Pearson Reading Street © 2013 correlated to the Tri‐State

Tri‐StateQualityRubricforLessons&Units:ELA/LiteracyGrades3–6,page11

PearsonReadingStreet©2013correlatedtotheTri‐StateQualityRubricforLessons&Units:ELA/LiteracyGrades3–6

I. Alignment to the Rigors of the CCSS The lesson/unit aligns with the letter and spirit of the CCSS: • Focuses teaching and learning on a targeted set of

grade-level CCSS ELA/Literacy standards.**

The 2013 edition of the program has been created to show how the materials address the Common Core State Standards for each grade. This new edition is carefully designed and constructed around excellent informational texts and literature to help students master the concepts they need to succeed in school and beyond. Each grade level focuses on teaching and learning the grade-level CCSS skills in meaningful content and quality context with grade-appropriate instructional methods. From the printed books to the online database, students and teachers can choose from a wide variety of materials as they develop the important reading, writing, listening, and speaking concepts.

• Makes reading text(s) closely a central focus of

instruction and includes sequences of text-dependent questions that cause students to examine textual evidence and discern deep meaning.**

The 5-Day lesson plan provides the same instructional plan for each selection. The lessons for an Informational Text or a Literature selection contain the same lesson sections including Access Text and Close Reading questions. This structure is summarized on the 5-Day Planner for each week. • See Grade 3 Unit 1 Week 1 pages 20d–20e for a literature selection and Grade 3

Unit 1 Week 4 pages 122d–122e for an informational text selection. • See Grade 4 Unit 1 Week 1 pages 20d–20e for a literature selection and Grade 4



Unit 1 Week 4 pages 108d–108e for an informational text selection. For the main selection in each lesson of Reading Street, the Access Text questions in the 1st Read and the Close Reading questions in the 2nd Read in the Teacher’s Edition provide two types of text comprehension activities. The Close Reading sections use Analysis, Synthesis, and Evaluation questions to extend the interpretation of the text using higher-level thinking skills. These questions require a thorough understanding of the text, and the answers are to be supported by Text Evidence. See these following list for representative pages: • Grade 3 Unit 1 Week 1 Teacher’s Edition: 28–29 to 37a and 38–39 to 45a. • Grade 4 Unit 1 Week 1 Teacher’s Edition: 26–27 to 31a and 32–33 to 37a.


• Grade 5 Unit 1 Week 1 Teacher’s Edition: 26–27 to 33a and 34–35 to 41a. • Grade 6 Unit 1 Week 2 Teacher’s Edition: 56–57 to 63a and 64–65 to 71a.

• Includes a clear and explicit purpose for instruction and selects text(s) that are of sufficient quality and scope for the stated purpose.**

The Reading Street selections were chosen for their interesting content for each unit topic and because they are high-quality selections written by trade book authors. The program includes well-known authors and selections. • Grade 3 examples: Janet Stevens who created the Caldecott Honor Book Tops

and Bottoms, David A. Adler who wrote America’s Champion Swimmer: Gertrude Ederle, American Library Associate Notable Book Rocks in His Head by Carol Otis Hurst, How Do You Raise a Raisin? by Pam Muñoz Ryan, and Steve Jenkins for Hottest, Coldest, Highest, Deepest

• Grade 4 examples: Kate DiCamillo who created the Newbery Honor Book Because of Winn-Dixie, Donald J. Sobol who wrote the Encyclopedia Brown series

• Grade 5 examples: Caldecott Honor Book The Dinosaurs of Waterhouse Hawkins by Barbara Kerley, American Library Association Notable Book Satchel Paige by Lesa Cline-Ransome, The Gymnast by Gary Soto, Journey to the Center of the Earth by Jules Verne, and Mahalia Jackson by Julius Lester

• Grade 6 examples: Gary Paulsen who wrote the Newbery Honor Book Hatchet, Jane O’Connor who wrote Booklist’s Best Nonfiction Book for Young Readers The Emperor’s Silent Army, and E. L. Konigsburg who wrote the Newbery Medal Book The View from Saturday. Other award-winning and notable authors in Grade 6 include Jane Goodall, Alma Flor Ada, Langston Hughes, Walter Dean Myers, and Russell Freedman.

The Close Reading questions for every main selection include at least one Reread Challenging Text question in which students are directed to reread a portion of the text for a specific purpose. In addition, other Close Reading and Access Text questions ask students to reread. • See Grade 3 Unit 1 Week 1 page 30–31: Synthesis (page 30–31) suggests that

students reread the text to find out what will happen to Charlie’s likes if the power goes out, Analysis (page 36–37) to find the clues to identify the meaning of the homonym second, and Analysis (page 38–39) to find out what changes about Charlie.

• See Grade 4 Unit 2 Week 1 page 180–181: On Their Own sections and comprehension questions suggest students reread the text and make predictions (page 180–181), identify a cause and effect relationship (page 182–183), and determine the meaning of a word with a suffix (page 185a).


• See Grade 5 Unit 1 Week 1 page 28–29: On Their Own suggests that students reread the text to find out information abut Brady, Develop Language (page 29a) to understand the meanings of phrases in the text, and On Their Own (page 32–33) to check understanding of the homograph bow.

• See Grade 6 Unit 1 Week 2 page 58–59: On Their Own sections and comprehension questions suggest that students reread the text and use details to describe a character (page 59a), identify details of the setting and plot (page 61a), make inferences about Mother Fletcher (page 62–63), discuss what Kathy says and how the character relates to the story’s theme (page 65a), and use the illustration to make inferences about characters (page 69a). This interactive instruction encourages students to engage in activities in which they resolve any content understanding issues.

• Focuses on quality text selections that measure within

the grade-level text complexity band.** (i.e., present vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade-level exemplars in Appendices A & B)

The goal of the Reading Street instructional design is to engage students in rich, complex text and ideas in order to advance their vocabulary, concept development, and syntax needed for strong reciprocal writing. A proud hallmark of the Reading Street program is its embedded standard of rigor for all, due in part to the influence of lead author Dr. Jeanne Paratore, whose multitext model informed the instructional processes. With rigor being a widely validated component of motivation, we provide multiple means and ample opportunity to open up access to grade-level content and beyond for all levels of learners in both whole and small group. The Reading Street Student Edition contains selections that are at the level of text complexity required in Standard 10 of Literature and Standard 10 of Informational Text. The following chart for each grade shows the text complexity for the main selections in each unit.


Grade3SelectionsTitle—Unit1 Lexile AverageSentence

LengthWordFrequency

WhenCharlieMcButtonLostPower PoetryN/P 11.28 3.51WhatAboutMe? 680 10.92 3.81Kumak’sFish 740 10.76 3.58Supermarket 620 11.67 3.34MyRowsandPilesofCoins 740 10.63 3.54Title—Unit2 PenguinChick 690 10.49 3.58IWannaIguana 460 10.20 3.65Prudy’sProblem 720 9.47 3.31Tops&Bottoms 720 9.65 3.63AmazingBirdNests 730 10.09 3.39Title—Unit3 How Do You Raise a Raisin? 900 11.88 3.31Pushing Up the Sky DramaN/A 10.55 3.27Seeing Stars 650 9.87 3.34ASymphonyofWhales 690 10.52 3.67Around One Cactus PoetryN/P 18.18 3.16Title—Unit4 TheManWhoInventedBasketball 690 10.26 3.62Hottest,Coldest,Highest,Deepest 1000 14.29 3.39RocksinHisHead 720 11.44 3.71America’sChampionSwimmer:GertrudeEderle 750 10.45 3.62Fly,Eagle,Fly!:AnAfricanTale 730 11.18 3.65Title—Unit5 Suki’sKimono 800 11.51 3.60ILoveSaturdaysydomingos 510 8.01 3.50Goodbye,382ShinDangDong 610 8.84 3.46JalapeñoBagels 600 9.69 3.44MeandUncleRomie 620 9.42 3.63Title—Unit6 TheStoryoftheStatueofLiberty 770 12.33 3.65HappyBirthdayMr.Kang 710 11.01 3.46TalkingWalls:ArtforthePeople 1000 12.32 3.55TwoBadAnts 820 12.45 3.60Atlantis:TheLegendofaLostCity 940 14.49 3.44



LengthWordFrequency

BecauseofWinn‐Dixie 750 11.2 3.66LewisandClarkandMe 480 8.80 3.63OntheBanksofPlumCreek 720 10.73 3.69TheHornedToadPrince 1000 12.7 3.47LettersHomefromYosemite 820 12.32 3.5Title—Unit2 WhatJoDid 880 14.07 3.64CoyoteSchoolNews 740 12.03 3.66SceneTwo DramaN/A 7.47 3.40HorseHeroes 840 13.62 3.52SoYouWanttoBePresident? 890 12.65 3.40Title—Unit3 TheManWhoNamedtheClouds 920 13.58 3.49Adelina’sWhales 1080 17.98 3.56HowNightCamefromtheSea 950 16.03 3.73EyeoftheStorm 1060 15.98 3.52PaulBunyan 1000 14.52 3.49Title—Unit4 TheCaseoftheGaspingGarbage 460 8.65 3.33Encantado:PinkDolphinoftheAmazon 770 11.44 3.54NavajoCodeTalkers 1170 16.47 3.40SeekerofKnowledge 810 12.04 3.51EncyclopediaBrown 770 10.25 3.48Title—Unit5 Smokejumpers 900 13.82 3.46LostCity 730 10.72 3.40CliffHanger 480 7.98 3.61AntarcticJournal 890 13.9 3.47Moonwalk 630 8.90 3.50Title—Unit6 MyBrotherMartin 1060 17.38 3.59JimThorpe’sBrightPath 880 13.15 3.57HowTíaLolaCametoVisitStay 840 12.03 3.49AGiftfromtheHeart DramaN/A 10.2 3.55TheManWhoWenttotheFarSideoftheMoon 800 13.18 3.26



LengthWordFrequency

RedKayak 800 10.97 3.52ThunderRose 1000 15.76 3.55IslandoftheBlueDolphins 1020 18.31 3.77SatchelPaige 980 13.98 3.53TenMileDay 890 15.09 3.57Title—Unit2 AttheBeach 730 11.66 3.67HoldtheFlagHigh 940 12.43 3.29TheCh´i‐linPurse 780 13.17 3.77ASummer’sTrade 780 11.24 3.51TheMidnightRideofPaulRevere PoetryN/P 29.76 3.47Title—Unit3 TheFabulousPerpetualMotionMachine DramaN/A 6.40 3.57Leonardo’sHorse 680 10.67 3.66TheDinosaursofWaterhouseHawkins 750 10.78 3.53MahaliaJackson 1080 18.78 3.69SpecialEffectsinFilmandTelevision 1020 14.60 3.36Title—Unit4 Weslandia 1020 14.60 3.36TrippingOvertheLunchLady 790 14.23 3.63ExplodingAnts 1020 14.62 3.63TheStormiGiovanniClub DramaN/A 8.20 3.58TheGymnast 980 15.92 3.55Title—Unit5 TheSkunkLadder 1040 14.18 3.34TheUnsinkableWreckoftheR.M.S.Titanic 1030 16.21 3.48TalkwithanAstronaut 850 13.77 3.69JourneytotheCenteroftheEarth 910 12.98 3.60GhostTownsoftheAmericanWest 1170 18.63 3.15Title—Unit6 TheTruthAboutAustin’sAmazingBats 940 14.19 3.43TheMysteryofSaintMatthewIsland 990 14.31 3.37KingMidasandtheGoldenTouch 890 12.96 3.63TheHindenburg 1000 15.60 3.54SweetMusicinHarlem 860 11.96 3.75



LengthWordFrequency

OldYeller 940 15.32 3.65MotherFletcher’sGift 840 14.25 3.52VivaNewJersey 940 12.77 3.63SavingtheRainForests 940 13.99 3.45Hachiko:TheTrueStoryofaLoyalDog 830 15.25 3.62Title—Unit2 TheUniverse 1030 18.41 3.41TheEmperor’sSilentArmy 980 15.77 3.43Stones,Bones,andPetroglyphs 880 13.55 3.45Good‐byetotheMoon 830 13.27 3.52Egypt 910 16.17 3.23Title—Unit3 Hatchet 960 19.89 3.60WhenMarianSang 900 13.87 3.60LearningtoSwim 1000 19.90 3.72JuanVerdades 880 17.46 3.51MorningTraffic DramaN/A 9.75 3.47Title—Unit4 IntotheIce 1140 20.27 3.44TheChimpanzeesILove 1060 16.14 3.37BlackFrontiers 1160 18.81 3.44Deep‐SeaDanger DramaN/A 8.69 3.32InventingtheFuture 1150 17.55 3.44Title—Unit5 TheViewfromSaturday 1020 20.83 3.50HarvestingHope 860 16.24 3.43TheRiverThatWenttotheSky 1020 19.10 3.64Gold 1100 17.16 3.34GreensburgGoesGreen 990 14.14 3.38Title—Unit6 DonQuixoteandtheWindmills 740 11.45 3.36AncientGreece 690 11.92 3.27TheAll‐AmericanSlurp 870 16.84 3.49TheAztecNews 950 14.71 3.42WhereOpportunityAwaits 1170 18.57 3.35


In addition, for units: • Integrates reading, writing, speaking and listening so

that students apply and synthesize advancing literacy skills.

Each lesson is text-based and the instruction includes reading as well as listening, speaking, and writing development. All phases of the lesson incorporate interaction that involves reading, speaking, listening, and writing. See the 5-Day Planner (Grade 3 Unit 1 Week 1 pages 20d–20e; Grade 4 Unit 1 Week 1 pages 20d–20e; Grade 5 Unit 1 Week 1 pages 20d–20e; Grade 6 Unit 1 Week 2 pages 50d–50e) for an overview of the closely related lesson concepts and Day at a Glance (Grade 3 pages 20j, 26a, 38a, 50a, 55f; Grade 4 pages 20j, 24a, 32a, 42a, 45f; Grade 5 pages 20j, 24a, 34a, 46a, 49f; Grade 6 pages 50j, 54a, 64a, 76a, 79f) for the integrated daily plan. Extended writing applications can be found in the Writing to Sources component for each grade level. Writing to Sources uses a variety of activities to explore narrative, informative/explanatory, and opinion/argument writing carefully coordinated with the reading selections in Reading Street.

• (Grades 3–5) Builds students’ content knowledge and their understanding of reading and writing in social studies, the arts, science or technical subjects through the coherent selection of texts. [Disciplinary rubrics for grades 6–12 under development.]

Each grade level is organized into six units. For each unit a grade-appropriate concept summarized in a unit question is divided into weekly topics and questions to create content knowledge related to social studies and science concepts. This structure is followed from Grade K to Grade 6. For Grades 3 through 6 Unit 1, Unit Skills Overview introductory pages xvi and xvii show at a glance how the unit is structured with Integrated Science and Social Studies topics, the Weekly Question, and the Knowledge Goals. This is also presented in the Weekly structure on Content Knowledge page xxii. Students build content knowledge throughout Reading Street during every week of instruction, across units within grades, and across grade levels. Weekly Science and Social Studies Knowledge Goals allow students to integrate knowledge and ideas as they access multiple texts. Related texts across units ensure that content knowledge is comprehensive and unified. A concept-related graphic organizer is developed over the course of each week, highlighting science and history/social studies words and concepts learned. Students build oral vocabulary by acquiring academic vocabulary and domain-specific words, exemplified in each week’s Amazing Words. See the following examples: • Grade 3 Teacher’s Edition Unit 2 pages 20j, 20–21, 26a–26b, 38a–38b, 50a–

50b, 55f–55g. • Grade 4 Teacher’s Edition Unit 2 pages 172j, 172–173, 176a–176b, 184a–


184b, 192a–192b, 195f–195g. • Grade 5 Teacher’s Edition Unit 2 pages 20j, 20–21, 24a–24b, 34a–34b, 46a–

46b, 49f–49g. • Grade 6 is included to show the consistency of content presentations across all

grades. Grade 6 Teacher’s Edition Unit 2 pages 108j, 108–109, 112a–112b, 122a–122b, 132a–132b, 137f–137g.

II. Key Areas of Focus in the CCSS The lesson/unit addresses key areas of focus in the CCSS: • Text-Based Evidence: Facilitates rich and rigorous

evidence-based discussions and writing through specific, thought-provoking questions about common texts (including, when applicable, illustrations, charts, diagrams, audio/video, and media).**

For each 5-Day lesson plan in the program, the reading materials are accompanied by instruction that helps students read and comprehend the selection to master all aspects of the reading process. The text-dependent and the text-specific questions in 1st Read and 2nd Read also promote research to find text evidence in a selection. Also included on each Day of a lesson are Research and Inquiry projects in which students use a variety of digital and print sources (graphics, such as charts, graphs, maps, and online digital visuals) to investigate the week’s topic related to the unit topic, concepts, and selection. See the following examples: • Grade 3 Unit 1 Teacher’s Edition pages 25b, 37b, 47d, 55b, 55n. • Grade 4 Unit 1 Teacher’s Edition pages 23b, 31b, 39d, 45b, 45n. • Grade 5 Unit 1 Teacher’s Edition pages 23b, 33b, 43d, 49b, 49n. • Grade 6 Unit 1 Teacher’s Edition pages 53b, 63b, 73d, 79b, 79n. Included in the Unit Writing Process are the steps, including research, for completing a writing project and using different kinds of graphics to engage in the lesson content. See these examples: • Grade 3 Teacher’s Edition Unit 2 Informative/Explanatory writing on pages

WP•1 to WP•10. • Grade 4 Teacher’s Edition Unit 6 Informative/Explanatory writing on pages



WP•1 to WP•10.


• Writing from Sources: Routinely expects that students

draw evidence from texts to inform, explain, or make an argument in various written forms (notes, summaries, short responses, or formal essays).**

Writing activities in Reading Street ©2013 are text dependent and require students to confront the text directly. Daily, weekly, and unit writing activities provide performance tasks for students as they write in response to reading texts at various levels of complexity. The writing strand in Reading Street and the Reading Sleuth sections address opinion/argument, informative/explanatory, and narrative writing tasks, as required by the Common Core State Standards. In Reading Street Common Core Writing to Sources, students receive weekly writing instruction aligned with a unit level writing focus. Each week students “Write Like a Reporter” and “Connect the Texts” in the same mode of writing throughout the unit, culminating in a unit level “Prove It!” in that featured mode. • In weekly “Write Like a Reporter” tasks, students write an argumentative,

explanatory, or narrative paragraph in response to the main selection and draw on textual evidence to support their ideas. The text-based prompt requires students to directly confront the text.

• For weekly “Connect the Texts,” students write in response to two sources—the weekly main and paired selections—drawing on evidence from two texts to write an argument/opinion, to write to inform/explain, or to write a narrative. These lessons are in support of the requirement in the Standards that students make an increasing number of connections among ideas within and between texts as they develop their ability to use textual evidence with increasing facility.

• In the unit level “Prove It!” writing tasks, students respond to multiple sources within a unit of instruction to prepare for performance tasks and the changing expectations of the upcoming Common Core assessments. In the first part of each unit-level writing task, students are asked to answer evidence-based short response questions based on three texts from that unit of instruction to demonstrate comprehension of key ideas and details. In the second half of the writing task, students use the texts and their notes from the short response questions to write an argument, explanation, or narrative that synthesizes information in response to a text-based prompt.

All of the writing tasks in the new Reading Street Common Core Writing to Sources align to the Common Core State Standards and are supported with teacher instruction and rubrics.


• Academic Vocabulary: Focuses on building students’

academic vocabulary in context throughout instruction.**

The Reading Street program presents Amazing Words and Academic Vocabulary in every lesson (Grade 3 pages 21a–21b, 26b, 38b, 50b, 55g; Grade 4 pages 21a–21b, 24b, 32b, 42b, 45g; Grade 5 pages 21a–21b, 24b, 34b, 46b, 49g; Grade 6 pages 51a–51b, 54b, 64b, 76b, 79g). Throughout the lesson Academic Vocabulary is presented in the context of the lesson to help students comprehend the meanings and uses of the terms. See Grade 3 pages 24a, 25b, 25d, 26–27, 28–29, 50h; Grade 4 pages 21c, 23d, 24d, 26–27; Grade 5 pages 21c, 23d, 26–27, 47a; Grade 6 pages 51c, 53d, 54d, 56–57, 73c. The Content Knowledge/Build Oral Vocabulary section focuses on the Tier 2 Amazing Words. The Robust Vocabulary Routine can be used to present the words, and the words are used in a Read Aloud to promote understanding in context. Vocabulary activities help students focus on the words’ meanings. Throughout Reading Street, students use transferable academic vocabulary as they utilize text to build knowledge in the disciplines.

In addition, for units: • Increasing Text Complexity: Focuses students on

reading a progression of complex texts drawn from the grade‐level band. Provides text-centered learning that is sequenced, scaffolded, and supported to advance students toward independent reading of complex texts at the CCR level.**

See Section 1, item 4 in Alignment to the Rigor of CCSS for the charts that give the text complexity levels for every selection. Rubrics containing qualitative text measures, quantitative text measures, and Readers and Task Suggestions are provided for all main selections, paired selections, and Reading Street Sleuth passages. Reading Street provides explicit and systematic instruction and support at point of use for all foundational skills—concepts of print, phonological awareness, phonics, vocabulary development, syntax, and fluency. Explicit instruction, progress monitoring, and assessment of foundational skills are found in Teacher’s Editions, Student Editions, Reader’s and Writer’s Notebooks, ancillary materials, and digital offerings. Reading Street materials provide all students opportunities to engage with complex texts as defined by the Common Core State Standards. For one of the examples at each level, see the following: Student Edition Main Selections • Grade 3 Unit 1 Week 2: What About Me? • Grade 4 Unit 2 Week 1: What Jo Did • Grade 5 Unit 1 Week 5: Ten Mile Day


• Grade 6 Unit 2 Week 1: The Universe Student Edition Paired Selections • Grade 3 Unit 3 Week 4: He Listens to Whales • Grade 4 Unit 1 Week 2: Ellen Ochoa: Space Pioneer • Grade 5 Unit 5 Week 2: Shipwreck Season • Grade 6 Unit 3 Week 2: The Lincoln Memorial Reading Street Sleuth • Grade 3 Unit 1 Week 1: “Dining in the Dark” • Grade 4 Unit 3 Week 4: “Tornado Sirens—What’s the Use?” • Grade 5 Unit 1 Week 1: “A Dream in Her Heart” • Grade 6 Unit 2 Week 1: “Careers in the Space Industry”

• Balance of Texts: Includes a balance of informational and literary texts as stipulated in the CCSS [p.5] and indicated by instructional time.**

All of the selections in Reading Street are of high quality and fall within the prescribed grade level complexity bands described in Appendix A of the Common Core State Standards. The selections provide an equal balance of literary and informational text. For each week, Reading Street offers a main selection and a shorter paired selection on the same topic or concept. A rich variety of literary and informational texts were chosen for these selections. Most main selections are published works, excerpts from published books, or original selections created by well-known, grade-level appropriate authors. The paired selections are shorter works and are often a different genre from that of the main selection. The program’s weekly Reading Street Sleuth selections include fiction and nonfiction selections. Each Sleuth selection is two pages with text, illustrations, and text-based questions. An equal balance of literature and informational texts appear in the main selections, the paired selections, and the Reading Street Sleuth selections as well as in all the related Trade Books and Leveled Readers.

• Building Disciplinary Knowledge: Provides opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline-specific texts.

Each grade level is organized into six units. Each unit has a unit concept, and each of the five instructional weeks in a unit has a related weekly question. Content Amazing Words are taught throughout the week to support the unit concept and the weekly question. • Grade 3 Unit 1 Week 1: pages xxii, 20b, 20j–20-21, 26a–26b, 28-29–37a, 38a–38b, 38e–45a, 50a–

50b, 50g–53a, 55f–55g, UR56–UR57 • For Grade 4 Unit 1 Week1: pages xxii, 20b, 20j–20-21, 24a–24b, 26-27–31a, 32a–32b, 32c–37a, 42a–

42b, 42c–43a, 45f–45g, UR56–UR57


• For Grade 5 Unit 1 Week1: pages xxii, 20b, 20j–20-21, 24a–24b, 26-27–33a, 34a–34b, 34c–41a, 46a–

47b, 49f, UR56–UR57 • For Grade 6 Unit 1 Week1: pages xxii, 20b, 20j–20-21, 24a–24b, 26-27–31a, 32a–32b, 32c–39a, 44a–

44b, 44c–47a,49f–49g, UR56–UR57

Daily writing instruction is an integral part of the five-day instructional plan in which students write in response to high-quality, complex texts. Each assignment takes students through the steps in the writing process and focuses on the traits and craft of good writing. Weekly writing is in response to reading in whole or small group and requires students to use text evidence to support ideas, claims, and opinions. In grades K–6 Look Back and Write on each Think Critically page in the student edition requires students to respond in writing to the text and use textual evidence to support inferences from the text. On day 4 in weekly small group instruction, students confront the text in Sleuth by “Making Their Case” as they draw on textual evidence to support claims and statements about the text. In each week, the Research and Inquiry project deals with a topic related to the weekly concept. The project involves the writing, listening, and speaking skills and has students using multimedia sources to explore and learn about the topic. As they research, students investigate print and digital sources to expand and extend their knowledge of the topic. One week in each unit is focused on a Media Literacy activity in which students utilize and investigate multimedia sources to expand their understanding of a topic thorough writing and reporting projects. • See the Grade 3 Media Literacy (Teacher’s Edition pages 54–55, 55a) project in

each Unit also incorporates multimedia sources to expand understanding of a topic.

• See the Grade 4 Media Literacy (Teacher’s Edition Unit 2 pages 194–195, 195a, 226–227, 227a) project in each Unit also incorporate multimedia sources to expand understanding of a topic.

• See the Grade 5 Media Literacy (Teacher’s Edition Unit 1 pages 138–139, 139a) for a multimedia example to expand understanding of a topic.

• See the Grade 6 Media Literacy (Teacher’s Edition Grade 6 Unit 2 Week 1 pages 200–201, 201a) project in each Unit also incorporates multimedia sources to expand understanding of a topic.

Unit writing process lessons provide structure to guide students through each step in


the writing process. Students use selections from the student anthology as mentor texts to examine traits common to the genre of text they are writing, e.g. personal narrative, or compare and contrast essay. Extended writing applications can also be found in the Writing to Sources component for each grade level. Writing to Sources uses a variety of activities to explore an equal balance of narrative, informative/explanatory, and opinion/argument writing. Every lesson is based on the reading selection as students participate in a variety of writing activities.

III. Instructional Supports The lesson/unit is responsive to varied student learning needs: • Cultivates student interest and engagement in reading,

writing, and speaking about texts.**

A basic tenet of the questioning technique is to promote understanding of the text while thinking, learning, and living the content. Students who become involved in the reading experience are truly capable of gaining information and worthwhile content. The choice of the selections and the design of the questions help to ensure that students will become actively involved in the reading process. • See the following Grade 3 example on page 30–31: Synthesis Reread p. 30.

What is going to happen to Charlie’s likes if the power goes out? Inference • Text Evidence How do you predict Charlie will react when the power goes out? What information in the text supports your prediction?

• See the following Grade 4 Let’s Think About… example on the Student Edition page shown on Teacher’s Edition page 184–185: How do you think T.J. feels as he waits to see if Jo can dunk? Story Structure

• See the following Grade 5 example on page 96–97: Evaluation • Text Evidence What clues does the text give about the theme of this story? Cite examples.

• See the following Grade 6 example on page 67a: Synthesis • Text Evidence Visualize the characters as they drive to Harlem. What types of expressions are probably on their faces? Use details from the text to support your answer.

• Provides all students with multiple opportunities to

engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text.**

Each main selection is accompanied by two sets of questions. If scaffolding is required, the Access Text questions used in the 1st Read help students comprehend the text. The Close Reading questions used in the 2nd Read extend the interpretation of the text using higher-level thinking skills with Analysis, Synthesis, and Evaluation questions applied to the text and supported by Text Evidence. In addition, scaffolding is provided in small group lessons to address the complex text provided in the Student Edition and in Reading Street Sleuth. For examples, see the


following Teacher’s Edition pages: • Grade 3 Unit 1, pages 28–29 to 37a and 38–39 to 45a; pages SG•2–SG•16 • Grade 4 Unit 1, pages 26–27 to 31a and 32–33 to 37a; pages SG•2–SG•16 • Grade 5 Unit 1, pages 26–27 to 33a and 34–35 to 41a; pages SG•2–SG•16 • Grade 6 Unit 1, pages 56–57 to 63a and 64–65 to 71a; pages SG•18–SG•32 Reading Street offers scaffolds to ensure that all students have access to complex text. Explicit and systematic support is provided at point of use in the core lesson and in the small group lessons.

• Focuses on sections of text(s) presenting the greatest challenge through discussion questions and other supports that promote deep thinking.

Each main selection provides opportunities to focus on challenging text through a close reading and discussion of specific sections of the text. These discussion questions are labeled “Reread Challenging Text” and provide supports that promote deep thinking. • Grade 3 Teacher’s Edition 3.2: Close Reading (244–245) • Grade 4 Teacher’s Edition 4.4: Close Reading (30–31) • Grade 5 Teacher’s Edition 5.6: Close Reading (388–389) • Grade 6 Teacher’s Edition 6.3: Close Reading (377a)

• Integrates appropriate supports for students who are ELL, have disabilities, or read well below the grade level text band.

At all grade levels in Reading Street, a parallel instructional path for ELLs is provided in the margins of each Teacher’s Edition and in PearsonSuccessNet www.pearsonsuccessnet.com, with easy-to-access tips for teacher mediation of content. In addition, the ELL Handbook and suite of support materials were designed by a renowned expert, Dr. Jim Cummins. Two conceptually coherent readers are available for small group instruction each week: ELL for high-proficiency ELL students, and ELD (English Language Development) for lower-level language proficiency students. For a typical week of a unit see the following page references: • Grade 3 Unit 1 Week 1: 20f–20g, 20–21, 21b, 22–23, 23b, 24–25, 25b, 25d,

25f, 26b, 29a, 31a, 33a, 35a, 37a, 37c, 38b, 38f, 39a, 41a, 43a, 45a, 49a, 50b, 50d, 50h, 51a, 53a, 55a, 55e, 55g, 55i, 55j.

• Grade 4 Unit 1 Week 1: 20f–20g, 20–21, 21b, 23b, 23d, 23f, 24b, 27a, 29a, 31a, 31c, 32b, 32d, 33a, 35a, 37a, 39a, 39c, 41a, 42b, 42d, 45a, 45e, 45g, 45i, 45j.

• Grade 5 Unit 1 Week 1: 20f–20g, 20–21, 21b, 22–23, 23b, 23d, 23f, 24b, 27a, 29a, 31a, 33a, 33c, 34b, 34d, 35a, 37a, 39a, 41a, 46b, 46d, 47a, 49a, 49c, 49e, 49g, 49i, 49j.

• Grade 6 Unit 1 Week 1: 20f–20g, 20–21, 21b, 23b, 23d, 23f, 24b, 24d, 27a, 29a, 31a, 31c, 32b, 32d, 33a, 37a, 39a, 43a, 44b, 44d, 45a, 47a, 49a, 49e, 49g, 49i, 49j.


Independent reading activities can be found in the ELL and ELD Readers on the Digital Path. ELL notes throughout the lesson pages offer a variety of suggestions for developing vocabulary. See the following pages for ELL notes that deal with vocabulary development: • Grade 3 Unit 1 pages 20–21, 21b, 25b, 26b, 33a, 35a, 38b, 41a, 43a, 45a, 49a,

50b, 50h, 53a, 55a, 55g. • Grade 4 Unit 1 pages 20–21, 21b, 23b, 24b, 27a, 29a, 31a, 33a, 37a, 39a, 42b,

42d, 45a, 45i. • Grade 5 Unit 1 pages 20–21, 23b, 24b, 31a, 33a, 34b, 35a, 37a, 39a, 41a, 46b,

47a, 49i. • Grade 6 Unit 1 pages 50–51, 53b, 54b, 59a, 61a, 63a, 65a, 69a, 71a, 73c, 75a,

76b, 79i.

• Provides extensions and/or more advanced text for students who read well above the grade level text band.

Every lesson in the program is coordinated to advanced materials to use with students to read beyond the current grade level. The Reading Street Sleuth provides opportunities for all students to engage with complex text. In addition, optional Leveled Readers are provided online. For examples, see the following: • Reading Street Sleuth, All grades Unit 1, pages 4–9. • Grade 3 Unit 1 Week 1, Advanced Leveled Reader, Mr. Post’s Project. • Grade 4 Unit 2 Week 1, Advanced Leveled Reader, Equality in American

Schools. • Grade 5 Unit 1 Week 1, Advanced Leveled Reader, The Signs. • Grade 6 Unit 1 Week 2, Advanced Leveled Reader, Lucky Chuck and His Least

Favorite Cousin. Each lesson in Reading Street has an accompanying Reading Street Sleuth selection. Each Sleuth selection is two pages with text and illustrations, follows Lexile ratings, and focuses on Text-Based Comprehension. The Day 1 Small Group lesson introduces the selection with Access Text activities—Gather Evidence, Ask Questions, Make Your Case—and Day 5 rereads the text with Extend Understanding, Performance Task • Prove It!, and Communicate activities. The instruction in Small Group is created to assist On-Level (Unit 1 Week 1 pages SG•2, SG•6), Advanced (Unit 1, Week 1 pages SG•12, SG•16), and Strategic Intervention (Unit 1, Week 1 pages SG•7, SG•11) levels of readers in working with complex text to enhance reading comprehension. Reading Street Sleuth selections are available for every week of instruction in Grades K through 6.


In addition, for units: • Includes a progression of learning where concepts and

skills advance and deepen over time.**

Coverage of Common Core State Standards within and across grade levels of Reading Street constitutes a learning progression that follows the manner in which the skills and concepts of the standards naturally advance and deepen over time. In addition, unit themes allow students to build content knowledge on various topics from week to week. Numerous science and social studies informational texts foster the accumulation of conceptual understanding across grade levels. Reading Street integrates foundational skills, reading, writing, speaking and listening, and language standards, presenting them in conjunction with reading selections. The reading selections, which can be read independently of all surrounding material, serve as the core of the lessons and the vehicle for incorporating all features and activities. In the Student Editions, sidebar notes and questions for the first reading selection of each unit and all paired selections help students comprehend the text and genres. Each concept and skill is presented and then reviewed in succeeding lessons and represented and extended in following unit instruction using a carefully constructed scope and sequence. See the following listing for a skill trace for one concept/skill in each level: • For Grade 3 Unit 1 Week 1, the lesson reading strategy is introduced on pages

24a and 24–25 and applied as students read the selection “Flash to Bang.” The strategy is then applied to the main selection as students read it to help them clarify the meaning of the text. The concepts and skills are then reintroduced, practiced, and extended in Unit 3 Week 2 and Unit 6 Week 4.

• For Grade 4 Unit 1 Week 1, the lesson reading strategy is introduced on pages 21c and 22–23 and applied as students read the selection “Going Batty.” The strategy is then applied to the main selection as students read it to help them clarify the meaning of the text. The concepts and skills are then reintroduced, practiced, and extended in Unit 4 Week 3 and Unit 6 Week 3.

• For Grade 5 Unit 1 Week 1, the lesson reading strategy is introduced on pages 21c and 22–23 and applied as students read the selection “Brave Melissa.” The strategy is then applied to the main selection as students read it to help them clarify the meaning of the text. The concepts and skills are then reintroduced, practiced, and extended in Unit 1 Week 3 and Unit 5 Week 1.

• For Grade 6 Unit 1 Week 3, the lesson reading strategy is introduced on pages 81c and 82–83 and applied as students read the selection “This New Town.” The strategy is then applied to the main selection as students read it to help them


clarify the meaning of the text. The concepts and skills are then reintroduced, practiced, and extended in Unit 2 Week 4 and Unit 6 Week 3.

• Gradually removes supports, requiring students to

demonstrate their independent capacities.

The Reading Street instructional model is based on the gradual release instructional concept developed by P. David Pearson. Scaffolded supports during the reading of the Main Selection provide access to the text for those students who need more help with reading comprehension. All students demonstrate independent reading capacities by responding to higher-order thinking questions during a close reading of the text. • Grade 3 Teacher’s Edition 3.2: 276–277 through 289a • Grade 4 Teacher’s Edition 4.4: 90–91 through 103a • Grade 5 Teacher’s Edition 5.6: 442–443 through 457a • Grade 6 Teacher’s Edition 6.3: 428–429 through 439a

• Provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation, and/or reflection.

Authentic learning and literacy skill application is included in the questioning strand. For the main selection, students are asked to generate text-based questions. This feature is an integral part of the Research and Inquiry project in which students develop questions as they select and research their topic. • See Grade 3 Unit 1 Week 1 Analysis page 34–35. This feature is an integral part

of the Research and Inquiry project in which students develop questions as they select and research their topic. See page 25b Guide Practice in which students brainstorm inquiry questions. Asking high-quality questions is also part of the Small Group Ask Questions section on pages SG•2, SG•7, and SG•12 (also in the Inquiry: Extend Concepts section).

• See Grade 4 Unit 2 Week 1 Analysis page 184–185. Questioning is also an integral part of the Research and Inquiry project in which students develop questions as they select and research their topic. See page 175b Guide Practice in which students brainstorm inquiry questions. Asking high-quality questions is also part of the Small Group Ask Questions section on pages SG•2, SG•7, and SG•12 (also in the Inquiry: Extend Concepts section).

• See Grade 5 Unit 1 Week 1 Analysis page 34–35. This feature is an integral part of the Research and Inquiry project in which students develop questions as they select and research their topic. See page 23b Guide Practice in which students brainstorm inquiry questions. Asking high-quality questions is also part of the Small Group Ask Questions section on pages SG•2, SG•7, and SG•12 (also in the Inquiry: Extend Concepts section).

• See Grade 6 Unit 1 Week 2 Analysis page 63a. This feature is an integral part of the Research and Inquiry project in which students develop questions as they


select and research their topic. See page 53b Guide Practice in which students brainstorm inquiry questions. Asking high-quality questions is also part of the Small Group Ask Questions section on pages SG•18, SG•23, and SG•28 (also in the Inquiry: Extend Concepts section).

As students begin work on writing activities, they use the research they are doing for the Research and Inquiry project to get information for their presentation or report. Students draw evidence from the texts they research and keep a list of these sources in a Works Cited page. In the Research and Inquiry strand (Grade 3 Unit 1 Week 1 25b, 37b, 47d, 55b, 55n; Grade 4 Unit 1 Week 2 pages 49b, 61b, 69d, 77b, 77n; Grade 5 Unit 1 Week 1 pages 23b, 33b, 43d, 49b, 49n; Grade 6 Unit 1 Week 1 pages 23b, 31b, 41d, 49b, 49n), Step 3 Analyze Information (Grade 3: 47d; Grade 4: 69d; Grade 5: 43d; Grade 6: 41d) and Step 4 Synthesize (Grade 3: 55b; Grade 4: 77b; Grade 5: 49b; Grade 6: 49b) focus on those areas of the writing process. This structure is found in every weekly Research and Inquiry project. Students also use the selection text for the Look Back and Write activity on each selection’s Think Critically page. This writing activity requires students to use text evidence to respond to the question and provide a complete answer.

• Integrates targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules, and all aspects of foundational reading for grades 3–5.

Conventions instruction is closely integrated into the content of each weekly lesson. Learning the concepts as an integral part of reading, writing, listening, and speaking development allows students to learn, practice, and apply the skills immediately as they progress through the lesson. The conventions concepts begin with sentences as students learn the four different kinds of sentences: declarative, interrogative, imperative, and exclamatory. • See Grade 3 Unit 1 Week 1 pages 25d, 37c, 47e, 55c, and 55o. This skill is

emphasized in the writing activity, Let’s Write It! on pages 48–49 and 49a. Students work with and apply their knowledge of sentences as they complete the Writing activity for the week on page 55p. Each week a new skill is presented and practiced using this spiral structure.

• See Grade 4 Unit 2 Week 1 pages 175d, 183c, 189e, 195c, and 195o. This skill is emphasized in the writing activity, Let’s Write It! on pages 190–191 and 191a. Students work with and apply their knowledge of common and proper nouns as they complete the Writing activity for the week on page 195p. Each week a new skill is presented and practiced using this spiral structure.

• See Grade 5 Unit 1 Week 1 pages 23d, 33c, 43e, 49c, and 49o. This skill is emphasized in the writing activity, Let’s Write It! on pages 44–45 and 45a. Students work with and apply their knowledge of sentences as they complete the Writing activity for the week on page 49p. Each week a new skill is


presented and practiced using this spiral structure. • See Grade 6 Unit 1 Week 2 pages 53d, 63c, 73e, 79c, and 79o. This skill is

emphasized in the writing activity, Let’s Write It! on pages 74–75 and 75a. Students work with and apply their knowledge of subjects and predicates as they complete the Writing activity for the week on page 79p. Each week a new skill is presented and practiced using this spiral structure.

Writing to Sources includes instruction in grammar and conventions, writing strategies, discussion rules, and all aspects of foundational reading. See one unit examples listed for each grade level. Writing to Sources Grade 3 U1: 30, 31, 32, 33, 34, 35 Grade 4 U1: 30, 31, 32, 33, 34, 35 Grade 5 U1: 30, 31, 32, 33, 34, 35 Grade 6 U1: 30, 31, 32, 33, 34, 35

• Includes independent reading based on student choice and interest to build stamina, confidence, and motivation; indicates how students are accountable for that reading.

Independent Reading is a key component in Reading Street. At all grade levels, Independent Reading support is offered on the Access for All and the Independent Stations section of the weekly front matter. For examples, see Grade 3 Teacher’s Edition Unit 1 pages 20f–20g, 20h–20i; Grade 4 Teacher’s Edition Unit 1 pages 20f–20g, 20h–20i; Grade 5 Teacher’s Edition Unit 1 pages 20f–20g, 20h–20i; Grade 6 Teacher’s Edition Unit 1 pages 20f–20g, 20h–20i. Additionally, the Common Core 101 grade‐level books offer detailed book talk discussion prompts to guide students in learning to discuss books.

• Uses technology and media to deepen learning and draw attention to evidence and texts as appropriate.

Reading Street provides an extensive offering of technology components to enhance and expand learning and instruction. The digital offerings are cited at the beginning of each week and at point of use on Teacher’s Edition pages. See the following Day 1 example for Unit 1 Week 1 in each grade: • Grade 3 Unit 1: 20c, 20–21, 21b, 22–23, 23b, 24–25, 25b, 25d, 25f • Grade 4 Unit 1: 20c, 20–21, 21b, 22–23, 23b, 23d, 23f • Grade 5 Unit 1: 20c, 20–21, 21b, 22–23, 23b, 23d, 23f • Grade 6 Unit 1: 20c, 20–21, 21b, 22–23, 23b, 23d, 23f In each week, the Research and Inquiry project (Grade 3 Unit 1 Week 1 Teacher’s Edition pages 25b, 37b, 47d, 55b, 55n; Grade 4 Unit 1 Week 2 Teacher’s Edition pages 49b, 61b, 69d, 77b, 77n; Grade 5 Unit 1 Week 1 Teacher’s Edition pages 23b, 33b, 43d, 49b, 49n; Grade 6 Unit 1 Week 2 Teacher’s Edition pages 53b, 63b, 73d,


79b, 79n) deals with a topic related to the weekly concept and has students using multimedia sources to explore and learn about the topic. As they research, students investigate print and digital sources to expand and extend their knowledge of the topic. One week in each unit is focused on a Media Literacy activity in which students utilize and investigate multimedia sources to expand their understanding of a topic. Whenever multimedia or technology is used in the program, it is an integral part of the instruction and contributes to comprehending the concepts and selections. These additional resources enhance important details of the text, which leads to better understanding of the concepts and related content. The Reading Street Concept Talk Video (Grade 3 Unit 1 Week 1 pages 20j and 20–21; Grade 4 Unit 2 Week 1 pages 172j and 172–173; Grade 5 Unit 1 Week 1 pages 20j and 20–21; Grade 6 Unit 1 Week 2 pages 50j and 50–51) also provides a multimedia tool for exploring content related to the Oral Language and Amazing Word activities.

IV. Assessment The lesson/unit regularly assesses whether students are mastering standards-based content and skills: • Elicits direct, observable evidence of the degree to

which a student can independently demonstrate the major targeted grade level CCSS standards with appropriately complex text(s).**

Each week has a specific set of target instructional concepts. The assessment activities on Day 5 (Grade 3 pages 55j–55k, 55l–55m; Grade 4 pages 77j–77k, 77l–77m; Grade 5 pages 49j–49k, 49l–49m; Grade 6 pages 79j–79k, 79l–79m) evaluate those concepts. One assessment deals with fluency and one with comprehension. The Assessment Checkpoints for the Week are listed (Grade 3 page 55r; Grade 4 page 77r; Grade 5 page 49r; Grade 6 page 79r). This page shows the complete assessment program for this week of instruction. The Assessment Checkpoints include Weekly Assessment, Differentiated Assessment, and Managing Assessment. Managing Assessment identifies the key components of the Assessment Handbook: Weekly Assessment Blackline Masters for Monitoring Progress, Observation Checklists, Record-Keeping Forms, and Portfolio Assessment. At all grade levels the Reading Street Assessment Handbook provides an item-by-item Common Core State Standards alignment for the print and online assessments included in Reading Street. Reading foundations are assessed in both Weekly and Unit Benchmark Tests, and fluency assessment is emphasized each week in Fresh Reads for Fluency and Comprehension. For example, see Assessment: 5 Steps to Success on Reading Street pages xviii and xix at all grade levels.

• Assesses student proficiency using methods that are unbiased and accessible to all students.**

Assessing a variety of types of knowledge and levels of thinking, Reading Street assessment takes place in a number of different formats, both pencil-and-paper and


performance-based. At each grade level, students demonstrate their knowledge of content and ability to employ various strategies through tasks that evoke critical thinking in projects, presentations, written assignments (many with opportunities for technological enhancement), and discussion in response to deep-thinking questions. Research reports, both assigned and in response to self-interest topics, require students to engage in research from a variety of sources. Formal assessment includes quick-response, multiple-choice items, short written response items, and extended constructed response in response to topical prompts. All items are in response to relevant standards and planned learning outcomes. Reading Street contains comprehensive ancillary assessment components, both in print and online. These assessments can be administered easily from the beginning of the year (Baseline Assessments) through each week of instruction (both Weekly Tests and Fresh Reads for Fluency and Comprehension) and at the end of each unit (Unit and End‐of‐Year Benchmark Tests). Assessments are also part of the Student Edition instruction (Think Critically questions, including Look Back and Write) and Teacher’s Edition routines (Monitor Progress). For example, see Assessment: 5 Steps to Success on Reading Street pages xviii and xix at all grade levels.

• Includes aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance.**

Reading Street supports teachers with guidance on how to interpret student performance through progress monitoring. The daily monitor progress boxes provide teachers with point of use formative assessment and interpretations guidelines. On Day 3 at all grade levels, retelling rubrics assist teachers in quickly assessing students’ retelling of the main selections (Anchor Text). Writing rubrics accompany all writing assignments in Reading Street, from formal weekly writing mini‐lessons (Let’s Write It!) to weekly writing assessment (Look Back and Write) to Process Writing projects at the end of each unit and extended-response writing in the Unit and End‐of‐Year Benchmark Tests. For examples, see the following listing: Grade 3 Unit 1 pages xviii–xix, 21a, 26c, 47a, 49a, 50e, 54–55, 55g, 55j–55m, 55r Grade 4 Unit 1 pages xviii–xix, 21a, 39a, 41a, 44–45, 45g, 45j–45m, 45rGrade 5 Unit 1 pages xviii–xix, 21a, 43c, 45a, 48–49, 49g, 49j–49m, 49r Grade 6 Unit 1 pages xviii–xix, 21a, 41a, 43a, 48–49, 49g, 49j–49m, 49r All lessons in Writing to Sources include rubrics to evaluate students writing. See the following pages for one unit’s example at each level. Grade 3 U1: 9, 13, 17, 21, 25, 28–29, 33 Grade 4 U1: 9, 13, 17, 21, 25, 28–29, 33 Grade 5 U1: 9, 13, 17, 21, 25, 28–29, 33


Grade 6 U1: 9, 13, 17, 21, 25, 28–29, 33 In addition, for units: • Uses varied modes of assessment, including a range of

pre, formative, summative, and self-assessment measures.

At all grade levels, Reading Street follows a Read for Understanding routine to ensure that students first comprehend the text, and secondly, further evaluate and interpret the text. See the Read for Understanding Routine on Day 2 of all grade levels. Only after this careful comprehension occurs are students asked to provide further evaluation or interpretation through Think Critically questions and other weekly assessments. For examples, see the following listing: Grade 3 Teacher’s Edition Unit 1 pages 29a, 30–31 to 37a, 38e–47a. Grade 4 Teacher’s Edition Unit 1 pages 53a, 54–55 to 61a, 62c–69a. Grade 5 Teacher’s Edition Unit 1 pages 27a, 28–29 to 33a, 34c–43a. Grade 6 Teacher’s Edition Unit 1 pages 27a, 28–29 to 31a, 32c–41a. A comprehensive 5‐step assessment system includes formative and formal daily, weekly, unit, and summative opportunities in print and fully digital formats. Support for using all soft and hard data to know and serve the Zone of Proximal Development (ZPD) for students is found in the Assessment Handbook. Suggestions and ideas for assisting and scaffolding of students at their Zone of Proximal Development are given in the chapters of the Assessment Handbook, but are also dealt with extensively in the Teacher’s Editions and in suggestions in the Teacher’s Manuals of the various formal assessments. The Reading Street Assessment offerings include: Baseline Group Tests Corrective Feedback and Progress Monitoring (included at point of use in the Teacher’s Editions), Weekly Assessments (included in the Teacher’s Editions), Weekly Tests Fresh Reads for Fluency and Comprehension Performance Tasks based on the Reading Street Sleuth (included in the Teacher’s Editions), Unit Benchmark tests, End-of‐Year Benchmark Tests.

Documents

Pearson Reading Street © 2013 correlated to the Tri‐State