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  • A Correlation of

    © 2004

    to the

    Virginia Selected English Standards of Learning

    Grades K-5

    T/R-49C

  • Scott Foresman Reading This document demonstrates the high degree of success students will achieve when using Scott Foresman Reading in meeting the objectives of the Virginia Selected English Standards of Learning. Correlation references are to the Teacher Edition and associated Pupil Edition pages. Scott Foresman is proud to introduce a totally new and systematic reading program for grades Kindergarten through Grade 6: Scott Foresman Reading. The goal of the program is to develop independent readers, articulate writers and speakers, and discerning listeners and viewers. Four elements— literature, phonics, accountability, and management all link to every teacher's number one classroom goal of reading independence for every student. Reading independence is at the heart of instruction and the heart of Scott Foresman Reading. Literature Systematically sequenced literature takes into account where children are and where they need to go. A rich variety of genres includes a balance of fiction and informational texts. All selections have been carefully chosen based on a scope and sequence that aligns with national assessments, state guidelines, and research-based criteria. Phonics At every grade, Scott Foresman Reading provides the phonics and comprehension support needed to develop successful, fluent, and independent readers. In grades one and two, the emphasis is on learning to read; and phonics stories and literatures selections are paired in the student editions to teach and practice new phonics skills and vocabulary and to improve comprehension. Phonics routines offer a proven sequence of best practices for teaching children

    to decode. A wealth of multisensory phonics materials invites children to interact and experiment with words, language, and sounds. In grades three through six, phonics instruction continues; and the major emphasis is on reading to learn. Main selections and paired selections each week teach and practice comprehension skills and vital test-taking skills. Accountability Teachers hold themselves accountable every day. Scott Foresman Reading is designed to help teachers achieve the goal of making every child a successful reader. Critical target skills are taught at least three times before testing. Ongoing assessment in every lesson drives instruction. Skills lessons in the student editions in three through six focus on critical vocabulary and comprehension skills. An assessment handbook offers effective tools to diagnose, measure, and record student progress. The program also provides a complete assessment system, a full range of tools to inform instruction. Management Scott Foresman Reading adds depth to teaching and ease to planning with research-based classroom routines that provide strong management tools and best practices for building independent readers. Classroom routines, environmental routines, student routines, and school/home routines offer effective management tools, best practices, and research- proven methods. “…I will open eyes and ignite dreams with stories that make children feel, grow, and think. Nothing will stop me, I will not give up because my heart knows the power of reading.”

  • Table of Contents

    Kindergarten………………………………………………………………………...…………………………………….….……..…1

    Grade One……………………………………………………………………………………………………………….…….……....27

    Grade Two………………………………………………………………………………………………………..……………....…...56

    Grade Three…………………………………………………………………….……………………………………..…………...….73

    Grade Four.………………..…………………………………………………………………………………………………...……...92 Grade Five ………………………………………………………………………………………………………………………...…105

  • READING TEXTBOOK CORRELATION TO SELECTED KINDERGARTEN ENGLISH STANDARDS OF LEARNING

    Publisher: Scott Foresman /Scott Foresman Reading, © 2004 Text: Teacher Edition Unit Titles: K.1: Getting to Know Us, K.2: A World of Wonders, K.3: So Much to Do!, K.4: Everyday is Special, K.5: Off We Go!, K.6: Open the Doors

    *This correlation information gives pages from the Teacher’s Manuals. Another part of the Teacher’s Edition is Links to Reading First, with instruction in

    SELECTED KINDERGARTEN ENGLISH STANDARDS OF LEARNING

    ORAL LANGUAGE STANDARDS Correlation is to the Teacher’s Manual. Identify by page

    numbers the eight best correlations that introduce, maintain, and assess each part of the standard.

    K.1 The student will demonstrate growth in the use of oral language.

    K.1: 19, 34, 95, 121, 148, 156, 212, 220 K.2: 17, 32, 55, 64, 67, 110, 118, 231 K.3: 7, 20, 39, 44, 72, 93, 113, 180 K.4: 32, 38, 64-65, 78, 110, 111, 152, 176 K.5: 55, 78-79, 106, 114-115, 154, 118-119, 129, 213 K.6: 28, 46-47, 57, 66, 116, 178, 180, 228

    *Links to Reading First

    a. Listen to a variety of literary forms, including stories and poems.

    K.1: 19, 53, 87, 108, 146, 161, 197, AR4-AR9 K.2: 19, 55, 93, 133, 171, 172, 207, AR4-AR9 K.3: 19, 93, 106, 154-155, 182, 194-195, 205, AR4-AR9 K.4: 32, 68, 76-77, 91, 129, 165, 192, AR4-AR9 K.5: 55, 78-79, 93, 131, 167, 216, 224-225, AR4-AR9 K.6: 46-47, 57, 106, 114-115, 131, 167, 205, AR4-AR9

    phonemic awareness, phonics, vocabulary, fluency, and text comprehension. The correlation to instruction in Links to Reading First is not shown here. Virginia Department of Education 1

  • READING TEXTBOOK CORRELATION TO SELECTED KINDERGARTEN ENGLISH STANDARDS OF LEARNING

    Publisher: Scott Foresman /Scott Foresman Reading, © 2004 Text: Teacher Edition Unit Titles: K.1: Getting to Know Us, K.2: A World of Wonders, K.3: So Much to Do!, K.4: Everyday is Special, K.5: Off We Go!, K.6: Open the Doors

    *This correlation information gives pages from the Teacher’s Manuals. Another part of the Teacher’s Edition is Links to Reading First, with instruction in

    SELECTED KINDERGARTEN ENGLISH STANDARDS OF LEARNING

    ORAL LANGUAGE STANDARDS Correlation is to the Teacher’s Manual. Identify by page

    numbers the eight best correlations that introduce, maintain, and assess each part of the standard.

    b. Participate in choral speaking and recite short poems, rhymes, songs, and stories with repeated patterns.

    K.1: 30, 34, 38-39, 42-43, 64, 76, 125, 224-225 K.2: 17, 32, 40, 41, 122, 146, 148, 182 K.3: 30, 39, 72, 77, 89, 93, 113, 144 K.4: 38, 66, 75, 77, 91, 106, 110, 129 K.5: 30, 32, 68, 77, 106, 110, 114-115, 157

    *Links to Reading First

    c. Participate in creative dramatics.

    K.1: 59, 87, 95, 109, 121, 139, 151, 186 K.2: 33, 64, 89, 120, 133, 142-143, 221, 234-235 K.3: 44, 65, 71, 93, 107, 140, 158, 182 K.4: 36, 62, 73, 91, 99, 154, 208, 226, K.5: 15, 26, 44-45, 64, 82, 138, 211, 229 K.6: 28, 82, 144, 148, 152-153, 155, 194-195, 217

    phonemic awareness, phonics, vocabulary, fluency, and text comprehension. The correlation to instruction in Links to Reading First is not shown here. Virginia Department of Education 2

  • READING TEXTBOOK CORRELATION TO SELECTED KINDERGARTEN ENGLISH STANDARDS OF LEARNING

    Publisher: Scott Foresman /Scott Foresman Reading, © 2004 Text: Teacher Edition Unit Titles: K.1: Getting to Know Us, K.2: A World of Wonders, K.3: So Much to Do!, K.4: Everyday is Special, K.5: Off We Go!, K.6: Open the Doors

    *This correlation information gives pages from the Teacher’s Manuals. Another part of the Teacher’s Edition is Links to Reading First, with instruction in

    SELECTED KINDERGARTEN ENGLI

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