportunities to read a literary text independently, proficiently, and fluently. See the following representative pages for the first three fiction selections in Unit 1:

SE: 22–33, 44–59, 70–81

TE 1: 22–33, 44–59, 70–81

Fluency lessons focus on accuracy, rate, phrasing, punctuation cues, and expression. See, for example, TE 1: 39a, 65a. Each subskill is applied to appropriate selections in a variety of independent reading activities. Additionally, the Differentiated Instruction (DI) pages continue skill development as students read the ELL Reader and the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow each selection. See TE 1: DI•3, DI•7, DI•9, and DI•11 for examples of the Readers for the first fiction selection in Unit 1.


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Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text .

SE: 256, 354, 434, 602, 655, 680, 732, 756

TE 2: 256; 3: 354; 4: 434; 5: 602; 6: 655, 680, 732, 756

The program provides Reader Response and Look Back and Write questions at the end of each Student Edition selection with answers in the accompanying Teacher’s Edition pages and Guiding Comprehension questions in the Teacher’s Edition lessons. To answer many of these questions, students must locate specific text details and examples as evidence supporting their or others’ statements about the texts.

Informational Text 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text .

SE: 39, 65, 112–113, 240–241, 582–583, 607, 711

TE 1: 39, 65, 112–113, 119, 123; 2: 240–241, 247, 251, 255–257, 259; 3: 354–355; 4: 434–435; 5: 582–583, 589, 595, 602–603, 607; 6: 655–656, 680–681, 711, 732–733, 756–757

As part of their analysis of each informational text, students are asked to summarize the text. To do this, they are taught to distinguish main ideas from supporting details in the text and to describe the main ideas briefly in their own words.

Informational Text 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text .

SE: 39, 87, 187, 211, 256, 259, 299, 313, 354, 359, 434, 581, 582–583, 660–661, 685

TE 1: 39, 87; 2: 187, 211, 256, 259; 3: 290–291, 313, 354, 359, 382; 4: 434, 438; 5: 580–581, 582–583, 593, 595, 601; 6: 660–661, 671, 675, 679, 685

For each informational text selection, questions in the Student Edition and Teacher’s Edition direct students’ attention to identifying the sequence of events, procedures, or concepts in the text. Text Structure sections in the Teacher’s Edition also offer instruction and reinforcement in identifying and describing the sequence of events, procedures, or concepts in an informational text.

Craft and Structure

Informational Text 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area .

Each selection lesson plan contains Concept Vocabulary, which are content words related to the unit theme and the specific selection. On Day 1 of each lesson plan, Concept Vocabulary is introduced to help students learn the meanings of general and domain-specific words. Words to Know are selection words that are essential to understanding the selection. The words are presented and then used by students to help them master the meanings of the words. In addition, related social studies and science terms and concepts are introduced and discussed in “Time for…” features in the Teacher’s Edition. See the following representative pages for the five-day lesson plan for one nonfiction selection:

SE: 114–115

TE 1: 112l, 114b, 114–115, 123, 127


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Informational Text 5. Describe the overall structure (e .g ., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text .

SE: 36, 62, 65, 84, 108, 111, 186, 210, 258, 289, 310, 356, 380, 412, 436, 504, 536, 556, 578, 582–583, 604, 626, 660–661, 682, 734, 758

TE 1: 36–37, 62–65, 84–86, 108–111; 2: 186–187, 210–211, 258–259; 3: 288–291, 310–313, 356–359, 380–383; 4: 412–415, 436–439, 504–506; 5: 536–537, 556–559, 578–581, 582–583, 593, 595, 601, 604–607, 626–629; 6: 660–661, 671, 675, 679, 682–685, 734–737, 758–761

The program offers opportunities for students to identify text structure and use it to help them understand text. Text Structure Comprehension Strategy (how to identify text structure and how to use text organization, including text features such as headings and clue words, to understand text) is developed in both the Student Edition and Teacher’s Edition.

Informational Text 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided .

SE: 65, 87, 239, 259, 313, 359, 383, 439, 487, 537, 559, 607, 685, 737, 761

TE 1: 65, 87; 2: 239, 259; 3: 313, 359, 383; 4: 439, 487; 5: 537, 559, 607; 6: 685, 737, 761

Reading Across Texts questions encourage students to compare and contrast selections with similar topics, themes, or purposes but different forms or points of view. In addition, discuss with students a recent event in the classroom. First, together write an eyewitness account of the event in which you show that you were there when the event occurred. Then together write a secondhand account of the same event in which you pretend you are someone who heard about the event but who was not there at the time. Read aloud the accounts and ask students to compare and contrast the two in terms of focus and information.


Informational Text 7. Interpret information presented visually, orally, or quantitatively (e .g ., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears .

SE: 36, 62, 65, 84, 108, 111, 186, 210, 258, 288, 310, 356, 380, 412, 436, 504, 536, 556, 578, 582–583, 604, 626, 660–661, 682, 734, 758

TE 1: 36–37, 62–65, 84–86, 108–111; 2: 186–187, 210–211, 258–259; 3: 288–291, 310–313, 356–359, 380–383; 4: 412–415, 436–439, 504–506; 5: 536–537, 556–559, 578–581, 582–583, 593, 595, 601, 604–607, 626–629; 6: 660–661, 671, 675, 679, 682–685, 734–737, 758–761

Students are provided with a wealth of opportunities to work with and extract information from a wide variety of visual and graphic sources in informational texts and to use the information to support or add to their understanding of the texts.

Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text .

SE: 40–41, 60, 88–89, 293, 516–517

TE 1: 40l–40m, 40–41, 47, 57, 60, 65b, 88l–88m, 88–89, 125; 3: 293, 313b, 369; 6: 516–517, 537b

As students read any selection, they are reminded through questions in the Student Edition and Teacher’s Edition to be aware of the author’s role in creating the selection. Relevant questions focus on the author’s purpose for writing, choice of topic or illustrations, inclusion or exclusion of information, and use of evidence to support an opinion, idea, or conclusion.


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Informational Text 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably .

SE: 39, 65, 87, 111, 133, 161, 187, 211, 239, 259, 291, 313, 337, 359, 383, 415, 439, 465, 487, 507, 537, 559, 581, 607, 629, 659, 685, 711, 737, 761

TE 1: 39, 65, 87, 111, 133; 2: 161, 187, 211, 239, 259; 3: 291, 313, 337, 359, 383; 4: 415, 439, 465, 487, 507; 5: 537, 559, 581, 607, 629; 6: 659, 685, 711, 737, 761

The purpose of the Reading Across Texts questions in the Student Edition is to give students opportunities to compare two texts, a main selection and a paired selection, that have a related topic but are different in other ways. As part of students’ analysis of the two selections, ask them to identify and summarize the information that the two texts have in common.


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

Each nonfiction selection provides opportunities to read the informational text independently, proficiently, and fluently. See the following representative pages for the first three nonfiction selections in Units 1 and 2:

SE: 62–65, 116–127, 186–187, 210–211, 244–255

TE 1: 62–65, 116–127; 2: 186–187, 210–211, 244–255

Fluency lessons focus on accuracy, rate, phrasing, punctuation cues, and expression. See, for example, TE 2: 187a. Each subskill is applied to appropriate selections with a variety of independent reading activities.

Additionally, the Differentiated Instruction pages continue skill development as students read the ELL Reader and the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow each selection. See TE 1: DI•43, DI•45, DI•48, and DI•51 for examples of the Readers for the first nonfiction selection in Unit 1.


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TE 1: 39c, 65c, 87c, 111c, 133c; 2: 161c, 187c, 211c, 239c, 259c; 3: 291c, 313c, 337c, 359c, 383c; 4: 415c, 439c, 465c, 487c, 507c; 5: 537c, 559c, 581c, 607c, 629c; 6: 659c, 685c, 711c, 737c, 761c

The program’s Word Structure strand provides a strategy for using word structure, including suffixes, prefixes, roots, compound words, and word origins, to decode words. In addition, the program’s Support for English Language Learners sections provide additional work with phonics and word analysis skills. See, for example, TE 1: DI•4, DI•14; 3: DI•4, DI•24. The program’s Spelling strand reinforces word analysis work by providing encoding instruction with word lists organized by consonant and vowel patterns, word structure, and meaning. See, for example, TE 1: 39i–39j; 2: 239i–239j; 3: 337i–337j.

Foundational Skills 3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e .g ., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context .

The program’s Word Structure and Vocabulary strands provide instruction in decoding and deriving the meaning of multisyllabic words both in context and out of context. See the page references for the Word Structure strand cited for Foundational Skills 3 and the following Vocabulary strand references:

SE: 20–21, 42–43, 68–69, 114–115, 144–145, 190–191, 270–271, 340–341, 362–363, 468–469, 540–541, 584–585, 640–641

TE 1: 20–21, 42–43, 68–69, 114–115; 2: 144–145, 190–191; 3: 270–271, 340–341, 362–363; 4: 468–469; 5: 540–541, 584–585; 6: 640–641

For students who need reinforcement in using letter-sound correspondences, syllabication patterns, and morphology, use the program’s Support for English Language Learners sections, which provide additional work with phonics and spelling and word structure skills. See, for example, TE 1: DI•4, DI•14; 3: DI•4, DI•24.

Fluency


Each week’s lesson provides opportunities for students to practice reading aloud with fluency. Fluency activities focus on accuracy, rate, phrasing, punctuation cues, and expression. The activities for accuracy and rate encourage students to adjust rate to facilitate comprehension and to read words accurately. See the following examples:

TE 1: 39a, 65a, 87a, 111a, 133a; 2: 161a, 187a, 211a, 239a, 259a; 3: 291a, 313a, 337a, 359a, 383a


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The program provides prereading strategies and instruction in comprehension strategies that enable students to read with purpose and understanding. For every main selection in the program, the prereading activities in the Teacher’s Edition include building background and following a prereading strategy that helps students preview the selection, predict what it may be about, and set a purpose for reading. In addition, the program teaches comprehension strategies that students can apply as they read to ensure they are reading with understanding. Strategies include visualizing, monitor and fix up, predicting, summarizing, questioning, identifying text and story structure, graphic and semantic organizers, and using prior knowledge. Following are representative pages for the prereading activities in the Teacher’s Edition and the comprehension strategy lessons in the Student and Teacher’s Editions.

Prereading Activities

TE 1: 22–23, 42a, 44–45, 90a, 92–93; 4: 418a, 420–421, 470–471, 490a, 492–493

Comprehension Strategies

SE: 142–143, 162–163, 188–189, 212–213, 240–241, 314–315, 338–339, 360–361, 608–609

TE 2: 142–143, 162–163, 188–189, 212–213, 240–241; 3: 314–315, 338–339, 360–361; 5: 608–609


Each week’s lesson provides opportunities for students to practice reading aloud with fluency. Fluency activities focus on accuracy, rate, phrasing, punctuation cues, and expression. The Fluency sections in the Teacher’s Edition include activities that encourage the teacher to model fluent reading and to check and evaluate students’ oral reading. See the following representative pages from Unit 1:

TE 1: 39a, 65a, 87a, 111a, 133a


SE: 90, 270, 294, 316, 394, 418, 490, 518, 562, 610, 640, 688, 714, 740

TE 1: 20b, 90–91, 100–101, 111c; 3: 270–271, 277, 291c, 294–295, 305, 313c, 316–317, 325, 337c; 4: 394–395, 405, 415c, 418–419, 427, 439c, 490–491, 495, 507c; 5: 518–519, 525, 537c, 562–563, 573, 581c, 610–611, 617, 629c; 6: 640–641, 688–689, 701, 711c, 714–715, 721, 729, 737c, 740–741, 749, 761c

The program’s Vocabulary strand in the Student and Teacher’s Editions provides instruction in word-recognition strategies and concepts including using context to determine meaning of multiple-meaning and unfamiliar words. Questions in the Teacher’s Edition help students apply the skill as they read selections.


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research.




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Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information .

SE: 535, 555, 625

TE 5: 535, 537g–537h, 555, 559g–559h, 625, 629g–629h, WA2–WA7

The program’s Write Now pages in the Student Edition with their accompanying Teacher’s Edition pages and the Teacher’s Edition Writing Workshops, which guide students through the writing process, present three kinds of persuasive, or opinion, writing. As they work through the process, students use details to support their opinions.

Writing 1.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose .

SE: 535, 555, 625

TE 5: 535, 537g–537h, 555, 559g–559h, 625, 629g–629h, WA2–WA7

The Write Now pages in the Student Edition with its accompanying Teacher’s Edition pages present three kinds of persuasive, or opinion, writing. The daily Writing sections in the Teacher’s Edition lessons guide students step by step through the writing process. For example, on Days 1, 2, and 3, students analyze a writing model, examine a writing trait, and plan a first draft in which they offer their opinion on a given issue or topic and organize their ideas. Also, the Unit Writing Workshop pages guide students through a five-stage writing process, from persuasive writing prompt to finished product. Writing Transparency pages provide the models, graphic organizers, and activities that accompany the Teacher’s Edition lessons and Unit Writing Workshop pages. In addition, Look Back and Write prompts at the end of the selections in the Student Edition often ask students to state their opinion about an issue or topic in writing.

Writing 1.b. Provide reasons that are supported by facts and details .

SE: 106, 501, 535, 555, 625, 680

TE 1: 106; 4: 501; 5: 535, 537g–537h, 555, 559g–559h, 625, 629g–629h, WA2–WA7; 6: 680

See the teacher’s note for Writing Standard 1.a. The Teacher’s Edition lessons help students focus on their supporting facts and details as they fill out a graphic organizer and study a topic pertinent to the writing form, such as the use of effective topic sentences. The Writing Workshop pages and Look Back and Write prompts all remind students that the use of strong supporting evidence is a key feature in persuasive/opinion writing.

Writing 1.c. Link opinion and reasons using words and phrases (e .g ., for instance, in order to, in addition) .

SE: 535, 555, 625

TE 5: 535, 537g–537h, 555, 559g–559h, 625, 629g–629h, WA2–WA7

Students edit and revise their drafts on Day 4 of the Teacher’s Edition lessons. Adding or deleting information, reorganizing sentences, and adding transition or linking words or phrases are strategies that are suggested to and discussed with students during the revising stage. Also, as part of Revision, students can point out places in their partners’ drafts where linking words or phrases can be added to better connect ideas.


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Writing 1.d. Provide a concluding statement or section related to the opinion presented .

SE: 535, 555, 625

TE 5: 535, 537g–537h, 555, 559g–559h, 625, 629g–629h, WA2–WA7

See the teacher’s note for Writing Standard 1.a. The drafting and revising stages of all Writing lessons as well as all models, graphic organizers, and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as part of the structure of their persuasive/opinion writing. In addition, encourage students to practice writing a summarizing sentence about their opinion that they could use to conclude their writing.


SE: 107, 185, 257, 333, 355, 463, 577, 603, 681, 757

TE 1: 107, 111g–111h; 2: 185, 187g–187h, 257, 259g–259h, WA2–WA7; 3: 333, 337g–337h, 355, 359g–359h, WA2–WA7; 4: 463, 465g–465h; 5: 577, 581g–581h, 603, 607g–607h; 6: 757, 761g–761h

The program’s Writing strand includes opportunities for writing a variety of expository texts, or informative/explanatory texts. Together the Student Edition’s Write Now pages and the accompanying Teacher’s Edition lessons guide students through the writing process in which they prewrite, draft, revise/edit, and publish their written work. For example, students first analyze a writing model, discuss a writing trait, and plan a first draft in which they state the topic and organize their ideas in a way that is logical for the kind of expository writing. Also, the Unit Writing Workshop pages guide students through a five-stage writing process, from expository writing prompt to finished product. The Writing Transparency pages provide the models, graphic organizers, and activities that accompany the Teacher’s Edition lessons and Unit Writing Workshop pages. In addition, Look Back and Write prompts at the end of the selections in the Student Edition often ask students to write a main idea and supporting details about a topic.

Writing 2.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e .g ., headings), illustrations, and multimedia when useful to aiding comprehension .

SE: 107, 185, 257, 333, 355, 463, 577, 603, 681, 757

TE 1: 107, 111g–111h; 2: 185, 187g–187h, 257, 259g–259h, WA2–WA7; 3: 333, 337g–337h, 355, 359g–359h, WA2–WA7; 4: 463, 465g–465h; 5: 577, 581g–581h, 603, 607g–607h; 6: 757, 761g–761h

The Write Now pages in the Student Edition present several kinds of expository, or informative/explanatory, writing. The daily Writing sections in the accompanying Teacher’s Edition lessons guide students step by step through the writing process. Lessons identify formatting features, including headings, photographs, bylines, and titles, of specific writing genres, and students are encouraged to incorporate the features in their own writing.

Writing 2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic .

SE: 185, 257, 355, 463, 757

TE 2: 185, 187g–187h, 257, 259g–259h, WA2–WA7; 3: 355, 359g–359h, WA2–WA7; 4: 463, 465g–465h; 6: 757, 761g–761h

See the teacher’s note for Writing Standard 2.a. The Teacher’s Edition lessons on Days 2 and 3 help students focus on the facts, details, and examples they use to develop their topic as they fill out a graphic organizer and study a topic pertinent to the writing form, such as effective topic sentences or logical order. The Writing Workshop pages and Look Back and Write prompts all remind students that the development of the topic through facts, details, and examples is a key feature in expository/informative/explanatory writing.


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Writing 2.c. Link ideas within categories of information using words and phrases (e .g ., another, for example, also, because) .

SE: 107, 185, 257, 355, 757

TE 1: 107, 111g–111h; 2: 185, 187g–187h, 257, 259g–259h; 3: 355, 359g–359h; 6: 757, 761g–761h

Students edit and revise their drafts on Day 4 of the Teacher’s Edition lessons. Adding or deleting information; reorganizing sentences or paragraphs; and adding transition or linking words, phrases, or sentences are strategies that are suggested to and discussed with students during the revising stage. Also, as part of Revision, students can point out places in their partners’ drafts where linking words, phrases, or sentences can be added to better join related ideas and information.

Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic .

SE: 107, 185, 333, 355, 463, 603, 757

TE 1: 107, 111g–111h; 2: 185, 187g–187h; 3: 333, 337g–337h, 355, 359g–359h; 4: 463, 465g–465h; 5: 603, 607g–607h; 6: 757, 761g–761h

As students are introduced to different forms of expository/informative/explanatory writing, they are also introduced to any vocabulary specific to a given form and essential to creating an appropriate example of that form. This vocabulary appears in both the Student Edition and the Teacher’s Edition lessons for the writing form. Examples are problem and solution for a problem-and-solution essay; headline, byline, and lead for a news article; and heading, salutation, and closing for a formal letter. As students develop their written texts, they use topic-related terms and precise language to convey their ideas. As part of the writing process, suggestions are provided for revising written work. These suggestions include clarifying new terms by defining them and using language that makes relationships, such as problem-and-solution relationships, clear.

Writing 2.e. Provide a concluding statement or section related to the information or explanation presented .

SE: 107, 185, 257, 333, 355, 463, 577, 603, 681, 757

TE 1: 107, 111g–111h; 2: 185, 187g–187h, 257, 259g–259h; 3: 333, 337g–337h, 355, 359g–359h; 4: 463, 465g–465h; 5: 577, 581g–581h, 603, 607g–607h; 6: 757, 761g–761h

See the teacher’s note for Writing Standard 2.a. The drafting and revising stages of all Writing lessons as well as all models, graphic organizers, and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as part of the structure of their expository/informative/explanatory writing. In addition, encourage students to practice writing sentences summarizing their ideas on their topic, which they could use to conclude their writing.


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SE: 35, 61, 157, 379, 411, 483, 502–503

TE 1: 35, 39g–39h, 61, 65g–65h, WA2–WA7; 2: 157, 161g–161h; 3: 379, 383g–383h; 4: 411, 415g–415h, 483, 487g–487h, 502–503, 507g–507h, WA2–WA7

The program’s Writing strand includes opportunities for students to write the following narrative forms: realistic fiction, parody, personal narrative, narrative poem, memoir, plot summary, fantasy, and play. As students work through the writing process, they are guided to use effective techniques, clear sequence, and descriptive details in developing their stories. The Write Now pages in the Student Edition with their accompanying Teacher’s Edition pages present writing genre, and the daily Writing sections in the Teacher’s Edition lessons guide students step by step through the writing process. For example, on Days 1, 2, and 3, students analyze a writing model, examine a writing trait, and plan a first draft in which they organize their ideas, taking into consideration the elements of the particular kind of narrative writing. Also, the Unit Writing Workshop pages guide students through a five-stage writing process, from narrative writing prompt to finished product. Writing Transparency pages provide the models, graphic organizers, and activities that accompany the Teacher’s Edition lessons and Unit Writing Workshop pages.

Writing 3.a. Orient the reader by establishing a situation introducing a narrator and/or characters; organize an event sequence that unfolds naturally .

SE: 35, 379, 411, 483, 502–503

TE 1: 35, 39g–39h, WA2–WA7; 3: 379, 383g–383h; 4: 411, 415g–415h, 483, 487g–487h, 502–503, 507g–507h, WA2–WA7

See the teacher’s note for Writing Standard 3. As students develop their narratives, they establish setting, introduce characters, give their characters and narrator a voice, and develop a plot, using a logical sequence of events.

Writing 3.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations .

SE: 35, 379, 411, 483, 502–503

TE 1: 35, 39g–39h, WA2–WA7; 3: 379, 383g–383h; 4: 411, 415g–415h, 483, 487g–487h, 502–503, 507g–507h, WA2–WA7

See the teacher’s note for Writing Standard 3. The Teacher’s Edition lessons on Days 2 and 3 help students focus on the elements they need to include and the techniques they can use to write a particular kind of narrative. They fill out a graphic organizer and study a topic pertinent to the writing form, such as choosing vivid words or building a plot. All lessons remind students that the development of strong, engaging story elements—characters, setting, plot, theme—is a key feature in narrative writing.

Writing 3.c. Use a variety of transitional words and phrases to manage the sequence of events .

SE: 61, 411, 483, 502–503

TE 1: 61, 65g–65h, WA2–WA7; 4: 411, 415g–415h, 483, 487g–487h, 502–503, 507g–507h, WA2–WA7

Students revise their drafts on Day 4 of the Teacher’s Edition lessons. Adding or deleting details, replacing vague or weak words with more exact or more vivid words, and adding transitional words and phrases are strategies that are suggested to and discussed with students during the revising stage. Also, as part of Revision, students can point out places in their partners’ drafts where transitional words or phrases can be added to make the sequence of events clearer to readers. Remind students that time order words and phrases include first, next, then, last, finally, after, before, later, in the meantime, and phrases that mention times of day, days, months, or years.


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Writing 3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely .

SE: 35, 61, 157, 483

TE 1: 35, 39g–39h, 61, 65g–65h, WA2–WA7; 2: 157, 161g–161h; 4: 483, 487g–487h, 507g–507h, WA2–WA7

Both the Student Edition and Teacher’s Edition lessons strongly emphasize the importance of word choice in narrative writing. Lessons focus on adding descriptive details. Students learn that both when they draft and when they revise, they should look for vague words that can be replaced with more concrete or exact words and for weak words that can be replaced with more vivid sensory words.

Writing 3.e. Provide a conclusion that follows from the narrated experiences or events .

SE: 379, 502–503

TE 3: 379, 383g–383h; 4: 415g–415h, 487g–487h, 502–503, 507g–507h, WA2–WA7

See the teacher’s note for Writing Standard 3.a. The drafting and revising stages of all Writing lessons as well as all models, graphic organizers, and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as an important part of the structure of their narrative writing. In addition, ask students to reread the conclusions of several favorite stories or books and note how these authors wrap up their narratives in satisfying ways. Suggest that students then evaluate how well their conclusion performs the same task.


Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience . (Grade-specific expectations for writing types are defined in standards 1–3 above .)

Every week, students are introduced to a new writing form in the Student Edition. The Teacher’s Edition lessons guide students step by step through the process of writing that particular form. At the end of each unit, the Writing Workshop pages also use a step-by-step writing process to present another type of writing. Altogether, students are given numerous opportunities to produce longer examples of clear, coherent writing in which they demonstrate their understanding of the requirements for a particular writing task, purpose, and audience. See Writing Standards 1–3 (Text Types and Purposes) for the references for all writing opportunities. See the following representative pages for Unit 1:

SE: 35, 61, 107

TE 1: 35, 39g–39h, 61, 65g–65h, 107, 111g–111h, WA2–WA7

Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing . (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29 .)

The weekly Writing lessons in the Student Edition and Teacher’s Edition and the Unit Writing Workshop lessons in the Teacher’s Edition are based on an approach that divides the writing process into steps including Prewrite, Draft, Revise, Edit, and Publish. See the following representative pages for planning, revising, and editing in Unit 1:

TE 1: 39g–39h, 65g–65h, 87g–87h, 111g–111h, 133g–133h, WA3–WA6


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Writing 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting .


At the end of each unit are the Unit Writing Workshop pages. These writing pages follow a writing process; however, they emphasize the use of technology to produce and publish writing. The Writing projects for Grade 4 are Personal Narrative, How-to Report, Compare and Contrast Essay, Story, Persuasive Essay, and Research Report. Also, in some lessons, the Communicate portion of the New Literacies strand suggests that students use a word-processing program to prepare presentations and reports. See, for example, TE 1: 39k, 65k; 2: 161k, 187k.


Writing 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic .

Each Teacher’s Edition lesson contains a weekly research project in the New Literacies strand. The topic of this research project is always tied to the Question of the Week and the topic of the main Student Edition selection. The research project is divided into five steps—Identify Questions, Navigate/Search, Analyze, Synthesize, and Communicate—and one step is presented on each of the five days in the lesson. Students begin by posing questions about the topic and end by presenting a brief report on the topic to their classmates. See the following representative pages for the weekly research projects in Unit 1:

TE 1: 39k, 65k, 87k, 111k, 133k

See also:

TE 6: WA2–WA9

Writing 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources .

The weekly research project in the New Literacies strand is divided into five steps. During the Navigate/Search step, students gather relevant information from various sources, take notes, and organize their evidence. During Analyze and Synthesize, they restate the information they find. During Synthesize, they also collect and arrange basic bibliographic information for the sources they used. See the following representative pages for the relevant steps in the weekly research projects in Unit 1:

TE 1: 39k, 65k, 87k, 111k, 133k

See also:

SE: 681

TE 6: 659l, 681, 685g–685h

Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research .

SE: 34, 60, 82, 106, 128, 156, 184, 208, 233, 256, 286, 308, 332, 354, 378, 410, 434, 462, 482, 501, 534, 554, 576, 602, 624, 655, 680, 706, 732, 756

TE 1: 34, 60, 82, 106, 128; 2: 156, 184, 208, 233, 256; 3: 286, 308, 332, 354, 378; 4: 410, 434, 462, 482, 501; 5: 534, 554, 576, 602, 624; 6: 655, 680, 706, 732, 756

The Look Back and Write prompts at the end of the literature and informational selections in the Student Edition ask students to write extended responses to questions about the texts. These questions require students to analyze and reflect on the text, to provide evidence from the texts to support their ideas, and to demonstrate what they have learned about the key features of literature texts. The accompanying Teacher’s Edition pages provide guidelines and scoring rubrics for evaluating students’ responses.


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Writing 9.a. Apply grade 4 Reading standards to literature (e .g ., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e .g ., a character’s thoughts, words, or actions]”) .

SE: 34, 60, 82, 106, 156, 184, 208, 286, 332, 378, 410, 462, 501, 534, 576, 624, 706

TE 1: 34, 60, 82, 106; 2: 156, 184, 208; 3: 286, 332, 378; 4: 410, 462, 501; 5: 534, 576, 624; 6: 706

See the teacher’s note for Writing Standard 9. The program’s Comprehension strand provides skill instruction in key comprehension skills including identifying and analyzing the story elements of setting, character, plot, and theme. Students apply the skills as they respond to Look Back and Write prompts.

Writing 9.b. Apply grade 4 Reading standards to informational texts (e .g ., “Explain how an author uses reasons and evidence to support particular points in a text”) .

SE: 128, 233, 256, 308, 354, 434, 482, 554, 602, 655, 680, 732, 756

TE 1: 128; 2: 233, 256; 3: 308, 354; 4: 434, 482; 5: 554, 602; 6: 655, 680, 732, 756

See the teacher’s note for Writing Standard 9. The program’s Comprehension strand provides skill instruction in key comprehension skills including identifying main ideas and details, identifying cause and effect, analyzing author’s purpose, distinguishing fact and opinion, and analyzing graphic sources. Students apply the skills as they respond to Look Back and Write prompts.

Range of Writing


Each week, students complete a Writing project, which, because it takes place over the course of five days, gives them time for research, reflection, and revision. Throughout the week, students also complete numerous shorter writing tasks. See the following representative pages for both kinds of writing in Unit 1, Week 1:

SE: 18, 21, 34–35, 39

TE 1: 19, 21, 34–35, 39, 39g–39h


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with Scott Foresman Reading Street © 2008Comprehension and Collaboration

Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly .

Each selection lesson plan contains multiple opportunities for students to initiate and engage in partner and group discussions. Students discuss grade 4 topics and texts as they discuss the Question of the Week/Day, Vocabulary, Build Background, and Reader Response sections. See the following representative pages for the first lesson plan:

SE: 34

TE 1: 18l, 20a–20b, 20, 34, 36, 39a

The Speaking and Listening strand also provides opportunities for students to participate in discussions as they work with partners or groups to prepare and present the Speaking and Listening presentations. See, for example, TE 1: 39d; 2: 187d; 3: 291d; 4: 439d.


SE: 34, 60, 82, 106, 128, 156, 184, 208, 233, 256, 286, 308, 332, 354, 378, 410, 434, 462, 482, 501, 534, 554, 576, 602, 624, 655, 680, 706, 732, 756

TE 1: 34, 60, 82, 106, 128; 2: 156, 184, 208, 233, 256; 3: 286, 308, 332, 354, 378; 4: 410, 434, 462, 482, 501; 5: 534, 554, 576, 602, 624; 6: 655, 680, 706, 732, 756

The Open for Discussion activities on the Reader Response pages of the Student Edition and the accompanying Teacher’s Edition lesson offer opportunities for students to participate in speaking activities that build on the reading selections. The activities include retellings and panel discussions, for example, in which students must draw on their knowledge of selections and their topics. Both the Student Edition and Teacher’s Edition materials offer tips and strategies for successful participation in the discussions.

Speaking/Listening 1.b. Follow agreed-upon rules for discussions and carry out assigned roles .

The Speaking and Listening/Viewing activities in the Teacher’s Edition identify rules for good listening, speaking, and teamwork. See the following representative pages from Unit 1:

TE 1: 39d, 65d, 87d, 111d, 133d

Speaking/Listening 1.c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others .

SE: 34, 60, 82, 106, 128, 156, 184, 208, 233, 256, 286, 308, 332, 354, 378, 410, 434, 462, 482, 501, 534, 554, 576, 602, 624, 655, 680, 706, 732, 756

TE 1: 34, 60, 82, 106, 111d, 128; 2: 156, 184, 208, 233, 256, 259d; 3: 286, 308, 332, 354, 378; 4: 410, 434, 462, 482, 501; 5: 534, 554, 576, 602, 624; 6: 655, 680, 706, 732, 756

Open for Discussion questions are located on the Reader Response pages in the Student and Teacher’s Editions. Together with the Speaking and Listening/Viewing pages in the Teacher’s Edition, these pages provide tips advising students to ask relevant, topic-related questions and to respond with detail. Students are encouraged to use pertinent comments that help clarify their understandings and improve their own presentations as well as to provide suggestions that build on the ideas of others.


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Speaking/Listening 1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion .

TE 1: 39d, 65d, 87d, 111d, 133d; 2: 161d, 187d, 211d, 239d, 259d; 3: 291d, 313d, 337d, 359d, 383d; 4: 415d, 439d, 465d, 487d, 507d; 5: 537d, 559d, 581d, 607d, 629d; 6: 659d, 685d, 711d, 737d, 761d

These page references represent Speaking and Listening/Viewing activities in which students review what they hear or see in others’ presentations and adapt it for their own use.

Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally .

TE 1: 87b

The program teaches summarizing skills in which students are guided in summarizing and retelling important ideas in written materials. See, for example, SE: 18–19, 39, 65 and TE 1: 18–19, 27, 33, 39, 65. This skill is related to paraphrasing information presented through diverse media including graphic materials and oral presentations because students are required to analyze and restate information. Suggestions for Speaking and Listening/Viewing activities encourage students to restate oral or visual instructions given in presentations. You can provide additional support in restating the main ideas in diverse media by having students analyze graphics including maps, diagrams, graphs, and charts in newspapers. Ask each student to analyze a graphic, summarize its main idea, and present the graphic and summary to the class.

Speaking/Listening 3. Identify the reasons and evidence a speaker provides to support particular points .

The program selections include persuasive texts. Teacher’s Edition pages help students identify persuasive techniques and supporting evidence. See, for example, TE 1: 133d; 2: 211l, 259d; 3: 383b; 4: 439b; 6: 711d. These provide background that enables students to identify claims and supporting evidence in speeches and debates. A simple debate opportunity is provided in the Speaking and Listening/Viewing pages cited. This is an opportunity to analyze claims and supporting evidence. In addition, the persuasive writing strand in the program identifies the key features of persuasive writing. See, for example, the problem-solution essay writing in SE: 355; TE 3: 355, 359g–359h. Provide students the opportunity to orally present their essays to the class. For each presentation, classmates should identify the purpose of the essay, the problem and proposed solution, and the facts used as evidence to support the recommended solution.


Speaking/Listening 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace .

TE 1: 111d; 2: 161d, 187d, 239d, 259c; 3: 291d, 359d, 383d; 4: 487d, 507d; 5: 559d, 581d, 629d; 6: 761d

The Speaking and Listening activities located in the Teacher’s Edition pages provide numerous opportunities for students to prepare presentations with appropriate main ideas and supporting details. Students gather information, write the presentation, prepare visuals, and finally give the presentation. In addition, the Internet Inquiry Activity strand provides weekly opportunities for students to research topics, compile information, and prepare a presentation, which they present at the end of the week. See, for example, TE 1: 39k, 65k, 87k, 111k, 133k. Review Comprehension lessons on identifying main idea and supporting details to help students as they prepare their presentations. The lessons provide explicit instruction in identifying main ideas and details in written materials. See, for example, SE: 112–113; TE 1: 112–113, 119, 123, 133b. Remind students to include supportive facts and details for their main ideas in their presentations.


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Speaking/Listening 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes .

TE 1: 111d; 3: 359d, 383d; 4: 439d; 5: 559d; 6: 685d, 761d

The Speaking and Listening/Viewing activities in the Teacher’s Edition lessons suggest using recordings and visuals to support oral presentations. Suggestions for the types of visuals to use and where to find appropriate visuals are included. In addition, the Internet Inquiry Activity strand provides weekly opportunities for students to prepare a variety of presentation materials, including posters, graphs, charts, and photographs, which they present at the end of the week. See, for example, TE 1: 87k, 111k, 133k; 2: 161k.

Speaking/Listening 6. Differentiate between contexts that call for formal English (e .g ., presenting ideas) and situations where informal discourse is appropriate (e .g ., small-group discussion); use formal English when appropriate to task and situation .

TE 1: 39d, 65d, 87d; 2: 111d, 187d, 211d, 259d; 3: 313d, 337d, 383d; 4: 465d, 507d; 5: 537d, 559d, 629d; 6: 659d, 711d, 737d, 761d

Students have many opportunities to determine which kind of language to use in presentations. Help students decide whether to use formal or informal language based on the type of speaking situation. Identify situations and ask students whether the context requires formal language and to explain why. Use these contexts: a conversation between friends, a weather report for children, the President’s State of the Union Address, a graduation ceremony, instructions for how to play a game, and so on. Then when students begin working on each speaking activity in the program, have them identify the reason for speaking and whether they should use formal or informal language for their presentation.


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SE: 35, 61, 83, 107, 129, 157, 185, 209, 234–235, 257, 287, 309, 333, 355, 379, 411, 435, 463, 483, 501–502, 535, 555, 577, 603, 625, 656–657, 681, 707, 733, 757

TE 1: 35, 39e–39f, 61, 65e–65f, 83, 87e–87f, 107, 111e–111f, 129, 133e–133f, WA5; 2: 157, 161e–161f, 185, 187e–187f, 209, 211e–211f, 234–235, 239e–239f, 257, 259e–259f, WA5; 3: 287, 291e–291f, 309, 313e–313f, 333, 337e–337f, 355, 359e–359f, 379, 383e–383f, WA5; 4: 411, 415e–415f, 435, 439e–439f, 463, 465e–465f, 483, 487e–487f, 501–502, 507e–507f, WA5; 5: 535, 537e–537f, 555, 559e–559f, 577, 581e–581f, 603, 607e–607f, 625, 629e–629f, WA5; 6: 656–657, 659e–659f, 681, 685e–685f, 707, 711e–711f, 733, 737e–737f, 757, 761e–761f, WA5

In the Student Edition, grammar and usage are taught in conjunction with the weekly Writing lesson. In the Teacher’s Edition, grammar and usage, along with capitalization and punctuation, are taught in the Grammar strand that appears in all lessons. The Grammar topic is taught and practiced in all the Teacher’s Edition lessons for the week. The topic also appears in the Writing and Assessment pages at the end of the unit.

Language 1.a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) .

TE 4: 415e–415f, 439e–439f, 465e–465f, 487e–487f; 5: 581e–581f

The Grammar strand of the program presents grammar topics including use of pronouns and adverbs. The lessons for pronouns focus on singular and plural forms, case, demonstrative pronouns, and reflexive pronouns. Adverb instruction focuses on adverbs modifying verbs, adverbs, and adjectives. The Grammar strand also presents clauses in complex sentences. When discussing complex sentences in Unit 1 (TE 1: 133e–133f), point out to students that words such as who, whom, which, that, when, where, and why can introduce clauses in complex sentences. Then introduce the relative pronouns by providing the following examples:

Amanda is the only employee who uses that computer. Josh was the person to whom all the data was given. The cap that I’m wearing belongs to my brother. This path, which goes through the park, is five miles long.

After discussing the relative pronouns, write these sentences on the board and ask students to complete the sentences with the correct pronoun.

The book I borrowed from the library is due Monday. (that)

The student we elect as class president will give an acceptance speech at the assembly. (whom)

Monarch butterflies, are orange and black, migrate south every fall. (which)

The runner won this race finished third in the last race. (who)

Use the following examples to introduce the relative adverbs when, where, and why:

I saw Meredith when I was at the library. Ivan used a map to show me where Kenya is in Africa. We wanted to know why the program did not start on time.

Have students look for sentences with relative adverbs in Student Edition selections. Ask them to share the sentences they find with the class.


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Language 1.b. Form and use the progressive (e .g ., I was walking; I am walking; I will be walking) verb tenses .

TE 3: 291e–291f, 313e–313f, 359e–359f

When discussing action/linking verbs and main/helping verbs, review verb tenses with students. Remind them that by changing the form of a verb, they can show whether something is happening now, has happened in the past, or will happen in the future.

• Present tense I walk. She walks. They walk.

• Past tense You walked. He walked. We walked.

• Future tense It will walk. They will walk.

Explain that each tense also has a progressive form that is used to show continuous action, that is, action that is, was, or will be going on without stopping.

• Present progressive I am walking. She is walking. They are walking.

• Past progressive You were walking. He was walking. We were walking.

• Future progressive I will be walking. They will be walking.

In each example, point out the main verb, which always has the -ing ending, and the helping verb, which is always a form of the verb be. Offer simple present, past, and future tense sentences and ask students to make the sentences show ongoing action by using the progressive forms. For example: He reads a book. (He is reading a book.) She kicked the ball. (She was kicking the ball.) We will ride the bus. (We will be riding the bus.)

Language 1.c. Use modal auxiliaries (e .g ., can, may, must) to convey various conditions .

In the Teacher’s Edition, verbs are formally presented as part of the Grammar strand of Unit 3 lessons. Lessons focus on action and linking verbs, main and helping verbs, subject-verb agreement, verb tense, and irregular verbs. When discussing main and helping verbs in Unit 3 (TE 3: 313e–313f), extend the lesson to the modal auxiliaries. Explain that the modal auxiliary verbs such as can, must, and may help express conditions such as ability, need, and permission.

Write these examples on the board:

I can do cartwheels. (has the ability to do cartwheels) Mother said Ana may go to the movies with her friends. (has permission to go) Devon must be home by six o’clock. (has the need to be home)

Discuss the sentences. Then ask students to locate modal auxiliary verbs in a Student Edition selection. Ask them to share the examples they find with the class.


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Language 1.d. Order adjectives within sentences according to conventional patterns (e .g ., a small red bag rather than a red small bag) .

In the Student Edition, adjectives are taught in conjunction with several weekly writing lessons. In the Teacher’s Edition, adjectives are formally presented as part of the Grammar section of several lessons. When discussing adjectives in Unit 5 (TE 5: 537e–537f, 559e–559f), point out to students that more than one adjective can be used to describe a noun. Write the following examples on the board:

large blue lake two small green turtles big white smile three tiny beads two gold rings

Explain that the examples show how we usually order adjectives. Point out that we usually place number adjectives first, then adjectives for size, and then adjectives for color. Have students write a sentence with at least two adjectives modifying one of the nouns in each of the sentences. Ask students to share their sentences with partners, who check that the adjectives are placed in a conventional pattern.

Language 1.e. Form and use prepositional phrases .

TE 5: 629e–629f

In the Teacher’s Edition, prepositions and prepositional phrases are formally presented as part of the Grammar strand. In the Student Edition, prepositions and prepositional phrases are taught in conjunction with a Writing lesson. Students also proofread their own writing for correct use of prepositions and prepositional phrases in the proofreading phase of the writing process. The process is included in the Teacher’s Edition lesson that accompanies the Write Now activity in the Student Edition.

Language 1.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons .*

TE 1: 87e–87f, 111e–111f

When discussing complete subjects and predicates in sentences, remind students that a complete sentence is one that has both a subject and a predicate. Offer incomplete sentences that are missing either a subject or a predicate and ask students to make the sentences complete. For example: The children on the team (The children on the team worked well together.) Are leaving now. (We are leaving now.)

Later, when the topics of fragments and run-ons come up, explain to students that a fragment is a group of words that is not a sentence because it is missing a subject, a predicate, or both; and a run-on is two or more sentences written as one sentence.

• Fragment Right there in the middle of the street

• Run-on We went bowling we ate pizza we sang songs we had a great time.

Demonstrate ways to correct the example fragment and run-on. (He stopped right there in the middle of the street. We went bowling, we ate pizza, and we sang songs. We had a great time. We went bowling, ate pizza, and sang songs; we had a great time.) Then offer additional fragments and run-ons and ask students to suggest ways to correct them. Finally, point out that while fragments and run-ons may sometimes be used for effect, especially in dialogue, they should not be used in formal writing or speaking.


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Language 1.g. Correctly use frequently confused words (e .g ., to, too, two; there, their) .*

TE 1: 42b; 3: 313i–313j; 6: 688b

After students have been introduced to the concept of homophones, point out that because these words sound alike but have different meanings, they often cause problems for writers. Explain that the only way students can be sure that they are using the correct word is to check that the meaning of the word matches the context of their writing.

Write the following frequently confused words on index cards, one word on a card: ate/eight, cent/sent/scent, hear/here, hole/whole, its/it’s, our/hour, there/their/they’re, to/too/two, who’s/whose, your/you’re. Say a sentence, omitting the homophone, and display the two (or three) cards showing the possible homophones. Ask students to choose the correct word and to explain their choice. For example: Ms. Dawson asked, “ coat is that hanging in the closet?” Show the cards for who’s and whose. Students choose whose and explain that it is a possessive pronoun that modifies the noun coat, while who’s, a contraction of the words who and is, does not make sense in the sentence.


TE 1: 39e–39f, 65e–65f, 111e–111f, 133f; 2: 161e–161f, 239e–239f, 259e–259f; 3: 313g; 4: 507e–507f; 6: 659e–659f; 685e–685f, 711e–711f, 737e–737f, 761e–761f

In the Student Edition, capitalization and punctuation are taught in conjunction with the weekly Writing lesson. In the Teacher’s Edition, capitalization and punctuation, along with grammar and usage, make up the Grammar strand that appears in all lessons. Spelling is a separate main component of the Language Arts section. See the references for Language Standard 2.d. for more information about spelling in the program.

Language 2.a. Use correct capitalization .

TE 2: 161e–161f; 3: 313g; 6: 685e–685f, 761e–761f

In the Teacher’s Edition, capitalization is formally reviewed as part of the Grammar strand. The lessons explain that proper nouns, such as persons’ names and titles, place names, names of documents, titles of works, and historical events, are capitalized. In the Student Edition, capitalization is discussed in a Unit 6 Writing lesson. Students also proofread their own writing for correct use of capitalization in the proofreading phase of the writing process. The Draft and Revise section of the Writing lessons reminds students that they proofread for capitalization as well as spelling, punctuation, and grammar (see, for example, TE 1: 133h; 2: 259h).

Language 2.b. Use commas and quotation marks to mark direct speech and quotations from a text .

SE: 379, 411, 707

TE 3: 379, 383g–383h; 4: 411, 415h; 6: 707, 737e–737f

After students are introduced to commas and quotation marks to mark direct speech with speech tags, explain that quotation marks are also used to mark quotations taken from a text. Demonstrate how to do this. Read aloud a paragraph from a newsmagazine or newspaper. Point out a sentence of the author’s and tell students that you really like the way the author made this point and you want to use it word for word in your writing. To avoid plagiarism, you will use quotation marks and mention the author. On the board, first write the phrase According to author [author’s name], then write the author’s sentence, and finally enclose the sentence in quotation marks. Point out that you also could have used a phrase such as Author [author’s name] says. Ask students to do the same with a sentence or sentences from their science or social studies textbook.


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Language 2.c. Use a comma before a coordinating conjunction in a compound sentence .

TE 1: 111e–111f, 133e–133f; 6: 659e–659f

In the Teacher’s Edition, comma use is presented in the Grammar strand. In the Student Edition, use of commas is taught in conjunction with the weekly Write Now lesson. As part of the writing process in the accompanying Teacher’s Edition lesson, students proofread their own writing for proper use of commas in compound sentences.

Language 2.d. Spell grade-appropriate words correctly, consulting references as needed .

Each week in the Teacher’s Edition a spelling concept is pretested on Day 1; practiced on Days 2, 3, and 4 using activities, strategies, and workbook pages; and tested again on Day 5. See the following representative pages for spelling in Unit 1:

TE 1: 39i–39j, 65i–65j, 87i–87j, 111i–111j, 133i–133j



The program’s Grammar strand focuses on grammar skills and structure. Topics include parts of speech such as adjectives, adverbs, pronouns, verbs, nouns, and conjunctions; sentence types and structure; capitalization; and punctuation. The Extend Skills section focuses on figurative language including similes, metaphors, idioms as well as topics on structure, literary devices, sound devices, word choice such as sensory words, humor, foreshadowing, onomatopoeia, stanza, and tone. Students apply their understandings of language and its conventions as they read and respond to reading selections and participate in the program’s writing and speaking and listening activities. See the following pages as representative examples:

TE 1: 39b, 65b, 136; 2: 177; 3: 359b, 386–387; 4: 507b; 5: 631; 6: 685b, 711b, 761b

Language 3.a. Choose words and phrases to convey ideas precisely .*

SE: 35, 157, 287, 333, 555, 625

TE 1: 35, 39g–39h, 87h; 2: 157, 161g–161h; 3: 287, 291g–291h, 333, 337g–337h; 5: 555, 559g–559h, 625, 629g–629h

The program strongly emphasizes the importance of word choice in writing and speaking. Examples of appropriate words and phrases are often pointed out in the Student Edition models. The Teacher’s Edition Writing lessons focus on the kinds of words students should choose for a particular kind of writing, including vivid words, exact words, strong verbs, and persuasive words. Speaking and Listening instruction often discusses the need to choose words that are appropriate for the particular occasion. In addition, students learn that when they write or speak, they should look for vague or weak words that they can replace with more exact or more vivid words that will convey their ideas more precisely. For additional word choice references, see Writing Standard 3.d.

Language 3.b. Choose punctuation for effect .*

SE: 61, 83, 309, 411, 656–657

TE 1: 61, 65g–65h, 83, 87g–87h; 3: 309, 313g–313h; 4: 411, 415g–415h; 6: 656–657, 659g–659h

After students have been introduced to periods, question marks, and exclamation marks, discuss with them how these punctuation marks can be used for effect in their writing. Ask volunteers to read aloud paragraphs they have written and together decide where exclamation marks might be added to show strong feeling.


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Language 3.c. Differentiate between contexts that call for formal English (e .g ., presenting ideas) and situations where informal discourse is appropriate (e .g ., small-group discussion) .

TE 1: 65d

Whenever appropriate to the type of writing or speaking they are doing, students are encouraged to make language choices that are suitable for their audience and purpose. In addition to the use of formal or informal language, language choice includes word choice, such as persuasive words or sensory words. Word choice is an important topic in the Writing lessons in both the Student Edition and the Teacher’s Edition. See the following references:

SE: 35, 157, 287, 333, 555, 625




SE: 20–21, 68–69, 90–91, 190–191, 270–271, 294–295, 316–317, 394–395, 418–419, 490–491, 518–519, 562–563, 610–611, 662–663, 714–715, 740–741

TE 1: 20b, 20–21, 39c, 68–69, 79, 87c, 90–91, 101, 111c; 2: 179, 190b, 231; 3: 270–271, 277, 291c, 294–295, 305, 313c, 316b, 316–317, 325, 337c, 362b; 4: 394–395, 405, 415c, 418–419, 427, 439c, 457, 490–491, 495, 507c; 5: 518–519, 525, 537c, 562–563, 573, 581c, 610–611, 617, 629c; 6: 640b, 662b, 662–663, 669, 673, 685c, 701, 711c, 714b, 714–715, 721, 729, 737c, 740–741, 749, 761c

The Vocabulary strand helps students use a variety of strategies to determine word meaning of unknown and multiple-meaning words and phrases. Strategies include word structure analysis, dictionary use, and context including clues such as synonyms and antonyms. In addition, the program helps students analyze the meanings of words and phrases used figuratively. In the Teacher’s Edition, Guiding Comprehension provides modeling and practice in determining word meaning and Comprehension Check includes questions about word meaning.

Language 4.a. Use context (e .g ., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase .

SE: 90–91, 270–271, 294–295, 316–317, 394–395, 418–419, 490–491, 518–519, 562–563, 610–611, 688–689, 714–715, 740–741

TE 1: 20b, 90–91, 101, 111c; 3: 270–271, 277, 291c, 294–295, 305, 313c, 316–317, 325, 337c; 4: 394–395, 405, 415c, 418–419, 427, 439c, 490–491, 495, 507c; 5: 518–519, 525, 537c, 562–563, 573, 581c, 610–611, 617, 629c; 6: 662b, 688–689, 701, 711c, 714–715, 721, 729, 737c, 740–741, 749, 761c


Language 4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e .g ., telegraph, photograph, autograph) .

SE: 468–469, 540–541, 584–585

TE 4: 418b, 468–469, 479, 487c; 5: 540–541, 547, 559c, 562b, 584–585, 597, 599, 607c

The program focuses on the meanings of root words, including Latin and Greek roots, in Word Structure and Vocabulary lessons.


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Language 4.c. Consult reference materials (e .g ., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases .

SE: 68–69, 164–165, 214–215, 242–243, 442–443, 662–663

TE 1: 68–69, 79, 87c; 2: 164–165, 173, 177, 187c, 214–215, 221, 231, 239c, 242–243, 253, 259c; 4: 442–443, 453, 457, 465c; 6: 662–663, 669, 673, 685c, 711l

The program’s Vocabulary strand in the Student and Teacher’s Editions provides instruction in word-recognition strategies and concepts. Instruction includes using the dictionary to identify word meaning, syllabication, and pronunciation. Questions in the Teacher’s Edition help students apply the use of dictionaries as they read selections.

Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings .

Instruction in identifying and differentiating figurative language is provided in Teacher’s Edition Extend Skills lessons. Students are then asked to analyze the meanings of these figures of speech that appear in selections. See the following representative examples:

TE 1: 39b; 3: 359b; 4: 507b; 6: 685b, 711b, 761b

Word relationships including words related by meaning, such as synonyms and antonyms; by symbols, such as homographs; and by base words and affixes are a focus of the program’s Vocabulary and Word Structure strands. See the following representative pages:

SE: 90–91, 362–363, 394–395, 490–491, 518–519, 610–611

TE 1: 90–91, 111c; 2: 242b; 3: 362–363, 375, 383c; 4: 394–395, 415c, 490–491, 507c; 5: 518–519, 537c, 610–611; 6: 753

Encourage students to use dictionaries to distinguish subtleties in meaning. Many intermediate dictionaries include synonym study features that distinguish meanings of related words. Provide an example of two words with related meanings and distinguish the meanings for students. For example, scatter and strew have a shared meaning of “spread out.” However, scatter means “to throw around so things are spread out,” and strew means “to throw or drop messily in no order.” One might scatter birdseed on the ground but strew clothes around a room.

Have students use a dictionary to help them distinguish the meanings of the words in the following word pairs and then use the words appropriately in sentences.

conceal, hide proud, boastful quiet, silent shy, timid

Language 5.a. Explain the meaning of simple similes and metaphors (e .g ., as pretty as a picture) in context .

TE 3: 359b; 6: 685b, 711b, 761b

Instruction in identifying and differentiating figurative language, including similes and metaphors, is provided in Teacher’s Edition Extend Skills lessons. Students are then asked to analyze the meanings of these figures of speech that appear in selections.


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Language 5.b. Recognize and explain the meaning of common idioms, adages, and proverbs .

TE 1: 39b; 4: 507b

Extend Skills lessons in the Teacher’s Edition provide instruction in identifying idioms. Provide additional support by defining proverb or adage and idiom. (Adage or proverb: a maxim; a saying that expresses a common observation; Idiom: an expression that cannot be understood from the ordinary meanings of the words that form it) Then ask students to determine the meanings of the following adages, proverbs, and idioms.

• Proverbs or Adages A stitch in time saves nine. A penny saved is a penny earned. One rotten apple spoils the barrel. Honesty is the best policy.

• Idioms cry wolf cry over spilt milk diamond in the rough all in the same boat Take it with a grain of salt.

Suggest that students find information about the meanings by looking in reference books such as a dictionary of idioms and a book of adages or by conducting an Internet search.

Language 5.c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms) .

SE: 90–91, 394–395, 490–491, 610–611

TE 1: 90–91, 111c; 2: 242b; 4: 394–395, 405, 415c, 490–491, 495, 507c; 5: 562b, 610b, 610–611, 617, 629c

To foster the use of specific words, Vocabulary lessons and questions that accompany the reading selection in the Teacher’s Edition focus on defining and identifying synonyms and antonyms and using them to understand the meanings of words.

Language 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e .g ., quizzed, whined, stammered) and that are basic to a particular topic (e .g ., wildlife, conservation, and endangered when discussing animal preservation) .

Each selection lesson plan contains Words to Know, which are vocabulary words that are important to understanding the story concepts. The words are presented in a variety of contexts and are then used by students to help them master the use and meanings of the words. Day 1 of each lesson plan also contains Concept Vocabulary, which are content words related to the unit theme and the specific selection, help students learn the meanings of general and domain-specific words. See the following representative pages for the first five-day lesson plan:

SE: 20–21

TE 1: 18l, 20b, 20–21, 27, 33, 36, 39c–39d


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Conventions—Progressive StandardsThe following skills required continued attention in higher grades (after their introduction in the

grade listed below) as they are applied to increasingly sophisticated writing and speaking.

Common Core State Standards Teacher’s Notes: Meeting the Common Core State Standards with Scott Foresman Reading Street © 2008

Grade 3 Language: 1.f. Ensure subject-verb and pronoun-antecedent agreement.

TE 3: 337e–337f; 4: 465e–465f

In its Grammar lessons, the program provides instruction in identifying and following rules for subject-verb agreement and pronouns and their antecedents.

To provide additional practice, ask students to choose the verbs or antecedents needed in the following sentences.

Anna wrote report on the buffalo. (her)

Every day the friends in the park. (play)

I to see that movie. (want)

Nate and Cal are going to the movie with dad. (their)

Grade 3 Language: 3.a. Choose words and phrases for effect.

SE: 35, 157, 287, 333, 555, 625


As noted in the Grade 4 Writing Standards, the program strongly emphasizes the importance of choosing words carefully to achieve the desired effect in a particular kind of writing. In addition to discussing specific examples of well-chosen words in models in the Student Edition and Teacher’s Edition, many of the lessons in the Teacher’s Edition Writing section focus on how to choose words, including vivid words, exact words, strong verbs, and persuasive words. In addition, students learn that as they draft and revise, they should look for vague or weak words that they can replace with more exact or more vivid words to improve the effect of their writing.


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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2












(Conventions—Progressive Standards) . . . . . . . . . . . . . . . . . . . . . . . . . .29

* © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.


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proficiently.

SE: 308


Page 41a

KEYTE 1: 41a


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Literature 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text .

SE: 248, 280, 408, 478

TE 1: 28, 50; 2: 236, 243, 248; 3: 280; 4: 408, 478

The program provides Reader Response questions at the end of each Student Edition selection and Strategy Self-Check and Guiding Comprehension questions in the Teacher’s Edition lessons for the selections. Students must cite textual evidence to support their answers to some questions in these sections as well as to make inferences and draw conclusions. (See, for example, TE 1: 28, 50.)

Literature 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text .

SE: 68–69, 75, 78, 81, 84, 236, 240, 470, 582–583, 593, 596–597, 598, 601

TE 1: 32, 62, 68–69, 74, 75, 78, 80, 81, 82, 84, 89b, DI•26, DI•27; 2: 156, 202, 236, 237, 240, 246; 3: 278; 4: 406, 470, 476; 5: 528, 582–583, 592, 593, 596, 597, 598, 601, DI•36, DI•37; 6: 648, 694, 746

As part of their analysis of each literary work, students are asked to summarize, or retell, the text. To do this, they are taught to recognize the most important ideas in the text; to identify the main literary elements, including characters, settings, plot, and theme; and to describe these briefly in their own words. Students also relate selections to unit themes of the program as well as identify the story’s theme. (See, for example, SE: 84 and TE 1: 68–69.)

Literature 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e .g ., how characters interact) .

SE: 142, 143, 149, 150, 153, 158, 186, 187, 196, 199, 204, 385, 469, 476, 674, 675, 680, 689, 693, 746

TE 2: 142, 143, 148, 149, 150, 152, 158, 161b, 186, 187, 196, 200, 204, 207b, 217, DI•26, DI•27, DI•52, DI•54; 3: 385; 4: 468, 476; 6: 674, 675, 680, 681, 688, 689, 692, 693, 699b, 746, DI•26, DI•27, DI•54

Compare and Contrast and Character are major Comprehension Skills in the program and as such are well covered in both the Student Edition and the Teacher’s Edition. Lessons in the Student Edition and the accompanying Teacher’s Edition teach students how to identify, describe, and compare and contrast the characters, settings, and events in the plots of stories using details from the texts. Reader Response questions in the Student Edition and questions in the Teacher’s Edition check students’ ability to compare and contrast story elements.

Craft and Structure

Literature 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes .

SE: 59, 61, 78, 192, 240, 277, 280, 384, 385, 386, 387, 410, 504, 505, 507, 627, 754, 756

TE 1: 53, 58, 64, 78, 79, 89b, 134, 135, 136; 2: 192, 193, 239, 240, 253b, 256; 3: 280, 287b, 384, 385, 386, 387; 4: 399, 410, 411b, 470, 471, 483b, 503b, 504, 505, 506, 507; 5: 519, 533, 595, 626, 627, 628; 6: 643, 733, 753b, 754, 756, 757

Instruction in identifying and differentiating figurative language, including similes, metaphors, and other figurative language, and sound devices and poetic elements such as rhyme and rhyme scheme, repetition of words, alliteration, and rhythm is provided in the Teacher’s Edition. Questions in the Student Edition and Teacher’s Edition focus on using these poetic elements to derive meaning. In addition, the program’s Vocabulary strand provides strategies for deriving meaning of words in context. See, for example, SE: 44–45, 92–93, 114–115; TE 1: 44–45, 92–93, 114–115.


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Literature 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem .

SE: 236–248, 465, 466, 478

TE 1: 51, 137, 139k; 2: 149, 202, 236, 237, 239, 243, 245, 248; 3: 266, 273, 275, 279; 4: 462, 465, 466, 469, 477, 478; 6: 535b

The program includes dramatic selections as well as prose and poetry. Pages of its Student Edition and Teacher’s Edition provide instruction in the genre elements of plays, prose, and poetic forms. Discussion of the genre elements, as well as Reader Response questions, encourage understanding of how the elements provide the overall structure of the literary forms.

Literature 6. Describe how a narrator’s or speaker’s point of view influences how events are described .

SE: 410

TE 1: 41b; 2: 184, 185b; 4: 410

The program includes supporting discussion in the Teacher’s Edition in which first-person and third-person omniscient, limited-omniscient, and objective points of view are identified. Reader Response questions may also focus on this skill. In addition, the following questions can be asked about any Student Edition literary selection as students analyze the text:

• Who is the narrator of this story?


• How does this point of view make a difference to how events are described?

• How would the story differ if told from a different point of view?


Literature 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e .g ., graphic novel, multimedia presentation of fiction, folktale, myth, poem) .

TE 1: 41d, 67d; 2: 207d; 4: 411d; 6: 699d

Specific Speaking and Listening activities offer opportunities to adapt stories for dramatization and Readers’ Theater. Use these activities as a springboard for comparing the written selection to the performance of material based on the story. Ask questions about how the selection and dramatization are alike and different. (See, for example, TE 6: 699d.)


Literature 9. Compare and contrast stories in the same genre (e .g ., mysteries and adventure stories) on their approaches to similar themes and topics .

SE: 89, 207, 253, 535

TE 1: 89; 2: 207, 253; 5: 535; 6: 746

As students are introduced to and read examples of various story genres, they learn about the characteristics that distinguish each genre from the others. Questions in the Student Edition and Teacher’s Edition ask students to compare these stories and their elements to one another as well as to other stories they have read in the program. The program also provides Reading Across Texts and Writing Across Texts that relate texts with similar themes and topics. See, for example, SE: 41, 207. To expand students’ experiences with stories from various cultures, provide appropriate collections in the classroom library or help students find suitable materials in the school library and allow them time to read independently.


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

Each fiction selection has opportunities to read a literary text independently, proficiently, and fluently. See the following representative pages for the fiction selections in Unit 1:

SE: 22–33, 46–63, 72–83

Fluency lessons focus on accuracy, rate, phrasing, punctuation cues, and expression/intonation. Each subskill is applied to appropriate selections in a variety of reading activities. See, for example, TE 1: 41a, 67a, 89a.

Additionally, the Differentiated Instruction pages continue skill development as students read the ELL Reader and the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI and LR pages at the back of the unit. See TE 1: DI•2, DI•3, DI•10, DI•11, DI•12, DI•13, DI•20, DI•21, and LR1–LR18, for examples of the Readers for the first two fiction selections in Unit 1.


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Informational Text 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text .

SE: 108, 310, 452, 498, 552, 668, 720

TE 1: 108; 2: 172; 3: 310, 324, 330, 354; 4: 452, 496, 498; 5: 544, 546, 552, 570; 6: 668, 720

Guiding Comprehension questions in the Teacher’s Edition and Reader Response questions in the Student Edition may require students to support their statements and inferences with phrases or sentences quoted from the text. (See, for example, Look Back and Write on TE 1: 108.)

Informational Text 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text .

SE: 112–113, 133, 288–289, 310, 313, 315, 346–347, 358, 361, 363, 383, 624, 654, 655, 660, 661, 668, 673

TE 1: 112–113, 125, 126, 127, 133, DI•46, DI•47; 3: 288–289, 294, 295, 298, 299, 300, 302, 303, 306, 307, 308, 309, 310, 313, 315, 315b, 324, 325, 334, 335, 336, 346–347, 352, 353, 354, 356, 358, 361, 363, 363b, 383, DI•16, DI•17, DI•36, DI•37, DI•53, DI•55; 5: 544, 545, 550, 618, 625, DI•48; 6: 654, 655, 666, 668, 673, 673b, 710, 711, 716, 717, 718, DI•16, DI•17, DI•53

The program provides explicit instruction in identifying main idea and supporting details and summarizing text. Its Reader Response questions at the end of each Student Edition selection and questions in the Teacher’s Edition may require students to identify main ideas and details in texts or to summarize the text.

Informational Text 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text .

SE: 111, 185, 345, 358, 363, 503, 576, 673

TE 1: 111; 2: 185; 3: 302, 345, 358, 363; 4: 503; 5: 550, 576; 6: 662, 673, 708

Questions in the Student Edition and Teacher’s Edition may direct students’ attention to identifying the relationships of events or important concepts in informational texts. Also, Reading Across Texts questions encourage students to compare and contrast ideas in selections with similar topics, themes, or purposes but different forms or points of view.


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Craft and Structure

Informational Text 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area .

SE: 92–93, 114–115, 144–145, 164–165, 188–189, 210–211, 232–233, 290–291, 318–319, 348–349, 366–367, 414–415, 438–439, 486–487, 538–539, 562–563, 606–607, 656–657, 702–703

TE 1: 90l, 92b, 112l, 114b, LR28, LR30, LR31, LR33, LR34, LR36, LR37, LR39, LR40, LR42, LR43, LR45, DI•33–DI•35, DI•43–DI•45; 2: 162l, 164b, 208l, 210b, 230l, 232b, LR10, LR12, LR13, LR15, LR16, LR18, LR28, LR30, LR31, LR33, LR34, LR36, LR37, LR39, LR40, LR42, LR43, LR45, DI•13–DI•15, DI•33–DI•35, DI•43–DI•45; 3: 262l, 264b, 288l, 290b, 316l, 318b, 346l, 348b, 364l, 366b, LR10, LR12, LR13, LR15, LR16, LR18, LR19, LR21, LR22, LR24, LR25, LR27, LR28, LR30, LR31, LR33, LR34, LR36, LR37, LR39, LR40, LR42, LR43, LR45, DI•13–DI•15, DI•23–DI•25, DI•33–DI•35, DI•43–DI•45; 4: 412l, 414b, 436l, 438b, 484l, 486b, LR10, LR12, LR13, LR15, LR16, LR18, LR19, LR21, LR22, LR24, LR25, LR27, LR37, LR39, LR40, LR42, LR43, LR45, DI•13–DI•15, DI•23–DI•25, DI•43–DI•45; 5: 536l, 538b, 560l, 562b, 604l, 606b, LR10, LR12, LR13, LR15, LR16, LR18, LR19, LR21, LR22, LR24, LR25, LR27, LR37, LR39, LR40, LR42, LR43, LR45, DI•13–DI•15, DI•23–DI•25, DI•43–DI•45; 6: 654l, 656b, 700l, 702b, LR10, LR12, LR13, LR15, LR16, LR18, LR28, LR30, LR31, LR33, LR34, LR36, DI•13–DI•15, DI•33–DI•35

Each selection lesson plan contains Concept Vocabulary, which are content words related to the unit theme and the specific selection. Each selection also has Lesson Vocabulary, which are words related to the selection’s content. The Leveled Readers vocabulary pages reinforce the Lesson Vocabulary. See, for example, the following representative pages for the five-day lesson plan for the first nonfiction selection: TE 1: 90l, 92b, 92–93, 111c.

In addition, content area vocabulary and concepts for social studies and science are discussed and presented in Time for… features and Content-Area Vocabulary. See, for example, TE 4: 435, 445, 447, 454, 473, 480.

Informational Text 5. Compare and contrast the overall structure (e .g ., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts .

SE: 111, 131, 133, 180, 185, 229, 253, 315, 345, 383, 435, 457, 503, 559, 581, 624, 671, 673, 725

TE 1: 100, 101, 106, 111, 112–113, 119, 120, 125, 126, 130, 131, 133, 133b, DI•46, DI•47, DI•56; 2: 176, 180, 182, 185, 216, 217, 229, 246, 253; 3: 302, 315, 345, 370, 372, 383; 4: 435, 446, 450, 457, 503; 5: 542, 559, 570, 581, 612, 618, 625; 6: 654–655, 662, 667, 671, 673, 708, 718, 725, DI•16, DI•17

Forms of text organization (method of presenting information) identified are cause and effect, compare and contrast, problem and solution, description, main idea and details, and sequence. The Student and Teacher’s Editions include selection questions that focus on text structure.

Informational Text 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent .

SE: 180, 345, 360, 363

TE 2: 180, 184, 185b; 3: 345, 360, 363

The purpose of the Reading Across Texts and Writing Across Texts questions and activities in the Student Edition is to give students opportunities to compare multiple texts, a main selection and a secondary selection, that have a related topic but are different in other ways. Additional questions in the Teacher’s Edition may also help students compare information from different sources.


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Informational Text 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently .

SE: 130–133, 250–253, 380–383, 500–503, 578–581, 722–725

TE 1: 41k, 41l, 67k, 67l, 89k, 89l, 111k, 111l, 133k, 133l; 2: 161k, 161l, 185k, 185l, 229k, 229l; 3: 315k, 315l, 363k, 363l; 4: 435k, 435l, 457k, 457l, 483k, 483l; 5: 535k, 535l, 559k, 559l, 581k, 581l; 6: 725k, 725l

Using print and digital sources of information is an important part of the Teacher’s Edition lessons. Sources include almanacs, periodicals, dictionaries, online reference sources, Web sites, and more. In addition, specific Student Edition selections and their accompanying Teacher’s Edition lessons focus on digital sources and their formats.

Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s) .

SE: 212–223

TE 2: 212–223, 229b; 5: 625b

As students read selections, they are reminded through questions in the Student Edition and Teacher’s Edition to be aware of the author’s role in creating the selection. Relevant questions focus on the author’s purpose for writing, choice of topic or illustrations, inclusion or exclusion of information, and use of evidence to support an opinion, idea, or conclusion.

Informational Text 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably .

SE: 111, 133, 185, 229, 253, 315, 345, 363, 383, 435, 457, 503, 581, 624, 673, 725

TE 1: 111, 133; 2: 185, 185d, 229, 253; 3: 315, 345, 363, 363d, 383; 4: 435, 435d, 457, 503, 503d; 5: 559d, 581, 581d, 625; 6: 653h, 673, 673h, 725, 725h, 753h

Speaking activities, such as Informational Speech and Oral Presentation, and writing activities and process lessons in Writing Workshops, such as Research Report, require students to gather information. In addition, every lesson includes an Internet Inquiry Activity on the New Literacies page, which guides students as they gather information and synthesize it.


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

Each nonfiction selection has opportunities to read an informational text independently, proficiently, and fluently. See the following representative pages for informational selections in Unit 1:

SE: 94–107, 117–127

Fluency lessons focus on accuracy, rate, phrasing, punctuation cues, and expression/intonation. Each subskill is applied to appropriate selections with a variety of reading activities. See, for example, TE 1: 111a, 133a.

Additionally, the Differentiated Instruction pages continue skill development as students read the ELL Reader and the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages at the back of the unit. See TE 1: DI•40, DI•41, and LR28–LR36 for examples of the Readers for a nonfiction selection.


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SE: 20–21, 44–45, 92–93, 114–115, 144–145, 188–189, 210–211, 232–233, 264–265, 290–291, 318–319, 348–349, 366–367, 394–395, 414–415, 438–439, 460–461, 486–487, 514–515, 562–563, 584–585, 606–607, 656–657, 676–677, 702–703, 728–729

TE 1: 20–21, 41c, 41i–41j, 44–45, 67c, 67i–67j, 89c, 89i–89j, 92–93, 111c, 111i–111j, 114–115, 133c, 133i–133j; 2: 144–145, 161c, 161i–161j, 185c, 185i–185j, 188–189, 207c, 207i–207j, 210–211, 229c, 229i–229j, 232–233, 253c, 255i–255j; 3: 264–265, 287c, 287i–287j, 290–291, 315c, 315i–315j, 318–319, 345c, 345i–345j, 348–349, 363c, 363i–363j, 366–367, 383c, 383i–383j; 4: 394–395, 411c, 411i–411j, 414–415, 435c, 435i–435j, 438–439, 457c, 457i–457j, 460–461, 483c, 483i–483j, 486–487, 503c, 503i–503j; 5: 514–515, 535c, 535i–535j, 559c, 559i–559j, 562–563, 581c, 581i–581j, 584–585, 603c, 603i–603j, 606–607, 625c, 625i–625j; 6: 653i–653j, 656–657, 673c, 673i–673j, 676–677, 699c, 699i–699j, 702–703, 725c, 725i–725j, 728–729, 753c, 753i–753j

The program’s Vocabulary Strategy strand provides a strategy for using word structure, including suffixes, prefixes, roots, compound words, and word origins, to decode words. The program’s Spelling strand reinforces word analysis work by providing encoding instruction with word lists organized by patterns, word structure, and meaning. In addition, the program’s Differentiated Instruction pages provide additional work with phonics and word analysis skills. See, for example, TE 1: DI•1, DI•4, DI•5, DI•14, DI•15, DI•24, DI•34, DI•35, DI•44, DI•45.

Foundational Skills 3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e .g ., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context .

The program’s Vocabulary Strategy strand (see references in Foundational Skills 3) provides a strategy for using word structure, including suffixes, prefixes, roots, compound words, and word origins, to decode words. The program’s Spelling and Phonics strand reinforces word analysis work by providing encoding instruction with word lists organized by patterns, word structure, and meaning. In addition, the program’s Differentiated Instruction pages provide additional work with phonics and word analysis skills. See, for example, TE 1: DI•1, DI•4, DI•5, DI•14, DI•15, DI•24, DI•25, DI•34, DI•35, DI•44, DI•45.

Fluency


Each week’s lesson provides opportunities for students to practice reading aloud with fluency. Fluency activities focus on accuracy, rate, phrasing, punctuation cues, and expression. The activities for accuracy encourage students to adjust rate to facilitate comprehension and to read words accurately. See the following examples:

TE 1: 67a, DI•10, DI•20, DI•30, DI•40; 2: 185a, DI•10, DI•20, DI•30, DI•40; 4: 457a, DI•10, DI•20, DI•30, DI•40; 5: 581a, DI•10, DI•20, DI•30, DI•40


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The program provides prereading strategies and instruction in comprehension strategies that enable students to read with purpose and understanding. For every main selection in the program, the prereading activities in the Teacher’s Edition include building background and following a prereading strategy that helps students preview the selection, predict what it may be about, and set a purpose for reading. In addition, the program teaches comprehension strategies that students can apply as they read to ensure they are reading with understanding. Strategies include visualizing, prereading, graphic and semantic organizer, monitor and fix up, asking and answering questions, text structure, and story structure. Following are representative pages for the prereading activities in Unit 1 in the Teacher’s Edition and the comprehension strategy lessons in the Student and Teacher’s Editions. Each unit follows that structure for every selection.

Prereading Activities

TE 1: 22–23, 46–47, 72–73, 94–95, 116–117

Comprehension Strategies

SE: 68, 112, 208, 392, 654

TE 1: 68, 112; 2: 208; 4: 392; 6: 654


Each week’s lesson provides opportunities for students to practice reading aloud with fluency. Fluency activities focus on accuracy, rate, phrasing, punctuation cues, and expression. The Fluency sections in the Teacher’s Edition include activities that encourage the teacher to model fluent reading and to check and evaluate students’ oral reading. See the following representative pages from Unit 1:

TE 1: 41a, 67a, 89a, 111a, 133a, DI•11, DI•21, DI•31, DI•41


SE: 44–45, 92–93, 114–115, 210–211, 264–265, 318–319, 348–349, 414–415, 438–439, 460–461, 562–563, 584–585, 702–703, 728–729

TE 1: 24, 44–45, 52, 53, 67c, 92–93, 98, 99, 111c, 114–115, 122, 123, 133b, DI•15, DI•35, DI•45; 2: 210–211, 218, 219, 229c, 232b; 3: 264–265, 274, 275, 287c, 318–319, 330, 331, 345c, 348–349, 363c, 366b, DI•5, DI•25, DI•35; 4: 414–415, 424, 425, 435c, 438–439, 446, 447, 457c, 460–461, 472, 473, 483c, DI•15, DI•25, DI•35; 5: 562–563, 570, 571, 581c, 584–585, 594, 595, 603c, DI•25, DI•35; 6: 702–703, 708, 709, 725c, 728–729, 736, 737, 740, 741, 753c, DI•35, DI•45



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3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.








research.




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Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information .

SE: 179, 531, 599, 621

TE 2: 179, 185g–185h; 5: 531, 535g–535h, 599, 603g–603h, 621, 625g–625h, WA2–WA9

The program’s Write Now pages in the Student Edition and the accompanying Teacher’s Edition lessons guiding students through the writing process present different kinds of persuasive, or opinion, writing. As they work through the process, students use details to support their opinions.

Writing 1.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose .

SE: 179, 531

TE 2: 179, 185g–185h; 5: 531, 535g–535h

The Write Now pages in the Student Edition present persuasive and opinion writing opportunities. Students write advertising brochures, letters to the editor, persuasive essays, and reviews. The writing sections in the Teacher’s Edition identify features of the writing mode and guide students as they write. Also, the Writing and Assessment pages guide students through the writing process, from writing prompt to finished product. Students have opportunities to write opinions in Persuasive Essays.

In addition, Look Back and Write prompts at the end of the selections in the Student Edition often ask students to state their opinion about an issue or topic in writing. (See, for example, SE: 224, 530, 720.)

Writing 1.b. Provide logically ordered reasons that are supported by facts and details .

SE: 599, 621

TE 5: 535h, 599, 603g–603h, 621, 625g–625h; 6: 753h

The Teacher’s Edition lessons help students focus on their supporting facts and details as they study writing-related topics. The Writing Workshop, the Writing and Assessment pages, Write Now pages, and Look Back and Write prompts all remind students that the use of strong supporting evidence is a key feature in persuasive/opinion writing.

Writing 1.c. Link opinion and reasons using words, phrases, and clauses (e .g ., consequently, specifically) .

In the program the use of transitional words is taught in context of the writing process. See, for example, TE 1: 89g. Use the lessons to discuss transitional words. (See also 1 on back of the Writing and Assessment (WA) section divider for a listing of several transition words and phrases.) Then help students apply the use of transitional or linking words to their opinion writing by making a list of words that can help them link or connect ideas.

The program discusses combining sentences as a revising strategy. (See, for example, TE 1: 89g–89h; 2: 161h; 5: 581h, 625h.) This skill can be applied to any style of writing.

TE 2: 159; 3: 311, 315h; 5: 581h, 625h; 6: 749

Writing 1.d. Provide a concluding statement or section related to the opinion presented .

TE 3: 315h; 5: WA2, WA3, WA5

In the program the need for concluding statements is taught in context of writing activities. To reinforce the need for a conclusion, encourage students to practice writing a summarizing sentence about their opinion that they could use to conclude their writing.


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SE: 64, 109, 205, 225, 338, 339, 358, 378, 379, 408, 432, 478, 552, 576, 577, 598, 620, 650, 651, 668, 696, 721, 748, 749

TE 1: 64, 109, 111g–111h; 2: 161g–161h, 205, 207g–207h, 225, 229g–229h, WA2–WA9; 3: 338, 339, 345g–345h, 358, 378, 379, 383g–383h, WA2–WA9; 4: 408, 432, 478; 5: 552, 576, 577, 581g–581h, 598, 620; 6: 650, 651, 653g–653h, 668, 696, 721, 725g–725h, 748, 749, 753g–753h, WA2–WA9

The program’s Writing strand includes opportunities for writing a variety of expository texts, or informative/explanatory texts. Together the Student Edition’s Write Now pages and the weekly Writing Workshops in the Teacher’s Edition guide students through the writing process in which they prewrite, draft, revise, edit, and publish their written work. For example, students analyze a writing model and plan a first draft in which they state the topic and organize their ideas in a way that is logical for the kind of expository writing. Also, the Writing and Assessment (WA) pages guide students through a five-stage writing process, from expository writing prompt to finished product. In addition, Look Back and Write prompts at the end of the selections in the Student Edition often ask students to write a main idea and supporting details about a topic.

Writing 2.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e .g ., headings), illustrations, and multimedia when useful to aiding comprehension .

SE: 178, 205, 225, 249, 339, 378, 498, 552, 577, 651, 668, 669, 721, 749

TE 1: 41k, 111g–111h, 133k; 2: 166g–166h, 178, 205, 207g–207h, 225, 229g–229h, 249, 253g–253h, WA3–WA4, WA6; 3: 339, 345g–345h, 345k, 378, 383g–383h, WA2–WA9; 4: 411k, 457k, 498; 5: 535k, 552, 559l, 577, 581g–581h, 603l, 625l; 6: 651, 653g–653h, 653l, 668, 669, 673g–673h, 673l, 699k, 721, 725g–725h, 725k, 725l, 749, 753k, WA2–WA9

The Write Now pages in the Student Edition present several kinds of expository, or informative/explanatory, writing, such as directions, news article, and expository composition. The Writing Workshops in the accompanying Teacher’s Edition lessons guide students step by step through the writing process. For example, students analyze a writing model and plan a first draft in which they state the topic and organize their ideas in a way that is logical for the kind of expository writing. Also, the Writing and Assessment (WA) pages guide students through a five-stage writing process, from expository writing prompt to finished product. In addition, Look Back and Write prompts at the end of the selections in the Student Edition often ask students to write a main idea and supporting details about a topic.

Writing 2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic .

SE: 108, 225, 249, 338, 498, 668, 669, 721, 749

TE 1: 67k, 67l, 108, 111g–111h, 111l, 133l; 2: 161k, 161l, 185k, 225, 229g–229h, 229k, 229l, 249, 253g–253h, 253k; 3: 287k, 383k, 338, 345g–345h, 345k, WA4–WA5; 4: 411k, 411l, 457k, 457l, 498; 5: 535k, 535l, 559l, 581g–581h, 581k, 581l, 603k, 625l; 6: 653g–653h, 653k, 668, 669, 673g–673h, 673k, 721, 725g–725h, 749, WA2–WA9

The lessons provided in the Teacher’s Edition Writing Workshops help students focus on the facts, details, and examples they use to develop their topic and study a topic pertinent to the writing form, such as Keeping a Focus or Organization. The WA pages, and Look Back and Write prompts remind students that the development of the topic through facts, details, and examples is a key feature in expository/informative/explanatory writing.


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Writing 2.c. Link ideas within and across categories of information using words, phrases, and clauses (e .g ., in contrast, especially) .

TE 1: 89g–89h; 2: 159; 3: 311, 315h; 5: 581h, 625h; 6: 749

Students revise their drafts on Day 4 of the Teacher’s Edition lessons. Adding or deleting information; reorganizing sentences or paragraphs; and adding transition or linking words, phrases, or sentences are strategies that are suggested to and discussed with students during the revising stage using the list of transition words and phrases on the back of the WA section divider in the Teacher’s Edition. Also, as part of Peer Revision, students can point out places in their partners’ drafts where linking words, phrases, or sentences can be added to better join related ideas and information.


As students are introduced to different forms of expository/informative/explanatory writing, they are also introduced to any vocabulary specific to a given form and essential to creating an appropriate example of that form. Examples include words for identifying similarities and differences for Compare and Contrast Essays and words for identifying time and order for How-To Reports, and words related to letters such as greeting, body, and signature.

SE: 85

TE 1: 85, 89g–89h; 2: WA2–WA9; 3: WA2–WA9; 4: 603g–603h

In the program, students are introduced to and use content-related words in the form of every lesson’s concept vocabulary and lesson vocabulary. Students can use these and other content-related words in their own writing. See these representative examples from one lesson:

SE: 70

TE 1: 68l, 70–71

Also, certain lessons focus on jargon. Students can use these and other specialized words in their own writing.

TE 4: 449; 5: 543

Writing 2.e. Provide a concluding statement or section related to the information or explanation presented .

SE: 311, 379, 651

TE 2: 161g–161h, WA2–WA9; 3: 311, 379, 383g–383h, WA2–WA9; 5: 581g–581h; 6: 651, 653g–653h, WA2–WA9

The drafting and revising stages of writing lessons as well as models, and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as part of the structure of their expository/informative/explanatory writing. In addition, encourage students to practice writing sentences that summarize their ideas on their topic, which they could use to conclude their writing.


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SE: 35, 65, 85, 129, 205, 281, 339, 359, 433, 453, 499, 697

TE 1: 35, 41g–41h, 65, 67g–67h, 85, 89g–89h, 129, 133g–133h, WA2–WA9; 2: 205, 207g–207h; 3: 281, 287g–287h, 339, 345g–345h, 359, 363g–363h; 4: 433, 435g–435h, 453, 457g–457h, 499, 503g–503h, WA2–WA9; 6: 697, 699g–699h

The program’s Writing strand includes opportunities for students to write the following narrative forms: realistic fiction, personal narrative, poetry, tall tale, feature story, journal, character sketch, animal story, description, and skit. As students work through the writing process, they are guided to use effective techniques, clear sequence, and descriptive details in developing their stories. The Write Now pages in the Student Edition present writing genre and the daily Writing sections in the Teacher’s Edition Writing Workshops guide students step by step through the writing process. For example, students analyze a writing model and plan a first draft in which they organize their ideas, taking into consideration the elements of the particular kind of narrative writing. Also, the Writing and Assessment (WA) pages guide students through a five-stage writing process, from narrative writing prompt to finished product.

Writing 3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally .

SE: 65, 85, 281, 433

TE 1: 65, 67g–67h, 85, 89g–89h, WA2–WA9; 3: 281, 287g–287h; 4: 433, 435g–435h, WA2–WA9

See the statement for Writing Standard 3 above. As students develop their narratives, they establish setting, introduce characters, give their characters and narrator a voice, and develop a plot, using a logical sequence of events.

Writing 3.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations .

SE: 85, 281, 359, 433, 499

TE 1: 85, 89g–89h, WA2–WA9; 2: WA2–WA9; 3: 287, 287g–287h, 359, 363g–363h; 4: 433, 435g–435h, 499, 503g–503h

The Write Now pages in the Student Edition present a variety of narrative writing forms, including personal narrative, character sketch, animal story, tall tale, and skit. The daily Writing sections in the accompanying Teacher’s Edition lessons guide students step by step through the writing process. For example, on Days 1 and 2, students analyze a writing model and plan a first draft in which they organize their ideas, taking into consideration the elements of the particular kind of narrative writing. Also, the Writing and Assessment (WA) pages guide students through a five-stage writing process, from narrative writing prompt to finished product.

Writing 3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events .

TE 1: 85, 85g–85h; 2: WA2–WA9; 3: 345g; 4: WA2–WA9

The use of time-related clue words are first discussed in lessons related to writing a friendly letter. Students can apply transitional words, phrases, and clauses to their narrative writing as well.

The program’s Comprehension strand lessons focus on sequence and clue words and phrases that show sequence. Students can apply their understandings to their own writing. (See, for example, TE 1: 90–91, 97, 121). In addition, as students revise their writing for clarity, encourage them to use time-related clue words and other transitional words in their writing. Remind students that time order words and phrases include first, next, then, last, finally, after, before, later, in the meantime, and phrases that mention times of day, days, months, or years.


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Writing 3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely .

SE: 359, 453, 499, 553

TE 1: 65, 111g, 129, 133h; 2: 229g–229h, WA5; 3: 281g, 359, 363g–363h; 4: 453, 503g–503h, WA4; 5: 553

Both the Student Edition and Teacher’s Edition lessons emphasize the importance of word choice in writing. In addition to discussing specific examples of concrete and sensory words and phrases in models in the Student Edition and the Teacher’s Edition, a lesson may focus on word choice. In addition, Literary Terms lessons focusing on word choice and sensory words and details help students identify effective word usage, which they can then apply to their own writing. (See TE 1: 79; 5: 543.)


SE: 205, 339, 359, 433, 453, 499

TE 1: WA2; 2: 205, 207g–207h, WA5; 3: 339, 345g–345h, 359; 4: 433, 453, 457g–457h, 499, WA5

The drafting and revising stages of writing lessons as well as models, graphic organizers, and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as an important part of the structure of their narrative writing. In addition, ask students to reread the conclusions of several favorite stories or books and note how these authors wrap up their narratives in satisfying ways. Suggest that students then evaluate how well their conclusion performs the same task.


Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience . (Grade-specific expectations for writing types are defined in standards 1–3 above .)

Every week, students are introduced to a new writing form in the Student Edition. The Teacher’s Edition Writing Workshops guide students through the process of writing for that particular form or in writing the form in tests. The unit Writing and Assessment pages also use a step-by-step writing process to present another type of writing. Students are given many opportunities to produce examples of clear, coherent writing in which they demonstrate their understanding of the requirements for a particular writing task, purpose, and audience. See the following representative pages:

TE 1: 65, 67g–67h; 3: 281, 287g–287h; 4: 503g–503h

Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach . (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29 .)

TE 1: 41g–41h, 67g–67h, 89g–89h, 111g–111h, 133g–133h, WA1–WA6; 2: 161g–161h, 185g–185h, 207g–207h, 229g–229h, 253g–253h, WA1–WA6; 3: 287g–287h, 315g–315h, 345g–345h, 363g–363h, 383g–383h, WA1–WA6; 4: 411g–411h, 435g–435h, 457f–457g, 483g–483h, 503g–503h, WA1–WA6; 5: 535g–535h, 559g–559h, 581g–581h, 603g–603h, 625g–625h, WA1–WA6; 6: 653g–653h, 673g–673h, 699g–699h, 725g–725h, 753g–753h, WA1–WA6

Many weekly Writing Workshops and the unit Writing and Assessment lessons in the Teacher’s Edition are based on an approach that divides the writing process into steps. Four of these steps are Prewrite, Draft, Revise, and Edit. The Revise step can include Peer Revision, during which student partners exchange drafts and offer ideas for strengthening one another’s writing.


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Writing 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting .

TE 1: WA6, WA9; 2: WA6, WA9; 3: 287k, 315k, 363k, 383k, WA6, WA9; 4: 411k, 435k, 503k, WA6, WA9; 5: 535k, 559k, 581k, 603k, 625k, WA6, WA9; 6: 673k, 725k, 753k, WA6, WA9

These pages focus on the use of the computer to enhance writing skill acquisition with the object of production and publication of writing. They also focus on skill application to meet curriculum expectations.


Writing 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic .

TE 1: 41k, 67k, 89k, 111k, 133k; 2: 161k, 185k, 207k, 229k, 253k; 3: 287k, 315k, 345k, 363k, 383k; 4: 411k, 435k, 457k, 483k, 503k; 5: 535k, 559k, 581k, 603k, 625k; 6: 653k, 673k, 699k, 725k, 753k

Each Teacher’s Edition lesson contains a weekly research project. The topic of this research project is always tied to the Question of the Week and the topic of the main Student Edition selection. The research project is divided into five steps—Identify Questions, Navigate/Search, Analyze, Synthesize, and Communicate—and one step is presented on each of the five days in the lesson. Students begin by posing questions about the topic and end by presenting a brief report on the topic to their classmates.

Writing 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources .

TE 1: 41k, 67k, 89k, 111k, 133k; 2: 161k, 185k, 207k, 229k, 253k; 3: 287k, 315k, 345k, 363k, 383k; 4: 411k, 435k, 457k, 483k, 503k; 5: 535k, 559k, 581k, 603k, 625k; 6: 653k, 673k, 699k, 725k, 753k

The weekly research project in the New Literacies section of the Teacher’s Edition is divided into five steps. During the Navigate/Search step, students gather relevant information from various sources, take notes, and organize their evidence. During Analyze and Synthesize, they restate the information they find. During Synthesize, they also collect and arrange information from the sources they used.


SE: 84, 108, 128, 158, 178, 204, 224, 248, 338, 358, 432, 478, 498, 530, 576, 620, 650, 668, 696, 720

TE 1: 84, 108, 128; 2: 158, 178, 204, 224, 248; 3: 338, 358; 4: 432, 478, 498; 5: 530, 576, 620; 6: 650, 668, 696, 720

The Look Back and Write prompts at the end of the informational texts in the Student Edition ask students to write extended responses to questions about the texts.

Writing 9.a. Apply grade 5 Reading standards to literature (e .g ., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e .g ., how characters interact]”) .

SE: 34, 64, 84, 158, 204, 248, 280, 408, 478, 530, 598, 650, 696, 748

TE 1: 34, 64, 84; 2: 158, 204, 248; 3: 280; 4: 408, 478; 5: 530, 598; 6: 650, 696, 748

The Look Back and Write prompts (question 5) at the end of the literature texts in the Student Edition ask students to write extended responses to questions about the texts. These questions require students to analyze and reflect on the literature, to provide evidence from the texts to support their ideas, and to demonstrate what they have learned about the key features of literature texts. The accompanying Teacher’s Edition pages provide guidelines and scoring rubrics for evaluating students’ responses.


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Writing 9.b. Apply grade 5 Reading standards to informational texts (e .g ., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”) .

SE: 108, 128, 178, 224, 310, 338, 358, 378, 432, 452, 498, 552, 576, 620, 668, 720

TE 1: 108, 128; 2: 178, 224; 3: 310, 338, 358, 378; 4: 432, 452, 498; 5: 552, 576, 620; 6: 668, 720

The Look Back and Write (question 5) prompts at the end of the informational texts in the Student Edition ask students to write extended responses to questions about the texts. These questions require students to analyze and reflect on the texts, to provide evidence from the texts to support their ideas, and to demonstrate what they have learned about the key features of informational texts. The accompanying Teacher’s Edition pages provide guidelines and scoring rubrics for evaluating students’ responses.

Range of Writing


SE: 34, 64, 84, 108, 128, 158, 178, 204, 224, 248, 280, 310, 338, 358, 378, 408, 432, 452, 478, 498, 530, 552, 576, 598, 620, 650, 668, 696, 720, 748

TE 1: 34, 64, 84, 108, 128; 2: 158, 178, 204, 224, 248; 3: 280, 310, 338, 358, 378; 4: 408, 432, 452, 478, 498; 5: 530, 552, 576, 598, 620; 6: 650, 668, 696, 720, 748

For a week’s Writing strand, students complete a writing project, which, because it takes place over the course of five days, gives them time for research, reflection, and revision. Throughout the week, students also complete numerous shorter writing tasks. In addition, Writing and Assessment activities for the unit guide students through the five-step writing process. See the WA pages in any Teacher’s Edition for examples.


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FPO












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Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly .

Each selection lesson plan contains multiple opportunities for students to initiate and engage in group discussions of grade 5 topics and texts. See the following representative pages:

SE: 34, 64, 84, 108, 128

TE 1: 20a, 20, 22–23, 30, 34, 44a, 44, 46–47, 56, 64, 70a, 70, 72–73, 80, 84, 92a, 92, 94–95, 104, 108, 114a, 114, 116–117, 124, 128


Retelling opportunities are provided with each selection. In these activities, students describe main ideas and important ideas and draw conclusions from the text. In addition, the Speaking and Listening activities in the Teacher’s Edition lessons offer opportunities for students to participate in speaking activities that build on the reading selections. See the following representative pages:

SE: 34, 64, 84, 108, 128

TE 1: 34–35, 41d, 64–65, 67d, 84–85, 89d, 108–109, 111d, 128–129, 133d

Speaking/Listening 1.b. Follow agreed-upon rules for discussions and carry out assigned roles .

The Speaking and Listening activities in the Teacher’s Edition lessons identify rules for good listening, speaking, and teamwork. See, for example, TE 2: 229d; 5: 625d.

Speaking/Listening 1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others .

TE 1: 89d, 133d; 5: 559d

Speaking and Listening activities in the Teacher’s Edition lessons provide tips advising students to ask questions to clarify understandings of information presented orally. The program also teaches the questioning strategy to help students derive meaning as they read. (See, for example, SE: 90–91 and TE 1: 90–91, 103, 105, 107.)

Speaking/Listening 1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions .

Speaking and Listening activities in the Teacher’s Edition lessons provide tips encouraging students to use pertinent comments that help clarify and extend their understandings, improve their own presentations, and provide suggestions that build on the ideas of others. The Synthesize and Communicate phases of the New Literacies strand as well as the Concept discussions provide additional opportunities for students to incorporate others’ ideas to reinforce and extend their own understandings. See the following representative pages:

SE: 108, 310, 598

TE 1: 94–95, 108, 111d, 111k; 3: 292–293, 310, 315d, 315k; 5: 586–587, 598, 603d, 603k

Speaking/Listening 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally .

The program teaches summarizing skills in which students are guided in summarizing and retelling important ideas in written materials. See, for example, SE: 112 and TE 1: 112–113, 125, 127, 133. Students can apply this skill to summarizing graphically, visually, quantitatively, and orally presented material because students are required to analyze and restate information. Also, the Communicate phase of the weekly New Literacies project encourages students to understand illustrations and other graphics used in presentations. See the following examples:

TE 1: 111k; 2: 207k, 229k, 253k; 3: 287k, 383k


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Speaking/Listening 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence .

TE 2: 161d, 229d; 5: 625d

The program selections include persuasive essays and persuasive texts. Teacher’s Edition Genre pages help students identify persuasive techniques and supporting evidence. See, for example, TE 5: 625b. These provide background that enables students to identify claims and supporting evidence in speeches and debates. A simple debate opportunity is provided on pages TE 2: 229d; 5: 625b. This is an opportunity to analyze claims and supporting evidence. In addition, the Writing strand in the program identifies the key features of persuasive and opinion writing. See, for example, the persuasive essay writing in TE 5: 535g–535h, 603g–603h, 625g–625h and the persuasive writing activity in Writing and Assessment TE 5: WA2–WA9. Provide students the opportunity to orally present their essays to the class. For each presentation, classmates should identify the purpose of the essay, the facts used as evidence to support the proposition, and the impact the essay had on them.


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

TE 2: 185d; 3: 363d, 383d; 4: 435d, 503d; 5: 559d, 581d

The Speaking and Listening activities in the Teacher’s Edition provide numerous opportunities for students to prepare presentations with appropriate main ideas and supporting details. Students gather information, write the presentation, prepare visuals, and finally give the presentation. Use the Main Idea and Details lessons in the Comprehension strand to reinforce understanding of the concepts. The strand provides instruction in identifying main ideas and details in written materials. See, for example, TE 3: 288–289, 295, 299, 307. Review identifying main idea and details to help students as they prepare their presentations. Remind them to include supportive facts and details for their main ideas in their presentations.

Speaking/Listening 5. Include multimedia components (e .g ., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes .

TE 2: 185d; 3: 383d; 4: 503d; 5: 559d, 581d

The Speaking and Listening activities of the Teacher’s Edition lessons suggest using visuals to support oral presentations. Suggestions for the types of visuals to use and where to find appropriate visuals are included. In addition, many of the weekly New Literacies projects include preparing and presenting visual materials. See, for example, TE 2: 205k, 253k.

Speaking/Listening 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation .

TE 1: 111d; 2: 161d, 229d, 253d; 4: 411d, 503d; 5: 581d, 625d

Students have many opportunities to determine which kind of language to use in presentations and discussions in the Speaking and Listening lessons in the Teacher’s Edition pages and as part of the weekly Research and Inquiry project in the Teacher’s Edition.

Help students decide whether to use formal or informal language based on the type of speaking situation before they begin preparing for their presentations or discussions. As an additional aid, identify situations and ask students whether the context requires formal language and to explain why. Use these contexts: a conversation with family members, a job interview, a political campaign speech, an awards ceremony, instructions for how to play a game, and so on. Then when students begin working on each speaking activity in the program, have them identify the reason for speaking and whether they should use formal or informal language for their presentation.


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writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.








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Conventions of Standard English


Grammar and usage, along with capitalization and punctuation, are taught in conjunction with weekly Grammar and Writing lessons. For other writing assignment pages, students are reminded to edit their writing for proper grammar and conventions usage with checklists. The Writing and Assessment pages itemize writing traits including those for conventions such as grammar, usage, spelling, punctuation, capitalization, and paragraphing and contain rubrics for narrative, descriptive, persuasive, and expository writing modes. The Speaking and other presentation activity sections emphasize using correct grammar, sentence forms, and word choice. See the following representative pages from Unit 1:

TE 1: 18k, 18, 21, 35, 41, 41b, 41d, 41e–41f, 41g–41h, 41k, 41l, 42j, 42, 45, 65, 67, 67b, 67d, 67e–67f, 67g–67h, 67k, 67l, 68k, 68, 71, 85, 89, 89b, 89d, 89e–89f, 89g–89h, 89k, 89l, 90k, 90, 93, 109, 111, 111b, 111d, 111e–111f, 111g–111h, 111k, 111l, 112k, 112, 115, 129, 133, 133b, 133d, 133e–133f, 133g–133h, 133k, 139, WA1–WA9, WA11–WA14

Language 1.a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences .

TE 1: 41e–41f, 89f, 111f; 3: 383e–383f; 6: 673e–673f

The program includes work with prepositions (and prepositional phrases) and lessons focus on both coordinating (and, but, or) and subordinating (because, after, before) conjunctions.

Language 1.b. Form and use the perfect (e .g ., I had walked; I have walked; I will have walked) verb tenses .

In the Grammar strand, lessons are provided for identifying simple tenses, main verbs, and helping verbs, and the principal parts of verbs. In the first lesson on the principal parts of regular verbs (TE 3: 315e–315f), the perfect tenses are discussed on Day 4.

When discussing verbs, review the perfect tenses with students. Remind them that the present perfect identifies action that took place at an indefinite time in the past, past perfect identifies action that took place before another action in the past, and future perfect tells about a future action that will end before another future event begins.

• Present perfect tense I have walked. She has walked.

• Past perfect tense I had walked. He had walked.

• Future perfect tense I will have walked.

She will have walked.

Find examples of perfect tenses in a selection, such as Leonardo’s Horse—past perfect tense: “had forgotten” in the sentence “The age was called the Renaissance, a time of rebirth when people who had forgotten how to be curious became curious again.” Discuss the past perfect tense and ask students to give the present perfect and future perfect tense of forgotten. Repeat with other examples from the selection, such as “had heard” and “had planned.”

Language 1.c. Use verb tense to convey various times, sequences, states, and conditions .

TE 3: 287e–287f

In the Teacher’s Edition, verb tense and principal parts of verbs are formally presented as part of the Grammar section. As students apply their grammar skills in the writing activities, they use the correct verb form and tense.


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Language 1.d. Recognize and correct inappropriate shifts in verb tense .

TE 3: 287f

In the Grammar strand, lessons are provided for identifying simple tenses as well as for main and helping verbs and the principal parts of verbs. In addition, in the Writing strand, students are encouraged to proofread for errors in grammar and usage as they edit their written work. To provide additional support with any lesson such as The Dinosaurs of Waterhouse Hawkins, write the following sentences or ones of your own on the board and guide students in correcting shifts in verb tense.

• I went to the museum where I will see dinosaur bones.

• I see that the model was smaller than the actual dinosaur.

• He builds a model of a dinosaur, which went on exhibit.

• Everyone enjoyed the exhibit, which opens on Monday.

Language 1.e. Use correlative conjunctions (e .g ., either/or, neither/nor) .

The program includes work with conjunctions. The lessons focus on coordinating (and, but, or) and subordinating (because, after, before) conjunctions. The writing activity on TE 6: 673e–673f explains how to improve student writing using conjunctions to combine sentences.

TE 1: 89f, 111f, WA5; 5: 581h, 625h

Extend instruction to correlative conjunctions, pointing out that conjunction pairs such as either/or, neither/nor, and both/and can be used to connect parts of sentences.

• Write these examples on the board: We can go either to the matinee or the show at 7:30. Neither Jackson nor Alise has a passport. We wanted to visit both the lava beds and the redwood forest on our trip.

• Discuss the examples and the use of correlative conjunctions.

• Have students look for sentences with correlative conjunctions in the selections in their Student Edition.

• Ask them to share the sentences and identify the sentence parts connected by the correlative conjunctions.


Capitalization and punctuation are taught in conjunction with weekly Grammar, Spelling and Phonics, and Writing Workshop lessons. In the Writing Workshops, students are reminded to edit their writing for proper spelling, grammar, and conventions usage with checklists. See the following representative pages from Unit 1:

TE 1: 35, 41e–41f, 41g–41h, 41i–41j, 65, 67e–67f, 67g–67h, 67i–67j, 85, 89e–89f, 89g–89h, 89i–89j, 109, 111e–111f, 111g–111h, 111i–111j, 129, 133e–133f, 133g–133h, 133i–133j, WA6–WA9, WA11–WA14

Language 2.a. Use punctuation to separate items in a series .

TE 6: 699e–699f

The varied uses of commas, including using commas to separate items in lists, are taught in the program’s Grammar lessons that, along with the Writing lessons, guide students in using commas to separate items in a series.


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Language 2.b. Use a comma to separate an introductory element from the rest of the sentence .

TE 1: 89f, 111f; 6: 699e–699f

The varied uses of commas, including using commas to separate introductory words and phrases, are taught in the program’s Grammar strand. Together with the weekly writing lessons and the Writing and Assessment Writing Workshop, these lessons guide students in using commas to separate introductory elements.

Language 2.c. Use a comma to set off the words yes and no (e .g ., Yes, thank you), to set off a tag question from the rest of the sentence (e .g ., It’s true, isn’t it?), and to indicate direct address (e .g ., Is that you, Steve?) .

TE 6: 699e–699f

The varied uses of commas, including using commas with yes and no and in direct address, are presented in the program’s Grammar strand. Together with the weekly Writing lessons and the Writing and Assessment Writing Workshop, these lessons guide students in using commas to separate introductory elements.

Extend the lesson by using Wings for the King in Unit 3, Week 1, and The Stormi Giovanni Club in Unit 4, Week 4, for example, to point out commas used to set off words (“Yes, but you would be a great deal closer to the ground.”) and to indicate address (“Thanks, Dad.”) Continue with other examples as the selections are read.

Language 2.d. Use underlining, quotation marks, or italics to indicate titles of works .

TE 6: 753e–753f

The varied uses of italics, underlining, and quotation marks, including for titles, are presented and practiced in the program’s Grammar strand. Together with the weekly Writing lessons and the Writing and Assessment Writing Workshop, these lessons guide students in using quotation marks, underlining, and italics to indicate titles of works.

Language 2.e. Spell grade-appropriate words correctly, consulting references as needed .

Each week in the Teacher’s Edition a spelling concept is pretested on Day 1; practiced on Days 2, 3, and 4 using activities, strategies, and workbook pages; and tested again on Day 5. See the following representative pages:

TE 2: 161i–161j, 185i–185j, 207i–207j, 229i–229j, 253i–253j



SE: 65, 109, 129, 225, 359, 453, 499, 553

TE 1: 65, 67g–67h, 79, 109, 111g–111h, 114b, 129, 133g–133h, WA1, WA5, WA7; 2: 225, 229g–229h, WA1, WA5, WA7; 3: 359, 363g–363h, WA1, WA5, WA7; 4: 449, 453, 457g–457h, 499, 503g–503h, WA1, WA5, WA7; 5: 543, 553, 559g–559h, WA1, WA5, WA7; 6: WA1, WA5, WA7

Whenever appropriate to the type of writing or speaking they are doing, students are encouraged to make language choices that are suitable for their audience and purpose. In addition to the use of formal or informal language, language choice includes word choice, such as persuasive words or sensory words and jargon. The lessons offer explicit instruction in jargon, word choices, and sensory words/details, as well as figurative language. Word choice is an important topic in the writing lessons.

Language 3.a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style .

TE 1: WA5, WA9; 2: WA5, WA9; 3: 383g–383h, WA5, WA9; 4: WA5, WA9; 5: 581g–581h, 625g–625h, WA5, WA9; 6: 753g–753h, WA5, WA9

Students revise their drafts on Day 4 of the Teacher’s Edition lessons. Adding or deleting information, reorganizing or consolidating sentences, adding transition or linking words or phrases, and clarifying are strategies that are suggested to and discussed with students during the revising stage.


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Language 3.b. Compare and contrast the varieties of English (e .g ., dialects, registers) used in stories, dramas, or poems .

TE 2: 142l–142m; 3: 363a

In the Fluency sections of the program and in Listening and Speaking sections, students develop oral language skills based on their interpretations of the language used in stories, drama, and poems.

The program also investigates the uses of idioms, slang, and jargon. See, for example, TE 4: 449; 6: 733.



The program offers numerous instructional opportunities to help students determine the meanings of words through vocabulary and affixation activities. See the following representative pages:

SE: 114–115, 264–265, 562–563

TE 1: 114–115, 133c; 2: 164b; 3: 264–265, 275, 278, 348b, DI•5; 4: 414b, 460b; 5: 514b, 562–563, 581c

Language 4.a. Use context (e .g ., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase .

The program offers numerous instructional opportunities to help students determine the meanings of unfamiliar and multiple-meaning words through vocabulary and affixation activities. See the following representative pages:

SE: 210–211, 414–415, 460–461, 584–585, 702–703

TE 2: 210–211, 219, 229c; 3: 331, DI•5; 4: 414–415, 425, 435c, 457c, 460–461, 473, 483c, DI•15, DI•25, DI•35; 5: 571, 584–585, 595, 603c, DI•25, DI•35; 6: 702–703, 709, 725c, 737, 741, DI•35

Language 4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e .g ., photograph, photosynthesis) .

SE: 144–145, 188–189, 290–291, 366–367, 514–515, 606–607

TE 2: 144–145, 155, 161c, 188–189, 195, 207c; 3: 290–291, 297, 305, 315c, 366–367, 373, 383c; 5: 514–515, 527, 581i–581j, 603i–603j, 606–607, 625c, DI•5

The program’s Vocabulary strand incorporates lessons in affixation and words related by base or root. Lessons are included for common base words and Latin roots and Greek word parts as well as prefixes and suffixes and their meanings.

Language 4.c. Consult reference materials (e .g ., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases .

SE: 70–71, 164–165, 538–539, 636–637

TE 1: 70–71, 79, 89c, DI•15; 2: 164–165, 171, 185c, DI•15; 5: 538–539, 549, 559c, DI•15; 6: 636–637, 645, 653c

The program’s Vocabulary strand provides instruction and practice in using glossaries and dictionaries to find word meanings.


Word relationships including words related by meaning, such as synonyms; by sound, such as homophones; and by structure, such as base words and affixes, are a focus of the program’s Vocabulary strand. See the following representative pages:

SE: 438–439

TE 2: 188b; 3: 287b, 362; 4: 394b, 411b, 414b, 435b, 438–439, 447, 449, 457b, 503b, 506; 5: 584b, 595, 627; 6: 643, 709, 733, 753b

Language 5.a. Interpret figurative language, including similes and metaphors, in context .

TE 1: 53, 58, 79, 114b, 135; 2: 193, 253b; 3: 277, 287b, 361–362, 386; 4: 411b, 435b, 457b, 503b, 506; 5: 519, 533, 595, 627; 6: 643, 709, 733, 753b

Figurative language including metaphors, similes, hyperbole, personification, symbolism, and idioms are explicitly introduced.


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Language 5.b. Recognize and explain the meaning of common idioms, adages, and proverbs .

TE 1: 64; 4: 411b; 5: 519

Vocabulary pages present lessons on idioms and adages, or proverbs. When discussing idioms and adages, or proverbs, remind students that they can find information about the meanings by looking in reference books such as a dictionary of idioms and a book of adages or by conducting an Internet search.

Language 5.c. Use the relationship between particular words (e .g ., synonyms, antonyms, homographs) to better understand each of the words .

SE: 92–93, 348–349, 438–439, 728–729

TE 1: 20b, 92–93; 2: 188b; 3: 348b, 348–349, 349b, 363c; 4: 394b, 438–439, 447; 5: 514b, 584b; 6: 728–729, 753c

To foster the use of specific words, Vocabulary lessons and questions that accompany the reading selection in the Teacher’s Edition focus on defining and identifying synonyms, antonyms, and homographs and using them to understand the meanings of words with related meanings.

Language 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e .g ., however, although, nevertheless, similarly, moreover, in addition) .

TE 4: 449, 457g–457h, WA1, WA5, WA7; 5: 543, 559g–559h, WA1, WA5, WA7; 6: 733, WA1, WA5, WA7

Each selection lesson plan contains Concept Vocabulary related to the unit theme and the specific selection. The Lesson Vocabulary words are presented in a variety of contexts and are then used by students in daily activities to help them master the use and meanings of the words. In addition, social studies and science terms are discussed in Time for… and Content-Area Vocabulary features. See, for example, TE 4: 435, 445, 447, 454, 473, 480.


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Grade 3 Language 1.f. Ensure subject-verb and pronoun-antecedent agreement .

TE 2: 253e–253f, 435e–435f

In its Grammar lessons, the program provides explicit instruction in identifying and following rules for subject-verb agreement and the agreement of pronouns and their antecedents.

Grade 3 Language 3.a. Choose words and phrases for effect .

SE: 65, 109, 129, 225, 359, 453, 499, 553

TE 1: 41g, 65, 67g–67h, 89g, 109, 111g–111h, 129, 133g–133h, WA1, WA5, WA7; 2: 161g, 185g, 207g, 225, 229g–229h, 253g, WA1, WA5, WA7; 3: 287g, 315g, 345g, 359, 363g–363h, 383g, WA1, WA5, WA7; 4: 411g, 435g, 453, 457g–457h, 483g, 499, 503g–503h, WA1, WA5, WA7; 5: 535g, 553, 559g–559h, 581g, 603g, 625g, WA1, WA5, WA7; 6: 653g, 673g, 699g, 725g, 753g, WA1, WA5, WA7

The program emphasizes the importance of choosing words carefully to achieve the desired effect in a particular kind of writing. In addition to presenting specific examples of well-chosen words in models in the Student Edition and Teacher’s Edition, the Teacher’s Edition Writing lessons include activities to choose words, including vivid words, strong verbs, and persuasive words. In addition, students learn that as they draft and revise, they should look for vague or weak words that they can replace with more exact or more vivid words to improve the effect of their writing.

Grade 4 Language 1.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons .

SE: 379, 577, 621, 749

Lessons in the Grammar strand discuss sentences, their parts, and their structure including the structure of compound and complex sentences. See the following representative pages:

TE 1: 67e–67f; 5: 535g, 559g, 577, 581g–581h, 603g, 621, 625g–625h, WA1, WA5, WA7

When discussing complete subjects, remind students that a complete sentence is one that has both a subject and a predicate. Offer incomplete sentences that are missing either a subject or a predicate and ask students to make the sentences complete.

Explain to students that a fragment is a group of words that is not a sentence because it is missing a subject, a predicate, or both or is written as a dependent clause.

Provide examples and offer ways to correct them. For example: For me. (Is this for me? Are you doing that for me?) Paul Bunyan and the blue ox. (Paul Bunyan and his blue ox worked in the forest.) Slept late. (The exhausted worker slept late on Saturday.) When the storm was over. (Everyone was relieved when the storm was over.)

Point out that while fragments may sometimes be used for effect, especially in dialogue, they should not be used in formal writing or speaking. Give examples by identifying complete sentences and fragments used in the selection Thunder Rose, such as complete sentences “He became as playful as a kitten and even began to purr.” and fragments “So I like to think of it as a Barbara’s Wire.”


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Grade 4 Language 1.g. Correctly use frequently confused words (e .g ., to, too, two; there, their) .

TE 4: 414b; 6: 658–667

The program’s Conventions strand focuses on troublesome verbs, and the Spelling strand has lessons related to easily confused words and homophones. Discuss homophones when reading a selection such as Stretching Ourselves or The Mystery of Saint Matthew Island. Point out examples of homophones in the selection such as herd (heard), too (to, two), male (mail), and lain (lane). Help students identify the meaning of the word used in the selection and distinguish it from the meaning of its homophone.

Grade 4 Language 3.a. Choose words and phrases to convey ideas precisely .

As noted previously, the program emphasizes the importance of choosing words carefully to achieve the desired effect and meaning in a particular kind of writing. See the following representative pages:

TE 5: 535g, 543, 553, 559g–559h, 581g, 603g, 625g, WA1, WA5, WA7; 6: 699b

Grade 4 Language 3.b. Choose punctuation for effect .

In the Teacher’s Edition, the Grammar strand focuses on punctuation, along with grammar and usage and capitalization. These lessons guide students in the use of punctuation. In addition, students are encouraged to proofread for punctuation in the editing phase of the writing process. See the following pages for examples:

TE 1: 40, 41e–41f, 123; 2: 185e–185f; 3: 333; 4: 411k; 5: 535e–535f; 6: 699e–699f, 725e–725f, 753e–753f


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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2






College and Career Readiness Anchor Standards for Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21





(Conventions—Progressive Standards) . . . . . . . . . . . . . . . . . . . . . . . . .32



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Meeting the Common Core State Standards with Scott Foresman Reading Street © 2008

Grade 6SE = Student Edition; TE = Teacher’s Edition


The Common Core State Standards for Reading on the following pages define what students should understand and be able to do in Grade 6. The CCSS Reading Standards build across the grades toward the College and Career Readiness Anchor Standards in the Reading domain, given below. (CCSS Reading standards are divided between Literature and Informational Texts.)






connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.








proficiently.


Page 341a

KEYSE: 408 TE 3: 341a


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Literature 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text .

SE: 36, 62, 84, 132, 238, 292, 364, 396, 494, 558, 596, 638, 668, 718, 744

TE 1: 26, 32, 36, 50, 62, 78, 84, 132; 2: 188, 226, 238; 3: 280, 284, 292, 364, 396; 4: 490, 494; 5: 550, 554, 558, 596, 638; 6: 668, 714, 718

The program’s Comprehension strand develops skills and strategies that enable students to use textual evidence in analyses of the texts. In addition, students must cite textual evidence to support many of their answers to Reader Response questions at the end of each Student Edition selection and Guiding Comprehension questions in the Teacher’s Edition lesson for the selection.

Literature 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments .

TE 1: 32, 71; 3: 402

As part of their analysis of a literature selection, students are taught to recognize the theme or central idea of the text as well as the details that convey or support that theme or central idea; to identify the main literary elements, including characters, settings, plot, and theme; and to describe these briefly in their own words. The Comprehension strand includes lessons on literary elements and the questions in both the Student Edition and Teacher’s Edition help students analyze theme. Students also relate selections to unit themes and questions of the week as well as identify the story’s theme.

SE: 62, 84

TE 1: 34, 60, 77, 80, 83

The Comprehension strand also includes lessons on how to use the strategy of summarizing. Students learn how to extract the most important ideas or events from a literary selection and restate them in their own words. Students are presented with opportunities to summarize in Reader Response questions at the end of the selection in the Student Edition and in Guiding Comprehension questions in the Teacher’s Edition lesson for the selection.

Literature 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution .

SE: 536–537, 558

TE 3: 279, 285; 5: 536l–536m, 536–537, 543, 549, 555, LR2, LR4–LR5, LR8, 561b, D7

Story structure and the literary elements of character, setting, and plot are major strategies and skills in the program and as such are well covered in the Student Edition and the Teacher’s Edition. Student Edition lessons and their accompanying Teacher’s Edition lessons teach students how to identify a story’s or drama’s plot and the characters’ roles within the plot. Reader Response questions in the Student Edition and questions in the Teacher’s Edition check students’ ability to describe the stages of development in a plot (rising action, climax, resolution) and to recognize how the plot affects the characters.


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Craft and Structure

Literature 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone .

The program teaches a variety of strategies and skills in the Vocabulary strand that students can use to determine the meanings of words and phrases they come across in their reading: word structure (including Greek and Latin roots, prefixes, suffixes), context clues (including synonyms, antonyms, multiple-meaning words), and dictionaries and glossaries. See the following representative pages:

SE: 20–21, 230, 231, 348–349, 502–503, 602–603

TE 1: 20b, 20–21, 29, 41c, 44–45; 2: 230, 231, 236; 3: 348b, 348–349, 357, 371c; 4: 502–503, 527c

Explicit instruction in identifying and differentiating figurative language, including similes and metaphors, is provided in Teacher’s Edition Literary Terms lessons.

TE 1: 65c; 2: 219b; 3: 297b, 313, 321b; 4: 508; 5: 599b, 643b; 6: 757

Questions that accompany selections in the Teacher’s Edition often focus on determining meaning or analyzing an author’s word choice. (See, for example, TE 1: 27, 28, 35, 53, 131.)

Literature 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot .

SE: 396, 536–537

TE 3: 285, 384, 385, 395; 5: 536–537, 561b

Story structure and the literary elements of theme, setting, and plot are important Comprehension skills and strategies that are covered in lessons throughout the program. Students are taught to analyze a story’s, play’s, or poem’s structure, or the way the literary work is organized, by looking for specific details that reveal the theme, setting, and plot.

Questions that accompany the selections often focus on story structure and the literary elements of theme, setting, and plot. (See, for example, SE: 32, 36, 396, 558; TE 1: 36; 5: 558.)


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Literature 6. Explain how an author develops the point of view of the narrator or speaker in a text .

TE 1: 41b; 3: 329; 6: 734

An Extend Skill’s lesson in the Teacher’s Edition relates point of view to a story, emphasizing the use of words to convey how the narrator, who is part of the story, feels and reacts. Use this lesson as a springboard to identifying the different points of view:

First person: Narrator is a character.

Third person omniscient: Narrator is not part of the story and knows everything that happens and everything that every character thinks and feels.

Third person limited omniscient: Narrator is outside the story and knows what one or a select few of the characters think and feel.

Third person objective: Narrator is outside the story and tells only what the characters say and do, not what they think and feel.

As students read selections, such as Old Yeller (first-person point of view; older brother of Arliss, a five-year-old boy), have them identify the narrator and help them note techniques the author uses, such as word choice, to establish the character of the narrator. The following questions can be asked as students analyze the text:

• Who is the narrator (speaker) of this story (poem)?


• Does the narrator express a viewpoint about the action or characters? If so, what techniques does the author use to convey the viewpoint?

• How would the story differ if told from a different point of view?


Literature 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch .

TE 2: 219d; 3: 321d, 399d; 4: 671d

The program’s Speaking and Listening strand asks students to create dramatizations or participate in Readers’ Theater using selections they have read. These activities provide opportunities for students to compare and contrast reading the story to listening to and viewing the story.

In addition, the following activity can be used with any literary selection in the program:

• After students have finished reading the story, drama, or poem, discuss the experience with them. List their ideas.

• Tape-record yourself or one or more of your students reading the selection. Have students listen to the audio version. Or, have a group of students perform part or all of the story, drama, or poem. Have students listen to and watch the live version.

• Discuss with students how listening to or viewing the selection is similar to and different from reading the selection.



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Literature 9. Compare and contrast texts in different forms or genres (e .g ., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics .

SE: 87, 111, 167, 193, 243, 345, 371, 399, 429, 455, 527, 561, 594, 599, 671, 697, 734

TE 1: 87, 111; 2: 167, 186, 193, 230, 243; 3: 297, 304, 345, 362, 371, 399; 4: 429, 455, 492, 527; 5: 561, 594, 599; 6: 671, 697, 734

The purpose of the Reading Across Texts and Writing Across Texts questions and activities in the Student Edition and Teacher’s Edition is to give students opportunities to compare two texts, a main selection and a paired selection, that have a related topic or theme but are different in other ways. The references above identify pages on which students are encouraged to compare and contrast two selections with different forms or genres.


Literature 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range .

SE: 22–35, 46–61, 70–83, 224–237, 278–291, 350–363, 376–395, 482–493, 540–557, 586–595, 624–637, 656–667, 702–717

TE 1: 22–35, 46–61, 70–83, DI•2–DI•3, DI•4–DI•7, DI•14–DI•17, DI•24–DI•27; 2: 224–237, DI•3–DI•37; 3: 278–291, 350–363, 376–395, DI•34–DI•37, DI•44–DI•47; 4: 482–493, DI•34–DI•37; 5: 540–557, 586–595, 624–637, DI•4–DI•17, DI•24–DI•27; 6: 656–667, 702–717, DI•4–DI•17

Every fiction selection provides opportunities to read a literary text independently, proficiently, and fluently. See the following representative pages for two fiction selections in Unit 1:

SE: 18–19, 20–21, 42–43, 44–45

TE 1: 18l–18m, 18–19, 20a–20b, 20–21, 41a, 42l–42m, 42–43, 44a–44b, 44–45, 65a

Fluency lessons focus on accuracy, rate, phrasing, and expression. Each subskill is applied to an appropriate selection. (See, for example, TE 1: 41a, 87a.) Additionally, the Differentiated Instruction pages continue skill development as students read the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow each selection. See TE 1: DI•2–DI•3, DI•10–DI•13 for examples of the Readers for the first two fiction selections in Unit 1.


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Informational Text 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text .

SE: 106, 132, 162, 188, 215, 262, 316, 340, 426, 448, 474, 522, 578, 614, 692, 744, 762

TE 1: 94, 102, 106, 118, 122, 130, 132; 2: 152, 158, 162, 174, 180, 186, 188, 200, 204, 208, 215, 250, 258, 260; 3: 304, 308, 316, 328, 332, 336, 340; 4: 418, 422, 424, 426, 436, 438, 444, 448, 464, 466, 468, 472, 474, 506, 512, 514, 518, 522; 5: 568, 572, 578, 606, 608, 612, 614; 6: 680, 682, 688, 692, 730, 734, 740, 744, 756, 760, 762

The program’s Comprehension strand develops skills and strategies that enable students to use textual evidence in analyses of texts. In addition, students must cite textual evidence to support their answers to many of the Reader Response questions at the end of each Student Edition selection and to Guiding Comprehension questions in the Teacher’s Edition lesson for the selection.

Informational Text 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments .

SE: 162, 168–169, 188, 600–601, 614

TE 1: 124; 2: 152, 158, 159, 160, 161, 162, 167b, 168–169, 174, 180, 182, 183, 188, 252, 253; 4: 416, 417, 444; 5: 600–601, 606, 607, 608, 610, 612, 614; 6: 688

The program provides explicit instruction in the Comprehension skill of identifying main idea and supporting details and in a Comprehension strategy for understanding important ideas. The Reader Response questions at the end of Student Edition selections and Guiding Comprehension questions in the Teacher’s Edition lessons for the selections often require students to identify important ideas and analyze the development of the ideas in texts.

SE: 262, 426

TE 2: 204, 212, 254, 255, 259, 260, 261, 262; 4: 420, 421, 422, 423, 425, 426, 436, 472, 520; 5: 574

The Comprehension strand also includes lessons on how to use the strategy of summarizing with both fiction and nonfiction texts. In the above lessons, students learn how to extract the most important ideas from an informational text and restate them in their own words. Students are presented with opportunities to summarize in Reader Response questions at the end of the selection in the Student Edition and in Guiding Comprehension questions in the Teacher’s Edition lesson for the selection.

Informational Text 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e .g ., through examples or anecdotes) .

Every informational text selection in the program has Reader Response questions in the Student Edition and Guiding Comprehension questions in the Teacher’s Edition. These questions guide students as they identify and analyze the development of the important people, events, and ideas in the selection. See the following representative pages for the first three informational text selections in the program:

SE: 106, 162, 188

TE 1: 94–96, 97, 98, 103, 104, 106; 2: 154–155, 162, 174, 176, 177, 185, 188

In addition, the instruction that accompanies each informational text selection in the Teacher’s Edition helps students build the skills and strategies they need to recognize the key elements and analyze the overall structure of not only that text but also any informational text they may encounter.


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Craft and Structure

Informational Text 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings .

The program provides lessons discussing the use of technical and figurative language as well as using context to determine meaning. In addition, each selection identifies terms related to specific content areas and discusses them in Teacher’s Edition features. See the following representative pages:

SE: 608–609, 674–675

TE 1: 99, 105; 2: 181, 187, 205, 211, 219c; 4: 502b, 502–503, 513, 527c; 5: 602b, 602–603, 609, 619c; 6: 674b, 674–675, 683, 697c

Informational Text 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas .

SE: 146–147, 162, 188, 215, 244–245, 262, 408–409, 426, 430–431, 448, 456–457, 474, 500–501, 522, 600–601, 614, 692, 744, 762

TE 1: 97, 99, 105; 2: 146–147, 151, 153, 158, 159, 161, 162, 174, 175, 177, 180, 185, 188, 200, 201, 202, 203, 204, 205, 207, 209, 212, 213, 214, 215, 244–245, 251, 253, 259, 260, 262; 4: 408–409, 414, 415, 417, 422, 423, 426, 430–431, 436, 437, 444, 445, 446, 448, 452–457, 462, 463, 464, 465, 470, 471, 474, 500–501, 506, 507, 509, 510, 511, 512, 517, 519, 522; 5: 600–601, 607, 612, 613, 614; 6: 692, 732, 733, 734, 744, 756, 759, 762

Text structure is an important Comprehension strategy that is covered in lessons throughout the program. Students are taught to analyze an informational text’s overall structure by looking for specific text structures, or ways information is organized in the text. Text structures include cause and effect, compare and contrast, description and definition, main idea and details, and sequence of events. The Student and Teacher’s Editions include selection questions that focus on the text structure presented in the lesson. (See, for example, SE: 162; TE 1: 96; 2: 152, 162, 174, 180, 184, 200, 202, 252; 4: 414, 422, 436, 462; 5: 607; 6: 692, 732.) In addition, the program discusses the author’s purpose, which contributes to the choice of text structure, and text and graphic features, which are also used to develop and clarify ideas.

Informational Text 6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text .

TE 6: 697b, 734

The program provides instruction in identifying an author’s point of view or purpose in an informational text in the Comprehension strand. Reader Response questions at the end of the relevant Student Edition selections and Guiding Comprehension questions in the Teacher’s Edition lessons for those selections ask students to determine the author’s purpose or point of view and to explain the details they used to identify it. (See, for example, SE: 106, 132, 162, 214, 262, 316, 426, 448, 522, 614, 692; TE 1: 106, 132; 2: 162, 215, 262; 3: 316; 4: 426, 448, 522; 5: 614; 6: 692.)


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Informational Text 7. Integrate information presented in different media or formats (e .g ., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue .

Every informational text in the program is accompanied by graphic sources that visually or quantitatively support or extend the information presented in the written text. These graphic sources include photographs, illustrations, maps, diagrams, time lines, charts, and graphs.

SE: 194–195, 200–201, 244–245, 262

TE 1: 111l; 2: 194–195, 200–201, 204, 208, 214, 244–245, 250, 251, 258, 260, 262, DI•54; 4: 446; 5: 608; 6: 678, 679, 686, 688, 689, 690

In the Comprehension skill lessons and Research and Study Skills lessons referenced above, students learn how to identify a variety of graphic sources, interpret the information given in them, and use that information, along with the written information, to better understand the topic or issue in what they are reading. Also, Reader Response questions at the end of the relevant Student Edition selections and Guiding Comprehension questions in the Teacher’s Edition lessons for those selections ask students to analyze the role of the graphic sources in the selections. (See, for example, SE: 262, 614, 692; TE 2: 262; 5: 614; 6: 692.)

When an opportunity presents itself, use video or multimedia resources to reinforce students’ understanding of topics. For example, after reading Saving the Rain Forests, show a news video or an Internet program on saving the rain forests. Discuss the differences in the information and the way it is presented in the Student Edition selection and the video.

Informational Text 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not .

TE 1: 111b; 4: 443, 455b, 477b; 5: 581b

Students are introduced to the specific features of the persuasive text genre. They identify the argument in the provided persuasive text and evaluate the claims the author makes, looking for reasons and evidence that support these claims. Students also learn about supported and unsupported claims as they write their own persuasive texts, including reviews, advertisements, letters to the editor, and persuasive essays and speeches.

Informational Text 9. Compare and contrast one author’s presentation of events with that of another (e .g ., a memoir written by and a biography on the same person) .

SE: 41, 167, 193, 429, 455, 697, 769

TE 1: 41; 2: 167, 193; 4: 429, 455; 6: 697, 769

Reading Across Texts and Writing Across Texts questions and activities in the Student Edition give students opportunities to compare and contrast two texts that have a related topic but are different in other ways. Additional questions in the Teacher’s Edition also help students compare information from different sources. On some Meet the Author pages in the Student Edition, references to other works on the same topic are given. (See, for example, SE: 780; TE 1: 143e.) Encourage students to read a topic-related selection and to compare the presentations of the two authors on the same topic.


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Informational Text 10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range .

Every nonfiction selection provides opportunities to read an informational text independently, proficiently, and fluently. See the following representative pages for a nonfiction selection:

SE: 92–103, 116–130, 150–161, 172–187, 198–214, 248–261, 302–315, 326–339, 412–425, 434–447, 460–473, 504–521, 604–613, 728–743, 754–761

TE 1: 92–103, 111a, 116–130, 137a; 2: 150–161, 167a, 172–187, 193a, 198–214, 248–261; 3: 302–315, 326–339; 4: 412–425, 434–447, 460–473, 504–521; 5: 604–613; 6: 676–691, 728–743, 754–761

Fluency lessons focus on rate, phrasing, punctuation cues, and expression. (See, for example, TE 4: 429a; 5: 619a.) Each subskill is applied to appropriate selections with a variety of independent reading activities.

Additionally, the Differentiated Instruction pages continue skill development as students read the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included for each selection. See TE 1: LR19–LR20, LR25–LR26 for examples of the Readers for a nonfiction selection.


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research.




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Writing 1. Write arguments to support claims with clear reasons and relevant evidence .

SE: 579

TE 5: 561g–561h, 579, 581g–581h, 643g–643h, WA2–WA7, WA8–WA9; 6: 769g–769h

The program presents several kinds of persuasive writing opportunities. Students write advertisements, reviews, letters to the editor, and job application essays. The Writing lessons in the Teacher’s Edition identify features of persuasive writing and guide students as they write their own persuasive texts. In addition, the Writing and Assessment (WA) pages guide students through a five-stage writing process, from writing prompt to finished product. One of these products is a Persuasive Essay. Grammar and Writing Practice Book pages provide the models, graphic organizers, and activities that accompany the pages.

Writing 1.a. Introduce claim(s) and organize the reasons and evidence clearly .

SE: 579


The lessons remind students of the need to organize their claims, reasons, and evidence when writing persuasive texts. Grammar and Writing Practice Book pages provide a graphic organizer to help students with their organization.

Writing 1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text .

SE: 579


The lessons encourage students to look for valid facts and details when researching their topics and to focus on those that best support their claims. The Writing Workshop, Writing and Assessment, and Write Now pages prompts remind students that the use of strong supporting evidence is a key feature in persuasive writing.

Writing 1.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons .

SE: 579

TE 5: 561g–561h, 579, 581g–581h, 643g–643h, WA5; 6: 769g–769h

The program’s Writing strand includes revising stages in both the daily Writing sections and the Writing and Assessment pages. During revising, students are encouraged to look for ways to make their writing more coherent and effective. Strategies for revising include adding and deleting words and phrases and combining sentences for clarity. Encourage students to revise their persuasive writing using words, phrases, and clauses to make clear the relationships among their claims and reasons.


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Writing 1.d. Establish and maintain a formal style .

SE: 579

TE 4: 429b, 443, 477b; 5: 579, 581b, 581g–581h, WA4; 6: 749b

Because authors of persuasive texts are trying to convince readers to agree with them, they generally use a formal style in their writing. Authors establish and maintain this formal style through their sentence structures, word choice, voice, and tone. These writing traits are discussed throughout the Writing strand in the program. The Extend Skills sections cover tone (the author’s attitude toward the topic) and related topics such as persuasive devices (loaded words). During the revising stages of the weekly Writing sections and the Writing and Assessment pages, students are reminded to check the elements that make up their style to make sure it is appropriate for and consistent throughout their writing.

Writing 1.e. Provide a concluding statement or section that follows from the argument presented .

SE: 579

TE 5: 579, WA4

In the program, Writing lessons as well as models, graphic organizers, and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as part of the structure of their persuasive writing. Writing and Assessment pages for a Persuasive Essay identify a conclusion as a key feature of the essay. To reinforce the need for a conclusion, encourage students to practice writing a summarizing sentence about their argument and claims that they could use to conclude their writing.

Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content .

SE: 37, 63, 85, 107, 163, 189, 216, 239, 263, 291, 317, 341, 365, 397, 427, 475, 495, 559, 615, 639, 669, 719, 763

TE 1: 37, 41g–41h, 63, 65g–65h, 85, 87g–87h, 107, 111g–111h; 2: 163, 167g–167h, 189, 193g–193h, 216, 219g–219h, 239, 243g–243h, 263, 265g–265h, WA2–WA7, WA8–WA9; 3: 293, 297g–297h, 317, 321g–321h, 341, 345g–345h, 365, 371g–371h, 397, 399g–399h; 4: 427, 429g–429h, 475, 477g–477h, 495, 499g–499h, 527g–527h; 5: 559, 561g–561h, 615, 619g–619h, 639; 6: 669, 671g–671h, 719, 723g–723h, 763

The Write Now pages in the Student Edition present many kinds of expository, or informative/explanatory, writing, including biography, memoir, directions, interviews, explanation, TV script, literary review, brochure, biographical study, rules, e-mail, description, summary, and news article. The daily writing sections in the accompanying Teacher’s Edition lessons guide students step by step through the writing process. For example, on Days 1, 2, and 3, students analyze a writing model, do Guided Writing focusing on a specific writer’s craft, and plan a first draft in which they state the topic and organize their ideas in a way that is logical for the kind of expository writing. Also, the Writing and Assessment (WA) pages guide students through a five-stage writing process, from expository writing prompt to finished product, to write a compare-and-contrast essay and a research report. Grammar and Writing Practice Book pages provide the models, graphic organizers, and activities that accompany the WA pages.


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Writing 2.a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e .g ., headings), graphics (e .g ., charts, tables), and multimedia when useful to aiding comprehension .

SE: 37, 63, 85, 107, 163, 189, 263, 293, 317, 341, 365, 475, 559, 719, 763

TE 1: 37, 41g–41h, 63, 65g–65h, 85, 87g–87h, 107, 111g–111h; 2: 163, 167g–167h, 189, 193g–193h, 263, 265g–265h, WA2–WA7, WA8–WA9; 3: 293, 297g–297h, 317, 321g–321h, 341, 345g–345h, 365, 371g–371h, 399g–399h; 4: 427, 429g–429h, 475, 477g–477h; 5: 559, 561g–561h; 6: 671g–671h, 719, 723g–723h, 763

The Writing lessons in the Student and Teacher’s Editions always begin by guiding students through the process of choosing and narrowing a topic for their writing. Graphic organizers are provided to help them gather and organize their ideas and information in a logical way. Whenever appropriate for the writing form, students are reminded to consider including text and graphic features and multimedia.

In addition, Text Structure lessons in the Teacher’s Edition discuss the different kinds of text structures used in informative/explanatory writing. (See, for example, TE 6: 698–699.) These lessons provide information about the structures that students can apply to their own writing.

Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples .

SE: 37, 85, 107, 163, 189, 239, 293, 397, 427, 559, 615, 719

TE 1: 37, 41g–41h, 65g–65h, 85, 87g–87h, 107, 111g–111h; 2: 163, 167g–167h, 189, 239, 243g–243h, 265g–265h, WA4–WA5; 3: 293, 321g–321h, 397, 399g–399h; 4: 427, 429g–429h, 477g–477h, 527g–527h; 5: 599, 561g–561h, 615, 619g–619h, 643g–643h; 6: 671g–671h, 719, 723g–723h

The Teacher’s Edition lessons help students focus on the facts, details, and examples they use to develop their topic as they fill out a graphic organizer and study a topic pertinent to the writing form, such as Focusing Your Ideas or Developing a Main Idea Chart. The Writing Workshop, Writing and Assessment pages, and Write Now prompts all remind students that the development of the topic through facts, details, and examples is a key feature in expository/informative/explanatory writing. See, for example, TE 3: WA2–WA7, the Writing and Assessment pages for a Compare and Contrast Essay.

Writing 2.c. Use appropriate transitions to clarify the relationships among ideas and concepts .

SE: 63, 163, 189

TE 1: 63; 2: 163, 167h, 189; 3: 399g–399h

The Student Edition writing checklists may offer suggestions for signal words, or transitions, students can use to better connect ideas. The Teacher’s Edition lessons provide mini-lessons on topics pertinent to the particular writing form, such as Transition Words, that encourage students to think about how to organize their ideas in ways that make sense.

Students revise their drafts on Day 4 in the Teacher’s Edition lessons. Adding or deleting details; reorganizing sentences or paragraphs; and adding words, phrases, or sentences are strategies that are suggested to and discussed with students during the revising step. Also, as part of Peer Revision, students can point out places in their partners’ drafts where transitional words, phrases, or sentences can be added to better join related ideas and information.

In addition, lessons on Text Structure, such as Cause and Effect (See SE: 408–409; TE 4: 408–409), identify signal or transition words that students can use in their own writing to link ideas and improve the flow of their writing.


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SE: 37, 163, 317, 341, 719

TE 1: 37, 41g; 2: 163, 167g–167h, 193g–193h, 265h, WA4–WA5; 3: 317, 341, 345g–345h; 4: 477g–477h, 527g–527h; 5: 619g–619h; 6: 719

Word choice is emphasized throughout the Student Edition and Teacher’s Edition lessons for writing informative/explanatory texts. Using models and instruction, lessons guide students to use language and vocabulary that is appropriate for the particular expository writing form. Ask students to examine their word choices when they revise their writing and to think about whether they have chosen the clearest, most precise words to tell about their topic.

Writing 2.e. Establish and maintain a formal style .

SE: 189, 397

TE 1: 65h, 87h; 2: 189, 265g–265h; 3: 397; 4: 527h; 5: 561g–561h

Because authors of informative/explanatory texts want readers to listen to and accept what they say, they generally use a formal style in their writing. Authors establish and maintain this formal style through their sentence structures, word choice, voice, and tone. The first three elements are writing traits that are discussed throughout the Writing strand in the program. The Extend Skills sections cover tone (the author’s attitude toward the topic) and related topics such as formal and informal language. During the revising stages of the weekly Writing sections, students are reminded to check the elements that make up their style to make sure it is appropriate for and consistent throughout their writing.

Writing 2.f. Provide a concluding statement or section that follows from the information or explanation presented .

SE: 293, 397, 559, 639, 669, 763

TE 1: 111g; 2: 293, 297g–297h; 3: 397; 5: 559, 639; 6: 669, 671g–671h, 723g–723h, 763

In the program, Writing lessons as well as models, graphic organizers, and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as part of the structure of their informative/explanatory writing. To reinforce the need for a conclusion, encourage students to practice writing a summarizing sentence about their main ideas that they could use to conclude their writing.

Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences .

SE: 133, 449

TE 1: 133, 137g–137h, WA2–WA7, WA8–WA9; 4: 449, 455g–455h, WA2–WA7, WA8–WA9

The Write Now pages in the Student Edition present a variety of narrative writing forms, including personal narrative and imaginative story. The daily writing sections in the accompanying Teacher’s Edition lessons guide students step by step through the writing process. For example, on Days 1 and 2, students analyze a writing model and plan a first draft in which they organize their ideas, taking into consideration the elements of the particular kind of narrative writing. Also, the Writing and Assessment (WA) pages guide students through a five-stage writing process, from narrative writing prompt to finished product, to write a personal narrative and an animal story. Grammar and Writing Practice Book pages provide the models, graphic organizers, and activities that accompany the Teacher’s Edition lessons and WA pages.


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Writing 3.a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically .

SE: 133, 449

TE 1: 133, 137g, WA3–WA4; 4: 449, 455g–455h, WA4

The Write Now pages in the Student Edition and the accompanying Teacher’s Edition lessons remind students to plan out the characters, setting, and plot of their story before they begin writing and to introduce these literary elements at the beginning of their story.

Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters .

SE: 133, 449

TE 1: 133, 137g–137h, WA3–WA4; 2: 243b; 3: 399b; 4: 449, 455g–455h; 5: 561b; 6: 671b, 697b

The writing activities in the Student Edition and the Writing lessons in the Teacher’s Edition point out and explain various narrative techniques in the models that students can then use in their writing. In addition, the Extend Skills sections present information about narrative techniques, such as point of view, mood, flashback, and foreshadowing.

Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another .

TE 1: 137b

Text Structure lessons, such as Sequence of Events (See SE: 274–275; TE 3: 274–275), identify signal or transition words that students can use in their own writing to link ideas and show relationships. Before students begin revising a narrative they have written, make a list of transition words, phrases, and clauses that signal sequence or shifts in time or location. Suggest that students refer to the list as they revise their narratives.

Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events .

Both the Student Edition and Teacher’s Edition narrative Writing lessons emphasize the importance of word choice in writing. See the following representative pages:

SE: 133, 449

TE 1: 133, 137h, WA4; 4: 449, 455g–455h, WA4–WA5

In addition to discussing specific examples of concrete and sensory words and phrases in models in the Student Edition and the Teacher’s Edition, a lesson may focus on word choice, for example, Use Vivid Words. (See TE 4: 455g.) In addition, Extend Skills sections about figurative language and sensory words and details teach students to identify how authors use language effectively. (See TE 3: 321b; 6: 769b.) Students can then apply their understanding to their own writing.


SE: 133, 449

TE 1: 133; 4: 449

The drafting and revising steps of Writing lessons as well as models, graphic organizers, and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as an important part of the structure of their narrative writing. In addition, ask students to reread the conclusions of several favorite stories or books and note how these authors wrap up their narratives in satisfying ways. Suggest that students then evaluate how well their conclusion performs the same task.


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Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience . (Grade-specific expectations for writing types are defined in standards 1–3 above .)

SE: 37, 63, 85, 107, 133, 163, 189, 216, 239, 263, 293, 317, 341, 397, 427, 449, 475, 495, 559, 579, 597, 615, 639, 669, 693, 719, 762

TE 1: 37, 41g–41h, 63, 65g–65h, 85, 87g–87h, 107, 111g–111h, 133, 137g–137h, WA2–WA7, WA8–WA9; 2: 163, 167g–167h, 189, 193g–193h, 216, 219g–219h, 239, 243g–243h, 263, WA2–WA7, WA8–WA9; 3: 293, 297g–297h, 317, 321g–321h, 341, 345g–345h, 365, 371g–371h, 397, 399g–399h, WA2–WA7, WA8–WA9; 4: 427, 429g–429h, 449, 455g–455h, 475, 477g–477h, 495, 499g–499h, 527g–527h, WA2–WA7, WA8–WA9; 5: 559, 561g–561h, 579, 581g–581h, 597, 599g–599h, 615, 619g–619h, 639, 643g–643h, WA2–WA7, WA8–WA9; 6: 669, 671g–671h, 693, 697g–697h, 719, 723g–723h, 762, 769g–769h, WA2–WA7, WA8–WA9

Every week, students are introduced to a new writing form in the Student Edition. The accompanying Teacher’s Edition lessons guide students through the process of writing in that particular form or in writing the form in tests. As in the weekly writing lessons, the Writing and Assessment (WA) pages use a step-by-step writing process but present another type of writing. Students are given many opportunities to produce examples of clear, coherent writing in which they demonstrate their understanding of the requirements for a particular writing task, purpose, and audience.

Writing 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach . (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52 .)

Many weekly Writing lessons in the Student Edition and Teacher’s Edition and the unit lessons in the Teacher’s Edition are based on an approach that divides the writing process into five steps. Three of these steps are Plan, Revise, and Edit. In the weekly lessons, these three steps are presented on Days 3 and 4. See the following representative pages:

TE 1: 41h, 65h, 87h, 111h, 137h, WA3–WA6; 2: 167h, 193h, 219h, 243h, WA3–WA6; 3: 297h, 321h, 345h, 371h, 399h, WA3–WA6; 4: 429h, 455h, 477h, 499h, 527h, WA3–WA6; 5: 561h, 581h, 599h, 619h, 643h, WA3–WA6; 6: 671h, 697h, 723h, 769h, WA3–WA6

Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting .

TE 1: 41k, 87k, 111k, WA6; 2: 193k, 243k, 265k; 3: 321k, 399k; 4: 455k, 499k; 5: 561k, 581k, 619k, 643k; 6: 723k, 769k

The New Literacies lessons use a 5-day plan focusing on Internet Inquiry activities connected to each week’s lesson. These lessons emphasize the use of technology to produce and publish writing, including the need for keyboarding skills.


Writing 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate .

Each Teacher’s Edition lesson contains a weekly research project in the New Literacies section. The topic of this research project is always tied to the Question of the Week and the topic of the main Student Edition selection. The research project is divided into five steps—Identify Questions, Navigate/Search, Analyze, Synthesize, and Communicate—and one step is presented on each of the five days in the lesson. Students begin by posing questions about the topic and end by presenting a brief report on the topic to their classmates. See the following representative pages:

TE 1: 41k, 87k, 137k; 2: 167k, 193k, 243k; 3: 297k, 321k, 399k; 4: 429k, 477k, 527k; 5: 561k, 619k, 643k; 6: 671k, 723k, 749k


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Writing 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources .

The weekly research project in the New Literacies section is divided into five steps. During the Navigate/Search step, students gather relevant information from sources on the Internet and in the library, take notes, and organize their information. During the Analyze and Synthesize steps, they review and focus their information. As students work on each project, they learn to scan, take good notes, analyze the credibility of their sources, paraphrase information to avoid plagiarism or credit the sources of quotations, and record information identifying their sources. In addition, Writing Workshop lessons in Unit 6 focus on outlining, note taking, and writing a research report. See the following representative pages:

TE 1: 65k, 111k; 2: 219k, 265k; 3: 345k, 371k; 4: 499k, 527k; 5: 581k, 599k; 6: 697g–697h, 697k, 749g–749h, 769k, WA2–WA7, WA8–WA9


The Look Back and Write prompts at the end of the selections in the Student Edition ask students to write extended responses to questions about the selections. These questions require students to analyze and reflect on the texts they have read and to provide evidence from the texts to support their ideas. The accompanying Teacher’s Edition pages provide guidelines and scoring rubrics for evaluating students’ responses. See the following representative pages:

SE: 36, 84, 132, 162, 188, 262, 316, 364, 396, 426, 494, 522, 558, 578, 596, 718, 744, 762

TE 1: 36, 84, 132; 2: 162, 188, 262; 3: 316, 364, 396; 4: 426, 494, 522; 5: 558, 578, 596; 6: 718, 744, 762

Writing 9.a. Apply grade 6 Reading standards to literature (e .g ., “Compare and contrast texts in different forms or genres [e .g ., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”) .

SE: 62, 84, 238, 292, 364, 494, 558, 596, 638, 668, 718

TE 1: 62, 84; 2: 238; 3: 292, 364; 4: 494; 5: 558, 596, 638; 6: 668, 718

The Look Back and Write prompts at the end of the literature selections in the Student Edition ask students to write extended responses to questions about the selections. These questions require students to analyze and reflect on the texts, provide evidence from the texts to support their ideas, and to demonstrate their knowledge of the key features of the genres. The accompanying Teacher’s Edition pages provide guidelines and scoring rubrics for evaluating students’ responses. In addition, the Reading Across Texts and Writing Across Texts questions in the Student Edition and the activities on the accompanying Teacher’s Edition pages give students opportunities to compare and contrast texts that are different forms or genres but have a related topic or theme.

Writing 9.b. Apply grade 6 Reading standards to literary nonfiction (e .g ., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”) .

SE: 106, 132, 162, 188, 215, 262, 316, 396, 426, 448, 474, 614, 692, 744, 762

TE 1: 106, 132; 2: 162, 188, 215, 262; 3: 316, 396; 4: 426, 448, 474; 5: 614; 6: 692, 744, 762

The Look Back and Write prompts at the end of the nonfiction selections in the Student Edition ask students to write extended responses to questions about the selections. Students analyze and reflect on the texts, provide evidence from the texts to support their ideas, and demonstrate what they have learned about the key features of the genres. The accompanying Teacher’s Edition pages provide guidelines and scoring rubrics for evaluating students’ responses.


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Range of Writing


Students complete weekly writing projects, which, because they take place over an extended time frame of five days, gives students time to research for, reflect on, and revise their writing. Also, the unit Writing and Assessment, which guide students through a five-step writing process for another writing product, are based on an extended time frame. See the WA pages in the Teacher’s Edition. The Look Back and Write prompt at the end of each selection and the Writing Across Texts activities in the Student Edition provide students with opportunities for writing over shorter time frames. In addition, students complete numerous short writing tasks throughout the week. See the following representative pages:

SE: 37, 63, 85, 163, 216, 239, 293, 341, 397, 449, 475, 495, 579, 615, 639, 693, 719, 762

TE 1: 37, 41g–41h, 63, 85, WA2–WA7, WA8–WA9; 2: 163, 193g–193h, 216, 239; 3: 293, 297g–297h, 341, 397; 4: 429g–429h, 449, 475, 495; 5: 561g–561h, 579, 615, 639, WA2–WA7, WA8–WA9; 6: 693, 719, 723g–723h, 762


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Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly .

Each selection lesson plan contains many opportunities for students to initiate and engage in a variety of collaborative discussions. Students discuss grade 6 topics, texts, and issues in the daily Oral Vocabulary as well as in Day 1 Listening Comprehension, Day 2 Build Background, and Day 5 Concept Wrap Up. See the following representative pages:

SE: 270, 404–405, 532–533, 648–649

TE 1: 18g–1, 18l, 20a, 88g–1, 88l, 90a; 2: 194g–1, 194l, 196a, 270; 3: 298g–1, 298l, 300a, 404–405; 4: 456g–1, 456l, 458a, 532–533; 5: 620g–1, 620l, 622a, 648–649; 6: 698g–1, 698l, 700a, 770a

Speaking/Listening 1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion .

SE: 36, 62, 84, 188, 215, 238, 364, 396, 426, 494, 522, 558, 596, 614, 668, 718, 762

TE 1: 36, 41d, 62, 84, 137d; 2: 188, 163d, 215, 238; 3: 364, 394; 4: 426, 429d, 494, 522; 5: 558, 596, 599d, 614; 6: 668, 718, 762

Retelling opportunities are provided with each selection. In these activities, students describe important ideas and draw conclusions from the text. In addition, the Viewing, Listening, and Speaking activities in the Teacher’s Edition lessons offer opportunities for students to participate in speaking activities that build on the reading selections.

Speaking/Listening 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed .

The Speaking and Viewing activities in the Teacher’s Edition lessons often require students to work together and therefore offer guidelines for group work, including setting rules for discussions and assigning tasks to group members. See the following representative pages:

SE: 37, 85, 216, 239

TE 1: 37, 65d, 111d; 4: 429d

Speaking/Listening 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion .

Reader Response and many Viewing, Listening, and Speaking activities encourage students to answer specific questions about the topic, text, or issue being discussed. These pages also provide tips to help students improve their speaking and listening skills, including their ability to ask and answer relevant questions and to make relevant comments. The Synthesize and Communicate steps of the New Literacies strand provide additional opportunities for students to pose questions and offer detailed responses. See the following representative pages:

SE: 36, 84, 188, 238, 292, 316, 426, 448, 558, 668, 692

TE 1: 36, 41k, 65d, 84, 111d; 2: 188, 219d, 238, 265c; 3: 292, 297d, 316; 4: 426, 429d, 448, 477d; 5: 558, 561c, 619k; 6: 668, 692, 769d

Speaking/Listening 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing .

Many Reader Response, Viewing, Listening, and Speaking activities encourage students to review, reflect on, and paraphrase key ideas they have heard in discussions. Speaking and Listening pages in the Teacher’s Edition also provide tips to help students improve their speaking and listening skills, including their ability to recall and restate key ideas and to listen to and consider others’ ideas and opinions. Also, the Synthesize and Communicate steps of the New Literacies strand provide additional opportunities for students to orally review and evaluate the points of a discussion. See the following representative pages:

TE 1: 18j, 41d, 65c; 2: 167d, 167k, 193d, 219d, 243d; 3: 297d, 371d, 372j, 399d; 5: 599d


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Speaking/Listening 2. Interpret information presented in diverse media and formats (e .g ., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study .

SE: 215, 692

TE 1: 18j, 41d, 42j, 65d, 66j, 87d, 88j, 111d, 111k; 2: 146j, 167d, 167k, 168j, 194j, 200, 201, 209, 214, 215, 219d, 243d, 244j, 260, 265d, DI•27; 3: 274j, 297d, 298j, 321d, 322j, 345d, 346j, 371d, 399d; 4: 408j, 429d, 430j, 456j, 477d, 499d, 527d; 5: 536j, 581d, 582j, 619d, 643d; 6: 672j, 679, 687, 689, 692, 698j, 723d, 749d, 769d

Cross-curricular activities and Reader Response pages in the Student Edition together use pictures as the springboard for discussing ideas. Graphic Source skill lessons provide opportunities for students to analyze and interpret visuals, including photographs and illustrations. Suggestions for Speaking and Listening activities often encourage students to incorporate visual information to enhance presentations. Selection questions in the Student Edition and Teacher’s Edition ask students to analyze graphics in the selections. Also, the Communicate step of the weekly research project encourages students to interpret the information in illustrations and other graphics used in presentations.

Speaking/Listening 3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not .

TE 4: 455d; 5: 581d, 581g–581h, 643d, 643g–643h, WA2–WA7, WA8–WA9

The program’s Speaking and Listening strand provides opportunities for students to prepare and make oral presentations. Encourage students to identify a speaker’s argument and supported and unsupported claims in any persuasive/opinion presentation. In addition, the program’s Writing strand identifies the key features of persuasive writing forms, including reviews, letters to the editor, and persuasive essays. See, for example, the pages for a Persuasive Essay, TE 5: WA2–WA7, WA8–WA9. Provide students with the opportunity to orally present their persuasive essays to the class. After each presentation, classmates should identify the main argument, claims, and reasons/evidence that support the claims.


Speaking/Listening 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation .

TE 1: 87d; 2: 167d, 193k, 243d; 4: 499d; 5: 581d, 643d; 6: 697d, 723d, 749d

The Speaking and Listening activities in the Teacher’s Edition lessons provide numerous opportunities for students to prepare and deliver presentations. The activities provide tips for effective speaking and effective listening. In addition, the Communicate step of the weekly research project provides tips for presenters.

Speaking/Listening 5. Include multimedia components (e .g ., graphics, images, music, sound) and visual displays in presentations to clarify information .

TE 1: 41k, 87d, 111k; 2: 167d, 219k, 243d, 265d; 3: 271k, 297k, 321k, 345d; 4: 455k, 499d, 527d; 5: 599k; 6: 697d, 723d

The Speaking and Listening activities in the Teacher’s Edition lessons encourage students to include, as appropriate, visual and auditory components in their oral presentations. Suggestions for the kinds of components students might use and where they might find or how they might prepare such components are often included in the instruction. In addition, some of the weekly New Literacies and Writing strand pages ask students to prepare multimedia presentations.


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Speaking/Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate .

TE 1: 18j; 2: 167d, 243d; 3: 345d; 4: 499d; 5: 561d, 581d, 643d

Students have many opportunities to demonstrate their command of both informal and formal English in the presentations and discussions in the Speaking and Listening pages in the Teacher’s Edition and during the steps of the weekly New Literacies research projects in the Teacher’s Edition.

Before they begin preparing their presentations or discussions, help students decide whether they should use formal or informal English based on the type of speaking situation. As an additional aid, identify situations and have students tell whether the context requires formal language and explain why or why not. Use these contexts: an oral report, a demonstration, a newscast, a job interview, a speech, a discussion with a teacher, and so on. Then as students begin working on each speaking activity in the program, have them identify the reason for speaking and whether they should use formal or informal English.


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Conventions of Standard English


In the Teacher’s Edition, grammar and usage, along with capitalization and punctuation, comprise the Grammar strand, a main component of the Language Arts sections that appear in all lessons. A five-day structure is used to present, develop, apply, test, and practice the weekly grammar topic. In the Writing strand, students then proofread drafts for errors, including errors for the grammar skill presented that week. See the following representative pages:

TE 1: 41e–41f, 65e–65f; 2: 167e–167f, 219e–219f, 243e–243f, 265e–265f; 3: 297e–297f, 321e–321f, 345e–345f; 4: 429e–429f, 499e–499f; 5: 581e–581f, 599e–599f, 619e–619f, 643e–643f; 6: 671e–671f

Language 1.a. Ensure that pronouns are in the proper case (subjective, objective, possessive) .

TE 4: 429e–429f, 477e–477f

The program’s Grammar strand provides lessons on pronouns in the subjective, objective, and possessive cases. In the Writing strand, students proofread their writing to ensure that they have used the correct forms of pronouns.

Language 1.b. Use intensive pronouns (e .g ., myself, ourselves) .

TE 4: 499e–499f

Students are taught that when pronouns such as myself, himself, and themselves are used to reflect an action back on the subject, they are called reflexive pronouns. For example, in the sentence “Dan told himself he wasn’t afraid,” himself reflects the action of telling back on the subject, Dan. The pronoun is essential to the sentence; it adds information to the sentence.

After students have completed the reflexive pronoun lesson referenced above, explain that pronouns with -self or -selves can be used in another way: to emphasize a noun or pronoun. When they are used in this way, they are called intensive pronouns. Offer these examples:

• Dan himself marched into the dark basement.

• She herself made lasagna for twenty people.

In these sentences, himself emphasizes the noun Dan, and herself emphasizes the pronoun She. Himself and herself are not essential to the sentences; they can be deleted without changing the meanings of the sentences.

Assign each student one of these pronouns: myself, herself, himself, itself, yourself, ourselves, themselves. Ask students to write one sentence using the word as a reflexive pronoun and one sentence using it as an intensive pronoun.

Language 1.c. Recognize and correct inappropriate shifts in pronoun number and person .

TE 4: 499e–499f, 527e–527f

The program’s Grammar strand provides lessons on personal, indefinite, and reflexive pronouns, including their number and person. These lessons, together with their accompanying Grammar Transparencies and Grammar and Writing Practice Book pages, provide students with practice using pronouns. In the Writing strand, students proofread their writing to ensure that they have used the correct forms of pronouns.


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Language 1.d. Recognize and correct vague pronouns (i .e ., ones with unclear or ambiguous antecedents) .

TE 4: 455e–455f

The program’s Grammar strand provides a lesson on pronouns. The lesson, together with the accompanying Grammar Transparencies and Grammar and Writing Practice Book pages, provide students with practice using pronouns, including how to make pronouns and their antecedents clear. In the Writing strand, students proofread their writing to ensure that they have used the correct forms of pronouns and provided clear antecedents.

Language 1.e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language .

The Grammar strand of the program presents the grammar, usage, and mechanics conventions of standard English that students need to know to be successful writers and speakers. The weekly Writing Workshops provide checklists and tips for students to use as they edit and revise their writing. During the revising and editing steps in the weekly writing and Writing and Assessment (WA) projects, students learn how specific errors are corrected in models and then apply that knowledge to revising and editing their own writing. In the revising step, students also participate in peer revision during which partners read, evaluate, and offer constructive suggestions for improving each other’s writing, including the use of conventional language. Another strategy for students is using the Self-Evaluation Guide in the Grammar and Writing Practice Book and the Scoring Rubrics and Revising Tips in the Teacher’s Edition to check how well they are using standard English. See the following representative pages:

TE 1: 41h, 65h, 87h, 111h, WA6–WA7

The following offer opportunities every week for students to practice using standard English when they speak: Speaking and Listening activities; Build Background, Guiding Comprehension, Reader Response, and Let’s Talk about Genre discussions; Retelling activities; and the Communicate step in the New Literacies project. See the following representative pages:

SE: 62

TE 1: 42g-1, 44a, 48, 50, 62, 65k


In the Teacher’s Edition, capitalization and punctuation, along with grammar and usage, comprise the Grammar strand, a main component of the Language Arts section that appears in all lessons. The weekly Grammar topic is taught, applied, tested, and practiced throughout the week. The Spelling strand is another main component of the Language Arts sections. See these representative pages:

TE 1: 41i–41j, 65i–65j; 2: 243i–243j, 265i–265j; 3: 321i–321j, 345i–345j; 4: 429i–429j, 455i–455j; 5: 561i–561j, 581i–581j, 619e–619f; 6: 671i–671j, 697i–697j, 723e–723f

In addition, the editing step in the Teacher’s Editions Writing lessons teaches students to check their capitalization, punctuation, and spelling. Many Student Edition Writing pages and their accompanying Teacher’s Edition pages also focus on writing conventions.

Language 2.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements .

TE 6: 723e–723f

Punctuation is taught in the program’s Grammar strand. Together with the Grammar Transparencies, Grammar and Writing Practice Book pages, lessons in the Teacher’s Edition guide students in using commas correctly in a variety of situations, including setting off nonrestrictive elements.


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Language 2.b. Spell correctly . The Spelling strand is a main component of the Language Arts sections. Each week in the Teacher’s Edition words for a spelling concept are pretested on Day 1; practiced on Days 2, 3, and 4 using activities, strategies, and Spelling Practice Book; and tested again on Day 5. See the following representative pages:

TE 1: 41i–41j, 65i–65j, 111i–111j; 2: 167i–167j, 219i–219j, 265i–265j; 3: 297i–297j, 321i–321j, 345i–345j; 4: 455i–455j, 477i–477j, 527i–527j; 5: 581i–581j, 643i–643j; 6: 697i–697, 723i–723j, 749i–749j

Proofing for errors, including spelling errors, is emphasized in the editing step of the writing process as students work on their weekly and unit writing projects.



The program takes every available opportunity to build students’ knowledge of language and to encourage students to use this knowledge in all writing, speaking, listening, and reading situations.

The instruction and projects in the Writing strand in the Student and Teacher’s Editions and the Writing and Assessment (WA) pages in the Teacher’s Edition explain the key features of each writing form presented and any language conventions involved in each feature. See, for example, SE: 189, 263, 559, 579; TE 2: 189, 263, WA5; 5: 559, 579. Students have other opportunities to learn about and to use their knowledge of language when they revise and edit their writing throughout the program. See, for example, TE 4: 429h, 477h; 5: 561h, 581h.

The activities in the Speaking and Listening strand in the Student and Teacher’s Editions offer opportunities for students to use their knowledge of language when they listen or speak. These activities also stress the need to follow certain language conventions whenever appropriate for the particular activity. See, for example, TE 2: 193d; 3: 297d.

The conventions of grammar, usage, and mechanics are the focus of the program’s Grammar strand. Each week one convention is presented in the Teacher’s Edition in five daily lessons. See, for example, TE 6: 671e–671f, 697e–697f, 723e–723f. Students are guided to look for these conventions in their reading and to use them in their writing, speaking, and listening.

Language 3.a. Vary sentence patterns for meaning, reader/listener interest, and style .

TE 1: 41e–41f, 111e–111f

In the program, six writing traits are used as the criteria for evaluating writing, and one of these traits is Sentences. Rubrics that students and teachers use to evaluate writing forms in the Teacher’s Edition Writing Workshops and Writing and Assessment (WA) pages include criteria for Sentences. (See, for example, TE 6: WA7.) These generally stress the need to use a variety of sentence kinds, lengths, and structures to make writing more interesting and to make it flow more smoothly. In the revising step in the Teacher’s Edition lessons, and Teacher’s Edition WA pages, students are often reminded in tips and checklists as well as rubrics to make sure they vary their sentence patterns.


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Language 3.b. Maintain consistency in style and tone .

Authors create style in their writing through their sentence structures, word choice, voice, and tone. The first three elements are writing traits that are discussed throughout the Writing strand in the program. Extend Skills lessons cover tone (the author’s attitude toward the topic) and related topics. Models for all writing forms appear on Writing Transparencies and are used to show students what authors do to create style in each kind of writing. When students use rubrics to evaluate their writing and when they revise their writing in the weekly Writing sections and the Writing and Assessment pages, they are reminded to check the elements that make up style, which helps them make sure their style is appropriate for and consistent throughout their writing. See the following representative pages:

SE: 37, 63, 365

TE 1: 37, 41g–41h, 65g–65h; 3: 365, 371g–371h, WA5

In the Teacher’s Edition, Speaking and Listening activities and Fluency sections offer students many opportunities to practice using and maintaining an appropriate tone, among other things, when speaking or reading aloud. See the following representative pages:

TE 2: 167a, 167d, 219a, 219d; 5: 561a, 581a, 581d



SE: 68–69, 196–197, 222–223, 324–325, 374–375, 410–411, 432–433, 458–459, 480–481, 538–539, 564–565, 584–585, 602–603, 654–655, 674–675, 700–701, 752–753

TE 1: 65l, 68–69, 75, 87c; 2: 196–197, 222–223, 231, 243c; 3: 324–325, 335, 345c, 374–375, 381, 399c; 4: 410–411, 419, 432–433, 458–459, 469, 477c, 480–481, 489, 499c; 5: 538–539, 545, 561c, 564–565, 571, 581c, 584–585, 593, 599c, 602–603, 611, 619c; 6: 654–655, 665, 671c, 674–675, 685, 697c, 700–701, 709, 723c, 739, 749c, 752–753, 769c

The program presents a variety of Vocabulary strategies for students to use when they encounter unknown or multiple-meaning words or phrases in their reading. Among these strategies are using a thesaurus; using word structure to figure out meanings of words with Greek or Latin roots, endings, prefixes, or suffixes; using a dictionary or glossary, and using context clues, including synonyms and antonyms.

Language 4.a. Use context (e .g ., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase .

SE: 68–69, 222–223, 324–325, 374–375, 410–411, 458–459, 480–481, 538–539, 564–565, 584–585, 602–603, 674–675, 700–701, 752–753

TE 1: 68–69, 75, 87c; 2: 222–223, 231, 243c; 3: 324–325, 335, 345c, 374–375, 381, 399c; 4: 410–411, 419, 458–459, 469, 477c, 480–481, 489, 499c; 5: 538–539, 545, 561c, 564–565, 571, 581c, 584–585, 593, 599c, 602–603, 611, 619c; 6: 674–675, 685, 697c, 700–701, 709, 723c, 739, 749c, 752–753, 769c

The Vocabulary strand of the program offers numerous instructional opportunities for teaching students how to use context to figure out the meanings of unknown words or phrases.


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Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e .g ., audience, auditory, audible) .

SE: 44–45, 148–149

TE 1: 44–45, 57, 65c; 2: 148–149, 157, 167c

The program’s Vocabulary and Word Study strands include the strategies of using affixes (prefixes, suffixes) and using Greek and Latin roots to figure out the meanings of unknown words. Students learn about common affixes and Greek and Latin roots and their meanings and apply this knowledge as they analyze unfamiliar words.

Language 4.c. Consult reference materials (e .g ., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech .

SE : 196–197, 432–433, 622–623

TE 1: 65l; 2: 196–197, 211; 4: 432–433, 443, 455c; 5: 622–623, 633, 643c

The Vocabulary, Word Study, and Research/Study Skills strands of the program provide many instructional opportunities for teaching students how to use dictionaries, glossaries, and thesauruses to find out information about words, including pronunciations, meanings, and parts of speech.

Language 4.d. Verify the preliminary determination of the meaning of a word or phrase (e .g ., by checking the inferred meaning in context or in a dictionary) .

Once students have decided on a meaning for an unfamiliar word or phrase, they are encouraged to check that meaning using context clues or a dictionary. See the following representative pages:

SE: 68–69, 196–197, 374–375, 480–481, 700–701, 726–727

TE 1: 68–69, 87c; 2: 196–197, 211, 219c, 243c, 246b; 3: 374–375, 399c; 4: 480–481, 489, 499c; 6: 700–701, 709, 723c, 726–727, 739, 749c


SE: 148–149, 170–171, 324–325, 374–375, 538–539, 564–565, 584–585, 654–655, 752–753

TE 1: 65c, 114b; 2: 148–149, 157, 167c, 170–171, 179, 193c, 236; 3: 297b, 313, 321b, 324–325, 335, 345c, 374–375, 399c; 4: 499c, 515, 527c; 5: 538–539, 545, 561c, 564–565, 571, 581c, 584–585, 593, 599c; 6: 654–655, 671c, 726b, 752–753, 769c

Students are introduced to figurative language, word relationships, and nuances in word meanings in the program’s Extend Skills, Vocabulary, and Word Study strands. Figurative language includes similes, metaphors, idioms, and personification; word relationships include synonyms, antonyms, homonyms, homophones, and words with the same roots, prefixes, or suffixes; and nuances in word meanings.

Language 5.a. Interpret figures of speech (e .g ., personification) in context .

TE 3: 297b, 313, 321b; 5: 599b, 643b; 6: 757

The Extend Skills sections in the program present figures of speech, including similes, metaphors, and personification.

Language 5.b. Use the relationship between particular words (e .g ., cause/effect, part/whole, item/category) to better understand each of the words .

The program’s Vocabulary and Word strands examine many kinds of relationships that can exist between words, including words with the same meaning (synonyms), words with opposite meanings (antonyms), words with more than one meaning (multiple-meaning words), words that look and sound alike but have different meanings (homonyms), and words that share a common prefix, suffix, or root. See the following representative pages:

SE: 44–45, 114–115, 148–149, 324–325, 348–349, 374–375, 480–481, 564–565, 584–585, 593, 700–701, 752–753

TE 1: 44–45, 57, 65c, 114–115; 2: 148–149, 157, 167c; 3: 324–325, 335, 348–349, 371c, 374–375, 381, 399c; 4: 480–481, 489, 499c; 5: 564–565, 584–585; 6: 700–701, 709, 723c, 752–753, 769c


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Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e .g ., stingy, scrimping, economical, unwasteful, thrifty) .

TE 2: 236

The program’s Vocabulary strategy lessons and Vocabulary and Word Study activities help students build vocabularies as they derive word meanings and explore word relationships. After discussing vocabulary, differentiate connotations (suggested meaning) from denotations (dictionary definitions) of specific terms. For example, differentiate the connotations of the synonyms miserly and stingy. A stingy person is not generous and is unwilling to share whereas a miserly person is stingy and greedy and finds pleasure in retaining everything he or she has. As students read and explore language, have them choose a term and identify its connotation in context as well as its dictionary meaning. Also have them compare and contract the connotations of synonymous terms.

Language 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression .

Throughout the program, students develop listening, speaking, reading, and writing vocabularies as they build Concept Vocabulary (words related to unit theme and selections) and Words to Know (selection words). Academic Vocabulary, or general academic and domain-specific words and phrases that students need to know, is developed through Comprehension and Vocabulary skill and strategy lessons, in genre study, and in Grammar, Research/Study Skills, Speaking/Listening, and Viewing, and Writing activities. For example, in Comprehension lessons on making generalizations, the term generalization is defined and examples are provided to help students understand the term in context of reading strategies. In grammar lessons, terms such as conjunctions are defined and examples provided. The Writing Workshop lesson for TV Script uses the terms character, dialogue, and stage directions throughout the week. Content-area vocabulary for science and social studies is identified at the beginning of a lesson and discussed in the “Time for…” features. See the following representative pages for vocabulary activities:

TE 1: 38, 41c, 90b, 108, 134; 2: 148b, 164, 190; 3: 294, 300b, 307, 318, 345c, 374b, 385, 398; 4: 428, 429c, 441, 450, 502b, 524, 527c; 5: 560, 599c, 619c, 622b, 631; 6: 670, 671c, 694, 720, 752b, 764, 769c


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Conventions—Progressive Standards Teacher’s Notes: Meeting the Common Core State Standards with Scott Foresman Reading Street © 2008

Grade 3 Language 1.f. Ensure subject-verb and pronoun-antecedent agreement .

TE 2: 243e–243f, WA6; 4: 455e–455f

In its Grammar lessons, the program provides instruction in identifying and following rules for subject-verb agreement and pronoun-antecedent agreement. Student Edition Write Now sections and the accompanying Teacher’s Edition pages often include reminders about the correct use of verbs and pronouns in sentences.

Grade 3 Language 3.a. Choose words and phrases for effect .

SE: 37, 317, 449, 579, 763

TE 1: 37, 41g–41h; 3: 317, 321g–321h; 4: 449, 455g–455h; 5: 579, 581g–581h; 6: 763, 769g–769h

The program emphasizes the importance of choosing words carefully to achieve the desired effect in a particular kind of writing. In addition to presenting specific examples of well-chosen words in models in the Student Edition and Teacher’s Edition, Writing lessons in the Teacher’s Edition include activities for choosing effective words, including strong verbs and vivid adjectives. Also, students learn that as they draft and revise, they should replace weak, general words with more exact or more vivid words to improve the effect of their writing.

Grade 4 Language 1.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons .

TE 1: 65e–65f, 111e–111f; 3: 345e–345f

Lessons in the Grammar strand discuss sentences, their parts (subjects, predicates), and their structures (simple, compound, complex, compound-complex).

When discussing complete sentences, remind students that a complete sentence has both a subject and a predicate. Explain that a fragment is a group of words that is not a sentence because it is missing a subject, a predicate, or both or is written as a dependent clause. Provide these examples, and ask students to help you make the sentences complete:

Examples

Subject only: The woman wearing a heavy black sweater and a green stocking cap.

Predicate only: Sat alone in the library reference room, researching a topic for hours on end.

Dependent clause: Because the train rolled into the station an hour late.

Point out that fragments are sometimes used for effect in dialogue. Give examples of complete sentences and fragments used in dialogue from the selection Mother Fletcher’s Gift: “What else did she say?” “Not much. I think she knows I’m trying to figure her out, and she’s playing with me.”


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Conventions—Progressive Standards Teacher’s Notes: Meeting the Common Core State Standards with Scott Foresman Reading Street © 2008

Grade 4 Language 1.g. Correctly use frequently confused words (e .g ., to, too, two; there, their) .

TE 3: 371e–371f, 399i-399j; 6: 723i–723j

The program’s Grammar strand covers the topic of troublesome verbs, and its Spelling strand has lessons that focus on easily confused words and homophones. Discuss homophones when reading a selection, such as Juan Verdades. Point out examples of homophones in the selection, such as raise (raze), two (to, too), right (write), hear (hear), and so on. Help students identify the meaning of the word used in the selection and distinguish it from the meaning of its homophone.

Grade 4 Language 3.a. Choose words and phrases to convey ideas precisely .

SE: 37, 317, 449, 579, 763

TE 1: 37, 41g–41h; 3: 317, 321g–321h; 4: 449, 455g–455h; 5: 579, 581g–581h; 6: 763, 769g–769h

The program emphasizes the importance of choosing words carefully to achieve the desired effect and meaning in a particular kind of writing.

Grade 4 Language 3.b. Choose punctuation for effect .

SE: 133, 427, 559

TE 1: 41e–41f, 133; 4: 427, 429h; 5: 559

In the Student Edition, punctuation is taught in conjunction with the weekly writing lesson. In the Teacher’s Edition, punctuation, along with grammar and usage and capitalization, comprises the Grammar strand, a main component of the Language Arts section that appears in all lessons. Together with the Grammar Transparencies and Grammar and Writing Practice Book pages, these Grammar lessons teach students how to use punctuation correctly. In addition, students are encouraged to proofread for punctuation in the editing step of the writing process both in the weekly writing and in the Writing and Assessment pages.

Grade 5 Language 1.d. Recognize and correct inappropriate shifts in verb tense .

TE 2: 265e–265f; 3: 297e–297f

In the Grammar strand, lessons are provided for identifying simple tenses as well as main and helping verbs and the principal parts of verbs. In addition, in the Writing strand, students are encouraged to proofread for errors in grammar and usage as they edit their written work. To provide additional support with any selection, such as, for example, Egypt, write the following sentences or sentences of your own on the board and guide students in correcting them.

• Last week we study the ancient Egyptian civilization and read a book about hieroglyphics.

• In ancient Egypt the pharaohs were entombed in pyramids that they will build.

Grade 5 Language 2.a. Use punctuation to separate items in a series .

TE 6: 723e–723f

The many uses of commas, including using commas to separate items in a series, are taught in the program’s Grammar strand. Together with the Grammar Transparencies and Grammar and Writing Practice Book pages, the Grammar lessons teach students how to use commas correctly when separating items in a series.


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Grades K 6 - Pearson Educationassets.pearsonschool.com/asset_mgr/current/201238/...the key events and details of the illustrations to better understand the story. 8. (Not applicable