developmentalstudiescenter correlationof makingmeaning ... · unit4, week1, day...

Developmental Studies CenterCorrelation of Making Meaning® to Michigan's English Language Grade Level Expectations

© Developmental Studies Center

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KindergartenPages 1-10

Reading

Narrative Text Strategy Cited in Making Meaning®

Students will...R.NT.00.01 become familiar withclassic, multicultural andcontemporary literaturerecognized for quality andliterary merit that represents ourcommon heritage as well ascultures from around the world.R.NT.00.02 identify the basicform and purpose of a variety ofnarrative genre including stories,nursery rhymes, poetry, andsongs.

Throughout Making Meaning®, students informally identify the form and purpose of narrative genres asthey discuss and retell a variety of read-aloud stories and poems.

Unit 1, Week 2, Day 1 Read-Aloud: If You Give a Mouse a Cookie (story) Students discuss the followingquestions that point to the story’s purpose: Do you think this is a funny story? What part of the story do youthink is funny? Teacher’s Manual (TM) p. 13

Unit 4, Week 1, Day 2 Read-Aloud: “Cats” (poem) Students visualize the word pictures in a poem and tellwhat the poem is about. TM p. 108

R.NT.00.03 discuss setting,characters, and events in narrativetext.

Throughout the program, students discuss story settings, characters, and events to make sense ofnarrative texts. Such discussions occur before, during, and after reading in Units 1-5 and 7, with Unit 3focusing on sequence of events and Unit 5 focusing on Wondering/Questioning to understand characterand plot.

Unit 2, Week 3, Day 1 Read-Aloud: Noisy Nora First in pairs, then as a class, students discuss after-readingquestions about the story’s main character and events: What are some of the noisy things that Nora does?Why do you think Nora makes so much noise? TM p. 68

Unit 3, Week 3, Day 2 Read-Aloud: Charlie Needs a Cloak Students retell the story to a partner. TeacherAssessment: Do students remember the sequence of events in the story? TM p. 94



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R.NT.00.04 identify how authors/illustrators use literary devicesincluding pictures andillustrations to support theunderstanding of settings andcharacters.

A story’s illustrations are central to almost every read-aloud experience in Making Meaning™. Students(especially ESL learners) use them to preview stories, understand characters and settings, and supporttheir retellings of text.

Unit 3, Week 1, Day 1 Read-Aloud: Pumpkin, Pumpkin Teacher reads the story aloud while showing theillustrations. Students share their understanding of the story supported by showing illustrations orreading selected text. TM p. 77

Unit 3, Week 1, Day 2 Students retell Pumpkin, Pumpkin by using the illustrations to help them recountwhat happens when the story’s main character plants a pumpkin seed. TM p. 80

R.NT.00.05 respond to individualand multiple texts by findingevidence, discussing, illustratingand/or writing to reflect, makemeaning, and make connections.

Throughout the program, students learn various ways to respond to narrative texts in order to makeconnections and meaning. For example, they discuss every story in pairs and as a class. They findevidence for making text-to-self connections. They also visualize (and illustrate) what a text brings tomind and wonder/question to make sense of the text.

Unit 4, Week 4, Day 2 Read-Aloud: “Umbrellas” (poem) Students use the cooperative structure “Think,Pair, Share” to respond to a rereading of the poem by reflecting, visualizing, and drawing their mentalpictures, then sharing and discussing their drawings with a partner. Teacher Assessment: Are thestudents able to visualize images that connect to the poem? TM pp. 125-12



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Informational Text Strategy Cited in Making Meaning®

Students will...R.IT.00.01 identify and describethe basic form and purpose of avariety of informational genreincluding environmental text,concept books, and picturebooks.

In Unit 6 of the program, students explore the features of nonfiction books and learn the differencebetween fiction and nonfiction in form and purpose.

Unit 6, Week 1, Day 1 Read-Aloud: A Day with a Doctor The teacher shows a variety of fiction andnonfiction books to students and explains that many nonfiction books give information and help peoplelearn things. Students look at the Contents page and hear chapter titles for A Day with the Doctor, aninformational picture book. TM p. 155

Unit 6, Week 4, Days 1-2 Read-Aloud: A Tiger Cub Grows Up Students stop during and after reading todiscuss the informational purpose of the story by answering the question: What have you learned aboutthe tiger? TM pp. 173 and 176-177

R.IT.00.02 with teacher guidance,discuss informational textpatterns including descriptiveand sequential.

R.IT.00.03 explain how authorsuse text features includingpictures, illustrations, and iconsto enhance the understanding ofkey ideas presented indescriptive (definitions,enumeration) and sequential(directions, steps, procedures)organizational patterns.



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R.IT.00.04 respond to individualand multiple texts by findingevidence, discussing, illustratingand/or writing to reflect, makemeaning, and make connections.

Throughout Unit 6 (Exploring Nonfiction), students learn various ways to respond to informational textsin order to make connections and meaning. For example, students discuss every read-aloud text in pairsand as a class. They identify what they learn from nonfiction books by citing evidence from the text.

Unit 6, Week 1, Day 1 Read-Aloud: A Day with a Doctor Students respond to the text in pairs and as aclass by discussing the question: What things does a doctor check to make sure you are healthy? They alsorespond by brainstorming things they do to stay healthy and making a class book (We Stay Healthy) inwhich each student illustrates an idea and completes a frame sentence: “To stay healthy, I _________.”TM pp 156-157.

Comprehension Strategy Cited in Making Meaning®

Students will...R.CM.00.01 begin to make text-to-self and text-to-textconnections and comparisons byactivating prior knowledge andconnecting personal knowledgeand experience to ideas in text.(M .01 with .02 and .04)

Unit 6, Week 1, Day 1 Read-Aloud: A Day with a Doctor Students use prior knowledge and personalexperience to make text-to-self connections in their after-reading discussion: In this book, a doctorchecked the child’s heart, throat, ears, weight, and height. If the child was sick, the doctor gave medicine or ashot to help the child. Have you ever had any of these things happen at a visit to the doctor? What do youremember about it? TM p. 156

Unit 6, Week 1, Day 2 Read-Aloud: A Day with a Mail Carrier Students make text-to-text connections byactivating prior knowledge about A Day with a Doctor. They connect personal knowledge and experienceto ideas in the text as they discuss the after-reading questions: Have you ever seen a mail carrier do any ofthe things that I read about? If you could spend a day visiting someone at their work, what kind of workerwould you like to visit? Students also discuss a typical day in their class as the teacher helps sequence andrecord the events to create the class story titled: “A Day with a Kindergartner.” TM pp. 158-160

R.CM.00.02 retell up to threeevents from familiar text usingtheir own words or phrasing. (PC.03)

Unit 3, Week 3, Day 2 Read-Aloud: Charlie Needs a Cloak The teacher rereads the story to differentstopping points. Student partners then take turns retelling that part of the story to each other. They thinkabout ways to help their partner as they practice retelling. Teacher Assessment: Do students rememberthe sequence of events in the story? TM pp. 93-95

Unit 6, Week 4, Day 2 Read-Aloud: A Tiger Cub Grows Up After hearing the first part of the book, studentsretell what happens to the tiger while looking at the illustrations. TM p. 176



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R.CM.00.03 begin to makeconnections across texts bymaking meaningful predictionsbased on illustrations or portionsof texts. (PC .05)

Unit 6, Week 1, Day 2 Read-Aloud: A Day with a Mail Carrier After hearing the first four chapter titles readaloud and viewing a few pages of illustrations, students make meaningful predictions about the text asthey respond to the question: What do you think a mail carrier does? TM p. 158

R.CM.00.04 apply significantknowledge from grade-levelscience, social studies, andmathematics texts. (PC .06)

Metacognition Strategy Cited in Making Meaning®

Students will...R.MT.00.01 self-monitorcomprehension when reading orlistening to familiar text by usingsimple strategies to increasecomprehension includingmaking credible predictionsbased on illustrations. (M .01with .02)

Unit 6, Week 1, Day 2 Read-Aloud: A Day with a Mail Carrier After hearing the first four chapter titles readaloud and viewing a few pages of illustrations, students make credible predictions about the text as theyrespond to the question: What do you think a mail carrier does? TM p. 158

R.MT.00.02 construct and conveymeaning using strategiesincluding story grammar toidentify the author’s perspective(e.g., first, second, and thirdperson) and sorting and orderinginformation. (M/PC .03 with .04)



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Critical Standards Strategy Cited in Making Meaning®

Students will...R.CS.00.01 recognize how toassess personal writing and thewriting of others with teachersupervision.

Although students do not assess personal writing in this program, they learn to apply critical standards totheir own speaking and listening behaviors and those of others as they use the cooperative strategies“Turn to Your Partner” and “Think, Pair, Share.”

Unit 1, Week 5, Day 2 Read-Aloud: The Kissing Hand Students discuss the story in pairs using thecooperative structure “Turn to Your Partner.” The teacher helps them reflect on and assess theirinteraction by posing the discussion questions: What helped you talk about the story today? What did nothelp you? TM p. 38

Reading Attitude Strategy Cited in Making Meaning®

Students will...R.AT.00.01 become enthusiasticabout reading and learning howto read.

Unit 7, Week 1, Day 2 Students discuss what they liked about sharing and discussing books with apartner and the class. They write a class letter to next year’s kindergarten class about what helped themenjoy books together. TM pp. 186-187

R.AT.00.02 choose books, bookactivities, word play, and writingon their own during free time inschool and at home.

Unit 7, Week 1, Day 2 Books read aloud during the year are made available to students to browse,revisit, and retell to partners on their own. Students are also asked to choose a favorite book, from schoolor home, and share it with a partner or the class. TM p. 188



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Speaking

Speaking - Conventions Strategy Cited in Making Meaning®

Students will...S.CN.00.01 explore and uselanguage to communicate with avariety of audiences and fordifferent purposes includingproblem solving, explaining,looking for solutions,constructing relationships, andexpressing courtesies.

Throughout Making Meaning™, students use language to communicate with various audiences—theirreading partners, classmates, and teacher—that form their classroom reading community. They exploreand use language that fosters good working relationships with their reading partners and learn how toexplain their thinking, respond to questions, solve problems, and share ideas in clear and courteousways.

Unit 1, Week 3, Day 1 Read-Aloud: Cat’s Colors Students think about and express their thoughts abouthow reading partners worked together. Question prompts: What worked well for you and your partnertoday? What can you do to work together better? TM p. 21

CoS.CN.00.02 speak clearly andaudibly in complete, coherentsentences and use sound effectsor illustrations for dramatic effectin narrative and informationalpresentations.

S.CN.00.03 present in standardAmerican English if it is their firstlanguage. (Students whose firstlanguage is not English willpresent in their developingversion of standard AmericanEnglish).S.CN.00.04 understand,providing examples of howlanguage differs fromplayground and classroom as afunction of linguistic and culturalgroup membership.



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Speaking -Discourse Strategy Cited in Making Meaning®

Students will...S.DS.00.01 engage in substantiveconversation, remaining focusedon subject matter, withinterchanges beginning to buildon prior responses in literaturediscussions, pairedconversations, or otherinteractions.

Throughout Making Meaning™, students engage in substantive conversation about literature withdifferent reading partners by using the cooperative strategies “Turn to Your Partner” and “Think, Pair,Share.” They also learn to participate in class discussions that build on responses from such priordiscussions. Lessons in each unit explicitly teach students how to make these conversations focused andproductive and how to include all in conversation.

Unit 1, Week 4, Day 1 Read-Aloud: The Flower Garden Using the strategy “Turn to Your Partner,” studentpairs discuss story-related questions before, during, and after reading. TM pp. 28-30

Unit 5, Week 2, Day 1 Read-Aloud: A Letter to Amy Student pairs discuss what happens in the story andwhat they are wondering about it and also participate in story-focused class discussions. TeacherAssessment: Are the students’ ideas connected to the story? Are the students able to generate ideas easily?TM pp. 140-142

S.DS.00.02 briefly tell or retellabout familiar experiences orinterests focusing on basic storygrammar or main ideas and keydetails.

Unit 2 Week 1, Days 1 and 2 Read-Aloud: When Sophie Gets Angry... On Day 1, students listen to the storyread aloud. On Day 2, they use the strategy “Turn to Your Partner” to retell the story to their partners.They listen to a partial rereading, and then tell each other the familiar personal experiences the story’sideas and key details brought to mind. Question prompts: How does what happens remind you of a timewhen you have acted or felt like Sophie? What did you do when you got mad? What did you do to calm down?Teacher Assessment: Are the students making connections to important ideas in the story or to details? TMpp. 50-55

S.DS.00.03 respond to multipletext types by reflecting, makingmeaning, and makingconnections.

The program teaches students various strategies for responding to narrative and informational texts andpoetry in order to make connections and meaning. For example, students respond to read-aloud texts inpairs and as a class by using the strategy “Think, Pair, Share,” in which they reflect on their own, discusstheir ideas with a partner, then share them with the class. Unit 2 focuses on making text-to-selfconnections to understand stories, a strategy students use throughout the year.

Unit 4, Week 1, Day 1 Read-Aloud: Cat’s Colors Students learn and use “Think, Pair, Share” to practicevisualizing by creating mental pictures that connect to and make sense of the text. They reflect on thesepictures, then talk about them with a partner and share them with the class. TM pp. 105-106



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S.DS.00.04 plan and deliverpresentations using a descriptiveinformational organizationalpattern providing several factsand details to make their pointclearly and audibly.

Listening & ViewingLISTENING & VIEWING -

ConventionsStrategy Cited in Making Meaning®

Students will...L.CN.00.01 understand andfollow one- and two-stepdirections.

Throughout Making Meaning™, students follow two-step directions whenever they use the cooperativestructure “Turn to Your Partner.” This strategy is taught and modeled on TM pp. 18-19, with progressassessed as students use it throughout the year.

L.CN.00.02 ask appropriatequestions during a presentationor report.L.CN.00.03 listen to or viewknowledgeably whiledemonstrating appropriatesocial skills of audiencebehaviors (e.g., eye contact,attentive, supportive) in largeand small group settings; listento each other, interact andrespond appropriately. (M .03with .04)

Students learn and practice knowledgeable listening and viewing behaviors every week during read-aloud lessons, usually with picture book texts. They learn how to be an attentive audience for theteacher’s reading (including viewing illustrations) and responsive listeners for partner and classdiscussions. Social skills emphasized in the program include talking and listening to one another andrespecting other people’s ideas.

Unit 1, Week 1, Day 1 The teacher introduces the reading community. Students learn and practice read-aloud procedures, including the social skills of being a good audience. They also reflect on how well theylistened during the read-aloud story. TM pp. 4-6

Unit 6, Week 1, Days 1-2 Students brainstorm ways to show their classmates they are listening well inwhole-class discussions. They practice the listening behavior of looking at the person who is talkingduring discussions. TM pp 154-155, 156-157, 158, 160.

L.CN.00.04 begin to evaluatemessages they experience,learning to differentiate betweensender and receiver. (PC .05)



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LISTENING & VIEWING -Response

Strategy Cited in Making Meaning®

Students will...L.RP.00.01 listen to or viewknowledgeably and discuss avariety of genres.

In Making Meaning™, students listen to, view, and discuss a range of read-aloud texts that includesfiction, poetry, and informational nonfiction. Every week begins with a read-aloud lesson. At stoppingpoints during reading and after the reading, discussion questions check the students’ surface-levelunderstanding of the text in preparation for deeper discussions with partners and the class on thesecond day.

L.RP.00.02 listen to or viewknowledgeably, and respondthoughtfully to both classic andcontemporary texts recognizedfor quality and literary merit.

Every week students listen to read-alouds of quality literature, including classics like Corduroy and Whistlefor Willie as well as more contemporary books such as Noisy Nora and If You Give a Mouse a Cookie.

L.RP.00.03 respond to multipletext types listened to or viewedknowledgeably, by discussing,drawing, and/or writing in orderto reflect, make meaning, andmake connections.

The program teaches students various strategies for responding to narrative and informational texts andpoetry in order to make connections and meaning. For example, students respond to read-aloud texts inpairs and as a class by using the strategy “Think, Pair, Share,” in which they reflect on their own, discusstheir ideas with a partner, then share them with the class. Unit 2 focuses on making text-to-selfconnections to understand stories, a strategy students use throughout the year.

Unit 4, Week 1, Day 1 Read-Aloud: Cat’s Colors Students learn and use “Think, Pair, Share” to practicevisualizing by creating mental pictures that connect to and make sense of the text. They reflect on thesepictures, then talk about them with a partner and share them with the class. TM pp. 105-106



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FIRST GRADEPages 11-25

Reading

Narrative TextStrategy Cited in Making Meaning®

Student’s will…R.NT.01.01 recognize how various culturesand our common heritage are represented inclassic, multicultural, and contemporaryliterature that is recognized for quality andliterary merit.

Making Meaning draws upon quality literature representing a variety of cultures and ourcommon heritage, including Matthew and Tilly, Peter’s Chair, and Throw Your Tooth on theRoof.

R.NT.01.02 identify and describe the basicform and purpose of a variety of narrativegenre including realistic fiction, fantasy, andfolktales.

R.NT.01.03 identify problem/solution,sequence of events, and sense of story(beginning, middle, and end).

Every read-aloud lesson includes story discussions in which students may identify acharacter’s problem and solution or recall events at a story’s beginning, middle, and end. InUnit 3, students focus on using sequence of events to retell stories.

Unit 2, Week 2, Day 2 Read-Aloud McDuff and the Baby Students identify the story’sproblem/solution plot and develop a sense of story as they respond to the followingquestions: What problem does McDuff [the family dog] have? How does McDuff feel about thebaby at the beginning of the story? Why does he feel this way? How does McDuff feel about thebaby at the end of the story? Why do his feelings change? Teacher’s Manual (TM) p. 53

Unit 3, Week 3, Day 2 Read-Aloud: Peter’s Chair After a second reading of the story, studentpartners retell the story to each other at three stopping points: beginning, middle, and end.Class Progress Assessment: Are the students able to sequence the events in the story? TM pp.91-92



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R.NT.01.04 identify how authors/ illustratorsuse literacy devices including illustrations tosupport story elements and transitional wordsincluding before, after, now, and finally toindicate a sequence of events and sense ofstory.

In Making Meaning™, students learn how a story’s illustrations help them understandcharacters and settings and support their retellings of text. They also identify the use oftransitional words as they respond to questions about a story’s sequence of events.

Unit 2, Week 4, Day 2 Read Aloud: Best Friends Sleep Over Students respond to the after-reading questions about the story’s sequence of events: Why is Gilbert worried before theslumber party? What happens when the boys finally go to bed? TM p. 66

Unit 3, Week 1, Day 2 Read-Aloud: Caps for Sale Students use the picture book illustrationsto retell the sequence of events in the story. TM p. 77


Student’s will…R.IT.01.01 identify and describe the basic form,features and purpose of a variety ofinformational genre including simple “how to”books, science and social studies magazines.

R.IT.01.02 discuss informational text patternsincluding descriptive, sequential, andenumerative.

R.IT.01.03 explain how authors use textfeatures including headings, titles, labeledphotographs, and illustrations to enhance theunderstanding of key and supporting ideas.

In Unit 6 (Exploring Nonfiction), students learn how authors use such features as chaptertitles and photographs to enhance readers’ understanding of key and supporting ideas ininformational text.

Unit 6, Week 2, Days 1-2 Read-Aloud: A Kangaroo Joey Grows Up Students use the book’stitle, photographs, and chapter titles to help them understand the key and supporting ideasin the text. TM pp. 212-214 and 218-219



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R.IT.01.04 respond to individual and multipletexts by finding evidence, discussing,illustrating and/or writing to reflect, makeconnections, take a position, and/or showunderstanding.

Throughout Unit 6, students learn to respond to multiple read-aloud texts by discussing thetexts and finding evidence to support their thinking. They also write about and discuss whatthey’ve learned from their Individualized Daily Reading (IDR) of nonfiction books.

Unit 6, Week 2, Day 3 Students review what they learned from the class read-aloud book AKangaroo Joey Grows Up. They choose another nonfiction book to read independently forshort periods, stopping to use their Student Books to write interesting facts learned in theirreading. After discussions with their reading partners, students take critical positions byresponding to the question prompts: What do you like about your book? Would yourecommend this book to your partner to read? Why or why not? Class Progress Assessment:Do the students comprehend what they read? Are they finding factual information? TM 222-224

ComprehensionStrategy Cited in Making Meaning®

Student’s will…R.CM.01.01 make text-to-self and text-to-textconnections and comparisons by activatingprior knowledge and connecting personalknowledge and experience to ideas in text. (M.01 and .02 with .04)

Making connections is an important comprehension focus in the program, with Unit 2(Making Connections) focusing on making text-to-self connections to understand and enjoystories.

Unit 2, Week 3, Day 2 Read-Aloud: Chrysanthemum Students review the stories Matthewand Tilly and McDuff and the Baby and reflect on how these stories relate to their ownexperience. They listen to a rereading of Chrysanthemum and use their prior knowledge andexperience to think about and discuss: Has something like this ever happened to you? How didyou feel when that happened to you? How do you think Chrysanthemum feels? The lessonconcludes by adding, “make connections to our lives” to the class reading chart “What GoodReaders Do.” TM pp. 61-63

Unit 3, Week 3, Day 2 Read-Aloud: Peter’s Chair Students review McDuff and the Baby, astory they discussed previously. They informally make text-to-text connections betweenthat book and Peter’s Chair by discussing the following question in pairs and then as a class:How is what happens to McDuff in McDuff and the Baby like what happens to Peter in Peter’sChair? TM p. 93



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R.CM.01.02 retell in sequence up to threeimportant ideas and details of familiar simpleoral and written text. (PC .03)

Unit 3 (Retelling) focuses on using sequence of events to retell stories with simple narrativestructures.

Unit 3, Week 2, Day 2 Read-Aloud: Curious George Goes to an Ice Cream ShopStudents review the story from the previous day’s lesson, and then take turns retelling briefparts of the story in sequence to their reading partners by referring to the illustrations foreach part. TM pp. 84-85

R.CM.01.03 compare and contrastrelationships among characters, events, andkey ideas within and across texts to create adeeper understanding by mapping storyelements, graphically representing key ideasand details, and asking questions as they read.(M/PC .05, .06, and .07, with .08)

Unit 3, Week 3, Day 2 Read-Aloud: Peter’s Chair Students use the cooperative structure“Turn to Your Partner” to compare the main character in McDuff and the Baby, a previousstory, with the main character in Peter’s Chair. Question prompt: How is what happens toMcDuff in McDuff and the Baby like what happens to Peter in Peter’s Chair? Volunteers sharetheir thinking with the class. TM p. 93

Unit 5, Week 2, Days 1-2 Read-Aloud: Charlie Anderson Using the following prompts,students stop and wonder (ask questions) about the story before, during, and after listening:What are you wondering about Charlie Anderson [a pet cat] before you hear it? What are youwondering about the cat? What are you wondering about what you have heard so far in thestory? What are you wondering now? Students also compare the cat’s life with the lives of hishuman family in the story: How is Charlie Anderson’s life similar to the lives of Elizabeth andSarah? TM pp. 168-174

Unit 6, Week 3, Day 1 Read-Aloud: A Harbor Seal Pup Grows Up Students compare/contrastthe baby animals in the books A Kangaroo Joey Grows Up and A Harbor Seal Pup Grows Up bylisting what they know about each one. They compare their lists and discuss ways theanimals are similar and different. TM p. 227

R.CM.01.04 apply significant knowledge fromgrade-level science, social studies, andmathematics texts. (PC .09)



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Student’s will…R.MT.01.01 self-monitor comprehension byrecognizing when meaning is breaking downand use simple fix-up strategies includingmaking credible predictions based on apreview of the book cover and pictures toincrease comprehension when reading orlistening to text. (M .01, .02, and .03 with .04)

Throughout the program, students make credible predictions based on previewing bookcovers and pictures before listening to read-aloud books. In Unit 6 they use this strategy andothers as they learn to self-monitor their independent reading comprehension.

Unit 6, Week 4, Day 1 The teacher introduces self-monitoring during Individualized DailyReading (IDR) of nonfiction picture books. Students stop reading at short intervals to thinkabout the following questions on the “Thinking About My Reading Chart”: What ishappening in my book? Do I understand what I am reading? Can I read most of the words? Afterreading, the students discuss their comprehension guided by the questions on the chart.TM pp. 232-233

R.MT.01.02 self-monitor comprehension byusing strategies including asking questionsbefore, during, and after reading anddiscussing the most important ideas andthemes in a text. (M/PC .05 with .08)

Throughout Making Meaning™, students self-monitor comprehension by asking questionsbefore, during, and after reading; visualizing what they read; and discussing a text’simportant ideas with reading partners and their class. In Unit 5 they focus on wondering, orasking questions, to construct meaning.

Unit 5, Week 1, Days 2-3 Read-Aloud: An Extraordinary Egg The teacher introduces andmodels wondering (having questions in mind) during reading or listening to text. Studentpairs use the structure “Think, Pair, Share” to think about and discuss their questions(wondering) at stopping points before, during, and after reading: What are you wonderingabout the story? Class Progress Assessment: Are the students able to generate “I wonder”statements? Are the statements relevant to the story? TM 157-165

Unit 6, Week 4, Day 1 The teacher introduces the strategy of self-monitoring duringIndividualized Daily Reading (IDR). Students stop reading at short intervals to think aboutthe following questions on the “Thinking About My Reading Chart”: What is happening in mybook? Do I understand what I am reading? Can I read most of the words? After reading, thestudents discuss their comprehension using the questions on the chart. TM pp. 232-233



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R.MT.01.03 plan, monitor, regulate, andevaluate skills, strategies, and processes toconstruct and convey meaning and discusswhich comprehension strategies worked anddid not work. (M/PC .06 with .11)

Unit 6, Week 4, Day 1 During independent reading time, students stop reading at shortintervals to think about the following questions on the “Thinking About My Reading Chart”:What is happening in my book? Do I understand what I am reading? Can I read most of thewords? After reading, the students talk with their classmates about how well their readingwent, using the questions on the “Thinking About My Reading Chart” to help them thinkabout their own comprehension. TM pp. 232-233

R.MT.01.04 self-monitor comprehension byusing a graphic organizer to sequence events,sort and order information, or identifyauthor’s perspective. (M/PC .07 and .09 with.10)

Unit 6, Week 2, Day 2 Read-Aloud: A Kangaroo Joey Grows Up After reviewing thisinformational text, students create a timeline to sequence the events in the joey’s life fromhis birth to the time when he can live on his own. TM p. 220

Unit 6, Week 3, Day 1 Read-Aloud: A Harbor Seal Pup Grows Up Students compare/contrastthe baby animals in the books A Kangaroo Joey Grows Up and A Harbor Seal Pup Grows Up bylisting what they know about each one. They compare their lists and discuss ways theanimals are similar and different. TM p. 227

Critical StandardsStrategy Cited in Making Meaning®

Student’s will…R.CS.01.01 develop and discuss sharedstandards and begin to assess the qualitiesand accuracy of their own writing and thewriting of others with teacher guidance. (M.01 with .02)

Although students do not assess personal writing in this program, they develop and discussshared standards for their speaking and listening behaviors and assess how well they areapplying these standards within their reading community.

Unit 1, Week 3, Day 1 Students reflect on and assess their partner discussions of the read-aloud text. Question prompts: What did you do to make sure you both had a chance to talk?What did the class do well during our read-aloud? What do we still need to practice? TM p. 24

Unit 4, Week 2, Day 3 Class Meeting Students discuss their reading community and assesshow well they are working together. Question prompts: What do you like about how you treateach other? What do you think we can do better? After the meeting they discuss: What classmeeting rules did you follow well today? Which ones do we need to work on? TM p. 124



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Reading AttitudeStrategy Cited in Making Meaning®

Student’s will…R.AT.01 be enthusiastic about reading andlearning how to read.

Unit 7, Week 1, Day 2 Students discuss favorite books read during the year and contributeto a “Books and Stories We Like” chart. Question prompts include: Which of these books didyou enjoy most? Why did you like that book? What kinds of stories do you like to read? Why doyou like to read these stories? What do you like about reading? They also use their StudentBooks to draw pictures and write about the books they like to read. TM pp. 263-266

R.AT.01.02 do substantial reading and writingon their own during free time in school and athome.

In Unit 5 students begin Individualized Daily Reading (IDR) on their own for 10-15 minutes aday, with daily reading time gradually increased as students progress. During Units 5-7, theywrite about their reading in their Student Books.

Unit 7, Week 1, Day 2 Students reflect on their lives as readers and respond to thefollowing questions about personal reading at home and at school: What do you want toread this summer? What would you like to read next year? TM pp. 265-266



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Speaking

Speaking -ConventionsStrategy Cited in Making Meaning®

Student’s will…S.CN.01.01 use common grammaticalstructures correctly when speaking includingsingular and plural nouns, singular possessivepronouns, simple contractions, andconjunctions to express relationships (e.g.,because, if, after, and inflected endings). (M.01, .02, .03, and .04 with .05)S.CN.01.02 explore and use language tocommunicate with a variety of audiences andfor different purposes including makingrequests, solving problems, looking forsolutions, constructing relationships, andexpressing courtesies. (PC .06)

Throughout Making Meaning™, students use language to communicate with their readingpartners, classmates, and teacher in their classroom reading community. The cooperativestructures “Turn to Your Partner” and “Think, Pair, Share” plus class meetings help studentsexplore language for the purpose of sharing ideas, asking and responding to questions, andsolving problems in constructive, courteous ways.

Unit 3, Week 2, Day 2 After student pairs use the “Turn to Your Partner” structure to retell astory, they respond to the following questions about their working relationship: How did youand your partner make sure you both had a chance to retell the story? What would you dodifferently the next time? How can you help if your partner forgets part of the story? TM p.86


S.CN.01.03 speak effectively maintainingappropriate posture, eye contact, and positionand use props such as photographs orillustrations in narrative and informationalpresentations. (PC .07)



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S.CN.01.04 present in standard AmericanEnglish if it is their first language. (Studentswhose first language is not English willpresent in their developing version ofstandard American English). (PC .08)

S.CN.01.05 understand, providing examples ofhow language differs from storybooks andclassroom as a function of linguistic andcultural group membership. (PC .09)



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Speaking -DiscourseStrategy Cited in Making Meaning®

Student’s will…S.DS.01.01 engage in substantiveconversation, remaining focused on subjectmatter, with interchanges building on priorresponses in literature discussions, pairedconversations, or other interactions.

In Making Meaning™, students engage in substantive conversation about literature withdifferent reading partners. They also participate in class discussions that build on responsesfrom such paired conversations. Lessons in each unit teach students how to make theseinterchanges focused and productive.


Unit 4, Week 3, Day 2 Read-Aloud: Sheep Out to Eat Student partners use “Think, Pair,Share” to talk about what they visualized happening in part of the story. As a class, theybuild on these paired conversations by responding to questions such as: What did youpicture happening when the tea and cake are everywhere? What do you like about discussingyour mental pictures with your partner? TM pp. 132-133

S.DS.01.02 tell or retell familiar stories (e.g.,realistic fiction, fantasy, folktale), using aproblem/ solution pattern, appropriate storygrammar, and proper sequence whilemaintaining appropriate posture and eyecontact, using a prop for support.

Unit 3 of the program focuses on using the sequence of events to retell stories, several ofwhich have problem-solution plots. Throughout the program, students learn to maintaineye contact and use other appropriate behavior when retelling or discussing stories.

Unit 3, Week 1, Days 1 and 2 Read-Aloud: Caps for Sale On Day 1, students listen to thestory and discuss the questions: What is the peddler’s problem in the story? How is his problemsolved? They also discuss how to speak in voices that others can hear and understand. OnDay 2, student pairs retell the problem-solution story in sequence, using the illustrations forreference. They share with the class what retelling a story means. TM pp. 72-78



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S.DS.01.03 respond to multiple text types byreflecting, making meaning, and makingconnections.

The program teaches students to use various strategies for responding to narrative andinformational texts and poetry in order to make connections and meaning. For example,students use the cooperative structures “Turn to Your Partner” and “Think, Pair, Share” toreflect on and discuss multiple texts. In Unit 2 they focus on making text-to-self connectionsto understand stories, a strategy they use throughout the year.

Unit 4, Week 1, Day 2 Read-Aloud: “School Bus” (poem) Students listen to a poem as theyvisualize to understand and enjoy it. They use “Think, Pair, Share” to talk to their partnersabout their mental pictures. They also connect their mental images to the poem in classdiscussion: The poem says “Stuffed with kids.” How do you picture the kids in the bus? What doyou think it feels like to be on a bus “stuffed with kids”? TM pp. 106-108

Unit 5, Week 4, Day 1 Read-Aloud: The Trip The teacher reads the story aloud, usingstopping points to ask students what they are wondering about the story. Class discussionincludes the questions: What is Louie thinking and seeing when he looks inside the shoebox?Have you ever moved to a new neighborhood? How did it feel to move away from your oldneighborhood? What happened? TM pp. 192-193

S.DS.01.04 plan and deliver presentationsusing an informational organizational pattern(e.g., descriptive, enumerative, or sequential)providing several facts and details to maketheir point while maintaining appropriateposture and eye contact using a prop.



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Listening & Viewing

LISTENING & VIEWING - ConventionsStrategy Cited in Making Meaning®

Student’s will…L.CN.01.01 understand, restate and followtwo-step directions.

Throughout Making Meaning™, students understand and follow the two-step directions forthe cooperative structure “Turn to Your Partner.” The two-step procedure for this structureis taught and modeled on TM pp. 15-16, then reviewed and practiced with studentsthroughout the year.

Unit 1, Week 3, Day 1 Students review and practice “Turn to Your Partner,” restating theprocedure in response to the question: What is important to remember when you use “Turn toYour Partner”? TM p. 22.

L.CN.01.02 ask appropriate questions forclarification and understanding during apresentation or report.



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L.CN.01.03 listen to or view knowledgeablywhile demonstrating appropriate social skillsof audience behaviors (e.g., eye contact,attentive, supportive) in large and small groupsettings; listen to the comments of a peer andrespond on topic adding a connected idea.(M/PC .04 with .05)

Students learn and practice knowledgeable listening and viewing behaviors every weekduring read-aloud lessons with picture-book texts. They learn how to be an attentiveaudience for the class read-alouds (including viewing illustrations) and responsive listenersfor partner and class discussions of the reading. Social skills emphasized in the programinclude talking and listening to one another and respecting other people’s ideas.

Unit 1, Week 1, Days 1 and 2 Read-Aloud: Quick As a Cricket On Day 1, the teacherintroduces the concept of the classroom reading community, and students learn andpractice read-aloud procedures that include viewing the story illustrations during readingand making eye contact with the speaker during discussions. On Day 2, the students offerideas for responsible read-aloud behavior in response to the questions: When we gettogether to listen to a story, what is helpful? What does it mean to be responsible during a read-aloud? TM pp. 4-5 and 8

Unit 6, Week 1, Day 2 Students discuss their progress in contributing ideas to a classdiscussion of a specific book or topic. Question prompt: How did you do with trying to saysomething different from your classmates? TM pp. 204-205

L.CN.01.04 understand how the source of themessage affects the receiver’s response(student/student, student/ teacher,student/parent). (PC .03)

L.CN.01.05 begin to evaluate messages theyexperience from a variety of media anddifferentiate between sender, receiver, andmessage. (PC .06)



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LISTENING & VIEWING - ResponseStrategy Cited in Making Meaning®

Student’s will…L.RP.01.01 listen to or view knowledgeablyand discuss a variety of genres.

Students learn and practice knowledgeable listening and viewing behaviors every weekduring read-aloud lessons with picture-book texts that include fiction, nonfiction, andpoetry. They also learn how to take part in partner and class discussions of the variousgenres.

Unit 1, Week 4, Day 2 Read-Aloud: It’s Mine! (fiction) Students listen to a fable whilereflecting on its theme, or message. Then in pairs and as a class, they discuss the followingquestions about the story’s theme: What do you think Leo Lionni is trying to tell us in this fable?What part of the story made you think that? TM pp. 34-36


Unit 6, Week 4, Day 1 Read-Aloud: Throw Your Tooth on the Roof (nonfiction) Students listento the different “tooth traditions” described in the text. They discuss the text, using suchquestion prompts as: What do children in the United States do with their teeth after they fallout? What tradition did you like? Why did you like that one? TM pp. 230-232

L.RP.01.02 select, listen to or viewknowledgeably, and respond thoughtfully toboth classic and contemporary textsrecognized for quality and literary merit.

Unit 1, Week 4, Day 2 Read-Aloud: It’s Mine! (fiction) Students listen to a fable whilereflecting on its theme, or message. Then in pairs and as a class, they discuss the followingquestions about the story’s theme: What do you think Leo Lionni is trying to tell us in this fable?What part of the story made you think that? TM pp. 34-36




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Unit 6, Week 4, Day 1 Read-Aloud: Throw Your Tooth on the Roof (nonfiction) Students listento the different “tooth traditions” described in the text. They discuss the text, using suchquestion prompts as: What do children in the United States do with their teeth after they fallout? What tradition did you like? Why did you like that one? TM pp. 230-232

L.RP.01.03 respond to multiple text typeslistened to or viewed knowledgeably, bydiscussing, illustrating, and/or writing in orderto reflect, make meaning, and makeconnections.

Unit 4, Week 1, Day 3 Read-Aloud: “The Balloon Man” (poem) Students listen to tworeadings of a poem, visualize it, and use the cooperative structure “Think, Pair, Share” todiscuss their mental pictures. During a third reading, they draw their images of the poem,then share and discuss them with their partners. Class Progress Assessment: Are thestudents’ visualizations connected to words and phrases in the poem? TM pp. 111-113

Unit 5, Week 4, Day 1 Read-Aloud: The Trip (fiction) The teacher reads the story aloud,stopping to ask students what they are wondering. After reading, students respond toquestions that focus on making meaning and connections: What is Louie thinking and seeingwhen he looks inside the shoebox? Have you ever moved to a new neighborhood? How did it feelto move away from your old neighborhood? What happened? TM pp. 192-193

Unit 6, Week 5, Days 1-2 Read-Aloud: Raptors! (nonfiction) Students listen to and discussthe class read-aloud text, then use the information they learned to visualize and draw araptor and write names for, or label, its parts. Students share their labeled drawings withtheir partners, then reflect on and discuss how they shared their drawings in caring andrespectful ways. TM pp. 246-248

Unit 6, Week 5, Day 3 Students read their own choices of nonfiction books. They use theirStudent Books (p. 12) to write their book title followed by something they learned from thebook and something they wondered about the topic. TM pp. 251-252



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GRADE TWOPages 26-41

Reading


R.NT.02.01 describe the similarities of plot andcharacter in classic, multicultural, andcontemporary literature that is recognized forquality and literary merit.

Making Meaning introduces students to quality literature, including classic andcontemporary works representing a wide multicultural spectrum. Students explorecharacters in depth during Unit 4 (Making Inferences About Characters). Informalcomparisons between texts may occur.

R.NT.02.02 identify and describe the basicelements and purpose of a variety of narrativegenre including, poetry, fantasy, legends, anddrama.

In Making Meaning™, students learn to identify and describe the basic elements in a varietyof narrative genre including poetry, fable, and biography (narrative nonfiction).

Unit 3, Week 1, Day 3 Read-Aloud: “My Baby Brother” (poem) Students view a transparencyof this previously heard poem and identify/describe the elements that make it a poem. Theteacher stops during her reading of different stanzas to pose these questions: What do younotice about the words tiny and shiny? How are they alike?/ What rhyming words did you noticein the lines I just read? Students also discuss other poems they know or have heard. Teacher’sManual ™ p. 93

Unit 4, Week 4, Day 1 Read-Aloud: The Greatest Treasure (Chinese fable) Students learn toidentify this story as a fable, “a story that teaches a lesson.” They think about the lesson asthey listen, then explain it in responding to these questions: When Li returns the money toPang, he says, “This treasure almost robbed me of my happiness!” What do you think Li means?Explain your thinking./ At the end of the story, Li says, “Gold and silver have their price, but peaceand happiness are priceless.” What do you think Li means? Explain your thinking. TM pp. 158-159



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R.NT.02.03 identify and describe characters’actions and motivations, setting (time andplace), problem/ solution, and sequence ofevents.

In Units 1-5 and 7, students engage in story discussions in which they identify and describecharacters and events. In Unit 4, students focus on inferring and describing characters’feelings, motivations, and actions. In Unit 5, students build on their knowledge of characterand problem/solution plot.

Unit 1, Week 4, Day 3 Read-Aloud: A Chair for My Mother Students describe and predict thestory’s sequence of events in response to these during-reading questions: What did you findout about the girl and her family in this part of the story? What’s happening? What do you thinkwill happen next? They discuss the main character’s actions and feelings in response to theafter-reading questions: What were some of the ways you think this little girl might have feltduring the story? What in the story made you think that? Teacher’s Manual (TM) p. 54.

Unit 4, Week 1, Days 1-2 Read-Aloud: What Mary Jo Shared On Day 1, students listen to thestory and discuss these after-reading questions: What happens in this story? What problemsdoes Mary Jo face in this story? How does she solve them? On Day 2, students hear the storyagain and work in partners to help the class complete a two-column chart: What does MaryJo do? (actions)/What does this tell us about Mary Jo? (character’s feelings and motivations)Question prompts: What are some important things that Mary Jo does in the story? When MaryJo does this, what does it tell you about her? How might she be feeling? TM pp. 124-130

R.NT.02.04 identify and explain howauthors/illustrators use literary devicesincluding illustrations and titles to depictmajor story events, and comparisonsincluding metaphors or similes to revealcharacters’ thoughts and actions

Unit 1, Week 1, Day 1 Read-Aloud: McDuff Moves In After viewing the cover illustration andreading the book title, students identify and explain what they’ve learned from theseliterary devices. Question prompts: What can you tell about this book already? Do you thinkthis will be a serious book or a funny book? Why do you think so? TM pp. 5-6

Unit 3, Week 2, Day 2 Read-Aloud: “Dry Skin” from Poppleton and Friends Students visualizethe author’s simile describing the story’s main character, a pig named Poppleton. In pairsand as a class, they explain what the simile reveals about Poppleton: How do you picturePoppleton? How do the words “as dry as an old apple” help you get a picture of Poppleton’s dryskin? TM p. 100



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R.NT.02.05 respond to individual and multipletexts by finding evidence, discussing,illustrating and/or writing to reflect, makeconnections, take a position, and/or showunderstanding.

In every unit students discuss individual and multiple texts in pairs (using the cooperativestructures “Turn to Your Partner” and “Think, Pair, Share”) and as a class to makeconnections and show understanding. In Unit 2 they focus on text-to-self connections. InUnit 3 they visualize (and illustrate) what a text brings to mind. They also write in theirStudent Books to reflect on what they’ve read.

Unit 2, Week 1, Days 1-2 Read-Aloud: Jamaica Tag-Along On Day 1, students listen to thestory and discuss these questions: What happens in this story? Why does Jamaica want tocome along and play basketball with her brother Ossie? What part of the story tells you that?Why doesn’t Ossie want Jamaica to play basketball with him and his friends? Explain yourthinking. What happens at the end of the story? After a second reading on Day 2, students use“Think, Pair, Share” to discuss a question that makes a personal connection: How does whathappened in Jamaica Tag-Along remind you of your own life? Class ComprehensionAssessment: Are the students connecting to important ideas in the story or to details? TM pp.60-64

Unit 3, Week 4, Day 2 Read-Aloud: The Paperboy After a second reading of the story,students visualize the story events and discuss their images in pairs. They draw an especiallyvivid event and write a descriptive sentence on the Student-Book page titled “How IPictured The Paperboy.” TM pp. 114-115, Student Book p. 4

Unit 5, Week 2, Day 3 Independent Strategy Practice Students read individual storiesindependently, using self-stick notes to mark places where questions come to mind. Theydiscuss their questions with their partners, then with the class. Class question prompts:What in the story made you wonder about that? What are you still wondering about? TM pp.183-184


R.IT.02.01 identify and describe the basic form,features, and purpose of a variety ofinformational genre including simple “how-to” books, personal correspondence, scienceand social studies magazines.



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R.IT.02.02 discuss informational text patternsincluding descriptive, sequential,enumerative, and compare/contrast.

R.IT.02.03 explain how authors use textfeatures including boldface text, graphs,maps, diagrams, and charts to enhance theunderstanding of key and supporting ideas.

In Unit 6 (Exploring Nonfiction) students explain how authors use such text features asboldface chapter titles, photographs, and tables of contents to enhance readers’understanding of main and supporting ideas.

Unit 6, Week 4, Days 1-2 Read-Aloud: Fishes (A True Book) On Day 1, students preview thetext by viewing the cover photo, title, boldface table of contents, and a few boldfacechapter titles. They explain what these text features tell them in responding to the question:What do you think you will learn about fishes from this book? On Day 2, they continue to usechapter titles, captions, and labels to help them understand key and supporting ideas in thetext. TM pp. 250-255

R.IT.02.04 respond to individual and multipletexts by finding evidence, discussing,illustrating and/or writing to reflect, makeconnections, take a position, and/or showunderstanding.

In Unit 6 students respond to multiple texts by discussing the texts and finding evidence tosupport their thinking. They also reflect on and write about what they are learning fromtheir Individualized Daily Reading (IDR) on special journal pages in their Student Books.

Unit 6, Week 4, Day 3 Independent Strategy Practice Students read individual books infive-minute segments, stopping to reread and share interesting facts with their partners.They write one or two sentences that reflect what they learned and express what they stillwonder about their books’ topics. They also take part in a class discussion of the questions:What new or interesting information did you learn from your book? What are you wonderingabout what you have read? TM pp. 258-259, Student Book p. 7

Unit 6, Week 5, Day 1 Read-Aloud: POP! A Book About Bubbles Before listening to the book,students connect their experience with the topic by responding to the question: Have youever blown bubbles? Tell us about it. After listening, they find supporting evidence in the textby discussing: Does anything in the book remind you of experiences you have had or things youhave noticed while blowing bubbles? TM pp. 262-264



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R.CM.02.01 make text-to-self and text-to-textconnections and comparisons by activatingprior knowledge, connecting personalknowledge, experience, and understanding ofothers to ideas in text through oral andwritten responses. (M .01 with .02, and .04)

Making connections is an important comprehension focus in the program, with Unit 1 (TheReading Life) and Unit 2 (Making Connections) focusing on making text-to-self connectionsto understand and enjoy stories.

Unit 2, Week 2, Day 2 Read-Aloud: Alexander and the Terrible, Horrible, No Good, Very BadDay Students retell the story heard in a previous lesson, then respond to this question thatmakes a text-to-self connection: What happens in Alexander and the Terrible, Horrible, NoGood, Very Bad Day that reminds you of your own life? They use their Student Books to draw apicture of their own very bad day and write a sentence about it. Class ComprehensionAssessment: Do the students connect the pictures and sentences about their own lives with thestory? As an extension, they make a text-to-text connection and comparison betweenAlexander and the main character in the previously read Jamaica Tag-Along. Questionprompts: In what ways are Alexander and Jamaica alike? In what ways are they different? TMpp. 73-75, Student Book p. 2

Unit 6, Week 5, Day 1 Read-Aloud: POP! A Book About Bubbles Students discuss this before-reading question that makes a text-to-self connection with their personal experience: Haveyou ever blown bubbles? Tell us about it. They discuss this after-reading question that makes aconnection between their personal experience and ideas in the text: Does anything in thebook remind you of experiences you have had or things you have noticed while blowingbubbles? TM pp. 262-264

R.CM.02.02 retell in sequence the majoridea(s) and relevant details of grade-levelnarrative and informational text. (PC .03)

Students use retelling to identify and recall key information in a text. They focus on theimportant ideas or sequence of events, using characters and plot to organize their thinking.

Unit 2, Week 2, Day 2 Read-Aloud: Alexander and the Terrible, Horrible, No Good, Very BadDay Student volunteers retell the relevant details of the story they heard and discussed in aprevious lesson. Question prompt: What happens to Alexander during his terrible, horrible, nogood, very bad day? TM p. 73



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R.CM.02.03 compare and contrastrelationships among characters, events, andkey ideas within and across texts to create adeeper understanding by mapping storyelements, graphically representing key ideasand details, and asking questions as they read.(M/PC .05, .06, and .07, with .08)

Throughout the program, students compare and contrast relationships among characters,events, and key ideas to deepen understanding. In Unit 5 they focus on understandingstories by wondering/questioning as they read. They also use two-column charts as graphicorganizers to represent key ideas and details.

Unit 4, Week 2, Day 2 Read-aloud: Erandi’s Braids Students listen to a rereading of the story,focusing on what Erandi says, does, and thinks and what these details reveal about her.After partner discussions of their findings, students contribute to a two-column chart thatgraphically represents how Erandi’s actions and character traits are related. TM pp.139-140

Unit 5, Week 1, Days 2- 3 Read-Aloud: The Ghost-Eye Tree On Day 2, students listen andshare their questions/wonderings about the story’s characters, events, and key ideas atstopping points during the reading. On Day 3, students listen to a rereading of the book,then pair up to discuss what they wondered—and the teacher charted—during the firstreading. For each “I wonder” statement on the chart, students find evidence to support theirresponses to the question: Is this [statement] answered in the book? How? ClassComprehension Assessment Are the students using the “I wonder” statements to discuss thebook? Are they using evidence from the text to support their thinking? TM pp. 171-175

R.CM.02.04 apply significant knowledge fromgrade-level science, social studies andmathematics texts. (PC .09)


R.MT.02.01 self-monitor comprehension byrecognizing when meaning is breaking downand use strategies including making crediblepredictions to increase comprehension whenreading or listening to text. (M .01, .02, and .03with .04)

Throughout the program, students learn to use listening and reading strategies to increasecomprehension. In Unit 6 they learn to self-monitor comprehension with the help of the“Thinking About My Reading Chart.”

Unit 6, Week 1, Day 1 Individualized Daily Reading Students learn to self-monitor theircomprehension by pausing while reading to think about how well they understand the text.At these stopping points, they ask themselves the following questions on the “ThinkingAbout My Reading” chart to help them recognize where meaning is breaking down andwhether the book is right for them: What is happening in my story right now? / Does thereading make sense? / How many words on the page I just read are new to me? How many wordsdon’t I know? / Would it be better to continue reading this book or get a new book? At the end ofIDR time, students discuss how the questions on the chart helped them self-monitorcomprehension. TM pp. 205-206



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Unit 6, Week 3, Day 1 Individualized Daily Reading Students learn the strategy ofpreviewing a nonfiction text by looking at the cover, reading the information on the back ofthe book, and looking through the pages to acquaint themselves with the book beforereading it. As students read their IDR texts, the teacher circulates to ask such questions asthe following: What did you notice about your book when you looked it over before you startedto read? How was this helpful to you? TM pp. 239-240

Unit 6, Week 4, Day 1 Read-Aloud: Fishes (A True Book) Before listening to the text, studentspreview it by viewing the cover photo and hearing the title and a few chapter titles readaloud. Based on this preview, they make credible predictions in responding to the question:What do you think you will learn about fishes from this book? TM pp. 250-251

R.MT.02.02 self-monitor comprehension byusing strategies including constructingmental images, visually representing ideas intext, and asking questions before, during, andafter reading. (M/PC .05 with .06)

In Unit 3 (Visualizing) students increase their comprehension by visualizing ideas in textsbeing read aloud or independently. In Unit 6 students self-monitor comprehension byasking questions during independent reading.

Unit 3, Week 2, Day 3 Independent Strategy Practice Students practice visualizing asthey read non-illustrated books, using self-stick notes to mark places where images came tomind. They stop at five-minute intervals and use “Turn to Your Partner” to talk about theplaces they marked and the images they created. Class Comprehension Assessment: Arethe students able to describe how the text helps them visualize? Are they using their backgroundknowledge and/or inference to help them visualize? TM pp. 102-104

Unit 6, Week 1, Day 1 Individualized Daily Reading (IDR) Students learn to self-monitortheir comprehension during independent reading by asking themselves the followingquestions on the “Thinking About My Reading” chart: What is happening in my story rightnow? / Does the reading make sense? / How many words on the page I just read are new to me?How many words don’t I know? / Would it be better to continue reading this book or get a newbook? TM pp. 205-206



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R.MT.02.03 self-monitor comprehension by re-reading or listening again if uncertain aboutmeaning, making inferences, andsummarizing the most important ideas andthemes in a text. (M/PC .07 and .08 with .09)

In Making Meaning™, students listen to every read-aloud text at least twice to monitorcomprehension. They make inferences to think more deeply about both narrative andexpository texts, with Units 4 (Making Inferences About Characters) and 7 (ExploringImportant Ideas) focusing on making inferences and summarizing important ideas.

Unit 4, Week 3, Days 2-3 Read-Aloud: Chester’s Way On Day 2, students listen to arereading of the story, using clues from the story to infer and discuss ideas about the story’scharacters. On Day 3, they practice making inferences about characters in theirindependent reading. After reading for ten minutes, they stop to discuss the followingquestions with their partners: What did you figure out about your character? What clues in thestory helped you figure that out? Class Comprehension Assessment: Are the students able tomake an inference about a character? Can they identify clues that support their inference? TMpp. 151-155

Unit 7, Week 1, Day 2 Read-Aloud: “Summer of the Shark” (magazine article) Studentslisten to the first reading of the article and discuss what it is about. They listen to a secondreading and summarize the important ideas in response to the questions: What is this articleabout? What are the important ideas about sharks in this article? Why do you think so? TM pp.287-288

R.MT.02.04 Plan, monitor, regulate, andevaluate skills, strategies and processes toconstruct and convey meaning and discusswhich comprehension strategies worked anddid not work (M/PC .10 with .14)

Unit 5, Week 3, Day 1 Independent Reading Students review the strategies on the“Reading Comprehension Strategies Chart” before reading individual books for 20 minutes.After reading, they discuss what they read and evaluate which strategies helped them.Question prompts: What is happening in your story? What is a reading comprehension strategyon the chart you used when reading today? How did it help you understand your story? TM pp.191-192

R.MT.02.05 self-monitor comprehension byusing graphic organizers such as a Venndiagram and paragraphs to compare andcontrast or indicate a sequence of ideas.(M/PC .12 with .13)

R.MT.02.06 determine which resourcescontain appropriate information usingteacher- and student-generated criteria.(M/PC .15)



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R.CS.02.01 develop and discuss sharedstandards and begin to assess the qualitiesand accuracy of their own writing and thewriting of others. (M .01 with .02)

In Making Meaning™, students help develop and discuss shared standards (norms) for theirclassroom behavior, including listening, reading, and speaking. They participate in classmeetings to assess how well they are applying these standards within their readingcommunity.

Unit 1, Week 3, Day 3 Class Meeting Students meet to assess how well they are followingsuch procedures as preparing for read-alouds and class meetings, listening and speakingduring partner discussions, using the classroom library, and participating in IndividualizedDaily Reading. Discussion prompts: Which procedures do you think we do well? Whichprocedures, if any, do you think we need more practice on? Why? / When we follow theprocedures in a responsible way, what are some of the benefits to our class? TM pp. 38-39

Unit 1, Week 4, Day 2 Class Meeting Students meet to review and agree on a list ofclassroom norms based on statements they wrote about how they want to be treated byclassmates. After discussing the list, they respond to these questions to finalize thestandards chart: What other norms do you think we need to add to the chart to help us have asafe and caring community in our class? Why? / Is there anything on the chart that you cannotagree to try to live by in the coming days? If so, what and why? / How can we change the chart soeveryone can agree? TM pp. 48-50



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R.AT.02.01 be enthusiastic about reading andlearning how to read.

Unit 1, Week 2, Day 1 Class Meeting Students meet to think about and share their lives asreaders. After the teacher models her reading life, students use “Turn to Your Partner” toshare their answers to these questions: What are some books you’ve read or heard that youreally love? / What is your favorite place to read a book? / What things do you love to readabout? / What things do you want to read about this year? Willing partners then share theirresponses with the class. TM pp. 19-20

Unit 3, Week 1, Day 2 The teacher holds individual conferences in which students respondto questions such as these: What do you like to read? / Do you have favorite authors or books?What do you like about them? / What would you like to read this year? / How do you feel aboutreading? Why do you [like/dislike] reading? / How would you like me to help you this year? TM p.90

Unit 8, Week 1, Day 2 Students use “Think, Pair, Share” to discuss the selected books theyenjoyed together during the year. Question prompts: Which of these books did you enjoy themost? Why did you like that book? / What kind of books do you like to read? Why do you like toread these books? The teacher then records students’ choices on the “Kinds of Books WeLike” chart. Students also individually respond to questions about their enjoyment ofindependent reading: What is one of your favorite books to read? Why do you like that book? /What do you want to read this summer? / What would you like to read next year? / What do youlike about reading? TM pp. 330-333

R.AT.02.02 do substantial reading and writingon their own during free time in school and athome.

Throughout Making Meaning, students do substantial reading on their own as part ofIndividualized Daily Reading (IDR). They write about their independent reading on theReading Log and Journal pages in their Student Books.

Unit 8, Week 1, Day 2 Students use their Student Books to write about what kinds of booksand stories they want to read during the summer and where they might do their summerreading. Question prompts: What kinds of stories do you like to read or listen to? Why do youlike that kind of story? / Do you like books about real things? / What kinds of things do you wantto learn about? / Where can you picture yourself reading this summer? TM p. 331



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Speaking

Speaking -Conventions Strategy Cited in Making Meaning®

S.CN.02.01 use common grammaticalstructures correctly when speaking includingsubject/verb agreement, pronoun/nounagreement, nominative and objective casepronouns, and more complex conjunctions(e.g., although, instead of, so that). (M .01, .02with .03)

S.CN.02.02 explore and use language tocommunicate effectively with a variety ofaudiences and for different purposesincluding questions and answers, discussions,and social interactions. (PC .04)

In Making Meaning™, students use language to communicate with such audiences aspartners, classmates, and teacher in their classroom reading community. The cooperativestructures “Turn to Your Partner” and “Think, Pair, Share” plus class meetings anddiscussions help students explore language for the purpose of sharing ideas, asking andresponding to questions, and fostering social interactions.

Unit 4, Week 1, Day 3 Class Meeting Students meet to assess how well they are takingresponsibility during whole-class discussions and independent reading. Students use“Think, Pair, Share” to discuss the questions: What has been going well for you during ourwhole class discussions? What do we need to work on? / What has been working well duringindependent reading time? What do we need to work on? Volunteers share their ideas with theclass. TM pp. 132-133

Unit 7, Week 1, Day 3 Read-Aloud: “A Nose for the Arts” (informational magazine article)After listening to the first part of the article, students use “Turn to Your Partner” to discussthe following question: What have you learned so far in this article? After hearing the last part,the partners discuss: What did you learn in the last part you heard? Students also reflect onand discuss how well partners worked together: How did you do today sharing your partnertime in a fair way? TM 291-294

S.CN.02.03 speak effectively adoptingappropriate tone of voice and intonationpatterns in narrative and informationalpresentations. (PC .05)



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S.CN.02.05 understand, providing examples ofhow language differs from school and homeas a function of linguistic and cultural groupmembership. (PC .07)


S.DS.02.01 engage in substantiveconversation, remaining focused on subjectmatter, with interchanges building on priorresponses in book discussions, peerconferencing, or other interactions.

Students engage in substantive conversation about books using both peer conferencing(“Turn to Your Partner” and “Think, Pair, Share”) and class discussions that build on priorresponses. Lessons in each unit teach students how to make these interchanges focusedand productive.

Unit 5, Week 3 Days 1-2, Read-Aloud: The Paper Crane On Day 1, students listen to thestory and express what they wonder about it before, during, and after reading. They use thepeer-conferencing structure “Turn to Your Partner” to discuss what they are wondering,with volunteers sharing their wonderings with the class. On Day 2, students review their “Iwonder” statements on the “I Wonder About The Paper Crane” chart the teacher hasprepared. After a rereading of the story, partners discuss whether the story talks about(answers) any of their prior wonderings, with volunteers again sharing with the class.Question prompt for each “wondering” stated on the chart: Is this answered in the book?How? TM pp. 188-194

S.DS.02.02 tell or retell stories (e.g., fantasy,legends, drama), using story grammar (e.g.,elaborated information about characters,characters’ actions and motivations, plot, andsetting as related to plot) while maintainingappropriate intonation and tone of voice.

Unit 2, Week 2, Day 2 Read-Aloud: Alexander and the Terrible, Horrible, No Good, Very BadDay Student volunteers retell the story they heard and discussed in a previous lesson.Question prompt: What happens to Alexander during his terrible, horrible, no good, very badday? They also elaborate on this story by telling their own stories about what happenedwhen they had a very bad day much like Alexander’s. TM 73-74



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S.DS.02.03 respond to multiple text types byreflecting, making connections, taking aposition, and/or sharing understanding.

The program teaches students various ways of responding to multiple text types. Forexample, students learn to make text-to-self connections with stories in Unit 2, reflect onand visualize stories and poetry in Unit 3, and wonder to understand nonfiction in Unit 6.

Unit 3, Week 3, Day 1 Read-Aloud: “The Kite” (short story) from Days with Frog and ToadStudents visualize at stopping points during the reading, then share their understanding ofthe story by discussing these questions: What are some things Frog and Toad do to get theirkite to fly? / What does Toad do every time the robins talk to him? How does Frog keep Toad fromgiving up? / How do you think Toad feels at the end of the story? They make connectionsbetween the story and their partner work by discussing: How does Frog help Toad in thisstory? / What are some ways you can help your partner while you’re working together? TM pp.106-107

Unit 7, Week 1, Day 3 Read-Aloud: “A Nose for the Arts” (magazine article) After listening tothe first part of the article, students use “Turn to Your Partner” to share their responses tothe following question: What have you learned so far in this article? After hearing the last part,the partners discuss: What did you learn in the last part you heard? Students also reflect onand discuss how well partners worked together: How did you do today sharing your partnertime in a fair way? TM 291-294

S.DS.02.04 plan and deliver presentationsusing an informational organizational pattern(e.g., descriptive, cause/effect,compare/contrast) providing supportive factsand details to make their point, reflecting thesource of information, while maintainingappropriate intonation and tone of voiceusing a prop.



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Listening & Viewing

LISTENING & VIEWING - Conventions Strategy Cited in Making Meaning®

L.CN.02.01 understand, restate and followthree- and four-step directions.

Beginning in Unit 1, students learn to follow the three-step directions for “Think, Pair,Share,” a strategy used when students are asked to respond to complex questions. Studentsshow their understanding of the following steps in “Think, Pair, Share” by first, thinkingindividually about a question or issue; second, sharing their thoughts by turning to apartner on the signal “talk to your partner now”; and third, ending their conversation on theteacher’s signal to turn their attention back to her. A fourth step may be added if theteacher asks pairs to report their thinking to another pair or to the class. TM p. 22

L.CN.02.02 ask appropriate questions forclarification and understanding during apresentation or report.

L.CN.02.04 understand how the source of themessage affects the receiver’s response(student/ student, student/teacher,student/parent). (PC .03)

L.CN.02.05 begin to evaluate the messagesthey experience in broadcast and print mediadistinguishing between factual informationand opinion, advertising hype, orpropaganda. (M/PC .06 with .07)



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LISTENING & VIEWING - Response Strategy Cited in Making Meaning®

L.RP.02.01 listen to or view knowledgably anddiscuss a variety of genres.

During weekly read-aloud lessons with picture books, students knowledgably listen to/viewa variety of genres that include fiction, poetry, and narrative and expository nonfiction suchas biography and informational texts. (See a complete listing of titles and genres on TM p.341.) After listening, students take part in partner and class discussions.

Unit 5, Week 1, Day 1 Read-Aloud: The Incredible Painting of Felix Cloisseau (fiction) Studentslisten to the picture-book reading while viewing the illustrations, then discuss the story inpairs and as a class. TM pp. 166-169

Unit 7, Week 1, Day 2 Read-Aloud: “Summer of the Shark” (informational magazine article)Students listen to the first reading of the article and discuss what it is about. They listen to asecond reading and summarize the important ideas in response to the questions: What isthis article about? What are the important ideas about sharks in this article? Why do you thinkso? TM pp. 287-288


Unit 6, Week 1, Day 1 Read-Aloud: The Tale of Peter Rabbit (classic) After learning thatBeatrix Potter wrote and illustrated this book 100 years ago, students listen to the story readaloud as they view the illustrations. They discuss the story, including the question What partof the story did you like best? They also respond to the question: After hearing The Tale ofPeter Rabbit and seeing the illustrations, what do you wonder about Beatrix Potter? What wouldyou like to find out about her? TM 202-204

Unit 3, Week 3, Day 1 Read-Aloud: “The Kite” from Days with Frog and Toad (contemporary)Students listen to a reading of the story, stopping to visualize the text at stopping pointsduring the reading. They respond thoughtfully to the following questions that makeconnections between the story and their partner work: How does Frog help Toad in this story?/ What are some ways you can help your partner while you’re working together? TM pp. 106-107



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L.RP.02.03 respond to multiple text typeslistened to or viewed knowledgeably, bydiscussing, illustrating, and/or writing in orderto reflect, make connections, take a position,and/or show understanding.

Unit 3, Week 1, Days 2-3 Read-Aloud: “My Baby Brother” (poem) On Day 2, students listento readings of the poem as they create mental pictures of the baby brother. They share theirimages with a partner, then draw their mental pictures in their Student Books. Afterwards,they reflect on how the strategy of visualizing helps readers make sense of text. ClassComprehension Assessment: Are the students able to visualize images that connect to wordsin a poem? / Do they refer to the text to describe the connections they are making? On Day 3,students view a transparency of the poem and discuss the elements that make it a poem.Students also make connections to other poems they know or have heard. TM p. 93

Unit 8, Week 1, Day 1 Read-Aloud: little blue and little yellow (fiction/picture book) Studentslisten to this story about the friendship between two dots as they view the illustrations.They discuss the story in pairs and as a class by responding to the questions: What happensto little blue and little yellow? / What can we learn about friendship from this story? / Whichcomprehension strategy did you use as you listened to the story? / When did you use wondering?TM pp. 326-328



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THIRD GRADEPages 42-55

Reading


R.NT.03.01 explain how charactersexpress attitudes about oneanother in familiar classic,multicultural, and contemporaryliterature recognized for qualityand literary merit.

In Unit 3 (Making Inferences About Characters) students focus on understanding characters andtheir relationships in a range of contemporary and multicultural picture books known for qualityand literary merit.

Unit 3, Week 2, Days 2-3 Read-Aloud: Julius, the Baby of the World Students pair up to discuss theirinferences about the main character (Lilly) and her feelings toward her new baby brother (Julius).Partners then explain how Lilly expresses her changing attitudes toward Julius in her words andactions. Sample responses: “Lilly doesn’t want a baby brother. We figured that out from theinsulting things she says to the baby.” / “I think Lilly is standing up for her little brother--sort ofprotecting him from Cousin Garland.” /“She repeats all the good things her parents have beensaying about Julius.” Teacher’s Manual (TM) pp. 122-128

Unit 3, Week 3, Days 2-3 Read-Aloud: Boundless Grace Students pair up to discuss what theyinferred about the main character’s (Grace) feelings and attitudes while visiting her father and newstepfamily in Africa. Partners then explain how Grace expresses her changing attitudes toward herfather’s new family in words, thoughts, and actions. Sample responses: “Grace feels left out. In thestory, she said she didn’t feel like she was a part of her father’s new family in Africa.” / “Grace doesn’tlike her stepmother. I figured that out because she wouldn’t eat her stepmother’s cooking.” / “Shefigures out that even a family like hers can be happy.” TM pp. 138-143

R.NT.03.02 identify and describethe basic elements and purpose ofa variety of narrative genreincluding, folktales, fables, andrealistic fiction.

Students often identify and describe a text’s basic elements and purpose in their discussions of avariety of narrative genre including fables, biographies, and historical and realistic fiction.

Unit 3, Week 4, Day 1 Read-Aloud: City Green (realistic fiction) Students identify and describe theplot, characters, and setting of this story. Discussion questions: What happens in the story? / Who arethe main characters in the story? Are there any other important characters? / Where does the story takeplace? Why is that important to the story? / Why do you think the author called this story City Green? TMp. 152

Unit 4, Week 2, Day 3 Read-Aloud: A Day’s Work (realistic fiction) Students identify and describe the



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problem/solution plot elements and lesson in this story. Discussion questions include the following:What is the problem in this story? / What happens at the end of the story? How is the problem solved? /What lesson do you think Francisco has learned from his experience? Explain your thinking. TM pp. 210-211

Unit 5, Week 2, Days 1-3 Read-Aloud: Wilma Unlimited (biography) Students describe a biographyand its purpose. Discussion questions include the following: What are some important things youlearned about Wilma’s early life? / What was Wilma Rudolph like? What did she do that showed what shewas like? / What did you learn about the way Wilma lived her life that you might like to remember anduse in your own life? TM pp. 273-281

Unit 6, Week 1, Day 1 Read-Aloud: “The Camel Dances” from Fables (fable) Students learn the basicelements and purpose of the fable. After listening to two readings of a fable, they identify anddescribe the lesson it teaches. Discussion questions: What important idea or message do you thinkpeople can learn from the camel? What in the story makes you think that? Students also discuss theirinterpretations of the moral’s meaning. TM pp. 349-351

R.NT.03.03 identify and describecharacters’ thoughts andmotivations, story level themes(good vs. evil), main idea, andlesson/ moral (fable).

Unit 5, Week 1, Day 1 Read-Aloud: Brave Harriet Students listen to a biography of Harriet Quimby,an American pilot who became the first woman to fly across the English Channel. At a stoppingpoint, they pair up to identify and describe the main ideas in the first part of the text. Questionprompts: If someone asked you what you learned about Harriet Quimby today, what would you answer?What are some important things you learned about her life? TM pp. 252-255

Unit 6, Week 1, Day 2 Read-Aloud: “The Mouse at the Seashore” from Fables After listening to arereading of this fable without the moral, students pair up to identify and describe the fable’slesson. As a class, they also discuss the author’s moral: “All the miles of a hard road are worth amoment of true happiness.” Question prompt: What does the story tell us about doing difficult things?TM pp. 354-355



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R.NT.03.04 explain how authorsuse literary devices includingprediction, personification, andpoint of view to develop a storylevel theme, depict the setting,and reveal how thoughts andactions convey importantcharacter traits.

Unit 1, Week 2, Day 2 Read-Aloud: Let’s Eat! After listening to this story about Mama’s attempts toget everyone in her Spanish family to eat together, students explain how the author usespredictable words and actions to develop Mama’s character and foreshadow the story’s ending.Question prompts: Why do you think Mama says, “Ay, que pena!” [What a pity!] whenever someone ismissing from the table? What in the story makes you think that? / Does the story end the way youexpected it to? What clues did the book [author] give to prepare you for this ending? TM pp. 25-27

Unit 3, Week 2, Day 3 Read-Aloud: Julius, the Baby of the World Students discuss this story thatfocuses on the main character’s (Lilly) point of view. They help create a character web that revealsthe important character traits they inferred about Lilly from her thoughts and actions. TM pp. 122-124


R.IT.03.01 identify and describe thebasic elements, features, andpurpose of a variety ofinformational genre includingtextbooks, encyclopedias, andmagazines.

In Unit 5 (Exploring Nonfiction) students identify and describe what they learn from informationaltexts and explore the texts’ structure and purpose.

Unit 5, Week 3, Day 1 As an extension of students’ study of informational books, they view anddiscuss a variety of informational genre such as newspapers, magazines, and posters. They also takea field-trip walk to identify examples of expository text. They list the various types and describe thekinds of information in each one. TM pp. 291-292

R.IT.03.02 identify informationaltext patterns including descriptive,sequential, enumerative,compare/contrast, andproblem/solution.



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R.IT.03.03 explain how authors usetext features including titles,headings and subheadings,timelines, prefaces, indices, andtable of contents to enhance theunderstanding of key andsupporting ideas.

In Unit 5 (Exploring Nonfiction) students help create an “Expository Text Features” chart. They addand explain the use of such features as they encounter them in their reading.

Unit 5, Week 3, Days 1-3 Read-Aloud: Reptiles On Days 1 and 2, students learn the use of textfeatures in an informational (expository) book, adding the terms photographs, captions, table ofcontents, and important words or glossary to an “Expository Text Features” chart. On Day 3, studentsadd index, additional resources, and author biography to the chart, then pair up to identify features inother books and explain how such features support the ideas in the text. Discussion prompts: Whatfeatures did you find that are already on the chart? / What features did you find that are not listed on thechart? How are they used? Class Comprehension Assessment: Do the students recognize textfeatures? / Do they have a sense of what information each feature contributes? TM pp. 288-299



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R.CM.03.01 connect personalknowledge, experiences, andunderstanding of the world tothemes and perspectives in textthrough oral and writtenresponses.

Making connections is an important comprehension focus in Making Meaning™. Studentsinformally connect their personal knowledge and experience to important ideas and perspectives intexts through oral (and sometimes written) responses before, during, and after reading.

Unit 6, Week 2, Day 1 Read-Aloud: Lifetimes (section about army ants) Students connect their priorknowledge to this informational text by responding to the before-reading question: What do youthink you already know about ants? After reading, they respond to questions that connect theirpersonal knowledge and experiences with perspectives in the text. Discussion questions: Whatimportant lesson can we learn from army ants? What in the text makes you think that? / What are somethings we do in our classroom community that remind you of the way ants live? / What are some thingswe can do in our classroom community to be more like ants? TM pp. 367-369

Unit 6, Week 3, Day 3 Read-Aloud: Keepers Students connect their personal experience andunderstanding with this multicultural story’s theme and perspective about the keepers of an AfricanAmerican family’s culture and traditions. Students use “Think, Pair, Write” to discuss and write aboutthese questions: What do you think the author wants people to learn from this story?/What happens inthe story that makes you think that? As a class, they discuss the question: Would you like to be thekeeper of your family stories? Why or why not? TM pp. 389-390

R.CM.03.02 retell in sequence thestory elements of grade-levelnarrative text and major idea(s)and relevant details of grade-levelinformational text.

Unit 2, Week 3, Day 2 Read-Aloud: Aunt Flossie’s Hats (and Crab Cakes Later) Students retell thisnarrative in sequence, guided by the book’s illustrations. TM p. 93

Unit 6, Week 2, Day 1 Read-Aloud: Lifetimes (section about army ants) Student partners use “Think,Pair, Share” to retell the major idea of this informational text and the relevant details, or reasons, inthe text that support their thinking. TM p. 368

Unit 6, Week 2, Days 3-4 Independent Strategy Practice Students read narrative texts atappropriate levels for independent reading. After reading for 10 minutes, student partners tell eachother the title and author of the book, briefly describe what it is about, and then retell in sequencewhat happened in the part they just read. TM pp. 379 and 393



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R.CM.03.03 compare and contrastrelationships among characters,events, and key ideas within andacross texts to create a deeperunderstanding including anarrative to informational text, aliterature selection to a subjectarea text, and an historical event toa current event.

While students are seldom explicitly asked to make such comparisons, they happen informallythroughout the program during discussions of both read-alouds and independent reading.

Unit 4, Week 1, Day 4 Students compare and contrast two read-aloud Native American stories: therealistic fiction story Knots on a Counting Rope and the folklore-based tale The Girl Who Loved WildHorses. Partners use “Think, Pair, Share” to think about and discuss these questions: How are thesetwo stories alike? / How are they different? TM p. 199

Unit 6, Week 1, Day 2 Read-Aloud: “The Mouse and the Seashore” Students compare thiscontemporary fable’s key ideas with those in a biography of Wilma Rudolph (Wilma Unlimited inUnit 5). Discussion questions: What were some things we thought we could learn from Wilma Rudolphabout how we want to be in our lives? / How does the story of the mouse and the seashore remind you ofthe story of Wilma Rudolph? TM p. 356

R.CM.03.04 apply significantknowledge from grade-levelscience, social studies andmathematics texts.

In Units 5 (Exploring Nonfiction) and 6 (Exploring Important Ideas), students read biographies (socialstudies) and science texts that provide significant knowledge students can apply to their own lives.

Unit 5, Week 2, Day 3 Read-Aloud: Wilma Unlimited (social studies/biography of Wilma Rudolph)After hearing this biography, students discuss applying the important lessons they learned from thisfamous athlete. Discussion questions include the following: What are some important things youlearned about Wilma’s early life? / What did you learn about the way Wilma lived her life that you mightlike to remember and use in your own life? TM p.280

Unit 6, Week 2, Day 1 Read-Aloud: Lifetimes (science/lives of army ants) After hearing about thecommunity lives and behaviors of army ants, students apply this significant knowledge to theirclassroom community. Discussion questions: What important lesson can we learn from army ants?What in the text makes you think that? / What are some things we do in our classroom community thatremind you of the way ants live? / What are some things we can do in our classroom community to bemore like ants? TM pp. 368-369



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R.MT.03.01 self-monitorcomprehension when reading orlistening to texts by automaticallyapplying strategies used bymature readers to increasecomprehension including:predicting, constructing mentalimages, visually representing ideasin text, questioning, rereading orlistening again if uncertain aboutmeaning, inferring, andsummarizing.

Students self-monitor comprehension when reading or listening to texts by learning and applyingthe following strategies: visualizing, making inferences, understanding text structure,wondering/questioning, determining important ideas, using schema/making connections, andsummarizing. Students also learn to use rereading and listening again as strategies to constructmeaning.

Unit 2, Week 3, Days 2-3 Read-Aloud: Aunt Flossie’s Hats (and Crab Cakes Later) On Day 2. studentsconstruct mental images as they listen to a rereading of the story, then draw a picture of somethingthey visualized. On Day 3, they share and discuss their drawings with a partner. They also visualizetext during IDR reading of non-illustrated books, stopping at five-minute intervals to talk about theirvisualizations in pairs. Class Comprehension Assessment: Are the students able to describe how thetext helped them visualize? / Are they using their background knowledge and/or inference to help themvisualize? / Are they readily using visualization as a strategy to help them understand text? TM pp. 91-96

Unit 4, Week 1, Day 1 IDR: Teach Self-Monitoring Students learn to self-monitor comprehensionby stopping to think about their reading and ask themselves the following “Self-MonitoringQuestions” listed on a class chart: What is happening in my story right now? / Does the reading makesense? / What am I puzzled about?/ How many words on the page I just read are new to me? How manywords don’t I know? / Would it be better to continue reading this book or get a new book? If studentsdon’t understand a text, they are encouraged to reread, use another comprehension strategy, or geta new book. TM p. 187

Unit 4, Week 4, Day 3 IDR: Practice Rereading with Wondering/Questioning Students stop attimed intervals during independent reading to think about and note questions that came to mind.They reread the same section and think of other questions. After rereading, students share theirquestions with the class. TM p. 242



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R.MT.03.02 plan, monitor, regulate,evaluate skills, strategies, andprocesses to construct and conveymeaning, (e.g., decoding unknownwords), and use graphic organizersto deepen understanding ofproblem/solution andorganizational patterns.

Throughout the program, students learn how to plan, monitor, and evaluate their reading skills andstrategies by using such tools as the “Reading Comprehension Strategies” and “Self-MonitoringQuestions” charts. They also use a cooperative strategy called “Think, Pair, Write” to identifyimportant messages in a text.Unit 6, Week 1, Day 1 IDR: Review the “Reading Comprehension Strategies” Chart Beforereading independently, students review the strategies they have learned. As they read, they plan touse self-stick notes to mark places where they used a particular strategy to construct meaning. Atthe end of a 30-minute period, students share a passage and the strategy they used with theirpartner, evaluating how the strategy helped them understand what they read.


R.CS.03.01 develop, discuss, andapply individual and sharedstandards using student/classcreated rubrics and begin to assessthe quality and accuracy of theirown writing and the writing ofothers.

Although students don’t develop shared standards for writing, they do develop, discuss, and applyshared and individual standards for their classroom speaking, listening, and reading behaviors. Theyparticipate in class meetings and partner discussions to assess how well they are applying thesestandards within their reading community.

Unit 1, Week 2, Day 4 Class Meeting Students meet to discuss how well they are applying thestandards for such procedures as read-aloud lessons; partner discussions like “Think, Pair Share”;and Independent Daily Reading. Discussion questions: Which procedures do you think we do well?Which procedures, if any, do you think we need more practice on? Why? / When we follow the proceduresin a responsible way, what are some of the benefits to our class? TM p.34

Unit 1, Week 3, Days 2 and 4 Class Meetings On Day 2, students meet to discuss and agree upona list of class standards (norms) based on statements they wrote about how they wanted to treateach other. On Day 4, students have a check-in meeting to discuss the “Our Class Norms”chart.Discussion questions include: What is one thing you’ve done personally to try to live by the class norms?What are some examples you’ve seen of classmates living by the norms? / What changes, if any, do weneed to make to our norms? Can we all agree to those changes? TM pp. 42-44 and 51-52



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R.AT.03.01 be enthusiastic aboutreading and do substantial readingand writing on their own. (M .01with .02)

Throughout the program, students learn to enjoy reading as part of a caring, supportive readingcommunity. They do substantial reading on their own during Individualized Daily Reading, and theywrite about their reading in Double-Entry Journals, Reading Logs, and IDR Journal pages in theirStudent Books.

Unit 1, Week 2, Day 1 Reflect on Reading Lives/Class Meeting Students think about their readinglives and write their answers to some of the following questions in their Student Books: Think ofsome of your favorite books. What kinds of books do you like to read? Why? / Where is your favorite placeto read? / What does the word reading mean to you? / When you don’t understand something you arereading, what do you do? / What kinds of books do you want to read this year? What topics do you wantto read about? Students then gather for a class meeting to share their thoughts about reading. TMpp. 20-22

Unit 7, Week 2, Day 3 Guided Strategy Practice and Reflection Students recommend books forsummer reading, create individual summer reading lists, and think and write about how they havegrown as readers and members of a caring reading community. Discussion questions include thefollowing: What kinds of books did you choose for your summer reading list? Does that surprise you?Why or why not? / What kinds of books do you like to read? What other kinds of books do you think youmight want to read? / How do you think you have grown or changed as a reader this year? / What do youstill want to work on to become an even stronger reader? TM pp. 422-425



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Speaking

Speaking -Discourse Strategy Cited in Making Meaning™

S.DS.03.01 engage in interactive,extended discourse to sociallyconstruct meaning in book clubs,literature circles, partnerships, orother conversation protocols.

Throughout Making Meaning™, students form partnerships that engage them in interactive,extended discourse to construct meaning. In addition to partner discourse (such as “Turn to YourPartner” and “Think, Pair, Share”), students also participate in interactive class meetings and classdiscussions within their reading community. A series of lessons explicitly teach students how tomake such discourse productive.

Unit 4, Week 4, Days 2-4 Read-Aloud: Brave Irene On Day 2, partners discuss their writtenquestions about the story, followed by a whole-class discussion. Discussion prompts: What is aquestion that got you and your partner talking about the story? What did you discuss? / Was yourquestion answered directly in the story, or did you figure out the answer from clues? What clues? On Day3, partners discuss their inferences about the main character and discuss the following questionswith the class: How did talking to your partner help you wonder and ask questions as you heard stories?/ How did using the prompts help you discuss and listen to others’ thinking? On Day 4, studentsparticipate in a Class Meeting in which they check on how they are working with others to create acaring reading community. Discussion prompts include the following: What is working well duringour partner and whole-class discussions? What do you think we need to work on? / What is a fair way touse the books in our classroom library so that others can have a chance to read a popular book? TM pp.236-244



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S.DS.03.02 discuss narratives (e.g.,folktales, fables, realistic fiction),conveying the story grammar (e.g.,characters’ thoughts andmotivation, setting, plot, storylevel theme) why the story isworthwhile and how it is relevantto the storyteller or the audience.

Unit 3, Week 4, Day 1 Read-Aloud: City Green Students discuss this realistic fiction story, conveyingthe story grammar and explaining how the story is relevant to their own lives. Discussion questions:What happens in the story? / Who are the main characters in the story? Are there any other importantcharacters? / Where does the story take place? Why is that important to the story? / Why do you think theauthor called this story City Green? / What do you think is the topic, or theme, of City Green? What canwe learn from the story that we can apply to our own lives? Explain your thinking. TM pp. 152-153

Unit 6, Week 1, Day 1 Read-Aloud: “The Camel Dances” from Fables Students discuss this fable,using question prompts that focus on the main character’s thoughts and motivation and on thestory’s relevant theme: What important idea or message do you think people can learn from the camel?What in the story makes you think that? Sample responses: “I think the camel is showing that youshould do what makes you happy. The reason I think this is that the camel keeps dancing.” / “I thinkthat the camel doesn’t care what her friends think because she likes to dance.” / What does it meanto be satisfied? What do you think it means that “Satisfaction will come to those who please themselves”?TM pp. 350-351

S.DS.03.03 respond to multipletext types by reflecting, makingconnections, taking a position,and/or showing understanding.

The program provides for a variety of student responses to multiple types of text before, during,and after reading. Reflecting, making connections, and showing understanding are all emphasizedin the program, with an entire unit (Unit 1) focusing on making text-to-self connections.

Unit 1, Week 1, Days 3-4 Read-Aloud: Officer Buckle and Gloria (realistic fiction) On Day 3, studentsrespond to this end-of-story question that shows their understanding of the story: Why does OfficerBuckle think “Always stick with your buddy” is the best tip yet? On Day 4, student partners respond tothe following questions in which they make personal connections to the story: What does the storytell us about friendship? What in the story makes you think that? TM pp. 15-17

Unit 4, Week 3, Day 3 Read-Aloud: Mailing May (historical fiction) Students respond to a passagefrom the story by visualizing the scene, then using the cooperative structure “Think, Pair, Share” toreflect on and discuss their mental pictures. TM p. 225

Unit 5, Week 4, Days 1-3 Read-Aloud: Flashy Fantastic Rain Forest Frogs (informational nonfiction)As students listen, they stop at various points to pair up, reflect on, and discuss what they wonderabout the text. Later they join in a class discussion to show their understanding of the text and totake a position on protecting rain forest frogs. Discussion questions: What did you learn about whysome rain forest frogs are disappearing? / Do you think it is important to protect frogs that aredisappearing? Why or why not? TM pp. 304-316



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S.DS.03.04 plan and deliverpresentations using an effectiveinformational organizationalpattern (e.g., descriptive,problem/solution, cause andeffect); supportive facts and detailsreflecting a variety of resources;and varying the pace for effect.

Listening & ViewingLISTENING & VIEWING -

ConventionsStrategy Cited in Making Meaning®

L.CN.03.01 ask substantivequestions of the speaker that willprovide additional elaboration anddetails.

Unit 5, Week 4, Day 1 Asking Clarifying Questions Students suggest clarifying questions that willprovide additional information during conversations with their reading partners. Suggestionsbecome part of a class “Questions to Help Me Understand My Partner” chart. Examples: “Can you tellme more about that?” / “Can you give me an example of what you mean?” Students practice usingthese questions during partner discussions. TM p. 304

L.CN.03.02 listen to or viewknowledgeably whiledemonstrating appropriate socialskills of audience behaviors (e.g.,eye contact, attentive, supportive)in small and large group settings.

During weekly read-aloud lessons, students learn to listen to and view class picture booksknowledgably and with the appropriate social skills of audience behaviors taught in the first unit ofthe program. They also learn the appropriate listening behaviors for discussions between readingpartners, in a group of four, and with the whole class.

Unit 1, Week 1, Days 1-2 On Day 1, students learn and practice audience procedures for listeningattentively to a read-aloud book: sit facing toward the speaker within easy seeing and hearingdistance, look at the illustrations during the reading, and raise your hand if you want to speak yourthoughts. On Day 2, students learn and practice listening and speaking behaviors between partnersduring “Turn to Your Partner.” The behaviors include facing each other and taking turns talking andlistening. TM pp. 4-5 and 9

Unit 1, Week 2, Day 4 Students discuss their independent reading (IDR) with their partners, thenare asked to share with the whole class something their partners said. Discussion questions: Whatdid your partner share with you today about her reading? / How did you show your partner that you werelistening carefully? How did your partner show that she was listening to you? TM p. 33



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L.CN.03.03 distinguish betweenand explain how verbal andnonverbal strategies enhanceunderstanding of spokenmessages and promote effectivelistening behaviors.L.CN.03.04 be aware that themedia has a role in focusingattention on events and in shapingopinions; recognize the variables(e.g., mistakes, misspeaks) in themedia.

LISTENING & VIEWING -Response

Strategy Cited in Making Meaning®

L.RP.03.01 listen to or viewknowledgeably and discuss avariety of genres and comparetheir responses to those of theirpeers.

As the program progresses, students have many opportunities to informally compare theirresponses with those of peers during partner and class discussions of various genres of read-aloudbooks (realistic and historical fiction, biography, informational books, poetry, and fables). Lessonsspaced throughout the program teach such skills as contributing different ideas to a discussion.

Unit 3, Week 1, Day 2 Read-Aloud: The Paper Bag Princess After listening to the story, studentssuggest varying responses to the question: How would you describe the character Princess Elizabeth?They also use “Turn to Your Partner” to discuss what they infer about Elizabeth from severalsentences. Students compare responses as they discuss the following questions: Do you agree ordisagree with what [Miranda and Eric] inferred about Elizabeth from this sentence? Why? / Why do youthink their inference [makes sense/does not make sense] in this story? TM pp 105-107

Unit 5, Week 1, Day 2 Read-Aloud: Brave Harriet (biography) Students listen to the text, then pairup to practice the discussion skill of contributing ideas that differ from their partner’s. At stoppingpoints during the teacher’s reading, partners share/compare responses to the questions: What haveyou learned about Harriet’s flight across the English Channel? / What are you wondering? / How is Harrietfeeling right now? / What has happened? What does this mean to Harriet? Partners also compare theirresponses with those of peers who voluntarily share their thoughts with the whole class. In a follow-up, students discuss how contributing different ideas was helpful to each partner. TM pp. 257-261



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Unit 6, Week 1, Day 3 Read-Aloud: “The Young Rooster” (fable) After listening to this fable,students compare/contrast their responses to the following question for class discussion: What is animportant idea or message in this story? Question prompts such as the following encourage studentsto compare responses or build on each other’s thinking: Do you agree or disagree with [Peter]? Why? /What question do you want to ask [Peter] to better understand his thinking? TM pp. 358-360

L.RP.03.02 select, listen to or viewknowledgeably, and respondthoughtfully to both classic andcontemporary texts recognized forquality and literary merit.

The program includes a variety of read-aloud picture books recognized for quality and literary merit.Students listen to and view these books weekly and also select other quality picture books to viewand read during IDR times. Lessons and discussions throughout the program help students respondthoughtfully to both read-aloud and selected reading texts.

Unit 1, Week 1, Day 1 Read-Aloud: Miss Nelson Is Missing! Students view the cover and listen to thetitle of this picture book and respond to the questions: What can you tell about this book already? /Do you think this will be a serious book or a funny book? Why do you think so? After listening to thestory, they respond to the questions: Why do you think the kids in Room 207 misbehave when MissNelson is their teacher? / What do you think happens to Miss Viola Swamp? What in the story makes youthink so? TM pp. 5-7

Unit 4, Week 1, Day 3 Read-Aloud: Knots on a Counting Rope After students view the title and coverof this Native American story, they respond thoughtfully to this question: What questions come tomind as you think about the title and look at the cover of the book? After listening to the story andviewing the illustrations, they discuss the following questions: What is the story that the grandfathertells the boy? / The grandfather tells the boy, “You were born with a dark curtain in front of your eyes.”What do you think that means? / What do you think the boy means when he says he knows blue becausehe can feel morning, hear sunrise, and feel the sky touch his face? TM pp. 192-194



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L.RP.03.03 respond to multiple texttypes listened to or viewedknowledgeably, by discussing,illustrating, and/or writing in orderto reflect, make connections, takea position, and/or showunderstanding.

Unit 2, Week 1, Day 1 Read-Aloud: Have You Seen Bugs? (poetry collection) As students listen to thepoems, they respond by visualizing to make connections between their mental images and the text,then use “Think, Pair, Share” to reflect on and discuss their images with a partner. They also discussthe poems as a class, showing their understanding by responding to the question: What did you findout about bugs from the reading? TM pp. 59-60

Unit 2, Week 1, Days 2-3 Read-Aloud: Cherries and Cherry Pits(realistic fiction) Students listen to thestory while visualizing a story character from words in the text. They think about their mentalpicture, draw it, then reflect on how their drawing connects to evidence in the text and the imagethey had in mind. TM pp. 65-67

Unit 6, Week 1, Day 3 Read-Aloud: “The Young Rooster” (fable) After listening to and discussingthis fable, students use the cooperative strategy “Think, Pair, Write” to reflect on and show theirunderstanding of the important ideas in the fable. They write their ideas, supported by reasons, intheir Student Books, then share their writing with the class. TM pp. 358-359, Student Book p. 46

L.RP.03.04 combine skills to revealstrengthening literacy (e.g.,viewing then analyzing orally,listening then summarizing orally).

Weekly read-aloud lessons engage students in the skills of viewing and listening to picture bookscombined with such speaking/thinking skills as giving reasons for one’s thinking.

Unit 3, Week 1, Day 1 Read-Aloud: The Paper Bag Princess After students listen to the story, theysummarize it orally in response to these questions: What happens in this story? / What do you knowabout Elizabeth? Why do you think the author calls her the Paper Bag Princess? / What problems doesElizabeth face in this story? How does she solve the problems? TM 103-104

L.RP.03.05 respond to and retellwhat a speaker said, paraphrasingand explaining the main idea, andthen extend their response byconnecting and relating it topersonal experiences.

Unit 5, Week 2, Day 1 Read-Aloud: Wilma Unlimited Students learn the speaking skill of confirmingthat you understand another person’s thinking by retelling the main things you heard the speakersay. They practice this skill with their partners as they discuss the text by not only confirming eachother’s thinking but also contributing their own ideas to extend the discussion. TM pp. 270-271, 275



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FOURTH GRADEPages 57-74

Reading


R.NT.04.01 describe the shared humanexperience depicted in classic, multicultural,and contemporary literature recognized forquality and literary merit.

Making Meaning™ provides many opportunities for students to describe the shared humanexperiences depicted in their quality read-aloud literature and independent reading.Selected read-aloud books reflect a range of times and cultures— from a classic Russian folktale to a contemporary multicultural story.

Unit 1, Week 3, Day 3 Read-Aloud: Babushka Baba Yaga Students listen to and discuss thisclassic Russian folk tale about a woman who is misunderstood. They describe the humanexperience depicted in the story in response to these after-reading questions: What characteris misunderstood in this story? What happens that makes her more understood by the villagers? /What can this book teach us about how to treat one another? Teacher’s Manual (TM) pp. 46-48

Unit 3, Week 4, Day 3 Read-Aloud: Teammates Students listen to and discuss this true storyof the friendship between two famous baseball players, Jackie Robinson and Pee Wee Reese,at a time when professional baseball was segregated. They describe the shared humanexperience the story depicts in responding to the question: What can we learn from the storyof Jackie Robinson and Pee Wee Reese that we can apply to our own lives? TM pp. 178-180.

R.NT.04.02 identify and describe thestructure, elements, and purpose of a varietyof narrative genre including poetry, myths,legends, fantasy, and adventure.

Weekly read-aloud lessons engage students in before-, during-, and after-readingdiscussions in which students identify and describe the structure, elements, and purpose ofsuch narrative genre as poetry, fantasy, biography, and historical fiction. Unit 3 (ExploringNarrative Text) focuses on narrative text elements and structure as well as asking questionsto make sense of text.Unit 3, Week 1, Day 3 Read-Aloud: The Dragon Takes a Wife (fantasy/fairy tale) Afterlistening, students identify and describe the story’s elements and fairy-tale structure, alsonoting its purpose to retell a traditional tale with a contemporary twist. Questions fordiscussion: What do we know about the setting of this story? / Who are the main characters inthis story? What happens to them? / What parts of the plot of The Dragon Takes a Wife werepredictable (meaning you could guess what would happen)? / What parts of the plot weresurprising? / What stories have you read in which the plot was a twist on (or interesting retellingof) a traditional tale? “Recognizing story elements” is then added to the ReadingComprehension Strategies chart. TM pp. 141-144



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Unit 4, Weeks 3-4 Read-Aloud: My Man Blue (poetry) Students hear and discuss threepoems from this collection about two African American neighbors—a boy named Damon(also the narrator) and a man named Blue. In their partner and class discussions, studentsdescribe such elements as the poems’ imagery and also note the poems’ narrative purpose:recounting the growing friendship between Damon and Blue. TM pp. 233-264.

R.NT.04.03 analyze characters’ thoughts andmotivation through dialogue, variouscharacter roles and functions including hero,antihero, or narrator; know first person pointof view and identify conflict and resolution.

Ongoing partner and class discussions of read-aloud texts engage students in analyzingcharacters and their roles, such as first-person narrator, and identifying how main charactersface and resolve conflicts over the course of a story. Students engage in similar discussionsabout the stories they read independently during Individualized Daily Reading (IDR).

Unit 3, Week 2, Days 1-4 Read-Aloud: Chicken Sunday. Students listen to this story aboutthree children who resolve a series of conflicts in order to buy a friend a hat. Afterwards,students analyze the characters’ thoughts and motivations and identify the story’s first-person narrator. They also describe how resolving the story’s conflicts lead the characters tochange. Discussion questions include these: At one point, the narrator (the child telling thestory) says, “We didn’t tell him what we wanted the money for. It didn’t seem the right thing todo.” Why do you think the children feel this way? / What are the children thinking about or hopingfor at the beginning of the story? What are they thinking about later? How do their attitudeschange? After adding character and conflict to the “Reading Comprehension Strategies”chart, students practice identifying and describing these elements in their independentreading. TM pp. 151-163



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R.NT.04.04 explain how authors use literarydevices including flash-forward andflashback to depict time, setting, conflicts,and resolutions to enhance the plot andcreate suspense.

Although students are seldom asked to explain how authors use particular literary devices,students often discuss how authors’ description and imagery help readers visualizecharacters and settings and how authors’ clues help readers make inferences about suchelements as conflicts and resolutions.

Unit 4, Week 1, Day 2 Read-Aloud: Hurricane Using a passage from the story, partners worktogether to underline the author’s descriptive clues to the story’s setting, explaining whatthese descriptions tell them about the storm. Possible response: “The story doesn’t actuallysay it’s raining, but you know there’s a storm from the description “He and George peered throughgaps between the strips of tape they had put on the storm door. A thoroughly wet Hannibal [acat] peered indignantly back at them.’” TM

Unit 4, Weeks 3-4 Read-Aloud: My Man Blue In a series of partner and class discussions,students explain how the poet’s descriptive language and imagery help them picture thecharacters and reveal the conflicts that are resolved as Damon and Blue become friends.Students also use Double-Entry Journals to record what they inferred from the author’swords. Example: What I Read “I circle, look him up and down.” / What I Inferred Damon issuspicious of Blue. As an Extension activity, students explain the poet’s personification in thelines “The streets became his friend” and “If friendship fills it, there’s less chance the streetswill eat at you.” TM pp. 236-237, 240-242, 244-248



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R.IT.04.01 identify and describe thestructure, elements, features and purpose ofa variety of informational genre includingautobiography/biography, personal essay,almanac, and newspaper.

During Unit 2 (Exploring Expository Text), students identify the structure, elements, andpurpose of various informational read-aloud books, with biographies studied in later units.Students also identify and describe the elements and features of a variety of other nonfictiontexts, such as newspapers and magazines, which they read independently.

Unit 2, Week 1, Day1 Read-Aloud: Digging Up Tyrannosaurus Rex. Students listen to part ofthis informational book while viewing the photographs and hearing the accompanyingcaptions. They learn the book’s purpose to explain or give factual information, then discussthe following questions: What is one thing you or your [reading] partner learned from thisreading? / What other books or texts have you read that explain or give facts about a topic? /What kinds of nonfiction texts besides books do you read in your daily lives? TM pp. 57-59

Unit 5, Week 4, Day 1 Read-Aloud: A Picture Book of Harriet Tubman Students learn toidentify a biography as the story of a person’s life. They describe what they learned aboutHarriet Tubman in response to the following questions that follow the chronology of her life:What did you learn about Harriet’s life as a slave? / What did you learn about Harriet’s escapefrom slavery? / What did you learn about Harriet’s years as a conductor on the UndergroundRailroad? / What do you think were important events in Harriet’s life? Explain your thinking. /What do you admire about Harriet Tubman? What can we learn from her life that might help us inour own lives? TM pp. 332-335.

R.IT.04.02 identify and describeinformational text patterns includingcompare/contrast, cause/effect, andproblem/ solution.

In Unit 5 of Making Meaning™, students focus explicitly on cause/effect patterns found ininformational texts. Other patterns, such as compare/contrast, may be described as part of anonfiction text’s discussion. (As an example, see the Animal Senses’ discussion, TM p. 104.)

Unit 5, Week 3, Days 1 and 3 Read-Aloud: Coming to America On Day 1, students listen tothis informational history of immigration to the United States. They describe the cause/effectpattern of the text in response to the following questions: What were some of the reasonsimmigrants came to America? / What were some of the difficulties immigrants faced in America?On Day 3, small groups of students identify and describe the causes of the immigrants’ EllisIsland difficulties. Question for discussion: Why did the immigrants have to go through so muchexamination and questioning at Ellis Island? TM pp. 315-317, 324-326.



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R.IT.04.03 explain how authors use textfeatures including appendices, headings,subheadings, marginal notes, keys andlegends, figures, and bibliographies toenhance the understanding of key andsupporting ideas.

During the first week of Unit 2 (Exploring Expository Text), students focus on identifying andexplaining how nonfiction authors use text features to enhance understanding. Using avariety of informational texts, students help create a “Text Features” chart as an ongoingclass reference tool.

Unit 2, Week 1 Strategy Lesson and Guided and Independent Practices Students use thecooperative structure “Think, Pair, Write” to identify and explain the use of the text features(photos, captions, map and map key, and italic print) in part of Digging Up Tyrannosaurus Rex.They record their findings in their Student Books. Pairs of students then examine a collectionof expository texts that show a range of features including tables of contents, indexes,appendices, headings and subheadings, maps, graphs, diagrams and framed text. They sharethese features and explain how they are used, then add any new features to the class “TextFeatures” chart. Class Comprehension Assessment: Do the students recognize expository textfeatures? / Do they have a sense of what information a feature contributes? TM pp. 56-70,Student Book p. 3

Note: respond to individual and multipletexts by finding evidence, discussing,illustrating and/or writing to reflect, makeconnections, take a position, and/or showunderstanding.

The program provides many opportunities for students to respond to individual and multiplenonfiction texts by discussing them in pairs and as a class to make connections and showunderstanding. In such discussions, students often find evidence to support their responses.They also ask questions/wonder and write to reflect on and make sense of texts.

Unit 2, Week 2, Day 1 Read-Aloud: Slinky, Scaly, Slithery Snakes Before listening to the text,students make personal connections to the topic by discussing these questions: What do youthink you know about snakes? / Based on what you think you know, what do you wonder aboutsnakes? At stopping points during the reading, student pairs discuss what they are learning,then engage in a class discussion in which they reflect on which “I wonder about snakes”statements (previously written on a chart) have been explained by evidence in the text. TMpp. 74-77

Unit 2, Week 4, Day 1 Read-Aloud: Animal Senses Students respond to the text by using athinking tool called “Stop and Ask Questions” in which they write questions that come tomind at several stopping points during the reading. After the reading, student pairs use theirwritten questions to discuss the text and show their understanding. TM pp. 112-115



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R.CM.04.01 connect personal knowledge,experiences, and understanding of the worldto themes and perspectives in text throughoral and written responses.

Making text-to-self connections is an important comprehension focus in Unit 1 (The ReadingLife), continuing throughout the program. Students informally connect their personalknowledge and experience to themes and perspectives in texts through oral (and sometimeswritten) responses before, during, or after reading.

Unit 1, Week 2, Day 2 Read-Aloud: Song and Dance Man Before listening, students connecttheir personal knowledge and experiences to this story of a grandfather who performs hisold vaudeville act for his grandchildren. Using “Think, Pair, Share,” student partners discussthe following question: Think about a time when an adult in your family told you aboutsomething they did when they were young. What did they tell you? After listening, students usetheir experience and understanding to connect with the story’s perspective. Discussionquestions: The story says, “We stand up together and clap our hands, shouting ‘Hurray!’ and‘More!’ but Grandpa only smiles and shakes his head, all out of breath.” What do you thinkGrandpa might have been feeling right then? Why? / What do you think about when you seethese two pictures of Grandpa? What effect do his memories have on him? TM 25-26

R.CM.04.02 retell through concisesummarization grade-level narrative andinformational text.

Making Meaning™ includes an entire four-week unit in which students use important ideasto build summaries of grade-level texts. (See Unit 6: Exploring Important Ideas andSummarizing, TM pp. 347-440.)

Unit 6, Week 3, Days 3-4 Guided Strategy Practice After previously reading the nonfictionnarrative In My Own Backyard, students identify, and the teacher charts, the important ideasin the text. After reading a model summary of another familiar book, students use theircharted ideas to create a concise class summary of In My Own Backyard. TM pp. 395-402



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R.CM.04.03 explain relationships amongthemes, ideas, and characters within andacross texts to create a deeperunderstanding by categorizing andclassifying, comparing and contrasting, ordrawing parallels across time and culture.

While students are seldom explicitly asked to explain various relationships across texts, theymay discuss such relationships informally during discussions of both read-aloud texts andindependent reading.

Unit 6, Week 4, Day 1 Read-Aloud: Home Place Before listening to this story about an oldhouse’s imaginary past, students recall a previously read story with a similar theme. Questionprompt: What did the child in In My Own Backyard learn about the past? Students then listenfor connections between Home Place and In My Own Backyard and compare the two stories ina class discussion. TM pp. 406-407.

R.CM.04.04 apply significant knowledgefrom grade-level science, social studies andmathematics texts.

In Making Meaning™, students listen to and read a variety of grade-level books relating toboth science and social studies, and they have many opportunities to apply what they learnfrom their reading.

Unit 2, Weeks 3-4 Read-Aloud: Animal Senses Over a two-week period, students listen to,write questions about, and discuss the informational book Animal Senses. As an applicationand extension of their knowledge, students have the option of researching and reporting onhow specific animals use their senses to survive in their environment. Students may alsoapply the strategy of using questions to make sense of their content-area reading. TM pp. 91-128



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R.MT.04.01 self-monitor comprehensionwhen reading or listening to text byautomatically using and discussing thestrategies used by mature readers toincrease comprehension including:predicting, constructing mental images,visually representing ideas in text,questioning, rereading or listening again ifuncertain about meaning, inferring,summarizing, and engaging in interpretivediscussions.

In Making Meaning™, Grade 4 students self-monitor comprehension when reading orlistening to texts by applying the following strategies (taught in a series of lessons) toincrease comprehension: understanding text structure, visualizing, wondering/questioning,making inferences, determining important ideas, summarizing, using schema/makingconnections, and synthesizing. Students also learn to increase comprehension bypreviewing, rereading, listening again, and engaging in interpretive discussions in pairs andgroups of four.

Unit 4, Week 1, Day 1 IDR: Teach Self-Monitoring Students learn to self-monitor theircomprehension by stopping to think about their reading and ask themselves the following“Self-Monitoring Questions” on a class chart: What is happening in my story right now? / Doesthe reading make sense? / What am I puzzled about? / How many words on the page I just readare new to me? How many words don’t I know? / Would it be better to continue reading this bookor get a new book? If students don’t understand a text, they are encouraged to reread, useanother comprehension strategy, or get a new book. TM p. 214

Unit 4, Week 4, Days 3-4 Independent Strategy Practice Over a two-day period, studentsread poetry and narrative texts independently for timed periods. Then they self-monitor theircomprehension by using the strategies of rereading and visualizing (Day 3) and rereadingand making inferences (Day 4), using their Double-Entry Journals to record what theyvisualized and inferred. Students then discuss these strategies and their results in groups offour (a structure called “Heads Together”). TM pp. 265-271.



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R.MT.04.02 plan, monitor, regulate, andevaluate skills, strategies, and processes toconstruct and convey meaning (e.g.,decoding unfamiliar words) and use graphicorganizers to deepen their understanding ofcompare/contrast and sequentialorganizational patterns.

Throughout the program, students learn how to plan, monitor, and evaluate their readingskills and strategies by using such reference tools as the “Reading ComprehensionStrategies” and “Self-Monitoring Questions” charts and Double-Entry Journals.

Unit 6, Week 1, Day 1 IDR: Review the “Reading Comprehension Strategies” ChartBefore reading independently, students review the strategies they have learned and planhow to monitor the use of strategies in the day’s reading. As they read, students use self-sticknotes to mark places where a particular strategy (named on the note) helped to constructand convey meaning. At the end of the reading period, students share a passage and thestrategy used with a partner, evaluating how the strategy helped them make sense of thetext. TM p. 353


R.CS.04.01 develop, discuss, and applyindividual and shared standards usingstudent/class created rubrics and begin toassess the quality, accuracy, and relevanceof their own writing and the writing ofothers.

Although students don’t develop shared standards for writing in this program, they dodevelop, discuss, and apply shared standards (norms) for their speaking, listening, reading,and other classroom behaviors. They participate in class meetings and partner discussions toassess how well they are applying these standards within their reading community.

Unit 1, Week 3, Days 2 and 4 Class Meetings to Develop, Discuss, and Apply ClassroomNorms (Standards) On Day 2, students meet to discuss and agree upon a list of class normsbased on individual statements they wrote about how they wanted to treat each other. Thenorms are applied, for example, during book selection, read-aloud, and Individualized DailyReading times. On Day 4, students have a check-in class meeting to discuss the “Our ClassNorms” chart. Discussion questions include the following: What is one thing you’ve donepersonally to try to live by the class norms? What are some examples you’ve seen of classmatesliving by the norms? / What changes, if any, do we need to make to our norms? Can we all agreeto those changes? TM pp. 42-44 and 50-51.



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R.AT.04.01 be enthusiastic about readingand do substantial reading and writing ontheir own. (M .01 with .02)

Throughout the program, students learn to enjoy reading as part of a caring, supportivereading community. They do substantial reading on their own during Individualized DailyReading, and they write about their reading in Double-Entry Journals, Reading Logs, and IDRJournal pages in their Student Books.

Unit 1, Week 2, Day 1 Reflect on Our Reading Lives Students think about their readinglives and write their answers to some of the following questions in their Student Books: Thinkof some of your favorite books. What kinds of books do you like to read? Why? / Where is yourfavorite place to read? / What kinds of books do you want to read this year? What topics do youwant to read about? Students then gather for a class meeting to share their thoughts andenthusiasm for reading. TM pp. 20-21

Unit 7, Week 2, Day 3 Guided Strategy Practice and Reflection Students recommendbooks for summer reading, create individual summer reading lists, and discuss how theyhave grown as readers and members of a caring reading community during the school year.Discussion questions: What kinds of books did you choose for your summer reading list? Doesthat surprise you? Why or why not? / What kinds of books do you like to read? What other kinds ofbooks do you think you might want to read? / How do you think you have grown or changed as aread this year? / What do you still want to work on to become an even stronger reader? TM pp.467-468



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Speaking


S.CN.04.01 use common grammaticalstructures correctly when speakingincluding appositives, participial phrases,adjectives, adverbs, and prepositionalphrases to express ideas in more complexsentences.

In Unit 6 (Exploring Important Ideas and Summarizing), students have opportunities toexpress their understanding of a text’s important and supporting ideas by using morecomplex sentences. They also develop the more complex skills of summarizing texts andjustifying opinions in a discussion.

Unit 6, Week 1, Day 4 Read-Aloud: Flight Students identify and discuss important andsupporting ideas in an excerpt from Flight and give reasons for their opinions using thesentence starter “The reason I think this is____.” Examples of student responses using morecomplex sentences with adjectives and prepositional and participial phrases: “I think ‘theplane touches the ground’ is important. The reason I think this is because Lindbergh finally got tothe end of this flight.” / “I think ‘newspaper headlines all over the world are beginning to blazonthe news’ is important because it shows how great the flight was.” / “I think that policemenguarding the plane is important because the plane is important.” TM pp. 366-367

S.CN.04.02 adjust their use of language tocommunicate effectively with a variety ofaudiences and for different purposesincluding community building, appreciation,invitations, and cross-curricular discussions.

Throughout Making Meaning™, students learn to adjust their language to communicatewith a variety of audiences— from their reading partners and groups of four to the wholeclass—for the purpose of text discussion. In addition, students learn how to communicateeffectively during a series of Class Meetings held to build community within the readingclassroom.

Unit 1, Week 2, Day 1 Class Meeting Before their first class meeting, students learn a set ofground rules for communicating effectively to foster a nurturing classroom community.Examples of rules: One person talks at a time. / Allow people to disagree. / Talk respectfully toone another. / When mentioning problems, say “people” instead of names. After the meeting,students discuss how well they followed the ground rules and what they might want to dodifferently at the next meeting. TM pp. 20-23.



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S.CN.04.03 speak effectively using facialexpressions, hand gestures, and bodylanguage in narrative and informationalpresentations. (Inserted)


S.CN.04.05 understand, providing examplesof how language differs from region toregion of the United States as a function oflinguistic and cultural group membership.(PC .04)



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S.DS.04.01 engage in interactive, extendeddiscourse to socially construct meaning inbook clubs, literature circles, partnerships, orother conversation protocols.

In Making Meaning™ students form the following partnerships that engage them ininteractive discourse to construct meaning: “Turn to Your Partner” (TM p. 9), “Think, Pair,Share” (TM p. 24), and “Think, Pair, Write” (TM p. 61). Students also engage in extended socialdiscourse within small groups (“Heads Together,” TM p. 254 and “Group Brainstorming,” TMp. 314), and they participate in interactive class meetings and discussions within theirreading community. A series of lessons explicitly teach students how to make such extendeddiscourse productive.

Unit 5, Week 1, Day 1 Read-Aloud: Amelia’s Road Using “Heads Together” (two pairs ofstudents form a group of four), students discuss this read-aloud story to socially constructmeaning. Discussion questions for groups, then the whole class: What happens in this story? /Is the setting (time and place) an important part of this story? Why do you think so? Questionprompts during discussion: Who will confirm [Travis’s] thinking by repeating back what youheard him say? / Put your heads together in your group and discuss whether you agree ordisagree with what [Travis] just said. Students also evaluate their groups’ discourse byresponding to the following questions: Was it easy or difficult for you to contribute to yourgroup’s discussion? Why? / What might make it difficult for a group member to contribute? Whatcan groups do to make sure everyone feels comfortable contributing? TM pp. 279-280.

S.DS.04.02 discuss narratives (e.g., fantasy,myths and legends, adventures, poetry),conveying the story grammar (e.g., variouscharacter roles, plot, story level theme) andemphasizing expressions, hand gestures,and body language.

Discussions of story grammar are an integral part of the program, with Unit 3 (ExploringNarrative Text) focused mainly on exploring text structure, including character, setting, plot,and conflict.

Unit 3, Week 1, Day 2 Read-Aloud: Thunder Cake First in pairs, then as a class, studentsdiscuss this narrative using the following questions related to the story grammar: Who are thecharacters in Thunder Cake? / Briefly, what is the plot (or what happens to them)? / What do weknow about when this story takes place? Where is takes place? / Is the setting important in thisstory? Explain your thinking. Why does it make sense that a character like Grandma would makeThunder Cake in a setting like this? / How would the story be different if it happened in a city? TM138-139

S.DS.04.03 respond to multiple text types byreflecting, making connections, taking aposition, and/or showing deepunderstanding.

The program provides for a variety of student responses to multiple types of text before,during, and after reading or listening. Reflecting, making connections, and showingunderstanding are all emphasized in the program, with an entire unit (Unit 1) focusing onmaking text-to-self connections.



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Unit 1, Week 1, Day 3 Read-Aloud: The Old Woman Who Named Things (realistic fiction)Before listening, students respond to this story by reflecting and making personalconnections to the problem the story’s main character faces: What does it mean to haveoutlived all your friends? What do you think that would be like? After listening, they respond tothe story by reflecting, making personal connections, and showing a deep understanding ofthe story’s message: The story says, “[She] named only those things she knew she could neveroutlive.” Why do you think the old woman named only things she knew she could never outlive? /What does this story tell us about loneliness and friendship? What in the story makes you thinkthat? TM pp. 12 and 17

Unit 6, Week 2, Day 2 Read-Aloud: A Picture Book of Amelia Earhart (biography) Studentsrespond to this historical biography by taking positions about what seems most important tounderstand in particular text passages. Discussion prompts: What seems most important tounderstand and remember in the part I [teacher] just read? / What does that idea seem mostimportant? / Do others agree that this idea seems most important? Why or why not? Students’responses also show a deeper understanding of the text. TM pp. 374-376.

S.DS.04.04 plan and deliver presentationsfocusing on a key question using aninformational organizational pattern (e.g.,descriptive, problem/solution, cause/effect);supportive facts and details reflecting andemphasizing facial expressions, handgestures, and body language.



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Listening & Viewing


L.CN.04.01 ask substantive questions of thespeaker that will provide additionalelaboration and details.

Among the social skills emphasized at Grade 4 is the skill of asking clarifying questions, whichis taught in Unit 4. Students often apply this skill when using such cooperative structures as“Turn to Your Partner,” “Heads Together,” and “Think, Pair, Share.”

Unit 4, Week 3, Day 1 Read-Aloud: My Man Blue (poetry) Before listening to and discussing apoem using “Turn to Your Partner,” students contribute ideas for a “Questions/Statements toHelp Me Understand My Partner” chart. Such substantive questions help the listener clarifywhat the speaker is saying and ask the speaker to provide more details. Examples: Can yousay that in a different way? / Can you tell me more about that? / What did you mean when yousaid...? After using these questions to inform their discussion of My Man Blue, students discusshow the questions helped partners talk about the poem. TM pp. 236-237.

L.CN.04.02 listen to or view critically whiledemonstrating appropriate social skills ofaudience behaviors (e.g., eye contact,attentive, supportive) in small and largegroup settings.

During weekly read-aloud lessons, students learn to knowledgably listen to and view classpicture books while demonstrating the appropriate social skills of audience behaviors. Theyalso demonstrate appropriate listening behaviors for discussions with reading partners, in agroup of four, and with the class.

Unit 1, Week 1, Day 1 Read-Aloud: A Bad Case of Stripes (large group) Before listening to thisstory, students learn rules for appropriate audience behavior: face the speaker, look at theillustrations during reading, raise your hand to share what you’re thinking, and during classdiscussion, let one person talk at a time while everyone else looks at the person talking.Students then view the book’s cover illustration and respond to the questions: What can youtell about this book already? / Do you think this will be a serious book or a funny book? Why doyou think so? After listening to the story, students discuss questions about the text and thendiscuss how they took responsibility for themselves during the reading and discussion.Sample responses: “I listened to the story and thought about it.” / “I looked at the personwho was talking.” TM pp. 4-7



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Unit 1, Week 3, Day 4 Discuss Independent Reading (small group) Students readindependently, using self-stick notes to mark interesting passages to share with readingpartners. Partners then talk about their reading and take part in a class discussion about it.Discussion questions: What did your partner share with you today about her reading? / How didyou show your partner that you were listening carefully? How did your partner show you that hewas listening carefully? The teacher also reminds students that the purpose of sharingpartners’ thinking is to help develop listening skills and be responsible learners in apartnership setting. TM pp. 49-50

L.CN.04.03 distinguish between and explainhow verbal and nonverbal strategiesenhance understanding of spoken messagesand promote effective listening behaviors.

L.CN.04.04 recognize and analyze thevarious roles of the communication process(e.g., to persuade, critically analyze, flatter,explain, dare) in focusing attention onevents and in shaping opinions.


L.RP.04.01 listen to or view knowledgeablyand discuss a variety of genres and comparetheir responses to those of their peers.

As the program progresses, students have many opportunities to informally compare theirresponses with those of peers during partner, group, and class discussions of various genressuch as realistic fiction, biography, poetry, and informational nonfiction. Lessons spacedthroughout the program teach such skills as contributing different ideas to a discussion andexpressing both agreement and disagreement with others’ opinions.

Unit 2, Week 4, Day 2 Read-Aloud: Animal Senses(informational book) Students listen to thetext and respond at several stopping points by writing questions that came to mind duringthe reading. Partners then discuss the reading using their questions to think about whetherthe questions were answered in the text, and how. During a whole-class discussion, studentpartners compare their questions and discussions with other students, using the followingdiscussion prompts: What is a question that got you and your partner talking? What did youhear in the reading that helped you talk about that question? / Do others agree with the way[Sarah and Raul] discussed the question? What did you hear in the reading that makes you agreeor disagree? TM pp.118-121



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Unit 5, Week 2, Day 3 Read-Aloud: A Picture Book of Amelia Earhart (historical biography)Students listen to an excerpt from the text read aloud as they read/view it on a transparency.Partners then discuss and agree on one important idea and one supporting idea in that partof the excerpt. They compare their responses to those of their peers in a class discussionusing the following questions: What sentence did you and your partner agree was an importantidea? Explain your thinking. / What sentence did you and your partner agree was supporting?Explain your thinking. / Do you agree with [Hiroko and Jim]? Why or why not? TM pp. 382-383.


The program includes a variety of read-aloud picture books recognized for quality andliterary merit. Students listen to and view these books weekly and also select other qualitybooks to view and read during IDR times. Lessons and discussions throughout the programhelp students respond thoughtfully to both read-aloud and selected reading texts.

Unit 1, Week 3, Day 3 Read-Aloud: Babushka Baba Yaga Students listen to this classicRussian folk tale as they view the illustrations. They respond thoughtfully by discussing thecharacter, plot, and theme of this story in response to these after-reading questions: Whatcharacter is misunderstood in this story? What happens that makes her more understood by thevillagers? / What can this book teach us about how to treat one another? Teacher’s Manual (TM)pp. 46-48

Unit 3, Week 3, Days 1-2 Read-Aloud: Mirette on the High Wire Students listen to thiscontemporary story as they view the illustrations. They respond thoughtfully by discussingthese questions about the story: In a few sentences, what is the plot or story line of Mirette onthe High Wire? / What do you think the author means when she says that Bellini knew that if hedidn’t face his fear at last, he could not face Mirette? / Early in the book, Bellini is described as asad-faced stranger. Why is he sad? / What is Bellini like at the end of the story? What happens tohim? / What is Mirette like at the beginning of the story? How is she different at the end? TM pp.165-167.

L.RP.04.03 respond to multiple text typeslistened to or viewed knowledgeably, bydiscussing, illustrating, and/or writing inorder to clarify meaning, make connections,take a position, and/or show deepunderstanding.

The program provides for a variety of student responses to multiple types of text before,during, and after listening and viewing. Reflecting, making connections, and showingunderstanding are all emphasized in the program, with an entire unit (Unit 1) focusing onmaking text-to-self connections.

Unit 3, Week 5, Day 1 Read-Aloud: Basket Moon (fiction) Students listen to the first part ofthis story as they view the illustrations. At stopping points during the reading, they write anyquestions that come to mind about the text, then use “Turn to Your Partner” to discuss their



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questions with their partners to show understanding. The whole class also discusses thefollowing question to clarify meaning and show a deep understanding of the story: Afterreturning home, the boy stops taking pleasure in watching his father make baskets. He says,“Baskets were nothing to be proud of. Hillbillies made baskets.” How does the boy feel? Why doyou think so? TM pp. 188-191

Unit 3, Week 4, Day 3 Read-Aloud: Teammates (true story) Students listen to and discuss thistrue story of the friendship between two famous baseball players, Jackie Robinson and PeeWee Reese, at a time when professional baseball was segregated. They make personalconnections with the story by discussing the question: What can we learn from the story ofJackie Robinson and Pee Wee Reese that we can apply to our own lives? TM pp. 178-180.

L.RP.04.04 combine skills to revealstrengthening literacy (e.g., viewing thenanalyzing in writing, listening then giving anopinion orally).

Every lesson in Making Meaning™ engages students in combining listening and viewingskills (used with read-aloud books) with other skills that strengthen literacy, such asvisualizing, questioning, inferring, and comparing.

Unit 5, Week 2, Day 3 Read-Aloud: Peppe the Lamplighter After listening to this story andviewing the illustrations, students brainstorm ideas about the main character’s personalitytraits and express their opinions about whether they would like Peppe as a friend. Discussionprompts: How would you describe Peppe? / Would you want Peppe for a friend? Why or why not?After the teacher lists students’ ideas about Peppe’s character, students discuss the followingquestion about the brainstormed list: Which of these descriptions do you think are inferred, andwhich do you think are stated directly? TM pp. 304-306.

L.RP.04.05 respond to and summarize themajor ideas and evidence presented inspoken messages and formal presentations.

Making Meaning™ includes an entire unit on summarizing: Unit 6 (Exploring Important Ideasand Summarizing).



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FIFTH GRADEPages 75-90

Reading


R.NT.05.01 analyze how characters andcommunities reflect life (in positive andnegative ways) in classic, multicultural, andcontemporary literature recognized forquality and literary merit.

In Making Meaning students listen to (or read) and discuss a range of classic, multicultural,and contemporary literature known for quality. During many of their discussions, studentsanalyze how story characters and communities reflect both the positive and negativeaspects of life.

Unit 3, Week 1, Day 3 Read-Aloud: Uncle Jed’s Barbershop Students listen to this storyabout a black man who dreams of owning a barbershop in his community in thesegregated South during the 1930s. After listening, students pair up to discuss the maincharacter’s problems and how he faces them, then take part in a class discussion in whichthey analyze how Uncle Jed and his community reflect life in a particular place and time.Discussion questions: What challenges does Uncle Jed face as he tries to fulfill his dream? Howdoes he deal with these challenges? / What do we know about the setting in this story? Howdoes the setting affect what happens to the characters? / What can we learn from Uncle Jedabout dealing with challenges in our own lives? Explain your thinking. Teacher’s Manual (TM)pp. 120-123

R.NT.05.02 analyze the structure, elements,style and purpose of narrative genre includinghistorical fiction, tall tales, science fiction,fantasy, and mystery.

Unit 7, Week 1, Day 2 Read-Aloud: “Zoo” (science fiction) Before listening to this story,students discuss what they know about the elements and purpose of science fiction: that itusually takes place in the future, that it often tells a believable story about life in the future,and that it usually features amazing inventions and scientific developments, such as robotsand space travel. After listening, students use their analyses of the story’s elements andstyle, including its surprise ending, to express their favorable or unfavorable opinionsabout it. TM pp. 389-391



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R.NT.05.03 analyze how characters’ traits andsetting define plot, climax, the role ofdialogue, and how problems are resolved.

Although students are seldom explicitly asked to analyze how characters’ traits and settingdefine other story elements, students may do this informally during partner and classdiscussions of their reading.

Unit 5, Week 1, Days 1-2, Read-Aloud: Richard Wright and the Library Card, a fictionalizedaccount of a true incident in the life of black author Richard Wright. The story’s setting isthe 1920s in the segregated South. After listening to the story, students discuss thefollowing questions, first in pairs, then as a class: What is the plot of this story? / What is thesetting (time and place)? Why is it an important part of this story? / What kind of person isRichard? What in the story makes you think that? Possible student responses to thesequestions involve analyzing how Richard’s character traits and the setting define the plotand affect how the main character’s problems are resolved. Examples of studentresponses: “There was a lot of prejudice at the time of the story. That explains why the whitepeople at the library are mean to Richard.”/ “He’s smart. He reads all kinds of books andunderstands them, and he figures out how to get a library card.” /”I think he’s also determinedand brave. He goes to Memphis by himself when he’s seventeen, and he asks the white man forhis library card.” TM pp. 220-223

R.NT.05.04 explain how authors use literarydevices including exaggeration andmetaphors to develop characters, themes,plot, and functions of heroes, anti-heroes, andnarrators.

In Unit 4 (Making Inferences 1), students explore explicit and implicit meanings in narrativetext and poetry, and use their inference skills to explain the use of such literary devices aspersonification and metaphor to develop character and theme.

Unit 4, Week 3, Day 2 Read-Aloud: “back yard” (poem) As students listen to this poem,they visualize the sun as a person in a back yard. Afterwards they explain how the authoruses human qualities to personify the sun and develop its character. Discussion questions:What is happening in this poem? / The sun is described as a person in this poem. What are someof the descriptions? What meanings can we infer from the lines, “Sun in the back yard/Growslazy...Later easing over the grass/For a nap? Possible responses: “First the sun is described as‘lazy, ‘dozing,’ and getting ready ‘for a nap.’ Then when someone hangs out the wash, the sun is‘wide awake in the white sheets.’ / The sun isn’t actually doing those things, but the words makeyou think the sunlight is moving slowly and quietly across the yard.” TM pp. 201-203



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R.IT.05.01 analyze the structure, elements,features, style and purpose of informationalgenre including advertising, experiments,editorials, and atlases.

In Unit 2 (Exploring Expository Text), students identify and analyze the structures andfeatures of two informational read-aloud books plus books, magazines, and newspapersthey read on their own. They continue their study of informational texts in Units 5 and 7,where they analyze informational books as well as opinion-based news articles and bookreviews.

Unit 7, Week 3, Days 1-2 Read-Aloud: “Is Dodge Ball Too Dangerous?” (news article) OnDay 1, students hear the article read aloud in two parts and analyze the article’s purpose,structure, and elements. Discussion questions: (Prereading) From the title, what do you thinkthis article might be about? / What points of view (opinions) do you think might appear in thearticle? (During reading) What point of view have you heard so far, and what supports thatpoint of view? / What point of view is expressed in this part of the article, and what supportsthat point of view? On Day 2, students hear a second reading and analyze the article interms of its influence on their own opinions. Discussion questions: What is your opinionabout dodge ball as a school game? / What evidence in the article supports your opinion? / Didyour opinion change during the second reading? Why or why not? TM pp. 417-423

R.IT.05.03 explain how authors use textfeatures including timelines, graphs, charts,diagrams, tables of contents, indices,introductions, summaries, and conclusions toenhance the understanding of key andsupporting ideas.

During the first week of Unit 2 (Exploring Expository Text), students focus on identifyingand explaining how nonfiction authors use text features to enhance readers’understanding. Using a variety of informational texts, including texts for independentreading, students help create a “Text Features” chart as an ongoing class reference.

Unit 2, Week 1, Days 2-3 Read-Aloud: Life in the Rain Forests On Day 2, students analyzethe features in parts of this informational book. Discussion questions: How might thesephotographs and captions help a reader better understand these pages about rain forestdestruction? / What does the information in this frame add to our thinking of rain forestdestruction? / What features do you notice on these two pages that might help a reader betterunderstand the topic? Student pairs then work together to share and record the featuresthey noticed, with features listed on a class “Text Features” chart. Features identified in thetext: photos, captions, map, map key, italics, table of contents. On Day 3, students identifyand analyze the features of other informational texts they read independently. They use“Think, Pair, Write” to discuss and list features that help readers make sense of text, thenshare their findings and add them to the “Text Features” chart. TM pp. 62-65



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R.CM.05.01 connect personal knowledge,experiences, and understanding of the worldto themes and perspectives in text throughoral and written responses.

Making text-to-self connections is an important comprehension focus in Unit 1 (TheReading Life) and continues throughout the program. Students connect their personalknowledge and experiences to themes and perspectives in texts through oral responses inpair, group, and class discussions and by writing using the structure “Think, Pair, Write.”

Unit 3, Week 2, Day 3 Read-Aloud: Star of Fear, Star of Hope, a story in which an elderlywoman recalls the mysterious disappearance of her Jewish friend Lydia during the Nazioccupation of France. In an after-reading discussion of the story, students connect theirpersonal experiences with friendship and knowledge of human failings to the story’sperspective. Discussion questions: What can we learn about friendship from this book?Explain your thinking. / When Helen’s mother says that “[bad luck] comes from people, from thewickedness of some and the weakness of others,” what do you think she means? Why do youthink that? Possible student responses. “Wicked people took Lydia away and no one didanything to stop them.” / “People need to look out for one another and protect each other fromevil.” TM p. 141

R.CM.05.02 retell through concisesummarization grade-level narrative andinformational text.

The program includes a six-week unit in which students use important ideas to summarizegrade-level narrative and informational texts. (See Unit 6, Exploring Important Ideas andSummarizing, TM pp. 282-374.)

Unit 6, Week 5, Day 4 Guided Strategy Practice Students build a class summary of “Mrs.Buell,” a story they had previously read and discussed and in which they had noted themost important ideas. Working in partners and as a class, students summarize the first twosections of the story in one or two sentences. Then partners work together to write the restof the summary (four more sections) as concisely as possible. Class ComprehensionAssessment: Are the students able to identify important ideas in each section? / Can theysummarize the information in a few sentences? TM pp. 355-358



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R.CM.05.03 analyze global themes, universaltruths, and principles within and across text tocreate a deeper understanding by drawingconclusions, making inferences, andsynthesizing.

Although students don’t explicitly analyze global themes and universal truths in theprogram’s texts, this happens informally as they make inferences and draw conclusionsabout important ideas in their reading. The program also includes two units (Units 4 and 5)on making inferences to understand text and one unit (Unit 7) on synthesizing by makingjudgments and forming opinions to create a deeper understanding.

Unit 1, Week 3, Day 3 Read-Aloud: Mufaro’s Beautiful Daughters Students listen to thisAfrican tale about two beautiful sisters—one kind and considerate, the other selfish andbad-tempered— who go to meet a king who is choosing a wife. After the reading,students discuss the story, using their skills of making inferences and drawing conclusionsto analyze the universal truth it teaches. Discussion questions: What do you think happenedto Manyara when she went in to see the king? Why? / Why does the king call Nyasha “the mostWorthy and Most Beautiful Daughter in the Land? How does he know? / What do you think theauthor is trying to tell us about the true nature of beauty? TM pp. 46-48

R.CM.05.04 apply significant knowledge fromgrade-level science, social studies andmathematics texts.

In Making Meaning™, students listen to and read a variety of grade-level books and articlesrelating to both science and social studies, and they have many opportunities to applywhat they learn from their reading by doing additional research and writing.

Unit 2, Week 3, Day 3 Guided Strategy Practice Read-Aloud: Big Cats Over a two-weekperiod, students listen to, write questions about, and discuss this informational book aboutseven of the largest members of the cat family. As an application and extension of theirknowledge, students have the option of researching and reporting on their unansweredquestions about big cats. Or, they have the alternative of researching other animals whosesurvival is threatened by humans. TM pp. 71-103



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R.MT.05.01 self-monitor comprehension whenreading or listening to text by automaticallyusing and discussing the strategies used bymature readers to increase comprehensionincluding: predicting, constructing mentalimages, visually representing ideas in text,questioning, rereading or listening again ifuncertain about meaning, inferring,summarizing, and engaging in interpretivediscussions.

In Making Meaning™, Grade 5 students self-monitor comprehension when reading orlistening to texts by applying the following strategies (taught in a series of lessons) toincrease comprehension: understanding text structure, visualizing,wondering/questioning, making inferences, determining important ideas, summarizing,synthesizing, and using schema/making connections. Students also learn to increasecomprehension by previewing, rereading, listening again, and engaging in interpretivediscussions in pairs and groups of four.

Unit 4, Week 1, Day 1 IDR: Teach Self-Monitoring Students learn to self-monitorcomprehension by stopping at ten-minute intervals during reading to think about these“Self-Monitoring Questions” written on a class chart: What is happening in my story rightnow? / Does the reading make sense? / What am I puzzled about? / How many words on thepage I just read are new to me? How many words don’t I know? / Would it be better to continuereading this book or get a new book? If students don’t understand a text, they areencouraged to reread, use another comprehension strategy on the class “ReadingComprehension Strategies” chart, or get another book. TM pp. 158-159

Unit 4, Week 3, Days 3-4 Independent Strategy Practice Over a two-day period,students read poetry and narrative texts on their own for timed periods. They self-monitorcomprehension by using strategies of rereading and visualizing (Day 3) and rereading andmaking inferences (Day 4), using self-stick notes to mark words or sentences that helpedthem visualize or infer. They also use their Double-Entry Journals to record theirvisualizations and inferences. Students then discuss these strategies and their results ingroups of four (a structure called “Heads Together”). TM pp. 206-212



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R.MT.05.02 plan, monitor, regulate, andevaluate skills, strategies, and processes toconstruct and convey meaning (e.g., decodingunfamiliar words); select an appropriate texttype from known genre for particular writingpurposes; and use theory/evidence,cause/effect, and persuasive organizationalpatterns.

Throughout the program, students learn how to plan, monitor, and evaluate their readingskills and strategies by using such reference tools as the “Reading ComprehensionStrategies” and “Self-Monitoring Questions” charts and Double-Entry Journals.

Unit 6, Week 1, Day 1 IDR: Review the “Reading Comprehension Strategies” ChartBefore reading independently, students review the strategies they have learned and planhow to monitor the use of strategies in the day’s reading. As they read, students use self-stick notes to mark places where a particular strategy (named on the note) helped them toconstruct and convey meaning. At the end of the reading period, students share a passageand the strategy they used to understand it with a partner, evaluating how the strategyhelped them make sense of the text. TM p. 288


R.CS.05.01 develop, discuss, and applyindividual and shared standards usingstudent/class created rubrics to assess thequalities and accuracy of their own writingand the writing of others. Identify attainmentof intended purpose to interpret authors’viewpoints, and determine effect onclassroom or school-wide audiences.


R.AT.05.01 be enthusiastic about reading anddo substantial reading and writing on theirown. (M .01 with .02)

Throughout the program, students learn to enjoy reading as part of a caring, supportivereading community. They do substantial reading on their own during Individualized DailyReading, and they write about their reading in Double-Entry Journals, Reading Logs, andIDR Journal pages in their Student Books.

Unit 1, Week 2, Day 1 Reflect on Our Reading Lives Students think about their readinglives and write their answers to the following questions in their Student Books: Think ofsome of your favorite books. What kinds of books do you like to read? Why? / Where is yourfavorite place to read? / What kinds of books do you want to read this year? What topics do youwant to read about? Students then gather for a class meeting to share their thoughts andtheir enthusiasm for reading. TM pp. 20-21



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Unit 8, Week 2, Day 3 Guided Strategy Practice and Reflection Lives Students reviewtheir summer reading lists of books recommended by other students in the class anddiscuss how they have grown as readers and members of a caring reading communityduring the school year. Discussion questions: What kinds of books did you choose forsummer reading? Does that surprise you? Why or why not? / What kinds of books do you like toread? What other kinds of books do you think you might want to read? / How do you think youhave grown or changed as a reader this year? / What do you still want to work on to become aneven stronger reader? TM pp. 482-485

Speaking


S.CN.05.01 use common grammaticalstructures correctly when speaking includingirregular verbs to express more complexideas.S.CN.05.02 adjust their use of language tocommunicate effectively with a variety ofaudiences and for different purposesincluding research, explanation, andpersuasion.S.CN.05.03 speak effectively using varyingmodulation, volume, and pace of speech toindicate emotions, create excitement, andemphasize meaning in narrative andinformational presentations.S.CN.05.04 present in standard AmericanEnglish if it is their first language. (Studentswhose first language is not English willpresent in their developing version ofstandard American English).



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S.CN.05.05 understand, providing examples ofhow language differs from early Americanhistory to current day America as a function oflinguistic and cultural group membership.


S.DS.05.01 engage in interactive, extendeddiscourse to socially construct meaning inbook clubs, literature circles, partnerships, orother conversation protocols.

In Making Meaning students engage in interactive discourse to socially construct meaningby using the cooperative structures “Turn to Your Partner” (TM p.9) “Think, Pair, Share” (TMp. 24), and “Think, Pair, Write” (TM p. 61). Students also engage in extended discoursewithin groups of four using the structures “Heads Together” (TM p. 194) and “GroupBrainstorming” (TM p. 242), and they participate in interactive class meetings anddiscussions with their reading community. A series of lessons teach students how to makesuch discourse productive.

Unit 5, Week 4, Day 1 Read-Aloud: Earthquakes Before listening to the text, students use“Group Brainstorming” to respond to the question: What do you think you know aboutearthquakes? At stopping points during the reading, students use “Heads Together” todiscuss the following questions: What did you learn about what causes earthquakes? / Whatdid you learn about where most earthquakes occur in the United States and why? / What didyou learn about how earthquakes cause damage? / What did you hear about the different waysthat earthquakes can be destructive? Students also evaluate their groups’ discourse bydiscussing their “Group Brainstorming” process and deciding what they want to dodifferently the next time they work in a group. TM 262-265



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S.DS.05.02 discuss narratives (e.g., mystery,historical fiction, tall tales, and science fiction),conveying the story grammar (e.g., traits ofcharacters, relationship between setting andclimax/ anticlimax), while varying voicemodulation, volume, and pace of speech toemphasize meaning.

Discussions of story grammar are an integral part of the program, with Unit 3 (ExploringNarrative Text) focused mainly on narrative elements and structure, including character,setting, plot, and conflict.

Unit 3, Week 1, Day 2 Read-Aloud: The Summer My Father Was Ten (realistic fiction) Beforea second reading of this story, students review its main elements: Who are the maincharacters of The Summer My Father Was Ten? / Briefly, what is the plot? / What do we knowabout the setting of this story? What in the story tells that? Then they listen to a secondreading of the story, focusing on one aspect of story grammar: how the main characterchanges. After listening, students use “Think, Pair, Share” to discuss the main character’schange over the course of the story. Discussion questions: How does the boy change in thestory? Why do you think so? / How does the boy behave toward the old man at the start of thestory? How does the boy behave toward him at the end? Why does the boy behave differently? /What words would you use to describe the boy at the beginning of the story? At the end of thestory? Why did the boy change? TM pp. 116-118

S.DS.05.03 respond to multiple text types byanalyzing content, interpreting the message,and evaluating the purpose.

Throughout the program, students respond in a variety of ways to multiple types of text,including different kinds of fiction, nonfiction, and poetry. As they reflect on and discussthese texts, they often analyze content, interpret the theme or message, and evaluate theauthor’s purpose, especially in Unit 7 (Synthesizing).

Unit 7, Week 2, Days 1-2 Read-Aloud: “12 Seconds from Death,“ a true action/adventurestory about skydivers. Students listen to the story on Day 1, and then take part in a classdiscussion in which they analyze the story’s content and evaluate its purpose as anadventure tale. Discussion questions: What are the important events in this story? / Whatparts of the story were especially interesting or exciting? / Would you recommend this story, orstories like it, to someone else? Give reasons for your opinion. On Day 2, students reread acopy of the story in their Student Books and use “Think, Pair, Share” to further analyze andevaluate the story in order to form opinions about it. Questions to consider: Did the story“12 Seconds from Death” hold your interest? Why? / Were the people or events described in thestory interesting? Why?/ How did you feel as you listened to the story? Why did you feel thatway? TM pp. 400-406

Unit 7, Week 4, Day 1 Read-Aloud: Book Review of The Legend of Sleep Hollow Afterlistening to two readings of this book review, students evaluate its purpose in a classdiscussion. Discussion questions: Based on the review, what is this book about? What makesyou say that? / Is there enough information about the book for you to decide whether or not to



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read it? Why or why not? They also reread the review in their Student Books with a partneror silently, underlining the sentences that summarize and circling the sentences that givethe reviewer’s opinion. Partners then analyze the review’s content by discussing thefollowing questions: What is this book about? What part of the review tells you that? / Doesthe reviewer like the book? Why? What part of the review tells you that? TM pp. 436-440

S.DS.05.04 plan and deliver persuasivepresentations or reports using aninformational organizational pattern for aspecific purpose (e.g., to persuade, describe,and inform) that conveys and supports thepoint they want to make, while varying voicemodulation, volume, and pace to speech toemphasize meaning.

Listening & Viewing


L.CN.05.01 ask substantive questions basedon the argument(s) presented by a speakerwhen listening to or viewing a variety ofpresentations.

Throughout the program, students learn ways to be interactive listeners during speakers’presentations. Beginning in Unit 4, students learn to ask clarifying questions duringpartner work when they don’t understand what their partners are saying. In Unit 7(Synthesizing), listeners are encouraged to ask substantive questions of the speakers whoare presenting their book reviews to the class. The purpose of these questions is to find outmore about the books or reviews being shared.



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L.CN.05.02 listen to or view critically whiledemonstrating appropriate social skills ofaudience behaviors (e.g., eye contact,attentive, supportive) in small and large groupsettings.

During weekly read-aloud lessons, students learn to knowledgably listen to and view classpicture books while demonstrating the appropriate skills of audience behaviors taught inthe program. They also learn to demonstrate appropriate listening behaviors fordiscussions with a reading partner, in a group of four, and with the whole class.

Unit 1, Week 1, Days 1-2 Read-Aloud: The Lotus Seed (large group) Before listening to andviewing this picture book as a class, students learn the rules for appropriate audiencebehavior: face the speaker, look at the illustrations during reading, raise your hand to sharewhat you’re thinking, and during class discussion, let one person talk at a time whileeveryone else looks at the person who is talking. Students also learn to listen carefully toone another and to help create a supportive reading community in which everyone feelssafe, welcome, and respected. After listening to and discussing the story, students discusshow they took responsibility for themselves as listeners. Possible response: “I listened to thestory and thought about it.” TM pp. 4-7

Unit 1, Week 3, Day 4 Discuss Independent Reading (small group) Students readindependently, using self-stick notes to mark interesting passages to share with theirpartners. Partners talk about their reading and then take part in a class discussion thatfocuses on their role as good listeners. Discussion questions: What did your partner sharewith you today about her reading?/ How did you show your partner that you were listeningcarefully? How did your partner show you that he was listening carefully? TM pp. 49-50

L.CN.05.03 listen and view critically howverbal and nonverbal strategies enhanceunderstanding of spoken messages andpromote effective listening behaviors during avariety of class presentations.

L.CN.05.04 recognize and analyze the variousroles of the communication process (e.g. topersuade, critically analyze, entertainingversus informative, different interpretations orperspectives of an action or event) in focusingattention on events and shaping opinions.



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L.RP.05.01 listen to or view knowledgeablyand discuss a variety of genres and comparetheir responses to those of their peers.

As the program progresses, students have many opportunities to informally compare theirresponses with those of peers as they discuss various genres in different collaborativesettings. A series of lessons teach students such skills as contributing different ideas to adiscussion and expressing both agreement and disagreement with others’ opinions.

Unit 4, Week 2, Day 3 Read-Aloud: “October Saturday” (poem) Students create mentalpictures as they listen twice to this poem about a father and child raking leaves. First inpairs, then as a class, students compare their images and thoughts using these discussionquestions: What did you see in your mind as you listened to the poem? What sounds did youimagine? What feelings did you imagine as part of your mental picture? / What do you thinkthese lines mean? (“millions and millions of cornflakes—/...nervously chattering”) Explainyour thinking./ Then students select other lines from which they infer a meaning. Afterrecording their lines and inferences in Double-Entry Journals, students discuss andcompare their inferences. Discussion questions: What did you infer from the line youselected? Why does that inference make sense? /Did anyone make a different inference fromthe same line? What inference? Do both make sense? Why or why not? TM pp. 184-189

Unit 6, Week 2, Day 1 Read-Aloud: A River Ran Wild (narrative nonfiction) Students listento a rereading of the first part of the story with stops after several passages so that studentpairs can think about what is important in that passage, agree on one important idea, andrecord it in their Student Books. In a class discussion, student volunteers share what theywrote and compare their responses with those of their peers. Discussion questions: Whydoes that idea seem most important? / Do others agree that this idea seems most important?Why or why not? / What other ideas seem most important? Why? TM pp. 309-311



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The program includes a variety of read-aloud picture books recognized for quality andliterary merit. Students listen to and view these books weekly and also select other qualitybooks to read and view during IDR times. Specific lessons and discussions throughout theprogram help students respond thoughtfully to both read-aloud and selected readingtexts.

Unit 1, Week 3, Day 3 Read-Aloud: Mufaro’s Beautiful Daughters (classic tale) Studentsknowledgably listen to and view this African tale about two beautiful sisters—one kindand considerate, the other selfish and bad-tempered— who go to meet a king who ischoosing a wife. After the reading, students respond thoughtfully to the story andinterpret its message as they discuss the following questions: What do you think happenedto Manyara when she went in to see the king? Why? / Why does the king call Nyasha “the mostWorthy and Most Beautiful Daughter in the Land? How does he know? / What do you think theauthor is trying to tell us about the true nature of beauty? TM pp. 46-48

Unit 6, Week 2, Day 1 Letting Swift River Go (contemporary story) After students listen tothis historical fiction story, they express their thoughtful opinions about the story’smeaning using the prompt: “The reason I think this is ____.” Discussion questions: Howdoes Sally Jane feel about her life in the valley before it was flooded? What in the book makesyou think that? /(Reread page 30.) What do you infer from this passage about how Sally Janefeels as she remembers her life in the valley? Explain your thinking. /(Reread page 11.) Whatdid Sally Jane’s mother mean when she said, “You have to let them go, Sally Jane?” TM pp. 284-287



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L.RP.05.03 respond to multiple text typeslistened to or viewed knowledgeably, bydiscussing, illustrating, and/or writing in orderto clarify meaning, make connections, take aposition, and/or show deep understandingwithout major misconceptions.

Students knowledgably listen to and view a variety of read-aloud texts and discuss everytext in collaborative ways to clarify meaning. They also respond to read-aloud texts inother ways: by visualizing and by writing in Double-Entry Journals, Reading Logs, IDRJournals, and other special pages in their Student Books.

Unit 4, Week 2, Day 2 Read-Aloud: “Speech Class” (poem) As students listen to this poemabout a boy (the poet) and his friend who have speech difficulties in school, they focus onthe feelings the poet expresses. Then students discuss the poem to clarify its meaning andshow deep understanding. Discussion questions: What happens in this poem? / Thededication of the poem is “for Joe.” Who do you think Joe might be? Why do you think so? /What were some feelings that [poet] Jim Daniels had as he remembered these things from hispast? Were those feelings stated or directly inferred? Using a copy of the poem, partners worktogether to underline words and phrases that are clues to the poet’s feelings. Then theywork as a class to complete a Double-Entry Journal in which they write a word or phrase inone column and the meaning they inferred in the other. TM pp. 179-182

Unit 6, Week 4, Day 1 Read-Aloud: A Picture Book of Jesse Owens (biography) As this bookabout the great track-and-field athlete is read, students listen for what Jesse accomplishedat the 1936 Olympic Games and why his accomplishments were so important at the time.At four stopping points during the reading, they use “Turn to Your Partner” to discuss andclarify what they learned about Jesse in the part of the story they heard. Then they discussthe story as a class in order to clarify meaning and make connections between this storyand others previously read aloud to them. Discussion questions: What did Jesse accomplishat the 1936 Olympic Games? Why were his accomplishments important at that time?/ How didJesse feel about the way he was treated in the United States after his Olympic victories? What inthe book makes you say that? / Does this story remind you of other books we have read aloudthis year? Which books, and why? TM 337-339



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L.RP.05.04 combine skills to revealstrengthening literacy (e.g., viewing thenanalyzing in writing, listening thenparaphrasing in writing).

Every read-aloud lesson in Making Meaning engages students in combining listening andviewing skills with other skills that strengthen literacy, such as listening while visualizing,listening and viewing then discussing, and listening then summarizing in writing.

Unit 6, Week 5, Days 4 Read-Aloud: “Mrs. Buell” and Guided Strategy Practice! Afterlistening to this short story for its important ideas, students discuss the story and makejudgments about which are the most important things to remember. Then they work inpartners and as a class to write one or two sentences that summarize the first two sectionsof the story. Partners continue to write the rest of the summary (four more sections) asconcisely as possible. Class Comprehension Assessment: Are the students able to identifyimportant ideas in each section? / Can they summarize the information in a few sentences? TMpp. 342-357

L.RP.05.05 respond to and go beyond theinformation given by a speaker, makinginferences and drawing appropriateconclusions.

developmentalstudiescenter correlationof makingmeaning ... · unit4, week1, day...

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