scope & sequence - davis school · pdf filevendor: srm grade: 5 pdfs balanced literacy...

KEY✔ = Assessed SkillTinted panels show skills, strategies, and other teaching opportunities.

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SCOPE & SEQUENCE

READING PROCESSConcepts About Print/Print Awareness

Recognize own name

Understand directionality (top to bottom; tracking print from left to right; return sweep, page by page)

Locate printed word on page

Develop print awareness (concept of letter, word, sentence)

Identify separate sounds in a spoken sentence

Understand that written words are represented in written language by a specific sequence of letters

Distinguish between letters, words, and sentences

Identify and distinguish paragraphs

Match print to speech (one-to-one correspondence)

Name uppercase and lowercase letters

Understand book handling (holding a book right-side-up, turning its pages)

Identify parts of a book (front cover, back cover, title page, table of contents); recognize that parts of a book contain information

Phonological Awareness

Recognize and understand alliteration

Segment sentences into correct number of words

Identify, blend, segment syllables in words ✔

Recognize and generate rhyming words ✔

Identify, blend, segment onset and rime ✔

Phonemic Awareness

Count phonemes ✔

Isolate initial, medial, and final sounds ✔

Blend spoken phonemes to form words ✔

Segment spoken words into phonemes ✔

Distinguish between long- and short-vowel sounds ✔

Manipulate phonemes (addition, deletion, substitution) ✔

Phonics and Decoding /Word Recognition

Understand the alphabetic principle ✔

Sound/letter correspondence ✔ ✔ ✔

Blend sounds into words, including VC, CVC, CVCe, CVVC words ✔ ✔ ✔

Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5

BALANCED LITERACY SCOPE & SEQUENCE 1

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SCOPE & SEQUENCE1 2 3 4 5

Blend common word families ✔ ✔ ✔

Initial consonant blends ✔ ✔ ✔

Final consonant blends ✔ ✔ ✔

Initial and medial short vowels ✔ ✔ ✔ ✔ ✔

Decode one-syllable words in isolation and in context ✔ ✔ ✔

Decode multisyllabic words in isolation and in context using common syllabication patterns ✔ ✔ ✔ ✔ ✔

Distinguish between similarly spelled words ✔ ✔ ✔ ✔ ✔

Monitor accuracy of decoding

Identify and read common high-frequency words, irregularly spelled words ✔ ✔ ✔

Identify and read compound words, contractions ✔ ✔ ✔ ✔ ✔

Use knowledge of spelling patterns to identify syllables ✔ ✔ ✔ ✔ ✔

Regular and irregular plurals ✔ ✔ ✔ ✔ ✔

Long vowels (silent e, vowel teams) ✔ ✔ ✔ ✔ ✔

Vowel digraphs (variant vowels) ✔ ✔ ✔ ✔ ✔

r-Controlled vowels ✔ ✔ ✔ ✔ ✔

Hard/soft consonants ✔ ✔ ✔ ✔ ✔

Initial consonant digraphs ✔ ✔ ✔ ✔ ✔

Medial and final consonant digraphs ✔ ✔ ✔ ✔ ✔

Vowel diphthongs ✔ ✔ ✔ ✔ ✔

Identify and distinguish letter-sounds (initial, medial, final) ✔ ✔

Silent letters ✔ ✔ ✔ ✔ ✔

Schwa words ✔ ✔ ✔

Inflectional endings ✔ ✔ ✔ ✔ ✔

Triple-consonant clusters ✔ ✔ ✔ ✔ ✔

Unfamiliar and complex word families ✔ ✔ ✔

Structural Analysis/Word Analysis

Common spelling patterns (word families) ✔ ✔ ✔ ✔ ✔

Common syllable patterns ✔ ✔ ✔ ✔ ✔


Contractions ✔ ✔ ✔ ✔ ✔

Compound words ✔ ✔ ✔ ✔ ✔

Prefixes and suffixes ✔ ✔ ✔ ✔ ✔

Root or base words ✔ ✔ ✔ ✔

Comparatives and superlatives ✔ ✔ ✔ ✔

Greek and Latin roots ✔ ✔ ✔ ✔

Fluency

Apply letter/sound knowledge to decode phonetically regular words accurately ✔ ✔ ✔ ✔ ✔

Recognize high-frequency and familiar words ✔ ✔ ✔ ✔ ✔

Read regularly on independent and instructional levels

Read orally with fluency from familiar texts (choral, echo, partner, Reader’s Theater)

Use appropriate rate, expression, intonation, and phrasing ✔ ✔ ✔ ✔ ✔

Read with automaticity (accurately and effortlessly) ✔ ✔ ✔ ✔ ✔



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1 2 3 4 5Use punctuation cues in reading ✔ ✔ ✔ ✔ ✔

Adjust reading rate to purpose, text difficulty, form, and style

Repeated readings

Timed readings ✔ ✔ ✔ ✔ ✔

Read with purpose and understanding ✔ ✔ ✔ ✔ ✔

Read orally with accuracy ✔ ✔ ✔ ✔ ✔

Use context to confirm or self-correct word recognition ✔ ✔ ✔ ✔ ✔

READING LITERATURE Comprehension Strategies and Skills

Read literature from a broad range of genres, cultures, and periods ✔ ✔ ✔ ✔ ✔

Access complex text ✔ ✔ ✔ ✔ ✔

Build background

Preview and predict

Establish and adjust purpose for reading

Evaluate citing evidence from the text

Ask and answer questions ✔ ✔ ✔ ✔ ✔

Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔

Monitor/adjust comprehension including reread, reading rate, paraphrase

Recount/Retell ✔

Summarize ✔ ✔ ✔ ✔

Story structure (beginning, middle, end) ✔ ✔ ✔ ✔ ✔

Visualize

Make connections between and across texts ✔ ✔ ✔ ✔ ✔

Point of view ✔ ✔ ✔ ✔ ✔

Author’s purpose

Cause and effect ✔ ✔ ✔ ✔ ✔

Compare and contrast (including character, setting, plot, topics) ✔ ✔ ✔ ✔ ✔

Classify and categorize ✔ ✔

Literature vs informational text ✔ ✔

Illustrations, using ✔ ✔ ✔

Theme, central message, moral, lesson ✔ ✔ ✔ ✔ ✔

Predictions, making/confirming ✔ ✔

Problem and solution (problem/resolution) ✔ ✔ ✔ ✔ ✔

Sequence of events ✔ ✔ ✔ ✔ ✔

Literary Elements

Character ✔ ✔ ✔ ✔ ✔

Plot development/Events ✔ ✔ ✔ ✔ ✔

Setting ✔ ✔ ✔ ✔ ✔

Stanza ✔ ✔ ✔

Alliteration ✔

Assonance ✔


Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5 NATIONAL

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Dialogue

Foreshadowing ✔

Flashback ✔

Descriptive and figurative language ✔ ✔ ✔ ✔ ✔

Imagery ✔ ✔

Meter ✔ ✔

Onomatopoeia

Repetition ✔ ✔ ✔ ✔ ✔

Rhyme/rhyme schemes ✔ ✔ ✔ ✔ ✔

Rhythm ✔ ✔

Sensory language

Symbolism

Write About Reading/Literary Response Discussions

Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔

Connect and compare text characters, events, ideas to self, to other texts, to world

Connect literary texts to other curriculum areas

Identify cultural and historical elements of text

Evaluate author’s techniques, craft

Analytical writing

Interpret text ideas through writing, discussion, media, research

Book report or review

Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔

Organize information to show understanding of main idea through charts, mapping

Cite text evidence ✔ ✔ ✔ ✔ ✔

Author’s purpose/ Illustrator’s purpose

READING INFORMATIONAL TEXTComprehension Strategies and Skills

Read informational text from a broad range of topics and cultures ✔ ✔ ✔ ✔ ✔

Access complex text ✔ ✔ ✔ ✔ ✔

Build background

Preview and predict ✔ ✔

Establish and adjust purpose for reading

Evaluate citing evidence from the text

Ask and answer questions ✔ ✔ ✔ ✔ ✔

Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔

Monitor and adjust comprehension including reread, adjust reading rate, paraphrase

Recount/Retell ✔

Summarize ✔ ✔ ✔ ✔

Text structure ✔ ✔ ✔ ✔ ✔

Identify text features ✔ ✔ ✔ ✔ ✔

Make connections between and across texts ✔ ✔ ✔ ✔ ✔

Author’s point of view ✔ ✔ ✔

SCOPE & SEQUENCE



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1 2 3 4 5Author’s purpose ✔ ✔

Cause and effect ✔ ✔ ✔ ✔ ✔

Compare and contrast ✔ ✔ ✔ ✔ ✔

Classify and categorize ✔ ✔

Illustrations and photographs, using ✔ ✔ ✔

Instructions/directions (written and oral) ✔ ✔ ✔ ✔ ✔

Main idea and key details ✔ ✔ ✔ ✔ ✔

Persuasion, reasons and evidence to support points/persuasive techniques ✔

Predictions, making/confirming ✔

Problem and solution ✔ ✔ ✔ ✔ ✔

Sequence, chronological order of events, time order, steps in a process ✔ ✔ ✔ ✔ ✔

Writing About Reading/Expository Critique Discussions

Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔

Connect and compare text characters, events, ideas to self, to other texts, to world

Connect texts to other curriculum areas

Identify cultural and historical elements of text

Evaluate author’s techniques, craft

Analytical writing

Read to understand and perform tasks and activities

Interpret text ideas through writing, discussion, media, research

Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔

Organize information to show understanding of main idea through charts, mapping

Cite text evidence ✔ ✔ ✔ ✔ ✔

Author’s purpose/Illustrator’s purpose

Text Features

Recognize and identify text and organizational features of nonfiction texts ✔ ✔ ✔ ✔ ✔

Captions and labels, headings, subheadings, endnotes, key words, bold print ✔ ✔ ✔ ✔ ✔

Graphics, including photographs, illustrations, maps, charts, diagrams, graphs, time lines ✔ ✔ ✔ ✔ ✔

Self-Selected Reading/Independent Reading

Use personal criteria to choose own reading including favorite authors, genres, recommendations from others; set up a reading log

Read a range of literature and informational text for tasks as well as for enjoyment; participate in literature circles

Produce evidence of reading by retelling, summarizing, or paraphrasing

Media Literacy

Summarize the message or content from media message, citing text evidence

Use graphics, illustrations to analyze and interpret information ✔ ✔ ✔ ✔ ✔

Identify structural features of popular media and use the features to obtain information, including digital sources

✔ ✔ ✔

Identify reasons and evidence in visuals and media message

Analyze media source: recognize effects of media in one’s mood and emotion

Make informed judgments about print and digital media

Critique persuasive techniques



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WRITINGWriting Process

Plan/prewrite

Draft

Revise

Edit/proofread

Publish and present including using technology

Teacher and peer feedback

Writing Traits

Conventions ✔ ✔ ✔ ✔ ✔

Ideas ✔ ✔ ✔ ✔ ✔

Organization ✔ ✔ ✔ ✔ ✔

Sentence fluency ✔ ✔ ✔ ✔ ✔

Voice ✔ ✔ ✔ ✔ ✔

Word choice ✔ ✔ ✔ ✔ ✔

Writer’s Craft

Good topic, focus on and develop topic, topic sentence ✔ ✔ ✔ ✔

Paragraph(s); sentence structure ✔ ✔ ✔ ✔

Main idea and supporting key details ✔ ✔ ✔ ✔

Unimportant details

Relevant supporting evidence ✔ ✔ ✔ ✔

Strong opening, strong conclusion ✔ ✔ ✔ ✔

Beginning, middle, end; sequence ✔ ✔ ✔ ✔ ✔

Precise words, strong words, vary words ✔ ✔ ✔ ✔

Figurative and sensory language, descriptive details

Informal/formal language

Mood/style/tone

Dialogue ✔ ✔ ✔

Transition words, transitions to multiple paragraphs ✔ ✔ ✔

Select focus and organization ✔ ✔ ✔ ✔

Points and counterpoints/Opposing claims and counterarguments

Use reference materials (online and print dictionary, thesaurus, encyclopedia)

Writing Applications

Writing about text ✔ ✔ ✔ ✔ ✔

Personal and fictional narrative (also biographical and autobiographical) ✔ ✔ ✔ ✔ ✔

Variety of expressive forms including poetry ✔ ✔ ✔ ✔ ✔

Informative/explanatory texts ✔ ✔ ✔ ✔ ✔

Description ✔ ✔ ✔

Procedural texts ✔ ✔ ✔ ✔ ✔

Opinion pieces or arguments ✔ ✔ ✔ ✔ ✔

Communications including technical documents ✔ ✔ ✔ ✔ ✔

Research report ✔ ✔ ✔ ✔ ✔

Responses to literature/reflection ✔ ✔ ✔

SCOPE & SEQUENCE



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1 2 3 4 5Analytical writing

Letters ✔ ✔ ✔ ✔ ✔

Write daily and over short and extended time frames; set up writer’s notebooks

Penmanship/Handwriting

Write legibly in manuscript using correct formation, directionality, and spacing

Write legibly in cursive using correct formation, directionality, and spacing

SPEAKING AND LISTENING Speaking

Use repetition, rhyme, and rhythm in oral texts

Participate in classroom activities and discussions

Collaborative conversation with peers and adults in small and large groups using formal English when appropriate

Differentiate between formal and informal English

Follow agreed upon rules for discussion

Build on others’ talk in conversation, adding new ideas

Come to discussion prepared

Describe familiar people, places, and things and add drawings as desired

Paraphrase portions of text read alone or information presented

Apply comprehension strategies and skills in speaking activities

Use literal and nonliteral meanings

Ask and answer questions about text read aloud and about media

Stay on topic when speaking

Use language appropriate to situation, purpose, and audience

Use nonverbal communications such as eye contact, gestures, and props

Use verbal communication in effective ways and improve expression in conventional language

Retell a story, presentation, or spoken message by summarizing

Oral presentations: focus, organizational structure, audience, purpose

Give and follow directions

Consider audience when speaking or preparing a presentation

Recite poems, rhymes, songs

Use complete, coherent sentences

Organize presentations

Deliver presentations (narrative, summaries, research, persuasive); add visuals

Speak audibly (accuracy, expression, volume, pitch, rate, phrasing,modulation, enunciation)

Create audio recordings of poems, stories, presentations

Listening

Identify musical elements in language

Determine the purpose for listening

Understand, follow, restate, and give oral directions

Develop oral language and concepts

Listen openly, responsively, attentively, and critically



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Listen to identify the points a speaker makes

Listen responsively to oral presentations (determine main idea and key details)

Ask and answer relevant questions (for clarification to follow-up on ideas)

Identify reasons and evidence presented by speaker

Recall and interpret speakers’ verbal/nonverbal messages, purposes, perspectives

LANGUAGEVocabulary Acquisition and Use

Develop oral vocabulary and choose words for effect

Use academic language ✔ ✔ ✔ ✔ ✔

Identify persons, places, things, actions ✔ ✔ ✔

Classify, sort, and categorize words ✔ ✔ ✔ ✔ ✔

Determine or clarify the meaning of unknown words; use word walls ✔ ✔ ✔ ✔ ✔

Synonyms, antonyms, and opposites ✔ ✔ ✔ ✔ ✔

Use context clues such as word, sentence, paragraph, definition, example, restatement, description, comparison, cause and effect

✔ ✔ ✔ ✔ ✔

Use word identification strategies ✔ ✔ ✔ ✔ ✔

Unfamiliar words ✔ ✔ ✔ ✔ ✔

Multiple-meaning words ✔ ✔ ✔ ✔ ✔

Use print and online dictionary to locate meanings, pronunciation, derivatives, parts of speech

✔ ✔ ✔ ✔ ✔


Words ending in -er and -est ✔ ✔ ✔ ✔ ✔

Root words (base words) ✔ ✔ ✔ ✔ ✔


Greek and Latin affixes and roots ✔ ✔ ✔ ✔

Denotation and connotation ✔ ✔

Word families ✔ ✔ ✔ ✔ ✔


Use a print and online thesaurus ✔ ✔ ✔ ✔

Use print and online reference sources for word meaning (dictionary, glossaries) ✔ ✔ ✔ ✔ ✔

Homographs ✔ ✔ ✔

Homophones ✔ ✔ ✔ ✔

Contractions ✔ ✔ ✔

Figurative language such as metaphors, similes, personification ✔ ✔ ✔ ✔

Idioms, adages, proverbs, literal and nonliteral language ✔ ✔ ✔ ✔

Analogies

Listen to, read, discuss familiar and unfamiliar challenging text

Identify real-life connections between words and their use

Use acquired words and phrases to convey precise ideas

Use vocabulary to express spatial and temporal relationships

Identify shades of meaning in related words ✔ ✔ ✔ ✔ ✔

Word origins ✔ ✔ ✔

Morphology ✔ ✔ ✔

SCOPE & SEQUENCE



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Knowledge of Language

Choose words, phrases, and sentences for effect

Choose punctuation effectively

Formal and informal language for style and tone including dialects

Conventions of Standard English/Grammar, Mechanics, and Usage

Sentence concepts: statements, questions, exclamations, commands ✔ ✔ ✔ ✔ ✔

Complete and incomplete sentences; sentence fragments; word order ✔ ✔ ✔ ✔ ✔

Compound sentences, complex sentences ✔ ✔ ✔

Combining sentences ✔ ✔ ✔ ✔ ✔

Nouns including common, proper, singular, plural, irregular plurals, possessives, abstract, concrete, collective

✔ ✔ ✔ ✔ ✔

Verbs including action, helping, linking, irregular ✔ ✔ ✔ ✔ ✔

Verb tenses including past, present, future, perfect, and progressive ✔ ✔ ✔ ✔ ✔

Pronouns including possessive, subject and object, pronoun-verb agreement, indefinite, intensive, reciprocal; correct unclear pronouns

✔ ✔ ✔ ✔ ✔

Adjectives including articles, demonstrative, proper, adjectives that compare ✔ ✔ ✔ ✔ ✔

Adverbs including telling how, when, where, comparative, superlative, irregular ✔ ✔ ✔ ✔ ✔

Subject, predicate; subject-verb agreement ✔ ✔ ✔ ✔ ✔

Contractions ✔ ✔ ✔ ✔ ✔

Conjunctions ✔ ✔ ✔

Commas ✔ ✔ ✔ ✔

Colons, semicolons, dashes, hyphens ✔

Question words

Quotation marks ✔ ✔ ✔ ✔

Prepositions and prepositional phrases, appositives ✔ ✔ ✔ ✔ ✔

Independent and dependent clauses ✔

Italics/underlining for emphasis and titles

Negatives, correcting double negatives ✔ ✔

Abbreviations ✔ ✔ ✔ ✔

Use correct capitalization in sentences, proper nouns, titles, abbreviations ✔ ✔ ✔ ✔ ✔

Use correct punctuation ✔ ✔ ✔ ✔ ✔

Antecedents ✔ ✔ ✔

Homophones and words often confused ✔ ✔ ✔ ✔

Apostrophes ✔ ✔ ✔

Spelling

Write irregular, high-frequency words ✔ ✔

ABC order ✔

Write letters ✔

Words with short vowels ✔ ✔ ✔ ✔ ✔

Words with long vowels ✔ ✔ ✔ ✔ ✔

Words with digraphs, blends, consonant clusters, double consonants ✔ ✔ ✔ ✔ ✔

Words with vowel digraphs and ambiguous vowels ✔ ✔ ✔ ✔ ✔



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Words with diphthongs ✔ ✔ ✔ ✔ ✔

Words with r-controlled vowels ✔ ✔ ✔ ✔ ✔

Use conventional spelling ✔ ✔ ✔ ✔ ✔

Schwa words ✔ ✔ ✔

Words with silent letters ✔ ✔ ✔ ✔

Words with hard and soft letters ✔ ✔ ✔ ✔

Inflectional endings including plural, past tense, drop final e and double consonant when adding -ed and -ing, changing y to i

✔ ✔ ✔ ✔ ✔


Homonyms/homophones ✔ ✔ ✔ ✔


Root and base words (also spell derivatives) ✔ ✔ ✔

Syllables: patterns, rules, accented, stressed, closed, open ✔ ✔ ✔

Words with Greek and Latin roots ✔

Words from mythology ✔

Words with spelling patterns, word families ✔ ✔ ✔ ✔ ✔

RESEARCH AND INQUIRYStudy Skills

Directions: read, write, give, follow (includes technical directions) ✔ ✔ ✔ ✔

Evaluate directions for sequence and completeness ✔ ✔ ✔

Use library/media center

Use parts of a book to locate information

Interpret information from graphic aids ✔ ✔ ✔ ✔ ✔

Use graphic organizers to organize information and comprehend text ✔ ✔ ✔ ✔ ✔

Use functional, everyday documents ✔ ✔ ✔

Apply study strategies: skimming and scanning, note-taking, outlining

Research Process

Generate and revise topics and questions for research ✔ ✔ ✔

Narrow focus of research, set research goals ✔ ✔ ✔

Find and locate information using print and digital resources ✔ ✔ ✔ ✔ ✔

Record information systematically (note-taking, outlining, using technology) ✔ ✔ ✔

Develop a systematic research plan ✔ ✔ ✔

Evaluate reliability, credibility, usefulness of sources and information ✔

Use primary sources to obtain information ✔ ✔

Organize, synthesize, evaluate, and draw conclusions from information

Cite and list sources of information (record basic bibliographic data) ✔ ✔

Demonstrate basic keyboarding skills

Participate in and present shared research

Technology

Use computer, Internet, and other technology resources to access information

Use text and organizational features of electronic resources such as search engines, keywords, e-mail, hyperlinks, URLs, Web pages, databases, graphics

Use digital tools to present and publish in a variety of media formats

SCOPE & SEQUENCE



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INDEX

Key 1 = Unit 1

A Access complex text. See also

Collection of Texts; Differentiate to Accelerate; Reading Extended Complex Text.connection of ideas, 1: S10, S22, T25,

T194, T195, 2: T224, T346, T398, T399, 3: T151, T158, T186, T187, T188, 4: T209, T221, T223, T390, T391, T392, 5: T81, T186, T187, T188, T273, 6: T316, T382, T383, T384, T418–T419

genre, 1: S9–S10, S22, T19, T94, T100, 2: T223, T334 3: T21, T55, T155, 4: T286, T292, 5: T17, T85, 6: T216, T281, T284

introducing types of complex text, 1: S10, S22

organization, 1: S10, S21–S22, T127, T129, T151, 2: T259, 3: T19, T57, T136, T137, T196, T262, T427, 4: T427, 5: T155

prior knowledge, 1: S10, S22, T85, 2: T217, 3: T33, T52, T127, 4: T289, T323, T337, T427, 6: T213, T247

purpose, 1: S9–S10, 2: T297, T366, 3: T27, 5: T54, T87

sentence structure, 1: S10, S21–S22, 2: T295, T398, T399, T400, 3: T194, T195, T196, 4: T327, T390–T392, 5: T186, T187, T188, 6: T382, T383, T384

specific vocabulary, 1: S10, S22, 2: T263, T365, T398, T399, T400, 3: T131, T194, T195, T196, 4: T357, T361, T390–T392, 5: T21, T186, T187, T188, 6: T349, T353, T382, T383, T384, T419

Adjectives. See Grammar: adjectives.Adverbs. See Grammar: adverbs.Affixes. See Phonics/Word Study;

Spelling; Vocabulary: prefixes, suffixes.

Alliteration. See also Literary devices; poetry. 2: T362, T363

Analytical Writing. See Write About Reading.

Anchor Papers, 1: T411, T417, 2: T423, T429, 3: T403, T409, 5: T395, T401

Antonyms, 3: T131

Apostrophes. See Grammar: mechanics and usage.

Approaching Level Options. See Collection of Texts; Differentiate to Accelerate; Level Up; Monitor and Differentiate; Suggested Lesson Plan.

Ask and answer questions, 1: S20, T49, T86, T92, T122, T128, T158, T162, 2: T325, T401, 4: T218, T222, T251, T252, T256, T393, 5: T82, T86, T120, T150, T154, T189, 6: T311, T385

Assessment,quick check. See Monitor and

Differentiate.

scoring rubrics, 1: T190, T411, T417, 2: T395, T423, T429, 3: T191, T403, T409, 4: T387, T415, T421, 5: T183, T395, T401, 6: T379, T407, T413

summative, 1: T198–T199, 2: T402–T403, 3: T198–T199,4: T394–T395, 5: T190–T191, 6: T386–T387

weekly, 1: T36–T37, T72–T73, T108–T109, T144–T145, T178–T179, 2: T240–T241, T276–T277, T312–T313, T348–T349, T382–T383, 3: T36–T37, T72–T73, T108–T109, T144–T145, T178–T179, 4: T238–T239, T272–T273, T306–T307, T340–T341, T374–T375, 5: T34–T35, T68–T69, T102–T103, T136–T137, T170–T171, 6: T230–T231, T264–T265, T298–T299, T332–T333, T366–T367

Author’s Craft, alliteration, 6: T346

animal characters, 6: T223

biography, 5: T116, T122

contrast, 3: T63, T87, T99, T135, T142, 5: T93, 6: T416

descriptive and regional language, 3: T26, T28, 4: T388–T389, T410, T412, T416–T419, T421

dialogue, 3: T30–T31, T33, T54, 4: T410, T412–T413, T415–T416, T418

idiom, 3: T55, T59, T70, T106

point of view, 2: T401, T430, 3: T63, T135, 5: T85, T87, T93, T119, T121–T122, 6: T351, T357, T419

sentence fluency, 3: T28–T29

strong opening, 4: T389, 5: T128–T129

word choice, 3: T64–T65, 6: T356, T358–T359, T404, T407, T413, T416, T419

Autobiographies. See Genre.

BBase words. See Vocabulary:

root words.Beyond Level Options. See Collection

of Texts; Differentiate to Accelerate; Level Up; Monitor and Differentiate; Suggested Lesson Plan.

Bibliography, 4: T129

Biographies. See Genre: informational text.

Book, parts of. See Study skills: parts of a book; Text features.

Build background, 1: S5, S19, T13, T49, T85, T121, T157, 2: T217, T253, T284, T325, T361, T388, 3: T13, T49, T85, T121, T157, 4: T217, T251, T285, T319, T353, 5: T13, T47, T81, T115, T149, 6: T209, T243, T277, T311, T345, T372

CCapitalization. See Grammar.Cause and effect. See Comprehension

skills: cause and effect.Character. See Comprehension skills:

character.Charts. See Text features: charts.Chronological order. See

Comprehension skills: sequence; Writing traits: organization.

Citations. See Research and inquiry; Computer literacy: research.

Classroom Library, 1: T3, T10, T25, T39, T46, T61, T75, T82, T97, T111, T116, T133, T147, T154, T167, T430–T435, 2: T211, T214, T229, T243, T250, T265, T279, T286, T301, T315, T322, T337, T351, T358, T371, T430–T435, 3: T3, T10, T25, T39, T46, T61, T75, T82, T97, T111, T118, T133, T147, T154, T167, T422–T427, 4: T206, T214, T227, T241, T248, T261, T275, T282, T294, T309, T317, T329, T343, T350, T363, T422–T427, 5: T3, T10, T21, T37, T44, T57, T71, T78, T91, T105, T112, T125, T139, T146, T159, T414–T419, 6: T199, T206, T219, T233, T240, T253, T267, T274, T287, T301, T308, T321, T335, T342, T355, T414–T419

Close reading, 1: S10, S12–S14, S24–S26, T2–T3, T8–T9, T16, T18, T20, T21, T22,

BALANCED LITERACY INDEX 1

INDEXT23, T24–T25, T38–T39, T44–T45, T52, T54, T56, T57, T58, T59, T60–T61, T74–T75, T80–T81, T88, T90, T92, T93, T94, T95, T96–T97, T110–T111, T118–T119, T124, T126, T128, T129, T130, T131, T132–T133, T146–T147, T152–T153, T162, T163, T164, T165, T166–T167, 2: T210–T211, T212–T213, T220, T222–T223, T226, T227, T228–T229, T242–T243, T249–T250, T256, T258–T259, T261, T262, T263, T264–T265, T272, T278–T279, T284–T285, T292–T295, T296, T297, T298, T299, T300–T301, T314–T315, T320–T321, T328, T330–T331, T333, T334, T335, T336–T337, T350–T351, T356–T357, T364–T365, T367, T368, T369, T370–T371, T390, T401, 3: T2–T3, T8–T9, T16, T18–T20, T21, T22, T23, T24–T25, T38–T39, T44–T45, T52, T54–T56, T57, T58, T59, T60–T61, T74–T75, T80–T81, T88, T90–T92, T93, T94, T95, T96–T97, T110–T111, T116–T117, T124, T126–T128, T129, T130, T131, T132–T133, T146–T147, T151–T152, T160–T163, T164, T165, T166–T167, T186, T422–T423, 4: T206–T207, T212–T213, T220–T222, T223, T224, T225, T226–T227, T240–T241, T246–T247, T254–T256, T257, T258, T259, T260–T261, T274–T275, T280–T281, T288–T290, T291, T292, T293, T294–T295, T308–T309, T314–T315, T322–T324, T325, T326, T327, T328–T329, T342–T343, T348–T349, T356–T361, T362–T363, T382, T422–T423, 5: T2–T3, T8–T9, T16–T18, T19, T20, T21, T22–T23, T36–T37, T42–T43, T50–T52, T53, T54, T55, T56–T57, T70–T71, T76–T77, T84–T86, T87, T88, T89, T90–T91, T104–T105, T110–T111, T118–T120, T121, T122, T123, T124–T125, T138–T139, T144–T145, T152–T153, T155, T156, T157, T158–T159, T178, T189, T414, 6: T198–T199, T204–T205, T215, T218–T219, T232–T233, T238–T239, T246–T248, T249, T250, T251, T252–T253, T266–T267, T272–T273, T280–T282, T283, T284, T285, T286–T287, T300–T301, T306–T307, T314–T315, T316, T317, T318, T319, T320–T321, T334–T335, T340–T341, T348–T350, T351, T352, T353, T354–T355, T374, T385, T414–T415

Collaborative conversations, 1: S6, S20, T13, T49, T85, T121, T157, 2: T217, T253, T289, T325, T361, 3: T13, T49, T85, T121, T157, 4: T217, T251, T285, T319, T353, 5: T13, T47,

T81, T115, T149, 6: T209, T243, T277, T311, T345

Collection of Texts, 1: T24–T25, T60–T61, T96–T97, T132–T133, T166–T167, 2: T228–T229, T264–T265, T300–T301, T336–T337, T370–T371, 3: T24–T25, T60–T61, T96–T97, T132–T133, T166–T167, 4: T226–T227, T260–T261, T294–T295, T328–T329, T362–T363, 5: T22–T23, T56–T57, T90–T91, T124–T125, T158–T159, 6: T218–T219, T252–T253, T286–T287, T320–T321, T354–T355

Colon. See Grammar: quotations marks and colons in time.

Commands. See Grammar: sentences.Commas. See Grammar: mechanics

and usage.Communication. See Listening.Compare and contrast, 1: S23, 4: T291

Compound sentences. See Grammar: sentences.

Compound words. See Phonics/Word Study; Spelling; Vocabulary.

Comprehension skills, author’s point of view, 1: S25–S26,

2: T297–T298, T326, T333, 5: T85, T87, T93, T121

cause and effect, 1: S23–S24, T129, 3: T57, 4: T325

character, 1: S11–S12, T21, T57, 3: T21

compare and contrast, 1: S23, 4: T291

details. See Comprehension skills: main idea and key details

main idea and key details, 1: S23–S24, T163, 3: T93, T129, T197

plot, 1: S11–S12, T21, T57, 3: T21

point of view, 1: S13–S14, 4: T223, T257, 5: T19, T53

problem and solution, 3: T19, T21–T22, T27, T424, 6: T283

sequence, 1: T57, T93, 2: T340–T341, T418–T421, T423, 3: T163, 4: T229, T410–T413

setting, 1: S11–S12, T21, T57, 3: T21

theme, 2: T222, T225, T231, T261, T267, 6: T215, T249

Comprehension strategies, ask and answer questions, 1: S20, T49,

T86, T92, T122, T128, T158, T162, 2: T325, T401, 4: T218, T222, T251, T252, T256, T393, 5: T82, T86, T120, T150, T154, T189, 6: T311, T385

predictions. See Predictions, make, confirm, and revise.

reread, 2: T220, T222, T330, T332, T362, 4: T320, T324, 6: T278, T282, T312, T316, T346

summarize, 1: S14, S23–S24, T14, 2: T50, 3: T88, T92, T122, T128, T158, T162, 5: T14, T18, T48, T52

visualize, 1: T14 , T16, T18, T20, T21, 3: T16, T20, T50, T56

Computer Literacy. See also Study skills; Technology.adding to a presentation, 1: T410,

T416, 2: T422, T428, 4: T414, T420, 5: T181–T182, T394, T400, 6: T406, T412

blogs, 1: T416, 2: T422, T428, 4: T414, 5: T420, 6: T406

copyrights and citations, 2: T392, T395, T431, T433, 4: T423, T425, 5: T83, T86, T87, T88, T89, T99, T179–T180, T182–T183

graphs, 2: T390–T391, T401, T422, T428, T430, T432–T435, 4: T381–T384, T393, T411–T412, T414, T417–T418, T422, T424–T427, 5: T394, 6: T374–T376, T385, T414, T416–T419

hyperlinks, 1: T186, 2: T390, 4: T382, 5: T88, T127, T178, 6: T374

image searches, 4: T383

Internet, 1: T187, 2: T390, T391, 3: T168, T185, T187–T188, 4: T383–T384, 5: T178, T179, 6: T375–T376

research, 1: S35, T187–T191, 2: T302, T338, 3: T168–T169, 4: T377–T379, T382–T387, 5: T24, T58, T92–T93, T126, T179–T183, 6: T322–T323, T356–T357, T369–T371, T374–T379, T403, T408–T413

search engines, 1: T187, 2: T188, 4: T383–T384, 6: T376

slide show, 4: T375, 5: T348

web pages, 1: T186–T187, 3: T186, 5: T178, T180, 6: T374–T375

Conjunctions. See Grammar: complex sentences.

Connect and Compare. See Text connections.

Consonants. See Phonics/Word Study.Content vocabulary. See Vocabulary:

content.Context clues. See Vocabulary: context

clues.


Key 1 = Unit 1

Contractions. See Grammar: mechanics and usage.

Corrective Feedback, 1: T35, T71, T107, T143, T177, 2: T239, T275, T311, T347, T381, 3: T35, T71, T107, T143, T177, 4: T237, T271, T305, T339, T373, 5: T33, T67, T101, T135, T169, 6: T229, T263, T297, T331, T365

Cross-curricular connections. See Theme projects.

DDenotation. See Vocabulary. Diagrams. See Graphic Organizers;

Text features: diagrams.Dialogue, 1: T58, T412, 3: T170, 4: T264,

T301, T412

Dictionary, use, 1: S27–S28, T23, T59, 3: T95

Differentiated instruction. See Approaching Level Options; Beyond Level Options; English Language Learners; On Level Options.

Differentiate to Accelerate, 1: T10–T11, T46–T47, T82–T83, T118–T119, T154–T155, 2: T214–T215, T250–T251, T286–T287, T322–T323, T358–T359, 3: T10–T11, T46–T47, T82–T83, T118–T119, T154–T155, 4: T214–T215, T248–T249, T282–T283, T316–T317, T350–T351, 5: T10–T11, T44–T45, T78–T79, T112–T113, T146–T147, 6: T206–T207, T240–T241, T274–T275, T308–T309, T342–T343

EEnd punctuation. See also Grammar:

mechanics and usage.English Language Learners. See See

Collection of Texts; Differentiate to Accelerate; Level Up; Monitor and Differentiate; Suggested Lesson Plan.

beginning/intermediate/advanced/high, 1: T13, T15, T23, T28, T49, T51, T64, T85, T87, T92, T93, T95, T100, T121, T123, T128, T130, T131, T136, T157, T159, T162, T163, T165, T170, T407, T413, 2: T217, T219, T225, T226, T227, T232, T253, T255, T260, T261, T262, T268, T289, T291, T296, T298, T299, T304, T325, T327, T332, T333, T335, T340, T361, T363, T367, T368, T369, T374, T419, T425, 3: T13, T15, T20, T21, T23, T28, T49, T51, T56, T58, T59, T64, T85, T87, T93, T94, T95, T100, T121, T123, T128, T129, T130, T136, T157, T159, T162, T163, T165, T170,

T399, T405, 4: T217, T219, T222, T224, T225, T230, T251, T253, T257, T258, T259, T264, T285, T287, T290, T291, T293, T298, T319, T321, T324, T325, T326, T332, T353, T355, T358, T359, T360, T366, T411, T417, 5: T13, T15, T18, T19, T20, T26, T47, T49, T52, T53, T55, T60, T81, T83, T86, T88, T89, T94, T115, T117, T121, T122, T123, T149, T151, T154, T156, T157, T162, T391, T397, 6: T209, T211, T214, T215, T217, T222, T243, T245, T248, T249, T250, T256, T277, T279, T282, T283, T285, T290, T311, T313, T317, T318, T319, T324, T345, T347, T350, T351, T352, T358, T403, T409

Level Up, 1: T196, 2: T400, 3: T196, 4: T392, 5: T188, 6: T384

Essential Question, 1: S5, S19, T3, T13, T39, T49, T85, T111, T121, T147, T157, T189, T432, T433, 2: T207, T217, T243, T253, T279, T289, T315, T325, T351, T361, T393, T431, T433, 3: T3, T13, T39, T49, T77, T85, T111, T121, T147, T157, T189, T423, T425, 4: T207, T217, T241, T251, T275, T285, T309, T319, T343, T353, T385, T423, T425, 5: T3, T13, T37, T47, T71, T81, T105, T115, T139, T149, T181, T415, T417, 6: T199, T209, T233, T243, T267, T277, T301, T311, T335, T345, T377, T415, T417

Expository text. See Genre: informational text.

Extended Complex Text, 1: T430–T435, 2: T430–T435, 3: T422–T427, 4: T422–T427, 5: T414–T419, 6: T414–T419

FFantasy. See Genre.Figurative language. See Literary

devices; Poetry: literary devices and features of; Writing traits: word choice.

Fluency,accuracy, 1: S31, T177, 2: T311,

3: T177, 4: T339, 6: T297

daily, 1: T35, T71, T107, T143, T177, 2: T239, T275, T311, T347, T381, 3: T35, T71, T107, T143, T177, 4: T237, T271, T305, T339, T373, 5: T33, T67, T101, T135, T169, 6: T229, T263, T297, T331, T365

expression, 1: S31, T35, T143, T184, 2: T388, 3: T35, T184, 4: T237, T373, T380, 5: T176, 6: T229, T365, T372

intonation, 2: T239, 4: T305, 5: T33

phrasing, 1: T71, T177, T184, 2: T239, T311, T381, T388, 3: T71, T143, T177, T184, 4: T271, T380, 5: T67, T101, T135, T176, 6: T263, T331, T365, T372

rate, 1: S31, T107, 2: T275, T347, 3: T143, 5: T101, T135, T169

Reader’s Theater, 1: T184–T185, 2: T387–T388, 3: T184–T185, 4: T380–T381, 5: T176–T177, 6: T372–T373

GGenre. See also Access complex text:

genre.

fiction,

drama/play, 1: T184, 2: T388, 3: T184, 4: T388, 5: T176, 6: T216, T372

fairy tale, 5: T14, T17, T20

fantasy, 1: T14, T22

folktale, 1: S9, 2: T14, T22, 3: T14, T22, 4: T218, T224, 6: T372

historical fiction, 2: T254, T262, 3: T3, T39, T50, T58, T423, 6: T244, T250

myths, 6: T210, T216

mystery, 5: T3, T37, T415

realistic fiction, 1: T3, T39, T50, T58, 2: T207, T243, T351, T431, 4: T207, T241, T252, T258, T343, T423, 5: T3, T37, T48, T54, 6: T199, T233, T335, T415

science fiction, 1: T184

informational text, 1: T75, T111, T147, 2: T279, T315, T431, 4: T275, T309, T423, 5: T71, T105, T139, 6: T267, T301, T415

autobiography, 1: T94

biography, 1: T75, T111, T122, T130, T147, T431, 3: T75, T111, T147, T423, 5: T71, T105, T116, T122, T139, 6: T278, T284, T415

expository text, 1: T158, T164, 2: T286, T298, T326, T334, 3: T86, T94, T122, T130, T158, T164, 4: T286, T292, T320, T326, 5: T82, T88, T150, T156, 6: T312, T318

narrative nonfiction, 1: T86, T94

poetry, 2: T362, T366, 4: T354, T358, 6: T346, T350

Gifted and Talented, See Suggested lesson plan.

Grammar, adjectives, 6: T224–T225

that compare, 6: T258–T259

adverbs, 6: T292–T293

that compare, 6: T326–T327

articles, 6: T224–T225

contractions, 5: T164–T165

with not, 4: T266–T267


INDEXmechanics and usage,

abbreviations and name titles, 3: T103

adverbs and adjectives, 6: T293

apostrophes in possessive nouns, 2: T377

book titles, 3: T139

capitalization and punctuation, 1: T31

capitalize proper nouns, 2: T235

commas, 2: T343

commas after introductory words, 6: T361

commas and quotation marks in dialogue, 4: T301

commas in a series and in dates, 6: T225

complete sentences, 1: T139

complete sentences and fragments, 1: T103

correct comparative and superlative forms, 6: T259

correct verb forms, 4: T369

possessive pronouns and reflexive pronouns, 5: T131

pronoun agreement, capitalizing I, and nouns, 5: T29

pronoun usage, 5: T63

pronoun-verb agreement, 5: T97

punctuate four sentence types, 2: T271

punctuate simple and compound sentences, 1: T173

punctuation and complete sentences, 4: T233

punctuation in commands and exclamations, 1: T67

punctuation in formal letters, dates, addresses, and locations, 3: T173

quotation marks and colons in time, 3: T31

spelling contractions and possessive pronouns, 5: T175

spelling plural nouns, 2: T307

subject-verb agreement, 3: T67

using apostrophes, 4: T267

using commas in sentences, 4: T335

using more and most, 6: T327

nouns, 2: T230–T231

collective, 2: T306–T307

irregular plural, 2: T306–T307

possessive, 2: T376–T377

plural, 2: T270–T271, T306

singular, 3: T66–T67

prepositions, 6: T360–T361

pronouns,

object, 5: T162–T163

plural, 5: T28–T29

possessive, 5: T130–T131

pronoun-verb agreement, 5: T96–T97

pronoun-verb contractions, 5: T164–T165

singular, 5: T28–T29

subject, 5: T62–T63

sentences,

and fragments, 1: T30–T31

combining, 2: T342–T343

commands, 1: T66–T67

complex, 4: T334–T335

compound, 1: T106

exclamations, 1: T66–T67

fragments, 1: T30–T31

predicates, 1: T138–T139

simple, 1: T172–T173

subjects, 1: T102–T103

subject-verb agreement, 3: T66–T67

verbs,

action, 3: T30–T31

combining sentences with, 3: T172–T173

future-tense, 3: T138–T139

helping, 4: T300–T301

irregular, 4: T368–T369

linking, 4: T232–T233

main, 4: T300–T301

past-tense, 3: T102–T103

Graphic aids. See Illustrations/photographs, using; Text features.

Graphic Organizers,Author’s Point of View, 2: T287, T325,

T333, 5: T87, T121

Cause and Effect, 1: T129, 3: T57, 4: T325, 5: T155

Character, 1: T21

Compare and Contrast, 4: T291, 6: T317

Concept Web, 1: S5–S6, S19–S20, T13, T49, T85, 2: T217, T253, T289, T325, T361, 3: T13, T85, 4: T217, T251, T285, T319, T353, 5: T13, T47, T115, 6: T209, T243, T277, T311, T344

Main Idea and Key Details, 1: T163, 3: T93, T129

Point of View, 2: T367, 4: T224, T238, T259, T273, 5: T19, T83, 6: T351

Problem and Solution, 3: T21, 6: T87

Sequence, 1: T59

Theme, 2: T225, T261, 4: T359, 6: T215

Word chart, 1: T121, T157, 3: T49, T121, T157, 5: T81, T149

Graphs, 2: T298

Greek roots. See Phonics/Word Study: roots; Vocabulary: Greek and Latin roots.

Guide words, 1: S16

HHigher-level thinking. See

Comprehension skills; Comprehension strategies; Text connections.

Historical fiction. See Genre: historical fiction.

Homographs. See Vocabulary: homographs.

Homophones. See Phonics/Word Study; Vocabulary: homophones.

IIdioms. See Vocabulary: idioms.Illustrations and photographs, using,

3: T164, 5: T54, 6: T284

Imagery. See Literary devices: imagery.

Independent reading. See Reading independently.

Inflectional endings. See Phonics/Word Study: inflectional endings; Spelling: inflectional endings.

Information and Media Literacy. See Computer literacy; Research and inquiry; Technology.

Informational text. See Genre: informational text.

Integrate knowledge and ideas, 1: S26, T26–T27, T62–T63, T98–T99, T134–T135, T168–T169, T188–T189, 2: T230–T231, T266–T267, T302–T303, T338–T339, T372–T373, T392–T393, 3: T26–T27, T62–T63, T98–T99, T134–T135, T168–T169, T188–T189, 4: T228–T229, T262–T263, T296–T297, T330–T331, T364–T365, T384–T385, 5: T24–T25, T58–T59, T92–T93, T126–T127, T160–T161, T180–T181, 6: T220–T221, T254–T255, T288–T289, T322–T323, T356–T357, T376–T377

Internet. See Computer literacy: Research and inquiry; Technology.

Intervention, Tier 2 and Tier 3. See Suggested Lesson Plan; Assessment: weekly.


Key 1 = Unit 1

JJournal writing. See Writer’s notebook.

KKey details. See Comprehension skills:

main idea and key details.

LLanguage Arts, 1: T28–T34, T64–T70,

T100–T106, T136–T142, T170–T176, 2: T232–T238, T268–T274, T304–T310, T340–T346, T374–T380, 3: T28–T34, T64–T70, T100–T106, T136–T142, T170–T176, 4: T230–T236, T264–T270, T298–T304, T332–T338, T366–T372, 5: T26–T32, T60–T66, T94–T100, T128–T134, T162–T168, 6: T222–T228, T256–T262, T290–T296, T324–T330, T358–T364

Latin roots. See Phonics/Word Study: roots; Spelling; Vocabulary: Greek and Latin roots.

Letters, friendly, 1: T406–T411

Leveled Reader Lessons. See Collection of Texts; Level Up; Suggested Lesson Plan.

Leveled Reader Lesson Cards. See Collection of Texts.

Level Up, 1: T194–T197, 2: T398–T401, 3: T194–T197, 4: T390–T393, 5: T186–T189, 6: T382–T385

Library or media center, using. See Study skills; Theme projects.

Limerick. See Poetry.Listening. See also Collaborative

Conversations.develop skills in speaking/listening,

1: S6, S20, T13, T14, T49, T50, T85, T86, T121, T122, T157, T158, T193, 2: T217, T218, T253, T254, T289, T290, T325, T326, T361, T362, T397, 3: T13, T14, T49, T50, T85, T86, T121, T122, T157, T158, T193, 4: T217, T218, T251, T252, T285, T286, T296, T320, T353, T354, T364, T366, T389, 5: T13, T14, T47, T48, T81, T82, T92, T116, T149, T150, T160, T162, T185, 6: T209, T210, T243, T244, T277, T278, T288, T312, T345, T346, T356, T358, T381

for a purpose, 1: T14, T49, T82, T116, T149, 2: T218, T253, T286, T320, T352, 3: T14, T49, T82, T116, T148, 4: T218, T252, T286, T320, T354,

5: T14, T48, T82, T116, T150, 6: T210, T244, T278, T312, T346

to presentations, 1: S35, T26–T27, T62–T63, T98–T99, T134–T135, T168–T169, T192–T193, 2: T230–T231, T266–T267, T302–T303, T338–T339, T372–T373, T396–T397, 3: T26–T27, T62–T63, T98–T99, T134–T135, T168–T169, T192–T193, 4: T228–T229, T262–T263, T296–T297, T330–T331, T364–T365, T388–T389, 5: T24–T25, T58–T59, T92–T93, T126–T127, T160–T161, T184–T185, 6: T220–T221, T254–T255, T288–T289, T322–T323, T356–T357, T380–T381

Literary Analysis. See Comprehension skills; Comprehension strategies; Genre.

Literary Analysis Prompt. See Writing prompts.

Literary devices,alliteration, 2: T368

dialogue, 1: T19, 3: T371

figurative language, 1: T131, T176, 2: T263, T274, T380, 3: T59, 4: T357, T361, T372, 6: T251, T262, T296, T353

idioms, 6: T251, T262, T296, T353, T364

imagery, 4: T354, 6: T346

metaphor, 1: T131, T142, T176, 4: T361, T372, T416, T418–T419

simile, 2: T263, T274, T310, T369, T380, 3: T34

flashback, 5: T177

personification, 6: T346

repetition, 2: T368, 4: T360, 6: T349

rhyme/rhyme scheme, 2: T368, 4: T360, 6: T346, T347, T350, T352

rhythm, 6: T346, T347, T352

sensory language, 5: T60, T61–T62

Literary response. See Text connections.

Literature circles. See Suggested lesson plan.

Literature selections, main,

All Aboard! Elijah McCoy’s Steam Engine, 1: T111, T132–T133

Alligators and Crocodiles, 6: T301, T320–T321

Amazing Wildlife of the Mojave, 4: T275, T294–T295

Big Ideas from Nature, 3: T111, T132–T133

Bravo, Tavo, 5: T37, T56–T57

The Castle on Hester Street, 2: T243, T264–T265

Clever Jack Ta kes the Cake, 5: T3, T22–T23

Earth, 3: T75, T96–T97

Elizabeth Cady Stanton and the Right to Vote, 5: T105, T124–T125

Finding Lincoln, 3: T39, T60–T61

Gary the Dreamer, 1: T75, T96–T97

Hot Air Balloons, 4: T309, T328–T329

King Midas and the Golden Touch, 6: T199, T218–T219

Martina the Beautiful Cockroach, 3: T3, T24–T25

Nora’s Ark, 6: T233, T252–T253

Out of This World: The Ellen Ochoa Story, 6: T267, T286–T287

The Real Story of Stone Soup, 4: T207, T226–T227

Roadrunner’s Dance, 2: T211, T228–T229

The Talented Clementine, 4: T241, T260–T261

Vote!, 2: T279, T300–T301

Whooping Cranes in Danger, 2: T315, T336–T337

Wildfires, 5: T71, T90–T91

Wolf!, 1: T3, T24–T25

Yoon and the Jade Bracelet, 1: T39, T60–T61

poetry,

“The Brave Ones,” 4: T147, T166–T167

“The Inventor Thinks Up Helicopters,” 2: T351, T370–T371

“Ollie’s Escape,” 6: T335, T354–T355

“Ornithopter,” 2: T351, T370–T371

“The Winningest Woman of the Iditarod Dog Sled Race,” 4: T147, T166–T167

Time For Kids,

It’s All in the Wind, 5: T139, T158–T159

A Mountain of History, 1: T39, T60–T61

Riding the Rails West, 3: T147, T166–T167

paired reads,

“Bellerophon and Pegasus,” 4: T309, T328–T329

“Carlos’s Gift,” 6: T199, T218–T219

“Clementine and the Family Meeting,” 4: T241, T260–T261

“Coyote and the Jar of Stars,” 3: T75, T96–T97


INDEX“Deltona is Going Batty,”

2: T211, T228–T229

“Family Traditions,” 1: T39, T60–T61

“A Flight to Lunar City,” 6: T267, T286–T287

“Get a Backbone!,” 3: T3, T24–T25

“A Great American Teacher,” 3: T39, T60–T61

“Help the Manatees,” 2: T315, T336–T337

“Jennie and the Wolf,” 1: T3, T24–T25

“Let the Lion Roar,” 4: T343, T362–T363

“Lighting the World,” 1: T111, T132–T133

“Little Half Chick,” 4: T275, T294–T295

“The Monkey and the Crocodile,”6: T301, T320–T321

“Next Stop, America!,” 2: T243, T264–T265

“Perdix Invents the Saw,” 3: T111, T132–T133

“A Plan for the People,” 2: T279, T300–T301

“Sharing Polkas and Pitas,” 1: T75, T96–T97

“Susan B. Anthony Takes Action,” 5: T105, T124–T125

“Trash into Art,” 5: T37, T56–T57

“When Corn Was Cash,” 5: T3, T22–T23

“The Wind and the Sun,” 6: T233, T252–T253

“Windy Gale and the Great Hurricane,” 5: T70, T90–T91

poetry,

“The Gentleman Bookworm,” 6: T335, T354–T355

“Montgolfier Brothers’ Hot Air

Balloon,” 2: T350, T370–T371

“Narcissa,” 4: T343, T348–T349

Time For Kids,

“Discovering Life Long Ago,” 3: T147, T166–T167

“A Landmark Street,” 1: T147, T166–T167

“Power for All,” 5: T139, T158–T159

shared reads,

“Anansi Learns a Lesson,” 2: T220–T223

“Athena and Arachne,” 6: T16–T18

“Bats Did It First,” 3: T124–T127

“The Big Blizzard,” 6: T246–T247

“Bruno’s New Home,” 1: T16–T19

“Butterflies Big and Small,” 6: T314–T315

“Desert Meerkats,” 1: S21–S22

“Dolores Huerta, Growing Up Strong,” 5: T118–T119

“The Dream Catcher,” 1: T52–T55

“Earth and Its Neighbors,” 3: T88–T91

“Every Vote Counts!,” 2: T292–T295

“Firsts in Flight,” 4: T322–T323

“Gray Wolf! Red Fox!,” 4: T288–T289

“The Impossible Pet Show,” 4: T254–T255

“Inchworm’s Tale,” 3: T16–T19

“Jane’s Discovery,” 3: T52–T55

“Juanita and the Beanstalk,” 5: T16–T17

“Kaffa’s Discovery,” 1: S9–S10

“Kids to the Rescue!,” 2: T328–T331

“Mary Anderson’s Great Invention,” 1: T124–T127

“Nail Soup,” 4: T220–T221

“The New Hoop,” 5: T50–T51

“Rescue Dogs Save the Day,” 5: T84–T85

“Rocketing into Space,” 6: T280–T281

“Room to Grow,” 1: T148–T151

“Sailing to America,” 2: T82–T85

“The TimeSpecs 3000,” 4: T120–T121

poetry,

“Bubble Gum,” 6: T273

“Bugged,” 2: T281

“The Camping Trip,” 6: T272

“Captain’s Log,” 4: T273

“Cold Feet,” 2: T281

“Empanada Day,” 2: T280

“The Giant,” 4: T272

“Ginger’s Fingers,” 4: T272

“Our Washing Machine,” 2: T281

Time For Kids,

“Here Comes Solar Power,” 5: T272–T273

“The Long Road to Oregon,” 3: T280–T281

“A Natural Beauty,” 1: T280–T281

MMain ideas. See Comprehension skills:

main ideas and key details.Maps. See Text features.Meaning, shades of, 1: S16, T34, T70,

T106, T142, T176, 2: T238, T274, T310,

T346, T380, 3: T34, T70, T106, T142, T176, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364

Mechanics and usage, 5: T62, T63, T131, 6: T224–T225, T258–T259, T360–T361

Metaphor. See Literary devices; Poetry.

Minilessons. See Comprehension skills; Comprehension strategies; Genre; Vocabulary strategies.

Modeling. See Comprehension skills; Phonics/Word Study; Spelling; Vocabulary.

Monitor and Differentiate, comprehension skills, 1: T21, T57,

T93, T129, T163, 2: T225, T261, T297, T333, T367, 3: T21, T57, T93, T129, T163, 4: T223, T257, T291, T325, T359, 5: T19, T53, T87, T121, T155, 6: T215, T249, T283, T317, T351

comprehension strategies, 1: T21, T57, T93, T129, T163, 2: T225, T261, T297, T333, 3: T21, T57, T93, T129, T163, 4: T223, T257, T291, T325, 5: T19, T53, T87, T121, T155, 6: T215, T249, T283, T317

genre, 1: T23, T59, T95, T131, T165 2: T227, T263, T299, T335, T367, 3: T23, T59, T95, T131, T165, 4: T225, T259, T293, T327, T359, 5: T21, T55, T89, T123, T157, 6: T217, T251, T285, T319, T351

literary elements, 2: T368, 4: T360, 6: T352

phonics/fluency, 1: T35, T71, T107, T143, T177, 2: T239, T275, T311, T347, T381, 3: T35, T71, T107, T143, T177, 4: T237, T271, T305 T339, T373, 5: T33, T67, T101,T135, T169, 6: T229, T263, T297, T331, T365

vocabulary strategies, 1: T23, T59, T95, T131, T165, 2: T227, T263, T299, T335, T369, 3: T23, T59, T95, T131, T165, 4: T225, T259, T293, T327, T361, 5: T21, T55, T89, T123, T157, 6: T217, T251, T285, T319, T353

Morphology. See Vocabulary.Mystery, 2: T334–T335

Myth. See Genre: fiction.

NNarratives. See Genre; Writing

applications.Narrator, 4: T380–T381, T393, T423,

6: T216, T349–T350

Nonfiction. See Genre: expository text.


Key 1 = Unit 1

Note-taking, 1: T186, T187, T188–T191, T195, T197, T431, T433, T435, 2: T390, T391, T392–T395, T399, T401, T431, T433, T435, 3: T186, T187, T188–T191, T195, T197, T423, T425, T427, 4: T382, T383, T384–T387, T391, T393, T423, T425, T427, 5: T178, T179, T180–T183, T187, T189, T415, T417, T419, 6: T374, T375, T376–T379, T383, T385, T415, T417, T419

OOn Level. See Collection of Texts;

Differentiate to Accelerate; Level Up; Monitor and Differentiate; Suggested Lesson Plan.

Oral Language, Talk About It 1: T13, T15, T30, T49,

T51, T66, T85, T87, T102–T103, T121, T123, T138–T139, T157, T159, T175, 3: T13, T15, T30, T49, T51, T66, T85, T87, T102, T121, T123, T138, T157, T159, T172, 4: T251, T253, T266, T285, T300, T319, T321, T334, T353, T368, 6: T209, T211, T225, T243, T245, T258, T344, T347, T360

Outlining, 6: T376

PParaphrasing. See Research and

inquiry.Parts of a book, 3: T188

Phonics/structural analysis. See Phonics/Word Study; Spelling.

Phonics/Word Study,compound words, 1: T95, T142, 5: T30, T31

consonant + le syllables, 5: T31, 6: T260–T261

decoding, 1: S17–S18, S30, T68–T69, T104–T105, T140–T141, T174–T175, 2: T236–T237, T272–T273, T308–T309, T344–T345, T378–T379, 3: T68–T69, T104–T105, T141, T274, 4: T234–T235, T303, T370–T371, 5: T64–T65, T99, T133, 6: T226–T227, T260–T261, T295, T328–T329, T362–T363

frequently misspelled words, 6: T363

homophones, 4: T336, 5: T157, 6: T363

inflectional endings, 1: T69, T70, T106, T176, 2: T238, T273, T274, T310, T346, T380, 3: T34, T70, T136, T170,

4: T236, T270, T304, T338, T372, 5: T32, T64, T66, T99, T100, T168

–s, -ed, -ing, 5: T65

drop final –e , 1: T105

y to i, 5: T132–T133, T133, T167

long o, 1: T168–T169

long-vowel spelling, 4: T138

multisyllabic words, 1: S17–S18, S30, T32, T68, T104, T140, T168, 2: T236, T272, T308, T344, T378, 3: T32, T68, T104, T140–T141, T174, 4: T234, T268–T269, T302, T370, 5: T30, T64, T98, T132, T166, 6: T226, T260, T294, T328, T362

plural words (add –s and –es), 1: T141, 4: T268–T269

r-controlled vowel syllables, 4: T337, 6: T328

roots, 4: T234–T235

syllable types, 1: S18, S29–S30

closed, 1: S29

consonant + le, + ion, 1: S29

open, 1: S29

three-letter blends, 2: T344–T345, T379

vowel team syllables, 4: T58, T70, 6: T294

words with digraphs th, sh, wh, ch, tch, ph, 2: T272–T273, T378–T379

words with er, ir, ur, 3: T32, T33

words with –er and –est, 4: T371

words with final e, 1: T104–T105

words with inflectional endings, 2: T273, 3: T33–T34, T70, T142, 5: T64–T65, T99, T100, T132–T133

words with long a: ay, ai, a e, ea, ei, eigh, ey, 1: T140, T141

words with long vowels, 2: T379, 3: T141, 6: T260

words with plurals, 2: T237, T309, 3: T172

words with prefixes, 2: T299, T310, T346, 3: T69, T140, T141, T175, 4: T259, T270, T304, 5: T327, T338, T371, T372, 6: T226–T227, T261

words with silent letters, 2: T308–T309, 6: T366, T377

words with short vowels, 1: T32, T68, T69, 3: T345, 6: T260

words with soft c and soft g, 4: T370

words with suffixes, 1: S17, S28, 2: T335, T346, 3: T95, T105, T142, T216, 5: T65, T123, T133, T134, T167, T168, 6: T257, T261, T329, T363

words with /ü/, 4: T234–T235

Plays. See Genre: play.

Plot development. See Comprehension skills: plot.

Poetry,characteristics of, 2: T362, T363, T366,

4: T358, 6: T346, T350

forms of concrete, 4: T418

free verse, 2: T363, T366, 4: T355–T358

limerick, 2: T363, T366

narrative, 4: T355, T357–T358, T388–T389, T418, T420, 6: T348, T350

literary devices and features of alliteration 2: T362, T369, 6: T346

figurative language, 2: T369, T380, T432, 3: T59, 4: T354, T357, T361, T372, T389, T416, T418–T419, T421, T424, 6: T346, T353

imagery, 4: T354, 6: T346

metaphor, 4: T356–T357, T361, T372, T416, T418–T419

personification, 2: T362, 6: T346

repetition, 2: T286, T362, 4: T291, T293, T298, T305, 6: T349

rhyme/rhyme schemes, 2: T299, T302, T303, T304, T309, 4: T293, T296, T297, T298, T303, 6: T346, T347, T350, T352

rhythm, 2: T299, 4: T388–T389, T416, T418–T419, T421, 6: T346, T347, T352

simile, 2: T365, T369, 4: T416, T418–T419, 6: T364

stanzas, 2: T366, T368, 4: T354, T356, T359–T360, T416, T418, T421 6: T346, T347, T348–T350, T351, T352, T363

Point of view, author, 2: T297, T303, T326, T333, T401,

T430, T433, 3: T54, T63, T129, T135, T141, 4: T229, T384, T391, T416, T422–T427, 5: T87, T93, T121, T189, T419, 6: T357

character, 3: T52, T54–T56, T57, T58, T63, 4: T223–T224, T230, T380–T381, T410–T412, T424, T427, 5: T19, T25, T53, T116, T189, T416, 6: T351

narrator, 2: T367, 4: T223, T229, T380–T381, T393–T410, T423–T424, 5: T25, T53, 6: T351

own, 2: T267, T297, T303, T326, T333, T339, T367, T401, 3: T49, T50, T62, T65, T69, T122, T124, T128, T134–T135, T137, T170, 4: T217, T218, T223, T228–T230, T231, T235, T410–T411, T414–T415, T417, T420–T421, T425–T426, 5: T53, T121, T416, 6: T311, T351

Possessives, 2: T309, T374, T376–T379, 5: T130–T131, T165


INDEXPredictions, make, revise, and confirm,

2: T218, T223–T224, T254, T260, 6: T210, T213–T214

Predictions and purposes, return to, 2: T218, T220, T222–T224, T254, 3: T131, 6: T210, T213–T214

Prefixes. See Phonics/Word Study.Prereading strategies. See Predictions,

make, revise, and confirm; Previewing literature.

Previewing literature, 1: T14

Problem and solution. See Comprehension skills: problem and solution.

Proofreading. See Writing process: proofread.

Punctuation. See Fluency: punctuation; Grammar: punctuation.

Purpose, setting for reading. See Access complex text: purpose.

QQuestions. See Comprehension

strategies: ask and answer questions; Research and inquiry.

Quotation marks, 3: T31, 4: T301

RRead Alouds, 1: T14, T50, T86, T122,

T158, 2: T218, T254, T290, T326, T362, 3: T14, T50, T86, T122, T158, 4: T218, T252, T286, T320, T354, 5: T14, T48, T82, T116, T150, 6: T210, T244, T278, T312, T346

Reading and responding. See Text connections.

Reading digitally, 1: T186–T187, 2: T390–T391, 3: T186–T187, 4: T382–T383, 5: T178–T179, 6: T374–T375

Reading independently, 1: T25, T61, T97, T133, T167, T197, T434, T435, 2: T229, T265, T301, T337, T371, T401, T434, T435, 3: T25, T61,T97, T133, T167, T197, T426, T427, 4: T227, T261, T295, T329, T363, T393, T426, T427, 5: T23, T57, T91, T125, T159, T189, T418, T419, 6: T219, T253, T287, T321, T355, T385, T418, T419

Reading/Writing Connection. See Writing.

Realistic fiction. See Genre.Reference and Research. See Computer

Literacy; Research and inquiry; Study skills; Text features; Theme projects.

Repetition, 4: T355, T357, T360

Reread for comprehension. See Comprehension strategies: reread.

Research and inquiry, 1: S35, T26, T62, T98, T134, T168, T188–T191, 2: T231, T266, T302, T338, T372, T392–T395, 3: T26, T62, T98, T134, T168, T188–T191, 4: T228, T262, T296, T330, T364, T384–T387, 5: T24, T58, T92, T126, T160, T180–T183, 6: T220, T254, T288, T322, T356, T376–T379

citing and recording sources, 1: S35, T98, T134, T190, 2: T230, T266, T302, T392, T394, 3: T26, T98, T134, T191, 4: T330, T384, T386, 5: T24, T58, T160, T180, T182, 6: T254, T322, T378

creating presentations, 1: S35, T26, T62, T98, T134, T168, T189–T190, 2: T230, T266, T302, T338, T392, T393–T394, 3: T26, T62, T98, T134, T168, T188–T190, 4: T228, T262, T296, T330, T364, T385–T386, 5: T24, T58, T92, T126, T160, T180, T182, 6: T220, T254, T288, T322, T356, T378

finding information, 1: S35, T188, T190, 2: T230, T266, T302, T338, T392, T394, 3: T26, T98, T134, T168, T188, T190–T191, 4: T228, T384, T386, 5: T24, T58, T92, T126, T160, T181–T182, 6: T322, T356, T376, T378

identifying resources for, 1: S35, T98, T168, T190, 2: T230, T266, T302, T338, T392, T394, 3: T62, T98, T134, T190–T191, 4: T386, 5: T24, T58, T160, T182, 6: T322, T378

identifying needed information, 1: S35, T188, T190, 2: T230, T266, T302, T338, T392, T394, 3: T62, T98, T168, T188, T190, 4: T386, 5: T58, T92, T182, 6: T322, T378

Internet, 1: T98, T168, T188, T190, 2: T392, T394, 3: T168, T188, T190–T191, 4: T384, 6: T376

interviews, 1: T188, T190, 2: T372, T394, 3: T62, T190, 4: T384, T386, 5: T182, 6: T220, T288, T378

organizing information, 1: T190, 2: T320, T266, T302, T338, T392, T394, 3: T26, T62, T98, T134, T190, 4: T386, 5: T24, T126, T160, T182, 6: T376, T378

paraphrasing, 2: T266, T392, 5: T180

using library, 1: T26, T62, 2: T392, 5: T24, T58, T126

using multiple sources, 1: S35, T98, T168, T188–T191, 2: T230, T266, T302, T338, T392, T394, 3: T26, T62, T98, T134, T168, T190–T191, 4: T228, T330, T384, 5: T24, T58, T126, T180, T182–T183, 6: T322, T376–T377

using technology, 1: S35, T168, T188–T191, 2: T230, T266, T302, T338, T394, 3: T26, T98, T168, T188, T190–T191, 4: T228, 5: T24, T58, T126, T180, T181–T182, 6: T288, T322, T356, T376–T377

Research process. See Research and inquiry; Theme projects.

Respond to Reading, 1: T14, T19, T50, T55, T86, T91, T122, T158, T161, 2: T218, T223, T254, T259, T290, T295, T326, T331, T362, T365, 3: T14, T19, T50, T55, T86, T91, T122, T127, T158, T161, 4: T218, T221, T252, T255, T286, T289, T320, T323, T354, T357, 5: T14, T17, T48, T51, T82, T85, T116, T119, T150, T153, 6: T210, T213, T245, T247, T278, T281, T312, T315, T346, T349

Response prompts. See Writing prompts.

Rhyme, 2: T362–T369, 4: T355, T360 6: T347, T352

Rhythm, 6: T347, T352

Roots. See Phonics/Word Study; Vocabulary.

Rubrics, research and inquiry, 1: T191, 2: T395,

3: T191, 4: T387, 5: T183, 6: T379

writing, 1: S34, T411, T417, 2: T423, T429, 3: T403, T409, 4: T415, T421, 5: T395, T401, 6: T407, T413

SScaffolding. See Access complex text;

Approaching Level Options; Beyond Level Options; English Language Learners; On Level Options.

Scoring rubrics. See Assessment.Self-selected reading, 1: T25, T61, T97,

T133, T167, T197, T434, T435, 2: T229, T265, T301, T337, T371, T401, T434, T435, 3: T25, T61, T97, T133, T167, T197, T426, T427, 4: T227, T261, T295, T329, T363, T393, T426, T427, 5: T23, T57, T91, T125, T159, T189, T418, T419, 6: T219, T253, T287, T321, T355, T385, T418, T419

Sentence fragments. See Grammar: sentences: fragments.

Sentences. See Grammar: sentences.Sequence of events. See

Comprehension skills: sequence; Writing traits: sequence of events.

Setting. See Comprehension skills: setting.

Shared Read, “Anansi Learns a Lesson,” 2: T16–T19

“Athena and Arachne,” 6: T212–T213

“Bats Did It First,” 3: T125–T127


Key 1 = Unit 1

“The Big Blizzard,” 6: T246–T247

“Bruno’s New Home,” 1: T16–T19

“Bubble Gum,” 6: T349

“Butterflies Big and Small,” 6: T314–T315

“The Camping Trip,” 6: T348

“Captain’s Log,” 4: T357

“Desert Kats,” 1: S21

“Dolores Huerta: Growing Up Strong,” 5: T118–T119

“The Dream Catcher,” 1: T52–T55

“Earth and Its Neighbors,” 3: T88–T91

“Empanada Day,” 2: T364–T365

“Every Vote Counts!” 2: T292–T295

“Firsts in Flight,” 4: T322–T323

“The Giant,” 4: T356

“Ginger’s Fingers,” 4: T356

“Gray Wolf! Red Fox!” 4: T288–T289

“Here Comes Solar Power,” 5: T152–T153

“The Impossible Pet Show,” 4: T254–T255

“Inchworm’s Tale,” 3: T16–T19

“Jane’s Discovery,” 3: T52–T55

“Juanita and the Beanstalk,” 5: T16–T17

“Kaffa’s Discovery,” 1: S9

“Kids to the Rescue,” 2: T328–T331

“The Long Road to Oregon,” 3: T160–T161

“Mary Anderson’s Great Invention,” 1: T124–T127

“Nail Soup,” 4: T220–T221

“A Natural Beauty,” 1: T160–T161

“The New Hoop,” 5: T254–T255

“Rescue Dogs Save the Day,” 5: T84–T85

“Rocketing into Space,” 6: T280–T281

“Room to Grow,” 1: T88–T91

“Sailing to America,” 2: T256–T259

Sharing circles. See Literature Circles.Silent letters. See Phonics/Word

Study.Similes, 2: T263, T274, T378–T379

Skimming and scanning. See Study skills.

Small Group Options. See Collection of Texts; Differentiate to Accelerate; Level Up; Suggested Lesson Plan.

Speaking skills and strategies, 1: S6, S20, T13, T49, T85, T121, T157, T192, 2: T217, T253, T289, T325, T361, T396, 3: T13, T49, T85, T121, T157, T192, 4: T217, T251, T285, T322, T358, T388,

5: T13, T47, T81, T118, T154, T184, 6: T209, T243, T277, T314, T350, T380

Spelling. See also Phonics/Word Study.challenge words, 1: T33, T69, T105,

T141, T176, 2: T237, T273, T309, T345, T380, 3: T33, T69, T105, T141, T176, 4: T235, T269, T303, T337, T371, 5: T31, T65, T99, T133, T167, 6: T227, T261, T295, T329, T363

compound words, 5: T30–T31, T65

homophone, 4: T336–T337

plural words, 4: T268–T269, T303

word sorts, 1: T33, T69, T105, T141, T176, 2: T237, T273, T309, T345, T380, 3: T33, T69, T105, T141, T176, 4: T235, T269, T303, T337, T371, 5: T31, T65, T99, T133, T167, 6: T227, T261, T295, T329, T363

words with closed syllables VC/CV, 5: T98–T99, T133

words with consonant + le syllables, 6: T260–T261, T295

words with digraphs, 2: T378–T379, T380, 3: T33

words with final e, 1: T104–T105

words with inflectional endings –ed, –ing, –s, 5: T64–T65, T99

words with inflectional endings y to i, 5: T132–T133, T167

words with long a: ay, ai, a e, ea, ei, eigh, ey, 1: T140–T141, T175

words with long e: e, ea, ee, e e, ie, ey, y, 2: T272–T273, T309

words with long i: i, ie, igh, i e, y, 2: T236–T237, T237, T273

words with long o: o, ow, o e, oa, oe, 1: T174–T175, 2: T237

words with long u: u, u e, ew, 2: T236–T237, T273

words with open syllables, 5: T166–T167, 6: T227

words with prefixes pre-, dis-, mis-, re-, and un-, 3: T140–T141, T175, 6: T226–T227, T261

words with r-controlled vowel syllables, 6: T328–T329, T363 /âr/ and /îr/, 3: T104–T105, T141 /är/ and /ôr/, 3: T68–T69, T105 /ûr/, 3: T32–T33, T69

words with short vowels a, i, 1: T32–T33, T69

words with short vowels e, o, u, 1: T68–T69

words with silent letters, 2: T308–T309, T345

words with soft c and g, 4: T162, T168–T169, T172–T173, 5: T31

words with suffixes –ful, –less, –ly, 6: T362–T363

words with three-letter blends scr, str, spr, spl, thr, squ, 2: T140–T141, T176

words with variant vowels, /ü/, 4: T234–T235, T236, T269 /ô/, 4: T302–T303, T337

words with vowel team syllables, 6: T98–T99, T133

Story structure. See Comprehension skills: plot.

Structural Analysis. See Phonics/Word Study; Vocabulary.

Study skills. See also Text features.computers, using, see Computer

Literacy.

dictionary, see Dictionary, using.

library and media center, using, 1: T26, T188, T190, 2: T392, T394

parts of a book, 1: T168, 3: T188, 4: T384

skimming and scanning, 1: T186, 2: T390, 3: T186, 4: T382, 5: T178, 6: T374

Subject-verb agreement. See Grammar: subject-verb agreement.

Suffixes. See Phonics/Word Study: words with suffixes; Vocabulary: suffixes.

Suggested lesson plan, 1: T8–T9, T44–T45, T80–T81, T116–T117, T152–T153, T182–T183, 2: T212–T213, T248–T249, T284–T285, T320–T321, T356–T357, T386–T387, 3: T8–T9, T44–T45, T80–T81, T116–T117, T152–T153, T182–T183, 4: T212–T213, T246–T247, T280–T281, T314–T315, T348–T349, T378–T379, 5: T8–T9, T42–T43, T76–T77, T110–T111, T144–T145, T174–T175, 6: T204–T205, T238–T239, T272–T273, T306–T307, T340–T341, T370–T371

Summarize. See Comprehension strategies: summarize.

Synonyms, 1: S15–S16, T23, T34, T70, 3: T23, T34, T70

TTalk About It. See Oral language.Teamwork, rules of, 5: T156

Technology. See also Computer literacy; Research and inquiry.research strategies, 1: T190, 2: T230,

T394, 3: T23, T98, T105, T190–T191, 4: T225, T386, 5: T24, T89, T182, 6: T378


INDEXText complexity. See Access complex

text.Text connections, 1: T27, T63, T99,

2: T223, T231, T339, 3: T27, T99, 4: T263, 5: T17, T25

Text Evidence, 1: S10, S12, S14, S22, S24, S36, T27, T63, 2: T220, T231, T267, T303, T339, T373, 4: T229, T263, T297, T331, T365, 5: T161, T25, T59, T93, T127, 6: T221, T255, T289, T323, T357

Text features, advertisement, 3: T189

captions, 1: T135, 2: T334, 3: T130, T188, 4: T286, T292, T296–T297, 5: T82, T88, T122, T156, 6: T318, T322, T416

charts, 1: S17–S18, S29–S30, S35, T99, T101, T104, T106, T140, T137, T142, T407–T408, T413–T414, T431, 2: T236, T238, T419–T420, T425–T426, T431, 3: T27, T32, T34, T65, T68, T70, T91, T94, T98–T99, T104, T106, T191, T140, T142, T168, T186, T188, T192, T405–T406, 4: T234, T236, T268, T270, T370, T372, T384, T411, 5: T85, T88, T98, T100, T132, 6: T226, T228, T312, T328, T330, T403–T404, T409–T410

diagrams, 1: T130, 3: T130–131, 6: T318

graphs, 2: T298, 3: T130, 5: T178, 6: T318

guide words, 1: S16, S27

headings, 1: T94, T127, T406–T407, 2: T290, T298, T326, 3: T86, T91, T129, T158, T188, 4: T286, T384, 5: T87–T88, 6: T312, T318

labels, 1: T130, 2: T420, 4: T372

maps, 1: T94, T190, 2: T334, T390, T394, 3: T186, T188, T190, 4: T286, T292, T297, T384, 5: T178, 6: T312, T374, T378

multiple, 2: T392

sidebar, 4: T326

surveys, 1: T188

time lines, 1: T189, 3: T188

Text structure. See Comprehension skills: text structure.

Theme, 2: T222, T225, T231, T261, T267, 4: T359, T365, 6: T215

Theme projects, 2: T392–T393

Think Aloud, 1: T14, T50, T86, T122, T158, 2: T218, T254, T290, T333, T362, 3: T14, T50, T86, T122, T158, 4: T218, T252, T286, T320, T354, 5: T14, T48, T82, T116, T150, 6: T210, T244, T278, T312, T346

Titles of works. See Grammar: Book titles.

Topic development. See Writing: topic development.

UUnit project. See Research and

inquiry.Unit writing. See Writing process.

VVenn diagram, 5: T160

Verbs. See Grammar: verbs.Visual elements. See Text features.Visualize. See Comprehension

strategies: visualize.Vocabulary,

academic vocabulary, 1: T34, T70, T106, T142, T176, 2: T238, T274, T310, T346, T380, 3: T34, T70, T106, T142, T176

building, 1: S8, T34, T70, 2: T238, T274, T310, T346, 3: T70, T106, T142, T176, 4: T236, T270, T304, T338, T372, 5: T15, T32, T66, T168, 6: T228, T296, T330, T364

compound words, 1: T106, T142, T169, T176, 2: T270

connect to words, 1: T34, T70, T176, 2: T238, T274, T310, T346, T380, 3: T34, T70, T106, T142, T176, 4: T236, T270, T304, T338, T372, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364

connect to writing, 1: T34, T70, T106, T176, 2: T238, T274, T310, T346, 3: T34, T70, T106, T142, 4: T236, T270, T304, T338, T372, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364

content, 3: T187, 6: T346

context clues, 1: S15–S16, S28, T23, T34, T59, 2: T227, 3: T23, T59, T175, T194, 4: T293, T327, T338, 5: T55, T89, T100, T134, T157, T186–T187, 6: T217, T251, T319, T353, T382–T383

definitions, 1: T15, T51, T87, T123, T159, 2: T219, T255, T291, T327, T363, 3: T15, T51, T87, T123, T159, 4: T219, T253, T287, T321, T355, 5: T15, T49, T83, T117, T151, 6: T211, T245, T279, T313, T347

dictionary, using 1: S27, T23, T59, 2: T299, 3: T23, T34, T59, T70, T95, T142, 4: T270, T293, T304, 5: T21, T55, T89, T100, T157, 6: T217, T319, T330, T364

figurative language. See Literary devices: figurative language.

Greek and Latin root words, 1: S28, 4: T303, 6: T285, T295, T296, T330

high-frequency words, 1: T111, 2: T315, 3: T111

homographs, 5: T55, T66, T100

homophones, 1: S30, 4: T337, 5: T157, T168, 6: T228

idioms. See Literary devices: figurative language.

inflectional endings. See Phonics/Word Study; Spelling.

literal/nonliteral meanings, 6: T281

morphology, 1: S28, T34, T70, T106, T142, 2: T238, T274, T310, T346, 3: T34, T70, T106, T142, 4: T236, T270, T304, T338, T372, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364

multiple-meaning words, 1: T165, T176, 2: T238, 4: T327, T372, 5: T32, T89

prefixes. See Phonics/Word Study; Spelling.

related words, 1: S6, S8, S16, T34, T70, T85, T106, T142, T176, 2: T238, T274, T289, T310, T346, 3: T34, T70, T85, T106, T142, T176, 4: T236, T270, T304, T338, T372, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364

review, 1: T194–T195, 2: T398–T399, 3: T194–T195, 4: T390–T391, 5: T186–T187, 6: T382–T383

root words, 1: S28, 2: T310, T335, T346, 3: T131, T142, T176, 4: T225, T235, T236, 5: T21, T66, T98–T99, T123, T133, 6: T262, T285, T296, T330

routine, 1: T15, T51, T87, T123, T159, 2: T219, T255, T291, T327, T363, 3: T15, T51, T87, T123, T159, 4: T219, T253, T287, T321, T355, 5: T15, T49, T83, T117, T151, 6: T211, T245, T279, T313, T347

strategies, 1: S15–S16, S26–S27, T59, T95, T131, T165, 2: T263, T299, T335, T369, 3: T59, T95, T131, T165, 4: T225, T259, T293, T327, T361, 5: T21, T55, T89, T123, T157, 6: T217, T251, T285, T319, T353

suffixes. See Phonics/Word Study; Spelling.

thesaurus, 1: S16

unfamiliar words, 1: T34, T70, T106, 3: T23, T34, T70, T142, T176, 4: T235, T236, T270, T303, T338, 5: T66, T89, T99, T134, 6: T330

vocabulary words, 1: T15, T51, T87, T123, T159, 2: T219, T255, T291, T327, T363, 3: T15, T51, T87, T123, T159, 4: T219, T253, T287, T321,


Key 1 = Unit 1

T355, 5: T15, T49, T83, T117, T151, 6: T211, T245, T279, T313, T347

word parts, 2: T299, T310, T335, T346, 4: T337, 5: T123, T133, 6: T362

word webs, 1: T29, T65, T70, T106, 2: T274, T305, T310, T346, T375, T380, 3: T34, T137, T399–T400, 4: T270, T299, T333, T367, T422, 5: T95, T129, T134, 6: T223, T325, T330, T359

WWord sorts. See Spelling: word sorts.Word study. See Phonics/Word Study. Write About Reading, 1: S14, S24, S36,

T21, T57, T63, T93, T99, T129, T135, T163, T169, T187, T197, 2: T225, T231, T261, T267, T297, T303, T333, T339, T367, T373, T391, T401, 3: T21, T27, T57, T63, T93, T99, T129, T135, T163, T169, T187, T197, 4: T223, T229, T257, T263, T291, T297, T325, T331, T359, T365, T383, 5: T19, T25, T53, T59, T87, T93, T121, T127, T155, T161, T179, 6: T215, T221, T249, T255, T283, T289, T317, T323, T351, T357, T375

Write to Sources. See Write About Reading.

Writer’s Craft, See also Writing traits.

capitalization, 1: T31, 2: T235, 5: T29

details, 2: T390, T392, T394–T395, T401, T418–T419, T424–T425, T426, T429–T431, T434–T435, 3: T26–T28, T49–T50, T51–T52, T54, T56, T58, T62–T63, T64–T65, T86, T91–T93, T98–T101, T122, T123, T126–T129, T130, T134–T135, T136–T137, T141, T168–T169, T171, T186, T188, T190–T193, T197–T199, T398, T401, T403–T404, T406–T407, T409, T422–T423, T426–T427, 5: T60, T82, T86, T88, T89, T93–T95, T121, T185, T401, 6: T312, T317, T323, T325, T380–T381, T402, T407–T411

dialogue, 3: T30–T31, T54, T170, 5: T60

focus, 1: T28, 2: T394–T395, T401, T419–T420, T423, T425–T426, T429, T435, 3: T28, T29, T49, T64, T65, T99–T100, T101, T121, T135–T136, T137, T171, T184, T186, T190–T192, T197, T399–T400, T403, T406, T409, T427, 5: T60, T81, T85, T94, T95, T115, T116, T129, T395, T401, 6: T291, T311, T325, T404, T407

on setting, 2: T435, 3: T427

leads, 3: T184, T189, T399, T402, 5: T118, T120–T121, T132, T128, 6: T402

practice/apply, 2: T388, T395, T396, 3: T27, T29, T51, T56–T59, T63, T65, T67, T68–T69, T70, T87, T92–T95, T98–T99, T101, T103, T104, T106–T107, T123, T128–T131, T135, T137, T139, T140, T142, T143, T162, T163, T164, T165, T169, T171, T173, T175–T176, T184–T185, T191–T192, 5: T86–T89, T93, T100, T101, T120–T123, T126–T127, T129, T131, T132, T134, T135, T390–T401, 6: T291, T316–T319, T322–T323, T325, T328, T331, T372–T373, T379–T380

punctuation, 2: T422–T423, T428–T429, 3: T31, T35, T71, T173, T402–T403, T408–T409, 5: T135, T394–T395, T401, 6: T331, T407, T413

showing, 5: T184–T185

strong paragraphs, 3: T100–T101, 5: T94–T95

strong verbs, 3: T424, 6: T404

teach/model, 2: T388, T390–T392, T398–T400, T418–T422, T424–T428, T430–T434, 3: T27–T29, T50, T52, T54, T56, T57, T58, T59, T63–T65, T67, T68, T69, T70, T71, T85, T86, T87, T92, T93, T94, T95, T99–T101, T104, T107, T122, T123–T124, T127–T128, T129, T130, T131, T135–T137, T140, T141–T142, T143, T162, T163, T169–T170, T171, T176, T182, T184, T186–T188, T194–T195, T398–T402, T404–T408, T422–T426, 5: T26–T27, T60, T81, T82, T84–T86, T87, T88, T89, T94–T95, T98, T101, T115, T116, T117, T118, T120–T122, T123, T127–T129, T132, T134, T135, T390–T401, 6: T290, T291, T313, T314, T316, T317, T318, T319, T324, T325, T328, T331, T402–T406, T408–T412

topic sentence, 3: T100–T101, 5: T94–T95, T128

Writer’s Notebook, 1: S33, T29, T31, T33, T65, T67, T69, T101, T103, T105, T137, T139, T171, T173, T175, T407, T413, 2: T233, T235, T237, T269, T271, T305, T309, T341, T343, T375, T377, T379, T419, T425, 3: T29, T31, T33, T65, T67, T69, T101, T103, T105, T137, T139, T171, T173, T175, T399, T405, 4: T231, T233, T235, T265, T267, T269, T299, T301, T303, T333, T335, T337, T367, T369, T371, T411, T417, 5: T27, T29, T31, T61, T63, T65, T95, T97, T129, T131, T133, T163, T165, T167, T391, T397, 6: T223, T225, T227, T257, T259, T261, T291, T293, T325, T327, T329, T359, T361, T363, T403, T409

Writing. 1: S33–S34, T21, T27–T28, T29, T34, T57, T63–T64, T65, T70, T100–T101, T106, T135–T137, T142, T157, T159, T162, T163, T164, T165, T174, T170–T171, T172–T173, T178, T181–T182, T190–T193, T197, T406–T417, 2: T225, T231–T232, T233, T238, T253,

T255, T261, T263, T266–T268, T269–T271, T273–275, T303–T305, T339–T341, T361, T363, T364, T367, T373–T375, T380, T391, T396–T397, T418–T423, T424–T429, 3: T27–T28, T29–T30, T62–T64, T65, T85, T87, T88, T92, T93, T94, T95, T99–T100, T101–T102, T106, T121, T123, T124, T128, T129, T135–T139, T142, T162, T163, T169–T171, T175–T176, T181–T182, T192–T193, T398, 4: T230–T231, T264–T265, T298–T299, T325, T331–T333, T338, T353, T359, T366–T367, T388–T389, T410, T412, T414, T416, T420–T421, 5: T24, T26–T27, T32, T60–T61, T81, T83, T84, T86, T87, T88, T89, T92–T93, T95–T96, T100, T115, T117, T118, T120, T121, T122, T123, T127–T128, T129–T130, T134, T184–T185, T390–T401, 6: T222–T223, T243, T245, T246, T248, T249, T250, T251, T255–T256, T257–T258, T262, T283, T289–T291, T311, T313, T314, T316, T317, T318, T319, T323–T324, T325, T330, T351, T356, T358–T359, T364, T380–T381, T402, T404, T406, T408–T412

audience and purpose, 1: T197, T407, T408, T413, 2: T419, 6: T357

daily, 1: T102–T103, 2: T233, T269, T305, T341, T375, 3: T30–T31, T66–T67, T102–T103, T138–T139, T172–T173, 5: T61, T96, T130, 6: T258, T327, T359

informative/explanatory, 2: T232, T304, T340, T374, T420, T426, 4: T298, 5: T94, 6: T324

narrative, 1: T28, T64, T100, T136, T182, T412, T414, T416, 4: T358, T366, T410, T416–T421

personal, 1: T28, T64, T100, T136, T171, T182, T412, T414, T416, 4: T378, 6: T359

opinion, 1: T27, 2: T267, T305, 3: T28, T64, T100, T136, T170, T171, T193, T398–T409, 5: T60, T94, T128, T129, T390–T401

poetry, 2: T363, 4: T298, T358, T366, T416–T421

reading/writing connection, 1: T21, T27–T29, T100, T129, T135–T136, T157, T159, T162–T163, T164, T165, T170–T173, T174, T175, T181, T183, 2: T225, T231, T261, T267, T297, T303, T333, T339, T361, T363, T364, T367, T368, T369, T374–T375, T378, T380, T385, 3: T27–T28, T29–T30, T57, T63, T85, T87, T88, T92, T93, T94, T95, T99–T100, T101–T102, T121, T122, T124, T128, T129, T130, T131, T135–T136, T137–T138, T157, T159, T160, T163, T164, T174, T170–T171, T181, T183, 4: T229, T263, T291, T297, T325, T331–T335, T337, T338, T359,


INDEXT365, 5: T19, T25, T53, T59, T60, T61, T87, T121, T127–T128, T129–T130, 6: T215, T221, T249, T283, T289, T311, T313, T314, T316, T317, T318, T319, T323–T324, T325–T326, T351, T357

show feelings, 4: T230–T231

student model, using, 2: T232, T268, T304, T340, T375, 3: T28, T64, T100, T136, T171, T406, 6: T290, T404, T410

topic, 1: T29, 2: T232, T233, T266, T304, T305, T341, T374, T375, T391, T420, T424–T425, 3: T65, T85, T87, T88, T94, T100–T101, T121, T129, T130, T137, T164, T170, T171, 5: T94, T95, T128, T129, T390, T396

purpose, 1: T197, T407, T413, 6: T359

voice, 4: T230–T231

Writing applications,analysis, 6: T229, T297, T331, T365

article, 2: T390–T392, T422, 3: T182, T186–T189, 6: T324

bibliography, 4: T330

book review, 3: T404–T405, T406–T409, 5: T396–T401

compare/contrast, 2: T231, T267, T303, T339, T425, 3: T26–T27, T87, T95, T98–T99, T101, T105, T135, T137, T141, T142, T170, T173, T176, T178, T187, T399, 4: T291, 5: T61, T93, T127, 6: T317, T323, T375, T382, T384–T385, T416

conclusion, 1: T193, T414–T415, 2: T424, T426–T427, T429, 3: T136–T137, T193, T398–T399, T401, T404, T406–T407, 4: T322–T333, 6: T324, T325, T381, T405, T411

descriptive/expressive writing, 1: S33, T64–T65, T193, T406, T408, T411–T412, T414–T415, T417, 2: T375, T397, T423, 3: T26, T28, T168, T403, 4: T264–T265, T299, 5: T60, 6: T256, T258, T322, T325, T359

dialogue, 1: T193, T412, T414, T417, 3: T54, T170, 4: T264–T265, T389, T410, T412–T413, T415–T416, T418, 5: T60, 6: T256

directions, 2: T230–T231, T418–T419, 3: T29, T65, T101, T137

essay, 2: T232, T268, T304, T340, T374, T396, T424–T429, 3: T100, 5: T60, T94, T128, T390–T395, 6: T377

opinion, 1: S36, T187, 3: T28, T63–T64, T100, T135–T136, T137, T171, T192–T193, T398–T409, 5: T94, T390–T395

personal narrative, 1: T171, T182–T183, T192, T412–T417, 3: T182–T183

facts and opinions, 2: T267, T305, 3: T186, T192, T398–T399, T401, T403–T404, T409, 5: T392, 6: T374, T410

fictional narrative, 4: T264, T410–T415

focus on an event, 1: T28–T29

how-to, 2: T232, T304, T340, T374, T396, T418–T420, T422–T423

humor, 6: T356

interview, 2: T372, 6: T288

introduction, 3: T122, 5: T82, 6: T381, T405, T407–T408, T411

journal entry, 1: T416, 4: T420

letters, 1: T407–T411, 3: T172–T173, T398–T403

news or magazine article, 3: T189, 6: T377, T402–T407, T412

organization, 1: T100–T101, 2: T340, 3: T100, T136, T403–T405, T409, 5: T94, T95, T129

opinion, 2: T267, T339, 4: T331, 5: T60, T87, T121, T127–T128, T129, T162–T163, T390–T401, 6: T255, T375

paragraphs, 2: T221, T225, T231, T233, T235, T238, T266–T267, T303, T339, T373, T398, 3: T27, T62–T63, T99–T101, T128, T135–T136, T169, 4: T228, 5: T25, T127, T129, 6: T323, T325, T330, T359, T382–T384, T402, T405, T408–T411

personal narrative, 5: T27

persuasive, 2: T391, 3: T187, T189, T399, 6: T375

advertisements, 3: T189, T399

letters, 3: T399

play, scene, 2: T388–T389, T393, 3: T14, T21, T31, T49, T50, T184–T185, 6: T372–T373

poem/poetry, 3: T32, T140, T174, T184, 4: T332, T380, T388, T416–T421

poster, 2: T393, 3: T189, 6: T400

questions, 2: T217–T221, T223–T224, T225–T227, T231, T236, T238, T255, T271, T327, 3: T27–T28, T87, T98–T99, T106, T123–T125, T140, T142, T169, T176, T401–T402, T404–T405, T407–T408, T422, 5: T128, 6: T375, T377–T379, T381, T384, T403, T414–T415

research reports, 5: T92–T93, T126–T127, 6: T256, T324, T408–T413

response to literature/expository text, 1: S36, 2: T398–T401, T430, T433, T435, 3: T86, T88, T91, T94, T122, T124, T127–T128, T129–T130, T162, T194–T197, T422, T425, T427, 4: T390–T393, T422, T425, T427, 5: T25, T95, T414, 6: T215, T221, T244, T312, T317, T346, T351, T382–T385, T414, T417, T419

review, 2: T396–T397, T420–T423, T426–T429, 3: T26–T28, T29–T30,T62–T64, T65, T92–T93, T94–T95, T98–T100, T101–T102, T105, T106, T107, T127, T134–T136, T137–T138, T141, T142, T143, T169, T170, T171–T172, T175, T187, T400–T401, T402, T409, 5: T60, T93, T128, T134, T392–T395, T398–T401, 6: T323, T325, T330

summary, 2: T225, T261, T333, T367, T391, 3: T26, T92, T93, T129, T134, T162, T163, T187, T398, T399–T400, T405, T409, T426, 5: T18, T19, T87, T121, T179–T180, 6: T215, T249, T254, T317, T351, T375

time order, 1: T136–T137

Writing process, 1: S33–S34, T28, T65, T101, T137, T172–T173, T406–T417, 2: T338, T341, T374, T375, T420–T428, 3: T398, T400, T402, T404, T406, T408, 4: T410, T416–T421

brainstorming, 2: T230, T266, T338, T372, 3: T26, T62, T134

draft, 1: S33, T29, T65, T101, T137, T408, T414, 2: T233, T269, T304, T305, T341, T375, T420, T426, 3: T28, T29, T64, T65, T100, T101, T136, T137, T170, T171, T400, T406, 4: T230, T231, T264, T265, T298, T299, T332, T333, T366, T367, T412, T418, 5: T27, T61, T95, T128, T129, T163, T392, T398, 6: T222, T223, T256, T257, T291, T325, T358, T359, T404, T410

edit, 1: S33, T29, T65, T101, T137, T173, T410, T416, 2: T233, T269, T341, T375, T422, T428, 3: T29, T65, T101, T105, T137, T173, T178, T401–T402, T407–T408, 4: T231, T265, T299, T333, T367, T413–T414, T419–T420, 5: T27, T61, T95, T129, T163, T394, T400, 6: T223, T257, T291, T325, T359, T405–T406, T411–T412

evaluate, 1: T411, T417, 3: T403

expert model, 1: S33, T28, T64, T100, T136, T406, T412, 3: T398, T404, 6: T358

organization, 5: T391

peer conferences, 6: T359

planning/prewriting, 2: T233, T269, T305, T341, T375, 3: T405, 4: T265, T414, T420, 5: T27, T61, T95, T129, T163, T390–T391, T396–T397, 6: T222, T403, T409

practice/apply, 2: T219, T224–T227, T231, T233, T235, T236, T238, T239, T266, T275, T375, T395, T396, 3: T15, T20–T23, T27, T29, T31, T32, T33–T34, T35, T62–T64, T87, T92–T95, T98–T99, T101, T103, T104, T105–T106, T107, T123, T128–T131, T135, T137, T139, T140, T142, T143, T162, T163, T169, T171,


Key 1 = Unit 1

T173, T175–T176, T184–T185, T191–T192, 5: T61, T95, T117, T121, T127, T129, T183–T184, T390–T401, 6: T291, T325, T330

prewrite, 1: S33, T29, T65, T101, T137, T407, T413, 3: T399, T405, 4: T299, T333, T367, 5: T61, T95, T129, T163, T397, 6: T359

proofread, 1: S33, T29, T65, T101, T137, T173, T410, T416, 2: T235, T237, T271, T273, T306–T307, T309, T422, T428, 3: T30–T31, T33, T67, T69, T102–T103, T105, T139, T141, T173, T175, T402, T408, 4: T232–T233, T235, T266–T267, T269, T300–T301, T303, T335, T337, T368–369, T371, T414, T420, 5: T29, T31, T63, T65, T97, T99, T131, T133, T165, T167, T400, 6: T224–T225, T227, T258–T259, T261, T327, T329, T361, T363, T406, T412

publish, 1: T410, T416, 2: T396–T397, T422, T428, 3: T192–T193, T402, T408, 4: T388–T389, T414, T420, 5: T184–T185, T394, T400, 6: T380–T381, T406, T412

revise, 1: S33, T29, T65, T101, T137, T173, T185, T415, 2: T231–T233, T235, T268–T269, T305, T341, T375, T421, T427, 3: T29, T65, T101, T137, T171, T401, T402, T407–T408, 4: T265, T299, T333, T367, T414, T420, 5: T27, T61, T95, T129, T163,

T393, T399–T400, 6: T223, T257, T291, T325, T359, T405, T406, T411, T412

revision assignments, 2: T235, T268–T269, T271, T375, 3: T31, T67, T103, T139, T173, 4: T233, T267, T301, T335, T369, 5: T29, T63, T97, T131, T165, 6: T225, T259, T291, T327

teach/model, 2: T217, T218, T220, T222–T224, T225, T226, T227, T231–T233, T236, T238, T239, T253, T261, T268–T269, T304, T340, T375, T390–T392, T398–T400, T418–T422, T424–T428, T430–T434, 3: T27–T29, T62–T65, T85, T86, T87, T92, T93, T94, T95, T99–T101, T104, T107, T122, T123–T124, T127–T128, T129, T130, T131, T135–T137, T140, T141–T142, T143, T162, T163, T169, T170, T171, T176, T182, T184, T186–T188, T194–T195, T398–T402, T404–T408, T422–T426, 5: T26, T27, T29, T31, T60–T61, T92–T94, T95, T129, T162, T390–T401, 6: T290–T291, T317, T323–T324, T325, T402–T406, T408–T412, T414–T419

topic development, 3: T157

Writing prompts, 1: T29, T65, T171, T406–T417

Writing traits,character development, 4: T424

conclusion, 3: T136, 4: T332, 6: T324

descriptive details, 2: T374–T375, 4: T366, T384, T388–T389, T410–T415, T416–T421

dialogue, 4: T389, T410, T412–T413, T415–T416, T418

focus and coherence, 1: T417

focus on setting, 4: T427

ideas, 1: S33, T28, T417, 2: T304, T339, T374–T375, 3: T27, T63–T64, T99–T100, T135–T136, T169, 4: T264–T265, T365, 5: T92–T93, T127, 6: T323–T324

organization, 1: T 100, T417, 2: T340, 3: T100, T136, 4: T298, T332, 5: T94, T95, T128, T129, 6: T290–T291, T324

paragraphs, 3: T100, 5: T94, T95, T127

punctuation, 4: T389, T414–T415, T420–T421

sentence fluency, 1: T170–T171, T417, 3: T28, T29, 5: T26, 6: T222

sequence of events, 2: T340, T418–T423

show feelings, 4: T230

voice, 1: T417, 3: T170, 4: T230, 5: T366

word choice, 1: T64, T136, T417, 2: T232, T268–T269, 3: T64, 4: T366, T367 5: T60, T61, 6: T256, T358–T359


Comm

on Core State Standards Correlations

Common Core State StandardsCorrelationsEnglish Language Arts

College and Career Readiness Anchor Standards forREADINGThe K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

BALANCED LITERACY CCSS CORRELATIONS CCSS2

CORRELATIONS Common Core State Standards

English Language Arts Grade 3

Each standard is coded in the following manner:

Strand Grade Level Standard

RL 3 1

Reading Standards for LiteratureKey Ideas and Details McGraw-Hill Reading Wonders

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

READING/WRITING WORKSHOP: Unit 1: 28, 29, 44, 45 Unit 2: 108, 109, 124, 125 Unit 3: 188, 189, 204, 205 Unit 4: 166, 267, 280, 281 Unit 5: 338, 339, 352, 353 Unit 6: 410, 411, 424, 425LEVELED READERS: Unit 4, Week 1: The Weaver of Rugs: A Navajo Folktale (A), Why the Sea is Salty: A Scandinavian Folktale (O, ELL), Finn MacCool and the Salmon of Knowledge: An Irish Folktale (B) Unit 4, Week 2: Every Picture Tells a Story (A), A Chef in the Family (O, ELL), Stepping Forward (B)YOUR TURN PRACTICE BOOK: 163–165, 173–175READING WORKSTATION ACTIVITY CARDS: 19TEACHER’S EDITION: Unit 4: T218, T220–T222, T252, T256 Unit 5: T14, T16–T17www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 2: Roadrunner’s Dance 100–119, The Castle on Hester Street 124–141, Poetry 188–191 Unit 3: Martina the Beautiful Cockroach 194–215, Finding Lincoln 220–237 Unit 4: The Real Story of Stone Soup 278–297, The Talented Clementine 300–319, Poetry 360–363 Unit 5: Clever Jack Takes the Cake 366–385, Bravo, Tavo! 390–411 Unit 6: King Midas and the Golden Touch 462–477, Nora’s Ark 482–503 TEACH: Unit 1 Week 1, Week 2, Week 3; Unit 2 Week 1, Week 2; Unit 3, Week 1, Week 2, Week 3; Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2; Unit 6 Week 1, Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 3 Week 3; Unit 4 Week 2, Week 4; Unit 6 Week 1 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension I nteractive Games and ActivitiesTeacher Resources: Interactive Read Aloud Images

C


Reading Standards for LiteratureKey Ideas and Details McGraw-Hill Reading Wonders

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

READING/WRITING WORKSHOP: Unit 1: 22–27 Unit 2: 101–107, 109, 118–123, 125 Unit 4: 318–321, 323 Unit 5: 338, 352 Unit 6: 406–409, 411, 420–423, 425LEVELED READERS: Unit 2, Week 1: The Quarreling Quails (A), Jungle Treasures (O, ELL), The Bear Who Stole the Chinook (B) Unit 2, Week 2: The Promise of Gold Mountain (A), Moving from Mexico (O, ELL), Gustaf Goes to America (B) Unit 4, Week 5: In the Running (A), Melanie’s Mission (O, ELL), A Speech to Remember (B) Unit 6, Week 1: Midas and the Donkey Ears (A), The Naming of Athens (O, ELL), Odysseus and King Aeolus (B) Unit 6, Week 2: The Big Storm (A), The Schoolhouse Blizzard (O, ELL), The Hottest Summer (B) YOUR TURN PRACTICE BOOK: 63–65, 83–85, 193–194, 253–255, 263–265READING WORKSTATION ACTIVITY CARDS: 6, 21TEACHER’S EDITION: Unit 1: T16–T19, T22, T26–T27 Unit 2: T218, T220–T223, T225, T226, T254, T261, T262 Unit 3: T14, T16–T19, T22 Unit 4: T224 Unit 5: T20 Unit 6: T216www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 2: Roadrunner’s Dance 100–119, The Castle on Hester Street 124–141, Poetry 188–191 Unit 3: Martina the Beautiful Cockroach 194–215, Finding Lincoln 220–237 Unit 4: The Talented Clementine 300–319, Poetry 360–363 Unit 5: Clever Jack Takes the Cake 366–385, Bravo, Tavo! 390–411 Unit 6: King Midas and the Golden Touch 462–477, Nora’s Ark 482–503TEACH: Unit 1 Week 1, Week 2; Unit 2 Week 1, Week 2; Unit 3 Week 1; Unit 4 Week 1, Week 2; Unit 5 Week 1; Unit 6 Week 1 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 3 Week 4; Unit 4 Week 2, Week 4; Unit 6 Week 1, Week 2, Week 4 Day 4 Whole Group/Close ReadingTEACH: Unit 6 Week 1 Day 2 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Interactive Read Aloud Images, Skills Review

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

READING/WRITING WORKSHOP: Unit 1: 22–27, 29, 38–43, 45 Unit 3: 182–187, 189, 198–203, 205 LEVELED READERS: Unit 1, Week 1: Berries, Berries, Berries (A), Duck’s Discovery (O, ELL), Robot Race (B) Unit 1, Week 2: The Special Meal (A), A Row of Lamps (O, ELL), Dragons on the Water (B) Unit 3, Week 1: The Ballgame Between the Birds and the Animals: A Cherokee Folktale (A), King of the Birds (O, ELL), Sheep and Pig Set Up Housekeeping (B) Unit 3, Week 2: On the Ball (A), Harry’s Great Idea (O, ELL), Best Friends in Business (B)YOUR TURN PRACTICE BOOK: 3–5, 13–15, 103–105, 113–115READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4TEACHER’S EDITION: Unit 1: T21, T27, T52, T56, T63 Unit 3: T14, T16–T18, T21, T27, T52–T57 Unit 4: T220–T221, T223www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Wolf! 10–31, Yoon and the Jade Bracelet 34–53 Unit 2: Roadrunner’s Dance 100–119, The Castle on Hester Street 124–141 Unit 3: Martina the Beautiful Cockroach 194–215, Finding Lincoln 220–237 Unit 4: The Real Story of Stone Soup 278–297 Unit 5: Bravo, Tavo! 390–411 Unit 6: King Midas and the Golden Touch 462–477, Nora’s Ark 482–503, Poetry 546–549TEACH: Unit 1 Week 1, Week 2; Unit 2 Week 2; Unit 3 Week 1, Week 2; Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2; Unit 6 Week 1 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 3 Week 3, Week 4; Unit 4 Week 2; Unit 6 Week 1 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review


CORRELATIONS

Reading Standards for LiteratureCraft and Structure McGraw-Hill Reading Wonders

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

READING/WRITING WORKSHOP: Unit 1: 79 Unit 2: 127, 173 Unit 3: 207 Unit 4: 325 Unit 6: 427, 469YOUR TURN PRACTICE BOOK: 37, 67, 97, 117, 197, 267, 297PHONICS/WORD STUDY ACTIVITY CARDS: 4, 6, 8TEACHER’S EDITION: Unit 1: T16, T51 Unit 2: T219, T263 Unit 3: T15–T16, T51–T52, T59, T70 Unit 4: T219–T220, T236, T270 Unit 5: T15, T21, T49 Unit 6: T245, T296 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1, Week 1, Week 2; Unit 2, Week 1, Week 2, Week 5; Unit 3, Week 1, Week 2; Unit 4, Week 1, Week 2; Unit 5, Week 1, Week 2; Unit 6, Week 5 Day 3 Whole Group/Close ReadingTEACH: Unit 3, Week 2 Day 4 Whole Group/Close ReadingTEACH: Unit 1, Week 4; Unit 2, Week 2; Unit 6, Week 2 Days 1–4 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and Activities, Vocabulary Interactive Games and ActivitiesTeacher Resources: Graphic Organizers

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

READING WORKSTATION ACTIVITY CARDS: 21, 23, 24TEACHER’S EDITION: Unit 6: T221, T347, T350, T352 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1, Week 1, Week 2; Unit 2, Week 1, Week 2, Week 5; Unit 3, Week 2; Unit 4, Week 2, Week 5; Unit 6, Week 1, Week 5 Day 3 Whole Group/Close ReadingTEACH: Unit 2, Week 5; Unit 4, Week 5; Unit 6, Week 5 Day 4 Whole Group/Close ReadingTEACH: Unit 6 Week 1 Day 2 Small Group Differentiated Instruction Student Resources: Comprehension Interactive Games and Activities

Craft and Structure McGraw-Hill Reading Wonders

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

READING/WRITING WORKSHOP: Unit 2: 166–169, 171 Unit 4: 262–265, 267, 276–279, 281 Unit 5: 334–337, 339, 348–351, 353 Unit 6: 462–465, 467LEVELED READERS: Unit 2, Week 5: Problem Solved (A), The Long Walk (O, ELL), Two Up, One Down (B) Unit 4, Week 1: The Weaver of Rugs: A Navajo Folktale (A), Why the Sea is Salty: A Scandinavian Folktale (O, ELL), Finn MacCool and the Salmon of Knowledge: An Irish Folktale (B) Unit 4, Week 2: Every Picture Tells a Story (A), A Chef in the Family (O, ELL), Stepping Forward (B) Unit 5, Week 1: The Chickpea Boy: A Persian Fairy tale (A), The Golden Goose: A German Fairy tale (O, ELL), A Gift for Mario: A Mexican Fairy tale (B) Unit 5, Week 2: The Great Book Swap (A), The Salvage Club (O, ELL), Bikes Forever (B) Unit 6, Week 5: Funny Faces (A), Too Many Frogs (O, ELL), The Joke’s on You (B)YOUR TURN PRACTICE BOOK: 93–94, 153–155, 163–165, 203–205, 213–215, 293–294READING WORKSTATION ACTIVITY CARDS: 5TEACHER’S EDITION: Unit 4: T223, T229, T257 Unit 5: T19, T25, T53, T59www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 2: Poetry 188–191 Unit 4: The Real Story of Stone Soup 278–297, The Talented Clementine 300–319, Poetry 360–363 Unit 5: Clever Jack Takes the Cake 366–385, Bravo, Tavo! 390–411 Unit 6: Poetry 546–549TEACH: Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2 Days 1–4 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review


Reading Standards for LiteratureIntegration of Knowledge and Ideas McGraw-Hill Reading Wonders

RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

READING WORKSTATION ACTIVITY CARDS: 7 TEACHER’S EDITION: Unit 1: T16 Unit 4: T258 Unit 5: T54 Unit 6: T250www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Wolf! 10–31, Yoon and the Jade Bracelet 34–53 Unit 6: King Midas and the Golden Touch 462–477TEACH: Unit 1 Week 1, Week 2; Unit 2 Week 1, Week 2; Unit 3 Week 1, Week 2; Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 2 Days 1-4 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Interactive Read Aloud Images

RL.3.8 (Not applicable to literature) (Not applicable to literature)

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

LEVELED READERS: Unit 1, Week 2: The Special Meal (A), A Row of Lamps (O, ELL), Dragons on the Water (B) Unit 4, Week 2: Every Picture Tells a Story (A), A Chef in the Family (O, ELL), Stepping Forward (B)YOUR TURN PRACTICE BOOK: 13–15, 163–165READING WORKSTATION ACTIVITY CARDS: 8TEACHER’S EDITION: Unit 1: S14 Unit 4: T263www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 4: The Real Story of Stone Soup 278–295, The Talented Clementine 300–319TEACH: Unit 4 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities

Range of Reading and Level of Text Complexity McGraw-Hill Reading Wonders

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

READING/WRITING WORKSHOP: These units reflect the range of text complexity found throughout the book. Unit 2: 166–169 Unit 4: 318–321 Unit 6: 406–409LEVELED READERS: Unit 1, Week 2: The Special Meal (A), A Row of Lamps (O, ELL), Dragons on the Water (B) Unit 2, Week 5: Problem Solved (A), The Long Walk (O, ELL), Two Up, One Down (B) Unit 4, Week 1: The Weaver of Rugs: A Navajo Folktale (A), Why the Sea is Salty: A Scandinavian Folktale (O, ELL), Finn MacCool and the Salmon of Knowledge: An Irish Folktale (B)Unit 6, Week 5: Funny Faces (A), Too Many Frogs (O, ELL), The Joke’s on You (B)READING WORKSTATION ACTIVITY CARDS: 27TEACHER’S EDITION: Unit 1: T22, T58 Unit 2: T226, T262 Unit 3: T22, T58 Unit 4: T224, T258 Unit 5: T20, T54 Unit 6: T216, T250, T350www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology (These units reflect the range of text complexity found throughout the book.): Unit 2: Poetry 188–191 Unit 3: Martina the Beautiful Cockroach 194–215 Unit 4: The Talented Clementine 300–319 Unit 5: Clever Jack Takes the Cake 366–385 Unit 6: King Midas and the Golden Touch 462–477, Poetry 546–549TEACH: Unit 1 Week 1, Week 2; Unit 2 Week 2, Week 5; Unit 3 Week 1, Week 2; Unit 4 Week 1, Week 5; Unit 5 Week 1, Week 2; Unit 6 Week 1, Week 2, Week 5 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 3; Unit 4 Week 2; Unit 5 Week 3; Unit 6 Week 1 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities


CORRELATIONS

Reading Standards for Informational TextKey Ideas and Details McGraw-Hill Reading Wonders

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

READING/WRITING WORKSHOP: Unit 1: 60, 61, 76, 77, 90, 91 Unit 2: 140, 141, 156, 157 Unit 3: 220, 221, 236, 237, 250, 251 Unit 4: 294, 295, 308, 309 Unit 5: 366, 367, 380, 381, 394, 395 Unit 6: 438, 439, 452, 453LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 1, Week 4: The Amazing Benjamin Franklin (A, O, ELL, B) Unit 1, Week 5: The National Mall (A, O, ELL, B) Unit 5, Week 3: Firefighting Heroes (A, O, ELL, B) Unit 5, Week 4: Eunice Kennedy Shriver (A, O, ELL, B) Unit 5, Week 5: The Fuel of the Future (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 23–25, 33–35, 43–45, 223–225, 233–235, 243–245READING WORKSTATION ACTIVITY CARDS: 19 TEACHER’S EDITION: Unit 1: T128, T186 Unit 2: T328 Unit 3: T124–T127 Unit 5: T82, T86, T120, T154, T178www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Gary the Dreamer 58–71 Unit 2: Vote! 146–167, Help the Manatees! 172–185 Unit 3: Earth 240–255, Big Ideas from Nature 259–269 Unit 4: Amazing Animals of the Mojave 326–339 Unit 5: Wildfires 416–429, Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451, It’s All in the Wind 456–459TEACH: Unit 1 Week 3, Week 4; Unit 2 Week 3, Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 3, Week 4; Unit 5 Week 3, Week 4; Unit 6 Week 3, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 2, Week 4; Unit 2 Week 3; Unit 3 Week 1, Week 2; Unit 5 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Interactive Read Aloud Images

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

READING/WRITING WORKSHOP: Unit 1: 86–89, 91 Unit 3: 214–219, 221, 230–235, 237 LEVELED READERS: Unit 1, Week 5: The National Mall (A, O, ELL, B) Unit 3, Week 3: Destination Saturn (A, O, ELL, B) Unit 3, Week 4: Inspired by Nature (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 43–45, 123–125, 133–135READING WORKSTATION ACTIVITY CARDS: 9 TEACHER’S EDITION: Unit 1: T186 Unit 3: T93, T99, T129, T135, T186 Unit 5: T118, T178–T179www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: A Mountain of Mystery 94–97 Unit 3: Earth 240–255, Big Ideas from Nature 259–269 Unit 4: Hot Air Balloons 342–357 Unit 5: Wildfires 416–429 Unit 6: Alligators and Crocodiles 520–543TEACH: Unit 1 Week 5; Unit 3 Week 3, Week 4; Unit 4 Week 4; Unit 5 Week 3 Day 3 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Interactive Read Aloud Images, Skills Review

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

READING/WRITING WORKSHOP: Unit 1: 70–75, 77 Unit 4: 304–307, 309 Unit 5: 390–393, 395 LEVELED READERS: Unit 3, Week 4: Inspired by Nature (A, O, ELL, B) Unit 4, Week 4: Future of Flight (A, O, ELL, B) Unit 5, Week 5: The Fuel of the Future (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 133–135, 183–185, 243–244READING WORKSTATION ACTIVITY CARDS: 13TEACHER’S EDITION: Unit 1: T129 Unit 3: T126 Unit 4: T325, T331 Unit 5: T155www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: All Aboard! Elijah McCoy’s Steam Engine 74–91, A Mountain of History 94–97 Unit 2: Whooping Cranes in Danger 172–185 Unit 4: Hot Air Balloons 342–357 Unit 5: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451, It’s All in the Wind 456–459TEACH: Unit 1 Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 4; Unit 5 Week 3, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review


Reading Standards for Informational TextCraft and Structure McGraw-Hill Reading Wonders

RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

READING/WRITING WORKSHOP: Unit 1: 50–53, 66–69, 82–85 Unit 2: 130–133, 146–149 Unit 3: 200–213, 226–229, 242–245 Unit 4: 286–289, 300–303 Unit 5: 358–361, 372–375, 386–389 Unit 6: 430–433, 444–447TEACHER’S EDITION: Unit 1: T87, T95, T123, T124, T159 Unit 2: T327 Unit 3: T87–T88, T106 Unit 4: T287, T304, T338 Unit 5: T83, T134, T151 Unit 6: T279, T313, T330 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 3 Week 3; Unit 4 Week 4; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 1 Day 4 Whole Group/Close ReadingTEACH: Unit 1 Week 3 Days 1–4 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and Activities, Vocabulary Interactive Games and ActivitiesTeacher Resources: Graphic Organizers

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

READING/WRITING WORKSHOP: Unit 2: 134–139, 150–155 Unit 3: 214–219 Unit 4: 304–307 Unit 5: 362–365 Unit 6: 434–437READING WORKSTATION ACTIVITY CARDS: 16TEACHER’S EDITION: Unit 1: T94, T130, T186–T187 Unit 2: T334, T390–T391 Unit 3: T130, T186–T187, T188–T191 Unit 4: T382–T383 Unit 5: T178–T179 Unit 6: T279, T284, T330, T374–T375www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Family Traditions 54–57 Unit 3: Big Ideas from Nature 259–269TEACH: Unit 2 Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 4; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 5 Week 1, Week 4 Day 4 Whole Group/Close ReadingTEACH: Unit 1 Week 3 Day 1 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and Activities, Research and InquiryTeacher Resources: Research and Inquiry

RI.3.6 Distinguish their own point of view from that of the author of a text.

READING/WRITING WORKSHOP: Unit 2: 134–139, 141, 150–155, 156 Unit 5: 362–365, 367, 376–379, 381LEVELED READERS: Unit 2, Week 3: The Race for the Presidency (A, O, ELL, B) Unit 2, Week 4: Protecting the Islands (A, O, ELL, B) Unit 5, Week 3: Firefighting Heroes (A, O, ELL, B) Unit 5, Week 4: Eunice Kennedy Shriver (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 73–75, 83–85, 223–225, 233–235TEACHER’S EDITION: Unit 2: T297, T303, T333 Unit 5: T87, T93, T121www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 2: Vote! 146–167; Whooping Cranes in Danger 172–185 Unit 3: Earth 240–255, Big Ideas from Nature 259–269 Unit 4: Amazing Animals of the Mojave 326–339 Unit 5: Wildfires 416–429; Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451, It’s All in the Wind 456–459TEACH: Unit 2 Week 3, Week 4; Unit 5 Week 3; Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 4 Days 1–3 Small Group Differentiated InstructionTEACH: Unit 5 Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review


CORRELATIONS

Reading Standards for Informational TextIntegration of Knowledge and Ideas McGraw-Hill Reading Wonders

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

READING/WRITING WORKSHOP: Unit 1: 54–59, 70–75 Unit 2: 134–139, 150–155 Unit 3: 214–219, 230–235 Unit 4: 290–293, 304–307 Unit 5: 362–365, 376–379 Unit 6: 434–437, 448–451READING WORKSTATION ACTIVITY CARDS: 17TEACHER’S EDITION: Unit 1: T94, T130 Unit 2: T334 Unit 3: T130 Unit 5: T122 www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Family Traditions 54–57 Unit 3: Earth 240–255, Big Ideas from Nature 259–269 Unit 6: Out of This World! The Ellen Ochoa Story 506–517, Alligators and Crocodiles 520–543TEACH: Unit 1 Week 4; Unit 2 Week 3, Week 4; Unit 3 Week 3; Unit 4 Week 3, Week 4; Unit 5 Week 3, Week 4 Day 3 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities, Research and InquiryTeacher Resources: Graphic Organizers, Interactive Read Aloud Images, Research and Inquiry

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

READING/WRITING WORKSHOP: Unit 1: 54–59, 61, 77 Unit 3: 246–249, 251 Unit 4: 290–293, 295 Unit 6: 434–437, 439, 448–451, 453LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 1, Week 4: The Amazing Benjamin Franklin (A, O, ELL, B) Unit 4, Week 3: Life in a Tide Pool (A, O, ELL, B) Unit 6, Week 3: Reach for the Stars (A, O, ELL, B) Unit 6, Week 4: African Cats (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 23–25, 33–35, 173–175, 273–275, 283–285READING WORKSTATION ACTIVITY CARDS: 10, 11, 12, 13, 14, 15TEACHER’S EDITION: Unit 1: T93 Unit 4: T291, T325www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Gary the Dreamer 58–71, All Aboard! Elijah McCoy’s Steam Engine 74–91, A Mountain of History 94–97 Unit 2: Vote! 146–167, Whooping Cranes in Danger 172–185 Unit 3: Riding the Rails West! 272–275 Unit 4: Amazing Animals of the Mojave 326–339, Hot Air Balloons 342–357 Unit 5: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451, It’s All in the Wind 456–459 Unit 6: Out of This World! The Ellen Ochoa Story 506–517, Alligators and Crocodiles 520–543TEACH: Unit 1 Week 4; Unit 4 Week 3, Week 4; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 5 Week 4 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 2, Week 4: Protecting the Islands (A, O, ELL, B)READING WORKSTATION ACTIVITY CARDS: 18, 20TEACHER’S EDITION: Unit 1: T99, T135, T169 Unit 2: T267, T303, T339, T390 Unit 3: T63, T99, T169 Unit 4: T297, T331 Unit 5: T59, T93, T127, T161 Unit 6: T221, T255, T289, T323www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 3 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 2 Week 3; Unit 3 Week 2; Unit 3 Week 3; Unit 5 Week 4 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities


Reading Standards for Informational TextRange of Reading and Level of Text Complexity McGraw-Hill Reading Wonders

RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

READING/WRITING WORKSHOP: These units reflect the range of text complexity found throughout the book. Unit 1: 86–89 Unit 2: 134–139 Unit 3: 230–235 Unit 4: 290–293 Unit 5: 348–351 Unit 6: 448–451LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 3, Week 4: Inspired by Nature (A, O, ELL, B) Unit 4, Week 3: Life in a Tide Pool (A, O, ELL, B) Unit 6, Week 4: African Cats (A, O, ELL, B)READING WORKSTATION ACTIVITY CARDS: 22, 27TEACHER’S EDITION: Unit 1: T94, T130 Unit 2: T334 Unit 3: T94, T130 Unit 4: T292, T326 Unit 5: T88, T122, T156 Unit 6: T284, T318www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology (These units reflect the range of text complexity found throughout the book.): Unit 2: Whooping Cranes in Danger 172–185 Unit 3: Earth 240–255 Unit 4: Amazing Animals of the Mojave 326–339 Unit 5: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451 Unit 6: Alligators and Crocodiles 520–543TEACH: Unit 1 Week 4; Unit 2 Week 3, Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 3, Week 4; Unit 5 Week 3, Week 4; Unit 6 Week 3 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 3, Week 4; Unit 3 Week 2; Unit 5 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities


CORRELATIONS

Reading Standards: Foundational SkillsThere are no standards for Print Concepts (1) or Phonological Awareness (2) in Foundational Skills for Grade 3.

Phonics and Word Recognition McGraw-Hill Reading Wonders

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.

READING/WRITING WORKSHOP: Unit 2: 143, 159 Unit 3: 223, 253 Unit 4: 283 Unit 5: 383 YOUR TURN PRACTICE BOOK: 77, 87, 118, 127, 128, 138, 147, 148, 167, 218, 237, 238, 248, 258, 268, 288, 298PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 7, 9, 12TEACHER’S EDITION: Unit 2: T299, T335 Unit 3: T69, T105, T140 Unit 5: T65, T133 Unit 6: T226, T362www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 3 Week 3; Unit 4 Week 2; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 5 Week 2 Days 1, 4 Small Group Differentiated InstructionTEACH: Unit 3 Week 3, Week 4 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 3 Week 2; Unit 5 Week 4; Unit 6 Week 2, Week 4 Day 5 Small Group Differentiated InstructionStudent Resources: Phonics Interactive Games and ActivitiesTeacher Resources: Decodable Passages

RF.3.3b Decode words with common Latin suffixes. READING/WRITING WORKSHOP: Unit 3: 223, 253 YOUR TURN PRACTICE BOOK: 127, 128, 147, 218, 248, 268, 288PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 9TEACHER’S EDITION: Unit 2: T299, T335 Unit 3: T69, T105, T140 Unit 5: T65, T133 Unit 6: T226, T261, T329 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 3 Week 3; Unit 4 Week 2; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 4 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 3 Week 3 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 3 Week 2; Unit 5 Week 2, Week 4; Unit 6 Week 2, Week 4 Day 5 Small Group Differentiated InstructionStudent Resources: Phonics Interactive Games and ActivitiesTeacher Resources: Decodable Passages

RF.3.3c Decode multisyllable words. READING/WRITING WORKSHOP: Unit 1: 63 Unit 2: 143, 159 Unit 3: 223, 239, 253 Unit 4: 269, 283 Unit 5: 341, 383 Unit 6: 413, 441YOUR TURN PRACTICE BOOK: 27, 77, 87, 88, 98, 127, 137, 138, 147, 157, 167, 168, 188, 207, 208, 228, 237, 248, 257, 268, 277, 278, 288PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 27TEACHER’S EDITION: Unit 1: T32, T68 Unit 2: T334, T335 Unit 4: T268, T269, T337 Unit 5: T30–T31, T64–T65 Unit 6: T260–T261www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 6 Week 1, Week 2, Week 3, Week 4 Days 1, 3, 4 Small Group Differentiated InstructionTEACH: Unit 5 Week 1 Days 1, 3, 4, 5 Small Group Differentiated InstructionTEACH: Unit 3 Week 4; Unit 4 Week 3 Day 3 Small Group Differentiated InstructionTEACH: Unit 1 Week 2, Week 3; Unit 2 Week 1, Week 2; Unit 3 Week 1, Week 2, Week 3 Day 3, 4 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 4 Week 4 Days 3, 4, 5 Small Group Differentiated InstructionStudent Resources: Phonics Interactive Games and ActivitiesTeacher Resources: Decodable Passages


Reading Standards: Foundational SkillsPhonics and Word Recognition McGraw-Hill Reading Wonders

RF.3.3d Read grade-appropriate irregularly spelled words.

YOUR TURN PRACTICE BOOK: 298 PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 29TEACHER’S EDITION: Unit 2: T308 Unit 3: T107 Unit 4: T339 Unit 6: T365www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3 Days 1, 3, 4 Small Group Differentiated InstructionStudent Resources: Phonics Interactive Games and ActivitiesTeacher Resources: Decodable Passages

Fluency McGraw-Hill Reading Wonders

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

RF.3.4a Read on-level text with purpose and understanding.

READING WORKSTATION ACTIVITY CARDS: 25, 26TEACHER’S EDITION: Unit 1: T107, T184–T185 Unit 2: T239, T311, T388–T389 Unit 3: T49, T71, T107, T184–T185 Unit 4: T271, T380–T381 Unit 5: T67, T176–T177 Unit 6: T110, T263, T372–T373www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 5 Week 3 Days 1, 2 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 2; Unit 3 Week 1 Days 1–3 Small Group Differentiated InstructionTEACH: Unit 2 Week 1, Week 2, Week 3, Week 4; Unit 3 Week 2; Unit 4 Week 2; Unit 5 Week 2; Unit 6 Week 1, Week 2, Week 3, Week 4 Day 3 Small Group Differentiated InstructionStudent Resources: Fluency Interactive Games and Activities

RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

YOUR TURN PRACTICE BOOK: 3–5, 63–65, 133–135, 173–175, 213–215, 263–265READING WORKSTATION ACTIVITY CARDS: 25, 26YOUR TURN PRACTICE BOOK: 43–45, 63–65, 113–115, 163–165, 203–205, 253–255TEACHER’S EDITION: Unit 1: T35, T71, T107, T143, T184–T185 Unit 2: T275, T311, T381, T388–T389 Unit 3: T35, T143, T184–T185 Unit 4: T237, T339, T373, T380–T381 Unit 5: T101, T135, T176–T177 Unit 6: T297, T365, T372–T373www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 2 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 3, Week 4; Unit 2 Week 1, Week 2, Week 3; Unit 3 Week 2, Week 3, Week 4; Unit 4 Week 1, Week 2, Week 3, Week 4; Unit 5 Week 1, Week 2, Week 3, Week 4; Unit 6 Week 1, Week 2, Week 3, Week 4 Day 3 Small Group Differentiated InstructionStudent Resources: Fluency Interactive Games and Activities

RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

READING/WRITING WORKSHOP: Unit 1: 31, 47, 93 Unit 2: 111 Unit 3: 191 Unit 4: 297, 311 Unit 5: 355, 369, 397 Unit 6: 455YOUR TURN PRACTICE BOOK: 7, 17, 47, 57, 107, 177, 187, 217, 227, 247, 287READING WORKSTATION ACTIVITY CARDS: 25, 26TEACHER’S EDITION: Unit 1: T131, T177 Unit 3: T177 Unit 6: T297 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 1, Week 3, Week 4; Unit 3 Week 1, Week 2, Week 3; Unit 4 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 4; Unit 4 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Fluency Interactive Games and Activities


CORRELATIONS

College and Career Readiness Anchor Standards for WRITINGThe K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Common Core State Standards

English Language ArtsGrade 3



W 3 1

Writing StandardsText Types and Purposes McGraw-Hill Reading Wonders

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

READING/WRITING WORKSHOP: Unit 5: 384–385, 398–399YOUR TURN PRACTICE BOOK: 240, 250WRITING WORKSTATION ACTIVITY CARDS: 13TEACHER’S EDITION: Unit 1: T27 Unit 2: T267, T303, T305 Unit 3: T63, T135, T405 Unit 4: T228, T263 Unit 5: T129, T391, T393, T396 Unit 6: T255 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3 Days 1–4 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.1b Provide reasons that support the opinion. READING/WRITING WORKSHOP: Unit 2: 144–145YOUR TURN PRACTICE BOOK: 80TEACHER’S EDITION: Unit 2: T305, T339 Unit 3: T399 Unit 4: T228, T263, T297, T307, T412 Unit 5: T129, T392, T398 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 3 Days 1–5 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

READING/WRITING WORKSHOP: Unit 2: 112–113 Unit 3: 208–209 Unit 6: 428–429YOUR TURN PRACTICE BOOK: 60, 120, 270WRITING WORKSTATION ACTIVITY CARDS: 7TEACHER’S EDITION: Unit 3: T400 Unit 5: T399www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.1d Provide a concluding statement or section. READING/WRITING WORKSHOP: Unit 3: 240–241 Unit 4: 312–313YOUR TURN PRACTICE BOOK: 140, 190WRITING WORKSTATION ACTIVITY CARDS: 12TEACHER’S EDITION: Unit 3: T130, T407 Unit 4: T332, T418www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Writer’s Workspace

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CORRELATIONS


W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

READING/WRITING WORKSHOP: Unit 3: 224–225 Unit 4: 298–299 Unit 5: 370–371 Unit 6: 442–443YOUR TURN PRACTICE BOOK: 130, 180, 230, 280WRITING WORKSTATION ACTIVITY CARDS: 13, 14TEACHER’S EDITION: Unit 1: T27, T63, T65, T99, T135, T137 Unit 2: T231, T233, T267, T303, T339, T341, T419, T425 Unit 3: T27, T63, T99, T101, T135 Unit 4: T299 Unit 5: T95 Unit 6: T403, T408 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 6 Week 4 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 5 Week 3; Unit 6 Week 3 Days 1–3 Small Group Differentiated InstructionTEACH: Unit 4 Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.2b Develop the topic with facts, definitions, and details.

READING/WRITING WORKSHOP: Unit 1: 48–49 Unit 2: 174–175 Unit 6: 470–471YOUR TURN PRACTICE BOOK: 20, 100, 300WRITING WORKSTATION ACTIVITY CARDS: 2TEACHER’S EDITION: Unit 1: T165 Unit 2: T305, T426 Unit 3: T62 Unit 4: T299 Unit 5: T95 Unit 6: T410www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 3 Week 3; Unit 4 Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

READING/WRITING WORKSHOP: Unit 1: 80–81 Unit 2: 160–161YOUR TURN PRACTICE BOOK: 40, 90WRITING WORKSTATION ACTIVITY CARDS: 7TEACHER’S EDITION: Unit 2: T232–T233, T421 Unit 3: T65 Unit 6: T404, T410 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 1 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.2d Provide a concluding statement or section. READING/WRITING WORKSHOP: Unit 6: 456–457YOUR TURN PRACTICE BOOK: 290WRITING WORKSTATION ACTIVITY CARDS: 12TEACHER’S EDITION: Unit 2: T427 Unit 3: T137 Unit 4: T333 Unit 6: T405 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

READING/WRITING WORKSHOP: Unit 1: 64–65 Unit 4: 284–285 YOUR TURN PRACTICE BOOK: 30, 170WRITING WORKSTATION ACTIVITY CARDS: 4, 10TEACHER’S EDITION: Unit 1: T29, T101, T407, T413 Unit 2: T269, T341 Unit 3: T29 Unit 4: T411 Unit 5: T27, T61www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 1 Day 1–4 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 2 Week 4; Unit 3 Week 2 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace



W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

READING/WRITING WORKSHOP: Unit 1: 32–33 Unit 2: 128–129 Unit 4: 284–285, 326–327 Unit 5: 356–357YOUR TURN PRACTICE BOOK: 10, 70, 170, 200, 220WRITING WORKSTATION ACTIVITY CARDS: 1, 3, 4TEACHER’S EDITION: Unit 1: T65, T407, T408, T414 Unit 4: T231, T265, T412, T417, T419 Unit 5: T61 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 2; Unit 4 Week 1, Week 2; Unit 5 Week 2; Unit 6 Week 2 Day 2 Small Group Differentiated InstructionTEACH: Unit 6 Week 1 Day 3 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.3c Use temporal words and phrases to signal event order.

READING/WRITING WORKSHOP: Unit 2: 112–113 Unit 3: 208–209 Unit 6: 428–429YOUR TURN PRACTICE BOOK: 60, 120, 270WRITING WORKSTATION ACTIVITY CARDS: 6TEACHER’S EDITION: Unit 1: T101, T137, T414 Unit 2: T341www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 3, Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.3d Provide a sense of closure. READING/WRITING WORKSHOP: Unit 6: 442–443, 456–457YOUR TURN PRACTICE BOOK: 280, 290WRITING WORKSTATION ACTIVITY CARDS: 12TEACHER’S EDITION: Unit 1: T100 Unit 4: T332 Unit 6: T324 www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Writer’s Workspace

Production and Distribution of Writing McGraw-Hill Reading Wonders

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

READING/WRITING WORKSHOP: Unit 3: 254–255YOUR TURN PRACTICE BOOK: 150WRITING WORKSTATION ACTIVITY CARDS: 17, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30TEACHER’S EDITION: Unit 1: T29, T65, T101, T197 Unit 2: T305 Unit 4: T382 Unit 5: T27, T61, T95 Unit 6: T345, T374 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2; Unit 4 Week 1, Week 2, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 4 Week 2 Day 4 Whole Group/Close ReadingTEACH: Unit 5 Week 3 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 2 Week 3; Unit 3 Week 1 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 2 Week 2 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 1 Week 2, Week 3; Unit 4 Week 1, Week 2, Week 3; Unit 5 Week 1; Unit 6 Week 1, Week 2, Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace


CORRELATIONS

Writing StandardsW.3.5 With guidance and support from peers and

adults, develop and strengthen writing as needed by planning, revising, and editing.

READING/WRITING WORKSHOP: Unit 1: 33, 49, 65, 81, 95 Unit 2: 113, 129, 145, 161, 175 Unit 3: 193, 209, 225, 241, 255 Unit 4: 271, 285, 299, 313, 327 Unit 5: 343, 357, 371, 385, 399 Unit 6: 415, 429, 443, 457, 471TEACHER’S EDITION: Unit 1: T29, T65, T101, T137, T407–T410, T413–T416 Unit 2: T233, T269, T305, T341, T419–T422, T424–T428 Unit 3: T29, T65, T101, T137, T399–T402, T405–T408 Unit 4: T231, T265, T299, T333, T411–T414, T417–T420 Unit 5: T27, T61, T95, T129, T391–T394, T397–T400 Unit 6: T403–T406, T409–T412 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 1 Days 1, 3, 4 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 2 Week 2, Week 4; Unit 3 Week 2, Week 3, Week 4; Unit 4 Week 1, Week 2, Week 3; Unit 5 Week 1, Week 2, Week 3, Week 4; Unit 6 Week 1, Week 2, Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

TEACHER’S EDITION: Unit 1: T168, T188–T191, T410, T416 Unit 2: T392–T395, T422, T428 Unit 3: T62, T134, T188–T191, T402, T408 Unit 4: T364, T384–T387, T414, T420 Unit 5: T180–T183, T394, T400 Unit 6: T254, T376–T379, T406, T412www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Writer’s Workspace

Research to Build and Present Knowledge McGraw-Hill Reading Wonders

W.3.7 Conduct short research projects that build knowledge about a topic.

WRITING WORKSTATION ACTIVITY CARDS: 30TEACHER’S EDITION: Unit 1: T26, T62, T98, T134, T188–T191 Unit 2: T230, T266, T302, T338, T392–T395 Unit 3: T26, T62, T98, T134, T188–T191 Unit 4: T228, T262, T296, T330, T382–T383, T384–T387 Unit 5: T24, T58, T92, T126, T180–T183 Unit 6: T220, T254, T374–T375, T376–T379 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 5 Week 4 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 3 Week 3 Days 1–4 Small Group Differentiated InstructionStudent Resources: Research and Inquiry, Writer’s WorkspaceTeacher Resources: Graphic Organizers, Research and Inquiry

Research to Build and Present Knowledge McGraw-Hill Reading Wonders

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

WRITING WORKSTATION ACTIVITY CARDS: 30TEACHER’S EDITION: Unit 1: T26, T186–T187, T188–T191 Unit 2: T338, T390, T392–T395 Unit 3: T186–T187 Unit 4: T412 Unit 5: T24, T178–T179 Unit 6: T254, T374, T376–T379www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 1; Unit 2 Week 4; Unit 3 Week 3; Unit 4 Week 1, Week 2 Day 3 Whole Group/Close ReadingStudent Resources: Research and Inquiry, Writer’s WorkspaceTeacher Resources: Graphic Organizers, Research and Inquiry

W.3.9 (Begins in grade 4) (Begins in grade 4)


Writing StandardsRange of Writing McGraw-Hill Reading Wonders

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

READING/WRITING WORKSHOP: Unit 1: 64–65 Unit 2: 112–113 Unit 3: 192–193 Unit 4: 298–299 Unit 5: 356–357 Unit 6: 428–429WRITING WORKSTATION ACTIVITY CARDS: 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30TEACHER’S EDITION: Unit 1: T27, T29, T188–T191, T406–T417 Unit 2: T303, T392–T395, T418–T429 Unit 3: T135, T137, T188–T191, T398–T409 Unit 4: T265, T297, T299, T384–T387, T410–T421 Unit 5: T95, T127, T129, T180–T183, T390–T401 Unit 6: T221, T376–T379, T402–T413www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 6 Week 4 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 2 Week 2; Unit 3 Week 4; Unit 5 Week 3 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 4 Week 2 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 3 Week 3; Unit 6 Week 1, Week 2, Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Research and Inquiry, Writer’s WorkspaceTeacher Resources: Research and Inquiry


CORRELATIONS

College and Career Readiness Anchor Standards forSPEAKING AND LISTENINGThe K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


Common Core State Standards

English Language Arts Grade 3



SL 3 1

Speaking and Listening StandardsComprehension and Collaboration McGraw-Hill Reading Wonders

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

READING/WRITING WORKSHOP: Unit 1: 28, 29, 44, 45, 60, 61, 76, 77, 90, 91 Unit 2: 108, 109, 124, 125, 140, 141, 156, 157 Unit 3: 188, 189, 204, 205, 220, 221, 236, 237, 250, 251 Unit 4: 166, 267, 280, 281, 294, 295, 308, 309 Unit 5: 338, 339, 352, 353, 366, 367, 380, 381, 394, 395 Unit 6: 410, 411, 424, 425, 438, 439, 452, 453TEACHER’S EDITION: Unit 1: T85, T124, T135 Unit 2: T289, T333, T339 Unit 3: T98, T99, T121, T135 Unit 4: T229, T251, T256, T258, T262, T263, T297 Unit 5: T13, T25, T93 Unit 6: T255 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2, Week 4; Unit 3 Week 3, Week 4 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 1 Week 2 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 5 Week 2, Week 3; Unit 6 Week 1, Week 2, Week 3 Days 2, 5 Small Group Differentiated InstructionTeacher Resources: Build Background Videos

SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

READING WORKSTATION ACTIVITY CARDS: 24TEACHER’S EDITION: Unit 1: T13, T49, T135 Unit 2: T217, T253, T302, T334 Unit 3: T49, T62, T63, T98, T99, T121, T134, T135 Unit 4: T217, T228, T229, T262, T263, T319, T330, T331 Unit 5: T47, T59, T92, T115, T149 Unit 6: T243, T277, T345www.connected.mcgraw-hill.com: RESOURCESTeacher Resources: Build Background Videos

SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

TEACHER’S EDITION: Unit 1: T18, T52, T85, T128 Unit 2: T219, T230, T303, T325, T394 Unit 3: T13, T85 Unit 4: T331 Unit 5: T13, T127 Unit 6: T277www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 1, Week 2, Week 3; Unit 3 Week 1, Week 2, Week 3; Unit 4 Week 2, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 1; Unit 3 Week 1; Unit 4 Week 2, Week 4 Day 4 Whole Group/Close ReadingStudent Resources: Research and InquiryTeacher Resources: Build Background Videos, Research and Inquiry

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CORRELATIONS

Speaking and Listening StandardsComprehension and Collaboration McGraw-Hill Reading Wonders

SL.3.1d Explain their own ideas and understanding in light of the discussion.

TEACHER’S EDITION: Unit 1: T13, T49, T63, T99, T121, T130, T134, T190 Unit 2: T219, T231 Unit 3: T99 Unit 4: T229 Unit 5: T13, T26, T58, T60, T81, T93 Unit 6: T288, T357, T378www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 2; Unit 2 Week 1, Week 3, Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 1, Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 1; Unit 4 Week 1 Day 4 Whole Group/Close ReadingTeacher Resources: Build Background Videos

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

TEACHER’S EDITION: Unit 1: T13, T14, T28, T50, T64, T86, T100, T121, T122, T136, T186 Unit 2: T217, T218, T232, T254, T268, T289, T290, T304, T325, T326, T340, T390 Unit 3: T13, T14, T28, T49, T50, T64, T85, T86, T98, T100, T121, T136, T168, T190 Unit 4: T218, T230, T251, T252, T264, T298, T320, T332, T382 Unit 5: T13, T14, T26, T47, T48, T60, T82, T94, T115, T116, T126, T128, T178 Unit 6: T220, T243, T244, T277, T278, T322, T374 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 5 Week 4 Day 4 Whole Group/Close ReadingStudent Resources: Music/Fine Arts ActivitiesTeacher Resources: Interactive Read Aloud Images, Music/Fine Arts Activities

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

TEACHER’S EDITION: Unit 1: T190, T192–T193 Unit 2: T231, T338, T372, T394, T396–T397 Unit 3: T27, T62, T63, T98, T99, T134, T135, T190, T192–T193 Unit 4: T296, T386, T388–T389 Unit 5: T24, T182, T184–T185 Unit 6: T221, T378, T380–T381 www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Research and InquiryTeacher Resources: Research and Inquiry

Presentation of Knowledge and Ideas McGraw-Hill Reading Wonders

SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

TEACHER’S EDITION: Unit 1: T18, T88, T190, T192–T193 Unit 2: T230, T267, T394, T396–T397 Unit 3: T26, T135, T190, T192–T193, Unit 4: T228, T386, T388–T389 Unit 5: T168, T182, T184–T185 Unit 6: T289, T322, T378, T380–T381www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Research and InquiryTeacher Resources: Research and Inquiry

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

TEACHER’S EDITION: Unit 1: T134, T190 Unit 2: T347, T394 Unit 3: T134, T190 Unit 4: T262, T296, T305, T364, T373, T386, T388–T389 Unit 5: T33, T182, T184–T185 Unit 6: T229, T254, T378, T380–T381 www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Research and InquiryTeacher Resources: Research and Inquiry

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

TEACHER’S EDITION: Unit 2: T303, T325, T373 Unit 3: T27, T63 Unit 4: T297 Unit 5: T127, T182 Unit 6: T289, T322www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Research and InquiryTeacher Resources: Research and Inquiry


College and Career Readiness Anchor Standards for LANGUAGEThe K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Conventions of English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading and listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


CORRELATIONS Common Core State Standards

English Language ArtsGrade 3



L 3 1

Language StandardsConventions of English McGraw-Hill Reading Wonders

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

READING/WRITING WORKSHOP: Grammar Handbook: 478–480, 481–486, 487–490, 491–492, 493–494TEACHER’S EDITION: Unit 1: T91 Unit 2: T234, T269, T342 Unit 3: T30, T66, T102 Unit 4: T232, T300 Unit 5: T28, T29, T62, T63, T96, T97, T130, T131 Unit 6: T224, T225, T258, T259, T292, T293, T326, T327www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 1, Week 2; Unit 3 Week 1, Week 3; Unit 4 Week 1, Week 3; Unit 5 Week 1, Week 3; Unit 6 Week 1, Week 3 Day 2 Small Group Differentiated InstructionTEACH: Unit 2 Week 3 Day 5 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.1b Form and use regular and irregular plural nouns.

READING/WRITING WORKSHOP: Grammar Handbook: 479–480TEACHER’S EDITION: Unit 2: T270, T306–T307 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3 Day 2 Small Group Differentiated InstructionTEACH: Unit 2 Week 2 Days 2, 3 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.1c Use abstract nouns (e.g., childhood). READING/WRITING WORKSHOP: Grammar Handbook: 478TEACHER’S EDITION: Unit 2: T234–T235www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 1 Day 2 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

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L.3.1d Form and use regular and irregular verbs. READING/WRITING WORKSHOP: Grammar Handbook: 481–486TEACHER’S EDITION: Unit 4: T232, T233, T300 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 1 Day 2 Small Group Differentiated InstructionTEACH: Unit 1 Week 2, Week 3 Day 5 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

READING/WRITING WORKSHOP: Grammar Handbook: 482–483TEACHER’S EDITION: Unit 3: T30–T31, T66, T102–T103, T138–T139 Unit 4: T300, T301www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2, Week 3, Week 4 Day 2 Small Group Differentiated InstructionTEACH: Unit 2 Week 2 Day 5 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.1f Ensure subject-verb and pronoun-antecedent agreement.

READING/WRITING WORKSHOP: Grammar Handbook: 483, 490TEACHER’S EDITION: Unit 2: T295 Unit 3: T66, T67, T102, T103 Unit 4: T232 Unit 5: T28, T29, T63, T96, T97 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2, Week 3, Week 4; Unit 4 Week 1 Day 2 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

READING/WRITING WORKSHOP: Grammar Handbook: 492, 494TEACHER’S EDITION: Unit 6: T258, T259, T326, T327www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 6 Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.1h Use coordinating and subordinating conjunctions.

READING/WRITING WORKSHOP: Grammar Handbook: 476TEACHER’S EDITION: Unit 2: T342 Unit 4: T334–T335www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.1i Produce simple, compound, and complexsentences.

READING/WRITING WORKSHOP: Unit 1: 94–95 Unit 3: 192–193 Unit 5: 342–343 Unit 6: 414–415 Grammar Handbook: 476, 477YOUR TURN PRACTICE BOOK: 50, 110, 210, 260TEACHER’S EDITION: Unit 1: T30, T66–T67, T102–T103, T138–T139 Unit 2: T342 Unit 4: T233, T266, T331, T334, T335 Unit 5: T27www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 1; Unit 5 Week 1, Week 3, Week 4; Unit 6 Week 2 Days 1, 2, 4 Small Group Differentiated InstructionTEACH: Unit 4 Week 3; Unit 6 Week 1, Week 4 Days 1, 4 Small Group Differentiated InstructionTEACH: Unit 6 Week 3 Day 2 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 2, Week 3, Week 4; Unit 2 Week 1, Week 4; Unit 3 Week 1, Week 2; Unit 4 Week 4 Days 2, 4 Small Group Differentiated InstructionTEACH: Unit 2 Week 2, Week 3; Unit 3 Week 3, Week 4; Unit 4 Week 2; Unit 5 Week 2 Day 4 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities


CORRELATIONS


L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.3.2a Capitalize appropriate words in titles. READING/WRITING WORKSHOP: Grammar Handbook: 498, 500TEACHER’S EDITION: Unit 2: T235 Unit 3: T139 Unit 5: T63www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.2b Use commas in addresses. READING/WRITING WORKSHOP: Grammar Handbook: 502TEACHER’S EDITION: Unit 2: T343 Unit 5: T29 Unit 6: T225 www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.2c Use commas and quotation marks in dialogue.

READING/WRITING WORKSHOP: Grammar Handbook: 504TEACHER’S EDITION: Unit 3: T31 Unit 4: T267, T301www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.2d Form and use possessives. READING/WRITING WORKSHOP: Grammar Handbook: 480, 489TEACHER’S EDITION: Unit 5: T130, T131www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 5 Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

YOUR TURN PRACTICE BOOK: 18, 28, 38, 58, 68, 168, 218, 238PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 24, 29TEACHER’S EDITION: Unit 5: T65 Unit 6: T363www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2, Week 4; Unit 3 Week 1, Week 3; Unit 4 Week 1, Week 2, Week 3 Day 1 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 3, Week 4; Unit 2 Week 3; Unit 5 Week 1, Week 2, Week 3, Week 4; Unit 6 Week 1, Week 2, Week 3, Week 4 Days 1, 2, 4 Small Group Differentiated InstructionTEACH: Unit 3 Week 2; Unit 4 Week 4 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 1 Week 2 Days 1-4 Small Group Differentiated InstructionTEACH: Unit 2 Week 1 Days 1, 5 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities



L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

YOUR TURN PRACTICE BOOK: 8, 18, 28, 38, 58, 68, 168, 218, 238PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 24TEACHER’S EDITION: Unit 1: T33, T69, T105, T141, T176 Unit 2: T237, T270, T273, T306, T309, T345, T380 Unit 3: T33, T68, T105, T141, T176 Unit 4: T266, T371 Unit 5: T31, T65, T99, T133, T167 Unit 6: T261, T295, T329www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 1 Days 1, 2, 4 Small Group Differentiated InstructionTEACH: Unit 2 Week 1 Days 1, 3, 4, 5 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 2, Week 3, Week 4; Unit 2 Week 1, Week 2; Unit 3 Week 3; Unit 4 Week 1, Week 2, Week 3; Unit 5 Week 1, Week 3, Week 4; Unit 6 Week 1, Week 2, Week 3 Day 3 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

READING/WRITING WORKSHOP: Unit 1: T38, T104, T170, T236, T302 Unit 2: T38, T104, T170, T236, T302 Unit 3: T38, T170 Unit 4: T292 Unit 5: T36, T164, T228, T292 Unit 6: T36, T100, T164, T228, T292TEACHER’S EDITION: Unit 1: T33, T34, T69, T105, T141, T176 Unit 2: T237, T273, T309, T345, T380 Unit 3: T33, T69, T105 Unit 4: T371 Unit 5: T31, T99, T133, T167 Unit 6: T227, T261, T295, T329, T363www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities

Knowledge of Language McGraw-Hill Reading Wonders

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.3.3a Choose words and phrases for effect. READING/WRITING WORKSHOP: Unit 1: 32–33 Unit 2: 128–129 Unit 4: 284–285, 326–327 Unit 5: 356–357YOUR TURN PRACTICE BOOK: 10, 70, 170, 200, 220TEACHER’S EDITION: Unit 1: T64–T65 Unit 2: T268–T269 Unit 4: T366–T367 Unit 5: T58, T60–T61 Unit 6: T356, T358–T359www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace

L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.

TEACHER’S EDITION: Unit 2: T266 Unit 4: T262 Unit 5: T92 Unit 6: T288, T376–T379www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Writer’s Workspace


CORRELATIONS

Language StandardsVocabulary Acquisition and Use McGraw-Hill Reading Wonders

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

READING/WRITING WORKSHOP: Unit 1: 47, 93 Unit 2: 111 Unit 3: 191 Unit 4: 297, 311 Unit 5: 355, 369, 397YOUR TURN PRACTICE BOOK: 17, 47, 57, 107, 177, 187, 217, 227, 247PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 2, 5, 11, 15TEACHER’S EDITION: Unit 1: T23, T59, T70, T106 Unit 2: T330 Unit 3: T23, T123 Unit 4: T304 Unit 5: T15, T32, T55, T189 Unit 6: T319www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 1, Week 2; Unit 3 Week 1, Week 2, Week 3; Unit 4 Week 2, Week 4; Unit 5 Week 3, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 2, Week 3; Unit 4 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Vocabulary Interactive Games and Activities

L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

READING/WRITING WORKSHOP: Unit 2: 143, 159 Unit 3: 223, 253 Unit 4: 283 Unit 5: 383YOUR TURN PRACTICE BOOK: 77, 87, 127, 147, 167, 237PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 9, 12TEACHER’S EDITION: Unit 2: T299, T335, T346 Unit 3: T69, T95, T105, T140, T141, T142 Unit 4: T236, T259, T270 Unit 5: T15, T66, T100, T123, T134 Unit 6: T226, T261, T296, T329, T330www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 2; Unit 5 Week 3 Day 3 Whole Group/Close ReadingStudent Resources: Vocabulary Interactive Games and Activities

L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

READING/WRITING WORKSHOP: Unit 3: 239 Unit 4: 269 Unit 5: 341 Unit 6: 413, 441YOUR TURN PRACTICE BOOK: 137, 157, 158, 207, 228, 257, 258, 277PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 10, 13TEACHER’S EDITION: Unit 3: T131, T176 Unit 4: T225, T235, T236, T303 Unit 5: T21, T32, T66, T99 Unit 6: T217, T227, T262, T285, T295, T296, T330www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 1 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 4 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 5 Week 3 Day 5 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and Activities

L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

TEACHER’S EDITION: Unit 1: T23, T34, T70 Unit 2: T346 Unit 3: T23, T59, T142 Unit 4: T225, T327 Unit 5: T21, T55, T89 Unit 6: T319www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 2; Unit 2 Week 3; Unit 4 Week 2; Unit 5 Week 2, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 4 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Vocabulary Interactive Games and Activities


Language StandardsVocabulary Acquisition and Use McGraw-Hill Reading Wonders

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.

L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

READING/WRITING WORKSHOP: Unit 1: 79 Unit 2: 127, 173 Unit 3: 207 Unit 4: 325 Unit 6: 427, 469YOUR TURN PRACTICE BOOK: 37, 67, 97, 117, 197, 267, 297PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 4, 6, 8TEACHER’S EDITION: Unit 1: T131 Unit 2: T263, T310 Unit 3: T34, T59 Unit 6: T142, T251, T296, T364www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 4; Unit 3 Week 2; Unit 4 Week 1, Week 2, Week 4; Unit 5 Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 4 Week 2 Day 4 Whole Group/Close ReadingTEACH: Unit 2 Week 2 Day 3 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and Activities

L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

READING/WRITING WORKSHOP: Unit 1: 20–21, 68–69 Unit 2: 116–117, 148–149 Unit 3: 196–197, 212–213 Unit 4: 288–289, 302–303 Unit 5: 346–347, 360–361Unit 6: 418–419, 460–461YOUR TURN PRACTICE BOOK: 1, 21, 41, 101, 151, 181, 211, 241, 261, 291TEACHER’S EDITION: Unit 1: T49, T121, T123 Unit 2: T253 Unit 3: T34, T87, T123 Unit 4: T217, T219, T253 Unit 5: T115, T134 Unit 6: T228, T245, T279www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 1, Week 3, Week 4; Unit 2 Week 1, Week 3, Week 4; Unit 3 Week 2, Week 3, Week 4; Unit 4 Week 3, Week 4; Unit 5 Week 4 Day 1 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and ActivitiesTeacher Resources: Build Background Videos, Graphic Organizers

L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

TEACHER’S EDITION: Unit 2: T238 Unit 4: T270 Unit 5: T66www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 2 Week 1 Day 3 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and Activities

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

READING/WRITING WORKSHOP: Unit 1: 20–21, 36–37, 52–53, 68–69, 84–85 Unit 2: 100–101, 116–117, 132–133, 148–149, 164–165 Unit 3: 180–181, 196–197, 212–213, 228–229, 244–245 Unit 4: 260–261, 274–275, 288–289, 302–303, 316–317 Unit 5: 332–333, 346–347, 360–361, 374–375, 388–389 Unit 6: 404–405, 424–425, 432–433, 446–447, 460–461YOUR TURN PRACTICE BOOK: 1, 11, 51, 61, 101, 111, 151, 161, 201, 211, 251, 261TEACHER’S EDITION: Unit 1: T15, T34,T51, T70, T87 Unit 2: T274, T327, T346 Unit 3: T12–T15, T87, T106 Unit 4: T219, T236, T287, T304 Unit 5: T49, T66, T83, T100, T134 Unit 6: T228, T262, T313www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2; Unit 3 Week 3; Unit 4 Week 3, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 1 Day 4 Whole Group/Close ReadingTEACH: Unit 6 Week 1 Day 1, 2 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and ActivitiesTeacher Resources: Build Background Videos, Graphic Organizers


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