a correlation of readygen - pearson...

A Correlation of

ReadyGEN Kindergarten, ©2016

To the

Indiana Academic Standards for English Language Arts

A Correlation of ReadyGEN, Kindergarten ©2016 to the Indiana Academic Standards for English Language Arts

2 TG = Teacher’s Guide

Introduction

This document demonstrates how ReadyGEN, ©2016 meets the Indiana Academic Standards for English Language Arts. Correlation page references are to the Unit Module Teacher’s Guides and are cited by grade, unit and page references. ReadyGEN ©2016 is a K-6 integrated literacy curriculum that equips students and teachers with the tools to meet heightened literacy expectations. Authentic, rigorous text sets actively engage students, and a complete array of print and digital resources provide teachers with the support and flexibility they need. AUTHENTIC TEXT AT THE CORE OF INSTRUCTION

Puts a library of 12 authentic trade books in the hands of every child. BUILT WITH THE RESULTS IN MIND

Back-mapped for success to ensure that activities are driven by rigorous standards. BROADENS ACCESSIBILITY TO COMPLEX TEXTS AND TASKS

Point-of-use scaffolds, strategic support, and individualized intervention accelerates learning for all.

Copyright ©2016 Pearson Education, Inc. or its affiliate(s). All rights reserved.



Table of Contents

READING: Foundations.......................................................................................................................... 4

READING: Literature ............................................................................................................................. 8

READING: Nonfiction ........................................................................................................................... 10

READING: Vocabulary .......................................................................................................................... 12

WRITING .............................................................................................................................................. 14

SPEAKING AND LISTENING ................................................................................................................ 18

MEDIA LITERACY ................................................................................................................................. 20




ReadyGEN, Kindergarten ©2016

KINDERGARTEN READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They read a wide range of literature in many genres from a variety of time periods and cultures from around the world to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. They draw on their prior experience, their interactions with other readers and writers, and reading skills that they have developed and refined. READING: Foundations There are four key areas found in the Reading: Foundations section for grades K-5: Print Concepts, Phonological Awareness, Phonics, and Fluency. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading: Foundations. Learning Outcome K.RF.1 Understand and apply knowledge of print concepts, phonics, phonemic awareness, vocabulary, and fluency and comprehension as a foundation for developing reading skills

This objective is addressed throughout. See, for example: TG U1: 14, 17, 32, 44, 62, 67, 82, 94, 112, 162, 164, 177, 197, 204, 242, 244, 247, 252, 262, 267, 274, FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24 TG U2: 12, 24, 27, 47, 52, 54, 62, 72, 74, 77, 92, 97, 112, 114, 162, 167, 174, 192, 214, 217, 222, 254, 267, FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24 TG U3: 12, 32, 34, 47, 52, 62, 64, 67, 82, 84, 97, 112, 117, 124, 162, 177, 184, 202, 224, 227, 242, 247, 264, FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24 TG U4: 14, 17, 27, 32, 44, 62, 74, 77, 82, 104, 112, 127, 134, 162, 167, 174, 197, 204, 217, 222, 244, 267, FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24 TG U5: 12, 24, 27, 47, 54, 67, 94, 97, 162, 177, 184, 202, 217, 224, 247, 254, 267, 274, FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24 TG U6: 14, 17, 64, 67, 82, 84, 92, 104, 112, 117, 134, 162, 174, 197, 204, 217, 232, 234, 247, 267, 277, FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24





Print Concepts K.RF.2.1 Demonstrate understanding that print moves from left to right across the page and from top to bottom.

TG U1: FS5, FS11, FS13, FS17, FS22, FS25 TG U2: 52, 62, 112, 222, FS3, FS5, FS6, FS7, FS11, FS13, FS15, FS19, FS25 TG U3: 112, FS6, FS7, FS11, FS13, FS15, FS19, FS25 TG U4: 32, 62, 162, 222, FS3, FS7, FS11, FS15, FS19, FS25 TG U5: 162, 202, FS3, FS11, FS15, FS19, FS23 TG U6: 112, 162, 232, FS3, FS7, FS11, FS15, FS19, FS23

K.RF.2.2 Recognize that written words are made up of sequences of letters.

TG U1: 42, 72, 92, 122, 212, FS2, FS8, FS16 TG U2: 122, 172, 202, 262, FS19, FS23, FS25 TG U3: 72, 122, 172, 212, FS19, FS23 TG U4: 42, 72, 122, 172, FS23 TG U5: 22, 212 TG U6: 92, 122, 242

K.RF.2.3 Recognize that words are combined to form sentences

TG U3: 81, 131 TG U4: 31, 81, 131, 181, 231 TG U5: 81, 181, 231 TG U6: 81, 131, 181, 231

K.RF.2.4 Identify and name all uppercase (capital) and lowercase letters of the alphabet

TG U1: 21, 31, 41, 51, 61, 71, 81, 91, 101, 111, FS2, FS3, FS4, FS5, FS6, FS7, FS8, FS9, FS10, FS11, FS12, FS13, FS14, FS15, FS16, FS17

Phonological Awareness K.RF.3.1 Identify and produce rhyming words. TG U1: 32, 43, 63, 102, 182, 232, FS2, FS4

TG U2: 22, 182 TG U3: 32 TG U4: 92, 202, 242 TG U5: 42, 92, 127, 242 TG U6: 72, 92, 182, 192, 233, 252, 263

K.RF.3.2 Orally pronounce, blend, and segment words into syllables

TG U1: 62, 82, FS6, FS8

K.RF.3.3 Orally blend the onset (the initial sound) and the rime (the vowel and ending sound) in words.

TG U1: FS21 TG U3: 232, FS8, FS20 TG U4: 82, FS8 TG U5: 12, FS2, FS4, FS18, FS22, FS24





K.RF.3.4 Tell the order of sounds heard in words with two or three phonemes, and identify the beginning, middle (medial) and final sounds.

TG U1: FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24 TG U2: FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24 TG U3: FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24 TG U4: FS2, FS4, FS6, FS8, FS14, FS16, FS18, FS20, FS22, FS24 TG U5: FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS22, FS24 TG U6: FS2, FS4, FS6, FS8, FS10, FS12, FS14, FS16, FS18, FS20, FS24

K.RF.3.5 Add, delete, or substitute sounds to change words.

TG U5: FS4, FS16, FS20 TG U6: FS8, FS12, FS16, FS22, FS24

Phonics K.RF.4.1 Use letter-sound knowledge to decode the sound of each consonant (e.g., dog = /d/ /g/; soap = /s/ /p/).

TG U1: FS19, FS21, FS23, FS25 TG U2: FS3, FS5, FS7, FS9, FS11, FS13, FS15, FS17 TG U3: FS3, FS5, FS7, FS9, FS11, FS13, FS15, FS17 TG U4: FS3, FS5, FS7, FS9, FS15, FS17 TG U5: FS3, FS5, FS7, FS9, FS19, FS21, FS23, FS25

K.RF.4.2 Blend consonant-vowel-consonant (CVC) sounds to make words.

TG U1: FS21 TG U2: FS4 TG U3: FS2, FS4, FS8, FS10, FS12, FS16, FS20, FS24 TG U4: FS4, FS8, FS17, FS20, FS24 TG U5: FS2, FS4, FS8, FS9, FS18, FS22, FS24





K.RF.4.3 Recognize the long and short sounds for the five major vowels.

TG U2: 262, FS2, FS3, FS4, FS5, FS18, FS19, FS20, FS21, FS22, FS23, FS24, FS25 TG U3: FS18, FS19, FS20, FS21, FS22, FS23, FS24, FS25 TG U4: FS18, FS19, FS20, FS21, FS22, FS23, FS24, FS25 TG U5: FS10, FS11, FS12, FS13, FS14, FS15, FS16, FS17 TG U6: 12, 21, 32, 112, 121, 132, 162, 171, 182, 212, 221, 232, 252, 262, FS2, FS3, FS4, FS5, FS6, FS10, FS11, FS12, FS13, FS14, FS15, FS16, FS18, FS19, FS20, FS21, FS22, FS24, FS25

K.RF.4.4 Read common high-frequency words by sight (e.g., a, my).

TG U1: FS3, FS5, FS7, FS9, FS11, FS13, FS15, FS17, FS19, FS21, FS23 TG U2: FS3, FS5, FS7, FS11, FS13, FS15, FS17, FS19, FS21, FS23, FS25 TG U3: 75, 175, 275, FS3, FS5, FS7, FS11, FS13, FS15, FS17, FS19, FS21, FS23, FS25 TG U4: 125, 175, 275, FS3, FS5, FS7, FS11, FS13, FS15, FS17, FS19 TG U5: FS3, FS5, FS7, FS9, FS11, FS13, FS15, FS17, FS19, FS21, FS23, FS25 TG U6: FS3, FS5, FS7, FS9, FS11, FS13, FS15, FS17, FS19, FS21, FS23, FS25

K.RF.4.5 Identify similarities and differences in words (e.g., word endings, onset and rime) when spoken or written.

TG U1: 112, 132, 162, 182, 232, FS2, FS4, FS10, FS12, FS14, FS16 TG U2: 32, 132, FS4 TG U4: 32, FS2, FS4, FS6 TG U5: 52, 82, 102, 132, FS8, FS9, FS12 TG U6: 162, 233, 263, FS2, FS6, FS10, FS12, FS14, FS18

K.RF.4.6 Standard begins at first grade. This standard begins at first grade according to the Indiana Academic Standards for English Language Arts.





Fluency K.RF.5 Read emergent-reader texts, maintaining an appropriate pace and using self-correcting strategies while reading.

TG U1: 67 TG U2: 67, 105, 267 TG U3: 67, 167 TG U4: 67, 267 TG U5: 167 TG U6: 117, 267

READING: Literature There are three key areas found in the Reading: Literature section for grades 6-12: Key Ideas and Textual Support, Structural Elements and Organization, and Synthesis and Connection of Ideas. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading: Literature. Learning Outcome K.RL.1 Actively engage in group reading activities with purpose and understanding.

TG U1: 12, 22, 32, 42, 52, 62, 72, 82, 92, 102, 112, 122, 132 TG U2: 12, 22, 32, 42, 52, 62, 72, 82, 92, 102, 112, 122, 132 TG U3: 32, 42, 52, 62, 72, 82, 92, 102, 112, 122, 132 TG U4: 12, 22, 42, 52, 62, 72, 82, 92, 102, 112, 122, 132 TG U5: 12, 22, 32, 42, 52, 62, 72, 82, 92, 102, 112, 122, 132 TG U6: 12, 22, 32, 42, 52, 62, 72, 122, 132, 232, 242, 252, 262, 272

Key Ideas and Textual Support K.RL.2.1 With support, ask and answer questions about main topics and key details in a text heard or read.

TG U1: 32-34, 62-64, 66-67 TG U2: 42-43, 52-53, 72-74, 75-77 TG U4: 132-134, 135 TG U5: 62-64, 65-67 TG U6: 132-134, 135, 272-272, 276-277

K.RL.2.2 With support, retell familiar stories, poems, and nursery rhymes, including key details.

TG U1: 72-74, 76-77, 132-134 TG U2: 62-64, 66-67, 122-124, 126-127 TG U3: 52-54, 55-57, 234 TG U4: 32-34, 92, 112, 116-117 TG U5: 106-107, 132, 134, 137, 166-167, 182, 234 TG U6: 14, 16-17, 42, 62, 87, 272





K.RL.2.3 Identify important elements of the text (e.g., characters, settings, or events).

TG U1: 22-24, 26-27, 92-94, 96-97, 102-104, 106-107 TG U2: 12-14, 15-17, 32-34, 35, 102-104, 106-107, 132-134, 135 TG U3: 12-14, 15-17, 82-84, 92-94, 95-97, 112-114, 116-117 TG U4: 62-64, 66-67, 82-84, 102-104, 106-107, 112-114, 116-117 TG U5: 32-34, 35, 67, 87, 102-104, 106-107, 122-123 TG U6: 12-14, 16-17, 22-24, 25-27, 32-34, 232-234, 252-254, 256-257

K.RL.2.4 Make predictions about what will happen in a story.

For related content, please see: TG U3: 132

Structural Elements and Organization K.RL.3.1 Recognize familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).

TG U1: 82, 84 TG U2: 22, 182, 212 TG U3: 32, 182, 232 TG U4: 22, 92, 202, 242 TG U5: 12-14, 15-17, 42, 82-84, 87, 92, 122, 182, 242 TG U6: 72, 92, 182, 192, 252, 262

K.RL.3.2 With support, define the role of the author and illustrator of a story in telling the story.

TG U1: 14, 15-17 TG U2: 54, 55-57, 62 TG U3: 43, 162, FS3 TG U4: 12 TG U5: 92-94, 96-97 TG U6: 232

Synthesis and Connection of Ideas K.RL.4.1 With support, describe the relationship between illustrations and the story in which they appear.

TG U1: 12-13, 16-17, 42-44, 45-47, 112-113 TG U2: 22-23, 62-63, 92-94, 96-97, 112-114, 116-117 TG U3: 102-104, 106-107 TG U4: 22-23, 42-44, 45-47 TG U5: 22-24, 25-27 TG U6: 72-74, 75-77





K.RL.4.2 With support, compare and contrast the adventures and experiences of characters in familiar stories.

TG U3: 122-124, 125-127 TG U4: 12-14, 15-17, 122-124, 126-127 TG U5: 122-124, 125-127

READING: Nonfiction There are three key areas found in the Reading: Nonfiction section for grades 6-12: Key Ideas and Textual Support, Structural Elements and Organization, and Synthesis and Connection of Ideas. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading: Nonfiction. Learning Outcome K.RN.1 Actively engage in group reading activities with purpose and understanding.

TG U1: 162, 172, 182, 192, 202, 212, 222, 232, 242, 252, 262, 272 TG U2: 162, 172, 182, 202, 212, 222, 232, 242 TG U3: 162, 172, 182, 192, 202, 212, 222, 232, 242, 252, 262, 272 TG U4: 162, 172, 182, 192, 202, 212, 222, 232, 242, 252, 262, 272 TG U5: 162, 172, 182, 192, 202, 212, 222, 232, 242, 252, 262, 272 TG U6: 82, 92, 102, 112, 122, 132, 162, 172, 182, 192, 202, 212, 222, 262, 272

Key Ideas and Textual Support K.RN.2.1 With support, ask and answer questions about important elements of a text (e.g., events, topics, concepts).

TG U1: 162-163, 182, 242-244, 246-247, 252-253 TG U2: 42-43, 52-53, 202-204, 206-207, 232-234, 264, 266-267 TG U3: 192-194, 196-197, 244, 246-247 TG U4: 192-194, 196-197, 242-244, 246-247 TG U5: 62-64, 65-67, 212-214, 215-217 TG U6: 92-94, 96-97, 132-134, 192-194, 196-197, 274, 276-277

K.RN.2.2 With support, retell the main idea and key details of a text.

TG U1: 172-174, 176-177, 222-224, 226-227, 246-247, 262-264, 266-267 TG U2: 162-164, 166-167, 263-264 TG U3: 162-164, 166-167, 232-234 TG U4: 162-164, 166-167, 222-224, 226-227 TG U5: 162-164, 166-167, 232-234, 267 TG U6: 82-84, 87, 93, 162-164, 165-167, 172





K.RN.2.3 With support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

TG U1: 202-204, 205-207, 232-234, 235 TG U2: 182-184, 252-254, 255-257 TG U3: 272-274, 276-277 TG U4: 182-184, 186-187, 252-254, 256-257 TG U5: 172-174, 176-177 TG U6: 102-104, 106-107, 172-174, 176-177, 222-224, 225-227

Structural Elements and Organization K.RN.3.1 Identify text features of a nonfiction text (e.g., title, author, illustrations) and describe the relationship between those features and the text in which they appear.

TG U3: 223, 264, 267 TG U4: 172, 222, 223, 232-234, 235, 237 TG U5: 222-224, 226-227 TG U6: 222

K.RN.3.2 Recognize that a nonfiction text can be structured to describe a topic.

For related content, please see: TG U1: 172-174, 176-177, 222-224, 226-227 TG U2: 162-164, 166-167, 183, 223 TG U3: 162-164, 166-167, 232-234 TG U4: 162-164, 165-167, 222-224, 226-227 TG U5: 162-164, 165-167, 232-234, 237 TG U6: 82-84, 85, 162-164, 165-167

K.RN.3.3 Standard begins at second grade. This standard begins at second grade according to the Indiana Academic Standards for English Language Arts.

Synthesis and Connection of Ideas K.RN.4.1 With support, identify the reasons an author gives to support points in a text.

TG U1: 212-214, 216-217, 243 TG U2: 212-214, 215-217 TG U4: 202-204, 206-207, 272-274, 276-277

K.RN.4.2 With support, identify basic similarities in and differences between two texts on the same topic

TG U1: 207, 262-264, 267 TG U2: 262-263 TG U3: 262-264, 265-267 TG U5: 262-264, 265-267 TG U6: 122-124, 126-127, 262-264, 266-267

K.RN.4.3 Standard begins at sixth grade. This standard begins at sixth grade according to the Indiana Academic Standards for English Language Arts.





READING: Vocabulary There are two key areas found in the Reading: Vocabulary section for grades 6-12: Vocabulary Building and Vocabulary in Literature and Nonfiction Texts. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Reading: Vocabulary. Learning Outcome K.RV.1 Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.

TG U1: 14, 24, 34, 54, 74, 94, 114, 134, 174, 194, 214, 234, 254, 274 TG U2: 24, 64, 84, 104, 124, 164, 174, 184, 204, 224, 244, 264, 274 TG U3: 34, 44, 74, 84, 114, 134, 184, 194, 214, 234, 254, 274 TG U4: 14, 34, 44, 64, 104, 124, 164, 184, 204, 234, 254, 264, 274 TG U5: 24, 54, 64, 84, 94, 114, 124, 134, 174, 194, 214, 244, 264, 274 TG U6: 34, 64, 84, 104, 124, 164, 184, 204, 224, 234, 244, 254, 264, 274

Vocabulary Building K.RV.2.1 Standard begins at first grade. This standard begins at first grade according to

the Indiana Academic Standards for English Language Arts.

K.RV.2.2 Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites).

For related content, please see: TG U1: 184, 185, 187 TG U4: 56-57 TG U5: 74, 76-77 TG U6: 64, 66-67

K.RV.2.3 Standard begins at sixth grade. This standard begins at sixth grade according to the Indiana Academic Standards for English Language Arts.

K.RV.2.4 Recognize frequently occurring inflections (e.g., look, looks).

TG U2: 31 TG U3: 251 TG U4: 91 TG U6: 251

K.RV.2.5 Standard begins at second grade. This standard begins at second grade according to the Indiana Academic Standards for English Language Arts.





Vocabulary in Literature and Nonfiction Texts K.RV.3.1 With support, ask and answer questions about unknown words in stories, poems, or songs.

TG U2: 82-84, 85 TG U4: 22, 92-94, 95-97 TG U5: 42-43, 52-54, 56-57, 72-73, 112-114, 116-117 TG U6: 44, 45-47

K.RV.3.2 With support, ask and answer questions about unknown words in a nonfiction text.

TG U1: 254, 256-257 TG U2: 192-194, 196-197, 242-244, 245-247 TG U3: 202-204, 206-207, 222-224, 225-227, 252-253 TG U4: 172-174, 176-177 TG U5: 202-204, 205-207, 272-273 TG U6: 212-214, 215-217

K.RV.3.3 Standard begins at third grade. This standard begins at third grade according to the Indiana Academic Standards for English Language Arts.





WRITING Guiding Principle: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss writing. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. WRITING There are four key areas found in the Writing section for grades 6-12: Writing Genres, the Writing Process, the Research Process, and Conventions of Standard English. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Writing. Learning Outcome K.W.1 Write for specific purposes and audiences.

This objective is addressed throughout. See, for example: TG U1: 18-20, 98-100, 118-120, 178-180, 218-220, 248-250, 278-280 TG U2: 28-30, 68-70, 98-100, 178-180, 208-210, 228-230, 258-260, 278-280 TG U3: 28-30, 48-50, 98-100, 178-180, 188-190, 228-230, 268-270 TG U4: 18-20, 28-30, 78-80, 138-140, 178-180, 218-220, 248-250, 268-270 TG U5: 28-30, 68-70, 78-80, 138-140, 188-190, 248-250, 268-270, 278-280 TG U6: 18-20, 48-50, 68-70, 98-100, 128-130, 178-180, 268-270, 278-280

Handwriting K.W.2.1 Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words.

TG U1: 21, 31, 41, 51, 61, 71, 81, 91, 101, 111

K.W.2.2 Write by moving from left to right and top to bottom.

TG U1: 21, 31, 41, 51, 61, 71, 81, 91, 101, 111, 171, 231, 251, 271, 281 TG U2: 41, 281 TG U3: 91, 111 TG U5: 171

Writing Genres: Argumentative, Informative, and Narrative K.W.3.1 Use words and pictures to provide logical reasons for suggesting that others follow a particular course of action.

TG U6: 208-210, 218-220, 228-230, 248-250, 282-288





K.W.3.2 Use words and pictures to develop a main idea and provide some information about a topic.

TG U1: 178-180, 218-220, 228-230, 248-250, 258-260, 268-270, 278-280 TG U3: 178-180, 188-190, 218-220, 228-230, 238-240, 248-250, 258-260, 268-270, 278-280 TG U4: 218-220, 248-250, 258-260, 268-270 TG U5: 188-190, 198-200, 208-210, 218-220, 248-250, 258-260, 268-270, 278-280

K.W.3.3 Use words and pictures to narrate a single event or simple story, arranging ideas in order.

TG U1: 48-50, 58-60, 68-70, 78-80, 108-110 TG U2: 18-20, 28-30, 38-40, 48-50, 58-60, 68-70, 78-80, 98-100, 108-110, 118-120, 128-130, 138-140 TG U3: 18-20, 28-30, 38-40, 48-50, 98-100, 108-110, 128-130, 138-140 TG U4: 18-20, 28-30, 38-40, 48-50, 68-70, 78-80, 98-100, 108-110, 118-120, 128-130

The Writing Process K.W.4 Apply the writing process to –

With support, revise writing by adding simple details; review (edit) writing for format and conventions (e.g., correct spelling of simple words, capitalization of the first word of the sentence).

TG U1: 68-70, 258-260 TG U2: 88-90, 118-120, 198-200 TG U3: 108-110, 238-240 TG U4: 68-70, 88-90, 108-110, 118-120, 258-260 TG U5: 48-50, 198-200 TG U6: 58-60, 248-250

Use available technology to produce and publish writing.

This objective is addressed throughout. See, for example: TG U1: 20, 50, 70, 80, 110, 140, 148, 170, 180, 210, 230, 240, 270 TG U2: 30, 60, 90, 100, 120, 130, 170, 180, 190, 200, 220, 260, 284 TG U3: 20, 40, 70, 110, 130, 140, 148, 170, 210, 230, 250, 270 TG U4: 50, 80, 100, 120, 180, 200, 220, 230, 240, 250, 260, 284 TG U5: 40, 50, 60, 70, 90, 100, 130, 140, 148, 180, 200, 220, 250 TG U6: 20, 50, 70, 90, 100, 140, 190, 220, 240, 260, 270, 288





The Research Process: Finding, Assessing, Synthesizing, and Reporting Information K.W.5 With support, build understanding of a topic using various sources.

Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information on a topic.

TG U1: 198-200, 208-210, 218-220, 238-240, 248-250, 268-270 TG U2: 68-70, 98-100, 168-170, 248-250 TG U3: 198-200, 208-210, 278-280 TG U4: 18-20, 168-170, 208-210, 228-230, 238-240 TG U5: 88-90, 178-180, 228-230, 238-240, 248-250 TG U6: 208-210, 218-220, 228-230

Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and Spelling K.W.6.1 Demonstrate command of English grammar and usage, focusing on: K.W.6.1a Nouns/Pronouns – Writing sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats).

TG U1: 180-181, 190-191, 200-201, 210-211, 220-221 TG U5: 190-191, 200-201, 210-211 TG U6: 190-191, 200-201, 210-211

K.W.6.1b Verbs – Writing sentences that include verbs.

TG U1: 230-231 TG U2: 20-21, 30-31, 60-61 TG U3: 90-91, 100-101, 110-111 TG U4: 90-91, 100-101, 110-111 TG U5: 240-241, 250-251, 260-261 TG U6: 210-211

K.W.6.1c Adjectives/ Adverbs – Standard begins at second grade.

This standard begins at second grade according to the Indiana Academic Standards for English Language Arts.

K.W.6.1d Prepositions – Standard begins at fourth grade.

This standard begins at fourth grade according to the Indiana Academic Standards for English Language Arts.

K.W.6.1e Usage – Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something, etc.).

TG U1: 240-241, 250-251 TG U2: 70-71, 100-101 TG U5: 50-51, 91, 101, 111, 121





K.W.6.2 Demonstrate command of capitalization, punctuation, and spelling, focusing on: K.W.6.2a Capitalization – Capitalizing the first word in a sentence and the pronoun I.

TG U1: 120-121, 140-141 TG U2: 230-231 TG U3: 50-51, 60-61 TG U4: 140-141, 240-241 TG U5: 60-61, 90-91, 100-101, 110-111, 120-121 TG U6: 140-141

K.W.6.2b Punctuation – Recognizing and naming end punctuation.

TG U1: 130-131 TG U2: 80-81, 130-131 TG U3: 130-131, 168-170 TG U4: 30-31, 80-81, 130-131, 230-231, 250-251, 260-261 TG U5: 90-91, 100-101, 110-111, 120-121, 230-231 TG U6: 50-51, 60-61, 110-111

K.W.6.2c Spelling – Spelling simple words phonetically, drawing on phonemic awareness.

TG U1: 270-271 TG U2: 40-41, 90-91, 140-141, 190-191, 220-221 TG U3: 20-21, 70-71, 120-121, 170-171, 220-221, 270-271 TG U4: 70-71, 120-121, 220-221, 270-271 TG U5: 70-71, 130-131, 170-171, 220-221, 270-271 TG U6: 70-71, 120-121, 170-171, 220-221





SPEAKING AND LISTENING Guiding Principle: Students listen actively and communicate effectively for a variety of purposes, including for learning, enjoyment, persuasion, and the exchange of information and ideas. Students adjust their use of language to communicate effectively with a variety of audiences and for different purposes. Students develop an understanding of and respect for diversity in language use, patterns, and dialects. SPEAKING AND LISTENING There are three key areas found in the Speaking and Listening section for grades 6-12: Discussion and Collaboration, Comprehension, and Presentation of Knowledge and Ideas. By demonstrating the skills listed in each section, students should be able to meet the Learning Outcome for Speaking and Listening. Learning Outcome K.SL.1 Listen actively and communicate effectively with a variety of audiences and for different purposes.

TG U1: 148, 288 TG U2: 148, 288 TG U3: 148, 288 TG U4: 148, 288 TG U5: 148, 288 TG U6: 148, 288

Discussion and Collaboration K.SL.2.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.

TG U1: 14, 24, 34, 54, 74, 94, 104, 124, 174, 194, 214, 234, 244, 264 TG U2: 14, 44, 64, 84, 114, 174, 184, 204, 214, 234, 244, 254, 264 TG U3: 34, 74, 94, 104, 164, 194, 204, 224, 234, 244, 264 TG U4: 14, 44, 64, 84, 114, 124, 174, 194, 214, 244, 254, 264, 274 TG U5: 24, 34, 44, 64, 94, 114, 164, 184, 204, 224, 234, 244, 264 TG U6: 14, 24, 54, 74, 84, 124, 174, 194, 214, 224, 244, 254, 264

K.SL.2.2 Standard begins in third grade. This standard begins at third grade according to the Indiana Academic Standards for English Language Arts.





K.SL.2.3 Listen to others, take turns speaking, and add one’s own ideas to small group discussions or tasks.

TG U1: 13, 52, 73, 193, 273, 280 TG U2: 13, 44, 54, 73, 93, 134, 148, 163, 189, 223, 233, 266, 273, 288 TG U3: 13, 53, 73, 93, 163, 214 TG U4: 13, 73, 93, 133, 163, 223 TG U5: 93, 193, 203, 204, 224 TG U6: 43, 63, 113, 148, 183, 288

K.SL.2.4 Ask questions to seek help, get information, or clarify something that is not understood.

TG U2: 134, 214, 254 TG U3: 124, 254 TG U4: 194 TG U5: 44, 223 TG U6: 94, 134

K.SL.2.5 Continue a conversation through multiple exchanges.

TG U1: 33, 63, 83, 103, 123, 203, 213, 243 TG U2: 33, 53, 83, 103, 123, 183, 203, 239, 257, 263, 273 TG U3: 33, 63, 123, 183, 263 TG U4: 33, 63, 74, 83, 103, 123, 133, 174, 193, 253, 263, 273 TG U5: 83, 103, 123, 163, 194, 213, 253 TG U6: 13, 23, 33, 53, 73, 83, 103, 123, 163, 164, 193, 203, 213, 223, 274

Comprehension K.SL.3.1 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

TG U1: 33, 63, 110, 223, 240 TG U2: 170, 193, 203, 207, 250 TG U3: 124, 183, 203, 213, 223, 253 TG U4: 110, 173, 193, 194, 197, 210, 230, 260 TG U5: 44, 53, 63, 73, 223 TG U6: 93, 243

K.SL.3.2 Ask appropriate questions about what a speaker says.

TG U1: 110, 148, 240, 288 TG U2: 60, 148, 170, 250 TG U3: 148, 288 TG U4: 110, 210, 230, 260, 288 TG U5: 148, 288 TG U6: 148, 288





Presentation of Knowledge and Ideas K.SL.4.1 Speaking audibly, recite poems, rhymes, and songs, and use complete sentences to describe familiar people, places, things, and events and, with support, provide additional details.

TG U1: 26, 40, 52, 82, 148, 190, 210, 220, 227, 230, 260, 288 TG U2: 25, 40, 84, 148, 164, 166, 195 TG U3: 25, 115, 135, 166, 195, 288 TG U4: 25, 115, 166, 195, 255 TG U5: 45, 82, 115, 175, 190, 210, 220, 230, 255 TG U6: 65, 82, 95, 185, 255

K.SL.4.2 Standard begins in first grade. This standard begins at first grade according to the Indiana Academic Standards for English Language Arts.

K.SL.4.3 Give, restate, and follow simple two-step directions.

For related content, please see: TG U1: 43, 113 TG U2: 14, 23, 43, 113, 173 TG U3: 103, 113, 173 TG U4: 23, 43, 113 TG U5: 113, 204 TG U6: 113

MEDIA LITERACY Guiding Principle: Students develop critical thinking about the messages received and created by media. Students recognize that media are a part of culture and function as agents of socialization and develop understanding that people use individual skills, beliefs, and experiences to construct their own meanings from media messages. Students develop media literacy skills in order to become more informed, reflective, and engaged participants in society. MEDIA LITERACY By demonstrating the skills listed in Media Literacy, students should be able to meet the Learning Outcome for Media Literacy. Learning Outcome K.ML.1 Recognize various types of media. For related content, please see:

TG U1: 240, 279 TG U3: 40, 80, 130, 163, 198, 249 TG U4: 60, 219, 238, 239, 240, 260, 278 TG U5: 59, 88, 89, 216, 217, 223, 224, 228, 238, 239, 248





Media Literacy K.ML.2.1 Recognize common signs and logos and identify commercials or advertisements.

For related content, please see: TG U6: 112-114, 115-117, 203, 204, 205-207

K.ML.2.2 Standard begins in fifth grade. This standard begins at fifth grade according to the Indiana Academic Standards for English Language Arts.

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