reading street overview
DESCRIPTION
Overview of Scott Foresman's Reading Street.TRANSCRIPT
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Copyright Pearson Education, Inc. Rea06047
Where the L ve of Reading Begins
1
There’s a moose on the loose.Where can I go to find just what I need?You don’t have to go far to find the big,
lovable, moose-spectacular reading program
you crave. You’re on Reading Street, where
the love of reading begins. Reading Street
provides research-based reading instruction
that meets the needs of teachers, students, and
administrators. It works perfectly with Scott
Foresman My Sidewalks and Reading Street for
the Guided Reading Teacher to answer all
your reading needs.
Literature for Learning and ThinkingProvide a rich context for learning language and a deep meaning of concepts.
Priority Skills and Success PredictorsTeach the right skills at the right time and monitor students’ progress.
Differentiated Instruction for Group TimeEnsure success for students of varying ability levels and experiences.
More Reading Support Reinforce instruction with intensive reading intervention and leveled text.
When I was little, I’d curl up in
bed and wait for a sssssssssstory.
Literature for Learning and Thinking 2
Priority Skills and Success Predictors 6
Differentiated Instruction for Group Time 10
Six-Trait Writing 14
More Reading Support 16
Components 20
Literature 30
Scope and Sequence 37
Program Authors 48
In ancient Greece, there was a golden f leece.How do I help every child love to read? It all starts with a “golden” collection
of literature. Reading Street has
funny stories, scary stories, real-life
adventures! One story perfectly leads
to the next—one concept is explored
from many sides. Children have
enough time to think about a big
idea, learn, and enjoy.
2 3
My students need more nonfiction selections.Reading Street provides the right kind of
literature at all grades. Students are gradually
introduced to more and more nonfi ction as
they learn to process informational text.
I want to provide my students the best literature.Reading Street is fi lled with Newbery
winners, Caldecott winners, Coretta Scott
King award winners, and more. Look for
your favorite selections! See page 30.
PRE-K/KINDERGARTEN60% Fiction • 40% Nonfiction
GRADES 1–350% Fiction • 50% Nonfiction
GRADES 4–640% Fiction • 60% Nonfiction
Reading Street is a solid gold hit. Be-bop-a-loopa.
Literature for Learn
ing an
d T
hin
king
Lesson Focus
How do we change as we grow?
Lesson Focus
What do welearn as wegrow andchange?
Lesson FocusWhy arechangesexciting?
Lesson Focus
What changes happen ina garden?
Lesson Focus
What changescan we
observe innature?
Lesson Focus
How doesnature change
during theyear?
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Changes in Nature
Growing and Changing
What is changing in our world?
ChangesUnit Theme
4 5
What’s the BIG idea?Reading Street is uniquely organized to promote language acquisition and
concept development. Each selection connects to a big idea or concept.
Each text supports the next. The language and vocabulary connects too.
This helps students build appropriate knowledge and read for meaning.
What does oral vocabulary have to do with it?Oral vocabulary, or words we know
and use when we speak, makes
the transition to text easier and
predicts reading success. In Grades
K–2, Reading Street provides explicit
oral vocabulary routines. Check the
counter to see how many Amazing
Words children learn each week.
I want to build my students’ vocabulary for reading.Reading Street helps you teach key
concept words for understanding the
text. Direct and explicit instruction,
graphic organizers, and writing
activities help students assimilate
new vocabulary in Grades 3–6.Grade 1, Unit 3 Organization
Literature for Learn
ing an
d T
hin
king
How do I get children to think about what they read?Reading Street starts by asking questions
related to the unit concept. Each selection
expands the idea and deepens meaning.
There’s never enough time to teach content areas.Every selection in Reading Street emphasizes
a science or social studies concept.
Your reading lessons become the tools
to meet content-area standards.
Grade 1, Unit 3 Teacher’s Edition Grade 1, Unit 3 Teacher’s Edition
Grade 1, Unit 3 Student Edition
Grade 4, Unit 3 Teacher’s Edition
Don’t lose sleep! You’re on Reading Street.Am I teaching the right skills at the right time?You’ll never have to worry about this
question again. Reading Street prioritizes
skills instruction so you place the correct
emphasis on the most important skills at
your grade. Built-in progress monitoring
helps you accelerate instruction or slow it
down, depending on students’ needs.
I need a data management system.Success Tracker is an online assessment
and data management system that prescribes
remediation, helps with grouping, and
disaggregates and aggregates data.
Learn more at www.go-digital.scottforesman.com.
PRIORITY SKILL SUCCESS PREDICTOR
PHONEMIC AWARENESS Blending and Segmenting
PHONICS Word Reading
FLUENCY Words Correct per Minute
VOCABULARY Word Knowledge
COMPREHENSION Retelling
Help me prioritize my day!Reading Street prioritizes the fi ve core
areas of reading instruction across the
grades, so you know where to place your
instructional emphasis. By assessing key
predictors, you can ensure student success.
Can I predict reading success?The research says “YES!” Only Reading Street
helps you monitor students’ progress by
assessing research-based predictors of
reading success, such as retelling. Look
for the Monitor Progress boxes.
Hey, the people who created this
worked hard. Please , no ZZZs.
Priority Skills an
d Success Pred
ictors
6 7
Grade 1, Unit 3 Teacher’s Edition
Priority Skills an
d Success Pred
ictors
8 9
Don’t stress!Don’t guess!
Monitor progress and assess!
STEP
3STEP
2STEP
4STEP
1
Monitor ProgressMonitor Progress boxes in the
Teacher’s Editions tell you what
students know and don’t know
during reading. If/then statements
help you apply the appropriate
strategy to repair meaning.
Assess and RegroupThe Unit Benchmark Test helps
you assess the target skills and
regroup your students during the
year. (And don’t forget about
Success Tracker for online support!)
Summative AssessmentThe End-of-Year Benchmark
Test reports cumulative
achievement of the learning
targets. Applause! Applause! Your
students have achieved AYP.
Diagnose and DifferentiateBegin the year with the
Baseline Group Test to identify
students’ needs and make initial
grouping decisions. Refi ne
your instructional plan with
DIBELS diagnostic screening.
Testing isn’t a scary word.We know what you’re thinking . . . high-stakes tests. Ahhh! Just relax.
Reading Street has a simple, four-step assessment plan to ensure your
students make adequate yearly progress.
We interrupt this page to introduce our test writers.Formal assessments for Reading Street
were developed and validated by
Beck Evaluation & Testing Associates,
Incorporated (BETA). BETA is one
of the nation’s most experienced
assessment-development fi rms,
providing test content for both
state and federal agencies. To ensure
content quality, all test items align
with state curriculum standards.
Differen
tiated In
struction
for G
roup
Tim
e
10 11
One size never fits all.How can I make sure every child reads?One of the most important
lessons our teachers taught us
was that everyone is unique
and the same. Reading Street
provides a daily plan for
whole-group teaching and for
meeting with small groups to
attend specific needs. Don’t
you just love it? (These guys
love yellow pants! Oh well.)
We got style, we got class, we got fancy yellow pants.
What can I do to focus instruction by strand?Use assessment data to determine
your students’ needs. Then, customize
instruction by strand with these unique
weekly planning pages. Reading Street
makes it easy to choose instructional
activities for your classroom.
Grade 4, Unit 3 Teacher’s Edition
I wish I had more help managing group time.Reading Street provides a daily
plan for whole-group and
small-group instruction. Assign
the Independent Activities to
the rest of the class when you
meet with your small groups.
Grade 4, Unit 3 Teacher’s Edition
Differen
tiated In
struction
for G
roup
Tim
e
How can I support my English language learners?Look for ELL instructional strategies,
alternate lessons, and grade-level readers
to build vocabulary and key concepts each
week. All materials are based on the three
pillars of ELL instruction: Build Background,
Access Content, and Extend Language.
YOUR ELLs WILL EXCEL! SORRY, I LIKE
TO YELL.
12 13
It’s centers time!(There’s no time for anything but a headline.)
Help me teach my struggling and advanced readers.Reading Street has daily instructional
routines for both your Strategic
Intervention and Advanced groups.
Instruction is neatly located in the
back of the Teacher’s Edition.
Grade 4, Unit 3 Teacher’s Edition
What do I do with the rest of my class?When you meet with your small
groups, you can assign the Independent
Activities to the rest of your class.
Have students visit literacy centers.
A Centers Survival Kit is available
to simplify the task. See page 27.
Grade 4, Unit 3 Teacher’s Edition
14 15
Six-Trait W
riting
Six traits and not a hare out of place.Can writing improve a child’s reading?Good writing is all about composing
meaning. Writing about reading helps
clarify concepts and builds understanding.
(Need we write more?) Just a little.
Reading Street focuses on one of six
important writing traits each week to give
students time to acquaint themselves with
the task of writing. The unit writing
project brings all the six traits together.
How can I better managewriting instruction?Here’s the plan! Reading Street provides a
simple plan to focus on the writing trait of the
week. One trait a week makes your instruction
more teachable and more assessable.
I wish the textbook connected reading and writing.Reading Street provides a built-in lesson
to focus on the writing trait each week.
The lesson includes a defi nition of
the trait, a writing prompt, a student
model, and scaffolded support.
Grade 4, Unit 3 Teacher’s Edition
Grade 4, Unit 3 Student Edition
16 17
Q: Why did the chicken cross the road?A: To get to the sidewalk! What do I do when Reading Street isn’t enough?Every teacher knows that some
students need more support. For
those children, Scott Foresman
provides My Sidewalks—an intensive
reading intervention program that
aligns perfectly with Reading Street.
My Sidewalks accelerates
reading development for
children at risk.
B-A-W-K!It’s so good it
works with any core program.
How does My Sidewalks support Reading Street?My Sidewalks provides daily lessons for
30 weeks—for a minimum of 30 minutes
a day. The oral language, vocabulary, and
concepts developed in My Sidewalks
parallel those in Reading Street.
What is Tier III Instruction? Tier III instruction is for students with low
reading skills and a lack of adequate progress.
My Sidewalks provides sustained instruction,
intensive language and concept development,
and more focus on critical comprehension
skills and strategies for Tier III students.
When do I teach My Sidewalks?Use My Sidewalks during group time, as
a pull-out intervention program, or as a
before- or after-school program. The My
Sidewalks acceleration plan prioritizes skills
so you teach less, more thoroughly.
Mo
re Read
ing Sup
po
rt Comprehensive Core
Program
Core Program Plus Strategic Intervention
Intensive Reading
Intervention
TIER I PRIMARY
TIER II SECONDARY
TIER III TERTIARY
Reading Street Student Edition
My Sidewalks Student Reader
18 19
Are you an adventurous reading teacher?Do you love teaching with leveled text?Reading Street for the Guided Reading Teacher will
support you in organizing research-based reading
instruction around leveled text. It features the
handy and popular Guide on the Side to
make teaching easier. All the resources
are derived from Reading Street and
its proven teaching methods.
Will I teach the skills my students need? Reading Street for the Guided Reading
Teacher provides a comprehensive
scope and sequence that helps
you pace instruction and prepare
students for your state test.
I want to match my students to leveled text.Reading Street for the Guided Reading
Teacher organizes instruction around
leveled text and helps you differentiate
instruction. It’s a complete guided
reading program with leveled readers,
lessons plans, practice, and assessment.
Does the program support Reading Street?The scope and sequence, instructional
routines, and teacher resources all
align with Reading Street. Use the Guide
on the Side as your main Teacher’s
Edition or to supplement your
Reading Street Teacher’s Edition.
Guide on the Side Grade 3
Mo
re Read
ing Sup
po
rt
20 21
Hip, hip, hooray!We’re on the way.
KINDERGARTEN
PRE-KINDERGARTEN
Welcome toReading Street! GRADE 1
GRADE 4 GRADE 5
GRADE 6
6 Teacher’s Editions (1 per unit)
Student Edition (Units 4–6)
6 Teacher’s Editions (1 per unit)
6 Teacher’s Editions (1 per unit)
Student Edition6 Teacher’s Editions (1 per unit)
Student Edition
6 Teacher’s Editions (1 per unit)
Student Edition
5 Teacher’s Editions (1 per unit)
Student Edition (Unit 2) Student Edition (Unit 3) Student Edition (Unit 4) Student Edition (Unit 5)
Student Edition (Units 1–3)
Student Edition (Units 1–3)
Student Edition (Units 4–6)
GRADE 3
Student Edition (Unit 1)
MORE READING SUPPORT
My Sidewalks Intensive Reading Intervention (Levels A–E)
Reading Street for the Guided Reading Teacher (Grades 1–6)
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GRADE 2
22 23
Student Editions (1–6)
Teacher’s Editions (Pre-K–6)
AssessmentAssessment Handbook (K–6)
Baseline Group Tests (K–6)
DIBELS™ Assessments (K–6)
ExamView® Test Generator CD-ROM (2–6)*
Fresh Reads for Differentiated Test Practice (1–6)
Online Success Tracker™ (K–6)*
Selection Tests Teacher’s Manual (1–6)
Unit and End-of-Year Benchmark Tests (K–6)
Leveled ReadersConcept Literacy Leveled Readers (K–1)
Independent Leveled Readers (K)
Kindergarten Student Readers (K)
Leveled Reader Teaching Guides (K–6)
Leveled Readers (1–6)
Listen to Me Readers (K)
Online Leveled Reader Database (K–6)*
Take-Home Leveled Readers (K–6)
Trade Books and Big BooksBig Books (Pre-K–2)
Read Aloud Trade Books (Pre-K–K)
Sing with Me Big Book (1–2)
Trade Book Library (1–6)
Decodable ReadersDecodable Readers (K–3)
Strategic Intervention Decodable Readers (1–2)
Take-Home Decodable Readers (K–3)
Phonics and Word StudyAlphabet Cards in English and Spanish (Pre-K–K)
Alphabet Chart in English and Spanish (Pre-K–K)
Animal ABCs Activity Guide (K)
Finger Tracing Cards (Pre-K–K)
Patterns Book (Pre-K–K)
Phonics Activities CD-ROM (PreK–2)*
Phonics Activities Mats (K)
Phonics and Spelling Practice Book (1–3)
Phonics and Word-Building Board and Letters (Pre-K–3)
Phonics Songs and Rhymes Audio CD (K–2)
Phonics Songs and Rhymes Flip Chart (K–2)
Picture Word Cards (Pre-K–K)
Plastic Letter Tiles (K)
Sound-Spelling Cards and Wall Charts (1–2)
Word Study and Spelling Practice Book (4–6)
Language ArtsDaily Fix-It Transparencies (K–6)
Grammar & Writing Book and Teacher’s Annotated Edition, The (1–6)
Grammar and Writing Practice Book and Teacher’s Manual (1–6)
Grammar Transparencies (1–6)
Six-Trait Writing Posters (1–6)
Writing Kit (1–6)
Writing Rubrics and Anchor Papers (1–6)
Writing Transparencies (1–6)
Practice and Additional ResourcesAlphaBuddy Bear Hand Puppet (K)
Alphasaurus Annie Hand Puppet (Pre-K)
Amazing Words Posters (K–2)
Centers Survival Kit (Pre-K–6)
Graphic Organizer Book (2–6)
Graphic Organizer Flip Chart (K–1)
High-Frequency Word Cards (K)
Kindergarten Review (1)
Practice Book and Teacher’s Manual (K–6)
Read Aloud Anthology (Pre-K–2)
Readers’ Theater Anthology (K–6)
Research into Practice (K–6)
Retelling Cards (K–6)
Scott Foresman Research Base (K–6)
Skill Transparencies (2–6)
Songs and Rhymes Flip Chart (Pre-K)
Talk with Me, Sing with Me Chart (Pre-K–K)
Tested Vocabulary Cards (1–6)
Vocabulary Transparencies (1–2)
Welcome to Reading Street (Pre-K–2)
ELLELL and Transition Handbook (Pre-K–6)
ELL Comprehensive Kit (1–6)
ELL Posters (K–6)
ELL Readers (1–6)
ELL Teaching Guides (1–6)
Ten Important Sentences (1–6)
Digital ComponentsAudioText CDs (PreK–6)
Background Building Audio CDs (3–6)
ExamView® Test Generator CD-ROM (2–6)*
Online Lesson Planner (K–6)
Online Leveled Reader Database (K–6)*
Online New Literacies Activities (1–6)*
Online Professional Development (1–6)
Online Story Sort (K–6)*
Online Student Editions (1–6)*
Online Success Tracker™ (K–6)*
Online Teacher’s Editions (Pre-K–6)
Phonics Activities CD-ROM (PreK–2)*
Phonics Songs and Rhymes Audio CD (K–2)
Sing with Me/Background Building Audio CDs (Pre-K–2)
Songs and Rhymes Audio CD (Pre-K)
My Sidewalks Intensive Reading Intervention (Levels A–E)
Reading Street for the Guided Reading Teacher (1–6)
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Ready, Teddy?(On Reading Street, you’re ready for everything and anything!)
Honey is yummy in my
tummy.
*Products suitable for interactive Whiteboard use.
PRE-K
Scott Foresman Reading Street PreK Literacy Program
Teacher’s Guides, Big Books,
fl ip charts, audio CDs, and
more provide shared reading
experiences and prepare children
for Kindergarten. Grade Pre-K
KINDERGARTEN
Kindergarten Package
Comprehensive Kindergarten
program includes Big Books,
Trade Books, readers, fl ash cards,
and more teaching resources
to foster fl uency, phonics skills,
and phonemic awareness in
emergent readers. Grade K
ASSESSMENT
Assessment Handbook
Ideas for classroom assessments
prepare students for high-stakes
tests. Rubrics, checklists, and
numerous teaching resources in
English and Spanish demonstrate
models and methods for
student evaluation and grading
based on the most recent
reading research. Grades K–6
Baseline Group Tests
Assess students’ knowledge
in key reading areas and get
grouping suggestions. Grades K–6
ExamView® CD-ROM
Test generator makes it easy to
create and customize Unit and
End-of-Year Benchmark Tests to
match state and national formats.
Grades 2–6
Unit and End-of-Year Benchmark Tests Teacher’s Manual
Evaluate students’ progress at
the end of each unit and the
end of the year. Grades K–6
Fresh Reads for Differentiated Test Practice
Below-level, on-level, and above-
level passages for fl uency fresh
reads give students additional
practice with each week’s target
comprehension skill. Multiple-
choice and short essay questions
after each passage prepare
students for state, national, and
classroom tests. Grades 1–6
Selection Tests Teacher’s Manual
Tests for each Student Edition
main selection assess text
comprehension and knowledge
of selection vocabulary.
Grades 1–6
DIBELS Assessments
Set of benchmark tests and
progress-monitoring tools
helps identify students in need
of strategic intervention in
reading. Each test measures
students’ mastery of key literacy
skills for their grade level,
including phonics, alphabet
knowledge, vocabulary, and text
comprehension. Grades K–6
Online Success Tracker™
Online assessment and data
management tool targets
instruction and prescribes
remediation to keep students
on track for adequate yearly
progress. Grades K–6
LEVELED READERS
Kindergarten Readers
Weekly Listen to Me Readers,
Kindergarten Student Readers,
and Independent Leveled Readers
teach the comprehension skill
and practice high-frequency
words for the week. Grade K
Leveled Readers
Below-level, on-level, and
advanced selections allow
all students to practice the
comprehension skill, vocabulary,
and concepts of each week’s
main selection. Grades 1–6
Take-Home Leveled Readers
Blackline masters of each Leveled
Reader and Kindergarten
Reader link learning between
school and home. Grades K–6
Leveled Reader Teaching Guide
Lesson plans and practice pages
for each Leveled Reader build
comprehension skills, fl uency,
and vocabulary. Grades 1–6
Concept Literacy Leveled Readers
These books help lower-level
readers understand basic
concepts and grade-level themes.
Most texts are nonfi ction with
a strong emphasis on concept
vocabulary. Grades K–1
Online Leveled Reader Database
Search. Hear. Print. Teach. Read!
This searchable database provides
access to over 1,000 Leveled
Readers online. Search by Guided
Reading level, DRATM level ,
Lexile® level, comprehension skill,
theme/topic, genre, and more.
Students can listen to fl uently
read recordings of every passage.
Teachers can download and print
lesson plans, practice pages, and
even the Leveled Readers.
Grades K–6
TRADE BOOKS
Trade Book Library
Below-level, on-level, and
advanced selections support unit
comprehension instruction and
extend concepts. Grades 1–6
Big Books
Oversized full-color trade
books provide shared
reading opportunities and
develop children’s concepts
of print. Grades K–2
Read Aloud Trade Books
Illustrated selections by
well-known authors develop
comprehension skills and
encourage children to read for
a variety of purposes. Grade K
DECODABLE READERS
Decodable Readers
Provide focused practice for each
phonics skill and opportunities to
reread for fl uency. All vocabulary
and phonics skills are retaught,
giving students 100% potential
for accuracy. Grades K–3
Take-Home Decodable Readers
Take-home versions of each
Decodable Reader reinforce
phonics skills and foster a strong
school-home connection.
Grades K–3
Strategic Intervention Decodable Readers
Provide additional opportunities
for below-level readers to practice
and review target phonics
skills each week. Grades 1–2
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PHONICS AND
WORD STUDY
Sound-Spelling Cards
Cards with blending routines help
introduce sounds and spellings in
the phonics lessons. Grades 1–2
Phonics Songs and Rhymes Flip Chart
Large, colorful chart actively
engages children in word work
and helps them connect sounds
to letters each week. Grades K–2
Phonics Activities CD-ROM
Games, nursery rhymes, and
interactive practice reinforce
phonics and phonemic
awareness skills. Grades PreK–2
Alphabet Cards
Vivid photos build letter and
word recognition skills in English
and Spanish. Grades Pre-K–K
Phonics and Word-Building Board and Letters
Magnetic board and letters are
ideal for teacher modeling and
student practice. Grades 1–3
Phonics Songs and Rhymes Audio CD
Engaging recordings introduce
each week’s target phonics
skills. Grades K–2
Phonics Activities Mats
Great for student word work
and letter tile activities! Grade K
Patterns Book
D is for Duck. Have students
color and cut out these simple
reproducible patterns to practice
phonics skills. Grades Pre-K–K.
Phonics and Spelling Practice Book/Word Study and Spelling Practice Book
Daily practice and take-home
word lists develop phonics/word
study skills and spelling strategies.
Grades 1–6
ENGLISH/LANGUAGE ARTS
The Grammar & Writing Book
Leveled grammar practice and
weekly writing models extend
instruction in the Student
Edition. Practice activities prepare
students for tests and introduce
them to the writer’s craft.
Grades 1–6
Grammar and Writing Practice Book
Four practice pages per
week ensure that students
have mastered grammar and
writing skills. Grades 1–6
Grammar Transparencies
One grammar transparency
per week supports and extends
language arts instruction.
Grades 1–6
Writing Kit
Comprehensive kit improves
students’ writing and concept
development. Grades 1–6
Daily Fix-It Transparencies
Sentences to proofread and
correct connect grammar,
spelling, and writing
instruction. Grades 1–6
Writing Transparencies
Weekly models introduce
students to the writing process
and the writer’s craft. Grades 1–6
Writing Rubrics and Anchor Papers
Here are 4-, 5-, and 6-point rubrics
for each weekly writing lesson
plus anchor papers for authentic
student models. Grades 1–6
Six-Trait Writing Posters
Six posters, one for each
writing trait, highlight the
essentials of effective writing:
Focus/Ideas, Organization/
Paragraphs, Voice, Word Choice,
Sentences, and Conventions.
Grades 1/2, 3/6
PRACTICE AND ADDITIONAL RESOURCES
Practice Book
Follow-up activities for each
selection include summaries,
vocabulary lists, and
comprehension skills
practice. Grades K–6
Retelling Cards
Six visuals from each Reading
Street selection support
students’ comprehension
through retelling. Grades K–6
Scott Foresman Research Base
Comprehensive, 500-page
volume shows how Reading
Street implements research-
based practices that are proven
effective in beginning reading
instruction. Grades K–6
Graphic Organizer Book
Blackline masters of charts,
diagrams, and forms support
comprehension, phonics, and
writing instruction. Grades 2/3, 4/6
Graphic Organizer Flip Chart
Large charts and diagrams with
a write-on, wipe-off surface
encourage active learning.
Grades K–1
Centers Survival Kit
This ready-to-use kit helps
you manage cross-curricular
centers with Centers Flip
Charts, activities, signage, and
stategies that support each
week’s instruction. Grades K–6
Amazing Words Posters
These posters reinforce oral
vocabulary by highlighting
the Amazing Words each
week. Grades K–2
Skill Transparencies
Copies of Student Edition
skill lessons facilitate
whole-class instruction of
comprehension skills. Grades 2–6
Vocabulary Transparencies
One transparency per week
demonstrates high-frequency
words in sentences. Grades 1–2
Tested Vocabulary Cards
Vocabulary fl ash cards provide
additional practice for unit and
selection tests. Grades 1–6
Read Aloud Anthology
Selections in a variety of
genres build vocabulary and
develop concepts throughout
the year. Grades PreK–2
Research into Practice
Annotated lessons from
Kindergarten, Grade 1, and
Grade 4 illustrate lesson features
that support research-based
reading instruction. Grades K–6
Readers’ Theater Anthology
Drama and poetry selections
for performance build students’
confi dence, reading fl uency, and
teamwork skills. Grades K–6
Talk with Me, Sing with Me Chart
Two illustrated charts per week
develop oral vocabulary and
build background. One side of
each chart features photographs
to inspire class discussion
using vocabulary words. The
other side includes a song
that demonstrates the words
in context. Grades PreK–2
Welcome to Reading Street
Quick guide includes strategies to
set up your classroom, manage
small groups, and develop readers
and writers. Grades PreK–1
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ELL
ELL Comprehensive Package
Weekly ELL support includes the
ELL Teaching Guide, ELL Posters,
ELL and Transition Handbook,
and ELL Readers. See descriptions
that follow. Grades 1–6
ELL Teaching Guide
This practical guide supports
English Language Learners
and teachers. It builds on the
instruction in the Teacher’s
Editions with weekly lesson
planners, comprehension lessons,
vocabulary activities, multilingual
summaries, ELL Reader lessons
and study guides, and multilingual
lesson vocabulary. Grades 1–6
ELL Posters
Colorful posters help English
Language Learners practice tested
vocabulary and concepts each
day of the week. Grades K–6
• ELL and Transition best practices
• Research into Practice articles
• Vocabulary, writing, and speaking strategies
• Home-language activities
• Phonics and Grammar Lessons
• Ongoing assessment tools for monitoring progress in reading, writing, speaking, and listening
• Language profi ciency activities
ELL and Transition Handbook
Resource book includes
instructional strategies, lessons,
research, and language activities
to enhance comprehension and
writing instruction for English
Language Learners. Grades K–6
ELL Readers
Grade-level fi ction, nonfi ction,
and poetry selections develop
English Language Learners’
vocabulary and comprehension
skills each week. Grades 1–6
Ten Important Sentences
Ten-sentence summaries of each
Student Edition selection help
struggling readers and English
language learners develop
comprehension skills. Grades 1–6
DIGITAL COMPONENTS
Online Student Edition
Students can access Reading
Street textbooks at home or
from a classroom technology
center. Grades 1–6
Online Teacher’s Edition
Complete contents of the
Teacher’s Edition online plus
additional teaching resources
allow you to plan and
prepare from school, home,
or anywhere. Grades K–6
Online Lesson Planner
Organizational tool makes
it easy to plan lessons from
any computer. Create and
customize your schedule, print
and edit lessons, e-mail lessons
to administrators or colleagues,
and view correlations to state
standards. Grades K–6
AudioText CDs
Complete narration of the
Student Edition recorded at
fl uency pace aids struggling
readers and auditory
learners. Grades PreK–6
Phonics Activities CD-ROM
Games, nursery rhymes, and
interactive practice reinforce
phonics and phonemic
awareness skills. Grades PreK–2
Phonics Songs and Rhymes Audio CD
Engaging recordings introduce
each week’s target phonics
skills. Grades K–2
Sing with Me/Background Building Audio CD
Song recordings to accompany
each Talk with Me, Sing with
Me Chart as well as interviews
and stories build background
to increase children’s text
comprehension. Grades PreK–2
Background Building Audio CDs
Drama skits, interviews with
experts, and more introduce key
concepts and vocabulary for
each Student Edition selection.
Grades 3–6
ExamView® CD-ROM
Test generator makes it easy to
create and customize Unit and
End-of-Year Benchmark Tests to
match state and national formats.
Grades 2–6
Online Professional Development
Synopses of articles by Reading
Street program authors and other
researchers keep teachers and
administrators up-to-date about
effective teaching strategies.
Grades 1–6
Online Story Sort
Interactive exercises help
students sequence and
retell stories to improve
comprehension. Grades 1–6
Online Leveled Reader Database
Search. Hear. Print. Teach. Read!
This searchable database provides
access to over 1,000 Leveled
Readers online. Search by Guided
Reading level, DRATM level ,
Lexile® level, comprehension skill,
theme/topic, genre, and more.
Students can listen to fl uently
read recordings of every passage.
Teachers can download and print
lesson plans, practice pages, and
even the Leveled Readers.
Grades K–6
Online New Literacies Activities
Activities involving informational
technologies including Web
pages, e-mail, and search
engines help students
practice fundamental skills
for reading books and using
the Internet. Grades 1–6
Online Success Tracker™
Online assessment and data
management tool targets
instruction and prescribes
remediation to keep students
on track for adequate yearly
progress. Grades K–6
GUIDED READING
Reading Street for theGuided Reading Teacher
Design your own guided reading
curriculum with help from
Scott Foresman Reading Street
resources—including Leveled
Readers, the Guide on the Side
for the Adventurous Reading
Teacher, and student and
teacher materials to support
phonics, language arts, and
ELL instruction. Grades 1–6
Guide on the Side for theAdventurous Reading Teacher
This resource book is a perfect
addition to any Guided Reading
program. Includes instructional
routines to use with any text,
including Leveled Readers and
Trade Books. Pacing guides
allow teachers to plan their own
instructional sequence or align
instruction with the Reading
Street scope and sequence.
Grades 1–6
INTENSIVE INTERVENTION
Scott Foresman My Sidewalks: Intensive Reading Intervention
My Sidewalks provides systematic
and explicit instruction for
students who require Tier III
intensive reading intervention.
Teaching guides, assessment,
practice resources, and fi ction
and nonfi ction readers help
you teach, motivate, and inspire
students reading signifi cantly
below grade level. Levels A–E
28 29
Co
mp
on
ents
Whoosh!Swoosh!
It’s Air Bear!
UNIT 1
Big Books
The Little School Busby Carol RothIllustrated by Pamela Paparone
Plaidypus Lostby Susan Stevens CrummelIllustrated by Janet Stevens
Juliusby Angela JohnsonIllustrated by Dav Pilkey
Read Aloud Trade Books
Fix-It DuckWritten and Illustrated by Jez Alborough
Miss Bindergarten Takes a Field Trip with Kindergartenby Joseph SlateIllustrated by Ashley Wolff
Dig Dig Diggingby Margaret MayoIllustrated by Alex Ayliffe
UNIT 2
Big Books
Life in an Oceanby Carol K. Lindeen
Animal Babies in Grasslandsby Jennifer Schofi eld
A Bed for the Winterby Karen Wallace
Read Aloud Trade Books
Armadillo’s OrangeWritten and Illustrated by Jim Arnosky
Bear Snores Onby Karma WilsonIllustrated by Jane Chapman
Whose Garden Is It?by Mary Ann HobermanIllustrated by Jane Dyer
UNIT 3
Big Books
Little Pandaby Joanne Ryder
See How We Growby Katacha Diaz
SeedsWritten and illustrated by Ken Robbins
Read Aloud Trade Books
Little Quackby Lauren ThompsonIllustrated by Derek Anderson
Farfallina & MarcelWritten and Illustrated by Holly Keller
Hide, Clyde!Written and Illustrated by Russell Benfanti
UNIT 4
Big Books
Bunny Dayby Rick WaltonIllustrated by Paige Miglio
One Little Mouseby Dori ChaconasIllustrated by LeUyen Pham
If You Could Go to Antarcticaby Fay Robinson
Read Aloud Trade Books
My Lucky DayWritten and Illustrated by Keiko Kasza
Goldilocks and the Three BearsRetold and Illustrated by Valeri Gorbachev
Abuelaby Arthur DorrosIllustrated by Elisa Kleven
UNIT 5
Big Books
Max Takes the Trainby Rosemary WellsIllustrated by Jody Wheeler
Messenger, Messengerby Robert BurleighIllustrated by Barry Root
On the Move!by Donna Latham
Read Aloud Trade Books
Mayday! Mayday! A Coast Guard RescueWritten and Illustrated by Chris L. Demarest
The Little Engine That CouldWritten and Illustrated by Watty Piper
This Is the Way We Go to Schoolby Edith BaerIllustrated by Steve Björkman
UNIT 6
Big Books
Homes Around the Worldby Judy NayerIllustrated by Laura Ovresat
Building Beaversby Kathleen Martin-James
The House That Tony Lives Inby Anthony LorenzIllustrated by John Sandford
Read Aloud Trade Books
Old MacDonald Had a Woodshopby Lisa ShulmanIllustrated by Ashley Wolff
The Night Workerby Kate BanksIllustrated by Georg Hallensleben
Animal Homesby Angela Wilkes
UNIT 1
• Sam, Come Back!by Susan Stevens CrummelIllustrated by Janet StevensPuppy Gamesby Linda LottIllustrated by Maribel Suarez
• Pig in a Wigby Susan Stevens CrummelIllustrated by Janet StevensWe Are Vetsby Linda LottIllustrated by Lindsey Gardiner
• The Big Blue Oxby Susan Stevens CrummelIllustrated by Janet StevensThey Can Helpby Pat Waris
• A Fox and a Kitby Leya RobertsIllustrated by Charles SantoreThe Zoo in the ParkIllustrated by Jui Ishida
• Get the Egg!by Alyssa Satin CapucilliIllustrated by Bernard AdnetHelp the Birds
• Animal Parkby Judy NayerPoetry Collectionby Betsy Lewin and Douglas FlorianIllustrated by Patrice Aggs
UNIT 2
• Max and Ruby: A Big Fish for Maxby Rosemary WellsIllustrated by Jody WheelerAt Home
• The Farmer in the HatWritten and Illustrated by Pat CummingsHelping Hands at 4-Hby Lindy Russell
• Who Works Here?by Melissa Blackwell BurkeIllustrated by Tim SpransyNeighborhood Map
• The Big Circleby Eric KimmelIllustrated by Richard BernalClass Paper
• Life in the Forestby Claire DanielA Mangrove Forestby Terry LynkIllustrated by Russell Farrell
• Honey Beesby Jesús CervantesIllustrated by Tom LeonardThe Ants Go MarchingIllustrated by Norman Gorbaty
UNIT 3
• An Egg Is an EggWritten and Illustrated by Nicki WeissNothing Fits!by Rena MoranIllustrated by Mary Bono
• Ruby in Her Own Timeby Jonathan EmmettIllustrated by Rebecca HarryI’m Growing
• Jan’s New Homeby Angela Shelf MedearisIllustrated by Don TateA Letter from Jan
• Frog and Toad TogetherWritten and Illustrated by Arnold LobelGrowing Plants
• I’m a Caterpillarby Jean MarzolloIllustrated by Judith MoffattMy Computer
• Where Are My Animal Friends?by William Chin Illustrated by Scott GustafsonPoetry Collectionby Lee Bennett Hopkins, Gwendolyn Brooks, and Amy Goldman KossIllustrated by David Diaz and Laura J. Bryant
UNIT 4
• Mama’s Birthday Presentby Carmen TafollaIllustrated by Gabriel PachecoChinese Surprisesby Annie Brannan
• The DotWritten and Illustrated by Peter H. ReynoldsA Great Artist and His Dotsby Karen Stockwell
• Mister Bones: Dinosaur Hunterby Jane KurtzIllustrated by Mary Haverfi eldWhat’s in a Museum?by Mary Rowan
• The Lady in the Moon by Lily Wong FillmoreIllustrated by Lin WangMy 4th of July
• Peter’s ChairWritten and Illustrated by Ezra Jack KeatsPeter’s Baby Sister
• Henry and Mudge and Mrs. Hopper’s Houseby Cynthia RylantIllustrated by Carolyn BrackenPoetry Collectionby Various AuthorsIllustrated by Luciana Navarro Alves
UNIT 5
• Tippy-Toe Chick, Go!by George ShannonIllustrated by Laura DronzekBelling the CatAdapted from a fable by AesopIllustrated by Viviana Garofoli
• Mole and the Baby Birdby Marjorie NewmanIllustrated by Patrick BensonDear Dr. Know-It-Allby Paulinda Lynk
• Dot & Jabber and the Great Acorn MysteryWritten and Illustrated by Ellen Stoll WalshWater
• Simple Machinesby Allan FowlerRoy’s Wheelchairby Callen Watkins
• Alexander Graham Bellby Lola M. SchaeferInventions
• Ben Franklin and His First Kiteby Stephen KrenskyIllustrated by Bert DodsonPoetry Collectionby Jack Prelutsky and Joan Bransfi eld GrahamIllustrated by Peter Sis and Nancy Davis
Literature
• Bullet denotes Main SelectionPaired Selection follows
• Bullet denotes Main SelectionPaired Selection follows
30 31
GRADE 1 STUDENT EDITIONS
GRADE K BIG BOOKS & READ ALOUD TRADE BOOKS
UNIT 1
• Iris and Walterby Elissa Haden GuestIllustrated by Christine DavenierMorning Song/My Travel Treeby Bobbi Katz
• Exploring Space with an Astronautby Patricia J. MurphyA Trip to Space Campby Ann Weil
• Henry and Mudge and the Starry Nightby Cynthia RylantIllustrated by Suçie StevensonStar Pictures in the Skyby Lorraine McCombs
• A Walk in the Desertby Caroline ArnoldRain Forests
• The Strongest OneRetold by Joseph BruchacIllustrated by David DiazAnteatersby John Jacobs
UNIT 2
• Tara and Tiree, Fearless Friendsby Andrew ClementsIllustrated by Scott GustafsonRescue Dogsby Rena Moran
• Ronald Morgan Goes to Batby Patricia Reilly GiffIllustrated by Susanna NattiSpaceballby Brod BagertIllustrated by Tedd Arnold
• Turtle’s Race with Beaverby Joseph Bruchac and James BruchacIllustrated by Jose Aruego and Ariane DeweyThe Secret Life of Pondsby Elizabeth Schleichert
• The Bremen Town Musiciansby Carol Pugliano Illustrated by Jon GoodellAnimals Helping Animals by Jacquelyn Siki
• A Turkey for Thanksgivingby Eve BuntingIllustrated by Diane de GroatThanksgiving USA
UNIT 3
• Pearl and Wagner: Two Good Friendsby Kate McMullanIllustrated by R. W. AlleyRobots at Homeby Clive Gifford
• Dear Junoby Soyung PakIllustrated by Susan Kathleen HartungSaying It Without Words: Signs and Symbolsby Arnulf K. Esterer and Louise A. Esterer
• Anansi Goes FishingRetold by Eric A. KimmelIllustrated by Janet StevensDo spiders stick to their own webs?by Amy Goldman Koss
• Rosa and Blancaby Joe HayesIllustrated by José OrtegaThe Crow and the PitcherRetold by Eric BlairIllustrated by Laura Ovresat
• A Weed Is a FlowerWritten and Illustrated by AlikiWhat’s Made from Corn?
UNIT 4
• The Quilt Storyby Tony JohnstonIllustrated by Tomie dePaolaMaking Memories: Changing with the Timesby Myka-Lynne Sokoloff
• Life Cycle of a Pumpkinby Ron Fridell and Patricia WalshHow do seeds know which way is up?by Amy Goldman Koss
• Frogsby Gail GibbonsFrom Egg to Eggby Michael Elsohn RossIllustrated by Gustav Moore
• I Like Where I Amby Jessica HarperIllustrated by G. Brian KarasA New House
• Helen Keller and the Big Stormby Patricia LakinIllustrated by Troy HowellWind by Marion Dane Bauer
UNIT 5
• Fire Fighter!by Angela RoystonFire Fighting Teamworkby Connie Carpenter
• One Dark Nightby Hazel HutchinsIllustrated by Susan Kathleen HartungAdoption/The Stray Catby Isabel Joshlin Glaser andEve Merriam
• Bad Dog, Dodger!by Barbara AbercrombieIllustrated by Laura OvresatHow to Train Your Puppyby L. B. Coombs
• Horace and Morris but mostly Doloresby James HoweIllustrated by Amy WalrodGood Kickingby Rich Richardson
• The Signmaker’s AssistantWritten and Illustrated by Tedd Arnold Helping Hand
UNIT 6
• Just Like Josh Gibsonby Angela JohnsonIllustrated by Beth PeckHow Baseball Beganby Tammy TerryIllustrated by Clint Handsen
• Red, White, and Blue: The Story of the American Flagby John HermanIllustrated by Shannan StirnweissYou’re a Grand Old Flagby George M. Cohan
• A Birthday Basket for Tía by Pat MoraIllustrated by Cecily LangFamily Traditions: Birthdays
• Cowboysby Lucille Recht PennerIllustrated by Ben CarterCowboy Gearby Tod Cody
• Jingle Dancerby Cynthia Leitich SmithIllustrated by Cornelius Van Wright and Ying-Hwa HuCelebrating the Buffalo Daysby Diane Hoyt-Goldsmith
UNIT 1
• Boom Townby Sonia LevitinIllustrated by John SandfordMike’s Teaching T-shirts by Arlene Erlbach
• What About Me?Written and Illustrated by Ed YoungBen Franklin’s Little Words to Live Byby Myka-Lynne Sokoloff
• Alexander, Who Used to Be Rich Last Sundayby Judith ViorstIllustrated by Ray CruzTips for Saving Moneyby Claire Daniel
• If You Made a Millionby David M. SchwartzIllustrated by Steven KelloggMoney from Long Agoby Darleen Ramos
• My Rows and Piles of Coinsby Tololwa M. MollelIllustrated by E. B. LewisLearning About Money
PoetryA Single Penny by Felice Holman Fund-Raiser by Carol Diggory ShieldsMoney by Richard Armour Coins by Valerie Worth
UNIT 2
• Penguin Chickby Betty TathamIllustrated by Helen K. DaviePlants: Fitting into Their Worldby Susan E. GoodmanPhotographs by Michael J. Doolittle
• A Day’s Workby Eve BuntingIllustrated by Ronald HimlerWhat Is a Weed?
• Prudy’s Problem and How She Solved ItWritten and Illustrated by Carey Armstrong-EllisMeeting the Challenge of Collectingby Lisa Klobuchar
• Tops & BottomsAdapted and Illustrated by Janet StevensThe Hare and the Tortoiseby AesopIllustrated by Michael Hague
• William’s Houseby Ginger HowardIllustrated by Larry DayLog Cabinsby Marlene Perez
PoetryAnts by Marilyn SingerThe Sure-Footed Shoe Finder by Andrea PerryThird Grade Genius by Gary Soto
UNIT 3
• The Gardenerby Sarah StewartIllustrated by David SmallWorms at Workby Ann Weil
• Pushing Up the Skyby Joseph BruchacIllustrated by Teresa Flavin
Catch It and Run!Retold by Margaret MayoIllustrated by Richard Downs
• Night Lettersby Palmyra LoMonacoIllustrated by Normand ChartierDear StarsWritten and Illustrated by Takayo Noda
• A Symphony of Whalesby Steve SchuchIllustrated by Wendell MinorHe Listens to Whalesby E. Shan Correa
• Volcanoes: Nature’s Incredible Fireworksby David L. HarrisonNatural Disasters
PoetryCloud Dragons by Pat Mora Lemon Moon by Beverly McLoughlandHurt No Living Thing by Christina RossettiSpringtime by Nikki GiovanniLaughing Boy by Richard Wright
UNIT 4
• WingsWritten and Illustrated by Christopher MyersBeauty and the BeastRetold by Helen Strahinich
• Hottest, Coldest, Highest, DeepestWritten and Illustrated by Steve JenkinsGreat and Smallby Russell Ash
• Rocks in His Headby Carol Otis HurstIllustrated by James StevensonEverybody Needs a Rockby Byrd BaylorIllustrated by Franklin Hammond
• America’s Champion Swimmer: Gertrude Ederleby David A. AdlerIllustrated by Terry WidenerWomen Athletes
• Fly, Eagle, Fly!Retold by Christopher GregorowskiIllustrated by Niki DalyPurple Coyoteby CornetteIllustrated by Rochette
PoetryMe (with Apologies to Joyce Kilmer)by Karen Jo ShapiroBy Myself by Eloise Greenfi eld Limericks by Edward Lear Written at the Po-Shan Monastery by Hsin Ch’i-chi Translated by Irving Y. Lo
UNIT 5
• Suki’s Kimonoby Chieri UegakiIllustrated by Stéphane JorischClothes: Bringing Cultures Togetherby Elizabeth Massie
• How My Family Lives in AmericaText and Photographs by Susan KuklinCommunities Celebrate Cultures
• Good-Bye, 382 Shin Dang Dongby Frances Park and Ginger ParkIllustrated by Yangsook ChoiIt’s a Small WorldWords and Music by Richard M. Sherman and Robert B. Sherman
• Jalapeño Bagelsby Natasha WingIllustrated by Antonio L. CastroFoods of Mexico: A Delicious Blendby George Ancona
• Me and Uncle Romieby Claire Hartfi eldIllustrated by Jerome LagarrigueCountry to City
PoetryMy Friend in School by Tony Medina Lunch Survey by Kristine O’Connell George Saying Yes by Diana Chang
UNIT 6
• The Story of the Statue of LibertyWritten and Illustrated by Betsy and Giulio MaestroA Nation of Immigrants
• Happy Birthday Mr. KangWritten and Illustrated by Susan L. RothBack to the Wild: A Talk with a Wildlife Workerby Melissa Burke
• Talking Walls: Art for the Peopleby Katacha DíazNathaniel’s Rapby Eloise Greenfi eld
• Two Bad AntsWritten and Illustrated by Chris Van AllsburgHiking Safety Tips
• Elena’s Serenadeby Campbell GeeslinIllustrated by Ana JuanLeading People to Freedomby Julia Nasser Padgett
Poetry The Star-Spangled Bannerby Francis Scott KeyI Watched an Eagle Soarby Virginia Driving Hawk SneveWords Free as Confetti by Pat Mora
Literature
• Bullet denotes Main SelectionPaired Selection follows
GRADE 2 STUDENT EDITIONS
GRADE 3 STUDENT EDITIONS
• Bullet denotes Main SelectionPaired Selection follows
32 33
UNIT 1
• Because of Winn-Dixieby Kate DiCamilloIllustrated by Kevin HawkesFast Facts: Black Bearsby Kathy Kranking
• Lewis and Clark and Meby Laurie MyersIllustrated by Michael DoolingThey Traveled with Lewis and Clarkby Elizabeth Massie
• Grandfather’s JourneyWritten and Illustrated by Allen SayA Look at Two Lands
• The Horned Toad Princeby Jackie Mims HopkinsIllustrated by Michael AustinHorned Lizards & Harvesting Antsby John Brown
• Letters Home from Yosemiteby Lisa HalvorsenThis Land Is Your Landby Woody Guthrie
PoetryWe’re All in the Telephone Bookby Langston Hughes Speak Upby Janet S. WongCity I Loveby Lee Bennett Hopkins Midwest Town by Ruth De Long Peterson
UNIT 2
• What Jo DidWritten and Illustrated by Charles R. Smith Jr.Fast Break/“Allow Me to Introduce Myself”by Charles R. Smith Jr.
• Coyote School NewsWritten and Illustrated by Joan SandinHow to Start a School Newspaperby Lisa Klobuchar
• Grace and the Time MachineAdapted for Story Theater by Donald AbramsonWhat’s There to Do?by Samantha Beres
• Marven of the Great North Woodsby Kathryn LaskyIllustrated by Kevin HawkesLogging Camps
• So You Want to Be President?by Judith St. GeorgeIllustrated by David SmallOur National Parksby Susan Gavin
PoetryHis Hands by Nikki Grimes Homework by Russell HobanLem Lonnigan’s Leaf Machine by Andrea Perry
UNIT 3
• The StrangerWritten and Illustrated by Chris Van AllsburgTime for a Changeby Helen Strahinich
• Adelina’s WhalesText and Photographs by Richard SobolSea Animals on the Moveby Joanne Wachter
• How Night Came from the SeaRetold by Mary-Joan GersonIllustrated by Carla GolembeThe Ant and the BearWritten and Illustrated by Chief Lelooska
• Eye of the Storm by Stephen KramerPhotographs by Warren FaidleySevere Weather Safety
• The Great Kapok TreeWritten and Illustrated by Lynne Cherry Living in a World of Greenby Tanya Lee Stone
PoetryAutumn by Charlotte ZolotowWinter Solstice by Marilyn Singer Early Spring by Shonto Begay
UNIT 4
• The Houdini BoxWritten and Illustrated by Brian SelznickSo You Want to Be an Illusionistby Tui T. Sutherland
• Encantado: Pink Dolphin of the Amazonby Sy MontgomeryMysterious Animalsby Ann Weil
• The King in the Kitchenby Margaret E. SlatteryIllustrated by Matthew TruemanA Man for All Seasonings/A Confectioner/Expertby Richard Armour/Myra Cohn Livingston/Unknown
• Seeker of KnowledgeWritten and Illustrated by James RumfordWord Puzzles
• Encyclopedia Brown and the Case of the Slippery Salamanderby Donald J. SobolIllustrated by Brett HelquistYoung Detectives of Potterville Middle School by Tracy Burton
PoetryWho Knows? by Fatou Ndiaye SowPoetry by Eleanor FarjeonThe Seed by Aileen FisherCarolyn’s Cat by Constance Kling Levy
UNIT 5
• Sailing Home: A Story of a Childhood at Seaby Gloria RandIllustrated by Ted RandSharing a Dreamby Linda Washington
• Lost City: The Discovery of Machu PicchuWritten and Illustrated by Ted LewinRiding the Rails to Machu Picchuby Katacha Díaz
• Amelia and Eleanor Go for a Rideby Pam Muñoz RyanIllustrated by Brian SelznickWomen Explorers
• Antarctic JournalWritten and Illustrated by Jennifer Owings DeweySwimming Towards Iceby Claire Daniel
• Moonwalkby Ben BovaIllustrated by Peter BollingerA Walk on the Moonby Judy Nayer
PoetryThe Best Paths by Kristine O’Connell George Roller Coasters by X. J. Kennedy The Door by Miroslav Holub
UNIT 6
• My Brother Martinby Christine King FarrisIllustrated by Chris SoentpietHopes and Dreams of Young Peopleby Cristina Beecham, Ek Ongkar K. Khalsa, and Dawn Withrow
• Jim Thorpe’s Bright Pathby Joseph BruchacIllustrated by S. D. NelsonSpecial Olympics, Spectacular Athletesby Marlene Perez
• How Tía Lola Came to Visit Stayby Julia AlvarezIllustrated by Macky PamintuanThe Diffi cult Art of Hittingby Sadaharu Oh and David Falkner
• To Fly: The Story of the Wright Brothersby Wendie C. Old Illustrated by Robert Andrew ParkerEarly Flying Machines
• The Man Who Went to the Far Side of the MoonWritten and Illustrated by Bea Uusma SchyffertThe Earth and the Moon
PoetryDream Dust by Langston Hughes Martin Luther King by Myra Cohn LivingstonMartin Luther King Day by X. J. Kennedy Fall Football by Gary Soto First Men on the Moon by J. Patrick Lewis
UNIT 1
• Frindleby Andrew Clements Illustrated by James BernardinPunctuation Takes a Vacationby Robin Pulver
• Thunder Roseby Jerdin NolenIllustrated by Kadir NelsonMeasuring Tornadoes by Trudi Strain Trueit
• Island of the Blue Dolphinsby Scott O’DellIllustrated by E. B. LewisSeven Survival Questionsby Buck Tilton
• Satchel Paigeby Lesa Cline-Ransome Illustrated by James E. RansomeThe Girls of Summerby Ellen Klages
• Shutting Out the Skyby Deborah HopkinsonThe Immigrant Experience
Poetry The Microscope by Maxine W. Kumin Full Day by Naomi Shihab Nye
UNIT 2
• Inside Outby Francisco JiménezIllustrated by Raul ColonRandom Acts of Kindness
• Passage to Freedom by Ken MochizukiIllustrated by Dom LeeI Wanted My Motherby Debora Biron
• The Ch’i-lin PurseRetold by Linda FangIllustrated by Ed YoungThe Lion and the Mouseby Aesop
• Jane Goodall’s 10 Ways to Help Save Wildlifeby Jane GoodallWhy Some Animals Are Considered Bad or Scaryfrom Sandiegozoo.orgIllustrated by John Manders
• The Midnight Ride of Paul Revere by Henry Wadsworth LongfellowIllustrated by Christopher BingRevolutionary War Women
Poetry For Peace Sakeby Cedric McClesterTwo People I Want to Be Like by Eve MerriamNot in Vain by Emily DickinsonStrangers by Janet S. Wong
UNIT 3
• Wings for the Kingby Anne SrodaIllustrated by Franklin HammondBecky Schroeder: Enlightened Thinkerby Tom Tucker
• Leonardo’s Horseby Jean FritzIllustrated by Hudson TalbottHumans with Wings by Roger Yepsen
• The Dinosaurs of Waterhouse Hawkinsby Barbara KerleyIllustrated by Brian SelznickA Model Scientist
• Mahalia Jacksonby Julius LesterIllustrated by Lisa CohenPerfect Harmonyby Charles R. Smith Jr.
• Special Effects in Film and Televisionby Jake HamiltonSearching for Animation
PoetryChemistry 101 by Marilyn NelsonThe Bronze Horse by Beverly McLoughlandThe Termites by Douglas Floriatt Stairs by Oliver Herford
UNIT 4
• Weslandiaby Paul FleischmanIllustrated by Kevin HawkesUnder the Back Porch/Keziahby Virginia Hamilton/Gwendolyn Brooks
• Stretching Ourselvesby Alden CarterPhotographs by Carol S. CarterHelpful Toolsby Sally Hobart Alexander
• Exploding Antsby Joanne SettelThe Creature from the Adapting Lagoon
• The Stormi Giovanni Clubby Lydia R. DiamondIllustrated by R. Gregory ChristieThink Dress Codes Are a Drag?by Emilie Ostrander
• The Gymnastby Gary SotoAll About Gymnastics
PoetryWhich Lunch Table? by Kristine O’Connell GeorgeThe Drum by Nikki GiovanniDesert Tortoise by Byrd Baylor Camelby Lillian M. Fisher
UNIT 5
• The Three-Century Womanby Richard PeckIllustrated by Matthew FaulknerUnderstanding the Banana-Mobileby Jeanie Stewart
• The Unsinkable Wreck of the R.M.S. Titanicby Robert D. Ballard and Rich ArchboldIllustrated by Ken MarschallShipwreck Seasonby Donna Hill
• Talk with an AstronautWomen Astronauts
• Journey to the Center of the Earthby Jules VerneIllustrated by Marc SassoCrust, Mantle, Core
• Ghost Towns of the American WestText and Photographs by Raymond BialDame Shirley Goes to the Gold Rushby Elspeth Leacock and Susan BuckleyIllustrated by Rodica Prato
PoetryYour World by Georgia Douglas Johnson Share the Adventure by Patricia and Fredrick McKissackA Path to the Moon by bp Nichol
UNIT 6
• At the Beach: Abuelito’s Storyby Lulu DelacreIllustrated by Michael SterinagleThe Eagle and the Batby Lame Deer
• The Mystery of Saint Matthew Islandby Susan QuinlanGet the Lead Outby Catherine Thimmesh
• King Midas and the Golden Touchby Charlotte CraftIllustrated by K. Y. CraftJimmy Jet and His TV SetWritten and Illustrated by Shel Silverstein
• The HindenburgWritten and Illustrated by Patrick O’BrienEarthquakes and Primary Sources
• Sweet Music in Harlemby Debbie A. TaylorIllustrated by Frank MorrisonAuthor’s Noteby Debbie A. Taylor
PoetryLimericks, Sunfl akes by Frank AschAlmost Humanby Pat Moon The Bat by Theodore Roethke
Literature
• Bullet denotes Main SelectionPaired Selection follows
3534
GRADE 4 STUDENT EDITION
GRADE 5 STUDENT EDITION
UNIT 1
• Old Yellerby Fred GipsonIllustrated by Lori LohstoeterA Dog’s Lifeby Iain Zaczek
• Mother Fletcher’s Giftby Walter Dean MyersIllustrated by William LowThe Harlem Renaissancefrom Cobblestone Magazine
• Viva New Jerseyby Gloria GonzalezIllustrated by Melodye RosalesVisiting Another Country
• Saving the Rain Forestsby Sally MorganDrip Dry?from Kids Discover Magazine
• When Crowbar Cameby Jean Craighead GeorgeIllustrated by Greg NewboldThey’ve Got Personality by Aline Alexander Newman
PoetryThose Winter Sundays by Robert Hayden Grandma by Ralph Fletcher Song to Mothers by Pat Mora Louis Jones Sings a Praise to Caesar by Emanuel di Pasquale
UNIT 2
• The Universeby Seymour SimonSo Long, Sol!by Seth Shostak
• Dinosaur Ghosts: The Mystery of Coelophysisby J. Lynett GilletteIllustrated by Douglas HendersonDino Huntingby Kristin Baird RattiniPhotographs by O. Louis Mazzatenta
• A Week in the 1800sby Susan GoodmanPhotographs by Michael J. DoolittleColonial Times
• Good-bye to the Moon by Monica Hughes Illustrated by Mick CoulasZooby Edward D. Hoch
• Egyptby Ann HeinrichsThe Rosetta Stonefrom the British Museum Web Site
PoetryFossils by Lilian Moore Tradition by Eloise Greenfi eldArrival by Florence Parry Heide The Time Machine by Judith Heide Gilliland Suit of Armor by Beverly McLoughland
UNIT 3
• Hatchet by Gary PaulsenCall of the Deep Wilds by Helen Strahinich
• When Marian Sangby Pam Muñoz RyanIllustrated by Brian SelznickThe Lincoln Memorialby Sheri Buckner
• Learning to Swimby Kyoko MoriIllustrated by Kazuhiko SanoStaying Safe in the Water
• Juan Verdades: The Man Who Couldn’t Tell a LieRetold by Joe HayesIllustrated by Joseph Daniel FiedlerSong of the ChirimiaRetold by Jane Anne Volkmer
• Elizabeth Blackwell: Medical Pioneerby Joanna Halpert KrausIllustrated by Stephen AlcornRebecca Lee Crumplerby Joan Potter and Constance Claytor
PoetryConcord Hymn by Ralph Waldo Emerson Abe by Alice Schertle Martin Luther King, Jr. by Gwendolyn BrooksAnother Mountain by Abiodun Oyewole
UNIT 4
• Into the IceWritten and Illustrated by Lynn CurleePolar Zonesfrom the Nature Company Discoveries Library
• The Chimpanzees I Love by Jane Goodall“Going Ape” over Languageby Natalie M. Rosinsky
• Black Frontiersby Lillian SchlisselPoems by Langston Hughes
• Space Cadetsby David LaBountyIllustrated by Doug RossExploring Space Travel
• Inventing the Future: A Photobiography of Thomas Alva Edisonby Marfé Ferguson DelanoGarrett Augustus Morganfrom the U.S. Department of Transportation Web Site
PoetryThe Explorers by Carole Boston Weatherford Bronze Cowboys by Carole Boston Weatherford Seeds by Ann Turner Science Fair Project by Carol Diggory Shields
UNIT 5
• The View from Saturdayby E. L. KonigsburgIllustrated by Janan CainWho Thought of That?by Bonnie Kepplinger
• Harvesting Hope: The Story of Cesar Chavezby Kathleen KrullIllustrated by Yuyi MoralesFieldworkers/Farmworkersby Leobardo V. Cortéz and Alma Flor Ada
• The River That Went to the Sky: A Story from Malawiby Kasiya Makaka PhiriIllustrated by Stéphan DaiglePecos Bill and the Cycloneby Mary Pope Osborne
• Gold by Sarah AnglissThe California Gold Rush
• The House of Wisdomby Florence Parry Heide and Judith Heide GillilandIllustrated by Mary GrandPréAladdinRetold by Bonnie Vaughan
PoetryFor the Earth Day Contest by Bobbi Katz Pods Pop and Grin by James Berry maggie and milly and molly and mayby e. e. cummings Maple Talk by Lilian Moore
UNIT 6
• Don Quixote and the WindmillsRetold by Eric A. KimmelIllustrated by Leonard Everett FisherFeudalism
• Ancient Greeceby Kim CovertOpening Ceremony in Athens: Fire and Waterby Darleen Ramos
• The All-American Slurpby Lensey NamiokaIllustrated by Stephane JorischThe Evolution of Eating Utensilsby Linda Washington
• The Aztec Newsby Philip SteeleThe Mayans
• Where Opportunity Awaitsby James R. Grossman Illustrated by Jacob LawrenceComing Overby Russell Freedman
PoetryBorders by Arnold Adoff My Bird Day by Janet S. Wong The Colors Live by Mary O’Neill The New Colossus by Emma Lazarus
• Bullet denotes Main SelectionPaired Selection follows
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GRADE 6 STUDENT EDITION
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ReadingConcepts of Print and Print Awareness Pre-K K 1 2 3 4 5 6
Develop awareness that print represents spoken language and conveys and preserves meaning • • •
Recognize familiar books by their covers; hold book right side up • •
Identify parts of a book and their functions (front cover, title page/title, back cover, page numbers)
• • •
Understand the concepts of letter, word, sentence, paragraph, and story • • •
Track print (front to back of book, top to bottom of page, left to right on line, sweep back left for next line)
• • •
Match spoken to printed words • • •
Know capital and lowercase letter names and match them • • T •
Know the order of the alphabet • • •
Recognize first name in print • • •
Recognize the uses of capitalization and punctuation • •
Value print as a means of gaining information • • •
Phonological and Phonemic Awareness Pre-K K 1 2 3 4 5 6
Phonological Awareness
Recognize and produce rhyming words • • •
Track and count each word in a spoken sentence and each syllable in a spoken word
• • •
Segment and blend syllables in spoken words •
Segment and blend onset and rime in one-syllable words • •
Recognize and produce words beginning with the same sound • • •
Identify beginning, middle, and/or ending sounds that are the same or different • • •
Understand that spoken words are made of sequences of sounds • • •
Phonemic Awareness
Identify the position of sounds in words • •
Identify and isolate initial, final, and medial sounds in spoken words • • •
Blend sounds orally to make words or syllables • •
Segment a word or syllable into sounds; count phonemes in spoken words or syllables • •
Manipulate sounds in words (add, delete, and/or substitute phonemes) • • •
Phonics and Decoding Pre-K K 1 2 3 4 5 6
Phonics
Understand and apply the alphabetic principle that spoken words are composed of sounds that are represented by letters
• • •
Know letter-sound relationships • • T • T • T
Blend sounds of letters to decode • • T • T • T
Consonants, consonant blends, and consonant digraphs • • T • T • T
Short, long, and r-controlled vowels; vowel digraphs; diphthongs; common vowel patterns
• T • T • T
Phonograms/word families • • • •
Word Structure
Decode words with common word parts • • T • T • T • • •
Base words and inflected endings • T • T • • • •
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Contractions and compound words • T • T • T • • •
Suffixes and prefixes • T • T • T • • •
Greek and Latin roots • • •
Blend syllables to decode words • T • T • T • • •
Decoding Strategies
Blending strategy: Apply knowledge of letter-sound relationships to decode unfamiliar words • • • •
Apply knowledge of word structure to decode unfamiliar words • • • • • • •
Use context and syntax along with letter-sound relationships and word structure to decode • • • • • • •
Self-correct • • • • • •
Fluency Pre-K K 1 2 3 4 5 6
Read aloud fluently with accuracy, comprehension, appropriate pace/rate; with expression/intonation (prosody); with attention to punctuation and appropriate phrasing
• T • T • T • T • T • T
Practice fluency in a variety of ways, including choral reading, partner/paired reading, readers’ theater, repeated oral reading, and tape-assisted reading
• • • • • • •
Work toward appropriate fluency goals by the end of each grade • T • T • T • T • T • T
Read regularly in independent-level material • • • • • •
Read silently for increasing periods of time • • • • • •
Vocabulary (Oral and Written) Pre-K K 1 2 3 4 5 6
Word Recognition
Recognize regular and irregular high-frequency words • • • T • T
Recognize and understand selection vocabulary • • • T • • • •
Understand content-area vocabulary and specialized, technical, or topical words
• • • • • •
Word Learning Strategies
Develop vocabulary through direct instruction, concrete experiences, reading, listening to text read aloud
• • • • • • • •
Use knowledge of word structure to figure out meanings of words • • T • T • T • T • T
Use context clues for meanings of unfamiliar words, multiple-meaning words, homonyms, homographs
• • T • T • T • T • T
Use grade-appropriate reference sources to learn word meanings • • • • • T • T • T • T
Use picture clues to help determine word meanings • • • • •
Use new words in a variety of contexts • • • • • • • •
Examine word usage and effectiveness • • • • • • •
Create and use graphic organizers to group, study, and retain vocabulary • • • • • •
Extend Concepts and Word Knowledge
Academic language • • • • • • • •
Classify and categorize • • • • • • • •
Antonyms and synonyms • • T • T • T • T • T
Homographs, homonyms, and homophones • • T • T • T • T
Multiple-meaning words • • • T • T • T • T
Related words and derivations • • • •
Analogies • •
Connotation/denotation • • •
Pre-K K 1 2 3 4 5 6
Figurative language and idioms • • • • • •
Descriptive words (location, size, color, shape, number, ideas, feelings) • • • • • • • •
High-utility words (shapes, colors, question words, position/directional words, and so on) • • • •
Time and order words • • • • • • • •
Transition words • • •
Word origins: Etymologies/word histories; words from other languages, regions, or cultures • • • •
Shortened forms: abbreviations, acronyms, clipped words • • • • • T
Text Comprehension Pre-K K 1 2 3 4 5 6
Comprehension Strategies
Preview the text and formulate questions • • • • • • • •
Set and monitor purpose for reading and listening • • • • • • • •
Activate and use prior knowledge • • • • • • • •
Make predictions • • • • • • • •
Monitor comprehension and use fix-up strategies to resolve difficulties in meaning: adjust reading rate, reread and read on, seek help from reference sources and/or other people, skim and scan, summarize, use text features
• • • • • •
Create and use graphic and semantic organizers • • • • • • •
Answer questions (text explicit, text implicit, scriptal), including who, what, when, where, why, what if, how • • • • • • • •
Look back in text for answers • • • • • •
Answer test-like questions • • • • • •
Generate clarifying questions, including who, what, where, when, how, why, and what if • • • • • • • •
Recognize text structure: story and informational (cause/effect, chronological, compare/contrast, description, problem/solution, proposition/support)
• • • • • • • •
Summarize text • • • • • • •
Recall and retell stories • • • • • • • •
Identify and retell important/main ideas (nonfiction) • • • • • • • •
Identify and retell new information • • • • • •
Visualize; use mental imagery • • • • • • •
Use strategies flexibly and in combination • • • • • •
Comprehension Skills
Author’s purpose • T • T • T • T • T • T
Author’s viewpoint/bias/perspective • • • • T
Categorize and classify • • • •
Cause and effect • • T • T • T • T • T • T
Compare and contrast • • T • T • T • T • T • T
Details and facts • • • • • • •
Draw conclusions • • T • T • T • T • T • T
Fact and opinion • T • T • T • T • T
Follow directions/steps in a process • • • • • • • •
Generalize • T • T • T • T
Graphic sources • • • • • T • T • T
Main idea and supporting details • T • T • T • T • T • T • T
Pre-K K 1 2 3 4 5 6
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Paraphrase • • • • • •
Persuasive devices and propaganda • • • • •
Realism/fantasy • • T • T • T • • •
Sequence of events • T • T • T • T • T • T • T
Higher Order Thinking Skills
Analyze • • • • •
Describe and connect the essential ideas, arguments, and perspectives of a text • • • • • •
Draw inferences, conclusions, or generalizations, support them with textual evidence and prior knowledge
• • • • • • •
Evaluate and critique ideas and text • • • • • •
Hypothesize • • •
Make judgments about ideas and text • • • • • •
Organize and synthesize ideas and information • • • •
Literary Analysis, Response, & Appreciation Pre-K K 1 2 3 4 5 6
Genre and Its Characteristics
Recognize characteristics of a variety of genres • • • • • • • •
Distinguish fiction from nonfiction • • • • • • •
Identify characteristics of literary texts, including drama, fantasy, traditional tales
• • • • • • •
Identify characteristics of nonfiction texts, including biography, interviews, newspaper articles • • • • • • •
Identify characteristics of poetry and song, including nursery rhymes, limericks, blank verse • • • • • • • •
Literary Elements and Story Structure
Character • • T • T • T • T • T • T •
Recognize and describe traits, actions, feelings, and motives of characters • • • • • • •
Analyze characters’ relationships, changes, and points of view • • • • • • •
Analyze characters’ conflicts • • • •
Plot and plot structure • • T • T • T • T • T • T •
Beginning, middle, end • • • • •
Goal and outcome or problem and solution/resolution • • • • • • •
Rising action, climax, and falling action/denouement; setbacks • • •
Setting • • T • T • T • T • T • •
Relate setting to problem/solution • • •
Explain ways setting contributes to mood • • •
Theme • • T • T • • • •
Use Literary Elements and Story Structure • • • • • • • •
Analyze and evaluate author’s use of setting, plot, character • • • • •
Identify similarities and differences of characters, events, and settings within or across selections/cultures
• • • • • • •
Literary Devices
Allusion •
Dialect • • •
Dialogue and narration • • • • • • • •
Pre-K K 1 2 3 4 5 6 Exaggeration/hyperbole • • • •
Figurative language: idiom, jargon, metaphor, simile, slang • • • • • •
Flashback • • •
Foreshadowing • •
Formal and informal language • • • • •
Humor • • • •
Imagery and sensory words • • • • • •
Mood • • • •
Personification • • • • •
Point of view (first person, third person, omniscient) • • • •
Puns and word play • • • • •
Sound devices and poetic elements • • • • • • • •
Alliteration, assonance, onomatopoeia • • • • • • • •
Rhyme, rhythm, repetition, and cadence • • • • • • • •
Word choice • • • • •
Symbolism • • • • •
Tone • •
Author’s and Illustrator’s Craft
Distinguish the roles of author and illustrator • • •
Recognize/analyze author’s and illustrator’s craft or style • • • • • •
Literary Response
Recollect, talk, and write about books • • • • • • • •
Reflect on reading and respond (through talk, movement, art, and so on) • • • • • • • •
Ask and answer questions about text • • • • • • • •
Write about what is read • • • • • • • •
Use evidence from the text to support opinions, interpretations, or conclusions
• • • • • • •
Support ideas through reference to other texts and personal knowledge • • • • •
Locate materials on related topic, theme, or idea • • • • •
Generate alternative endings to plots and identify the reason for, and the impact of, the alternatives
• • • • • • • •
Synthesize and extend the literary experience through creative responses • • • • • • • •
Make connections: text to self, text to text, text to world • • • • • • • •
Evaluate and critique the quality of the literary experience • • • • •
Offer observations, react, speculate in response to text • • • • •
Literary Appreciation/Motivation
Show an interest in books and reading; engage voluntarily in social interaction about books • • • • • • • •
Choose text by drawing on personal interests, relying on knowledge of authors and genres, estimating text difficulty, and using recommendations of others
• • • • • • • •
Read a variety of grade-level appropriate narrative and expository texts • • • • • • •
Read from a wide variety of genres for a variety of purposes • • • • • • • •
Read independently • • • • • •
Establish familiarity with a topic • • • • • •
Pre-K K 1 2 3 4 5 6
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Cultural Awareness
Develop attitudes and abilities to interact with diverse groups and cultures • • • • • • • •
Connect experiences and ideas with those from a variety of languages, cultures, customs, perspectives
• • • • • • • •
Understand how attitudes and values in a culture or during a period in time affect the writing from that culture or time period
• • •
Compare language and oral traditions (family stories) that reflect customs, regions, and cultures • • • • • • •
Recognize themes that cross cultures and bind them together in their common humanness • • •
Language ArtsWriting Pre-K K 1 2 3 4 5 6
Concepts of Print for Writing
Develop gross and fine motor skills and hand/eye coordination • • •
Print own name and other important words • • •
Write using pictures, some letters, and transitional spelling to convey meaning
• • •
Dictate messages or stories for others to write • • •
Create own written texts for others to read; write left to right on a line and top to bottom on a page • • •
Participate in shared and interactive writing • • •
Traits of Writing
Focus/Ideas
Maintain focus and sharpen ideas • • • • • • •
Use sensory details and concrete examples; elaborate • • • • • • •
Delete extraneous information • • • • • •
Rearrange words and sentences to improve meaning and focus • • • • •
Use strategies such as tone, style, consistent point of view to achieve a sense of completeness
• • •
Organization/Paragraphs
Use graphic organizers to group ideas • • • • • • •
Write coherent paragraphs that develop a central idea • • • • • •
Use transitions to connect sentences and paragraphs • • • • • •
Select an organizational structure based on purpose, audience, length • • •
Organize ideas in a logical progression, such as chronological order or by order of importance
• • • • • • •
Write introductory, supporting, and concluding paragraphs • • • •
Write a multi-paragraph paper • • • • •
Voice
Develop personal, identifiable voice and an individual tone/style • • • • • •
Maintain consistent voice and point of view • • •
Use voice appropriate to audience, message, and purpose • • •
Word Choice
Use clear, precise, appropriate language • • • • • • •
Use figurative language and vivid words • • • • •
Pre-K K 1 2 3 4 5 6
Select effective vocabulary using word walls, dictionary, or thesaurus • • • • • • •
Sentences
Combine, elaborate, and vary sentences • • • • • • •
Write topic sentence, supporting sentences with facts and details, and concluding sentence • • • • • •
Use correct word order • • • • •
Use parallel structure in a sentence • •
Conventions
Use correct spelling and grammar; capitalize and punctuate correctly • • • • • • •
Correct sentence fragments and run-ons • • • •
Use correct paragraph indention • • • • •
The Writing Process
Prewrite using various strategies • • • • • • • •
Develop first drafts of single- and multiple-paragraph compositions • • • • • • •
Revise drafts for varied purposes, including to clarify and to achieve purpose, sense of audience, precise word choice, vivid images, and elaboration
• • • • • • •
Edit and proofread for correct spelling, grammar, usage, and mechanics • • • • • • •
Publish own work • • • • • • • •
Types of Writing
Narrative writing (such as personal narratives, stories, biographies, autobiographies) • • • T • T • T • T • T • T
Expository writing (such as essays, directions, explanations, news stories, research reports, summaries) • • T • T • T • T • T • T
Descriptive writing (such as labels, captions, lists, plays, poems, response logs, songs) • • • T • T • T • T • T • T
Persuasive writing (such as ads, editorials, essays, letters to the editor, opinions, posters) • • T • T • T • T • T • T
Writing Habits and Practices
Write on a daily basis • • • • • • • •
Use writing as a tool for learning and self-discovery • • • • •
Write independently for extended periods of time • • • • • •
English Language Conventions in Writing and Speaking
Pre-K K 1 2 3 4 5 6
Grammar and Usage in Speaking and Writing
Sentences
Types (declarative, interrogative, exclamatory, imperative) • • • T • T • T • T • T • T
Structure (simple, compound, complex, compound-complex) • • • • • • T • T • T
Parts (subjects/predicates; complete, simple, compound; phrases; clauses)
• T • • T • T • T
Fragments and run-on sentences • • • • • • •
Combine sentences, elaborate • • • • • •
Parts of speech: nouns, verbs and verb tenses, adjectives, adverbs, pronouns and antecedents, conjunctions, prepositions, interjections
• • T • T • T • T • T • T
Usage
Subject-verb agreement • • T • • • T • T • T
Pronoun agreement/referents • T • • • T • T • T
Misplaced modifiers • • T • T
Misused words • • • • T
Negatives; avoid double negatives • • • •
Pre-K K 1 2 3 4 5 6
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Mechanics in Writing
Capitalization (first word in sentence, proper nouns and adjectives, pronoun I, titles, and so on)
• • • T • T • T • T • T • T
Punctuation (apostrophe, comma, period, question mark, exclamation mark, quotation marks, and so on)
• • T • T • T • T • T • T
Spelling Pre-K K 1 2 3 4 5 6
Spell independently by using pre-phonetic knowledge, knowledge of letter names, sound-letter knowledge
• • • • • • • •
Use sound-letter knowledge to spell • • • • • • • •
Consonants: single, double, blends, digraphs, silent letters, and unusual consonant spellings • • • • • • •
Vowels: short, long, r-controlled, digraphs, diphthongs, less common vowel patterns, schwa • • • • • • •
Use knowledge of word structure to spell • • • • • •
Base words and affixes (inflections, prefixes, suffixes), possessives, contractions and compound words
• • • • • •
Greek and Latin roots, syllable patterns, multisyllabic words • • • • • •
Spell high-frequency, irregular words • • • • • • •
Spell frequently misspelled words correctly, including homophones or homonyms
• • • • • •
Use meaning relationships to spell • • • •
Handwriting Pre-K K 1 2 3 4 5 6
Gain increasing control of penmanship, including pencil grip, paper position, posture, stroke • • • •
Write legibly, with control over letter size and form; letter slant; and letter, word, and sentence spacing
• • • • • • •
Write lowercase and capital letters • • • •
Manuscript • • • • • • • •
Cursive • • • • •
Write numerals • • •
Listening and Speaking Pre-K K 1 2 3 4 5 6
Listening Skills and Strategies
Listen to a variety of presentations attentively and politely • • • • • • • •
Self-monitor comprehension while listening, using a variety of skills and strategies
• • • • • • • •
Listen for a purpose
For enjoyment and appreciation • • • • • • • •
To expand vocabulary and concepts • • • • • • • •
To obtain information and ideas • • • • • • • •
To follow oral directions • • • • • • • •
To answer questions and solve problems • • • • • • • •
To participate in group discussions • • • • • • • •
To identify and analyze the musical elements of literary language • • • • • • • •
To gain knowledge of one’s own culture, the culture of others, and the common elements of cultures
• • • • • • • •
Recognize formal and informal language • • • • • •
Listen critically to distinguish fact from opinion and to analyze and evaluate ideas, information, experiences
• • • • • •
Pre-K K 1 2 3 4 5 6
Evaluate a speaker’s delivery • • • • •
Interpret a speaker’s purpose, perspective, persuasive techniques, verbal and nonverbal messages, and use of rhetorical devices
• • • •
Speaking Skills and Strategies
Speak clearly, accurately, and fluently, using appropriate delivery for a variety of audiences and purposes
• • • • • • • •
Use proper intonation, volume, pitch, modulation, and phrasing • • • • • • •
Speak with a command of standard English conventions • • • • • • • •
Use appropriate language for formal and informal settings • • • • • • • •
Speak for a purpose
To ask and answer questions • • • • • • • •
To give directions and instructions • • • • • • • •
To retell, paraphrase, or explain information • • • • • • •
To communicate needs and share ideas and experiences • • • • • • • •
To participate in conversations and discussions • • • • • • • •
To express an opinion • • • • • • • •
To deliver dramatic recitations, interpretations, or performances • • • • • • • •
To deliver presentations or oral reports (narrative, descriptive, persuasive, and informational) • • • • • • • •
Stay on topic • • • • • • •
Use appropriate verbal and nonverbal elements (such as facial expression, gestures, eye contact, posture)
• • • • • • • •
Identify and/or demonstrate methods to manage or overcome communication anxiety • • •
Viewing/Media Pre-K K 1 2 3 4 5 6
Interact with and respond to a variety of print and non-print media for a range of purposes
• • • • • • • •
Compare and contrast print, visual, and electronic media • • • •
Analyze and evaluate media • • • • • •
Recognize purpose, bias, propaganda, and persuasive techniques in media messages • • • • • •
Research and Study SkillsUnderstand and Use Graphic Sources Pre-K K 1 2 3 4 5 6
Advertisement • • • • • •
Chart/table • • • • • • • •
Diagram/scale drawing • • • • • •
Graph (bar, circle, line, picture) • • • • • • •
Illustration, photograph, caption, label • • • • • • • •
Map/globe • • • • • • • •
Order form/application • • •
Poster/announcement • • • • • • •
Schedule • • •
Sign • • • • •
Time line • • • • •
Pre-K K 1 2 3 4 5 6
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Understand and Use Reference Sources Pre-K K 1 2 3 4 5 6
Know and use parts of a book to locate information • • • • • • • •
Use alphabetical order • • • •
Understand purpose, structure, and organization of reference sources (print, electronic, media, Internet)
• • • • • • • •
Almanac • • •
Atlas • • • • • •
Card catalog/library database • • • • •
Dictionary/glossary • • • • T • T • T • T
Encyclopedia • • • • • •
Magazine/periodical • • • • •
Newspaper and newsletter • • • • • •
Readers’ Guide to Periodical Literature • • •
Technology (computer and non-computer electronic media) • • • • • • •
Thesaurus • • • • •
Study Skills and Strategies Pre-K K 1 2 3 4 5 6
Adjust reading rate • • • • • •
Clarify directions • • • • • • • •
Outline • • • • •
Skim and scan • • • • • •
SQP3R • • •
Summarize • • • • • • •
Take notes, paraphrase, and synthesize • • • • • •
Use graphic and semantic organizers to organize information • • • • • • •
Test-Taking Skills and Strategies Pre-K K 1 2 3 4 5 6
Understand the question, the vocabulary of tests, and key words • • • • • •
Answer the question; use information from the text (stated or inferred) • • • • • • •
Write across texts • • • • •
Complete the sentence • • • • •
Technology/New Literacies Pre-K K 1 2 3 4 5 6
Non-Computer Electronic Media
Audio tapes/CDs, video tapes/DVDs • • • • • • •
Film, television, and radio • • • • • • •
Computer Programs and Services: Basic Operations and Concepts
Use accurate computer terminology • • • • • • • •
Create, name, locate, open, save, delete, and organize files • • • • • • •
Use input and output devices (such as mouse, keyboard, monitor, printer, touch screen) • • • • • • • •
Use basic keyboarding skills • • • • • • •
Responsible Use of Technology Systems and Software
Work cooperatively and collaboratively with others; follow acceptable use policies • • • • • • • •
Recognize hazards of Internet searches • • • • • •
Respect intellectual property • • • •
Pre-K K 1 2 3 4 5 6
Information and Communication Technologies: Information Acquisition
Use electronic web (non-linear) navigation, online resources, databases, keyword searches • • • • • •
Use visual and non-textual features of online resources • • • • • • • •
Internet inquiry • • • • • •
Identify questions • • • • • •
Locate, select, and collect information • • • • • •
Analyze information • • • • • •
Evaluate electronic information sources for accuracy, relevance, bias • • • • •
Understand bias/subjectivity of electronic content (about this site, author search, date created) • • • •
Synthesize information • • • •
Communicate findings • • • • •
Use fix-up strategies (such as clicking Back, Forward, or Undo; redoing a search; trimming the URL)
• • • • • •
Communication
Collaborate, publish, present, and interact with others • • • • • • •
Use online resources (e-mail, bulletin boards, newsgroups) • • • • • •
Use a variety of multimedia formats • • • • • •
Problem Solving
Select the appropriate software for the task • • • • • • • •
Use technology resources for solving problems and making informed decisions • • • • • •
Determine when technology is useful • • • • •
The Research Process Pre-K K 1 2 3 4 5 6
Choose and narrow the topic; frame and revise questions for inquiry • • • • • • •
Choose and evaluate appropriate reference sources • • • • • •
Locate and collect information • • • • • • • •
Take notes/record findings • • • • •
Combine and compare information • • • • •
Evaluate, interpret, and draw conclusions about key information • • • • • • •
Summarize information • • • • • • •
Make an outline • • • • •
Organize content systematically • • • • • • •
Communicate information • • • • • • •
Write and present a report • • • • • •
Include citations • • •
Respect intellectual property/plagiarism • • •
Select and organize visual aids • • • • • • •
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Peter Affl erbach, Ph.D.Professor, Department of Curriculum and InstructionUniversity of Maryland at College Park
Camille L.Z. Blachowicz, Ph.D.Professor of EducationNational-Louis University
Wendy Cheyney, Ed.D.Professor of Special Education and Literacy, FloridaInternational University
Candy Dawson Boyd, Ph.D.Professor, School of Education Saint Mary’s College of California
Connie Juel, Ph.D.Professor of Education, School of Education, Stanford University
Edward J. Kame’enui, Ph.D.Professor and Director, Institute for the Development of Educational Achievement, University of Oregon
Marvin D. Moose, Ph.D.Reading Street University(Hee-hee)
Donald J. Leu, Ph.D.John and Maria Neag Endowed Chair in Literacy and TechnologyUniversity of Connecticut
Jeanne R. Paratore, Ed.D.Associate Professor of Education Department of Literacy and Language DevelopmentBoston University
P. David Pearson, Ph.D.Professor and Dean, Graduate School of EducationUniversity of California, Berkeley
Sam L. Sebesta, Ed.D.Professor Emeritus, College of Education, University of Washington, Seattle
Deborah Simmons, Ph.D.Professor, College of Education and Human Development Texas A&M University(Not pictured)
Sharon Vaughn, Ph.D.H.E. Hartfelder/Southland Corporation Regents ProfessorUniversity of Texas
Susan Watts-Taffe, Ph.D.Independent Literacy ResearcherCincinnati, Ohio
Karen Kring Wixson, Ph.D. Professor of EducationUniversity of Michigan
We told you a moose was on the loose.
Reading Street Program Authors