the hands-on curriculum for student success ccgps k-5_2_13_2013.pdf · the hands-on curriculum for...

Grades K–5Correlations to the Common Core

Georgia Performance Standards (CCGPS)

2013 Editions

The Hands-On Curriculum for Student Success

Grade K Correlations to the Common Core Georgia Performance Standards (CCGPS)English Language Arts

Kindergarten Teacher's GuideLetters and Numbers for Me

Format for Correlation to the English Language Arts Common Core Georgia Performance Standards

2013 State of Georgia Instructional Materials Review Process Grades K-12 ELA/Reading/Literacy CCGPS

Georgia Department of Education

Dr. John D. Barge, State School Superintendent

February 13, 2013 • Page 1

All Rights Reserved

ELA CCGPS - Kindergarten

Title of Textbook : Letters and Numbers for Me

State-Funded Course Number: 23.00310

Publisher Name: Handwriting Without Tears® Date of Copyright: 2013

Kindergarten Reading Literary (RL)

Standard

Number

Standard

Where Taught

(If print component, cite page number,

if non-print cite appropriate location.) Key Ideas and Details

ELACCKRL1 With prompting and support, ask and answer questions about key details in

a text.

Teacher’s Guides

Kindergarten Teacher’s Guide (TGK),

Language Arts Link, pp. 76, 127, 166, 168

Math Link, p. 138

Science Link, p. 94

Teacher Tools, Music, and Manipulatives Mat Man Book Set

ELACCKRL2 With prompting and support, retell familiar stories, including key details. Teacher’s Guides


Language Arts Link, pp. 127, 166, 168

Math Link, p. 138

Science Link, p. 94

Teacher Tools, Music, and Manipulatives

Mat Man Book Set

ELACCKRL3 With prompting and support, identify characters, settings, and major

events in a story.

Teacher’s Guides



Math Link, p. 138

Science Link, p. 94


Mat Man Book Set






All Rights Reserved

Craft and Structure

ELACCKRL4 Ask and answer questions about unknown words in a text. Teacher’s Guides


Language Arts Link, pp. 76, 127, 143, 166, 168

Math Link, p. 138

Science Link, p. 94


Mat Man Book Set

ELACCKRL5 Recognize common types of texts (e.g., storybooks, poems). Teacher’s Guides


p. 153


Math Link, p. 138

Science Link, p. 94

Student Activity Books Letters and Numbers for Me,

p. 81


Mat Man Book Set

ELACCKRL6 With prompting and support, name the author and illustrator of a story

and define the role of each in telling the story.

Teacher’s Guides


Language Arts Link, p. 29


Mat Man Book Set

Integration of Knowledge and Ideas

ELACCKRL7 With prompting and support, describe the relationship between

illustrations and the story in which they appear (e.g., what moment in a

story an illustration depicts).

Teacher’s Guides



Math Link, p. 138

Science Link, p. 94


Mat Man Book Set

ELACCKRL8 (Not applicable to literature)

ELACCKRL9 With prompting and support, compare and contrast the adventures and

experiences of characters in familiar stories.

Teacher’s Guides Kindergarten Teacher’s Guide (TGK),







All Rights Reserved

Math Link, p. 138

Science Link, p. 94


Range of Reading and Level of Text Complexity

ELACCKRL10 Actively engage in group reading activities with purpose and

understanding.

Teacher’s Guides



Math Link, p. 138

Science Link, p. 94


Mat Man Book Set






All Rights Reserved





Kindergarten Reading Informational (RI) Standard

Number

Standard Where Taught


if non-print cite appropriate location.)

Key Ideas and Details

ELACCKRI1 With prompting and support, ask and answer questions about key details in

a text.

Teacher’s Guides


Language Arts Link, pp. 29, 136

Science Link, pp. 94, 96, 145

Social Studies Link, p. 79


ELACCKRI2 With prompting and support, identify the main topic and retell key details

of a text.

Teacher’s Guides






Mat Man Book Set

ELACCKRI3 With prompting and support, describe the connection between two

individuals, events, ideas, or pieces of information in a text.

Teacher’s Guides






Mat Man Book Set






All Rights Reserved

Craft and Structure

ELACCKRI4 With prompting and support, ask and answer questions about unknown

words in a text.

Teacher’s Guides






Mat Man Book Set

ELACCKRI5 Identify the front cover, back cover, and title page of a book.

Teacher’s Guides





Student Activity Books

Letters and Numbers for Me, cover


Mat Man Book Set

ELACCKRI6 Name the author and illustrator of a text and define the role of each in

presenting the ideas or information in a text.

Teacher’s Guides






Letters and Numbers for Me, cover



ELACCKRI7 With prompting and support, describe the relationship between illustrations

and the text in which they appear (e.g., what person, place, thing, or idea in

the text an illustration depicts).

Teacher’s Guides


Throughout, e.g., pp. 73, 84, 87, 112, 126, 133, 141, 153, 161, 170









All Rights Reserved


Letters and Numbers for Me,

Throughout, e.g., pp. 13, 24, 27, 42, 56, 61, 69, 81, 84, 93


Mat Man Book Set

ELACCKRI8 With prompting and support, identify the reasons an author gives to

support points in a text.

ELACCKRI9 With prompting and support, identify basic similarities in and differences

between two texts on the same topic (e.g., in illustrations, descriptions, or

procedures).


ELACCKRI10 Actively engage in group reading activities with purpose and understanding.

Teacher’s Guides


Throughout, e.g., pp. 73, 84, 87, 112, 126, 133, 141, 153, 161, 170






Throughout, e.g., pp. 13, 24, 27, 42, 56, 61, 69, 81, 84, 93


Mat Man Book Set






All Rights Reserved





Kindergarten Reading Foundational (RF) Standard

Number




Print Concepts

ELACCKRF1 Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.

Teacher’s Guides


Throughout, e.g., pp. 26, 54–55, 56, 59, 62, 66, 70, 85, 87, 123, 127, 133,

146, 154–155, 162, 169

More to Learn, pp. 57–58, 61–62

Support/ELL, pp. 57–58, 60–63

Technology Link, pp. 60–63

Sentence School® (SSK),

Throughout, e.g., pp. 17 “Sentence Activities,” 28–29, 42–43, 60–61, 92–

93, 116–117, 148–149, 176–177, 188–189, 212–213, 230–231


Letters and Numbers for Me, Throughout, e.g., pp. 10, 25, 27, 51, 55, 61, 74,

82, 85, 92


Rock, Rap, Tap & Learn CD, tracks 2, 3, 21

TGK, pp. 55, 61, 63

Mat Man Book Set

Wood Pieces Set for Capital Letters

TGK, pp. 56–58






All Rights Reserved

Mat for Wood Pieces

TGK, pp. 57–58

Capital Letter Cards for Wood Pieces – Laminated

TGK, pp. 56–57

Slate Chalkboard

TGK, pp. 59–60

A Click Away

TGK, pp. 57, 59, 63–64 b. Recognize that spoken words are represented in written language by specific

sequences of letters.

Teacher’s Guides


Throughout, e.g., pp. 70, 83, 87, 96, 98–99, 113, 115, 121, 123–125, 129,

147, 150, 153, 191

More to Learn, pp. 98, 140

Support/ELL, pp. 129, 133, 147


Science Link, p. 145


Technology Link, p. 131


pp. 20–23

Student Activity Books Letters and Numbers for Me, Throughout, e.g., pp. 10, 23, 27, 36, 38, 43, 45,

51–53, 57, 75, 78, 81


Rock, Rap, Tap & Learn CD, track 7

TGK, pp. 108, 122–123, 125, 129, 135, 147, 150, 155

Mat Man Book Set

Slate Chalkboard

TGK, pp. 87, 98

Blackboard with Double Lines

TGK, pp. 105

A Click Away

TGK, pp. 108, 122, 155 c. Understand that words are separated by spaces in print.

Teacher’s Guides


Throughout, e.g., pp. 98, 111, 117, 122–123, 129, 139, 143, 147, 151,

153,187

More to Learn, pp. 110, 112, 114, 116, 123

Support/ELL, pp. 123, 125, 131, 135






All Rights Reserved


Throughout, e.g., pp. 26–27, 86–87, 182–183

TGK, p. 189



75, 79, 81



TGK, pp. 122–123, 129, 147, 155, 182–183

Mat Man Book Set


TGK, pp. 111

A Click Away

TGK, pp. 122 d. Recognize and name all upper- and lowercase letters of the alphabet.

Teacher’s Guides


Throughout, e.g., pp. 41, 56–59, 63, 66, 71, 77, 92, 99, 119, 121, 130, 136,

142, 148

More to Learn, pp. 56–57, 58, 64, 71, 80, 83, 86, 90, 120–121


Technology Link, pp. 60–63, 66


Throughout, e.g., pp. 20–23, 46–47



64, 70, 76


Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 1, 3, 5, 16, 21, 25

TGK, pp. 30-31, 61, 182-183


TGK, pp. 56–58

Mat for Wood Pieces

TGK, pp. 57–58


TGK, pp. 56

Slate Chalkboard

TGK, pp. 59–60






All Rights Reserved


A Click Away

TGK, pp. 57, 59, 61, 63, 64

Phonological Awareness

ELACCKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. Teacher’s Guides


pp. 152, 153

More to Learn, p. 140



pp. 16 “Rhyming or Not?” 26–27, 34-37, 52–53, 62–63



pp. 80–81


b. Count, pronounce, blend, and segment syllables in spoken words. Teacher’s Guides


Language Arts Link, p. 122 c. Blend and segment onsets and rimes of single-syllable spoken words. Teacher’s Guides


p. 113


Letters and Numbers For Me,

p. 43 d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not

include CVCs ending with /l/, /r/, or /x/.)

Teacher’s Guides


p. 113



p. 43 e. Add or substitute individual sounds (phonemes) in simple, one-syllable words

to make new words. Teacher’s Guides


p. 152


pp. 26–27, 34–37






All Rights Reserved



p. 80

Phonics and Word Recognition

ELACCKRF3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by

producing the primary sound or many of the most frequent sounds for each

consonant.


p. 41




pp. 12, 56, 63



TGK



TGK, p. 58

Mat for Wood Pieces

TGK, p. 58

Capital Letter Cards for Wood Pieces-- Laminated

Slate Chalkboard

TGK



TGK

Language Arts Link, p. 105 b. Associate the long and short sounds with common spellings (graphemes) for

the five major vowels.

Teacher’s Guides





TGK







All Rights Reserved

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,

are, do, does).

Teacher’s Guides


Throughout, e.g., pp. 102, 110, 117, 123, 128, 131, 135, 139, 143, 150, 152


Throughout, e.g., pp. 26–27, 86–87, 122-123, 134–135



71, 78, 80


Mat Man Book Set d. Distinguish between similarly spelled words by identifying the sounds of the

letters that differ.

Teacher’s Guides


p. 152


pp. 26–27, 48–49, 52–53, 168–169



p. 80

Fluency

ELACCKRF4 Read emergent-reader texts with purpose and understanding.






All Rights Reserved





Kindergarten Writing (W) Standard

Number




Text Types and Purposes

ELACCKW1 Use a combination of drawing, dictating, and writing to compose opinion

pieces in which they tell a reader the topic or the name of the book they are

writing about and state an opinion or preference about the topic or book

(e.g., My favorite book is...).

ELACCKW2 Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing

about and supply some information about the topic.

Teacher’s Guides


p. 49



ELACCKW3 Use a combination of drawing, dictating, and writing to narrate a single

event or several loosely linked events, tell about the events in the order in

which they occurred, and provide a reaction to what happened.

Teacher’s Guides


p. 49


Production and Distribution of Writing

ELACCKW4 (Begins in Grade 3)

ELACCKW5 With guidance and support from adults, respond to questions and

suggestions from peers and add details to strengthen writing as needed.

ELACCKW6 With guidance and support from adults, explore a variety of digital tools to

produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

ELACCKW7 Participate in shared research and writing projects (e.g., explore a number

of books by a favorite author and express opinions about them). Teacher’s Guides








All Rights Reserved

ELACCKW8 With guidance and support from adults, recall information from

experiences or gather information from provided sources to answer a

question.

Teacher’s Guides




Range of Writing







All Rights Reserved





Kindergarten Speaking and Listening (SL) Standard

Number




Comprehension and Collaboration

ELACCKSL1 Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger

groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and

taking turns speaking about the topics and texts under discussion).

Teacher’s Guides


Throughout, e.g., pp. 28–29, 30–31, 34–35, 41, 53, 59, 105

More to Learn, pp. 73, 87, 96, 140, 147

Support/ELL, pp. 86, 110, 121, 127, 132, 138, 146, 159

Language Arts Link, pp. 71, 76, 91, 96, 113, 127, 130, 136, 143, 153, 155,

166, 168

Math Link, pp. 133, 138

Science Link, pp. 69, 74, 80, 83–84, 89, 94, 96, 115, 124, 126, 128, 145,

147, 165

Social Studies Link, pp. 87–88, 95, 98, 109, 112, 119, 142, 144


Throughout, e.g., pp. 48–49, 120–121, 218–219


Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 2, 7, 20, 21, 22

TGK, pp. 63, 182-183

Mat Man Book Set


TGK, pp. 34–35, 36–37, 38–39, 56, 57






All Rights Reserved

Mat for Wood Pieces

TGK, p. 57

Capital Letter Cards for Wood Pieces -- Laminated

TGK, p. 56–57

A Click Away

TGK, p. 57, 63

b. Continue a conversation through multiple exchanges.

Teacher’s Guides


Throughout, e.g., pp. 69, 74, 79, 86, 84, 110, 120, 127, 137, 146

More to Learn, pp. 73, 87, 96, 140, 147

Support/ELL, pp. 86, 110, 121, 127, 132, 138, 146, 159


166, 168


Science Link, pp. 69, 74, 80, 83–84, 89, 94, 96, 115, 124, 126, 128, 145,

147, 165

Social Studies Link, pp. 87–88, 95, 98, 109, 112, 119, 142, 144


Throughout, e.g., pp. 90–91, 118–119, 176–177



Throughout, e.g., pp. 9, 14, 19, 26, 34, 40, 49, 55, 65, 74



TGK, pp. 63, 182–183

Mat Man Book Set


TGK, pp. 34–35, 36–37, 38–39, 56, 57

Mat for Wood Pieces

TGK, p. 57


TGK, pp. 56–57

Slate Chalkboard

TGK, pp. 59–60, 159


TGK, p. 105

A Click Away

TGK, pp. 57, 59, 63






All Rights Reserved

ELACCKSL2 Confirm understanding of a text read aloud or information presented orally

or through other media by asking and answering questions about key

details and requesting clarification if something is not understood.

Teacher’s Guides


pp. 33, 41, 55, 56, 63

More to Learn, pp. 55, 80, 83, 96, 153

Language Arts Link, pp. 72, 76, 123, 134, 136, 166, 168

Math Link, pp. 41, 70, 110, 138

Science Link, pp. 74, 84, 94, 96, 121, 124, 126, 132

Social Studies Link, pp. 95, 144



Throughout, e.g., pp. 26–27, 86-87, 122–123, 134–135, 176–177, 192–193


Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 2, 6, 9, 18, 20, 21, 22

TGK, pp. 27, 55, 63, 182–183

Mat Man Book Set


TGK, pp. 33, 56


TGK, p. 56

A Click Away

TGK, pp. 55, 63

ELACCKSL3 Ask and answer questions in order to seek help, get information, or clarify

something that is not understood.

Teacher’s Guides


pp. 33, 41, 55, 56, 63

More to Learn, pp. 55, 80, 83, 96, 153


Math Link, pp. 41, 70, 110, 138

Science Link, pp. 74, 84, 94, 96, 121, 124, 126, 132




Throughout, e.g., pp. 26–27, 86–87, 122–123, 134–135, 176–177, 192–193



TGK pp. 27, 55, 63, 182-183

Mat Man Book Set


TGK, pp. 33, 56






All Rights Reserved


TGK, p. 56

A Click Away

TGK, pp. 55, 63

Presentation of Knowledge and Ideas

ELACCKSL4 Describe familiar people, places, things, and events and, with prompting

and support, provide additional detail.




Math Link, p. 138

Science Link, pp. 74, 80, 84, 89, 96, 115, 124, 126, 128, 145, 147

Social Studies Link, pp. 88, 95, 109, 142, 144


Throughout, e.g., pp. 22–42 “Hand Activity,” 76–77, 94–95, 98–99, 126–

127, 152–153, 210–211, 226–227

ELACCKSL5 Add drawings or other visual displays to descriptions as desired to provide

additional detail.

Teacher’s Guides


Throughout, e.g., pp. 28–29, 30–31, 33, 56, 69, 70, 72, 76, 81, 83, 88, 93,

97, 104–105, 122, 137, 155, 159, 164, 169

More to Learn, pp. 29, 31, 56, 61–62, 74–79, 82, 84–85, 94, 104

Support/ELL, pp. 29, 31, 60–62, 83, 84, 85, 95, 114, 149


Math Link, pp. 78, 133, 140, 162, 164

Science Link, pp. 83, 115, 128, 145




Throughout, e.g., pp. 22–42 “Hand Activity,” 76–77, 94–95, 98–99, 126-

127, 152–153, 210–211, 226–227



Throughout, e.g., pp. 9–10, 12, 16, 21, 23, 28, 33, 37, 48, 65, 87, 92



TGK, pp. 61, 74–76, 104, 122, 155, 169, 182–183


TGK pp. 29, 33–35, 36–37, 38–39, 56–58


Support/ELL, p. 83






All Rights Reserved

Mat for Wood Pieces

TGK, pp. 29, 57–58


TGK, p. 56

Slate Chalkboard

TGK, pp. 59–60, 159


TGK, pp. 65, 105

A Click Away

TGK, pp. 29, 57, 122

ELACCKSL6 Speak audibly and express thoughts, feelings, and ideas clearly.




Math Link, p. 138

Science Link, pp. 74, 80, 84, 89, 96, 115, 124, 126, 128, 145, 147



Throughout, e.g., pp. 36–37, 144–145, 232–233


Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 3, 6, 10, 23

TGK, pp. 182–183






All Rights Reserved





Kindergarten Language (L) Standard

Number




Conventions of Standard English

ELACCKL1 Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

a. Print many upper- and lowercase letters. Teacher’s Guides


Throughout, e.g., pp. 64, 66, 69, 77, 82, 92, 99, 105, 110, 119, 126, 137,

148


Support/ELL, pp. 60, 71, 74, 80, 86, 91, 110, 127, 134, 136


Technology Link, pp. 60, 61, 62, 68



Throughout, e.g., pp. 9, 17, 22, 32, 39, 40, 48, 54, 65, 76

Teacher Tools, Music, and Manipulatives Rock, Rap, Tap & Learn CD, tracks 3, 5, 12, 13, 14, 15

TGK, pp. 61, 65, 74, 75, 83


TGK, pp. 56–58

Mat for Wood Pieces

TGK, pp. 57–58


TGK, pp. 56






All Rights Reserved

Slate Chalkboard

TGK, pp. 59, 60


TGK, p. 105

A Click Away

TGK, pp. 57, 59, 64

b. Use frequently occurring nouns and verbs. Teacher’s Guides


Throughout, e.g., pp. 87, 98, 110, 113, 117, 125, 131, 135, 143, 149


Throughout, e.g., pp. 16 “Verb Charades,” 36–37, 120–121, 160–161



Throughout, e.g., pp. 27, 38, 40, 43, 47, 53, 59, 63, 71, 77

Teacher Tools, Music, and Manipulatives Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 3, 6, 10, 23

TGK, pp. 182–183

Mat Man Book Set

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish,

wishes). Teacher’s Guides


Throughout, e.g., pp. 73, 80, 84, 91, 95, 130, 134, 147



Throughout, e.g., pp. 13, 20, 24, 31, 35, 58, 62, 75


Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 2, 9, 15

TGK, pp. 182–183

d. Understand and use question words (interrogatives) (e.g., who, what, where,

when, why, how). Teacher’s Guides


pp. 150, 151


Throughout, e.g., pp. 176–177, 192–193, 236–237



pp. 78–79






All Rights Reserved


Rock, Rap, Tap & Learn CD, tracks 2, 7, 20, 21, 22

TGK, pp. 150, 182–183

Mat Man Book Set

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off,

for, of, by, with). Teacher’s Guides Kindergarten Teacher’s Guide (TGK),

pp. 34–35, 36–37, 38–39, 55




pp. 197–223



TGK, pp. 182–183

Mat Man Book Set


TGK, pp. 34–35, 36–37, 38–39

f. Produce and expand complete sentences in shared language activities.

Teacher’s Guides


p. 154



p. 17 “On Your Own,” “A Little Longer, Please”



p. 82

Teacher Tools, Music, and Manipulatives Rock, Rap, Tap & Learn CD, track 7

TGK, pp. 182–183

ELACCKL2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

a. Capitalize the first word in a sentence and the pronoun I. Teacher’s Guides


pp. 122–123, 125, 129, 131, 135, 139, 143, 147, 150–151, 153, 155

More to Learn, pp. 110, 112, 114, 116, 123

Support/ELL, p. 131


Technology Link, pp. 125, 131






All Rights Reserved


Throughout, e.g., pp. 76–77, 132–133, 216–217


pp. 51, 53, 57, 59, 63, 67, 71, 75, 78–79, 81



TGK pp. 108, 122, 155, 182–183

A Click Away

TGK, pp. 108, 122, 155

b. Recognize and name end punctuation. Teacher’s Guides


Throughout, e.g., pp. 110, 115, 121–123, 129, 135, 139, 143, 150, 151, 155

More to Learn, pp. 110, 112, 114, 116, 155


Throughout, e.g., pp. 96–97, 172–173, 192–193



Throughout, e.g., pp. 40, 45, 50–51, 57, 63, 67, 71, 78–79



TGK, pp. 122, 155, 182–183

Mat Man Book Set

A Click Away

TGK, p. 155

c. Write a letter or letters for most consonant and short-vowel sounds

(phonemes). Teacher’s Guides Kindergarten Teacher’s Guide (TGK),


d. Spell simple words phonetically, drawing on knowledge of sound-letter

relationships

Knowledge of Language

ELACCKL3 (Begins in Grade 2)






All Rights Reserved

Vocabulary Acquisition and Use

ELACCKL4 Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g.,

knowing duck is a bird and learning the verb to duck).

Teacher’s Guides





p. 16 “One Word, Two Meanings”



pp. 33, 49

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-,

pre-, -ful, -less) as a clue to the meaning of an unknown word.

ELACCKL5 With guidance and support from adults, explore word relationships and nuances in

word meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the

concepts the categories represent. Teacher’s Guides



Math Link, p. 73

Science Link, pp. 83, 147


Throughout, e.g., pp. 80–81, 96–97, 124–125, 176–177

Teacher Tools, Music, and Manipulatives Mat Man Shapes


TGK


b. Demonstrate understanding of frequently occurring verbs and adjectives by

relating them to their opposites (antonyms). Teacher’s Guides


p. 27




Throughout, e.g., pp. 16 “Opposites Book,“ 28–29, 82–83, 128–129, 156–

157






All Rights Reserved


Rock, Rap, Tap & Learn CD, tracks 4, 6

TGK, pp. 27, 182–183

Mat Man Opposites


TGK, p. 27

A Click Away

TGK, p. 27

SSK, p. 16

c. Identify real-life connections between words and their use (e.g., note places at

school that are colorful). Teacher’s Guides




Throughout, e.g., pp. 112–113, 124–125, 136–137


Mat Man Book Set

d. Distinguish shades of meaning among verbs describing the same general action

(e.g., walk, march, strut, prance) by acting out the meanings.




Throughout, e.g., pp. 16 “One Word, Two Meanings,” 38–39, 48–51, 60–61

ELACCKL6 Use words and phrases acquired through conversations, reading and being read to,

and responding to texts.

Teacher’s Guides


Throughout, e.g., pp. 26, 34–39, 43, 71, 78, 89, 94, 98, 110, 113, 125, 135,

143

More to Learn, pp. 68, 75–77, 145, 149

Support/ELL, pp. 27, 31, 43, 68, 69, 76, 85

Language Arts Link, pp. 27, 34, 117, 127, 136, 141, 143, 166, 168

Math Link, p. 149

Science Link, pp. 121, 126, 128, 132, 145, 165



Throughout, e.g., pp. 52–53, 114–115, 184–185



Throughout, e.g., 11, 18, 29, 34, 38, 40, 43, 53, 63, 71






All Rights Reserved


Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 1, 4, 5, 6, 9, 12, 18, 23

TGK, pp. 27, 182–183

Mat Man Book Set


TGK, pp. 34–39

Correlations to the Common Core Georgia Performance Standards (CCGPS)English Language Arts

Grade 1

1st Grade Printing Teacher's GuideMy Printing Book






All Rights Reserved

ELA CCGPS – Grade One

Title of Textbook : My Printing Book



First Grade Reading Literary (RL)

Standard

Number

Standard

Where Taught



ELACC1RL1 Ask and answer questions about key details in a text.

Teacher’s Guides

1st Grade Printing Teacher’s Guide (TG1st),

pp. 131, 135

Support/ELL, p. 146




My Printing Book,

pp. 75, 79

ELACC1RL2 Retell stories, including key details, and demonstrate understanding of their

central message or lesson.

Teacher’s Guides




ELACC1RL3 Describe characters, settings, and major events in a story, using key details.

Teacher’s Guides 1

st Grade Printing Teacher’s Guide (TG1st),



Craft and Structure

ELACC1RL4 Identify words and phrases in stories or poems that suggest feelings or

appeal to the senses.






All Rights Reserved

ELACC1RL5 Explain major differences between books that tell stories and books that

give information, drawing on a wide reading of a range of text types.

Teacher’s Guides


Support/ELL, p. 146




ELACC1RL6 Identify who is telling the story at various points in a text.

Teacher’s Guides


Support/ELL, p. 146




ELACC1RL7 Use illustrations and details in a story to describe its characters, setting, or

events.



Support/ELL, p. 146



ELACC1RL8 (Not applicable to literature)

ELACC1RL9 Compare and contrast the adventures and experiences of characters in

stories.

Teacher’s Guides


Support/ELL, p. 146




ELACC1RL10 With prompting and support, read prose and poetry of appropriate

complexity for grade 1.

Teacher’s Guides


pp. 131, 135




My Printing Book,

pp. 75, 79






All Rights Reserved

ELA CCGPS - Grade One




First Grade Reading Informational (RI) Standard

Number





ELACC1RI1 Ask and answer questions about key details in a text.

Teacher’s Guides




ELACC1RI2 Identify the main topic and retell key details of a text.

Teacher’s Guides




ELACC1RI3 Describe the connection between two individuals, events, ideas, or pieces of

information in a text.





Craft and Structure

ELACC1RI4 Ask and answer questions to help determine or clarify the meaning of words

and phrases in a text.

ELACC1RI5 Know and use various text features (e.g., headings, tables of content,

glossaries, electronic menus, icons) to locate key facts or information in a

text.

ELACC1RI6 Distinguish between information provided by pictures or other illustrations

and information provided by the words in a text.






All Rights Reserved


ELACC1RI7 Use illustrations and details in a text to describe its key ideas.

Teacher’s Guides




ELACC1RI8 Identify the reasons an author gives to support points in a text.

ELACC1RI9 Identify basic similarities in and differences between two texts on the same

topic (e.g., in illustrations, descriptions, or procedures).

Teacher’s Guides




ELACC1RI10 With prompting and support, read informational texts appropriately

complex for grade 1.

Teacher’s Guides









All Rights Reserved





First Grade Reading Foundational (RF) Standard

Number




Print Concepts

ELACC1RF1 Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word,

capitalization, ending punctuation).

Teacher’s Guides


pp. 66, 81, 89, 93, 95, 99, 105, 109, 111, 115, 118–119, 121, 125, 129–131,

133, 135, 136

More to Learn, pp. 70, 72, 74, 93, 94

Support/ELL, pp. 93, 105




My Printing Book,

pp. 25, 33, 37, 39, 43, 49, 53, 55, 59, 62, 63, 65, 69, 73, 74, 75, 77, 79–80



TG1st, pp. 66, 81, 89, 93, 99, 105, 109, 115, 121, 125, 166–167

A Click Away,

TG1st, p. 66






All Rights Reserved


ELACC1RF2 Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).

a. Distinguish long from short vowel sounds in spoken single-syllable words. Teacher’s Guides


More to Learn, pp. 66, 79, 91, 92, 116




TG1st, pp. 66, 166-167

b. Orally produce single-syllable words by blending sounds (phonemes),

including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes)

in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of

individual sounds (phonemes).


ELACC1RF3 Know and apply grade-level phonics and word analysis skills in decoding

words.

a. Know the spelling-sound correspondences for common consonant

digraphs.

Teacher’s Guides


More to Learn, p. 97 b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team conventions for representing long

vowel sounds.






TG1st, pp. 66, 166-167 d. Use knowledge that every syllable must have a vowel sound to determine

the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words

into syllables.

f. Read words with inflectional endings.



pp. 71, 79, 81, 85, 89, 93, 99, 103, 105, 107, 109, 111, 115, 117–119, 121,

133






All Rights Reserved


My Printing Book,

pp. 17, 23, 25, 29, 33, 37, 43, 47, 49, 51, 53, 55, 59, 61, 62, 63, 65, 77

g. Recognize and read grade-appropriate irregularly spelled words.

Fluency

ELACC1RF4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding. Teacher’s Guides


pp. 131, 135

Support/ELL, p. 146




Student Activity Books My Printing Book,

pp. 75, 79

b. Read on-level text orally with accuracy, appropriate rate, and expression

on successive readings.

Teacher’s Guides


pp. 131, 135

Support/ELL, p. 146





My Printing Book,

pp. 75, 79 c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.






All Rights Reserved





First Grade Writing (W) Standard

Number





ELACC1W1 Write opinion pieces in which they introduce the topic or the name of the

book they are writing about, state an opinion, supply a reason for the

opinion, and provide some sense of closure.

ELACC1W2 Write informative/ explanatory texts in which they name a topic, supply

some facts about the topic, and provide some sense of closure.

Teacher’s Guides


p. 137


Language Arts Link, pp. 74, 96, 113, 115, 129, 133



A Click Away

TG1st, p. 137

ELACC1W3 Write narratives in which they recount two or more appropriately

sequenced events, include some details regarding what happened, use

temporal words to signal event order, and provide some sense of

closure.

Teacher’s Guides




ELACC1W4 (Begins in Grade 3)

ELACC1W5 With guidance and support from adults, focus on a topic, respond to

questions and suggestions from peers, and add details to strengthen

writing as needed.



p. 137







All Rights Reserved



A Click Away

TG1st, p. 137

a. May include oral or written prewriting (graphic organizers). Teacher’s Guides



ELACC1W6 With guidance and support from adults, use a variety of digital tools to


Teacher’s Guides


Technology Link, pp. 45, 46, 47, 48, 51, 52, 56, 63


ELACC1W7 Participate in shared research and writing projects (e.g., exploring a

number of “how-to” books on a given topic and use them to write a

sequence of instructions).

Teacher’s Guides


p. 137



A Click Away

TG1st, p. 137

ELACC1W8 With guidance and support from adults, recall information from

experiences or gather information from provided sources to answer a

question.

Teacher’s Guides


p. 137




A Click Away

TG1st, p. 137


Range of Writing







All Rights Reserved





First Grade Speaking and Listening (SL) Standard

Number





ELACC1SL1 Participate in collaborative conversations with diverse partners about grade

1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with

care, speaking one at a time about the topics and texts under discussion).

Teacher’s Guides


Throughout, e.g., pp. 30–31, 44, 63, 72, 96, 121, 150

More to Learn, pp. 55, 57, 69, 83, 114

Support/ELL, p. 44

Language Arts Link, pp. 31, 69, 71, 82, 96, 100, 123, 136

Math Link, p. 107


Social Studies Link, pp. 68, 72, 73, 104



My Printing Book,

Throughout, e.g., pp. 18, 40, 65, 88



TG1st, pp. 31, 66, 166-167


TG1st, pp. 44, 63

A Click Away

TG1st, p. 44






All Rights Reserved

b. Build on others’ talk in conversations by responding to the comments of

others through multiple exchanges.

Teacher’s Guides


Throughout, e.g., pp. 30, 31, 44, 63, 72, 96, 121, 150

More to Learn, pp. 55, 57, 69, 83, 114

Support/ELL, p. 44


Math Link, p. 107


Social Studies Link, pp. 68, 72–73, 104



My Printing Book,

Throughout, e.g., pp. 18, 40, 65, 88

Teacher Tools, Music, and Manipulatives Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 1, 5, 7, 8, 9, 16, 17, 19

TG1st, pp. 31, 66, 166–167


TG1st, pp. 44, 63

A Click Away

TG1st, p. 44 c. Ask questions to clear up any confusion about the topics and texts under

discussion.

Teacher’s Guides


Throughout, e.g., pp. 30, 31, 44, 63, 72, 96, 121, 150

More to Learn, pp. 55, 57, 69, 83, 114

Support/ELL, p. 44


Math Link, p. 107





Throughout, e.g., pp. 18, 40, 65, 88



TG1st, pp. 31, 66, 166–167






All Rights Reserved


TG1st, pp. 44, 63

A Click Away

TG1st, p. 44

ELACC1SL2 Ask and answer questions about key details in a text read aloud or

information presented orally or through other media.



Throughout, e.g., pp. 30, 31, 44, 63, 72, 96, 121, 150

More to Learn, pp. 55, 57, 69, 83, 114

Support/ELL, p. 44


Math Link, p. 107





Throughout, e.g., pp. 18, 40, 65, 88



TG1st, pp. 31, 66, 166–167


TG1st, pp. 44, 63

A Click Away

TG1st, p. 44

ELACC1SL3 Ask and answer questions about what a speaker says in order to gather

additional information or clarify something that is not understood.

Teacher’s Guides


Throughout, e.g., pp. 30, 31, 63, 72, 96, 121, 150

More to Learn, pp. 55, 57, 69, 83, 114


Math Link, p. 107





My Printing Book,

Throughout, e.g., pp. 18, 40, 65, 88






All Rights Reserved



TG1st, pp. 31, 66, 166–167

Blackboard with Double Lines,

TG1st, p. 63


ELACC1SL4 Describe people, places, things, and events with relevant details, expressing

ideas and feelings clearly.

Teacher’s Guides


pp. 29, 137



Language Arts Link, pp. 82, 96, 100, 115, 129–130, 133, 152

Science Link, pp. 78, 86, 90, 111, 118, 135




TG1st, pp. 29, 166–167

A Click Away

TG1st, pp. 29, 137

ELACC1SL5 Add drawings or other visual displays to descriptions when appropriate to

clarify ideas, thoughts, and feelings.

Teacher’s Guides


Throughout, e.g., pp. 31, 33, 43, 44, 49, 62, 67, 73, 76, 96, 108, 114, 131–

132, 142, 146

More to Learn, pp. 99, 105, 109, 125, 148

Support/ELL, pp. 101, 107, 112, 117


Math Link, pp. 119, 122, 146, 154

Science Link, pp. 111, 118, 124, 135



My Printing Book,

Throughout, e.g., pp. 19, 40, 52, 58, 75, 76, 84

Teacher Tools, Music, and Manipulatives Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 3, 5, 12, 13, 14, 15, 17,

18, 19

TG1st, pp. 31, 46, 50, 62, 66–67, 73, 166–167


TG1st, pp. 44, 63






All Rights Reserved

Slate Chalkboard

TG1st, pp. 43, 45, 142

A Click Away

TG1st, pp. 43, 44, 46, 49, 50, 67, 76

ELACC1SL6 Produce complete sentences when appropriate to task and situation. (See

grade 1 Language standards 1 and 3 for specific expectations.)



Throughout, e.g., pp. 66, 81, 89, 93, 95, 103, 111, 118, 129–130, 137

More to Learn, pp. 70, 72, 74, 89, 94, 121, 126, 131

Support/ELL, pp. 89, 109, 115, 125

Language Arts Link, pp. 74, 75, 82, 92, 96, 101, 113, 115, 129–130, 137

Math Link, p. 103




My Printing Book,

Throughout, e.g., pp. 25, 33, 37, 39, 47, 55, 62, 73–74



TG1st, p. 66

A Click Away

TG1st, pp. 66, 137






All Rights Reserved





First Grade Language (L) Standard

Number





ELACC1L1 Demonstrate command of the conventions of Standard English grammar

and usage when writing or speaking.

a. Print all upper- and lowercase letters.



Throughout, e.g., pp. 43–46, 49, 52, 54, 56, 63, 66, 69, 73, 78-79, 85, 90–

91, 98–99, 106–107, 118, 122v123, 132

More to Learn, pp. 44, 63, 82, 84, 87, 90, 107, 108, 120

Support/ELL, pp. 45–46, 63, 67, 68, 78, 82, 90, 97–98, 104, 112, 120,

121–122, 126

Technology Link, pp. 46–47, 52, 56, 63


My Printing Book,

Throughout, e.g., pp. 8, 10, 15, 19, 22v23, 29, 34–35, 42–43, 50–51, 62,

66v67, 76


Rock, Rap, Tap & Learn CD, Throughout, e.g., tracks 3, 12, 13, 14, 15, 16,

17, 18, 19

TG1st, pp. 46, 50, 66, 69, 73, 98–99, 106

More to Learn, pp. 52, 53, 90, 98 122


TG1st, Throughout, e.g., pp. 44, 63, 74, 78, 90, 98, 122






All Rights Reserved

Slate Chalkboard

TG1st, pp. 43, 45

A Click Away

TG1st, pp. 43–44, 49–50, 66, 67

b. Use common, proper, and possessive nouns.



Throughout, e.g., pp. 71, 80, 85, 92, 103, 111, 117, 121, 129, 133



Science Link, p. 78



My Printing Book,

Throughout, e.g., pp. 17, 24, 29, 36, 47, 55, 61, 65, 73, 77

Teacher Tools, Music, and Manipulatives Rock, Rap, Tap & Learn CD, tracks 4, 7, 9, 12, 17, 19, 20, 21

TG1st, pp. 31, 50, 166-167

c. Use singular and plural nouns with matching verbs in basic sentences

(e.g., He hops; We hop).

Teacher’s Guides


pp. 81, 89, 93, 95, 99, 103, 105, 109, 111, 115, 118–119, 121, 133


Support/ELL, pp. 81, 89, 95, 99, 109, 115, 125



My Printing Book,

pp. 25, 33, 37, 39, 43, 47, 49, 53, 55, 59, 62, 63, 65, 77



TG1st, pp. 81, 89, 93, 95, 99, 105, 109, 115, 121

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,

them, their, anyone, everything).

Teacher’s Guides


pp. 81, 95, 99, 115, 118–119, 129, 131


Support/ELL, pp. 81, 95, 99, 115






All Rights Reserved


My Printing Book,

pp. 25, 39, 43, 59, 62, 63, 73, 75



TG1st, pp. 81, 95, 99, 115, 121

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I

walked home; Today I walk home; Tomorrow I will walk home).

Teacher’s Guides


pp. 81, 89, 93, 95, 103, 105, 109, 129, 133


Support/ELL, pp. 81, 89, 95, 109



My Printing Book,

pp. 25, 33, 37, 39, 47, 49, 53, 73, 77



TG1st, pp. 81, 89, 93, 95, 105, 109

f. Use frequently occurring adjectives.

Teacher’s Guides



g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).* Teacher’s Guides


pp. 93, 111, 125, 135


My Printing Book,

pp. 37, 55, 69, 79



TG1st, pp. 93, 125

h. Use determiners (e.g., articles, demonstratives).

Teacher’s Guides


pp. 105, 121, 130, 133, 135–136






All Rights Reserved


My Printing Book,

pp. 49, 65, 74, 77, 79, 80



TG1st, pp. 105, 121

i. Use frequently occurring prepositions (e.g., during, beyond, toward).* Teacher’s Guides


pp. 130, 131



My Printing Book,

pp. 74, 75

j. Produce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentences in response to

questions and prompts.

Teacher’s Guides


pp. 129–130



My Printing Book,

pp. 73, 74

k. Prints with appropriate spacing between words and sentences. Teacher’s Guides


pp. 38, 66, 81, 89, 93, 95, 99, 103, 105, 109, 111, 115, 118–119, 121, 125,

129–131, 133, 135–137, 171

More to Learn, pp. 70, 72, 74, 94

Support/ELL, p. 105




My Printing Book,

pp. 25, 33, 37, 39, 43, 47, 49, 53, 55, 59, 62–63, 65, 69, 73–75, 77, 79–80


TG1st, pp. 66, 81, 89, 93, 95, 99, 105, 109, 115, 121, 125

A Click Away,

TG1st, pp. 66, 137






All Rights Reserved

ELACC1L2 Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of people.

Teacher’s Guides


pp. 81, 85, 89, 95, 99, 103, 105, 109, 121, 128–129, 137



My Printing Book,

pp. 25, 29, 33, 39, 43, 47, 49, 53, 65, 72–73,



TG1st, pp. 81, 89, 95, 99, 105, 109, 121

A Click Away

TG1st, p. 137

b. Use end punctuation for sentences.



pp. 81, 89, 93, 95, 99, 103, 105, 109, 111, 115, 118, 119, 121, 125, 130,

131, 133, 136, 137

More to Learn, pp. 70, 72, 74, 93, 94,

Support/ELL, pp. 81, 89, 95, 99, 109, 115, 125




My Printing Book,

pp. 25, 33, 37, 39, 43, 47, 49, 53, 55, 59, 62, 63, 65, 69, 74, 75, 77, 80



TG1st, pp. 66, 93, 105, 166-167

A Click Away

TG1st, pp. 66, 137

c. Use commas in dates and to separate single words in a series. Teacher’s Guides


pp. 111, 131, 135







All Rights Reserved


My Printing Book,

pp. 55, 75, 79

d. Use conventional spelling for words with common spelling patterns and

for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and

spelling conventions.


ELACC1L3 (Begins in 2nd

Grade)


ELACC1L4 Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 1 reading and content, choosing flexibly from an

array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and their inflectional

forms (e.g., looks, looked, looking).

ELACC1L5 With guidance and support from adults, demonstrate understanding of

word relationships and nuances in word meanings.

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the

concepts the categories represent.

Teacher’s Guides






b. Define words by category and by one or more key attributes (e.g., a duck

is a bird that swims; a tiger is a large cat with stripes).

c. Identify real-life connections between words and their use (e.g., note

places at home that are cozy).

d. Distinguish shades of meaning among verbs differing in manner (e.g.,

look, peek, glance, stare, glare, scowl) and adjectives differing in intensity

(e.g., large, gigantic) by defining or choosing them or by acting out the

meanings.

Teacher’s Guides



ELACC1L6 Use words and phrases acquired through conversations, reading and being

read to, and responding to texts, including using frequently occurring

conjunctions to signal simple relationships (e.g., I named my hamster Nibblet

because she nibbles too much because she likes that).

Teacher’s Guides


Throughout, e.g., pp. 29, 43, 44, 53, 57, 68, 71, 92, 100, 111, 119, 132, 134

More to Learn, pp. 53, 66, 83, 98, 104, 114, 136, 146


Language Arts Link, pp. 71, 75, 96, 100–101, 106, 115, 121, 130, 133






All Rights Reserved


Science Link, pp. 90, 98, 131, 144




My Printing Book,

Throughout, e.g., pp. 14, 17, 36, 44, 55, 63, 76–78

Teacher Tools, Music, and Manipulatives Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 2, 3, 5, 9, 12, 13, 14,

15, 19

TG1st, pp. 29, 46, 50, 53, 66, 98, 166-167

Slate Chalkboard

TG1st, pp. 43, 45


TG1st, pp. 44, 63

A Click Away

TG1st, pp. 29, 31, 43, 44, 66


Grade 2

2nd Grade Printing Teacher's GuidePrinting PowerKick Start Cursive






All Rights Reserved

ELA CCGPS – Grade Two

Title of Textbook : Printing Power and Kick Start Cursive



Second Grade Reading Literary (RL)

Standard

Number

Standard

Where Taught



ELACC2RL1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

Teacher’s Guides

2nd

Grade Printing Teacher’s Guide (TG2nd),


ELACC2RL2 Recount stories, including fables and folktales from diverse cultures, and

determine their central message, lesson, or moral.

ELACC2RL3 Describe how characters in a story respond to major events and challenges.

Craft and Structure

ELACC2RL4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes,

repeated lines) supply rhythm and meaning in a story, poem, or song.

Teacher’s Guides

2nd



ELACC2RL5 Describe the overall structure of a story, including describing how the

beginning introduces the story and the ending concludes the action.

ELACC2RL6 Acknowledge differences in the points of view of characters, including by

speaking in a different voice for each character when reading dialogue aloud.


ELACC2RL7 Use information gained from the illustrations and words in a print or digital

text to demonstrate understanding of its characters, setting, or plot.


ELACC2RL9 Compare and contrast two or more versions of the same story (e.g.,

Cinderella stories) by different authors or from different cultures.






All Rights Reserved


ELACC2RL10 By the end of the year, read and comprehend literature, including stories

and poetry, in the grades 2-3 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

Teacher’s Guides

2nd


pp. 104, 105, 115, 123



Printing Power,

pp. 52, 53, 63, 71






All Rights Reserved

ELA CCGPS - Grade Two



Publisher Name: Handwriting Without Tears Date of Copyright: 2013

Second Grade Reading Informational (RI) Standard

Number





ELACC2RI1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

Teacher’s Guides

2nd



Science Link, p. 82


ELACC2RI2 Identify the main topic of a multi-paragraph text as well as the focus of

specific paragraphs within the text.

ELACC2RI3 Describe the connection between a series of historical events, scientific ideas

or concepts, or steps in technical procedures in a text.

Teacher’s Guides

2nd



Craft and Structure

ELACC2RI4 Determine the meanings of words and phrases in a text relevant to a grade 2

topic or subject area.

Teacher’s Guides

2nd


Language Arts Link, pp. 67

Science Link, p. 82


ELACC2RI5 Know and use various text features (e.g., captions, bold print, subheadings,

glossaries, indexes, electronic menus, icons) to locate key facts or

information in a text efficiently.

Teacher’s Guides

2nd



Science Link, p. 82


ELACC2RI6 Identify the main purpose of a text, including what the author wants to

answer, explain, or describe.

Teacher’s Guides

2nd








All Rights Reserved

Science Link, p. 82



ELACC2RI7 Explain how specific images (e.g., a diagram showing how a machine works)

contribute to and clarify a text.

ELACC2RI8 Describe how reasons support specific points the author makes in a text.

ELACC2RI9 Compares and contrast the most important points presented by two texts on

the same topic.


ELACC2RI10 By the end of the year, read and comprehend informational texts, including

history/social studies, science, and technical texts, in the grades 2-3 text

complexity band proficiently, with scaffolding as needed at the high end of

the range.


nd Grade Printing Teacher’s Guide (TG2nd),


Science Link, p. 82







All Rights Reserved




Publisher Name: Handwriting Without Tears Date of Copyright: 2013

Second Grade Reading Foundational (RF) Standard

Number




Print Concepts

NA Kindergarten and 1st grade only





words.

a. Distinguish long and short vowels when reading regularly spelled one-

syllable words.

Teacher’s Guides

2nd


Throughout, e.g., pp. 63, 66, 71, 73, 75, 78, 80, 82, 88, 90

More to Learn, pp. 60, 66, 75



Printing Power,

Throughout, e.g., pp. 15, 16, 21, 23, 25, 28, 30, 32, 38, 40


TG1st, pp. 60, 172-173

b. Know spelling-sound correspondences for additional common vowel

teams.

Teacher’s Guides

2nd


Throughout, e.g., pp. 63, 68, 71, 75, 80, 82, 84, 86, 88, 90








All Rights Reserved


Printing Power,

Throughout, e.g., pp. 15, 18, 21, 25, 30, 32, 34, 36, 38, 40

c. Decode regularly spelled two-syllable words with long vowels.



Throughout, e.g., pp. 67, 71, 78, 81, 83, 92, 93, 94, 96, 105



Printing Power,

Throughout, e.g., pp. 17, 21, 28, 31, 33, 42, 43, 44, 46, 53

d. Decode words with common prefixes and suffixes.



pp. 75, 77, 78, 80, 81, 84, 94, 96, 99, 105, 117


Support/ELL, p. 94



Printing Power,

pp. 25, 27, 28, 30, 31, 34, 44, 46, 49, 53, 65

e. Identify words with inconsistent but common spelling-sound

correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.

Fluency

ELACC2RF4

Read with sufficient accuracy and fluency to support comprehension.


2nd


pp. 81, 95, 99, 104, 105, 107, 115, 123, 128, 129


Science Link, p. 82



Printing Power,

pp. 31, 45, 49, 52, 53, 55, 63, 71, 76, 77






All Rights Reserved

b. Read on-level text orally with accuracy, appropriate rate, and expression

on successive readings.

Teacher’s Guides

2nd


pp. 81, 95, 99, 104, 105, 107, 115, 123, 128, 129


Science Link, p. 82



Printing Power,

pp. 31, 45, 49, 52, 53, 55, 63, 71, 76, 77

c. Use context to confirm or self-correct word recognition and







All Rights Reserved





Second Grade Writing (W) Standard

Number





ELACC2W1 Write opinion pieces in which they introduce the topic or book they are

writing about, state an opinion, supply reasons that support the opinion,

use linking words (e.g., because, and, also) to connect opinion and reasons,

and provide a concluding statement or section.




ELACC2W2 Write informative/explanatory texts in which they introduce a topic, use

facts and definitions to develop points, and provide a concluding statement

or section.

Teacher’s Guides

2nd


p. 119





Printing Power,

p. 67

ELACC2W3 Write narratives in which they recount a well-elaborated event or short

sequence of events, include details to describe actions, thoughts, and

feelings, use temporal words to signal event order, and provide a sense

of closure.



p. 107



Printing Power,

p. 55






All Rights Reserved


ELACC2W4 (Begins in grade 3)

ELACC2W5 With guidance and support from adults and peers, focus on a topic and

strengthen writing as needed by revising and editing.

a. May include prewriting.

Teacher’s Guides

2nd



ELACC2W6 With guidance and support from adults, use a variety of digital tools to



ELACC2W7 Participate in shared research and writing projects (e.g., read a number of

books on a single topic to produce a report; record science observations).

Teacher’s Guides

2nd




Social Studies Link, pp. 109, 111, 119, 122, 127, 138

ELACC2W8 Recall information from experiences or gather information from

provided sources to answer a question.

Teacher’s Guides

2nd






Range of Writing

ELACCKW10 (Begins in grade 3)






All Rights Reserved





Second Grade Speaking and Listening (SL) Standard

Number





ELACC2SL1 Participate in collaborative conversations with diverse partners about grade

2 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about the

topics and texts under discussion).



Throughout, e.g., pp. 29, 30, 44, 60, 63, 65, 68, 72, 73, 77, 79, 85, 92, 99,

104, 136, 161

More to Learn, pp. 48, 61, 69, 86, 112, 116, 138

Support/ELL, p. 67


Math Link, pp. 51, 72, 110, 139, 146


Social Studies Link, pp. 80, 90, 92, 94, 99, 106, 123, 129, 138

Technology Link, pp. 101, 107, 117


Printing Power,

Throughout, e.g., pp. 15, 18, 22, 23, 27, 29, 35, 42, 49, 52


Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 1, 2, 7, 10, 14, 17, 20,

21

TG2nd, pp. 29, 31, 44, 55, 60, 61, 64, 136, 172-173

A Click Away

TG2nd, pp. 29, 31, 44, 55, 60, 61, 64, 136, 161






All Rights Reserved

b. Build on others’ talk in conversations by linking their comments to the

remarks of others.

Teacher’s Guides

2nd


Throughout, e.g., pp. 63, 73, 77, 79, 85, 92, 99





Printing Power,

Throughout, e.g., pp. 15, 23, 27, 29, 35, 47, 49 c. Ask for clarification and further explanation as needed about the topics

and texts under discussion.




Math Link, pp. 51, 72, 146

Science Link, pp. 71, 82, 111, 120

Social Studies Link, pp. 61, 73, 80, 90, 92, 99, 106, 123, 129, 138


ELACC2SL2 Recount or describe key ideas or details from written texts read aloud or

information presented orally or through other media.

Teacher’s Guides

2nd


Throughout, e.g., pp. 29, 31, 37, 44, 55, 60, 64, 70, 101, 136, 141, 143




Printing Power,

pp. 20, 51, 83, 85



TG2nd, pp. 29, 31, 70, 172-173

A Click Away

TG2nd, pp. 29, 31, 37, 44, 60, 64, 136

ELACC2SL3 Ask and answer questions about what a speaker says in order to clarify

comprehension, gather additional information, or deepen understanding of

a topic or issue.

Teacher’s Guides

2nd


p. 99


Math Link, pp. 51, 72, 146

Science Link, pp. 71, 82, 111, 120








All Rights Reserved


Printing Power,

p. 49


ELACC2SL4 Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences.

Teacher’s Guides

2nd



ELACC2SL5 Create audio recordings of stories or poems; add drawings or other visual

displays to stories or recounts of experiences when appropriate to clarify

ideas, thoughts, and feelings.

Teacher’s Guides

2nd



ELACC2SL6 Produce complete sentences when appropriate to task and situation in order

to provide requested detail or clarification. (See grade 2 Language

Standards 1 and 3 for specific expectations.)

Teacher’s Guides

2nd


pp. 91, 100, 101, 119, 121, 126-127, 131


Support/ELL, p. 91






Printing Power,

pp. 41, 50, 51, 67, 69, 74-75, 79


TG2nd, pp. 101, 172-173






All Rights Reserved





Second Grade Language (L) Standard

Number







a. Use collective nouns (e.g., group).



pp. 80, 130


Support/ELL, p. 80



Printing Power,

pp. 30, 78 b. Form and use frequently occurring irregular plural nouns (e.g., feet,

children, teeth, mice, fish).

c. Use reflexive pronouns (e.g., myself, ourselves).

Teacher’s Guides

2nd


p. 130




Printing Power,

p. 78






All Rights Reserved

d. Form and use the past tense of frequently occurring irregular verbs (e.g.,

sat, hid, told).

e. Use adjectives and adverbs, and choose between them depending on what

is to be modified.

Teacher’s Guides

2nd


pp. 91, 121

Support/ELL, p. 91



Printing Power,

pp. 41, 69



TG2nd, pp. 101, 172-173 f. Produce, expand, and rearrange complete simple and compound sentences

(e.g., The boy watched the movie; The little boy watched the movie; The action

movie was watched by the little boy).

Teacher’s Guides

2nd


pp. 80, 130


Support/ELL, p. 80


Student Activity Books Printing Power,

pp. 30, 78

g. Creates documents with legible handwriting.

Teacher’s Guides

2nd


Throughout, e.g., pp. 63, 70, 78, 81, 95, 100-101, 106, 109, 113, 117, 119,

121, 131, 138, 141, 146, 148




143, 145

Mathematics Link, pp. 86, 139





Printing Power,

Throughout, e.g., pp. 15, 20, 28, 31, 45, 50-51, 54, 57, 61, 65, 67, 69, 79,






All Rights Reserved

80, 83, 88, 90

Kick Start Cursive,

Throughout, e.g., pp. 7, 10, 13, 14, 18, 23, 29, 32


Rock, Rap, Tap & Learn CD, tracks 7, 15, 21, 22

TG2nd, Throughout, e.g., pp. 70, 78, 101, 141, 148


TG2nd, Throughout, e.g., pp. 63, 78

Slate Chalkboard

TG2nd, pp. 139-148



a. Capitalize holidays, product names, and geographic names.

Teacher’s Guides

2nd


pp. 95, 112 , 120–122, 126, 127


Social Studies Link, pp. 122–123


Printing Power,

pp. 45, 60, 68, 69, 74, 75 b. Use commas in greetings and closings of letters.

Teacher’s Guides

2nd


pp. 118, 119


Support/ELL, p. 119


Student Activity Books Printing Power,

pp. 66, 67 c. Use an apostrophe to form contractions and frequently occurring

possessives.

Teacher’s Guides

2nd


pp. 81, 104–106, 120

More to Learn, pp. 81, 105–106

Support/ELL, p. 104







All Rights Reserved


Printing Power,

pp. 31, 52 , 53, 54, 68

d. Generalize learned spelling patterns when writing words (e.g., cage →

badge; boy → boil).

e. Consult reference materials, including beginning dictionaries, as needed

to check and correct spellings.





ELACC2L3 Use knowledge of language and its conventions when writing, speaking,

reading, or listening.

a. Compare formal and informal uses of English.



and phrases based on grade 2 reading and content, choosing flexibly from an

array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase. Teacher’s Guides

2nd


p. 105


Printing Power,

p. 53

b. Determine the meaning of the new word formed when a known prefix is

added to a known word (e.g., happy/unhappy, tell/retell).

Teacher’s Guides

2nd


Language Arts Link, p. 114 c. Use a known root word as a clue to the meaning of an unknown word with

the same root (e.g., addition, additional).



p. 94



Printing Power,

p. 44 d. Use knowledge of the meaning of individual words to predict the meaning

of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf,

notebook, bookmark).

Teacher’s Guides

2nd


pp. 108, 110-111


Support/ELL, p. 108







All Rights Reserved


Printing Power,

pp. 56, 58-59 e. Use glossaries and beginning dictionaries, both print and digital, to

determine or clarify the meaning of words and phrases.

Teacher’s Guides

2nd



ELACC2L5 Demonstrate understanding of word relationships and nuances in word

meanings.

a. Identify real-life connections between words and their use (e.g., describe

foods that are spicy or juicy).

Teacher’s Guides

2nd


More to Learn, p. 65 b. Distinguish shades of meaning among closely related verbs (e.g., toss,

throw, hurl) and closely related adjectives (e.g., thin, slender, skinny,

scrawny).

Teacher’s Guides

2nd




ELACC2L6 Use words and phrases acquired through conversations, reading and being

read to, and responding to texts, including using adjectives and adverbs to

describe (e.g., When other kids are happy that makes me happy).

Teacher’s Guides

2nd


Throughout, e.g., pp. 29, 31, 44, 49, 55, 60, 61, 64, 70, 88, 91, 106, 108,

114, 130, 136, 142, 161




Math Link, pp. 51, 72, 146

Science Link, pp. 71, 82, 111, 120




Printing Power,

Throughout, e.g., pp. 11, 20, 38, 41, 54, 56, 62, 78, 84

Teacher Tools, Music, and Manipulatives Rock, Rap, Tap & Learn CD, Throughout, e.g., Tracks 1, 2, 7, 10, 14, 17, 20–

21

TG2nd, pp. 29, 31, 44, 55, 60–61, 64, 136, 172-173


TG2nd, pp. 66–68, 71–73, 76–79, 82–87, 92–93, 96, 97, 159

Slate Chalkboard

TG2nd, pp. 139-148

A Click Away

TG2nd, pp. 29, 31, 44, 55, 60–61, 64, 136, 161


Grade 3

3rd Grade Cursive Teacher's GuideCursive Handwriting






All Rights Reserved

ELA CCGPS – Grade Three

Title of Textbook : Cursive Handwriting



Third Grade Reading Literary (RL)

Standard

Number

Standard

Where Taught



ELACC3RL1 Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.

Teacher’s Guides

3rd

Grade Cursive Teacher’s Guide (TG3rd),



ELACC3RL2 Recount stories, including fables, folktales, and myths from diverse cultures;

determine the central message, lesson, or moral and explain how it is

conveyed through key details in the text.

Teacher’s Guides

3rd




ELACC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events.


rd Grade Cursive Teacher’s Guide (TG3rd),



Craft and Structure

ELACC3RL4 Determine the meaning of words and phrases as they are used in a text,

distinguishing literal from non-literal language.

Teacher’s Guides

3rd



ELACC3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about

a text, using terms such as chapter, scene, and stanza; describe how each

successive part builds on earlier sections.




ELACC3RL6 Distinguish their own point of view from that of the narrator or those of the

characters.






All Rights Reserved


ELACC3RL7 Explain how specific aspects of a text’s illustrations contribute to what is

conveyed by the words in a story (e.g., create mood, emphasize aspects of a

character or setting).

Teacher’s Guides

3rd




ELACC3RL9 Compare and contrast the themes, settings, and plots of stories written by the

same author about the same or similar characters (e.g., in books from a

series).

Teacher’s Guides

3rd




ELACC3RL10 By the end of the year, read and comprehend literature, including stories,

dramas, and poetry, at the high end of the grades 2-3 text complexity band

independently and proficiently.

Teacher’s Guides

3rd



Social Studies Link, pp. 131–132






All Rights Reserved

ELA CCGPS - Grade Three




Third Grade Reading Informational (RI) Standard

Number





ELACC3RI1 Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.

Teacher’s Guides

3rd



Science Link, pp. 99, 101, 105, 111, 117, 134

Social Studies Link, pp. 53, 79, 83, 84, 88, 95, 119, 130, 144– 145

ELACC3RI2 Determine the main idea of a text; recount the key details and explain how

they support the main idea.

Teacher’s Guides

3rd



Science Link, pp. 99, 101, 105, 111, 117, 134

Social Studies Link, pp. 53, 79, 83, 84, 88, 95, 119, 130, 144–145

ELACC3RI3 Describe the relationship between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text, using language

that pertains to time, sequence, and cause/effect.

Craft and Structure

ELACC3RI4 Determine the meaning of general academic and domain-specific words and

phrases in a text relevant to a grade 3 topic or subject area.

Teacher’s Guides

3rd


Science Link, pp. 96, 99, 101, 105, 111, 117, 120, 134

Social Studies Link, pp. 53, 56, 83, 84, 88, 95, 115, 119, 130, 136, 144–

145

ELACC3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to

locate information relevant to a given topic quickly and efficiently.




Science Link, pp. 96, 99, 101, 105, 111, 117, 120, 134






All Rights Reserved


145

Student Activity Books Cursive Handwriting,

Throughout, e.g., pp. 10, 37, 54, 65, 76, 82, 87, 92

ELACC3RI6 Distinguish their own point of view from that of the author of a text.


ELACC3RI7 Use information gained from illustrations (e.g., maps, photographs) and the

words in a text to demonstrate understanding of the text (e.g., where, when,

why, and how key events occur).

Teacher’s Guides

3rd



Science Link, pp. 96, 99, 101, 105, 111, 117, 120, 134


145


Throughout, e.g., pp. 10, 37, 54, 65, 76, 82, 87, 92

ELACC3RI8 Describe the logical connection between particular sentences and

paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a

sequence).

ELACC3RI9 Compare and contrast the most important points and key details presented

in two texts on the same topic.



history/social studies, science, and technical texts, at the high end of the

grades 2-3 text complexity band independently and proficiently.

Teacher’s Guides

3rd



Science Link, pp. 99, 101, 105, 111, 117, 134







All Rights Reserved





Third Grade Reading Foundational (RF) Standard

Number




Print Concepts






words.

a. Identify and know the meaning of the most common prefixes and

derivational suffixes.

Teacher’s Guides

3rd


pp. 136, 140


Support/ ELL, p. 140



Cursive Handwriting,

pp. 84, 88

b. Decode words with common Latin suffixes.



p. 136








All Rights Reserved



p. 84

c. Decode multi-syllable words.

d. Read grade-appropriate irregularly spelled words.

Teacher’s Guides

3rd



Fluency


a. Read on-level text with purpose and understanding.

Teacher’s Guides

3rd


p. 140


Support/ELL, p. 135


Science Link, pp. 96, 99, 101, 105, 111, 117, 120, 134

Social Studies Link, pp. 95, 115, 119, 128, 130, 136, 144–146



p. 88

b. Read on-level prose and poetry orally with accuracy, appropriate rate,

and expression on successive readings.

Teacher’s Guides

3rd


p. 140


Support/ELL, p. 135




p. 88



Teacher’s Guides

3rd


p. 140


Support/ELL, p. 135


Science Link, pp. 96, 99, 101, 105, 111, 117, 120, 134







All Rights Reserved



p. 88






All Rights Reserved





Third Grade Writing (W) Standard

Number





ELACC3W1 Write opinion pieces on topics or texts, supporting a point of view with

reasons.

a. Introduce the topic or book they are writing about, state an opinion, and

create an organizational structure that lists reasons.

Teacher’s Guides

3rd




b. Provide reasons that support the opinion.





c. Use linking words and phrases (e.g., because, therefore, since, for

example) to connect opinion and reasons.

d. Provide a concluding statement or section.

Teacher’s Guides

3rd




ELACC3W2 Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.

a. Introduce a topic and group related information together; include

illustrations when useful to aiding comprehension.

Teacher’s Guides

3rd


pp. 144-145


Science Link, pp. 94, 96, 99, 141







All Rights Reserved



pp. 92-93

b. Develop the topic with facts, definitions, and details.

Teacher’s Guides

3rd


pp. 144-145


Science Link, pp. 94, 96, 99, 141

Social Studies Link, pp. 79, 95, 104, 115, 119, 130, 132, 140, 143– 145


pp. 92-93

c. Use linking words and phrases (e.g., also, another, and, more, but) to

connect ideas within categories of information.

Teacher’s Guides

3rd



d. Provide a concluding statement or section.

Teacher’s Guides

3rd


pp. 144-145


Science Link, pp. 94, 96, 99, 141




pp. 92-93

ELACC3W3 Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters;

organize an event sequence that unfolds naturally.

Teacher’s Guides

3rd



b. Use dialogue and descriptions of actions, thoughts, and feelings to develop

experiences and events or show the response of characters to situations.

Teacher’s Guides

3rd



c. Use temporal words and phrases to signal event order. Teacher’s Guides 3








All Rights Reserved

d. Provide a sense of closure.

Teacher’s Guides

3rd




ELACC3W4 With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose.

(Grade-specific expectations for writing types are defined in Standards 1-3

above.)

Teacher’s Guides

3rd


pp. 139, 141, 144-145


Science Link, pp. 76, 96, 99, 141




pp. 87, 89, 92-93

ELACC3W5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for

conventions should demonstrate command of Language Standards 1–3 up to

and including grade 3.)

Teacher’s Guides

3rd


pp. 139, 141, 144-145


Science Link, pp. 76, 96, 99, 141




pp. 87, 89, 92-93

ELACC3W6 With guidance and support from adults, use technology to produce and

publish writing (using keyboarding skills) as well as to interact and

collaborate with others.


ELACC3W7 Conduct short research projects that build knowledge about a topic.






ELACC3W8 Recall information from experience or gather information from print and

digital sources; take brief notes on sources and sort evidence into provided

categories.

Teacher’s Guides

3rd




Social Studies Link, pp. 91, 95, 104, 115, 119, 128, 132, 143–145







All Rights Reserved

Range of Writing

ELACC3W10 Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a

range of discipline-specific tasks, purposes, and audiences.

Teacher’s Guides

3rd


Throughout, e.g., pp. 48-49, 53, 67, 73, 102, 108-109, 130, 136, 139, 146


Science Link, pp. 76, 96, 120, 141

Social Studies Link, pp. 69, 79, 95, 104, 115, 119, 128, 130, 132, 140, 143,

144–145



Throughout, e.g., pp. 9, 21, 27, 54, 60-61, 78, 84, 87, 94



TG3rd, pp. 48, 49






All Rights Reserved





Third Grade Speaking and Listening (SL) Standard

Number





ELACC3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 3 topics and texts,

building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the

topic to explore ideas under discussion.

Teacher’s Guides

3rd




Social Studies Link, pp. 84, 88, 104, 115, 144–145

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in

respectful ways, listening to others with care, speaking one at a time about

the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on

topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

ELACC3SL2 Determine the main ideas and supporting details of a text read aloud or

information presented in diverse media and formats, including visually,

quantitatively, and orally.

ELACC3SL3 Ask and answer questions about information from a speaker, offering

appropriate elaboration and detail.






All Rights Reserved


ELACC3SL4 Report on a topic or text, tell a story, or recount an experience with

appropriate facts and relevant, descriptive details, speaking clearly at an

understandable pace.

Teacher’s Guides

3rd


pp. 144-145

Science Link, pp. 77, 87, 111, 120

Social Studies Link, pp. 69, 88, 115, 119, 128, 144–145



pp. 92-93

ELACC3SL5 Create engaging audio recordings of stories or poems that demonstrate fluid

reading at an understandable pace; add visual displays when appropriate to

emphasize or enhance certain facts or details.

ELACC3SL6 Speak in complete sentences when appropriate to task and situation in order

to provide requested detail or clarification. (See grade 3 Language

Standards 1 and 3 for specific expectations.)






All Rights Reserved





Third Grade Language (L)

Standard

Number







a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in

general and their functions in particular sentences. *

Teacher’s Guides

3rd



b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).

d. Form and use regular and irregular verbs.

Teacher’s Guides

3rd



e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Teacher’s Guides

3rd


Throughout, e.g., pp. 67, 69, 87, 117




Throughout, e.g., pp. 21, 23, 41, 69

f. Ensure subject-verb and pronoun-antecedent agreement.*






All Rights Reserved

g. Form and use comparative and superlative adjectives and adverbs, and

choose between them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions.*

i. Produce simple, compound, and complex sentences.

j. Writes legibly in cursive.

Teacher’s Guides

3rd


Throughout, e.g., pp. 49, 53, 60-61, 68-69, 73, 84-85, 96-97, 102-103, 116-

117, 122, 130, 135, 139, 144-145

More to Learn, pp. 68, 70, 86, 95, 108, 110, 119, 132, 133



Science Link, pp. 76, 94, 96, 99, 141


143




Throughout, e.g., pp. 9, 14-15, 22-23, 27, 38-39, 48-49, 54-55, 68-69, 74,

78, 83, 92-93



TG3rd, Throughout, e.g., pp. 49, 53, 60-61, 68-69, 73, 84-85, 96-97, 116-

117



a. Capitalize appropriate words in titles.



Throughout, e.g., pp. 49, 64-65, 108-109, 120-121, 130, 138-139, 141, 146



Throughout, e.g., pp. 18-19, 60-61, 72-73, 78, 86-87, 89, 94



TG3rd, p. 49

b. Use commas in addresses.






All Rights Reserved

c. Use commas and quotation marks in dialogue.

Teacher’s Guides

3rd


pp. 128, 146



pp. 76, 94

d. Form and use possessives.

Teacher’s Guides

3rd


pp. 117, 141



pp. 69, 89

e. Use conventional spelling for high-frequency and other studied words and

for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

f. Use spelling patterns and generalizations (e.g., word families, position-

based spellings, syllable patterns, ending rules, meaningful word parts) in

writing words.

g. Consult reference materials, including beginning dictionaries, as needed

to check and correct spellings.


ELACC3L3 ELACC3L3: Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

a. Choose words and phrases for effect.*

Teacher’s Guides

3rd



b. Recognize and observe differences between the conventions of spoken and

written Standard English.

ELACC3L4 Determine or clarify the meaning of unknown and multiple-meaning word

and phrases based on grade 3 reading and content, choosing flexibly from a

range of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known affix is

added to a known word (e.g., agreeable/disagreeable,

comfortable/uncomfortable, care/careless, heat/preheat).



p. 136








All Rights Reserved



p. 84

c. Use a known root word as a clue to the meaning of an unknown word with

the same root (e.g., company, companion).



p. 136




p. 84

d. Use glossaries or beginning dictionaries, both print and digital, to

determine or clarify the precise meaning of key words and phrases.

ELACC3L5 With guidance and support from adults, demonstrate understanding of

word relationships and nuances in word meanings.

a. Distinguish the literal and non-literal meanings of words and phrases in

context (e.g., take steps).

Teacher’s Guides

3rd



b. Identify real-life connections between words and their use (e.g., describe

people who are friendly or helpful).

Teacher’s Guides

3rd



c. Distinguish shades of meaning among related words that describe states of

mind or degrees of certainty (e.g., knew, believed, suspected, heard,

wondered).




ELACC3L6 Acquire and use accurately grade-appropriate conversational, general

academic, and domain-specific vocabulary, including words and phrases

that signal spatial and temporal relationships (e.g., After dinner that night we

went looking for them).

Teacher’s Guides

3rd


Throughout, e.g., pp. 29, 39, 40, 45, 48, 50, 53, 62-63, 88-89, 96-97, 112,

132, 138, 140

Language Arts Link, pp. 60, 61, 71, 74–75, 77–78, 80–82, 89–90, 97, 102,

108, 110, 113, 122, 129, 138, 142

Math Link, pp. 51, 55, 57, 62, 64, 68, 70, 73, 85–86, 106, 114, 116, 121,

123

Science Link, pp. 77, 87, 96, 111, 120, 134, 141


144–145

Technology Link, pp. 38, 41, 93, 112, 135


Grade 4

4th Grade Cursive Teacher's GuideCursive Success






All Rights Reserved

ELA CCGPS – Grade Four

Title of Textbook : Cursive Success



Fourth Grade Reading Literary (RL)

Standard

Number

Standard

Where Taught




ELACC4RL1 Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text.


th Grade Cursive Teacher’s Guide (TG4th),


Language Arts Link, pp. 90, 112–113, 121, 125, 146


ELACC4RL2 Determine a theme of a story, drama, or poem from details in the text;

summarize the text.

Teacher’s Guides

4th

Grade Cursive Teacher’s Guide (TG4th),




ELACC4RL3 Describe in depth a character, setting, or event in a story or drama, drawing

on specific details in the text (e.g., a character’s thoughts, words, or actions).

Teacher’s Guides

4th





Craft and Structure


including those that allude to significant characters found in mythology (e.g.,

Herculean).

Teacher’s Guides

4th



ELACC4RL5 Explain major differences between poems, drama, and prose, and refer to

the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g.,

casts of characters, settings, descriptions, dialogue, stage directions) when

writing or speaking about a text.

Teacher’s Guides

4th










All Rights Reserved

ELACC4RL6 Compare and contrast the point of view from which different stories are

narrated, including the difference between first- and third-person

narrations.


ELACC4RL7 Make connections between the text of a story or drama and a visual or oral

presentation of the text, identifying where each version reflects specific

descriptions and directions in the text.

Teacher’s Guides

4th





ELACC4RL9 Compare and contrast the treatment of similar themes and topics (e.g.,

opposition of good and evil) and patterns of events (e.g., the quest) in stories,

myths, and traditional literature from different cultures.



dramas, and poetry, in the grades 4-5 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

Teacher’s Guides

4th










All Rights Reserved

ELA CCGPS - Grade Four




Fourth Grade Reading Informational (RI) Standard

Number





ELACC4RI1 Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text.

Teacher’s Guides

4th


Science Link, pp. 76, 89, 110, 114, 120, 128, 129


ELACC4RI2 Determine the main idea of a text and explain how it is supported by key

details; summarize the text.

Teacher’s Guides

4th


Science Link, pp. 76, 89, 110, 114, 120, 128–129


ELACC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or

technical text, including what happened and why, based on specific

information in the text.

Teacher’s Guides

4th


Science Link, pp. 76, 89, 110, 114, 120, 128, 129


Craft and Structure

ELACC4RI4 Determine the meaning of general academic language and domain-specific

words or phrases in a text relevant to a grade 4 topic or subject area.



Science Link, pp. 76, 89, 110, 114, 120, 128, 129


ELACC4RI5 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.

ELACC4RI6 Compare and contrast a firsthand and secondhand account of the same

event or topic; describe the differences in focus and the information

provided.






All Rights Reserved


ELACC4RI7 Interpret information presented visually, orally, or quantitatively (e.g., in

charts, graphs, diagrams, time lines, animations, or interactive elements on

Web pages) and explain how the information contributes to an

understanding of the text in which it appears.

Teacher’s Guides

4th


Math Link, p. 63

Science Link, p. 89


ELACC4RI8 Explain how an author uses reasons and evidence to support particular

points in a text.

ELACC4RI9 Integrate information from two texts on the same topic in order to write or

speak about the subject knowledgeably.

Teacher’s Guides

4th


Science Link, pp. 76, 89, 110, 114, 120, 128–129




history/social studies, science, and technical texts, in the grades 4-5 text

complexity band proficiently, with scaffolding as needed at the high end of

the range.

Teacher’s Guides

4th


Science Link, pp. 76, 89, 110, 114, 120, 128–129







All Rights Reserved





Fourth Grade Reading Foundational (RF) Standard

Number




Print Concepts

ELACC4RF1 Kindergarten and 1st grade only





words.

a. Use combined knowledge of all letter-sound correspondences,

syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multi-syllabic words in context and out of context.

Fluency



4th




Science Link, pp. 76, 89, 110, 114, 120, 128–129




Teacher’s Guides

4th


pp. 121, 124








All Rights Reserved





Fourth Grade Writing (W) Standard

Number





ELACC4W1 Write opinion pieces on topics or texts, supporting a point of view with

reasons.

a. Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which related ideas are grouped to support the

writer’s purpose.




b. Provide reasons that are supported by facts and details Teacher’s Guides

4th



c. Link opinion and reasons using words and phrases (e.g., for instance, in

order to, in addition).

d. Provide a concluding statement or section related to the opinion

presented.






a. Introduce a topic clearly and group related information in paragraphs

and sections; include formatting (e.g., headings), illustrations, and

multimedia when useful to aiding comprehension.

Teacher’s Guides

4th


pp. 122–123, 135, 142–143, 146

Support/ELL, p. 123


Science Link, pp. 60, 70, 83, 93, 100, 110, 120, 122








All Rights Reserved


Cursive Success,

pp. 70–71, 83, 90–91, 94

b. Develop the topic with facts, definitions, concrete details, quotations, or

other information and examples related to the topic.

Teacher’s Guides

4th


pp. 122–123, 135, 142–143, 146

Support/ELL, p. 123


Science Link, pp. 60, 70, 83, 93, 100, 110, 120, 122




Cursive Success,

pp. 70–71, 83, 90–91, 94

c. Link ideas within categories of information using words and phrases.

(e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or

explain the topic.



pp. 122–123, 135, 142–143, 146

Support/ELL, p. 123


Science Link, pp. 60, 70, 83, 93, 100, 110, 120, 122




Cursive Success,

pp. 70, 71, 83, 90-91, 94

e. Provide a concluding statement or section related to the information or

explanation presented.

Teacher’s Guides

4th


pp. 122, 123, 135, 142–143, 146

Support/ELL, p. 123


Science Link, pp. 60, 70, 83, 93, 100, 110, 120, 122




Cursive Success,

pp. 70, 71, 83, 90–91, 94






All Rights Reserved



a. Orient the reader by establishing a situation and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally.

Teacher’s Guides

4th



b. Use dialogue and description to develop experiences and events or show

the responses of characters to situations.




c. Use a variety of transitional words and phrases to manage the sequence of

events.

d. Use concrete words and phrases and sensory details to convey experiences

and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events. Teacher’s Guides

4th




ELACC4W4 Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in Standards 1–3 above.)

Teacher’s Guides

4th


pp. 112, 122–123, 135, 142–143, 146

Support/ELL, p. 123


Science Link, pp. 60, 70, 83, 93, 100, 110, 120, 122


Technology Link, pp. 144


Cursive Success,

pp. 60, 70, 71, 83, 90-91, 94







pp. 112, 122–123, 135, 142–143, 146

Support/ELL, p. 123

Language Arts Link, pp. 58–59, 69, 73, 84, 86, 96, 140, 146

Science Link, pp. 60, 70, 83, 93, 100, 110, 120, 122




Cursive Success,

pp. 60, 70, 71, 83, 90–91, 94






All Rights Reserved

ELACC4W6 With some guidance and support from adults, use technology, including the

Internet, to produce and publish writing as well as to interact and

collaborate with others; demonstrate sufficient command of keyboarding

skills to type a minimum of one page in a single sitting.


ELACC4W7 Conduct short research projects that build knowledge through investigation

of different aspects of a topic.




Science Link, pp. 60, 70, 76, 83, 89, 93, 100, 110, 114, 120, 122, 128–129,

131, 142

Social Studies Link, pp. 53, 65, 74, 77, 88, 101, 109, 111, 115, 126–127,

135–136, 141, 145


ELACC4W8 Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes and categorize

information, and provide a list of sources.

Teacher’s Guides

4th


pp. 122, 123, 135, 142–143, 146

Support/ELL, p. 123


Science Link, pp. 60, 70, 76, 83, 89, 93, 100, 110, 114, 120, 122, 128–129,

131, 142


135, 136, 141, 145



Cursive Success,

pp. 70–71, 83, 90–91, 94

ELACC4W9 Draw evidence from literary or informational texts to support analysis,

reflection, and research.

a. Apply grade 4 Reading Standards to literature (e.g., “Describe in depth a

character, setting, or event in a story or drama, drawing on specific details

in the text [e.g., a character’s thoughts, words, or actions]”).

Teacher’s Guides

4th




b. Apply grade 4 Reading Standards to informational texts (e.g., “Explain

how an author uses reasons and evidence to support particular points in a

text”).

Range of Writing

ELACC4W10 ELACC4W10: Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a single sitting

or a day or two) for a range of discipline-specific tasks, purposes, and

audiences.

Teacher’s Guides

4th


Throughout, e.g., pp. 48–49, 51, 68, 77, 85, 101, 108, 118–119, 122–123,

126, 135, 142–143, 146






All Rights Reserved

Support/ELL, p. 123


Science Link, pp. 60, 70, 76, 83, 89, 93, 100, 110, 114, 120, 122, 128–129,

131, 142


135, 136, 141, 145



Cursive Success,

Throughout, e.g., pp. 22, 31, 37, 53, 56, 66–67, 70, 71, 74, 83, 90–91, 94



TG4th, Throughout, e.g., pp. 22, 48, 49






All Rights Reserved





Fourth Grade Speaking and Listening (SL) Standard

Number











Teacher’s Guides

4th




Math Link, p. 133

Science Link, pp. 70, 75, 76, 83, 87, 89, 100, 110, 114, 117, 120, 128, 129,

131, 142–143



b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on

information, and make comments that contribute to the discussion and link

to the remarks of others.

Teacher’s Guides

4th




Math Link, p. 133

Science Link, pp. 70, 75, 76, 83, 87, 89, 100, 110, 114, 117, 120, 128–129,

131, 142–143


Technology Link, p. 144 d. Review the key ideas expressed and explain their own ideas and

understanding in light of the discussion.






All Rights Reserved

ELACC4SL2 Paraphrase portions of a text read aloud or information presented in

diverse media and formats, including visually, quantitatively, and orally.

ELACC4SL3 Identify the reasons and evidence a speaker provides to support particular

points.


ELACC4SL4 Report on a topic or text, tell a story, or recount an experience in an

organized manner, using appropriate facts and relevant, descriptive details

to support main ideas or themes; speak clearly at an understandable pace.

Teacher’s Guides

4th




Math Link, p. 133

Science Link, pp. 70, 75, 76, 83, 87, 89, 100, 110, 114, 117, 120, 128–129,

131, 142–143



ELACC4SL5 Add audio recordings and visual displays to presentations when appropriate

to enhance the development of main ideas or themes.

Teacher’s Guides

4th


Support/ELL, p. 61

Math Link, pp. 63, 133, 137

Science Link, pp. 60, 75, 93, 97

Social Studies Link, pp. 66, 101, 130

ELACC4SL6 Differentiate between contexts that call for formal English (e.g., presenting

ideas) and situations where informal discourse is appropriate (e.g., small-

group discussion); use formal English when appropriate to task and

situation. (See grade 4 Language Standard 1 for specific expectations.)






All Rights Reserved





Fourth Grade Language (L) Standard

Number







a. Use relative pronouns (who, whose, whom, which, that) and relative

adverbs (where, when, why).




Language Arts Link, p. 86 b. Form and use the progressive (e.g., I was walking; I am walking; I will be

walking) verb aspects.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns

(e.g., a small red bag rather than a red small bag).

e. Form and use prepositional phrases.* Teacher’s Guides 4


Support/ELL, p. 118 f. Produce complete sentences, recognizing and correcting rhetorically poor

fragments and run-ons.*

Teacher’s Guides

4th


pp. 112, 117, 120, 122–123, 126, 135, 142–143, 146

Support/ELL, p. 123

Language Arts Link, pp. 58, 59, 69, 73, 84, 86, 96, 112, 140, 146

Science Link, pp. 60, 70, 83, 93, 100, 110, 120, 122








All Rights Reserved


Cursive Success,

pp. 60, 65, 68, 70–71, 74, 83, 90–91, 94

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* Teacher’s Guides

4th


p. 121



Cursive Success,

p. 69 h. Writes legibly in cursive, leaving spaces between letters in a word and

between words in a sentence.



Throughout, e.g., pp. 39, 45, 49, 53, 61, 64, 75, 82, 87, 91, 97, 101, 110,

113, 118–119, 122, 125, 132, 135, 146

More to Learn, pp. 54, 65, 67, 89, 99, 101, 143, 146


Language Arts Link, pp. 58, 59, 67, 69, 73, 79, 84, 86, 96, 112, 116, 125,

140, 146

Mathematics Link, pp. 78

Science Link, pp. 60, 70, 83, 93, 110, 120, 122




Cursive Success,

Throughout, e.g., pp. 9, 15, 18, 29, 34, 39, 43, 49, 53, 58, 61, 66–67, 70,

73, 80, 83, 94



TG4th, Throughout, e.g., pp. 49, 53, 61, 75, 82



a. Use correct capitalization. Teacher’s Guides

4th


Throughout, e.g., pp. 49, 77, 85, 100, 101, 108–111, 114–115, 121, 127,

129, 130–131, 135, 140, 141, 142–143, 146


Language Arts Link, pp. 58, 59, 69, 73, 84, 86, 96, 112, 140, 146

Science Link, pp. 60, 70, 83, 93, 100, 110, 120, 122






All Rights Reserved



Student Activity Books Cursive Success,

Throughout, e.g., pp. 31, 37, 52, 53, 56–59, 62–63, 69, 75, 77, 78–79, 83,

88–89, 90–91, 94



TG4th, p. 49 b. Use commas and quotation marks to mark direct speech and quotations

from a text.

Teacher’s Guides

4th


pp. 144–145




Cursive Success,

pp. 92–93 c. Use a comma before a coordinating conjunction in a compound sentence.

d. Spell grade-appropriate words correctly, consulting references as needed.




a. Choose words and phrases to convey ideas precisely.*

b. Choose punctuation for effect.* Teacher’s Guides

4th


Support/ELL, pp. 135, 144–145

c. Differentiate between contexts that call for formal English (e.g.,

presenting ideas) and situations where informal discourse is appropriate

(e.g., small-group discussion).

Teacher’s Guides

4th


pp. 29, 38–39, 40–41, 45, 52, 57



Math Link, pp. 51, 54, 63, 133, 137

Science Link, pp. 60, 70, 75, 76, 83, 87, 89, 93, 97, 100, 110, 114, 117,

120, 128, 129, 131, 142, 143


136







All Rights Reserved





a. Use context (e.g., definitions, examples, or restatements in text) as a clue

to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as

clues to the meaning of a word (e.g., telegraph, photograph, autograph).



p. 136




p. 84 c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses),

both print and digital, to find the pronunciation and determine or clarify

the precise meaning of key words and phrases.

Teacher’s Guides

4th


pp. 120, 132

Support/ELL, p. 132



Cursive Success,

pp. 68, 80

ELACC4L5 Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a

picture) in context.



p. 125

Support/ELL, pp. 125



pp. 73 b. Recognize and explain the meaning of common idioms, adages, and

proverbs.

Teacher’s Guides

4th


p. 126







All Rights Reserved


Cursive Success,

p. 74

c. Demonstrate understanding of words by relating them to their opposites

(antonyms) and to words with similar but not identical meanings

(synonyms).

Teacher’s Guides

4th


pp. 116, 117




Cursive Success,

pp. 64, 65

ELACC4L6 Acquire and use accurately grade-appropriate general academic and

domain-specific vocabulary, including words and phrases that signal precise

actions, emotions, or states of being (e.g., quizzed, whined, stammered) and

words and phrases basic to a particular topic (e.g., wildlife, conservation,

and endangered when discussing animal preservation).

Teacher’s Guides

4th


Throughout, e.g., pp. 29, 40, 41, 45, 47, 48, 50, 61, 74, 83, 93, 112, 116–

117, 124, 130–131, 136, 139, 142–143



Math Link, pp. 63, 133, 137

Science Link, pp. 60, 70, 75, 76, 83, 87, 89, 93, 97, 100, 110, 114, 117,

120, 128, 129, 131, 142, 143

Social Studies Link, pp. 53, 65–66, 74, 77, 88, 101, 109, 115, 126, 130,

136



Cursive Success,

Throughout, e.g., pp. 7, 15, 28, 35, 45, 60, 64–65, 72, 78–79, 84, 87, 90–91



TG4th, pp. 48–49

A Click Away,

TG4th, p. 45


Grade 5

Can-Do Cursive






All Rights Reserved

ELA CCGPS – Grade Five

Title of Textbook : Can-Do Cursive



Fifth Grade Reading Literary (RL)

Standard

Number

Standard

Where Taught



ELACC5RL1 Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text.

ELACC5RL2 Determine a theme of a story, drama, or poem from details in the text,

including how characters in a story or drama respond to challenges or how

the speaker in a poem reflects upon a topic; summarize the text.

ELACC5RL3 Compare and contrast two or more characters, settings, or events in a story

or drama, drawing on specific details in the text (e.g., how characters

interact).

Craft and Structure


including figurative language such as metaphors and similes.

ELACC5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide

the overall structure of a particular story, drama, or poem.

ELACC5RL6 Describe how a narrator’s or speaker’s point of view influences how events

are described.


ELACC5RL7 Analyze how visual and multimedia elements contribute to the meaning,

tone, or beauty of a text (e.g., graphic novel, multimedia presentation of

fiction, folktale, myth, poem).


ELACC5RL9 Compare and contrast stories in the same genre (e.g., mysteries and

adventure stories) on their approaches to similar themes and topics.






All Rights Reserved

ELA CCGPS - Grade Five




Fifth Grade Reading Informational (RI) Standard

Number





ELACC5RI1 Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text.

ELACC5RI2 Determine two or more main ideas of a text and explain how they are

supported by key details; summarize the text.

ELACC5RI3 Explain the relationships or interactions between two or more individuals,

events, ideas, or concepts in a historical, scientific, or technical text based on

specific information in the text.

Craft and Structure

ELACC5RI4 Determine the meaning of general academic and domain-specific words and

phrases in a text relevant to a grade 5 topic or subject area.

ELACC5RI5 Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in

two or more texts.

ELACC5RI6 Analyze multiple accounts of the same event or topic, noting important

similarities and differences in the point of view they represent.


ELACC5RI7 Draw on information from multiple print or digital sources, demonstrating

the ability to locate an answer to a question quickly or to solve a problem

efficiently.

ELACC5RI8 Explain how an author uses reasons and evidence to support particular

points in a text, identifying which reasons and evidence supports which

point(s).






All Rights Reserved

ELACC5RI9 Integrate information from several texts on the same topic in order to write

or speak about the subject knowledgeably.



history/social studies, science, and technical texts, at the high end of the

grades 4-5 text complexity band independently and proficiently.






All Rights Reserved





Fifth Grade Reading Foundational (RF) Standard

Number




Print Concepts






words.

a. Use combined knowledge of all letter-sound correspondences,

syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multi-syllabic words in context and out of context.

Fluency


a. Read on-level text with purpose and understanding.










All Rights Reserved





Fifth Grade Writing (W) Standard

Number





ELACC5W1 ELACC5W1: Write opinion pieces on topics or texts, supporting a point of

view with reasons.

a. Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped to support the

writer’s purpose.


Can-Do Cursive, pp. 82–83

b. Provide logically ordered reasons that are supported by facts and details. Student Activity Books


c. Link opinion and reasons using words, phrases, and clauses (e.g.,

consequently, specifically).

d. Provide a concluding statement or section related to the opinion

presented.





a. Introduce a topic clearly, provide a general observation and focus, and

group related information logically; include formatting (e.g., headings),

illustrations, and multimedia when useful to aiding comprehension.



b. Develop the topic with facts, definitions, concrete details, quotations, or

other information and examples related to the topic.



c. Link ideas within and across categories of information using words,

phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or

explain the topic.


Can-Do Cursive, p. 81






All Rights Reserved

e. Provide a concluding statement or section related to the information or

explanation presented.





a. Orient the reader by establishing a situation and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally.


Can-Do Cursive, pp. 84, 90–91

b. Use narrative techniques, such as dialogue, description, and pacing, to

develop experiences and events or show the responses of characters to

situations.



c. Use a variety of transitional words, phrases, and clauses to manage the

sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences

and events precisely.



e. Provide a conclusion that follows from the narrated experiences or events. Student Activity Books

Can-Do Cursive, pp. 82–84, 92


ELACC5W4 Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in Standards 1–3 above.)







Student Activity Books Can-Do Cursive, pp. 82–92

ELACC5W6 With some guidance and support from adults, use technology, including the

Internet, to produce and publish writing as well as to interact and

collaborate with others; demonstrate sufficient command of keyboarding

skills to type a minimum of two pages in a single sitting.


ELACC5W7 Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic.

ELACC5W8 Recall relevant information from experiences or gather relevant

information from print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources.

ELACC5W9 Draw evidence from literary or informational texts to support analysis,

reflection, and research.

a. Apply grade 5 Reading Standards to literature (e.g., “Compare and

contrast two or more characters, settings, or events in a story or a drama,

drawing on specific details in the text [e.g., how characters interact]”).






All Rights Reserved

b. Apply grade 5 Reading Standards to informational texts (e.g., Explain how

an author uses reasons and evidence to support particular points in a text,

identifying which reasons and evidence supports which point[s]).

Range of Writing

ELACC5W10 Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a

range of discipline-specific tasks, purposes, and audiences.








All Rights Reserved





Fifth Grade Speaking and Listening (SL) Standard

Number











b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that

contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of

information and knowledge gained from the discussions.

ELACC5SL2 Summarize a written text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally.

ELACC5SL3 Summarize the points a speaker makes and explain how each claim is

supported by reasons and evidence.


ELACC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically

and using appropriate facts and relevant, descriptive details to support main

ideas or themes; speak clearly at an understandable pace.

ELACC5SL5 Include multimedia components (e.g., graphics, sound) and visual displays

in presentations when appropriate to enhance the development of main

ideas or themes.






All Rights Reserved

ELACC5SL6 Adapt speech to a variety of contexts and tasks, using formal English when

appropriate to task and situation. (See grade 5 Language Standards 1 and 3

for specific expectations.)






All Rights Reserved





Fifth Grade Language (L) Standard

Number







a. Explain the function of conjunctions, prepositions, and interjections in

general and their function in particular sentences.

Student Activity Books Can-Do Cursive, pp. 56–58, 62

b. Form and use the perfect (e.g., I had walked; I have walked; I will have

walked) verb aspects.



c. Use verb tense and aspect to convey various times, sequences, states, and

conditions.


Can-Do Cursive, pp. 38–41, 50–53

d. Recognize and correct inappropriate shifts in verb tense and aspect.*

e. Use correlative conjunctions (e.g., either/or, neither/nor). Student Activity Books




a. Use punctuation to separate items in a series.*

b. Use a comma to separate an introductory element from the rest of the

sentence.

Student Activity Books Can-Do Cursive, p. 60

Can-Do Print, p. 60

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set

off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and

to indicate direct address (e.g., Is that you, Steve?).



d. Use underlining, quotation marks, or italics to indicate titles of works.

e. Spell grade-appropriate words correctly, consulting references as needed.






All Rights Reserved




a. Expand, combine, and reduce sentences for meaning, reader/listener

interest, and style.*



b. Compare and contrast the varieties of English (e.g., dialects, registers)

used in stories, dramas, or poems.





a. Use context (e.g., cause/effect relationships and comparisons in text) as a

clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as

clues to the meaning of a word (e.g., photograph, photosynthesis).


Can-Do Cursive, pp. 63–74, 76–78 c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses),

both print and digital, to find the pronunciation and determine or clarify

the precise meaning of key words and phrases.

ELACC5L5 Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in

context.

b. Recognize and explain the meaning of common idioms, adages, and

proverbs.

c. Use the relationship between particular words (e.g., synonyms, antonyms,

homographs) to better understand each of the words.


Can-Do Cursive, pp. 36, 55

ELACC5L6 Acquire and use accurately grade-appropriate general academic and

domain-specific vocabulary, including words and phrases that signal

contrast, addition, and other logical relationships (e.g., however, although,

nevertheless, similarly, moreover, in addition).

hwtears.com | 301.263.2700

the hands-on curriculum for student success ccgps k-5_2_13_2013.pdf · the hands-on curriculum for...

Documents