Good Habits Great Readers Guided Reading. Correlated to the New Jersey Core Curriculum Content Standards Language Arts Literacy Grades K-5

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1 Good Habits Great Readers Guided Reading Grades K-5 Copyright 2010 Pearson Education, Inc. or its affiliate(s). All rights reserved.

2 New Jersey Core Curriculum Content Standards Language Arts Literacy Kindergarten 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. 3.1.K A: Concepts About Print 3.1.K A.1: Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment). 3.1.K A.2: Distinguish letters from words. 3.1.K A.3: Recognize that words are separated by spaces. 3.1.K A.4: Follow words left to right and from top to bottom. 3.1.K A.5: Recognize that print represents spoken language. 3.1.K A.6: Demonstrate understanding of the function of a book and its parts, including front and back and title page. 3.1.K B: Phonological Awareness 3.1.K B.1: Demonstrate understanding that spoken words consist of sequences of phonemes. 3.1.K B.2: Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds. 3.1.K B.3: Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle). 3.1.K B.4: Learn many, though not all, oneto-one letter-sound correspondences. 3.1.K B.5: Given a spoken word, produce another word that rhymes with it. 3.1.K C: Decoding and Word Recognition 3.1.K C.1: Recognize some words by sight. 3.1.K C.2: Recognize and name most uppercase and lowercase letters of the alphabet. 3.1.K C.3: Recognize and read one's name. Activities throughout connect speech to words, including Phonics Mini-lessons in each Teaching Plan and Digging Deeper throughout. See examples: Level 1: Teaching Plan (TP) 2, 13, 14, 16; Level 2: TP 1 See Phonics Lessons throughout. Examples: Level 1: TP 2, 3, 4, 6; Level 2: TP 1, 3, 6, 8, 9, 10 Can be monitored by teacher Level 1: TP 4, 9, 11 Activities throughout connect speech to words, including Phonics Mini-lessons in each Teaching Plan and Digging Deeper activity throughout. See examples: Level 1: TP 2, 3, 4, 6, 7, 10, 20 Focus Attention exercises in the Before Reading section of each Teaching Plan begins by teacher led discussion of the book and its parts, specifically but not limited to the front and back. Almost every Phonics Mini-lesson in each Teaching Plan contains instruction and activities regarding phoneme detection and sequence. See the following examples: Level 1: TP 2, 4, 6, 7; Level 2: TP 8, 9, 10, 11, 12; Level 3: TP 1, 2, 3, 4, 5; Level 4: TP 4, 5, 8, 9 See examples in Phonics Mini-lessons and Further Instruction activities throughout: Level 1: TP 1, 5; Level 2: TP 4, 7, 23; Level 3: TP 3, 20; Level 4: TP 7, 11, 14, 18, 19 In Phonics Mini-lessons, focus is on the position of word sounds. See the following examples: Level 1: TP 1, 2, 3, 5; Level 2: TP 1, 2, 3; Level 3: TP 1, 3, 4, 9; Level 4: TP 1, 4, 5, 6 See Phonics Mini-lessons throughout See the following examples: Phonics Mini-Lessons in Level 1: TP 5; Level 2: TP 4, 7, 23; Level 3: TP 8, 15, 20 Digging Deeper in Level 2: TP 1, 8, 15, 21, 23, 25; Level 3: TP 3; Level 4: TP 7 The Focus Attention section of the Before Reading unit in each Teaching Plan throughout ends with instruction involving high frequency sight words. Letter identification is incorporated in activities throughout; specific instruction regarding upper- and lower-case letters is found in Digging Deeper: Level 1: TP 12, 19; Level 3: TP 13 Can be monitored by teacher Kindergarten 1

3 3.1.K D: Fluency 3.1.K D.1: Practice reading behaviors such as retelling, reenacting, or dramatizing stories. 3.1.K D.2: Recognize when a simple text fails to make sense when listening to a story read aloud. 3.1.K D.3: Attempt to follow along in book while listening to a story read aloud. 3.1.K D.4: Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books). Good Habits Great Readers Guided Reading See the following examples: Level 1: TP 1, 8; Level 2: TP 20, 22, 24; Level 3: TP 9, 10, 19; Level 4: TP 5, 11 See During Reading questions throughout. Examples: Level 1: TP 8; Level 2: TP 24; Level 3: TP 1; Level 4: TP 6, 16 See During Reading section of each Teaching Plan throughout. Examples: Literary texts: Level 1: TP 5, 16; Level 2: TP 23; Level 3: TP 3, 19, 20; Level 4: TP 12 Functional texts: Level 1: TP 4, 12; Level 2: TP 3, 13, 21, 24: Level 3: TP 4, 5, 8, 9, 16, 17; Level 4: TP 2, 4, 7, 9, K E: Reading Strategies (before, during, and after reading) 3.1.K E.1: Begin to track or follow print Additional focus on left to when listening to a familiar text being read. right and top to bottom is found in Revisiting the Text exercises. See the following examples: Level 1: TP 4, 9, K E.2: Think ahead and make simple predictions about text. 3.1.K E.3: Use picture clues to aid understanding of story content. 3.1.K E.4: Relate personal experiences to story characters' experiences, language, customs, and cultures with assistance from teacher. 3.1.K E.5: "Read" familiar texts from memory, not necessarily verbatim from the print alone. 3.1.K F: Vocabulary and Concept Development 3.1.K F.1: Continue to develop a vocabulary through meaningful, concrete experiences. 3.1.K F.2: Identify and sort words in basic categories. 3.1.K F.3: Explain meanings of common signs and symbols. 3.1.K F.4: Use new vocabulary and grammatical construction in own speech. See the following examples: Level 1: TP 2; Level 2: TP 1, 5, 6, 9, 17; Level 3: TP 3, 11, 15 See the following examples: Level 1: TP 3, 5, 6, 12, 13; Level 2: TP 17, 25; Level 3: TP 7, 10, 19; Level 4: TP 8 See the following examples: Level 1: TP 4, 13, 14, 18, 19, 20; Level 2: TP 1, 2, 3, 4, 10, 11, 12, 13, 15; Level 3: TP 3, 4, 9, 10, 11, 12; Level 4: TP 6, 8, 9, 10, 13 See Revisiting the Text activities in Options for Further Instruction throughout. Throughout. See examples of specific vocabulary exercises: Level 2: TP 5, 6, 10, 11, 13, 16, 18, 19, 23; Level 3: TP 2, 4, 6, 7, 9, 11, 12, 13, 15, 16; Level 4: TP 1, 2, 3, 4, 5, 6, 8 See the following examples: Level 1: TP 2, 4, 10, 13, 17; Level 2: TP 3, 4, 5, 8, 11, 14; Level 3: TP 1, 2, 3, 5, 9, 16; Level 4: TP 1, 3, 4, 5, 6, 7, 8 Level 2: TP 12 See also Options for Further Instruction exercises throughout. Examples: Level 1: TP 9, 10, 11, 12; Level 2: TP 2, 4, 5, 6, 8; Level 3: TP 1, 2, 4, 7; Level 4: TP1, 2, 3, 4, K G: Comprehension Skills and Response to Text 3.1.K G.1: Respond to a variety of poems See the following examples: and stories through movement, art, music, Level 2: TP 5, 22; Level 3: 1, 5; Level 4: 3, 6, 14, 18 and drama. 3.1.K G.2: Verbally identify the main character, setting, and important events in a story read aloud. See the following examples: Level 1: TP 6, 8, 10, 14, 16; Level 2: TP 4, 9, 10, 22; Level 3: TP 14, 15, 18, 19; Level 4: TP 6, 15 Kindergarten 2

4 3.1.K G.3: Identify favorite books and Level 3: TP 13 stories. 3.1.K G.4: Retell a story read aloud using main characters and events. 3.1.K G.5: Participate in shared reading experiences. 3.1.K G.6: Make predictions based on illustrations or portions of stories. 3.1.K H: Inquiry and Research 3.1.K H.1: Locate and know the purposes for various literacy areas of the classroom and the library/media center. 3.1.K H.2: Choose books related to topics of interest. See the following examples: Level 1: TP 1, 8; Level 2: TP 20, 22, 24; Level 3: TP 9, 10, 19; Level 4: TP 5, 11 Throughout See the following examples: Level 1: TP 2; Level 2: TP 1, 5, 6, 9, 17, 20; Level 3: TP 2, 11, 15 Eighty-five grade-appropriate books are included on this level, exposing students to a wide range of fiction and nonfiction and helping them develop specific interests and tastes in reading. 3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.K A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3.2.K A.1: Recognize that thoughts and talk Can be discussed throughout as students see words written can be written down in words. by others and as they complete writing worksheets. 3.2.K A.2: Observe the teacher modeling writing. 3.2.K A.3: Generate and share ideas and experiences for a story. 3.2.K A.4: Attempt to put ideas into writing using pictures, developmental spelling, or conventional text. 3.2.K A.5: Write (print) own first and last name. 3.2.K A.6: Participate in group writing activities such as experience stories, interactive writing, and shared writing. 3.2.K A.7: Begin to sequence story events for writing using pictures, developmental spelling, or conventional text. See the following examples: Level 1: TP 1 (Phonics), 2 (Discuss the Text), 7 (Phonics) Level 2: TP 1 (Phonics), 4 (Digging Deeper), 5 (Digging Deeper) Level 3: TP 2 (ESL/ELL Support), 3 (ESL/ELL Support), 4 (Digging Deeper), 9 (Digging Deeper) Level 4: TP 2 (Digging Deeper), 3 (Phonics), 4 (Phonics), 5 (Digging Deeper) Many of the After Reading activities in each Teaching Plan can be used to generate and share ideas and experiences for a story. See specifically the Make Connections activities throughout. Examples: Level 1: TP 1, 4, 12, 13; Level 2: TP 1, 2, 3, 4; Level 3: TP 3, 4, 9, 10; Level 4: TP 2, 3, 6, 8 On the back of each Teaching Plan is Reading Reproducible Worksheet that includes a sentence prompt and a space for a student drawing. Reading Reproducible Worksheets include a line where students can write their name. Many of the After Reading activities in each Teaching Plan can be used to generate and share ideas and experiences for a story. See specifically the Make Connections activities throughout. Examples: Level 1: TP 1, 4, 12, 13; Level 2: TP 1, 2, 3, 4; Level 3: TP 3, 4, 9, 10; Level 4: TP 2, 3, 6, 8 See examples of related activities: Level 1: TP 11; Level 2: TP 6, 22; Level 3: TP 6, 15; Level 4: TP 9, K B: Writing as a Product (resulting in work samples) 3.2.K B.1: Show and talk about work See Reading Reproducible Worksheets on the back page of samples containing pictures, developmental each Teaching Plan. spelling, or conventional text. Kindergarten 3

5 3.2.K B.2: Begin to collect favorite work Reading Reproducible Worksheets can be used for this samples to place in personal writing folder. activity. 3.2.K C: Mechanics, Spelling, and Handwriting 3.2.K C.1: Use letter/sound knowledge in Letter/sound knowledge is the focus of Mini-lessons in each attempting to write (print) some words. lesson throughout. 3.2.K C.2: Spell own name. Reading Reproducible Worksheets include a line where students can write their name. 3.2.K C.3: Recognize and begin to use leftto-right and top-to-bottom directionality and spacing between words when writing. 3.2.K C.4: Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes. 3.2.K C.5: Write all uppercase and lowercase letters of the alphabet from teacher copy. See related material: Level 1: TP 4, 9, 11 See also supporting material: Level 1: TP 12, 19; Level 2: TP 5, 15; Level 3: TP K D: Writing Forms, Audiences, and Purposes (exploring a variety of writing) 3.2.K D.1: Communicate personal response After Reading discussion activities are included in each to literature through drawing, telling, or Teaching Plan. writing. Students draw and write in response to literature on Reading Reproducible Worksheets throughout. 3.2.K D.2: Show and talk about favorite work samples (drawing or writing) with teacher and family. 3.3: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.3.K A: Discussion 3.3.K A.1: Share experiences and express ideas. 3.3.K A.2: Participate in conversations with peers and adults. 3.3.K A.3: React to stories, poems, and songs. Before and After Reading activities throughout give students many opportunities to share experiences and discuss ideas. See the following examples: Level 1: TP 1, 2, 4, 9; Level 2: TP 1, 2, 3, 10; Level 3: TP 2, 3, 4, 6; Level 4: TP 1, 2, 4, 5 Before and After Reading activities and Options for Further Instruction activities throughout give students many opportunities to converse with peers and adults. Throughout. See the following examples: Level 1: TP 5, 6, 8, 14, 16; Level 2: TP 1, 5, 9, 17, 22; Level 3: TP 2, 3, 7, 13, 20; Level 4: TP 3, 8, 11,12, K B: Questioning (Inquiry) and Contributing 3.3.K B.1: Share in conversations with Before and After Reading activities and Options for Further others. Instruction activities throughout give students many opportunities to converse with others. 3.3.K B.2: Use oral language to extend learning. 3.3.K C: Word Choice 3.3.K C.1: Use language to describe feelings, people, objects, and events. 3.3.K C.2: Suggest rhyming words during word play, songs, or read-aloud. 3.3.K D: Oral Presentation 3.3.K D.1: Sing familiar songs and rhymes to promote oral language development. Before and After Reading activities and Options for Further Instruction activities throughout give students many opportunities to use oral language to extend learning. Throughout. See the following examples: Level 1: TP 5, 9, 15, 17; Level 2: TP 3, 5, 8, 12, 25; Level 3: TP 1, 3, 4, 20; Level 4: TP 7, 20 Level 1: TP 1, 5, 16; Level 2: TP 1, 4, 7, 8, 15, 21, 23, 25; Level 3: TP 3, 8, 15, 20; Level 4: TP 7, 13, 19 See related material: Level 1: TP 1, 5, 16; Level 2: TP 1, 4, 7, 8, 15, 21, 23, 25; Level 3: TP 3, 8, 15, 20; Level 4: TP 7, 13, 19 Kindergarten 4

6 3.3.K D.2: Begin to use social conventions of Students are directed to take turns and use other social language. conventions in Options for Further Instruction exercises. See the following examples: Level 1: TP 10, 11; Level 2: TP 1, 7, 15, 18, 19; Level 3: TP 10, 12, 13, 16; Level 4: TP3, 5, 7, 11, : All students will listen actively to information from a variety of sources in a variety of situations. 3.4.K A.1: Listen fully to understand Can be monitored by teacher throughout. instructions or hear daily messages. 3.4.K A.2: Listen to identify main characters and events in stories. 3.4.K A.3: Listen to rhymes and songs to begin developing an understanding of letter/sound relationships. 3.4.K B: Listening Comprehension 3.4.K B.1: Listen attentively to books teacher reads to class. 3.4.K B.2: Answer questions correctly about books read aloud. See the following examples: Level 1: TP 6, 8, 10, 14, 16; Level 2: TP 4, 9, 10, 19, 22; Level 3: TP 15, 18, 19; Level 4: TP 3, 6, 11, 12, 15 See the following examples: Level 1: TP 5, 16; Level 2: TP 8, 15, 21, 23, 25; Level 3: 3; Level 4: 7, 13, 19 A different book is read aloud to students in each of the 85 Teaching Plans on this level. See After Reading discussion sections in each Teaching Plan throughout. 3.5: All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. 3.5.K A: Constructing Meaning 3.5.K A.1: Make predictions about visual information (e.g., pictures in books). 3.5.K A.2: Discuss favorite characters from books, film, and television. 3.5.K B: Visual and Verbal Messages 3.5.K B.1: Begin to sequence a series of pictures or images to tell a story. 3.5.K B.2: Show understanding of purpose for pictures in books. See the following examples from Before Reading sections: Level 1: TP 2, 3, 12, 13, 14, 15, 17, 18, 19, 20; Level 2: TP 1, 2, 4, 5, 6, 9, 13, 17; Level 3: TP 2, 7, 11, 15, 17; Level 4: TP 3, 5, 8, 10, 13 See examples of related material in After Reading activities: Level 1: TP 6, 8, 10, 14, 16; Level 2: 4, 9, 10, 22; Level 3: TP 14, 15, 18, 19; Level 4: TP 6, 15 See examples of related activities: Level 1: TP 11; Level 2: TP 6, 22; Level 3: TP 6, 15; Level 4: TP 9, 16 In Features of the Text sections in each Teaching Plan, students discuss and analyze illustrations and photographs on the cover and in the pages of the reading book. In addition, see the following After Reading discussions of pictures: Level 1: TP 3, 5, 6, 10, 12; Level 2: TP 17, 25; Level 3: TP 7, 10, 19; Level 4: TP 8, 12 Kindergarten 5

7 Grade 1 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension A: Concepts About Print A.1: Match oral words to printed words (e.g., pointing to print as one reads) A.2: Practice reading print in the environment at school and at home with assistance A.3: Locate and identify the title, author, and illustrator of a book or reading selection A.4: Interpret simple graphs, charts, and diagrams B: Phonological Awareness B.1: Demonstrate understanding of all sound- symbol relationships B.2: Blend or segment the phonemes of most one-syllable words B.3: Listen and identify the number of syllables in a word B.4: Merge spoken segments into a word B.5: Add, delete, or change sounds to change words (e.g., cow to how, cat to can) C: Decoding and Word Recognition C.1: Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh) C.2: Recognize and use rhyming words to reinforce decoding skills C.3: Decode regular one-syllable words and nonsense words (e.g., sit, zot) C.4: Use sound-letter correspondence knowledge to sound out unknown words when reading text C.5: Recognize high frequency words in and out of context. Can be encouraged by teacher throughout. In particular, in the Focus Attention and Vocabulary activities in the Before Reading section of each Teaching Plan throughout, specific words are presented and students are asked to find them in the text. See examples: Level 6: TP 5, 7, 9; Level 8: TP 2, 3, 5; Level 10: TP 5, 6, 7; Level 12: 2, 3, 4; Level 14: TP 10, 11, 12; Level 16: TP 11, 12, 13 Throughout. Each lesson throughout begins with a discussion of the cover of the lesson s reading book. Students identify the title, author, and illustrator (if given) of each book. See the Focus Attention activities throughout. See the following examples: Level 6: TP 16; Level 10: TP 8, 10, 22; Level 12: TP 1, 9, 12; Level 14: TP 5, 13, 18, 21; Level 16: TP 4, 7, 11 See the following examples in Phonics Mini-lessons: Level 6: TP 2, 3, 6; Level 8: TP 3, 4, 5; Level 10: TP 5, 6, 7; Level 12: TP 3, 5, 6; Level 14: TP 2, 4, 5; Level : TP 10, 11, 12 See the following examples in Phonics Mini-lessons: Level 6: TP 19; Level 8: TP 1, 5, 8, 11; Level 10: TP 5; Level 12: TP 6, 13, 18, 20; Level 14: TP 5, 9,15, 19; Level 16: TP 10, 21 Level 16: TP 3, 5, 15, 16, 19, 20 See following examples: Level 6: TP 4, 7, 19; Level 8: TP 1, 2, 5; Level 10: TP 5; Level 12: TP 17, 20, 23; Level 16: TP 12 See the following examples: Level 6: TP 1, 4, 6, 10, 16; Level 8: TP 7, 9; Level 10: TP 14; Level 12: TP 3; Level 14: TP 18; Level 16: 8, 14, 22 See the following examples: Level 6: TP 2, 3, 5, 6, 8, 10, 11; Level 8: TP 6; Level 10: TP 1, 2, 3, 6, 7 See the following examples: Level 6: TP 2, 6, 8, 11, 20; Level 8: TP 2, 3, 4, 7, 16, 22; Level 10: TP 3, 5, 6, 14, 18, 19; Level 12: TP 3, 7, 15 See Phonics Mini-lessons in each Teaching Plan throughout. See Phonics Mini-lessons in each Teaching Plan throughout. Each Focusing Attention section in the Before Reading activities ends with the introduction of several high frequency words; Grade 1 6

8 3.1.1 C.6: Decode unknown words using See Phonics Mini-lessons in each Teaching Plan basic phonetic analysis. throughout C.7: Decode unknown words using context clues D: Fluency D.1: Answer questions correctly that are posed about stories read D.2: Begin to read simple text with fluency D.3: Read with fluency both fiction and nonfiction that is grade-level appropriate E: Reading Strategies (before, during, and after reading) E.1: Use prior knowledge to make sense of text E.2: Establish a purpose for reading and adjust reading rate E.3: Use pictures as cues to check for meaning E.4: Check to see if what is being read makes sense E.5: Monitor their reading by using fixup strategies (e.g., searching for clues) E.6: Use graphic organizers to build on experiences and extend learning E.7: Begin to apply study skills strategies (e.g., survey, question, read, recite, and review-sq3r) to assist with retention and new learning F: Vocabulary and Concept Development F.1: Develop a vocabulary of high-frequency sight words and phonetically regular words. See the following examples: Level 8: TP 21; Level 10: TP 21; Level 12: TP 1, 22; Level 14: TP 12, 15; Level 16: TP 20 During and After Reading Activities provide the teacher with multiple prompts for reading query. See the following examples: Level 8: TP 5, 6, 7, 8; Level 10: TP 6, 7, 8; Level 12: TP 1, 2, 3; Level 14: TP 10, 11, 12; Level 16: TP 9, 10, 11 See the following examples in Digging Deeper activities: Level 6: TP 2, 8, 19, 22: Level 8: TP 1, 3, 5, 9; Level 10: TP 3, 12, 15; Level 12: TP 11, 13, 14; Level 14: TP 9; Level 16: TP 8, 9, 14, 22 A wide range of 132 fiction and non-fiction books is included in Guided Reading Grade 1. See the following examples in Before and After Reading activities: Level 8: TP 4, 8, 11, 13; Level 8: TP 3, 4, 11, 13; Level 10: TP 1, 3, 5, 10; Level 12: TP 2, 4, 7, 10; Level 14: TP 5, 13, 18; Level 16: TP 18 See the following examples in Before Reading activities: Level 8: TP 1, 9, 10; 16; Level 10: TP 1, 3, 7, 16; Level 12: TP 2, 6, 11, 12; Level 14: TP 6, 9, 19; Level 16: TP 7, 8, 12, 13 See the following examples in Before and After Reading activities: Level 6: TP 4, 5, 11, 16; Level 8: TP 1, 5, 7, 10; Level 10: TP 2, 8, 9, 10; Level 12: TP 3, 5, 9, 12; Level 14: TP 1, 9, 18, 20; Level 16: TP 3, 5, 10, 16 See After Reading activities throughout. See examples in Reading Reproducibles throughout: Level 6: TP 3, 5, 8, 21; Level 8: TP 6, 8, 11, 13; Level 10: TP 2, 5, 8, 18; Level 12: TP 3, 4, 6, 8; Level 14: 12, 19, 22; Level 16: 2, 5, 12 The format of each Guided Reading Teaching Plan follows a basic SQ3R format: Students begin by surveying the salient features of the text and establishing what to look for or focus on (Before Reading) Students then read the material with the teacher. (During Reading) After reading, students continue to analyze, question, and review. (After Reading) Students then extend learning to related activities (Options for Further Instruction) The Focus Attention section of the Before Reading unit in each Teaching Plan throughout ends with instruction involving high frequency sight words. Grade 1 7

9 3.1.1 F.2: Use and explain common antonyms and synonyms F.3: Comprehend common and/or specific vocabulary in informational texts and literature. Good Habits Great Readers Guided Reading See the following examples in Digging Deeper activities: Level 6: TP 1; Level 12: TP 12, 15, 21; Level 14: TP 7, 10, 14, 19; Level 16: TP 6, 7, 15 Content vocabulary is emphasized throughout. See examples in Before Reading activities: Level 6: TP 16, 20; Level 8: TP 10; Level 10: TP 1, 4, 7, 8, 22; Level 12: TP 1, 20; Level 14: TP 5, G: Comprehension Skills and Response to Text G.1: Draw simple conclusions from See the following examples in After Reading activities: information gathered from pictures, print, Level 6: TP 14, 15, 19; Level 8: TP 11, 19, 23; Level 10: and people. TP 1, 4, 7, 12; Level 12: TP 8, 10, 12, 19; Level 16: TP 4, 5, 6, G.2: Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers G.3: Sequence information learned from text into a logical order to retell facts G.4: Identify, describe, compare, and contrast the elements of plot, setting, and characters. Besides being exposed to a variety of genres of text, activities throughout specifically address understanding genre. See the examples in Before and After Reading sections: Level 6: TP 1, 5; Level 8: TP 4; Level 10: TP 2, 14, 18; Level 12: TP 6, 11, 20; Level 14: TP 1, 4, 8, 17, 20; Level 16: TP 2, 4, 5, 8 See examples in Before and After Reading sections and Options for Further Instructions: Level 6: TP 5, 14, 15, 20; Level 8: TP 2, 8, 22; Level 10: TP 11; Level 12: TP 16; Level 14: TP 5, 14, 19; Level 16: TP 8, 12, 14 See the following examples in After Reading sections: Level 6: TP 2, 3, 7, 22; Level 8: TP 6, 8, 9, 14; Level 10: TP 11, 12; Level 12: TP 2, 4, 13, 17; Level 14: TP 1, 2, 3, 17; Level 16: TP 9, 10, 16, G.5: Make simple inferences. See the following examples in Before and After Reading sections: Level 6: TP 3, 7, 20, 23; Level 8: TP 6, 13, 20; Level 10: TP 15, 19, 21; Level 12: TP 4, 5, 10; Level 14: TP 2, 3, 4, 6; Level 16: TP 1, 2, 3, G.6: Read regularly in independentlevel materials G.7: Engage in silent independent reading for specific purposes H: Inquiry and Research H.1: Ask and explore questions related to a topic of interest H.2: Draw conclusions from information and data gathered H.3: Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading. A wide range of 132 fiction and non-fiction books is included in Guided Reading Grade 1 that can be used to facilitate this goal. A wide range of 132 fiction and non-fiction books is included in Guided Reading Grade 1 that can be used to facilitate this goal. See examples in Before Reading, After Reading and Options for Further Instructions activities: Level 8: TP 1, 7; Level 10: TP 12, 13; Level 12: TP 21; Level 14: TP 1, 9; Level 16: TP 16 See examples in After Reading activities: Level 6: TP 14, 15, 19; Level 8: TP 11, 19, 23; Level 10: TP 1, 4, 7, 12; Level 12: TP 8, 10, 12, 19; Level 16: TP 4, 5, 6, 16 A wide range of 132 fiction and non-fiction books is included in Guided Reading Grade 1 that can be used to facilitate this goal. Grade 1 8

10 3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) A.1: Begin to generate ideas for writing through talking, sharing, and drawing. Writing and ESL/ELL activities in Options for Further Instruction in each Teaching Plan throughout give students the opportunity to discuss and share writing ideas. In these activities, students are often prompted to draw a picture of the ideas generated or discussed. See examples: Level 6: TP 1, 11, 16, 18; Level 8: TP 15, 23; Level 10: TP 10, 17; Level 12: TP 6; Level 14: TP 1, 5, 22 See also Before and After Reading activities throughout for talking and sharing experiences A.2: Observe the modeling of writing A.3: Begin to use a basic writing process to develop writing A.4: Use simple sentences to convey See Writing Activities in Options for Further Instruction ideas. throughout. In addition, many of the Reading Reproducible activities include writing simple sentences. See the following examples: Level 6: TP 2, 6, 20; Level 8: TP 1, 15, 21; Level 10: TP 5, 6, 10; Level 12: TP 5, 7, 13; Level 14: TP 1, 5, 9; Level 16: TP 4, 9, A.5: Increase fluency (ability to write ideas easily) to improve writing A.6: Continue to use pictures, developmental spelling or conventional text to create writing drafts A.7: Revisit pictures and writings to add detail A.8: Begin to mimic an author's voice and patterns A.9: Begin to use a simple checklist to improve writing with teacher support A.10: Begin to use simple computer writing applications during some parts of the writing process. See Writing activities and Reading Reproducible activities throughout. Examples: Level 6: TP 1, 2, 8; Level 8: TP 3, 4, 6; Level 10: TP 2, 3, 5; Level 12: TP 2, 3, 4; Level 14: TP 2, 3, 4; Level 16: TP 2,7, 8 Can be monitored by teacher Writing activities throughout encourage students to build their writing on what they have read. In addition, activities about author s craft, style and purpose help students to understand the author s voice and patterns. See the following examples in After Reading activities: Level 6: TP 1, 3, 4, 13; Level 8: TP 13, 14; Level 10: TP 3, Level 12: TP 3, 18, 22; Level 14: TP 8, 11, 12, 17; Level 16: TP 17 Also, see specific lessons on using lists: Level 6: TP 9, 12; Level 8: TP 4, 17, 19; Level 10: TP 7, 16, 21; Level 12: TP 1, 8; Level 14: TP 7; Level 16: TP B: Writing as a Product (resulting in a product or publication) B.1: Produce finished writings to share See Writing activities throughout. Examples: with class and/or for publication. Level 6: TP 18, 19, 21; Level 8: TP 3, 4, 5; Level 10: TP 3, 5, 10; Level 12: TP 7, 8, 9; Level 14: TP 1, 2, 8; Level 16: TP 2, 5, B.2: Produce stories from personal experiences. See the following examples in Writing activities: Level 6: TP 15, 17; Level 8: TP 3, 5; 12; Level 10: TP 11; Level 14: TP 4; Level 16: TP 22 Grade 1 9

11 3.2.1 B.3: Show and talk about own writing for classroom audience B.4: Collect favorite works to place in personal writing folder C: Mechanics, Spelling, and Handwriting C.1: Write all upper and lowercase letters of the alphabet from memory C.2: Begin to use basic punctuation and capitalization C.3: Apply sound/symbol relationships to writing words C.4: Use developmental spelling or phonics-based knowledge to spell independently, when necessary C.5: Develop awareness of conventional spelling C.6: Use left-to-right and top-tobottom directionality and use appropriate spacing between words. Good Habits Great Readers Guided Reading Writing activities throughout can be used for this activity. See specifically: Level 6: TP 17; Level 8: TP 5; Level 10: TP 1,7, 10, 17; Level 12: TP 14, 20; Level 14: TP 1, 2; Level 16: TP 5, 6, 19 See also Level 12: TP 1 Also, see the following: Level 10: TP 5; Level 12: TP 1 In addition, punctuation is modeled and discussed in the various reading texts. See examples in Features of This Text: Level 6: TP 1, 3, 22; Level 8: TP 1, 12; Level 10: TP 3, 14, 18; Level 12: TP 5, 17; Level 14: TP 9, 14, 17; Level 16: TP 2, 8, 10 Sound/symbol relationships are the focus of Mini-lessons in each lesson throughout. See phonics lessons in Mini-lessons throughout. See focus on high-frequency vocabulary words in each Before Reading activity throughout. In addition, phonics activities such as focus on word families and phoneme categorization/ substitution/manipulation help students to learn conventional spelling. See the following Mini-lesson examples: Level 6: TP 1, 4, 7; Level 8: TP 1, 2, 9; Level 12: TP 1, 3, 9, 11; Level 14: TP 4, 18; 21; Level 16: TP 4, 12, D: Writing Forms, Audiences, and Purposes (exploring a variety of writing) D.1: Create written texts for others to Writing activities throughout can be used for this activity. read. See specifically: Level 6: TP 17; Level 8: TP 5; Level 10: TP 1,7, 10, 17; Level 12: TP 14, 20; Level 14: TP 1, 2; Level 16: TP 5, 6, D.2: Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text. See the following examples: Level 6: TP 14; Level 8: TP 17; Level 14: TP 16, 19, 20; Level 16: TP 9, 13, 14, 21, : All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes A: Discussion (small group and whole class) A.1: Speak in complete sentences. Can be monitored by teacher A.2: Offer personal opinions in discussion and retell personal experiences A.3: Role-play situations and dramatize story events. See examples in Before and After Reading activities and in Options for Further Instruction activities: Level 8: TP 4, 5, 12; Level 10: TP 8, 13; Level 12: TP 5, 8; Level 14: TP 4, 10, 21; Level 16: TP 14, 22 See examples in Options for Further Instruction activities: Level 8: TP 1, 11, 14, 15; Level 10: TP 12, 20; Level 12: TP 11; Level14: TP 9; Level 16: TP 2, 9 Grade 1 10

12 3.3.1 B: Questioning (Inquiry) and Contributing B.1: Respond to ideas and questions See After Reading activities throughout. posed by others B.2: Ask and answer various types of questions C: Word Choice C.1: Attempt to use new vocabulary learned from shared literature and classroom experiences C.2: Use descriptive words to clarify and extend ideas D: Oral Presentation D.1: Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes) D.2: Participate in choral reading to develop phonemic awareness, oral language, and fluency D.3: Retell a story to check for understanding D.4: Read aloud from developmentally appropriate texts with attention to expression. See the following examples in Before Reading, After Reading, and Options for Further Instruction activities: Level 8: TP 1, 7, 22, 23; Level 10: TP 13, 18; Level 12: TP 21; Level 14: TP 1, 20; Level 16: TP 16 See Vocabulary exercises in the Before Reading section of each Teaching Plan. These exercises include a variety of activities that give an in-depth look at some of the vocabulary words listed in the Focus for Instruction area on the front page of the teaching plan. This section also contains definitions for other key vocabulary words. See examples in Options for Further Instruction exercises: Level 1: TP 1, 6; Level 8: TP 2, 7, 16; Level 10: TP 8, 13, 17; Level 12: TP 4, 6, 7, 9, 16, 17, 21; Level 14: TP 20, 21; Level 16: TP 9, 15, 18 Fluency activities that are included in the Digger Deeper sections of Options for Further Instruction can be adapted to fulfill this requirement. See the following examples: Level 6: TP 2, 8, 19, 22; Level 8: TP 1, 3, 5, 9; Level 10: TP 12, 15, 20; Level 12: TP 11, 13; Level 14: TP 9; Level 16: TP 8, 9, 14 See the following examples in Digging Deeper: Fluency exercises in Options for Further Instruction: Level 6: TP 8; Level 10: TP 15, 19; Level 12: TP 14 See the following examples in Before Reading, After Reading, and Options for Further Instruction activities: Level 6: TP 17; Level 8: TP 21; Level 10: TP 15; Level 12: TP 18; Level 14: TP 20 See the following examples in Options for Further instruction activities: Level 6: TP 22; Level 8: TP 14; Level 12: TP 11, 13; Level 14: TP 9; Level 16: TP 9 3.4: All students will listen actively to information from a variety of sources in a variety of situations A: Active Listening A.1: Listen and respond appropriately Can be monitored by teacher throughout. See also specific to directions. Teaching Plans that deal with directions: Level 6: TP 12; Level 8: TP 6, 17; Level 12: TP 23; Level 14: TP 7, 14, 17; Level 16: TP A.2: Listen to hear initial, final, and eventually middle sounds in words A.3: Listen to a familiar text being read to begin tracking print A.4: Listen to a spoken word to produce another word that rhymes with it. See the following examples in Phonics Mini-Lessons throughout: Level 6: TP 12, 14, 17; Level 8: TP 11; Level 10: TP 4, 5, 12, 14; Level 12: TP 2, 6, 7, 13, 15; Level 14: TP 2, 5, 7, 14; Level 16: TP 12, 13, 21 Guided Reading texts are designed to be used with small groups in which students can track print as it is read aloud to them. See the following examples in Mini-Lessons and Option for Further Instruction activities: Level 6: TP 2, 5, 6, 7, 8, 20, 21; Level 8: TP 2, 6, 7, 10; Level 10: TP 4, 14, 21; Level 14: TP 7, 11, 13, 14; Level 16: TP 10, 12, 13 Grade 1 11

13 3.4.1 B: Listening Comprehension B.1: Listen to make predictions about stories read aloud. Good Habits Great Readers Guided Reading See the following examples in Before and After Reading activities: Level 6: TP 13, 14, 16; Level 8: TP 1, 8, 21; Level 10: TP 4, 10; Level 12: TP 7, 20; Level 14: TP 14, 19; Level 16: TP B.2: Follow simple oral directions. Can be monitored by teacher throughout. See also specific Teaching Plans that deal with directions: Level 6: TP 12; Level 8: TP 6, 17; Level 12: TP 23; Level 14: TP 7, 14, 17; Level 16: TP B.3: Recall information from listening to stories, poems, television, and film B.4: Retell, reenact, or dramatize stories or parts of stories heard B.5: Respond appropriately to questions about stories read aloud B.6: Begin to track print when listening to a familiar text being read or when rereading their own writing B.7: Ask questions for clarification and explanation of stories and ideas heard. After Reading/Discuss the Texts sections provide activities or questions to help revisit the featured reading with students. Further opportunities to recall, reuse, or retell information are included in Options for Further Instruction throughout. See examples in Options for Further Instruction activities: Level 6: TP 17; Level 8: TP 1, 11, 14, 15, 17, 21; Level 10: TP 12, 15, 20; Level 12: TP 1, 18; Level 14: TP 9, 20; Level 16: TP 2, 9 After Reading/Discuss the Texts sections provide activities or questions to help students respond appropriately to the featured readings with students. Further opportunities to discuss or retell information are included in Options for Further Instruction throughout. Guided Reading texts are designed to be used with small groups in which students can track print as it is read aloud to them. See the following examples in Before Reading, After Reading, and Options for Further Instruction activities: Level 8: TP 1, 7, 22, 23; Level 10: TP 13, 18; Level 12: TP 21; Level 14: TP 1, 20; Level 16: TP : All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources A: Constructing Meaning A.1: Retell the story from a favorite media program (e.g., television, movie) A.2: Distinguish between "pretend" and "real" in the media A.3: Begin to recognize that media messages have different purposes A.4: Speculate about visual representations (e.g., pictures, artwork). See examples of related activities: Level 6: TP 17; Level 8: TP 21; Level 10: TP 15; Level 12: TP 18; Level 14: TP 20 See related material regarding distinguishing between fantasy and reality in After Reading activities: Level 6: TP 8, 21; Level 8: TP 3; Level 10: TP 2, 5, 20; Level 12: TP 2, 14; Level 14: TP 16; Level 16: TP 14, 18, 19 See related information in After Reading activities on understanding author s purpose. See the following examples: Level 6: TP 4, 6, 9, 10; Level 8: TP 3, 9, 10; Level 10: TP 2, 9, 15; Level 12: TP 3, 4, 5; Level 14: TP 4, 6, 18; Level 16: TP 3, 11, 19 Each Teaching Plan discusses, analyzes, and evaluates illustrations or photographs that are contained in each reading text. Activities occur before, during, and after reading the text. See examples: Level 6: TP 5, 6, 7; Level 8: TP 1, 4, 7; Level 10: TP 1, 2, 3; Level 12: TP 3, 5, 9; Level 14: TP 1, 3, 5; Level 16: TP 5, 10, 14 Grade 1 12

14 3.5.1 A.5: Use simple graphs and charts to report data A.6: Begin to recognize the work of a favorite illustrator A.7: Begin to compare and contrast media characters B: Visual and Verbal Messages B.1: Begin to interpret messages in simple advertisements B.2: Sequence a series of pictures or images to tell a story. Good Habits Great Readers Guided Reading See examples in Reading Reproducibles throughout: Level 6: TP 3, 5, 8, 21; Level 8: TP 6, 8, 11, 13; Level 10: TP 2, 5, 8, 18; Level 12: TP 3, 4, 6, 8; Level 14: 12, 19, 22; Level 16: 2, 5, 12 See related information on understanding the role of an illustrator, discussed in Before and After Reading activities. Examples: Level 6: TP 2; Level 12: TP 2; Level 14: TP 16; Level 16: TP 19 See related information on comparing and contrasting characters and other aspects of a text. See the following examples in Before and After Reading activities. Level 6: TP 5, 8, 10; Level 8: TP 7, 13, 20; Level 10: TP 4, 8, 11; Level 12: TP 8, 22; Level 14: TP 2, 6, 19; Level 16: TP 13 This standard falls outside the scope of Good Habits Great Readers Guided Reading See examples in Before and After Reading sections and Options for Further Instructions: Level 6: TP 5, 14, 15, 20; Level 8: TP 2, 8, 22; Level 10: TP 11; Level 12: TP 16; Level 14: TP 5, 14, 19; Level 16: TP 8, 12, 14 Grade 1 13

15 Grade 2 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension A: Concepts About Print/Text A.1: Use titles, tables of contents, and chapter headings to locate information A.2: Recognize the purpose of a paragraph B: Phonological Awareness B.1: Add, delete, or change middle sounds to change words (e.g., pat to put) B.2: Use knowledge of letter-sound correspondences to sound out unknown words C: Decoding and Word Recognition C.1: Look for known chunks or small words to attempt to decode an unknown word C.2: Reread inserting the beginning sound of the unknown word C.3: Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo) C.4: Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings D: Fluency D.1: Pause at appropriate end points (e.g., comma, period) D.2: Use appropriate pace; "not choppy" or word-by-word D.3: Use appropriate inflection (e.g., dialogue, exclamations, questions) D.4: Read silently without finger or lip movement. See Before and After Reading activities and Options for Further Instruction throughout. Examples: Level 18: TP 1, 6, 8, 13, 17, 20; Level 20: TP 4, 6, 16, 19, 20; Level 24: TP 3, 4, 7, 8; Level 28: TP 4, 7, 8, 9 Students learn the purpose of paragraphs through writing assignments. See the following examples: Level 18: TP 2, 3, 8; Level 20: TP 4, 19; Level 24: TP 4, 6, 13, 16; Level 28: TP 4, 11, 15 This standard falls outside the scope of Good Habits Great Readers Guided Reading See Phonics Mini-lessons throughout. Examples: Level 18: TP 5, 9, 15; Level 20: TP 1, 2, 3, 4; Level 24: TP 4, 5, 11, 22; Level 28: TP 2, 4, 7 See examples in Before Reading activities, Phonics Mini- Lessons, and Options for Further Instruction: Level 18: TP 4; Level 20: TP 2; Level 28: TP 14, 17 Phonics Mini-lessons throughout can be used for this standard. See the following examples: Level 18: TP 2, 7, 9, 19, 20; Level 20: TP 1, 3, 7, 9, 11; Level 24: TP 14, 15, 16, 19, 20; Level 28: TP 7, 9, 14, 16, 18 See examples in Phonics Mini-lessons and Options for Further Instruction: Level 20: TP 21; Level 24: TP 7; Level 28: TP 11, 13, 17 See also texts that feature multisyllabic words. Examples in Features of This Text: Level 18: TP 3; Level 20: TP 20, 23; Level 24: TP 6; Level 28: TP 4, 13 See examples in Phonics Mini-lessons throughout: Level 20: TP 3, 6, 8, 24; Level 24: TP 3, 5, 7, 11, 14, 16, 19, 23; Level 28: TP 2, 4, 7, 9, 12, 16, 18 See Fluency and ELL/ESL exercises in Options for Further Instruction throughout. Examples: Level 18: TP 1, 4, 11, 14, 15; Level 20: TP 8; Level 24: TP 1, 5, 12, 20, 22; Level 28: TP 20 See Fluency exercises in Options for Further Instruction throughout. Examples: Level 18: TP 1, 4, 11, 14; Level 20: TP 8; Level 24: TP 20; Level 28: TP 20 See Fluency and ELL/ESL exercises in Options for Further Instruction throughout. Examples: Level 18: TP 14, 15; Level 24: TP 1, 5, 12, 20, 22, 23; Level 28: TP 7 Can be monitored by teacher Grade 2 14

16 3.1.2 D.5: Self-monitor when text does not See Before and After Reading activities: make sense. Level 18: TP 20; Level 20: TP 2; Level 28: TP D.6: Employ learned strategies to See Before and After Reading activities: determine if text makes sense without being Level 18: TP 20; Level 20: TP 2; Level 28: TP 2 prompted E: Reading Strategies (before, during, and after reading) E.1: Skip over difficult words in an Can be monitored by teacher effort to read on and determine meaning E.2: Return to the beginning of a Can be monitored by teacher sentence and try again F: Vocabulary and Concept Development F.1: Develop a vocabulary of The Focus Attention section of the Before Reading unit in regular and irregular sight words. each Teaching Plan throughout ends with instruction involving high frequency sight words, both regular and irregular F.2: Know and relate meanings of simple prefixes and suffixes F.3: Demonstrate evidence of expanding language repertory F.4: Understand concept of antonyms and synonyms F.5: Begin to use a grade-appropriate dictionary with assistance from teacher. See Phonics Mini-lessons: Level 24: TP 3, 6, 9, 10, 18; Level 28: TP 6, 13, 15, 22, 24 Can be monitored by teacher See Before and After Reading activities, Phonics Minilessons, and Options for Further Instruction: Level 18: TP 4, 6, 12, 18; Level 20: TP 15, 23; Level 24: TP 10, 18 See activities on using a book s glossary in Before and After Reading activities and Options for Further Instruction: Level 18: TP 4, 13, 20; Level 20: TP 2, 14, 16, 19, 23; Level 24: TP 3, 7, 16; Level 28: TP 4, 8, 11, 12, 21, 22, G: Comprehension Skills and Response to Text G.1: Demonstrate ability to recall facts See the following examples in After Reading activities and and details of text. Options for Further Instruction: Level 18: TP 4, 9, 24; Level 20: TP 9, 17, 23; Level 24: TP 3, 4, 13, 16, 17, 18, 23, 24; Level 28: TP 1, 3, 8, G.2: Recognize cause and effect in text G.3: Make inferences and support them with textual information G.4: Continue to identify story elements in text G.5: Respond to text by using how, why, and what-if questions H: Inquiry and Research H.1: Locate information using alphabetical order. See the following examples in After Reading activities: Level 18: TP 7, 10, 12, 13; Level 20: TP 4, 7, 8, 13; Level 24: TP 1, 2, 4, 7, 8; Level 28: TP 3, 10, 14, 15 See the following examples in After Reading activities: Level 18: TP 4, 5, 6, 7; Level 20: TP 3, 7, 8, 9; Level 24: TP 3, 5, 6, 11; Level 28: TP 4, 6, 8, 11 See the following examples in After Reading activities: Level 18: TP 1, 2, 3, 12, 14; Level 20: TP 8, 10, 12, 18, 20; Level 24: TP 2, 9, 10, 11, 16; Level 28: TP 7, 13, 23 See the following examples in After Reading activities: Level 18: TP 22; Level 20: TP 14; Level 24: TP 19; Level 28: TP 6, 10, 17 See activities on using a book s glossary in Before and After Reading activities and Options for Further Instruction: Level 18: TP 4, 13, 20; Level 20: TP 2, 14, 16, 19, 23; Level 24: TP 3, 7, 16; Level 28: TP 4, 8, 11, 12, 21, 22, 24 Grade 2 15

17 3.1.2 H.2: Read a variety of nonfiction and fiction books and produce evidence of reading. Good Habits Great Readers Guided Reading A wide range of 96 fiction and non-fiction books is included in Guided Reading Grade 1 that can be used to facilitate this goal. 3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) A.1: Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing. Writing and ESL/ELL activities in Options for Further Instruction in each Teaching Plan throughout give students the opportunity to discuss and share writing ideas. In these activities, students are often prompted to draw a picture of the ideas generated or discussed. See examples: Level 18: TP 1, 2, 5, 13; Level 20: TP 1, 3, 4, 10, 15; Level 24: TP 10, 11, 13, 17; Level 28: TP8, 9, 13, 14 See also Before and After Reading activities throughout for talking and sharing experiences A.2: Observe the modeling of writing. Can be provided/monitored by teacher A.3: Begin to develop an awareness of simple story structures and author's voice A.4: Use sentences to convey ideas in writing A.5: Maintain the use of a basic writing process to develop writing A.6: Use graphic organizers to assist with planning writing. See activities regarding Understanding Author s Purpose and Understanding Author s Craft. See the following examples: Level 18: TP 2, 4, 5, 8, 10, 11; Level 20: TP 5, 6, 19, 23; Level 24: TP 5, 7, 9, 12, 13; Level 28: TP 5, 12, 14, 18, 21 In addition, many of the Reading Reproducible activities include writing simple sentences. See the following examples: Level 18: TP 6, 13, 20, 21; Level 20: TP 2, 5, 6, 9, 14; Level 24: TP 1, 2, 3, 4; Level 28: TP 2, 10, 12, 14, 17 Sentence-writing activities are also included in Options for Further Writing. See: Level 18: TP 16; Level 24: TP 7, 8 Writing is always preceded by some kind of prewriting activity, including brainstorming, discussion, listing, drawing, etc. A specific prompt is followed by a writing activity. Students share their work in postwriting discussions, presentations, and compilations. See examples: Level 18: TP 1, 3, 13, 14; Level 20: TP 1, 2, 3, 4, 5; Level 24: TP 8, 9, 13, 16, 17; Level 28: TP 9, 10, 13, 14, 22 See examples in the Reading Reproducibles on the back of each Teaching Plan. Examples: Level 18: TP 1, 5, 9, 18, 19; Level 20: TP 3, 4, 11, 12; Level 24: TP 8, 9, 12; Level 28: TP 1, 4, 7, 9, A.7: Compose readable first drafts. Can be monitored by teacher A.8: Use everyday words in See related instruction on high frequency vocabulary appropriate written context. words. The Focus Attention section of the Before Reading unit in each Teaching Plan throughout ends with instruction involving high frequency words. Grade 2 16