Skills taught by lesson number

Skills taught by lesson number READING (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. (A) Students are expected to recognize that spoken words can be represented by print for communication. Lessons 2, 4, 8, 10, 14, 16, 18, 22, 23, 24, 29, 36, 39, 40, 43, 44, 45, 49, 51, 52, 54, 59, 60, 61, 62, 64, 67, 72, 73, 77, 78, 82, 83, 85, 88, 89, 90, 91, 93, 97, 98, 100, 102, 105, 111, 113, 119, 123, 126, 129, 134, 142, 145 Building Blocks of Reading, p. 13 Superkids Skill-Building Book, pp. 37 38 (B) Students are expected to identify upperand lower-case letters. Lessons 1, 2, 3, 5, 6, 7, 9, 10, 12, 15, 17, 18, 19, 23, 25, 26, 28, 30, 31, 32, 33, 34, 37, 38, 39, 41, 43, 44, 45, 46, 47, 49, 50, 55, 56, 57, 58, 60, 62, 63, 66, 68, 69, 70, 74, 75, 76, 80, 81, 86, 90, 91, 94, 97, 101, 102, 107, 112, 113, 116, 117, 120, 121, 122, 127, 132, 133, 138, 139, 143 Building Blocks of Reading, pp. 14 15 Superkids Skill-Building Book, pp. 39 44 Page 1 of 18

(C) Students are expected to demonstrate the one-to-one correspondence between a spoken word and a printed word in text. Lessons 40, 52, 59, 64, 72, 77, 83, 89, 93, 98, 103 104, 109 110, 114, 118, 123, 124, 125, 130, 135 136, 140, 143 Building Blocks of Reading, pp. 13 14 Superkids Skill-Building Book, p. 38 (D) Students are expected to recognize the difference between a letter and a printed word. Lessons 1, 2, 7, 9, 10, 15, 17, 23, 30, 34, 35, 37, 41, 43, 46, 47, 49, 55, 57, 58, 60, 62, 63, 68, 70, 74, 82, 84, 86, 92, 96, 102, 122, 128, 139 Building Blocks of Reading, p. 14 (E) Students are expected to recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping). Lessons 10, 14, 16, 18, 22, 24, 29, 34, 35, 40, 42, 46, 51, 52, 57, 59, 60, 64, 65, 67, 72, 73, 77, 82, 83, 85, 87, 90, 91, 94, 97, 99, 100, 102, 105, 107, 111, 112, 117, 122, 125, 127, 129, 133, 137, 138, 144, 145 Building Blocks of Reading, pp. 13 14 Superkids Skill-Building Book, p. 37 (F) Students are expected to hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right. Lessons 7, 15, 21, 40, 52, 59, 64, 72, 77, 83, 89, 93, 98, 103 104, 109 110, 114, 118, 123, 124, 125, 130, 135 136, 140 Superkids Library Books Superkids Skill-Building Book, p. 36 Page 2 of 18

(G) Students are expected to identify different parts of a book (e.g., front and back covers, title page). Lessons 1, 7, 9, 15, 17, 21, 23, 30, 37, 43, 49, 55, 62, 68, 74, 80, 86, 96, 107, 120, 132 Superkids Library Books Suggested Read-Aloud Books Building Blocks of Reading, p. 13 Superkids Skill-Building Book, p. 36 (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. (A) Students are expected to identify a sentence Lessons 10, 14, 16, 18, 22, 24, 29, 34, 35, 40, 42, made up of a group of words. 46, 51, 52, 57, 59, 60, 64, 65, 67, 72, 73, 77, 82, 83, 85, 87, 90, 91, 94, 97, 99, 100, 102, 105, 107, 111, 112, 117, 122, 125, 127, 129, 133, 138, 142, 144, 145 Building Blocks of Reading, p. 5 Superkids Skill-Building Book, pp. 14 16 (B) Students are expected to identify syllables in spoken words. (C) Students are expected to orally generate rhymes in response to spoken words (e.g., What rhymes with hat? ). Building Blocks of Reading, p. 8 Superkids Skill-Building Book, pp. 18, 19 Lessons 5, 8, 14, 20, 27, 30, 39, 62, 74, 76, 78, 88, 93, 98, 103 104, 109 110, 114, 118, 123, 128, 129, 134, 140 Building Blocks of Reading, pp. 6 7 Superkids Skill-Building Book, pp. 10 13 (D) Students are expected to distinguish orally presented rhyming pairs of words from nonrhyming pairs. Lessons 5, 6, 12, 15, 17, 20, 23, 27, 33, 37, 43, 48, 49, 55, 68, 80, 91, 92, 99, 130, 131 Building Blocks of Reading, p. 6 Superkids Skill-Building Book, pp. 8 9 Page 3 of 18

(E) Students are expected to recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., baby boy bounces the ball ). (F) Students are expected to blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime /at/ make cat). Lessons 1, 2, 3, 4, 7, 9, 11, 16, 17, 19, 23, 30, 37, 38, 43, 49, 55, 62, 68, 74, 86, 91, 96, 101, 107, 112, 116, 120, 127, 128, 138 Superkids Skill-Building Book, pp. 22 23 Daily Blending Routines Lessons 4, 46, 47, 52, 58, 64, 71, 77, 91, 96, 101, 107, 112, 116, 127, 131, 132, 138, 145 Building Blocks of Reading, p. 9 Superkids Skill-Building Book, pp. 27 28 (G) Students are expected to blend spoken phonemes to form one-syllable words (e.g., /m/.../a/.../n/ says man). Daily Blending Routines Lessons 34, 35, 36, 40, 41, 42, 46, 47, 48, 52, 53, 54, 58, 59, 60, 61, 64, 65, 66, 67, 71, 72, 73, 77, 78, 79, 83, 84, 85, 88, 89, 90, 91, 93, 94, 95, 96, 98, 99, 100, 101, 103 104, 105, 106, 107, 109 110, 111, 112, 114, 115, 116, 118, 119, 123, 124, 125, 126, 127, 130, 131, 132, 134, 135 136, 137, 138, 140, 141, 142, 143, 144, 145 Quick Guide to Blending card Superkids Big Book of Blending Building Blocks of Reading, pp. 11 12 Superkids Skill-Building Book, pp. 25 26 Page 4 of 18

(H) Students are expected to isolate the initial sound in one-syllable spoken words. Daily Phonemic Awareness Routines Lessons 1, 2, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 20, 22, 23, 24, 25, 26, 27, 28, 30, 31, 32, 33, 37, 38, 39, 40, 43, 44, 45, 49, 50, 51, 55, 56, 57, 60, 62, 63, 66, 68, 69, 70, 74, 75, 76, 80, 81, 82, 86, 87, 90, 91, 92, 95, 96, 97, 101, 102, 106, 107, 108, 112, 113, 116, 117, 120, 121, 122, 127, 128, 132, 138, 139 Building Blocks of Reading, pp. 10 11 Superkids Skill-Building Book, p. 24 (I) Students are expected to segment spoken one-syllable words into two or three phonemes (e.g., dog: /d/.../o/.../g/). Lessons 35, 41, 46, 47, 57, 60, 63, 70, 84, 92, 95, 97, 102, 119, 128, 131, 139 Building Blocks of Reading, p. 12 Superkids Skill-Building Book, p. 26 (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. (A) Students are expected to identify the Daily Blending Routines common sounds that letters represent. Lessons 1, 2, 3, 6, 9, 10, 11, 12, 13, 14, 15, 17, 19, 20, 21, 23, 26, 27, 30, 31, 32, 33, 34, 35, 37, 38, 39, 41, 43, 44, 45, 46, 47, 49, 50, 51, 53, 55, 56, 57, 58, 60, 62, 63, 66, 68, 69, 70, 74, 75, 76, 80, 81, 82, 84, 86, 87, 88, 91, 92, 95, 96, 101, 102, 106, 107, 108, 112, 113, 116, 117, 120, 121, 122, 127, 128, 132, 133, 138, 143 Superkids Skill-Building Book, pp. 55 58 Page 5 of 18

(B) Students are expected to use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words). Lessons 34, 35, 40, 46, 51, 52, 57, 58, 59, 60, 64, 65, 66, 70, 71, 72, 77, 78, 82, 83, 84, 87, 88, 89, 90, 91, 92, 93, 94, 97, 98, 99, 100, 103 104, 105, 106, 107, 108, 109 110, 112, 113, 114, 115, 116, 117, 118, 121, 122, 123, 124, 125, 126, 127, 128, 129, 130, 131, 132, 133, 134, 135 136, 137, 138, 139, 140, 142, 144, 145 Quick Guide to Blending card Superkids Big Book of Blending Superkids Skill-Building Book, pp. 63, 74 75 (C) Students are expected to recognize that new words are created when letters are changed, added, or deleted. Daily Blending Routines Lessons 41, 42, 46, 48, 53, 54, 59, 60, 61, 65, 66, 67, 72, 73, 78, 79, 82, 84, 85, 89, 90, 94, 95, 99, 100, 105, 106, 111, 115, 119, 124, 125, 126, 128, 130, 135 136, 137, 141, 142, 143, 144 Superkids Skill-Building Book, p. 64 Page 6 of 18

(D) Students are expected to identify and read at least 25 high-frequency words from a commonly used list. Lessons 52, 65, 76, 77, 78, 83, 88, 89, 90, 93, 97, 98, 103 104, 105, 108, 109 110, 114, 117, 118, 123, 124, 125, 126, 129, 130, 134, 135 136, 139, 142 Superkids Skill-Building Book, pp. 106 108 (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. (A) Students are expected to predict what Lessons 8, 16, 54, 59, 73, 79, 83, 89, 93, 103 104, might happen next in text based on the cover, 114, 118, 123, 124, 125 title, and illustrations. Meet the Superkids On-Level Library, Unit 10 Suggested Read-Aloud Books Superkids Skill-Building Book, pp. 163 164 (B) Students are expected to ask and respond to questions about texts read aloud. Lessons 8, 11, 16, 22, 29, 36, 42, 48, 54, 61, 67, 73, 79, 85 Recorded Readings on CDs and Suggested Read-Aloud Books (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. (A) Students are expected to identify and use Lessons 3, 5, 28, 53, 59, 73, 80, 97, 114, 118, 124, words that name actions, directions, positions, 125, 141, 145 sequences, and locations. Vocabulary Tuck-Ins in Lessons 2, 3, 86, Superkids Skill-Building Book, pp. 127 128, 143 144 (B) Students are expected to recognize that compound words are made up of shorter words. Lessons 135 136 Superkids Skill-Building Book, pp. 96 97 Page 7 of 18

(C) Students are expected to identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures). Lessons 4, 9, 11, 17, 23, 24, 25, 27, 30, 37, 43, 47, 55, 62, 71, 74, 76, 84, 86, 91, 94, 107, 119, 126, 127 Vocabulary Tuck-Ins in Lessons 2, 4, 5, 10, 31, 38, 55, 68, 86, Superkids Skill-Building Book, pp. 135 137, 146 (D) Students are expected to use a picture dictionary to find words. Superkids Skill-Building Book, pp. 152 153 (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (A) Students are expected to identify elements of a story including setting, character, and key events. Lessons 8, 16, 22, 36, 40, 54, 59, 61, 64, 72, 73, 77, 79, 83, 85, 89, 90, 93, 94, 98, 99, 103 104, 105, 109 110, 111, 114, 115, 118, 119, 123, 124, 125, 126, 135 136, 137, 140, 141 Meet the Superkids On-Level Library, Units 2, 3, 4, 9 Superkids Club Easy Library, Units 2, 6 Superkids Club On-Level Library, Units 1, 5, 6, 8 Daily Read-Aloud Routine card Superkids Skill-Building Book, pp. 173 174 (B) Students are expected to discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience. (C) Students are expected to recognize sensory details. Suggested Read-Aloud Books Superkids Skill-Building Book, p. 179 Lessons 8, 21, 29, 93, 114, 118, 135 136 Vocabulary Tuck-In in Lesson 19 Page 8 of 18

(D) Students are expected to recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures. Suggested Read-Aloud Books (7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm Lessons 29, 48, 91, 130 and rhyme in poetry through identifying a regular beat and similarities in word sounds. Building Blocks of Reading, p. 6 Suggested Read-Aloud Books (8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (A) Students are expected to retell a main event from a story read aloud. Lessons 16, 22, 54, 61, 64, 72, 73, 77, 79, 83, 85, 89, 93, 98, 103 104, 109 110, 114, 118, 123, 124, 125, 135 136, 140, 141 Summarize and Retell Tuck-ins: 90, 94, 99, 105, 111, 115, 119, 126, 137, 141 Meet the Superkids On-Level Library, Unit 6 Superkids Club Easy Library, Units 7, 9 Superkids Club On-Level Library, Unit 2 Suggested Read-Aloud Books Superkids Skill-Building Book, pp. 177 178 Page 9 of 18

(B) Students are expected to describe characters in a story and the reasons for their actions. Lessons 8, 22, 54, 79, 83, 85, 89, 103 104, 114, 118, 123, 124, 125, 135 136 Meet the Superkids On-Level Library, Unit 2 Superkids Club Easy Library, Unit 6 Superkids Club On-Level Library, Unit 8 Daily Read-Aloud Routine card Superkids Skill-Building Book, pp, 173 174 (9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard. Lessons 7, 42, 67 Meet the Superkids On-Level Library, Units 12, 13 Suggested Read-Aloud Books Superkids Skill-Building Book, p. 178 (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. (A) Students are expected to identify the topic and details in expository text heard or read, referring to the words and/or illustrations. Lessons 7, 10, 42, 67 Meet the Superkids On-Level Library, Units 12, 13 Suggested Read-Aloud Books Superkids Skill-Building Book, pp. 166, 178 Page 10 of 18

(B) Students are expected to retell important facts in a text, heard or read. Lessons 10, 11, 42, 67 Meet the Superkids On-Level Library, Units 12, 13 Superkids Skill-Building Book, pp. 166, 178 (C) Students are expected to discuss the ways authors group information in text. (D) Students are expected to use titles and illustrations to make predictions about text. Meet the Superkids On-Level Library, Unit 13 Meet the Superkids On-Level Library, Units 12, 13 (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. (A) Students are expected to follow pictorial Lessons 7, 90 directions (e.g., recipes, science experiments). (B) Students are expected to identify the meaning of specific signs (e.g., traffic signs, warning signs). Lessons 40, 86, 96, 114 (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. (A) Students (with adult assistance) are Lessons 49, 51 expected to identify different forms of media (e.g., advertisements, newspapers, radio Building Blocks of Reading, p. 14 programs). Superkids Skill-Building Book, p. 37 (B) Students (with adult assistance) are expected to identify techniques used in media (e.g., sound, movement). Meet the Superkids Unit 8 Teacher s Guide (Icky), p. 4 Page 11 of 18

WRITING (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (A) Students (with adult assistance) are expected to plan a first draft by generating ideas for writing through class discussion. Lessons 2, 4, 8, 10, 14, 16, 18, 24, 29, 34, 36, 39, 40, 44, 46, 48, 51, 52, 54, 57, 61, 64, 66, 67, 70, 72, 73, 77, 79, 82, 83, 85, 90, 94, 99, 100, 105, 111, 113, 119, 123, 126, 131, 134, 137, 141 (B) Students (with adult assistance) are expected to develop drafts by sequencing the action or details in the story. Lessons 16, 24, 29, 40, 46, 51, 52, 57, 64, 66, 73, 77, 79, 83, 90, 94, 99, 100, 105, 111, 119, 123, 126, 131, 134, 137, 142 Superkids Skill-Building Book, pp. 239 240 (C) Students (with adult assistance) are expected to revise drafts by adding details or sentences. (D) Students (with adult assistance) are expected to edit drafts by leaving spaces between letters and words. (E) Students (with adult assistance) are expected to share writing with others. Lessons 51, 64, 111, 131, 143 Superkids Skill-Building Book, p. 241 Lessons 16, 24, 29, 40, 46, 51, 52, 57, 64, 66, 73, 77, 79, 83, 90, 94, 99, 100, 105, 111, 119, 123, 126, 131, 134, 137, 143 Lessons 4, 14, 16, 24, 29, 36, 40, 44, 46, 51, 52, 57, 66, 67, 70, 72, 73, 77, 79, 82, 83, 90, 94, 99, 100, 105, 111, 119, 123, 126, 131, 134, 137, 143, 144, 145 (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. (A) Students are expected to dictate or write Lessons 16, 24, 34, 40, 46, 59, 64, 66, 77, 83, 111, sentences to tell a story and put the sentences 131, 142 in chronological sequence. Superkids Skill-Building Book, pp. 236 237 (B) Students are expected to write short poems. Lesson 48 Page 12 of 18

(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations. Lessons 2, 4, 10, 14, 18, 29, 36, 39, 42, 44, 51, 54, 57, 70, 72, 73, 76, 79, 82, 85, 88, 90, 94, 99, 100, 102, 105, 113, 119, 123, 126, 129, 134, 137, 144, 145 ORAL AND WRITTEN CONVENTIONS (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. (A) Students are expected to understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (i) past and future tenses when speaking (ii) nouns (singular/plural) (iii) descriptive words (iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over) (v) pronouns (e.g., I, me) Lessons 80, 88, 97, 111, 117, 132, 134, 139, 145 Superkids Skill-Building Book, pp. 206 213, 215 216 (B) Students are expected to speak in complete sentences to communicate. Lessons 10, 14, 16, 18, 22, 24, 29, 34, 35, 40, 42, 46, 51, 52, 57, 59, 60, 64, 65, 67, 72, 73, 77, 82, 83, 85, 90, 94, 95, 99, 100, 105, 111, 119, 123, 126, 129, 134, 137, 141, 142, 144, 145 Superkids Skill-Building Book, p. 14 (C) Students are expected to use complete simple sentences. Lessons 10, 14, 16, 18, 22, 24, 29, 34, 35, 40, 42, 46, 51, 52, 57, 59, 60, 64, 65, 67, 72, 73, 77, 82, 83, 85, 90, 94, 95, 99, 100, 105, 111, 119, 123, 126, 129, 134, 137, 141, 142, 144, 145 Superkids Skill-Building Book, pp. 235 236 Page 13 of 18

(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. (A) Students are expected to form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-tobottom progression). Daily Handwriting Routines Lessons 5, 6, 7, 11, 12, 14, 15, 18, 19, 25, 26, 31, 32, 35, 38, 39, 44, 45, 50, 56, 63, 69, 75, 81, 87, 91, 97, 102, 107, 112, 117, 121, 127, 133, 138, 143 Superkids Skill-Building Book, pp. 45 51 (B) Students are expected to capitalize the first letter in a sentence. Lessons 87, 91, 97, 102, 107, 112, 117, 127, 133, 138, 143 Superkids Skill-Building Book, pp. 227 229 (C) Students are expected to use punctuation at the end of a sentence. Lessons 87, 91, 97, 102, 107, 112, 117, 127, 133, 138, 143, 145 Superkids Skill-Building Book, pp. 220 223, 227 229 (18) Oral and Written Conventions/Spelling. Students spell correctly. (A) Students are expected to use phonological Daily Dictation Routines knowledge to match sounds to letters. Lessons 7, 12, 13, 14, 20, 21, 26, 27, 32, 35, 39, 41, 44, 45, 46, 47, 50, 51, 53, 56, 57, 58, 60, 63, 69, 70, 76, 81, 84, 87, 90, 92, 95, 97, 102, 106, 119, 122, 128, 131, 139, 143 Superkids Skill-Building Book, p. 185 (B) Students are expected to use letter-sound correspondences to spell consonant-vowelconsonant (CVC) words (e.g., cut ). (C) Students are expected to write one s own name. Daily Dictation Routines Lessons 70, 95, 119, 131, 139 Superkids Skill-Building Book, pp. 186 188 Lessons 85, 145 Page 14 of 18

RESEARCH (19) Research/Research Plan. Students ask open-ended questions and develop a plan for answering them. (A) Students (with adult assistance) are Lesson 67 expected to ask questions about topics of classwide interest. Superkids Skill-Building Book, p. 166 (B) Students (with adult assistance) are expected to decide what sources or people in the classroom, school, library, or home can answer these questions. Lesson 67 (20) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. (A) Students (with adult assistance) are Lesson 67 expected to gather evidence from provided text sources. Meet the Superkids On-Level Library, Unit 13 Superkids Skill-Building Book, p. 166 (B) Students (with adult assistance) are expected to use pictures in conjunction with writing when documenting research. Meet the Superkids On-Level Library, Unit 12 Page 15 of 18

LISTENING AND SPEAKING (21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. (A) Students are expected to listen attentively by facing speakers and asking questions to clarify information. Lessons 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103 104, 105, 106, 107, 108, 109 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120, 121, 122, 123, 124, 125, 126, 127, 128, 129, 130, 131, 132, 133, 134, 135 136, 137, 138, 139, 140, 141, 142, 143, 144, 145 (B) Students are expected to follow oral directions that involve a short related sequence of actions. Lessons 3, 4, 6, 7, 10, 13, 14, 15, 19, 21, 26, 27, 28, 32, 33, 39, 41, 45, 47, 49, 50, 53, 56, 58, 60, 63, 66, 69, 71, 76, 78, 81, 84, 87, 90, 92, 94, 95, 99, 100, 105, 106, 111, 113, 115, 119, 122, 126, 128, 134, 137, 138, 139, 141 (22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and Sharing about writing in Lessons 4, 8, 14, 16, ideas by speaking audibly and clearly using the 24, 36, 40, 44, 46, 51, 66, 67, 72, 73, 77, 79, 83, 90, conventions of language. 94, 99, 100, 105, 111, 123, 126, 131, 134, 137, 143 Lasting Lesson discussions in Lessons 4, 16, 22, 25, 36, 38, 47, 53, 58, 63, 71, 79, 84, 87, 94, 99, 106, 108, 115, 119, 126, 130, 137, 145 Speaking and Listening Tuck-Ins in Lessons 6, 14, 17, 32, 65, 129, 137 Superkids Library Books Page 16 of 18

(23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon Lasting Lesson discussions in Lessons 4, 16, 22, rules for discussion, including taking turns and 25, 36, 38, 47, 53, 58, 63, 71, 79, 84, 87, 94, 99, speaking one at a time. 106, 108, 115, 119, 126, 130, 137, 145 Discussion of Read-Aloud and Decodable Texts in Lessons 8, 16, 22, 29, 36, 40, 42, 48, 52, 54, 59, 61, 64, 67, 72, 73, 77, 79, 83, 85, 89, 93, 98, 103 104, 109 110, 114, 118, 123, 124, 125, 135 136, 140 READING Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. (A) The student is expected to discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). Lessons 8, 11, 16, 22, 29, 36, 40, 42, 48, 52, 54, 59, 61, 64, 72, 73, 77, 79, 83, 85, 89, 90, 93, 94, 98, 99, 103 104, 105, 109 110, 111, 114, 115, 118, 119, 123, 124, 125, 126, 130, 135 136, 137, 140, 141 Superkids Library Books Suggested Read-Aloud Books (B) The student is expected to ask and respond to questions about text. Lessons 8, 11, 16, 22, 29, 36, 40, 42, 48, 52, 54, 59, 61, 64, 72, 73, 77, 79, 83, 85, 89, 90, 93, 94, 98, 99, 103 104, 105, 109 110, 111, 114, 115, 118, 119, 123, 124, 125, 126, 130, 135 136, 137, 140, 141 Superkids Library Books Superkids Skill-Building Book, p. 167 Page 17 of 18

(C) The student is expected to monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). (D) The student is expected to make inferences based on the cover, title, illustrations, and plot. Lessons 59, 85, 98, 135 136 Superkids Skill-Building Book, pp. 167 168 Lessons 16, 22, 36, 54, 59, 72, 77, 89, 93, 98, 103 104, 1-9 110, 114, 118, 123, 125, 135 136 Superkids Club Easy Library, Unit 4 Superkids Skill-Building Book, p. 161 (E) The student is expected to retell or act out important events in stories. Lessons 16, 22, 54, 61, 64, 72, 73, 77, 79, 83, 85, 89, 93, 98, 103 104, 109 110, 114, 118, 123, 124, 125, 135 136, 140, 141 Summarize and Retell Tuck-ins: 90, 94, 99, 105, 111, 115, 119, 126, 137, 141 Meet the Superkids On-Level Library, Unit 6 Superkids Club Easy Library, Units 7, 9 Superkids Club On-Level Library, Unit 2 Superkids Skill-Building Book, pp. 170, 177 (F) The student is expected to make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. Lessons 48, 54, 59, 61, 67, 73, 79, 83, 85, 103 104, 118, 123, 135 136, 140 Meet the Superkids On-Level Library, Unit 11 Page 18 of 18