standards made simple. - houghton mifflin harcourt · pdf file ·...

STANDARDS MADE s imple.

Lessmore...IS

with the Common Core enhanCement PaCk

Rigorous. Challenging. Complex. These are words typically associated with the

Common Core State Standards. They’re often good descriptors of a district’s transition

plans as well. Now, Houghton Mifflin Harcourt has added a new word to the

Common Core lexicon: simple.

Simple to Apply

The Reading Adventures Magazines for Houghton Mifflin Reading feature high-quality texts and engaging activities that help your students directly apply the CCSS.

The Houghton Mifflin Reading Integrated Planning Guides promote smooth integration of the new material into your existing teaching plans.

• Your Turn supports students in writing effective arguments, explanations, and narratives.

• Activity Central engages students with the CCSS in fun, meaningful ways.

• Literature and informational texts at the right complexity levels ensure that your students are on track to read college and career texts successfully.

• Correlations identify where every standard is covered, so no gap analysis is needed.

• Routines help teachers embed Common Core best practices into daily lessons.

• Lessons look and feel just like those in the Teacher’s Edition, eliminating the need for extensive product training.

Simple to ImplementThere’s no need to purchase or train teachers on a brand new program to meet the CCSS. The Houghton Mifflin Reading Common Core Enhancement Pack makes your current Houghton Mifflin Reading program 100% compliant at Grades K–6!

Standards simplified. Achievement amplified.

Grade 4 Teacher Support Book

OBJECTIVES

OBJECTIVES

Theme 6

At Palmer Station in Antarctica, scientists live and work in a world of ice. A giant ice sheet that covers the continent helps scientists at Palmer Station understand an environment that doesn’t exist anywhere else on Earth.

e 6

Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold ScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScience

Home Away from Home Palmer Station is one of three bases

in Antarctica operated by the United

States. It is located on Anvers Island,

just west of the Antarctic Peninsula in

the northwestern part of the continent.

Most scientists work at Palmer Station

only during the summer months and

perform field studies in the surrounding

environment. One visiting writer, Kate

Madin, said, “This town has a single

purpose, and everyone here is a part

of it: scientific research on the Antarctic

coastal ecosystem.”

Palmer Station

by Dewey Badeaux

84 CA CCCS RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

CA CCCS RI.4.5

Untitled-219 84 5/11/2011 1:35:58 PM

Theme 6Theme 6

626A THEME 6: Nature: Friend and Foe

Nature: Friend and FoeLiterature Resources

Social Studies LinkSeal Island Kidsby Yva Momatiuk and JohnEastcottinformational article from RangerRick magazine (excerpt)page 650

Reader’s LibraryPeter’s Harvestby Anne Sibley O’BrienLesson, page R2

Very Easy

Teacher Read AloudCaves: Wonders in the Darkby Spencer Christian andAntonia Felixpage 632A

Get Set to ReadThe Land and People of KodiakIslandpage 633A

Main Selection 1

Salmon Summernonfictionby Bruce McMillanpage 634

Language LinkRain Sayingsnonfiction article from Faces magazine (excerpt)page 706

Reader’s LibraryWhiteoutby Kay LivorseLesson, page R6

Very Easy

Teacher Read AloudBalto: Brave Sled Dogby Jean Craighead Georgepage 686G

Get Set to ReadLife on the Prairiepage 687A

Main Selection 3

Skylarkhistorical fiction (excerpt)by Patricia MacLachlanpage 688

Career LinkFlame Bustersby R. G. Schmidtinformational article from NationalGeographic World magazine(excerpt)page 684

Reader’s LibraryLandslidesby Linda HartleyLesson, page R4

Very Easy

Teacher Read AloudThey Lived to Tellby Maria Rosadopage 658G

Get Set to ReadWildfires and the Cycles ofNaturepage 659A

Main Selection 2

Wildfiresnonfictionby Seymour Simonpage 660

626A_4_195520_TP02_P1 9/22/08 7:06 PM

WildfiresAnthology p. 661

Cold, Cold ScienceStudent Magazine p. 84

• Describe the overall structure of information in a text or part of a text.

• Learn academic language: text structure.

COMPREHENSION:Describing Text Structure1 Teach

Review familiar text structures. Remind students that authors carefully choose how to organize the information they want to share. Review that recognizing the text structure, or organization, of an informational piece can help readers understand how important ideas relate to one another. Review the two text structures below, and remind students that clue words in the text often signal the relationships between events or ideas.

• In a chronological, or sequential, text structure, the author organizes information or events in time order. Clue words include first, next, then, after, before, and finally.

• In a compare-and-contrast text structure, the author explains how two or more things are alike and how they are different. Clue words include alike, different, same as, both, and unlike.

Introduce new text structures. Explain the text structures listed below.

• In a cause-and-effect text structure, the author helps readers understand the relationship between ideas by showing how one event, the cause, leads to another, the effect. Clue words and phrases include because, cause, so, since, as a result, why, when, then, finally, therefore, if, and caused by.

• In a problem-and-solution text structure, the author states a problem and explains one or more possible solutions to complex issues. Clue words include problem, solution, solved, challenge, to help, question, and answer.

Model describing text structure. Have students turn to Student Magazine p. 91 of Cold, Cold Science. Read the page aloud. Then model the skill.

�� The author says that too much sun is a problem due to a hole in the ozone layer. The word problem is a signal that this part

of the text is organized using a problem-and-solution text structure. When I see that word, I should look for a solution farther on in the text. I see one: “decreasing pollution will help to shrink the ozone hole.” Recognizing the text structure helps me know that the author wants me to understand problems and solutions related to the ozone layer above Antarctica.

T72 THEME 6: Nature: Friend and Foe

Untitled-49 72 6/2/2011 5:50:04 AM

If . . . Then . . .

Student Progress Monitoring

If . . . Then . . .

Student Progress Monitoring

review the clue words that signal cause-and-effect relationships. Then read each paragraph with students, and guide them in identifying the text structure.

students have difficulty identifying the cause-and-effect text structure in Wildfires,

2 Guided PracticeDescribe cause-and-effect text structure. Reread aloud the information on Student Magazine p. 87. Display the chart shown below, and use it to identify cause-and-effect relationships in the text. Fill in the first cause and effect as shown. Then guide students to identify two more causes and their effects. Help students identify clue words in the text. (Paragraphs 2 and 3: Because; Paragraph 3: cause)

Cause Effect

strong wind changes the shape of ice and rocks

dry air Clouds cannot form to make rain or snow.

cold temperatures in winter; warm temperatures in summer

scientists work in the summer; ice melts and affects wildlife

Discuss overall text structure. Have students use the chart to describe the text structure and to explain why the author might have chosen this method of organization.

3 ApplyHave students write about text structure. Have partners revisit Wildfires on Anthology pp. 662–664 and look for clues to identify the text structure in this section of the text. (cause and effect) Tell students to write a paragraph describing the text structure and telling why the author might have chosen it.

T73Comprehension

Untitled-49 73 6/2/2011 5:50:06 AM

Grade 4 Lesson for CCSS RI.4.5

Simple to TeachThe Common Core State Standards can be daunting, but teaching them well doesn’t have to be. Lessons in the Houghton Mifflin Reading Teacher Support Books target key standards at each grade, with all the support you’ve come to expect in a Houghton Mifflin Reading lesson.

Student Routines© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Student RoutinesR O U T I N E 1

Grade 4

Supporting Your AnswerWhen you answer a question or explain your ideas

about a text you have read, be sure to use evidence from the text to support your answer. Follow these steps to support your answer when you talk or write about a text:

1 Think about your ideas. Ask yourself: Why do I think this?

2 Look for evidence in the text to support your ideas. Sometimes evidence will be specific details and examples from the text. At other times, you will use clues in the text to make inferences.

3 Explain your ideas. Use the evidence you found in the text to show that your ideas have value. You can summarize the most important ideas in the text, or you can paraphrase what the author has said.

To summarize, briefly retell the main ideas in a text. Use only as many sentences as you need to tell the important parts.

To paraphrase, restate the author’s words in a new way to explain or clarify ideas in the text. To paraphrase when you write, use synonyms, change the word order, and put related ideas together.

R6 Grade 4

Untitled-531 6 6/3/2011 9:04:51 PM

Grade 4 Student Routine

Grade 4 ReadingAdventures Magazine

Theme 1

When predicting weather, scientists study air

masses. An air mass is a large body of air with the

same properties, such as temperature, air pressure,

and water vapor.

A colder air mass doesn’t mix well with a warmer

air mass, and that can cause stormy weather! Cold

air is heavier than warm air, so it pushes underneath

a warm air mass. When warm air moves into a cold

air mass, however, the opposite action occurs. Warm

air is lighter, so it rises above the cold air.

Changes in the weather occur because air

masses are always on the move. The area where two

air masses meet is known as a front. When a warm

air mass is moving into a place, the area is called

a warm front. When a cold air mass moves in, that

area is called a cold front.

Scientists also study air pressure to predict the

weather. Air pressure is the weight of air pressing

down on you. High air pressure causes the weather

to stay calm, but if air pressure begins to drop,

watch out—this can lead to really wild weather!

What’s the weather like where you are? Sunny and warm?

Snowy and cold? Is a storm predicted? Have you thought

about the weather at all today?

Meteorologists, or scientists who study weather, always think

about the weather. They also observe, measure, and record its

changing patterns. Their goal is to better predict what the weather

will be, especially when storms are about to strike.

Warm Front: Warm air is lighter,so it lifts above a cold air mass.

KEY

warm air cold air

What Causes Weather?

by Laura Townsend

Cold Front: Because cold air is heavier, a cold front pushes a warm air mass upward.

Wild Weathermme

by Laura Townsendby Laura Townsendby Laura Townsendby Laura Townsendby Laura Townsendby Laura Townsend

WWWiiild WeathheerrWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWiWiWiWiWiWWWiWWWiWWWiWiiiiiiiiiiiiiiiiiiiililililiWiiiWiWiWiiiWiiiWiiiWiWiWiiiWilllllllllldldldlddddddddddd WWWWWWWWWWeWeWeWeeeeeeeeeeeaeaeaeaaaaaaaaaaatttttttttththththhhhhhhhhhhhhhhhhhhhheeeeeeeeeeeeeeeeeeeerrrrrrrrrrrrr

4

Untitled-882 4 5/18/2011 4:49:06 PM

A Look at a Hurricane

Hurricanes affect the weather in the United States each year.

Beginning as tropical disturbances, some storms continue to gain force

and size. Once their wind speeds reach 74 miles per hour, the huge,

rotating storms are officially labeled hurricanes.

A hurricane forms over warm ocean waters. Its winds begin

to circle around an area of low air pressure, creating clouds and

thunderstorms. More warm, wet air gets pulled upward, causing the

storm to become larger and stronger. Wind speeds build, air pressure

drops, and the storm keeps strengthening because of the warm, wet

air feeding it. Eventually, a dangerous hurricane is born.

Pushed ahead of a hurricane, the ocean’s surface may rise by

as much as 33 feet. These storm surges can be as wide as 100 miles

and can smash into shorelines like bulldozers. If a hurricane comes

ashore, it brings heavy rain, flooding, and damaging winds, causing

great loss to people and property.

A hurricane may be as wide as 300 miles. It can travel thousands

of miles and last for more than a week. Once it reaches cooler seas or

moves across land, however, the hurricane loses its energy source. As

a result, it begins to weaken.

The hurricane’s fastest winds spiral around the eye wall. The air inside the eye is calm.

Storm clouds can reach eight miles into the atmosphere.

Over the warm ocean, a hurricane gains strength because it pulls in huge amounts of water vapor.

What Causes Hurricanes?Wild Weather

5

Untitled-882 5 5/18/2011 4:49:20 PM

Grade 5 Information Text

Things that have missing parts do not work well, or they may not work at all. Like a broken machine, written information that has missing parts can cause problems. Leaving out parts that matter will confuse your readers! The list below shows some important parts of informational writing.

• Headings break a long piece of writing into well-organized sections. They also give hints about the information in each section.

• Transitions are words and phrases that show how ideas are related. Transitions such as these are useful:

• Precise words help readers understand your ideas. Include definitions of words about a specific topic if you think readers won’t understand what they mean.

• Facts and quotations make the topic come alive for readers and show that you have done research.

• The conclusion should remind readers about the most important things you have said about the topic.

• Consider using illustrations and multimedia. Visual and audio features will help others relate to the information.

Every Part

also for example because next to in addition on the other hand another

Every PartEvery PartMatters

94

Untitled-760 94 5/18/2011 11:16:26 AM

Reflect on Your WritingChoose the research report you have written or another

informational piece with more than one paragraph. Does it have any missing parts? Ask yourself these questions:

Have I included headings to organize information?

Have I used transitions to connect related sentences and paragraphs?

Did I use definitions to explain words that readers may not know?

Have I included facts and/or quotations to support my ideas?

Did I include a strong conclusion that restates the most important ideas? Revise the piece of informational writing

that you have chosen until it has all the right working parts.

Present ItShare your writing in an

informative presentation. Use pictures, posters, and video or sound to make the information exciting for your audience. Be sure to practice how you will use everything in your presentation.

95

Untitled-3 95 5/11/2011 3:12:17 PM

• Lesson Planners help teachers pinpoint daily Common Core instruction.

Daily Lesson Plans T Skill tested on Weekly or Theme Skills Test and/or Integrated Theme Test

80–90 minutes

20–30 minutes

20–30 minutes

Daily Routines, T136–T137 Phonics and Language Activities

Rereading the Selection, T122–T133Comprehension Check, T138Responding, T138

Vocabulary Reader

Comprehension Skill, T140–T141: Fantasy and Realism T

Rereading for Understanding, T142: Writer’s Craft: Language Patterns; Visual Literacy: Details in Illustrations


Reading the Social Studies Link, T146–T147

Comprehension: How to Scan for Information, T146

Phonics Review, T149Short Vowels a and i

Reading Decodable Text, T150–T151Robin’s Farm


Comprehension: Rereading for Understanding, T156Noting DetailsDrawing Conclusions

Rereading for Fluency, T156

Cross-Curricular Responding Activities, T139

Vocabulary Reader

Information and Study Skill, T157: Using a Diagram

Leveled Readers The Right Pet; Pet Dreams; A Pet for Sol; A Surprise Pet

Lessons and Leveled Practice, T160–T163





Vocabulary, T137Fun Words

High-Frequency Words, T136Word Wall

Spelling, T143 Vocabulary Connection: Short e, o, and u Words T

Vocabulary, T148Synonyms T


Spelling, T152Game, Proofreading: Short e, o, and u Words T

Vocabulary, T155Vocabulary Expansion


Spelling, T158Test: Short e, o, and u Words T

Writing, T138Write a Character Sketch

Writing, T153Writing Dates

Writing, T155Daily Writing Prompt

Grammar, T143: Activity: Naming Parts of Sentences T

Listening/Speaking/Viewing, T138: Responding

Grammar, T152: Practice: Naming Parts of Sentences T

Listening/Speaking/Viewing, T146: Discuss the Link

Grammar, T158Improving Writing

Listening/Speaking/Viewing, T159: Participate in a Group Discussion

Rereading the Selection RL.2.10, RF.2.4a

Rereading for Understanding RL.2.7High-Frequency Words RF.2.3fWriting W.2.8Listening/Speaking/Viewing SL.2.1a

Reading the Social Studies Link RI.2.10, RF.2.4a

Phonics Review RF.2.3aReading Decodable Text RF.2.3a,

RF.2.4bHigh-Frequency Words RF.2.3fSpelling L.2.2d

Comprehension RL.2.7Rereading for Fluency RF.2.4bInformation and Study Skill RI.2.7Vocabulary L.2.5bHigh-Frequency Words RF.2.3fGrammar L.2.1fListening/Speaking/Viewing SL.2.1a,

SL.2.1b, SL.2.1c

ReadingPhonicsComprehension


Listening Comprehension, T108–T109Daddy, Could I Have an Elephant?

Phonics, T110–T111Short Vowels o, u, e TVCCV Pattern

Reading Decodable Text, T113–T115Big Hog’s House Hunt


Background and Vocabulary, T120

Key Vocabulary, T121

Vocabulary Reader

Reading the Selection, T122–T133

Comprehension Strategy, T122Monitor/Clarify

Comprehension Skill, T122, T129Fantasy and Realism T

Leveled Readers The Right PetPet DreamsA Pet for SolA Surprise Pet




Word WorkVocabularyHigh-Frequency WordsSpelling

Vocabulary, T107Family Names

High-Frequency Words, T112 T

Spelling, T116Short e, o, and u Words T

Vocabulary, T119Rhyming Words


Spelling, T134Review, Practice: Short e, o, and u Words T

Writing andOral LanguageWritingGrammarListening/Speaking/Viewing


Writing, T135A Response-Journal Entry

Grammar, T117Naming Parts of Sentences T

Listening/Speaking/Viewing, T108–T109Teacher Read Aloud

Grammar, T134Practice: Naming Parts of Sentences T

Listening/Speaking/Viewing, T127, T133Stop and Think, Wrapping Up

Correlations

Listening Comprehension SL.2.2Phonics RF.2.3aReading Decodable Text RF.2.3a, RF.2.4bHigh-Frequency Words RF.2.3f Grammar L.2.1fListening/Speaking/Viewing SL.2.2

Key Vocabulary RI.2.4, L.2.4aReading the Selection RL.2.1, RL.2.10, RF.2.4aComprehension Strategy RL.2.1High-Frequency Words RF.2.3fWriting W.2.8Listening/Speaking/Viewing SL.2.1a

6 THEME 1: Silly Stories

Untitled-70 6 6/20/2011 2:17:34 PM

Target Skills of the Week

Julius

PhonicsShort Vowels o, u, e;VCCV Pattern

ComprehensionFantasy and Realism

VocabularyHigh-Frequency Words; Synonyms

FluencyDecodable Text; Leveled Readers


Rereading the Selection, T122–T133Comprehension Check, T138Responding, T138

Vocabulary Reader

Comprehension Skill, T140–T141: Fantasy and Realism T

Rereading for Understanding, T142: Writer’s Craft: Language Patterns; Visual Literacy: Details in Illustrations


Reading the Social Studies Link, T146–T147

Comprehension: How to Scan for Information, T146

Phonics Review, T149Short Vowels a and i

Reading Decodable Text, T150–T151Robin’s Farm


Comprehension: Rereading for Understanding, T156Noting DetailsDrawing Conclusions

Rereading for Fluency, T156

Cross-Curricular Responding Activities, T139

Vocabulary Reader

Information and Study Skill, T157: Using a Diagram







Vocabulary, T137Fun Words


Spelling, T143 Vocabulary Connection: Short e, o, and u Words T

Vocabulary, T148Synonyms T


Spelling, T152Game, Proofreading: Short e, o, and u Words T

Vocabulary, T155Vocabulary Expansion


Spelling, T158Test: Short e, o, and u Words T

Writing, T138Write a Character Sketch

Writing, T153Writing Dates


Grammar, T143: Activity: Naming Parts of Sentences T

Listening/Speaking/Viewing, T138: Responding

Grammar, T152: Practice: Naming Parts of Sentences T

Listening/Speaking/Viewing, T146: Discuss the Link

Grammar, T158Improving Writing

Listening/Speaking/Viewing, T159: Participate in a Group Discussion

Rereading the Selection RL.2.10, RF.2.4a

Rereading for Understanding RL.2.7High-Frequency Words RF.2.3fWriting W.2.8Listening/Speaking/Viewing SL.2.1a

Reading the Social Studies Link RI.2.10, RF.2.4a

Phonics Review RF.2.3aReading Decodable Text RF.2.3a,

RF.2.4bHigh-Frequency Words RF.2.3fSpelling L.2.2d

Comprehension RL.2.7Rereading for Fluency RF.2.4bInformation and Study Skill RI.2.7Vocabulary L.2.5bHigh-Frequency Words RF.2.3fGrammar L.2.1fListening/Speaking/Viewing SL.2.1a,

SL.2.1b, SL.2.1c

ReadingPhonicsComprehension


Listening Comprehension, T108–T109Daddy, Could I Have an Elephant?

Phonics, T110–T111Short Vowels o, u, e TVCCV Pattern

Reading Decodable Text, T113–T115Big Hog’s House Hunt


Background and Vocabulary, T120

Key Vocabulary, T121

Vocabulary Reader

Reading the Selection, T122–T133

Comprehension Strategy, T122Monitor/Clarify

Comprehension Skill, T122, T129Fantasy and Realism T





Word WorkVocabularyHigh-Frequency WordsSpelling

Vocabulary, T107Family Names

High-Frequency Words, T112 T

Spelling, T116Short e, o, and u Words T

Vocabulary, T119Rhyming Words


Spelling, T134Review, Practice: Short e, o, and u Words T

Writing andOral LanguageWritingGrammarListening/Speaking/Viewing


Writing, T135A Response-Journal Entry

Grammar, T117Naming Parts of Sentences T

Listening/Speaking/Viewing, T108–T109Teacher Read Aloud

Grammar, T134Practice: Naming Parts of Sentences T

Listening/Speaking/Viewing, T127, T133Stop and Think, Wrapping Up

Correlations

Listening Comprehension SL.2.2Phonics RF.2.3aReading Decodable Text RF.2.3a, RF.2.4bHigh-Frequency Words RF.2.3f Grammar L.2.1fListening/Speaking/Viewing SL.2.2

Key Vocabulary RI.2.4, L.2.4aReading the Selection RL.2.1, RL.2.10, RF.2.4aComprehension Strategy RL.2.1High-Frequency Words RF.2.3fWriting W.2.8Listening/Speaking/Viewing SL.2.1a

7Daily Lesson Plans

Untitled-70 7 6/20/2011 2:17:36 PM

Grade 4 informational Writing

I’m the discussion leader, so I’ve decided. . . .

Wait a minute. What’s the topic?

What are we deciding?

I didn’t read the story yet!

I want to discuss a different book.

I don’t know what they’re talking about.

I’m confused.

They’ll probably hate my idea. I

won’t mention it.

These students are trying to have a literature discussion, but

they aren’t making much progress! Look carefully at the picture.

Then answer the questions below.

What could each student do on his or her

own to help this discussion?

What choices could the students make

together to improve their discussion?

18

Untitled-241 18 5/12/2011 12:09:37 PM

I’m a little confused. Are we talking about just the beginning of

the story?I think the

description on page six supports our first

point.

Can we find another example to support our ideas?

Would you please

paraphrase our first point?

Our discussion goal is on the board. Any questions about our

purpose?

I’ll be the time keeper. We have fifteen minutes.

The same students have improved their discussion skills. Look

carefully. What are they doing differently?

Choose one of the statements below. Decide

whether or not you agree with it. Assign discussion

roles and then share your opinions in a small group.

It takes both courage and foolishness to explore

a dangerous place like the North Pole.

Matthew Henson and Robert Peary risked their

lives for a good reason—to learn more about a

remote part of the world.

19

Untitled-241 19 5/12/2011 12:09:43 PM

Grade 6 Speaking and Listening Application

Simple to Align

Grade 2 Lesson Planner with CCSS

Grade 4 Teacher’s Edition

Correlation to

Common Core State StandardsCommon Core State Standards

Houghton Mifflin Reading (HMR) Teacher’s Edition • Reading Adventures • Extending the Common Core State Standards

READING STANDARDS FOR LITERATURE

Key Ideas and Details

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Theme 1: HMR TE: T32–T33, T51, T58, T60–T61, T122, T125, T130, T250, T314, T317

Extending the Common Core: T8–T9

Theme 2: HMR TE: T46, T53, T58, T59, T64, T82, T150–T151, T194, T197, T201, T207, T212, T250, T253, T257, T264, T265, T311, T330

Theme 3: HMR TE: T59, T64, T213, T218, T227, T331

Theme 4: HMR TE: T46, T53, T61, T63, T68, T213, T218, T256, T259, T261, T268

Theme 5: HMR TE: T71, T126, T130, T135, T137, T142, T211, T216, T268, T271, T280, T285, T290, T328, T330, T331, T412

Theme 6: HMR TE: T152, T204, T206, T210, T214, T215, T220, T267

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Theme 1: HMR TE: T79, T278

Theme 2: HMR TE: T316, T324, T336–T337


Theme 3: HMR TE: T46, T50, T55, T59, T213, T329, T338

Reading Adventures: 30–37


Theme 4: HMR TE: T202, T206, T211–T213, T222

Theme 5: HMR TE: T398, T401, T407

Theme 6: HMR TE: T130, T137, T144, T146

RL.2.3 Describe how characters in a story respond to major events and challenges.

Theme 1: HMR TE: T46, T48, T49, T50–T51, T52–T53, T156, T195, T244, T245, T246

Theme 2: HMR TE: T50, T54, T58, T115, T338

Theme 3: HMR TE: T182–T183, T196, T205, T220–T221, T292, T306, T326, T327, T328, T329, T338, T350


Theme 4: HMR TE: T48, T51, T54, T56, T58–T59, T62–T63, T86, T168, T202, T207, T210, T212, T220–T221, T236, T259, T296

Theme 5: HMR TE: T234, T398, T403, T404–T406, T424

Theme 6: HMR TE: T84, T190–T191, T204, T208, T212, T222–T223

Craft and Structure

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Theme 1: HMR TE: T210, T214–T215, T312, T314, T315, T318, T319, T326–T327, T328, T334, T340, T341, T343

Reading Adventures: 4–9



Theme 3: HMR TE: T222, T223, T226–T227

Theme 4: HMR TE: T147, T158, T159

Theme 5: HMR TE: T220

Reading Adventures: 50–57, 58–65



RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Theme 1: HMR TE: T32–T33, T46, T51, T52, T60–T61, T76, T90, T247, T248


Theme 3: HMR TE: T82, T162, T236, T283, T306, T326


Theme 5: HMR TE: T268, T279, T292–T293, T298, T366, T398, T400, T401, T407, T418–T419


Theme 6: HMR TE: T130, T137, T144

Correlation to Common Core State Standards C1

Untitled-240 1 6/21/2011 5:04:38 PM

Grade 2 Correlation

Grade 4 Integrated Planning Guide

26

Long u WordsLong u Words

June dune tube cube

Untitled-602 26 5/13/2011 10:21:50 AM

Grade K Long Vowel Activity


Lessmore...IS

with the Common Core enhanCement PaCk:

Less money... saving you the cost of buying a new program

Less time.... saving you the frustration of implementation

moRe CoRe... providing 100% CCSS compliance using your program

Enjoy the simplicity at: common-core-reading.com

hmhco.com • 800.225.5425

© Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 10/13 MS89429

The Houghton Mifflin Reading Common Core Enhancement Pack

is the best kind of solution: a simple one.


standards made simple. - houghton mifflin harcourt · pdf file ·...

Documents