Pearson ReadyGEN · is a multilevel program designed for elementary English learners and struggling readers. ... 17 Unit 4 ... A Correlation of Pearson ReadyGEN,

A Correlation of

Pearson ReadyGEN ©2014

and

Pearson Longman Cornerstone ©2013

To

English Language Arts Instructional Shifts

Grade 4

A Correlation of Pearson ReadyGEN, ©2014 and Pearson Longman Cornerstone, ©2013 To English Language Arts Instructional Shifts

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Introduction

This document demonstrates how ReadyGEN, ©2014 and Pearson Longman Cornerstone, ©2013 support English Language Arts Instructional Shifts. In Unit 1 citations, a brief description explains how each program meets the Instructional Shift. Sample Teacher’s Edition page references are cited for each unit. ReadyGEN is a comprehensive, K-5 literacy curriculum of topically-related text sets and routines-based instruction. ReadyGEN is being created with the goal of equipping all teachers and students with the tools and practices necessary to meet the new expectations of the Common Core Standards and the Publisher’s Criteria. Lessons are designed on the principles of the gradual release of responsibility framework with the goal of building independent readers and writers. At the heart of ReadyGEN is a reciprocity between reading and writing to promote student thinking and understanding through citation of text-based evidence. Students are taught to carefully analyze and synthesize sources, write to sources, and defend claims. Pearson Longman Cornerstone is a multilevel program designed for elementary English learners and struggling readers. The program blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest stories. Pearson Longman Cornerstone has been shown to dramatically increase student achievement across all skill areas, particularly in reading comprehension, fluency, and writing. Districts that are using Pearson Longman Cornerstone report significant gains in standardized test scores within one year of implementation.


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Table of Contents

Unit 1 ....................................................................................................................................................................... 4 Unit 2 ..................................................................................................................................................................... 11 Unit 3 ..................................................................................................................................................................... 17 Unit 4 ..................................................................................................................................................................... 23 Unit 5 ..................................................................................................................................................................... 28 Unit 6 ..................................................................................................................................................................... 32


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Pearson ReadyGEN Grade 4

Pearson Longman Cornerstone Grade 4

Unit 1 Becoming Researchers Animals, People, and Caring

Balancing Informational and Literary Text

Texts reflect true balance between fiction and nonfiction.

ReadyGEN Unit 1 uses text sets as a basis for student exploration of informational texts. The Unit 1 text sets focus on expository texts as outlined below and in the module planners: Module A Planner (informative and narrative texts about science), pp. 6–7 • The Tarantula Scientist, pp. 12–111 • The Boy Who Drew Birds, pp. 112–141 • “Fragile Frogs,” pp. 142–191 • Independent Reading: Literary and

Informational Texts, pp. 8–9 Module B Planner (informative and narrative texts about science), pp. 206–207 • Skeletons Inside and Out, pp. 212–291 • Movers and Shapers, pp. 292–331 • “King of the Parking Lot,” pp. 332–391 • Independent Reading: Literary and

Informational Texts, pp. 208–209

Cornerstone’s three readings per unit provide a balance of literary and informational texts. The readings relate to the unit theme and reading strategies are taught with each selection. Reading 1: Informational Text/Science Taking Care of the Young, pp. 12–19 Reading 2: Literature/Fable The Star Llama, pp. 32–37 Reading 3: Informational Text/Social Studies Mustangs, pp. 48–51


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Knowledge in the Disciplines

Students learn about the world and build a rich knowledge base in the various disciplines.

ReadyGEN is organized around unit modules with a focus on science and social studies standards-based topics. For examples, see the following: Module A Big Ideas & Enduring Understandings (for science readings), p. 1 • Readers compare and contrast point of view to

understand and appreciate the experiences and lives of others, pp. 172–173, 182–183

• Writers use experiences and events to create and depict a lifelike experience, pp. 38–41, 88–91, 148–151

• Researchers adopt specific habits as readers and writers and observers to watch and reflect upon the worlds they are studying, pp. 12–13, 32–33, 142–143

• Independent Reading: Suggested Texts, pp. 8–9 (includes additional science texts)

• Small Group Center Ideas, pp. 10–11 (Science: Research an animal or plant)

• Anchor Texts and other selections focus on historical fiction and social studies. For examples see: The Tarantula Scientist, pp. 12–111; The Boy Who Drew Birds, pp. 112–141; “Fragile Frogs,” pp. 142–191

Module B Big Ideas & Enduring Understandings (for science readings), pp. 200–201 • Readers use information presented in different

ways and from different sources to demonstrate understanding of a topic, pp. 212–213, 292–293, 372–373

• Writers use organizational structures, specific word choice, and evidence when explaining a topic, pp. 238–241, 268–271, 298–301

Six thematic units per level organized around a Big Question provide a starting point for building understanding of key concepts and academic vocabulary. Assignments, notes, projects, and workshops in each unit integrate a variety of disciplines into each lesson. Student/Teacher Edition: The Big Question, 12, 32, 48 Build Unit Background & What About You (map and photographs), 6–7 Academic Words, 10, 46, 76 Writing lessons, 22–23, 38–39, 54–55 Link the Readings, 58 Projects (Written, Oral, and Visual), 59 Listening and Speaking Workshop, 60–61 Writing Workshops, 62–64 Teacher Edition: Link to Social Studies, T9 Link to Science, T15 Link to Art, T53


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(Continued) • Researchers use multiple sources to consider

evidence and build an idea, pp. 252–253, 302–303, 352–353

• Independent Reading: Suggested Texts, pp. 208–209 (includes additional science texts focusing on the body and movement)

• Small Group Center Ideas, pp. 210–211 (Science: Research muscles and tendons)

• Anchor Texts and other selections focus on historical fiction and social studies. For examples see: Skeletons Inside and Out, pp. 212–291; Movers and Shapers, pp. 292–331; “King of the Parking Lot,” pp. 332–391


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Staircase of Complexity Literary and informational text is provided at appropriate text complexity ranges.

Every module provides texts at a range of lexile levels and provides time and scaffolded support for close reading of complex texts. For examples see: Module A Lexile Levels (informational text), p. 1 • Close Reading, pp. 23, 83, 183 • Focused Reading Instruction, pp. 44–45, 104–

105, 144–145 • Scaffolded Instruction, pp. 16–17, 66–67, 116–

117 • Independent Reading (includes listing of lexile

levels), p. 9 Module B Lexile Levels (informational text), pp. 201 • Close Reading, pp. 243, 283, 353 • Focused Reading Instruction, pp. 234–235,

274–275, 344–345 • Scaffolded Instruction, pp. 236–237, 266–267,

306–307 • Independent Reading: Suggested Texts

(includes listing of lexile levels), p. 209

Every unit provides texts at a range of reading levels. Lessons integrate fluency skills, learning strategies, and scaffolded instruction for the reading of complex texts. Every unit includes test preparation, a variety of assessment opportunities, as well as best practices suggestions for teachers. For examples see: Student/Teacher Edition: Reading Strategy, 12, 19, 22, 32, 37, 38, 48, 51, 52 Fluency, 65 Test Preparation, 66–67 Further Reading, 59 Teacher Edition: SIOP in Practice, T13, T15, T51 Leveled Support, T14, T16, T32, T50 Scaffolding, T17, T34 AIMSweb Progress Monitoring, T17, T51 SELP2 Assessment, T30, T46


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Text-Based Answers Students participate in rigorous evidence-based tasks such as text-based questioning, writing, conversations, and team talk.

Every module includes text-based questioning and conversations, written responses, and team talk. For examples see: Module A Planner (informative), pp. 6–7 • Text-Based Conversation & Team Talk, pp. 34,

74, 124 • Independent Reading Practice: Writing in

Response to Reading, pp. 15, 85, 175 • Read the Text & Close Reading, pp. 12–13, 52–

53, 122–123 • Focused Reading Instruction, pp. 13–14, 54–

55, 124–125 Module B Planner (informative), pp. 206–207 • Text-Based Conversation & Team Talk, pp. 234,


Response to Reading, pp. 245, 275, 355 • Read the Text & Close Reading, pp. 222–223,

282–283, 352–353 • Focused Reading Instruction, pp. 224–225,

284–285, 354–355

Every unit includes reading strategies and integrated comprehension questions. Extension projects and end of unit critical thinking activities and projects provide opportunities for students to deepen their understanding of texts. For examples see: Student/Teacher Edition: Reading Strategy, 12, 19, 22, 32, 37, 38, 48, 51, 52 Before You Go On, 13, 15, 17, 33, 35, 49, 50 Think It Over (Recall, Comprehend, Analyze), 19, 37, 51 Extension, 23, 53 Link the Readings & Discussion, 58 Test Preparation, 66–67 Teacher Edition: Comprehension Check, T14, T34, T50


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Writing from Sources Students write in response to text and draw on textual evidence to support their ideas and claims.

Every module includes text-based written responses, original writing assignments, and a performance-based writing assessment that integrates all the reading and writing skills taught in the module. For examples see: Module A Planner (informative), pp. 6–7 • Independent Reading Practice: Writing in

Response to Reading, pp. 15, 85, 165 • Writing Assignment, pp. 38–41, 98–101, 148–

151 • Performance-Based Assessment: Biographical

Spotlight, pp. 192–199 Module B Planner (informative), pp. 206–207 • Independent Reading Practice: Writing in

Response to Reading, pp. 225, 245, 305 • Writing Assignment, pp. 238–241, 268–271,

298–301 • Performance-Based Assessment: Infographic,

pp. 392–399

Modeled writing activities with each unit give students guided practice in key writing skills in each of the writing domains. For examples see: Student/Teacher Edition: Quick Write, 3 Writing lessons, 22–23, 38–39, 54–55 Writing Workshops, 62–64 Projects (Written, Oral, and Visual), 59


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Vocabulary Students build their academic and generative vocabulary to access grade level complex texts.

ReadyGEN introduces generative vocabulary instruction to give students greater access to many more words. For examples see: Module A Vocabulary to Unlock the Text, pp. 4–5 • Benchmark Vocabulary, pp. 14, 64, 114 • Language Analysis, pp. 65, 135, 185 Module B Vocabulary to Unlock the Text, pp. 202–203 • Benchmark Vocabulary, pp. 234, 284, 344 • Language Analysis, pp. 235, 335

Unit-level Build Unit Vocabulary and high-interest Build Unit Vocabulary activities introduce students to the key terms they will explore and provide a context for learning. Critical Academic vocabulary and key terms are taught with each reading. For examples see: Student/Teacher Edition: Build Unit Vocabulary, 4–5 Key Words (Words in Context), 8–9, 28–29, 44–45 Academic Words (Words in Context), 10, 46, 76


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Unit 2 Connecting Character, Culture,

and Community Powerful Forces of Nature



Module A Planner (literary), pp. 6–7 • Hiawatha, pp. 12–51 • “How the Stars Fell into the Skies”, pp. 52–91 • “Pecos Bill” and “John Henry”, pp. 92–181 Module B Planner (literary and informational), pp. 206–207 • The Birchbark House, pp. 212–311 • “Northwest Coast Peoples”, pp. 312–341 • Midwest (Social Studies Explorer series), pp.

352–391

Reading 1: Informational Text/Literary Nonfiction Vesuvius Erupts!, pp. 78–81 Reading 2: Informational Text/Internet Article Thunder and Lightning, pp. 94–97 Reading 3: Literature/Short Story Hurricane!, pp. 108–113


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Module A Big Ideas & Essential Questions (literary), pp. 6–7 • Readers understand that the theme in poetry or

drama can be interpreted from the details, pp. 22–23, 92–93, 122–123

• Writers understand that dialogue and description reveal how characters respond and react to situations, pp. 38–41, 88–91, 148–151

• Learners will explore content to understand that cultures interact with and interpret nature in different ways, pp. 22–23, 62–63, 102–103

• Independent Reading: Suggested Texts, pp. 8–9 (includes additional texts focusing on different cultures)

• Small Group Center Ideas, pp. 10–11 (Social Science: research Native American culture and other cultures)

Module B Big Ideas & Essential Questions (literary and informational), pp. 206–207 • Readers understand that comparing and

contrasting texts builds knowledge, pp. 222–223, 292–293, 372–373

• Writers understand that they can draw evidence from literary text and informational text to support analysis, reflection and research, pp. 238–241, 278–281, 348–351

• Learners will explore content to understand the impact of communities on one another, pp. 212–213, 292–293, 322–323

• Independent Reading: Suggested Texts, pp. 208–209 (includes additional texts focusing on different cultures)

Student/Teacher Edition: The Big Question, 78, 94, 108 Build Unit Background & What About You (map and photographs), 72–73 Academic Words, 92, 106, 138 Writing lessons, 84–85, 100–101, 118–119 Link the Readings, 120 Projects (Written, Oral, and Visual), 121 Listening and Speaking Workshop, 122–123 Writing Workshops, 124–126 Teacher Edition: Link to Social Studies, T79 Link to Science, T80, T95 Link to Math, T95


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(Continued) • Small Group Center Ideas, pp. 210–211 (Social

Studies: research different two neighboring tows or cities)

• Anchor Texts and other selections focus on historical fiction and social studies: see The Birchbark House, pp. 212–311; “Northwest Coast Peoples”, pp. 312–341; Midwest (Social Studies Explorer series), pp. 352–391


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Module A Lexile Levels (narrative text), p. 1 • Close Reading, pp. 13, 73, 143 • Focused Reading Instruction, pp. 64–65, 114–

115, 174–175 • Scaffolded Instruction, pp. 66–67, 116–117,

176–177 • Independent Reading, p. 9 Module B Lexile Levels (informational text), pp. 201 • Close Reading, pp. 223, 273, 323 • Focused Reading Instruction, pp. 224–225,


346–347 • Independent Reading: Suggested Texts, p. 209

Student/Teacher Edition: Reading Strategy, 78, 81, 84, 146, 94, 97, 98, 108, 113, 114 Fluency, 127 Test Preparation, 128–129 Further Reading, 121 Teacher Edition: SIOP in Practice, T79, T95 Leveled Support, T78, T82, T110 Accelerate Language Development, T98, T114 Scaffolding, T80, T111 AIMSweb Progress Monitoring, T81, T113 SELP2 Assessment, T111


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Module A Planner (narrative), pp. 6–7 • Text-Based Conversation & Team Talk, 44, 124,

174 • Independent Reading Practice: Writing in

Response to Reading, pp. 25, 155, 185 • Read Text & Close Reading, pp. 32–33, 102–





303, 372–373 • Focused Reading Instruction, pp. 214–215,

294–295, 354–355

Student/Teacher Edition: Reading Strategy, 78, 81, 84, 146, 94, 97, 98, 108, 113, 114 Before You Go On, 79, 95, 109, 111 Think It Over (Recall, Comprehend, Analyze), 81, 97, 113 Extension, 85, 99, 115 Link the Readings & Discussion, 58, 120, 186, 244, 304, 370 Test Preparation, 128–129 Teacher Edition: Comprehension Check, T80, T96


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Module A Planner (narrative), pp. 6–7 • Independent Reading Practice: Writing in


151 • Performance-Based Assessment: Writing a

Legend, pp. 192–199 Module B Planner (informative), pp. 206–207 • Independent Reading Practice: Writing in


298–301 • Performance-Based Assessment: Compare and

Contrast Opinion Piece, pp. 392–399

Student/Teacher Edition: Quick Write, 69 Writing lessons, 84–85, 100–101, 118–119 Writing Workshops, 124–126 Projects (Written, Oral, and Visual), 121


Module A Vocabulary to Unlock the Text, pp. 4–5 • Benchmark Vocabulary, pp. 24, 124, 184 • Language Analysis, pp. 25, 65, 135 Module B Vocabulary to Unlock the Text, pp. 202–203 • Benchmark Vocabulary, pp. 224, 304, 374 • Language Analysis, pp. 225, 335

Student/Teacher Edition: Build Unit Vocabulary, 70–71 Key Words (Words in Context), 74–75, 90–91, 104–105 Academic Words (Words in Context), 92, 106, 138


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Unit 3 Seeking Explanations Telling Tales



Module A Planner, pp. 6–7 • Earthquakes (informational text: science), pp.

12–71 • Quake! (literary text), pp. 72–141 • “Earthshaker’s Bad Day” (literary text), pp.

142–151 • “The Monster Beneath the Sea” (literary text),

pp. 152–161 • Independent Reading: Literary and

Informational Texts, pp. 8–9 Module B Planner, pp. 206–207 • Anatomy of a Volcanic Eruption (informational

text: science), pp. 212–291 • Escape from Pompeii (literary text), pp. 292–

311 • Erosion: How Land Forms, How It Changes

(informational text: science), pp. 322–361 • Independent Reading: Literary and

Informational Texts, pp. 208–209

Reading 1: Literature/Pourquoi Tale Why Mosquitoes Buzz in People’s Ears, pp. 140–145 Reading 2: Literature/Play The Shoemakers and the Elves, pp. 156–163 Reading 3: Literature/Tall Tale John Henry and the Machine, pp. 174–177


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Module A Big Ideas & Enduring Understandings, p. 1 • Readers understand that recognizing story

elements enables readers to think, talk, and deepen understanding of a text (science and literary texts), pp. 12–13, 102–103, 132–133

• Learners will explore content to understand that science is a newer method of explaining natural phenomena, pp. 42–43, 62–63, 162–163

• Writers understand that writers draw evidence from literary text to analyze ideas, pp. 38–41, 88–91, 148–151

• Independent Reading: Suggested Texts, pp. 8–9 (includes additional science texts)

• Small Group Center Ideas, pp. 10 (activities related to character, plot, setting)

• Research and Technology Center, pp. 11 (research natural phenomena)

Module B Big Ideas & Enduring Understandings, pp. 200–201 • Readers understand that they use specific

strategies to help them understand what they read, pp. 212–213, 292–293, 372–373

• Writers understand how to use research to convey information clearly, pp. 238–241, 268–271, 298–301

• Learners will explore content to understand the impact and effect of nature on the environment and humankind, pp. 272–273, 282–283, 332–333

• Independent Reading: Suggested Texts, pp. 208–209 (includes additional science texts focusing on volcanoes and landslides)

Student/Teacher Edition: The Big Question, 140, 156, 174 Build Unit Background & What About You (map and photographs), 134-135 Academic Words, 154, 172, 204 Writing lessons, 150–151, 164–165, 182–183 Link the Readings, 186 Projects (Written, Oral, and Visual), 187 Listening and Speaking Workshop, 188–189 Writing Workshops, 190–192 Teacher Edition: Link to Social Studies, T159 Link to Math, T143


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(Continued) • Small Group Center Ideas, pp. 210–211

(research on module theme and effects of natural events on the environment)

• Anchor Texts and other selections focus on science: see Anatomy of a Volcanic Eruption, pp. 212–291; Escape from Pompeii, pp. 292–311; Erosion: How Land Forms, How It Changes, pp. 322–361


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Module A Lexile Levels (informational text), p. 1 • Close Reading, pp. 23, 83, 183 • Focused Reading Instruction, pp. 44–45, 104–

105, 144–145 • Scaffolded Instruction, pp. 16–17, 66–67, 116–

117 • Independent Reading, p. 9 Module B Lexile Levels (informational text), pp. 201 • Close Reading, pp. 243, 283, 353 • Focused Reading Instruction, pp. 234–235,



Student/Teacher Edition: Reading Strategy, 140, 145, 156, 163, 164, 174, 177, 180 Fluency, 193 Test Preparation, 194–195 Further Reading, 187 Teacher Edition: SIOP in Practice, T143, 156, T175 Leveled Support, T144, T156, T162, T174 Accelerate Language Development, T142, T158, T160 Scaffolding, T142, T158, T179 AIMSweb Progress Monitoring, T145, T161, T177 SELP2 Assessment, T141, T161


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Module A Planner, pp. 6–7 • Text-Based Conversation & Team Talk, pp. 34,


Response to Reading, pp. 15, 85, 175 • Read Text & Close Reading, pp. 12–13, 52–53,

122–123 • Focused Reading Instruction, pp. 13–14, 54–

55, 124–125 Module B Planner, pp. 206–207 • Text-Based Conversation & Team Talk, pp. 234,




284–285, 354–355

Student/Teacher Edition: Reading Strategy, 140, 145, 156, 163, 164, 174, 177, 180 Before You Go On, 141, 143, 157, 159, 161, 175 Think It Over (Recall, Comprehend, Analyze), 145, 163, 177 Extension, 147, 165, 181 Link the Readings & Discussion, 186 Test Preparation, 194–195 Teacher Edition: Comprehension Check, T142, T160, T176


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Module A Planner (informative), pp. 6–7 • Independent Reading Practice: Writing in


151 • Performance-Based Assessment: Compare and

Contrast Opinion Paper, pp. 192–199 Module B Planner (informative), pp. 206–207 • Independent Reading Practice: Writing in


298–301 • Performance-Based Assessment: News Report,

pp. 392–399



Module A Vocabulary to Unlock the Text, pp. 4–5 • Benchmark Vocabulary, pp. 14, 64, 114 • Language Analysis, pp. 65, 105, 135 Module B Vocabulary to Unlock the Text, pp. 202–203 • Benchmark Vocabulary, pp. 234, 284, 344 • Language Analysis, pp. 235, 275, 295



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Unit 4 Becoming an Active Citizen Problem Solvers



Module A Planner (literary texts), pp. 6–7 • Lunch Money, pp. 12–101 • Max Malone Makes a Million, pp. 102–141 • Coyote School News, pp. 142–191 Module B Planner (informational texts), pp. 170–171 • Using Money, pp. 212–291 • The Stock Market, pp. 292–341 • The Boy Who Invented TV, pp. 342–391

Reading 1: Informational Text/Photo Essay The Trouble with Kudzu, pp. 206–209 Reading 2: Literature/Fables The Fox and the Crow, pp. 220–221 The Fox and the Goat, pp. 222–223 Reading 3: Informational Text/Social Studies New Life for Old Buildings, pp. 234–237


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Module A Big Ideas & Essential Questions (narrative), pp. 6–7 • Readers understand the elements of narrative

texts and how to use them to determine the theme of the story, pp. 12–13, 92–93, 152–153

• Writers understand that they can draw evidence from literary texts to analyze, research, and reflect, pp. 28–31, 88–91, 148–151

• Learners will explore content to understand that collaboration often leads to creative solutions, pp. 52–53, 72–73, 132–133

• Independent Reading: Suggested Texts, pp. 8–9 (Economics: includes additional texts focusing on jobs and making money)

• Small Group Center Ideas, pp. 10–11 (Technology: brainstorm and research a new gadget)

Module B Big Ideas & Essential Questions (expository), pp. 206–207 • Readers understand that authors use reasons

and evidence to support particular points in the text, pp. 232–233, 272–273, 372–373

• Writers understand that research builds knowledge through investigation of different aspects of a topic, pp. 258–261, 288–291, 328–331

• Learners will explore content to understand that innovation is important for sustained economic growth, pp. 342–343, 352–353, 382–383

• Independent Reading: Suggested Texts, pp. 208–209 (includes selections focusing on economics and entrepreneurship)

Student/Teacher Edition: The Big Question, 206, 220, 234 Build Unit Background & What About You (map and photographs), 200–201 Academic Words, 218, 232, 262 Writing lessons, 216–217, 232–233, 248–249 Link the Readings, 244 Projects (Written, Oral, and Visual), 245 Listening and Speaking Workshop, 246–247 Writing Workshops, 248–250 Teacher Edition: Link to Social Studies, T208, T235 Link to Math, T207


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(Continued) • Small Group Center Ideas, pp. 210–211

(Economics and Technology: research innovation and money)

• Anchor Texts and other selections focus on economics and innovation: see Using Money, pp. 212–291; The Stock Market, pp. 292–341; The Boy Who Invented TV, pp. 342–391


Module A Lexile Levels (literary text), p. 1 • Close Reading, pp. 13, 73, 143 • Focused Reading Instruction, pp. 64–65, 114–

115, 174–175 • Scaffolded Instruction, pp. 66–67, 116–117,

176–177 • Independent Reading, p. 9 Module B Lexile Levels (informational text), pp. 201 • Close Reading, pp. 223, 273, 323 • Focused Reading Instruction, pp. 224–225,



Student/Teacher Edition: Reading Strategy, 206, 209, 210, 220, 223, 224, 234, 237, 238 Fluency, 251 Test Preparation, 252–253 Further Reading, 245 Teacher Edition: SIOP in Practice, T207, T221 Leveled Support, T208, T220, T236 Accelerate Language Development, T210, T222, T238 AIMSweb Progress Monitoring, T237 SELP2 Assessment, T225


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Module A Planner (literary), pp. 6–7 • Text-Based Conversation & Team Talk, 44, 124,

174 • Independent Reading Practice: Writing in







294–295, 354–355

Student/Teacher Edition: Reading Strategy, 206, 209, 210, 220, 223, 224, 234, 237, 238 Before You Go On, 207, 221, 235 Think It Over (Recall, Comprehend, Analyze), 209, 223, 237 Extension, 211, 225, 239 Link the Readings & Discussion, 244 Test Preparation, 252–253 Teacher Edition: Comprehension Check, T208, T220, T236


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Module A Planner (narrative), pp. 6–7 • Independent Reading Practice: Writing in


151 • Performance-Based Assessment: Innovative

Solution Short Story (write a new scene), pp. 192–199

Module B Planner (informative), pp. 206–207 • Independent Reading Practice: Writing in


298–301 • Performance-Based Assessment: Project

Proposal for Financial Success, pp. 392–399



Module A Vocabulary to Unlock the Text, pp. 4–5 • Benchmark Vocabulary, pp. 24, 124, 184 • Language Analysis, pp. 65, 125 Module B Vocabulary to Unlock the Text, pp. 202–203 • Benchmark Vocabulary, pp. 224, 304, 374 • Language Analysis, pp. 235, 305



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English Language Arts

Instructional Shifts Pearson Longman Cornerstone

Grade 4 Unit 5: Where We Live

Balancing Informational and Literary Text Texts reflect true balance between fiction and nonfiction.

Reading 1: Informational Text/Magazine Article The Underground City, pp. 264–267 Reading 2: Literature/Letters A House of Grass, pp. 278–283 Reading 3: Informational Text/Biography A Young Pioneer in Kansas, pp. 294–297


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Knowledge in the Disciplines Students learn about the world and build a rich knowledge base in the various disciplines.

Student/Teacher Edition: The Big Question, 264, 278, 294, 324, 342, 360 Build Unit Background & What About You (map and photographs), 258–259 Academic Words, 262, 276, 292 Writing lessons, 278–279, 292–293, 308–309 Link the Readings, 304 Projects (Written, Oral, and Visual), 305 Listening and Speaking Workshop, 306–307 Writing Workshops, 308–310 Teacher Edition: Link to Social Studies, T265, T279 Link to Math, T280


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Student/Teacher Edition: Reading Strategy, 264, 267, 268, 278, 283, 284, 294, 297, 298 Fluency, 311 Test Preparation, 312–313 Further Reading, 305 Teacher Edition: SIOP in Practice, T265, T279, T297 Leveled Support, T266, T278, T296 Accelerate Language Development, T268, T280 AIMSweb Progress Monitoring, T269 SELP2 Assessment, T295


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Student/Teacher Edition: Reading Strategy, 264, 267, 268, 278, 283, 284, 294, 297, 298 Before You Go On, 265, 279, 281, 295 Think It Over (Recall, Comprehend, Analyze), 267, 283, 297 Extension, 269, 285, 299 Link the Readings & Discussion, 304 Test Preparation, 312–313 Teacher Edition: Comprehension Check, T266, T282, T296






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Unit 6: Links to Our Past Balancing Informational and Literary Text


Reading 1: Literature/Short Story The Moon Tree, pp. 324–331 Reading 2: Literature/Short Story A Hike Back in Time, pp. 342–349 Reading 3: Informational Text/Social Studies The History of Money, pp. 360–363


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Knowledge in the Disciplines Students learn about the world and build a rich knowledge base in the various disciplines.

Student/Teacher Edition: The Big Question, 324, 342, 360 Build Unit Background & What About You (map and photographs), 318–319 Academic Words, 340, 358, 422 Writing lessons, 338–339, 352–353, 370–371 Link the Readings, 370 Projects (Written, Oral, and Visual), 371 Listening and Speaking Workshop, 372–373 Writing Workshops, 374–378 Teacher Edition: Link to Social Studies, T348 Link to Science, T325, T345 Link to Math, T326


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Student/Teacher Edition: Reading Strategy, 324, 331, 332, 342, 349, 350, 360, 361, 364 Fluency, 379 Test Preparation, 66380–381 Further Reading, 371 Teacher Edition: SIOP in Practice, T325, T331 Leveled Support, T324, T326, T346 Accelerate Language Development, T332 Scaffolding, T345 AIMSweb Progress Monitoring, T347, T361 SELP2 Assessment, T325, T347


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Student/Teacher Edition: Reading Strategy, 324, 331, 332, 342, 349, 350, 360, 361, 364 Before You Go On, 325, 327, 329, 343, 345, 347, 361 Think It Over (Recall, Comprehend, Analyze), 331, 349, 361 Extension, 333, 351, 365 Link the Readings & Discussion, 370 Test Preparation, 380–381 Teacher Edition: Comprehension Check, T326, T330, T344, T348, T362





Documents

Pearson ReadyGEN · is a multilevel program designed for elementary English learners and struggling readers. ... 17 Unit 4 ... A Correlation of Pearson ReadyGEN,