Common Core State Standards for North Carolina

Transcription

1 A Correlation of 2011 to the Common Core State Standards for North Carolina

2 INTRODUCTION This document demonstrates how Scott Foresman meets the objectives of the Common Core State Standards. Correlation page references are to the Teacher s Edition and are cited by unit and volume. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Scott Foresman Reading Street is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Assessment Reading Street begins the year with the Baseline Group Test to make initial grouping decisions. Daily and Weekly assessment allow teachers to monitor students progress at different critical points of instruction. The Unit Benchmark Test measures students mastery of target skills taught throughout the unit. The End-of-Year Benchmark Test measures students mastery of target skills taught throughout the six units of the program. Writing on Reading Street Writing instruction on Reading Street emphasizes the reciprocal nature of reading and writing. Writing instruction integrates the skills and knowledge that students learn and practice as they read and helps students apply those skills and that knowledge in their writing. Differentiated Instruction for Group Time Reading Street instruction is systematic, explicit, and highly focused for all ability levels. Weekly plans and daily lessons provide small group instruction for Strategic Intervention (below level), On-Level, Advanced, and English Language Learners. Reading Street follows the Response to Intervention model (RTI) to meet the instructional needs of all students. It offers a process that monitors student s progress throughout the year so teachers can support on-level and advanced students and identify struggling readers early. ELL Instruction Daily support for English language learners can be found in the Differentiated Instruction feature in the Reading Street Teacher s Edition, as well as daily lessons for the ELL group. They offer pacing suggestions for the week and scaffolded instruction for the week s target skills and strategies. An ELL Reader reinforces the weekly concept and vocabulary while building language and fluency. Literacy Reading Street provides what teachers need to organize and carry out a customized literacy program. Planning guides and instructional lessons help teachers plan and implement lessons. Teachers can select from a rich array of readers to match texts to students. 21 st Century Skills Technology on Scott Foresman Reading Street can be used both for enhancing student experiences and preparing them for the future. Throughout the year, research-based technology options enrich instruction and assist in the management of classroom learning.

3 INTRODUCTION Reading Standards for Literature... 1 Reading Standards for Informational Texts... 8 Reading Standards for Foundational Skills Writing Standards Speaking and Listening Standards Language Standards... 33

4 Reading Street 2011 to the Common Core State Standards Common Core State Standards Key Ideas and Details Literature 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Reading Standards for Literature SE 1: EI 23, 355, 372, 377, ; 2: 253, 369, , , , , 381, 382, 430, 448 TE 1.1: 82j, 82 83; 1.2: 155a 155b, 156h, , , , , , , 174h, 175a, , , 183b, 183d, 183f; 2.1: 191a, 192h, , , , , , 209a, 217b, 217f; 2.2: 283a 283b, 284h, , , , 303a, , , 313b, 313f; 3.1: 354h, , , , , 371a 373a, 387a, 388h, , , , , 407a, , , 417b, 417f; 4.1: 24a, 24 25, 28a, 30 31, 32 33, 34 35, 36 37, 40 41, 43a, 46 47, 48 49, 51a; 5.1: 226a, , 230a, , , , 249a, , 253a, 255b, 255f, 260a, , 264a, , , 279a, , ; 6.1: , , 430a, , 432a, 433a, 434a, , , , , 449a, , ; 6.2: 500a, , 504a, , , , , 521a, 529b, 529f Instruction and practice in this skill take place as children read each selection. Children answer questions about the key details and events in the 1

5 continued Literature 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. selection and create their own questions as they monitor and clarify the content of the selection they are reading. SE 1: 336, , , 444, , ; 2: 40 41, 42, , 144, 178 TE 2.2: 201a, , 336h, , 337a, 340h, ; 3.1: 424g 424h, , , , , 444h, , 445a, , 449a; 3.2: 458h, , , 471a, 474h, , ; 4.1: 24a, 24 25, 28a, 30 31, 32 33, 34 35, 36 37, 38 39, 41a, 41b, 42h, 42 43, 43a, 48 49, 50 51, 51a, 53b, 53f; 4.2: 124a, , 128a, , , , 144h , 145a, 153b, 153c, 153f, 158a, , 162a, , , , , 177a, , 179a, 187b, 187f Unit 2 Week 5 Tab Side 2: Use with Guide Comprehension, TE/SE pp Retelling Cards on the Think Critically page in the Student Edition can be used to help children retell the selection and include the central message or main ideas presenting this information in the sequence found in the selection. The Teacher s Edition instruction for the Think Critically page at the end of each selection provides suggestions to apply and extend retelling skills. The instructional plan offers an opportunity to identify the features of the genre as well as derive meaning from its lesson or moral. As an example of treatment for a primary selection in the program, see SE 1: 2

6 continued ; TE 3.1: 424h, The Teacher s Editions identify the characteristics of a folk tale. Then children read the tale, answer questions as they read, and retell the tale. As an example of treatment for a paired selection in the program, see SE 1: TE 3.2: 474h, The Student and Teacher s Editions identify the characteristics of a fable, including the moral. Then children read a fable and answer Let s Think About questions in the Student Edition to paraphrase the fable and identify its lesson. Literature 3. Describe how characters in a story respond to major events and challenges. SE 1: EI 14 EI 15, 44, 104; 2: 292, 314 TE 1.1: 25a, 26h, 28 29, 32 33, 36 37, 38 39, 40 41, 43a, 45a, 51b, 51f, 87a, 88h, 92 93, 96 97, a, 105a, 113b, 113f; 1.2: , 174h; 2.2: 335a; 3.1: 443a, 451c; 4.1: 42h 5.1: 211a; 5.2: 292a, , 296a, , , , , , , 313a, 315a, 323b, 323f Character is a major Comprehension Skill developed throughout the program. Student Edition pages and accompanying Teacher s Edition lessons teach children how to identify and describe the characters and their responses to key events and conflicts. These lessons are supported by skills and strategies questions in the Teacher s Edition. Think Critically questions in the Student Edition check children s ability to describe story elements, including character. 3

7 Craft and Structure Literature 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. SE 1: 48 49, 174, ; 2: 80 81, , TE 1.1: 48h, 49a, 51c; 1.2: , ; 2.1: , 245a; 2.2: , ; 4.1: 58a, 58 59, 62a, 64 65, 70 71, 72 73, 77a, 80 81, 81a; 5.1: 252h, ; 6.1: 422h, , 423a The program uses sound devices and poetic elements, including rhythm, rhyme repetition, alliteration, and onomatopoeia, that supply meaning in poetic selections. Teacher s Edition lessons introducing poetic devices, guiding reading, and teaching literary skills help children derive meaning and explore language, rhythm, and rhyme in selections. Literature 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. SE 1: 44, 104; 2: 260, 278, 314 TE 1.1: EI 14 EI 15, 26h, 28 29, 36 37, 38 39, 42 43, 43b, 44h, 45a, 87a, 88h 92 93, 96 97, 103a, 105a; 1.2: , 174h; 2.1: 192h, , , , 209a, , ; 2.2: 284h, , , , , 303a, , , 311a, 320h, , , , 335a, 337a, ; 3.1: 354h, , , , , , 371a, 373a, , 443a, 451c; 3.2: 457a 457b, 458h, , , 471a, , 479b; 4.1: 42h; 5.1: 211a, 260a, , 264a, , , , 277a, 279a, 287b, 287f; 5.2: 292a, , 296a, , , , , , , 314h, 315a; 6.1: 430a, , 434a, , 447a, 447b, 449a, , 457b, 457c, 457f 4

8 continued A major Comprehension Skill strand in the program helps children analyze character, setting, and plot. Lessons in the Student and Teacher s Editions teach children how to identify and describe characters, settings, and events. These lessons are supported by extended lessons and Story Structure sections in the Teacher s Edition. In addition, Think Critically questions in the Student and Teacher s Editions and Guide Comprehension questions in the Teacher s Edition check children s ability to describe, analyze, synthesize, and evaluate story elements. Throughout the selections for all genres, questions and activities guide children in discussing and writing about elements of the selections. Literature 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. SE 1: 183, 312, 450; 2: 153, 322 TE 1.2: 174f, 183c; 2.2: 301b; 3.1: 444f; 4.2: 144f; 5.2: 314f Characterization and expression / intonation are featured in Fluency lessons in the Teacher s Edition. The teacher models reading with expression and differentiating characters, children read along with the teacher, and then children read aloud without the teacher. See the Expressing Characterization Fluency lesson in TE 3.1: 444f, for example. To encourage using different voices for different characters, have children tell a familiar story such as The Three Little Pigs, adjusting their voice to bring each character alive. 5

9 Integration of Knowledge and Ideas Literature 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. TE 1.1: 88 89; 1.2: 156h, , , , , , 175a, , ; 2.1: ; 2.2: , ; 3.1: 388h, , , , , , 407a, , , , 415a; 3.2: , , , ; 4.1: 28 29; 4.2: 124a, , 128a, , , , , , 145a, 158a, , 162a, , , , , 179a, , ; 5.1: 226a, , 230a, , , , , 249a, ; 5.2: , 328a, , 332a, , , , , , , 349a, , ; 6.1: 364a, , 368a, , , , , , 383a, , ; 6.2: , 500a, , 504a, , , , , , , 521a, 529b, 529f Unit 6 Week 3 Tab Side 2: Use with Guide Comprehension, TE/SE pp (Not applicable to literature) N/A Throughout the program, children examine a variety of visuals in the selections to identify information to describe setting, characters, and plot. They use illustrations to preview selections and analyze them in response to Extend Thinking (Think Critically) questions in the Teacher s Editions. 6

10 Literature 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Many selections have a Meet the Author page. A selection s Meet the Author page identifies additional books by the author of the selection. (See, for example SE 1: 45, 73, 105, 141, 175 and TE 1.1: 45a, 73a, 105a, 141a, 175a.) Make these books available for children to read, and encourage them to compare the different works of the author. The following page references are for the Reading Across Texts features in the program: SE 1: 49, 79, 111, 147 (Online Activity), 181 and TE 1.1: 49a, , (Digital Media, Get Online!), The purpose of the Reading Across Texts questions is to give children opportunities to compare two texts, a main selection and a paired selection, that have a related topic but are different in other ways. The following selection compares and contrasts classic folk tales/fables. SE 1: , TE 2.2: 319a 319b, 320h, , , , , 337a, 340h, , ; 3.1: 423a, 424h, , , , , , 445a, 451b, 451f; 6.1: 354a, , 368a, , , 381a, 383a, , 391b, 391f Range of Reading and Level of Text Complexity Literature 10. By the end of the year, Each fiction selection contains read and comprehend literature, including opportunities to read a literary text stories and poetry, in the grades 2 3 text independently, proficiently, and complexity band proficiently, with fluently. Routines and practice scaffolding as needed at the high end of techniques appear on the Student the range. Edition pages with application activities included on the accompanying 7

11 continued Teacher s Edition pages. Lessons focus on accuracy, rate, phrasing, automaticity, and expression / intonation. Each subskill is applied to appropriate selections in a variety of independent reading activities. See the following representative pages. SE 1: 50, 113, 182 TE 1.1: 26h, 30 31, 38 39, 42 43, 44f, 45a, 48 49, 49a, 51d 51f, 72f, 81d 81f, 104f, 113a, 113d 113e; 1.2: 118b 118c 149d 149f, 183d 183f Additionally, the Differentiated Instruction pages continue skill development as children read the Concept Literacy Reader; ELL Reader; ELD Reader; and the Below Level, On Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow each selection. See, for example, TE 1.1: DI 3, DI 7, DI 10, DI 24, DI 28, DI 31, DI 45, DI 49, DI 52 Reading Standards for Informational Texts Key Ideas and Details Informational Text 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SE 1: EI 23; 2: 76, 88, 93, 110, , 199, , 203, 205, 207, 209, , 387, , TE 2.1: 253a, 254h, , , , , 269a, 277b, 277f; 3.2: 485a 485b, 486h, , , , , 509a, 517b; 4.1: 88a, 88 89, 92a, 94 95, 96 97, 98 99, , , , , , 110a, 111a, , , 119b, 119f; 5.1: 194a, , 198a, , , , , 211a, 213a, 221b, 221f; 6.1: , , 430a, , 442 8

12 continued 443, , ; 6.2: 462a, , 466a, , , , , , , 489a, 495b, 495f Instruction and practice in this skill take place as children read each selection. Children answer questions about the key details and events in each selection and create their own questions as they monitor and clarify the content of the selection they are reading. Informational Text 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. SE 1: 72, 140; 2: TE 1.1: 57a, 58h, 62 63, 64 65, 66 67, 68 69, 73a, 76 77, 78 79, 81b, 81f, 94 95; 1.2: 119a 120h, , , , , 141a, 145a, , 149b, 149f; 5.2: 328a , 332a, , , , 349a, 357b, 357f; 6.2: , 488h As part of their analysis of each informational text, children are asked to summarize the text. To do this, they are taught to distinguish main ideas from supporting details in the text and to describe the main ideas briefly in their own words. In addition, instructional lessons in the Teacher s Edition help children distinguish main idea and details. See, for example, TE 1.1: 57a and 81b. Informational Text 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. SE 1: EI 26, , 181, 245; 2: 81, 117, 219, , 389, 423, 493, 527 TE 1.1: 108h, , 113c; 1.2: ; 2.1: , , , 245a, ; 4.1: 70 71, 81a, , ; 5.1: , , 9

13 continued 287c; 6.1: , 396a, , 400a, , , , , 419a, , 423a; 6.2: 466a, , , , , , , , 489a, 493a, For each informational text selection, questions in the Student Edition and Teacher s Edition direct children s attention to identifying the sequence of events or concepts in the text. Text Structure sections in the Teacher s Edition also offer instruction and reinforcement in identifying and describing the events and concepts in an informational text. Craft and Structure Informational Text 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Each selection lesson plan contains Amazing Words, which are content related words dealing with the unit theme and the specific selection. The words are presented in a variety of contexts and then used by children in daily activities to help them master the use and meaning of the words. Day 1 of each week in the Read and Comprehend section also contains Academic Vocabulary to help children learn the meanings of general academic words. For the teacher s convenience, side notes in the Teacher s Edition offer definitions of academic language at the point of introduction. See the following representative pages for the five day lesson plan for one expository selection in Unit 1: SE 1: 57, 62, 63, 64 TE 1.1: 52 53, 54a, 54b, 57, 58b, 58e, 58f, 58 59, 60 61, 62 63, 64 65, 72b 72g, 76b 10

14 Informational Text 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. SE 1: , , , , ; 2: 216, TE 1.1: 62 63, 71b, 76 77, 78 79, 81c, 88h, 90 91, 94 95, 98 99, , 105a, ; 1.2: , , 144h , ; 2.1: 224h, , , , , , 254h, , , , , 269a, , ; 3.2: , ; 4.1: 64 65, 70 71, 96 97, 109b, 109g 5.1: 216h, Unit 1 Week 3 Tab Side 2: Use with Guide Comprehension, TE/SE pp Unit 4 Week 3 Tab Side 2: Use with SE pp The program offers many opportunities in the Student and Teacher s Editions for children to learn about and use text features and search tools to find information. Text features: Text Structure (main idea and details, problem and solution description, and sequence); Text Features (headings, captions, title, subheads); Parts of a Book (glossary, index, chapter headings, title page) Search tools: 21st Century Skills (Web sites, search engines, online reference sources, online directories) in both the Student Edition and Teacher s Edition Research and Study Skills (encyclopedia in print, electronic, or online versions) in the Teacher s Edition. 11

15 Informational Text 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. continued Integration of Knowledge and Ideas Informational Text 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. SE 1: 72, 140, 240, 268, 406, 508; 2: 76, 110, 144, 248, 278, , 418, 488 TE 1.1: E 2, 68 69, 72h, 73a, 105a; 1.2: 120h, , , , , 141a, , 145a; 2.1: 212h, , 223a, 224h , , , 241a, 245a, 247b, 247f, 267b, 269a; 3.1: 353a 353b, 354h, , , , 371a, 373a, , 381b, 405a, 407a; 3.2: 486h, , , , , , , 507a, 509a, , ; 4.1: 58a, 58 59, 62a, 66 67, 68 69, 74 75, 75a, 77a, 83b, 83f, 111a; 4.2: 145a, ; 5.1: 194a, , 198a, , , , , , , 212h, 213a, 249a, 279a 6.1: 381a, 396a, , 400a, , , , , , , 419a, 423a, 425b, 425f; 6.2: 487a, 489a Questions in the Student and Teacher s Editions focus on the author s purpose for writing. In addition, the Comprehension strand in the Teacher s Edition includes lessons that help children identify the purpose of the text. SE 1: TE 1.1: 58 59, 66 67, 70 71, 76 77, 81c, 113c; 1.2: , , , 149c; 2.1: , 239f, ; 3.1: 371g; 4.1: , 109b, 109g; 4.2: 151e; 5.1: , 247g; 6.1: 381g, 391c, ; 6.2: , , 487g 12

16 continued Informational Text 8. Describe how reasons support specific points the author makes in a text. Informational Text 9. Compare and contrast the most important points presented by two texts on the same topic. Throughout the program, children are encouraged to look for information in the visuals and in the text and to combine the information they find to better understand and interpret each selection. Questions in the Student and Teacher s Editions help children interpret graphics, including illustrations, photographs charts, diagrams, and time lines, and use them to understand the written text. SE 1: 302; 2: , 248 TE 2.1: E 3, 191a, 192h, , , , , 267a; 2.2: 283a , , 303a, 313b; 3.1: 449a; 3.2: 470h; 5.1: 226a, 230a, a, 255b; 6.1: 417a Lessons for the comprehension skill cause and effect are included in the Teacher s Edition. Questions in both the Student Edition and the Teacher s Edition prompt children to recognize and explain causes and effects in selections. SE 1: 79, 111, 181, 215, 245, , 449; 2: 81, 117, 185, 219, 285, 321, , 493, 527 TE 1.1: 58h, 62 63, 68 69, 70 71, 73a, 76 77, 78 79, ; 1.2: ; 2.1: , 245a; 3.1: 449a; 4.1: 81a ; 4.2: ; 5.1: , ; 5.2: ; 6.1: a; 6.2: 493a, Unit 1 Week 2 Tab Side 2: Use with Guide Comprehension, TE pp ; SE pp The Student Edition includes Reading Across Texts questions and Writing Across Texts recommendations, which 13

17 continued offer children opportunities to compare and contrast two texts, primary and paired selections that focus on similar topics or themes. Range of Reading and Level of Text Complexity Informational Text 10. By the end of Each nonfiction selection contains year, read and comprehend informational several opportunities for children to texts, including history/social studies, read independently, proficiently, and science, and technical texts, in the grades fluently beginning at Unit 1. Routines 2 3 text complexity band proficiently, and practice techniques appear on the with scaffolding as needed at the high end Student Edition pages with application of the range. activities included on the accompanying Teacher s Edition pages. In addition, the program offers Below Level, On Level, and Advanced Leveled Readers with directions for use provided in the Differentiated Instruction pages. See the following representative pages for two nonfiction selections: SE 1: 58 71, 81; 2: 62 75, 83 TE 1.1: 56c, 72f, 76f, 79a, 81a, 81d 81f, DI 24, DI 28, DI 31; 4.1: 57d, f, 80f, 81b, 83d 83f, DI 24, DI 28, DI 31 Reading Standards for Foundational Skills Print Concepts Foundational Skills 1. (Not applicable to N/A Grade 2) Phonological Awareness Foundational Skills 2. (Not applicable to N/A Grade 2) Phonics and Word Recognition Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. In the Teacher s Edition, every selection includes introductory pages of Phonics Teach/Model Exercises. A Decodable Practice Reader reinforces the selection s lessons. Each day introduces instruction and practice to help children decode words 14

18 continued independently and apply those skills as they read the selection. This organization is found in all units. Representative pages are shown below. SE 1: 22 23, 24, 84 85, 86 TE 1.1: 22 23, 23a, 24 24a, 26c, 44c, 48c, 48d, 50c, 54 55, 55a, 56, 56a, 56b 56c, 58c, 72c, 72e, 76c, 76d, 76e 76f, 80c, 81e, 84 85, 85a, 86, 86a, 86b 86c, 88c, 104c, 108d, 108e 108f, 112c, 113e; 1.2: , 117a, 118, 118a, 118b 118c, 120c, 140c 140d, 144d, 144e 144f, 148c, ; 2.1: , 189a, 190, 190a, 190b 190c, 192c, 208c, 208d, 212d, 212e 212f, 216c, 217e, , ; 2.2: , 281a, 282, 282a, 282b 282c, 284c, 302c, 302d, 306d, 306e 306f, 312c, 313e, ; 3.1: , , ; 3.2: , , 483a, 484, 484a, 484b 484c, 486c, 508c 508d, 512c 512e, 512e 512f, 516c, 517e Decodable Practice Reader 1A: 24b 24c; Decodable Practice Reader 1D: 48e 48f SE 2: TE 4.1: 22a, 22 23, 23a, 23c 23d, 26c, 42c, 42d, 46c, 46d, 46e 46f, 46g, 52c; 5.1: 258a, , 259a, 259c 259d, 262c, 278c, 278d, 282d, 282e 282f, 286c, 287e; 6.1: 362a, , 363a, 363c 363d, 366c, 366g, , , 381a, 382c, 382d, 386d, 386e 386f, 390c, , 391e, 394a, , 395a, 395c 395d, 398c, 418c, 418d, 422d, 422e 422f, 424c, 425e, 428a, , 429a, 429c 429d, 432c, 448c, 448d, 452d, 452e 452f, 456c, 457e 15

19 continued Decodable Practice Reader 16A: 23c 23d; Decodable Practice Reader 16C: 46e 46f Unit 6 Week 1 Tab Side 2: Use with Phonics, TE pp. 362a 363a Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled one-syllable words. In the Teacher s Edition, every selection includes introductory pages of Phonics Teach/Model Exercises. A Decodable Practice Reader reinforces the selection s lessons. Each day introduces instruction and practice to help children decode the words independently and apply those skills as they read the selection. This organization is found in all units. SE 1: 24, 56, 190, 318, 352, 386, 456 TE 1.1: 23a, 24, 24a, 24b 24c, 26c, 44c, 48d, 48e 48f, 50c, 51f, 56, 58c, 108c; 2.1: 190, 192c, 212d; 2.2: 317a, 318, 318a, 318b 318c, 320c, 336c, 336d, 340d, 340e 340f, 344c, 345e; 3.1: 351a, 352, 352a, 352b 352c, 354c, 372c, 372d, 376c, 376d, 376e 376f, 380c, 381e, 386, 388c, 410c, 448c; 3.2: 455a, 456, 456a, 456b 456c, 458c, 470c, 470d, 474c, 474d, 474e 474f, 478c, 479e, 512c Foundational Skills 3.b. Know spelling sound correspondences for additional common vowel teams. Every week s lesson focuses of phonics and spelling concepts. Many lessons focus on common vowel patterns, including digraph and diphthong patterns. Children learn to decode and spell words with oo, ew, oy, oi, ou, ow as well as other patterns. SE 1: 318, 352, 386; 2: 56, 86, 156, 326 TE 2.2: 317a, 351a, 372c, 385a, 448c; 3.1: 351a, 354c, 385a, 386, 386a, 386b 386c, 388c, 406c 406d, 410d, 410e 410f, 416c, 417e; 3.2: 455a 458c; 4.1: 56a, 56 57, 57a, 57c 57d, 16

20 continued 60c, 76c, 76d, 80e 80f, 82c, 83e, 86a, 86 87, 87a, 87c 87d, 90c, 110c 110e, 114c, 114e 114f, 118c, 119e; 4.2: 156a, , 157a, 157c 157d, 160c, 178c, 178d, 182d, 183e 183f, 186c, 187e; 5.2: 326a, 330c, 348c; 6.1: 386c Foundational Skills 3.c. Decode regularly spelled two-syllable words with long vowels. Every week s lesson focuses of phonics and spelling concepts. By learning the patterns, children are given the tools they need to decode and spell two syllable words. SE 1: 56, 318, 352, 386, 456; 2: 122 TE 1.1: 56a; 2.2: 318a, 320c; 3.1: 352a, 386a, 422a; 3.2: 456a, 512d; 4.1: 22a 4.2: 122a, , 123c 123d, 126c, 144c 144d, 148e 148f, 152c, 160c Help children decode and spell two syllable words by dividing them into syllables and decoding each syllable based on its spelling sound pattern. Foundational Skills 3.d. Decode words with common prefixes and suffixes. The program focuses on decoding and deriving meanings of words with prefixes and suffixes in Word Analysis and Vocabulary lessons. Children learn to decode the affix and base word syllables and to determine meaning by combining the meaning of the known word with the meaning of the affix. SE 1: 416; 2: 119, 186, 192, 220, , , TE 3.1: 388f, ; 3.2: 1R22; 4.1: 90g, , 110g, 119a; 4.2: 160g, , , 178g, ; 5.1: 192a , 193a, 193c 193d, 195a, 196c, 196g, , , 212c, 212d, 212g, 216d, 216e 216f, 220c, , 221e, 224a, , 225a, 225c 225d, 17

21 continued 228c, 248c, 248d, 248e, 252d, 252e 252f, 254c, 255e, 282c; 6.2: 460a 461, 461a, 461c 461d, 464c, 488c, 488d, 492d, 492e 492f, 494c, 495e, 498a 499, 499a, 499c 499d, 502c, 520c, 520d, 524d, 524e 524f, 528c, 529e Foundational Skills 3.e. Identify words with inconsistent but common spellingsound correspondences. Every week s lesson focuses on spelling concepts, which are pretested, practiced and posttested. The spelling concept also appears in the Differentiated Instruction (DI) pages at the end of the week and in the Interactive Review (IR) week at the end of the unit. These lessons focus on spelling patterns and generalizations. In addition, as part of the writing process, children proofread and edit for spelling capitalization, punctuation, and grammar. TE 1.1: 57, 58e, 87; 2.1: 191, 251a, 252, 252a, 252b 252c, 253, 254c, 268c, 268d, 272d, 272e 272f, 276c, 277e; 3.1: 387; 3.2: 457, 485 As children are reading selections such as The First Tortilla (beginning on SE 2: 162) point out words that have inconsistent spelling sound correspondences. Often these words can be grouped with other words with the same spelling pattern (for example head (SE 2: 168) can be related to the words bread, instead, dead, etc.) Foundational Skills 3.f. Recognize and read grade-appropriate irregularly spelled words. Each week in the Teacher s Edition a spelling concept is pretested on Day 1 practiced on Days 2, 3, and 4 using activities, strategies, and workbook pages; and tested again on Day 5. These lessons focus on spelling patterns and the spelling of high 18

22 continued Fluency Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension. frequency words. Many high frequency words are also irregularly spelled words. A strategy is provided for learning the word. Children are reminded that they learn to spell some words, such as guess (TE 3.1: 353), by remembering the letters rather than by pattern. TE 1.1: 25, 26e, 57, 58e, 87; 1.2: 153a, 154, 154a, 154b 154c, 156c, 174c, 178d, 178e, 178f, 182c, 183e; 2.1: 224e, 253; 2.2: 283, : 353, 387, 423; 3.2: 457, 485; 4.2: 157c; 5.2: 290a, , 291a, 291c 291d, 294c, 314c 314d, 318d, 318e 318f, 322c, 323e, 326a, , 327a, 327c 327d, 330c, 348c, 352d, 352e 352f, 356c, 357e Unit 1 Week 4 Tab Side 2: Use with High-Frequency Words, SE/TE p. 119 Unit 3 Week 3 Tab Side 2: Use with Oral Vocabulary, TE p. 420a The program includes a carefully structured sequence that deals with all aspects of fluency. Lessons provide practice and assessment of accuracy and fluency, focusing on characterization, automaticity, phrasing, rate, and expression/ intonation. In addition the lessons include teacher modeling. See the following representative Fluency pages for the first and second selections of Unit 1 and their accompanying materials: TE 1.1: 24c, 44f, 48f, 49b, 50 51, 51a, 51d, 56c, 72f, 79a, 80 81, 81a, 81d; 1.2: 140f, 147a, 149a; 2.1: 208f, 215a, 217a, 217d; 3.2: 470f, 477a, 497a; 4.1: 110f, 117a, 119a 19

23 Foundational Skills 4.a. Read on-level text with purpose and understanding. Foundational Skills 4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Each selection in the Student Edition and its accompanying Teacher s Edition pages helps children preview and predict and then set a purpose for reading the selection. This organization is found in all units. In addition, questions in the Teacher s Editions check children s comprehension during reading. See the following representative pages: SE 1: , , TE 1.2: 156h, , 174h; 2.1: 192h, 224h, 268f, 275a, 277a; 3.2: 458h, 469a, 470h; 5.2: 348f, 355a, 357a; 6.1: 448f, 455a, 457a; 6.2: 520f, 527a, 527f, 529a Each selection contains opportunities to read with accuracy, appropriate rate, and expression, beginning in Unit 1. Routines and practice techniques appear on the Student Edition pages with application activities included on the accompanying Teacher s Edition pages. SE 1: 50, 80, 113, 182, 216, 246, 312, 344, 380, 416, 450, 516; 2: 52, 83, , 220, 255, 286, 322, 390, 424, 494 TE 1.1: 44f, 49b, 51a, 51d, 72f, 79a, 81a, 81d, 104f, 111a, 113a, 113d; 1.2: 174f, 181a, 183a; 2.1: 208f, 240f, 245b, 247a; 2.2: 302f, 311b, 313a, 336f, 343a, 345a, 345d; 3.1: 372f, 379a, 381a, 406f, 415b, 417a, 417d, 443f, 444f, 449b, 451a; 3.2: 508f, 515a, 517a; 4.1: 42f, 51b, 53a, 76f, 81b, 83a; 4.2: 144f, 151a, 153a, 178f, 185a, 187a; 5.1: 212f, 248f, 253b, 255a, 255d, 278f, 285a, 287a; 5.2: 314f, 321a, 323b; 6.1: 382f, 389a, 391a, 391d, 418f, 423b, 425a, 20

24 continued Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 425d; 6.2: 488f, 493b, 495a, 495d Unit 3 Week 2 Tab Side 2: Use with SE/TE pp The program s Vocabulary strand in the Student and Teacher s Editions provides lessons in using context to determine the meaning of words in context, including homonyms, multiple meaning words, and unfamiliar words. Through these lessons children are given the skills to identify and understand words in context. SE 2: 464, 494 TE 2.1: 192f, , ; 2.2: 320f; 4.2: 126g, 144g; 5.1: 212f, 219a, 221a, 221d; 6.1: 398g, 418g; 6.2: 464g, 488g, Writing Standards Text Types and Purposes Writing 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. SE 1: ; 2: 44 45, TE 3.2: 507d 507e, , 511a, 515c 515d; 4.1: 41d 41e, 44 45, 45a, 51d 51e; 4.2: 177c 177d, , 181a, 185c 185d; 5.2: CW 11 CW 20; 6.1: CW 2 CW 6; 6.2: 501c 501d, 519c 519d, , 523a, 527c 527d, 529h 529i The Comprehension strand in the program provides lessons for identifying fact and opinion. (See, for example, TE 3.2: 458a.) These lessons enable children to distinguish facts and opinions and to apply their understandings to their own writing. The Let s Write It! pages in the Student Edition present opportunities for persuasive or opinion, writing. 21

25 continued Writing 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. These include a review of a selection, a persuasive friendly letter, and a persuasive statement. The daily writing sections in the accompanying Teacher s Edition lessons guide children through the writing process. The drafting and revising stages of writing lessons as well as models and checklists either provide examples of, support the writing of, or remind children about the need for a conclusion as part of the structure of their writing. The Customize Writing/Writing Process pages in each unit guide children through a fivestage writing process, from writing prompt to finished product. (See an example of a persuasive Customize writing activity in TE 5.2: CW ) In addition, Look Back and Write prompts at the end of the selections in the Student Edition often ask children to state their opinion about an issue or topic in writing. (See, for example, SE 1: 240.) SE 1: 74 75, , ; 2: 78 79, , TE 1.1: 71d 71e, 74 75, 75a, 79c 79d; 1.2: 139c 139d, , 143a, 147c 147d; 2.1: 239c 239d, , 243a, 245d 245e, 253d 253e, 267d 267e, , 271a, 275c 275d, 277h 277i, CW 2 CW 6; 2.2: CW 11 CW 20; 3.2: CW 11 CW 20; 4.1: 59c 59d, 75d 75e, 78 79, 79a, 81d 81e, 83h 83i, 89c 89d, 109d 109e, , 113a, 117c 117d, 119h 119i, CW 2 CW6; 4.2: CW 12 CW16; 5.1: CW 2 CW 6; 6.2: 463c 463d, 487d 487e, , 491a, 493d 493e, 495h 495i, CW 11 CW 20 22

26 continued Writing 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. The Let s Write It! pages in the Student Edition present several kinds of expository or informative/ explanatory, writing, including expository nonfiction, compare and contrast essay, and expository reports. The daily writing sections in the accompanying Teacher s Edition lessons guide children step by step through the writing process. Also, the Customize Writing (CW) pages guide children through a five stage writing process, from narrative writing prompt to finished product. Writer s Craft and Writing Traits features in the weekly writing activities focus on topics such as organization. In the writing strand for the second selection, Exploring Space with an Astronaut children write an expository nonfiction piece. The text features lesson (TE 1.1: 81c) for the same selection identifies the features of informational texts, including headings, and Teacher s Edition questions accompanying the selection refer to these features. Encourage children to use features such as captions and headings as they write and illustrate their own informative and explanatory texts. SE 1: 46 47, , , , ; 2: , , , , TE 1.1: 25d 25e, 43d 43e, 46 47, 47a, 49d 49e, 51h 51i, 103c 103d, , 107a, 111c 111d, CW 2 CW 6; 1.2: 155d 155e, 173d 173e, , 177a, 181c 181d, 183h 183i, CW 11 CW : 191d 191e, 207c 207d, , 211a, 215c 215d, 217h 217i; 2.2: 283d 283e, 301d 301e, , 305a, 311d 23

27 continued 311e, 313h 313i, 319d 319e, 335c 335d, , 339a, 343c 343d, 345h 345i; 3.1: 353d 353e, 371d 371e, , 375a, 379c 379d, 381h 381i, CW 2 CW 5, CW 11 CW 20; 3.2: 457d 457e, 469a 469d, , 473a, 477c 477d, 479h 479i; 4.2: 125c 125d, 143c 143d, , 147a, 151c 151d, 153h 153i; 5.1: 195c 195d, 211d 211e, , 215a, 219c 219d, 221h 221i, 227c 227d, 247d 247e, , 251a, 253d 253e, 261c 261d, 277d 277e, , 281a, 285c 285d, 287h 287i; 5.2: 293c 293d, 313d 313e, , 317a, 321c 321d, 323h 323i, 329c 329d, 347c 347d, , 351a, 355c 355d, 357h 357i; 6.1: 365c 365d, 381d 381e, , 385a, 389c 389d, 391h 391i, 417d 417e, , 421a, 423d 423e, 431c 431d, 447d 447e, , 451a, 455c 455d, 457h 457i; 6.2: 501c 501d, 519c 519d, , 523a, 527c 527d The Let s Write It! pages in the Student Edition present a variety of narrative writing forms, including personal narrative, realistic story, play, and folk tale, as well as other forms. The daily writing sections in the accompanying Teacher s Edition lessons guide children step by step through the writing process. Also, the Customize Writing (CW) pages guide children through a five stage writing process from narrative writing prompt to finished product. Writer s Craft and Writing Traits features in the weekly writing activities focus on topics such as organization and use of signal words. (See, for example, TE 1.1: 111c 11d.) 24

28 Production and Distribution of Writing Writing 4. (Begins in Grade 3) Writing 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. N/A TE 1.1: 49d 49e, 51h 51i, 79c 79d, 81h 81i, 87d 87e, 103c 103d, , 107a, 111c 111d, 113h 113i, CW 7, CW 8; 1.2: 147c 147d, 149h 149i 181c 181d, 183h 183i, CW 17 CW 19; 2.1: 215c 215d, 217h 217i, 245d 245e, 247h 247i 277h 277i, CW 7 CW 8; 2.2: 311d 311e, 313h 313i, 343c 343d, 345h 345i, CW 17 CW 19; 3.1: 379c 379d 381h 381i, 405d 405e, , 409a, 415d 415e, 417h 417i, 423d 423e, 443c 443d, , 447a, 449d 449e, 451h 451i, CW 7 CW 8; 3.2: 479h 479i, 485d 485e, 507d 507e, , 511a, 515c 515d, 517h 517i, CW 17 CW 19; 4.1: 25c 25d, 41d 41e, 44 45, 45a, 51d 51e, 53h 53i, 83h 83i, 117c 117d, 119h 119i, CW 8; 4.2: 151c 151d, 153h 153i, 185c 185d, 187h 187i, CW 17 CW 19; 5.1: 219c 219d, 221h 221i, 227c 227d, 247d 247e, , 251a, 253d 253e, 255h 255i, 285c 285d, 287h 287i, CW 7 CW 8; 5.2: 321c 321d, 323h 323i 357h 357i, CW 17 CW 19; 6.1: 389c 389d, 391h 391i, 397c 397d, 417d 417e, , 421a, 423d 423e, 425h 425i, 455c 455d 457h 457i, CW 7, CW 8; 6.2: 493d 493e, 495h 495i, 527c 527d, 529h 529i, CW 17 CW 19 Unit 4 Week 4 Tab Side 2: Use with Guide Comprehension, TE/SE pp The weekly writing lessons and the Customize Writing lessons in the Teacher s Edition are based on a five step process. Two of these steps are 25

29 continued Writing 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Revise and Proofread/Edit. Mini lessons in these sections focus on revising, peer conferencing proofreading, and editing skills, such as adding and deleting words, phrases, and sentences, proofreading for verb use, punctuation, capitalization, and more. TE 1.1: CW 1 CW 10; 1.2: 144h, CW 20; 2.1: 247a, 272h, CW 1 CW 10; 2.2: CW 20; 3.1: CW 1 CW 10; 3.2: 507g, 512, CW 20; 4.1: CW 1 CW 10; 4.2: 143f, 148h, CW 20; 5.1: 277g, CW 1 CW 10; 5.2: 347f, 252h, CW 20; 6.1: CW 1 CW 10; 6.2: CW 20 The program includes a Research and Inquiry strand that includes lessons on using technology, such as keyboarding, and the use of computer programs in preparing presentation materials. At the midpoint of each unit are the Customize Writing/21st Century Writing pages. Like the Customize Writing/Writing Process pages, these writing pages follow a five step writing process. Peer conferencing is included on the Revise page. The lessons also emphasize the use of technology to produce and publish writing. The 21st Century Writing projects are Poetry Book Pen Pal E Mail, Story Exchange, E Newsletter, Interview, and Blog. Research to Build and Present Knowledge Writing 7. Participate in shared research The five day lesson plan in the and writing projects (e.g., read a number Teacher s Edition for each Student of books on a single topic to produce a Edition selection includes a Research report; record science observations). and Inquiry activity for each day. These instructional activities ask children to further explore the 26

30 continued Writing 8. Recall information from experiences or gather information from provided sources to answer a question. Concept Talk question for that week. They research information and organize the information from the Concept Talk graphic organizer. In the Customize Writing for the 21st Century Skill lessons, children use computer activities to further explore ways to gather information. Representative pages are given below. Similar pages can be found in Unit 1 through Unit 6. TE 1.1: 25f, 43g, 47b, 49g, 51j, 57d 57e, 57f, 71d 71e, 71g, 74 75, 75a, 75b, 79c 79d, 79f, 81h 81i, 81j, 87f, 103f, 107b, 111f 113j, 119f, 139f, 143b, 147f, 149j, 155f, 173g, 177b, 181f, 183j; 1.2: 119d 119e, 139c 139d, , 143a, 147c 147d, 149h 149i; 2.1: 223d 223e, 239c 239d, , 243a, 245d 245e, 247h 247i; 4.2: 159c 159d, 177c 177d, , 181a, 185c 185d, 187h 187i Throughout the program, children have many opportunities to answer questions based on their own experiences or from information gathered from the text or other sources. Every selection has a Think Critically question in the Student Edition that requires children to answer questions that relate text to self or text to world. Look Back and Write requires children to review what they have read and use it as evidence to answer a question about the text. (See, for example, SE 1: 44.) Primary selections have paired selections that are related to theme or topic. Reading Across Texts and Writing Across Texts may require children to refer to the paired selections to respond to their questions. (See, for example, SE 1: 79.) 27

31 continued In addition, the program s Research and Inquiry strand provides instruction in gathering information, using background knowledge or other sources to answer questions. (See, for example, TE 4.1: 45b, 79b, 113b) Extend the opportunities by providing reference sources, such as encyclopedias, in the classroom. After reading selections, ask specific questions. Have children work together to find information in the reference source to answer the questions. For example, after reading Anansi Goes Fishing, ask, How many legs does a spider have? How many body parts does a spider have? TE 1.1: 47b; 3.1: 447b; 4.1: 45b, 79b, 113b; 4.2: 147b, 181b; 5.1: 215b, 251b 281b; 5.2: 317b, 351b; 6.1: 385b, 421b; 6.2: 491b, 523b, CW 13 CW 14 Writing 9. (Begins in Grade 4) Range of Writing Writing 10. (Begins in Grade 4) N/A N/A Comprehension and Collaboration Speaking/Listening 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Speaking and Listening Standards Children have the opportunity to discuss with the class each theme or story in Anchored Talk. In Team Talk, children work together to make suggestions about the conventions or comprehension elements being studied. Children are encouraged to discuss the main reading text with Higher Order Thinking Skills. Representative pages are given below for Unit 1, Week 1: 28

32 continued SE 1: 44, 51 TE 1.1: 20j, 25a, 25c, 25e, 26b, 26g, 26 27, 30 31, 36 37, 38 39, 42 43, 43e 44b, 45a, 47a, 48b, 48 49, 49a, 51a, 51b, 51c Speaking/Listening 1.a. Follow agreedupon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). The Listening and Speaking Strand in the program identifies reasons for speaking and listening and offers tips and reminders in both the Student Edition and the Teacher s Edition for effective listening and speaking. The lessons review methods for effective speakers and listeners in the Teacher s Edition lessons and are labeled as Tips on the Student Edition pages. In addition, the Communicate page of each Research and Inquiry strand provides reminders for effective listening and speaking. The pages listed below provide representative examples. SE 1: 51, 81, 149, 183, 313, 417; 2: 118, 323, 357, 457 TE 1.1: 49f, 51a, 51j, 79e, 81a, 81j; 1.2: 181e, 183a; 3.1: 415f; 4.1: 117e ; 5.2: 321e, 323a, 355e, 357a; 6.1: 455e, 457a Speaking/Listening 1.b. Build on others talk in conversations by linking their comments to the remarks of others. Discussion is an important part of the program. Every lesson begins with Concept Talk in which children discuss the question of the week and children discuss the lesson s theme or topic. Within the discussion, the teacher guides discussion with prompts that help children stay on topic. (See, for example, TE 1.1: 20j, TE 2.1: 186j, ) 29

33 continued Through the Listening and Speaking and Media Literacy strand, strategies for effective listening and speaking remind children to pay close attention and to stay on topic. (See, for example, TE 2.1: 245f and TE 3.1: 415f.) Throughout all discussion activities, guide children who stray from the topic. Remind them to listen carefully to the ideas of others and to use these ideas as springboards for their own comments. Speaking/Listening 1.c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Listening and Speaking and Media Literacy lessons in the Student and Teacher s Editions remind children to ask questions if they do not understand the information or need additional explanation to clarify what they heard. See the following representative examples: SE 1: 217, 247, 277, 313, 345 TE 2.1: , 217a, 247a, 275e, , 277a; 2.2: , 313a , 345a; 4.1: Speaking/Listening 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. The program practices retelling skills in which children are guided in retelling important ideas in written materials. (See, for example, TE 3.1: ) This skill is related to retelling graphic and orally presented material because children are required to analyze and restate information. The Listening and Speaking and Media Literacy strands offer opportunities to summarize and retell information presented orally or through other media. 30

34 continued SE 1: 149, 217, 451, 517; 2: 255 TE 1.2: 147e, 149a; 2.1: 215e, 217a; 3.1: 451a; 3.2: 517a; 5.1: 255a Unit 5 Week 1 Tab Side 2: Use with Guide Comprehension, TE/SE pp Unit 6 Week 2 Tab Side 2: Use with Genre, SE pp Speaking/Listening 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Listening and Speaking activities are a primary focus of the Let s Learn It! pages in the Student Edition. Together with the accompanying Teacher s Edition lessons these pages provide tips advising children to ask relevant, topic related questions and to respond with detail. The Listening and Speaking strand also offers lessons in asking and answering questions, and the Informational Text Graphic Sources lessons guide children in analyzing graphics to answer questions. (See, for example, TE 1.2: 149c.) SE 1: 276, 313, 345; 2: 391 TE 2.1: 217a, 247a, 275e, , 277a; 2.2: 345a; 4.1: 82 83; 6.1: 391a Presentation of Knowledge and Ideas Speaking/Listening 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. The Listening and Speaking activities on the Let s Learn It! pages of the Student Edition and the accompanying Teacher s Edition lesson provide opportunities for children to recount stories and experiences with appropriate facts and descriptive details. You can also use the plot and the main idea and supporting fact lessons in the comprehension strand to reinforce understanding of the concepts. 31