LANGUAGE ARTS LITERACY CURRICULUM GUIDE K-5 Reissued December, 2007
LANGUAGE ARTS LITERACY
CURRICULUM GUIDEK-5
Reissued December, 2007
Newark Public SchoolsOffice of Language Arts Literacy
2 Cedar Street Newark, NJ 07102
NEWARK PUBLIC SCHOOLSADMINISTRATION
__________________________________________
State District Superintendent………………………………….…..Ms. Marion A. Bolden
State District Deputy Superintendent……………………………..Ms. Anzella K. Nelms
Chief Financial Officer School Business Administrator………..…………………....................…..Mr. Ronald Lee
Chief of Staff……………………………………………………….…….Ms. Bessie H. White
Assistant Superintendent School Leadership Team I………………………………...…Ms. Joanne C.Bergamotto
Assistant Superintendent School Leadership Team II……………………………………...…..…Dr. J. Russell Garris
Assistant Superintendent School Leadership Team III…………………………………Dr. Glenda Johnson Green
Assistant Superintendent School Leadership Team IV……………………….………………….…….Ms. Lydia Silva
Assistant Superintendent School Leadership Team V……………………………………………...Dr. Don Marinaro
Assistant SuperintendentDepartment of Teaching and Learning……………………………Dr. Gayle W. Griffin
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Associate SuperintendentDepartment of Special Education……………………………………Ms. Alyson Barillari
Associate SuperintendentDepartment of Special Programs…………………………………Mr. Benjamin O’Neal
Table of Contents
Administration…………………………………………………………….…………………....1Notes to the Teacher………………………………………………………………....………4
Section I: Introduction
Newark Public Schools Mission Statement………………………………………….…....6Newark Public Schools Curriculum Philosophy………………………………………..…6New Jersey Core Curriculum Content Standards……………………………….….…..7Beliefs…………………………………………………………………………………….….....10Purpose Statement/Program Description…………………………………………....….11Curriculum Design………………………………………………………………………..…..13
Section II: Correlation of the New Jersey Core Curriculum Content Standards to Harcourt Trophies by Page Reference
Key to Correlation by Page Reference……………………………………….………....15
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Language Arts Literacy – Kindergarten…………………………………...………….…16Language Arts Literacy – First Grade………………………………………………….....30Language Arts Literacy – Second Grade…………………………………………..…...57Language Arts Literacy – Third Grade…………………………………………………...73Language Arts Literacy – Fourth Grade…………………………………………………87Language Arts Literacy – Fifth Grade………………………………………………..…101
Section III: Correlation of the New Jersey Core Curriculum Content Standards to Harcourt Trophies by Learning Objective
Language Arts Literacy – Kindergarten…………………………………………….….119Language Arts Literacy – First Grade………………………………………………..….130Language Arts Literacy – Second Grade……………………….…………………..…138Language Arts Literacy – Third Grade………………………………………….………145Language Arts Literacy – Fourth Grade……………………………………………..…154Language Arts Literacy – Fifth Grade……………………………………………….….163
Section IV: Appendix Getting Started in the K-5 Classroom………………………………………………..….173A Balanced Literacy Approach……………………………………………………..…..175
Read-Aloud K-5……………………………………………………………….……175
Shared Reading K-5…………………………………………………………….…176
Word Study K-2…………………………………………………………….……….178
Word Study 3-5………………………………………………………………….….179
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Guided Reading K-5……………………………………………………………....180 Independent Reading K-5…………………………………………………….…181
Modeled Writing K-5……………………………………………………………....182
Shared Writing K-5…………………………………………………………….…...182
Interactive Writing K-2………………………………………………………….…183
Guided Writing K-5………………………………………………………………...184
Independent Writing K-5………………………………………………………....184
Writing Workshop K-5……………………………………………………………...184Registered Holistic Scoring Method K-2………………………………………………...185Procedural Writing Rubric for Primary/Intermediate…………………………….…..186NJ Registered Holistic Scoring Rubric (for NJASK)…………………………………….187NJASK Open-Ended Scoring Rubric…………………………………………….………188NJ Registered Holistic Scoring Rubric (for GEPA)…………………………………..…189NWREL 6+1 Traits of Writing……………………………………………………………..…190Bibliography………………………………………………………………………………....195Discussion ListServs……………………………………………………………………….…198Web Sites………………………………………………………….……………………….…199Author Web Sites………………………………………………….………………………...202Glossary………………………………………………………………………………….…...203
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Notes to the TeacherThis document is intended to serve not only as a reference, but also as a practical resource, which will support and inform the work of K-5 classroom teachers. To that end, the components of this guide have been arranged in the following order:
Part I includes a mission statement, references Newark’s curriculum philosophy and provides an introduction, which outlines the New Jersey Core Curriculum Standards for Language Arts Literacy and speaks to beliefs, followed by a purpose statement, program description and curriculum design. A close reading of this section will provide a foundation for interpreting the balance of the guide.
Part II contains the New Jersey standards, goals, and objectives correlated to Harcourt Trophies by page reference.
Part III contains the New Jersey standards, goals, and objectives correlated to Harcourt Trophies by learning objective.
Part IV is an appendix that provides ideas for getting started in the K-5 classroom, definitions of recommended comprehensive and balanced literacy instructional structures, rubrics, suggestions for professional readings, a sampling of technological resources, and a glossary. Please note that this Appendix is not intended to be your sole reference source, but rather, is “a place to start.” The Harcourt Teacher Editions contain a wealth of material to guide your instruction, as do the professional books and other resources listed herein.
Our elementary program engages children in reading, writing, speaking, listening, and viewing for pleasure, for information and to construct knowledge; requires personal and critical responses; and seeks to create a “community of learners” who can be engaged in their learning now and for the future. It is imperative to acknowledge that this “community of learners” may presently be found in a variety of settings throughout the district, due to idiosyncratic differences in the format of the instructional program. However, there is only one core curriculum . The standards, goals, and objectives contained in this curriculum document have been correlated to
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encompass the New Jersey Core Curriculum Content Standards and Test Specifications in the area of Language Arts Literacy and Cross-Content Workplace Readiness.
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Section I:
Introduction
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The Newark Public Schools Mission StatementThe Newark Public Schools District recognizes that each child is a unique individual who possesses talents, abilities, goals, and dreams. We further recognize that each child can only be successful when we acknowledge all aspects of children’s lives; addressing their needs, enhancing their intellect, developing their character, and uplifting their spirit. Finally, we recognize that individuals learn, grow, and achieve differently, and it is therefore critical that we provide a variety of programs based on students’ needs.
As a district we recognize that education does not exist in a vacuum. In recognizing the rich diversity of our student population, we also acknowledge the richness of the diverse environment that surrounds us. The numerous cultural, educational, and economic institutions that are part of the greater Newark community play a critical role in the lives of our children. It is equally essential that these institutions become an integral part of our educational program.
To this end the Newark Public Schools is dedicated to providing a quality education, which embodies a philosophy of critical and creative thinking, and is designed to equip each graduate with the knowledge and skills needed to be a productive citizen. Accountability at every level is an integral part of our approach. Our educational program is informed by rigorous academic standards, high expectations, and equal access to programs that provide for and motivate a variety of interests and abilities for every student based on his or her needs.
The Newark Public Schools Curriculum PhilosophyThe purpose of education is to enable each student to acquire critical thinking skills, knowledge, concepts, processes, and attitudes to successfully function in society. Inherent in the education process is the recognition that each student is unique. The process allows students’ innate abilities and talents to be revealed and developed to their fullest potential. The curriculum is the vehicle that ensures academic rigor and standardization of instruction for all students. To that end, a performance-based, continuous-progress model shall be used to assure that, upon graduation, students possess the skills, knowledge, concepts, and cognitive processes to have a successful experience in higher education and in the workplace.
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LANGUAGE ARTS LITERACY: Grades K-5
INTRODUCTION
“...For children, as for everyone, language is the primary instrument for making sense of the world and a primary way to connect with others. While language is a powerful means for communicating, it goes beyond the mere sharing of ideas and information. Language evokes histories, emotions, values, issues, knowledge, and inventions. It is what we share and what sets us apart, one from another.” (New Jersey Core Curriculum Content Standards. May, 1996. p. 3-1).
New JerseyCore Curriculum Content Standards
ForLanguage Arts Literacy
There are five language arts literacy standards, each of which has lettered strands and learning expectations for each grade level. The standards and strands are outlined below:
STANDARD 3.1 (READING) 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
B. Phonological Awareness
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C. Decoding and Word Recognition
D. Fluency
E. Reading Strategies (before, during, and after reading)
F. Vocabulary and Concept Development
G. Comprehension Skills and Response to Text
H. Inquiry and Research
STANDARD 3.2 (WRITING) 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
B. Writing as a Product
C. Mechanics, Spelling, and Handwriting
D. Writing Forms, Audiences, and Purposes
STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
A. Discussion
B. Questioning (Inquiry) and Contributing
C. Word Choice
D. Oral Presentation
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STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.
A. Active Listening
B. Listening Comprehension
STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTONIC TEXTS AND RESOURCES.
A. Constructing Meaning
B. Visual and Verbal Messages
C. Living with Media
“…The New Jersey Core Curriculum Content Standards… are not intended to be a curriculum guide, but should be used as a catalyst for curriculum development and alignment… The standards are intended to promote students’ capacities to construct meaning in any arena, with others as well as on their own. If students learn to read, write, speak, listen, and view critically, strategically, and creatively, and if they learn to use these arts individually and with others, they will have the literacy skills they need to discover personal and shared meaning throughout their lives.” (New Jersey Core Curriculum Content Standards. January, 2002. pp.1-2 of Introduction)
During the last thirty years we have witnessed a paradigm shift concerning language arts literacy instruction. The former emphasis on students' decoding and written products has given way to an inquiry concerning the constructive processes students use to compose texts as readers, writers, speakers, listeners, and viewers; the nature and influence of community on the learner and the text; and the development of alternative assessment practices. With such a shift comes the need to re-examine curriculum in both its content and form.
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BeliefsThe revised Language Arts Literacy curriculum for Grades K-5 appears on the following pages. Inherent in the goals, outcomes, and instructional/assessment practices is the following set of beliefs:
1. Readers, writers, speakers, listeners, and viewers in grades K-5 need regular blocks of time to generate, extend, revise, edit and publish text.
2. Readers, writers, speakers, listeners, and viewers in grades K-5 need their own topics for inquiry and a multiplicity of sources from which to draw.
3. Readers, writers, speakers, listeners, and, viewers in grades K-5 need response.
4. Readers, writers, speakers, listeners, and viewers in grades K-5 need to learn mechanics and other conventions of language in context.
5. Students need to know adults who read, write, speak, listen, and view for a variety of audiences and in a variety of contexts.
6. Writers, speakers, listeners, and viewers in grades K-5 need to read independently as well as with teacher support.
7. Readers and viewers in grades K-5 need to write, speak, listen, and view non-print text.
8. Readers, writers, speakers, listeners, and viewers in grades K-5 need genuine purposes.
9. Reading and writing are cognitive processes embedded in social contexts.
10. Students need opportunities to listen actively in a variety of situations to information from a variety of sources.
11. Students need to view, understand, and interact with non-print visual/auditory information.
12. Students need to speak and write for a variety of real purposes and audiences.
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Purpose Statement/Program DescriptionIn order to enact, support and refine this curriculum, an integrated approach to language arts literacy that focuses on metacognitive and cognitive processes and products is outlined in this document. Instruction in strategies that help students generate, extend, refine, and, in some situations, publish text is the major thrust emphasized. This student-centered approach, an initiative prescribed by the Newark Public Schools Education Plan, utilizes the Cognitive Apprenticeship Model of instruction with the goal of developing independent learners.
Cognitive Apprenticeship is an instructional model aimed primarily at the teaching of processes that experts use to handle complex tasks. It refers to the focus of externalizing the cognitive processes that are usually carried out internally so as to provide students with explicit models. Through cognitive apprenticeship, the teacher demonstrates, guides, assists as needed, and then fades when the student can independently complete the task. This gradual release of responsibility enables students to repeat success because they have learned not only how to do a given task, but also the cognitive and metacognitive processes that are necessary to the task. Traditional didactic instruction does not lend itself to insuring student independence. In an article concerning cognitive apprenticeship, authors Allan Collins, John Seely Brown, and Susan E. Newman explain that, “although schools have been relatively successful in organizing and conveying large bodies of conceptual and factual knowledge, standard pedagogical practices render key aspects of expertise invisible to students. Too little attention is paid to the processes that experts engage in to use or acquire knowledge in carrying out complex or realistic tasks” (Collins, et al. 1989, p.454). Assigning students tasks, or teaching only skill-level aspects of a complex task—does not insure that a student learns “to understand the nature of expert practice” or “to devise methods appropriate to learning that practice”(p.455); in short, to become an independent learner. In order to perform well on our district’s K-5 assessments, on the New Jersey Assessment of Skills and Knowledge (NJASK-3/NJASK-4), the Grade Eight Proficiency Assessment (GEPA), the High School Proficiency Assessment (HSPA), and other complex standardized tasks, our students must be able to be successfully independent. The Cognitive Apprenticeship Model directly addresses that goal of independence.
Some years ago, Jerome Bruner wrote of the spiral curriculum (The Process of Education, 1963). He said, "Learning should not only take us somewhere; it should allow us to go further more easily...[The spiral curriculum] consists of learning initially not a skill but a general idea, which can then be used as a
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basis for recognizing subsequent problems as social cases of the idea originally mastered. This type of transfer is at the heart of the educational process—the continual broadening and deepening of knowledge in terms of basic and general ideas” (p. 16).
This curriculum guide was designed to help educators enable students to broaden and deepen their knowledge of language arts literacy through an integrated approach. As a result, the type of learning situations fostered in the intermediate grades is not on the surface very different from what instruction looks and sounds like at the middle level. What is different however is the depth and breadth of the experiences. Further, we accept that children do not develop at the same rate—nor do their rates of development proceed linearly. For example, there may be some third graders who are able to compose text, be it as a reader, speaker, listener, viewer and/or writer similar to that of typical fifth graders. Or there may be some fourth graders who struggle to compose text and whose articulated work resembles that of a typical third grader. This guide addresses such situations by insisting that teachers provide developmentally appropriate instruction based on what students can actually do and provide students with the scaffolding necessary to help them build success. Objectives are presented in content clusters. The Office of Language Arts Literacy provides no pacing timeline. It is the prerogative, indeed, responsibility, of professional educators at the SLT, building, and classroom level to make informed decisions which will organize the delivery of the curriculum content over the course of the school year in ways that meet the needs of students, make instructional sense, and reflect the recursive nature of language arts/literacy instruction. New teachers, as well as those more experienced, along with their administrators, can be supported in this endeavor by the modeling, coaching and scaffolding of school-based Literacy as well as Resource Teacher/Coordinators who are available through the Office of Language Arts Literacy.
Learning to read, write, speak, view, and listen well involves the study of craft and the evoking of art. Nobel Prize winner, Toni Morrison reminds us, "If writing is thinking, and discovery and selection and order and meaning, it is also awe and reverence and mystery and magic." An integrated language arts and literacy approach affords students the opportunity to build on developed strengths, refine new cognitive and metacognitive strategies, take the necessary risks in order to grow as learners, and to create and share stories.
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Curriculum Design
The instructional and curricular design of the elementary language arts literacy program is recursive; that is, the same major strategies and skills are taught and reinforced across grades K-5. The curriculum is designed to ensure that each student will have command of the basic skills of listening, speaking, reading, writing, spelling, viewing, and penmanship. Through oral and written language, students will develop and expand their concepts of themselves, people, places, and events in the world around them. Skills in drama emphasize the role of the student as a participant, viewer/listener, and critic, as well as enrich the language arts.
Skills and strategies are developed by students interacting with text via a variety of materials, which may include: the Harcourt Trophies/Tropheos literature-based reading program, trade books, non-print text, student-generated text, as well as supplementary materials that can be used across the curriculum and grade levels. Students demonstrate their understanding of the language by responding to text in a variety of ways. The integration of listening, speaking, reading, writing, and viewing—supports the holistic approach to instruction and is enacted in part through thematic units of instruction, through the practices of a balanced literacy approach (reading and writing aloud, shared reading and writing, guided reading and writing, and independent reading and writing), and through direct instruction as fostered through Harcourt Trophies/Tropheos. Further, all learners actively compose, extend, and revise text as readers, writers, listeners, speakers, and viewers.
Creative and critical thinking activities encourage students to generate, ponder, revise, extend and transform choices. It is recognized that all students need to be challenged and that our expectations need to uniformly remain high. Further, we acknowledge and support the use of activities designed to explore multicultural perspectives as they have the potential to generate appreciation and respect for cultural identities of self and others.
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Section II:
Correlation of the New Jersey
Core Curriculum Content Standards
toHarcourt Trophies
by Page Reference
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KEY TO CORRELATION BY PAGE REFERENCE
HARCOURT TROPHIES 2005 Edition
ANTHOLOGY-TO-GRADE CORRESPONDENCE
VOLUME
ANTHOLOGY
GRADE
K-V1 KK-V2 KK-V3 K
1-1 Guess Who 11-2 Catch a Dream 11-3 Here and There 11-4 Time Together 11-5 Gather Around 1
2-1 Just For You 22-2 Banner Days 2
3-1 Changing Patterns 33-2 On Your Mark 3
4 Lead the Way 4
5 Distant Voyages 5
KEY TO SYMBOLSAll Initial references are to Teacher Edition pages.
T Theme ResourcesI Inventory Unit (Grades 1 and 2 only)LH Language Handbook
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BY THE END OF KINDERGARTEN:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION
PAGE REFERENCES
STANDARD 3.1(READING) 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
1 Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment).
K-V1
K-V2
K-V3
14, 15, 16, 26-27, 28, 57, 72, 82, 90-91, 92-99, 100-101, 103, 110, 114-115, 134-135, 136, 155, 156, 204, 212, 226, 258, 284, 312, 388, 417, 629
56, 207, 226, 582, 612
1342Distinguish letters from words.
K-V1
K-V2
76-77, 591, 640
6203Recognize that words are separated by spaces.
K-V1
K-V2
K-V3
44, 48, 76-77, 165, 299, 566, 640
286, 287, 620
6224Follow words left to right and from top to bottom.
K-V1
K-V2
K-V3
24, 49, 114, 198, 222, 248, 398, 422, 468
60, 254, 278, 286, 324
254, 4925Recognize that print represents spoken language.
K-V1
K-V2
26-27, 30, 57, 76-77, 91, 114-115, 258, 299, 388, 591
56, 6126Demonstrate understanding of the function of a book and its parts, including front and back and title page.
K-V1
K-V2
K-V3
32-33, 56, 70, 90, 106, 114, 122, 126, 164, 180, 222, 230, 258, 288, 340, 364, 384, 398, 406, 444, 508, 522, 574, 590
24, 92, 194, 210, 240, 262, 364, 378, 408, 422, 430, 532, 548, 600, 616
24, 40, 84, 92, 116, 194, 210, 262, 364, 378, 398, 408, 430, 532,548, 598, 636, 652
B. Phonological Awareness (includes phonemic awareness)
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CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Demonstrate understanding that spoken words consist of sequences of phonemes.
K-V1
K-V2
K-V3
257, 467, 541, 554-555, 565, 611
23, 49, 69, 89, 95, 115, 145, 193, 219, 253, 299, 307, 315, 387, 397, 421, 557, 607, 623, 637
23, 253, 269, 363, 421, 5312Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.
K-V1
K-V2
K-V3
47, 55, 75, 105, 113, 131, 163, 187, 221, 227, 237, 287, 297, 339, 363, 383, 421, 429, 431, 433, 463, 479, 507, 577, 585, 587, 589, 601, 619
107, 119, 149, 165, 273, 277, 289, 399, 457, 483, 487, 491, 503,531, 577, 611, 627
115, 119, 149, 153, 161, 165, 273, 289, 299, 307, 323, 331, 445,453, 457, 487, 503, 557, 559, 560-561, 567, 579, 589, 597, 621,635
3Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).
K-V1
K-V2
K-V3
182-183, 200-201, 210-211, 232-233, 240-241, 250-251, 255, 260-261, 282-283, 290-291, 300-301, 310-311, 356-357, 376-377, 386-387, 408-409, 446-447, 524-525, 544-545, 554-555, 568-569, 595
T 2, 3, 4, 5, 6, 7, 8, 9, 10
42-43, 62-63, 72-73, 94-95, 132-133, 212-213, 232-233, 242-243, 256-257, 380-381, 400-401, 410-411, 432-433, 470-471, 481, 550-551, 570-571, 580-581, 594-595
T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
42-43, 62-63, 72-73, 75, 94-95, 132-133, 184, 212-213, 232-233, 242-243, 256-257, 380-381, 390-391, 400-401, 410-411, 413, 432-433, 470-471, 542-543, 638-639
T 2, 3, 4, 5, 6, 7, 84Learn many, though not all, one-to-one letter-sound correspondences.
K-V1
K-V2
K-V3
182-183, 200-201, 210-211, 232-233, 240-241, 250-251, 255, 260-261, 282-283, 290-291, 300-301, 310-311, 356-357, 376-377, 386-387, 408-409, 446-447, 524-525, 544-545, 554-555, 568-569, 595
T 2, 3, 4, 5, 6, 7, 8, 9, 10
42-43, 62-63, 72-73, 94-95, 132-133, 212-213, 232-233, 242-243, 256-257, 380-381, 400-401, 410-411, 432-433, 470-471, 481, 550-551, 570-571, 580-581, 594-595
T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
42-43, 62-63, 72-73, 75, 94-95, 132-133, 184, 212-213, 232-233, 242-243, 256-257, 380-381, 390-391, 400-401, 410-411, 413, 432-433, 470-471, 542-543, 638-639
T 2, 3, 4, 5, 6, 7, 85Given a spoken word, produce another word that rhymes with it.
K-V1
K-V2
K-V3
47, 55, 105, 113, 163, 187, 221, 227, 237, 287, 297, 383, 421, 587, 619
531
115, 161, 299, 331, 589, 597C. Decoding and Word Recognition
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CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Recognize some words by sight.
K-V1 192-193, 202-203, 242-243, 248, 252-253, 292-293, 302-303, 358-359, 368-369, 378-379, 419, 424-425, 468-469, 470-471, 526-527, 536-537, 546-547, 592-593, 638-639
K-V2
K-V3
24, 44-45, 54-55, 64-65, 110-111, 156-157, 214-215, 224-225, 234-235, 280-281, 326-327, 382-383, 392-393, 402-403, 422, 448-449, 552-553, 562-563, 572-573, 618-619, 664-665
44-45, 54-55, 64-65, 214-215, 224-225, 234-235, 326-327, 382-383, 392-393, 402-403, 494-495, 552-553, 562-563, 570-571, 616-617, 657
2Recognize and name most uppercase and lowercase letters of the alphabet.
K-V1
K-V2
K-V3
50-51, 56, 68-69, 77, 78-79, 81, 174-175, 190-191, 210, 224-225, 240, 250, 260, 274-275, 290, 300, 310, 348-349, 366-367, 386, 400-401, 446, 516-517, 534-535, 554, 568-569
T 2, 3, 4, 5, 6, 7, 8, 9, 10
34-35, 52-53, 72, 86-87, 132, 204-205, 222-223, 242, 256, 372-373, 390-391, 410, 424-425, 470, 542-543, 545, 560-561, 580
T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
34-35, 52-53, 72, 86-87, 132, 204-205, 222-223, 242, 256, 372-373, 390, 400, 410, 424-425, 468, 470, 542
T 2, 3, 4, 5, 6, 7, 83Recognize and read one's name.
K-V1 15, 16, 26-27, 134-135
D. Fluency
1Practice reading behaviors such as retelling, reenacting, or dramatizing stories.
K-V1
K-V2
K-V3
16, 33, 123, 125, 184, 205, 214, 281, 285, 288, 351, 355, 361, 423, 430, 431, 436, 477, 496, 498, 509, 529, 533, 571, 599, 603, 617, 621, 645
16, 25, 50, 60, 71, 75, 101, 105, 108, 143, 146, 147, 162, 163, 185, 221, 227, 263, 354, 379, 395, 399, 439, 447, 477, 501, 505, 522, 523, 549, 584, 601, 609, 625, 638, 639, 647, 671, 675
16, 71, 101, 139, 155, 186, 195, 221, 227, 245, 259, 263, 271, 279, 317, 333, 354, 388, 389, 395, 398, 409, 439, 455, 505, 545,577, 591, 603, 614, 622, 645, 652, 661, 665
2Recognize when a simple text fails to make sense when listening to a story read aloud.
K-V1
K-V2
K-V3
422, 574
194, 210, 262, 263, 365, 662, 670
40, 51, 92, 365, 378, 532, 598, 644
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CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Attempt to follow along in book while listening to a story read aloud.
K-V1
K-V2
K-V3
32-33, 34-41, 56-57, 58-67, 76-77, 90-91, 92-99, 114-115, 164-165, 166-173, 222-223, 258-259, 288-289, 340-341, 342-347, 398-399, 430-431, 508-509, 510-515, 566-567, 598-599, 628-629
24-25, 26-33, 84-85, 116-117, 138-139, 146-147, 194-195, 196-203, 254-255, 286-287, 316-317, 364-365, 366-371, 422-423, 454-455, 484-485, 532-533, 534-541, 592-593, 624-625, 654-655
24-25, 26-33, 84-85, 116-117, 146-147, 194-195, 196-203, 254-255, 286-287, 316-317, 364-365, 366-371, 408-409, 422-423, 454-455, 484-485, 622-623, 652-653
4Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books).
K-V1
K-V2
K-V3
24-25, 26, 31, 32-33, 56-57, 76-77, 90-91, 106-107, 114-115, 122-123, 132-133, 164-165, 180-181, 208-209, 222-223, 230-231, 248-249, 258-259, 272-273, 280-281, 288-289, 298-299, 340-341, 354-355, 364-365, 374-375, 384-385, 398-399, 406-407, 414-415, 430-431, 444-445, 452-453, 460-461, 468-469, 508-509, 522-523, 532-533, 552-553, 566-567, 574-575, 582-583, 598-599, 612-613, 620-621, 628-629, 644-645
24-25, 40-41, 50-51, 60-61, 70-71, 84-85, 92-93, 100-101, 108-109, 116-117, 130-131, 138-139, 146-147, 154-155, 162-163, 194-195, 210-211, 220-221, 240-241, 254-255, 262-263, 270-271, 278-279, 286-287, 300-301, 308-309, 316-317, 324-325, 332-333, 364-365, 378-379, 388-389, 398-399, 408-409, 422-423, 430-431, 438-439, 446-447, 454-455, 468-469, 476-477, 484-485, 532-533, 548-549, 558-559, 578-579, 592-593, 600-601, 608-609, 616-617, 624-625, 638-639, 646-647, 654-655, 662-663, 670-671
24-25, 40-41, 50-51, 60-61, 70-71, 84-85, 92-93, 100-101, 116-117, 130-131, 138-139, 146-147, 162-163, 194-195, 210-211, 220-221, 240-241, 254-255, 262-263, 270-271, 278-279, 286-287, 300-301, 308-309, 316-317, 332-333, 364-365, 378-379, 388-389, 408-409, 422-423, 430-431, 438-439, 446-447, 454-455, 468-469, 476-477, 484-485, 492-493, 500-501, 548-549, 558-559, 576-577, 598-599, 622-623, 636-637, 644-645, 652-653, 660-661, 668-669
E. Reading Strategies (before, during, and after reading)
1Begin to track or follow print when listening to a familiar text being read.
K-V1
K-V2
K-V3
24, 44, 48, 49, 57, 76-77, 114, 116, 132, 164, 192, 198, 222, 226, 227, 245, 248, 258, 288, 374, 398, 422, 435, 444, 468, 508, 612, 636
60, 108, 194, 230, 254, 278, 324, 398, 422, 443, 454, 484, 492, 568, 654
24, 108, 194, 230, 255, 398, 492, 532, 590, 614
21
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Think ahead and make simple predictions about text.
K-V1
K-V2
K-V3
32-33, 106, 364, 422, 452-453, 476, 508, 575, 644
138, 146, 194-195, 210-211, 270-271, 364, 365, 388, 423, 438, 500, 532, 600, 608
138, 220, 364, 378, 430, 438, 476, 598, 644, 652, 6683Use picture clues to aid understanding of story content.
K-V1
K-V2
K-V3
208, 364, 385
116-117, 592, 593
84, 286, 378, 430, 455, 598, 599, 636, 6534Relate personal experiences to story characters' experiences, language, customs, and cultures with assistance from teacher.
K-V1
K-V2
K-V3
90-91, 107, 181, 188-189, 272, 299, 365, 384, 628
41, 130, 154-155, 270, 271, 365, 388, 447, 544, 582, 592
41, 210, 211, 241, 278, 287, 301, 309, 379, 6445"Read" familiar texts from memory, not necessarily verbatim from the print alone.
K-V1
K-V2
K-V3
259, 280-281, 340-341, 452-453, 460, 461, 620
100, 154, 194-195, 286-287, 316, 364, 422, 423, 438, 476, 501, 558, 616-617, 646, 654, 655
70, 100, 194, 195, 364, 398, 399, 422, 454, 623, 652F. Vocabulary and Concept Development
1Continue to develop a vocabulary through meaningful, concrete experiences.
K-V1
K-V2
K-V3
12, 34-41, 44, 77, 100-101, 103, 114-115, 164-165, 176, 188-189, 209, 222-223, 258-259, 272-273, 288-289, 298-299, 328, 331, 332, 374-375, 402, 414-415, 430-431, 444-445, 465, 476-477, 553, 567, 583, 613, 645
36, 51, 71, 84-85, 101, 112, 131, 163, 182, 184, 185, 194-195, 210-211, 230-231, 241, 245, 254-255, 262-263, 270-271, 300-301, 399, 422-423, 447, 469, 476-477, 532-533, 534-541, 544, 568-569, 578-579, 592-593, 604, 616-617, 654-655
12, 50-51, 70-71, 84-85, 100-101, 130-131, 138-139, 162-163, 210-211, 220-221, 240-241, 246, 254-255, 262-263, 270-271, 292, 300-301, 388-389, 408-409, 422-423, 446-447, 468-469, 548, 558-559, 576-577, 606-607, 622-623, 636-637, 668-669
2Identify and sort words in basic categories.
K-V1
K-V2
128, 199, 289, 309, 518
564, 593, 6283Explain meanings of common signs and symbols.
K-V1
K-V2
K-V3
72, 90-91, 92-99, 100-101, 103, 629
226
1344Use new vocabulary and grammatical construction in own speech.
K-V1
K-V2
K-V3
42-43, 165, 184, 223, 234, 254, 273, 309, 389, 399, 414-415, 418, 423, 430-431
46, 85, 146, 147, 206, 216, 221, 263, 267, 312, 384, 426, 450, 485, 593, 617
36, 46, 74, 96, 104, 112, 120, 155, 231, 309, 374, 384, 388-389, 394, 404, 434, 446, 458, 544, 591, 594
22
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
G. Comprehension Skills and Response to Text
1Respond to a variety of poems and stories through movement, art, music, and drama.
K-V1
K-V2
16, 45, 57, 70, 82, 107, 115, 123, 129, 184, 185, 189, 205, 209, 214, 259, 264, 285, 288, 299, 305, 341, 351, 385, 390, 399, 407,423, 430, 431, 436, 477, 496, 498, 509, 519, 523, 529, 533, 543,557, 567, 571, 603, 604, 617, 621, 625
15, 16, 25, 50, 51, 60, 61, 71, 75, 93, 101, 105, 108, 139, 146, 147, 162, 163, 167, 185, 207, 211, 221, 227, 241, 255, 263, 271,292, 325, 329, 354, 385, 389, 399, 414, 423, 431, 439, 447, 455, 460, 469, 489, 493, 501, 505, 522, 523, 533, 549, 583, 584,605, 609, 621, 625, 667, 675
K-V3 14, 16, 37, 57, 71, 85, 93, 101, 109, 139, 147, 155, 163, 167,186, 195, 217, 221, 227, 241, 245, 255, 259, 263, 271, 279, 292,309, 333, 337, 354, 385, 388, 389, 395, 398, 399, 409, 423, 439,447, 455, 460, 469, 473, 505, 522, 524, 545, 549, 555, 559, 577,582, 591, 603, 607, 614, 622, 637, 652, 661, 669, 673
2Verbally identify the main character, setting, and important events in a story read aloud.
K-V1
K-V2
K-V3
122-123, 128, 208-209, 280-281, 398, 452-453, 522-523, 552, 553, 566, 574, 575, 612, 620-621, 644
24-25, 40-41, 51, 70-71, 84-85, 92-93, 100-101, 130-131, 138-139, 162-163, 194-195, 210-211, 244, 308-309, 477, 532-533, 548-549, 558-559, 564, 578-579, 592, 593, 600, 608-609, 624, 625, 628, 646-647, 670-671
40-41, 50-51, 92-93, 163, 210-211, 278, 279, 308-309, 316, 317, 332, 333, 364-365, 378-379, 398-399, 408, 409, 422, 454, 476-477, 501, 598-599, 644-645
3Identify favorite books and stories.
K-V1
K-V2
K-V3
33, 107, 129, 181, 341, 351, 361, 473, 519, 523, 575, 641
101, 105, 163, 167, 217, 255, 267, 329, 439, 443, 481, 505, 565,575, 583, 605, 651, 667
25, 167, 227, 255, 309, 337, 365, 379, 409, 413, 431, 489, 505,549, 565, 599, 603, 619, 627, 637, 649
4Retell a story read aloud using main characters and events.
K-V1
K-V2
K-V3
33, 125, 281, 285, 355, 361, 599, 621
71, 101, 105, 143, 147, 163, 221, 227, 379, 395, 439, 549, 601, 609, 625, 638, 639, 647, 671
221, 227, 271, 279, 317, 333, 409, 439, 603, 645, 665
23
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
5Participate in shared reading experiences.
K-V1
K-V2
K-V3
32-33, 34-41, 56-57, 58-67, 76-77, 90-91, 92-99, 114-115, 164-165, 166-173, 222-223, 258-259, 288-289, 340-341, 342-347, 398-399, 430-431, 508-509, 510-515, 566-567, 598-599, 628-629
24-25, 26-33, 84-85, 116-117, 138-139, 146-147, 194-195, 196-203, 254-255, 286-287, 316-317, 364-365, 366-371, 422-423,454-455, 484-485, 532-533, 534-541, 592-593, 624-625, 654-655
24-25, 26-33, 84-85, 116-117, 146-147, 194-195, 196-203, 254-255, 286-287, 316-317, 364-365, 366-371, 408-409, 422-423, 454-455, 484-485, 622-623, 652-653
6Make predictions based on illustrations or portions of stories.
K-V1
K-V2
K-V3
32, 56, 106, 122, 164, 180, 230, 340, 354, 364, 406, 422, 452, 476, 508, 574, 575, 636, 644
40, 60, 92, 100, 108, 138, 146, 194, 210, 262, 270, 271, 364, 365, 378, 388, 398, 438, 446, 476, 500, 532, 548, 558, 568, 600,608, 646, 662, 670
40, 50, 60, 92, 100, 138, 194, 220, 262, 270, 364, 378, 430, 438,476, 532, 598, 606, 644, 652, 668
H. Inquiry and Research
1Locate and know the purposes for various literacy areas of the classroom and the library/media center.
K-V1
K-V2
K-V3
10, 129, 150, 326, 473, 494, 641
10, 109, 167, 180, 329, 350, 505, 518, 667
10, 167, 180, 337, 350, 447, 5182Choose books related to topics of interest.
K-V1
K-V2
K-V3
10, 129, 150, 326, 473, 494, 641
10, 167, 180, 329, 350, 505, 518, 667
10, 167, 180, 337, 350, 518STANDARD 3.2(WRITING) 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)
1Recognize that thoughts and talk can be written down in words.
K-V1
K-V2
K-V3
12, 80, 115, 118, 204, 263, 360, 426, 434, 473, 548, 549, 556, 579, 594, 602
61, 66, 71, 122, 184, 258, 523, 575, 582, 584, 596, 620, 643
46, 74, 88, 120, 121, 184, 206, 226, 266, 274, 290, 352, 394, 412, 460, 580, 628
24
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Observe the teacher modeling writing.
K-V1
K-V2
K-V3
28, 44, 52, 72, 102, 110, 128, 176, 184, 194, 212, 226, 234, 244, 254, 262, 350, 370, 380, 388, 402, 410, 418, 426, 456, 518, 528, 538, 570, 578, 586
36, 46, 56, 74, 96, 104, 112, 120, 216, 236, 244, 266, 274, 282, 374, 394, 404, 434, 442, 450, 544, 564, 574, 604, 612, 628
36, 56, 66, 104, 112, 216, 236, 244, 258, 274, 282, 374, 384, 404, 426, 434, 442, 564, 572, 602, 618, 626
3Generate and share ideas and experiences for a story.
K-V1
K-V2
K-V3
28, 44, 52, 72, 80, 102, 110, 136, 176, 204, 212, 226, 234, 262, 276, 350, 360, 370, 380, 388, 402, 410, 418, 426, 434, 448, 518, 528, 538, 548, 556, 570, 578, 586, 602, 616
46, 56, 66, 74, 96, 104, 112, 120, 134, 206, 216, 226, 236, 244, 258, 274, 282, 304, 374, 404, 412, 442, 472, 544, 554, 564, 574,582, 596, 604, 612, 620, 628, 642
36, 46, 56, 66, 88, 96, 104, 112, 134, 206, 216, 226, 258, 266, 274, 282, 290, 304, 374, 384, 394, 412, 426, 442, 450, 544, 554,564, 572, 580, 610, 618, 626, 640
4Attempt to put ideas into writing using pictures, developmental spelling, or conventional text.
K-V1
K-V2
12, 80, 115, 118, 154, 156, 204, 214, 234, 254, 263, 331, 332, 360, 417, 418, 426, 434, 473, 499, 548, 549, 556, 579, 594, 602
46, 61, 66, 71, 76, 112, 120, 122, 184, 206, 258, 290, 317, 356, 404, 426, 480, 523, 575, 582, 584, 596, 620, 643
K-V3 46, 74, 88, 96, 120, 121, 122, 184, 206, 216, 226, 246, 266, 274, 290, 305, 352, 355, 394, 412, 414, 450, 458, 460, 524, 544, 554, 572, 580, 594, 610, 626, 628
5Write (print) own first and last name.
K-V1
K-V2
14, 15, 16, 28, 72, 82, 110, 135, 136, 155, 156, 204, 212, 226, 284, 312, 417
207, 5826Participate in group writing activities such as experience stories, interactive writing, and shared writing.
K-V1
K-V2
K-V3
28, 44, 52, 72, 102, 110, 128, 176, 184, 194, 212, 226, 234, 244, 254, 262, 276, 284, 294, 304, 312, 350, 370, 380, 388, 402, 410, 418, 426, 456, 518, 528, 538, 570, 578, 586
36, 46, 56, 74, 96, 104, 112, 120, 216, 236, 244, 266, 274, 282, 374, 394, 404, 434, 442, 450, 544, 564, 574, 604, 612, 628, 642,650, 658, 666, 674
36, 56, 66, 104, 112, 216, 236, 244, 258, 274, 282, 304, 312,374, 384, 404, 426, 434, 442, 564, 572, 602, 618, 626, 640, 648, 656, 664, 672
7Begin to sequence story events for writing using pictures, developmental spelling, or conventional text.
K-V1
K-V2
K-V3
262, 448, 456, 464, 472, 480, 500, 579, 616, 624, 632, 640, 648
120, 134, 142, 150, 158, 166, 236
426, 665B. Writing as a Product (resulting in work samples)
25
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Show and talk about work samples containing pictures, developmental spelling, or conventional text.
K-V1
K-V2
K-V3
28, 44, 52, 72, 102, 110, 119, 136, 185, 195, 212, 234, 263, 295, 312, 350, 360, 380, 388, 402, 410, 418, 426, 434, 480, 481, 518, 528, 538, 548, 556, 578, 587, 594, 602, 648
89, 105, 121, 151, 166, 167, 216, 227, 236, 244, 259, 266, 274, 282, 291, 305, 336, 337, 385, 405, 427, 459, 504, 544, 555, 564,574, 582, 596, 604, 613, 620, 628, 674, 675
47, 66, 75, 89, 96, 104, 113, 120, 166, 207, 217, 226, 258, 267, 291, 313, 321, 336, 395, 405, 412, 427, 442, 451, 459, 504, 545,555, 581, 595, 627, 665, 672
2Begin to collect favorite work samples to place in personal writing folder.
K-V1
K-V2
K-V3
28, 44, 52, 72, 102, 110, 119, 136, 185, 195, 212, 234, 263, 295, 312, 350, 360, 380, 388, 402, 410, 418, 426, 434, 480, 481, 518, 528, 538, 548, 556, 578, 587, 594, 602, 648
89, 151, 166, 216, 227, 236, 244, 259, 266, 274, 282, 291, 305, 336, 337, 385, 405, 427, 459, 504, 544, 555, 564, 574, 582, 596,604, 613, 620, 628, 674, 675
47, 66, 75, 89, 96, 104, 113, 120, 166, 207, 217, 226, 258, 267, 291, 313, 321, 336, 395, 405, 412, 427, 442, 451, 459, 504, 545, 555, 581, 595, 627, 665, 672
C. Mechanics, Spelling, and Handwriting
1Use letter/sound knowledge in attempting to write (print) some words.
K-V1
K-V2
154, 156, 214, 331, 332, 615, 623, 631, 647
76, 120, 303, 311, 319, 335, 641, 649, 657, 673K-V3 46, 74, 88, 96, 120, 246, 303, 311, 319, 335, 355, 412, 450, 458,
524, 544, 554, 593, 601, 609, 625, 6712Spell own name.
K-V1
K-V2
14, 15, 16, 28, 72, 82, 110, 135, 136, 155, 156, 204, 212, 226, 284, 312, 417
207, 5823Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words when writing.
K-V1
K-V2
K-V3
154, 212, 226, 234, 254, 262, 284, 331, 417, 418, 426, 499, 556
46, 112, 120, 206, 226, 290, 317, 356, 404, 426, 480, 554, 574, 582, 596, 604, 620, 628
46, 96, 121, 122, 184, 216, 305, 394, 412, 414, 450, 458, 544, 554, 572, 594, 610, 626
4Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes.
K-V1
K-V2
K-V3
174-175, 190-191, 224-225, 274-275, 304, 348-349, 366-367, 400-401, 516-517, 534-535
T 2, 3, 4, 5, 6, 7, 8, 9, 10
34-35, 52-53, 86-87, 204-205, 222-223, 372-373, 390-391, 424-425, 542-543, 560-561, 565
T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
34-35, 52-53, 86-87, 204-205, 222-223, 372-373, 375, 424-425T 2, 3, 4, 5, 6, 7, 8
26
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
5Write all uppercase and lowercase letters of the alphabet from teacher copy.
K-V1
K-V2
K-V3
174-175, 190-191, 195, 224-225, 274-275, 304, 348-349, 366-367, 400-401, 457, 516-517, 519, 534-535
T 2, 3, 4, 5, 6, 7, 8, 9, 10
34-35, 52-53, 86-87, 97, 204-205, 222-223, 372-373, 390-391, 424-425, 542-543, 545, 560-561, 565
T 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
34-35, 52-53, 86-87, 158, 204-205, 207, 222-223, 372-373, 375, 424-425
T 2, 3, 4, 5, 6, 7, 8D. Writing Forms, Audiences, and Purposes (exploring a variety of writing)
1Communicate personal response to literature through drawing, telling, or writing.
K-V1
K-V2
K-V3
25, 33, 49, 57, 70, 77, 91, 107, 115, 123, 129, 133, 165, 181, 189, 199, 209, 223, 231, 239, 249, 259, 273, 281, 289, 299, 309, 341, 355, 365, 375, 385, 399, 407, 415, 423, 431, 445, 453, 461, 469, 477, 509, 523, 533, 543, 553, 567, 575, 583, 591, 599, 613,621, 629, 637, 645
25, 41, 51, 61, 71, 85, 93, 101, 109, 117, 131, 139, 147, 155, 163, 167, 195, 211, 221, 231, 241, 255, 263, 271, 287, 301, 309,317, 325, 329, 365, 379, 389, 399, 409, 423, 431, 439, 447, 455, 469, 477, 485, 493, 501, 505, 533, 549, 559, 569, 579, 593,601, 609, 617, 625, 639, 647, 655, 663, 667, 671
25, 41, 51, 71, 85, 93, 101, 109, 117, 131, 139, 147, 155, 163, 167, 195, 211, 221, 231, 241, 255, 263, 271, 279, 287, 301, 309, 317, 325, 333, 337, 365, 379, 389, 399, 409, 423, 431, 439, 447,455, 469, 477, 493, 501, 533, 549, 559, 569, 577, 591, 599, 607, 615, 623, 637, 645, 653, 661, 669
2Show and talk about favorite work samples (drawing or writing) with teacher and family.
K-V1
K-V2
K-V3
12, 80, 115, 118, 119, 185, 195, 204, 263, 295, 360, 426, 434, 473, 481, 548, 549, 556, 579, 594, 602
61, 66, 71, 89, 105, 121, 122, 151, 167, 184, 258, 259, 291, 305,337, 385, 405, 427, 459, 523, 575, 582, 584, 596, 620, 643
46, 47, 74, 88, 120, 121, 184, 206, 207, 226, 266, 274, 290, 291,313, 321, 352, 394, 395, 405, 412, 427, 451, 459, 460, 580, 628
STANDARD 3.3(SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Discussion
27
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Share experiences and express ideas.
K-V1
K-V2
K-V3
22, 29, 30, 45, 46, 53, 54, 73, 74, 81, 88, 103, 104, 111, 112, 120, 129, 137, 162, 177, 178, 186, 195, 196, 205, 206, 213, 220, 227, 228, 235, 236, 245, 246, 255, 256, 270, 277, 278, 286, 296, 305, 306, 313, 338, 351, 352, 362, 371, 372, 381, 382, 389, 396, 403, 404, 411, 412, 419, 420, 427, 428, 435, 442, 449, 450, 457, 458, 465, 466, 473, 474, 506, 519, 520, 529, 530, 539, 540, 549, 550, 557, 564, 571, 572, 579, 580, 588, 595, 596, 603, 610, 613, 617, 618, 625, 626, 633, 641, 642, 649, 654
12, 22, 37, 38, 47, 48, 57, 58, 67, 68, 75, 82, 89, 90, 97, 98, 105,106, 113, 114, 121, 128, 131, 135, 136, 143, 144, 151, 152, 159,160, 167, 192, 207, 208, 217, 218, 228, 237, 238, 245, 252, 260, 267, 268, 275, 276, 283, 284, 298, 306, 313, 314, 321, 322,329, 330, 362, 375, 376, 385, 386, 395, 396, 405, 406, 413, 420,427, 428, 435, 436, 443, 444, 451, 452, 459, 466, 473, 474, 481, 482, 489, 490, 497, 498, 505, 530, 545, 546, 555, 556, 565, 566,575, 576, 583, 590, 597, 598, 605, 606, 614, 621, 622, 626, 627, 643, 644, 651, 652, 659, 660, 667, 668
12, 22, 37, 38, 48, 57, 58, 67, 68, 82, 89, 90, 97, 98, 105, 106, 114, 121, 128, 135, 136, 143, 144, 151, 152, 159, 160, 167, 192,208, 217, 218, 227, 228, 237, 238, 245, 252, 259, 260, 268, 275, 276, 283, 284, 298, 305, 306, 313, 314, 322, 329, 330, 337, 362,375, 376, 385, 386, 395, 396, 405, 406, 413, 420, 427, 428, 435,436, 443, 444, 451, 452, 466, 473, 474, 481, 482, 489, 490, 497, 498, 505, 530, 545, 546, 555, 556, 565, 566, 573, 574, 581, 588,595, 596, 603, 604, 611, 612, 619, 620, 627, 634, 641, 642, 649,650, 657, 658, 665, 666, 673
2Participate in conversations with peers and adults.
K-V1
K-V3
165
743React to stories, poems, and songs.
K-V1 25, 33, 49, 57, 77, 91, 107, 123, 133, 165, 181, 189, 199, 223, 231, 239, 249, 273, 281, 289, 309, 355, 365, 375, 415, 423, 431, 445, 453, 461, 469, 477, 509, 533, 553, 575, 583, 591, 599, 613, 621, 629, 637, 645
K-V2
K-V3
25, 41, 85, 101, 109, 117, 131, 147, 155, 163, 195, 221, 231,255, 263, 301, 309, 365, 379, 399, 409, 447, 477, 485, 501, 549,559, 569, 579, 593, 601, 609, 617, 625, 639, 647, 655, 663, 671
25, 41, 51, 71, 101, 117, 131, 139, 155, 195, 211, 221, 231, 263, 271, 287, 301, 325, 333, 365, 379, 431, 439, 455, 477, 493, 501,533, 569, 577, 591, 599, 615, 623, 645, 653, 661
B. Questioning (Inquiry) and Contributing
1Share in conversations with others.
K-V1
K-V3
165
74
28
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Use oral language to extend learning.
K-V1
K-V2
K-V3
29, 45, 53, 73, 81, 103, 111, 129, 137, 152, 177, 195, 205, 213, 227, 235, 245, 255, 277, 305, 313, 351, 371, 381, 389, 403, 411, 419, 427, 435, 449, 457, 465, 473, 519, 529, 539, 549, 557, 571, 579, 595, 617, 625, 633, 641, 649
12, 37, 47, 57, 67, 75, 89, 97, 105, 113, 121, 131, 135, 143, 151,159, 167, 182, 207, 217, 237, 245, 267, 275, 283, 313, 321, 329,352, 375, 385, 395, 405, 413, 427, 435, 443, 451, 459, 473, 481,489, 497, 505, 545, 555, 565, 575, 583, 597, 605, 621, 627, 643, 651, 659, 66712, 37, 57, 67, 89, 97, 105, 121, 135, 143, 151, 159, 167, 217, 227, 237, 245, 259, 275, 283, 305, 313, 329, 337, 375, 385, 395,405, 413, 427, 435, 443, 451, 473, 481, 489, 497, 505, 545, 555, 565, 573, 581, 595, 603, 611, 619, 627, 641, 649, 657, 665, 673
C. Word Choice
1Use language to describe feelings, people, objects, and events.
K-V1
K-V2
K-V3
418, 594
109, 131, 485, 616
88, 300-301, 309, 384, 5772Suggest rhyming words during word play, songs, or read-aloud.
K-V1
K-V2
K-V3
132-133, 248, 374, 414, 468-469, 476, 477, 532-533, 583, 598, 637
24, 25, 60, 108, 278, 279, 332, 333, 398, 446, 492, 500, 601
60, 61, 100, 108, 116, 117, 162, 388, 446, 468, 484, 500, 558, 640, 660-661
D. Oral Presentation
1Sing familiar songs and rhymes to promote oral language development.
K-V1
K-V2
K-V3
24-25, 26, 29, 31, 48-49, 50-51, 108, 124, 132-133, 174, 188-189, 198-199, 214, 238-239, 271, 273, 308-309, 375, 415, 422-423, 469, 477, 542-543, 590-591, 636-637
108, 230-231, 278-279, 318, 321, 332-333, 354, 446, 492-493, 500-501, 568-569, 616-617, 659, 662-663
108-109, 154-155, 182, 195, 230-231, 324-325, 329, 398-399, 446-447, 492, 493, 532-533, 534-541, 568-569, 590-591, 606-607, 614-615
2Begin to use social conventions of language.
K-V1
K-V3
165
74STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening
29
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Listen fully to understand instructions or hear daily messages.
K-V1
K-V2
K-V3
22, 30, 43, 46, 54, 74, 88, 104, 108-109, 112, 120, 162, 178, 186, 189, 194, 196, 206, 220, 228, 236, 238-239, 246, 256, 270, 278, 286, 296, 306, 308, 338, 352, 362, 372, 382, 396, 404, 412, 420, 428, 442, 450, 458, 466, 474, 506, 520, 530, 540, 550, 564, 572, 580, 588, 596, 603, 610, 618, 626, 642, 654
22, 38, 48, 58, 68, 82, 90, 98, 106, 114, 128, 136, 144, 152, 160,192, 208, 218, 228, 238, 252, 260, 268, 276, 284, 298, 306, 314,322, 330, 362, 376, 386, 396, 406, 420, 428, 436, 444, 452, 466,474, 482, 490, 498, 530, 546, 556, 566, 576, 590, 598, 606, 614,622, 626, 644, 652, 660, 668
22, 38, 48, 58, 68, 82, 90, 98, 106, 114, 128, 136, 144, 152, 160,192, 208, 218, 228, 238, 252, 260, 268, 276, 284, 298, 306, 314,322, 330, 362, 376, 386, 396, 406, 420, 428, 436, 444, 452, 466,474, 482, 490, 498, 530, 546, 556, 566, 574, 588, 596, 604, 612,620, 634, 642, 650, 658, 666
2Listen to identify main characters and events in stories.
K-V1
K-V2
K-V3
122-123, 128, 280-281, 398, 452-453, 552, 553, 566, 575, 612, 620-621, 644
24-25, 40-41, 51, 70-71, 84-85, 92-93, 100-101, 130-131, 138-139, 162-163, 210-211, 244, 308-309, 477, 532-533, 548-549, 558-559, 564, 578-579, 592, 608-609, 646-647, 670-671
40-41, 50-51, 92-93, 278, 279, 308-309, 317, 332, 333, 364-365, 378-379, 398-399, 408, 409, 454, 476-477, 501, 598-599
3Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.
K-V1
K-V2
K-V3
24-25, 29, 48-49, 50-51, 108, 124, 132-133, 174, 188-189, 198-199, 238-239, 248-249, 273, 298-299, 308-309, 374-375, 414-415, 422-423, 468-469, 532-533, 542-543, 582-583, 590-591, 636-637
60-61, 108-109, 230-231, 278-279, 324-325, 332-333, 354, 398-399, 446-447, 492-493, 500-501, 568-569, 616-617, 662-663
60-61, 100-101, 108-109, 154-155, 162-163, 182, 230-231, 324-325, 329, 388-389, 398-399, 446-447, 492-493, 500-501, 532-533, 568-569, 590-591, 606-607, 614-615, 660-661
B. Listening Comprehension
30
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Listen attentively to books teacher reads to class.
K-V1
K-V2
K-V3
32-33, 34-41, 56-57, 58-67, 76-77, 90-91, 92-99, 106-107, 114-115, 122-123, 164-165, 166-173, 180-181, 208-209, 222-223, 258-259, 280-281, 288-289, 340-341, 342-347, 354-355, 364-365, 384-385, 398-399, 430-431, 452-453, 460-461, 508-509, 510-515, 522-523, 552-553, 566-567, 574-575, 598-599, 612-613, 620-621, 628-629, 644-645
24-25, 26-33, 40-41, 50-51, 70-71, 84-85, 92-93, 100-101, 116-117, 130-131, 138-139, 146-147, 154-155, 162-163, 194-195, 196-203, 210-211, 220-221, 240-241, 254-255, 270-271, 286-287, 308-309, 316-317, 364-365, 366-371, 388-389, 422-423, 438-439, 454-455, 476-477, 484-485, 532-533, 534-541, 548-549, 558-559, 578-579, 592-593, 600-601, 608-609, 624-625, 638-639, 646-647, 654-655, 670-671
24-25, 26-33, 40-41, 50-51, 70-71, 84-85, 92-93, 116-117, 130-131, 138-139, 146-147, 194-195, 196-203, 220-221, 254-255, 270-271, 278-279, 286-287, 308-309, 316-317, 332-333, 364-365, 366-371, 378-379, 408-409, 422-423, 438-439, 454-455, 476-477, 484-485, 558-559, 598-599, 622-623, 636-637, 644-645, 652-653, 668-669
2Answer questions correctly about books read aloud.
K-V1
K-V2
K-V3
25, 32-33, 49, 56-57, 77, 90-91, 106-107, 122-123, 124-125, 133, 164-165, 180-181, 188-189, 199, 208, 223, 230-231, 239, 249, 273, 280-281, 289, 309, 340-341, 354-355, 364-365, 375, 398, 406-407, 415, 422, 423, 431, 445, 452-453, 460-461, 469, 476, 477, 508-509, 522-523, 533, 542-543, 553, 567, 574-575, 583, 591, 599, 613, 620-621, 628, 629, 637, 645
24-25, 40-41, 71, 85, 92-93, 101, 109, 117, 131, 138-139, 146, 147, 155, 162, 163, 194-195, 210-211, 220-221, 231, 255, 262-263, 270-271, 301, 308-309, 364-365, 378-379, 388-389, 399, 409, 423, 430-431, 438-439, 447, 454, 477, 485, 493, 501, 532-533, 548-549, 558-559, 569, 579, 593, 600-601, 608-609, 617, 625, 639, 646-647, 655, 663, 670-671
24-25, 40-41, 51, 71, 85, 92-93, 101, 117, 131, 138, 139, 155, 194-195, 210-211, 221, 231, 262-263, 271, 287, 301, 325, 333, 364-365, 378-379, 398-399, 430-431, 438-439, 455, 476-477, 484, 485, 493, 501, 532-533, 548-549, 558, 569, 577, 591, 598-599, 607, 615, 623, 644-645, 653, 661
STANDARD 3.5(VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.A. Constructing Meaning
1Make predictions about visual information (e.g., pictures in books).
K-V1
K-V2
32, 56, 106, 122, 164, 180, 230, 340, 354, 364, 406, 452, 508, 574, 636
40, 60, 92, 100, 108, 262, 270, 364, 365, 378, 398, 446, 476, 532, 548, 558, 568, 600, 608, 646, 662, 670
31
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
K-V3 24, 40, 50, 60, 92, 100, 194, 262, 270, 364, 378, 532, 598, 606, 652
2Discuss favorite characters from books, film, and television.
K-V1
K-V2
K-V3
122-123, 128, 566, 612
85, 101, 162-163, 244, 308-309, 477, 559, 564
279, 317, 332, 409B. Visual and Verbal Messages
1Begin to sequence a series of pictures or images to tell a story.
K-V1
K-V2
70-71, 126-127
601, 6052Show understanding of purpose for pictures in books.
K-V1
K-V2
K-V3
57, 122, 164, 180-181, 208, 230-231, 272, 364, 385, 444
84, 116-117, 254, 255, 262-263, 300-301, 364, 365, 378, 408-409, 430-431, 454-455, 548, 578, 592, 593
84, 210, 286, 300, 378, 430, 455, 548, 576, 598, 599, 622, 636, 653
32
BY THE END OF FIRST GRADE:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION
PAGE REFERENCES
STANDARD 3.1(READING) 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
1Match oral words to printed words (e.g., pointing to print as one reads).
1-1
1-2
1-3
1-4
1-5
23C, 23JI 3, 5, 7, 9, 11, 15, 17, 21, 23, 27, 29, 33
8N, 53I, 53J, 131B, 156-157
29K, 35F, 62N, 165J, 173I
61C, 61I, 65D, 66N, 145J, 153K, 153N, 184H, 209K
8H, 8N, 33J, 37I, 59C, 97D, 123I, 149K, 211K, 218H, 247I, 247J-K
2Practice reading print in the environment at school and at home with assistance.
This skill is taught in Kindergarten.
3Locate and identify the title, author, and illustrator of a book or reading selection.
1-1
1-2
1-3
1-4
1-5
10H, 23, 27D, 41, 47F, 48H, 65, 69D, 72H, 89, 96H, 112-113, 117F, 135, 141D, 141S
8H, 24, 25, 32H, 53, 57F, 78-79, 101, 128, 129, 155, 161S,161U
8H, 29, 35F, 36H, 56-57, 82, 83, 104, 105, 137, 164-165, 173S, 173U
8H, 28-29, 36H, 60, 61, 65D, 91, 118, 119, 123D, 144, 145, 179, 208, 209, 245
8H, 32-33, 37D, 38H, 58-59, 93, 118, 119, 148-149, 180, 181, 211, 246, 247
4Interpret simple graphs, charts, and diagrams.
1-1
1-2
1-3
1-4
1-5
72M, 96E
29A, 108E
8M, 88M, 112M
36M, 247
8M, 98M, 124F, 186MB. Phonological Awareness (includes phonemic awareness)
33
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Demonstrate understanding of all sound-symbol relationships.
1-1
1-2
1-3
1-4
1-5
10I-J, 28I-J, 48I-J, 96I-JI 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
T 2, 4, 8
8I-J, 58I-J, 84I-J, 134I-JT 2, 5, 7, 13
8I-J, 34-35, 62I-JT 2, 7, 8
8I-J, 36I-J, 66I-J, 98I-J, 98L, 124I-J
124I-J, 156I-J, 156L2Blend or segment the phonemes of most one-syllable words.
1-1
1-2
1-3
1-4
1-5
10I, 10P, 10Q, 23F, 25D, 27D, 28I, 28P, 28Q, 41E, 45D, 47F, 48I, 48P, 48Q, 67D, 69D, 72I, 72Q, 89E, 93D, 96I, 96Q, 115D, 117F, 118I, 118P, 118Q, 135E, 139D, 141D
I 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, 32-33, 34-35
T 2, 4, 6, 8
8I, 8P, 8Q, 25E, 31E, 32H, 32I, 32P, 32Q, 58I, 58Q, 81D, 84I, 84P, 84Q, 101E, 108I, 108P, 108Q, 129E, 134I, 134P, 134Q, 159D, 161D
T 2, 3, 5, 7, 8, 11, 13
8I, 8Q, 29E, 36I, 36P, 36Q, 57E, 59D, 62H, 62I, 62P, 62Q, 85D, 88I, 88P, 88Q, 105E, 112I, 112Q, 141D, 144I, 144P, 144Q, 165E
T 2, 3, 5, 7, 8, 10, 12
8H, 8I, 8P, 8Q, 36I, 36Q, 66I, 66P, 66Q, 91E, 98H, 98I, 98P, 98Q, 124I, 124P, 124Q, 145E, 153F, 154I, 154P, 181D, 183D, 184I, 184P, 184Q, 209E, 216I, 216P, 216Q, 245E
T 2, 4, 7, 12
8I, 8Q, 33E, 35D, 38H, 38I, 38Q, 68I, 68P, 68Q, 95D, 98I, 98P, 98Q, 124I, 124P, 124Q, 156I, 156P, 156Q, 181E, 186I, 186P, 186Q, 211E, 218I, 218Q, 251D
T 2, 4, 103Listen and identify the number of syllables in a word.
1-1
1-2
1-3
1-4
1-5
117F
55D, 57F, 133D
61D, 141D
61E, 249F
123D, 247E
34
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
4Merge spoken segments into a word.
1-1
1-2
1-3
1-4
1-5
10I, 10P, 10Q, 23F, 25D, 28I, 28P, 28Q, 41E, 45D, 48I, 48P, 48Q, 67D, 69D, 72I, 72Q, 93D, 96I, 96Q, 115D, 118I, 118Q, 135E, 141D
I 12-13, 14-15, 16-17, 18-19, 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, 32-33, 34-35
T 2, 4, 6, 8
8I, 8P, 8Q, 31E, 32H, 32I, 32P, 32Q, 58I, 58Q, 84I, 84P, 84Q, 101E, 108I, 108P, 108Q, 129E, 134I, 134P, 134Q, 159D
T 2, 3, 5, 7, 8, 11, 13
8I, 8Q, 29E, 36I, 36P, 36Q, 57E, 62H, 62I, 62Q, 85D, 88I, 88P, 88Q, 112I, 112Q, 144I, 144P, 144Q, 165E
T 2, 3, 5, 7, 8, 10, 12
8I, 8Q, 36I, 36Q, 66I, 66P, 66Q, 98H, 98I, 98Q, 124I, 124P, 124Q, 145E, 154I, 154P, 183D, 184I, 184P, 184Q, 209E, 216I, 216P, 216Q, 245E
T 2, 4, 7, 12
8I, 8Q, 35D, 38I, 38Q, 68I, 68P, 68Q, 95D, 98I, 98P, 98Q, 124I, 124P, 124Q, 156I, 156P, 156Q, 181E, 186I, 186P, 186Q, 218I, 218Q, 251D
T 2, 4, 105Add, delete, or change sounds to change words (e.g., cow to how, cat to can).
1-1
1-2
1-3
1-4
1-5
10J, 10Q, 23F, 25E, 28J, 28Q, 41F, 45D, 45E, 48J, 48Q, 65F, 67E, 72J, 72Q, 89F, 93E, 95D, 96L, 96Q, 113F, 115E, 118J, 118P, 118Q, 135E, 135F, 139E, 141D
8J, 8Q, 25E, 25F, 29D, 29E, 32J, 32Q, 53E, 53F, 55E, 58J, 58Q, 79F, 81E, 83G, 84J, 84Q, 101F, 105D, 105E, 107D, 108J, 108Q, 129E, 129F, 131D, 131E, 134J, 134Q, 155E, 155F, 159D, 159E
8J, 8Q, 29F, 33E, 36J, 36Q, 57F, 59D, 59E, 62J, 62Q, 83E, 83F, 85D, 85E, 87D, 88J, 88Q, 105E, 105F, 109D, 109E, 111D, 112J, 112Q, 137F, 141D, 141E, 143F, 144J, 144Q, 165E, 165F, 171F
8J, 8Q, 29E, 29F, 33E, 35D, 36J, 36Q, 61E, 61F, 63E, 66J, 66Q, 91F, 98J, 98Q, 119E, 119F, 121E, 123D, 124J, 124Q, 145E, 145F, 151E, 151F, 154I, 154J, 154Q, 179E, 179F, 181D, 181E, 184J, 184Q, 209F, 213D, 215D, 216J, 216Q, 245E, 245F, 247D, 247E
8H, 8J, 8Q, 33F, 35D, 35E, 38J, 38Q, 59E, 59F, 65E, 65F, 67F, 68J, 93E, 93F, 95D, 95E, 98J, 98Q, 119E, 119F, 121E,124J, 124Q, 149F, 153D, 153E, 156I, 156J, 156Q, 181E, 181F, 183E, 186J, 186Q, 211F, 215E, 218H, 218J, 218P, 218Q, 247F, 253D
C. Decoding and Word Recognition
35
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).
1-1
1-2
1-3
1-4
1-5
I 2-3, 4-5, 6-7, 8-9, 10-11, 14-15, 16-17, 20-21, 22-23, 26-27, 28-29, 32-33
31E-F, 32I-J, 32L, 32Q-R, 53F-G, 56-57, 83G-H, 84I-J, 84L, 84Q-R, 101F-G, 105E-F, 134I-J, 134L, 134Q-R, 155F-G, 159E-F, 161E-F
T 3, 5, 8, 13
8I-J, 8L, 8Q-R, 29F-G, 33E, 34-35, 35G-H, 62F, 62I-J, 62L, 62Q-R, 83F-G, 85E-F, 87F, 143G, 173E
T 2, 3, 8
33E-F, 124I-J, 124L, 124Q-R, 145F-G, 151F, 152-153, 249G-H
124I-J, 124L, 124Q-R, 149F-G, 153E-F2Recognize and use rhyming words to reinforce decoding skills.
1-1
1-2
1-3
1-4
1-5
10E, 27E-F, 65E, 69E, 95E, 96F, 118E, 118J, 118Q, 141E
57G-H, 79E, 84E, 107E, 161E
87F, 173E
65E, 121D, 123E, 124F, 153G-H, 183D, 183E-F
8I, 8J, 8Q, 38E, 67G, 124P, 186I, 218E, 253D, 253E-F3Decode regular one-syllable words and nonsense words (e.g., sit, zot).
1-1
1-2
1-3
1-4
1-5
10J, 10Q, 23F, 25E, 28J, 28Q, 41F, 45D, 45E, 48J, 48Q, 65F, 67E, 72E, 72J, 72Q, 89F, 93E, 96L, 96Q, 113F, 115E, 118J, 118Q, 135E, 135F, 139E
8J, 8Q, 25F, 29E, 32J, 32Q, 53E, 55E, 58J, 58Q, 79F, 81E, 83G, 84J, 84Q, 101F, 105D, 105E, 107D, 108J, 108Q, 129E,129F, 131D, 131E, 155E, 155F, 159D, 159E
8J, 8Q, 29F, 33E, 36Q, 57F, 59E, 62J, 62Q, 83E, 83F, 85D, 85E, 87D, 88J, 88Q, 105F, 109D, 109E, 111D, 112J, 112Q,137F, 141D, 141E, 143F, 144J, 144Q, 165F, 171F
8J, 8Q, 29E, 29F, 33E, 36J, 36Q, 61F, 63E, 66J, 66Q, 91F, 95E, 98J, 98Q, 119E, 119F, 121E, 123D, 124J, 124Q, 145E, 145F, 151E, 151F, 154I, 154J, 154Q, 179F, 181D, 181E, 184J, 184Q, 209F, 213D, 216J, 216Q, 245F, 247D, 247E
8J, 8Q, 33F, 35D, 35E, 38J, 38Q, 59E, 59F, 65F, 68J, 93F, 95E, 98J, 98Q, 119F, 121E, 124J, 124Q, 149F, 153D, 153E, 156I, 156J, 156Q, 181F, 183E, 186J, 186Q, 211F, 215E, 218H, 218J, 218Q, 247F, 251E
4Use sound-letter correspondence knowledge to sound out unknown words when reading text.
1-1
1-2
10I-J, 11A, 14-15, 20-21, 28I-J, 48I-J, 49A, 52, 54-55, 96I-JI 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
T 2, 4, 8
8I-J, 25K, 46-47, 58I-J, 66-67, 84I-J, 134I-JT 2, 5, 7, 13
36
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1-3
1-4
1-5
8I-J, 34-35, 62I-JT 2, 7, 8
8I-J, 36I-J, 66I-J, 98I-J, 98L, 124I-J
124I-J, 156I-J, 156L, 157A, 162-163, 166-167, 168-169,172-173
5Recognize high frequency words in and out of context.
1-1
1-2
1-3
1-4
1-5
10-11, 10S, 23I, 25H, 27H, 28-29, 28S, 41I, 47B, 47J, 48-49, 48S, 65I, 67H, 69H, 72-73, 72S, 89I, 93H, 95F, 96-97, 96S, 113I, 117B, 117J, 118-119, 118S, 135I, 139H, 141H
I 2-3, 4-5, 6-7, 8-9, 10-11, 14-15, 16-17, 20-21, 22-23, 26-27, 28-29, 32-33
8-9, 8S, 25I, 29H, 31H, 32-33, 32S, 53I, 57B, 57J, 58-59, 58S, 79I, 83B, 83J, 84-85, 84S, 101I, 105H, 107H, 108-109, 108S, 129I, 131H, 133H, 134-135, 134S, 155I, 159H,161H
8-9, 8S, 29I, 35B, 35J, 36-37, 36S, 57I, 59H, 61H, 62-63, 62S, 83I, 85H, 87H, 88-89, 88S, 105I, 109H, 111H, 112-113, 112S, 137I, 143B, 143J, 144-145, 144S, 165I, 171I, 173H
8-9, 8S, 29I, 33H, 35H, 36-37, 36S, 61I, 63H, 65H, 66-67, 66S, 91I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124-125, 124S, 145I, 153B, 153J, 154-155, 154S, 179I, 181H,183H, 184-185, 184S, 209I, 213H, 215H, 216-217, 216S,245I, 249B, 249J
8-9, 8S, 33I, 35H, 37H, 38-39, 38S, 59I, 67B, 67J, 68-69, 68S, 93I, 95H, 97H, 156-157, 156S, 181I, 185B, 185J
6Decode unknown words using basic phonetic analysis.
1-1
1-2
1-3
1-4
1-5
10L, 11A, 14-15, 20-21, 28L, 48L, 49A, 52, 54-55, 72L, 96L, 118L
I 13, 14-15, 16-17, 19, 20-21, 22-23, 25, 26-27, 28-29, 31, 32-33, 35
8L, 25K, 32L, 46-47, 58L, 66-67, 84L, 108L, 134L
8L, 36L, 62L, 88L, 112L, 144L
8L, 36L, 66L, 98L, 124L, 154L, 184L, 216L
8L, 38L, 68L, 98L, 124L, 156L, 157A, 162-163, 166-167, 168-169, 172-173, 186L, 218L
37
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
7Decode unknown words using context clues.
1-1
1-2
1-3
1-4
1-5
10L, 28L, 48L, 72L, 96L, 118LI 13, 14-15, 16-17, 19, 20-21, 22-23, 25, 26-27, 28-
29, 31, 32-33, 35
8L, 32L, 58L, 58P, 84H, 84L, 108L, 134L, 155E
8L, 36L, 62L, 88L, 112L, 144L
8L, 36L, 36P, 66L, 98L, 124H, 124L, 154L, 184L, 216L
8L, 38L, 68L, 98L, 119E, 124L, 156L, 186L, 218LD. Fluency
1Answer questions correctly that are posed about stories read.
1-1
1-2
1-3
1-4
1-5
22, 40, 45D, 48P, 64, 69T, 88, 93D, 96H, 96P, 111, 118P, 134, 139D, 141T
23, 32H, 32P, 52, 77, 84P, 100, 127, 129E, 134P, 154, 161T, 161V
8H, 8P, 28, 33D, 55, 81, 83E, 88P, 103, 105E, 112P, 136, 137E, 141D, 144H, 163, 165E, 173D, 173T, 173V
8H, 27, 36H, 59, 90, 98P, 117, 143, 151E, 213D, 244, 249V, 249X, 249Z
8P, 31, 35D, 37B, 38H, 38P, 56, 67F, 68P, 92, 95D, 98H, 98P, 117, 147, 153D, 156H, 179, 210, 211E, 244, 247E, 253T, 253V, 253X
2Begin to read simple text with fluency.
1-1
1-2
1-3
1-4
1-5
23J, 27I, 41J-K, 47K, 65J, 69I, 89J-K, 95I, 113J, 117K, 135J-K, 141I
25J-K, 31I, 53J, 55B, 57K, 79J, 83K, 101J-K, 107I, 129J, 133I, 155J-K, 155K, 161I
29J-K, 29K, 35K, 57J, 61I, 83J, 87I, 105J-K, 105K, 111I, 137J-K, 143K, 165J-K, 173I
29J-K, 29K, 35D, 35I, 61J, 65I, 91J-K, 97I, 119J, 123I, 145J-K, 145K, 153K, 179J, 183I, 209J-K, 215I, 245J, 249K
33J, 37I, 59J-K, 67K, 93J, 97I, 119J, 123I, 149J-K, 155I, 181J, 185K, 211J-K, 211K, 217I, 247J-K, 253I
38
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Read with fluency both fiction and nonfiction that is grade-level appropriate.
1-1
1-2
1-3
23J, 27I, 27M, 27N, 27O, 27P, 41J-K, 47K, 47O, 47P, 47Q, 47R, 65J, 69I, 69M, 69N, 69O, 69P, 89J-K, 95I, 95M, 95N, 95O, 95P, 113J, 117K, 117O, 117P, 117Q, 117R, 135J-K, 141I, 141M, 141N, 141O, 141P
25J-K, 31I, 31M, 31N, 31O, 31P, 53J, 55B, 57K, 57O, 57P, 57Q, 57R, 79J, 83K, 83O, 83P, 83Q, 83R, 101J-K, 107I, 107M, 107N, 107O, 107P, 129J, 133I, 133M, 133N, 133O, 133P, 155J-K, 155K, 161I, 161M, 161N, 161O, 161P, 161U-V
29J-K, 29K, 35K, 35O, 35P, 35Q, 35R, 57J, 61I, 61M, 61N, 61O, 61P, 83J, 87I, 87L, 87M, 87N, 87O, 87P, 105J-K, 105K, 111I, 111M, 111N, 111O, 111P, 137J-K, 143K, 143O, 143P, 143Q, 143R, 165J-K, 173I, 173M, 173N, 173O, 173P
1-4
1-5
29J-K, 29K, 35D, 35I, 35M, 35N, 35O, 35P, 61J, 65I, 65M, 65N, 65O, 65P, 91J-K, 97A, 97I, 97M, 97N, 97O, 97P, 119J, 123I, 123M, 123N, 123O, 123P, 145J-K, 145K, 153K, 153O, 153P, 153Q, 153R, 179J, 183I, 183M, 183N, 183O, 183P, 209J-K, 215I, 215M, 215N, 215O, 215P, 245J, 249K, 249O, 249P, 249Q, 249R
33J, 37I, 37M, 37N, 37O, 37P, 59J-K, 67K, 67O, 67P, 67R, 93J, 97I, 97M, 97N, 97O, 97P, 119J, 123I, 123M, 123N, 123O, 123P, 149J-K, 149K, 155I, 155K, 155M, 155N, 155O, 155P, 181J, 185K, 185O, 185P, 185Q, 185R, 211J-K, 211K, 217I, 217M, 217N, 217O, 217P, 247J-K, 253I, 253M, 253N, 253O, 253P
LH 6E. Reading Strategies (before, during, and after reading)
1Use prior knowledge to make sense of text.
1-1
1-2
1-3
1-4
1-5
10H, 48H, 69S, 72H, 96H, 141S
8H, 32H, 161S, 161U
8H, 8P, 36H, 173S, 173U
8H, 36H, 249U, 249W, 249Y
8H, 38H, 253S, 253U, 253W
39
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Establish a purpose for reading and adjust reading rate.
1-1
1-2
1-3
1-4
1-5
10H, 11A, 29A, 48H, 49A, 69S, 72H, 73A, 96H, 97A, 119A, 141S
8H, 9A, 32H, 33A, 59A, 85A, 109A, 135A, 161S, 161U
8H, 8P, 9A, 36H, 37A, 63A, 89A, 113A, 145A, 173S, 173U
8H, 9A, 36H, 37A, 67A, 99A, 125A, 155A, 185A, 217A, 249U, 249W, 249Y
8H, 9A, 38H, 39A, 69A, 99A, 125A, 157A, 187A, 219A, 253S, 253U, 253W
3Use pictures as cues to check for meaning.
1-1
1-2
1-3
1-4
1-5
32-33, 36-37, 40, 80-81, 102-103, 130-131
90-91, 146-147, 152-153
24-25, 42-43, 92-93, 173I
104-105, 114-115, 143, 170-171, 222-223, 228-229
93J, 104-105, 108-109, 124N, 124P, 124S, 134-135, 160-161
4Check to see if what is being read makes sense.
1-1
1-2
1-3
29A, 35, 119A, 126-127
59A, 64-65, 109A, 112-113, 135A, 146-147
89A, 96-97, 98-99, 113A, 122-123, 134-1351-4
1-5
125A, 134-135, 136-137, 138-139, 140-141, 155A, 164-165, 174-175, 217A, 222-223, 226-227, 228-229, 232-233, 240-241
39A, 42-43, 54-55, 69A, 78-79, 80-81, 84-85, 90-91, 99A, 108-109
40
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
5Monitor their reading by using fix-up strategies (e.g., searching for clues).
1-1
1-2
1-3
1-4
1-5
12-21, 27M, 27N, 27O, 27P, 30-39, 47O, 47P, 47Q, 47R, 50-63, 69M, 69N, 69O, 69P, 69S-T, 74-87, 95M, 95N, 95O, 95P, 98-111, 117O, 117P, 117Q, 117R, 120-133, 141M, 141N, 141O, 141P, 141S-T
10-23, 31M, 31N, 31O, 31P, 34-51, 57O, 57P, 57Q, 57R, 60-77, 83O, 83P, 83Q, 83R, 86-99, 107M, 107N, 107O, 107P, 110-127, 133M, 133N, 133O, 133P, 136-153, 161M,161N, 161O, 161P
10-27, 35O, 35P, 35Q, 35R, 38-55, 61M, 61N, 61O, 61P,64-81, 87M, 87N, 87O, 87P, 90-103, 111M, 111N, 111O,111P, 114-135, 143O, 143P, 143Q, 143R, 146-163, 173M,173N, 173O, 173P, 173S-T, 173U-V
10-27, 35M, 35N, 35O, 35P, 38-59, 65M, 65N, 65O, 65P,68-90, 97M, 97N, 97O, 97P, 100-117, 123M, 123N, 123O, 123P, 126-143, 153O, 153P, 153Q, 153R, 156-177, 183M, 183N, 183O, 183P, 186-207, 215M, 215N, 215O, 215P, 218-243, 249O, 249P, 249Q, 249R, 249U-V, 249W-X, 249Y-Z
10-31, 37M, 37N, 37O, 37P, 40-57, 67O, 67P, 67Q, 67R,70-91, 97M, 97N, 97O, 97P, 100-117, 123M, 123N, 123O,123P, 126-147, 155M, 155N, 155O, 155P, 158-179, 185O,185P, 185Q, 185R, 188-209, 217M, 217N, 217O, 217P, 220-243, 253M, 253N, 253O, 253P, 253S-T, 253U-V, 253W-X
6Use graphic organizers to build on experiences and extend learning.
1-1
1-2
1-3
1-4
1-5
23A, 41A, 65A, 89A, 113A, 135A
25A, 53A, 79A, 101A, 129A, 155A
29A, 57A, 83A, 105A, 137A, 165A
29A, 61A, 91A, 119A, 145A, 179A, 209A, 244, 245A
33A, 59A, 93A, 119A, 149A, 181A, 211A, 247A7Begin to apply study skills strategies (e.g., survey, question, read, recite, and review—SQ3R) to assist with retention and new learning.
1-2
1-5
84S, 101A
186S, 211A
F. Vocabulary and Concept Development
1Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.
1-1 10-11, 10S, 23I, 25H, 27H, 28-29, 28S, 41I, 47B, 47J, 48-49, 48S, 65I, 67H, 69H, 72-73, 72S, 89I, 93H, 95F, 96-97, 96S, 113I, 117B, 117J, 118-119, 118S, 135I, 139H, 141H
I 2-3, 4-5, 6-7, 8-9, 10-11, 14-15, 16-17, 20-21, 22-23, 26-27, 28-29, 32-33
41
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1-2
1-3
1-4
1-5
8-9, 8S, 25I, 29H, 31H, 32-33, 32S, 53I, 57B, 57J, 58-59, 58S, 79I, 83B, 83J, 84-85, 84S, 101I, 105H, 107H, 108-109, 108S, 129I, 131H, 133H, 134-135, 134S, 155I, 159H, 161H
8-9, 8S, 29I, 35B, 35J, 36-37, 36S, 57I, 59H, 61H, 62-63, 62S, 83I, 85H, 87H, 88-89, 88S, 105I, 109H, 111H, 112-113, 112S, 137I, 143B, 143J, 144-145, 144S, 165I, 171I, 173H
8-9, 8S, 29I, 33H, 35H, 36-37, 36S, 61I, 63H, 65H, 66-67, 66S, 91I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124-125, 124S, 145I, 153B, 153J, 154-155, 154S, 179I, 181H, 183H, 184-185, 184S, 209I, 213H, 215H, 216-217, 216S, 245I, 249B, 249J
8-9, 8S, 33I, 35H, 37H, 38-39, 38S, 59I, 67B, 67J, 68-69, 68S, 93I, 95H, 97H, 156-157, 156S, 181I, 185B, 185J
2Use and explain common antonyms and synonyms.
1-1
1-2
1-5
28H, 41E, 113E
25E, 161D
186P, 218P, 2503Comprehend common and/or specific vocabulary in informational texts and literature.
1-4
1-5
8-9, 8S, 29I, 33H, 35H, 36-37, 36S, 61I, 63H, 65H, 66-67, 66S, 91I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124-125, 124S, 145I, 153B, 153J, 154-155, 154S, 179I, 181H, 183H, 184-185, 184S, 209I, 213H, 215H, 216-217, 216S, 245I, 249B, 249J
8-9, 8S, 33I, 35H, 37H, 38-39, 38S, 59I, 67B, 67J, 68-69, 68S, 93I, 95H, 97H, 98-99, 98S, 119I, 121H, 123H, 124-125, 124S, 149I, 153H, 155H, 156-157, 156S, 181I, 185B, 185J, 186-187, 186S, 211I, 215H, 217H, 218-219, 218S, 247I, 251H, 253H
G. Comprehension Skills and Response to Text
1Draw simple conclusions from information gathered from pictures, print, and people.
1-1
1-2
1-3
1-4
14-15, 38-39, 52-53, 58-59, 60-61, 76-77, 88, 97A, 104-105, 111, 113A, 126-127
14-15, 20-21, 38-39, 46-47, 50-51, 52, 70-71, 74-75, 88-89, 92-93, 118-119, 120-121, 127, 148-149, 150-151, 152-153, 154
28, 52-53, 74-75, 78-79, 81, 96-97, 103, 120-121, 122-123, 124-125, 126-127, 136, 148-149, 154-155, 158-159, 163
9A, 14-15, 22-23, 29A, 40-41, 50-51, 56-57, 59, 74-75, 76-77, 82-83, 90, 99A, 108-109, 112-113, 119A, 132-133, 136-137, 138-139, 162-163, 174-175, 194-195, 198-199, 200-201, 224-225, 226-227, 228-229, 234-235, 236-237
42
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1-5 12-13, 16-17, 18-19, 20-21, 24-25, 26-27, 44-45, 74-75, 78-79, 80-81, 82-83, 88-89, 102-103, 110-111, 112-113, 114-115, 162-163, 166-167, 172-173, 198-199, 202-203, 204-205, 222-223, 224-225, 226-227, 236-237, 240-241, 242-243
2Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.
1-1
1-2
1-3
1-4
1-5
12-21, 30-39, 42-43, 50-63, 69S-T, 74-87, 90-91, 98-111, 120-133, 136-137, 141S-T
10-23, 26-27, 29B, 34-51, 60-77, 86-99, 102-103, 110-127, 136-153, 156-157, 161S-T, 161U-V
10-27, 30-31, 64-81, 83J, 87B, 90-103, 106-107, 114-135, 146-163, 173S-T, 173U-V
10-27, 30-31, 38-59, 68-90, 100-117, 126-143, 156-177, 186-207, 210-211, 218-243, 249U-V, 249W-X, 249Y-Z
10-31, 37N, 40-57, 70-91, 100-117, 126-147, 150-151, 158-179, 188-209, 212-213, 215D, 220-243, 253S-T, 253U-V, 253W-X, 256, 257
LH 53Sequence information learned from text into a logical order to retell facts.
1-1
1-2
1-3
1-4
1-5
11A, 23A, 25I, 26-27, 40, 73A, 86-87, 88, 89A, 93I, 94-95, 118H, 119A, 128-129, 134, 135A, 139I, 140-141
T 11
52, 94-95, 118-119, 120-121
24-25, 28, 29A
160-161, 196-197, 224-225, 244
130-131, 138-139, 140-141, 144-145, 208-209, 2444Identify, describe, compare, and contrast the elements of plot, setting, and characters.
1-1
1-2
1-3
1-4
16-17, 18-19, 32-33, 76-77, 82-83, 100
9A, 12-13, 20-21, 23, 25A, 25C, 29I, 30-31, 40-41, 48-49, 50-51, 68-69, 72-73, 77, 84N, 105B, 109A, 112-113, 114-115, 116-117, 120-121, 122-123, 129A, 131I, 132-133
36P, 37A, 40-41, 42-43, 48-49, 55, 57A, 59I, 60-61, 63A, 66-67, 68-69, 81, 83A, 83C, 85I, 86-87, 87B, 88F, 89A, 92-93, 94-95, 98-99, 100-101, 103, 105A, 109I, 110-111, 111B, 118-119, 120-121, 122-123, 124-125, 126-127, 128-129, 130-131, 137E, 145A, 148-149, 154-155, 158-159, 160-161, 165A, 165C, 171J, 172-173, 173D
T 13, 14
14-15, 16-17, 22-23, 27, 29C, 102-103, 106-107, 114-115, 117, 119A, 121B, 123L, 128-129, 130-131, 132-133, 134-135, 136-137, 151A, 164-165, 168-169, 190-191, 192-193, 200-201, 202-203, 204-205, 249N
43
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1-5 9A, 14-15, 16-17, 26-27, 28-29, 31, 33A, 35I, 36-37, 37B, 37D, 37L, 46-47, 125A, 136-137, 140-141, 144-145, 147, 149A, 153B, 153I, 154-155, 155D, 168-169, 170-171, 176-177, 179, 185D, 206-207, 219A, 224-225, 234-235, 242-243, 244, 247A, 251B, 251I, 252-253, 253D
T 115Make simple inferences.
1-1
1-3
1-5
97A, 102-103, 108-109, 134
37A, 44-45, 46-47, 48-49, 50-51, 52-53
125A, 128-129, 134-135, 138-139, 140-141, 142-143, 172-173, 190-191, 194-195, 196-197, 200-201, 202-203, 204-205, 206-207
6Read regularly in independent-level materials.
1-1
1-2
1-3
1-4
1-5
27J, 27M, 27N, 27O, 27P, 47L, 47O, 47P, 47Q, 47R, 69J, 69M, 69N, 69O, 69P, 69S-T, 95J, 95M, 95N, 95O, 95P, 117L, 117O, 117P, 117Q, 117R, 141J, 141M, 141N, 141O, 141P, 141S-T
31J, 31M, 31N, 31O, 31P, 57L, 57O, 57P, 57Q, 57R, 83L,83O, 83P, 83Q, 83R, 107J, 107M, 107N, 107O, 107P, 133J, 133M, 133N, 133O, 133P, 161J, 161M, 161N, 161O, 161P, 161S-T, 161U-V
8E, 35L, 35O, 35P, 35Q, 35R, 61J, 61M, 61N, 61O, 61P, 87J, 87M, 87N, 87O, 87P, 111J, 111M, 111N, 111O, 111P, 143L, 143O, 143P, 143Q, 143R, 144E, 173J, 173M,173N, 173O, 173P, 173S-T, 173U-V
35J, 35M, 35N, 35O, 35P, 65J, 65M, 65N, 65O, 65P, 97A, 97J, 97M, 97N, 97O, 97P, 123J, 123M, 123N, 123O, 123P, 153L, 153O, 153P, 153Q, 153R, 183J, 183M, 183N,183O, 183P, 184E, 215J, 215M, 215N, 215O, 215P, 249L,249O, 249P, 249Q, 249R, 249U-V, 249W-X, 249Y-Z
37J, 37M, 37N, 37O, 37P, 67L, 67O, 67P, 67R, 97J, 97M, 97N, 97O, 97P, 123J, 123M, 123N, 123O, 123P, 155J, 155K, 155M, 155N, 155O, 155P, 185L, 185O, 185P, 185Q, 185R, 217J, 217M, 217N, 217O, 217P, 253J, 253M, 253N, 253O, 253P, 253S-T, 253U-V, 253W-X
LH 6
44
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
7Engage in silent independent reading for specific purposes.
1-1
1-2
1-3
10N, 23C, 25B, 27B, 27J, 27L, 28N, 41C, 45B, 47D, 47L, 47N, 48N, 65C, 67B, 69B, 69J, 69L, 69S-T, 72N, 89C, 93B, 95B, 95J, 95L, 96N, 113C, 115B, 117D, 117L, 117N, 118N, 135C, 139B, 141B, 141J, 141L, 141S-T
8N, 25C, 29B, 31B, 31J, 32N, 53C, 55B, 57D, 57L, 57N,58N, 79C, 81B, 83D, 83L, 83N, 84N, 101C, 105B, 107B, 107J, 107L, 108N, 129C, 131B, 133B, 133J, 133L, 134N,155C, 159B, 161B, 161J, 161L, 161S-T, 161U-V
8N, 29C, 33B, 35D, 35L, 35N, 36N, 57C, 59B, 61B, 61J, 61L, 62N, 83C, 85B, 87B, 87J, 87L, 88N, 105C, 109B, 111B, 111J, 111L, 112N, 137C, 141B, 143D, 143L, 143N,144E, 144N, 165C, 171C, 173B, 173J, 173L, 173S-T, 173U-V
1-4
1-5
8N, 29C, 33B, 35B, 35J, 35L, 36N, 61C, 63B, 65B, 65J, 65L, 66N, 91C, 95B, 97B, 97J, 97L, 98N, 119C, 121B, 123B, 123J, 123L, 124N, 145C, 151C, 153D, 153L, 153N,154N, 179C, 181B, 183B, 183J, 183L, 184E, 184N, 209C, 213B, 215B, 215J, 215L, 216N, 245C, 247B, 249D, 249L, 249N, 249U-V, 249W-X, 249Y-Z
8N, 33C, 35B, 37B, 37J, 37L, 38N, 59C, 65C, 67D, 67L, 67N, 68N, 93C, 95B, 97B, 97J, 97L, 98N, 119C, 121B, 123B, 123J, 123L, 124N, 149C, 153B, 155B, 155J, 155L, 156N, 181C, 183B, 185D, 185L, 185N, 186N, 211C, 215B, 217B, 217J, 217L, 218N, 247C, 251B, 253B, 253J,253L, 253S-T, 253U-V, 253W-X
H. Inquiry and Research
1Ask and explore questions related to a topic of interest.
1-1
1-2
1-3
1-4
1-5
9B, 66
7B, 104
7B, 32, 35C, 144E, 171
7B, 36E, 63, 121, 151, 181, 246
7B, 35, 35A, 65, 94, 98F, 215, 2512Draw conclusions from information and data gathered.
1-1
1-2
1-3
1-4
1-5
25B, 66
104, 159
29B, 32, 35C, 141, 144E, 171
7B, 8F, 36E, 63, 121, 151, 181, 184M, 246
7B, 35, 35A, 65, 67C, 94, 98F, 215, 251
45
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.
1-1
1-2
1-3
1-4
8L-N, 8O-Q, 10H, 10N, 12-21, 27D, 27J, 28H, 28N, 30-39, 47F, 47L, 47N, 48H, 48N, 50-63, 69D, 69J, 69S-T, 72H, 74-87, 90-91, 95D, 95J, 96H, 96N, 98-111, 113C, 117F, 117L, 118H, 120-133, 141D, 141J, 141S-T
6L-N, 6O-Q, 8H, 8N, 10-23, 26-27, 29B, 31D, 31J, 32H, 32M, 32N, 34-51, 57F, 57L, 57M, 58H, 58N, 60-77, 83F, 83L, 84H, 84N, 86-99, 107D, 107J, 108H, 108N, 110-127, 133D, 133J, 134H, 136-153, 161D, 161J, 161S-T, 161U-V
6L-N, 6O-Q, 8E, 8H, 8N, 10-27, 35F, 35L, 36H, 36N, 61D, 61J, 62H, 62N, 64-81, 87B, 87D, 87J, 88F, 88N, 90-103, 111D, 111J, 112H, 114-135, 143F, 143L, 144H, 144N, 146-163, 166-169, 173D, 173J, 173S-T, 173U-V
6N-P, 6Q-S, 8H, 8N, 10-27, 35J, 36H, 38-59, 65D, 65J, 66H, 68-90, 92-93, 97B, 97D, 97J, 98H, 100-117, 119C, 123D, 123J, 124H, 146-149, 153F, 153L, 154H, 156-177, 183D, 183J, 184E, 184H, 184N, 186-207, 215D, 215J, 215L, 216H, 218-243, 249F, 249L, 249U-V, 249W-X, 249Y-Z
1-5 6N-P, 6Q-S, 8H, 8N, 10-31, 37D, 37J, 37N, 38H, 38N, 40-57, 60-63, 67F, 67L, 68H, 70-91, 97J, 98H, 98N, 100-117, 123D, 123J, 124H, 124N, 126-147, 155D, 155J, 156H, 158-179, 185F, 185L, 186H, 186N, 188-209, 217D, 217J, 218H, 220-243, 248-249, 253D, 253J, 253S-T, 253U-V, 253W-X
LH 10STANDARD 3.2(WRITING) 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)
1Begin to generate ideas for writing through talking, sharing, and drawing.
1-1
1-2
1-3
1-4
1-5
10M, 23B, 25A, 27A, 27K, 28M, 48M, 72M, 93A, 95A, 95K, 96M, 118M
8M, 31K, 55A, 58M, 84M, 107A, 108M, 131A, 133A, 133K, 134M
8M, 29B, 33A, 36M, 59A, 61K, 62M, 88M, 111A, 111K, 112M, 137B, 141A, 143C, 143M, 144M
29B, 33A, 35A, 35K, 36M, 63A, 65K, 66M, 98M, 121A, 124M, 145B, 151B, 153C, 153M, 154M, 184M, 213A, 215A, 215K, 216M, 247A
8M, 37A, 37K, 38M, 59B, 64, 65B, 67C, 68M, 98M, 119B, 123A, 123K, 124M, 149B, 153A, 155A, 155K, 186M, 218M, 247B, 251A, 253K
46
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Observe the modeling of writing.
1-1
1-2
1-3
1-4
1-5
10M, 23B, 25A, 27A, 48M, 65B, 67A, 69A, 69K, 72M, 89B, 95A
8M, 25B, 31A, 32M, 55A, 101B, 105A, 108M, 133A
8M, 29B, 35C, 36M, 59A, 109A, 111K, 112M, 143C
35A, 36M, 65A, 98M, 119B, 124M, 145B, 153C, 209B, 213A, 215K, 249C
8M, 37A, 37K, 38M, 59B, 119B, 121A, 124M, 153A,186M, 217K, 247B, 253A
3Begin to use a basic writing process to develop writing.
1-1
1-2
1-3
28M, 41B, 45A, 47C, 47M, 48M, 65B, 67A, 69A, 69K, 96M, 113B, 115A, 117C, 117M, 118M, 135B, 139A, 141A, 141K
58M, 79B, 81A, 83C, 83M, 134M, 155B, 159A, 161A, 161K
62M, 83B, 85A, 87A, 87K, 144M, 165B, 171B, 173A, 173K
1-4
1-5
66M, 91B, 95A, 97A, 97K, 154M, 179B, 181A, 183A, 183K
68M, 93B, 95A, 97A, 97K, 156M, 181B, 183A, 185C, 185M, 254-255
LH 24Use simple sentences to convey ideas.
1-1
1-2
1-3
1-4
1-5
10M, 25B, 27A, 27H, 27K, 48F, 66, 67B, 92, 93A, 95K, 135B, 139
8M, 31A, 57C, 58M, 79B, 81, 81A, 83C, 83M, 84M, 129B, 131A, 133A, 158
32, 33A, 61A, 61K, 61L, 87L, 88M, 105B, 109A, 111A, 140, 141B, 143C, 144F
T 4
8F, 8M, 29B, 32, 33B, 36E, 61B, 63, 63A, 65A, 65K, 66E, 94, 123A, 123K, 124E, 124M, 151, 151B, 153D, 153M,153N, 181B, 184M, 209B, 209C, 215A, 215B, 216E, 216M, 245B, 246, 247, 247A, 247B, 249D, 249M, 249N
38F, 64, 65, 123K, 149B, 155L, 211B, 215A, 217K, 218E, 251, 251A, 253K
LH 75Increase fluency (ability to write ideas easily) to improve writing.
1-1
1-2
1-3
1-4
1-5
41B, 65B, 93A, 113B, 135B
55A, 79B, 84M, 131A, 155B
33A, 36M, 61A, 83B, 141A, 165B
35A, 35K, 63A, 65K, 91B, 121A, 145B, 151B, 179B, 184M, 213A, 216M, 247A
35A, 37A, 67C, 93B, 181B, 251A, 253K
47
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
6Continue to use pictures, developmental spelling, or conventional text to create writing drafts.
1-1
1-2
1-3
1-4
1-5
10E, 10M, 27A, 27H, 27K, 41B, 45, 48F, 65B, 67, 93A, 95K, 113B, 115, 135B, 139
8M, 31K, 53B, 55A, 57C, 79B, 81, 84M, 107K, 129B, 131, 131A, 155B
32, 33A, 36M, 57B, 59, 61A, 61K, 83B, 88M, 105B, 108, 109A, 111A, 140, 141A, 141B, 165B
8M, 29B, 32, 33B, 35A, 35K, 36E, 36F, 61B, 63, 63A, 65K, 91B, 94, 121, 121A, 123K, 124E, 145B, 151, 151B, 153D, 179B, 184M, 213, 213A, 216E, 216M, 245B, 246, 247, 247A
34, 35A, 37A, 38F, 64, 67C, 93B, 124E, 153, 155A, 181B, 182, 211B, 214, 215A, 217A, 218E, 218M, 251, 251A, 253K
LH 37Revisit pictures and writings to add detail.
1-1
1-2
45A, 67A
81A, 159A1-3
1-4
1-5
85A, 171B
35A, 95A, 181A
183A8Begin to mimic an author's voice and patterns.
1-1
1-2
1-3
1-4
1-5
134
142-143
18-19, 28, 55, 70-71, 124-125
14-15, 27, 58-59, 106-107, 252
117, 256LH 4, 7, 8, 11
9Begin to use a simple checklist to improve writing with teacher support.
1-1
1-2
1-3
1-4
1-5
45A, 47C, 67A, 69A, 115A, 117C, 139A, 141A
81A, 83C, 159A, 161A
85A, 85B, 87A, 171B, 173A
35A, 95A, 97A, 181A, 183A
35A, 95A, 97A, 149B, 183A, 185C10Begin to use simple computer writing applications during some parts of the writing process.
1-1
1-2
1-3
1-4
1-5
25A, 27A, 41B, 48E, 93A, 95A, 96F, 117C, 139A, 141A
31A, 57C, 79B, 105A, 129B, 134F
33A, 57B, 88E, 105B, 112F, 141A, 144E, 171B
33A, 63A, 95A, 98F, 119B, 145B, 154E, 181A, 184F, 213A, 247A
65B, 95A, 98E, 121A, 156F, 181B, 183A, 186F, 215A, 247B
48
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
B. Writing as a Product (resulting in a product or publication)
1Produce finished writings to share with class and/or for publication.
1-1
1-2
1-3
1-4
1-5
23B, 47M, 69K, 95A, 95L, 117M, 141K
8M, 31K, 57D, 57N, 83M, 107B, 107L, 133K, 133L, 161K
8M, 35N, 36M, 57B, 61L, 87K, 87L, 111L, 112M, 143N, 173K, 173L
8M, 35A, 35K, 35L, 36M, 65K, 97K, 97L, 98M, 123B, 145B, 151, 151C, 153M, 183K, 183L, 215A, 215B, 216N
34, 35B, 38M, 65C, 67N, 97K, 97L, 121A, 123B, 123K, 149B, 155B, 155L, 183B, 185M, 217B, 251, 253L
2Produce stories from personal experiences.
1-2
1-3
1-5
8M
137B
LH 43Show and talk about own writing for classroom audience.
1-1
1-2
1-3
1-4
1-5
27L, 47D, 69K, 95L, 141K
57D, 57N, 83M, 107B, 107L, 133L, 161B
35N, 61L, 87L, 111L, 143N, 173L
35L, 65K, 97L, 123B, 151C, 183L, 215B, 216N
35B, 65C, 67N, 97L, 123B, 155B, 155L, 183B, 185M, 217B, 253L
4Collect favorite works to place in personal writing folder.
1-1
1-2
1-3
1-4
1-5
23B, 47M, 69K, 95A, 95L, 117M, 141K
8M, 31K, 57D, 57N, 83M, 107B, 107L, 133K, 133L, 161K
8M, 35N, 36M, 57B, 61L, 87K, 87L, 111L, 112M, 143N,173K, 173L
8M, 35A, 35K, 35L, 36M, 65K, 97K, 97L, 98M, 123B, 145B, 151, 151C, 153M, 183K, 183L, 215A, 215B, 216N
34, 35B, 38M, 65C, 67N, 97K, 97L, 121A, 123B, 123K, 149B, 155B, 155L, 183B, 185M, 217B, 251, 253L
C. Mechanics, Spelling, and Handwriting
49
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Write all upper and lowercase letters of the alphabet from memory.
1-1
1-2
1-3
1-4
1-5
95KI 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30,
32, 34
53B, 107K
88M, 105B, 143M, 173K
35K, 61B, 65K, 97K, 151B, 153M, 216M, 245B, 249M
67M, 149B, 181B, 217ALH 147, 148, 151-156
2Begin to use basic punctuation and capitalization.
1-1
1-2
1-3
1-4
1-5
10N, 23C, 23J, 25B, 27L, 28N, 41C, 47D, 47N, 69F, 72N, 89C, 89J, 93B, 95B, 95L, 96N, 113C, 115B, 117N, 141F
T 3, 7, 9
105B, 107LT 10
57J, 62N, 83C, 85B, 87B, 87L, 88N, 105C, 105K, 109B, 111B, 111E, 111L, 112N, 137C, 137J, 141B, 143D, 143N, 144N, 165C, 171C, 173B, 173L, 175, 176
T 9, 11
8N, 29C, 29K, 33B, 35B, 35E-F, 35L, 36N, 123F, 145B, 145K, 184H, 250, 251, 254
T 5
37E, 123E-F, 155F, 185G, 218N, 247C, 251B, 253B, 253LLH 14-17, 22-25, 26-29, 46-49, 66-69, 70-73, 74-77, 78-
81, 82-85, 86-89
50
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Apply sound/symbol relationships to writing words.
1-1
1-2
1-3
1-4
1-5
10K, 10Q-R, 23H, 25G, 27G, 28K, 28Q-R, 41H, 47A, 47I, 48K, 48Q-R, 65H, 67G, 69G, 72K, 72Q-R, 89H, 93G, 95G, 96K, 96Q-R, 113H, 117A, 117I, 118K, 118Q-R, 135H, 139G, 141G
8K, 8Q-R, 25H, 29G, 31G, 32K, 32Q-R, 53H, 57A, 57I, 58K, 58Q-R, 79H, 83A, 83I, 84K, 84Q-R, 101H, 105G, 107G,108K, 108Q-R, 129H, 131G, 133G, 134K, 134Q-R, 155H, 159G, 161G
8K, 8Q-R, 29H, 35A, 35I, 36K, 36Q-R, 57H, 59G, 61G, 62K,62Q-R, 83H, 85G, 87G, 88K, 88Q-R, 105H, 109G, 111G, 144K, 144Q-R, 165H, 171H, 173G
8L, 8Q-R, 29H, 33G, 35G, 36K, 36Q-R, 61H, 63G, 65G, 66K, 66Q-R, 91H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 145F-G, 153A, 153I, 154K, 154Q-R179H, 181G, 183G, 184K, 184Q-R, 209H, 213G, 215G,216K, 216Q-R, 245H, 249I
8K, 8Q-R, 33H, 35G, 37G, 38K, 38Q-R, 59H, 67A, 67I, 68K, 68Q-R, 93H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 149H, 153G, 155G, 156K, 156Q-R,181H, 185A, 185I, 186K, 186Q-R, 211H, 215G, 217G, 218K, 218Q-R, 247H, 251G, 253G
4Use developmental spelling or phonics-based knowledge to spell independently, when necessary.
1-1
1-2
1-3
1-4
1-5
10K, 10Q-R, 23H, 25G, 27G, 28K, 28Q-R, 41H, 47A, 47I, 48K, 48Q-R, 65H, 67G, 69G, 72K, 72Q-R, 89H, 93G, 95G, 96K, 96Q-R, 113H, 117A, 117I, 118K, 118Q-R, 135H, 139G, 141G
8K, 8Q-R, 25H, 29G, 31G, 32K, 32Q-R, 53H, 57A, 57I, 58K, 58Q-R, 79H, 83A, 83I, 84K, 84Q-R, 101H, 105G, 107G, 108K, 108Q-R, 129H, 131G, 133G, 134K, 134Q-R, 155H, 159G, 161G
8K, 8Q-R, 29H, 35A, 35I, 36K, 36Q-R, 57H, 59G, 61G,62K, 62Q-R, 83H, 85G, 87G, 88K, 88Q-R, 105H, 109G, 111G, 112K, 112Q-R, 137H, 143A, 143I
8K, 8Q-R, 29H, 33G, 35G, 36K, 36Q-R, 61H, 63, 63G, 65G, 66K, 66Q-R, 91H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 145H, 153A, 153I, 154K, 154Q-R, 179H, 181G, 183G, 184K, 184Q-R, 209H, 213G, 215G, 216K, 216Q-R, 245H, 249A, 249I
8K, 8Q-R, 33H, 35G, 37G, 38K, 38Q-R, 59H, 67A, 67I, 68K, 68Q-R, 93H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 149H, 153G, 155G, 156K, 156Q-R, 181H, 185A, 185I, 186K, 186Q-R, 211H, 215G, 217G, 218K, 218Q-R, 247H, 251G, 253G, 253T, 253V, 253X
51
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
5Develop awareness of conventional spelling.
1-1
1-2
1-3
1-4
1-5
10K, 10Q-R, 23H, 25G, 27G, 28K, 28Q-R, 41H, 47A, 47I, 48K, 48Q-R, 65H, 67G, 69G, 72K, 72Q-R, 89H, 93G, 95G, 96K, 96Q-R, 113H, 117A, 117I, 118K, 118Q-R, 135H, 139G, 141G
8K, 8Q-R, 25H, 29G, 31G, 32K, 32Q-R, 53H, 57A, 57I, 58K, 58Q-R, 79H, 83A, 83I, 84K, 84Q-R, 101H, 105G, 107G, 108K, 108Q-R, 129H, 131G, 133G, 134K, 134Q-R, 155H, 159G, 161G
8K, 8Q-R, 29H, 35A, 35I, 36K, 36Q-R, 57H, 59G, 61G, 62K, 62Q-R, 83H, 85G, 87G, 88K, 88Q-R, 105H, 109G, 111G, 112K, 112Q-R, 137H, 143A, 143I
8K, 8Q-R, 29H, 33G, 35G, 36K, 36Q-R, 61H, 63, 63G, 65G, 66K, 66Q-R, 91H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 145H, 153A, 153I, 154K, 154Q-R, 179H, 181G, 183G, 184K, 184Q-R, 209H, 213G,215G, 216K, 216Q-R, 245H, 249A, 249I
8K, 8Q-R, 33H, 35G, 37G, 38K, 38Q-R, 59H, 67A, 67I, 68K, 68Q-R, 93H, 95G, 97G, 98K, 98Q-R, 119H, 121G, 123G, 124K, 124Q-R, 149H, 153G, 155G, 156K, 156Q-R, 181H, 185A, 185I, 186K, 186Q-R, 211H, 215G, 217G, 218K, 218Q-R, 247H, 251G, 253G, 253T, 253V, 253X
6Use left-to-right and top-to-bottom directionality and use appropriate spacing between words.
1-1
1-2
1-3
1-4
1-5
27K, 47C, 135B
31K, 53B, 129B, 161A
35M, 57B, 61K, 105B, 137B, 143M, 173K
97K, 123A, 215A
67M, 97K, 123A, 123K, 155K, 211B, 218MLH 149-150
D. Writing Forms, Audiences, and Purposes (exploring a variety of writing)
1Create written texts for others to read.
1-1
1-2
1-3
1-4
1-5
23B, 47M, 69K, 95A, 95L, 117M, 141K
8M, 31K, 57D, 57N, 83M, 107B, 107L, 133K, 133L, 161K
8M, 35N, 36M, 57B, 61L, 87K, 87L, 111L, 112M, 143N, 173K, 173L
8M, 35A, 35K, 35L, 36M, 65K, 97K, 97L, 98M, 123B, 145B, 151, 151C, 153M, 179B, 183K, 183L, 215A, 215B,216N
34, 35B, 38M, 65C, 67N, 97K, 97L, 121A, 123B, 123K, 149B, 155B, 155L, 183B, 185M, 217B, 251, 253L
52
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.
1-1
1-2
1-3
1-4
1-5
10E, 27A, 27K, 28E, 45, 48E, 66, 67, 92, 93, 115, 138, 139
8F, 8M, 28, 31A, 31K, 53B, 57C, 58M, 79B, 81, 81A, 83C, 83M, 84F, 84M, 105, 107K, 108F, 129B, 131, 133A, 133K, 134M, 155B, 158, 159A, 161A, 161K
29B, 32, 33, 33A, 57B, 59, 59A, 61A, 61K, 85, 88F, 88M,105B, 108, 111A, 137B, 144F, 144M, 165B, 171, 171B, 173A, 173K
8F, 8M, 32, 33, 35A, 35K, 36E, 36F, 61B, 63, 65A, 65K, 66E, 66M, 91B, 94, 95A, 97A, 97K, 119B, 121, 123A, 123K, 124M, 151, 151B, 153D, 153M, 153N, 154M, 179B, 180, 181, 181A, 181B, 183A, 183K, 184M, 213, 215A, 215B, 215K, 216E, 245B, 247, 247A, 247B, 249D, 249N
34, 35, 35A, 37A, 37K, 65, 67C, 68E, 68M, 93B, 95A, 97A, 97K, 121, 121A, 123K, 124E, 149B, 152, 153, 155A, 155K, 156E, 156M, 181B, 182, 183, 183A, 185C, 185M, 211B, 214, 217A, 217K, 218M, 251, 251A, 253A, 253K, 253T
LH 3, 4, 5, 6, 7, 8, 11STANDARD 3.3(SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.A. Discussion
1Speak in complete sentences.
1-1
1-2
1-3
8-9, 10G, 10N, 10O, 10S, 23D, 25C, 27B, 27C, 28G, 28H, 28N, 28O, 28S, 41C, 41D, 45B, 45C, 47E, 47N, 48G, 48O, 48S, 65D, 67C, 69C, 70-71, 71B, 72G, 72O, 72S, 89D, 93C, 95C, 96G, 96O, 96S, 113D, 115C, 117E, 118G, 118O, 118S, 135D, 139C, 141C
6-7, 8G, 8O, 8S, 25D, 25K, 29C, 31C, 31I, 31L, 32G, 32O, 32S, 53D, 55C, 57E, 57F, 58G, 58O, 58S, 79D, 81C, 83E, 84G, 84O, 84S, 101C, 101D, 101K, 105C, 107C, 108G, 108O, 108S, 129D, 130, 131C, 133C, 134G, 134O, 134S, 155B, 155D, 159C, 161C
6-7, 8G, 8O, 8S, 29D, 33C, 35E, 36G, 36N, 36O, 36S, 57D, 59C, 61C, 62G, 62O, 62S, 83D, 85C, 87C, 88G, 88O, 88S, 105D, 109C, 111C, 112G, 112O, 112S, 137D, 141C, 143E, 144G, 144O, 144S, 165D, 171D, 173C
T 4
53
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1-4
1-5
6-7, 8G, 8O, 8S, 29D, 33C, 35C, 36G, 36O, 36S, 61D, 63C, 65C, 66O, 66S, 91D, 95C, 97C, 98G, 98O, 98P, 98S,119D, 121B, 121C, 123C, 124G, 124O, 124S, 145C, 145D, 151D, 153E, 154G, 154O, 154S, 179D, 181C, 183C, 183I, 183K, 184G, 184O, 184S, 209D, 213B, 213C, 215C, 216G, 216O, 216S, 245C, 245D, 247C, 249E
6-7, 8G, 8O, 8S, 33D, 33E, 35, 35C, 37C, 38E, 38G, 38O,38S, 59C, 59D, 65D, 67E, 68G, 68O, 68S, 93D, 95C, 97C, 98G, 98O, 98S, 119D, 121C, 123C, 124G, 124O, 124S, 149D, 153C, 155C, 156G, 156O, 156S, 181C, 181D, 183C, 185E, 186G, 186O, 186S, 211D, 215C, 217C, 218G, 218O, 218S, 247D, 251C, 253C
2Offer personal opinions in discussion and retell personal experiences.
1-1
1-2
1-3
1-4
1-5
8-9, 10G, 10O, 10S, 22, 23D, 25C, 27C, 28G, 28H, 28O, 28S, 34-35, 41D, 45C, 47E, 48G, 48O, 48S, 64, 65D, 67B, 67C, 69C, 70-71, 72G, 72O, 72S, 88, 89D, 93C, 95B, 95C, 96G, 96O, 96S, 113D, 115C, 117E, 118G, 118O, 118S, 134, 135D, 139C, 141C
6-7, 8G, 8O, 8S, 25D, 29C, 31C, 32G, 32O, 32S, 36-37, 53D, 55C, 57E, 57F, 58G, 58O, 58S, 79D, 81C, 83E, 83N, 84G, 84O, 84S, 100, 101D, 105C, 107C, 108G, 108O, 108S, 127, 129D, 130, 131C, 133C, 134G, 134O, 134S, 148-149, 152-153, 154, 155B, 155D, 159C, 161C
6-7, 8G, 8O, 8S, 28, 29D, 33C, 35E, 36G, 36N, 36O, 36S, 57D, 59C, 61C, 62G, 62O, 62S, 83D, 84, 85C, 87C, 88G, 88O, 88S, 105D, 109C, 111C, 112G, 112O, 112S, 136, 137D, 141C, 143E, 144G, 144O, 144S, 165D, 171D, 173C
6-7, 8G, 8O, 8S, 29D, 33C, 35C, 36G, 36O, 36S, 52-53, 59, 61D, 63C, 65C, 66O, 66S, 70-71, 91D, 95C, 97C, 98G,98O, 98P, 98S, 119D, 121C, 123C, 124G, 124O, 124S, 143, 145C, 145D, 151D, 153E, 154G, 154O, 154S, 172-173, 176-177, 179D, 181C, 183C, 183K, 184G, 184O, 184S, 194-195, 207, 209D, 213C, 215C, 216G, 216O, 216P, 216S, 242-243, 244-245, 245C, 245D, 247C, 249E
6-7, 8G, 8O, 8S, 20-21, 33D, 33E, 35, 35C, 37C, 38E, 38G, 38O, 38S, 56, 59D, 65D, 67E, 68G, 68O, 68S, 80-81,90-91, 93D, 95C, 97C, 98G, 98O, 98S, 117, 119D, 121C, 123C, 124G, 124O, 124S, 138-139, 149D, 153C, 155C, 156G, 156O, 156S, 181C, 181D, 183C, 185E, 186G, 186O, 186S, 210, 211D, 215B, 215C, 217C, 218G, 218O, 218S, 244, 247D, 251C, 253C
3Role-play situations and dramatize story events.
1-1
1-2
1-3
1-4
1-5
113J, 117K
58N, 83K, 129J, 155J, 161T
57J, 61I, 87I, 105J, 143K, 165K, 173I
29J, 145C, 151E, 154E, 209J, 213B
37I, 59J, 149J, 155I, 185K, 211J, 247C, 253I
54
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
B. Questioning (Inquiry) and Contributing
1Respond to ideas and questions posed by others.
1-1
1-2
1-3
1-4
1-5
8-9, 10G, 10O, 10S, 22, 23D, 25C, 27C, 28G, 28H, 28O, 28S, 40, 41D, 45C, 45D, 47E, 48G, 48O, 48P, 48S, 64, 65D, 67C, 69C, 69T, 70-71, 72G, 72O, 72S, 88, 89D, 93C, 93D, 95C, 96G, 96H, 96O, 96P, 96S, 111, 113D, 115C, 117E, 118G, 118O, 118P, 118S, 134, 135D, 139C, 139D, 141C, 141T
6-7, 8G, 8O, 8S, 23, 25D, 29C, 31C, 32G, 32H, 32O, 32P, 32S, 52, 53D, 55C, 57E, 57F, 58G, 58O, 58S, 77, 79D, 81C, 83E, 84G, 84O, 84P, 84S, 100, 101D, 105C, 107C, 108G, 108O, 108S, 127, 129D, 129E, 130, 131C, 133C, 134G, 134O, 134P, 134S, 154, 155B, 155D, 159C, 161C,161T, 161V
6-7, 8G, 8H, 8O, 8P, 8S, 28, 29D, 33C, 33D, 35E, 36G, 36N, 36O, 36S, 55, 57D, 59C, 61C, 62G, 62O, 62S, 81, 83D, 83E, 84, 85C, 87C, 88G, 88O, 88P, 88S, 103, 105D, 105E, 109C, 111C, 112G, 112O, 112P, 112S, 136, 137D, 137E, 141, 141C, 141D, 143E, 144G, 144H, 144O, 144S,163, 165D, 165E, 171D, 173C, 173D, 173T, 173V
6-7, 8G, 8H, 8O, 8S, 27, 29D, 33C, 35C, 36G, 36H, 36O, 36S, 59, 61D, 63C, 65C, 66O, 66S, 90, 91D, 95C, 97C, 98G, 98O, 98P, 98S, 117, 119D, 121C, 123C, 124G, 124O, 124S, 143, 145C, 145D, 151D, 151E, 153E, 154G, 154O, 154S, 179D, 181C, 183C, 183K, 184G, 184O, 184S, 209D, 213C, 213D, 215C, 216G, 216O, 216S, 244, 245C, 245D, 247C, 249E, 249V, 249X, 249Z
6-7, 8G, 8O, 8P, 8S, 31, 33D, 33E, 35, 35C, 35D, 37B, 37C, 38E, 38G, 38H, 38O, 38P, 38S, 56, 59D, 65D, 67E, 67F, 68G, 68O, 68P, 68S, 92, 93D, 95C, 95D, 97C, 98G, 98H, 98O, 98P, 98S, 117, 119D, 121C, 123C, 124G, 124O, 124S, 147, 149D, 153C, 153D, 155C, 156G, 156H,156O, 156S, 179, 181C, 181D, 183C, 185E, 186G, 186O, 186S, 210, 211D, 211E, 215C, 217C, 218G, 218O, 218S,244, 247D, 247E, 251C, 253C, 253T, 253V, 253X
2Ask and answer various types of questions.
1-1
1-2
1-3
1-4
1-5
27L, 72N, 96N, 113C, 117DT 7, 9
31L, 57D, 57F, 57N, 83N, 133K, 133L, 161B
35N, 111L, 137J, 143N
35L, 65K, 120, 121B, 154E, 179J, 209C, 216N
35B, 67N, 253LC. Word Choice
1Attempt to use new vocabulary learned from shared literature and classroom experiences.
1-1
1-2
10S, 27D, 27H, 28H, 28S, 41E, 47J, 48S, 69H, 72S, 96S, 113E, 117J, 118S
8S, 25E, 31H, 32S, 55D, 57J, 58S, 83J, 84S, 108S, 133H, 161D
55
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1-3
1-4
1-5
8S, 35J, 36S, 61H, 85D, 88S, 112H, 112S, 143J, 173H
35H, 61I, 65H, 97H, 119I, 179I, 181D, 183H, 215H, 249J
35H, 59I, 67J, 93E, 93I, 95H, 97H, 123H, 124S, 155H, 185J, 186P, 217H, 218P, 250, 253H
2Use descriptive words to clarify and extend ideas.
1-4
1-5
124N, 145C, 151C, 153N, 154N, 179C, 183B, 216N, 245C, 249D
T 9, 10, 13
253LD. Oral Presentation
1Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes).
1-1
1-2
1-3
1-4
1-5
23C, 25D, 27B, 41C, 41E, 65E, 69L, 113E, 135C
25E, 31B, 55D, 79C, 133B, 155E, 159B, 161L
143D
66P, 91C, 98E, 119E, 121B, 184P, 209E
59C, 93E, 97L, 119C, 124P, 156P2Participate in choral reading to develop phonemic awareness, oral language, and fluency.
1-1
1-2
1-3
1-4
1-5
23J, 27D, 69I, 135K
8P, 79J, 131B, 133I, 161I
35K, 137K, 143K
61J, 97I, 119J, 153K, 179C, 183B, 183I, 215L, 249K
67K, 93J, 156P, 217I, 247J3Retell a story to check for understanding.
1-1
1-2
1-3
1-4
1-5
23A, 41A, 65A, 89A, 113A, 135A
25A, 53A, 58H, 79A, 101A, 101K, 129A, 155A
29A, 57A, 83A, 87I, 105A, 137A, 165A
29A, 61A, 91A, 119A, 145A, 179A, 209A, 245A
33A, 59A, 93A, 119A, 149A, 181A, 185F, 186N, 211A4Read aloud from developmentally appropriate texts with attention to expression.
1-1
1-2
1-3
1-4
1-5
23J, 27I, 41J-K, 47K, 65J, 69I, 89J-K, 95I, 113J, 117K, 135J-K, 141I
25J-K, 31I, 53J, 55B, 57K, 79J, 83K, 101J-K, 107I, 129J, 133I, 155J-K, 155K, 161I
29J-K, 29K, 35K, 57J, 61I, 83J, 87I, 87L, 105J-K, 105K, 111I, 137J-K, 143K, 165J-K, 173I
29J-K, 29K, 35D, 35I, 61J, 65I, 91J-K, 97I, 119J, 123I, 145J-K, 145K, 153K, 179J, 183I, 209J-K, 215I, 245J, 249K
33J, 37I, 59J-K, 67K, 93J, 97I, 119J, 123I, 149J-K, 149K, 155I, 181J, 185K, 211J-K, 211K, 217I, 247J-K, 253I
56
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening
1Listen and respond appropriately to directions.
1-1
1-2
1-3
1-4
1-5
9B, 71B
7B
7B
7B
7B2Listen to hear initial, final, and eventually middle sounds in words.
1-1
1-2
1-3
1-4
1-5
10H, 23E, 28H, 41E, 47F, 48H, 72H, 72P, 89E, 96H, 115D, 118H, 139D
8H, 32P, 84H, 108H, 131D, 134H
36H, 62H, 88F, 109D, 111D, 112P, 137E, 144H, 171E
29E, 33D, 35D, 36H, 36P, 63D, 65D, 66H, 66P, 95D, 97D,98H, 121D, 123D, 124H, 151E, 184P, 215D, 216H, 247D
8P, 38H, 65E, 68H, 68P, 98H, 123D, 155D, 156H, 183D, 185F, 217D, 247E, 251D
3Listen to a familiar text being read to begin tracking print.
1-1
1-2
1-3
1-4
1-5
23C, 23JI 3, 5, 7, 9, 11, 15, 17, 21, 23, 27, 29, 33
8N, 53I, 53J, 131B, 156-157
29K, 35F, 62N, 165J, 173I
61C, 61I, 65D, 66N, 145J, 153K, 153N, 184H, 209K
8H, 8N, 33J, 37I, 59C, 97D, 123I, 149K, 211K, 218H, 247I, 247J-K
4Listen to a spoken word to produce another word that rhymes with it.
1-1
1-2
1-3
1-4
1-5
10H, 10P, 23E, 27E, 69E, 95E, 141E
32H, 55D, 57F, 105D, 107E, 134E
105C, 141B
36H, 65E, 98I, 123E, 153G, 183E
8H, 33E, 37D, 67G, 183D, 253EB. Listening Comprehension
1Listen to make predictions about stories read aloud.
1-4
1-5
123D
181E57
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Follow simple oral directions.
1-1
1-2
1-3
1-4
1-5
9B, 71B
7B
7B
7B
7B3Recall information from listening to stories, poems, television, and film.
1-1
1-2
1-3
1-4
1-5
9A, 10H, 10P, 23C, 23E, 27D, 28H, 28P, 41C, 42-43, 45D, 47F, 48H, 48N, 48P, 65C, 67D, 69D, 69L, 69T, 72H, 72N, 72P, 89E, 93D, 95D, 96H, 96N, 96P, 115D, 117F, 117N, 118H, 118N, 118P, 135E, 136-137, 139D, 141D, 141T
8H, 8N, 8P, 29B, 29D, 31B, 31D, 32N, 32P, 53C, 53E, 58H, 58N, 58P, 79C, 79E, 81B, 83F, 84H, 84N, 84P, 101E, 102-103, 105B, 105D, 107B, 107D, 108P, 129E, 131B, 131D, 133B, 134H, 134N, 134P, 155E, 156-157, 159D, 161L, 161T, 161V
T 15
7A, 8H, 8N, 8P, 29C, 29E, 30-31, 35F, 35N, 36A, 36H, 36N, 36P, 57C, 57E, 59B, 59D, 61D, 62H, 62N, 62P, 83C, 83E, 85B, 85D, 87B, 87D, 88F, 88N, 88P, 105C, 105E, 106-107, 109B, 109D, 111B, 111D, 112H, 112N, 112P, 137C, 137E, 138-139, 141B, 141D, 143F, 144H, 144P, 165C, 171C, 171E, 173B, 173D, 173T, 173V
7A, 8H, 8N, 8P, 29C, 29E, 30-31, 33B, 33D, 35B, 35D, 36H, 36N, 36P, 61C, 61E, 63B, 63D, 65B, 65D, 66H, 66N, 91E, 95B, 95D, 97B, 97D, 97I, 98H, 98P, 121D, 123D, 123L, 124H, 124N, 124P, 151E, 153F, 153M, 153N, 154H, 154N, 154P, 179C, 179E, 181B, 181D, 183B, 183D, 184H, 184N, 184P, 209E, 210-211, 213D, 215D,215L, 216H, 216P, 245E, 247B, 247D, 249D, 249F, 249N, 249V, 249X
7A, 8H, 8N, 33E, 35D, 37B, 37D, 38H, 38N, 38P, 59C, 59E, 65C, 65E, 67F, 68H, 68P, 93E, 95B, 95D, 97B, 97D, 97L, 98H, 98N, 98P, 119C, 119E, 121B, 121D, 123D, 123L, 124H, 124N, 149C, 149E, 150-151, 153B, 153D, 155D, 156H, 156P,181C, 181E, 183D, 185D, 185F, 186H, 186N, 186P, 211C, 211E, 212-213, 215B, 215D, 217D, 217L, 218H, 218P, 251B,251D, 253D, 253T, 253X
4Retell, reenact, or dramatize stories or parts of stories heard.
1-1
1-2
1-3
10H, 27D, 28H, 47F, 48H, 48N, 69D, 69T, 72H, 95D, 96H, 96N, 113J, 117F, 117K, 117N, 118H, 118N, 141D, 141T
8H, 8N, 29B, 31D, 32N, 57K, 58H, 58N, 83F, 83K, 84H, 84N, 105B, 107D, 129J, 155J, 161T, 161V
8H, 8N, 35F, 36A, 36H, 36N, 57C, 57J, 61D, 61I, 62H, 62N, 87B, 87D, 87I, 88F, 88N, 105J, 111D, 112H, 143F, 143K, 144H, 165K, 173D, 173I, 173K, 173L, 173T, 173V
58
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1-4
1-5
8H, 8N, 29C, 29J, 35D, 36H, 36N, 65D, 66H, 95B, 97B, 97D, 98H, 123D, 123L, 124H, 153F, 154F, 154H, 181B, 183D, 184H, 184N, 209C, 209J, 212, 215D, 215L, 216H,249F, 249V, 249X
8H, 8N, 37D, 37I, 38H, 38N, 59J, 67F, 68H, 97D, 98H, 98N, 123D, 124H, 124N, 149J, 155D, 155I, 156H, 185D, 185F, 185K, 186H, 186N, 211J, 217D, 218H, 251B, 253D, 253I, 253T, 253X
5Respond appropriately to questions about stories read aloud.
1-1
1-2
1-3
1-4
1-5
10H, 27D, 28H, 47F, 48H, 48N, 67D, 69D, 69T, 72H, 95D, 96H, 96N, 117F, 117N, 118H, 118N, 141D, 141T
T 11
8H, 8N, 29B, 31D, 32N, 58H, 58N, 81B, 83F, 84H, 84N, 105B, 107B, 107D, 134H, 161T, 161V
T 15
8H, 8N, 35F, 35N, 36A, 36H, 36N, 36P, 57C, 61D, 62H, 62N, 83C, 87B, 87D, 88F, 88H, 88N, 88P, 105J, 111B, 111D, 112H, 141B, 143F, 144H, 173D, 173T, 173V
T 13, 14
8H, 8N, 29C, 33D, 35D, 36H, 36N, 65D, 66H, 95B, 97B, 97D, 98H, 123D, 123L, 124H, 153F, 153M, 154H, 181B,183D, 183I, 184H, 184N, 215D, 215L, 216H, 249F, 249V,249X
8H, 8N, 37D, 38H, 38N, 67F, 68H, 97D, 98H, 98N, 123D, 124H, 124N, 155D, 156H, 185D, 185F, 186H, 186N, 217D, 218H, 251B, 253D, 253T, 253X
T 116Begin to track print when listening to a familiar text being read or when rereading their own writing.
1-1
1-2
1-3
1-4
1-5
23C, 23JI 3, 5, 7, 9, 11, 15, 17, 21, 23, 27, 29, 33
8N, 53I, 53J, 131B, 156-157
29K, 35F, 62N, 165J, 173I
61C, 61I, 65D, 66N, 145J, 153K, 153N, 184H, 209K
8H, 8N, 33J, 37I, 59C, 97D, 123I, 149K, 211K, 218H, 247I, 247J-K
7Ask questions for clarification and explanation of stories and ideas heard.
1-1
1-2
1-3
1-4
1-5
27L, 113C
31L, 57D, 57F, 57N, 83N, 133K, 133L, 161B
35N, 111L, 137J, 143N
35L, 65K, 121B, 209C, 216N
35B, 67N, 253L
59
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
STANDARD 3.5(VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.A. Constructing Meaning
1Retell the story from a favorite media program (e.g., television, movie).
This skill is taught in Grades 2 through 6.
2Distinguish between "pretend" and "real" in the media.
1-1
1-2
1-3
1-4
1-5
84-85, 122-123
62-63, 108P
116-117, 132-133, 137A, 143F
125A, 134-135, 145A, 153F, 178, 190-191, 198-199
68N, 92, 130-131, 1473Begin to recognize that media messages have different purposes.
1-4 65K
4Speculate about visual representations (e.g., pictures, artwork).
1-1
1-2
1-3
1-4
1-5
23J, 32-33, 36-37, 40, 80-81, 102-103, 130-131
90-91, 146-147, 152-153
24-25, 42-43, 92-93, 173I
104-105, 114-115, 123I, 143, 170-171, 222-223, 228-229
59K, 68H, 93J, 104-105, 108-109, 124N, 124P, 124S, 132-133, 134-135, 160-161, 164-165
5Use simple graphs and charts to report data.
1-1
1-2
1-3
1-4
1-5
72M, 96E
29A, 108E
8M, 88M
36M, 247
8M, 98M, 124F, 186M6Begin to recognize the work of a favorite illustrator.
1-1
1-2
1-3
1-4
1-5
41, 65, 89, 112-113
25, 53, 78-79, 101, 129, 155
29, 35F, 56-57, 83, 105, 164-165
28-29, 61, 91, 119, 145, 209
32-33, 58-59, 93, 119, 148-149, 181, 211, 2477Begin to compare and contrast media characters.
This skill is taught in Grades 2 through 6.
60
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
B. Visual and Verbal Messages
1Begin to interpret messages in simple advertisements.
1-4 65K
2Sequence a series of pictures or images to tell a story.
1-1
1-5
94-95, 139I, 140-141
218N
BY THE END OF SECOND GRADE:61
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
STANDARD 3.1(READING) 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
1Use titles, tables of contents, and chapter headings to locate information.
2-1
2-2
53A-B, 81E-F, 99E-F, 339A, 359, 359A, 436T 4
307A, 331A, 333I, 334-335, 342-343, 344-345, 4202Recognize the purpose of a paragraph.
2-1
2-2
82M, 95B, 97A, 99G, 99Q, 194M, 284M, 309A, 311G, 312M, 337C, 363A, 366M, 391A
96M, 152M, 175C, 306M, 331B, 333A, 335C, 361A, 407ALH 49, 60-61, 64-65, 66-67, 72-73, 76
B. Phonological Awareness (includes phonemic awareness)
1Add, delete, or change middle sounds to change words (e.g., pat to put).
2-1
2-2
338I-J, 338K, 338Q-R, 359F-GI 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 18-
19, 22-23, 26-27, 32, 33, 34, 35, 36, 39, 40, 42, 44T 105
14I-J, 14K, 14Q-R, 33G-H, 39G-H, 40I-J, 40K, 40Q-R, 59G-H, 63E, 64-65, 66I-J, 66K, 66Q-R, 89G-H, 175G-H, 227G-H, 249I-J, 306I-J, 306K, 306Q-R, 331F-G, 336I-J, 336K, 336Q-R, 357F-G, 361E, 362-363
T 2, 6, 8, 102, 1052Use knowledge of letter-sound correspondences to sound out unknown words.
2-1
2-2
15B, 26-27, 173B, 178-179, 312I-J, 312K, 312L, 312Q-R, 331G-H, 338I-J, 338K, 338Q-R, 359F-G, 365G-H
I 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, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44
T 105
14I-J, 14K, 14Q-R, 33G-H, 39G-H, 40I-J, 40K, 40Q-R, 59G-H, 63E, 64-65, 66I-J, 66K, 66Q-R, 89G-H, 175G-H, 200F-G, 200I-J, 200K, 200Q-R, 227G-H, 229B, 240-241, 249I-J, 306I-J, 306K, 306Q-R, 307B, 310-311, 331F-G, 336I-J, 336K, 336Q-R, 357F-G, 361E, 362-363, 364I-J, 364K, 364Q-R, 379G-H, 409G-H
T 2, 6, 8, 56, 102, 105, 107C. Decoding and Word Recognition
1Look for known chunks or small words to attempt to decode an unknown word.
2-1
2-2
15B, 26-27, 173B, 178-179, 195B, 208-209, 339B, 344-345
80-81, 123B, 134-135, 173B, 229B, 240-241, 281B, 288-289,307B, 310-311, 409X
62
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Reread inserting the beginning sound of the unknown word.
2-1
2-2
312I-J, 312K, 312L, 312Q-R, 331G-H, 365G-H, 366I-J, 366K, 366Q-R, 389G-H
I 12-13, 14-15, 37, 38
95G-H, 228I-J, 228K, 228Q-R, 245F-G, 247E, 248-2493Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).
2-1
2-2
14J, 14Q, 47F, 54J, 54Q, 77G, 79E, 80, 82J, 82Q, 95F, 97E, 100J, 100Q, 117F, 124J, 124Q, 145F, 152J, 152Q, 167G, 172J, 172Q, 187G, 226J, 226Q, 247F, 254J, 254Q, 275F, 279E, 284J, 284Q, 305F, 309E, 310, 312J, 312Q, 331G, 338J, 338Q, 359F, 366J, 366Q, 389G, 394J, 394Q, 421G, 423E
14J, 14Q, 33G, 40J, 40Q, 59G, 63E, 64, 66J, 66Q, 89G, 96J, 96Q, 113F, 122J, 122Q, 145G, 147E, 152J, 152Q, 169F, 176J,176Q, 195G, 197E, 200J, 200Q, 221F, 228J, 228Q, 245F, 247E, 248, 250J, 250Q, 271F, 280J, 280Q, 301F, 303E, 304, 307B, 336J, 336Q, 357F, 361E, 362, 364J, 364Q, 379G, 384J,384Q, 403G, 409G
4Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.
2-1
2-2
82I-J, 82K, 82L, 82Q-R, 82S, 95F-G, 95H, 97E, 98-99, 99A, 99M, 100I-J, 100K, 100L, 100Q-R, 100S, 117F-G, 117H, 121G, 123E-F, 123G, 149E-F, 149H, 172I-J, 172K, 172N, 172Q-R, 187D, 187G-H, 191B, 193D, 193N, 225K-L, 226I-J, 226K, 226Q-R, 247F-G, 281K-L, 284I-J, 284K, 284Q-R, 305F-G, 309E, 310-311, 337G-H, 338I-J, 338K, 338Q-R, 359F-G, 393E-F, 394I-J, 394K, 394Q-R, 421G-H, 423E, 424-425, 425K-L
I 20-21, 22-23, 24-25, 26-27, 28-29, 30-31, 41, 42, 43, 44, 45, 46
T 54, 57, 58, 100, 105, 108
14I-J, 14K, 14Q-R, 33G-H, 39A-B, 39G-H, 40I-J, 40K, 40Q-R, 59G-H, 63E, 64-65, 65K, 66I-J, 66K, 66Q-R, 89G-H, 95A-B, 121A-B, 122I-J, 122K, 122L, 122Q-R, 122S, 145G-H, 145I, 147E, 148-149, 149A, 149I-J, 149K, 175G-H, 200F-G, 200I-J, 200K, 200N, 200Q-R, 221C, 225B, 227D, 227G-H, 227N, 249I-J, 277G-H, 280I-J, 280K, 280Q-R, 301F-G, 303E-F, 304-305, 305I-J, 306I-J, 306K, 306Q-R, 331F-G, 336I-J, 336K, 336Q-R, 357F-G, 361E, 362-363, 363E, 364I-J, 364K, 364Q-R, 379G-H, 383J, 409G-H
T 2, 5, 6, 8, 13, 56, 57, 100, 102, 105, 107LH 97-98, 99, 102, 145-146, 147, 186-187, 193
D. Fluency
1Pause at appropriate end points (e.g., comma, period).
2-1
2-2
99O, 117J, 193K, 253K, 306-307, 359J, 389K, 394E
33L, 39K, 89K, 95K, 113J, 145K, 169J-K, 195K, 199O, 221J-K, 271K, 277K, 301J, 357J, 379K, 383K
2Use appropriate pace; "not choppy" or word-by-word.
2-1 47J-K, 53K, 77K, 81O, 95J, 99O, 117J-K, 117K, 123I, 145J, 149I, 167K, 171K, 187K-L, 193K, 219J-K, 225O, 247J-K, 253K, 275J-K, 281O, 305J-K, 306-307, 311O, 331K-L, 337K, 359J-K, 365K, 389K, 393I, 394E, 421K, 425O
2-2 33K-L, 39K, 59K-L, 65O, 89K-L, 95K, 113J, 121K, 145K, 149M, 169J-K, 175K, 195K, 199O, 221J-K, 227K, 245J, 249M, 271J-K, 277K, 301J, 305M, 331J, 335K, 357J-K, 363O, 379K, 383K, 403K-L, 403L, 409K
63
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Use appropriate inflection (e.g., dialogue, exclamations, questions).
2-1
2-2
47J-K, 53K, 81O, 99O, 117K, 149I, 167K, 171K, 187K-L, 219J-K, 225O, 247J-K, 275J-K, 281O, 305J-K, 306-307, 311O, 365K, 389K, 394E, 425O
33K, 39K, 59K-L, 65O, 89K-L, 95K, 145K, 149M, 169J-K, 175K, 195K, 199O, 221J, 227K, 271J, 301J, 305M, 357J, 379K, 383K, 403L, 409K
4Read silently without finger or lip movement.
2-1
2-2
14N, 47C, 51B, 53D, 53L, 53N, 54N, 77D, 79B, 81H, 81P, 81R, 82N, 95C, 97B, 99H, 99P, 99R, 100N, 117C, 121B, 123B, 123J, 123L, 124N, 145C, 147B, 149B, 149J, 149L, 149S-T, 149U-V, 152N, 167D, 169B, 171D, 171L, 171N, 172N, 187D, 191B, 193D, 193L, 193N, 219C, 223B, 225H, 225P, 225R, 226N, 247C, 251B, 253D, 253L, 253N, 254N, 275C, 279B, 281H, 281P, 281R, 281Y-Z, 281AA-BB, 284N, 305C, 309B, 311H, 311P, 311R, 312N, 331D, 335B, 337D, 337L, 337N, 338N, 359C, 363B, 365D, 365L, 365N, 366N, 389D, 391B, 393B, 393J, 393L, 394N, 421D, 423B, 425H, 425P, 425R, 425Y-Z, 425AA-BB
14N, 33D, 37B, 39D, 39L, 39N, 40N, 59D, 63B, 65H, 65P, 65R, 66N, 89D, 93B, 95D, 95L, 95N, 96N, 113C, 119B, 121D, 121L, 121N, 122N, 145D, 147B, 149F, 149N, 149P, 149W-X, 149Y-Z, 152N, 169C, 175D, 175L, 175N, 176N, 195D, 197B, 199H, 199P, 199R, 200N, 221C, 225B, 227D,227L, 227N, 228N, 245C, 247B, 249F, 249N, 249P, 250N, 271C, 275B, 277D, 277L, 277N, 277U-V, 277W-X, 280N,301C, 303B, 305F, 305N, 305P, 306N, 331C, 333B, 335D, 335L, 335N, 336N, 357C, 361B, 363H, 363P, 363R, 364N, 379D, 381B, 383D, 383L, 383N, 384N, 403D, 407B, 409D, 409L, 409N, 409U-V, 409W-X
5Self-monitor when text does not make sense.
2-1
2-2
55B, 70-71, 83B, 88-89, 97D, 149V, 255B, 260-261, 313B, 326-327, 395B, 410-411, 425Z, 425BB
67B, 201B, 218-219, 385B, 394-3956Employ learned strategies to determine if text makes sense without being prompted.
2-1
2-2
55B, 68-69, 70-71, 72-73, 83B, 88-89, 97D, 149V, 153B, 158-159, 164-165, 186, 255B, 260-261, 262-263, 281Z, 313B, 318-319, 322-323, 326-327, 328-329, 346-347, 350-351, 367B, 380-381, 395B, 410-411, 425Z, 425BB
26-27, 67B, 78-79, 80-81, 158-159, 162-163, 177B, 186-187, 201B, 218-219, 234-235, 240-241, 260-261, 264-265, 277X, 344-345, 348-349, 385B, 392-393, 394-395, 400-401
E. Reading Strategies (before, during, and after reading)
1Skip over difficult words in an effort to read on and determine meaning.
2-1
2-2
55B, 70-71, 149V, 255B, 260-261, 313B, 326-327, 425Z, 425BB
67B, 385B, 394-3952Return to the beginning of a sentence and try again.
2-1
2-2
55B, 70-71, 83B, 88-89, 97D, 149V, 255B, 260-261, 313B, 326-327, 395B, 410-411, 425Z, 425BB
67B, 201B, 218-219, 385B, 394-395
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CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
F. Vocabulary and Concept Development
1Develop a vocabulary of 500-800 regular and irregular sight words.
2-1
2-2
14-15, 14U, 47I, 51H, 53J, 54-55, 54U, 77J, 81B, 81N, 82-83,82U, 95I, 99B, 99N, 100-101, 100U, 117I, 121H, 123H, 124-125, 124U, 145I, 147H, 149H, 152-153, 152U, 167J, 169H, 171J, 172-173, 172U, 187J, 191H, 193J, 194-195, 194U, 219I,225B, 225N, 226-227, 226U, 247I, 251H, 253J, 254-255, 254U, 275I, 281B, 281N, 284-285, 284U, 305I, 311B, 311N, 312-313, 312U, 331J, 335H, 337J, 338-339, 338U, 359I, 363H, 365J, 366-367, 366U, 389J, 391H, 393H, 394-395, 394U, 421J, 425B, 425N
14-15, 14U, 33J, 37H, 39J, 40-41, 40U, 59J, 65B, 65N, 66-67,66U, 89J, 93H, 95J, 96-97, 96U, 113I, 119H, 121J, 122-123, 122U, 145J, 149B, 149L, 152-153, 152U, 169I, 173H, 175J, 176-177, 176U, 195J, 199B, 199N, 200-201, 200U, 221I, 225H, 227J, 228-229, 228U, 245I, 249B, 249L, 250-251, 250U, 271I, 275H, 277J, 280-281, 280U, 301I, 305B, 305L, 306-307, 306U, 331I, 333H, 335J, 336-337, 336U, 357I, 363B, 363N, 364-365, 364U, 379J, 381H, 383J, 384-385, 384U, 403J, 407H, 409J
2Know and relate meanings of simple prefixes and suffixes.
2-1
2-2
281N, 365J
39A-B, 95A-B, 121A-B, 122I-J, 122K, 122Q-R, 145G-H, 147E, 148-149, 152I-J, 152K, 152Q-R, 169F-G, 173E-F, 175A-B, 227A-B, 277A-B, 277G-H, 305I-J, 335G-H, 363K-L, 384I-J, 384K, 384Q-R, 403G-H
T 5, 13, 50, 53, 1103Demonstrate evidence of expanding language repertory.
2-1
2-2
14-15, 14U, 47I, 51H, 53J, 54-55, 54U, 77J, 81B, 81N, 82-83, 82U, 95I, 99B, 99N, 100-101, 100U, 117I, 121H, 123H, 124-125, 124U, 145I, 147H, 149H, 152-153, 152U, 167J, 169H, 171J, 172-173, 172U, 187J, 191H, 193J, 194-195, 194U, 219I, 225B, 226-227, 226U, 247I, 251H, 253J, 254-255, 254U, 275I, 281B, 281N, 284-285, 284U, 305I, 311B, 311N, 312-313, 312U, 331J, 335H, 337J, 338-339, 338U, 359I, 363H, 365J, 366-367, 366U, 389J, 391H, 393H, 394-395, 394U, 421J, 425B, 425N
14-15, 14U, 33J, 37H, 39J, 40-41, 40U, 59J, 65B, 65N, 66-67, 66U, 89J, 93H, 95J, 96-97, 96U, 113I, 119H, 121J, 122-123, 122U, 145J, 149B, 149L, 152-153, 152U, 169I, 173H, 175J, 176-177, 176U, 195J, 199B, 199N, 200-201, 200U, 221I, 225H, 227J, 228-229, 228U, 245I, 249B, 249L, 250-251, 250U, 271I, 275H, 277J, 280-281, 280U, 301I, 305B, 305L, 306-307, 306U, 331I, 333H, 335J, 336-337, 336U, 357I, 363B, 363N, 364-365, 364U, 379J, 381H, 383J, 384-385, 384U, 403J, 407H, 409J
4Understand concept of antonyms and synonyms.
2-1 53J, 99N, 171J, 227A, 230-231, 247A, 251I, 252-253, 311N, 363B
T 602-2 14P, 65F, 95J, 97A, 106, 113A, 119I, 120-121, 175J, 199F,
277J, 363NT 12
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CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
5Begin to use a grade-appropriate dictionary with assistance from teacher.
2-1
2-2
53A-B, 81E-F, 99E-F, 100F, 363B, 432
227J, 249L, 307A, 416T 104
G. Comprehension Skills and Response to Text
1Demonstrate ability to recall facts and details of text.
2-1
2-2
18-19, 20-21, 22-23, 28-29, 30-31, 34-35, 44-45, 58-59, 62-63, 66-67, 76, 86-87, 88-89, 106-107, 110-111, 116, 132-133, 136-137, 140-141, 149V, 156-157, 160-161, 162-163, 164-165, 178-179, 182-183, 198-199, 202-203, 208-209, 212-213, 230-231, 258-259, 260-261, 270-271, 281Z, 285A, 290-291, 292-293, 300-301, 305A, 311C-D, 316-317, 318-319, 320-321, 322-323, 324-325, 326-327, 328-329, 342-343, 344-345, 346-347, 354-355, 356-357, 398-399, 402-403, 404-405, 406-407, 408-409, 412-413, 414-415, 416-417, 425Z
T 102
18-19, 22-23, 28-29, 31, 44-45, 46-47, 56-57, 70-71, 72-73, 76-77, 82-83, 84-85, 86-87, 100-101, 106-107, 108-109, 128-129, 132-133, 134-135, 136-137, 138-139, 140-141, 142-143,144, 156-157, 160-161, 164-165, 166-167, 180-181, 182-183,208-209, 214-215, 216-217, 218-219, 232-233, 242-243, 251A, 254-255, 258-259, 264-265, 266-267, 268-269, 271A, 275I, 276-277, 277V, 290-291, 312-313, 314-315, 320-321, 328-329, 340-341, 342-343, 352-353, 357C, 388-389, 392-393, 394-395, 396-397, 409V, 409X
2Recognize cause and effect in text.
2-1
2-2
18-19, 30-31, 32-33, 36-37, 42-43, 156-157, 160-161, 176-177, 180-181, 238-239, 240-241, 258-259, 272-273, 275A, 296-297, 298-299, 320-321, 342-343, 374-375, 378-379, 384-385
15A, 18-19, 20-21, 22-23, 26-27, 31, 33A, 37I, 38-39, 41A, 52-53, 54-55, 59A, 65C-D, 74-75, 84-85, 104-105, 130-131, 186-187, 199E, 214-215, 310-311, 368-369, 370-371, 372-373, 374-375, 388-389, 403A
T 43Make inferences and support them with textual information.
2-1 22-23, 26-27, 42-43, 58-59, 60-61, 64-65, 66-67, 68-69, 72-73, 74-75, 106-107, 108-109, 130-131, 134-135, 149T, 149V, 156-157, 162-163, 166, 194N, 223D, 227B, 234-235, 247C, 258-259, 266-267, 281BB, 288-289, 294-295, 302-303, 304, 316-317, 320-321, 328-329, 330, 344-345, 352-353, 354-355, 367A, 370-371, 384-385, 389A, 391I, 392-393, 406-407, 412-413, 419, 425H
T 1072-2 37D, 41B, 46-47, 48-49, 52-53, 59F, 67A, 70-71, 72-73, 89A,
93I, 94-95, 100-101, 102-103, 104-105, 108-109, 126-127, 128-129, 132-133, 149Z, 166-167, 180-181, 210-211, 232-233, 238-239, 254-255, 258-259, 262-263, 268-269, 277X, 281A, 284-285, 286-287, 292-293, 301A, 305C-D, 310-311, 312-313, 322-323, 328-329, 368-369, 370-371, 372-373, 378, 390-391
66
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
4Continue to identify story elements in text.
2-1
2-2
24-25, 36-37, 38-39, 42-43, 70-71, 72-73, 82N, 83A, 86-87, 95A, 99C-D, 104-105, 106-107, 110-111, 112-113, 114-115, 117C, 120, 123D, 125A, 128-129, 136-137, 138-139, 142-143, 144, 145A, 147I, 148-149, 149T, 169B, 198-199, 200-201, 204-205, 206-207, 208-209, 212-213, 214-215, 232-233, 242-243, 247A, 247C, 247K, 260-261, 262-263, 270-271, 275C, 281Z, 288-289, 290-291, 294-295, 305C, 372-373, 374-375, 378-379, 386-387, 398-399, 402-403, 406-407, 410-411, 412-413, 421A, 425BB
T 7, 11
26-27, 28-29, 48-49, 50-51, 52-53, 56-57, 86-87, 102-103, 110-111, 112, 113A, 113C, 142-143, 149X, 149Z, 153A, 156-157, 160-161, 169A, 169C, 173I, 174-175, 180-181, 184-185, 190-191, 196, 200N, 204-205, 208-209, 218-219, 221C, 224, 227D, 256-257, 266-267, 277V, 277X, 286-287, 288-289, 290-291, 368-369, 374-375, 376-377, 379D, 381B, 383A, 388-389, 390-391, 396-397, 400-401, 409V, 409X
T 525Respond to text by using how, why, and what-if questions.
2-1
2-2
44-45, 76, 93, 116, 144, 149T, 149V, 166, 186, 216, 245, 274, 281Z, 281BB, 304, 330, 359, 388, 419, 425Z, 425BB
31, 58, 88, 112, 144, 149X, 149Z, 168, 192, 220, 244, 270, 277V, 277X, 298, 331, 355, 378, 402, 409V, 409X
H. Inquiry and Research
1Locate information using alphabetical order.
2-1
2-2
53A-B, 81E-F, 99E-F, 171A-B, 193A-B, 225E-F, 432, 433T 4
307A, 416, 417T 104
2Read a variety of nonfiction and fiction books and produce evidence of reading.
2-1
2-2
16-45, 53L, 56-76, 81H, 81P, 84-93, 95C, 99P, 100E, 100N, 102-116, 123J, 126-143, 149J, 149S-T, 149U-V, 154-166, 171L, 193L, 196-216, 223, 225P, 228-245, 253L, 256-274, 281P, 281Y-Z, 281AA-BB, 311P, 312N, 314-330, 337L, 340-359, 365L, 368-388, 393J, 394M, 425P, 425Y-Z, 425Z, 425AA-BB
14E, 16-31, 39L, 40E, 42-57, 65P, 66E, 68-88, 90-91, 95L, 98-112, 121L, 122E, 124-144, 149N, 149W-X, 149Y-Z, 152H, 154-168, 169E, 175F, 175L, 175N, 175O, 175P, 178-193, 199P, 202-220, 227L, 228N, 249N, 252-270, 271C, 272-273, 277L, 277M, 277U-V, 277W-X, 282-298, 303, 305N, 307A, 335L, 338-355, 361, 363P, 366-378, 383L, 386-402, 409L, 409Q, 409R, 409U-V, 409W-X
LH 68-69STANDARD 3.2(WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
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CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
1Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing.
2-1
2-2
14M, 53C, 81G, 95B, 117B, 124M, 145B, 147A, 149A, 149K, 171C, 193C, 194M, 219B, 226M, 247B, 254M, 275B, 279A, 281G, 281Q, 311G, 337C, 359B, 389C, 394M, 421C, 423A, 425G, 425Q, 430-431
39C, 65G, 89C, 113B, 122M, 145C, 147A, 149E, 149O, 175C, 199G, 221B, 245B, 250M, 271B, 275A, 277C, 277M, 305E, 335C, 357B, 379C, 384M, 403C, 407A, 409C, 409M, 414-415
LH 6-92Observe the modeling of writing.
2-1
2-2
100M, 101C, 102, 117B, 172M, 194M, 226M, 227C, 228, 332-333, 338M, 395C, 396
14M, 40H, 40M, 66M, 96M, 152M, 228M, 229C, 230, 280M, 336M, 364M, 365C, 366
LH 50-51, 52-53, 54-55, 56-57, 72-73, 74-753Begin to develop an awareness of simple story structures and author's voice.
2-1
2-2
101C, 102, 226M, 227C, 228, 247B, 395C, 396, 438-439
305E, 365C, 366, 422-423LH 52-53
4Use sentences to convey ideas in writing.
2-1
2-2
50, 51, 53C, 54M, 77C, 79B, 81G, 81H, 81Q, 99R, 100E, 193D, 193F, 222, 223, 308, 309, 338E, 425G
T 2, 5
40E, 63, 65R, 89B, 122E, 152M, 169B, 173, 228M, 274, 303, 332, 361, 384E, 403C
LH 22-25
5Maintain the use of a basic writing process to develop writing.
2-1
2-2
95B, 97A, 99G, 99Q, 100M, 117B, 121A, 123A, 123K, 219B, 223A, 225G, 225Q, 247B, 251A, 253C, 253M, 338M, 359B, 363A, 365C, 365M, 366M, 389C, 391A, 393A, 393K, 428-429
66M, 89C, 93A, 95C, 95M, 96M, 113B, 119A, 121C, 121M,200M, 221B, 225A, 227C, 227M, 228M, 245B, 247A, 249E, 249O, 336M, 357B, 361A, 363G, 363Q, 364M, 379C, 381A, 383C, 383M, 412-413
6Use graphic organizers to assist with planning writing.
2-1
2-2
95B, 117B, 219B, 247B, 312M, 331C, 337C, 359B, 366E, 389C, 430-431, 438-439
39C, 65G, 89C, 113B, 199G, 221B, 245B, 305E, 335C, 357B,379C, 414-415, 422-423
7Compose readable first drafts.
2-1
2-2
53C, 81G, 97A, 121A, 147A, 149A, 149K, 171C, 193C, 223A, 251A, 254M, 275B, 279A, 281G, 281Q, 311G, 337C, 363A, 391A, 394M, 421C, 423A, 425G, 425Q
39C, 65G, 93A, 119A, 122M, 145C, 147A, 149E, 149O, 175C, 199G, 225A, 247A, 250M, 271B, 275A, 277C, 277M, 305E, 361A, 381A, 384M, 403C, 407A, 409C, 409M
68
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
8Use everyday words in appropriate written context.
2-1
2-2
15, 47I, 51H, 53C, 55, 81B, 99B, 101, 121H, 125, 153, 173, 191H, 193D, 195, 225B, 251H, 255, 285, 311B, 313, 331J, 359I, 367, 395, 421J
T 2
15, 41, 67, 89J, 97, 113I, 123, 149L, 153, 169I, 177, 195J, 199B, 201, 229, 249B, 251, 271I, 275H, 281, 307, 333H, 337, 357I, 363B, 363N, 365, 379J, 385
9Reread drafts for meaning, to add details, and to improve correctness.
2-1
2-2
53M, 79A, 81Q, 99G, 123A, 193M, 253C, 311Q, 337M, 365C, 393A, 442-443
39M, 95C, 121C, 249E, 305O, 335M, 363G, 383C, 426-427LH 6-9, 10-13
10Focus on elaboration as a strategy for improving writing.
2-1
2-2
53M, 79A, 81Q, 99G, 123A, 193M, 253C, 311Q, 337M, 365C, 393A, 442-443
95C, 249E, 363G, 383C, 426-427LH 6-9
11Participate with peers to comment on and react to each other's writing.
2-1
2-2
53M, 81Q, 99G, 123A, 171M, 193M, 225G, 253C, 311Q, 337M, 365C, 393A, 445
39M, 65Q, 95C, 121C, 175M, 199Q, 227C, 249E, 305O, 335M, 363G, 383C, 429
LH 40-4112Use a simple checklist to improve elements of own writing.
2-1
2-2
14N, 53M, 53N, 79A, 81Q, 99G, 123A, 171M, 193M, 225G, 253C, 311Q, 337M, 365C, 393A, 442-443
39M, 65Q, 95C, 121C, 175M, 199Q, 227C, 249E, 305O, 335M, 363G, 383C, 426-427
LH 6-9, 10-13, 18-21, 22-25, 26-2713Use computer writing applications during some parts of the writing process.
2-1
2-2
14E, 51A, 54E, 79A, 97A, 121A, 147A, 169A, 172F, 191A, 194F, 251A, 279A, 309A, 335A, 338F, 363A, 391A, 394F, 423A, 437
14F, 37A, 40F, 63A, 93A, 96F, 119A, 122F, 147A, 152F, 173A, 197A, 200F, 225A, 247A, 250F, 275A, 306F, 333A, 336F, 361A, 364F, 384F, 407A, 409C, 421
LH 26, 27B. Writing as a Product (resulting in a formal product or publication)
1Produce finished writings to share with classmates and/or for publication.
2-1 53N, 81R, 99Q, 99R, 123K, 123L, 124M, 145B, 147A, 149A, 149K, 149L, 171N, 193N, 225Q, 225R, 253M, 253N, 254M, 275B, 279A, 281G, 281Q, 281R, 311R, 337N, 365M, 365N, 393K, 393L, 394M, 421C, 423A, 425G, 425Q, 425R
2-2 39N, 65R, 95M, 95N, 121M, 121N, 122M, 145C, 147A, 149E, 149O, 149P, 175D, 199R, 227M, 227N, 249O, 249P, 250M, 271B, 275A, 277C, 277D, 277M, 305P, 335N, 363Q, 363R, 383M, 383N, 384M, 403C, 407A, 409C, 409M, 409N
LH 28-292Produce stories from personal experiences.
2-1
2-2
190, 193C, 193M
14M, 39C, 39N, 96E, 96M, 113B, 119A, 121C, 121M, 228M, 245B, 247A, 249E, 249O, 280M, 301B, 303A, 305E, 305O
69
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Produce a narrative with a beginning, middle, and end.
2-1
2-2
120, 149K, 247B, 251A, 253C, 253M, 281G, 425R, 438-439
33C, 37A, 147A, 200E, 224, 379B, 4224Write nonfiction pieces, such as letters, procedures, biographies, or simple reports.
2-1
2-2
50, 95C, 99B, 99R, 100M, 117B, 121, 121A, 123A, 123K, 146, 152E, 168, 169, 172E, 191, 194E, 226E, 278, 311G, 311Q, 312E, 335, 337C, 337M, 338M, 359B, 363A, 365C, 365M, 389D, 421B, 422
59B, 59C, 63A, 65G, 65Q, 89B, 92, 118, 122E, 146, 176E,196, 246, 280E, 306E, 306M, 331B, 333A, 335C, 335M, 336E, 336M, 357B, 361A, 363G, 363Q, 364E, 364M, 379C,380, 381A, 383C, 383M, 403B, 409C, 409F, 424-425
5Organize favorite work samples in a writing folder or portfolio.
2-1
2-2
53N, 81R, 99Q, 99R, 123K, 123L, 124M, 145B, 147A, 149A, 149K, 149L, 171M, 171N, 193N, 225Q, 225R, 253M, 253N, 254M, 275B, 279A, 281G, 281Q, 281R, 311R, 337N, 365M, 365N, 393K, 393L, 394M, 421C, 423A, 425G, 425Q, 425R
39N, 65R, 95M, 95N, 121M, 121N, 122M, 145C, 147A, 149E, 149O, 149P, 175D, 199R, 227M, 227N, 249O, 249P, 250M, 271B, 275A, 277C, 277D, 277M, 305P, 335N, 363Q, 363R, 383M, 383N, 384M, 403C, 407A, 409C, 409M, 409N
LH 28-29C. Mechanics, Spelling, and Handwriting
1Use correct end point punctuation.
2-1
2-2
54N, 77D, 79B, 81H, 81R, 82N, 95C, 97B, 99H, 99RT 5, 6
LH 82-83, 84, 85-86, 87, 176, 177, 1792Apply basic rules of capitalization.
2-1
2-2
14N, 47C, 51B, 123A, 219H, 223E, 224-225, 226N, 247C, 251B, 253D, 253N, 254N, 275C, 279B, 281H, 281R, 284N, 305C, 309B, 311H, 311R, 312N, 331D, 335B, 337D, 337N, 338N, 359C, 363B, 365D, 365N, 366N, 391B, 393B, 393L
T 2, 56, 59, 62, 101, 103, 106
14NLH 79-80, 81, 84, 103-104, 105, 106-107, 108, 109-
110, 111, 112-113, 114, 115-116, 117, 118-119, 120, 123, 138, 181, 182, 183
3Use correct spelling of some high frequency words.
2-1 14L, 47H, 53I, 54L, 77I, 81M, 82L, 95H, 99M, 100L, 100S, 117H, 123G, 124L, 145H, 149G, 152L, 167I, 171I, 172L, 187I, 193I, 194L, 219H, 225M, 226L, 247H, 253I, 254L, 275H, 281M, 284L, 305H, 311A, 311M, 312L, 331I, 337I, 338L, 359H, 365I, 366L, 389I, 393G, 394L, 421I, 425M
2-2 14L, 33I, 37G, 39I, 40L, 59I, 65A, 65M, 66L, 89I, 95I, 96L, 113H, 119G, 121I, 122L, 145I, 149A, 149K, 152L, 169H, 173G, 175I, 176L, 195I, 199A, 199M, 200L, 221H, 225G, 227I, 228L, 245H, 249A, 249K, 250L, 271H, 275G, 277I, 280L, 301H, 305A, 305K, 306L, 331H, 335I, 336L, 357H, 363M, 364L, 379I, 383I, 384L, 403I, 409I
70
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
4Apply sound/symbol relationships to writing words.
2-1
2-2
14L, 14S, 47H, 51G, 53I, 54L, 54S, 77I, 81A, 81M, 124L, 124S, 145H, 147G, 149G, 152L, 152S, 167I, 169G, 171I, 172L, 172S, 187I, 191G, 193I, 226L, 226S, 247H, 251G, 253I, 254L, 254S, 275H, 281A, 281M, 284L, 284S, 305H, 311A, 311M, 312L, 312S, 331I, 335G, 337I, 338L, 338S, 359H, 363G, 365I, 366L, 366S, 389I, 391G, 393G
14L, 14S, 33I, 37G, 39I, 40L, 40S, 59I, 65A, 65M, 66L, 66S, 89I, 93G, 95I, 200L, 200S, 221H, 225G, 227I, 228L, 228S, 245H, 249A, 249K, 280L, 280S, 301H, 305A, 305K, 306L, 306S, 331H, 333G, 335I, 336L, 336S, 357H, 363A, 363M, 364L, 364S, 379I, 381G, 383I
5Recognize and apply basic spelling patterns.
2-1
2-2
14L, 14S, 47H, 51G, 53I, 54L, 54S, 77I, 81A, 81M, 82F, 82L, 82S, 95H, 99A, 99M, 100L, 100S, 117H, 121G, 123G, 124L, 124S, 145H, 147G, 149G, 152L, 152S, 167I, 169G, 171I, 172L, 172S, 187I, 191G, 193I, 194L, 194S, 219H, 225A, 225M, 226L, 226S, 247H, 251G, 253I, 254L, 254S, 275H, 281A, 281M, 284L, 284S, 305H, 311A, 311M, 312L, 312S, 331I, 335G, 337I, 338L, 338S, 359H, 363G, 365I, 366L, 366S, 389I, 391G, 393G, 394L, 394S, 421I, 425A, 425M
14L, 14S, 33I, 37G, 39I, 40L, 40S, 59I, 65A, 65M, 66L, 66S, 89I, 93G, 95I, 96L, 96S, 113H, 119G, 121I, 122L, 122S, 145I,149A, 149K, 152L, 152S, 169H, 173G, 175I, 176L, 176S, 195I, 199A, 199M, 200L, 200S, 221H, 225G, 227I, 228L, 228S, 245H, 249A, 249K, 250L, 250S, 271H, 275G, 277I, 280L, 280S, 301H, 305A, 305K, 306L, 306S, 331H, 333G, 335I, 336L, 336S, 357H, 363A, 363M, 364L, 364S, 379I, 381G, 383I, 384L, 384S, 403I, 407G, 409I
6Write legibly to meet district standards.
2-1
2-2
97A, 223A, 251A, 279A, 309A, 311Q, 335A, 337M, 391A, 446-447
93A, 119A, 147A, 149O, 175M, 197A, 199Q, 247A, 275A, 277M, 363Q, 407A, 430-431
LH 36-39D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1Create written texts for others to read.
2-1
2-2
53N, 81R, 99Q, 99R, 123K, 123L, 124M, 145B, 147A, 149A, 149K, 149L, 171N, 193N, 225Q, 225R, 253M, 253N, 254M, 275B, 279A, 281G, 281Q, 281R, 311R, 337N, 365M, 365N, 393K, 393L, 394M, 421C, 423A, 425G, 425Q, 425R
39N, 65R, 95M, 95N, 121M, 121N, 122M, 145C, 147A, 149E, 149O, 149P, 175D, 199R, 227M, 227N, 249O, 249P, 250M, 271B, 275A, 277C, 277D, 277M, 305P, 335N, 363Q, 363R, 383M, 383N, 384M, 403C, 407A, 409C, 409M, 409N
LH 28-292Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas.
2-1
2-2
50, 51, 54F, 100E, 121, 147, 152E, 169, 172E, 191, 223, 279, 284E, 309, 311G, 311Q, 335, 337C, 337M, 338E, 338M, 359B, 363A, 365C, 365M
40E, 63, 118, 146, 246, 303, 306E, 306M, 331B, 333A, 335C,335M, 361, 384E, 424-425
71
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Use writing as a tool for learning self-discovery and reflection.
2-1
2-2
50, 54E, 82M, 95B, 95C, 97A, 99G, 99Q, 121, 152E, 169, 172E, 190, 191, 193C, 193M, 219B, 223A, 225G, 225Q, 278, 311G, 311Q, 337C, 337M, 338M, 359B, 363A, 365C, 365M, 366E, 366M, 389C, 391A, 393A, 393K, 421B, 422, 425R
14M, 39C, 39N, 66E, 96E, 96M, 113B, 118, 119A, 121C, 121M, 122E, 146, 152M, 169B, 173A, 175C, 175M, 176E, 176M, 195C, 197A, 199G, 199Q, 200M, 221B, 225A, 227C, 227M, 228M, 245B, 246, 247A, 249E, 249O, 274, 275A, 277D, 280E, 280M, 301B, 303A, 305E, 305O, 305P, 306E, 306M, 306N, 331B, 333A, 335C, 335M, 336E, 336M, 357B, 361A, 363G, 363Q, 383D, 403B, 409C, 409F, 424-425
LH 18-214Use reading and technology to support writing.
2-1
2-2
14E, 50, 51, 51A, 54E, 77D, 79A, 82E, 95C, 97A, 100E, 121, 121A, 124F, 147A, 152F, 169A, 172E, 172F, 191, 191A, 194E, 194F, 223, 226F, 251A, 254F, 279A, 284E, 309A, 312F, 335A, 338F, 359B, 362, 363A, 389C, 391A, 394E, 394F, 423, 423A, 448
14E, 14F, 37A, 40E, 40F, 63A, 66E, 66F, 93A, 96F, 119A, 122E, 122F, 147A, 152F, 173A, 176F, 197A, 200F, 225A, 228F, 247A, 250F, 275A, 280F, 303, 306E, 306F, 333A, 336F, 361, 361A, 364F, 384E, 384F, 407A, 409C, 432
LH 265Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports.
2-1
2-2
50, 95C, 99B, 99R, 100M, 117B, 121, 121A, 123A, 123K, 146, 152E, 152F, 168, 169, 172E, 191, 194E, 226E, 278, 311G, 311Q, 312E, 335, 337C, 337M, 338M, 359B, 363A, 365C, 365M, 389D, 421B, 422
59B, 59C, 63A, 65G, 65Q, 89B, 92, 118, 122E, 146, 176E,196, 246, 280E, 306E, 306M, 331B, 333A, 335C, 335M, 336E, 336M, 357B, 361A, 363G, 363Q, 364E, 364M, 379C, 380, 381A, 383C, 383M, 403B, 409C, 409F, 424-425
STANDARD 3.3(SPEAKING) 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)
72
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Elaborate on experiences and ideas.
2-1
2-2
12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54N, 54O, 54T, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226E, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 421E, 423C, 425I
12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, 59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, 96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, 147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E, 176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C, 409E
2Begin to stay focused on a topic of discussion.
2-1
2-2
12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226E, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 421E, 423C, 425I
12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, 59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, 96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, 147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E, 176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O,280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C,409E
73
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Offer personal opinions related to topics of discussion.
2-1
2-2
12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 76, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 93, 95D, 97C, 99I, 100G, 100O, 100T, 116, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 144, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 180-181, 182-183, 184-185, 187E, 191C, 193E, 194G, 194O, 194T, 216, 219D, 223C, 225I, 226E, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 274, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 296-297, 305D, 309C, 311I, 312G, 312O, 312T, 324-325, 330, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 408-409, 419, 421E, 423C, 425I, 425Z, 425BB
12-13, 14G, 14O, 14T, 24-25, 30, 31, 33D, 33E, 37C, 39E, 40G, 40O, 40T, 56-57, 58, 59E, 63C, 65I, 66G, 66O, 66T, 86-87, 88, 89E, 93C, 95E, 96G, 96O, 96T, 106-107, 112, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 128-129, 130-131, 145E, 147C, 149G, 149X, 149Z, 150-151, 152G, 152O, 152T, 168, 169D, 173C, 175E, 176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 320-321, 322-323, 331, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 396-397, 402, 403E, 407C, 409E
4Wait their turn to speak.
2-1
2-2
12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226E, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 421E, 423C, 425I
12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T,59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, 96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, 147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E,176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C, 409E
B. Questioning (Inquiry) and Contributing
74
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Ask for explanation to clarify meaning.
2-1
2-2
81H, 81R, 149L, 169, 194E, 337N, 365N, 425R
65R, 228N, 305P, 383N2Respond to ideas posed by others.
2-1 54N, 54T, 226E
3Restate to demonstrate understanding.
2-1
2-2
145J, 149I, 171K, 253N, 275K, 281R
228N, 409N4Identify a problem and simple steps for solving the problem.
2-1 145C, 226E
C. Word Choice
1Use new vocabulary learned from literature and classroom experiences.
2-1
2-2
53J, 99N, 123H, 149H, 171J, 225N, 227A, 230-231, 247A, 251I, 252-253, 253J, 254P, 279D, 281N, 305I, 311N, 337J, 359E, 359I, 363B, 393H, 425N
T 60
14P, 37D, 39J, 65F, 65N, 89J, 95J, 97A, 106, 113A, 113I, 119I, 120-121, 169I, 173H, 175J, 195F, 195J, 199F, 199N, 201A, 210-211, 214-215, 221A, 225I, 226-227, 227J, 245I, 249L, 271I, 277J, 301I, 305L, 331I, 335J, 336P, 363N, 383B, 403J
T 12, 582Recognize and discuss how authors use words to create vivid images.
2-1
2-2
194M, 281BB, 374-375, 382-383, 419
96N, 108-109, 169B, 184-185, 206-207, 294-295, 298, 409V, 409X
D. Oral Presentation
1Participate in a dramatization or role play.
2-1
2-2
81O, 95J, 123I, 145J, 152F, 219K, 247C, 247J, 311H, 393I, 421C, 425BB
33B, 33L, 59B, 89L, 121K, 149X, 152F, 152N, 175K, 195D, 277V, 280F, 363O, 364F, 403L
2Begin to understand the importance of looking at a speaker.
2-1
2-2
123L, 149L, 171N, 225H, 365N, 393B
39N, 65R, 361B3Talk about an experience or work sample in front of a small group.
2-1
2-2
53N, 77D, 81R, 99R, 123L, 149L, 167D, 171N, 172E, 191, 193N, 194E, 225R, 253N, 274E, 281R, 311R, 337N, 365N, 393L, 425R
39N, 65R, 95N, 121N, 149P, 175D, 199R, 227N, 249P, 277D,305P, 335N, 363R, 383N, 409N
STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening
75
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Listen critically to identify main ideas and supporting details.
2-1 14H, 14N, 47E, 53N, 54H, 81R, 95E, 124H, 147B, 149B, 152H, 172N, 172P, 193N, 194H, 225J, 225R, 226H, 253N, 281R, 284N, 305E, 311R, 312H, 338H, 365N, 366P, 423D
T 3, 1022-2 40N, 66H, 95N, 121N, 152H, 169E, 175D, 176H, 176P,
199R, 200H, 228H, 228P, 245E, 249P, 250H, 250N, 271E, 275D, 277D, 277F, 277N, 305P, 331E, 333B, 335N, 336P, 363J, 363R, 364H, 383N, 384H, 403F, 409F
2Begin to distinguish between types of speech (e.g., a joke, a chat, a warning).
2-1
2-2
51, 99N, 253BT 61
119B, 275, 363F3Listen and contribute to class discussion.
2-1
2-2
12-13, 14G, 14O, 14T, 47D, 51C, 53E, 54G, 54O, 54T, 77E, 79C, 81I, 82G, 82N, 82O, 82T, 95D, 97C, 99I, 100G, 100O, 100T, 117D, 121, 121C, 123C, 124G, 124N, 124O, 124T, 145D, 147C, 149C, 150-151, 152G, 152O, 152T, 167E, 169C, 171E, 172G, 172O, 172T, 187E, 191C, 193E, 194G, 194O, 194T, 219D, 223C, 225I, 226G, 226O, 226T, 247D, 251C, 253E, 254G, 254O, 254T, 275D, 279C, 281I, 282-283, 284G, 284O, 284T, 305D, 309C, 311I, 312G, 312O, 312T, 331E, 335C, 337E, 338G, 338O, 338T, 359D, 363C, 365E, 366G, 366O, 366T, 389E, 391C, 393C, 394G, 394O, 394T, 421E, 423C, 425I
12-13, 14G, 14O, 14T, 33D, 33E, 37C, 39E, 40G, 40O, 40T, 59E, 63C, 65I, 66G, 66O, 66T, 89E, 93C, 95E, 96G, 96O, 96T, 113C, 113D, 119C, 121E, 122G, 122O, 122T, 145E, 147C, 149G, 150-151, 152G, 152O, 152T, 169D, 173C, 175E,176G, 176O, 176T, 195E, 197C, 199I, 200G, 200O, 200T, 221D, 225C, 227E, 228G, 228O, 228T, 245D, 247C, 249G, 250G, 250O, 250T, 271D, 275C, 277E, 278-279, 280G, 280O, 280T, 301D, 303C, 305G, 306G, 306O, 306T, 331D, 333C, 335E, 336G, 336O, 336T, 357D, 361C, 363I, 364G, 364O, 364T, 379E, 381C, 383E, 384G, 384O, 384T, 403E, 407C, 409E
B. Listening Comprehension
1Follow one- and two-step oral directions.
2-1
2-2
225H, 225U, 253B
119B, 275, 363F
76
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Develop a strong listening vocabulary to aid comprehension and oral and written language growth.
2-1
2-2
14-15, 14U, 47I, 51H, 53J, 54-55, 54U, 77J, 81B, 81N, 82-83, 82U, 95I, 99B, 99N, 100-101, 100U, 117I, 121H, 123H, 124-125, 124U, 145I, 147H, 149H, 152-153, 152U, 167J, 169H, 171J, 172-173, 172U, 187J, 191H, 193J, 194-195, 194U, 219I, 225B, 226-227, 226U, 247I, 251H, 253J, 254-255, 254U, 275I, 281B, 281N, 284-285, 284U, 305I, 311B, 311N, 312-313, 312U, 331J, 335H, 337J, 338-339, 338U, 359I, 363H, 365J, 366-367, 366U, 389J, 391H, 393H, 394-395, 394U, 421J, 425B, 425N
14-15, 14U, 33J, 37H, 39J, 40-41, 40U, 59J, 65B, 65N, 66-67, 66U, 89J, 93H, 95J, 96-97, 96U, 113I, 119H, 121J, 122-123, 122U, 145J, 149B, 149L, 152-153, 152U, 169I, 173H, 175J, 176-177, 176U, 195J, 199B, 199N, 200-201, 200U, 221I, 225H, 227J, 228-229, 228U, 245I, 249B, 249L, 250-251, 250U, 271I, 275H, 277J, 280-281, 280U, 301I, 305B, 305L, 306-307, 306U, 331I, 333H, 335J, 336-337, 336U, 357I, 363B, 363N, 364-365, 364U, 379J, 381H, 383J, 384-385, 384U, 403J, 407H, 409J
STANDARD 3.5(VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.A. Constructing Meaning
1Speculate about characters, events, and settings in books, film, and television.
2-1
2-2
24-25, 36-37, 38-39, 42-43, 70-71, 72-73, 82N, 86-87, 104-105, 106-107, 110-111, 112-113, 114-115, 125A, 128-129, 136-137, 138-139, 142-143, 144, 145A, 147I, 148-149, 149T, 200-201, 204-205, 206-207, 208-209, 212-213, 214-215, 232-233, 247C, 247K, 260-261, 262-263, 270-271, 275C, 281Z, 288-289, 290-291, 294-295, 305C, 372-373, 374-375, 378-379, 386-387, 398-399, 402-403, 406-407, 410-411, 412-413, 425BB
T 11
14E, 26-27, 28-29, 48-49, 50-51, 52-53, 56-57, 86-87, 102-103, 110-111, 112, 113C, 142-143, 149X, 149Z, 156-157, 160-161, 180-181, 184-185, 190-191, 196, 200N, 208-209, 218-219, 221C, 227D, 256-257, 266-267, 277V, 277X, 286-287, 288-289, 290-291, 368-369, 374-375, 376-377, 381B, 388-389, 390-391, 396-397, 400-401, 409X
2Recognize that media messages are created for a specific purpose (e.g., to inform, entertain, persuade).
2-1
2-2
145G, 174-186, 191B, 220-221, 425BB
173, 249F, 332, 360
3Use graphs and charts to report data.
2-1
2-2
78, 79, 264-265, 279, 281E-F, 309, 311E-F, 425E-FT 63
37, 66E, 90-91, 119, 247, 333, 333B, 335B, 336E, 336F, 384F
77
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
4Recognize the work of a favorite illustrator.
2-1
2-2
46-47, 77, 95, 117, 145, 149V, 167, 187, 219, 247, 275, 305, 331, 389, 421, 425Z, 425BB
33, 59, 89, 113, 145, 149X, 169, 195, 221, 271, 301, 357, 360,379, 403
5Compare and contrast media characters.
2-2 14E
B. Visual and Verbal Messages
1Interpret messages in simple advertisements.
2-1
2-2
145G, 279, 279A, 389B, 423A
40E, 250E, 384E, 403B2Use a simple rating scale to judge media products.
2-1
2-2
425Z, 425BB
149X3Begin to look at the effects of visual arts on one's mood and emotions.
2-1
2-2
149V, 425Z, 425BB
149X, 360
BY THE END OF THIRD GRADE:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION
PAGE REFERENCES
STANDARD 3.1(READING) 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
1Recognize that printed materials provide specific information.
3-1
3-2
39, 186, 198, 202, 208-217, 218-219, 256E, 277, 387L
93L, 178, 194E, 221L, 352, 360, 364, 369A-B, 375, 399C, 409, 417B
T 742Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.
3-1
3-2
19, 67G-H, 99G-H, 150, 205E-F, 206J, 213, 215, 216, 220, 274, 329E-F, 335, 384, 395
T 6, 7
25, 32, 42, 93E-F, 143C-D, 175, 184, 241, 287, 405, 409LH 82-83, 84, 85-86, 87, 90, 114, 141, 172-173
3Use a glossary or index to locate information in a text.
3-1
3-2
420, 432-441
348I, 368-369, 399B, 400I, 406, 416-417, 430, 442-451T 73
78
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
B. Phonological Awareness (includes phonemic awareness)
1Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs).
3-1
3-2
53, 79, 117, 173, 181C, 182J, 191, 193, 211, 223A, 241, 271, 279A, 293, 329C, 347, 356J, 365, 369, 377
45, 59A, 107, 133, 153, 181, 203, 231, 271, 315, 355, 407C. Decoding and Word Recognition
1Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).
3-1
3-2
303C, 304I, 308, 314, 328-329, 355B, 356I, 362, 364, 372, 376, 386-387, 387A
T 71
35C, 35D, 117A, 143A, 297C, 323A, 323I, 399K, 417I2Use letter-sound knowledge and structural analysis to decode words.
3-1
3-2
14I, 22, 24, 27, 30, 40-41, 53, 67D, 68I, 72, 79, 84, 88, 98-99, 117, 143, 173, 182J, 191, 193, 211, 241, 256I, 260, 266, 268, 271, 278-279, 293, 313, 347, 356J, 365, 369, 377
T 2
45, 75, 107, 133, 153, 181, 203, 231, 271, 315, 339, 355, 4073Use context to accurately read words with more than one pronunciation.
3-1
3-2
181D, 254-255, 407IT 39
323I, 369KD. Fluency
1Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.
3-1
3-2
14-15, 14L, 33, 42-43, 42L, 61, 68-69, 68L, 93, 100-101, 100L, 117, 130-131, 130L, 145, 156-157, 156L, 173, 182-183, 182L, 197, 206-207, 206L, 215, 224-225, 224L, 243, 256-257, 256L, 273, 282-283, 282L, 295, 304-305, 304L, 319, 330-331, 330L, 347, 356-357, 356L, 379, 387K, 388-389, 388L, 401
14-15, 14L, 25, 36-37, 36L, 49, 60-61, 60L, 81, 94-95, 94L, 111, 118-119, 118L, 133, 146-147, 146L, 159, 168-169, 168L, 183, 194-195, 194L, 211, 222-223, 222L, 251, 262-263, 262L, 287, 300-301, 300L, 315, 324-325, 324L, 339, 348-349, 348L, 363, 370-371, 370L, 389, 400-401, 400L, 409
2Read longer text and chapter books independently and silently.
3-1
3-2
153S-T, 153U-V, 279Q-R, 279S-T, 407Q-R, 407S-T
143Q-R, 143S-T, 297S-T, 297U-V, 417Q-R, 417S-T3Read aloud with proper phrasing, inflection, and intonation.
3-1
3-2
33, 61, 67G, 117, 145, 173, 197, 243, 319, 347
25, 133, 143J, 159, 315, 339, 363, 389E. Reading Strategies (before, during, and after reading)
79
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Set purpose for reading and check to verify or change predictions during/after reading.
3-1
3-2
17, 26, 34, 45, 56, 57, 62, 71, 82, 85, 86, 94, 103, 112, 118, 133, 146, 153S, 153U, 153V, 159, 166, 174, 185, 195, 198, 205A-B, 209, 214, 216, 227, 232, 238, 242, 244, 259, 264, 274, 279Q, 279S, 285, 288, 296, 307, 316, 320, 333, 340, 345, 348, 359, 363, 374, 380, 388J, 391, 398, 400, 402, 407Q, 407S
17, 22, 28, 39, 44, 50, 60J, 63, 70, 79, 82, 97, 106, 112, 121, 126, 128, 134, 143Q, 143R, 143S, 143T, 149, 156, 160, 171, 176, 184, 197, 205, 208, 212, 225, 240, 252, 265, 297S, 297U, 303, 312, 316, 327, 340, 351, 364, 373, 378, 386, 390, 403, 410, 417Q, 417S
2Monitor comprehension and accuracy while reading in context and self-correct errors.
3-1 16-35, 33, 41K, 41L, 41M, 41N, 44-62, 67M, 67N, 67O, 67P, 68J, 73, 77, 83, 99M, 99N, 99O, 99P, 102-119, 129K, 129L, 129M, 129N, 132-147, 153M, 153N, 153O, 153P, 153S-T, 153U-V, 156J, 158-175, 161, 165, 171, 181M, 181N, 181O, 181P, 184-198, 187, 189, 205M, 205N, 205O, 205P, 208-217, 223M, 223N, 223O, 223P, 226-244, 246-251, 249, 255K, 255L, 255M, 255N, 258-274, 279K, 279L, 279M, 279N, 279Q-R, 279S-T, 282J, 284-297, 287, 291, 303M, 303N, 303O, 303P, 306-320, 329M, 329N, 329O, 329P, 332-348, 355M, 355N, 355O, 355P, 358-380, 371, 373, 387M, 387N, 387O, 387P, 390-403, 407K, 407L, 407M, 407N, 407Q-R, 407S-T
3-2 14J, 16-29, 19, 23, 35M, 35N, 35O, 35P, 38-50, 41, 59M, 59N, 59O, 59P, 62-82, 67, 93M, 93N, 93O, 93P, 96-112, 99, 104, 117K, 117L, 117M, 117N, 120-135, 125, 131, 143K, 143L, 143M, 143N, 143Q-R, 143S-T, 148-161, 155, 159, 167K, 167L, 167M, 167N, 170-185, 193M, 193N, 193O, 193P, 196-213, 221M, 221N, 221O, 221P, 224-253, 261M, 261N, 261O, 261P, 264-289, 279, 283, 285, 297M, 297N, 297O, 297P, 297S-T, 297T, 297U-V, 302-317, 311, 323K, 323L, 323M, 323N, 324J, 326-340, 333, 335, 337, 347K, 347L, 347M, 347N, 350-364, 357, 369M, 369N, 369O, 369P, 370J, 372-391, 383, 385, 399M, 399N, 399O, 399P, 402-411, 417K, 417L, 417M, 417N, 417Q-R, 417S-T
3Use pictures and context clues to assist with decoding of new words.
3-1
3-2
14J, 21, 23, 31, 51, 81, 87, 91, 107, 109, 139, 169, 231, 256J, 261, 263, 267, 279R, 407R
168J, 175, 177, 183, 209, 3314Develop and use graphic organizers to build on experiences and extend learning.
3-1
3-2
35, 63, 95, 119, 147, 175, 199, 217, 245, 275, 297, 321, 349, 381, 403, 422-423
14I, 29, 51, 59B, 60I, 83, 113, 135, 161, 185, 213, 253, 289,317, 341, 348K, 350, 365, 391, 411, 432-433
F. Vocabulary and Concept Development
1Spell previously studied words and spelling patterns accurately.
3-1
3-2
41G-H, 67I-J, 99I-J, 129G-H, 153I-J, 181I-J, 205I-J, 223I-J, 255G-H, 279G-H, 303I-J, 329I-J, 355I-J, 387I-J, 407G-H
35I-J, 59I-J, 93I-J, 117G-H, 143G-H, 167G-H, 193I-J, 221I-J,261I-J, 297I-J, 323G-H, 347G-H, 369I-J, 399I-J, 417G-H
80
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Point to or clearly identify specific words or wording that cause comprehension difficulties.
3-1
3-2
33, 41I, 67K, 68J, 73, 77, 83, 99K, 129I, 153K, 156J, 161, 165, 171, 181K, 187, 189, 205K, 223K, 249, 255I, 279I, 282J, 287, 291, 303K, 329K, 355K, 371, 373, 387K, 407I
14J, 19, 23, 35K, 41, 59K, 67, 93K, 99, 104, 117I, 125, 131, 143I, 155, 159, 167I, 193K, 221K, 261K, 279, 283, 285, 297K, 297T, 311, 323I, 324J, 333, 335, 337, 347I, 357, 369K, 370J, 383, 385, 399K, 417I
3Infer word meanings from taught roots, prefixes, and suffixes.
3-1
3-2
303C, 304I, 308, 314, 328-329, 355B, 356I, 362, 364, 372, 376, 386-387, 387A
T 71
35C, 35D, 117A, 143A, 261K, 297C, 323A, 323I, 399K, 417I4Use a grade-appropriate dictionary with assistance from teacher.
3-1
3-2
67A-B, 129B, 130L, 153D, 407I, 417T 5
14L, 221K, 323I, 347I, 369K, 4275Use pictures and context clues to assist with meaning of new words.
3-1 14-15, 14J, 14L, 21, 23, 31, 42-43, 42L, 51, 68-69, 68L, 81, 87, 91, 100-101, 100L, 107, 109, 130-131, 130L, 139, 156-157, 156L, 169, 182-183, 182L, 206-207, 206L, 224-225, 224L, 231, 256-257, 256J, 256L, 261, 263, 267, 279R, 282-283, 282L, 304-305, 304L, 330-331, 330L, 356-357, 356L, 387K, 388-389, 388L, 407R
3-2 14-15, 14L, 36-37, 36L, 60-61, 60L, 94-95, 94L, 118-119, 118L, 146-147, 146L, 168-169, 168J, 168L, 175, 177, 183, 194-195, 194L, 209, 222-223, 222L, 262-263, 262L, 300-301, 300L, 324-325, 324L, 331, 348-349, 348L, 370-371, 370L, 400-401, 400L
G. Comprehension Skills and Response to Text
1Recognize purpose of the text.
3-1
3-2
84, 114, 153V, 156I, 164, 168, 175, 180-181, 205D, 206I, 210, 212, 214, 217, 222-223, 279T, 370, 382, 392
T 36
54, 56, 118I, 124, 128, 130, 134, 138, 140, 142-143, 143T, 180, 188, 268, 270, 280, 294, 414
2Distinguish cause/effect, fact/opinion, main idea/supporting details in interpreting texts.
3-1
3-2
28, 32, 38, 46, 48, 52, 54, 60, 62, 88, 108, 136, 138, 186, 194, 234, 244, 246, 252, 264, 266, 274, 279T, 310, 322, 344, 348, 362, 364, 366, 370, 372, 374, 376, 378, 396, 407R, 407T
18, 28, 44, 64, 66, 80, 88, 98, 102, 106, 108, 114, 124, 132, 146I, 150, 152, 156, 161, 164, 166-167, 168I, 172, 176, 178, 180, 182, 188, 192-193, 193D, 194I, 198, 200, 202, 204, 206, 210, 213, 216, 220-221, 221B, 238, 244, 250, 262I, 266, 272, 282, 292-293, 296-297, 297V, 312, 316, 323B, 324I, 328, 330, 336, 341, 342, 346-347, 356, 358, 360, 362, 364, 369D, 370I, 376, 382, 384, 386, 388, 390, 391, 394, 398-399, 406, 408, 417R, 417T
T 38, 40, 71
81
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Interpret information in graphs, charts, and diagrams.
3-1
3-2
65, 97, 100E, 182E, 203, 221, 224E, 253, 277, 330E, 350, 356E
57, 115, 259, 295, 324E, 345, 352, 360-361, 369A-B, 369L, 397, 400E, 417B
T 744Ask how, why, and what-if questions in interpreting nonfiction texts.
3-1
3-2
122-125, 132-147, 184-198, 200-201, 208-217, 218-219, 246-251, 350-351, 407L, 407S-T
52-55, 143S-T, 170-185, 193O, 216-217, 224-253, 264-289, 342-343, 350-364, 372-391, 394-395, 402-411, 417S-T
5Recognize how authors use humor, sarcasm, and imagery to extend meaning.
3-1
3-2
16-35, 21, 41C, 76, 294, 358-380, 392
23, 62-82, 230, 237, 306, 323C-D, 3566Discuss underlying theme or message in interpreting fiction.
3-1
3-2
12, 12J, 64, 126, 150, 153T, 154, 178, 202, 220, 272, 276, 280, 290, 300, 316, 346, 352, 384, 400, 406-407
12L, 80, 88, 114, 144, 218, 256, 258, 288, 294, 298, 344, 366, 396, 414
7Summarize major points from fiction and nonfiction texts.
3-1
3-2
35, 63, 95, 119, 147, 175, 199, 217, 223E-F, 245, 275, 297, 321, 349, 381, 403
14I, 29, 34-35, 51, 59B, 60I, 83, 92-93, 113, 135, 161, 185, 213, 253, 289, 300I, 317, 322-323, 341, 365, 391, 411
T 2LH 66-67
8Draw conclusions and inferences from texts.
3-1
3-2
18, 22, 24, 26, 28, 52, 74, 80, 84, 94, 104, 110, 134, 153A-B, 153T, 162, 164, 168, 170, 186, 188, 212, 246, 264, 272, 279R, 279T, 286, 310, 329A-B, 336, 344, 348, 355C, 362, 364, 366, 376, 387C
T 72
20, 24, 26, 28, 64, 74, 78, 82, 93C, 98, 114, 122, 138, 154, 174, 190, 198, 204, 210, 212, 221D, 226, 236, 238, 266, 268,270, 278, 282, 297T, 297V, 314, 354, 362, 374, 386, 394, 399D
9Recognize first-person "I" point of view.
3-1
3-2
99E, 152-153, 211, 258-274, 263, 287, 326
LH 6010Compare and contrast story plots, characters, settings, and themes.
3-1
3-2
34, 38, 64, 88, 96, 153T, 153V, 160, 214, 236, 252, 260, 276, 279R, 279T, 300, 325, 326, 340, 346, 352, 384, 392, 394, 396, 404, 407R, 407T
32, 36I, 40, 42, 52, 54, 56, 58-59, 74, 86, 90, 93B, 94I, 100, 104, 110, 113, 114, 116-117, 126, 132, 136, 140, 143R, 143T, 150, 190, 218, 221I, 222I, 230, 242, 248, 253, 258, 260-261, 274, 297T, 297V, 320, 344, 352, 358, 376, 380, 395, 396, 404, 406, 408, 414
T 5
82
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
11Participate in creative responses to texts (e.g., dramatizations, oral presentations).
3-1
3-2
34, 38, 62, 64, 67L, 94, 96, 118, 126, 146, 150, 153V, 174, 178, 198, 202, 216, 220, 224E, 244, 252, 274, 276, 279T, 296, 300, 320, 326, 348, 352, 380, 384, 385, 402, 404, 405, 407R, 407T
12J, 28, 32, 33, 50, 56, 82, 90, 93L, 112, 114, 134, 140, 143R, 143T, 160, 164, 167J, 184, 190, 193L, 212, 218, 219, 252, 258, 288, 294, 297L, 297T, 316, 320, 340, 344, 364, 366, 369F, 390, 396, 399L, 410, 414, 417T
LH 3712Read regularly in materials appropriate for their independent reading level.
3-1
3-2
14F, 37, 41K, 41L, 41M, 41N, 42F, 61, 67M, 67N, 67O, 67P, 68F, 93, 99M, 99N, 99O, 99P, 100F, 125, 129K, 129L, 129M, 129N, 130F, 149, 153M, 153N, 153O, 153P, 153S-T, 153U-V, 156F, 177, 181M, 181N, 181O, 181P, 182F, 201, 205M, 205N, 205O, 205P, 206F, 219, 223M, 223N, 223O, 223P, 224F, 247, 255L, 255M, 255N, 256F, 273, 279K, 279L, 279M, 279N, 279Q-R, 279S-T, 282F, 299, 303M, 303N, 303O, 303P, 304F, 323, 329M, 329N, 329O, 329P, 330F, 351, 355M, 355N, 355O, 355P, 356F, 383, 387M, 387N, 387O, 387P, 388F, 401, 407K, 407L, 407M, 407N, 407Q-R, 407S-T
14F, 31, 35M, 35N, 35O, 35P, 36F, 55, 59M, 59N, 59O, 59P, 60F, 89, 93M, 93N, 93O, 93P, 94F, 117K, 117L, 117M, 117N, 118F, 139, 143K, 143M, 143N, 143Q-R, 143S-T, 146F, 163, 167K, 167L, 167M, 167N, 168F, 189, 193M, 193N, 193O, 193P, 194F, 217, 221M, 221N, 221O, 221P, 222F, 257, 261M, 261N, 261O, 261P, 262F, 293, 297M, 297N, 297O, 297P, 297S-T, 297U-V, 300F, 319, 323L, 323M, 323N, 324F, 343, 347K, 347L, 347M, 347N, 348F, 363, 369M, 369N, 369O, 369P, 370F, 395, 399M, 399N, 399O, 399P, 400F, 413, 417C, 417K, 417L, 417M, 417N, 417Q-R, 417R, 417S-T, 417T
13Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.
3-1
3-2
14F, 16-35, 37, 42F, 44-62, 61, 68F, 70-94, 93, 100F, 102-119, 122-125, 130F, 132-147, 149, 153S-T, 153U-V, 156F, 158-175, 177, 182F, 184-198, 200-201, 201, 206F, 219, 224F, 226-244, 246-251, 247, 256F, 273, 279Q-R, 279S-T, 282F, 284-297, 299, 304F, 306-320, 322-325, 323, 330F, 332-348, 350-351, 351, 356F, 358-380, 383, 388F, 390-403, 401, 407L, 407Q-R, 407S-T
14F, 16-29, 31, 36F, 38-50, 52-55, 60F, 62-82, 86-89, 94E, 94F, 94I, 96-112, 118F, 136-139, 143K, 143Q-R, 143S-T, 146F, 148-161, 163, 168F, 170-185, 189, 193N, 193O, 194F, 196-213, 216-217, 217, 222F, 224-253, 257, 262F, 264-289, 293, 297S-T, 297U-V, 300F, 319, 324F, 326-340, 342-343, 343, 348F, 350-364, 363, 370F, 372-391, 394-395, 395, 400F,402-411, 413, 417C, 417Q-R, 417R, 417S-T, 417T
83
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
14Use information and reasoning to examine bases of hypotheses and opinions.
3-1
3-2
20, 26, 42J, 49, 56, 59, 74, 75, 80, 82, 89, 105, 112, 140, 167, 172, 195, 205A-B, 210, 230, 232, 236, 240, 255B, 264, 279R, 286, 289, 317, 321, 337, 345, 352, 363, 370, 374, 378, 388J, 397, 399, 407R
20, 44, 60J, 69, 77, 79, 83, 87, 102, 106, 109, 126, 128, 143B, 146I, 150, 152, 154, 156, 161, 164, 166-167, 176, 193D, 194I, 198, 202, 204, 205, 206, 208, 210, 213, 220-221, 226, 234, 235, 240, 242, 292-293, 297V, 304, 312, 320, 323B, 328, 332, 378, 386, 408
T 38H. Inquiry and Research
1Use library classification systems, print or electronic, to locate information.
3-1
3-2
12J, 14E, 130E, 154J, 182E, 206E, 224E, 253, 301, 304E, 388E, 416
36E, 57, 94E, 194E, 219, 222E, 348E, 400E, 4262Draw conclusions from information and data gathered.
3-1
3-2
12J, 14E, 97, 100E, 130E, 154J, 156E, 179, 183E, 224E, 253, 277, 279J, 280J, 282E, 301, 304E, 304F, 353, 385, 388E, 430
12J, 14E, 33, 36E, 57, 60E, 91, 115, 141, 146E, 165, 167C-D, 168E, 191, 193E-F, 194E, 219, 221E-F, 222E, 259, 261E-F, 262E, 297E-F, 297L, 300E, 321, 324E, 345, 348E, 367, 369L, 370E, 400E, 440
LH 393Read a variety of nonfiction and fiction books and produce evidence of understanding.
3-1 12J, 14E, 14F, 37, 42F, 44-62, 61, 68F, 93, 100F, 102-119, 122-125, 130E, 130F, 132-147, 149, 153S-T, 153U-V, 154J, 156F, 158-175, 177, 182E, 182F, 200-201, 201, 206E, 206F, 219, 224E, 224F, 246-251, 247, 253, 256F, 273, 279Q-R, 279S-T, 282F, 284-297, 299, 301, 304E, 304F, 306-320, 323, 330F, 332-348, 350-351, 351, 356F, 358-380, 383, 385, 388E, 388F, 401, 405, 407L, 407Q-R, 407S-T, 416
3-2 12J, 14F, 16-29, 31, 36E, 36F, 52-55, 57, 60F, 89, 94E, 94F, 118F, 139, 143Q-R, 143S-T, 146F, 148-161, 163, 168F, 170-185, 189, 193O, 194E, 194F, 196-213, 216-217, 217, 219, 222E, 222F, 257, 262F, 264-289, 293, 297S-T, 297U-V, 300F, 319, 324F, 326-340, 342-343, 343, 348E, 348F, 350-364, 363, 370F, 394-395, 395, 400E, 400F, 402-411, 413, 417Q-R, 417R, 417S-T, 417T, 426
LH 68-69STANDARD 3.2(WRITING) 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)
84
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion.
3-1
3-2
67F, 99E, 129C, 205F, 223E, 303F, 329F, 355E, 387E, 414-415
35F, 93E, 167C-D, 323D, 347D, 369E, 399E, 417C, 424-425LH 6-9
2Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author's voice.
3-1
3-2
49, 52, 62, 78, 99A-B, 99E, 129C, 152-153, 258, 262, 263, 293, 294, 338, 340, 392
24, 90, 98, 100, 106, 143R, 167C, 218, 221E, 230, 297D, 297E, 306, 344, 356, 408, 417C
LH 56-57, 60, 62, 70-713Use graphic organizers to assist with planning writing.
3-1
3-2
41D, 129C, 181F, 205F, 255C, 355E, 387E, 407C, 414-415
59F, 93E, 117C, 167C-D, 369E, 417C, 424-4254Compose first drafts from prewriting work.
3-1
3-2
41D, 67F, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329F, 355F, 387F
35F, 59F, 93F, 117D, 221E-F, 323D, 347D, 369F, 399F, 417D
5Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice.
3-1
3-2
41C-D, 41D, 67E-F, 67F, 99E-F, 99F, 129D, 129I, 181F, 205F, 205K, 223F, 255D, 279T, 303F, 329F, 355F, 387F, 407I, 426-427
35F, 35K, 59F, 93F, 117D, 221E-F, 261E-F, 323D, 347D, 369F, 399F, 417C-D, 417D, 436-437
LH 10-13, 14-17, 18-21, 22-256Participate with peers to comment on and react to each other's writing.
3-1
3-2
41D, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329F, 387F, 429
35F, 59F, 93F, 117D, 323D, 347D, 369F, 399F, 417D, 439LH 48-49
7Build awareness of ways authors use paragraphs to support meaning.
3-1
3-2
41C, 181E, 205E, 303E, 355E, 387E
35E-F, 59E-F, 93E-FLH 58, 61, 63, 64, 65
8Begin to develop author's voice in own writing.
3-1
3-2
41C-D, 67E-F, 99E-F, 129D, 426-427
369E, 436-437LH 14-17
9Use reference materials to revise work, such as a dictionary or internet/software resource.
3-1
3-2
42F, 67A-B, 67J, 129I, 153D, 205K, 255H, 256F, 417, 418T 5
35K, 117I, 146F, 193A-B, 417H, 427, 428T 41LH 35
10Edit work for basic spelling and mechanics.
3-1
3-2
99F, 99J, 129D, 223F, 255D, 355F, 387F
93F, 117D, 261E-F, 369F, 399F, 417DLH 34-35
85
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
11Use computer word-processing applications during parts of the writing process.
3-1
3-2
14F, 42E, 42F, 67E, 100F, 129D, 205E, 206F, 223E, 255D, 256E, 256F, 303E, 329E, 355E, 355F, 387E, 387F
60E, 117C, 146F, 194E, 221E, 297E, 323C, 324E, 347C, 369E, 369F, 399E, 417C
LH 35, 3712Understand and use a checklist and/or rubric to improve writing.
3-1
3-2
41D, 41F, 67F, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329E-F, 329F, 355F, 387F, 426-427
35E-F, 35F, 59F, 93F, 117D, 143C-D, 261E-F, 323D, 347D, 369F, 399F, 417D, 436-437
LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 79-80, 81, 84, 87, 93, 96, 170-171
13Reflect on own writing, noting strengths and areas needing improvement.
3-1
3-2
39, 41D, 65, 97, 99F, 127, 129D, 151, 179, 181F, 205F, 221, 223F, 253, 255D, 277, 301, 303F, 327, 329F, 353, 385, 387F, 405, 429
33, 35F, 57, 59F, 91, 93F, 115, 117D, 141, 165, 191, 259, 261F, 321, 323D, 345, 347D, 367, 369F, 397, 399F, 415, 417D, 439
LH 48-49B. Writing as a Product (resulting in a formal product or publication)
1Write a descriptive piece, such as a description of a person, place, or object.
3-1
3-2
41C-D, 42E, 276, 352
59H, 115T 6
2Write a narrative piece based on personal experiences.
3-1 99E-F, 153E-F
3Write a nonfiction piece and/or simple informational report across the curriculum.
3-1
3-2
14E, 38, 130E, 178, 181E-F, 205E-F, 206E, 224E, 255C-D, 277, 279C-D, 300, 304E, 385
36E, 93E-F, 115, 143C-D, 146E, 167C-D, 168E, 191, 193E-F, 219, 221E-F, 258, 261E-F, 294, 297E-F, 367
4Present and discuss writing with other students.
3-1 41D, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329F, 355F, 387F, 429
3-2 35F, 59F, 93F, 117D, 297E-F, 323D, 347D, 369F, 399F, 417D, 439
LH 36-39, 48-495Apply elements of grade-appropriate rubrics to improve writing.
3-1
3-2
41D, 41F, 67F, 99F, 129D, 181F, 205F, 223F, 255D, 303F, 329E-F, 329F, 355F, 387F, 426-427
35E-F, 35F, 59F, 93F, 117D, 143C-D, 261E-F, 323D, 347D, 369F, 399F, 417D, 436-437
LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 79-80, 81, 84, 87, 93, 96, 170-171
86
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
6Develop a collection of writings (e.g., a literacy folder or portfolio).
3-1
3-2
39, 65, 97, 127, 151, 179, 221, 253, 277, 301, 327, 353, 385, 405
33, 57, 91, 115, 141, 165, 191, 259, 261F, 321, 345, 367, 397, 415
C. Mechanics, Spelling, and Handwriting
1Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.
3-1
3-2
41E-F, 41F, 67G-H, 67H, 99F, 99G-H, 99H, 99J, 129D, 153G, 181G, 205G-H, 223F, 255D, 279E-F, 303G-H, 329G-H, 353, 355F, 387F, 387G-H
T 3, 6, 7, 40, 43, 70, 73
35E-F, 93F, 117D, 165, 261E-F, 369F, 399F, 417DLH 26-29, 34-35, 79-80, 81, 82-83, 84, 85-86, 87, 90,
91-92, 93, 94-95, 96, 97-98, 99, 102, 105, 106-107, 108, 109-110, 111, 112-113, 114, 115-116, 117, 118-119, 141, 147, 170-171, 172-173, 174-175, 194-195, 196-197, 248-249, 250-251
2Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.
3-1
3-2
129D, 205G-H, 223F, 223G-H, 255E-F, 303I-J, 355G-H, 387G-H, 407E-F
T 41, 42, 74, 75, 76
35G-H, 59G-H, 93F, 93G-H, 117D, 117E-F, 143E-F, 167E-F, 193G-H, 221G-H, 261G-H, 261K, 297G-H, 323E-F, 347E-F, 369F, 399F, 399G-H, 417E-F
T 4, 6, 7, 8, 9, 39, 42, 43, 44, 45, 70, 72, 76, 77LH 34-35, 100-101, 102, 103-104, 105, 108, 111, 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, 145-146, 147, 148-149, 150, 151-152, 153, 154-155, 156, 157-158, 159, 162, 163-164, 165, 166-167, 168, 180-181, 186-187, 188-189, 190-191, 198-199, 200-201, 202-203, 204-205, 206-207, 208-209, 210-211, 212-213, 214-215, 216-217, 218-219, 220-221, 222-223, 226-227, 228-229, 230-231, 232-233, 234-235, 236-237, 238-239, 242-243, 244-245, 246-247
3Study examples of narrative and expository writing to develop understanding of paragraphs and indentation.
3-1
3-2
41C, 99A-B, 99E, 129C, 181E, 205E, 258, 263, 293, 303E
35E-F, 59E-F, 93E-F, 167C, 221E, 297E, 417CLH 56-57, 58, 60, 61, 63, 64, 65, 70-71
4Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words.
3-1
3-2
41G-H, 67I-J, 99I-J, 129G-H, 153I-J, 181I-J, 205I-J, 223I-J, 255G-H, 279G-H, 303I-J, 329I-J, 355I-J, 387I-J, 407G-H
35I-J, 59I-J, 93I-J, 117G-H, 143G-H, 167G-H, 193I-J, 221I-J,261I-J, 297I-J, 323G-H, 347G-H, 369I-J, 399I-J, 417G-H
5Write legibly in manuscript or cursive to meet district standards.
3-1
3-2
41G, 67I, 99I, 129G, 153I, 181I, 205I, 223I, 255G, 279G, 303I, 329I, 355I, 387I, 407G
35I, 59I, 93I, 117G, 143G, 167G, 221I, 261I, 297I, 323G, 369I, 399I, 417G
LH 40, 41, 42, 43, 44-45
87
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community).
3-1
3-2
329F, 355E, 387E, 407D, 410-411
93E, 117C, 369E, 399E, 417C, 420-421LH 6-9
2Develop fluency by writing daily and for sustained amounts of time.
3-1
3-2
14E, 34, 38, 39, 42E, 62, 64, 94, 96, 99E-F, 118, 126, 129C-D, 146, 150, 151, 156E, 174, 178, 198, 202, 206E, 216, 220, 223E-F, 244, 252, 255C-D, 274, 276, 279T, 296, 300, 301, 304E, 320, 326, 327, 348, 352, 353, 355E-F, 380, 384, 385, 387E-F, 402, 404, 405, 412-413
28, 32, 50, 56, 60E, 82, 90, 93E-F, 94E, 112, 114, 115, 117C-D, 118E, 134, 140, 141, 146E, 160, 164, 165, 168E, 184, 190, 191, 212, 218, 219, 221E-F, 252, 258, 261E-F, 262E, 288, 294, 297E-F, 300E, 316, 320, 324E, 340, 344, 364, 366, 367, 369E-F, 390, 396, 397, 399E-F, 410, 414, 417C-D, 422-423
3Generate ideas for writing in a variety of situations and across the curriculum.
3-1
3-2
14E, 39, 42E, 67F, 99E, 129C, 151, 156E, 205F, 206E, 223E, 255C, 301, 303F, 304E, 327, 329F, 353, 385, 387E, 405, 414-415
35F, 36E, 60E, 93E, 94E, 115, 117C, 118E, 141, 146E, 165, 167C-D, 168E, 191, 219, 262E, 300E, 323D, 324E, 347D, 367, 369E, 397, 399E, 417C, 424-425
LH 6-94Write to express thoughts and ideas, to share experiences, and to communicate socially.
3-1
3-2
14E, 38, 41C-D, 64, 99E-F, 153E-F, 178, 181E-F, 202, 205E-F, 206E, 220, 224E, 255C-D, 256E, 276, 277, 279C-D, 280J, 300, 303E-F, 304E, 352, 355E-F, 385, 407C-D
35E-F, 36E, 59E-F, 93E-F, 115, 117C-D, 140, 143C-D, 146E, 164, 167C-D, 168E, 190, 191, 193E-F, 218, 219, 221E-F, 258,261E-F, 262E, 294, 295, 297E-F, 323C-D, 366, 367, 369E-F, 396, 397
5Write the events of a story sequentially.
3-1
3-2
129C-D, 129D
194E, 417C-D6Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative.
3-1
3-2
67H, 99H, 181G, 181H, 353, 426-427T 38
35E-F, 59E-F, 117C, 165, 436-437LH 26-29, 82-83, 85-86, 90, 93, 94-95, 96
7Respond to literature through writing to demonstrate an understanding of a text.
3-1
3-2
34, 38, 62, 64, 94, 96, 118, 126, 146, 150, 174, 178, 198, 202, 216, 220, 244, 252, 274, 276, 279T, 296, 300, 320, 326, 348, 352, 380, 384, 402, 404
28, 32, 50, 56, 82, 90, 112, 114, 134, 140, 160, 164, 184, 190,212, 218, 252, 258, 288, 294, 316, 320, 340, 344, 364, 366, 390, 396, 410, 414
8Write narrative text (e.g., realistic or humorous story).
3-1
3-2
99E-F, 129C-D, 153E-F, 404
60E, 194E, 417C-D
88
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
9Write non-fiction text (e.g., reports, procedures, letters).
3-1
3-2
14E, 38, 64, 178, 181E-F, 205E-F, 206E, 224E, 255C-D, 256E, 277, 279C-D, 280J, 300, 304E, 355E-F, 385, 407C-D
36E, 93E-F, 115, 140, 143C-D, 146E, 164, 167C-D, 168E, 191, 193E-F, 219, 221E-F, 258, 261E-F, 294, 297E-F, 366, 367
STANDARD 3.3(SPEAKING) 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)
1Listen and follow a discussion in order to contribute appropriately.
3-1
3-2
12, 14H, 14K, 42H, 42K, 68H, 68K, 100H, 100K, 130H, 154, 156H, 156K, 182H, 182K, 206H, 206K, 224H, 224K, 256H, 256K, 282H, 282K, 304H, 304K, 330H, 330K, 356H, 356K, 388H
12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K, 144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, 262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K,370H, 370K, 400H, 400K
2Stay focused on topic.
3-1
3-2
12, 14H, 14K, 42H, 42K, 68H, 68K, 100H, 100K, 130H, 154, 156H, 156K, 182H, 182K, 206H, 206K, 224H, 224K, 256H, 256K, 282H, 282K, 304H, 304K, 330H, 330K, 356H, 356K, 388H
12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K,144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, 262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K, 370H, 370K, 400H, 400K
3Take turns.
3-1
3-2
12, 14H, 14K, 42H, 42K, 68H, 68K, 100H, 100K, 130H, 154, 156H, 156K, 182H, 182K, 206H, 206K, 224H, 224K, 256H, 256K, 282H, 282K, 304H, 304K, 330H, 330K, 356H, 356K, 388H
12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K,144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, 262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K, 370H, 370K, 400H, 400K
4Support an opinion with details.
3-1
3-2
12, 14H, 14K, 42H, 42K, 68H, 68K, 100H, 100K, 130H, 154, 156H, 156K, 182H, 182K, 206H, 206K, 224H, 224K, 256H, 256K, 282H, 282K, 304H, 304K, 330H, 330K, 356H, 356K, 388H
12L, 14H, 14K, 36H, 36K, 60H, 60K, 94H, 94K, 118H, 118K,144, 146H, 146K, 168H, 168K, 194H, 194K, 222H, 222K, 262H, 262K, 298, 300H, 300K, 324H, 324K, 348H, 348K,370H, 370K, 400H, 400K
B. Questioning (Inquiry) and Contributing
89
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Develop appropriate questions to explore a topic.
3-1
3-2
12J, 14F, 42F, 68F, 99L, 100F, 130F, 153L, 154J, 156F, 182F, 202, 206F, 223L, 224F, 255J, 256F, 282F, 304F, 330F, 355L, 356F, 388F, 430
12J, 14F, 36F, 60F, 93L, 94F, 118F, 146F, 168F, 193L, 194F, 222F, 258, 261L, 262F, 294, 297F, 297L, 300F, 320, 324F, 344, 347J, 348F, 366, 369L, 370F, 396, 400F, 414, 417J, 440
LH 392Contribute information, ideas, and experiences to classroom inquiry.
3-1
3-2
12J, 14F, 42F, 68F, 100F, 126, 130F, 150, 154J, 156F, 178, 182F, 202, 206F, 224E, 224F, 252, 256F, 276, 280J, 282F, 304F, 330F, 356F, 385, 388F, 405
12J, 14F, 36F, 60F, 94F, 118F, 144J, 146F, 168F, 194F, 219,222F, 258, 262F, 294, 298J, 300F, 320, 324F, 344, 348F, 366, 370F, 396, 400F, 414
C. Word Choice
1Use vocabulary related to a particular topic.
3-1
3-2
99L, 130E, 151, 224E, 277, 279J, 329L, 355L, 387L, 407J, 430
57, 59L, 191, 221L, 261L, 297E-F, 297L, 345, 369L, 440LH 39
2Adapt language to persuade, explain, or seek information.
3-1
3-2
99L, 130E, 151, 205L, 224E, 277, 279J, 303L, 329L, 355L, 385, 387L, 405, 407J, 430
12J, 57, 59L, 143T, 146E, 191, 219, 221L, 261L, 297E-F, 297L, 345, 369L, 397, 440
LH 393Use new vocabulary and figurative language learned from literature and classroom experiences.
3-1
3-2
14-15, 14L, 42-43, 42L, 49, 68-69, 68L, 100-101, 100L, 130-131, 130L, 156-157, 156L, 182-183, 182L, 193, 206-207, 206L, 224-225, 224L, 256-257, 256L, 282-283, 282L, 304-305, 304L, 329K, 330-331, 330L, 335, 356-357, 356L, 363, 388-389, 388L
14-15, 14L, 35A-B, 36-37, 36L, 59C, 59G, 60-61, 60L, 93D, 94-95, 94L, 118-119, 118L, 143R, 146-147, 146L, 168-169, 168L, 194-195, 194L, 203, 208, 222-223, 222L, 247, 262-263, 262L, 300-301, 300L, 323C-D, 324-325, 324L, 348-349, 348L, 370-371, 370L, 387, 400-401, 400L
T 3, 6D. Oral Presentation
1Use pictures to support an oral presentation.
3-1
3-2
41J, 99L, 329L, 430
261L, 297E-F, 297L, 369L, 417J, 4402Attempt to revise future presentations based on feedback from peers and teacher.
3-1
3-2
41J, 99L, 130E, 151, 224E, 255J, 277, 279J, 329L, 355L, 387L, 407J, 430
57, 59L, 117J, 143J, 167J, 191, 221L, 297E-F, 297L, 323J, 345, 369L, 440
LH 39
90
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as word choice, expression, eye contact, and volume.
3-1
3-2
41J, 67L, 99L, 129J, 130E, 151, 153L, 181L, 205L, 223L, 224E, 255J, 277, 279J, 295, 303L, 329L, 355L, 387L, 407J, 430
35L, 57, 59L, 93L, 117J, 143J, 167J, 191, 193L, 221L, 261L, 297E-F, 297F, 297L, 323J, 345, 347J, 369L, 399L, 417J, 440
LH 39STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening
1Connect messages heard to prior knowledge and experiences.
3-1
3-2
14G-H, 41J, 42G-H, 68G-H, 100G-H, 130G-H, 156G-H, 181L, 182G-H, 206G-H, 215, 224G-H, 256G-H, 279R, 282G-H, 304G-H, 330G-H, 356G-H, 387L, 407T
14G-H, 35L, 36G-H, 60G-H, 94G-H, 118G-H, 146G-H, 168G-H, 194G-H, 222G-H, 262G-H, 300G-H, 324G-H, 348G-H, 370G-H, 400G-H, 417J
2Exchange information through verbal and nonverbal messages.
3-1
3-2
14G-H, 41J, 42G-H, 67L, 99L, 100G-H, 129J, 130E, 153L, 156G-H, 181L, 205L, 206G-H, 215, 223L, 224E, 255J, 256G-H, 277, 279J, 279R, 303L, 329L, 330G-H, 355L, 356G-H, 385, 387L, 405, 407J, 407R, 407T, 430
12J, 14G-H, 35L, 57, 59L, 93L, 117J, 143J, 167J, 168G-H, 191, 193L, 194G-H, 219, 221L, 261L, 297E-F, 297F, 297L, 300G-H, 324G-H, 345, 347J, 348G-H, 369L, 399L, 400G-H, 417J, 440
LH 39B. Listening Comprehension
1Follow two-and three-step directions.
3-1
3-2
181L, 255J
261L2Listen to a story read aloud and/or information from television or film, and summarize main ideas.
3-1
3-2
42G-H, 68G-H, 100G-H, 130G-H, 153T, 153V, 181L, 224G-H, 256G-H, 279T, 282G-H, 304G-H, 330G-H, 407R
36G-H, 94G-H, 143R, 143T, 146G-H, 168G-H, 222G-H, 262G-H, 297T, 297V, 300G-H, 370G-H, 400G-H, 417R, 417T
T 2, 40LH 39
91
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Paraphrase information shared by others.
3-1
3-2
41J, 42G-H, 99L, 100G-H, 153L, 156G-H, 181L, 205L, 206G-H, 215, 223L, 255J, 256G-H, 279J, 279R, 282G-H, 303L, 329L, 330G-H, 355L, 387L, 407J, 407R, 407T
14G-H, 59L, 93L, 94G-H, 167J, 168G-H, 193L, 194G-H, 221L, 222G-H, 261A-B, 261L, 262G-H, 297F, 297L, 300G-H, 324G-H, 347B, 347J, 348G-H, 369L, 370G-H, 399L, 400G-H
T 40LH 39
STANDARD 3.5(VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.A. Constructing Meaning
1Begin to demonstrate an awareness of different media forms and how they contribute to communication.
3-1
3-2
14K, 99L, 130I, 136, 153L, 206J, 206K, 208-217, 218-219, 223L, 250, 256K, 279J, 282K, 300, 329L
14K, 36K, 94K, 146K, 193L, 219, 221L, 261L, 292-293, 295, 297D, 297E, 347J, 397, 417J
2Identify the central theme and main ideas in different media.
3-1
3-2
14K, 99L, 130I, 136, 153L, 206J, 206K, 208-217, 218-219, 223L, 250, 255J, 256K, 279J, 282K, 329L
14K, 36K, 59L, 94K, 146K, 193L, 219, 221L, 261L, 297D, 347J, 397, 417J
B. Visual and Verbal Messages
1Recognize the effects of visual arts on one's mood and emotions.
3-1
3-2
23, 99L, 130I, 136, 153L, 181L, 198, 206J, 208-217, 223L, 250, 255J, 279J, 329L, 384
46, 56, 59L, 117J, 167J, 193L, 219, 221L, 261L, 294, 297D, 347J, 375, 397, 409, 417B, 417J
2Begin to explore and interpret messages found in advertisements and other texts.
3-1
3-2
99L, 329L
114, 261L, 292-293, 295
92
BY THE END OF FOURTH GRADE:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION
PAGE REFERENCES
STANDARD 3.1(READING) 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
1Identify differences of various print formats, including newspapers, magazines, books, and reference resources.
4 47, 99, 118-119, 121, 129, 142-143, 145, 148J, 198-201, 206E, 220-225, 227, 229A-B, 249, 269, 272J, 274E, 290-295, 297, 300E, 347, 350E, 372E, 395, 400E, 421D, 451, 472E, 494-495, 495, 497, 500J, 521A-B, 522E, 541, 565, 567B, 587, 607, 609B, 610J, 612E, 635, 638E, 690F, 711, 714E, 730-733, 746, 747, 750, 751, 752
T 1392Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.
4 77G-H, 91, 98, 101E-F, 376, 381, 383, 394, 405, 421E-F, 506, 564, 566-567, 612J, 623, 627, 630, 632, 637D, 696, 697, 701, 706
T 5, 6LH 96-97, 98, 99-100, 101, 104, 186-187
3Identify and locate features that support text meaning (e.g., maps, charts, illustrations).
4 35, 49L, 75, 77L, 99, 101J, 147J, 150E, 203, 205J, 206E, 226, 227, 251J, 252E, 268, 269, 272J, 274E, 299A-B, 299L, 322, 323, 325J, 346, 349J, 355, 358, 368, 369, 371B, 395, 414, 419, 421L, 438E, 453L, 496, 519, 521L, 522E, 541, 543L, 565, 567J, 587, 589L, 610J, 637L, 638E, 664, 667L, 687, 711, 714E, 735
LH 88-90B. Phonological AwarenessNo additional indicators at this grade level
C. Decoding and Word Recognition
1Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.
4 37, 49C, 50I, 50J, 55, 56, 59, 60, 64, 65, 68, 69, 76-77, 77C, 83, 101A, 102I, 111, 122-123, 123A, 135, 147A, 150J, 155, 161, 173C, 173D, 174L, 205A, 206L, 213, 229C, 239, 251A, 252L, 263, 271A, 271I, 281, 325A, 349A, 350L, 371A, 397A, 400L, 413, 421C, 421K, 422L, 429, 437A, 443, 453C, 463, 471A, 471I, 481, 499A, 499I, 502L, 513, 521C, 521K, 529, 535, 543C, 544L, 557, 567A, 568L, 589C, 595, 609A, 612L, 621, 637C, 653, 667C, 679, 689A, 705, 713A, 713I, 737A
T 42Know and use common word families to decode unfamiliar words.
4 49K, 50I, 56, 64, 76-77, 77K, 122-123, 147I, 173D, 174L, 206L, 252L, 271I, 349A, 350L, 400L, 421K, 422L, 437A, 471I, 499A, 502L, 521K, 544L, 568L, 612L, 737A
T 4
93
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Recognize compound words, contractions, and common abbreviations.
4 123A, 205A, 371A, 371E-F, 371G-H, 521K, 637G-H, 637I-J, 668L
T 75, 175LH 132-133, 134, 137, 168-169, 170, 173, 250-251,
270-271D. Fluency
1Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.
4 41, 69, 93, 113, 123J, 137, 167, 193, 215, 241, 285, 317, 343, 387, 415, 429, 447, 454E, 465, 515, 535, 557, 581, 599, 631, 659, 679, 705
2Read at different speeds using scanning, skimming, or careful reading as appropriate.
4 206J, 211, 215, 335, 400J, 405, 409, 411, 499R, 511, 516, 544J, 549, 551, 555
E. Reading Strategies (before, during, and after reading)
1Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.
4 20-21, 20L, 37, 49C, 50-51, 50J, 50L, 55, 59, 65, 69, 77C, 78-79, 78L, 83, 101A, 102-103, 102L, 111, 123A, 124-125, 124J, 124L, 129, 133, 135, 137, 147A, 150-151, 150J, 150L, 155, 159, 161, 163, 173C, 174-175, 174L, 185, 205A, 206-207, 206L, 213, 229C, 230-231, 230L, 235, 239, 251A, 252-253, 252L, 263, 271A, 274-275, 274J, 274L, 279, 281, 283, 285, 300-301, 300L, 325A, 326-327, 326L, 349A, 350-351, 350J, 350L, 357, 359, 371A, 372-373, 372L, 377, 397A, 400-401, 400L, 413, 421C, 422-423, 422J, 422K, 422L, 427, 429, 437A, 438-439, 438J, 438L, 443, 445, 453C, 454-455, 454L, 463, 471A, 472-473, 472L, 481, 485, 499A, 502-503, 502L, 513, 521C, 522-523, 522L, 529, 535, 543C, 544-545, 544L, 557, 567A, 568-569, 568L, 589C, 590-591, 590L, 595, 609A, 612-613, 612L, 617, 621, 625, 638-639, 638L, 653, 667C, 668-669, 668L, 679, 689A, 690-691, 690J, 690L, 695, 699, 703, 705, 713A, 714-715, 714L
2Identify specific words or passages causing comprehension difficulties and seek clarification.
4 124J, 129, 133, 137, 159, 163, 185, 235, 274J, 279, 283, 285, 350J, 357, 359, 377, 422J, 422K, 427, 438J, 445, 485, 617, 625, 690J, 695, 699, 703
3Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).
4 43, 71, 95, 115, 139, 169, 195, 217, 243, 265, 287, 319, 345, 367, 389, 417, 431, 449, 467, 493, 517, 537, 559, 583, 601, 633, 661, 681, 707, 729
F. Vocabulary and Concept Development
1Infer word meanings from learned roots, prefixes, and suffixes.
4 50I, 56, 60, 64, 68, 76-77, 102I, 122-123, 173D, 174L, 206L, 252L, 271I, 350L, 400L, 421K, 422L, 437A, 471I, 499A, 499I, 502L, 521K, 544L, 568L, 612L, 637C, 713I, 737A
T 42Infer specific word meanings in the context of reading passages.
4 20J, 20L, 27, 33, 35, 50L, 57, 63, 67, 89, 147T, 180, 189, 230L, 274L, 300J, 305, 309, 311, 326L, 349I, 363, 371I, 372L, 438L, 454L, 487, 573, 577, 590J, 592L, 597, 599, 609R, 609T, 638L, 649, 652, 690L, 712-713, 714L
T 176
94
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Identify and correctly use antonyms, synonyms, homophones, and homographs.
4 49K, 77A-B, 77K, 101I, 123B, 123I, 147B, 173K, 229K, 251I, 299K, 453K, 543K, 589A-B, 589K, 637K, 638I, 646, 666-667, 667I-J, 689I, 690I, 696, 700, 712-713
LH 252-2534Use a grade-appropriate dictionary (independently) to define unknown words.
4 78L, 150L, 173K, 521A-B, 522L, 609B, 689I, 750T 139
G. Comprehension Skills and Response to Text
1Discuss underlying themes across cultures in various texts.
4 18, 18J, 46, 74, 78G, 80-95, 98, 147O, 148, 176-195, 202, 226, 248, 268, 271O, 272, 296, 314, 322, 346, 352-366, 368, 392-393, 394, 397O, 398, 434, 440-448, 474-492, 499O, 499T, 540, 592-601, 604-605, 606, 609O, 610, 634, 686, 734, 737O
2Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).
4 24, 36, 54, 77O, 101N, 118-119, 123M, 123N, 142-143, 147N, 150I, 154, 156, 158, 166, 172-173, 173O, 198-201, 208-217, 212, 220-225, 224, 229M, 229O, 229P, 230I, 236, 238, 240, 250-251, 251K, 254-265, 256, 262, 271K, 271N, 271R, 271S-T, 290-295, 294, 352-366, 374-389, 376, 378, 386, 397B, 400I, 402-416, 404, 408, 410, 412, 420-421, 438I, 442, 444, 452-453, 460, 490, 504-516, 506, 508, 510, 512, 514, 524-537, 543D, 546-559, 572, 609Q-R, 609T, 612I, 614-632, 616, 618, 620, 622, 628, 630, 636-637, 668I, 672, 674, 678, 688-689, 692-706, 694, 726, 730-733, 737S-T
T 36, 104, 1743Cite evidence from text to support conclusions.
4 26, 30, 114, 128, 130, 156, 164, 178, 182, 190, 194, 210, 214, 224, 234, 236, 238, 242, 256, 262, 271T, 274I, 278, 280, 282, 284, 298-299, 304, 326I, 332, 334, 344, 348-349, 360, 364, 376, 382, 384, 388, 397R, 397T, 408, 414, 450, 471B, 478, 480, 496, 499T, 506, 528, 536, 550, 572, 574, 580, 586, 594, 600, 609T, 620, 622, 624, 628, 644, 650, 654, 680, 694, 700, 720, 722, 732, 737R
T 704Understand author's opinions and how they address culture, ethnicity, gender, and historical periods.
4 52-70, 74, 80-95, 104-115, 120, 126-139, 147K, 147L, 147M, 147S-T, 202, 232-243, 260, 276-287, 299M, 302-318, 352-366, 397Q-R, 414, 524-537, 588-589, 592-601, 598, 609T, 618, 626, 637M, 640-661, 648, 667N, 667O, 667P, 704, 714I, 720, 722, 736-737
T 1415Follow simple multiple-steps in written instructions.
4 201, 421A-B, 437B, 453D, 494-495, 521DT 105
6Recognize an author's point of view.
4 74, 120, 202, 260, 414, 588-589, 598, 609T, 618, 626, 648, 704, 714I, 720, 722, 736-737
T 1417Identify and summarize central ideas in informational texts.
4 104-115, 118-119, 142-143, 147L, 147M, 198-201, 208-217, 220-225, 254-265, 271S-T, 290-295, 352-366, 374-389, 402-416, 494-495, 504-516, 524-537, 543O, 546-559, 609Q-R, 614-632, 692-706, 730-733, 737S-T
95
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
8Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.
4 22, 52, 65, 72, 80, 104, 123C, 126, 152, 155, 170, 176, 198, 208, 246, 254, 276, 290, 296, 302, 322, 328, 352, 394, 402, 424, 426, 432, 440, 453A-B, 456, 474, 494, 499B, 499L, 499M, 502I, 504, 508, 512, 514, 520-521, 540, 544I, 546, 548, 550, 552, 556, 562, 564, 566-567, 570, 584, 586, 592, 604, 606, 609R, 614, 634, 637D, 640, 670, 684, 686, 716, 730, 733, 734
T 138LH 56, 57
9Recognize literary elements in stories, including setting, characters, plot, and mood.
4 20I, 28, 30, 32, 34, 46, 48-49, 54, 60, 62, 66, 68, 70, 72, 78I, 82, 84, 88, 92, 100-101, 106, 108, 132, 134, 147R, 154, 156, 158, 162, 170, 174I, 178, 180, 182, 186, 204-205, 236, 246, 271R, 278, 296, 304, 308, 312, 316, 330, 336, 340, 342, 354, 360, 362, 378, 397R, 406, 416, 422E, 428, 430, 432, 442, 444, 446, 448, 450, 458, 462, 468, 476, 480, 482, 484, 490, 499R, 499T, 532, 562, 580, 582, 598, 642, 650, 664, 676, 678, 684, 686, 706, 718, 724, 725, 726
T 210Identify some literary devices in stories.
4 86, 133, 136, 144, 284, 315, 604, 646, 664, 667E, 670-681, 725
11Identify the structures in poetry.
4 174G, 181, 246, 562, 564, 584, 643, 667E
12Identify the structures in drama.
4 150F, 152, 155, 170, 173L, 397R, 453L, 456, 471J, 543L
13Read regularly in materials appropriate for their independent reading level.
4 20F, 45, 49M, 49N, 49O, 49P, 50F, 73, 77M, 77N, 77O, 77P, 78F, 93, 101K, 101L, 101M, 101N, 102F, 119, 123K, 123L, 123M, 123N, 124F, 143, 147K, 147L, 147M, 147N, 147Q-R, 147S-T, 150F, 167, 173N, 173O, 173P, 174F, 201, 205K, 205L, 205M, 205N, 206F, 225, 229M, 229N, 229O, 229P, 230F, 247, 251K, 251L, 251M, 251N, 252F, 267, 271K, 271L, 271M, 271N, 271Q-R, 271S-T, 274F, 295, 299M, 299N, 299O, 299P, 300F, 321, 325K, 325L, 325M, 325N, 326F, 343, 349K, 349L, 349M, 349N, 350F, 365, 371K, 371L, 371M, 371N, 372F, 393, 397K, 397L, 397M, 397N, 397Q-R, 397S-T, 400F, 415, 421M, 421N, 421O, 421P, 422F, 433, 437K, 437L, 437M, 437N, 438F, 447, 453M, 453O, 453P, 454F, 465, 471L, 471M, 471N, 472F, 495, 499K, 499L, 499M, 499N, 499Q-R, 499S-T, 502F, 515, 521M, 521N, 521O, 521P, 522F, 539, 543M, 543N, 543O, 543P, 544F, 563, 567K, 567L, 567M, 567N, 568F, 585, 589M, 589N, 589O, 589P, 590F, 605, 609K, 609L, 609M, 609N, 609Q-R, 609S-T, 612F, 631, 637M, 637N, 637O, 637P, 638F, 663, 667N, 667O, 667P, 668F, 685, 689K, 689L, 689M, 689N, 690F, 709, 713L, 713M, 713N, 714F, 733, 737K, 737L, 737M, 737N, 737Q-R, 737S-T
H. Inquiry and Research
1Use library classification systems, print or electronic, to locate information.
4 469, 472F, 587, 690E
96
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Investigate a favorite author and produce evidence of research.
4 44, 45, 71, 96-97, 98, 140, 141, 169, 196, 197, 218-219, 229E-F, 244, 245, 267, 271C-D, 288-289, 319, 345, 367, 390-391, 417, 431, 449, 471K, 493, 517, 538-539, 561, 583, 602-603, 633, 662, 663, 682-683, 707, 708-709, 729
LH 62-633Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.
4 47, 99, 121, 145, 148J, 150E, 171, 206E, 227, 229A-B, 249, 252F, 269, 271J, 272J, 274E, 297, 300E, 326E, 347, 350E, 372E, 395, 398J, 400E, 421D, 435, 438E, 451, 469, 472E, 497, 500J, 521A-B, 521E-F, 522E, 541, 543E-F, 565, 567B, 567C-D, 567J, 568E, 587, 589E-F, 590E, 607, 609B, 609C-D, 609J, 610J, 612E, 635, 638E, 668E, 687, 690E, 690F, 711, 714E, 735, 746, 747, 753
T 139LH 39
STANDARD 3.2(WRITING) 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)
1Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.
4 49F, 77F, 123C, 173F, 205D, 229E, 251C, 251E, 299F, 325D, 349C, 371C, 421F, 437D, 453E, 521E-F, 637F, 667F, 713C, 744-745
2Develop an awareness of form, structure, and author's voice in various genres.
4 101C, 123C, 349C, 371C, 689C, 713CLH 56, 60-61, 66, 69, 70-71, 72-73, 75, 77
3Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.
4 49F, 101C, 123C, 229E, 251C, 251E, 299F, 349C, 371C, 453E, 471C, 521E-F, 543E-F, 689C, 713C, 737C, 744-745
LH 10-13
4Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.
4 49F, 77F, 101C, 101D, 123C, 123D, 173F, 205D, 229F, 251D, 251E, 299F, 325D, 349C, 349D, 371C, 371D, 421F, 437D, 453E, 453F, 471C, 471D, 567C-D, 637F, 667F, 689C, 689D, 713C, 713D, 737C, 737D, 740-741
LH 6-95Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.
4 49E-F, 49F, 77A, 77E-F, 77F, 101C, 101D, 123D, 173F, 205D, 229F, 251D, 299F, 325D, 349D, 371D, 397I, 421F, 437D, 453F, 471D, 567C-D, 589E-F, 637E-F, 637F, 667F, 689D, 713D, 737C-D, 737D, 756-757
LH 10-13, 14-17, 18-21, 22-256Review own writing with others to understand the reader's perspective and to consider ideas for revision.
4 49F, 77F, 101D, 173F, 205D, 229F, 251D, 299F, 325D, 349D, 371D, 421F, 437D, 453F, 471D, 543F, 637F, 667F, 713D, 759
LH 48-49
97
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
7Review and edit work for spelling, mechanics, clarity, and fluency.
4 49G-H, 101D, 123D, 229F, 229G-H, 251D, 325D, 349D, 371D, 453F, 471D, 499F, 589E-F, 689D, 713D, 737D
LH 34-35, 93-94, 95, 98, 114-115, 184-1858Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.
4 77B, 77J, 77K, 102L, 147B, 147I, 173J, 229J, 251H, 251I, 300F, 300L, 325H, 397H, 472L, 521A-B, 521J, 609B, 689I, 751
T 139LH 34
9Use computer writing applications during most of the writing process.
4 20E, 49E, 50F, 77E, 101C, 123C, 124E, 124F, 147C, 150F, 173E, 205C, 229E, 230F, 251C, 271C, 274E, 299E, 300F, 325C, 349C, 371C, 397C, 421E, 422F, 437C, 438E, 438F, 453E, 454E, 471C, 499C, 502E, 521E, 543E, 567C, 589E, 590E, 609C, 612F, 637E, 667E, 668E, 689C, 690F, 713C, 737C
10Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.
4 49F, 49G-H, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 229F, 251D, 299E-F, 299F, 325D, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 589E-F, 637F, 667F, 689D, 713D, 737D
LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185
11Reflect on one's writing, noting strengths and areas needing improvement.
4 47, 49F, 75, 77F, 99, 101D, 121, 145, 171, 173F, 203, 205D, 229F, 249, 251D, 269, 296, 297, 299F, 323, 325D, 347, 349D, 369, 371D, 395, 419, 421F, 435, 437D, 451, 453F, 469, 471D, 497, 519, 541, 543F, 565, 587, 607, 635, 637F, 665, 667F, 687, 711, 713D, 735, 759
LH 48-49B. Writing as a Product (resulting in a formal product or publication)
1Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience.
4 49E-F, 50F, 77E-F, 101C-D, 147C-D, 226, 418, 450, 586, 606, 637E-F, 713C-D
LH 58
2Write informational reports across the curriculum that frame an issue or topic, including facts and details, and draw from more than one source of information.
4 20F, 75, 99, 121, 171, 173E-F, 174F, 227, 249, 251C-D, 296, 300E, 323, 326E, 349C-D, 369, 371C-D, 372E, 395, 397C-D, 400E, 419, 453E-F, 469, 471C-D, 497, 499C-D, 500J, 519, 521E-F, 543E-F, 567C-D, 568E, 587, 589E-F, 590E, 607, 609C-D, 668E, 690F, 710, 711, 714E, 735
3Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.
4 49F, 77E-F, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 205F, 229F, 251D, 299E-F, 299F, 325D, 349C, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 567C-D, 589E-F, 637F, 667G-H, 689D, 713D, 713E, 737C-D, 737D, 737E-F, 756-757
LH 10-13, 14-17, 22-25, 26-29, 171-172, 1814Build knowledge of the characteristics and structures of a variety of genres.
4 101C, 123C, 205C, 251C, 325C, 349C, 371C, 689C, 713CLH 56, 60-61, 66, 68-69, 70-71, 72-73, 75, 77
5Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.
4 49F, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 229F, 251D, 299E-F, 421E-F, 589E-F, 637F, 689D, 713D, 737D
LH 6-9, 22-25, 30-33
98
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
6Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.
4 123D, 147I, 205F, 229G, 229H, 271F, 325C-D, 349C, 499F, 589E-F, 637E-F, 667E-F, 713C, 737C, 756-757
T 41, 43LH 18-21, 26-29, 114-115, 116, 120-121, 191, 220-
2217Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.
4 49G-HT 3LH 34-35, 93-94, 95, 98, 184-185
8Improve the clarity of writing by rearranging words, sentences, and paragraphs.
4 173E-F, 173F, 205C-D, 205D, 251D, 299E-F, 299F, 325D, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 589E-F, 637F, 689D
LH 10-139Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors' writing styles.
4 20E, 75, 120, 170, 205C-D, 248, 251C-D, 272J, 274E, 300F, 322, 325C-D, 326E, 346, 349C, 368, 372E, 395, 421E-F, 434, 437C-D, 438F, 471C-D, 496, 499C-D, 502E, 518, 544E, 612E, 664, 737R, 756-757
LH 26-29, 68-69, 78-79, 80, 8110Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.
4 46, 173E-F, 173F, 205C-D, 205D, 251C, 251D, 299F, 325D, 349D, 371D, 421F, 437D, 453F, 471D, 589E-F, 689D, 756-757
LH 10-13, 30-3311Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.
4 123D, 251C-D, 299E-F, 349C-D, 371C-D, 397C-D, 453E-F, 471C-D, 499C-D, 564, 567C-D, 568E, 689C-D, 737C-D
C. Mechanics, Spelling, and Handwriting
1Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.
4 49G-H, 49I, 101D, 123D, 147G, 173I, 205G, 229F, 229G-H, 229I, 251D, 251G, 271G, 299I, 325D, 325G, 349D, 371D, 371G, 453F, 453I, 471D, 471E-F, 499F, 499G, 521I, 543I, 567G, 589E-F, 609G, 637I, 667I, 689D, 689E-F, 713D, 713G, 737D, 737G
LH 34-35, 43-45, 93-94, 95, 98, 114-115, 147-148, 184-185
2Use increasingly complex sentence structure and syntax to express ideas.
4 205F, 229G-H, 229H, 251E-F, 251F, 271E-F, 271F, 325C-D, 349C, 589E-F, 667G-H, 713E, 737E-F, 756-757
T 41, 42, 43, 181LH 26-29, 114-115, 116, 117-118, 119, 120-121,
122, 125, 149, 171-172, 180-181, 182, 190-191
99
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Use grade appropriate knowledge of English grammar and usage to craft writing such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses.
4 299G-H, 325E-F, 397E-F, 421G-H, 437E-F, 437F, 453G-H, 471E-F, 499E-F, 521G-H, 543G-H, 567E-F, 589G-H, 609E-F, 637G-H, 667G-H, 689E-F, 689F, 713E
T 73, 76, 106, 108, 109, 110, 111, 140, 142, 143, 144, 145, 178, 179
LH 126-127, 128, 131, 135-136, 137, 138-139, 140, 141-142, 143, 144-145, 146, 147-148, 149, 150-151, 152, 153-154, 155, 156-157, 158, 159-160, 161, 162-163, 164, 165-166, 167, 168-169, 170, 171-172, 173, 174-175, 176, 179, 202-203, 208-209, 214-215, 216-217, 218-219, 220-221, 222-223, 224-225, 226-227, 228-229, 230-231, 232-233, 236-237, 238-239, 240-241, 242-243, 244-245, 246-247, 248-249, 254-255, 256-257, 258-259, 260-261
4Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.
4 77G-H, 101E-F, 205E-F, 229G-H, 251E-FT 5, 6, 41, 74LH 96-97, 98, 99-100, 101, 104, 111-112, 113, 114-
115, 117-118, 119, 122, 129-130, 131, 134, 186-187, 212-213, 262-263, 264-265, 266-267
5Use capital letters correctly in sentences, for proper nouns, and in titles.
4 49G-H, 299G, 371E-F, 371G-HT 3, 71, 75, 106LH 93-94, 95, 98, 104, 123-124, 125, 128, 132-133,
134, 137, 206-207, 268-269, 270-2716Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.
4 111, 118, 173E-F, 205C-D, 251C-D, 251D, 349C-D, 349D, 371C-D, 397C-D, 421E-F, 453E-F, 453F, 471C-D, 471D, 499C-D, 502I, 508, 544I, 548, 552, 558, 566-567, 568E, 589E-F, 689D
T 138LH 34-35, 67, 72-73
7Indent in own writing to show the beginning of a paragraph.
4 173E-F, 251D, 299E-F, 349D, 421E-F, 453F, 471D, 589E-F, 637F, 689D
LH 30-33, 34-358Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.
4 49I-J, 77I-J, 101G-H, 123G-H, 147G-H, 173I-J, 173K, 205G-H, 229I-J, 251G-H, 271G-H, 299I-J, 299K, 325G-H, 349G-H, 371G-H, 397G-H, 421I-J, 437G-H, 453I-J, 471G-H, 499G-H, 521I-J, 543I-J, 567G-H, 589I-J, 609G-H, 637G-H, 637I-J, 637K, 638I, 666-667, 667I-J, 689G-H, 690I, 712-713, 713G-H, 737G-H
T 175LH 168-169, 170, 173, 250-251, 252-253
9Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.
4 397G-H, 437G-H, 437H, 453I-J, 471G-H, 499G-H, 589I-J, 589J, 689G-H, 713G-H
10Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.
4 77B, 77J, 77K, 78L, 102L, 147B, 147I, 150L, 173J, 173K, 229J, 251H, 251I, 300F, 300L, 325H, 397H, 472L, 521A-B, 521J, 522L, 609B, 689I, 750, 751
T 139LH 34
11Write legibly in manuscript or cursive to meet district standards.
4 49I, 77I, 123G, 147G, 173I, 205G, 229I, 251G, 271G, 299I, 325G, 349G, 371G, 397G, 421I, 453I, 499G, 521I, 543I, 567G, 589I, 609G, 637I, 667I, 689G, 713G, 737G
LH 40, 41, 42, 43-45
100
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community).
4 49F, 77F, 101C, 123C, 173F, 205D, 251E, 325D, 349C, 371C, 421F, 437D, 453E, 471C, 637F, 689C, 713C, 737C, 740-741
LH 6-9
2Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.
4 101C, 123C, 205C, 251C, 325C, 349C, 371C, 689C, 713CLH 56, 60-61, 66, 68-69, 70-71, 72-73, 75, 77
3Develop independence by setting self-selected purposes and generating topics for writing.
4 49F, 77F, 101C, 123C, 173F, 205D, 229E, 251C, 251E, 299F, 325D, 349C, 371C, 421E-F, 421F, 437D, 453E, 471C, 521E-F, 637F, 667F, 689C, 713C, 737C, 740-741, 744-745
LH 6-94Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, or poetry).
4 20E, 43, 71, 95, 115, 123C-D, 124F, 139, 169, 195, 217, 229E-F, 230E, 243, 265, 271C-D, 274E, 287, 300F, 319, 323, 326E, 345, 367, 368, 389, 395, 396-397, 417, 431, 438F, 449, 467, 493, 496, 500J, 517, 521E-F, 537, 543E-F, 544E, 559, 567C-D, 568F, 583, 589E-F, 590E, 601, 609C-D, 612E, 633, 661, 664, 667E-F, 681, 707, 729, 735, 737C-D
T 395Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.
4 20F, 75, 99, 121, 148J, 171, 227, 249, 269, 300E, 323, 326E, 369, 372E, 395, 400E, 419, 469, 497, 519, 521E-F, 587, 590E, 607, 668E, 711, 714E, 735, 754
6Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.
4 20E, 42, 46, 70, 74, 94, 98, 114, 120, 138, 144, 168, 170, 194, 202, 216, 226, 242, 248, 264, 268, 271T, 286, 296, 318, 322, 344, 346, 366, 368, 388, 394, 416, 418, 430, 434, 448, 450, 453E-F, 466, 468, 492, 496, 499R, 516, 518, 536, 540, 558, 564, 582, 586, 600, 606, 609R, 609T, 632, 660, 664, 680, 686, 706, 710, 728, 734, 737R, 737T
7Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.
4 101C-D, 123C-D, 123D, 147C-D, 230E, 418, 422E, 468, 606, 686, 737C-D
8Write informational reports that frame a topic, include facts and details, and draw information from several sources.
4 500J, 521E-F, 543E-F, 567C-D, 589E-F, 609C-D, 735
9Write formal and informal letters for a variety of audiences and purposes.
4 20E, 274E, 300F, 434, 437C-D, 438F, 502E
10Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.
4 46, 173E-F, 299E-F, 421E-F, 471C-D, 499C-D, 756-757LH 10-13
11Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.
4 147C-D, 271C-D, 325, 397, 499C-D, 637LH 52-54
101
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
12Use relevant graphics in writing (e.g., maps, charts, illustrations).
4 78E, 102E, 174E, 227, 272J, 299A-B, 323, 395, 541, 544E, 565, 568E, 587, 612E, 638E, 711
LH 88-9013Demonstrate the development of a personal style and voice in writing.
4 49E-F, 77E-F, 101C, 101D, 123D, 147I, 325D, 349D, 371D, 499F, 637E-F, 637F, 667E-F, 667F, 713C, 713D, 737C, 737D, 756-757
LH 14-17, 18-21, 220-22114Review scoring criteria of a writing rubric.
4 49F, 49G-H, 77F, 101D, 123D, 173E-F, 173F, 205C-D, 205D, 229F, 251D, 299E-F, 299F, 325D, 349D, 371D, 421E-F, 421F, 437D, 453F, 471D, 589E-F, 637F, 667F, 689D, 713D, 737D
LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185
15Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
4 47, 75, 99, 121, 145, 171, 203, 249, 269, 296, 297, 323, 347, 369, 395, 419, 435, 451, 469, 497, 519, 541, 565, 587, 607, 635, 665, 687, 711, 735
STANDARD 3.3(SPEAKING) 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)
1Use details, examples, and reasons to support central ideas or clarify a point of view.
4 18, 20H, 20K, 50H, 50K, 78H, 78K, 102H, 102K, 124H, 124K, 147O, 148, 150H, 150K, 174H, 174K, 206H, 206K, 230H, 230K, 252H, 252K, 271O, 272, 274H, 274K, 300H, 300K, 326H, 326K, 350H, 350K, 372H, 372K, 397O, 398, 400H, 400K, 422H, 422K, 438G-H, 438K, 454H, 454K, 472H, 472K, 499O, 502H, 502K, 522H, 522K, 544H, 544K, 568H, 568K, 590H, 590K, 609O, 610, 612H, 612K, 638H, 638K, 668H, 668K, 690H, 690K, 714H, 714K, 737O
2Stay focused on a topic and ask relevant questions.
4 18, 20H, 20K, 50H, 50K, 78H, 78K, 102H, 102K, 124H, 124K, 147O, 148, 150H, 150K, 174H, 174K, 206H, 206K, 230H, 230K, 252H, 252K, 271O, 272, 274H, 274K, 300H, 300K, 326H, 326K, 350H, 350K, 372H, 372K, 397O, 398, 400H, 400K, 422H, 422K, 438G-H, 438K, 454H, 454K, 472H, 472K, 499O, 502H, 502K, 522H, 522K, 544H, 544K, 568H, 568K, 590H, 590K, 609O, 610, 612H, 612K, 638H, 638K, 668H, 668K, 690H, 690K, 714H, 714K, 737O
3Take turns without dominating.
4 18, 20H, 20K, 50H, 50K, 78H, 78K, 102H, 102K, 124H, 124K, 147O, 148, 150H, 150K, 174H, 174K, 206H, 206K, 230H, 230K, 252H, 252K, 271O, 272, 274H, 274K, 300H, 300K, 326H, 326K, 350H, 350K, 372H, 372K, 397O, 398, 400H, 400K, 422H, 422K, 438G-H, 438K, 454H, 454K, 472H, 472K, 499O, 502H, 502K, 522H, 522K, 544H, 544K, 568H, 568K, 590H, 590K, 609O, 610, 612H, 612K, 638H, 638K, 668H, 668K, 690H, 690K, 714H, 714K, 737O
B. Questioning (Inquiry) and Contributing
102
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Develop questioning techniques (e.g., who, what, when, where, why, and how).
4 20F, 49L, 50F, 77L, 78F, 98, 101J, 102F, 124F, 148J, 150F, 174F, 206F, 206G-H, 226, 230F, 251J, 252F, 268, 274F, 296, 300F, 326F, 346, 349J, 350F, 372F, 394, 400F, 418, 421L, 422F, 434, 438F, 450, 454F, 472F, 496, 500J, 502F, 522F, 540, 544F, 568F, 590F, 606, 609C-D, 609J, 612F, 634, 638F, 664, 668F, 689J, 690F, 710, 714F, 734, 737J
2Use interview techniques to develop inquiry skills.
4 147T, 269, 499T, 521L
3Explore concepts by describing, narrating, or explaining how and why things happen.
4 49L, 99, 121, 147J, 150E, 229L, 252F, 269, 271J, 272J, 299L, 347, 398J, 469, 541, 567J, 609C-D, 609J, 610J, 612E, 635, 637L, 687
LH 394Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
4 49L, 77L, 101J, 173L, 205J, 206G-H, 229L, 251J, 271J, 299L, 325J, 326G-H, 349J, 350G-H, 371J, 372G-H, 397J, 400G-H, 421L, 422G-H, 437J, 453L, 472G-H, 499J, 567J, 568G-H, 589L, 609C-D, 609J, 612G-H, 637L, 689J, 690G-H, 713J, 737J
5Reflect and evaluate information learned as a result of the inquiry.
4 47, 99, 121, 145, 148J, 150E, 171, 206E, 227, 249, 252F, 269, 271J, 272J, 297, 300E, 326E, 347, 395, 398J, 400E, 435, 438E, 451, 469, 497, 500J, 541, 565, 567B, 567J, 568E, 587, 590E, 607, 609B, 609C-D, 609J, 610J, 612E, 635, 638E, 668E, 687, 690E, 711, 714E, 735
LH 396Solve a problem or understand a task through group cooperation.
4 18J, 49L, 50E, 78E, 94, 123J, 124E, 147J, 147R, 148J, 150F, 205J, 271J, 271R, 271T, 272J, 299L, 300E, 325J, 326E, 350E, 397J, 397R, 397T, 398J, 400E, 404, 406, 421L, 426, 437J, 454E, 471J, 472E, 499R, 499T, 500J, 522E, 544E, 567J, 609R, 609T, 610J, 612E, 637L, 638E, 668E, 689J, 713J, 737J, 737R, 737T
C. Word Choice
1Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
4 147T, 271R, 635
2Use figurative language purposefully in speaking situations.
4 77E-F, 229L, 325I, 637LLH 14-17
3Use appropriate vocabulary to support or clarify a message.
4 49L, 77L, 147J, 229L, 271J, 325J, 349J, 371J, 397J, 419, 421L, 437J, 499J, 540, 567J, 637L, 689J, 713J, 760
4Adapt language to persuade, explain, or seek information.
4 49L, 77L, 99, 121, 147J, 147T, 150E, 229L, 251J, 252F, 269, 271J, 272J, 325J, 347, 349J, 371J, 397J, 398J, 419, 421L, 437J, 469, 499J, 499T, 521L, 540, 541, 567J, 609C-D, 609J, 610J, 612E, 635, 637L, 687, 689J, 713J, 760
LH 39D. Oral Presentation
1Speak for a variety of audiences and purposes.
4 49L, 99, 121, 147J, 150E, 251J, 252F, 269, 271J, 347, 349J, 397J, 421L, 437J, 541, 567J, 609C-D, 609J, 689J
LH 39
103
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.
4 77L, 99, 121, 150E, 229L, 252F, 269, 271J, 325J, 347, 349J, 371J, 419, 421L, 437J, 540, 541, 567J, 609C-D, 609J, 637L, 689J, 713J, 760
LH 393Use notes or other memory aids to structure a presentation.
4 77L, 99, 121, 150E, 229L, 252F, 269, 271J, 325J, 347, 371J, 419, 421L, 437J, 540, 541, 567J, 609C-D, 609J, 637L, 689J, 713J, 760
LH 394Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.
4 49L, 77L, 93, 101J, 123J, 147J, 173L, 229L, 251J, 271J, 299L, 325J, 349J, 371J, 397J, 421L, 437J, 453L, 471J, 521L, 543L, 567J, 589L, 609C-D, 609J, 637L, 667L, 689J, 713J, 737J, 760
LH 395Participate in a dramatization or role-play across the curriculum.
4 93, 147R, 147T, 167, 173L, 241, 271R, 343, 397R, 397T, 447, 453L, 465, 471J, 543L, 635, 679, 727
6Read aloud with fluency.
4 41, 69, 93, 113, 123J, 137, 167, 193, 215, 241, 263, 285, 317, 343, 365, 387, 415, 429, 447, 454E, 465, 491, 515, 535, 557, 581, 599, 631, 659, 679, 705, 727, 737J
7Understand and use criteria for a rubric to improve an oral presentation.
4 49L, 77L, 93, 101J, 123J, 147J, 173L, 229L, 251J, 271J, 299L, 325J, 349J, 371J, 397J, 421L, 437J, 453L, 471J, 521L, 543L, 567J, 589L, 609C-D, 609J, 637L, 667L, 689J, 713J, 737J, 760
LH 39STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening
1Listen actively for a variety of purposes such as enjoyment and obtaining information.
4 20G-H, 49L, 50G-H, 77L, 78G-H, 101J, 102G-H, 123J, 124G-H, 147J, 147R, 150G-H, 173L, 174G-H, 205J, 206G-H, 229L, 230G-H, 251J, 252G-H, 271J, 271R, 271T, 274G-H, 299L, 300G-H, 325J, 326G-H, 349J, 350G-H, 371J, 372G-H, 397J, 397R, 397T, 400G-H, 421L, 422G-H, 437J, 438G-H, 453L, 454G-H, 471J, 472G-H, 499J, 499R, 499T, 502G-H, 521L, 522G-H, 543L, 544G-H, 567J, 568G-H, 589L, 590G-H, 609C-D, 609J, 612G-H, 637L, 638G-H, 667L, 668G-H, 689J, 690G-H, 713J, 714G-H, 737J, 737R, 737T
2Listen attentively and critically to a variety of speakers.
4 20G-H, 49L, 50G-H, 77L, 101J, 123J, 147J, 174G-H, 205J, 206G-H, 229L, 251J, 271J, 274G-H, 299L, 325J, 326G-H, 349J, 350G-H, 371J, 372G-H, 397J, 400G-H, 421L, 422G-H, 437J, 453L, 454G-H, 471J, 472G-H, 499J, 521L, 543L, 567J, 568G-H, 589L, 609C-D, 609J, 612G-H, 637L, 667L, 689J, 690G-H, 713J, 737J
104
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Interpret vocabulary gained through listening.
4 20-21, 20L, 50-51, 50L, 78-79, 78L, 102-103, 102L, 124-125, 124L, 150L, 174-175, 174L, 206-207, 206L, 230-231, 230L, 252-253, 252L, 274-275, 274L, 300-301, 300L, 326-327, 326L, 350-351, 350L, 372-373, 372L, 400-401, 400L, 422-423, 422L, 438-439, 438L, 454-455, 454L, 472-473, 472L, 502-503, 502L, 522-523, 522L, 544-545, 544L, 568-569, 568L, 590-591, 590L, 612-613, 612L, 638-639, 638L, 668-669, 668L, 690-691, 690L, 714-715, 714L
B. Listening Comprehension
1Demonstrate competence in active listening through comprehension of a story, interview, and oral report of an event or incident.
4 20G-H, 77L, 78G-H, 101J, 124G-H, 147J, 147R, 147T, 150G-H, 174G-H, 205J, 206G-H, 229L, 230G-H, 251J, 269, 271J, 271R, 271T, 299L, 300G-H, 325J, 326G-H, 349J, 371J, 372G-H, 397J, 397R, 397T, 400G-H, 421L, 422G-H, 437J, 438G-H, 454G-H, 472G-H, 499J, 499R, 499T, 502G-H, 521L, 544G-H, 567J, 568G-H, 589L, 590G-H, 609J, 612G-H, 637L, 638G-H, 668G-H, 689J, 690G-H, 713J, 737R, 737T
T 36, 39, 70, 72, 104, 1072Develop listening strategies (e.g., asking questions and taking notes) to understand what is heard.
4 49L, 77L, 101J, 205J, 206G-H, 251J, 269, 349J, 421L, 472G-H, 521L, 609C-D, 609J, 637L, 689J, 737J
3Demonstrate competence in active listening by interpreting and applying received information to new situations and solving problems.
4 94, 206G-H, 326G-H, 350G-H, 372G-H, 400G-H, 404, 406, 422G-H, 426, 472G-H, 568G-H, 612G-H, 690G-H
4Make inferences based on an oral report or presentation.
4 271J, 567J, 609J
5Describe how language reflects specific regions and/or cultures.
4 101I, 173K, 251I, 453K, 471I, 637C, 667K
6Follow three-and four-step oral directions.
4 251J, 325JT 105
STANDARD 3.5(VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.A. Constructing Meaning
1Interpret information found in pictorial graphs, map keys, and icons on a computer screen.
4 75, 206E, 227, 252E, 272J, 274E, 299A-B, 355, 371B, 522E, 541, 565, 610J, 687, 714E
2Respond to and evaluate the use of illustrations to support text.
4 35, 49L, 77L, 101J, 147J, 205J, 226, 251J, 268, 299L, 322, 325J, 346, 349J, 358, 368, 371B, 453L, 496, 521L, 543L, 567J, 589L, 594, 637L, 664, 667L, 710
3Use graphs, charts, and diagrams to report data.
4 75, 99, 150E, 203, 206E, 269, 272J, 299A-B, 323, 369, 395, 414, 419, 421L, 438E, 519, 541, 565, 587, 610J, 638E, 711, 735
LH 88-90
105
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
4Distinguish between factual and fictional visual representations.
4 20K, 124K, 147T, 150K, 174K, 206K, 271J, 300K, 326K, 350K, 400K, 438K, 502K, 612K, 638K
5Identify the central theme in a movie, film, or illustration.
4 20K, 35, 49L, 77L, 101J, 123J, 124K, 147J, 147T, 150K, 174K, 205J, 206K, 251J, 271J, 299L, 300K, 322, 325J, 326K, 346, 349J, 350K, 397J, 400K, 437J, 438K, 453L, 471J, 496, 499J, 502K, 543L, 589L, 609J, 612K, 638K, 664, 667L, 689J
6Identify the target audience for a particular program, story, or advertisement.
4 20K, 123J, 124K, 147T, 150K, 174K, 206K, 271J, 300K, 326K, 350K, 400K, 437J, 438K, 499J, 502K, 612K, 638K, 689J
7Demonstrate an awareness of different media forms and how they contribute to communication.
4 20K, 123J, 124K, 129, 142, 147T, 150K, 174K, 198, 206K, 226, 268, 271J, 300K, 326K, 350K, 358, 368, 371B, 400K, 437J, 438K, 495, 499J, 502K, 521L, 567J, 589L, 612K, 637L, 638K, 689J
B. Visual and Verbal Messages
1Understand that creators of both print media and electronic media have a purpose and target audience for their work.
4 49L, 77L, 101J, 123J, 129, 147J, 205J, 251J, 299L, 325J, 346, 349J, 397J, 437J, 453L, 471J, 499J, 543L, 567J, 589L, 609J, 610J, 637L, 667L, 689J
2Explore and interpret various messages found in advertisements and other texts.
4 123J, 437J, 689J
3Discuss the emotional impact of photos and how they aid understanding.
4 226, 268, 358, 368, 371B, 521L, 567J, 589L, 637L
4Compare and contrast media sources, such as film and book versions of a story.
4 147T, 326K
C. Living with Media
1Express preferences for media choices.
4 129, 147T, 326K, 453L, 499J, 610J
106
BY THE END OF FIFTH GRADE:CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATION
PAGE REFERENCES
STANDARD 3.1(READING) 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
1Use a text index and glossary appropriately.
5 45D, 295D, 623A-B, 715D, 740-751
2Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs).
5 86, 90J, 95, 99, 103, 107, 110, 147, 152, 258, 261, 263, 274J, 281, 283, 286, 308, 310, 316, 319C, 335, 347D, 348I, 352, 354, 358, 365D, 386, 394, 410, 418, 422J, 427, 433, 434, 436, 464I, 468, 480, 490I, 505, 533B, 534I, 538, 542, 544, 548, 551, 562-563, 563D, 570, 576, 628, 631, 634, 666, 683, 690, 702, 712, 715D
T 77, 78, 140B. Phonological AwarenessNo additional indicators at this grade level
C. Decoding and Word Recognition
1Use the pronunciation key of a dictionary to decode new words.
5 138L, 273J, 564L, 623A-BT 176
107
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
5 20I, 26, 28, 31, 38, 44-45, 45C, 45K, 59, 69C, 69D, 70I, 70L, 74, 80, 81, 82, 88-89, 89A, 90L, 101, 113I, 127, 135A, 135I, 147, 162L, 173, 193, 201C, 209, 223A, 231, 243C, 246I, 250, 262, 265, 272-273, 273C, 285, 296L, 307, 319A, 333, 347C, 348J, 353, 355, 365C, 368L, 377, 389A, 390L, 397, 402, 421C, 421K, 431, 439A, 447, 463A, 471, 487A, 503, 511C, 521, 533A, 545, 563A, 564J, 569, 571, 573, 581A, 582L, 589, 597A, 613, 623C, 623K, 637, 647A, 659, 676J, 683, 685, 697A, 697G-H, 705
T 2, 713Interpret new words correctly in context.
5 46L, 102, 118, 162J, 167, 171, 184L, 235, 274L, 319D, 319K, 320L, 368I, 372, 374, 378, 388-389, 401, 421D, 422I, 422L, 430, 438-439, 440L, 451, 464L, 490J, 490L, 497, 505, 512L, 519, 533I, 534L, 648L, 698J, 703, 707
T 1084Apply spelling and syllabication rules that aid in decoding and word recognition.
5 31, 45C, 59, 69C, 81, 89A, 90L, 101, 113I, 127, 135A, 147, 173, 193, 201C, 209, 223A, 231, 243C, 265, 273C, 285, 307, 319A, 333, 347C, 348J, 353, 355, 365C, 377, 389A, 390L, 397, 421C, 431, 439A, 447, 463A, 471, 487A, 503, 511C, 521, 533A, 545, 563A, 564J, 569, 571, 573, 581A, 589, 597A, 613, 623C, 637, 659, 676J, 683, 685, 697A, 705
D. Fluency
1Adjust reading speed appropriately for different purposes and audiences.
5 138J, 145, 149, 151, 253, 296J, 301, 305, 309, 324, 337, 390J, 395, 399, 409, 473, 487T, 495
2Apply knowledge of letter-sound associations, language structures, and context to recognize words.
5 31, 45C, 46L, 59, 69K, 81, 90L, 101, 102, 113I, 118, 127, 147, 162J, 167, 171, 173, 184L, 193, 201K, 209, 223A, 231, 235, 243C, 265, 273C, 274L, 285, 307, 319A, 319D, 320L, 333, 347C, 348J, 353, 355, 365C, 368I, 372, 374, 377, 378, 388-389, 389A, 389I, 390L, 397, 401, 421C, 421D, 422I, 422L, 430, 431, 438-439, 439A, 440L, 447, 451, 463A, 463I, 464L, 471, 487A, 490J, 490L, 497, 503, 505, 511C, 512L, 519, 521, 533I, 534L, 545, 563A, 564J, 569, 571, 573, 589, 613, 637, 648L, 659, 676J, 683, 685, 697A, 698J, 703, 705, 707
T 1083Read aloud in ways that reflect understanding of proper phrasing and intonation.
5 37, 61, 83, 103, 127, 151, 177, 195, 213, 235, 265, 285, 309, 335, 359, 379, 409, 433, 453, 479, 505, 525, 553, 571, 591, 615, 637, 665, 689, 709
108
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
4Read silently for the purpose of increasing speed, accuracy, and reading fluency.
5 45M, 45N, 45O, 45P, 69M, 69N, 69O, 69P, 89K, 89L, 89M, 89N, 113L, 113N, 135K, 135L, 135M, 135N, 135Q-R, 135S-T, 161L, 161M, 161N, 183M, 183N, 183O, 183P, 201M, 201N, 201O, 201P, 223K, 223L, 223M, 223N, 243M, 243N, 243O, 243P, 243S-T, 243U-V, 273M, 273N, 273O, 295M, 295N, 295O, 295P, 319M, 319N, 319O, 319P, 347M, 347N, 347O, 347P, 365M, 365N, 365O, 365P, 365S-T, 365U-V, 389K, 389L, 389M, 389N, 421M, 421N, 421O, 421P, 439M, 439N, 439O, 439P, 463L, 463M, 463N, 481, 487K, 487L, 487M, 487N, 487Q-R, 487S-T, 511M, 511N, 511O, 511P, 533K, 533L, 533M, 533N, 563M, 563N, 563O, 563P, 581M, 581N, 581O, 581P, 597K, 597L, 597M, 597N, 597Q-R, 597S-T, 623M, 623N, 623O, 623P, 647M, 647N, 647O, 647P, 675K, 675M, 675N, 697K, 697L, 697M, 697N, 715M, 715N, 715O, 715P, 715S-T, 715U-V
5Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.
5 70J, 70K, 72, 73, 77, 79, 83, 84, 97, 114J, 119, 121, 184J, 189, 191, 202J, 207, 211, 213, 289, 303, 320J, 327, 329, 331, 341, 368J, 373, 379, 380, 415, 429, 440J, 445, 449, 475, 479, 499, 501, 512J, 517, 523, 525, 541, 547, 611, 633, 648J, 653, 655, 657, 661, 687, 689
E. Reading Strategies (before, during, and after reading)
1Activate prior knowledge and anticipate what will be read or heard.
5 20K, 22, 46K, 48, 70K, 72, 90K, 92, 114K, 116, 135Q, 135R, 135S, 138K, 140, 162K, 164, 184K, 186, 202K, 204, 212, 224K, 226, 243S, 243U, 246K, 248, 274K, 276, 296K, 298, 320K, 322, 348K, 350, 354, 365S, 365U, 365V, 368K, 370, 390K, 392, 422K, 424, 440K, 442, 464K, 466, 487Q, 487S, 490K, 492, 512K, 514, 534K, 536, 564K, 566, 582K, 584, 597Q, 597S, 600K, 602, 624K, 626, 648K, 650, 652, 676K, 678, 698K, 700, 715S, 715U
2Vary reading strategies according to their purpose for reading and the nature of the text.
5 23, 46J, 49, 51, 53, 55, 70J, 70K, 72, 73, 74, 77, 79, 83, 84, 86, 90J, 93, 95, 97, 99, 103, 107, 110, 114J, 117, 119, 121, 125, 135Q, 135S, 135T, 138J, 141, 145, 147, 148, 149, 151, 152, 165, 166, 168, 169, 170, 176, 184J, 187, 189, 191, 202J, 205, 206, 207, 211, 213, 224J, 227, 229, 233, 243S, 243T, 243U, 243V, 246J, 249, 251, 253, 255, 258, 259, 261, 263, 274J, 277, 279, 281, 282, 283, 286, 289, 296J, 299, 301, 303, 305, 308, 309, 310, 316, 319C, 320J, 323, 325, 327, 329, 331, 335, 337, 341, 347D, 348I, 351, 352, 354, 357, 358, 365D, 365S, 365U, 368J, 371, 373, 374, 375, 379, 380, 386, 390J, 393, 394, 395, 399, 403, 405, 409, 410, 415, 422J, 425, 427, 428, 429, 433, 434, 436, 440J, 443, 445, 449, 453, 464I, 464J, 467, 468, 469, 470, 473, 475, 477, 479, 480, 487Q, 487S, 487T, 490I, 494, 495, 499, 501, 504, 512J, 515, 517, 523, 525, 533B, 534I, 537, 538, 541, 542, 544, 547, 548, 551, 553, 562-563, 563D, 567, 570, 576, 582J, 585, 587, 591, 597Q, 597S, 597T, 600J, 603, 605, 607, 609, 611, 615, 627, 628, 631, 633, 634, 641, 648J, 651, 653, 655, 657, 658, 661, 663, 666, 679, 681, 683, 687, 689, 690, 701, 702, 712, 715S, 715U
T 77, 78, 140
109
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Reread to make sense of difficult paragraphs or sections of text.
5 114J, 119, 121, 184J, 191, 202J, 207, 211, 213, 303, 320J, 327, 329, 331, 341, 415, 440J, 445, 449, 479, 501, 541, 648J, 655, 657, 661, 687
4Make revisions to text predictions during and after reading.
5 20J, 30, 35, 40, 41, 62, 78, 84, 100, 104, 128, 152, 178, 196, 214, 232, 236, 264, 266, 282, 286, 338, 358, 360, 380, 410, 434, 454, 474, 480, 487R, 504, 506, 520, 526, 534J, 539, 543, 554, 572, 574, 592, 612, 616, 629, 635, 638, 664, 666, 688, 690, 706, 710, 715V
5Apply graphic organizers to illustrate key concepts and relationships in a text.
5 41, 63, 85, 105, 129, 153, 179, 197, 215, 237, 267, 287, 311, 339, 361, 381, 411, 435, 455, 464J, 481, 507, 527, 555, 575, 593, 617, 639, 667, 690, 691, 711, 715A-B
F. Vocabulary and Concept Development
1Infer word meaning from learned roots, prefixes, and suffixes.
5 20I, 26, 28, 38, 44-45, 45K, 69D, 70I, 70L, 74, 80, 82, 88-89, 135I, 162L, 246I, 250, 254, 262, 272-273, 296L, 347C, 365C, 368L, 389A, 402, 421K, 439A, 582L, 623K, 647A, 675A
T 2, 712Infer specific word meaning in the context of reading passages.
5 46L, 102, 118, 162J, 167, 171, 184L, 235, 274L, 319D, 319K, 320L, 368I, 372, 374, 378, 388-389, 401, 421D, 422I, 422L, 430, 438-439, 440L, 451, 464L, 490J, 490L, 497, 505, 512L, 519, 533I, 534L, 648L, 698J, 703, 707
T 1083Identify and correctly use antonyms, synonyms, homophones, and homographs.
5 45K, 69K, 135I, 183K, 201K, 223I, 243K, 273K, 295K, 319K, 347K, 389I, 422I, 428, 430, 432, 438-439, 439K, 463I, 533I, 563K, 581K, 597I, 600I, 622-623, 647K, 648I, 674, 715K
T 108LH 240-241, 242-243
4Use a grade-level appropriate dictionary independently to define unknown words.
5 138L, 202L, 319K, 348L, 422E, 564L, 581K, 623A-B, 647K, 698L
T 1765Use a thesaurus to identify alternative word choices and meanings.
5 202L, 273K, 564F, 623A-B, 697B
G. Comprehension Skills and Response to Text
1Identify author's purpose, views, and beliefs.
5 82, 100, 135R, 150, 152, 154, 208, 220, 243T, 243V, 300, 365T, 365V, 410, 430, 434, 452, 460, 476, 484, 487R, 487T, 512I, 516, 518, 522, 526, 532-533, 548, 554, 560, 563B, 564I, 568, 570, 572, 576, 580-581, 588, 597R, 597T, 604, 610, 630, 638, 644, 652, 656, 658, 660, 666, 688, 692, 715T, 715V
T 1442Identify genre by their distinctive elements (e.g., tall tale-exaggeration.)
5 22, 42, 48, 66, 72, 106, 116, 140, 164, 171, 180, 186, 226, 243V, 248, 276, 298, 350, 355, 382, 392, 424, 431, 442, 466, 492, 514, 536, 566, 578, 584, 587, 594, 602, 640, 650, 653, 678, 697C, 700
LH 58, 59
110
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Use cause and effect and sequence of events to gain meaning.
5 50, 56, 122, 124, 150, 190, 194, 230, 243T, 254, 267, 278, 284, 308, 312, 319C, 332, 352, 354, 365D, 402, 430, 432, 446, 450, 470, 546, 550, 563D, 597R, 624I, 628, 630, 632, 634, 636, 646-647, 656, 660, 675B, 676I, 680, 682, 684, 686, 688, 691, 696-697, 704, 708
T 1774Anticipate and construct meaning from text by making conscious connections to self, an author, and others.
5 196, 232, 474, 524, 526, 542, 552
5Recognize persuasive and propaganda techniques used to influence readers.
5 365A-B, 647D
6Recognize historical and cultural biases and different points of view.
5 48-62, 100, 113M, 116-129, 135R, 135S-T, 140-153, 154, 226-236, 243T, 243U-V, 243V, 273O, 365U-V, 390G, 392-411, 424-434, 452, 466-480, 487Q-R, 487R, 487S-T, 487T, 512I, 514-526, 516, 522, 532-533, 533L, 533M, 548, 563B, 564I, 568, 572, 580-581, 588, 597T, 602-617, 604, 623M, 623N, 650-667, 656, 660, 675K, 688, 715S-T, 715V
T 1447Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.
5 18, 42, 62, 66, 86, 110, 114I, 132, 134-135, 135R, 135T, 136, 158, 180, 198, 220, 224I, 240, 242-243, 244, 270, 292, 316, 344, 362, 366, 384, 386, 418, 436, 460, 471, 484, 487R, 488, 508, 530, 560, 578, 594, 597T, 598, 620, 644, 672, 694, 712, 715T
8Distinguish between major and minor details.
5 50, 96, 120, 144, 146, 166, 174, 188, 216, 250, 260, 324, 330, 342, 352, 382, 398, 404, 414, 426, 444, 502, 520, 552, 558, 604, 612, 654, 662, 686, 688, 702, 704
9Make inferences using textual information and provide supporting evidence.
5 24, 28, 30, 34, 38, 54, 78, 98, 102, 104, 106, 122, 126, 128, 135T, 138I, 142, 144, 146, 150, 152, 153, 156, 160-161, 168, 172, 174, 183D, 184I, 188, 190, 192, 194, 197, 200-201, 218, 228, 243A-B, 252, 260, 264, 266, 280, 290, 326, 332, 358, 365T, 365V, 378, 389B, 394, 400, 402, 406, 408, 414, 430, 440I, 444, 468, 474, 478, 487R, 487T, 494, 520, 556, 557, 570, 582I, 586, 588, 590, 596-597, 597B, 597R, 606, 608, 610, 612, 614, 630, 662, 664, 682, 684, 690, 704, 706, 708, 712, 715T, 715V
T 3810Recognize common organizational patterns in text that support comprehension (e.g., headings, captions).
5 86, 90J, 95, 99, 103, 107, 110, 147, 152, 186, 248, 258, 261, 263, 274J, 276, 281, 283, 286, 298, 308, 310, 316, 319C, 335, 347D, 348I, 352, 354, 358, 365D, 386, 394, 410, 418, 422J, 427, 433, 434, 436, 464I, 468, 480, 490I, 533B, 534I, 538, 542, 544, 548, 551, 562-563, 563D, 570, 576, 628, 631, 634, 666, 678, 683, 690, 700, 702, 712, 715D
T 77, 78, 14011Identify and analyze text types, formats, and elements in nonfiction.
5 69A-B, 113M, 140-153, 154-157, 186-196, 216-219, 223C, 243S-T, 243U-V, 243V, 248-267, 270, 273D, 273O, 276-286, 288-291, 298-310, 312-315, 319C, 347D, 347E, 348I, 390G, 392-411, 424-434, 431, 439E, 442-454, 458-459, 464I, 466-480, 487S-T, 514-526, 533L, 533M, 556-559, 650-667, 653, 670-671, 675K, 678-691, 700-710, 715S-T
LH 61-62, 70-71, 72-73, 74-75, 83
111
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
12Recognize literary elements in stories, including setting, characters, plot, and mood.
5 32, 34, 36, 46I, 50, 52, 54, 58, 60, 66, 68-69, 76, 81, 89B, 94, 98, 114I, 118, 120, 128, 132, 134-135, 135R, 135T, 148, 156, 158, 168, 170, 192, 194, 198, 214, 224I, 228, 230, 232, 234, 236, 237, 242-243, 243T, 243V, 250, 258, 264, 270, 290, 354, 358, 361, 362, 365L, 365T, 365V, 372, 374, 376, 378, 379, 380, 381, 382, 426, 428, 446, 448, 452, 454, 455, 470, 472, 474, 482, 487T, 494, 496, 500, 502, 508, 511A-B, 516, 518, 520, 523, 524, 528, 538, 540, 544, 548, 552, 554, 555, 563C, 568, 574, 578, 581D, 586, 588, 592, 597R, 597T, 608, 617, 620, 623D, 634, 639, 644, 672, 715V
T 5, 14213Recognize figurative language in text (e.g., simile, metaphor, personification, alliteration).
5 57, 121, 183A-B, 208, 214, 223B, 233, 238, 243D, 246L, 254, 258, 283, 365V, 389I, 463B, 609, 643, 654, 676L
T 4214Identify and respond to the elements of sound and structure in poetry.
5 55, 64-65, 69A-B, 161K, 238-239, 273D, 340-343, 342, 440E, 482-483, 528-529, 623E, 643
15Identify the structures in drama.
5 69A-B, 273D, 395, 407, 463K, 626-639, 628, 629, 675C, 675L
LH 86-8716Read regularly in materials appropriate for their independent reading level.
5 20F, 46F, 70F, 90F, 114F, 135Q-R, 135S-T, 138F, 162F, 184F, 202F, 224F, 243S-T, 243U-V, 246F, 274F, 296F, 320F, 348F, 365S-T, 365U-V, 368F, 390F, 422F, 440F, 464F, 487Q-R, 487S-T, 490F, 512F, 534F, 564F, 582F, 597Q-R, 597S-T, 600F, 624F, 648F, 676F, 698F, 715S-T, 715U-V
17Interpret idiomatic expressions.
5 193
H. Inquiry and Research
1Use library classification systems, print or electronic, to locate information.
5 273A-B, 295D
2Develop and revise questions for investigations prior to, during, and after reading.
5 18J, 20F, 46F, 70F, 90F, 114F, 132, 136J, 138F, 162F, 184E, 184F, 198, 202F, 220, 224F, 244J, 246F, 274F, 296F, 316, 320F, 344, 348F, 366J, 368F, 390F, 418, 422F, 440F, 464F, 488J, 490F, 512F, 534F, 564F, 582F, 598J, 600F, 603F, 620, 624F, 648F, 676F, 698F
3Use multiple sources to locate information relevant to research questions.
5 18J, 20E, 20F, 43, 46E, 46F, 50F, 67, 70E, 70F, 86, 87, 90E, 90F, 114E, 114F, 133, 136J, 138E, 138F, 158, 159, 162E, 162F, 180, 181, 184E, 184F, 199, 202F, 221, 224F, 241, 244J, 246E, 246F, 270, 271, 273A-B, 274F, 292, 293, 295D, 296E, 296F, 317, 320F, 345, 348E, 348F, 362, 363, 366J, 368E, 368F, 387, 390E, 390F, 418, 419, 422E, 422F, 436, 437, 440F, 442F, 458-459, 460, 461, 464E, 464F, 484, 485, 488J, 490E, 490F, 508, 509, 511E-F, 512F, 530, 531, 534E, 534F, 561, 564F, 579, 582E, 582F, 594, 595, 598J, 600E, 600F, 620, 621, 623A-B, 624E, 624F, 644, 645, 647K, 648E, 648F, 672, 673, 676E, 676F, 694, 695, 698E, 698F, 712, 713, 722-723, 724, 725, 726, 728
T 176
112
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
4Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.
5 18J, 20E, 43, 46E, 67, 70E, 86, 87, 90E, 114E, 133, 135Q-R, 135S-T, 136J, 138E, 158, 162E, 180, 181, 184E, 199, 241, 243S-T, 243U-V, 244J, 246E, 270, 271, 273E-F, 273L, 292, 293, 296E, 317, 345, 348E, 362, 363, 365S-T, 365U-V, 366J, 368E, 387, 390E, 390F, 418, 419, 422E, 436, 437, 460, 461, 463J, 464E, 484, 485, 487Q-R, 487S-T, 488J, 490E, 508, 509, 511E-F, 530, 531, 534E, 561, 579, 582E, 594, 595, 597Q-R, 597S-T, 598J, 600E, 620, 621, 623A-B, 624E, 644, 645, 648E, 672, 673, 676E, 694, 695, 698E, 712, 713, 715S-T, 715U-V
LH 64-655Draw conclusions from information gathered from multiple sources.
5 18J, 20E, 43, 46E, 67, 70E, 87, 90E, 114E, 133, 136J, 138E, 161J, 162E, 162F, 181, 184E, 199, 201L, 221, 241, 243L, 244J, 246E, 271, 293, 296E, 317, 345, 348E, 363, 366J, 368E, 387, 390E, 419, 422E, 437, 439L, 461, 464E, 485, 488J, 490E, 509, 511E-F, 531, 533J, 534E, 561, 563E-F, 579, 582E, 595, 597C-D, 598J, 600E, 621, 624E, 645, 648E, 673, 676E, 695, 698E, 713
LH 396Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.
5 87, 133, 138E, 159, 162E, 199, 218, 224E, 243L, 243T, 246E, 271, 274E, 274I, 280, 291, 293, 294-295, 295L, 296E, 300, 306, 314, 317, 319B, 319L, 320E, 320I, 346-347, 363, 365T, 368E, 419, 422E, 437, 461, 490E, 509, 598J, 667, 697J, 698E, 715A-B
T 75LH 89, 90
7Summarize and organize information by taking notes, outlining ideas, and/or making charts.
5 67, 274I, 294-295, 320I, 347A-B, 390E, 390F, 440F, 511E-F, 512F, 533C-D, 534E, 564E, 579, 648E, 648F, 715A-B, 730
LH 78, 79, 888Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.
5 18J, 46E, 70E, 90E, 113J, 114E, 136J, 161J, 162E, 162F, 183L, 184E, 201L, 221, 223J, 243L, 244J, 246E, 273L, 293, 296E, 345, 347L, 366J, 387, 389J, 390E, 421L, 422E, 439L, 464E, 485, 488J, 531, 533J, 582E, 597C-D, 597J, 598J, 621, 673, 676E, 698E, 713, 738-739
LH 39STANDARD 3.2(WRITING) 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)
1Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.
5 89C-D, 270, 344, 564E, 647E-F, 697C-D
2Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph.
5 46E, 114E, 223C-D, 224E, 243E-F, 293, 296E, 345, 348E, 387, 390E, 422E, 439E-F, 463C-D, 464E, 487C-D, 511E-F, 531, 563E-F, 581E-F, 582E, 597C-D, 621, 713
113
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.
5 69F, 113C, 161D, 183F, 202E, 223C, 295F, 319E, 347E, 389D, 439E, 511E-F, 623F, 722-723
4Develop an awareness of form, structure, and author's voice in various genres.
5 45E-F, 69E-F, 89C, 113C, 132, 204, 223C, 365H, 370, 511E, 581B, 647E, 734-735
LH 14-17, 56-57, 61-62, 68, 70-71, 805Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
5 89C, 113C, 223C, 319E, 347E, 439E, 463C, 511E-F, 533C-D, 647F, 675C, 697C, 715A-B, 715E
LH 796Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.
5 45F, 69F, 89C, 89D, 113C, 113D, 161D, 183F, 201E, 201F, 202E, 223C, 223D, 273F, 295F, 319E, 319F, 347E, 347F, 389D, 421F, 439E, 439F, 463C, 463D, 563E-F, 623F, 647F, 675C, 675D, 697C, 697D, 715E, 715F, 718-719
LH 6-97Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.
5 463I, 581E-F, 623E-F, 647E-F, 697C, 715E, 734-735LH 18-21
8Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.
5 45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F, 389D, 421F, 439F, 463D, 581E-F, 623F, 647F, 675D, 697D, 715F, 734-735
LH 6-9, 10-13, 18-21, 22-25, 30-33
9Review own writing with others to understand the reader's perspective and to consider and incorporate ideas for revision.
5 45F, 69F, 89D, 113D, 161D, 183F, 223D, 273F, 295F, 319F, 347F, 389D, 421F, 439F, 463D, 623F, 647F, 675D, 697D, 715F, 737
LH 48-4910Review and edit work for spelling, usage, clarity, organization, and fluency.
5 69F, 89D, 113D, 161E-F, 183F, 201F, 223D, 224E, 273F, 295F, 295H, 319F, 347F, 389D, 421E-F, 439F, 463D, 581E-F, 675D, 697D, 715F
LH 10-13, 26-29, 34-35, 93-94, 95, 98, 108-109, 110, 184-185
11Use a variety of reference materials to revise work.
5 113H, 138L, 202L, 223D, 243J, 273J, 273K, 319K, 347F, 348L, 422E, 439J, 564F, 564L, 581F, 581K, 623A-B, 647K, 675H, 697B, 698L
T 176LH 34, 47
12Use computer writing applications during the writing process.
5 89C, 113C, 135C, 161C, 183E, 201E, 223D, 243E, 273E, 319E, 347E, 347F, 365E, 421E, 487C, 533C, 563E, 581E, 581F, 595, 597C, 623E, 647E, 648E, 697C, 715E
LH 37, 4713Understand and apply the elements of a scoring rubric to improve and evaluate writing.
5 45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F, 389D, 421F, 439F, 463D, 581E-F, 623F, 647F, 675D, 697D, 715F, 734-735
LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185
14Reflect on own writing, noting strengths and setting goals for improvement.
5 43, 67, 87, 111, 133, 159, 181, 199, 221, 241, 271, 293, 317, 345, 363, 387, 419, 437, 461, 485, 509, 531, 533D, 561, 579, 595, 621, 645, 673, 695, 713
B. Writing as a Product (resulting in a formal product or publication)
114
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Expand knowledge of characteristics and structures of selected genres.
5 89C, 92, 110, 113C-D, 135C-D, 183E-F, 202E, 204, 220, 223C-D, 224E, 243E-F, 319E-F, 347E-F, 365E-F, 370, 439E-F, 463C-D, 487C-D, 511E, 512E, 530, 560, 582E, 594, 647E, 715E-F
LH 56-57, 61-62, 68, 70-71, 72-73, 74-75, 80, 832Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue-based).
5 223C-D, 224E, 243E-F, 347E-F, 365E-F, 439E-F, 463C-D, 487C-D
3Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).
5 70E, 223C-D, 224E, 243E-F, 273E-F, 347E-F, 348E, 365E-F, 389C-D, 439E-F, 463C-D, 487C-D, 511E-F, 561, 563E-F, 581E-F, 597C-D, 620, 712
LH 84-85
4Write various types of prose, such as short stories, biography, autobiography, or memoir, that contain narrative elements.
5 89C-D, 110, 113C-D, 135C-D, 202E, 220, 344, 419, 439D, 530, 564E, 582E, 624E, 647E-F
5Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.
5 46E, 114E, 161C-D, 293, 296E, 345, 348E, 362, 387, 390E, 422E, 437, 464E, 484, 485, 511E-F, 531, 563E-F, 578, 581E-F, 582E, 597C-D, 621, 694, 713, 734-735
LH 22-256Sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately.
5 45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F, 389D, 439F, 463D, 581E-F, 675D, 697D, 715F, 734-735
LH 6-9, 10-13, 22-25, 30-337Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
5 161F, 201G, 201H, 421E-F, 463C, 623E-F, 647E-F, 675D, 675F, 697C, 715H, 734-735
T 39LH 18-21, 26-29, 105-106, 108-109, 114-115, 116,
119, 181, 1868Prepare a works consulted page for reports or research papers.
5 563F, 731
9Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.
5 223C-D, 224E, 243E-F, 347E-F, 348E, 365E-F, 439E-F, 463C-D, 487C-D, 511E-F, 563E-F, 581E-F, 597C-D
10Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.
5 89C-D, 183F, 270, 273F, 421F, 439F, 563E-F, 697C-D
C. Mechanics, Spelling, and Handwriting
1Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.
5 69I, 89D, 113D, 135G, 161E-F, 201F, 201I, 223D, 223G, 224E, 243I, 273I, 295H, 319F, 347F, 365I, 389G, 421E-F, 439F, 463D, 463E, 463G, 487G, 533G, 563I, 581E-F, 597H, 623I, 675D, 675G, 697D, 697G, 715F
LH 26-29, 34-35, 93-94, 95, 98, 108-109, 110, 184-185
115
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Use increasingly complex sentence structure and syntax to express ideas.
5 161E-F, 161F, 183G-H, 201G-H, 201H, 421E-F, 463C, 511G-H, 675D, 715G-H, 715H, 734-735
T 39, 41, 43, 181LH 26-29, 105-106, 108-109, 110, 111-112, 113, 114-
115, 116, 119, 122, 125, 153-154, 180-181, 182, 196-197, 238-239
3Use knowledge of English grammar and usage to express ideas effectively.
5 243G-H, 295G-H, 319G-H, 319I-J, 347G-H, 347H, 365G-H, 389E-F, 421G-H, 463E-F, 487E-F, 511G-H, 533E-F, 563G-H, 581G-H, 597E-F, 623G-H, 647G-H, 675E-F, 697E-F
T 45, 76, 79, 80, 81, 109, 111, 114, 115, 141, 143, 145, 147, 175, 178, 180
LH 120-121, 122, 125, 126-127, 128, 129-130, 131, 132-133, 134, 135-136, 137, 138-139, 140, 141-142, 143, 146, 147-148, 149, 150-151, 152, 153-154, 155, 156-157, 158, 159-160, 161, 164, 165-166, 167, 168-169, 170, 171-172, 173, 174-175, 176, 177-178, 179, 182, 198-199, 200-201, 204-205, 206-207, 208, 209, 210-211, 212-213, 214-215, 216-217, 218-219, 220-221, 222, 223, 224-225, 226-227, 228-229, 230-231, 234-235, 236-237, 240-241, 242-243
4Use correct capitalization and punctuation, including commas and colons, throughout writing.
5 45G-H, 69G-H, 135E-F, 161E-F, 201G-H, 223D, 223E-F, 235, 273G-H, 319F, 439G-H, 697D, 715F
T 3, 6, 39, 43, 44, 74, 112LH 93-94, 95, 96-97, 98, 101, 104, 105-106, 107,
108-109, 111-112, 114-115, 117-118, 119, 123-124, 125, 128, 144-145, 185, 186-187, 198-199, 202-203, 244-245, 246-247, 248-249, 252-253
5Use quotation marks and related punctuation correctly in passages of dialogue.
5 235, 697DLH 248-249
6Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
5 44-45, 45I-J, 69D, 69I-J, 70I, 80, 82, 88-89, 89G-H, 113G-H, 135G-H, 161G-H, 183I-J, 201I-J, 202F, 223G-H, 243I-J, 246I, 254, 272-273, 273I-J, 295I-J, 319I-J, 347I-J, 365I-J, 389G-H, 421I-J, 439I-J, 463G-H, 487G-H, 511I-J, 533G-H, 563I-J, 581I-J, 597G-H, 623I-J, 647I-J, 675A, 675G-H, 697G-H, 715I-J
T 27Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.
5 69E-F, 161C-D, 183E, 223C-D, 224E, 243E-F, 295A-B, 295E-F, 319C, 389C-D, 427, 439E-F, 463C-D, 463D, 487C-D, 490I, 510-511, 533B, 562-563, 563D, 581E-F, 683, 690
T 77, 140LH 34-35, 69, 72-73
8Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
5 89D, 113D, 201F, 223D, 224E, 319F, 347F, 439F, 463D, 581E-F, 675D, 697D, 715F
LH 34-359Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
5 113H, 138L, 202L, 223D, 243J, 273J, 273K, 319K, 347F, 348L, 422E, 439J, 564F, 564L, 581F, 581K, 623A-B, 647K, 675H, 697B, 698L
T 176LH 34, 47
116
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
10Write legibly in manuscript or cursive to meet district standards.
5 45I, 69I, 89G, 135G, 161G, 183I, 201I, 223G, 243I, 273I, 295I, 319I, 347I, 365I, 389G, 421J, 439I, 463G, 487G, 511I, 533G, 563I, 581I, 597H, 623I, 647I, 675G, 697G, 715I
LH 40, 41, 42, 43-44D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
5 45F, 69F, 89C, 113C, 161D, 183F, 201E, 202E, 223C, 273F, 319E, 347E, 389D, 421F, 439E, 463C, 647F, 675C, 697C, 715E, 718-719
LH 6-9
2Gather, select, and organize information appropriate to a topic, task, and audience.
5 113C, 183F, 223C, 319E, 347E, 511E-F, 675C, 722-723LH 10-13
3Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/workplace writing.
5 42, 43, 45L, 69A-B, 70E, 89C-D, 92, 110, 113C-D, 135C-D, 181, 202E, 204, 220, 223C-D, 224E, 238, 243E-F, 273D, 273E-F, 319E-F, 340, 344, 347E-F, 365E-F, 370, 439E-F, 440E, 463C-D, 487C-D, 511E, 512E, 530, 564E, 582E, 594, 623E-F, 647E-F, 715E
LH 56-57, 61-62, 68, 71, 72-73, 74-75, 80, 83, 84-854Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.
5 463C-D
5Use transitions between and within paragraphs.
5 113D, 183E-F, 183F, 223C-D, 295E-F, 295F, 389C-D, 389D, 439E-F, 563F, 581E-F
LH 10-13, 30-336Organize paragraphs using topic sentences.
5 69E-F, 161C-D, 295E-F, 295F, 389C-D, 389DLH 30-33
7Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
5 89C-D, 344, 564E, 647E-F, 697C-D
8Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).
5 69E-F, 89C-D, 198, 647E-F, 697C-DLH 14-17, 63
9Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations, and including a works consulted page.
5 348E, 511E-F, 563E-F, 563F, 581E-F, 597C-D, 731
10Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.
5 347E-F, 365E-F
11Demonstrate the ability to write friendly/business letters in correct format and coherent style.
5 319E-F, 594, 715E-F
117
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
12Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.
5 113C-D, 183E-F, 223C-D, 295E-F, 319E-F, 389C-D, 439E-F, 487C-D, 620, 712, 734-735
LH 10-13, 22-25
13Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.
5 135, 161, 243E-F, 365E-F, 463C-D, 487C-DLH 52-54
14Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
5 67, 274E, 274I, 294-295, 320I, 368E, 534E, 564E, 579, 582E, 695, 697J, 715A-B
LH 8815Demonstrate the development of a personal style and voice in writing.
5 45E-F, 69E-F, 89C, 113C, 734-735LH 14-17
16Review scoring criteria of relevant rubrics.
5 45F, 69F, 89D, 113D, 161D, 183F, 201F, 223D, 273E-F, 273F, 295F, 319F, 347F, 389D, 421F, 439F, 463D, 581E-F, 623F, 647F, 675D, 697D, 715F, 734-735
LH 6-9, 10-13, 18-21, 22-25, 30-33, 34-35, 93-94, 95, 98, 184-185
17Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).
5 43, 67, 87, 111, 133, 159, 181, 199, 221, 241, 271, 293, 317, 345, 363, 387, 419, 437, 461, 485, 509, 531, 533D, 561, 579, 595, 621, 645, 673, 695, 713
STANDARD 3.3(SPEAKING) 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)
1Use details, examples, and reasons to support central ideas or clarify a point of view.
5 18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, 162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K, 296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K, 440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 563L, 564H, 564K, 582H, 582K, 598, 600H, 600K, 624H, 624K, 648E, 648H, 648K, 676H, 676K, 698H, 698K
2Stay focused on a topic and ask relevant questions.
5 18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, 162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K, 296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K, 440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 563L, 564H, 564K, 582H, 582K, 598, 600H, 600K, 624H, 624K, 648E, 648H, 648K, 676H, 676K, 698H, 698K
118
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
3Accept others' opinions and respond appropriately.
5 18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, 162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K, 296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K, 440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 563L, 564H, 564K, 582H, 582K, 598, 600H, 600K, 624H, 624K, 648E, 648H, 648K, 676H, 676K, 698H, 698K
4Respond orally to literature.
5 40, 62, 84, 105, 129, 135R, 135T, 153, 178, 196, 214, 236, 243T, 243V, 266, 286, 310, 338, 361, 365T, 365V, 380, 411, 434, 454, 480, 487R, 487T, 506, 526, 554, 574, 592, 597R, 597T, 617, 639, 667, 691, 710, 715T, 715V
5Participate in class discussions appropriately.
5 18, 20H, 20K, 46H, 46K, 70H, 70K, 90H, 90K, 114H, 114K, 136, 138H, 138K, 162H, 162K, 184H, 184K, 202H, 202K, 224H, 224K, 244, 246H, 246K, 274H, 274K, 296H, 296K, 320H, 320K, 348H, 348K, 366, 368H, 368K, 390H, 390K, 422H, 422K, 440H, 440K, 464H, 464K, 488, 490H, 490K, 512H, 512K, 534H, 534K, 564H, 564K, 582H, 582K, 598, 600H, 600K, 624H, 624K, 648H, 648K, 676H, 676K, 698H, 698K
B. Questioning (Inquiry) and Contributing
1Respond orally by adding questions and comments while integrating knowledge.
5 161J, 183L, 223J, 243L, 347L, 439L, 511L, 533J, 563L, 597C-D, 739
2Use interview techniques to develop inquiry skills.
5 292, 366J, 437, 439L, 488JLH 76
3Explore concepts by describing, narrating, or explaining how and why things happen.
5 18J, 69L, 70E, 89J, 90E, 113J, 135J, 136J, 161J, 162E, 162F, 184E, 201L, 221, 243L, 244J, 246E, 296E, 345, 366J, 390E, 439L, 485, 488J, 531, 533J, 582E, 597C-D, 597J, 598J, 647L, 673, 676E, 697J, 698E, 713
LH 394Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
5 40, 62, 66, 69L, 86, 104, 110, 113J, 135J, 135R, 135T, 152, 161J, 172, 178, 183L, 188, 196, 201L, 214, 223J, 236, 243L, 243T, 243V, 266, 273L, 286, 295L, 310, 319K, 338, 347L, 360, 365L, 365T, 365V, 380, 384, 389J, 410, 416, 421L, 434, 439L, 454, 463I, 478, 480, 487J, 487R, 487T, 506, 511L, 524, 526, 533J, 542, 554, 563L, 574, 581L, 592, 597C-D, 597J, 597R, 597T, 616, 623L, 638, 642, 660, 666, 675J, 697J, 710, 715L, 715T, 715V, 739
5Reflect and evaluate information learned as a result of the inquiry.
5 18J, 70E, 90E, 136J, 161J, 162E, 162F, 184E, 201L, 221, 243L, 244J, 246E, 296E, 345, 366J, 390E, 439L, 485, 488J, 531, 533J, 582E, 597C-D, 598J, 673, 676E, 698E, 713
LH 396Solve a problem or understand a task through group cooperation.
5 18J, 20E, 20F, 46E, 70E, 89J, 90E, 113J, 114E, 135R, 135T, 136J, 162E, 201L, 202E, 223J, 224E, 244J, 246E, 273L, 274E, 295L, 296E, 319K, 320E, 348E, 366J, 368E, 389J, 390E, 421L, 422E, 464E, 487J, 488J, 490E, 533J, 534E, 563L, 564E, 597C-D, 598J, 600E, 624E, 647L, 648E, 676E, 698E
C. Word Choice
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CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
1Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
5 135T, 363, 581L, 597T, 623L, 624E, 673, 675J
2Use varied word choice to clarify, illustrate, and elaborate.
5 45L, 69L, 135J, 161J, 243L, 295L, 319K, 365L, 389J, 487J, 511L, 563L, 697J
3Use figurative language purposefully in speaking situations.
5 69L, 223B, 463BLH 14-17
4Select and use suitable vocabulary to fit a range of audiences.
5 45L, 69L, 89J, 135J, 161J, 162F, 201L, 221, 223J, 243L, 246E, 295L, 296E, 319K, 345, 365L, 389J, 390E, 439L, 485, 487J, 488J, 511L, 531, 533J, 563L, 597C-D, 647L, 697J, 698E, 713
LH 39D. Oral Presentation
1Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.
5 69L, 161J, 162F, 201L, 221, 243L, 246E, 273L, 295L, 296E, 319K, 345, 365L, 389J, 390E, 439L, 485, 487J, 488J, 511L, 531, 533J, 597C-D, 698E, 713
LH 39
2Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.
5 69L, 161J, 162F, 201L, 221, 243L, 246E, 273L, 295L, 296E, 319K, 345, 365L, 389J, 390E, 439L, 485, 487J, 488J, 511L, 531, 533J, 597C-D, 698E, 713
LH 39
3Use clear, precise, organized language that reflects the conventions of spoken English.
5 69L, 161J, 162F, 201L, 221, 243H, 243L, 246E, 273H, 273L, 295H, 295L, 296E, 319H, 319K, 345, 347H, 365H, 365L, 389F, 389J, 390E, 439L, 463F, 485, 487J, 488J, 511L, 531, 533F, 533J, 563H, 581H, 597C-D, 597F, 623H, 647H, 675F, 697F, 698E, 713
T 76, 79, 80, 109, 114, 143, 145, 147, 175LH 39
4Use visuals such as charts or graphs when presenting for clarification.
5 113J, 161J, 183L, 221, 223J, 243L, 246E, 273L, 296E, 345, 347L, 389J, 421L, 488J, 597C-D, 597J
LH 395Use props effectively while speaking.
5 113J, 161J, 183L, 221, 223J, 243L, 246E, 273L, 296E, 345, 347L, 389J, 421L, 488J, 597C-D, 597J, 738-739
LH 396Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.
5 69L, 89J, 113J, 135J, 161J, 223J, 243L, 273L, 295L, 347L, 365L, 389J, 421L, 439L, 463J, 487J, 511L, 533J, 563L, 581L, 597C-D, 597J, 623L, 647L, 675J, 697J, 715L
LH 397Use verbal and non-verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
5 45L, 69L, 89J, 113J, 161J, 183L, 201L, 223J, 243L, 273L, 295L, 319K, 347L, 365L, 389J, 421L, 439L, 463J, 511L, 533J, 563L, 571, 581L, 597C-D, 597J, 623L, 647L, 675J, 697J, 715L
LH 398Read aloud with fluency.
5 37, 61, 83, 103, 127, 151, 177, 195, 213, 235, 265, 285, 309, 335, 359, 379, 409, 433, 453, 479, 505, 525, 553, 571, 591, 615, 637, 665, 689, 709
120
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
9Understand and use criteria from a rubric to improve an oral presentation.
5 201L, 347L, 365L, 533J, 697J, 715L
10Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
5 89J, 135J, 161J, 201L, 243L, 273L, 295L, 319L, 347L, 365L, 389J, 421L, 511L, 533J, 581L, 623L, 675J, 697J, 715L
LH 39STANDARD 3.4(LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.A. Active Listening
1Listen actively for a variety of purposes such as enjoyment and obtaining information.
5 20G-H, 45L, 46G-H, 69L, 70E, 70G-H, 89J, 90G-H, 113J, 114G-H, 135J, 135T, 138G-H, 161J, 162G-H, 183L, 184G-H, 201L, 202G-H, 223J, 224G-H, 243L, 243T, 243V, 246G-H, 273L, 274G-H, 292, 295L, 296G-H, 319K, 319L, 320G-H, 347L, 348G-H, 363, 365L, 365T, 365V, 366J, 368G-H, 389J, 390G-H, 421L, 422G-H, 437, 439L, 440E, 440G-H, 463I, 464G-H, 487J, 487R, 487T, 488J, 490G-H, 511L, 512G-H, 533J, 534G-H, 563L, 564G-H, 581L, 582G-H, 597C-D, 597J, 597R, 597T, 600G-H, 623L, 624E, 624G-H, 647L, 648G-H, 675J, 676G-H, 697J, 698G-H, 715L, 715T, 715V, 739
LH 762Listen attentively and critically to a variety of speakers.
5 20G-H, 45L, 69L, 89J, 90G-H, 113J, 114G-H, 135J, 138G-H, 161J, 162G-H, 183L, 184G-H, 201L, 202G-H, 223J, 224G-H, 243L, 273L, 292, 295L, 319K, 319L, 347L, 348G-H, 365L, 366J, 389J, 390G-H, 421L, 422G-H, 437, 439L, 440G-H, 463I, 464G-H, 487J, 488J, 490G-H, 511L, 533J, 534G-H, 563L, 564G-H, 581L, 597C-D, 597J, 600G-H, 623L, 624G-H, 647L, 648G-H, 675J, 676G-H, 697J, 698G-H, 715L, 739
T 144LH 39, 76
3Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker's message.
5 20G-H, 45L, 113J, 114G-H, 135J, 161J, 183L, 201L, 202G-H, 223J, 243L, 273L, 295L, 319L, 347L, 389J, 390G-H, 439L, 463I, 487J, 511L, 533J, 563L, 564G-H, 581L, 597C-D, 597J, 623L, 624G-H, 647L, 675J, 697J, 698G-H, 715L, 739
4Recognize and analyze persuasive techniques while listening.
5 295L, 319L, 347L, 365L, 511L, 624G-H, 647D
5Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic literature).
5 20A, 20G-H, 23, 46A, 49, 64, 69L, 70A, 73, 90G-H, 103, 114A, 117, 138G-H, 162A, 165, 224A, 224G-H, 227, 246G-H, 274G-H, 296G-H, 348A, 351, 368A, 371, 440G-H, 464G-H, 482-483, 490A, 493, 505, 528, 534A, 537, 564A, 567, 582A, 585, 600A, 603, 624A, 624G-H, 627, 648G-H
T 42
121
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
6Listen to determine a speaker's purpose, attitude, and perspective.
5 90G-H, 113J, 135J, 138G-H, 162G-H, 184G-H, 202G-H, 224G-H, 273L, 295L, 319L, 347L, 348G-H, 365L, 422G-H, 440G-H, 464G-H, 490G-H, 511L, 534G-H, 597J, 600G-H, 624G-H, 648G-H, 676G-H, 697J, 739
T 144LH 39
7Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions.
5 89J, 90G-H, 162G-H, 184G-H, 201L, 202G-H, 273L, 295L, 319L, 347L, 348G-H, 365L, 421L, 440G-H, 490G-H, 511L, 533J, 624G-H, 648G-H, 697J, 715L, 739
LH 39
B. Listening Comprehension
1Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g., summarizing, reacting, retelling).
5 20G-H, 45L, 46G-H, 69L, 70G-H, 89J, 90G-H, 113J, 114G-H, 135J, 135T, 138G-H, 161J, 162G-H, 183L, 184G-H, 201L, 202G-H, 223J, 243L, 243V, 246G-H, 273L, 274G-H, 292, 295L, 296G-H, 319K, 320G-H, 347L, 348G-H, 365L, 365T, 365V, 366J, 368G-H, 389J, 390G-H, 421L, 422G-H, 437, 439L, 440G-H, 463I, 464G-H, 487J, 487R, 488J, 490G-H, 511L, 512G-H, 533J, 534G-H, 564G-H, 582G-H, 597C-D, 597J, 597R, 597T, 600G-H, 624G-H, 647L, 648G-H, 676G-H, 697J, 698G-H, 715L, 715V
T 38, 40, 77, 78, 140, 177LH 39, 76
2Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.
5 114G-H, 184G-H, 202G-H, 243T, 274G-H, 296G-H, 348G-H, 368G-H, 390G-H, 487T, 534G-H, 564G-H, 582G-H, 648G-H, 676G-H, 698G-H, 715T
3Ask pertinent questions, take notes, and draw conclusions based on information presented.
5 20G-H, 70G-H, 114G-H, 138G-H, 161J, 183L, 223J, 243L, 246G-H, 347L, 390G-H, 422G-H, 439L, 440G-H, 511L, 512G-H, 533J, 563L, 564G-H, 582G-H, 597C-D, 597J, 600G-H, 698G-H, 739
T 384Make inferences based on an oral report or presentation.
5 69L, 113J, 161J, 162F, 183L, 201L, 221, 223J, 243L, 246E, 273L, 295L, 296E, 319K, 345, 347L, 365L, 389J, 390E, 421L, 439L, 463I, 485, 487J, 488J, 511L, 531, 533J, 597C-D, 597J, 698E, 713, 715L
LH 395Follow three-and four-step oral directions.
5 183L, 223J
STANDARD 3.5(VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.A. Constructing Meaning
1Respond to and evaluate the use of illustrations to support text.
5 42, 89J, 113J, 135J, 223J, 240, 243T, 270, 278, 284, 286, 292, 302, 319B, 326, 330, 336, 338, 342, 346-347, 356, 365L, 365T, 396, 398, 410, 421L, 434, 458, 463I, 487R, 508, 530, 533J, 560, 581L, 620, 623L, 632, 647L, 670, 675J, 702, 710, 715T
122
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
2Use graphs, charts, and diagrams to report data.
5 67, 87, 133, 162E, 199, 218, 246E, 271, 274I, 291, 293, 294-295, 296E, 300, 306, 314, 317, 319B, 319L, 320E, 320I, 346-347, 368E, 419, 461, 509, 534E, 564E, 579, 715A-B
T 75LH 88, 89, 90
3Distinguish between factual and fictional visual representations (e.g., political cartoons).
5 70K, 114K, 135R, 138K, 246K, 348K, 368K, 390K, 490K, 534K, 600K, 624K, 676K, 698K
4Identify the central theme in a movie, film, or illustration.
5 70K, 114K, 135J, 135R, 138K, 223J, 240, 246K, 348K, 365L, 368K, 390K, 490K, 533J, 534K, 581L, 600K, 624K, 647L, 675J, 676K, 698K
5Identify the target audience for a particular program, story, or advertisement.
5 89J, 356, 365A-B, 365L, 647D, 647L
6Demonstrate an awareness of different media forms (e.g., newspapers, internet, magazines) and how they contribute to communication.
5 18J, 20F, 43, 46F, 50F, 67, 70E, 70F, 70K, 90E, 90F, 114E, 114F, 114K, 135J, 135R, 138F, 138K, 154-157, 162E, 162F, 181, 184E, 184F, 202F, 216-219, 221, 224F, 241, 243T, 246E, 246F, 246K, 271, 274F, 278, 284, 286, 288-291, 292, 293, 295D, 296E, 296F, 302, 317, 319B, 320F, 326, 330, 336, 338, 345, 346-347, 348E, 348F, 348K, 356, 363, 365A-B, 365L, 366J, 368E, 368F, 368K, 390E, 390F, 390K, 421E, 422E, 422F, 434, 440F, 442F, 461, 464E, 464F, 485, 488J, 490E, 490F, 490K, 509, 512F, 531, 534E, 534F, 534K, 556-559, 561, 564F, 579, 582E, 582F, 595, 598J, 600E, 600F, 600K, 623A-B, 624E, 624F, 624K, 645, 647D, 647L, 648F, 673, 676F, 676K, 695, 698E, 698F, 698K, 702, 710, 713, 726
LH 777Understand uses of persuasive text related to advertising in society.
5 89J, 365A-B, 647D
8Distinguish different points of view in media texts.
5 729
B. Visual and Verbal Messages
1Understand that creators of both print media and electronic media have a purpose and target audience for their work.
5 89J, 154-157, 216-219, 288-291, 309, 356, 365A-B, 365L, 390E, 421E, 421L, 453, 509, 556-559, 591, 597C-D, 621, 637, 647D, 647L, 665
LH 772Evaluate media messages for credibility.
5 356, 365A-B, 365L, 390E, 421E, 509, 647D, 647L, 729LH 77
3Explore and interpret various messages found in advertisements and other texts.
5 89J, 365A-B, 647D, 729
4Interpret verbal and nonverbal messages reflected in personal interactions with others.
5 581L, 697J
5Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding.
5 135J, 243T, 278, 284, 286, 292, 302, 319B, 326, 330, 336, 338, 346-347, 434, 487R, 702, 710
123
CUMULATIVE PROGRESS INDICATORS ANTH LESSON/APPLICATIONPAGE REFERENCES
6Compare and contrast media sources, such as film and book versions of a story.
5 135R, 292, 623L
7Understand the uses of technology (e.g., the Internet for research).
5 18J, 20F, 43, 46F, 50F, 67, 70E, 70F, 90E, 90F, 114E, 114F, 138F, 162E, 162F, 181, 184E, 184F, 202F, 221, 224F, 241, 246E, 246F, 271, 274E, 274F, 293, 295D, 296E, 296F, 317, 320F, 345, 348E, 348F, 363, 366J, 368E, 368F, 390E, 390F, 422E, 422F, 440F, 442F, 461, 464E, 464F, 485, 488J, 490E, 490F, 509, 512F, 531, 534E, 534F, 561, 564F, 579, 582E, 582F, 595, 598J, 600E, 600F, 623A-B, 624E, 624F, 645, 648F, 673, 676F, 695, 698E, 698F, 713, 726
C. Living with Media
1Express and justify preferences for media choices.
5 135R, 154-157, 216-219, 288-291, 292, 309, 356, 365A-B, 365L, 421E, 421L, 453, 556-559, 591, 597C-D, 621, 623L, 637, 647D, 647L, 665, 738-739
LH 39, 772Choose the most appropriate media for a presentation.
5 113J, 161J, 183L, 221, 223J, 243L, 246E, 273L, 296E, 345, 347L, 389J, 421L, 488J, 597C-D, 597J, 738-739
LH 393Use a rubric to evaluate the content of media presentations.
5 89J, 135J, 223J, 240, 365L, 487R, 533J, 581L, 647L, 675J, 738-739
LH 394Examine and evaluate effects of media on the family, home, and school.
5 70K, 114K, 135R, 138K, 246K, 309, 348K, 356, 365A-B, 365L, 368K, 390K, 421E, 421L, 453, 490K, 534K, 591, 597C-D, 600K, 621, 624K, 637, 647D, 647L, 665, 676K, 698K
LH 77
Section III:124
Correlation of the New Jersey
Core Curriculum Content Standards
to Harcourt Trophies
by Learning Objective
KINDERGARTENLesson Planning
Learning ObjectivesNew Jersey Standard, Strand
and Cumulative Progress IndicatorTextual
Reference/ Inclusive Lessons
Volume 1 To understand same and different To name the title, author and
illustrator of a story To understand that words are
read from top to bottom and from left to right
To match speech to text To understand that written words
Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.A.6 Demonstrate understanding of the function of a book and its parts, including front and back and title page.Reading 3.1.A.4 Follow words left to right and from top to bottom.Reading 3.1.A.5 Recognize that print represents spoken
Theme 1 Week 1 Getting toKnow You
Pages 19-82
125
are separated by spaces Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
language.Reading 3.1.A.3 Recognize that words are separated by spaces.Reading 3.1.B Phonological Awareness (includes phonemic awareness)Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To understand that words are made up of letters
To connect life experiences to information in texts
To recognize sentences that are questions and sentences that are answers
To identify characteristics of a make-believe story
To match words to text Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.A.2 Distinguish letters from words.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2. Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 1 Week 2Getting to Know You
Pages 85-137
To recognize that sentences are made up of separate words
To understand that written words represent sounds
To understand and follow directions
To identify and sort common words into basic categories
To understand setting To recognize uppercase and
lowercase Mm and Ss To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.A.2 Distinguish letters from words.Reading 3.1.A.5 Recognize that print represents spoken language.Listening 3.4.A.1 Listen fully to understand instructions or hear daily messages.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to-one letter–sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 2 Week 1I Am Special
Pages 159-214
To name action words To understand that printed
materials provide information To understand position words To match words To recognize text patterns To recognize uppercase and
lowercase Mm, Rr, and Ss To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.A.6 Demonstrate understanding of the function of a book and its parts, including front and back and title page.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.E.1 Begin to track or follow print when listening to a familiar text being read.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 2 Week 2I Am Special
Pages 217-264
To recognize the main idea and details of a story
To recognize the beginning, middle, and ending of a story
To summarize a story To understand the concept of a
Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.G.4 Retell a story read aloud using main characters and events.Reading 3.1.G.4 Retell a story read aloud using main characters and events.
Theme 2 Week 3I Am Special
Pages 267-313
126
word To identify and sort words into
basic categories To recognize uppercase and
lowercase Rr, Ss, and Tt To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.A.2 Distinguish letters from words.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read to follow directions To make judgments about story
characters To identify the beginning, middle,
and ending of a story To understand that written words
represent sounds To use picture details to
understand text To recognize uppercase and
lowercase Cc and Pp To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 3 Week 1Around the TablePages 335-390
To name action words To ask and answer questions To identify color words To identify naming words To clap syllables in spoken words To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.F.2 Identify and sort words in basic categories.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 3 Week 2Around the TablePages 393-436
To understand content words To understand folktale as a type
of story To recognize text patterns To identify rhyming words To understand sequence To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3
Theme 3 Week 3Around the TablePages 439-481
127
Listening 3.4Viewing and Media Literacy 3.5
To understand real and make-believe
To identify the beginning, middle, and ending of a story
To respond to the rhythm of a poem by clapping
To recognize that names begin with uppercase letters
To recognize problem and solution
To recognize uppercase and lowercase Nn and Dd
To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 4 Week 1Silly Business
Pages 503-558
To compare texts To make predictions To recognize repeated sounds To distinguish letters from words To identify number words To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.A.2 Distinguish letters from words.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 4 Week 2Silly Business
Pages 561-604
To understand real and make-believe
To understand what a folktale is To identify environmental print To identify rhyming words To draw conclusions To use knowledge of letters,
words, and sounds to read simple sentences
Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 4 Week 3Silly Business
Pages 607-649
Volume 2 To listen for text patterns,
including rhyme and repetition To use illustrations and text to
understand characters To understand that a story has a
problem and solution To identify long and short words To retell a familiar story
Listening 3.4.A.3 Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.F.2 Identify and sort words in basic categories.
Theme 5 Week 1Family TiesPages 19-76
128
To recognize uppercase and lowercase Gg and Ff
To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To compare and contrast To understand characters’
feelings To retell a familiar story in order To ask questions about text To note picture details To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 5 Week 2Family Ties
Pages 79-122
To identify the problem and solution
To understand a character’s actions
To tell story events in order To visualize story scenes To compare texts To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.D.1 Practice reading behaviors such as retelling, reenacting, or dramatizing stories.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle.)Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 5 Week 3Family Ties
Pages 125-167
To use prior knowledge to understand a selection
To distinguish between real and make-believe
To retell story events in sequence To recognize number words To make inferences To recognize uppercase and
lowercase Ll and Hh To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes
Theme 6 Week 1Animal FamiliesPages 189-246
129
* Daily Guided Reading Groups phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To use illustrations to gather information
To identify main idea and details To make predictions about a story To listen for rhythm and rhyme in
text patterns To recognize that sentences in
print are made up of separate words
To build and read simple one-syllable words
To understand that as letters of words change, so do the sounds
Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.E.2 Think ahead and make simple predictions about text.Listening 3.4.A.3 Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.Reading 3.1.A.3 Recognize that words are separated by spaces.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 6 Week 2Animal FamiliesPages 249-292
To distinguish between story and information books
To recognize the beginning, middle, and ending of a story
To recognize end punctuation To match words in a repetitive
text To identify rhyming words To use knowledge of letters,
words, and sounds to read simple sentences
Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.E.1 Begin to track or follow print when listening to a familiar text being read.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 6 Week 3 Animal Families Pages 295-337
To make predictions To understand main idea and
details To draw conclusions To recognize syllables in words To understand content words To recognize uppercase and
lowercase Bb and Kk To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 7 Week 1Big Surprises
Pages 359-414
To recognize patterned text To understand main idea and
details To retell the story through
dramatization To make inferences
Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.G.1 Respond to a variety of poems and stories through movement, art, music, and drama.
Theme 7 Week 2Big Surprises
Pages 417-460
130
To understand end punctuation To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To summarize a selection To recognize story characters To understand naming words To match words to text To anticipate text To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.E.1 Begin to track or follow print when listening to a familiar text being read.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 7 Week 3Big Surprises
Pages 463-505
To identify sound words To recall story events To understand text patterns To clap syllables for spoken words To make inferences To recognize uppercase and
lowercase Ww and Xx To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.G.6 Make predictions based on illustrations or portions of stories.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 8 Week 1Animal Adventures
Pages 527-584
To use picture details to understand the text
To identify rhyming words To identify problem and solution To identify action words To recognize setting To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2
Theme 8 Week 2Animal Adventures
Pages 587-630
131
Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To understand that written words can represent sounds
To distinguish fact from fantasy To understand text patterns To understand concept words To identify beginning, middle, and
ending To use knowledge of letters,
words, and sounds to read simple sentences
Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 8 Week 3Animal Adventures
Pages 633-675
Volume 3 To understand content words To recognize dialogue To identify problem and solution To identify rhyming words To identify the beginning, middle,
and ending of a story To recognize uppercase and
lowercase Vv and Jj To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 9 Week 1Around the Town
Pages 19-76
To identify the main idea of a story
To identify setting To recognize cause and effect To visualize song scenes To identify rhyming words To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.D.1 Practice reading behaviors such as retelling, reenacting, or dramatizing stories.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 9 Week 2Around the Town
Pages 79-122
To make judgments about characters
To recognize the sequence of events in a story
To summarize story events To identify action words To recognize setting
Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.
Theme 9 Week 3Around the TownPages 125-167
132
To build and read simple one-syllable words
To understand that as letters of words change, so do the sounds
Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting and important events in a story read aloud.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To understand text patterns To understand main idea and
details To understand that characters
speak To identify naming words To summarize main ideas To recognize uppercase and
lowercase Yy and Zz To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many, though not all, one-to one letter-sound correspondences.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 10 Week 1Neighborhood
HelpersPages 189-245
To match words in sentences To understand text organization
of a nonfiction selection To understand characters To retell a story To place story events in logical
order To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 10 Week 2Neighborhood
HelpersPages 249-292
To understand content vocabulary To understand setting To retell the story To understand text patterns To understand beginning, middle,
and ending To use knowledge of letters,
words, and sounds to build and read simple sentences
Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.F.1 Continue to develop a vocabulary through meaningful, concrete experiences.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3
Theme 10 Week 3Neighborhood
HelpersPages 295-337
133
Listening 3.4Viewing and Media Literacy 3.5
To understand dialogue To identify problem and solution To understand action words To recognize text patterns To retell the story To recognize uppercase and
lowercase Qq and Xx To match sounds to letters Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.C.2 Recognize and name most uppercase and lowercase letters of the alphabet.Reading 3.1.B.4 Learn many though not all, one-to one letter-sound correspondence.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 11 Week 1Exploring Our Surroundings
Pages 359-414
To recognize number words To read to get information To tell story events in sequence To ask questions for research To understand picture details To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.G.4 Retell a story aloud using main characters and events.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 11 Week 2Exploring Our Surroundings
Pages 417-460
To recognize questions and statements
To understand characters To summarize a story To visualize picture details To identify problem and solution To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds Develop phonemic awareness
through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.F.3 Explain meanings of common signs and symbols.Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Reading 3.1.G.4 Retell a story aloud using main characters and events.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 11 Week 3Exploring Our Surroundings
Pages 463-505
To compare and contrast To ask questions for research To identify syllables in words To recognize repetitive text To categorize information To build and read simple one-
syllable words To understand that as letters of
words change, so do the sounds
Reading 3.1.E.4 Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.D.1 Practice reading behaviors such as
Theme 12 Week 1Under the OceanPages 527-582
134
Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
retelling, reenacting, or dramatizing stories.Reading 3.1.C.1 Recognize some words by sight.Reading 3.1.B.3 Understand that the sequence of letters in a written word represents sounds (phonemes) in a spoken word (alphabetic principle).Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To recognize action words To use picture clues to
understand text To understand sequence To understand print concepts To recognize text patterns To use knowledge of letters,
words, and sounds to read simple sentences
Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.F.2 Identify and sort words in basic categories.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.G.2 Verbally identify the main character, setting, and important events in a story read aloud.Reading 3.1.A.5 Recognize that print represents spoken language.Reading 3.1.E.2 Think ahead and make simple predictions about text.Reading 3.1.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 12 Week 2Under the OceanPages 585-628
To compare genres To use visualizing to understand
text To note picture details To use information from a text to
make inferences To ask questions for research To use knowledge of letters,
words, and sounds to read simple sentences
Develop phonemic awareness through daily oral language activities utilizing songs, poems, and rhymes
To use interactive writing to develop content and composition
* Daily Guided Reading Groups
Reading 3.1.D.4 Listen and respond attentively to literary texts and functional texts.Reading 3.1.D.1 Practice reading behaviors such as retelling, reenacting, or dramatizing stories.Reading 3.1.E.3 Use picture clues to aid understanding of story content.Reading 3.1.B.5 Given a spoken word, produce another word that rhymes with it.Speaking 3.3.B.2 Use oral language to extend learning.Reading 3.1.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes.Reading 3.1.B Phonological Awareness (includes phonemic awareness).Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 12 Week 3Under the OceanPages 631-673
135
FIRST GRADELesson Planning
Learning ObjectivesNew Jersey Standard, Strand
and Cumulative Progress IndicatorTextual
Reference/ Inclusive Lessons
Theme 1: I Am Your Friend To use the sounds that letters
stand for to help read and write words
To understand the order of events in a story
To identify and read sentences To discriminate between words and
different patterns To use common spelling patterns
to read and write words To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.B.1 Demonstrate understanding of all sound-symbol relationships.Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.D.2 Begin to read simple text with fluency.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The HatRealistic FictionPages 10A-27P
To reread as a strategy to help understand meaning
To make predictions to figure out what might happen next
To identify and read sentences To recognize and read words with
inflection –s To blend sounds into words
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.D.2 Begin to read simple text with fluencyReading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Reading 3.1.C.1 Identify all consonant sounds in spoken
Sam and the Bag
FictionPages 28A-47R
136
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To use the sounds that letters stand for to help read words
To identify story details To understand word order in
sentences To discriminate between words
with different patterns To use common vowel spelling
patterns to read words To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.B.1 Demonstrate understanding of all sound-symbol relationships.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.E.1 Use prior knowledge to make sense of text.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
AntsNonfiction
Pages 48A-69P
Theme 2: Just For Fun To make predictions to figure out
what might happen next To understand the order of events
in a story To identify and read telling
sentences To discriminate between words
with different patterns To use common letter patterns to
build and read words To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.D.3 Read with fluency both fiction and nonfiction that is grade-level appropriate.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Jack and RickFantasy
Pages 72A-95P
To make inferences based on personal experience
To understand how clues in a story help to figure out what is happening
To identify and read asking sentences
To read inflectional forms with –ed and –ing with no spelling changes
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.G.5 Make simple inferences.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.D.3 Read with fluency both fiction and nonfiction that is grade-level appropriate.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Todd’s BoxRealistic FictionPages 96A-117R
To self-correct words that don’t sound right in a sentence
To understand the order of events in a story
To identify the naming parts of sentences
To discriminate between words with different patterns
To use common vowel spelling patterns to read and write words
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
All That CornNonfiction
Pages 118A-141P
137
Theme 3: It’s My Turn Now To use one’s imagination to
understand a story To understand the setting of a
story To identify the naming part of a
sentence; to understand that the naming parts of sentences can be combined
To discriminate between words with different patterns
To use initial blends to read and write words
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.1 Use prior knowledge to make sense of text.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Dan’s PetRealistic FictionPages 8A-31P
To understand the order of events in a story
To identify cause and effect relationships
To identify telling parts of sentences
To discriminate between words with different patterns
To use common letter patterns to read and write words
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Boots for BethFantasy
Pages 32A-57R
To reread as a strategy to help understand meaning
To identify cause and effect relationships
To identify the telling parts for two To generate the sounds for initial
blends with r To read and write words with initial
blends with r To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2.C.3 Apply sound/symbol relationships to writing words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Space PupFantasy
Pages 58A-83R
To use parts of words to read new words
To identify story details To identify and read complete
sentences To discriminate between words
with different patterns To use common vowel spelling
patterns to read and write words To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.D.2 Begin to read simple text with fluency.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Where Do Frogs Come From?
NonfictionPages 84A-107P
To self-correct words that don’t sound right in a sentence
To identify the characters in a story
To identify and read nouns
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high
Try Your BestRealistic Fiction
Pages 108A-133P
138
To decode word parts in compound words
To build compound words with known words
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.E.7 Begin to apply study skills strategies to assist with retention of new learning.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To reread as a strategy to help understand meaning
To identify story details To identify words for people and
places as nouns To discriminate between initial
blends To read and write words that begin
with initial blends with s and r To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.E.7 Begin to apply study skills strategies to assist with retention of new learning.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2.C.3 Apply sound/symbol relationships to writing words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Fun with FishNonfiction
Pages 134A-161P
Theme 4: I Think I Can To use parts of words to read new
words To confirm predictions To identify nouns that name
animals and things To use consonant blends with l to
build and read words To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
I Am a ButterflyNonfiction
Pages 8A-35R
To make inferences based on personal experience
To understand the setting of a story
To understand words used to show one and more than one
To read inflectional forms –s, -ed, and –ing with no spelling changes
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.G.5 Make simple inferences.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Did You See Chip?Play
Pages 36A-61P
To understand the order of events in a story and summarize
To identify the characters in a story
To use capital letters to begin special names and titles
To use a period at the end of special titles
To understand that the ending –es can be added to base words
To read words with the inflectional ending-es
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Writing 3.2.C.2 Begin to use basic punctuation and capitalization.Writing 3.2.C.2 Begin to use basic punctuation and capitalization.Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Tomas RiveraBiography
Pages 62A-87P
139
To read ahead to find answers to questions as they read
To understand the setting of a story
To recognize words that name special places
To recognize and read contractions with ’ve and ’re
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.5 Monitor their reading by using fix-up strategies.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.H.3 Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
On the Way to the PondFantasy
Pages 88A-111P
To reread as a strategy to help understand meaning
To distinguish between fact and fiction
To learn the names of the days of the week and to write the names correctly
Use various forms of writing to respond to the story
To recognize and read words with initial blends with l
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.H.3 Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Writing 3.2.D.2 Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Friends ForeverNonfiction
Pages 112A-143R
To make and confirm predictions To identify the characters in a
story To learn the names of months To understand that the names of
the months begin with a capital letter
To read words with blends with s and r
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Writing 3.2.C.2 Begin to use basic punctuation and capitalization.Reading 3.1.C.1 Identify all consonant sounds in spoken words (including blends).Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Foxand the Stork
FablePages 144A-173P
Theme 5: Hello Neighbor To make and confirm predictions To sequence and arrange words in
alphabetical order To use capital letters to begin the
names of holidays To recognize and read contractions
with ’s, n’t, and ’ll To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Writing 3.2.C.1 Write all upper and lowercase letters of the alphabet from memory.Writing 3.2.C.2 Begin to use basic punctuation and capitalization.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
A Bed Full of Cats
Realistic FictionPages 8A-35P
To understand the order of events in a story and summarize
To sort information into categories To understand and use the
pronouns I and me To discriminate between different
words with different patterns To use common letter patterns to
build and read words
Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular wordsReading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence
Me on the MapNonfiction
Pages 36A-65P
140
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To use parts of words to read new words
To sort information into categories To understand and use the
pronouns he, she, it, and they To add inflections –es, -ed, -ing to
words that end in y To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.B.5 Add, delete, or change sounds to change words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
At Home Aroundthe WorldNonfiction
Pages 66A-97P
To use one’s imagination to understand a story
To sequence and arrange words in alphabetical order
To name and recognize words that describe feelings
To discriminate between words with different patterns
To use common vowel spelling patterns to read words
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.1 Use prior knowledge to make sense of text.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Tell Me a StoryFiction
Pages 98A-123P
To reread as a strategy to help understand meaning
To distinguish between fantasy and real stories
To identify and use describing words that tell about color, size, and shape
To discriminate between words with different patterns
To use common vowel spelling patterns to read words
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.2 Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
My RobotScience Fiction
Pages 124A-153R
To read ahead to find answers to questions as they read
To sort information into categories To identify and read describing
words that tell about taste, smell, and sound
To discriminate between words with different patterns
To use common vowel spelling patterns to read words
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.5 Monitor their reading by using fix-up strategies.Reading 3.1.E.6 Use graphic organizers to build on experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
On the Job withDr. Martha
SmithNonfiction
Pages 154A-183P
To use one’s imagination to understand a story
To sequence and arrange words in
Reading 3.1.E.1 Use prior knowledge to make sense of text.Reading 3.1.E.6 Use graphic organizers to build on
Little Bear’s Friend
Fantasy
141
alphabetical order To identify and read describing
words that tell how many To recognize and read inflected
endings –s, -ed, -ing To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
experiences and extend learning.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Pages 184A-215P
To reread as a strategy to help understand meaning
To identify cause-and-effect relationships
To understand words that describe the weather
To discriminate between words with different patterns
To use common letter patterns to build and read words
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Busy Buzzy BeeNarrative Nonfiction
Pages 216A-249R
Theme 6: Going Places To use parts of words to read new
words To recognize the elements of plot To introduce describing words with
-er and –est To recognize, read, and write
contractions with ’s, n’t, and ’ll To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.B.5 Add, delete, or change sounds to change words.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Story of aBlue Bird
FictionPages 8A-37P
To reread as a strategy to help understand
To identify cause-and- effect relationships
To define and identify verbs To discriminate between words
with different patterns To use common vowel spelling
patterns to read words To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Frog and ToadAll YearFiction
Pages 38A-67R
To self-correct words that don’t sound right in a sentence
To identify the main idea of a selection
To identify verbs that tell what is happening now
To recognize and read words with the inflections –ed, -ing
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.E.4 Check to see if what is being read makes sense.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Fishing BearsNonfiction
Pages 68A-97P
To read ahead to find answers to Reading 3.1.E.5 Monitor their reading by using fix-up How to Be a
142
questions as they read To identify the main idea of a
selection To use am, is, and are correctly in
sentences To recognize, read, and write
contractions with ’ve, ’d, and ’re To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
strategies.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Nature DetectiveNonfiction
Pages 98A-123P
To make inferences based on personal experience
To recognize the elements of plot To identify and read verbs that tell
about the past To distinguish between present-
tense and past-tense verbs To use common letter patterns to
build and read words To utilize appropriate components
of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.G.5 Make simple inferences.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.5 Recognize high frequency words in and out of context.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The PuddleFiction
Pages 124A-155P
To use the sounds that letters stand for to help them read words
To make predictions about what will happen next
To understand the past-tense forms of be; to use correct subject-verb agreement
To read contractions with ’ve, ’d, and ’re
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Reading 3.1.G.1 Draw simple conclusions from information gathered from pictures, print, and people.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.5 Recognize high frequency words in and out of context.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Poppleton Everyday
FictionPages 156A-185R
To make inferences based on personal experience
To identify the main idea of a selection
To use go and went correctly in sentences to describe actions and time
To identify and understand –er, and -est
To use common letter patterns to read words
To utilize appropriate components of a balanced writing program (modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Reading 3.1.G.5 Make simple inferences.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature.Reading 3.1.F.1 Develop a vocabulary of 300-500 high frequency sight words and phonetically regular words.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Sleep Is for EveryoneNonfiction
Pages 186A- 217P
To understand the order of events in a story and summarize
To recognize the elements of plot To identify, read, and interpret
contractions To discriminate between words
with different patterns To use common vowel spelling
patterns to read words To utilize appropriate components
of a balanced writing program
Reading 3.1.G.3 Sequence information learned from text into a logical order to retell facts.Reading 3.1.G.4 Identify, describe, compare, and contrast the elements of plot, setting, and characters.Reading 3.1.C.5 Recognize high frequency words in and out of context.Reading 3.1.C.6 Decode unknown words using basic phonetic analysis.Reading 3.1.C.4 Use sound-letter correspondence knowledge to sound out unknown words when reading text.Writing 3.2
BaboonInformational
FictionPages 218A-253P
143
(modeled, shared, interactive, guided and independent) to respond to daily writing prompts
* Daily Guided Reading Groups
Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
SECOND GRADELesson Planning
Learning ObjectivesNew Jersey Standard, Strand
and Cumulative Progress IndicatorTextual
Reference/ Inclusive Lessons
Theme1: Being Me To use decoding and phonics
strategies to figure out new and difficult words
To recognize the main idea or essential message from text and identify supporting information
To distinguish between complete and incomplete sentences
To use knowledge of phonograms -id and -ide when reading
To decode regular multisyllable words
To apply the writing process to develop ideas and topics before writing
* Daily Guided Reading Groups
Reading 3.1C.3 Decode regular multisyllable words and parts of words.Reading 3.1.G.4 Continue to identify story elements in text.Writing 3.2.A.4 Use sentences to convey ideas in writing.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Mixed-Up Chameleon
FantasyPages 14A-53R
To understand that rereading aloud is a strategy that can be used to comprehend text
To use knowledge of the author’s purpose(s) to comprehend informational text
To identify and understand the differences between statements and questions
To use knowledge of phonograms –am and –ake when reading
To decode regular multisyllable words
To apply the writing process to add details to sentences
* Daily Guided Reading Groups
Reading 3.1.E.2 Return to the beginning of a sentence and try again.Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Get Up and Go!Informational
BookPages 54A-81V
To use self-correction as a strategy to comprehend text
To identify the setting of a story and understand its importance
To distinguish between exclamations and commands
To use knowledge of inflection –ed when reading
To decode regular multisyllable words
To apply the writing process to writing paragraphs
Reading 3.1. D.5 Self-monitor when text does not make sense.Reading 3.1G.4 Continue to identify story elements in text.Writing 3.2.A.4 Use sentences to convey ideas in writing.Writing 3.2.A.4 Use sentences to convey ideas in writing.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3
Henry and Mudge
Under the Yellow Moon
Realistic FictionPages 82A-99V
144
* Daily Guided Reading Groups Listening 3.4Viewing and Media Literacy 3.5
To create mental images from reading text as an aid in understanding important ideas
To compare and contrast characters and settings presented by different authors
To identify naming parts of sentences
To use knowledge of inflection –ed when reading
To decode regular multisyllable words
To apply the writing process to write a friendly letter
* Daily Guided Reading Groups
Reading 3.1.G.5. Respond to text by using how, why, and what-if questions.Reading 3.1G.4 Continue to identify story elements in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Days withFrog and Toad
StoryPages 100A-123P
To use the strategy of making and confirming predictions to comprehend text
To identify story characters; to understand characters’ feelings by examining their words and actions and relating them to personal experience
To identify telling parts of sentences
To use knowledge of phonograms –at and –ate when reading
To decode regular multisyllable words
To apply the writing process to write a journal entry
* Daily Guided Reading Groups
Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1G.4 Continue to identify story elements in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Wilson Sat Alone
Realistic FictionPages 124A-149P
Theme 2: Helping Hands To summarize events in a story in
a logical sequence To identify the sequence of events
in a story To identify nouns as people,
places, things, and animals To use knowledge of phonograms
–ack and –ock when reading To decode regular multisyllable
words To apply the writing process to
write using dialogue* Daily Guided Reading Groups
Reading 3.1G.1 Demonstrate ability to recall facts and details of text.Reading 3.1G.1 Demonstrate ability to recall facts and details of text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Enormous TurnipFolktale
Pages 152A-171R
To use decoding and phonics to figure out new and difficult words
To identify the main idea of a story or article
To identify plural nouns as more than one person, place, thing or animal
To use knowledge of r-controlled vowels /ur/ (ear) when reading
To decode regular multisyllable words
To apply the writing process to write a personal story using colorful words
* Daily Guided Reading Groups
Reading 3.1.C.1 Look for known chunks or small word chunks or small words to attempt to decode an unknown word.Reading 3.1.G.4 Continue to identify story elements in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Helping OutPhoto Essay
Pages 172A-193R
To use knowledge of word bits and parts in unknown words to understand the meanings of unknown words
Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.G.3 Make inferences and support them with textual information.
Mr. Putter and Tabby
Fly the PlaneRealistic Fiction
145
To use prior knowledge and clues in the text to predict outcomes
To use nouns that change their spelling to become plural
To use knowledge of common abbreviations
To decode abbreviations that stand for multisyllable words
To apply the writing process to write a paragraph that describes
* Daily Guided Reading Groups
Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Pages 194A-225V
To understand that a reader can use story clues and what they know from real life to infer things the author does not tell them
To understand what synonyms are; to understand how using one synonym in place of another can change the meaning of a sentence
To use proper nouns to name people
To use knowledge of r-controlled vowel /or/ (our) when reading
To decode regular multisyllable words
To apply the writing process to write a story
* Daily Guided Reading Groups
Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.F.4 Understand concept of antonyms and synonyms.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
HedgehogBakes a Cake
StoryPages 226A-253R
To understand that a reader can read ahead to clarify the meaning of a text
To compare and contrast elements of plot, character, and narrative technique presented by different authors
To use naming words to tell about animals and places
To use knowledge of phonograms -ar, -arm and –ark when reading
To decode regular multisyllable words
To apply the writing process to write using time-order words
* Daily Guided Reading Groups
Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.4 Continue to identify story elements in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Lemonade for Sale
Realistic FictionPages 254A-281V
Theme 3: Our World To use a variety of strategies
including creating mental images to comprehend text
To recognize important details To identify and write days of the
week correctly To use knowledge of letter patterns
ear and eer for the /ir/ sound when reading
To decode regular multisyllable words
To apply the writing process to give facts and reasons in an informational paragraph
* Daily Guided Reading Groups
Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.G.1 Demonstrate ability to recall facts and details of text.Writing 3.2.C.4 Apply sound/symbol relationships to writing words.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Johnny Appleseed
PlayPages 284A-311V
To understand that rereading aloud can be used as a reading strategy to aid comprehension
To interpret information from charts, graphs, and diagrams
To identify and write the months of the year correctly
To use knowledge of spelling patterns spr, str and thr when reading
To decode regular multisyllable
Reading 3.1.E.2 Return to the beginning of a sentence and try again.Reading 3.1.H.2 Read a variety of nonfiction and fiction books and produce evidence of reading.Writing 3.2.C.4 Apply sound/symbol relationships to writing words.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.
From Seed to Plant
Informational Book
Pages 312A-337R
146
words To apply the writing process to
staying focused when writing an informational paragraph
* Daily Guided Reading Groups
Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To understand that looking at word bits and parts is a useful strategy to comprehend text
To recognize the difference between fact and opinion
To identify and write holidays correctly
To use knowledge of spelling patterns /oo/oo when reading
To decode regular multisyllable words
To apply the writing process to write a research report
* Daily Guided Reading Groups
Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.H.2 Read a variety of nonfiction and fiction books and produce evidence of reading.Writing 3.2.C.4 Apply sound/symbol relationships to writing words.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Secret Life of Trees
Informational Book
Pages 338A-365R
To identify and understand the sequence of events in a story and to use sequence to summarize the story
To use story clues and prior knowledge to make inferences about what is happening in the story
To recognize and use common abbreviations
To use knowledge of consonant patterns gn, kn, and wr when reading
To decode regular multisyllable words
To apply the writing process to write a paragraph of explanation
* Daily Guided Reading Groups
Reading 3.1.G.1 Demonstrate ability to recall facts and details of text.Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Watermelon Day
Realistic FictionPages 366A-393P
To use a variety of strategies to comprehend text
To predict outcomes based on text and prior knowledge
To use possessive nouns and apostrophes to show ownership
To use knowledge of the inflections -s, -es, -ies when reading
To decode regular multisyllable words
To apply the writing process to write a book report
* Daily Guided Reading Groups
Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Pumpkin FiestaFiction
Pages 394A-425V
Theme 4: Imagine That To understand that making and
checking predictions can help a reader understand story events
To recognize cause and effect relationships in a text
To use pronouns I, he, she, it, and they
To use knowledge of vowel patterns ow and ou when reading
To decode regular multisyllable words
To apply the writing process to create good beginnings to write a personal story
* Daily Guided Reading Groups
Reading 3.1.G.3 Make inferences and support them with textual information.Reading 3.1.G.2 Recognize cause and effect in text.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Day Jimmy’s Boa Ate
the WashFantasy
Pages 14A-39R
To make connections and inferences based on text and prior
Reading 3.1.G.3 Make inferences and support them with textual information.
How I Spent MySummer
147
knowledge To recognize cause and effect
relationships in text To use describing words to tell
about color, size, and shape To use knowledge of vowel
patterns oi and oy when reading To decode regular multisyllable
words To apply the writing process to
focus on audience and purpose to write a friendly letter
* Daily Guided Reading Groups
Reading 3.1.G.2 Recognize cause and effect in text.Writing 3.2.A.10 Focus on elaboration as a strategy for improving writing.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
VacationFantasy
Pages 40A-65V
To use reading ahead as a strategy to comprehend text
To make inferences based on text and prior knowledge
To use describing words to tell about smell, taste, sound, and feel
To use knowledge of vowel patterns oo and ue when reading
To decode regular multisyllable words
To apply the writing process to write a letter of invitation
* Daily Guided Reading Groups
Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.3 Make inferences and support them with textual information.Writing 3.2.A.10 Focus on elaboration as a strategy for improving writing.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Dear Mr. Blueberry
Informational Book
Pages 66A-95R
To create mental images in order to comprehend text
To know antonyms for a variety of words
To use words that tell how many To identify irregular plurals when
reading To correctly use irregular plurals To apply the writing process to
write a personal story* Daily Guided Reading Groups
Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.F.4 Understand concept of antonyms and synonyms.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Writing 3.2.A.8 Use everyday words in appropriate written context.Writing 3.2 Speaking 3.3Listening 3.4Viewing 3.5
Cool AliRealistic FictionPages 96A-121R
To break words down into smaller, known parts to figure out long or unknown words
To discriminate between fact and fiction
To use words that compare To use knowledge of suffixes when
reading To decode regular multisyllable
words To apply the writing process to use
transition words * Daily Guided Reading Groups
Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.H.2 Read a variety of nonfiction and fiction books to produce evidence of reading.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Emperor’s Egg
Informational Book
Pages 122A-149T
Theme 5: Neighborhood News To understand that reading nearby
words and sentences can help readers figure out unfamiliar words
To recognize that stories have a setting, characters, and a plot; to identify problems, important events, and solutions in stories
To identify and use verbs that tell about now
To use knowledge of prefixes re- and pre- when reading
To decode regular multisyllable words
To apply the writing process to tell
Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.4 Continue to identify story elements in text.Writing 3.2.A.10 Focus on elaboration as a strategy for improving writing.Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Pine Park Mystery
PlayPages 152A-175R
148
what something is like in writing a descriptive paragraph
* Daily Guided Reading Groups To understand that summarizing
the sequence of events in a story can help readers understand and recall important ideas
To compare and contrast characters, settings, and plots
To use correct subject/verb agreement
To use knowledge of contractions when reading
To decode regular multisyllable words
To apply the writing process to write a poem using rhythm and rhyme
* Daily Guided Reading Groups
Reading 3.1.G.1 Demonstrate ability to recall facts and details of text.Reading 3.1.G.4 Continue to identify story elements in text.Writing 3.2.A.4 Use sentences to convey ideas in writing.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Good-bye, Curtis
Realistic FictionPages 176A-199V
To understand that words can be reread to self-correct when they have not been read correctly
To identify simple multiple-meaning words
To form and use past-tense verbs correctly
To use knowledge of vowel patterns ew and ui when reading
To decode regular multisyllable words
To apply the writing process to write a non-rhyming poem
* Daily Guided Reading Groups
Reading 3.1.E.2 Return to the beginning of a sentence and try again.Reading 3.1.B.2 Use knowledge of letter-sound correspondence to sound out unknown words.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Max Found Two Sticks
Realistic FictionPages 200A-227R
To understand that looking for vowel patterns and affixes can help a reader figure out unfamiliar words
To understand how to summarize/restate information
To use am, is, are, was and were correctly
To use knowledge of consonant patterns gh and ph when reading
To decode regular multisyllable words
To apply the writing process to use description in writing a personal story
* Daily Guided Reading Groups
Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1G.1 Demonstrate ability to recall facts and details of text.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Anthony Reynoso:
Born to RopePersonal NarrativePages 228A-249T
To use the strategy of creating mental images to comprehend text
To recognize and restate important details in a story
To use has, have and had correctly in sentences
To use knowledge of the suffixes –er and –est when reading
To decode regular multisyllable words
To apply the writing process to write a riddle
* Daily Guided Reading Groups
Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.G.1 Demonstrate ability to recall facts and details of text.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
ChinatownRealistic Fiction
Pages 250A-277R
Theme 6: Travel Time To understand that looking at word
bits can help a reader decode unfamiliar words
To make connections and inferences based on text and prior knowledge
Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.G.3 Make inferences and support them with textual information.Writing 3.2.A.8 Use everyday words in appropriate written context.
AbuelaFantasy
Pages 280A-305T
149
To use see, give, saw and gave correctly in sentences
To use knowledge of vowel patterns air and are when reading
To decode regular multisyllable words
To apply the writing process to use exact words to write a personal narrative
* Daily Guided Reading Groups
Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing 3.5
To use decoding and phonics to read new or unfamiliar words
To read information for use in performing and learning a new task
To use come, run, came and ran correctly in sentences
To use knowledge of vowel patterns oo and ou when reading
To decode regular multisyllable words
To apply the writing process to organize ideas in sequence to write an informational paragraph
* Daily Guided Reading Groups
Reading 3.1.C.1 Look for known chunks or small words to attempt to decode an unknown word.Reading 3.1.H.2 Read a variety of nonfiction and fiction books and produce evidence of reading.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Beginner’sWorld Atlas
AtlasPages 306A-335R
To use context to confirm the meaning of unknown words
To use knowledge of the author’s purpose to comprehend informational text
To use go, do, went and did correctly in sentences
To use knowledge of vowel patterns ou and ou(gh) when reading
To decode regular multisyllable words
To apply the writing process to write a How-to paragraph
* Daily Guided Reading Groups
Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.3 Make inferences and support them with textual information.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Dinosaurs Travel
Informational Book
Pages 336A-363V
To recognize that creating mental images helps the reader understand the literature
To know homophones for a variety of words
To identify and use helping verbs in sentences
To use knowledge of vowel patterns aw and au(gh) when reading
To decode regular multisyllable words
To apply the writing process to write directions
* Daily Guided Reading Groups
Reading 3.1.G.5 Respond to text by using how, why, and what-if questions.Reading 3.1.F.3 Demonstrate evidence of expanding language repertory.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.C.4 Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Montigue on theHigh Seas
StoryPages 364A-383R
To use reading ahead as a strategy to comprehend text
To use prior knowledge to make and confirm predictions
To identify and use contractions properly in sentences
To use knowledge of prefixes when reading
To decode regular multisyllable words
To apply the writing process to write a postcard
* Daily Guided Reading Groups
Reading 3.1.E.1 Skip over difficult words in an effort to read on and determine meaning.Reading 3.1.G.3 Make inferences and support them with textual information.Writing 3.2.A.8 Use everyday words in appropriate written context.Reading 3.1.F.2 Know and relate meanings of simple prefixes and suffixes. Reading 3.1.C.3 Decode regular multisyllable words and parts of words. Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Ruth Law Thrillsa NationBiography
Pages 384A-409R
150
THIRD GRADELesson Planning
Learning ObjectivesNew Jersey Standard, Strand
and Cumulative Progress IndicatorTextual
Reference/ Inclusive Lessons
Theme 1: Something Special! To read and understand a fantasy
selection To use context to verify the
accuracy and fit of a word in a sentence
To use syllable patterns to decode multisyllabic words
To write complete sentences correctly
To decode words with the CVC spelling pattern
To identify synonyms and antonyms
To apply the writing process to write a descriptive paragraph that uses sensory details and personal voice
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.3 Use pictures and context clues to assist with decoding of new words.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Writing 3.2.C.1 Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.F.5 Use pictures and context clues to assist with meaning of new words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Officer Buckle and Gloria
FictionPages 14A-41N
To read and understand a fiction selection
To make and confirm predictions To identify setting, characters and
plot in a story To write statements and questions
correctly To read words with inflected
endings To use syllable patterns to decode
multisyllable words To apply the writing process to
write a journal entry using colorful words
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes.Writing 3.2.D.6 Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative. Reading 3.1.D.3 Read aloud with proper phrasing, inflection, and intonation.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words. Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Pepita Talks Twice
Realistic FictionPages 42A-67P
To read and understand a mystery selection
To read ahead to clear up confusion
To use spelling and letter patterns to decode multisyllabic words
To use commands and exclamations correctly
To use the CVVC and CVCe spelling patterns to read unfamiliar words
To identify characters, setting, and plot in a story
To apply the writing process to write a personal narrative using descriptive and time-order words
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words. Writing 3.2.D.6 Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative. Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes. Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Nate the Great,San Francisco
DetectiveMystery
Pages 68A-99P
To read and understand a realistic fiction selection; to compare realistic fiction with expository text
To understand that summarizing while reading can help a reader recall and keep track of what has happened in a story
To determine what characters are like by what they say and do
To use subjects and predicates correctly
To use the CVCe and CVVC spelling patterns to read unfamiliar words
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.G.7 Summarize major points form fiction and nonfiction texts.Reading 3.1.G.8 Draw conclusions and inferences from texts. Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print
Allie’s Basketball
DreamRealistic Fiction
Pages 100A-129N
151
To use reference materials To apply the writing process to use
sensory details in writing a story* Daily Guided Reading Groups
or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand an expository nonfiction selection; to read and understand a poem
To read factual material more slowly and carefully than fiction
To identify nonfiction selections and their text structure
To use compound subjects and predicates correctly
To decode words with closed syllables
To use reference materials To apply the writing process to
write a personal narrative including details about actions and feelings
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting nonfiction texts.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Olympic Games: Where
Heroes Are Made
ExpositoryPages 130A-153P
Theme 2: What A Team To read and understand a realistic
fiction selection To understand that rereading can
help clarify story events or information that is confusing
To identify author’s purpose To write compound sentences
correctly To decode words with consonants
kn, wr, and gn To use context to identify the
meanings of homophones and the pronunciation and meanings of homographs
To apply the writing process to use effective paragraphs and sequence to write directions
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.1 Recognize purpose of the text.Writing 3.2.C.1 Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.Reading 3.1.B.1 Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes.Reading 3.1.C.3 Use context to accurately read words with more than one pronunciation.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Turtle BayRealistic Fiction
Pages 156A-181P
To read and understand a narrative nonfiction selection; to compare a time line selection with a narrative nonfiction selection
To understand that recognizing blending letter sounds in a word help a reader to read unfamiliar or difficult words
To classify word relationships To use common and proper nouns
correctly To read words to which the ending
–ed has been added To determine an author’s purpose
for writing a selection To apply the writing process to
organize and write an effective paragraph of information
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.B.1 Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes.Reading 3.1.F.2 Point word meanings from o or clearly identify specific words or wording that cause comprehension difficulties.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speechReading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.G.1 Recognize purpose of the text.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Balto, the Dog Who
Saved NomeNonfiction
Pages 182A-205P
To read and understand a magazine article; to compare magazine articles
To use headings, captions, and other text features to predict content and monitor comprehension
To summarize author’s purpose To use singular and plural nouns
correctly
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.A.2 Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.Reading 3.1.G.1 Recognize purpose of the text.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.
Wild Shots,They’re My LifeMagazine ArticlePages 206A-223P
152
To decode words with consonants /s/c and /j/g, dge
To apply the writing process to write a summary
* Daily Guided Reading Groups
Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand a fantasy selection; to compare a fantasy selection with a nonfiction article
To understand that self-questioning while reading can help a reader understand important ideas
To use knowledge of word relationships to determine or clarify word meaning
To use plural nouns correctly in speaking and writing
To use syllable patterns to read unfamiliar words
To use story clues, characters’ traits, and prior knowledge to make predictions
To apply the writing process to use organization in writing a how-to essay
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting nonfiction texts.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Little Grunt andthe Big Egg
FantasyPages 224A-255N
To read and understand a personal narrative nonfiction selection
To use contextual analysis to verify the accuracy and place of a word in a sentence
To use strategies to decode multi-syllable words
To recognize and use singular possessive nouns
To decode words with ough To classify and categorize words or
ideas To apply the writing process to
write a detailed how-to essay* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.D.1 Recognize grade level words accurately and with ease so that a text sounds like spoken language when read aloud.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.B.1 Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes.Reading 3.1.H.2 Draw conclusions from information and data gathered.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Rosie, a VisitingDog’s Story
Personal NarrativePages 256A-279N
Theme 3: Friends to Grow With To read and understand a realistic
fiction selection To understand that reading ahead
can help a reader understand a character, plot, or story
To identify chronological order in stories
To use plural possessive nouns correctly
To decode and understand words with prefixes un- and re-
To use context to determine the meaning of a word with more than one meaning
To apply the writing process to write a persuasive paragraph with clearly developed reasons and details
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.E.4 Develop and use graphic organizers to build on experiences and extend learning.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.C.3 Use context to accurately read words with more than one pronunciation.Writing 3.2 Speaking 3.3 Listening 3.4Viewing and Media Literacy 3.5
The StoriesJulian Tells
Realistic FictionPages 282A-303P
To read and understand a realistic fiction story; to read and understand a mystery
To understand that creating mental images while reading can help a
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.11 Participate in creative responses to texts.Reading 3.1.F.3 Infer word meanings from taught roots,
The Talent Show
Realistic FictionPages 304A-329P
153
reader understand characters and story events
To use prefixes and suffixes to determine or clarify word meaning
To use abbreviations correctly when writing
To decode words with the /o/ sound To identify chronological order in
stories To apply the writing process to
write a persuasive speech that stays on topic
* Daily Guided Reading Groups
prefixes, and suffixes.Writing 3.2.C.1 Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.E.4 Develop and use graphic organizers to build on experiences and extend learning.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand a realistic fiction selection; to compare a nonfiction article with a realistic story
To understand that summarizing while reading can help a reader keep track of story events and recall them more easily afterward
To discriminate time-order clues To use singular and plural nouns
correctly To decode and understand
compound words To use prefixes and suffixes to
determine and clarify word meaning
To apply the writing process to write a persuasive letter with detailed reasons
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Reading 3.1.G.8 Draw conclusions and inferences from texts. Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Centerfield Ballhawk
Realistic FictionPages 330A-355P
To read and understand a realistic fiction selection; to compare realistic fiction with poetry
To understand that recognizing and blending the sounds letters stand for help a reader read unfamiliar or difficult words
To use prefixes and suffixes to determine or clarify meaning
To use subject pronouns correctly in speaking and writing
To decode and understand words with suffixes
To follow simple multiple-step written directions
To apply the writing process to write a review of a literature selection that persuades others to read it
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Listening 3.4.B.1 Follow two-and three-step directions.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Ramona ForeverRealistic Fiction
Pages 356A-387P
To read and understand proverbs and fables
To make, confirm, and revise predictions while reading
To identify the problem/conflict and its resolution in a story
To use object pronouns correctly To decode and understand words
made up of two root words To classify word relationships and
use that knowledge to determine and clarify word meanings
To apply the writing process to write a persuasive composition including convincing reasons and details
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Sayings We Share: Proverbs
and FablesFable
Pages 388A-407N
154
Theme 4: Tell Me a Story To read and understand a historical
fiction selection To understand that rereading can
help readers clarify story events that are confusing
To summarize important information in a text
To use adjectives correctly To understand and decode words
with prefixes To use prefixes or suffixes to
determine or clarify word meaning To apply the writing process to
write a paragraph that compares using complex sentences
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.F.3 Infer word meanings from taught roots, prefixes, and suffixes.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Papa Tells Chitaa Story
Historical FictionPages 14A-35P
To read and understand a Native American legend; to read and understand a nonfiction article
To understand that summarizing while reading can help a reader recall and keep track of story events
To understand the use of comparison and contrast
To use adjectives for what kind correctly
To decode words with the igh and eigh patterns
To summarize important information in a text
To apply the writing process to write a paragraph that contrasts using different kinds of sentences
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Reading 3.1.G.10 Compare and contrasts story plots, characters, setting, and themes.Writing 3.2.C.2 Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech. Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Coyote Placesthe Stars
Native American Tale
Pages 36A-59P
To read and understand a folktale; to compare two folktales
To make, confirm and revise predictions while reading
To summarize important information in a text
To use adjectives of quantity correctly
To understand and use accent marks to help decode multisyllabic words
To determine likenesses and differences within and across texts
To apply the writing process to write an explanatory paragraph including facts, examples and details
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Why Mosquitoes Buzz in
People’s EarsWest African Tale
Pages 60A-93P
To read and understand a folktale To understand that summarizing
while reading can help a reader recall and keep track of story events
To classify likenesses and differences across texts
To use articles correctly To decode and understand words
with prefixes To follow simple multi-step
directions To apply the writing process to
write an effective compare-and- contrast essay
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Listening 3.4.B.1 Follow two-and three-step directions.Writing 3.2Speaking 3.3
Lon Po PoFolktale
Pages 94A-117N
155
* Daily Guided Reading Groups Listening 3.4Viewing and Media Literacy 3.5
To read and understand a play; to compare a play and a folktale
To use headings, stage directions, and other text features to understand events in a play
To compare authors’ purposes To use correctly adjectives that
compare To understand and decode words
with suffixes To use story clues and prior
knowledge about a genre to make predictions
To apply the writing process to write an expository paragraph with a clear topic sentence and details
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.A.2 Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.Reading 3.1.G.1 Recognize purpose of the text.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.E.1 Set purpose for reading and check to verify or change predictions during/after reading.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Crowded House
PlayPages 118A-143P
Theme 5: Good Neighbors To read and understand a historical
fiction selection To understand that self-
questioning while reading can help a reader understand important ideas
To distinguish between facts and opinions
To use action verbs correctly To decode and understand
compound words To identify character, setting, and
plot in a story and to determine what characters are like by what they say and do
To brainstorm, research, and take notes on a topic
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting nonfiction texts.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter sound knowledge and structural analysis to decode words.Reading 3.1.G.8 Draw conclusions and inferences from texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Leah’s PonyHistorical FictionPages 146A-167N
To read and understand a nonfiction selection; to read and understand a song
To use contextual analysis to verify the accuracy and fit of a word in a sentence
To distinguish main idea and supporting details in expository text
To use main and helping verbs correctly
To decode and understand words with the VCCV syllable pattern
To distinguish between facts and opinions
To organize information into an outline
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Yippee-Yay!Expository Nonfiction
Pages 168A-193P
To read and understand a historical fiction selection; to compare a historical fiction selection with a nonfiction article
To use the self-question strategy to clarify understanding
To distinguish between facts and opinions
To use present-tense verbs correctly
To decode words with the VCV syllable pattern
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.G.4 Ask, how, why, and what-if questions in interpreting nonfiction texts.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.
Boom TownHistorical FictionPages 194A-221P
156
To distinguish main ideas and supporting details
To use an outline to write a draft of a research report
* Daily Guided Reading Groups
Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand a historical fiction selection; to read and understand poetry
To understand that creating mental images while reading can help a reader understand characters and story events
To determine likenesses and differences across texts
To use past-tense verbs correctly To decode and understand words
with inflected endings -ed, -ing To use references and resources to
locate information To revise a draft of a research
report* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.4 Ask how, why, and what-if questions in interpreting nonfiction texts.Reading 3.1.G.10 Compare and contrast story plots, characters, settings, and themes.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.H.1. Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Cocoa IceHistorical FictionPages 222A-261P
To read and understand an expository nonfiction selection; to compare an expository nonfiction selection with an advertisement
To read factual material more slowly and carefully than fiction
To identify a stated and unstated main idea and supporting details
To use irregular verbs correctly To understand and decode words
with suffixes To identify the elements of
nonfiction To publish and evaluate a research
report* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
If You Madea MillionExpository
Nonfiction Pages 262A-297P
Theme 6: Celebrate Our World To read and understand a free-
verse poem To understand and enjoy a poem
by creating mental pictures of setting and events
To summarize important information in text
To recognize and understand the various tenses of irregular verbs
To decode and understand words with prefixes and suffixes
To distinguish between fact and opinion
To apply the writing process to use figurative language and imagery to write a poem
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.G.11 Participate in creative responses to texts.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.1 Know sounds for a range of prefixes and suffixes.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
I’m In Charge of Celebrations
PoemPages 300A-323N
To read and understand a realistic fiction selection; to read and understand a nonfiction article
To read ahead to clear up any confusion
To recognize cause and effect relationships
To use the verb be correctly To decode and understand words
with inflected endings
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.
Alejandro’s GiftRealistic Fiction
Pages 324A-347N
157
To restate information presented in a text without changing the meaning
To apply the writing process to use vivid verbs and specific nouns to write a thank-you letter
* Daily Guided Reading Groups
Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.7 Summarize major points from fiction and nonfiction texts. Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand a nonfiction selection
To read factual information more slowly and carefully than fiction
To use book parts to locate information
To write contractions correctly To recognize the schwa sound in
unstressed syllables To recognize cause-and-effect
relationships To apply the writing process to
write a play with a beginning, middle, and an ending
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.A.3 Use a glossary or index to locate information in a text.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Rocking and Rolling
NonfictionPages 348A-369P
To read and understand an informational narrative and expository nonfiction
To understand that rereading can help readers clarify story events or information that is confusing
To recognize cause and effect relationships
To recognize adverbs and use them correctly in speaking and writing
To decode words with unaccented syllables
To use book parts to locate information
To apply the writing process to write an invitation
* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.E.2 Monitor comprehension and accuracy while reading in context and self-correct errors.Reading 3.1.G.2 Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.A.3 Use a glossary or index to locate information in a text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Armadillofrom AmarilloInformational
NarrativePages 370A-399P
To read and understand a nonfiction selection
To use headings, captions, and other text features to predict content and monitor comprehension
To use book parts to locate information and find answers to questions in text
To compare actions using adverbs To decode words with the
consonant –le syllable pattern To interpret information on graphic
aids To apply the writing process to
write a story* Daily Guided Reading Groups
Reading 3.1.G.13 Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.Reading 3.1.A.2 Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.Reading 3.1.A.3 Use a glossary or index to locate information in a text.Writing 3.2.C.2 Use grade appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.Reading 3.1.C.2 Use letter-sound knowledge and structural analysis to decode words.Reading 3.1.E.4 Develop and use graphic organizers to build on experiences and extend learning.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Visitors from Space
NonfictionPages 400A-417N
158
FOURTH GRADELesson Planning
Learning ObjectivesNew Jersey Standard, Strand
and Cumulative Progress IndicatorTextual
Reference/ Inclusive Lessons
Theme 1: You Can Do It To read and understand a realistic
fiction selection To use context to confirm word
meanings To identify and use narrative
elements such as plot, character, and setting to gain insight into characters’ motivations and actions
To use sentences correctly To decode words with the CVC
spelling pattern To organize information into
categories according to the
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.E.3 Select useful visual organizers before, during, and after reading to organize information.
The GardenerRealistic FictionPages 20A-49P
159
properties or attributes they have in common
To use voice in writing a descriptive paragraph
* Daily Guided Reading Groups
Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand a realistic fiction selection; to compare realistic fiction with poetry
To use decoding and phonics to determine the pronunciation of words
To use morphemic units, such as roots, prefixes, and suffixes to determine the meanings of words
To use declarative and interrogative sentences correctly
To use knowledge of the CVC and CVCe spelling patterns to pronounce and read words
To draw and explain inferences from a text
To use voice in writing a character sketch
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.F.1 Infer word meanings form learned roots, prefixes, and suffixes.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Donovan’sWord Jar
Realistic FictionPages 50A-77P
To read and understand a realistic fiction selection
To make and confirm predictions during reading
To identify the conflict, or problem, and its resolution in a work of literature
To use imperative and exclamatory sentences correctly
To decode words with -igh, and -eigh
To draw and explain inferences from a text
To use the writing process in writing a personal narrative
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.G.3 Cite evidence from text to support conclusions.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.2 Know and use common word families to decode unfamiliar words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
My Name is Maria Isabel
Realistic FictionPages 78A-101N
To read and understand a biography selection; to compare two biography selections
To understand that summarizing while reading can help a reader keep track of important information in a nonfiction selection
To use knowledge of prefixes, suffixes, and roots to analyze the meaning of longer or more complex words
To use subjects and predicates correctly
To decode compound words To use knowledge of synonyms
and antonyms to determine meaning and extend word knowledge
To use the writing process in writing a fictional story
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Reading 3.1.F Infer meanings from learned roots, prefixes, and suffixesWriting 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.3 Recognize compound words, contractions, and common abbreviations.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Lou Gehrig:The Luckiest Man
BiographyPages 102A-123N
To read and understand a historical fiction selection; to compare historical fiction with a magazine article
To clarify understanding by reading ahead
To use an index, a table of
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.2 Identify specific words or passages causing comprehension difficulties and seek clarification.Reading 3.1.A.1 Identify differences of various print formats, including newspapers, magazines, books, and reference sources.
Amelia and Eleanor
Go For a RideHistorical FictionPages 124A-147N
160
contents, and other book parts to locate information
To use complete and simple subjects correctly
To decode words with ough To use knowledge of synonyms
and antonyms to determine meaning and extend word knowledge
To use the writing process to write a personal narrative
* Daily Guided Reading Groups
Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.2 Know and use common word families to decode unfamiliar words.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographsWriting 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 2: Side by Side To read and understand a play To use decoding and phonics to
determine the pronunciation of words
To identify cause-and-effect relationships in a literary text and use them to understand plot development
To use complete and simple predicates correctly
To decode words with /s/c and /j/g To use prefixes, suffixes, and roots
to decode words and understand their meanings
To use effective paragraphs in writing a paragraph of information
Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.F.1 Infer meanings from learned roots, prefixes, and suffixes.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Baker’s Neighbor
PlayPages 150A-173P
To read and understand a fiction/folktale selection; to compare fiction/folktale with nonfiction
To understand that self-questioning while reading can help a reader understand important ideas
To identify ways in which narrative elements impact one another in a literary text
To use compound subjects and predicates correctly
To identify and decode compound words
To identify figurative language, such as similes and metaphors, and interpret its meaning
To use effective paragraphs in writing a paragraph of information
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.3 Recognize compound words, contractions, and common abbreviations.Reading 3.1.G.10 Identify some literary devices in stories.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Emperor and the KiteFolk Tale
Pages 174A-205N
To read and understand a nonfiction selection; to compare nonfiction with nonfiction narrative
To monitor understanding by adjusting reading rate
To summarize the most important information in a text
To use simple and compound sentences correctly
To use knowledge of open syllables to pronounce and read words
To use an index, a table of contents, and other book parts to locate information
To use effective paragraphs in writing a paragraph of information
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.A.1 Identify differences of various print formats, including newspapers, magazines, books, and reference sources.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Nights of the PufflingsNonfiction
Pages 206A-229N
To read and understand a realistic fiction selection; to compare
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.
The Garden of Happiness
161
realistic fiction with poetry To make and confirm predictions
during reading To use cause-and-effect
relationships to understand a character’s motivations and actions
To use clauses correctly To use knowledge of closed
syllables to pronounce and read words
To identify figurative language and to interpret its meaning
To use the writing process in writing a how-to essay
* Daily Guided Reading Groups
Reading 3.1.G.3 Cite evidence from text to support conclusions.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure and syntax to express ideas.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.10 Identify some literary devices in stories.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Realistic FictionPages 230A-251N
To read and understand a nonfiction selection
To use text features and text structure to locate information and to monitor comprehension
To use important ideas and details to summarize a text
To use complex sentences correctly
To decode words with the VV syllable pattern
To understand how to use electronic resources available for research
To use the writing process to write a summary
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.A.3 Identify and locate features that support text meaning.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
How to Babysitan Orangutan
NonfictionPages 252A-271N
Theme 3: Make Yourself at Home To read and understand a historical
fiction selection; to compare historical fiction with an article
To read ahead to clarify information or unfamiliar words
To use story information and prior knowledge to draw conclusions
To use common and proper nouns correctly
To decode words with primary accent marks
To understand how to use print and electronic resources available for research
To use effective sentences in writing a cause-and-effect paragraph
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate in formation.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Sarah, Plain and Tall
Historical FictionPages 274A-299P
To read and understand a realistic fiction selection; to compare realistic fiction with poetry
To use context to confirm word meanings
To determine likenesses and differences in characters, settings, and plot events
To use singular and plural nouns correctly
To decode words with the schwa sound
To make reasonable predictions based on textual clues and prior knowledge
To use effective sentences in explaining a process
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2 Speaking 3.3Listening 3.4
Stealing HomeRealistic Fiction
Pages 300A-325N
162
* Daily Guided Reading Groups Viewing and Media Literacy 3.5 To read and understand a fantasy
selection To create mental images in order
to better understand and enjoy a selection
To draw conclusions about the traits, actions, and motives of characters
To use possessive nouns correctly To use knowledge of root words
and inflections to pronounce and read words
To draw and explain inferences from a text
To use the writing process in writing an explanatory essay
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during, and after reading to organize information.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Cricket inTimes Square
FantasyPages 326A-349N
To read and understand a nonfiction selection
To understand that rereading passages can help the reader clarify details and understand important ideas
To recognize comparison and contrast patterns in a nonfiction text
To use abbreviations correctly To decode compound words To interpret and use graphic
sources of information To use the writing process in
writing a definition essay* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.3 Recognize compound words, contractions, and common abbreviations. Reading 3.1.A.3 Identify and locate features that support text meaning.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Two Lands,One HeartNonfiction
Pages 350A-371N
To read and understand an informational narrative selection; to compare informational narrative with poetry
To identify structural patterns found in informational texts to strengthen comprehension
To summarize the most important information in a text
To use pronouns and antecedents correctly
To decode words with /s/c and /j/g To distinguish between cause and
effect in a nonfiction text To apply the writing process to
write an explanatory essay* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.1 Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding.Reading 3.1.G.7 Identify and summarize central ideas in informational text.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction text.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Look to the North:
A Wolf Pup DiaryInformational
NarrativePages 372A-397N
Theme 4: Creative Minds To read and understand a
nonfiction selection To monitor understanding by
adjusting reading rate To recognize the main idea of a
selection and the details that support the main idea
To use subject and object pronouns correctly
To use knowledge of the VCCV syllable pattern to decode multisyllablic words
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction text.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words. Reading 3.1.A.1 Identify differences of various print
The Kids’Invention Book
Expository Nonfiction
Pages 400A-421P
163
To use a table of contents, an index, and other book parts to locate information
To use development in writing paragraphs that compare and contrast
* Daily Guided Reading Groups
formats, including newspapers, magazines, books, and reference resources.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand a mystery selection; to compare mystery with fable
To clarify understanding by reading ahead
To identify chronological order of events in a selection by using time-order words and other unstated clues
To use possessive pronouns correctly
To use morphemic units, such as roots, prefixes, and suffixes, to determine the pronunciation of words
To follow directions; to interpret written directions correctly
To use development in writing a persuasive letter
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.E.1 Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words. Reading 3.1.G.5 Follow simple multiple-steps in written instructions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Case ofPablo’s Nose
MysteryPages 422A-437N
To read and understand a folktale selection
To understand that rereading to clarify can help a reader understand important ideas
To use details from a literary text to determine the main idea of a story
To use ajectives and articles correctly
To decode words with open and closed syllables
To follow directions; to interpret written directions correctly
To use the writing process in writing a response to literature
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.9 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.5 Follow simple multiple-steps in written instructions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
In the Days ofKing Adobe
FolktalePages 438A-453P
To read and understand a play To understand that creating mental
images while reading increases comprehension and enjoyment
To identify ways in which the sequence of events in a literary text affects the outcome
To compare with adjectives correctly
To decode words with the VV syllable pattern
To use story information and real-life experience to draw conclusions
To use the writing process to write a compare and contrast essay
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.3 Cite evidence from text to support conclusions.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Red Writing HoodPlay
Pages 454A-471N
To read and understand a folktale selection; to compare a folktale with a magazine article
To make and confirm predictions about text, using prior knowledge and text features
To compare and contrast tales from different cultures
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.G.3 Cite evidence from text to support conclusions.Reading 3.1.G.1 Discuss underlying themes across cultures in various texts.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence
One Grain of RiceFolktale
Pages 472A-499N
164
To use verbs correctly To use root words and suffixes to
read multisyllabic words To describe the text features and
literary devices of imaginative literature
To apply the writing process to write a comparison and contrast essay
* Daily Guided Reading Groups
structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.10 Identify some literary devices in stories.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Theme 5: Community Ties To read and understand an
expository nonfiction selection To summarize information to
strengthen comprehension To identify the structural patterns
and organization of nonfiction texts To use main and helping verbs
correctly To decode words with the schwa
sound To follow directions; to interpret
written directions correctly To gather and evaluate information
for a research report* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.G.7 Identify and summarize central ideas in informational texts.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction text.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.5 Follow simple multiple-steps in written instructions. Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Fire!Expository Nonfiction
Pages 502A-521P
To read and understand an informational narrative selection
To use decoding and phonics to determine the pronunciation of words
To identify the author’s purpose for writing a text
To use action and linking verbs correctly
To decode words with the syllable pattern -le
To identify the main idea and supporting details of a selection
To organize information for a research report
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.6 Recognize an author’s point of view.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
A Very Important Day
Informational Narrative
Pages 522A-543P
To read and understand an expository nonfiction selection; to compare expository nonfiction with poetry
To monitor understanding by adjusting reading rate
To identify the structural patterns and organization of nonfiction texts
To use the present tense correctly To decode words with unaccented
syllables To locate information by using a
variety of sources To draft information for a research
report * Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Saguaro CactusExpository Nonfiction
Pages 544A-567N
To read and understand a realistic fiction selection; to compare realistic fiction with poetry
To understand that summarizing
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.
Blue WillowRealistic Fiction
Pages 568A-589P
165
while reading can help a reader keep track of important information
To determine the author’s viewpoint on a topic
To use the past and future tenses correctly
To decode inflected nouns and verbs
To identify figurative language and interpret its meaning
To edit information for a research report
* Daily Guided Reading Groups
Reading 3.1.G.6 Recognize an author’s point of view.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.2 Know and use common word families to decode unfamiliar words.Reading 3.1.G.10 Identify some literary devices in stories.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand an autobiography; to compare an autobiography with poetry
To understand that using context to confirm meaning can help a reader determine or confirm the meanings of unfamiliar words
To identify the chronological order of events in a selection by using time-order words and other unstated clues
To use irregular verbs correctly To decode words with silent letters To locate information using print
and electronic sources To share and publish information
for a research report* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Reading 3.1.G.3 Cite evidence from text to support conclusions. Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2.B Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
In My FamilyAutobiography
Pages 590A-609P
Theme 6: New Lands To read and understand a
nonfiction selection To use text structure and format to
monitor comprehension To distinguish between facts and
opinions in a nonfiction text To use complex contractions and
negatives correctly To use knowledge of roots to
decode multisyllabic words To use text structure to strengthen
comprehension of nonfiction texts To use word choice to write a
description paragraph* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.1 Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Gold RushExpository Nonfiction
Pages 612A-637P
To read and understand a historical fiction selection
To understand that self-questioning while reading can help a reader understand and clarify important ideas
To use word relationships to determine meaning
To use adverbs correctly To decode words with the letter
pattern -augh To use context to determine the
meanings of multiple-meaning words
To use word choice in writing a rhymed or unrhymed poem
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.2 Know and use common word families to decode unfamiliar words.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs.Writing 3.2.Speaking 3.3Listening 3.4
I Have Heardof a Land
Historical FictionPages 638A-667P
166
Viewing and Media Literacy 3.5 To read and understand a tall tale
selection; to compare a tall tale with a poem
To understand that creating mental images while reading can help a reader understand important ideas
To distinguish between facts and opinions in a literary text
To compare with adverbs correctly To decode words with the VCCV
syllable pattern To understand the elements that
make up a good paraphrase To use the writing process in
writing a persuasive essay* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.G.2 Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Writing 3.2.D.5 Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Paul Bunyan and Babe the Blue Ox
Tall TalePages 668A-689N
To read and understand a informational narrative selection; to compare an informational narrative with an article
To understand that rereading can help a reader clear up confusion
To use word relationships to determine meaning
To use prepositions correctly To decode words with a VCV
syllable pattern To organize facts into an outline To use the writing process in
writing a descriptive essay* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.D.2 Read at different speeds using scanning, skimming, or careful reading as appropriate.Reading 3.1.F.2 Infer specific word meanings in the context f reading passages.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Fly Traps!Plants That Bite
BackInformational
NarrativePages 690A-713N
To read and understand a realistic fiction selection; to compare realistic fiction with a magazine article
To learn how using the self-question strategy can help a reader understand important ideas
To determine the author’s viewpoint on a topic
To use prepositional phrases correctly
To use prefixes, suffixes, and root words to determine the pronunciation of words
To paraphrase information from text
To use the writing process in writing a story
* Daily Guided Reading Groups
Reading 3.1.G.8 Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.Reading 3.1.E.3 Select useful visual organizers before, during and after reading to organize information.Reading 3.1.G.6 Recognize an author’s point of view.Writing 3.2.C.1 Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1.C.1 Use letter-sound correspondence and structural analysis to decode words.Writing 3.2.D.5 Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The DownAnd Up Fall
Realistic FictionPages 714A-737N
167
FIFTH GRADELesson Planning
Learning ObjectivesNew Jersey Standard, Strand
and Cumulative Progress IndicatorTextual
Reference/ Inclusive Lessons
Theme 1: Look Inside To read and understand a realistic
fiction selection To understand that making and
confirming predictions increases readers’ involvement with and enjoyment of a text
To use word structure to determine and clarify meaning
To understand declarative and interrogative sentences
To use the CVC spelling pattern to decode multisyllable words
To identify nonfiction book parts and the information they provide
To apply the writing process to use voice in writing a narrative paragraph
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.4 Make revisions to text predictions during and after reading.Reading 3.1.F.1 Infer word meanings from learned roots, prefixes, and suffixes.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.11 Identify and analyze text types, formats, and elements in nonfiction.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Hot andCold SummerRealistic fictionPages 20A-45P
To read and understand a historical fiction selection; to compare fiction with poetry
To understand that using the author’s words and their own experiences will help readers understand what they read
To identify the main problem or conflict of the plot and explain how it is resolved
To understand imperative and
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.G.4 Anticipate and construct meaning from text by making conscious connections to self, an author, and others.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.
Sees Behind Trees
Historical FictionPages 46A-69P
168
exclamatory sentences To decode words with the syllable
pattern CVCe and CVVC To use word structure to determine
and confirm meaning To apply the writing process to use
voice in writing a descriptive paragraph
* Daily Guided Reading Groups
Reading 3.1.F.1 Infer word meaning form learned roots, prefixes, and suffixes.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand a realistic fiction selection
To understand that self-questioning while reading can help a reader understand important ideas
To use word structure to determine and clarify meaning
To understand complete and simple subjects
To decode words containing the VV syllable pattern
To understand narrative elements: plot, character, setting
To apply the writing process to use voice in writing a realistic story
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.F.1 Infer word meaning form learned roots, prefixes, and suffixes.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Yang the Third and Her
Impossible Family
Realistic FictionPages 70A-89N
To read and understand letters To analyze the organizational
structure of text To evaluate and make valid
judgments about fiction and nonfiction
To understand complete and simple predicates
To decode words with vowels before r
To identify the point of view of a selection
To apply the writing process to use voice in writing a personal narrative
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Dear Mrs. ParksLetters
Pages 90A-113N
To read and understand a historical fiction selection
To learn that reading ahead can help clarify new vocabulary and concepts
To identify and understand the elements of plot, character, setting, and theme in a work of fiction
To understand compound subjects and predicates
To decode multisyllabic words with the VCV and VCCV syllable patterns
To identify the point of view of a selection
To apply the writing process to use voice in writing a personal narrative
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views and beliefs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
ElenaHistorical FictionPages 114A-135N
Theme 2: Team Work To read and understand a
biography selection; to compare biography with nonfiction
To understand when and how to adjust reading rate
To draw inferences, conclusions, or generalizations about text and support them with textual
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.D.1 Adjust reading speed appropriately for different purposes and audiences.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.
We’ll NeverForget You,
Roberto ClementeBiography
Pages 138A-161N
169
evidence and prior knowledge To understand simple and
compound sentences To decode words with the /zh r/
and /ch r/ sounds To evaluate and make valid
judgments about fiction and nonfiction
To apply the writing process to use effective paragraphs in writing a paragraph of information
* Daily Guided Reading Groups
Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3 Listening 3.4Viewing and Media Literacy 3.5
To read and understand folktales To use context to clarify word
meaning To summarize the main points of a
story and to restate the important information in the story in your own words
To understand clauses To decode words with root word +
inflection To use evidence from a text and
prior knowledge to draw conclusions
To apply the writing process to use effective paragraphs in writing a how-to paragraph
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.Reading 3.1C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Folk Talesfrom AsiaFolk Tale
Pages 162A-183P
To read and understand nonfiction To understand that reading ahead
can help a reader understand important ideas and details
To draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge
To understand complex sentences To decode multisyllable words with
unaccented syllables and the schwa sound
To determine the main points of a passage and to restate the passage in a different way
To apply the writing process to use effective paragraphs in writing a summary
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.2 Use increasingly complex sentence structure and syntax to express ideas.Reading 3.1C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Iditarod DreamNonfiction
Pages 184A-201P
To read and understand a personal narrative selection; to compare personal narrative with nonfiction
To understand that rereading to clarify can help a reader understand important ideas
To summarize the main points of a story and to restate the important information in the story in your own words
To understand common and proper nouns; abbreviations
To decode words ending with consonant -le
To understand how the author’s choice of language contributes to the overall quality of a literary work
To apply the writing process to use effective paragraphs in writing a how-to essay
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.3 Reread to make sense of difficult paragraphs or sections of text.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
WoodsongPersonal NarrativePages 202A-223N
170
To read and understand a classic fiction selection; to compare classic fiction with poetry
To encourage students to summarize what they have read
To recognize and understand elements of plot, character, setting, and theme in a work of fiction
To use singular and plural nouns correctly
To decode words with inflected endings
To recognize and understand the special meaning of figurative language in context
To apply the writing process to use effective paragraphs in writing an essay that explains
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.5 Apply graphic organizers to illustrate key concepts and relationships in a text.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.13 Recognize figurative language in text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Island of theBlue DolphinsHistorical FictionPages 224A-243P
Theme 3: A Changing Planet To read and understand a realistic
fiction selection To understand that creating mental
images while reading can help a reader understand important ideas and events
To use prefixes, suffixes, and roots to determine word meaning
To use possessive nouns correctly To decode words containing the
letter combinations kn, wr, and gn To understand and identify the
genre characteristics of literary text
To apply the writing process to use development in writing a review
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.2 Identify genre by their distinctive elements.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
EvergladesInformational TextPages 246A-273P
To read and understand a nonfiction selection; to compare nonfiction with a magazine article
To understand that using text structure and format while reading can help a reader understand how text is organized
To understand multiple representations of information
To understand pronouns and antecedents
To use word structure to decode compound words
To use effective techniques to locate information on the Internet and in other sources
To apply the writing process to use development in writing a persuasive paragraph
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.A.2 Survey and explain text features that contribute to comprehension.Reading 3.1.H.5 Draw conclusions from information gathered from multiple sources.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Summer of FireNonfiction
Pages 274A-295P
To read and understand a nonfiction selection; to compare nonfiction texts
To adjust the speed of reading to understand information in nonfiction texts
To analyze the organizational structure of text
To understand subject and object pronouns
To decode words with the letter patterns ight and aight
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.D.1 Adjust reading speed appropriately for different purposes and audiences.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.H.5 Draw conclusions from information
OceansExpository Nonfiction
Pages 296A-319P
171
To understand multiple representations of information
To apply the writing process to use development in writing a persuasive letter
* Daily Guided Reading Groups
gathered from multiple sources.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand a photo essay; to compare a photo essay with poetry
To reread text in order to discern and clarify main ideas and concepts
To use multiple representations of information
To use possessive pronouns correctly
To use knowledge of root words and suffixes to decode multisyllabic words
To analyze the organizational structure of text
To apply the writing process to use development in writing a persuasive essay
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.3 Reread to make sense of difficult paragraphs or sections of text.Reading 3.1.H.5 Draw conclusions from information gathered from multiple sources.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes and suffixes to decode new words.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Seeing Earthfrom SpacePhoto essay
Pages 320A-347P
To read and understand a science fiction selection
To use decoding strategies to read unfamiliar words
To identify and explain the unstated main idea of a selection
To understand case of a personal pronoun
To decode words ending with –tion and -ness
To analyze text that is presented in a sequential or chronological order
To apply the writing process to use development in writing a persuasive essay
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.3 Use cause and effect and sequence of events to gain meaning.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The Case of the Flying-Saucer
PeopleScience Fiction
Pages 348A-365P
Theme 4: Express Yourself To read and understand a realistic
fiction selection; to compare realistic fiction with Greek mythology
To understand that self-questioning while reading can help a reader understand important ideas
To use context to determine or clarify word meaning
To understand reflexive pronouns To decode words formed by adding
a suffix to a root word To understand how to make
inferences To apply the writing process to use
effective sentences in writing a paragraph that contrasts
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Hattie’sBirthday BoxRealistic Fiction
Pages 368A-389N
To read and understand a biography selection; to compare a biography with proverbs
To adjust reading rate for improved understanding of nonfiction
To distinguish facts, supported inferences, and opinions in text
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.D.1 Adjust reading speed appropriately for different purposes and audiences.Reading 3.1.G.5 Recognize persuasive and propaganda techniques used to influence readers.Writing 3.2.C.1 Use Standard English conventions in all
William Shakespeareand the Globe
BiographyPages 390A-421P
172
To understand adjectives and articles
To decode words with the letter patterns augh and ough
To use context to determine or clarify word meaning
To apply the writing process to use effective sentences in writing a news story
* Daily Guided Reading Groups
writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
To read and understand an autobiography selection
To understand that using text structure and format while reading can help a reader understand the structural organization of informational text
To understand and explain synonyms and antonyms
To understand proper adjectives To decode words with the prefix
non-, in-, and un- To distinguish facts, supported
inferences, and opinions in text To apply the writing process to use
effective sentences in writing a comparison and contrast essay
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.5 Recognize persuasive and propaganda techniques used to influence readers.Writing 3.2.Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
The World of William Joyce
ScrapbookAutobiography
Pages 422A-439P
To read and understand an informational narrative selection; to compare an informational narrative with an encyclopedia article
To understand that reading ahead can provide additional information for understanding new concepts and vocabulary
To distinguish facts, supported inferences, and opinions in text
To use adjectives to compare To decode words with the letter
patterns /s/c and /j/g To understand how figurative
language creates strong visual images
To apply the writing process to use effective sentences in writing a response to literature
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.G.5 Recognize persuasive and propaganda techniques used to influence readers.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.13 Recognize figurative language in text.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Satchmo’s BluesInformational
NarrativePages 440A-463N
To read and understand a biography selection; to compare biography with poetry
To understand that summarizing while reading can help a reader understand the main idea of a selection
To analyze the organizational structure of text
To understand main and helping verbs
To decode vowel sounds in open and closed syllables
To classify and categorize related words
To apply the writing process to use effective sentences in writing a comparison and contrast essay
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Reading 3.1.G.10 Recognize common organizational patterns in text that support comprehension evidence.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Evelyn Cisneros:Prima Ballerina
BiographyPages 464A-487N
Theme 5: School Rules To read and understand a realistic
fiction selectionReading 3.1.G.2 Identify genre by their distinctive elements.
Off and RunningRealistic Fiction
173
To use context to clarify word meaning
To analyze text that is presented in the compare/contrast format
To use action and linking verbs correctly
To decode multisyllabic words using syllables and stress
To use context to determine the meanings of multiple-meaning words
To apply the writing process to use organization in writing a research report
* Daily Guided Reading Groups
Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Reading 3.1.G.9 Make inferences using textual information and provide supporting details.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.F.2 Infer specific word meanings in the context of reading passages.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Pages 490A-511P
To read and understand an autobiography selection; to compare autobiography with poetry
To understand that self-questioning while reading can help a reader understand important ideas
To identify the author’s purpose and viewpoint
To use present tense correctly To decode multisyllabic words
using the VCCV syllable pattern To analyze text that is presented in
the compare/contrast format To apply the writing process to use
organization in writing a research report
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Little by LittleAutobiography
Pages 512A-533N
To read and understand a realistic fiction selection; to compare realistic fiction with nonfiction
To understand that making and confirming predictions can help a reader understand and enjoy a text
To analyze text that is presented in the compare/contrast format
To use past and future tenses correctly
To decode words with –ed or -ing endings
To identify the author’s purpose and viewpoint
To apply the writing process to use organization in writing a research report
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.4 Make revisions to text predictions during and after reading.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2 Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Dear Mr. Henshaw
Realistic FictionPages 534A-563P
To read and understand a realistic fiction selection; to compare realistic fiction with an anecdote
To use syllabication to decode and pronounce unfamiliar words
To identify the author’s purpose and viewpoint
To use principle parts of a verb correctly
To decode multisyllable words with VCCV and VCCCV syllable patterns
To identify the point of view of a selection
To apply the writing process to use organization in writing a research report
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.1 Identify author’s purpose, views, and beliefs.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
FrindleRealistic Fiction
Pages 564A-581P
To read and understand a science Reading 3.1.G.2 Identify genre by their distinctive The Fun They
174
fiction selection To retell the original text in
condensed form, highlighting the major events or ideas
To draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge
To use regular and irregular verbs correctly
To decode words with the VCV syllable pattern
To understand how to make inferences
To apply the writing process to use organization in writing a research report
* Daily Guided Reading Groups
elements.Reading 3.1.G.8 Distinguish between major and minor details.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.9 Make inferences using textual information and provide supporting evidence.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
HadScience Fiction
Pages 582A-597N
Theme 6: American Adventure To read and understand a historical
fiction selection To learn that creating mental
images of what you read increases understanding
To understand that words can connote “shades of meaning”
To use perfect tenses correctly To decode words with VCV syllable
patterns To understand how an author
develops characters To apply the writing process to use
word choice in writing a rhymed poem
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.2 Vary reading strategies according to their purpose for reading and the nature of the text.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Across theWide Dark SeaHistorical FictionPages 600A-623P
To read and understand a play; to compare a play with a tall tale
To understand that making and confirming predictions helps a reader appreciate and understand a story
To identify causal relationships between and among literary elements
To use contractions and negatives correctly
To decode multisyllabic words using word parts
To understand that words can connote “shades of meaning”
To apply the writing process to use word choice in writing a story
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.4 Make revisions to text predictions during and after reading.Reading 3.1.G.12 Recognize literary elements in stories, including setting, character, plot, and mood. Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Name This American
PlayPages 624A-647P
To read and understand a biography; to compare a biography with nonfiction
To understand that rereading helps in understanding material
To understand that words can connote “shades of meaning”
To use adverbs correctly To decode words with Greek and
Latin roots To identify causal relationships
between and among literary elements
To apply the writing process to use word choice in writing a play
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.E.3 Reread to make sense of difficult paragraphs or sections of text.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2Speaking 3.3Listening 3.4
What’s theBig Idea,
Ben Franklin?Biography
Pages 648A-675N
175
Viewing and Media Literacy 3.5 To read and understand a narrative
nonfiction selection; to compare narrative nonfiction with a song
To understand that using decoding/phonics while reading can help a reader understand words and construct meaning
To identify causal relationships between and among literary elements
To understand comparing with adverbs
To identify accented and unaccented syllables in multisyllabe words
To use organizational reference sources to locate information
To apply the writing process to use word choice in writing a tall tale
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.F.1 Infer word meanings from learned roots, prefixes, and suffixes.Reading 3.1.G.12 Recognize literary elements in stories, including setting, characters, plot, and mood.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.4 Apply spelling and syllabication rules that aid in decoding and word recognition.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Lewis and ClarkExpository Nonfiction
Pages 676A-697N
To read and understand an expository nonfiction selection
To use context to determine or clarify word meaning
To summarize the main points of a story and to restate the important information in the story in your own words
To use prepositional phrases correctly
To use knowledge of word structure, origin, and relationships to determine pronunciation
To use organizational features of reference sources to locate information
To apply the writing process to use word choice in writing a friendly letter
* Daily Guided Reading Groups
Reading 3.1.G.2 Identify genre by their distinctive elements.Reading 3.1.F.2 Infer specific word meanings in context of reading passages.Reading 3.1.G.7 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.Writing 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting.Reading 3.1.C.2 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.Reading 3.1.H.1 Use library classification systems, print or electronic, to locate information.Writing 3.2Speaking 3.3Listening 3.4Viewing and Media Literacy 3.5
Black FrontiersExpository Nonfiction
Pages 698A-715P
176
Section IV:
Appendix
177
Getting Started in the K- 5 Classroom
At the beginning of the school year, teachers have the opportunity and the responsibility to establish important literacy routines with their students beginning on day one. Children learn language and learn about language when they read, write, talk, listen, think, and observe.
Before the children arrive:
Organize the classroom and the materials in ways that foster independence and responsibility.
Plan your classroom management routines and procedures. Establish a classroom library. Create the structure for a word wall. Hang an alphabet linking chart. Create a message board or chart where the children can look for a
daily message from you. It may include clear instructions about how to start the day.
Display a daily schedule announcement for your children to read together and independently.
Place a Big Book on a Big Book easel so that your children can see what text will be read during shared reading.
Create a book box for each child with his or her name written on it. This book box will hold each child’s daily independent reading books.
Place some signs or messages in the room such as a welcome message, but wait until the children are with you to add other signs and labels.
Establish a sign-in area for children to write or check off their names when they arrive.
On the first day of school:
Introduce classroom routines and procedures to the students. Read to the children. Involve them in the shared reading of a poem and/or story.
178
If possible, provide children with their own copies of the poem or the story so that they can read it independently and take it home to read.
Provide time for reading books from the classroom library. Provide time for independent drawing and writing. Begin to observe children’s understandings about reading and writing
and continue to do so during the next few weeks to inform your instruction.
During the first few weeks of school:
Begin introducing learning stations gradually. It is strongly suggested that centers be opened one at a time.
Use mostly whole group activities, but with the goal of more small group instruction.
Continue to review classroom routines and procedures. Read aloud daily, rereading favorites and encouraging children to talk
about the books. Involve the children in shared reading and writing experiences that
build their confidence. Encourage independent reading and writing so that the children may
experiment with language and so that you can directly teach them about concepts of print.
Assess each child using -In grades K to 3, the Observation SurveyIn grades 4 and 5, Harcourt diagnostic and placement testsIn grades 4 and 5, if available, the Developmental Reading
Assessment Place this data in each student’s individual folder, where it will be readily accessible for your ongoing review. The purpose for gathering and then frequently referring to each child’s data will be to inform your instruction.
Observe students’ writing to determine what they know and what they need to know.
Begin Writing Workshop. As part of your school’s literacy team, prepare Reading or Writing
Assessment Walls for ongoing data analysis.
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A Balanced Literacy ApproachA balanced literacy approach consists of a comprehensive program in which students and teachers are engaged in the following practices and structures:
Read-Aloud K-5 Reading aloud is the single most influential factor in young children’s success. Reading aloud: Improves listening skills Builds vocabulary Aids reading comprehension Produces a positive impact on students’ attitudes toward reading Supports their acquisition of phonemic awareness
According to Jim Trelease’s Read-Aloud Handbook, (p.1), almost as big a mistake as not reading to children at all is stopping too soon. Until about eighth grade, children listen and comprehend on a higher level than they read on independently. Therefore, children can hear and understand stories that are more complicated and more interesting than anything they could read on their own. First-graders can enjoy books written on a fourth-grade level, and fifth-graders can enjoy books written on a seventh-grade reading level (p.4).
Some Suggestions for Reading Aloud to Children(adapted from Carol Avery’s And With a Light Touch, pp.289-290)
1. Introduce the book with a few brief comments – tell something about the author or why you selected this book to read, even if it’s just “I’ve never read this book before and I’d like to know what you think of it."
2. Talk about the cover’s illustrations, if applicable, the title page, and the dedication page of some books, but definitely not every book every time you read aloud.
3. Use an expressive voice that picks up the tone of the story and the voices of the characters.
4. Use timing for emphasis. Pause for listeners to digest, contemplate and consider ideas.
5. Watch expressions on listeners’ faces and adjust the reading in response to the audience. Vary your approach with different readings.
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For example, sometimes read straight through without comment from either yourself or the listeners. Another time, pause and elicit a few responses through open-ended questions such as, “What do you think about that?” Sometimes, share your personal responses, taking care not to thwart the responses of listeners who may look to you as the authority.
6. Invite talk about the reading: To predict, then confirm or disprove the prediction as the book
unfolds To make connections to other books To make connections to personal experiences To consider characters and what makes them tick To express likes and dislikes about the books To consider the author’s language and style; and to note elements of
writer’s craft, such as a powerful lead or opening for a story; however, avoid addressing all these areas with every book
Ask questions to which you do not know the answer. Encourage divergent thinking. Accept all ideas expressed and demonstrate the value of everyone’s contribution; however, require that children reference the text in relationship to their responses. This kind of conversation around texts lays the foundation for being successful in answering open-ended questions.
Draw the listeners’ attention to words or well-turned phrases from the text that appeal to you and explain why you like them. Point out techniques with language or construction that the author uses. Generally, this is best done after the first reading of a book. Take your time. Enjoy the reading and the talk!
Shared Reading K-5 Shared Reading, as it occurs in the primary grades, is a technique modeled after the bedtime story (Holdaway, 1979). This is a time when the teacher models reading by repeatedly reading aloud a story to the class, often times in the form of a Big Book, to the class during the course of several days. Shared Reading is a step between reading to children and independent reading by children. Through Shared Reading, students gain independence by seeing how an experienced reader, such as the teacher, reads a particular book. Enjoyment of the book, strategies employed in reading the book, and ways of responding to the book are all modeled for the students.
At Shared Reading time, the children are sitting close to the teacher. Though the use of a Big Book with an easel is preferable with young children as it will insure that all students are able to see the book clearly each time the teacher reads it, Shared Reading can also take place with text that is on an overhead transparency; or enlarged texts such as poems,
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that the teacher has copied out on chart paper; or even with regular sized texts, provided the teacher and students each have individual copies. Often times the same text is read three to five times during a week. The teacher focuses on a different instructional emphasis during each re-reading.
1. Usually, during the initial reading, the teacher introduces the book and then reads the text straight through in an attempt to engage the children. The objective during the first reading is to motivate students through the book introduction, and then to extend their interest by having them hear the entire work without many interruptions.
2. During subsequent re-readings, the students increasingly participate in the reading. Students might chime in with the teacher, or act out parts of the story while it is being read. During these re-readings, the teacher may focus on teaching students how to:
Sample/preview text Make predictions Check and confirm understanding Engage semantic, syntactic, and/or grapho-phonemic cueing systems Become aware of specific conventions of punctuation, spelling, book
presentation, and layout Become aware of conventions of print Develop Phonemic Awareness through exposure to nursery rhymes,
riddles, songs, and poems
In the intermediate grades, Shared Reading provides an opportunity to make difficult texts accessible to all students in a group or class. The emphasis is on supporting students as they interpret and analyze more challenging texts. Shared Reading selections need to be visible to all students and can include enlarged texts, such as posters and charts of rules, procedures, social studies or science terms, graphic organizers, directions for assignments at independent Literacy Stations (Centers); as well as text that has been prepared on an overhead transparency, such as a poem; or a grade appropriate Big Book, such as a biography, or one with science content. It is also possible to use individual copies of a text or passage.
As in the primary grades, the teacher initially reads the entire passage aloud, without interruption, sharing an appreciation of the text, and a positive attitude towards reading. When returning to the text, the teacher may point out text features, and model, through “think-alouds,” the comprehension and, to some degree, decoding strategies necessary to meet the challenges of a particular text. This is an opportunity for teachers to model the metacognitive processes that good readers engage in as they read noting headings and bold print, attending to illustrations /charts /photos /diagrams, making predictions, asking questions making text-to-text or text-to-self connections, etc.) In an immediate re-reading, students
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may be invited to participate through choral reading or echo reading. At this level, Shared Reading involves discussion of the text allowing for a high degree of teacher/student and student/student interaction where opinions, ideas, and interpretations are shared and exchanged.
The rationale for a Shared Reading session with older, fluent or nearly fluent readers will be very different from its purpose with younger children who are still developing basic reading strategies. For children in the intermediate grades, the purpose will be specific and finely focused, with the teacher selecting a text that provides opportunities to model the discrete skill or strategy being taught; or the session may be concerned with providing instruction in a particular content area where the teacher needs to convey an explanation or information to a large group of students with different reading abilities. Another purpose may be to focus on a text that the teacher wants to share with the class as a whole, for example, a poem, or a passage with a specific theme or message. Used in this way, Shared Reading can provide a means of developing a “community of readers” in the classroom, with the common experience of the text as a basis for ongoing discussion or debate.
At the intermediate level, where the demands of content area texts seem to assume that all students are now reading to learn (as opposed to learning to read in the primary grades), Shared Reading is an ideal way of providing support for less able readers to overcome the difficulties of nonfiction texts. Shared Reading can be used across the curriculum. By removing the “interference” of different reading abilities, Shared Reading allows understanding and interpretation of the content to become the most important focus of the reading.
Word Study K-2 Children learn about how letters and words work by reading and writing, but focused attention on word study can help them This focused attention can occur in Guided Reading lessons when the teacher provides a brief (one to two minutes), but explicit demonstration of how words work. Using a chalkboard, dry-erase board, or a Magnadoodle, students can be shown how to recognize letter patterns and word parts, and use known words (analogies or exemplars) to get to unknown words; they can also actively use magnetic letters to manipulate words. Additional ways to facilitate word study include:
Student-Generated Word Lists – Children compile their own lists of frequently used words. These lists are kept inside the front cover of their notebooks and/or writing folders.
Word Wall – This is a collection of words that is organized by alphabet letter and placed on display in a classroom. These words are either high frequency words or are “exemplars” for word solving. Exemplars are
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words that contain key word features or patterns that the children can use to form other words. It is important for students to use words that they know, as analogies, to help them read and write words that they do not know. Word Walls should not be assembled as “finished products” in September; but rather, words should be selected based on the needs of the students and added incrementally to a classroom wall or bulletin board throughout a school year. The teacher, with student input, selects four to five new words per week and places them on the wall. Teachers can use the Word Wall as a teaching tool to have students find rhyming words, find specific words, notice onset and rime patterns, review word endings and prefixes, etc. The words selected (high frequency words, with perhaps a few carefully chosen exemplars) should represent those the students will need to know in their reading and use in their writing; therefore, it is vital that the entire Word Wall be visible to students so that it can be utilized.
Making Words – Designed by Patricia Cunningham, Making Words is a fifteen-minute, active, hands-on activity that engages youngsters in making words and sorting them by recognizing a variety of patterns. This multilevel developmental activity can be done with a whole class, a small group, or individually. The Cunningham model entails giving each child a group of letters (for example: e,e,n,p,r,s,t) and then guiding them with a very specific set of directions (for example: “Take the letters: e, p, and n and make the word pen. Now change one letter and make the word pet.”) The teacher leads the students through a list of pre-determined words, culminating, in this example, with the word present. Children can then be directed in a sorting activity, such as: “Sort for all the words that start with p; sort for all the words that end with ent.” This activity helps students to develop understanding of the alphabetic principle, to learn letter-sound correspondence, to learn spelling patterns, and how to use spelling patterns when writing and reading. Children can also make groups of words independently with many different kinds of letters – magnetic letters, tile letters, foam letters, or teacher-made letters on squares made from card stock paper, at a Making Words Center in the classroom.
ABC Center – This Center will have specific tasks for children to perform; tasks that will lead them to explore the features of letters and to make and sort words. Students can work with magnetic letters, read and/or make their own alphabet books, and individual letter books.
Word Study 3-5In the intermediate grades, students compile personal spelling lists in their writing notebooks. The teacher and children may post a “No Excuses” Word Wall for children to refer to, containing commonly misspelled words at this level. Mini-lessons can involve word sorts, word games and word histories. For those students who are still having significant problems understanding how words work (not recognizing spelling patterns in their
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writing and/or having difficulty solving words rapidly and easily while reading continuous text), it is advisable to include word work, for one to two minutes, at the end of each Guided Reading lesson. During word work, the teacher quickly writes a few examples of words with common parts or patterns on a chalkboard, chart or dry-erase board. Magnetic letters or magnetic strips with word parts can also be used. This brief amount of time in which students pay close attention to the structure of words can help children become more aware of letter patterns and word parts. Making Words (including longer words), as described on p. 184, may also still prove to be a valuable small group, partner, or individual activity. Guided Reading K-5During Guided Reading, the teacher works with small groups of children who use similar reading processes and are able to read similar levels of text with support. The goal in Guided Reading is to help students use independent reading strategies successfully. In the primary grades teachers can use the information gained from assessing their class with the DRA (Developmental Reading Assessment) kit in the fall to find each child’s instructional level (a score of 90-94% on a running record, along with a successful retelling), group students accordingly, and match each group with a book on their instructional level. These small groups of 4 to 6 students are flexible and change with the developing needs of students as they progress along the continuum of text levels at differing rates. Groups will form and re-form in a dynamic process during the school year as a result of ongoing teacher observations and assessments, which include reading conferences and the analyses of periodic informal running records. In the spring, children can once again be assessed with the DRA. This information will inform the instruction of next year’s teacher.
Guided Reading provides children with a heightened learning experience by allowing teachers to work with their students at what Vygotsky called their “zone of proximal development.” This very specific “point of need” learning occurs when a learner can be successful with the help of an expert other. Teachers can create this learning zone for their students when they carefully select and introduce an appropriate instructional level text, support and interact briefly with students during reading, and teach with clarity after reading. In the Vygotskyian sense, Guided Reading makes it possible to teach at the “cutting edge” of students’ understanding. A teacher’s support is minimal, enabling students to use problem-solving strategies to make meaning as they read a new text. In the primary grades the increments in text levels are quite discrete and reflect students’ growth as they become active strategic readers who are able to cross-check and orchestrate their use of a cueing system (meaning [sense of story and checking illustrations], structure [syntax], and visual [grapho-phonemic]), to problem-solve “on the run,” understanding that reading is about making meaning.
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In the intermediate grades the goal is still on supporting students’ progress in acquiring strategies, but now the lens widens to include a focus on “reading to learn.” The text gradient is broader; there are fewer discrete text levels. Within levels there is a wide variety of text genre. Publishers are making available a wealth of non-fiction titles to help students acquire the very specific skills necessary to comprehend content area text. At this level teachers can examine several kinds of assessment tasks when grouping students and matching books to their reading ability. Indeed, it is preferable to rely on more than one source of assessment information. Among the measures that can inform teachers are: taking a running record (or using some other coding system which allows you to analyze miscues) while listening to a student read one hundred to two hundred words of a text, in order to get a picture of a child’s accuracy, fluency, error behavior and problem-solving actions; looking at the structures that a student can control in his/her independent writing; examining students’ own book lists and their response journals to note their comprehension of books read independently; using a set of benchmark readings (short pieces representative of levels of text difficulty); administering a cloze test; observing students’ “think-alouds” while reading; administering an informal reading inventory; and collecting data on a reading behavior/attitude/interest checklist. The goal will be to match students with books that are within their control (90% – 94% accuracy with a satisfactory retelling) but offer a moderate amount of challenge. Groups will be composed of students who demonstrate similar learning needs and process text at about the same level; however, at times, you may group students of mixed abilities who share a common interest or a common learning need, such as how to read charts and tables in informational texts. It is important to remember that Guided Reading groups are temporary, an important difference from traditional grouping practice. Guided Reading groups are flexible and dynamic; groups form and re-form throughout the course of the school year to meet students’ changing needs. This process is informed by the teacher’s ongoing observation and assessment.
Independent Reading K-5Learning how to read independently and choosing to read independently are two behaviors essential for all children. Leslie Mandel Morrow (1991) reports that the amount of time that children engage in independent reading is consistently related to their growth as readers. Indeed, many of us have heard the expression, “Children learn to read by reading.” Students need the time and opportunity to practice strategies in “easy” texts. It is in these independent (95%–100% accuracy with a successful retelling) level texts that students acquire the behaviors of fluent readers. In primary classrooms students need time every day to re-read familiar texts which they have previously experienced in the context of Guided or Shared Reading sessions. Some teachers place a shoebox of “easy” leveled books on every child’s desk or in her/his cubby or other designated space.
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The texts chosen for these “browsing boxes” should match each individual student’s Independent Reading level and be updated periodically. Children also need the opportunity every day to peruse classroom libraries, often choosing a book that their teacher has already read aloud, to now read alone or with a partner. In print-rich classrooms (filled with the products of Modeled, Shared and Interactive Writing, as well as labels and a Word Wall) children can also “Read the Room.” Students in the intermediate grades can have the option to read a variety of texts from their classroom libraries, including picture books, non-fiction texts in their area of interest, and chapter books; or magazines and newspapers, if available. When appropriate, this time can also be used to take notes or otherwise respond to small group-selected texts in their reading response notebook in preparation for Literature Circle/Book Club meetings. One of the purposes of Independent Reading Time is to establish the lifelong habit of reading for pleasure; therefore, it is not a time to read teacher-assigned texts and respond in a workbook or with a worksheet. Teachers need to establish quiet areas in the classroom for reading with an attractive classroom library space. It is also important to establish and maintain a routine for uninterrupted independent reading during every school day. Providing children with extended periods of time for sustained silent reading each day will build the stamina necessary for students to succeed with the longer passages they will be expected to read on the NJASK3, NJASK4, and later, on the GEPA and HSPA. Modeled Writing K-5In order for students to become proficient writers, they need to see teachers construct texts in front of them. Through teacher demonstrations students learn how to create a specific genre of text. Simply assigning students a writing task does not provide students with the necessary scaffolds to be successful. Instead, teachers need to explicitly show students how to go about creating the assigned text. During a modeled writing lesson, students must be able to actually see and hear their teacher writing. It is vital that students not just be shown a finished product, but rather that they are allowed to “eavesdrop” as their teacher thinks aloud. “Listening in” and watching as an expert models out loud his or her writing strategies such as, revising while writing, provides students with the opportunity to witness authentic writing behaviors. As Donald Graves tells us, “Good teaching involves good showing.” Modeling a variety of genres allows us to show children how we compose, as well as how we connect the events of our lives with the written word. When teachers write in front of their students, the children absorb steps in the writing process that ordinarily take years for them to understand. They also learn from their teacher’s example, that writing has real purpose in our lives.CLI’s Message Time Plus is one form of Modeled Writing.
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Shared Writing K-5In Shared Writing the teacher and the students work together to compose text. Shared Writing can cover a wide variety of topics and genres. The message, text, or story is usually related to some individual or group experience; it can also be the outgrowth of a science experiment or social studies lesson; or perhaps, a letter (invitation or thank-you); or a class might decide to write an innovation of a favorite story. The teacher elicits conversation around the text to be written and then models and demonstrates the process of putting children’s ideas into written language. The children talk and the teacher acts as scribe, remaining responsible for the final negotiation of the piece, to insure that the finished product will be a model of correctness. Thus, the texts are much richer than children could write by themselves and are good material for children to read when displayed in the class (“Read the Room”) or hallway. As in Modeled Writing, the teacher continues to provide a full measure of support.
Interactive Writing K-2Interactive Writing supports young children’s active literacy processes, including the development of Phonemic Awareness and phonics skills. Andrea McCarrier and Gay Su Pinnell write that during interactive writing, the teacher and the children engage together in: Negotiating the writing of a text Constructing words through sound analysis Using conventions of print Reading and rereading texts Searching, checking, and confirming while reading and writing.
During Interactive Writing the teacher and the students “share the pen,” as they plan and work together to write a variety of text genre, which may include: a daily message, pre-writing brainstorming, a recipe, a letter, science center observations, a poem, simple directions, or the retelling or innovation of a Shared Reading text. The teacher shares the pen with the children allowing them to write a letter, part of a word, a whole word, a punctuation mark, a phrase or even, at times, a short sentence. The teacher fills in what the students are not yet able to write. In this way, the teacher and the students work in collaboration to construct a written text, constantly shifting the responsibility for actually writing between the teacher and the students.
In second grade, the focus of Interactive Writing changes. Students can now be shown how to summarize events, state conclusions, make comparisons, take notes, make outlines, provide supporting details for arguments, or construct and fill in a chart or graph. Children can also be taught to use a greater variety of punctuation marks, such as: colons, semi-colons, dashes, quotation marks, ellipsis, and parentheses. At this time Interactive Writing may begin to look a bit more like Shared or Modeled Writing initially, in that
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the teacher often writes out most of the text, and now focuses only on new or “cutting edge” learning as the opportunity for children to “share the pen.” Work can continue in small groups with those second graders who are still having difficulty noticing aspects of text as they read and are having problems constructing their own texts; they may need more explicit teaching and the elements of this instruction will be characteristic of first grade Interactive Writing. Interactive Writing helps students to approximate writing through teacher demonstration, and “scaffolded” instruction, designed especially to help those students who come to school with “few opportunities to interact with and notice the details of print” (Pinnell, 1994).
Guided Writing K-5In Guided Writing the teacher, as a result of observations, pulls together a small temporary group of students and teaches the craft, strategies, or skills those children need at that time; for example, paragraphing. The areas you focus on in Guided Writing are exactly the same as those you would cover in an individual writing conference with a child, except that now you are working with a small group. (See Writing Workshop.)
Independent Writing K-5Students need time for Independent Writing every day. This writing may include entries in personal journals, letters, or projects that children are working on, such as: writing story innovations, composing narratives to accompany their own drawings, writing a memoir, or exploring expository writing, including content area inquiries. It is vital that students become aware of their own “writing territories” (areas of interest) and learn to generate their own writing topics, as do real authors. To that end, the practice of keeping a Writer’s Notebook is invaluable. Students can use a Writer’s Notebook to observe and record thoughts about their world; gather and explore ideas and information; collect powerful words, phrases, and snippets of dialogue; and reread prior entries in order to select and expand topics which can be developed into writing projects.
Writing Workshop K-5Writing Workshop is a structure that supports developing student writers. It offers children a daily predictable extended block of time to do what real writers do – write. There are three basic elements that characterize the format of Writing Workshop: a mini-lesson, conferences with students as they write, and a sharing at the end of the session. This structure provides children with an interrelated combination of writing experiences that occur during the writing portion of the language arts/literacy block. In addition to Independent Writing, Writing Workshop can encompass configurations of Modeled Writing, Interactive Writing, Shared Writing, small group Guided
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Writing, individual writing conferences, peer conferences and group sharing. Brief mini-lessons are a powerful way to provide explicit (show, don’t tell) instruction on writing conventions, writer’s craft, and workshop management issues, as students, immersed in a community of writers, engage in the writing process.
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Registered Holistic Scoring Method for K-2 Students
Criteria/Score 1 2 3 4 5 6
LANGUAGE LEVEL
Alphabetical(Letters Only)
Word(Any Recognizable
Word)
Word Group(Any Two Word
Phrase)
Sentence (Any Simple Sentence)
Punctuated Story (Of 2 Or More
Sentences, with beginning, middle,
and end.)
Paragraphed Story (Extended
Elaboration)
MESSAGE QUALITY
Has a Concept of Signs (Uses, Pictures, Symbols, Letters, Invents Letters. Makes Punctuation Marks.)
Has a Concept that a Message Is Conveyed (i.e. Child Tells You a Message But What Is Written Is Not That Message).
Creates A Written Text And Knows More Or Less What The Message Says.
Uses Repetitive Independent Sentence Patterns Like: “Here Is A …”
Attempts To Record Own Ideas, Often Independently, In Standard Written Language.
Conveys His/Her Own Ideas To Produce A Successfully Sustained Composition That May Be Read Independently By An Audience
DIRECTIONAL
PRINCIPLES
No Evidence Of Directional Pattern
Part Of Directional Pattern Is Known. Either: Starts Top-Left, Or Moves Left To Right, Or Returns Down Left
Uses Correct Pattern, but Includes Reversal Of The Directional Pattern (Right To Left and/or Return Down Right). A Sample With One Lapse Should Be Rated At This Level.
Correct Directional Pattern.
Correct Directional Pattern and Spaces Between Words.
Text Without Any Difficulties Of Arrangement and Spacing.
SPELLING & USAGE
Scribble.A Word, A Sentence, A Story. Random Letters. No Sound Relationships. Isolated Correctly Spelled Word(s).
Consonant Spelling/Usage. Initial Consonants Are Used Only To Represent Whole Words. Conditional Usage.
Consonant Spelling. Initial & Final Consonants Used. Letter Names Represent Sound. Additional Consonants For Additional Syllables; Combination of Scribbles & Letters; Partial Conventional Usage.
Invented Spelling/UsageConsonant Spelling and Vowels. Long Vowels Are Spelled More Accurately Than Short Vowels. Combination Of Scribbles, Invented and Correct SpellingsConventional Usage.
Invented/Standard Spelling/Usage. Self-Corrections. Conventional Usage.
Invented/Standard Spelling/Usage. Transfers From Invented Spellings To More Standard Spellings. Uses Correct Spelling & Conventional Usage.
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PROCEDURAL WRITING RUBRIC For Primary and Intermediate Grades1 2 3 4 5
CONTENT Loosely organized focus forcing the reader to make inferences in an attempt to compose meaning.
Main topic is unclear to the reader.
Partially focused, but so underdeveloped that the reader must fill in information in order to make sense. Main topic is identifiable, but not always in focus.There are details missing that require the reader to fill in information.
Clear and contextualized but often lacks significant development. A title is used. A context establishes a purpose for the writing. Details are appropriate but can be uneven. Pictures used to illustrate steps in procedure.
Clear, developed, and contextualized.Topic is introduced. Context is provided.Details are specific and appropriate. Use of diagrams, charts, or illustrations are appropriate.
Clearly developed, and enhanced detail. Details work together. The whole piece has a strong sense of purpose. The amount of detail is just right. Use of diagrams, charts, or illustrations help the reader to extend meaning. Has a ring of authenticity.
ORGANIZATION No recognizable organizational structure.The writing does not move purposefully toward any main idea.
Ideas, steps, and details are loosely strung together.No real lead sets up what is to follow. No conclusion is present.Missing or unclear transitions force the reader to make giant leaps.
Clear sense of the procedure.Topic is introduced through the use of a title; conclusion may be present or implied.Transitions are present but are too obvious.
The organizational structure aids the reader in moving through the text. Introduction and conclusion are functional. Ideas are sequenced and paragraphed. Transitions are present but sometimes are a little too obvious.
The order of the piece guides the reader purposefully through the text. Main ideas stand out clearly and are arranged in paragraphs. An inviting lead draws the reader in; a satisfying conclusion ties up loose ends. Transitions are effective and natural.
VOCABULARY & WORD CHOICE
Language choice limits the meaning the reader can make.Words are used incorrectly and/or are difficult to decipher.
Language choice is limited by a restricted vocabulary.Word choice is limited, yet when prompted the writer can provide a more precise word.
Language choice gets the job done. Words are used from the writer’s speaking vocabulary, including words learned from reading and discussion.
Language choice is purposeful and controlled.Word choice reveals that the writer has a large enough vocabulary to exercise options in word choice.
Precise, vivid language is used throughout.
Word choice is marked by original phrasing and lively verbs that lend to the writing.
STYLE, SYNTAX, &
CONVERSATIONS
Significant syntax errors.The reader cannot make sense of the text and must pause often in an attempt to do so.There is a lack of control with regard to capitalization and punctuation.
An interpretative oral reading of the text requires practice.Short, choppy sentences. Repetitive sentence pattern or over-reliance on a sentence stem is often present.Capital letters begin sentences and periods are found at the end of some sentences.
Some grammatical errors. Simple and compound sentences. Ideas may be hooked together by numerous connectives (and, but).Capital letters and punctuation marks are used. Uses common contractions.
Mostly grammatical and fairly easy to read.Simple, compound, and complex sentences are present. Capital letters and punctuation mostly correct. There is approximate use of quotation marks and commas. Uses contractions almost always correctly.
An easy flow and rhythm.There is sentence variety in both structure and length.Fragments, if used, add style.Punctuation and capitalization are used correctly There is the approximate use of the semi-colon and the colon.Uses contractions correctly.
SPELLING Limited text makes is difficult to assess.
Spells some sight words correctly and spells c-v-c words correctly. Invented spelling.
Spells correctly common sight words & the following spelling patterns: c-v-c, c-v-c silent e, one syllable word with blend. Uses invented spelling for more challenging words.
Correctly spells sight words and the following spelling patterns: c-v-c, c-v-c silent e, one syllable word with blend consonant doubling, dropping e, & changing y to i. Invented spelling.
Spells words correctly and approximates spelling of words with inflectional endings (-tion,-ment,-ly). Invented spelling.
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NEW JERSEY REGISTERED HOLISTIC RUBRIC(MODIFIED FOR NJASK)
In scoring, consider the
grid of written language
Inadequate Command
Limited Command
Partial Command
Adequate Command Strong Command
Score 1 2 3 4 5Content
andOrganization
May lack opening and/or closing
May lack opening and/or closing
May lack opening and/or closing
Generally has opening and/or closing
Opening and Closing
Minimal response to topic; uncertain focus
Attempts to focus May drift or shift
focus
Usually has single focus
Single focus Single focus Sense of unity and
coherence Key ideas
developed
No planning evident: disorganized
Attempts organization
Few, if any, transitions between ideas
Some lapses or flaws in organization
May lack some transitions between ideas
Ideas loosely connected
Transitions evident
Logical progression of ideas
Moderately fluent Attempts
compositional risks
Details random, inappropriate, or barely apparent
Details lack elaboration, i.e., highlight paper
Repetitious details Several
unelaborated details
Uneven development of details
Details appropriate and varied
Usage No apparent control
Severe/numerous errors
Numerous errors Errors/patterns of errors may be evident
Some errors that do not interfere with meaning
Few errors
Sentence Construction
Assortment of incomplete and/or incorrect sentences
Excessive monotony/same structure
Numerous errors
Little variety in syntax
Some errors
Some variety Generally correct
Variety in syntax appropriate and effective
Few errorsMechanics Errors so severe
they detract from meaning
Numerous serious errors
Patterns of errors evident
No consistent pattern of errors
Some errors that do not interfere with meaning
Few errors
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NJASK OPEN-ENDED SCORING RUBRICFor Reading, Listening, and Viewing
Points CriteriaRESPONSES MUST BE TEXT BASED.
4 A 4-point response clearly demonstrates understanding of the task, completes all requirements, and provides a clear and focused explanation/opinion that links to or extends aspects of the text.
3 A 3-point response demonstrates an understanding of the task, addresses all requirements, and provides some explanation/opinion using situations or ideas from the text as support.
2 A 2-point response may address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success in an inconsistent or flawed explanation.
1 A 1-point response demonstrates minimal understanding of the task, does not address part of the requirements, and provides only a vague reference to or no use of the text.
0 A 0-point response is irrelevant or off-topic
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NEW JERSEY REGISTERED HOLISTIC RUBRICIn scoring,
consider the grid of written
language
Inadequate Command
Limited Command
Partial Command
Adequate Command
Strong Command
Superior Command
Score 1 2 3 4 5 6Content
andOrganization
May lack opening and/or closing
May lack opening and/or closing
May lack opening and/or closing
May lack opening and/or closing
Generally has opening and closing
Has opening and closing
Minimal response to topic; uncertain focus
Attempts to focusMay drift or shift focus
Usually has single focus
Single focus Single focusSense of unity and coherenceKey ideas developed
Single, distinct focusUnified and coherentWell-developed
No planning evident: disorganized
Attempts organizationFew, if any, transitions between ideas
Some lapses or flaws in organizationMay lack some transitions between ideas
Ideas loosely connectedTransitions evident
Logical progression of ideasModerately fluentAttempts compositional risks
Logical progression of ideasFluent, cohesiveCompositional risks successful
Details random, inappropriate, or barely apparent
Details lack elaboration, i.e., highlight paper
Repetitious detailsSeveral unelaborated details
Uneven development of details
Details appropriate and varied
Details effective, vivid, explicit, and/or pertinent
Usage No apparent controlSevere/numerous errors
Numerous errors Errors/patterns of errors may be evident
Some errors that do not interfere with meaning
Few errors Very few, if any, errors
Sentence Construction
Assortment of incomplete and/or incorrect sentences
Excessive monotony/same structureNumerous errors
Little variety in syntaxSome errors
Some errors that do not interfere with meaning
Few errors Very few, if any, errors
Mechanics Errors so severe they detract from meaning
Numerous serious errors
Patterns of errors evident
No consistent pattern of errorsSome errors that do not interfere with meaning
Few errors Very few, if any, errors
Non Scorable Responses
SCORE 0
FR-Fragment
Student wrote too little to allow a reliable judgement of his/her writing
OT- Off Topic/Off Task
Student did not write on the assigned topic/task, or the student attempted to copy the prompt.
NE-Not English
Student wrote in a language other than English
NR-No Response
Student refused to write on the topic, or the writing task folder was blank.
Content/Organization
Usage Sentence Construction
Mechanics
Communicates intended message to intended audience.Relates to topic.Opening and closing.Focused.Logical progression of ideas.Transitions.Appropriate details and information.
Tense formation.Subject-verb agreement.Pronouns usage/ agreement.Word choice/meaning.Proper modifiers.
Variety of formations.Correct construction.
Skills intact in:SpellingCapitalizationPunctuation
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Although scoring of student writing is to be done using the appropriate rubrics, the Six Plus One Traits rubrics serve as aids in teaching the craft of writing. They can be used to inform instruction, as well as to let students know what good writing is.
6+1 Traits of WritingThe Northwest Regional Educational Laboratory 6+1 Traits of Writing had its origin during the early 1980’s in the discussions of classroom teachers who wanted to design a rubric that they could teach from. Teachers examined in great detail what student writing performance looked like at different stages of competence and by writers at different ages. They wanted a better way to get accurate, reliable, and useful information that would inform their instruction. These educators, from several states, engaged in the process of reading a great many sample student papers, sorting them, and then began to examine what the specifics of the papers were that caused them to be separated into different groups. Lists were compiled, descriptors of quality were created, and common characteristics, or “TRAITS,” emerged. From this work by classroom teachers, the qualities that all “good” writing shares, no matter what the age of the writer, were identified.
The 6+1 TRAIT model for assessing and teaching writing is made up of 6+1 key qualities that define strong writing. These are: Ideas, the heart of the message; Organization, the internal structure of the piece; Voice, the personal tone and flavor of the author’s message; Word Choice, the vocabulary a writer uses to convey meaning; Sentence Fluency, the rhythm and flow of the language; Conventions, the mechanical correctness; and Presentation, how the writing actually looks on the page.
Ideas
Ideas are the heart of the message, the content of the piece, and the main theme, together with all the details that enrich and develop that theme. When the ideas are strong, the message is clear, or the storyline is easy to follow. Things make sense. The secret all lies in the details: strong writing always includes details that are clear, interesting, and less than obvious.
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How This Looks at the Primary LevelAt the primary level, we need to look for details in children's artwork, and listen for important details in the stories they tell long before they begin to create extended text. Initially, encourage students to be gatherers and collectors of information, as well as observers of life, to look carefully at the world around them, and to share what they see orally, through their pictures and through their text. Later, as they write more, look for focus, meaning, a clear message or story, strong details, and direct statements such as, “I like horses." When you see things emerge, help children see the power of their own writing, too!
How This Looks at the Intermediate LevelThe paper is clear and focused. It holds the reader’s attention. Relevantanecdotes and details enrich the central theme. The writer seems to be writing from knowledge or experience; the ideas are fresh and original. The reader’s questions are anticipated and answered. Insight - an understanding of life and knack for picking out what is significant - is an indicator of high level performance, though not required.
Organization
Organization is the internal structure of writing - like the framework of a building or the skeleton of an animal. It holds things together, and gives the whole piece form and shape. Good organization helps a reader understand a writer’s message or follow a story with ease. A writer with strong organization stays focused on one key idea or one main plot. The writer also fills the text with little clues that tie the ideas together, and builds bridges (transitions) from one idea or event to the next. When the organization is strong, the beginning builds a sense of anticipation in the reader: the ending wraps things up in a satisfying way.
How This Looks at the Primary LevelAt the primary level, think balance and harmony. Early signs of organization include filling the page with text or pictures in a balanced way (the writer literally “organizes” text, picture, and white space), and creating labels, titles, or other text that harmonize with a picture. Gradually, primary writers also develop a sense of sequencing, which may begin with chronological order (for storytelling), then grouping (putting like bits together in informational writing).
How This Looks at the Intermediate LevelThe organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. An inviting introduction draws the reader in; a
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satisfying conclusion leaves the reader with a sense of closure and resolution. Thoughtful transitions clearly show how ideas connect. Details seem to fit where they’re placed; sequencing is logical and effective. Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up the pace and move on.Voice
Voice is the writer coming through the writing. It is the soul of the writing, the magic, the wit, the feeling, the life, and breath. It is unique to each writer. When a writer is (1) engaged personally with the topic, and (2) aware of communicating with an audience, he/she imparts a personal flavor to the piece that is unmistakably his or hers.
How This Looks at the Primary LevelIndividuality! Sparkle! Love of writing, drawing, life itself. Exuberance. Humor. Playfulness. Emotion on the faces of the characters. The extraordinary. These are the signs of voice. At the primary level, voice is first noticeable in speaking, oral storytelling, and art.
How This Looks at the Intermediate LevelThe writer speaks directly to the reader in a way that is individual, compelling and engaging. The writer crafts the writing with an awareness and respect for the audience and the purpose for writing. The tone adds interest to the message and is appropriate for the purpose and audience. The reader feels a strong interaction with the writer, sensing the person behind the words. The writer takes a risk by revealing who he or she is consistently throughout the piece. Expository or persuasive writing reflects a strong commitment to the topic by showing why the reader needs to know this information and why he or she should care about it. Narrative writing is honest, personal and engaging and makes you think about, and react to, the author’s ideas and point of view.
Word ChoiceWord Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. In good descriptive writing, strong word choice paints pictures in the reader’s mind. In informational writing, strong word choice clarifies, expands, or explains ideas. In persuasive writing, strong word choice compels the reader to see things more clearly or, sometimes, to agree with the writer.
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How This Looks at the Primary LevelPrimary writers/artists may express strong word choice in their oral storytelling or other sharing long before they write many words at all. As they begin to write words, look first for the understanding that letters form words, and that written words communicate a specific meaning. Later, look both for correct word use and for originality, including a willingness to experiment - to try new words recently heard, or even to invent words.
How This Looks at the Intermediate Level Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging. They are specific and accurate; it is easy to understand just what the writer means. Words and phrases create pictures and linger in your mind. The language is natural and never overdone; both words and phrases are individual and effective. Striking words and phrases often catch the reader’s eye – and linger in the reader’s mind. Lively verbs energize the writing. Precise nouns and modifiers add depth and specificity. Precision is obvious.
Sentence FluencySentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward patterns that slow a reader down, and cause the reader to stumble or reread. Sentences vary in both length and style, and are so well crafted that reading aloud is a pleasure.
How This Looks at the Primary LevelListen for rhythm and cadence in oral language, and notice how the writer attends, as a listener, to rhythm in the language you share orally. What students hear they will begin to write. They will learn fluency as listeners first, then gradually reflect what they hear in the beat of their own text. Always look at sentence beginnings. When you see differences, let the writer know you noticed.
How This Looks at the Intermediate LevelThe writing has an easy flow, rhythm, and cadence. Sentences are well built, with strong and varied structure that invites expressive oral reading. Sentences are constructed in a way that underscores and enhances the
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meaning. They vary in length as well as structure. Fragments, if used, add style. Dialogue, if present, sounds natural. Purposeful and varied sentence beginnings add variety and energy. The use of creative and appropriate connectives between sentences and thoughts shows how each relates to, and builds upon, the one before it. The writer has thought about the sound of the words as well as the meaning. Conventions
Conventions are textual traditions. They have grown out of a need for some conformity to make text easier to follow. Anything a professional proofreader would deal with in getting text ready for publication falls under this heading: spelling, punctuation, grammar and usage, paragraphing, and capitalization. Neatness, while important, is not considered part of the six-trait model.
How This Looks at the Primary LevelPrimary students are natural borrowers, and their knowledge of conventions shows up first in their borrowing. Teachers should notice and acknowledge these beginning conventions uses to give your primary writers a legitimate sense of their true accomplishment.Discovery of periods or quotation marks (or any mark of punctuation) is cause for celebration—regardless of whether those marks are correctly placed yet. Exploration is a vital stepping-stone on the path to correctness. Similarly, students must first associate sounds (consonant sounds, then vowels) with letters and play with letter strings to form words before moving to pre-phonetic, phonetic, and close-to-correct or sometimes correct spelling. Readable spelling is a fine goal at the primary level. Conventionally correct spelling is a lifelong goal that virtually no one (including professional editors) masters totally without the support of helpful resources (dictionaries and spell checkers).
How This Looks at the Intermediate LevelThe writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. Errors tend to be so few that just minor touch-ups would get this piece ready to publish. Spelling is generally correct, even on more difficult words. The punctuation is accurate, even creative, and guides the reader through the text. A thorough understanding and consistent application of capitalization skills are present.
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Grammar and usage are correct and contribute to clarity and style. Paragraphing tends to be sound and reinforces the organizational structure. The writer may manipulate conventions for stylistic effect - and it works!
BibliographyAnderson, C. 2000. How’s It Going? Portsmouth, NH: Heinemann
Atwell, N. 1998. In the Middle, 2nd Edition. Portsmouth, NH: Heinemann.
Avery, C. 1993. And With a Light Touch. Portsmouth, NH: Heinemann.
Bear, D.R., Invernizzi, M., Templeton, , S. and Johnston, F. 1996. Words Their Way. Upper Saddle River, NJ: Prentice-Hall.
Calkins, L. 1994. The Art of Teaching Writing. Portsmouth, NH: Heinemann.
Calkins, L. 1991 Living Between the Lines. Portsmouth, NH: Heinemann.
Cunninghan, P.M. and Hall, D.P. 1994. Making Words. Parsippany, NJ: Good Apple.
Daniels, Harvey A. 2002. Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2nd Edition. York, ME: Stenhouse Publishers.
Dorn, L.J,. French, Cathy. 1998. Apprenticeship in Literacy: Transitions Across Reading and Writing. Portland, Maine: Stenhouse Publishers.
Dorn, L.J. and Soffos, C. 2001. Shaping Literate Minds: Developing Self-Regulated Learners. Portland, ME: Stenhouse Publishers.
Dorn, L.J. and Soffos, C. 2001. Scaffolding Young Writers: A Writers’ Workshop Approach. Portland, ME: Stenhouse Publishers.
Feldgus, E.G. and Cardonick, I. 1999. Kid Writing: A Systematic Approach to Phonics, Journals, and Writing Workshop. Bothell, WA: The Wright Group
Fisher, B. 1995. Thinking and Learning Together: Curriculum and Community in a Primary Classroom. Portsmouth, NH: Heinemann.
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Fletcher, R. and Portalupi, J. 1998. Craft Lessons: Teaching Writing K-8. Portland, ME: Stenhouse Publishers.
Fletcher, R. 1996. A Writer’s Notebook: Unlocking the Writer Within You. New York, NY: Avon Books.
Fletcher, R. 1993. What A Writer Needs. Portsmouth, NH: Heinemann.
Fletcher, R. and Portalupi, J. 2001. Writing Workshop: The Essential Guide. Portsmouth NH: Heinemann.
Fountas, I. C. and G.S. Pinnell. 1996. Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann.
Fountas, I.C. and Pinnell, G.S.. 2001. Guiding Readers and Writers: Grades 3-6. Portsmouth, NH: Heinemann
Fountas, I.C. and Pinnell, G.S.. 1999. Matching Books to Readers: Using Leveled Books in Guided Reading, K – 3. Portmouth, NH: Heinemann.
Fountas, I.C. and Pinnell, G.S.. 2002. Leveled Books for Readers: Grades 3-6. Portsmouth, NH: Heinemann.
Pinnell, G.S. and Fountas, I.C.. 1998. Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann.
Graves, D. 1994. A Fresh Look at Writing. Portsmouth, NH: Heinemann
Harvey, Stephanie and Goudvis, Anne. 2000. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, Maine: Stenhouse Publishers
Hindley, J. 1996. In the Company of Children. York, ME: Stenhouse Publishers.
Hoyt, L. 2000. Snapshots: Literacy Minilessons Up Close. Portsmouth, NH: Heinemann.
Keene, E.O. and Zimmermann, S. 1997. Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann.
Lane, B. 1993. After The End: Teaching and Learning Creative Revision. Portsmouth, NH: Heinemann.
McCarrier, A.,. Pinnell, G. S & Fountas, I.C. 2000. Interactive Writing: How Language and Literacy Come Together, K-2. Portsmouth, NH: Heinemann.
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Mooney, Margaret E. 1990. Reading to, with, and by Children. Katonah, N.Y.: Richard C. Owen Publishers, Inc.
Morrow, L.M. 2002. The Literacy Center: Contexts for Reading and Writing, 2nd Edition. York, ME: Stenhouse Publishers.
Opitz, M. 1994. Learning Centers: Getting Them Started, Keeping Them Going. New York, NY: Scholastic.
Opitz, M.F. and Ford, M.P. 2001. Reaching Readers: Flexible and Innovative Strategies for Guided Reading. Portsmouth, NH: Heinemann.
Parkes, Brenda. 2000. Read It Again! Revisiting Shared Reading. Portland, Maine: Stenhouse Publishers
Peterson, R. and Eeds, M.. 1990. Grand Conversations: Literature Groups in Action. New York, NY: Scholastic, Inc.
Portalupi, J and Fletcher, R. 2001. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse Publishers.
Routman, R. 1988. Transitions: From Literature to Literacy. Portsmouth, NH: Heinemann.
Routman, R. 1994. Invitations: Changing as Teachers and Learners K-12. Portsmouth, NH: Heinemann
Routman, R. 2003. Reading Essentials: The Specifics You Need to Teach Reading Well, Portsmouth, NH: Heinemann
Serafini, F. 2001. The Reading Workshop: Creating Space For Readers. Portsmouth, NH: Heinemann
Strickland, D.S. and Morrow, L.M. (Editors). 1989. Emerging Literacy: Young Children Learn to Read and Write. Newark, DE: International Reading Association.
Trelease, Jim. 2001. The Read-Aloud Handbook (Read Aloud Handbook, Fifth Edition). New York: Penguin USA.
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Discussion Listservs
CHILD_LITChildren’s Literature: Criticism and Theory. An unmoderated discussion group for scholars, teachers, authors, and anyone else interested in books for children and young adults. Subscription message:
To: [email protected]:Message: Subscribe child_lit (your name)
TEACHERS NETSubscribe to a wide variety of discussion listservs. Choose your area of interest, from Pre K to college, and subject matter areas. These mailrings are active!
http://teachers.net/mailrings
RTEACHERAssists a diverse population of educators interested in issues of literacy as well as technology. Scroll down on the page to HOW TO JOIN RTEACHER.
http://web.syr.edu/~djleu/RTEACHER/directions.html
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WEB SITES
The Awesome Library K-12 Education DirectoryIn May 1997, the Awesome Library, under the sponsorship of the Evaluation and Development Institute and the leadership of Dr. R. Jerry Adams, came into being. It stemmed from earlier projects which had been funded by the U.S. Department of Education and other federal agencies. As of November 1999, the site contained 10,000 resources and about 200 of these had received special recognition in the collection (a star) because, as the “About the Awesome Library” page www.awesomlibrary.org/about.html indicates, the resource is at least one of the following:
the source for many other sources on the page; a very comprehensive source of information; unusually well-organized; and/or one which contains essential information for the topic.
It is quite easy to locate the “star” resources in the collection. For example, to locate all of the social studies resources which have stars, the user simply types in social studies star in the database’s word search box. www.awesomelibrary.org/
Carol Hurst’s Children’s Literature Web SiteInformation on children’s and young adult’s literature: book reviews, author bios, teaching materials, suggestions for using literature across the curriculum, and more.http://www.carolhurst.com/
The Children’s Book Council Classroom ideas, previews of new books, discussions about current issues and trends, links to authors’ Web sites, bibliographies, and news about the publishing business.http://www.cbcbooks.org/
Children’s Book Publishers Nearly all publishers have homepages that feature their books and their authors. This Web site has links to more than twenty-five (25) publishers of books for children and young adults.http://www.scils.rutgers.edu/kvander/ChildrenLit/publish.html
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The Children’s Literature Web GuideProvides access to children’s/young adult’s literature announcements and award lists, lists of recommended books, topical bibliographies, lesson plans, information about authors, and much more. This is one of the most comprehensive Web sites on young adults’ and children’s literature anywhere.http://www.acs.ucalgary.ca/~dkbrown
Fairrosa Cyber LibraryContains a reference section, author information, articles, book lists, links to other sites, and more.http://fairrosa.info
Harcourt SchoolThe Learning Site has many resources for teachers to use in conjunction with the Harcourt anthology. There are also interactive pages for student use.www.harcourtschool.com
Kay E. Vandergrift’s Special Interest HomepageInformation for teachers and students interested in children’s and young adult’s literature. It includes sample syllabi, information on censorship, and a wide range of topics related to young adult literature.http://www.scils.rutgers.edu/special/kay/
Notes from the WindowsillAn independent, electronic journal of reviews of books for children and young adults. It also offers themed annotated lists of books and indexes to back issues.http://www.armory.com/~web/notes.html
read-write-thinkThis website, sponsored by the International Reading Association and the National Council of Teachers of English, has research-based lessons on reading and writing for grades K to 12.Readwritethink.org
Reading OnlineA journal of K to 12 practice and research, published by the International Reading Association.
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Readingonline.org
The Teachers First HomepageThe Teachers First website is an excellent on-line resource for both preservice and inservice teachers. Teachers First is a division of Network for Instructional TV, Inc., a not-for-profit technologies corporation which works with several hundred schools throughout the United States. The site is very well organized with much useful information. The content matrix link leads to a page with 24 curriculum links such as art, astronomy and space; biology; chemistry; current events; health; math; music; writing; and U.S. History. www.teachersfirst.com
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AUTHOR WEB SITESArnold, Caroline www.geocities.com/Athens/1264Avi www.avi-writer.comAylesworth, Jim www.ayles.comBlume, Judy www.judyblume.comBrett, Jan www.janbrett.comByars, Betsy www.betsybyars.comCarle, Eric www.eric-carle.comCobb, Vicki www.vickicobb.comCushman, Karen www.eduplace.com/rdg/author/cushman/index.htmlDadey, Debbie www.baileykids.comDepaola, Tomie www.tomie.comFox, Mem www.memfox.netGeorge, Jean Craighead www.jeancraigheadgeorge.comGibbons, Gail www.gailgibbons.comGutman, Dan www.dangutman.comHahn, Mary Downing www.childrensbookguild.org/hahn.htmlHamilton, Virginia www.virginiahamilton.comHenkes, Kevin www.kevinhenkes.comKetteman, Helen www.HelenKetteman.comLeedy, Loreen www.loreenleedybooks.comMcDaniel, Lurlene www.randomhouse.com/features/lurlene/Mikaelsen, Ben www.benmikaelsen.comNaylor, Phyllis Reynolds www.simonsays.com/aliceOsborne, Mary Pope www.randomhouse.com/kids/magictreehouse/Paterson, Katherine www.terabithia.comPaulsen, Gary www.garypaulsen.comPilkey, Dav www.pilkey.comPolacco, Patricia www.patriciapolacco.comQuackenbush, Robert www.rquackenbush.com Redwall (Brian Jacques) www.redwall.org/dave/jacques.htmlRowling, J.K. www.scholastic.com/harrypotter/authorRylant, Cynthia www.cynthiarylant.comSachar, Louis www.louissachar.comScieszka, Jon www.personal.ksu.edu/~aec8484/biography.htmlSimon, Seymour www.users.nyc.pipeline.com:80:/~simonsi/Smith, Roland www.rolandsmith.comSpinelli, Jerry www.carr.lib.md.us/authco/spinelli-j.htmWells, Rosemary www.rosemarywells.comWinthrop, Elizabeth www.absolute-sway.com/winthrop/The Author Corner www.carr.lib.md.us/authcoChildren’s Book Guild www.childrensbookguild.org
GLOSSARY202
Alphabet Linking Chart: A poster with clearly written alphabet letters (upper and lower case) and a corresponding word and picture that helps students associate letters with their respective sounds.
Anecdotal Record: Notes teachers use to record students’ behaviors as they interact with text.
Author’s Circle: Student authors who are ready to publish text meet with other students and the teacher in order to receive feedback pertaining to revision. At author’s circle time, students bring rough drafts that they want to think more about before publication.
Background Knowledge: The information the reader already has about the topic of the reading material, written language, and how to read.
Balanced Literacy Program: A comprehensive, quality literacy program that includes a range of literacy activities, carefully selected materials and a responsive teacher who moves students to higher levels of understanding of oral, written, and visual language.
Book Baskets: A method for organizing books within a classroom. Baskets of books might be grouped by level, genre, author, illustrator, etc. These baskets are then made available to the children to facilitate independent reading.
Book Clubs/Literature Circles: A small group collaborative structure in which students read, discuss, and respond to books while assuming specific roles, such as: Discussion Director, Passage Chooser, Illustrator, Vocabulary Enricher, Summarizer, etc.
Brainstorming: A prewriting technique.
Buzz Groups: An informal, collaborative grouping structure that teachers can use in order to have students quickly consult with one another.
Cognitive Apprenticeship: Cognitive Apprenticeship holds that learners acquire cognitive and metacognitive processes through assisted instruction with a knowledgeable adult. The goal is to insure the development of independent learners. There are five stages to the cognitive apprenticeship approach to teaching: Modeling; Coaching; Scaffolding; Articulation; Reflection.
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Comparison/Contrast: A pattern or text organization that demonstrates the similarities and differences between things and ideas.
Comprehension: The interpretation of print on the page into a meaningful message. This will depend on the reader’s prior knowledge, cultural and social background, and his/her ongoing comprehension monitoring strategies.
Constructing Meaning: The active process used by readers to make sense of what is read by using their own background knowledge in conjunction with the information in the reading material.
Conventions: Commonly accepted rules of edited American English, e.g., spelling, usage, capitalization, and punctuation.
Craft of Writing: The manipulation of language to achieve a desired effect.
Criterion-Referenced Assessment: An instrument designed to describe student performance on well-defined outcomes reported within a range of appropriate behaviors.
Criterion-Referenced Writing Assessment Instrument: An instrument designed to interpret student performance on well-defined outcomes according to specified standards.
Cubing: A writing strategy that allows students to consider multiple dimensions of topics; students examine topics by describing, comparing, associating, analyzing, applying, and arguing.
D.E.A.R.: Drop Everything and Read.
Dialogue Notebook: A notebook format that involves a written exchange of letters, usually between a student and a teacher or a student and a student.
Document: Reading material constructed to organize information for decision making, efficient retrieval, or to guide the performance of a task, for example, telephone books, maps, schedules, table of contents, computer manuals.
Double Entry Notebook: A notebook format that is set up using two columns. In the first column the student quotes directly from what he or she is reading. In the second column the student responds to what he or she has quoted by citing specific questions, memories, associations, ideas, etc. that the quote has triggered.
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Drafting: Transcribing facts, details, and ideas into a unified, coherent piece of writing.
Echo Reading: In this strategy, the teacher serves as a model of what good oral reading fluency sounds like. The teacher reads sections of text aloud with appropriate intonation and phrasing while the student follows along in the text.
Express Personal Ideas: To communicate feelings and imagination.
Graphophonic: The relationship between written language and the sounds of spoken language.
Guided Reading: Students work in flexible ability groups to read as independently as possible a text that the teacher has selected for them. This text will be at the group’s instructional level, that is, the students will be able to read it with 90% - 94% accuracy.
Illustrative Behaviors: Examples of actions students might take during stages of the writing process.
Independent Reading: Occurs when a child, on his or her own, reads material that does not require the assistance of a more competent peer or adult. This text will be at the child’s independent level, that is, the student will be able to read it with 95-100% accuracy.
Inform: To convey messages using factual or personal data.
Innovation: The creation of a new story based on a familiar pattern or theme.
Literacy Centers: Developmental language centers that focus attention on actual authentic literacy activities.
Literacy Stations: Stations, as centers are referred to at the intermediate level, focus attention on actual, authentic literacy activities. They may include a Listening Station, a Viewing Station, a Writing Station , and a Literature Response Station, to offer students a variety of response options.
Literature Groups/Clubs: A reading method that utilizes small-group learning and may utilize student self-selected texts.
Message Time Plus: A modeled writing program in which teachers create a pre-planned message and then write it while students watch and participate by making predictions.
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Metacognition: Awareness and control of one's thinking, including commitment, attitudes, and attention.
Metacognitive Strategies: Consciously chosen approaches to reach a desired goal. Examples of metacognitive strategies include task analysis, planning, monitoring progress, checking and revising.
Mini-lesson: A short lesson focused on a specific principle or procedure.
Miscue: When what the reader reads is different from what is in the text.
Modeling: Explicit modeling directly shows, or talks students through, a process. A type of explicit modeling is Think Aloud.
Oral Reading Fluency: An assessment of accuracy and rate. It is expressed as the number of words read correctly per minute (WCPN).
Persuade: To convince or refute by supporting a point of view.
Phonemes: The smallest units of sound that make up speech.
Phonemic Awareness: An understanding about the smallest units of sound that make up the speech stream: phonemes. Phonemic Awareness is typically described as an insight about oral language and in particular about the segmentation of sounds that are used in speech communication. Phonemic Awareness is characterized in terms of the facility of the language learner to manipulate the sounds of oral speech. A child who possesses Phonemic Awareness can segment sounds in words (for example, pronounce just the first sound heard in the word top) and blend strings of isolated sounds together to form recognizable word forms. Phonemic Awareness abilities in the kindergarten age range appear to be a good predictor of successful reading acquisition. Studies suggest that programs which encourage high levels of student interaction and engagement with print (for example, through Read-Alouds, Shared Reading and invented spelling), combined with explicit attention to sound structure in spoken words, can promote the development of phonemic awareness.
Phonics: An understanding of the relationship between sounds and symbols – between specific, printed letters (including combinations of letters) and specific, spoken sounds. Children show their phonics knowledge when asked them which letter makes the first sound in bat or dog or the last sound in car or cart. Effective phonics instruction is embedded in the context of a comprehensive and balanced language
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arts/literacy program (for example, within a Shared Reading or Interactive Writing lesson) and not presented in isolation using worksheets.
Phonological Awareness: A term that is sometimes used interchangeably with Phonemic Awareness; Phonological Awareness encompasses larger units of sound as well, such as syllables, onsets and rimes.
Picture Walk: A method used by teachers to anchor within the early reader the semantic value of pictures/graphics. The teacher figuratively “walks” the children through a book to be read by calling attention to each picture/graphic on the pages.
Prewriting: Exploring ideas for writing.
Process Outcomes: Behaviors involved in the stages of the writing process: prewriting, drafting, revising, proofreading.
Product Outcomes: Results of a completed writing effort.
Proofreading: Correcting errors in grammar, usage, and mechanics.
Questioning the Author (QtA): An approach for text-based instruction that is designed to facilitate building understanding of text ideas through the use of queries and discussion.
Reading Aloud: The instructional practice of reading out loud a text to students. This is the single most influential factor in young children’s reading success.
Reading Assessment: A process by which students' growth and performance in reading is determined, examined, and reported.
Reading Levels: Accuracy scores of students’ oral readings done in conjunction with narrative and expository retelling.
Independent: 95% - 100% accuracyInstructional: 90% - 94% accuracyFrustrational: 89% or less accuracy
Reading Stances: Ways that readers interact with what they are reading based on the type of material, the purpose, and their background information.
Reading Workshop: A method of instruction that employs self-selected or group-selected texts that students study in pairs,
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individually, or small groups. Often, teachers use dialogue journals to keep in contact with children as they read.
Reciprocal Teaching: Reciprocal Teaching is a powerful instructional strategy designed to enhance students’ comprehension. It is a dialogue between students and teacher or students and peer, each taking turn in the role of dialogue leader. It translates the abstract processes of reading and metacognition into four research identified concrete strategies that good readers use most often when they read: Summarizing , Questioning, Clarifying, and Predicting.
Record of Reading Behavior (Running Record): A neutral observation in which a teacher records, using a standard set of symbols, everything the child says as she/he reads a book the teacher has chosen.
Revising: Adding, substituting, deleting, and rearranging selected elements to improve the substance of a piece of writing.
Rhetoric: The art of using spoken or written language effectively.
Scaffolding: A process used to describe the support that enables a learner to complete a task or achieve a goal that would have been unattainable without assistance. As the learner becomes more proficient, the scaffold is withdrawn. Ultimately, the child is able to perform the task independently and internalizes the behavior.
Schema Theory: Schema theory hypothesizes that a person’s knowledge of the world is stored in interconnected structures called schemata. Readers use schemata to make predictions. They fit new information into their existing schemata, modifying it to accommodate information in the text that would not otherwise fit.
Shared Reading: The technique used by teachers to expose children to concepts about print, reading strategies, comprehension methods, and the pleasure of reading through the reading of “big books” or other shared texts. This method is often times known as an extension of the “bedtime story.”
Stimulus: Impetus used to elicit writing.
Strategic Behaviors: Those tactics that readers know how, when, and why to use in order to construct, examine, and extend meaning.
Style: A way of writing that distinguishes one writer from another.
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Syntax: The way language is structured and ordered within sentences.
Task Management Board: A board listing set and optional activities for children to engage in. Children can then work independently by consulting the board, which leaves the teacher free to work with individuals or groups. The board changes daily.
Text(s): Written material of all types. Novels, poems, articles, textbooks, schedules, and directions are all examples of texts.
Tone: A manner of expression showing attitude.
Wall Stories: A story composed by students on the chalkboard or large sheets of paper.
Word Study: A systematic study of words and word parts.
Word Wall: A wall or chart in the classroom on which words that the students are learning are alphabetically displayed.
Writer’s Notebook: The writer’s notebook is a basic resource for students’ independent writing. It is a place for students to collect observations, ideas, feelings, facts, lists-just about every kind of thought that can be recorded in writing.
Writing conference: A writing conference occurs when a student meets with the teacher or with another student about writing. Conferences can be short or long. Writing conferences help students improve their writing through focusing on only one or two points in a single composition. Successful conferences require an atmosphere of support and cooperation. Successful conferences help students to read and evaluate their work critically, leading to growth of their writing skills.
Zone of Actual Development: Refers to what the child already knows and can do unassisted and independently.
Zone of Proximal Development: Refers to the distance between an individual’s actual development level as determined by independent problem solving and his/her level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
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