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Correlation of

Pearson ReadyGEN ©2014

and

Pearson Longman Cornerstone ©2013

To

English Language Arts Instructional Shifts

Grade 2

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

2

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 ..................................................................................................................................................................... 16 Unit 4 ..................................................................................................................................................................... 22 Unit 5 ..................................................................................................................................................................... 27 Unit 6 ..................................................................................................................................................................... 32


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Pearson ReadyGEN Grade 2

Pearson Longman Cornerstone Grade 2

Unit 1 Understanding Communities Families

Balancing Informational and

Literary Text Texts reflect true balance between fiction and nonfiction.

ReadyGEN uses text sets as a basis for student exploration of both informational and literary texts. The Unit 1 text sets focus on narrative literature and expository texts as outlined below and in the module planners: Module A Planner (narrative), pp. 6–7 • Charlotte’s Web, pp. 12–111 • Snowshoe Hare’s Winter Home, pp. 112–141 Module B Planner (expository), pp. 156–157 • On the Farm, pp. 162–231 • The House on Maple Street, pp. 232–281

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: Literature/ Short Story Dan and Gramps, pp. 12–19 A Closer Look: Informative Text Grocery Stores, pp. 20–21 Reading 2: Informational Text/ Social Studies Children Can Learn, pp. 26–35 Reading 3: Literature/Realistic Fiction We Live in a Home, pp. 40–49


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Knowledge in the Disciplines

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

Big Ideas and Essential Questions for every module provide the organizing framework for the skills, knowledge and strategies student learn within each discipline. For examples, see the following: Module A Big Ideas & Essential Questions (narrative), pp. 6–7 • Readers understand relationships between

characters through the events and challenges in a story, pp. 12–13, 42–43, 112–113

• Writers understand that details and signal words help readers sequence events in a story, pp. 28–31, 88–91

• Learners will explore content to understand that relationships matter to a community, pp. 52–53, 72–73, 122–123

• Independent Reading: Suggested Texts, pp. 8–9 (includes additional narratives from other cultures)

• Small Group Center Ideas, pp. 10–11 (Social Studies: Research a community)

• Performance-Based Assessment: A New Scene (Language Arts: create a new scene), pp. 142–149

Module B Big Ideas & Essential Questions (expository), pp. 156–157 • Readers understand the main topic in a text,

and find supporting facts to prove it, pp. 162–163, 182–183, 222–223

• Writers understand that facts and definitions develop points and help readers understand what the author wants to explain, answer, or describe, pp. 178–181, 198–201, 248–251

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, 3 Build Unit Background & Your Turn, 4–5 Sing about (unit topic), 6–7 Vocabulary: Sight Words & Story Words, 10, 24, 38 Grammar and Writing: Write!, 23, 37, 51 Writing Workshop: 56–58 Put It All Together: Projects (Written, Oral, and Visual), 52–53 Listening and Speaking Workshop, 54–55 Teacher Edition: Link to Social Studies, T16, T41, T44 Link to Math, T30 Further Reading, T52


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(Continued) • Learners will explore content to understand

that people in communities have different experiences based on where they live, pp. 202–203, 212–213, 252–253

• Independent Reading: Suggested Texts, pp. 158–159 (includes additional science texts focusing on plants)

• Small Group Center Ideas, pp. 160–161 (Social Studies: research a community)

• Performance-Based Assessment: Rural Communities (Social Studies: Explore rural communities), pp. 282–289

• Anchor Texts and other selections focus on social studies: see On the Farm, pp. 162–231; The House on Maple Street


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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 (narrative text), p. 1 • Close Reading, pp. 13, 63, 113 • Focused Reading Instruction, pp. 24–25, 74–75,

124–125 • Scaffolded Instruction, pp. 26–27, 76–77, 126–

127 • Independent Reading, p. 9 Module B Lexile Levels (informational text), pp. 151 • Close Reading, pp. 163, 213, 263 • Focused Reading Instruction, pp. 174–175, 224–

225, 274–275 • Scaffolded Instruction, pp. 176–177, 226–227,

276–277 • Independent Reading: Suggested Texts, p. 159

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, 26, 40 Fluency, 59 Teacher Edition: Model the Reading Strategy, T14, T28 SIOP in Practice, T7, T13, T15 Leveled Support, T6, T12, T14, T28, T42 Scaffolding, T5, T44 AIMSweb Progress Monitoring, T19, T33, T45 SELP2 Assessment, T13, T15, T29 Further Reading, T52


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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 (narrative), pp. 6–7 • Text-Based Conversation & Team Talk, pp. 14,

64, 114 • Independent Reading Practice: Writing in

Response to Reading, pp. 35, 85, 135 • Read Text & Close Reading, pp. 42–43, 92–93,

122–123 • Focused Reading Instruction, pp. 44–45, 94–95,

124–125 Module B Planner (informative), pp. 156–157 • Text-Based Conversation & Team Talk, pp. 164,


Response to Reading, pp. 185, 235, 275 • Read Text & Close Reading, pp. 172–173, 222–

223, 272–273 • Focused Reading Instruction, pp. 174–175, 224–

225, 274–275

Every unit includes reading strategies and integrated comprehension questions. Projects provide opportunities for students to deepen their understanding of texts. For examples see: Student/Teacher Edition: Reading Strategy, 12, 26, 40 Think It Over, 19, 35, 47 Put It All Together: Projects (Written, Oral, and Visual), 52–53 Teacher Edition: Comprehension Check, T16, T18, T32, T44 Reteach, T17, T31, T45 Scaffolding, T5 Check Up, T15, T43


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

Response to Reading, pp. 45, 105, 135 • Writing Assignment, pp. 28–31, 78–81, 128–131 • Performance-Based Assessment: A New Scene

(Language Arts: create a new scene), pp. 142–149

Module B Planner (informative), pp. 156–157 • Independent Reading Practice: Writing in

Response to Reading, pp. 185, 235, 275 • Writing Assignment, pp. 178–181, 218–221,

268–271 • Performance-Based Assessment: Rural

Communities (Social Studies: Explore rural communities), pp. 282–289

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: Grammar and Writing: Write!, 23, 37, 51 Writing Workshop: 56–58 Put It All Together: Projects (Written, Oral, and Visual), 52–53 Listening and Speaking Workshop, 54–55


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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. 2–5 • Benchmark Vocabulary, pp. 34, 84, 134 • Language Analysis, pp. 25, 135 Module B Vocabulary to Unlock the Text, pp. 152–155 • Benchmark Vocabulary, pp. 184, 234, 274 • Language Analysis, pp. 165, 205

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: Vocabulary: Sight Words & Story Words, 10, 24, 38 Highlighted Sight Words & Key Words, 14, 29, 46 Teacher Edition Build Vocabulary, T17, T19, T33


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Unit 2 Making Decisions Growing Up



Module A Planner (narrative), pp. 6–7 • Alexander, Who Used to Be Rich Last Sunday, pp.

12–41, 72–101, 112–141 • A Chair for My Mother, pp. 42–71, 102–141 Module B Planner (expository), pp. 156–157 • Do I Need It? Or Do I Want It?, pp. 162–221 • I Wanna Iguana, pp. 222–281

Reading 1: Literature/ Short Story Spot Is a Pal, pp. 70–77 Reading 2: Literature/Short Story The Ugly Duckling, pp. 82–91 A Closer Look: Informative Text Fairy Tales, pp. 92–93 Reading 3: Literature/Short Story Fun on a Hot Day, pp. 98–105


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

of a story helps them comprehend the text, pp. 12–13, 72–73, 112–113

• Writers understand that use of details, descriptive language, and dialogue enhances writing, pp. 32–41, 82–91, 128–131

• Learners will explore content to understand that people make decisions based on their needs and wants, pp. 22–23, 92–93, 132–133

• Independent Reading: Suggested Texts, pp. 8–9 (includes additional texts focusing on structure and economics)

• Small Group Center Ideas, pp. 10–11 (Economics: examine needs and wants & saving money)

• Performance-Based Assessment: Decision Stories (Economics: story about buying something), pp. 142–149

Module B Big Ideas & Essential Questions (expository), pp. 156–157 • Readers understand that questions help clarify

and extend ideas, pp. 162–163, 222–223, 262–263

• Writers understand that authors use details and facts to support an opinion, pp. 198–201, 248–251

• Learners will explore content to understand that people make decisions based on their needs, wants, and availability of resources, pp. 182–183, 212–213, 272–273

• Independent Reading: Suggested Texts, pp. 158–159 (texts focusing on economics)

Student/Teacher Edition: The Big Question, 61 Build Unit Background & Your Turn, 62–63 Sing about (unit topic), 64–65 Vocabulary: Sight Words & Story Words, 68, 80, 96 Grammar and Writing: Write!, 79, 95, 107 Writing Workshop: 112–114 Put It All Together: Projects (Written, Oral, and Visual), 108–109 Listening and Speaking Workshop, 110–111 Teacher Edition: Link to Social Studies, T102 Science Link, T75 Further Reading, T108


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(Continued) • Small Group Center Ideas, pp. 160–161

(Economics: make a budget) • Performance-Based Assessment: Decision

Makers (Social Studies: opinion piece on wants), pp. 282–289

• Anchor Texts and other selections focus on social studies: see Do I Need It? Or Do I Want It?, pp. 162–221; I Wanna Iguana, pp. 222–281



Module A Lexile Levels (narrative text), p. 1 • Close Reading, pp. 33, 83, 123 • Focused Reading Instruction, pp. 14–15, 64–65,





Student/Teacher Edition: Reading Strategy, 70, 82, 98 Fluency, 115 Teacher Edition: Model the Reading Strategy, T72, T100 SIOP in Practice, T71, T83, T99 Leveled Support, T64, T70, T84, T98 Scaffolding, T75, T86 AIMSweb Progress Monitoring, T72, T89 Accelerate Language Development, T88, T100 SELP2 Assessment, T83, T85, T101 Further Reading, T108


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Module A Planner (narrative), pp. 6–7 • Text-Based Conversation & Team Talk, 44, 94,

114 • Independent Reading Practice: Writing in







215, 264–265

Student/Teacher Edition: Highlighted Sight Words & Key Words, 12, 13, 44, 45 Think It Over, 77, 91, 105 Put It All Together: Projects (Written, Oral, and Visual), 108–109 Teacher Edition: Comprehension Check, T74, T86, T102 Reteach, T75, T91 Scaffolding, T86 Check Up, T73, T85, T101


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

Response to Reading, pp. 35, 85, 115 • Writing Assignment, pp. 38–41, 88–91, 108–111 • Performance-Based Assessment: Decision Stories

(Economics: story about buying something), pp. 142–149



265–271 • Performance-Based Assessment: Decision

Makers (Social Studies: opinion piece on wants), pp. 282–289

Student/Teacher Edition: Grammar and Writing: Write!, 79, 95, 107 Writing Workshop: 112–114 Put It All Together: Projects (Written, Oral, and Visual), 108–109 Listening and Speaking Workshop, 110–111


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Module A Vocabulary to Unlock the Text, pp. 2–5 • Benchmark Vocabulary, pp. 24, 44, 104 • Language Analysis, pp. 45, 65, 125 Module B Vocabulary to Unlock the Text, pp. 152–155 • Benchmark Vocabulary, pp. 164, 224, 254 • Language Analysis, pp. 185, 215

Student/Teacher Edition: Vocabulary: Sight Words & Story Words, 68, 80, 96 Highlighted Sight Words & Key Words, 72, 85, 103 Teacher Edition Build Vocabulary, T75, T76, T87


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Unit 3 Building Ideas What We Like



Module A Planner (narrative), pp. 8–9 • Theodore Roosevelt: The Adventurous President,

pp. 12–71 • Poetry: “Lincoln”, pp. 72–81 • Marching With Aunt Susan, pp. 82–141 Module B Planner (expository), pp. 156–157 • The Man Who Made Parks, pp. 162–221 • City Green, pp. 222–261 • Text Collection: City Trees” and “Stone Bench”,

pp. 262–271

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: Literature/Realistic Fiction A Special Time, pp. 126–135 Reading 2: Literature/Short Story Who Woke Up?, pp. 140–149 Reading 3: Literature/Poems Playing Games, pp. 154–163 A Closer Look: Informative Text Playing Ball, pp. 164–165


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Module A Big Ideas & Essential Questions (narrative), pp. 6–7 • Readers understand the role text features and

text structures play in reading informational texts, pp. 12–13, 52–53

• Writers understand that incorporating multiple resources make research-based writing stronger, pp. 38–41, 88–91, 128–131

• Learners will explore content to understand that researchers build ideas from multiple texts, pp.22–23, 72–73, 132–133

• Independent Reading: Suggested Texts, pp. 8–9 (Social Science: includes material focusing on people making a difference)

• Small Group Center Ideas, pp. 10–11 (Social Studies: research a president)

• Performance-Based Assessment: Biographical Sketches (Social studies: research and write about a person in American history), pp. 142–149

Module B Big Ideas & Essential Questions (expository), pp. 156–157 • Readers understand the value of biographical

narrative as a lens into learning about historical events and time periods, pp. 162–163, 182–183

• Writers understand that facts and definitions help develop points in writing, pp. 178–181, 228–231, 278–281

• Learners will explore content to understand that turning an idea into action requires determination and hard work, pp. 192–193, 232–233, 272–273

Student/Teacher Edition: The Big Question, 117 Build Unit Background & Your Turn, 118–119 Sing about (unit topic), 120–121 Vocabulary: Sight Words & Story Words, 124, 138, 152 Grammar and Writing: Write!, 137, 151, 167 Writing Workshop: 172–174 Put It All Together: Projects (Written, Oral, and Visual), 168–169 Listening and Speaking Workshop, 170–171 Teacher Edition: Link to Social Studies, T134, T146 Link to Math, T149 Further Reading, T168


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(Continued) • Independent Reading: Suggested Texts, pp.

158–159 (Social Studies: read other biographies) • Small Group Center Ideas, pp. 160–161 (Science

and Social Studies: research people who made contributions)

• Performance-Based Assessment: Parks for the People (Social Studies: design a park), pp. 282–289

• Anchor Texts and other selections focus on social studies: The Man Who Made Parks, pp. 162–221; City Green, pp. 222–261; Text Collection: City Trees” and “Stone Bench”, pp. 262–271


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Student/Teacher Edition: Reading Strategy, 126, 140, 154 Fluency, 175 Teacher Edition: SIOP in Practice, T127, T141 Leveled Support, T126, T130, T142 Scaffolding, T159 AIMSweb Progress Monitoring, T133, T159 Accelerate Language Development, T142 SELP2 Assessment, T127, T143, T161 Further Reading, T168


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Module A Planner (narrative), pp. 6–7 • Text-Based Conversation & Team Talk, pp. 14,








225, 274–275

Student/Teacher Edition: Reading Strategy, 126, 140, 154 Think It Over, 135, 149, 163 Put It All Together: Projects (Written, Oral, and Visual), 168–169 Teacher Edition: Comprehension Check, T130, T144, T158 Reteach, T131, 161 Scaffolding, T127 Check Up, T129, T143



Response to Reading, pp. 45, 105, 135 • Writing Assignment, pp. 28–31, 78–81, 128–131 • Performance-Based Assessment: Biographical

Sketches (Social studies: research and write about a person in American history), pp. 142–149



268–271 • Performance-Based Assessment: Parks for the

People (Social Studies: design and write about a park), pp. 282–289



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Module A Vocabulary to Unlock the Text, pp. 4–5 • Benchmark Vocabulary, pp. 34, 84, 134 • Language Analysis, pp. 35, 65 Module B Vocabulary to Unlock the Text, pp. 152–155 • Benchmark Vocabulary, pp. 184, 234, 274 • Language Analysis, pp. 175, 195



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Unit 4 Facing Challenges and Change Then and Now



Module A Planner (narrative), pp. 8–9 • The Earth Dragon Awakes, pp. 12–81 • Seek the Sun, pp. 82–141 Module B Planner (expository), pp. 156–157 • Planet Earth, pp. 162–211 • Danger! Earthquakes, pp. 212–281

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/ Social Studies Times Change, pp. 186–193 A Closer Look: Informative Text Changing Times, pp. 195–195 Reading 2: Informational Text/ Social Studies Ice Cream Cones, pp. 200–209 Reading 3: Informational Text/ Social Studies Lady Bird Johnson, pp. 214–223


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Module A Big Ideas & Essential Questions (narrative), pp. 6–7 • Readers understand that characters face

challenges in stories, pp. 22–23, 42–43, 92–93 • Writers understand that a character’s actions,

thoughts, and feelings are revealed through details, pp. 18–21, 88–91, 128–131

• Learners will explore content to understand that facing challenges leads to change, pp. 52–53, 72–73, 132–133

• Independent Reading: Suggested Texts, pp. 8–9 (Social Studies: includes texts about characters facing challenges)

• Small Group Center Ideas, pp. 10–11 (Social Studies: research another culture)

• Performance-Based Assessment: Point of View (Culture: write a narrative from a different point of view), pp. 142–149

Module B Big Ideas & Essential Questions (expository), pp. 156–157 • Readers understand ideas and information are

connected in informational texts, pp. 162–163, 202–203, 272–273

• Writers understand that informational writing is supported by facts and definitions, pp. 178–181, 228–231

• Learners explore content to understand that change can happen quickly and create challenges, pp. 192–193, 232–233, 252–253

• Independent Reading: Suggested Texts, pp. 158–159 (includes additional science and social studies texts)

Student/Teacher Edition: The Big Question, 177 Build Unit Background & Your Turn, 178–179 Sing about (unit topic), 180–181 Vocabulary: Sight Words & Story Words, 184, 198, 212 Grammar and Writing: Write!, 197, 211, 225 Writing Workshop: 230–232 Put It All Together: Projects (Written, Oral, and Visual), 226–227 Listening and Speaking Workshop, 228–229 Teacher Edition: Link to Social Studies, T206 Link to Math, T194 Further Reading, T226


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(Continued) • Small Group Center Ideas, pp. 160–161 (Science

and Social Studies: explore quick changes) • Performance-Based Assessment: In the News

(Science: report on a natural event), pp. 282–289

• Anchor Texts and other selections focus on science: see Planet Earth, pp. 162–211; Danger! Earthquakes, pp. 212–281








Student/Teacher Edition: Reading Strategy, 186, 200, 214 Fluency, 233 Teacher Edition: SIOP in Practice, T189, T205, T217 Leveled Support, T188, T202, T2016 Scaffolding, T220 AIMSweb Progress Monitoring, T189, T209, T219 Accelerate Language Development, T190, T203, T217 SELP2 Assessment, T207, T221 Further Reading, T226


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Module A Planner (narrative), pp. 6–7 • Text-Based Conversation & Team Talk, 44, 94,








215, 264–265

Student/Teacher Edition: Reading Strategy, 186, 200, 214 Think It Over, 193, 209, 223 Put It All Together: Projects (Written, Oral, and Visual), 226–227 Teacher Edition: Comprehension Check, T190, T204, T218 Reteach, T221 Scaffolding, T191, T205, T222 Check Up, T189, T203, T217



Response to Reading, pp. 35, 85, 115 • Writing Assignment, pp. 38–41, 88–91, 108–111 • Performance-Based Assessment: Point of View

(Culture: write a narrative from a different point of view), pp. 142–149



265–271 • Performance-Based Assessment: In the News

(Science: report on a natural event), pp. 282–289



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Student/Teacher Edition: Vocabulary: Sight Words & Story Words, 184, 198, 212 Highlighted Sight Words & Key Words, 190, 205, 217 Teacher Edition Build Vocabulary, T205


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Unit 5 Pioneering New Ideas and New Worlds Plants and Animals



Module A Planner (informational text), pp. 8–9 • Seed by Seed, pp. 12–71 • Johnny Appleseed, pp. 72–141 Module B Planner (informational and literary text), pp. 156–157 • Pioneers to the West, pp. 162–221 • Going West, pp. 222–281

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 What Lives in a Tree?, pp. 244–251 A Closer Look: Informative Text Trees, pp. 252–253 Reading 2: Literature/Short Story Sue the Tadpole, pp. 258–271 Reading 3: Informational Text/Science Ecosystems, Plants, and Animals of South Texas, pp. 276–283


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Module A Big Ideas & Essential Questions (informational text), pp. 6–7 • Readers understand that texts on the same

topic have similarities and differences, pp. 112–113, 132–133

• Writers understand that biographies tell the story of a person’s journey and include actions, thoughts, and feelings, pp. 28–31, 78–81, 88–91

• Learners will explore content to understand that personal journeys impact historical development and change in communities, pp. 42–43, 62–63, 102–103

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

• Small Group Center Ideas, pp. 10–11 (Social Studies: Research pioneers of history)

• Performance-Based Assessment: The Lessons of Johnny Appleseed (Social Studies: research on five steps), pp. 142–149

Module B Big Ideas & Essential Questions (informational and literary text), pp. 156–157 • Readers will identify and understand the central

message of a text, pp. 242–243, 252–253 • Writers will create narratives about people’s

journeys to settle in new places, pp. 168–171, 208–211, 218–221

• Learners will explore content to understand how journeys have affected communities, pp. 172–173, 232–233, 272–273

• Independent Reading: Suggested Texts, pp. 158–159 (includes additional texts about pioneers)

• Small Group Center Ideas, pp. 160–161 (Social Studies: research pioneers and journeys)

Student/Teacher Edition: The Big Question, 235 Build Unit Background & Your Turn, 236–237 Sing about (unit topic), 238–239 Vocabulary: Sight Words & Story Words, 242, 256, 274 Grammar and Writing: Write!, 255, 273, 285 Writing Workshop: 290–292, 344–346 Put It All Together: Projects (Written, Oral, and Visual), 286–287 Listening and Speaking Workshop, 288–289 Teacher Edition: Link to Art, T264 Link to Science, T252, T259 Link to Social Studies, T280 Further Reading, T286


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(Continued) • Performance-Based Assessment: New Lands

(Social Studies: narratives on the journeys of pioneers), pp. 282–289

• Anchor Texts and other selections focus on social studies: see Pioneers to the West, pp. 162–221; Going West, pp. 222–281



Module A Lexile Levels (informational text), p. 1 • Close Reading, pp. 13, 63, 113 • Focused Reading Instruction, pp. 24–25, 74–75,


127 • Independent Reading, p. 9 Module B Lexile Levels (informational and literary text), pp. 151 • Close Reading, pp. 163, 213, 263 • Focused Reading Instruction, pp. 174–175, 224–



Student/Teacher Edition: Reading Strategy, 244, 258, 276 Fluency, 293 Teacher Edition: SIOP in Practice, T247, T267, T277 Leveled Support, T246, T268 Scaffolding, T249 AIMSweb Progress Monitoring, T247, T269, t281 Accelerate Language Development, T246, T260 SELP2 Assessment, T247, T259 Further Reading, T286


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Module A Planner (informational text), pp. 6–7 • Text-Based Conversation & Team Talk, pp. 14,




124–125 Module B Planner (informational and literary text), pp. 156–157 • Text-Based Conversation & Team Talk, pp. 164,




225, 274–275

Student/Teacher Edition: Reading Strategy, 244, 258, 276 Think It Over, 251, 271, 283 Put It All Together: Projects (Written, Oral, and Visual), 286–287 Teacher Edition: Comprehension Check, T248, T262 Scaffolding, T253, T264, T268, T280 Check Up, T247, T249, T261


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

Response to Reading, pp. 45, 105, 135 • Writing Assignment, pp. 28–31, 78–81, 128–131 • Performance-Based Assessment: The Lessons of

Johnny Appleseed (Social Studies: research on five steps), pp. 142–149

Module B Planner (informational and literary text), pp. 156–157 • Independent Reading Practice: Writing in


268–271 • Performance-Based Assessment: New Lands

(Social Studies: narratives on the journeys of pioneers), pp. 282–289






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Unit 6 Changing the World Different Places



Module A Planner (literary and informational text), pp. 8–9 • Seeds of Change: Planting a Path to Peace, pp.

12–71 • On Meadowview Street, 72–111 Module B Planner (expository), pp. 156–157 • Alfred Nobel: The Man Behind the Peace Prize,

pp. 162–221 • A Picture Book of Eleanor Roosevelt, pp. 222–

281

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/ Social Studies Pen Pals, pp. 304–309 Reading 2: Informational Text/ Social Studies Schools Around the World, pp. 314–323 A Closer Look: Informative Text School Children Around the World, pp. 324–325 Reading 3: Informational Text/ Social Studies Time at School and at Home, pp. 330–337


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Module A Big Ideas & Essential Questions (literary and informational text), pp. 6–7 • Readers understand that people respond to

major events and challenges, pp. 12–13, 22–23, 72–73

• Writers understand that opinions and reasons are connected, pp. 38–41, 48–51, 88–91

• Learners will explore content to understand that people can change the world with persistence and commitment, pp. 52–53, 92–93, 132–133

• Independent Reading: Suggested Texts, pp. 8–9 (includes literary and social studies texts)

• Small Group Center Ideas, pp. 10–11 (Social Studies: research a person who changed world)

• Performance-Based Assessment: Book Review (Social science: opinion piece on changes in a community), pp. 142–149

Module B Big Ideas & Essential Questions (expository), pp. 156–157 • Readers understand an author’s purpose by

identifying what the author wants to answer, explain, or describe, pp. 162–163, 172–173, 222–223

• Writers understand that authors use details and facts to support an opinion, pp. 19–88–191, 218–221, 268–271

• Learners will explore content to understand that cause-and-effect relationships impact communities, pp. 212–213, 262–263, 272–273

• Independent Reading: Suggested Texts, pp. 158–159 (includes additional social studies texts)

• Small Group Center Ideas, pp. 160–161 (Social Studies: research a Nobel prize winner or a first lady)

Student/Teacher Edition: The Big Question, 295 Build Unit Background & Your Turn, 296–297 Sing about (unit topic), 298–299 Vocabulary: Sight Words & Story Words, 302, 312, 328 Grammar and Writing: Write!, 311, 327, 339 Writing Workshop: 344–346 Put It All Together: Projects (Written, Oral, and Visual), 340–341 Listening and Speaking Workshop, 342–343 Teacher Edition: Link to Social Studies, T321 Further Reading, T340


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(Continued) • Performance-Based Assessment: Agreeing or

Disagreeing with an Author (Social Studies: opinion piece on Alfred Nobel or Eleanor Roosevelt), pp. 282–289

• Anchor Texts and other selections focus on social studies and civics: see Alfred Nobel: The Man Behind the Peace Prize, pp. 162–221; A Picture Book of Eleanor Roosevelt, pp. 222–281



Module A Lexile Levels (literary and informational text), p. 1 • Close Reading, pp. 33, 83, 123 • Focused Reading Instruction, pp. 14–15, 64–65,





Student/Teacher Edition: Reading Strategy, 304, 314, 330 Fluency, 347 Teacher Edition: SIOP in Practice, T305, T315, T333 Leveled Support, T306, T316, T322, T332 Scaffolding, T322 AIMSweb Progress Monitoring, T321, T333 SELP2 Assessment, T309, T315, T335 Further Reading, T340


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Module A Planner (literary and informational text), pp. 6–7 • Text-Based Conversation & Team Talk, 44, 94,








215, 264–265

Student/Teacher Edition: Reading Strategy, 304, 314, 330 Think It Over, 309, 323, 337 Put It All Together: Projects (Written, Oral, and Visual), 340–341 Teacher Edition: Comprehension Check, T308, T318, T334 Scaffolding, T320, T322, T334 Check Up, T307, 317, T333


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Module A Planner (literary and informational text), pp. 6–7 • Independent Reading Practice: Writing in

Response to Reading, pp. 35, 85, 115 • Writing Assignment, pp. 38–41, 88–91, 108–111 • Performance-Based Assessment: Book Review

(Social science: opinion piece on changes in a community), pp. 142–149



265–271 • Performance-Based Assessment: Agreeing or

Disagreeing with an Author (Social Studies: opinion piece on Alfred Nobel or Eleanor Roosevelt), pp. 282–289




Student/Teacher Edition: Vocabulary: Sight Words & Story Words, 302, 312, 328 Highlighted Sight Words & Key Words, 306, 316, 335 Teacher Edition Build Vocabulary, T308

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Pearson ReadyGEN - pearsonschool.com · A Correlation of Pearson ReadyGEN, ... reciprocity between reading and writing to promote student thinking and understanding through ... The