K-8 Vertical Alignment - Pearson Education · The Last Dog Katherine Paterson PERSUASIVE ESSAY from Packing for Mars Mary Roach INTERVIEW Neil deGrasse Tyson on the Future of U.S

K-8 Vertical Alignment

The Perfect Combination

BUILT FOR THE NEW TEKS

Table of ContentsAuthorship .................................................................4

K-8 Connections ........................................................6

myView Literacy and myPerspectives Texas TEKS K-8 Vertical Alignment .....................................8

miVisión Lectura Spanish TEKS K-5 Vertical Alignment .....................25

Create Your StoryPrepare ALL students to be powerful readers, writers, thinkers, and communicators. myView Literacy and myPerspectives Texas reflect the alignment of the new TEKS across Grades K-8 with:

• Research-based Pedagogy

• Gradual Release Instructional Model

• Engaging Multi-genre Texts

• Powerful Reading-Writing Connections

• TEKS Practice and Assessments

• Digital and Interactive Resources

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K-8 Vertical Alignment

Grade 3

Grade 3

Grade 6

Grade 4

Grade 4

Grade 7

Grade 5

Grade 5

Grade 8

Grade K

Grade K

Grade 1

Grade 1

Grade 2

Grade 2

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Research-Based Pedagogy and Authorship

Meet the Authors! Bios, Videos, and Research TryPearsonTexas.com/LiteracyK-8

myView Literacy and myPerspectives Texas are developed around the TEKS and reflect the philosophies and work of respected literacy experts. Their experiences working with students, and their research on evidence-based practices, help you implement TEKS-based instruction.

María G. Arreguín-Anderson, Ed.D.Associate Professor, Interdisciplinary Learning and Teaching, University of Texas, San AntonioExpertise: Dual Language

Julie Coiro, Ph.D. Associate Professor, School of Education, University of Rhode Island Expertise: Strategic Reading, New Literacies, Technology Integration, and Teaching Practices

Pat Cunningham, Ph.D. Professor, Wake Forest University Expertise: Phonics/Foundational Skills, Elementary Reading and Writing, and Spelling

Jim Cummins, Ph.D. Professor Emeritus, University of Toronto Expertise: English Language Learners and English Language Development

Kelly Gallagher, M.Ed.Teacher, Magnolia High School, Anaheim, CaliforniaExpertise: Writing, Close Reading, and the Role of the Teacher

Richard Gómez, Ph.D.CEO, Gómez and GómezDual Language ConsultantsExpertise: Bilingual Learners

Point-of-use Expert’s Notes throughout

the Teacher’s Editions

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Elfrieda “Freddy” H. Hiebert, Ph.D. CEO/President, TextProject Expertise: Vocabulary, Text Complexity, and Assessment

Pamela A. Mason, Ed.D. Senior Lecturer on Education, Harvard University Graduate School of Education Expertise: Text Complexity, Background Knowledge, Multilingualism, and Assessment

Ernest Morrell, Ph.D. Coyle Professor of Literacy Education and Director of the Center for Literacy Education at the University of Notre Dame Expertise: Assessment, Writing and Research, Student Engagement, and Collaborative Learning

P. David Pearson, Ph.D. Evelyn Lois Corey Professor Emeritus of Instructional Science, Graduate School of Education, University of California, Berkeley Expertise: Comprehension and Assessment

Frank Serafini, Ph.D. Professor of Literacy Education and Children’s Literature, Arizona State University Expertise: Children’s Author and Illustrator, Reading Workshop, Assessment, Multimodal Literacy, and Writing Workshop

Alfred Tatum, Ph.D. Professor, Language, Literacy, and Culture, University of Illinois at Chicago Expertise: Adolescent Literacy, Reader Response, Motivation/Engagement, Literacy Development in African-American Males, and Writing Workshop

Sharon Vaughn, Ph.D. Professor and Executive Director Meadows Center for Preventing Educational Risk, The University of Texas at Austin Expertise: Learning Disabilities, Reading Problems, Diverse Learners, and RtI

Judy Wallis, Ed.D. National Literacy Consultant, Houston, Texas Expertise: Literacy Coach, Staff Developer, Student Behaviors (learning environments), Comprehension, Small-Group Instruction, Guided Reading, RTI, Title I, and Special Education

Lee Wright, Ed.D. Literacy Coach and Regional Staff Developer, Houston, Texas Expertise: Small-Group Instruction, Classroom Management, and Early Childhood Education

On-demand Author Videos

for Insights and Best Practices

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SCIENCE-FICTION FANTASY

Dark They Were, and Golden-EyedRay Bradbury

POETRY COLLECTION

Science-Fiction CradlesongC. S. Lewis

First Men on the MoonJ. Patrick Lewis

NEWS ARTICLE

Future of Space Exploration Could See Humans on Mars, Alien PlanetsNola Taylor Redd

MEDIA CONNECTIONVideo: 100-Year Starship

PERSUASIVE ESSAY

Mars Can Wait. Oceans Can’t.Amitai Etzioni

SCIENCE-FICTION ADVENTURE

The Last DogKatherine Paterson

PERSUASIVE ESSAY

from Packing for MarsMary Roach

INTERVIEW

Neil deGrasse Tyson on the Future of U.S. Space Exploration After CuriosityNeil deGrasse Tyson and Keith Wagstaff

MEDIA: VIDEO BIOGRAPHY

Ellen Ochoa: Director, Johnson Space CenterEllen Ochoa

MAGAZINE ARTICLE

Danger! This Mission to Mars Could Bore You to Death!Maggie Koerth-Baker

MEDIA: RADIO PLAY

Dark They Were, and Golden-EyedRay Bradbury and Michael McDonough

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PERFORMANCE-BASED ASSESSMENT

INDEPENDENT LEARNING

WHOLE-CLASS LEARNING

UNIT INTRODUCTIONMENTOR TEXT:ARGUMENTLeaving Main Street

PEER-GROUP LEARNING

PERFORMANCE TASK

Share Independent Learning

PERFORMANCE TASK

SPEAKING AND LISTENING Present an Argument

PERFORMANCE TASK

WRITING PROCESS Write an Argument

Argumentative Essay

You will write an argumentative essay in response to the Essential Question for the unit.

COMPARE ACROSS GENRES

Should humanity’s future lie among the stars?Essential Question

UNIT 2

COMPARE WITHIN GENRE

SHARE INDEPENDENT LEARNING

Share • Learn • Reflect

Goals • Texts • Essential Question

UNIT REFLECTION

Title 125 125

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Spotlight on Realistic Fiction

B OO K CLUB

WEEK 1

WEEK 6

SEL SOCIAL-EMOTIONAL LEARNING

WEEKS 1—5

WEEK 5

WEEK 4

WEEK 3

WEEK 2

Argumentative TextPROJECT-BASED INQUIRY pp. T354–T373

Write an Argumentative Letter

Read and discuss a book with others.

Realistic Fiction

Realistic Fiction

Autobiography

Fiction and Realistic Fiction

PoetryPoetry Collection pp. T294–T353by Gwendolyn Zepeda | by Alma Flor Ada | by Dana Crum

WEEKLY QUESTION How do people with interests different from ours help us grow?

Weslandia and “The Circuit” pp. T214–T293by Paul Fleischman | by Francisco Jiménez

WEEKLY QUESTION How do new places influence us?

Trombone Shorty pp. T142–T213by Troy Andrews

WEEKLY QUESTION How does music bring people together?

from Mama's Window pp. T76–T141by Lynn Rubright

WEEKLY QUESTION How do our experiences help us see the world differently?

from Out of My Mind pp. T16–T75by Sharon Draper

WEEKLY QUESTION Why do people communicate in diverse ways?

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CONTENTSANNOTATEAUDIO DOWNLOAD

MEDIA: VIDEO BIOGRAPHY

Ellen Ochoa: Director, Johnson Space CenterEllen Ochoa

An astronaut recounts the biggest moments in her life.

INTERVIEW

Neil deGrasse Tyson on the Future of U.S. Space Exploration After CuriosityNeil deGrasse Tyson and Keith Wagstaff

A world-famous astrophysicist discusses our future in outer space.

MAGAZINE ARTICLE

Danger! This Mission to Mars Could Bore You to Death!Maggie Koerth-Baker

Could space travel actually be boring?

NEWS ARTICLE

Future of Space Exploration Could See Humans on Mars, Alien PlanetsNola Taylor Redd

What will it take to make interstellar travel a reality?

MEDIA CONNECTION: Video 100-Year Starship

SHARE YOUR INDEPENDENT LEARNINGReflect on and evaluate the information you gained from your Independent Reading selection. Then, share what you learned with others.

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Inquiry and Research

The Secret of the Winter Count

"Pandora" and "Race to the Top"

Infer theme and make connections in historical fiction.

Evaluate details to help analyze and compare myths.

Bridge reading and writing traditional literature through:

Academic Vocabulary • Word Study • Read Like a Writer

Where the Mountain Meets the Moon by Grace Lin How do stories add power and meaning to our lives?

Apply writer’s craft and conventions of language to develop and write an opinion essay.

Publish, celebrate, and assess opinion essay writing.

Bridge reading and writing traditional literature through:

Write for a Reader • Spelling • Language and Conventions

The Tale Behind the Tale Research Articles

Project-Based Inquiry• Connect the unit theme to real-

world learning by researching and problem-solving an issue related to the theme of Impacts.

• Research the origin of an American tall tale, folktale, or legend.

• Explain the origin of the tale in a post for a class blog.

WEEK 4 WEEK 5 WEEK 6

UNIT GOALS

UNIT THEME• I can collaborate with others to determine how

stories shape our world.

READING WORKSHOP• I know about different types of traditional

literature and understand their elements.

READING-WRITING WORKSHOP BRIDGE• I can use language to make connections

between reading and writing.

WRITING WORKSHOP• I can use elements of opinion writing to

write an opinion essay.

Historical Fiction Myths Inquiry and Research

SEL SOCIAL-EMOTIONAL LEARNING

Impacts T5

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myView Literacy Texas


myPerspectives Texas


K-8 Connections

Gradual Release Instructional Model• Promotes self-directed, collaborative,

and critical learning.

• Develops lifelong literacy routines and habits such as Close Reading and Social and Emotional Learning.

• Gives students choices.

• Prepares students for STAAR with backward-designed instruction.

• Culminates in an end-of-unit project-based inquiry or performance-based assessment.

Multi-genre Texts• Engage students in learning with increasingly

complex traditional, contemporary, classical, and diverse texts.

• Help students make text-to-text connections within and across genres.

• Deepen students’ understanding as they think about and compare what they are reading.

• Provide additional reading opportunities with literacy circles and Book Clubs.

Text Complexity

Rubrics

Close Reading

Strategies

Each Grade Level Prepares Students for Increased Complexity

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Read Like a Writer

Authors write for a purpose: to inform, entertain, or express an

opinion. Some authors provide a message in their writing by

telling something they think is important.

ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE

The island would have food enough for all. Life on the

island was back in balance.

All the animals on the island depended on the plants

and the other animals for their food and well-being.

important details

of the author’s

message

1. Identify Celia Godkin’s message talks about

how animals depended on the plants.

Question Why is this detail of the message important?

3. Conclude The animals need plants and animals to survive.

Read the passage.

TURNTURNMyMy Follow the steps to analyze the passage. Identify and

explain the author’s message.

1. Identify Celia Godkin’s message is that.

3. .

Model Read the sentence from Wolf Island.

2.

2.

TEKS 3.10.A Explain the author’s purpose and message within a text.

Question Why is this detail of the message important?

Conclude This message is important because

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ANNOTATE

AUDIO

MENTOR TEXT | ARGUMENT

UNIT 2 INTRODUCTION

MENTOR TEXT | ARGUMENT

LeavingMain Street

This selection is an example of an argument, a type of nonfiction in which an author

states and defends a position on a topic. This is similar to the type of writing you will develop in the Performance-

Based Assessment at the end of the unit. READ IT As you read, look at

the way the writer advances the argument that people are born to explore the unknown.

In July, 2015, the world watched in awe as close-up photographs

of Pluto streamed back to Earth from three billion miles away.

The spacecraft New Horizons had traveled nine years to study the

dwarf planet at the edge of our solar system. As a result of the mission, scientists discovered that Pluto is not

just a giant ball of ice. It has a molten core, tectonic plates, and

volcanic activity, just as Earth does. It may even support some

form of life. The New Horizons mission has been hailed as a

triumph of human ingenuity, and a huge leap forward for the

future of space exploration.Yet it almost didn’t happen. The mission had to overcome some

serious challenges before it could get underway—such as repeated

threats to defund it. There have always been naysayers who’ve questioned the need

for space exploration. The argument goes that the United States

has more important things to spend its money on, such as ending

hunger and poverty. Others argue that a successful space program adds to our

national prestige, helps the economy, creates jobs, and improves

national security. It inspires students to pursue innovative projects

and careers in science and technology. At a cost of six-tenths of a

percent of the federal budget, it’s well worth the price: The cost of

exploration is vastly outweighed by the idea of extending

humankind’s sphere of influence to outer space.

But these are not the real reasons for continuing the space

program, says Michael Griffin in Air & Space Magazine. Griffin

makes the point that people go to space for reasons that are not

necessarily logical. In other words, money doesn’t have much to

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128 UNIT 2 • IMAGINING THE FUTURE

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DARK THEY WERE, AND GOLDEN-EYED (radio play)

DARK THEY WERE, AND GOLDEN-EYED (short story)

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TEST PRACTICE

Multiple Choice These questions are based on the short story and radio play versions of “Dark They Were, and Golden-Eyed.” Choose the best answer to each question.

1. In both the story and the play, when the family first arrives on Mars, what does Mr. Bittering want to do right away?

A He wants to visit the ancient Martian cities.

B He wants to get back on the rocket and return to Earth.

C He wants to get to work building a rocket.

D He wants to start building a villa in the mountains.

2. Read paragraphs 118 to 121 from the story and the transcript of a similar section in the radio play. What happens in the story that does not happen in the play?

Short Story

“Here you are, Harry.” Sam handed him a pocket mirror. “Take a look at yourself.”

Mr. Bittering hesitated, and then raised the mirror to his face.

There were little, very dim flecks of new gold captured in the blue of his eyes.

“Now look what you’ve done,” said Sam a moment later. “You’ve broken my mirror.”

Radio Play

SAM: Is that so? Harry, what color are your eyes?

HARRY: My eyes? They’re blue.

SAM: Take a look in this mirror. See for yourself.

HARRY: [gasps] No! They’re turning yellow.

SAM: Welcome to the club, Harry.

F Harry gasps when he sees himself.

G Harry looks at himself in a mirror.

H Harry sees that his eyes are turning yellow.

J Harry breaks the mirror.

3. At the end of both the story and the play, what do members of the rescue team start to do?

A They start to repair the houses the townspeople left behind.

B They develop a plan to drive the Martians out of their villas.

C They start to give Earth names to the mountains, hills, and canals.

D They prepare to leave Mars because they failed in their mission.

Compare Fiction and Drama

NOTEBOOK

TEKS6.B. Write responses that demonstrate understanding of texts, including comparing sources within and across genres.

11.B. Compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft.

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Reading-Writing Connection• Helps students Read Like a Writer and

Write for a Reader as they explore different types of writing connected to their reading.

• Uses texts students read as models for their writing.

• Uses authentic reading experiences to teach and reinforce writing concepts and build vocabulary.

TEKS Practice and Prep• Prepares students for STAAR® writing.

• Provides purposeful, embedded, formative assessments that inform instruction.

• Includes Exit Tickets, timed writing, project-based inquiry, performance tasks, customizable STAAR® test-formatted question banks, and customizable assessment rubrics.

STAAR® Format

Generative Vocabulary instruction

and learning

7

TEKS K-8 Vertical Alignment

I = Introduced • = Continued M = Mastery = Maintained

K-8 TEKS Vertical AlignmentmyView Literacy Texas myPerspectives

Texas

K 1 2 3 4 5 6 7 8

Developing and Sustaining Foundational Language Skills

Oral LanguageListen actively and ask questions I • • • • • • • M

Understand information and answer questions using multi-word responses

I • M

Make pertinent comments I • M

Interpret verbal and non-verbal messages I, M

Interpret a message, ask clarifying questions, and respond appropriately I M

Build on others’ ideas I, M

Restate and follow oral directions I, M

Give oral instructions I • • • • • • •Share information and ideas I • • • • • • • •

Speak coherently about the topic under discussion I, M

Express an opinion supported by accurate information I, M

Give an organized presentation I M

Present a critique of a literary work I, M

Advocate a position using anecdotes, analogies, and/or illustrations I, M

Work collaboratively with others I • • • • M

Participate in student-led discussions I, M

Engage in meaningful discourse and provide and accept constructive feedback from others

I, M

Participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues

I, M

Develop social communication I • • M

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Texas

K 1 2 3 4 5 6 7 8

Beginning Reading and WritingDemonstrate phonological awareness I • M

Identify and produce rhyming words I, M

Produce a series of rhyming words I M

Recognize spoken alliteration I M

Identify the individual words in a spoken sentence I, M

Identify syllables in spoken words I, M

Distinguish between long and short vowel sounds in one-syllable words I M

Distinguish between long and short vowel sounds in multi-syllable words I, M

Blend syllables to form multisyllabic words and segment multisyllabic words into syllables

I, M

Recognize the change in spoken word I M

Blend spoken phonemes to form one-syllable words I M

Manipulate syllables within a multisyllabic word I, M

Manipulate phonemes within base words I M

Segment spoken one-syllable words I M

Demonstrate and apply phonetic knowledge I • • • • M

Identify and match the common sounds that letters represent I, M

Decode words in isolation and in context I, M

Decode words with short, long, or variant vowels, trigraphs, and blends I, M

Decode multisyllabic words with multiple sound-spelling patterns I, M

Decode words with specific orthographic patterns and rules I, M

Decode words with consonant changes I, M

Use letter-sound relationships to decode I, M

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Texas

K 1 2 3 4 5 6 7 8

Decode words with initial and final consonant blends, digraphs, and trigraphs

I, M

Decode words with silent letters I, M

Recognize that new words are created when letters are changed, added, or deleted

I, M

Decode words with closed syllables, open syllable, VCe syllable, vowel teams I, M

Decode multisyllabic words with closed syllables, open syllables, VCe syllables, vowel teams

I • • M

Use knowledge of base words to decode common compound words and contractions

I, M

Decode compound words, contractions, and common abbreviations I M

Decode words using knowledge of syllable division patterns I • • M

Decode words with inflectional endings I, M

Decode words with prefixes I • • M

Decode words using knowledge of suffixes I M

Identify and read high-frequency words from a research-based list I • • • • M

Demonstrate and apply spelling knowledge I • • • • M

Spell words with VC, CVC, and CCVC I, M

Spell words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables

I, M

Spell one-syllable and multisyllabic words with closed syllables, open syllables, VCe syllables, vowel teams

I • • M

Spell words with initial and final consonant blends, digraphs, and trigraphs

I, M

Spell words with silent letters I, M

Spell homophones I M

Spell words with consonant changes I, M

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Texas

K 1 2 3 4 5 6 7 8

Spell compound words, contractions, and abbreviations I M

Spell words using sound-spelling patterns I M

Spell multisyllabic words with multiple sound-spelling patterns I • • M

Spell words using knowledge of syllable division patterns I • • M

Spell high-frequency words from a research-based list I M

Spell words with prefixes I, M

Spell words using knowledge of prefixes I • M

Spell words using knowledge of suffixes I • M

Demonstrate print awareness I M

Identify the front cover, back cover, and title page of a book I, M

Hold a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep

I, M

Recognize that sentences are comprised of words separated by spaces and recognizing word boundaries

I, M

Recognize the difference between a letter and a printed word I, M

Identify all uppercase and lowercase letters I, M

Identify the information that different parts of a book provide I, M

Alphabetize a series of words I • M

Use a dictionary to find words I M

Use a glossary to find words I, M

Develop handwriting I • M

Form all cursive letters using appropriate strokes when connecting letters

I, M

Write legibly in cursive I • M

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Texas

K 1 2 3 4 5 6 7 8

VocabularyUse a resource such as a picture dictionary or digital resource to find words

I M

Use print or digital resources to determine meaning and pronunciation of unknown words

I, M

Use print or digital resources to determine meaning, syllabication, and pronunciation

I • • • • •

Use print or digital resources to determine word origin I • • •Use print or digital resources to determine part of speech I • •

Use illustrations and texts the student is able to read or hear to learn or clarify word meanings

I M

Use context within and beyond a sentence to determine the meaning of unfamiliar words

I • • M

Use context to clarify the meaning of words I • •

Identify the meaning of words with affixes I • • • M

Use words with affixes I • • M

Determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots

I • •

Identify and use words that name actions, directions, positions, sequences, categories

I M

Identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs

I M

Identify, use, and explain the meaning of homophones I M

Identify, use, and explain the meaning of adages and puns I, M

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Texas

K 1 2 3 4 5 6 7 8

FluencyUse appropriate fluency (rate, accuracy, and prosody) when reading grade-level text

I • • • M

Adjust fluency when reading grade-level text based on the reading purpose I • M

Self-Sustained ReadingSelf-select text and read independently for a sustained period of time I • • • • • • • •Comprehension SkillsEstablish purpose for reading assigned and self-selected texts I • • • • • • • •Generate questions about text before, during, and after reading to deepen understanding and gain information

I • • • • • • • •

Make and confirm predictions using text features and structures I • • • • • • • •

Correct predictions I • • • • • • •Create mental images to deepen understanding I • • • • • • • •Make connections to personal experiences, ideas in other texts, and society

I • • • • • • • •

Make inferences and use evidence to support understanding I • • • • • • • •Evaluate details to determine what is most important I M

Evaluate details read to determine key ideas I • • • • • •

Synthesize information to create new understanding I • • • • • • • •Monitor comprehension and make adjustments when understanding breaks down

I • • • • • • • •

Response SkillsDescribe personal connections to a variety of sources I • • • • • • • •Provide an oral, pictorial, or written response to a text I, M

13




Texas

K 1 2 3 4 5 6 7 8

Write brief comments on literary or informational texts I M

Write a response to a literary or informational text I, M

Write responses that demonstrate understanding of texts I • • • •

Use text evidence to support an appropriate response I • • • • • • • •Retell texts in ways that maintain meaning I M

Retell and paraphrase texts in ways that maintain meaning and logical order I • • M

Summarize texts I • • • •Interact with sources in meaningful ways I • • • • • • • •Respond using newly acquired vocabulary as appropriate. I • • • • • • • •Discuss specific ideas in the text that are important to the meaning I • • • • •

Write about the explicit or implicit meanings of text I • •

Respond orally or in writing with appropriate register, vocabulary, tone, and voice

I • •

Reflect on and adjust responses as new evidence is presented I • •Defend or challenge the authors' claims using relevant text evidence I

Multiple GenresLiterary ElementsDiscuss topics and determine the theme using text evidence I • M

Infer the theme of a work, distinguishing theme from topic I, M

Infer basic themes supported by text evidence I, M

Infer multiple themes within a text using text evidence I, M

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Texas

K 1 2 3 4 5 6 7 8

Infer multiple themes within and across texts using text evidence I M

Analyze how themes are developed through the interaction of characters and events

I

Identify and describe the main character I, M

Describe the reason(s) for their actions I, M

Describe the internal and external traits I, M

Explain the relationships among the major and minor characters I, M

Explain the interactions of the characters and the changes they undergo

I, M

Analyze the relationships of and conflicts among the characters I, M

Analyze how the characters’ internal and external responses develop the plot I, M

Analyze how characters’ qualities influence events and resolution of the conflict

I, M

Analyze how characters’ motivations and behaviors influence events and resolution of the conflict

I, M

Describe the elements of plot development I • M

Understand plot elements I, M

Analyze plot elements I • • • M

Analyze non-linear plot development I

Describe the setting I M

Describe the importance of the setting on the plot I, M

Explain the influence of the setting on the plot I M

Analyze the influence of the setting on the plot I, M

Analyze how the setting influences character and plot development I M

Explain how the setting influences the values and beliefs of characters I, M

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Texas

K 1 2 3 4 5 6 7 8

GenresDemonstrate knowledge of distinguishing characteristics of well-known children's literature

I • • • • M

Demonstrate knowledge of literary genres I • M

Discuss rhyme and rhythm in nursery rhymes and a variety of poems I, M

Discuss rhyme, rhythm, repetition, and alliteration in a variety of poems I, M

Explain visual patterns and structures in a variety of poems I, M

Explain rhyme scheme, sound devices, and structural elements I, M

Explain figurative language that the poet uses to create images I, M

Explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms

I, M

Analyze the effect of meter and structural elements across a variety of poetic forms

I, M

Analyze the effect of rhyme scheme, meter, and graphical elements in poems across a variety of poetic forms

I, M

Analyze the effect of graphical elements in poems across a variety of poetic forms

I, M

Discuss main characters in drama I, M

Discuss elements of drama I • M

Explain structure in drama I M

Analyze how playwrights develop characters through dialogue and staging

I M

Analyze how playwrights develop dramatic action through the use of acts and scenes

I, M

Recognize characteristics and structures of informational text I • • • • M

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Texas

K 1 2 3 4 5 6 7 8

Analyze characteristics and structural elements of informational text I • •Recognize central idea and supporting evidence I • • • • M

Analyze controlling idea or thesis with supporting evidence I • •Recognize titles, features, and simple graphics to locate or gain information I, M

Recognize features and graphics to locate and gain information I M

Recognize features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding

I, M

Recognize features such as pronunciation guides and diagrams to support understanding

I, M

Recognize features such as insets, timelines, and sidebars to support understanding

I, M

Analyze features such as introduction, foreword, preface, references, or acknowledgements to gain background information

I M

Analyze features such as footnotes, endnotes, and citations I

Recognize steps in a sequence I, M

Recognize organizational patterns I • • • • • M

Analyze organizational patterns I, M

Analyze organizational patterns that support multiple topics, categories, and subcategories

I, M

Analyze multiple organizational patterns within a text to develop the thesis

I, M

Recognize characteristics of persuasive text I • M

Recognize structures of argumentative text I • M

Analyze characteristics and structures of argumentative text I • •

17




Texas

K 1 2 3 4 5 6 7 8

State what the author is trying to persuade the reader to think or do I • M

Identify the claim I • • • • M

Analyze the argument I, M

Distinguish facts from opinion I M

Explain how the author has used facts for an argument I M

Explain how the author has used against an argument I, M

Explain how the author uses various types of evidence to support the argument

I, M

Explain how the author uses various types of evidence and consideration of alternatives to support the argument

I, M

Identify and explain the counter argument I

Identify the intended audience or reader I • • • • •

Recognize characteristics of multimodal and digital texts I • • • • M

Analyze characteristics of multimodal and digital texts I • •

Author’s Purpose and CraftDiscuss the author's purpose for writing text I • M

Explain the author’s purpose and message within a text I • • • • M

Discuss how the use of text structure contributes to the author's purpose I M

Explain how the use of text structure contributes to the author’s purpose I M

Analyze how the use of text structure contributes to the author’s purpose I • • M

Discuss the author's use of print and graphic features to achieve specific purposes

I • M

Explain the author’s use of print and graphic features to achieve specific purposes

I, M

18



Texas

K 1 2 3 4 5 6 7 8

Analyze the author’s use of print and graphic features to achieve specific purposes

I • • • M

Discuss how the author uses words that help the reader visualize I M

Discuss the use of descriptive, literal, and figurative language I, M

Describe how the author’s use of imagery, literal and figurative language and sound devices achieves specific purposes

I • • • • •

Listen to and experience first- and third-person texts I M

Identify the use of first- or third-person in a text I, M

Identify the use of literary devices I • • • • M

Analyze the use of literary devices I

Discuss how the author's use of language contributes to voice I M

Examine how the author’s use of language contributes to voice I, M

Analyze how the author’s use of language contributes to mood, voice, and tone

I • •

Identify and explain the use of repetition I, M

Identify and explain the use of hyperbole I, M

Identify and explain the use of anecdote I, M

Explain the purpose of hyperbole, stereotyping, and anecdote I, M

Explain the differences between rhetorical devices and logical fallacies I, M

Explain the purpose of rhetorical devices and of logical fallacies I •

CompositionWriting ProcessPlan by generating ideas for writing through class discussions and drawing I, M

19




Texas

K 1 2 3 4 5 6 7 8

Plan a first draft by generating ideas for writing I M

Plan a first draft by selecting a genre for a particular topic, purpose, and audience

I • • • • M

Develop drafts in oral, pictorial, or written form by organizing ideas I, M

Develop drafts in oral, pictorial, or written form by organizing with structure

I M

Develop drafts in oral, pictorial, or written form by developing an idea with specific and relevant details

I M

Develop drafts into focused, structured, and coherent pieces of writing by organizing with purposeful structure

I • • • • •

Develop drafts into a focused, structured, and coherent piece of writing by developing an engaging idea with relevant details

I • • • • •

Revise drafts by adding details in pictures or words I M

Revise drafts by adding, deleting, or rearranging words, phrases, or sentences

I • • M

Revise drafts for clarity, development, organization, style, word choice, and sentence variety

I • •

Edit all drafts using standard English conventions including: I • • • • • • • •

complete sentences I • M

complete simple and compound sentences I • M

complete complex sentences I • •verbs I, M

verb tense I • M

past tense of irregular verbs I M

consistent, appropriate use of verb tenses I • •active and passive voice I

20



Texas

K 1 2 3 4 5 6 7 8

singular and plural nouns I • • • M

common and proper nouns I • • M

collective nouns I, M

adjectives, including articles I • M

adjectives, including their comparative and superlative forms I • M

adverbs that convey time I • M

adverbs that convey place I, M

adverbs that convey manner I, M

adverbs that convey frequency and adverbs that convey degree I, M

conjunctive adverbs I • •prepositions I • • • • • • • •prepositional phrases I • • • • • •prepositional phrases and their influence on subject-verb agreement I • • •pronouns, including subjective, objective, and possessive cases I • • M

pronouns, including reflexive I, M

pronouns, including indefinite I, M

pronouns, including relative I, M

pronoun-antecedent agreement I •coordinating conjunctions to form compound subjects and predicates I M

coordinating conjunctions to form sentences I M

subordinating conjunctions to form complex sentences I, M

subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor

I M

capitalization of the first letter in a sentence and name I, M

capitalization for the beginning of sentences and the pronoun “I” I, M

21




Texas

K 1 2 3 4 5 6 7 8

capitalization of months, days of the week, and the salutation and conclusion of a letter

I, M

capitalization of official titles of people, holidays, and geographical names and places

I, M

capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities

I, M

capitalization of abbreviations, initials, acronyms, and organizations I, M

capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations

I, M

correct capitalization I •punctuation marks at the end of declarative sentences I M

punctuation marks at the end of exclamatory, and interrogative sentences

I, M

end punctuation, apostrophes in contractions, and commas with items in a series and in dates

I, M

punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series

I, M

punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue

I, M

punctuation marks, including commas in compound and complex sentences, quotation marks in dialogue, and italics and underlining for titles and emphasis

I, M

punctuation marks, including commas in complex sentences, transitions, and introductory elements

I, M

22



Texas

K 1 2 3 4 5 6 7 8

punctuation, including commas to set off words, phrases, and clauses and semicolons

I, M

punctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses

I, M

Share writing I, M

Publish and share writing I M

Publish written work for appropriate audiences I • • • • •

CompositionDictate or compose literary texts I M

Compose literary texts I • • • • • •Dictate or compose informational texts I M

Compose informational texts I • • • • • •Compose argumentative texts I • M

Compose multi-paragraph argumentative texts using genre characteristics and craft

I • •

Dictate or compose correspondence I M

Compose correspondence I • M

Compose correspondence that requests information I M

Compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure

I • •

Inquiry and Research Generate questions for formal and informal inquiry I • • • • M

Generate student-selected and teacher-guided questions for formal and informal inquiry

I • M

Develop and follow a research plan I • • • • • • • •Refine the major research question, if necessary, guided by the answers to a secondary set of questions

I • M

23





Texas

K 1 2 3 4 5 6 7 8

Gather information from a variety of sources I M

Identify and gather relevant sources and information to answer the questions

I M

Identify and gather relevant information from a variety of sources

I • • • • M

Identify primary and secondary sources I • M

Understand credibility of primary and secondary sources I, M

Differentiate between primary and secondary sources I • M

Demonstrate understanding of information gathered I • • • • M

Synthesize information from a variety of sources I • •

Recognize the difference between paraphrasing and plagiarism when using source materials

I M

Differentiate between paraphrasing and plagiarism when using source materials I • • M

Examine sources for reliability, credibility, and bias I • •

Examine sources for faulty reasoning I • •

Cite sources appropriately I, M

Create a works cited page I, M

Develop a bibliography I M

Display academic citations and use source materials ethically; I • •

Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

I • • • • • • • •

24

I = Introduced • = Continued M = Mastery = MaintainedI = Introduced • = Continued M = Mastery = Maintained

Spanish TEKS K-5 Vertical Alignment

Spanish TEKS K-5 Vertical AlignmentmiVisión Lectura

K 1 2 3 4 5

Developing and Sustaining Foundational Language Skills

Oral LanguageListen actively and ask questions I • • • • •

Understand information and answer questions using multi-word responses I • M

Make pertinent comments I • M

Interpret verbal and non-verbal messages I, M

Restate and follow oral directions I, M

Follow, restate, and give oral instructions I • • • M

Share information and ideas I • • • • •Speak coherently about the topic under discussion I, M

Express an opinion supported by accurate information I, M

Give an organized presentation I

Work collaboratively with others I • • • • M

Develop social communication I • • M

Beginning Reading and WritingDemonstrate phonological awareness I • M

Identify and produce rhyming words I, M

Produce a series of rhyming words I M

Recognize spoken alliteration I M

Identify the individual words in a spoken sentence I, M

Identify syllables in spoken words I, M

Segment spoken words into individual syllables I, M

Blend syllables to form multisyllabic words and segment multisyllabic words into syllables I, M

Blend spoken complex syllables to form multisyllablic words I, M

Recognize the change in spoken word I M

Manipulate syllables within words I M

Identify initial and final sounds in simple words I, M

Blending spoken phonemes to form syllables I, M

Demonstrate and apply phonetic knowledge I • • • • M

Identify and match the common sounds that letters represent I, M

25




K 1 2 3 4 5

Identify and match sounds to individual letters I, M

Decode multisyllabic words I, M

Decode words with a prosodic or orthographic accent I, M

Decode words with the stress on the last, penultimate, and antepenultimate syllable and words with the stress on the syllable before the antepenultimate

I •

Using letter-sound relationships to decode one- and two-syllable words and multisyllabic words I, M

Decode words with sílabas trabadas and digraphs I, M

Decode words with multiple sound spelling patterns I M

Decode words with silent h I • • M

Decode words with consonant digraphs I, M

Decode words that use the syllables que-, qui-, gue-, gui-, güe-, and güi- I • M

Decode words with diphthongs I M

Decode words with hiatus I, M

Become very familiar with the concept of hiatus and diphthongs and the implication for orthographic accents I, M

Use orthogrpahic rules to segment and combine syllables I M

Decode contractions I, M

Decode common abbreviations I, M

Decode and differntiate meaning of a word based on a diacritical accent I • M

Decode three- to four-syllable words M

Use knowledge of base words to decode common compound words M

Recognize that new words are created when syllables are changed, added, or deleted M

Decode words with prefixes and suffixes I • • • M

Demonstrate and apply spelling knowledge I • • • • M

Spell common letter and sound correlations I M

Spell multisyllabic words I, M

Spell words with an accent on the last and penultimate syllable I M

Spell words with with an orthographic accent I, M

Spell words with more advanced orthographic patterns and rules I, M

Spell words with common syllablic patterns I M

26



K 1 2 3 4 5

Spell words with the stress on the antepenultimate syllable that have an orthographic accent I M

Spell words with the stress on the antepenultimate, penultimate, and last syllable with a prosodic or orthographic accent I, M

Spell words with the stress on the syllable before the anepenultimate syllable with prosodic or orthographic accent I, M

Spell words with silent h I • M

Spell multisyllabic words with consonant digraphs and sílabas trabadas I, M

Spell words that use the syllables que-, qui-, gue-, gui-, güe-, and güi- I M

Spell contractions I, M

Spell words with diphthongs I • • • •Spell words with hiatus I • • •Spell words with their implication for orthographic accents I, M

Use accents on words commonly used in questions and exclamations I, M

Spell words based on the diacritical accent I, M

Mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses I • •Spell common abbreviations I, M

Spell words with common prefixes and suffixes I M

Spell words that have the same sounds represented by different letters I, M

Spell words with hard and soft r I, M

Spell words using n before v; m before b; and m before p I, M

Spell words with sílabas trabadas I, M

Spell the plural form of words ending in z by replacing the z with c before adding -es I, M

Demonstrate print awareness I M

Identify the front cover, back cover, and title page of a book I, M

Hold a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep

I, M

Recognize that sentences are comprised of words separated by spaces and recognizing word boundaries I, M

Recognize the difference between a letter and a printed word I, M

27




K 1 2 3 4 5

Identify all uppercase and lowercase letters I, M

Identify the information that different parts of a book provide I, M

Alphabetize a series of words I • M

Use a dictionary to find words I M

Use a dictionary or glossary to find words I, M

Develop handwriting I • M

Write legibly in cursive I • •VocabularyUse a resource such as a picture dictionary or digital resource to find words I M

Use print or digital resources to determine meaning and pronunciation of unknown words I, M

Use print or digital resources to determine meaning, syllabication, and pronunciation I • •Use print or digital resources to determine word origin I

Use illustrations and texts the student is able to read or hear to learn or clarify word meanings I M

Use context within and beyond a sentence to determine the meaning of unfamiliar words I • • M

Identify the meaning of and use words with affixes I • • • M

Identify and use words that name actions, directions, positions, sequences, categories, locations I M

Identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs I • • M

identify, use, and explain the meaning of homophones I M

Identify, use, and explain the meaning of adages and puns I, M

Differentiate between and use homographs, homophones, and commonly confused terms I • • •FluencyUse appropriate fluency (rate, accuracy, and prosody) when reading grade-level text I • • • M

Self-Sustained ReadingSelf-select text and read independently for a sustained period of time I • • • • •

28



K 1 2 3 4 5

Comprehension SkillsEstablish purpose for reading assigned and self-selected texts I • • • • •Generate questions about text before, during, and after reading to deepen understanding and gain information I • • • • •Make and confirm predictions using text features and structures I • • • • •

Correct predictions I • • • •Create mental images to deepen understanding I • • • • •Make connections to personal experiences, ideas in other texts, and society I • • • • •Make inferences and use evidence to support understanding I • • • • •Evaluate details to determine what is most important I M

Evaluate details read to determine key ideas I • • •Synthesize information to create new understanding I • • • • •Monitor comprehension and make adjustments when understanding breaks down I • • • • •Response SkillsDescribe personal connections to a variety of sources I • • • • •Provide an oral, pictorial, or written response to a text I, M

Write brief comments on literary or informational texts I M

Write a response to a literary or informational text I, M

Write responses that demonstrate understanding of texts I •Use text evidence to support an appropriate response I •Retell texts in ways that maintain meaning I M

Retell and paraphrase texts in ways that maintain meaning and logical order I • • M

Summarize texts I •Interact with sources in meaningful ways I • • • • •Respond using newly acquired vocabulary as appropriate I • • • • •Discuss specific ideas in the text that are important to the meaning I • •

29




K 1 2 3 4 5

Multiple GenresLiterary ElementsDiscuss topics and determine the theme using text evidence I • M

Infer the theme of a work, distinguishing theme from topic I, M

Infer basic themes supported by text evidence I, M

Infer multiple themes within a text using text evidence I, M

Identify and describe the main character I, M

Describe the reason(s) for their actions I, M

Describe the internal and external traits I, M

Explain the relationships among the major and minor characters I, M

Explain the interactions of the characters and the changes they undergo I, M

Analyze the relationships of and conflicts among the characters I, M

Describe the elements of plot development I • M

Understand plot elements I, M

Analyze plot elements I • •Describe the setting I M

Describe the importance of the setting on the plot I, M

Explain the influence of the setting on the plot I M

Analyze the influence of the setting on the plot I, M

GenresDemonstrate knowledge of distinguishing characteristics of well-known children’s literature I • • • • M

Discuss rhyme and rhythm in nursery rhymes and a variety of poems I, M

Discuss rhyme, rhythm, repetition, and alliteration in a variety of poems I, M

Explain visual patterns and structures in a variety of poems I, M

Explain rhyme scheme, sound devices, and structural elements I, M

Explain figurative language that the poet uses to create images I, M

30



K 1 2 3 4 5

Explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms

I, M

Discuss main characters in drama I, M

Discuss elements of drama I • M

Explain structure in drama I M

Recognize characteristics and structures of informational text I • • • • M

Recognize central idea and supporting evidence I • • • • M

Recognize titles and simple graphics to locate or gain information I, M

Recognize features and graphics to locate and gain information I M

Recognize features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding

I, M

Recognize features such as pronunciation guides and diagrams to support understanding I, M

Recognize features such as insets, timelines, and sidebars to support understanding I, M

Recognize steps in a sequence I, M

Recognize organizational patterns I • • • •Recognize characteristics of persuasive text I • M

Recognize structures of argumentative text I • M

State what the author is trying to persuade the reader to think or do I • M

Identify the claim I • •Distinguish facts from opinion I M

Explain how the author has used facts for an argument I M

Explain how the author has used facts against an argument I, M

Identify the intended audience or reader I • •Recognize characteristics of multimodal and digital texts I • • • • M

Author’s Purpose and CraftDiscuss the author’s purpose for writing text I • M

Explain the author’s purpose and message within a text I • •

31




K 1 2 3 4 5

Discuss how the use of text structure contributes to the author's purpose I • M

Explain how the use of text structure contributes to the author’s purpose I M

Analyze how the use of text structure contributes to the author’s purpose I

Discuss the author’s use of print and graphic features to achieve specific purposes I • M

Explain the author’s use of print and graphic features to achieve specific purposes I , M

Analyze the author’s use of print and graphic features to achieve specific purposes I •

Discuss how the author uses words that help the reader visualize I M

Discuss the use of descriptive, literal, and figurative language I , M

Describe how the author's use of imagery, literal and figurative language, and sound devices achieves specific purposes I • •

Listen to and experience first- and third-person texts I , M

Identify the use of first- or third-person in a text I , M

Identify the use of literary devices I • •Understand the use of literary devices I •

Discuss how the author’s use of language contributes to voice I M

Examine how the author’s use of language contributes to voice I , M

Identify and explain the use of repetition I , M

Identify and explain the use of hyperbole I , M

Identify and explain the use of anecdote I , M

Explain the purpose of hyperbole, stereotyping, and anecdote I , M

CompositionWriting ProcessPlan by generating ideas for writing through class discussions and drawing I , M

Plan a first draft by generating ideas for writing I M

Plan a first draft by selecting a genre for a particular topic, purpose, and audience I • •

Develop drafts in oral, pictorial, or written form by organizing ideas I , M

32



K 1 2 3 4 5

Develop drafts in oral, pictorial, or written form by organizing with structure I M

Develop drafts in oral, pictorial, or written form by developing an idea with specific and relevant details I M

Develop drafts into focused, structured, and coherent pieces of writing by organizing with purposeful structure I • •Develop drafts into a focused, structured, and coherent piece of writing by developing an engaging idea with relevant details I • •

Revise drafts by adding details in pictures or words I M

Revise drafts by adding, deleting, or rearranging words, phrases, or sentences I, M

Revise drafts by adding, deleting, combining, and rearranging ideas for coherence and clarity I • M

Edit all drafts using standard Spanish conventions including: I • • • • •complete sentences I • M

complete simple and compound sentences I • M

verbs I, M

verb tense I • M

irregular verbs I M

singular and plural nouns I • • • M

common and proper nouns I • • M

collective nouns I, M

adjectives, including articles I • M

adjectives, including their comparative and superlative forms I • M

adverbs that convey time I • M

adverbs that convey place I , M

adverbs that convey manner I , M

adverbs that convey frequency and adverbs that convey degree I , M

conjunctive adverbs I

prepositions I • • • • •prepositional phrases I • • •prepositional phrases and their influence on subject-verb agreement I

33




K 1 2 3 4 5

pronouns, including personal, possive, and objective, and the difference in use of formal pronoun usted and informal pronoun tú

I • M

pronouns, including reflexive I • •pronouns, including prepositional I •pronouns, including indefinite I

coordinating conjunctions to form compound subjects and predicates I M

coordinating conjunctions to form sentences I M

subordinating conjunctions to form complex sentences I

capitalization of the first letter in a sentence and name I , M

capitalization for the beginning of sentences I , M

capitalization of proper nouns and the salutation and closing of a letter I , M

capitalization of proper nouns, geographical names and places, historical periods, and official titles of people I , M

capitalization of historical events and documents, titles of books, stories, and essays I , M

capitalization of initials, acronyms, and organizations I , M

punctuation marks at the end of declarative sentences I • M

punctuation marks at the beginning and end of exclamatory and interrogative sentences I M

punctuation marks and correct mechanics I M M

Correct spelling of words with grade-appropriate orthographic patterns and rules I • • • • M

Share writing I , M

Publish and share writing I M

Publish written work for appropriate audiences I • •GenresDictate or compose literary texts I M

Compose literary texts I • • •Dictate or compose informational texts I M

Compose informational texts I • • •

34



K 1 2 3 4 5

Compose argumentative texts I • M

Dictate or compose correspondence I, M

Compose correspondence I M

Compose correspondence that requests information I M

Inquiry and ResearchGenerate questions for formal and informal inquiry I • • • • M

Generate questions on a topic I • M

Clarify questions on a topic I M

Develop and follow a research plan I • • • • •Gather information from a variety of sources I M

Identify and gather relevant sources and information to answer the questions I M

Identify and gather relevant information from a variety of sources I • •

Identify primary and secondary sources I • M

Understand credibility of primary and secondary sources I, M

Demonstrate understanding of information gathered I • • • • •Recognize the difference between paraphrasing and plagiarism when using source materials I M

Differentiate between paraphrasing and plagiarism when using source materials I

Cite sources appropriately I , M

Create a works cited page I , M

Develop a bibliography I M

Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results I • • • • •

35

UNIT REFLECTION

INDEPENDENT LEARNING PERFORMANCE-BASED ASSESSMENT

Essential Question

BOOK CLUB

These activities include items in TEKS Test format.

Go ONLINE for all lessons

ANNOTATE

NOTEBOOK

VIDEO

INTERACTIVITY

DOWNLOAD

AUDIO

RESEARCH

The novels below align to this unit.

FANTASY

Journey to the Center of the EarthJules Verne

ADVENTURE

Navigating EarlyClaire Vanderpool

These selections are available on Pearson Realize.

SHARE YOUR INDEPENDENT LEARNING

Share • Learn • Reflect . . . . . . . . . . . . . . .595

Reflect on the Unit � � � � � � � � � � � � � � � �599

Research-Based Essay � � � � � � � � � � � � �596Revising and Editing � � � � � � � � � � � � � � �598

BLOG POST

To the Top of EverestSamantha Larson

NONFICTION NARRATIVE

from Shipwreck at the Bottom of the World Jennifer Armstrong

MAGAZINE ARTICLE

Barrington Irving, Pilot and EducatorNational Geographic

INFORMATIONAL ARTICLE

The Legacy of Arctic Explorer Matthew HensonJames Mills

GRAPHIC NOVEL

The Hero Twins Against the Lords of Death: A Mayan Mythauthor Dan Jolleyillustrator David Witt

What drives people to explore?

xvii

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ears

on E

duca

tion,

Inc.

, or i

ts a

ffilia

tes.

All r

ight

s res

erve

d.

LIT20_SE06_TX_FM_TOC.indd 17 2/26/18 3:05 PM

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K-8 Vertical Alignment - Pearson Education · The Last Dog Katherine Paterson PERSUASIVE ESSAY from Packing for Mars Mary Roach INTERVIEW Neil deGrasse Tyson on the Future of U.S