brockton public schools department of bilingual and esl services

Transcription

BROCKTON PUBLIC SCHOOLS
DEPARTMENT OF BILINGUAL
AND ESL SERVICES
ALIGNMENT OF BROCKTON PUBLIC SCHOOLS’
CURRICULUM TO MASSACHUSETTS ENGLISH
LANGUAGE PROFICIENCY BENCHMARKS AND
OUTCOMES FOR ENGLISH LANGUAGE LEARNERS
(GRADE THREE-GRADE SIX)
2005
ACKNOWLEDGEMENTS
The Department of Bilingual/ESL Services wishes to acknowledge the work of the
teachers who worked on the development of this curriculum guide.
A special thank you is extended to Kellie Jones and Vula Roumis, English language
acquisition coaches, who worked on the formatting of the document and assisted in
bringing it to its final format.
A special thank you is extended to the following teachers who worked on the initial drafts
as we all became familiar with the Massachusetts English Language Proficiency
Benchmarks and Outcomes:
Maria da Luz Clinton, Davis School
Maria Fontes, Davis School
Carol Kleiner, Kennedy School
Fernanda Vera-Cruz, Belmont Street School
Soraya de Barros, Belmont Street School
We are especially grateful for the many conversations we had about what makes good
teaching for English language learners with these and other teachers.
PURPOSE AND RATIONALE
The Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO) is a comprehensive
document that addresses the multiple steps of language development and promotes a sound and systematic way to
meet the Massachusetts State Curriculum Frameworks for English language learners. With its links to the English
Language Arts and Foreign Language Curriculum Frameworks and the MELA-O, it encompasses the areas of
language and cultural development effectively to inform our classroom curricula and teaching approaches.
This document provides resources to assist in the implementation and integration of the ELPBO within classroom
settings that include English language learners. First, resources and instructional examples are provided for the
general outcomes for the strands of listening and speaking, reading, and writing. Second, the English language
arts materials being used within the Brockton Public Schools are then aligned with the benchmarks and outcomes
listed in the ELPBO including the Scott Foresman reading materials (K-6) and the Rigby On Our Way to English
(K-5).
DEPARTMENT OF BILINGUAL/ESL SERVICES - MISSION STATEMENT
The mission of the Brockton Public Schools' programs for English language learners is to enable students of
limited English proficiency to develop the linguistic, cognitive, cultural, and self-concept skills necessary for
success in the Brockton Public Schools and beyond. The students will accomplish this development in an
atmosphere of understanding, cooperation, and support.
DEPARTMENT OF BILINGUAL/ESL SERVICES – EDUCATIONAL PHILOSOPHY
1.
Limited English proficient students require the ability to understand, speak, read, and write English with
near-native fluency to realize their full potential within the English speaking society.
2.
The most successful programs are those that develop a positive self-concept in each student, while they
continue to develop their English proficiency.
3.
Teachers should have high expectations of all students, regardless of the student's background or
academic preparation.
4.
Teachers must help students in adjusting to cultural, language, and attitudinal difference.
5.
Students in heterogeneous groupings learn from each other as well as from the teacher.
6.
The ability to speak more than one language is a valuable asset, and one that should be recognized as
such.
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BEST PRACTICES IN INSTRUCTION OF ELLS - DIFFERENTIATION OF INSTRUCTION
BASED ON ORAL LANGUAGE DEVELOPMENT AND LITERACY DEVELOPMENT
ELLs make progress in the development of their oral language development in English and also in their literacy
development. These processes are two separate developmental processes. Students proceed along each process in
phases. Students may be in a more advanced phase in one process than another. For example, a first grader may
be at the intermediate fluency stage for English language development and may be at the Emergent literacy stage.
STAGES OF ORAL LANGUAGE DEVELOPMENT
Pre-Production
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No speech production
Indicates comprehension physically
Comprehends key words
Depends heavily on context
Responds by pantomiming, gesturing or drawing
Says only yes, no or names of other students
Minimal comprehension
Early Production
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Verbalizes key words “heard”
Depends heavily on context
Responds with one/two word answers or in phrases
Uses routine expressions in key words independently
Listens with greater understanding
Repeats and recites memorable language
Demonstrates increased confidence
Speech Emergence
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Intermediate
Fluency Stage
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Proficiency
• Demonstrates accuracy and correctness comparable to native language speakers
Produces whole sentences
Hears smaller elements of speech (i.e., conjunctions)
Shows good comprehension (given a rich context)
Functions on a social level
Speaks with less hesitation and demonstrates greater understanding
Uses newly-acquired receptive vocabulary to experiment and form messages in
English
• Experiments and hypothesizes with language
Produces connected discourse and narrative
Uses more extensive vocabulary
Demonstrates increased levels of accuracy and correctness
Demonstrates use of higher-order language to negotiate, persuade, and evaluate
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STAGES OF LITERACY DEVELOPMENT
Preparation for
Literacy
• Enjoys being read to
• Pretends to read familiar books
• Names letters of alphabet
• Recognizes some signs
• Plays with pencils and paper
• Interest in printing own name
• Begins to develop phonological awareness
Early Literacy
• Develops phonemic awareness
• Associates letters with sounds
• Prints letters and numbers
• Recognizes high frequency words by sight
• Sounds out regularly spelled words
• Uses contextual and picture clues
• Uses inventive spelling
Emergent Literacy
• Consolidates “sight” vocabulary
• Expands letter sound knowledge
• Reads simple familiar stories independently
• Practices using repeated and partner reading
• Develops reading fluency (speed and accuracy)
• Writes and spells with less effort
Intermediate
Abilities
• Reads for pleasure
• Reads to gain new knowledge
• Expands vocabulary through reading
• Writes and spells more automatically
• Writes for communication with others
• Writes for personal expression of ideas
• Reads and writes more strategically
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BEST PRACTICES IN INSTRUCTION OF ELLS - SHELTERED INSTRUCTION
OBSERVATION PROTOCOL (SIOP)1
Sheltered instruction is a means (method) for making grade-level academic content (e.g. science, social studies,
math) more accessible for English language learners while at the same time promoting their English language
development. It is an approach that can extend the time students have for getting language support services while
giving them a jump start on the content subjects they need for graduation The sheltered instruction classroom that
integrates language and content, that highlights key language feature, that incorporates strategies that make the
content comprehensible to students, and that infuses socio-cultural awareness is an excellent environment to
scaffold instruction and enhance students’ language and academic development. Through the sheltered
instruction features described below, teachers guide students to construct meaning from texts and classroom
discourse and to understand and apply complex content concepts.
Lesson Preparation
Lesson planning is crucial for student success. Lessons that provide access to vocabulary and language that is
appropriate for a student’s proficiency level and content concepts that are appropriate for a student’s cognitive
and developmental levels are challenges for sheltered instruction teachers. Lesson planning that includes the
establishment of clearly defined content and language objectives is key to meeting these challenges. Lessons that
adapt content to students’ levels of proficiencies, that provide a high degree of supplementary materials, and that
include meaningful activities are at the core of the sheltered instruction classroom.
Building Background
To promote maximum learning, effective sheltered instruction teachers create lessons that enable students to make
connections between their own knowledge and learning to the new information being taught. New skills and
concepts are explicitly linked to students’ background experiences and past learning. Another essential
component in building students’ backgrounds is the identification of key vocabulary. This vocabulary is
explicitly introduced, written, repeated and highlighted before independent academic tasks.
Comprehensible Input
Research consistently demonstrates the necessity for comprehensible input in the development of language and
academic proficiency. Effective Sheltered Instruction teachers ensure that communication, whether oral, visual,
or written, is understandable to the students. One way in which teachers’ scaffold instruction is to pay careful
attention to students’ English proficiency level and their capacity for working in English. Teachers facilitate
student understanding by adjusting their speech through repetition, paraphrasing, shorter sentences, and giving
examples. Simple gestures and visual aids can also be of great assistance in making instructions clearer for ELLs.
In addition, teachers provide a model of the process as it is described. Teachers also scaffold instruction by
adjusting instructional tasks so that they are increasingly challenging. Moreover, clear and explicit instructions
for classroom activities and assignments support the development of academic and language comprehension.
These strategies enable students to access subject matter concepts and skills and to participate in the classroom
discourse and activities, regardless of proficiency level.
1
Adapted from, Making Content Comprehensible for English Language Learner- The SIOP Model (Echevearria,
Vogt, and Short)
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Strategies
Strategies refer to the processes and behaviors that people use to help them construct new knowledge. Many
English language learner, have difficulty initiating an active role in using learning strategies because their energy
and focus is on translating new words and other basic functions of learning a new language. Proficient sheltered
instruction teachers provide explicit instruction in a variety learning strategies. Teachers model strategies,
scaffold them, and provide multiple opportunities for English language learner to practice them. Ultimately,
ELLs can use a variety of learning strategies appropriately and flexibly in the sheltered instruction classroom.
Interaction
Second language acquisition research consistently indicates how critical student interaction is in the development
of language proficiency. High quality Sheltered Instruction lessons provide frequent opportunities for interaction
and discussion between teacher and student and between student and student. This interaction promotes the
acquisition of essential language skills, including elaboration, negotiation of meaning, clarification, persuasion,
and many others. It is through discussion with classmates and with the teacher that the English language learner
practices these important skills. In addition, teachers provide sufficient wait time so students of varying language
proficiencies are able to respond effectively.
Practice/Application
All students, including English language learners, have a variety of learning styles and have multiple
intelligences. Lessons that incorporate a variety of learning styles and intelligences- kinesthetic, visual, tactile,
auditory, interpersonal, etc., benefit English language learner because they provide the opportunity to practice
language and content knowledge through multiple modalities. Effective Sheltered Instruction teachers construct
lessons that encourage students to practice and apply BOTH the content and language skills they are learning. In
addition, these teachers integrate the language skills – reading, writing, listening, and speaking – in their lessons.
In order to accomplish such integration, teachers’ lesson plans may span multiple days.
Lesson Delivery
Planning lessons that incorporate all the elements of SIOP is the first step in assisting the development of
academic English and content skills. However, successful implementation of such planning is vital in the
sheltered instruction classroom. Teachers ensure that lesson’s objectives are met, that instruction reflects the
content and language objectives, and that appropriate activities are accomplished. In addition, students should be
engaged in the classroom discussion and activities between 90-100% of the time. Finally, a pace appropriate for
the students’ proficiency level is essential in the effective sheltered instruction classroom.
Review/Assessment
Effective sheltered instruction involves reviewing important concepts, providing constructive feedback through
clarification and modeling, and making instructional decisions based on student responses. Teachers need to
schedule a protected time at the end of every class to evaluate the extent to which students have mastered the
lesson’s objectives. Moreover, teachers should continually assess student learning during lessons and adjust their
plans accordingly. Finally, teachers should tie assessment (both formal in informal) to the content and language
goals of the lesson and to the proficiency levels of students.
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Lesson Plan Checklist for
The Sheltered Instruction Observation Protocol (SIOP)
PREPARATION
_____ Write content objectives clearly for students:
_____ Write language objectives clearly for students
_____ Choose content concepts appropriate for age and educational background level of students.
List them:
_____ Identify supplementary materials to use (graphs, models, visuals).
List materials:
_____ Adapt content (e.g., text, assignment) to all levels of student proficiency
List ideas for adaptation:
_____Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations,
constructing models) with language practice opportunities for reading, writing
List them:
BUILDING BACKGROUND
_____ Explicitly link concepts to students’ background and experiences.
Examples:
_____ Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for students.
List key vocabulary:
COMPREHENSIBLE INPUT
_____ Use speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence
structure for beginners).
_____ Explain academic tasks clearly.
_____ Use a variety of techniques to make content concepts clear (e.g. modeling, visuals, hands-on activities,
demonstrations, gestures, body language).
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STRATEGIES
_____ Provide ample opportunities for students to use strategies, (e.g., problem solving, predicting, organizing,
summarizing, categorizing, evaluating, self-monitoring).
List them:
_____ Use scaffolding techniques consistently (providing the right amount of support to move students from one
level of understanding to a higher level) throughout lesson.
List them:
_____ Use a variety of question types including those that promote higher-order thinking skills throughout
the lesson (e.g., literal, analytical, and interpretive questions).
INTERACTION
_____ Provide frequent opportunities for interactions and discussion between teacher/student and among
students, and encourage elaborated responses.
_____ Use group configurations that support language and content objectives of the lesson.
List the grouping types:
_____ Provide sufficient wait time for student responses consistently.
_____ Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text.
PRACTICE/APPLICATION
_____ Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.
List materials:
____ Provide activities for students to apply content and language knowledge in the classroom.
List them:
_____ Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking).
List them:
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LESSON DELIVERY
_____ Support content objectives clearly.
_____ Support language objectives clearly.
_____ Engage students approximately 90-100% of the period (most students taking part and on task throughout
the lesson).
_____ Pace the lesson appropriately to the students’ ability level.
REVIEW/ASSESSMENT
_____ Give a comprehensive review of key vocabulary.
_____ Give a comprehensive review of key content concepts.
_____ Provide feedback to students regularly on their output (e.g., language, content, work).
_____ Conduct assessment of student comprehension and learning throughout lesson on all lessons objectives
(e.g., spot checking, group response).
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BEST PRACTICES IN INSTRUCTION OF ELLS - READING AND WRITING INSTRUCTION
A balanced literacy approach that incorporates multiple opportunities for reading and writing, but also addresses
the particular language development needs of English language learners, is essential for the promotion of
academic language proficiency. All literacy instruction for ELLs must focus on the process of creating meaning
through the reading and writing process. Most of the literacy skills students have developed in their native
language will transfer to English. All literacy instruction for ELLs should incorporate the native language and
assist students in making the transfer of skills from their first to the second language. The components of a
balanced literacy approach include:
Phonemic Awareness – students have an understanding of the individual sounds in the English language, can
distinguish individual sounds (/b/ vs. /p/), and can manipulate those individual sounds
Phonic – students have an understanding of how individual sounds are represented in print form via individual
letters (/s/, /l/) or a combination of letters (/sh/, /ch/). Phonics instruction should be considered carefully for
English language learners. Phonics instruction is meaningless for ELLs if they do not understand the meaning of
the words they are trying to decode. Phonics instruction should move from the known sounds and letters that are
familiar to the student from the native language to the unknown.
Word Study – students use knowledge of phonics to identify patterns in written English, exceptions to those
patterns, and word families, and to develop a repertoire of word-solving strategies
Vocabulary – a comprehensive knowledge of the wide variety of words, both academic and social, that add
richness and preciseness to language is systematically integrated into reading and writing experiences
Reading Aloud – rich and engaging stories are read to the students for pleasure and to demonstrate adult fluent
reading and provide access to books and vocabulary beyond the student’s own reading level. Read alouds are of
primary importance in the vocabulary development of ELLs.
Shared Reading – an interactive experience where children and teacher interact with the printed page to construct
meaning, develop vocabulary, and promote the development of learning strategies (visualization, inference, etc.).
Shared reading is more appropriate for English language learners at the earliest stages of their second language
development.
Guided Reading – promotes independent use of learning strategies through teacher direction and books chosen at
the student’s instructional reading level. Guided reading is more appropriate for students at or approaching the
intermediate fluency stage of second language proficiency.
Reading Strategy Instruction – Reading strategies are often highlighted through mini-lessons and applied in class
read alouds and guided reading instruction. For English language learners, reading strategy instruction should be
scaffolded further through think alouds, further guided practice opportunities, and visuals.
Literacy Centers – students apply the learning strategies and skills acquired in the various reading and writing
experiences at independent literacy centers
Independent Reading – individually or with partners, students assume responsibility for the implementation of the
strategies and skills learned
Shared Writing – an interactive approach to writing where teacher and students work together to construct
meaning in a rich written text which exceeds the students’ current writing proficiency
Interactive Writing – similar to shared writing but the teacher and student share the pen, with students
contributing letters, words, or sentences depending on their writing skills
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Mediated Writing – the teacher provides structure at the sentence level to scaffold the student towards a written
text using step by step directions (Write a sentence telling the setting of the story Mr. Popper’s Penguins)
The Writing Process – students, with support from the teacher, take a written task through the five stages of prewriting, writing, revising, editing and publishing
BEST PRACTICES IN INSTRUCTION OF ELLS – LIMITED FORMAL SCHOOLING STUDENTS
Limited formal schooling students are characterized as recent arrivals to the United States (fewer than 5 years),
with limited or interrupted formal schooling in their native countries, with a very limited native language literacy,
and are significantly below grade level in math and other subject areas. In addition to access to a balanced
literacy program and making connections to native language, these students also benefit from:
Thematic Approach – a theme based curriculum to develop academic language, learning strategies, and literacy
Materials – using meaningful and motivating texts that are age and reading level appropriate
Building Background – connections are drawn from the students’ background experiences, cultures, and
languages
Collaboration – collaborative and interactive activities that promote the acquisition of social and academic
spoken language
Scaffolding – a high level of scaffolding to explicitly highlight and model the process of learning, of reading, and
of writing
Building of Confidence – activities and classroom environment provide a sense of self in their cognitive abilities
Print – the surrounding environment is print rich, assisting students to make connections between spoken word,
objects, and actions to the written word
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THE MASSACHUSETTS ENGLISH LANGUAGE PROFICIENCY BENCHMARKS AND OUTCOMES
FOR ENGLISH LANGUAGE LEARNERS
In an effort to better assist classroom teachers in targeting the multiple areas of the ELPBO and facilitate its use,
the Department of Bilingual/ESL Services has organized an instructional resource and vignette example
component to illustrate the specific outcomes infused throughout this alignment document. The resources are not
exclusive of a variety of other materials that might be used to meet the needs of English language learners. The
instructional examples are one snapshot of how the ELPBO general outcomes in listening and speaking, reading,
and writing might be infused within a classroom setting.
SPEAKING AND LISTENING STRAND (S)
S.1 Vocabulary: Students will comprehend and communicate orally in English, using vocabulary for personal,
social, and academic purposes. (FL 1, 2, 4, 5, 6, 7; ELA 4)
Resources
Instructional Example
Realia
Charts
Grids
Classroom objects
Pictures
Picture dictionaries
Photos from home
Flannel Boards
Word webs
Word walls
Books on tape
Read alouds
Shared reading and guided
reading texts
Rigby-On Our Way to English
Oral Language Component (K-5)
Creating a connection to personal and prior experience is essential for the
development of vocabulary in English. After identifying the parts of the
body using him/herself as a model, students can play a “Simon Says” game
whereby students point to their body part.
Teacher then reads a poem about body parts aloud. Students can echo read
or choral read along with the teacher. After mastering body parts, students
can classify body parts by internal/external, number, location, etc. Students
can then write a simple paragraph that includes color (hair/eyes/etc.),
number, location, length, and texture words that match that body part.
Students can also bring photos from home and describe their family
members. Students can also pick a picture from a magazine, describe the
items orally, while classmates listen and draw what the student says.
This thematic approach can be extended to the subject areas, including
mathematics. For example, students can count the number of eyes, mouths,
noses, arms, fingers, and toes in the class. Students can graph the results of
the counting and make comparisons between the numbers of body parts in
the class.
Furthermore, body part vocabulary can be extended to a science lesson.
Students can place models of body parts on an image of a body. Students
can also identify the parts, function, and purpose of each body part.
Additional language extensions could include preposition use (on he head,
below the nose) and idiomatic expressions (knee high/arms length).
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S.2 Social Interaction:
Resources
Students will comprehend and communicate orally, using English for personal and
social purposes. (FL 1, 2, 4, 5, 6, 8; ELA 5, 6)
When a new student arrives with limited or no experience of English or the
culture of the United States, teachers can employ a number of strategies to
develop English language skills, assist in student acclimation, and prepare the
student for school culture and expectations. Students may also arrive with
limited or no formal schooling.
Liaison staff
Culture grams
Trade/picture books on multicultural issues
Picture books such as
I Hate English
Teaching tolerance videos
Literature
Amazing English – The Buddy
Book (Addison Wesley)
The Responsive Classroom creates an atmosphere of acceptance and enables
students to practice expressing needs, concerns, and preferences in a safe and
structured environment. Students can create a classroom covenant that contains
a list of accepted behaviors and consequences. To make it personal, all
students can sign this contract. To make connections with native cultural
norms, the teacher, with the assistance students who have experience of US
cultural expectations, can role play accepted school behavior and social
interactions. The teacher can lead a discussion that contrasts and compares
differences in societal expectations. Students can then role play various
school-based scenarios. Peers can provide constructive feedback. Students
can, in pairs, interview staff (who have had experienced cultural acclimation)
about their experiences and challenges of living in a new culture.
Reading Rainbow Reading
Series
Pictures
Board games
Social Skills programs –
Responsive Classroom/Second
Steps
S.3 Academic Interaction:
Resources
Students will comprehend and communicate orally, using English in academic
settings. (FL 1, 2, 5, 6, 7; ELA 1, 2, 5)
Realia
Artifacts
Content Area videos
Scott Foresman ESL videos
Rigby – On Our Way to English
program components (K-5)
Content area kits
Pictures
Primary source documents –
historical documents
Read alouds
10 Important Sentences
Adding English Components of
Scott Foresman
Math Investigation Units
Shared and Guided Reading
Texts
During a social studies unit on Ancient Greece, a number of best practices can
be incorporated into instructional practice and student activities. A “teaching
backwards” method contextualizes the learning and enables students to make
connections. To activate prior knowledge and to provide input from multiple
modalities, students, in cooperative groups, can brainstorm the “know” and
“want to know” components of a KWL chart.
After brainstorming, students can discuss differences and similarities between
their native culture and that of Ancient Greece. To build background, a
children’s video on Ancient Greece can be shown, with frequent pauses for
comprehension checks and discussion about content.
After the video is shown and after teacher instruction with a question and
answer session, students can complete the final component of the KWL chart.
At a later date, the video can be shown again, and students can use a graphic
organizer to focus their listening and access the VIPs (very important points).
Students can also explore cognates and other similarities between Greek and
their native language. Students can write their names using the Greek
alphabet. Other activities to contextualize the learning and make cultural and
linguistic connections include exploring the foods and music of Greece,
performing a dramatic recitation of or visiting a performance of a Greek play,
discussing the foundation of the Olympic games, and a guest speaker who
traveled to or lived in Greece.
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Students will present information orally and participate in performances that demonstrate
appropriate consideration of audience, purpose, and the information to be conveyed. (ELA
3, 18; FL 3, 6, 7)
Resources
S.4 Presentation:
Newspapers
Computer programs – Kidpix,
Printshop, Print Artist, I Spy
Writing Computer Programs –
American Girls, Hollywood
High, Down on the Farm, etc.
Plays of a variety of reading
levels
Readers’ Theatre
The Writing Process- the
Publishing and sharing of work
Mathematics curriculum
projects
Scott Foresman social studies
program – primary source/read
aloud/literature connection
components
Students, regardless of proficiency level, can make oral presentations. For
example, after exploring the theme of cultural traditions (making connections)
students can prepare for a presentation. Beginner students can write a simple
paragraph discussing a favorite traditional dish from their native cultures.
Beginner students can practice their speaking skills by chorally reading or
chanting their paragraphs. Beginner students’ presentations can include
visuals and a sample of the traditional dish. Beginner students can also
demonstrate how such a traditional dish is made, and what ingredients it
contains.
Intermediate students can interview a peer or school personnel/community
adults about cultural traditions. Intermediate students can then report on the
results of the interviews and include graphics and visuals. Intermediate
students can also utilize a variety of sources to illustrate results of interview.
Advanced students can prepare complex presentations utilizing multiple
sources. Advanced students can produce extended discourse on their cultural
topics and use appropriate speech patterns and presentation behaviors. All
students can use computer technology to record and display their work.
READING STRAND (R)
R.1 Vocabulary and Syntax in Print: Students will acquire and apply vocabulary and syntax to comprehend
written text. (ELA 4, 5; FL 5, 6)
Resources
Scott Foresman posters,
building background and 10
Important Sentences
Quick word dictionaries
Magnetic letters
Blocks/letter tiles
Pictures
Magnetic boards
Individual word walls
Content area word walls
Read alouds
Shared and guided reading texts
FCA’s of John Collin’s Writing
Program
Daily Oral Language
Tier Two Vocabulary Lessons
A variety of strategies and activities can be utilized to develop knowledge of
vocabulary and of the syntactic structure of the English language. Daily Oral
Language activities promote the discussion and development of language
convention skills. During Daily Oral Language, comparisons between
students’ first languages and the English language can be made. Students can
identify what they already know about language functions and forms and
transfer them to English contexts.
In addition, each student can become a part of a sentence to become a “living
sentence”. By moving, adding, or deleting parts of that living sentence, it can
become a question, a command, or an exclamation.
Teachers can also use authentic literature and meaningful contexts to
introduce, discuss, and refine mechanics and conventions in English. For
example, once the students read the literacy book, Me, the teacher can discuss
the formation and meaning of the present progressive tense. Students can
also explore use of pronouns with this book. Students can observe other
classes in action and document student classroom activities. These activities
can be categorized and then graphed. Finally, students can use their
knowledge of pronoun usage and the present progressive tense to write their
own book outlining what a particular student is doing at a particular moment.
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R.2 Beginning to Read in English:
Resources
Scott Foresman Phonics Songs,
Rhymes and Chants
Scott Foresman Adding
English (posters/10 important
sentences)
Scott Foresman Audio Tapes
(Background Building/Phonics
Songs and Rhymes/Selection
Audio)
Amazing English – The Buddy
Book (Addison Wesley)
Magnetic Boards and Letters
Letter tiles, letter blocks
Scott Foresman Leveled
Readers
Literacy Closets
Rigby – On Our Way to
English Word Study
Components (K-5)
Read alouds
Shared reading texts
Phonics readers
R.3 Comprehension:
Resources
Using a foundation of oral language and previous reading experience,
students will understand the nature of written English and the
relationships of letters to the sounds of English speech. (ELA 7; FL 5)
After listening to a read aloud about a rainforest creature, such as Verdi, the
teacher can lead a discussion about the content and vocabulary associated with
that habitat.
Then, students can be introduced to a literacy book with similar theme, such as
In the Rainforest. With all the words covered, students can make predictions
about vocabulary and content. Students can listen to the teacher read the story
aloud and then assess predictions.
A number of word study activities can be used with this authentic piece of
literature. Students can search for language patterns in the book. Students can
replicate words from the book with magnet letters. The teacher can read a
word from the story aloud and the students can write it with chalk for a
“chalkboard challenge”. A phonetic pattern in the book can be discussed and
additional vocabulary brainstormed. Students can search for words in the
story that begin or end with a certain sound. In addition, students can find
words in the story that begin and end with the same sound. The teacher can
cover a word in text with post-its; and students can predict word using context
clues. The teacher then can remove one post-it to reveal first letter and the
students can make a new prediction. Moreover, students can show a
vocabulary flash card when it is heard in the story.
Students will read fluently and identify facts and evidence in order to interpret and
analyze text. (ELA 8, 11)
Flannel boards
Scott Foresman Adding English
(posters/10 important sentences)
Scott Foresman audio-tapes of
stories
Graphic displays
Literacy closet
Building background
Sets of books for shared and
guided reading
Graphic Organizers
Realia
Models
Guided and Shared Reading
Components, Reading Strategy
Cards (K-5)
Bilingual/ESL teachers employ a variety of strategies to increase, ensure, and
assess reading comprehension. Before reading a biography on King Tut,
teachers can first activate prior knowledge by creating an Egypt or Pharaoh
word web. Relevant vocabulary can then be discussed and developed.
Teachers can build background for students’ reading of the text by locating
Egypt on a map, identifying Egyptian artifacts, or watching a video on King
Tut.
The teacher can also choose to read aloud a different book on the same
subject and lead a literature discussion. Before reading the biography,
teachers can lead a picture or book walk and make predictions about content
and vocabulary. While reading the text, students can periodically stop and
assess predictions, change predictions, and discuss major themes.
Once the text is completed, students can act out scenes from King Tut’s life,
or write an alternate ending for the story. A beach ball of comprehension
questions can be thrown around the room. Students answer the question they
get on the ball. A similar activity could be executed with a spinner.
16
R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques used
in various literary genres. (ELA 9, 10, 11, 12, 14, 15, 16, 17, 18)
Resources
Literature from a variety of
countries/cultures
Story telling organizers
Re-telling tree
Graphic organizers
Genre Collections
Literacy Closet
Poetry books
Books on tape
Read Alouds
During a unit on the “fairy tale” genre, a cross cultural comparison of
Cinderella stories could be explored. There are comparable stories from a
variety of countries, including Cape Verde, Korea, China, Egypt, Native
America (Rough Faced Girl), and Ireland.
Cross curricular instruction can be employed, whereby students create
passports, travel around the world, and learn about the countries and visit the
different Cinderellas.
Before the readings, the elements of a fairy tale (including good/evil
characters, numbers, elements of magic, happy endings) can be introduced.
Within each of the various tales, the previously discussed elements can be
identified and placed on a chart. After graphing the plot of each Cinderella
and completing the elements chart, students could then compare and contrast
the different Cinderellas. Finally, students can paint/draw a mural of the
Cinderella story from each country. After comparing the various Cinderella
stories, students can write their own story, specific to their cultural background
or school/community. In addition, students can act out this story or a
Cinderella play. Students can also watch the video of Disney’s Cinderella and
identify the components/elements of the fairy tale genre.
17
R.5 Informational/Expository Text:
Resources
Magazines
Content area videos/primary
source documents
Thesauri
Non-fiction literature
Books on native countries
Non-fiction read alouds
Shared and guided reading
texts that are non-fiction
Scott Foresman reading series
– non fiction selections
Guided Reading and Shared
Reading Components related to
the content areas (K-5)
Literacy closet
Guest Speakers
Students will identify and analyze purposes, structures, and elements of
nonfiction texts. (FL 4, 7; ELA 8, 10, 13)
During a social studies unit on the westward expansion, or turn of the century
America, an exploration on the use of antiques can help contextualize the
content. Before reading the unit, prior knowledge can be activated through a
discussion of life today – What is life like? What are people’s basic needs?
How do they reach these needs? What tools do they use to assist them in
their daily lives? The brainstormed information can be placed on a chart.
Then, the teacher can bring in a variety of antiques and students can predict
their function. The results of this exploration can be recorded on a
“Westward Expansion” tools chart. Next, the teacher can bring in a Sears
catalogue (or historical newspaper, or other primary source document located
on the internet) to identify people’s basic needs and living standards. These
results can also be placed on a chart.
After watching a documentary video about westward expansion, and based
on the brainstormed information, students can then write an fictional account
of the their lives on the western plain.
Before reading the social studies text, students can explore the components of
the unit to gain information and make predictions about content and
vocabulary. While reading the text, students can make a study guide
(survival guide) of the westward expansion. Teachers can also employ the
variety of “10 important sentences” strategies to ensure/assess content
knowledge.
As a culminating activity, students can write two plays about life on the
western plain – one from the Native American perspective, one from the
settlers’. As an extension, the class can have a discussion about the
difference between needs and wants, and how these have evolved over time.
18
R.6 Research: Students will gather information from a variety of sources, analyze and evaluate the quality of
the information obtained, and use it to answer their own and others’ questions. (ELA 24)
Resources
Magazines
Newspapers
Personal Computers/Internet
Dictionaries
Picture Dictionaries
Children Magazines
Scholastic/Time/Weekly Readers
Television Videos
Interviews
Library
Teacher-made materials
Letters/Diaries
Primary Source Documents
Local Archives
Photographs
After a unit on 19th and 20th century immigration to the United States,
students can research the immigration of people they know – family
members, teachers, paraprofessionals, etc. First, students can complete a
graphic organizer outlining the reasons 19th and 20th century immigrants
came to the United States and their experiences in America.
After choosing a person to interview, students can write a letter to that
person requesting permission to interview them. Then, students can, in
groups, brainstorm 10 personal questions they would ask in the interview.
Students can then interview their chosen person using a tape recorder, notetaker, video recorder, etc. Students then can compare and contrast their
interviewee’s reasons for immigration and their experiences with the 20th
century using a Venn Diagram.
Using the graphic organizers and the interview results, students can write a
paper about their interviewees’ experiences and those of earlier immigrants.
Presentations, including graphics, photos, and country histories can be made
and a bulletin board created.
WRITING STRAND (W)
Students will plan for writing by building on prior knowledge, generating words, and
organizing ideas for a particular audience and purpose. (ELA 4, 20, 23; FL 7)
Resources
W.1 Prewriting:
Graphic organizers
Thematic literature
Checklists (mechanics, grammar,
etc.)
Videos
Realia
Word banks
Word walls/Content word walls
Personal word walls
Samples/models
Computer
Quick word dictionaries
Pictures
John Collins Type 1 Writing
Writing component of the Scott
Foresman reading program –
brainstorming activities
(K-5) writing progam – graphic
organizer/pre-writing activities
Building background is an essential component to any writing project. For a
country “travel guide” writing project, there are a number of pre-writing
activities that can include all English language learners. Connections to
background and prior experiences can be facilitated through students bringing
in pictures from their native country, or cut out photos from National
Geographic magazines. A local travel agent can be brought in to discuss
information travelers need before going on vacation. The travel agent can
also supply students with travel brochures.
Students can, cooperatively, review travel guides supplied by the teacher and
brainstorm categories and topics contained within them. After being broken
into groups with defined roles, students can research information about a
particular country. They can then brainstorm/web general information about a
chosen country
Next, students can brainstorm important vocabulary for particular categories
in travel guides. For instance, attractions, food, entertainment, family
life/education. The vocabulary brainstormed in groups can be shared with
the entire class and word splashes (with illustrations if necessary) made for
each category.
19
W.2 Writing: Students will write for a variety of purposes with a clear focus, coherent organization, and
sufficient detail. (ELA 19; FL 1)
Resources
Brochures
Graphic organizers
Visitors/experts
John Collins writing information
FCAs
Checklists (mechanics, structure,
etc.)
(K-5) Writing Resource Guide
After brainstorming general information and vocabulary, a variety of tools
can assist students in writing such an extensive “travel guide” project.
Groups can report back the important vocabulary previously brainstormed
and a master can be made on the overhead. The class as a whole can then
brainstorm appropriate modifiers for those vocabulary words. Students can
do a quick write (Type One) to get some basic ideas down on paper.
Teachers can then give the students a mediated writing assignment that
breaks down the paragraphs. Once the mediated writing assignment is
complete, the information can be transferred into a multi-paragraph Collins’
Type Three writing assignment with FCAs.
W.3 Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas in their
writing for a particular audience and purpose. (ELA 20, 21, 25)
Resources
Checklists
Dictionaries
Thesauri
Word banks
Student samples
Tape recorders
Video tapes
Audio-visual equipment
Models/samples
Computers
FCAs for John Collins Writing
Revision work is essential for developing student vocabulary and writing
structure. For the travel guide project, there are a number of helpful revision
strategies that can be employed. Students can re-write the project for a
different audience. (For example, students can try to “persuade” a student to
visit their chosen country. Students can rewrite the project with revising
FCAs (add adjectives, vocabulary variety, varied sentence starters, etc.).
Showing previous students’ samples can illustrate what is expected/contained
in an excellent product. Peer editing provides revision with new “eyes”.
Students can read their work into a tape recorder and listen for mistakes.
Students can present their “travel guide” in a commercial format on video
tape.
20
W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and
conventions to improve their writing. (ELA 5, 22; FL 5)
Resources
Collins Writing edit marks poster
FCA guidelines
Word walls
Word walls specific to word
families, rhymes, ending, blends,
etc.
Thesauri
Grammar handbooks
Scott Foresman Writing series –
Write Start
Dictionaries
Native language texts
Daily Oral Language
Computers
FCAs for John Collins Writing
Extending the Travel Brochure project, students can edit their writing for
mechanics and usage. Teachers can explicitly teach editing skills through
Collins writing projects and Daily Oral Language. Students can use the word
wall to look for language patterns, rhymes, affixes, word families, etc.
Students can use that knowledge of editing and mechanics to review and edit
work before handing in for a grade. Students can compare their written
brochures with professional ones to examine conventions and mechanics.
Peer buddies can, using a peer-editing checklist, edit and discuss the
brochures, identifying areas of confusion and errors. Students can also rewrite the brochure with new FCAs. Once the brochures are complete,
students can publish the brochures and send to a local chamber of commerce,
local travel agencies, or community organizations.
W.5 Media: Students will use, analyze, and produce a variety of media, including audio, television, internet, and
emerging technologies. (ELA 26, 27; FL 6,7)
Resources
Newspapers/Magazines
Graphic computer programs –
Kidpix, PrintShop, Print Artist, I
Spy, Microsoft Publisher,
PageMaker, etc.
Clip art computer programs
Writing Computer Programs –
American Girls, Hollywood High
Computers/Printers
Audio-visual equipment
Videos
Radio
In the process of publishing the travel brochure, a wide variety of media
tools can be used. Students can input their texts into a computer graphics
program. In this program, students develop design skills through formatting,
editing, and printing their brochures. In addition, they can add clip art,
logos, maps, charts, photos, etc to make their brochures visually appealing.
Students can also use the same information to develop and produce oral
presentations that use media technologies. A presentation using Power
Point, including animations, sounds, photos, transition techniques, can be
developed for a wider audience. Furthermore, students could script and
produce television or radio commercials that highlight features of their
country brochure.
21
ON OUR WAY TO ENGLISH – RIGBY
K-5 SCOPE AND SEQUENCE
ELPBO
R·3·1b
R·3·4b
R·3·4b
S·3·28
R·1·2a
Comprehension
Uses prior knowledge and experiences
K 1
2
3
Activates existing background knowledge
Makes connections with text based on personal experiences and knowledge
Makes connections with text based on educational experience and knowledge
Builds background knowledge
Uses illustrations and text features to help store important new information
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4
5
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Determine what is important in text
R·1·4a
R·3·1c
R·3·2a
R·3·1d
R·3·1d
R·3·4a
R·4·4c
W·2·3b
R·1·5b
W·1·1b
Recognize how readers use capitalization and punctuation to comprehend
Identifies main ideas or theme
Identifies main ideas and supporting details
Utilizes text features and text structures to determine importance
Uses personal beliefs, experiences, and prior learning to determine importance
Recognizes cause and effect
Compares and contrasts information
Classifies and ranks important vs. unimportant information
Considers purpose of reading
Recognizes theme and relevance to reader
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Draws Inferences
R·3·2b
R·3·1b
R·3·4g
R·3·3b
R·5·5a
W·1·3b
S·3·64
S·3·63
Makes and confirms predictions
Makes changes and checks predictions
Draws conclusions with support drawn from text
Makes generalizations
Forms and supports opinions
Creates personal interpretation
Forms personal interpretations
Makes critical judgments
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Asks Questions
R·2·8a
R·2·8a
R·5·1a
R·3·2b
R·3·6a
S 3 48
R·4·1b
Asks questions to clarify meaning
Asks in order to clarify and extend comprehension
Asks questions to understand author
Asks questions to understand theme
Asks in order to preview, plan reading, and predict
Asks in order to understand how genre influences comprehension
Asks to recognize and interpret story elements and text features
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Synthesizes Information
R·4·3a
W·2·4b
W·2·3b
W·1·3c
S·3·16
S·2·42
R·5·1a
Connects ideas from several different sources
Text-to-text; Text-to-self; Text-to-world
Sequences ideas and story events
Summarizes information
Classifies and categorizes information
Retells story events or key facts
Retells in order to clarify
Consider author’s viewpoint, purpose and style
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Synthesizes Information (continued)
R·3·1b
S·2·24
R·2·11a
K 1
2
Focuses on text elements to understand overall meaning and theme
Shares, recommends, and criticizes what is read
Reacts to and interprets what is read
3
4
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Uses Sensory Images
R·4·2a
R·4·2a
R·1·5c
Creates or uses images from all senses
Makes connections with all 5 senses and with emotions
Visualizes information from text, illustrations, diagrams, etc.
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Uses Fix-up Strategies to Monitor Comprehension
R·3·6c
R·3·6c
R·3·6c
S·2·62
R·2·6e
R·2·8a
R·2·8a
R·5·5a
R·1·3b/e
Rereads text
Rereads and reviews text
Reads on
Adjusts pace
Uses decoding skills
Uses decoding, word analysis, syntactic and context clues for word recognition or
pronunciation
Self-monitors by asking questions
Changes your mind while reading
Identifies synonyms, antonyms, homonyms, homophones
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Literacy Skills
Phonological Awareness
R·1·1d
R·2·4f
R·2·4e
R·2·5a/b
R·2·5a/b
R·2·5d
R·2·7c
R·2·4e
R·2·4e
Identifies words within sentences (see also Concepts of Print)
Identifies syllables within spoken words
Recognizes and produces rhyming words
Identifies and isolates initial and final sounds in spoken words
Identifies and matches initial and final sounds in spoken words
Blends phonemes to make words
Segments one-syllable words into initial, medial, and final sounds
Deletes phonemes to change words
Adds phonemes to change words
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Phonics and Decoding
R·2·6a
R·2·6a
R·2·6b
W·4·1c
R·2·5d
R·2·5d
R·2·6b
R·2·5e
R·2·5e
R·2·5e
R·2·6c
R·2·6c
R·2·4b
R·2·6c
R·2·7a
Names and identifies letters of the alphabet
Knows order of the alphabet
Uses knowledge of letter-sound relationship to decode
Develops and applies knowledge of consonant sounds
Develops and applies knowledge of consonant blends
Develops and applies knowledge of consonant diagraphs
Develops and applies knowledge consonant patterns, such as kn, wr, dge, tch
Develops and applies knowledge of short vowels
Develops and applies knowledge of long vowels
Develops and applies knowledge of complex vowel patterns: oo, au, aw, al, all
Uses knowledge of vowel diphthongs
Uses knowledge of vowel digraphs
Uses knowledge of vowel variants, i.e. one vowel sound can have more thatn one
spelling (e.g., clue, new, to) or one spelling can have more than one sound
Demonstrates understanding of r-controlled vowels
Uses knowledge of word families to decode
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23
R·2·3e
R·2·5e
R·2·4f
R·2·3b
R·2·9e
R·2·9c
R·2·8a
R·2·1i
R·2·3c
R·2·3d
R·2·3f
R·2·2a
R·2·1j
R·2·2b
R 3 6a
R·2·9d
R·2·2c
R·2·9a
R·2·1f
R·1·2a
R·1·2b
R·1·2c
R 1 4b
R 1 8c
R·1·2e
R·1·2a
Reads more complex and irregularly spelled words
Uses knowledge of spelling patterns to decode (CVC, CVCe, CV)
Uses knowledge of syllables to decode multi-syllable words
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Concepts of Print and Structural Analysis
K 1
Develops an understanding of letters and words
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Develops an understanding of sentences and paragraphs
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Understands that a sentence begins with a capital letter
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Uses knowledge of word order and context to support word identification and
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confirm word meaning [e.g., Child uses decoding skills and predicts meaning, then
sees if predicted meaning makes sense given the position of the word in the sentence
(subject, verb, object) and given the context.]
Demonstrates book-handling skills
Demonstrates directionality
Identifies uppercase and lowercase letters
Understands words are separated by spaces
Matches spoken words to print
Recognizes parts of a book (cover, title, title page)
Recognizes name and common environmental print
Locates name of author and illustrator
Identifies end punctuation
Reads one-syllable and high frequency words
Demonstrates understanding of how type treatment can convey meaning (e.g.,
boldface, italics, falling or slanted letters, reverse out of color)
Uses picture cues to comprehend text
Demonstrates understanding of inflected endings (-ed, -ing, -s)
Demonstrates an understanding of noun plurals
Identifies and reads compound words
Identifies and reads contractions
Demonstrates understanding of possessives
Uses knowledge of prefixes and suffixes
Identifies root words
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Literacy Response/Analysis
R·4·1ab
R 4 1b
R·3·4a
R 1 5c
R·4·3a
R·4·3ab
R·4·3a
R·3·1a
R 5 2a
R 3 4c
R·4·9af
R·4·1a
R·4·8ab
R49
R47
Distinguishes genres (e.g., play, fiction, nonfiction, poetry, fable or fairy tale,
traditional tale, drama, letter, e-mail)
Distinguishes fantasy from reality
Distinguishes fact from opinion
Understands role of author and illustrator
Understands characters & setting
Identifies sequence of events, problem, and solution
Identifies plot (story problem), conflict, and sequence of events
Identifies beginning, middle, end
Recognizes table of contents and chapter titles
Recognizes point of view
Identifies mood
Compares and contrasts plots (story problem), settings, and characters
Compares and contrasts different forms of the same story
Identifies author’s style of writing
Understands use of dialogue in text
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24
R·4·7ab
R 4 2ab
R·4·11b
R·4·11b
R 4 11
Understands dialogue in play
Recognizes descriptive language and imagery
Identifies rhythm, rhyme, and alliteration
Identifies onomatopoeia
Identifies and understands use of figurative language
Literacy Response/Analysis (continued)
R·4·11d
R·4·11e
R·4·4e
S 2 45
R 4 12c
R 4 16b
R 4 16c
R·1·3d
R·3
S·3·4·16·1
7
W·1·2b
W·1·3a
Identifies and understands use of personification
Identifies and understands use of metaphor
Identifies and understands use of simile
Recognizes humor in text
Recognizes use of exaggeration in text
Identifies use of flashbacks
Identifies use of foreshadowing
Recognizes idioms
Recognizes use of suspense
Discusses a range of books and stories
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K 1 2
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Takes notes on nonfiction reading
Uses graphic organizers to organize information
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Nonfiction
Text Features
R·5·2a · 9a
R·5·2a · 9a
R·5·2a · 9a
R·5·2a
R·5·2a
R·5·2a
R·5·3a
R·5·3a
R·5·3a
R·5·4ab
R·5·2b·16
a
R·5·3a
R·5·3a
R·5·2a
Recognizes and uses contents page
Recognizes and uses picture index
Recognizes and uses index
Uses alphabet knowledge to locate information
Uses glossary
Recognizes headings and subheadings
Uses photos and illustrations
Reads labels
Reads captions
Uses recipe
Uses lists and bullet points
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Uses inserted information
Uses sidebars and boxes
Uses guide words
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Graphic Elements
R·5·3a
R·5·3a
R·5·3a
R·5·3a
R·5·3a
R·5·3a
R·5·3a
R·5·3a
R·5·3a
R·5·3a
Uses maps
Uses charts, diagrams
Uses cross sections and cutaways
Uses bird’s eye view
Uses graphs
Uses time lines
Uses scale drawings
Uses floor plans
Uses flow charts
Uses satellite or radar images
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R·5·3a
Uses microscopic images
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Types of Nonfiction
R·5·5a
R·5·1b·5a
R·5·4a
R·5·5a
W·1·1a
W·1·1a
W·1·1a
Understands and uses question and answer format
Understands reference
Understands how to functions
Recognizes journals/observation logs
Understands explanation
Understands narrative account
Recognizes description
Types of Nonfiction (continued)
S·2·68
W·1·6a
W·1·6a
W·1·1d
R·1·5b
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K 1 2
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Understands photo essay
Recognizes persuasive language
Recognizes compare/contrast
Understands interview
Understands biography
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Grammar
R·1·10b
R·1·10b
R·1·10b
R·1·10b
R·1·10b
R·1·10b
R·1·10b
R·1·10b
R·1·10c
R·1·10c
R·1·10c
R·1·10c
R·1·10c
R·1·10c
R·1·10c
R·1·10c
R·1·17a
R·1·17a
S·3·10
S·3·10
S·3·10
S·3·10
R·1·10d
R·1·10d
R·1·10d
R·1·10d
R·1·10d
R·1·4b
R·1·8b
Adjectives
Adverbs
Conjunctions
Interjections
Prepositions
Pronouns
Nouns
Verbs
Future tense
Past tense
Present tense
Continuous
Perfect
Passive
Helping Verbs
Linking Verbs
Gerunds
Infinitives
Commands
Exclamations
Statements
Questions
Negative Sentences
Complex Sentences
Compound Sentences
Compound-Complex Sentences
Comparative and Superlative
Contractions
Possessives
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26
Writing Strategies
W21
W·1·3ab
W·1·5
W 2 1a
Participates in collaborative writing, shared writing, and writing to prompts
Uses a variety of prewriting strategies [drawing, graphic organizers, brainstorming,
notes]
Writing process: prewriting, writing drafts, revising, proofreading, publishing
Evaluates own writing and peers’ writing
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Applications
W2
W·2·1d
W·2·1c
W·2·1c
W·2·11ab
Writes sentences
Writes labels, captions; lists, logs
Writes to retell personal experience [dictation, language experience]
Writes narrative text based on personal experience
Writes narrative text [humorous, realistic, fantasy]
Applications (continued)
W·2·4abc·
6ab
W·2·5ab
W·2·2ac
W·2·5b
W 2 16ab
Writes to entertain [stories, poems]
Writes letters [informal, formal]
Writes expository text [reports, instructions, steps in a process, research results,
comparison-contrast, cause-effect]
Writes persuasive text [review, letter, request]
Writes using point of view
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K 1 2 3 4 5
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Organization and Focus
W 1 6a
W·2 all
W·2·1d
W·2·2de
W·1·1a
W·2·1d
W·1·4c
W·1·1d
W·1·2c
W 2 11b
W·2·3a
W·2·4abc
W·1·6a-d
Uses models and traditional structures for writing
Writes to communicate ideas and reflections
Maintains a central idea or single focus
Presents information in a logical sequence
Addresses purpose and audience
Addresses length and format
Uses descriptive words
Uses dialogue
Uses topic sentences with supporting sentences in writing
Writes with a distinct beginning, middle, and end
Uses paragraphs effectively in writing
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Evaluation and Revision
W32
W33
W38
W·4·3ab
W·3·6
W·3·3ab
W·4·a-d
W·3·5d
W·3·2b
W·3·1a
Revises to improve progression and clarify ideas
Revises to include more descriptive and sensory detail
Adds titles and headings
Revises to vary sentence structure
Combines sentences
Revises to improve word choice
Proofreads to correct spelling
Uses a variety of reference materials to revise [dictionary, thesaurus, Internet,
proofreading checklist]
Comments constructively on peers’ writing and revises based on peer comments
Uses proofreading symbols to revise
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27
Sentence Structure and Grammar
W·4·3b
W·4·6b
W·4·3a
W·4·1e-i
Uses complete sentences and recognizes correct word order
Uses simple and complex sentences
Demonstrates an understanding of subject-verb agreement
Uses appropriate parts of speech
Uses basic capitalization and punctuation rules
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Penmanship
W·1·4b
W·1·4d
Writes uppercase and lowercase letters of the alphabet
Writes clearly and legibly
Allows adequate spacing between letters, words, and sentences
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Punctuation
W·4·1b
W·4·1i
W·4·1h
W·4·1h
Uses end punctuation
Uses commas
Uses quotation marks
Uses apostrophes in possessive nouns and in contractions
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28
GUIDE TO SCOTT FORESMAN LEVELED READERS
Grade 1
SF
Leveled
Reader
1A
2A
3A
4A
5A
6A
7A
8A
9A
Title (Set A)
Guided
Reading
Level
B
B
B
B
C
B
C
C
D
Target
Comprehension Skill
10A
11A
12A
13A
14A
15A
Molly and Polly
Wash Day
Do What I Do
Jump, Jump
Mother’s Day
A Day for Dad
D
C
D
C
C
C
classify
context clues
character
realism and fantasy
theme
main idea
16A
17A
18A
19A
20A
21A
22A
23A
Be There
The Three Bears
Knock-Knock Jokes
That is Right, Walrus
From Dad
Mary Goes Walking
All Together Now
Pandas
F
D
E
E
F
F
F
D
author’s purpose
plot
realism/fantasy
predict
cause and effect
sequence
cause and effect
main idea
24A
25A
26A
27A
28A
29A
30A
Why Little Possum’s Tail is Bare
Wish Faces: Face Painting Fun
Look at Him Go!
Which is Which?
Yes, But
Almost
The Move
G
F
G
H
H
H
H
cause and effect
sequence
theme
draw conclusions
plot
theme
draw conclusions
R.1.3
R.3.1a
R.3.4d
R.3.4e
R.3.9a
R.3.4d
S.3.21
R.3.4g
R.3.1a
R.3.3a-d
R.4.3
S.1.17
R.1.3
R.3.4e
S.1.25
R.3.5
R.3.1a
R.3.3a-d
R.4.3
R.3.9a
R.4.3
S.1.25
R.3.1a
R.3.4d
R.3.1h-g
R·3·4d
R.3.1a
R.3.2a
R.3.3a-d
R·3·4d
R.3.1h-g
R.3.5
R.3.4g
R.4.3
R.3.5
R.3.4g
Guided
Reading
Level
I
H
I
H
Target
Comprehension Skill
ELPBO
Grade 2
SF
Leveled
Reader
31A
32A
33A
34A
Come Back!
Come and Play!
Who Went Up?
How Many on the Log?
Jack and Jill
Stop! Eat
Goal!
Hic! Hic! Hic!
Jump Rope Time
Title (Set A)
The Plan
Upside Down
The Corn Cloud Problem
In the Woods
context clues
predict
cause and effect
setting
author’s purpose
cause and effect
compare and contrast
drawing conclusions
main idea
ELPBO
predicting
character
author’s purpose
setting
R.3.1a
R.3.4e
R.3.9a
R.3.4e
29
35A
36A
37A
38A
39A
40A
41A
42A
43A
44A
45A
46A
47A
48A
49A
50A
51A
How to Rake Leaves
What We Will Do
Garden Art
In the Cave
Slithery Slim
A Box for Bobo
Pitching Pete
The Builder
Allie’s Plan
Sam’s Birthday
The Crow and the Pitcher
Look What Rolled In
One Hundred Days Old
The Birthday Lady
What Roosters Do
The Paper Shoes
The Mouse Who Loved the Moon
G
H
H
G
I
H
H
H
H
G
G
I
H
I
J
J
J
drawing conclusions
steps in a process
graphic sources
sequence of events
summarizing
context clues
cause and effect
character
summarizing
classifying
theme
realism and fantasy
plot
making judgment
main idea
52A
53A
54A
55A
Farmer Gus and the Very Big Squeeze
A Bumpy Ride
In the Sea
Dinosaur Chase
J
I
H
I
character
fact and opinion
graphic sources
main idea
56A
57A
58A
59A
60A
May and Marta and Max
Art Show
The Royal Pain
Bragging Ben
A Nest for Owl
J
H
I
J
J
realism and fantasy
context clues
plot
theme
making judgments
R.3.4g
S.3.21
S.3.19
S.3.23
R.5.3
R.3.1h-g
S.3.41
R.1.3
R.3.4d
R.3.4e
S.3.41
S.1.17
R.3.5
S.1.25
R.4.3
S.3.42
R.3.1a
R.3.3a-d
R.4.3
R.3.4e
R.3.4f
R.5.3
R.3.1a
R.3.3a-d
R.4.s
S.1.25
R.1.3
R.4.3
R.3.5
S.3.42
Guided
Reading
Level
L
L
L
L
L
M
M
M
M
M
Target
Comprehension Skill
ELPBO
sequence
drawing conclusions
author’s purpose
cause and effect
character
graphic sources
realism and fantasy
context clues
fact and opinion
main ideas/supporting details
Grade 3
SF
Leveled
Reader
61A
62A
63A
64A
65A
66A
67A
68A
69A
70A
Title (Set A)
Wild West
Otto’s Mess
Ready for Rodeo
Special Delivery
Ice Walk
Bumbles
Annie’s Plants
Do Animals Know?
Amber-The Golden Trap
The River Rescue
71A
72A
73A
Cynthia Rylant: A Writer’s Story
What Frank Watched
Class Clowns
M
N
N
steps in a process
summarizing
text structure
74A
The New Kid
N
visualizing
R.3.1h-g
R.3.4g
R.3.9a
R.3.4d
R.3.4e
R.5.3
S.1.25
R.1.3
R.3.4f
R.3.1
R.3.2
S.3.19
S.3.41
R.5.2
R.5.4
S.3.51
30
75A
76A
77A
78A
79A
80A
81A
82A
83A
84A
85A
86A
87A
88A
89A
90A
Grade 4
SF
Leveled
Reader
91A
92A
93A
94A
95A
96A
97A
98A
Police Horse
Raven and Loon: An Inuit Tale
The Little Wagon
Grandma Giggle
Flood and Famine
Fisherman and the Fish
Mikey’s Garden
Gone
Elli on Her Own
Twitter, Tweet, Squawk
Junior
The Lesson
Ana’s Gift
Sandwich Queen
Chasing Riley
Tina’s Diary
Title (Set A)
King for a Day
No Big Deal
The Moon Chaser
Elephant Painter
Maddie in the Middle
The Bug Watch
Ants on the Move
Pig Newton Pops Up
N
N
O
O
O
O
O
O
O
O
P
P
P
P
P
P
generalizing
theme
setting
cause and effect
predicting
making judgments
fact and opinion
predicting
author’s purpose
plot
steps in a process
setting
visualizing
plot
realism and fantasy
S.3.51
R.3.5
R.3.4e
R·3·4d
S.3.21
R.3.1a
S.3.42
R.3.4f
R.3.1a
R.3.9a
R.4.3
S.3.19
R.3.4e
S.3.51
R.4.3
S.1.25
Guided
Reading
Level
O
O
O
O
O
O
O
O
Target
Comprehension Skill
ELPBO
setting
sequence
author’s purpose
character
visualizing
cause and effect
text structure
99A
100A
101A
102A
103A
104A
105A
106A
107A
108A
A Prairie Home
The Perfect Garden
Sarah may and the Big Bee
Kenny’s Day Off
Keeper of the Night
Pet Sitting Partners
Nellie Cashman, Frontier Angel
The Good Old Days
Come to a Powwow
Rabbit and Coyote
O
O
P
P
P
P
P
P
P
P
theme
context clues
making judgments
drawing conclusions
generalizing
predicting
drawing conclusions
paraphrasing
text structure
109A
110A
111A
112A
113A
114A
115A
Eating Feet
Independence Day
Postcards to Mary
Allie the Brave
Arctic Adventure
How the Ocean Tides Came to Be
The Moon: Our Neighbor in Space
P
P
Q
Q
Q
Q
Q
summarizing
plot
summarizing
plot
graphic sources
author’s purpose
text structure
116A
117A
The School Play
Wang Yanis: Longing to Paint
Q
Q
visualizing
steps in a process
R.3.4e
R.3.1h-g
S.3.21
R.3.9a
R.3.4e
S.3.51
R.3.4d
R.5.2
R.5.4
R.3.5
R.1.3
S.3.42
R.3.4g
S.3.51
R.3.1a
R.3.4g
R.3.3c
S.3.21
R.5.2
R.5.4
S.3.41
R.4.3
S.3.41
R.4.3
R.5.3
R.3.9a
R.5.2
R.5.4
S.3.51
S.3.19
31
118A
119A
120A
Grade 5
SF
Leveled
Reader
121A
122A
123A
124A
Try, Try Again!
Greetings from Nowheresville!
Gramknits
Title (Set A)
Robo-Police
The Visitor From Space
125A
126A
127A
128A
129A
130A
131A
Lilah’s Gift
Great Talents: The Story of Negro League
Baseball
Aisha’s New Look
Turtles of the Sea
Condor Morning
One Hundred Houses
The Trees
The California Gold Rush
The Secret Fort
132A
133A
134A
135A
136A
137A
138A
139A
140A
141A
142A
143A
144A
145A
146A
147A
148A
149A
150A
Impossible Rescue
Head First
Amazing Ants
Sheepdogs on Guard
When in Rome
Alone in the Attic
Soccer Bash
The Boy and the Eagle
Gifts
How I Settled the West
A Thousand Miles to Freedom
Riding the Bullet
To Your Good Health
Papa Lincoln
The Great Bake-Off
The Assignment
Winning Tubby
How the Cat Got His Hat
Pablo Picasso
Grade 6
SF
Leveled
Reader
151A
152A
153A
154A
155A
Title (Set A)
The Peninsula Surprise
Joe Brains
The First Day
The Lion’s Whiskers
A Pet Named Kitty
Q
Q
Q
fact and opinion
main idea/supporting details
author’s purpose
Guided
Reading
Level
R
R
Target
Comprehension Skill
R
R
generalizing
cause and effect
R
R
R
R
S
S
S
author’s purpose
steps in a process
graphic sources
fact and opinion
author’s viewpoint
drawing conclusions
character
S
S
S
S
S
T
S
S
S
S
T
T
T
T
T
T
T or U
T or U
T or U
graphic sources
plot
text structure
summarizing
predicting
context clues
author’s purpose
setting
paraphrasing
visualizing
context clues
paraphrasing
theme
steps in a process
plot
making judgments
visualizing
R.3.9a
S.3.19
R.5.10
R.3.4f
S.3.57
S.3.64
R.4.10bc
R.5.10
R.4.a
R.5.11
S.3.41
S.3.21
R.3.7a-e
R.3.1a
R.1.9a-d
R.3.9a
R.4.a
R.3.12a
S.3.51
R.1.9a-d
R.3.12a
R.3.11a-e
S.3.19
R.4.a
S.3.42
S.3.51
Guided
Reading
Level
U
U
T
T
U
Target
Comprehension Skill
ELPBO
sequence
cause and effect
generalizing
character
R.3.10b
S.3.57
R.3.4d
S.3.51
R.4.10b-
sequence
character
R.3.4f
R.3.4f
R.3.9a
ELPBO
R.3.10b
R.4.10bc
S.3.51
R.3.4d
32
156A
157A
158A
159A
160A
Rabbit’s New Fur
The Badgers Go Camping
Tennis Shoes on the Trail
When Is a Fish Not a Fish?
Every River Needs a Friend
W
U
U
W
U
making judgments
predicting
setting
visualizing
persuasive devices
161A
162A
163A
164A
165A
166A
167A
168A
169A
170A
171A
172A
173A
174A
175A
Junior Artist
What Mama Does
Scuttle, the Memorable Hamster
King Pin
Shining Stars
Earth and Sky Cakes
The Wishing Ship
The Blacksmith
The Secrets in the Tomb
Gone Fishing
The Reindeer People
Hedwig’s Journey to America
Junior Space Control
The Main Street of America: Route 66
The Last Mile
T
T
T
T
U
U
W
W
U
U
U
W
W
W
U
drawing conclusions
cause and effect
summarizing
theme
drawing conclusions
plot
text structure
author’s purpose
fact and opinion
context clues
steps in a process
summarizing
character
176A
177A
178A
179A
Happy Lu
Too Close for Comfort
The Mystery of the Gold Pin
The Boat That Went on Both Land and
Water
Towers of Stone
U
W
W
W
generalizing
author’s viewpoint/bias
graphic sources
paraphrasing
W
fact and opinion
Guided
Reading
Level
B
B
B
C
B
B
C
B
C
Target
Comprehension Skill
180A
Grade 1
SF
Leveled
Reader
1B
2B
3B
4B
5B
6B
7B
8B
9B
Title (Set B)
Tex Has an Itch
Paper Fun
Go Away, Bugs!
With the Fish
In and Out
Night Songs
This Means Stop
Oh Good!
Sleepy Pig
context clues
cause and effect
predict
setting
author’s purpose
cause and effect
drawing conclusions
main idea
10B
11B
12B
The Zookeeper
Looking for the Queen
Peas, Please!
C
D
C
classify
context clues
character
13B
14B
Biff Helps After All
Where Bat Came From
D
D
realism and fantasy
theme
c
S.3.42
R.3.1a
R.4.a
S.3.51
R.3.10cd
S.3.64
S.3.21
R.3.4d
S.3.41
R.3.11a-e
S.3.64
R.4.a
R.3.7a-e
R.5.11
R.3.9a
R.3.4f
R.1.9a-d
S.3.19
S.3.41
R.4.10bc
S.3.51
S.3.57
R.5.10
R.3.12a
R.3.4f
ELPBO
R.3.1
R.3.4d
R.3.1a
R.3.4e
R.3.9a
R.3.4d
S.3.21
R.3.4g
R.3.1a
R.3.3a-d
R.4.3
S.1.17
R.1.3
R.3.1i
R.3.4e
S.1.25
R.3.5
33
15B
Karate Class
F
main idea
16B
17B
18B
19B
20B
21B
22B
23B
Zulu Dancer
Long Tom
The First Day of Winter
Texas Eggs
House of Wood, House of Snow
Desert Fox
How Bill Found Rain
What Lilly Pup Heard
F
F
G
G
F
G
G
G
author’s purpose
plot
realism and fantasy
predict
cause and effect
sequence
cause and effect
main idea
24B
25B
Many Little Beads
The Toy Maker
I
H
cause and effect
sequence
26B
27B
28B
29B
30B
The Three Hares
How Crayons Are Made
Mr. Small
Panda Pictures
Our Place
H
G
G
F
F
theme
draw conclusions
plot
theme
draw conclusions
R.3.1a
R.3.3a-d
R.3.2a
R.3.9a
R.4.3
S.1.25
R.3.1a
R.3.4d
R.3.1h-g
R.3.4d
R.3.1a
R.3.3a
R.3.2a
R.3.4d
R.3.1h
R.3.1e
R.3.1g
R.3.5
R.3.4g
R.4.3
R.3.5
R.3.4g
Guided
Reading
Level
I
I
I
I
J
J
K
K
L
L
K
K
K
L
J
K
L
L
L
K
L
Target
Comprehension Skill
ELPBO
M
character
Grade 2
SF
Leveled
Reader
31B
32B
33B
34 B
35 B
36B
37B
38B
39B
40B
41B
42B
43B
44B
45B
46B
47B
48B
49B
50B
51B
52B
Title (Set B)
Ana’s Game
Go Outside, Sparky!
The Clean-Up
Night Watch
Looking for Boo
Come! Explore!
Monkey’s Trick
Dance, Mouse Dance
Wonderful Pelicans
Ready? Click!
Super Firefighters
In the City
Friendly Habits
Rosa’s Rescue
At the Pond
How the Game Was Won
Mashed Potato Moose
Tuna-Noodle Glue
Rumpelstiltskin: The True Story
The Hide and Seek Rabbit
Busy as a Bee
On Our Way
predicting
character
author’s purpose
setting
drawing conclusions
steps in a process
graphic sources
sequence of events
summarizing
context clues
cause and effect
character
summarizing
classifying
theme
realism and fantasy
plot
making judgments
main idea
R.3.1a
R.3.4e
R.3.9a
R.3.4e
R.3.4g
S.3.21
S.3.19
S.3.21
R.5.3
R.3.1h-g
S.3.41
R.1.3
R·3·4d
R.3.4e
S.3.41
S.1.17
R.3.5
S.1.25
R.4.3
S.3.42
R.3.1a
R.3.3a-d
R.4.3
R.3.4e
34
53B
54B
55B
The Man Who Loved the Sea
If You Were An Octopus
Animal Cousins
M
M
M
fact and opinion
graphic sources
main idea
56B
57B
58B
59B
60B
Wood for Sale
The Knight Light
The Three Pals
The Gift of Writing
Waiting for Poppy
M
L
M
L
L
realism and fantasy
context clues
plot
theme
making judgments
R.3.4f
R.5.3
R.3.1a
R.3.3a-d
R.4.3
S.1.25
R.1.3
R.4.3
R.3.5
S.3.42
Guided
Reading
Level
M
M
M
N
M
M
N
N
N
N
Target
Comprehension Skill
ELPBO
R.3.1h-g
R.3.4g
R.3.9a
R·3·4d
R.3.4e
R.5.3
S.1.25
R.1.3
R.3.4f
R.3.1
R.3.2
S.3.19
S.3.41
Grade 3
SF
Leveled
Reader
61B
62B
63B
64 B
65 B
66B
67B
68B
69B
70B
Title (Set B)
O
O
73B
Andy’s Hand-Dandy Bubble Band Beanie
From Top to Bottom: Carving a Totem
Pole
A Pig Mystery
sequence
drawing conclusions
author’s purpose
cause and effect
character
graphic sources
realism and fantasy
context clues
fact and opinion
main ideas/
supporting details
steps in a process
summarizing
O
text structure
74B
75B
76B
77B
78B
79B
80B
81B
82B
83B
84B
85B
86B
87B
88B
89B
90B
How Coyote Gave Fire to the People
Believe Me
Market Treasure Hunt
Akiko’s Kite
Crash, Flash
Raising Chickens
The Time Machine
A Foggy Flight
The Big Hand Off
Snowflake, A Sled Dog
Cave Treasures
My Dog Dusty
Super Paper Snakes
The Best Place of All
Ready to Cook!
A Dad in Space
Jane in the Jungle
O
O
O
P
O
P
P
P
Q
P
P
P
P
P
P
P
P
visualizing
generalizing
theme
setting
cause and effect
predicting
making judgments
fact and opinion
predicting
author’s purpose
plot
steps in a process
setting
visualizing
plot
realism and fantasy
71B
72B
Mr. Kidd
If You Were a Teacher
Tad Lucas, Cowgirl
Tug, Tug, Tug
My Favorite Sport
Seed Surprises
Your New Planet
The Storm
Basketball
Big and Small, Home for All
R.5.2
R.5.4
S.3.51
S.3.51
R.3.5
R.3.4e
R·3·4d
S.3.21
R.3.1a
S.3.42
R.3.4f
R.3.1a
R.3.9a
R.4.3
S.3.19
R.3.4e
S.3.51
R.4.3
S.1.25
35
Grade 4
SF
Leveled
Reader
91B
92B
93B
94 B
95 B
96B
97B
98B
Title (Set B)
Guided
Reading
Level
P
P
Q
Q
Q
Q
Q
Q
Target
Comprehension Skill
99B
100B
101B
102B
103B
104B
105B
106B
107B
108B
Woodchuck’s New Helper
Horned Lizards
The Chunnel
Fortunately
The Cowboys of Argentina
Storm Chasers
The Flying Lesson
Grandfather, the Doll, the Carp, and Me
A Horse Tale
One Good Swing
Q
Q
R
R
S
R
R
R
R
R
theme
context clues
making judgments
drawing conclusions
generalizing
predicting
drawing conclusions
paraphrasing
text structure
109B
110B
111B
112B
113B
114B
115B
Amelia Flies
Helpful Herbie
A Visit to the Past
How the Moon Came to Be
Liberty
Lobstering
Jenny in Space
R
R
S
S
S
T
S
summarizing
plot
summarizing
plot
graphic sources
author’s purpose
text structure
116B
117B
118B
119B
Ella Fitzgerald: The First Lady of Song
Dulcie’s Collection
Norman Rockwell Paints America
Thomas Edison: An American Inventor
S
S
S
T
120B
The Case of the Missing Ring
S
visualizing
steps in a process
fact and opinion
main ideas/
supporting details
author’s purpose
R.3.4e
R.3.1h-g
S.3.21
R.3.9a
R.3.4e
S.3.51
R·3·4d
R.5.2
R.5.4
R.3.5
R.1.3
S.3.42
R.3.4g
S.3.51
R.3.1a
R.3.4g
R.3.3c
S.3.21
R.5.2
R.5.4
S.3.41
R.4.3
S.3.41
R.4.3
R.5.3
R.3.9a
R.5.2
R.5.4
S.3.51
S.3.19
R.3.4f
R.3.1
R.3.2
R.3.9a
Guided
Reading
Level
R
R
Target
Comprehension Skill
ELPBO
R
R
S
S
T
generalizing
cause and effect
author’s purpose
steps in a process
graphic sources
Grade 5
SF
Leveled
Reader
121B
122B
123B
124 B
125 B
126B
127B
A Special Day
The Good News
Saxophone Surprise
Tio Victor’s Big Hit
Treasure in the Cellar
Animals in the City
Matt’s Garden
Falcon Watch
Title (Set B)
Rusty’s Song
Chiapas
The Lion and the Ant
What Are Friends For?
The Fifth Act Players
The Big What-If
Disaster Super Heroes
setting
sequence
author’s purpose
character
visualizing
cause and effect
text structure
ELPBO
sequence
character
R.3.10b
R.4.10bc
S.3.51
R·3·4d
R.3.9a
S.3.19
R.5.10
36
128B
129B
130B
131B
Fast and Forever
A Walk Through a Salt Marsh
Why the Spider Has a Tiny Waist
Grounding Grandma
T
T
T
T
132B
T
133B
134B
135B
136B
137B
These Old Shoes Remember: Colonial
Life in
America
What Isn’t Possible
Apple Cider Days
The Mystery of the Silver Stump
From the High Hills: The Hmong of Laos
A Very Cool Festival
138B
139B
140B
141B
142B
143B
144B
145B
146B
147B
148B
149B
150B
Night Journey
Olympics
The Great Auto Race of 1908
Molly McGill’s Great Ride
Nelson Mandela
Pound Pals
Passing Through Ellis Island
Elana’s Ride
Clever Manka
Beetles
A Marvelous Event
A Grand Opening
Behind the Scenes
T
U
U
U
U
U
U
U
U
U
U
U
U
Grade 6
SF
Leveled
Reader
151B
152B
153B
154 B
155 B
fact and opinion
drawing conclusions
character
graphic sources
T
T
T
T
T
plot
text structure
summarizing
main ideas/
supporting details
predicting
context clues
author’s purpose
setting
paraphrasing
visualizing
context clues
paraphrasing
theme
steps in a process
plot
making judgments
visualizing
Guided
Reading
Level
W
W
W
W
W
Target
Comprehension Skill
X
making judgments
157B
158B
159B
160B
From Flowers to Honey: The Story of
Beekeeping
Through Maggie’s Eyes
The Sea of Grass
Exploring the Ocean
The Winter of the Little Brown Bat
X
X
X
X
predicting
setting
visualizing
persuasive devices
161B
162B
163B
164B
165B
166B
Photojournalist: A Life in Pictures
Daniel’s Roller Coasters
Arthur Ashe: Stepping Across the Line
Home Run King
The Snowflake Man
Year of the Ojibwa
X
X
Y
Y
Y
Y
drawing conclusions
cause and effect
summarizing
theme
drawing conclusions
156B
Title (Set B)
Circus Family
The Harlem Globetrotters
Lia’s Journey
Nellie Bly Reports the News
The Goose Girl
R.3.4f
S.3.57
S.3.64
R.4.10bc
R.5.10
sequence
cause and effect
generalizing
character
R.4.a
R.5.11
S.3.41
S.3.21
R.3.7a-e
R.3.1a
R.1.9a-d
R.3.9a
R.4.a
R.3.12a
S.3.51
R.1.9a-d
R.3.12a
R.3.11a-e
S.3.19
R.4.a
S.3.42
S.3.51
ELPBO
R.3.10b
S.3.57
R·3·4d
S.3.51
R.4.10bc
S.3.42
R.3.1a
R.4.a
S.3.51
R.3.10cd
S.3.64
S.3.21
R.3.4d
S.3.41
R.3.11a-e
S.3.64
37
167B
168B
Victory is Sweet
La Fiesta de los Vaqueros
Y
Y
169B
170B
171B
172B
173B
174B
175B
The Ruins at Machu Picchu
Magnificent Maple
The Race to the South Pole
Baby Windy
The Story of the London Bridge
Mountain Climb
Volcanoes and Giant Tarantulas
Y
Y
Z
Z
Z
Z
Z
plot
main ideas/
supporting details
text structure
author’s purpose
fact and opinion
context clues
steps in a process
summarizing
character
176B
177B
178B
179B
180B
Paper Projects
Hot Gobs!
Margaret Bourke-White: Photographer
Aliens in Ancient Egypt
Eye to Eye with an Artist
Z
Z
Z
Z
Z
generalizing
author’s viewpoint/bias
graphic sources
paraphrasing
fact and opinion
R.4.a
R.3.7a-e
R.5.11
R.3.9a
R.3.4f
R.1.9a-d
S.3.19
S.3.41
R.4.10bc
S.3.51
S.3.57
R.5.10
R.3.12a
R.3.4f
38
Grades Three and Four – Language Strand
ENGLISH LANGUAGE ARTS – GENERAL STANDARD
1: DISCUSSION – Students will use agreed-upon rules for informal and formal discussions in small and large
groups.
MASSACHUSETTS ENGLISH LANGUAGE PROFICIENCY BENCHMARKS AND OUTCOMES CORRELATION
Beginning to Early Intermediate
S.3.23. Identify and follow classroom expectations and conventions (such as raising hand, taking turns). (link
to ELA 1.1)
Early Intermediate to Intermediate
S.3.38. Participate in reaching consensus in groups. (link to FL 1.18)
S.3.45. Demonstrate comprehension of agreed-upon rules (such as taking turns) for small-group decision
making. (link to ELA 1.1)
Intermediate to Transitioning
S.3.66. Employ varying degrees of formality in language as appropriate to audience and purpose.
CORE TEXT CORRELATION
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 12, 38, 43d, 69, 69d, 88, 107, 128, 158, 179,
197, 197d, 213, 231, 264, 305, 327, 349
Vol. 2: 33, 59, 83, 108, 131, 158, 185, 198, 208, 231,
231d, 251, 274, 297, 317, 339, 359
Grade 4:
Vol. 1: 40, 43d, 67, 87, 91, 91d, 109, 126, 129d, 134,
154, 179, 195, 213, 229, 236, 257, 259, 277,
297, 314, 337
Vol. 2: 342, 383, 402, 429, 446, 475, 492, 511, 527,
549, 554, 577, 592, 611, 626, 653
39
2: QUESTIONING, LISTENING AND CONTRIBUTING – Students will pose questions, listen to the ideas of others,
and contribute their own information or ideas in group discussions or interviews in order to
acquire new knowledge.
S.3.3.
Demonstrate understanding when simple information is given. (link to FL 2.4)
S.3.8.
Demonstrate comprehension of oral questions on academic content that require short answers.
S.3.12. Make and respond to oral requests. (FL 1.4)
S.3.13. Express confusion.
S.3.14. Ask and respond to questions to clarify information. (FL 1.9)
S.3.32. Demonstrate comprehension of the main points of classroom discussions.
S.3.36. Demonstrate comprehension of specific information heard in an academic context.
S.3.37. Demonstrate comprehension of classroom discussions and interactions when clarification is given.
(MELA-O, 3 comprehension)
S.3.43. Participate in classroom discussions and activities, when frequent clarification is given. (MELA-0, 3
production)
S.3.47. Express original statements in classroom discussions, using basic and complex sentence structures
related to academic topics. (MELA-O, 3 grammar and fluency)
S.3.48. Ask questions to clarify meaning in an academic context.
S.3.59. Demonstrate comprehension of classroom discussions, extended classroom discourse, and other
academic interactions that include basic and complex sentence structures. (MELA-O, 4 comprehension)
S.3.60. Elaborate on and extend other people’s ideas using extended discourse.
S.3.65. Participate in classroom discussions and other academic interactions, using basic and complex sentence
structures and addressing abstract topics. (MELA-O, 4 grammar)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 233, 265d
Vol. 2: 161d, 211d, 232h, 257, 258h
Grade 4:
Vol. 1: 67d, 135, 279j
Vol. 2: 359d, 255, 402, 511c
40
3: ORAL PRESENTATION – Students will make oral presentations that demonstrate appropriate consideration of
audience, purpose, and the information to be conveyed.
S.4.1.
Plan, rehearse, and orally present information about personal experiences or interests, using visual cues
as needed. (link to ELA 3.1)
S.4.2.
Plan, rehearse, and orally present information in a brief report, using visual cues. (link to FL 3.6)
S.4.3.
Plan, rehearse, and orally present information on planned activities or cultural topics. (link to FL 3.11)
S.4.4.
Maintain focus on a topic during an oral presentation. (ELA 3.2)
S.4.5.
Use teacher-developed assessment criteria to prepare oral presentations. (ELA 3.7)
S.4.6.
Make informal oral presentations that have recognizable organization (such as sequence, summary).
(ELA 3.5)
S.4.7.
Give formal oral presentations that focus on specified academic content, using appropriate vocabulary
and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and
intonation. (ELA 3.4)
S.4.9.
Participate in creating scoring guides based on designated categories and use them to prepare, assess,
and revise oral presentations. (link to ELA 3.7, 3.13, 25.4)
S.4.10. Express an opinion on a literary text or film in an organized way, using supporting details. (ELA 3.6)
S.4.11. Plan and revise oral presentations, considering the audience, purpose, and information to be conveyed.
S.4.12. Present information orally, using an appropriate degree of formality for the audience and setting. (link
to ELA 3.14)
S.4.13. Comprehend and answer questions following a presentation.
S.4.14. Plan delivery of an oral presentation, using pace, visual aids, and gestures. (link to ELA 3.8, 3.12, 3.17)
S.4.16. Present an organized oral interpretation of a literary text, film, or dramatic production. (ELA 3.10)
S.4.17. Employ appropriate techniques (such as dramatic opening statement, question) for oral persuasion.
(link to ELA 3.11)
S.4.18. Create a scoring guide and use it to prepare, improve, and assess oral presentations. (ELA 3.16)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 69d, 89d, 107d, 135b, 161d, 179d, 305d,
197d, 235d, 239b, 265d, 289d, 43d, 89d,
131d, 213d, 305d, 135c, 239c, 353c
Vol. 2: 37d, 83d, 111d, 185d, 211d, 231d, 251d,
297d, 363d, 211d, 251d, 297d, 367b, 135a135b, 161d, 231d, 135c, 255c, 367c
Grade 4:
Vol. 1: 43d, 91d, 43d, 67d, 129d, 133b, 179d, 213d,
235b, 279d, 337d, 337d, 133c, 235c, 341c,
341b
Vol. 2: 577d, 595d, 611d, 629d, 653d, 657a-657b,
359d, 511d, 383d, 405d, 475d, 553b, 629d,
653d, 657b, 359d, 429d, 383d, 611d, 453c,
553c, 657c
41
4: VOCABULARY AND CONCEPT DEVELOPMENT – Students will understand and acquire new vocabulary and
use it correctly in reading and writing.
S.1.1.
Demonstrate comprehension of everyday words and phrases, using pictures, actions, and/or objects.
(FL 2)
S.1.2.
Demonstrate comprehension of words that express basic personal needs (such as transportation,
housing); personal likes and dislikes; personal information (such as age, address, family); and schoolrelated information (such as teacher’s name, schedule, routines). (FL 2)
S.1.3.
Demonstrate comprehension of vocabulary essential for grade-level content learning, using pictures,
actions, and/or objects. (link to FL 7)
S.14.
Express basic personal needs and information (such as health, food, clothing, weather, recreation) and
school-related information, using spoken words and phrases. (FL 1; MELA-O, 2 vocabulary)
S.1.5.
Employ vocabulary essential for grade-level content learning. (see various Massachusetts Curriculum
Frameworks; link to FL 7)
S.1.6.
Classify previously learned words by content themes or topics (such as Gr. 3–5 science plant structures:
roots, leaves, stem, bark; Gr. 9–12 math patterns: iterative, linear, recursive; Gr. 6–8 history/social
science geography terms: region, tropics, rain forest, tundra). (link to ELA 4.1)
S.1.7.
Determine meanings of words with inflections (looks, looked, looking) by using knowledge of base
words (look) and inflections. (link to ELA 4.4)
S.1.9.
Predict the meaning of unknown compound words (such as daydream, snowman), using knowledge of
individual words. (ELA 4.7)
S.1.11. Clarify meanings of words, using beginning and bilingual dictionaries. (link to ELA 4.8)
S.1.12. Demonstrate comprehension of common words with multiple meanings (such as saw, can, sentence).
(ELA 4.5)
S.1.13. Demonstrate understanding of academic content words and phrases in selected concept-based
categories. (link to ELA 4.3)
S.1.14. Demonstrate comprehension of frequently used synonyms and antonyms. (link to ELA 4.6)
S.1.15. Demonstrate comprehension of frequently used idioms. (link to ELA 4.11)
R.1.8.a. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21)
R.1.8.b. Identify use of apostrophes to indicate possessive form (such as in Mike’s book).
R.1.9.a. Identify signal words in context clues that indicate word meaning by example or definition. (link to
ELA 4.17)
R.1.9.b. Identify and use example and definition context clues to determine meanings of unfamiliar words. (link
to ELA 4.17)
W.3.4.a. Use general and specific words and phrases to write about familiar objects and events. (link to ELA 4.2)
S.1.16. Express personal intent using spoken words and phrases (such as requesting information, agreeing,
giving permission). (FL 1)
S.1.17. Classify previously learned academic content words and phrases into concept-based categories (link to
ELA 4.3)
S.1.18. Participate in limited discussions using appropriate and adequate words and phrases. (FL 1; MELA-O, 3
vocabulary)
S.1.19. Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-,
un-, dis-, – tion, – less, – ly). (link to ELA 4.9, 4.18)
42
S.1.20.
S.1.21.
S.1.23.
R.1.8.c.
R.1.8.e.
R.1.8.
R.1.9.c.
W.3.4.b.
Employ synonyms (such as big/huge/gigantic/enormous) for word variety in speaking. (link to ELA
4.6)
Use selected idiomatic expressions in speaking. (link to ELA 4.11)
Apply knowledge of terms for textual features of textbooks (such as chapter, review, essay, table of
contents) and tests (such as open-ended, multiple-choice).
Identify selected Latin and Greek roots (such as chronos, auto, hyper, super, trans, circum) to help
determine meanings of unfamiliar words. (ELA 4.21)
Use a bilingual or intermediate dictionary to determine word meaning. (link to ELA 4.22)
Apply knowledge of word analysis to expand comprehension of vocabulary found in text.
Identify signal words in contrast and cause/effect clues to determine the meanings of unfamiliar words.
(link to ELA 4.20)
Identify synonyms that give more specific information to the reader. (link to ELA 4.6)
S.1.27. Rephrase ideas and thoughts to express meaning. (link to FL 1.21; MELA-O, 4 vocabulary)
S.1.30. Identify orally the meaning of phrasal verbs (such as look into, get over, be through). (link to ELA 4.23)
S.1.31. Identify meanings in the context of familiar sayings and phrases used in English (such as rule of thumb,
make a mountain out of a molehill, count your blessings, forty winks, all’s well that ends well, don’t
look a gift horse in the mouth). (FL 5.7; ELA 4.23)
S.1.33. Clarify meanings of words, using glossaries, thesauruses, and other resources selectively. (link to ELA
4.25)
R.1.9.d. Identify and use contrast and cause/effect context clues in text to determine the meanings of unfamiliar
words. (link to ELA 4.20)
R.1.9.
Apply knowledge of context clues to determine the meanings of unfamiliar words. (link to ELA 4.20)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 92, 200, 43i, 297, 305g-305h, 349i, 179l,
213l, 349l, 134, 166, 205k, 237, 270, 318,
319, 350, 351, 46, 110, 164, 182, 216, 268,
292, 332, 16, 72, 140, 180-181, 187, 193,
197a, 308, 349b, 39-43, 43k
Vol. 2: 14, 260, 280, 203, 211g-211h, 353, 363g363h, 161g-161h, 297i, 353, 363g-363h,
317l, 46, 59k, 194, 195, 211k, 231k, 255,
365, 114, 140, 214, 234, 300, 320, 40, 62, 86,
117, 131b, 164, 180, 181, 342, 347
Grade 4:
Vol. 1: 22, 26, 37, 112, 160, 214-215, 216, 221, 225,
231a, 267, 279b, 293, 297b, 320, 70, 240, 26,
35, 43I, 195c, 195d, 233, 279i, 232, 323,
337i, 284, 285, 339-341, 46, 94, 138, 156,
182, 198b, 198, 214-215, 231a, 282
Vol. 2: 362, 386, 534, 558, 614, 648, 471, 475g,
493g, 531g, 432, 496, 580, 632, 386b, 514b,
558b, 405i, 475i, 552, 553, 359j, 595j, 346,
359j, 408, 432, 458, 478, 549
43
5: STRUCTURE AND ORIGINS OF MODERN ENGLISH – Students will analyze standard English grammar and
usage and recognize how its vocabulary has developed and been influenced by other
languages.
S.1.8.
Identify words in English that are frequently used in the student’s first language. (FL 5.6)
S.1.10. Identify linguistic characteristics of English words and compare and contrast them with words from the
student’s first language. (link to FL 5.4)
R.1.10.a. Identify orthographic conventions (such as punctuation, capitalization) that signal meaning in various
kinds of sentences. (link to ELA 5.20)
R.1.10.b. Identify the eight basic parts of speech in the context of a sentence. (link to ELA 5.9)
R.1.10.c. Identify verb phrases and verb tenses in sentences. (ELA 5.11)
W.4.4.a. Use rules for apostrophes when editing writing. (link to ELA 5.14)
W.4.4.b. Use rules for quotation marks when editing writing. (link to ELA 5.14)
W.4.4.d. Use rules for paragraph indentation. (link to ELA 5.14)
S.1.22. Demonstrate how idiomatic expressions are used in English and in the student’s first language. (link to
FL 5.7)
R.1.8.d. Identify words from other languages (such as guru, maestro, baton, aloha, pronto) that have been
adopted in English. (ELA 5.8; FL 5.10)
R.1.10.d. Identify varied sentence structures (simple, compound, complex) as they affect meaning. (link to ELA
5.18)
R.1.10.e. Recognize types of pronouns (such as reflexive, possessive) and their functions in context.
R.1.10.f. Compare differences between oral and written language patterns (such as use of contractions or slang
in oral language, not in formal written forms). (link to ELA 6.6)
R.1.13.a. Identify words or word parts from other languages that have been adopted in English. (FL 5.10; link to
ELA 5.29)
R.1.13.b. Compare and contrast English words that come from other languages. (link to FL 5.15)
W.4.4.c. Use rules for commas in compound sentences. (link to ELA 5.14)
S.1.32. Identify characteristics of English words, phrases, and expressions, and compare and contrast them with
these features in the student’s first language.(link to FL 5.4)
S.2.61. Compare and contrast major aspects (such as pragmatics, body language) of English and other
languages. (link to FL 5.17)
S.3.68. Give examples of how the English language has developed and been influenced by other languages.
(link to ELA 5.33)
R.1.10.g. Identify words that function according to their position in a sentence (such as produce in “They will
produce results” or “They will buy the produce”). (link to ELA 5.12)
R.1.10. Apply knowledge of parts of speech and sentence structures to determine the meaning of text. (link to
ELA 5.15)
R.1.13. Provide examples of how English vocabulary has developed from and been influenced by other
languages. (link to ELA 5.33)
W.4.4.e. Use rules for separating introductory words and phrases using a comma.
W.4. Use knowledge of correct mechanics when editing. (link to ELA 5.14)
44
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 69f, 89e, 131f, 161e, 179e-179f, 265e, 289f,
43e, 43f, 69e, 89f, 107e-107f, 131e, 305e,
43e, 161f, 179e-179f, 197e, 235f, 289f, 329f,
349e
Vol. 2: 161e, 251e, 277e, 111e-111f, 277f, 317e,
317f, 339e, 363f, 37e, 37f, 59e, 83f, 131e,
161e, 203, 211g-211h, 251I, 353, 363g-363h
Grade 4:
Vol. 1: 157f, 179e-179f, 195f, 213e-213f, 231e,
257f, 279e 317f, 337f, 67f, 109e, 129e, 157e,
257e, 67e, 43e-43f, 91e-91f, 109f
Vol. 2: 359f, 383e-383f, 405e, 429f, 449e-449f,
359e, 611e, 595f, 611e-611f, 471, 475g,
493g, 531g
45
6: FORMAL AND INFORMAL ENGLISH – Students will describe, analyze, and use appropriately formal and
informal English.
S.2.11. Gain the attention of others by speaking in culturally and age-appropriate ways. (link to ELA 6.3)
W.3.11.a. Distinguish between formal and informal language heard in stories, poems, and plays. (ELA 6.1)
S.1.25. Demonstrate comprehension in a variety of settings of specific, technical, and/or abstract words and
phrases of grade-level, academic content in various Massachusetts Curriculum Frameworks. (link to
ELA 6.8)
S.1.26. Identify jargon as language used by members of particular groups (such as peer groups, athletes,
musicians). (link to ELA 6.8)
S.2.32. Identify formal and informal oral language, including slang. (link to ELA 6.3)
W.3.11.b. Distinguish between personal and impersonal language used in writing.
S.1.28. Communicate academic knowledge orally, using specific, technical, and abstract vocabulary of gradelevel, academic content in various Massachusetts Curriculum Frameworks. (link to ELA 6.8)
S.1.29. Demonstrate knowledge of spoken vocabulary, using specific, technical, and/or abstract vocabulary of
grade-level, academic content. (ELA 6.8; FL 7)
S.2.59. Distinguish formal oral language from slang. (link to ELA 6.4)
R.4.6.d. Recognize dialect in the conversational voices in American folk tales.(ELA 6.2)
Grade 3:
Vol. 1: 39-43, 43k
Vol. 2: 297l
Grade 4:
Vol. 2: 435, 449i, 577j
46
Grades Three and Four – Reading and Literature Strand
7: BEGINNING READING – Students will understand the nature of written English and the relationship of letters
and spelling patterns to the sounds of speech.
R.2.1.a. Listen to stories read aloud.
R.2.1.b. Choose to look at books.
R.2.1.c. Repeat words and phrases from text that is read.
R.2.1.d. Participate in choral reading.
R.2.1.e. Recite memorized parts of chants, pattern books, and familiar books
R.2.3.a. Match symbols, pictures, and/or letters with words or ideas.
R.2.3.b. Recognize that spoken words are represented in written English by sequences of letters. (link to ELA
7.4)
R.2.3.c. Recognize that, in English, print moves from left to right across the page, and from top to bottom. (ELA
7.1)
R.2.3.d. Identify upper- and lower-case letters of the alphabet. (ELA 7.1)
R.2.4.a. Recognize that a phoneme is one distinct sound. (link to ELA 7.2)
R.2.4.b. Recognize differences between and among English language sounds that are heard
R.2.5.a. Identify the initial sounds of familiar words. (link to ELA 7.2)
R.2.5.b. Identify the final sounds of familiar words. (link to ELA 7.2)
R.2.6.a. Recognize letter-sound matches by identifying and naming each letter of the alphabet. (ELA 7.3)
R.2.6.b. Demonstrate knowledge that written words are composed of letters that represent sounds. (ELA 7.3)
R.2.9.a. Identify orthographic features of English words (such as sizes and shapes of letters).
R.2.1.f. Use text as well as illustrations to gain meaning of text.
R.2.1.g. Recognize that printed text can provide information.
R.2.1.h. Recognize that printed text can provide entertainment.
R.2.1.i. Demonstrate how to handle a book and turn the pages. (ELA 7.1)
R.2.1.j. Identify the covers and title page of a book. (ELA 7.1)
R.2.2.a. Match previously learned spoken words to written words. (link to ELA 7.4)
R.2.2.b. Identify labels and signs in the school environment. (link to FL 2.4)
R.2.3.e. Locate distinctive features of words, letters, parts of words, and whole words.
R.2.3.f. Recognize that written words are separated by spaces. (ELA 7.1)
R.2.3.g. Recognize that printed sentences are made up of separate words. (ELA 7.1)
R.2.4.c. Recognize and produce English phonemes that are like phonemes heard and spoken in the student’s
first language. (link to FL 5.1)
R.2.4.d. Recognize rhyming words in English. (link to ELA 7.2)
R.2.4.e. Produce rhyming words in English using activities such as word games.(link to ELA 7.2)
R.2.5.c. Identify the medial sounds of familiar words. (link to ELA 7.2)
R.2.5.d. Demonstrate knowledge of consonant blends, using recognizable words. (link to ELA 7.5)
R.2.6.c. Demonstrate knowledge of vowel digraphs, vowel diphthongs, and r-controlled letter-sound
associations by reading. (ELA 7.5)
R.2.6.d. Decode familiar words in text. (link to ELA 7.7)
R.2.7.a. Decode unknown words using word patterns (onset/rime) or phonograms (such as f-ish, d-ish, w-ish).
(ELA 7.5)
47
R.2.8.a. Comprehend a word in its context, using self-monitoring (such as asking oneself Does it sound right?
Does it look right? Does it make sense?).
R.2.9.b. Recognize common abbreviations (such as Jan., Ms., St., Tues., lb.).
R.2.9.c. Recognize capitalization in a sentence. (link to ELA 5.3, 7.4)
R.2.9.d. Recognize punctuation (such as end mark) in a sentence. (ELA 5.4)
R.2.10.a. Give examples of how the writing systems of English and of other languages are similar and different
(such as in punctuating questions, capitalizing names of days and months). (link to FL 5.1)
R.2.1.1. Demonstrate awareness of and readiness for reading for meaning
c.
Read familiar high-frequency, irregularly spelled words by sight (such as have, said, where). (ELA 7.6)
R.2.2.d. Read phrases containing previously learned words (noun phrases such as my house; prepositional
phrases such as on the bus) as units of meaning. (FL 2)
R.2.2.e. Spell previously learned words and phrases. (link to ELA 7.4)
R.2.2.
Read and understand high-frequency and familiar words and phrases. (link to FL 2)
R.2.3.
Recognize that printed text has specific form and carries meaning. (link to ELA 7.1)
R.2.4.f. Demonstrate understanding that words are made up of syllables.(link to ELA 7.2)
R.2.4.
Demonstrate that phonemes exist and can be isolated and manipulated. (ELA 7.2)
R.2.5.e. Demonstrate knowledge of long- and short-vowel patterns, using recognizable words. (link to ELA 7.5)
R.2.5.
Demonstrate knowledge of English phonemes and their relationships to familiar words.
R.2.6.e. Match letters to sounds to decode simple unknown words. (link to ELA 7.7)
R.2.6.
Apply letter-sound knowledge to connect meaning with printed words.
R.2.7.b. Apply knowledge of letter patterns to identify syllables. (ELA 7.7)
R.2.7.c. Decode phonetically regular, monosyllabic words. (link to ELA 7.7)
R.2.7.d. Decode phonetically regular, multisyllabic words. (link to ELA 7.7)
R.2.7.
Apply word analysis to decode printed words, both known and unknown.(ELA 7.7)
R.2.8.b. Rephrase information that has been read in order to demonstrate understanding of a word in its context.
R.2.8.
Apply knowledge of word context to gain meaning from text.
R.2.9.e. Recognize indentation in a paragraph. (link to ELA 7.4)
R.2.9.
Demonstrate understanding of selected features of written English. (ELA 7.4)
R.2.10. Identify, compare, and provide examples of the linguistic features (such as orthography, words and
word parts, sounds related to print) of English and other languages in print. (link to FL 5.4)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 43g-h, 43i, 69g-69h, 69i, 89g-89h, 89i, 107g107h, 107i, 131g-131h, 131i, 161g-161h,
161i, 179g-179h, 179i, 197g-197h, 197i,
213g-213h, 213i, 235g-235h, 235i, 265g265h, 265i, 289g-289h, 289i, 305g-305h,
305i, 329g-329h, 329i, 349g-349h, 349i, 43a,
43b, 69a, 69b, 89a, 89b, 107a, 107b, 131a,
131b, 161a, 161b, 179a, 179b, 197a, 197b,
213a, 213b, 235a, 235b, 265a, 265b, 289a,
289b, 305a, 305b, 329a, 329b, 349a, 349b,
43d, 59d, 69d, 83d, 89d, 107d, 111d, 131d,
161d, 179d, 197d, 197d, 213d, 235d, 265d,
289d, 305d, 329d, 349d
Vol. 2: 37g-37h, 37i, 59g-59h, 59i, 83g, 83h, 83i,
111g-111h, 111i, 131g-131h, 131i, 161g-
Grade 4:
Vol. 1: 43a, 43b, 67a, 67b, 91a, 91b, 109a, 109b,
129a, 129b, 43g, 67g, 91g, 109g, 129g, 157g,
179g, 195g, 213g, 231g, 257g, 279g, 297g,
317g, 337g, 157a, 157b, 179a, 179b, 195a,
195b, 213a, 213b, 231a, 231b, 257a, 257b,
279a, 279b, 297a, 297b, 317a, 317b, 337a,
337b, 43d, 67d, 91d, 109d, 129d, 157d, 179d,
195d, 213d, 231d, 257d, 279d, 297d, 317d,
337d, 340d
Vol. 2: 359a, 359b, 383a, 383b, 405a, 405b, 429a,
429b, 449a, 449b, 475a, 475b, 493a, 493b,
511a, 511b, 531a, 531b, 549a, 549b, 577a,
577b, 595a, 595b, 611a, 611b, 629a, 629b,
653a, 653b, 359g, 383g, 405g, 429g. 449g,
475g, 493g, 511g, 531g, 549g, 577g, 595g,
48
161h, 161i, 185g-185h, 185i, 211g-211h,
211i, 231g, 231h, 231i, 251g-251h, 251i,
277g-277h, 277i, 297g-297h, 297i, 317g317h, 317i, 339g-339h, 339i, 363g-363h,
363i, 37a, 37b, 59a, 59b, 83a, 83b, 111a,
111b, 131a, 131b, 37d, 59d, 83d, 107d, 111d,
131d, 161d, 185d, 211d, 231d, 251d, 254d,
277d, 297d, 317d, 339, 339d, 363d, 161a,
161b, 185a, 185b, 211a, 211b, 231a, 231b,
251a, 251b, 277a, 277b, 297a, 297b, 317a,
317b, 339a, 339b, 363a, 363b,
611g, 629g, 653g, 359d, 383d, 405d, 429d,
449d, 475d, 493d, 511d, 531d, 549d, 577d,
595d, 611d, 629d, 653d
49
8: UNDERSTANDING A TEXT – Students will identifies the basic facts and main ideas in a text and use them as
the basis for interpretation.
R.3.1.a. Make predictions about main ideas before reading a story, using prior knowledge and visual cues. (link
to ELA 8.1)
R.3.1.b. Make predictions about important information before reading an informational text, using prior
knowledge, text features, and visual cues. (link to ELA 8.4, 13)
R.3.1.c. Identify a main event from a story. (link to ELA 8.2)
R.3.1.d. Identify important information, using prior knowledge and visual cues from an informational text.
R.3.3.a. Use visual organizers (such as cycle of events, story map, character web) to demonstrate
comprehension of facts that support main ideas in a text
R.3.4.a. Identify words and phrases that signal chronology in a text (such as after, finally).
R.3.4.b. Identify words and phrases that signal steps of a process in a text (such as first, second, last).
R.1.4.a. Identify orthographic conventions for dialogue (such as capital letters, quotation marks) in text.
R.1.5.b. Predict the purpose and meaning of text by reading its title. (link to ELA 8.1)
R.1.5.c. Predict the purpose and meaning of text by interpreting accompanying illustrations. (link to ELA 8.1,
8.4)
R.3.1.e. Retell a main event from a story. (link to ELA 8.2)
R.3.1.f. Restate important information, using prior knowledge and/or visual cues from an informational text.
(link to ELA 8.10)
R.3.1.g. Identify the beginning, middle, and end of a story. (link to ELA 8.7)
R.3.2.a. Identify details that support main ideas in a text.
R.3.3.b. Identify and select main ideas and important facts in a text.
R.3.3.c. Rephrase main idea(s) and important facts in a text that is read. (link to ELA 8.10)
R.3.4.c. Identify the speaker of a poem or story. (ELA 8.13)
R.3.4.d. Identify words and phrases that signal a cause-and-effect relationship in a text (such as because, if . . .
then). (link to ELA 8.16)
R.3.4.e. Describe setting, characters, and/or events in a text, and support opinions about them with evidence
from the text. (link to ELA 8.14)
R.3.1.h. Retell the beginning, middle, and end of a story.
R.3.1.i. Identify the characters and setting of a story.
R.3.1.
Identify main idea(s) or important information in a literary or an informational text. (link to FL 2.8,
2.12; ELA 8.2, 8.10)
R.3.2.b. Identify facts that answer the reader’s questions in a text. (link to ELA 8.15)
R.3.2.
Identify details that support main idea(s) in a literary or an informational text. (link to FL 2.8; ELA
8.18)
d.
Identify differences between retelling and summarizing a text.
R.3.3.
Summarize information from a literary or an informational text that is read. (link to ELA 8.18)
R.3.4.f. Distinguish fact from opinion in a text. (ELA 8.17)
R.3.4.
Support individual interpretations and conclusions, using evidence from a literary or an informational
text. (link to ELA 8)
50
Grade 3:
Vol. 1: 14-15, 24, 25, 35, 42, 43a, 60, 173, 179b,
226, 278, 279, 289b, 364, 131b, 59k, 134,
166, 179k, 270, 305k, 75, 89k, 103, 132, 318,
319, 350, 351, 141, 183, 211, 217, 244a, 255,
18, 53, 64, 94, 108-109, 113, 116, 120, 121,
131a, 227, 235b, 299, 305b, 207, 213a170,
336, 337
Vol. 2: 204, 205, 144, 276, 277, 46, 231k, 255, 365,
362, 228, 269, 277k, 19, 38-39, 43, 44, 45,
53, 55, 59a, 59b, 76, 101, 102, 116, 127, 191,
220, 221, 232-233, 237, 241, 251a, 278-279,
283, 286, 288, 291, 292, 293, 297a, 318-319,
323, 326-327, 335, 338, 339a, 162-163, 168,
169, 174, 175, 218
Grade 4:
Vol. 1: 35, 43i, 179i, 195c, 195d, 233, 279i, 121,
122, 129a, 144, 162, 163, 200, 206, 245, 252,
257b, 266, 304, 306, 322, 328, 324, 334, 364,
560, 561, 564, 577b, 109i, 20-21, 25, 28, 29,
43a, 59, 60, 72, 77, 110-111, 115, 262, 103,
190, 191, 195b
Vol. 2: 405i, 475i, 552, 553, 396, 397, 410, 412,
418, 419, 430-431, 437, 441, 444, 551, 611i,
549i, 629j, 449a, 468, 476-477, 482, 483,
488, 489, 493a, 508, 568, 573, 574, 635,
653b, 569, 577i, 602, 219, 405, 596-597,
603, 611a, 264, 518, 521
51
9: MAKING CONNECTIONS – Students will deepen their understanding of a literary or non-literary work by
relating it to its contemporary context or historical background.
R.1.6.a. Compare orthographic conventions (such as punctuation, capitalization) between and among languages.
(link to FL 5.4)
R.1.6.b. Compare structures of sentences, paragraphs, and text between and among languages. (link to FL 5.4)
R.1.6.
Recognize similarities and differences in orthographic conventions andstructures between and among
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 53, 64, 94, 108-109, 113, 116, 120, 121,
131a, 170, 336, 337
Vol. 2: 19, 43, 55, 59b, 76, 101, 102, 116, 127, 191,
220, 221, 232-233, 237, 241, 251a, 288, 292,
293, 318-319, 323, 335, 338, 339a
Grade 4:
Vol. 1: 59, 60, 72, 77, 110-111, 115, 121, 122, 129a,
162, 163, 206, 245, 257b, 266, 304, 322, 324,
334
Vol. 2: 396, 397, 410, 412, 418, 419, 430-431, 437,
441, 444, 449a, 468, 476-477, 482, 483, 488,
489, 493a, 508, 568, 573, 574, 635, 653b
52
10: GENRE – Students will identify, analyze, and apply knowledge of the characteristics of different genres.
R.4.1.a. Identify characteristics specific to common genres of literature (such as poetry, prose, fiction,
nonfiction, dramatic literature).
R.5.1.a. Identify forms and purposes of expository texts (such as essays).
R.4.1.b. Identify differences in characteristics among genres of literature. (link to ELA 10.1)
R.5.1.b. Identify forms and purposes of informational texts (such as encyclopedia articles).
R.4.1.
Apply knowledge of general characteristics of a literary genre as a strategy for reading. (link to ELA
10.2)
R.5.1.
Distinguish forms and purposes of informational and expository materials (such as encyclopedias, CDROMs, newspapers, magazines, letters, content texts). (link to ELA 10.2)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 39, 41, 43d, 43k, 51, 69c, 69k, 89c, 89d, 95,
107c, 107d, 128, 131c, 132, 133, 134, 135,
161d, 163, 167, 175, 179d, 197d, 197k, 235d,
235k, 236, 237, 238, 239, 265d, 271, 289k,
313, 350, 353, 351, 352, 353, 366
Vol. 2: 17, 37k, 83k, 103, 132, 133, 134, 135, 143,
212h,
251k, 252, 253, 254, 255, 297k, 317d, 339k, 363d, 364,
365, 366, 367
Grade 4:
Vol. 1: 75, 89, 91i, 110h, 129i, 130, 131, 132, 133,
141, 155, 157i, 165, 195c, 231i, 232, 233,
236j, 243, 257i, 297i, 317i, 338, 339, 358
Vol. 2: 359d, 359i, 365, 383d, 383i, 429d, 449d, 450,
451, 531i, 549d, 549j, 550, 551, 552, 553,
593, 595, 611d
53
11: THEME – Students will identify, analyze, and apply knowledge of theme in a literary work and provide
evidence from the text to support their understanding.
R.3.5.b. Relate fiction and nonfiction texts to personal experience and background knowledge. (link to ELA
11.1; FL 2.10)
R.3.5.a. Identify a theme as a lesson in folktales, fables, and myths. (link to ELA 11.2)
R.3.5.
Identify theme in a variety of texts. (link to ELA 11)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 43, 123, 131, 136, 161, 235, 240, 329
Vol. 2: 10, 12, 21, 29, 37a, 79, 83b, 111, 136, 161,
247, 251b, 256
Grade 4:
Vol. 1: 18, 43, 45, 123, 129, 129b, 134, 157,
196,197, 203, 209, 213a, 231, 236, 317
Vol. 2: 342, 371, 379, 383b, 405, 449, 454, 493, 531,
595
54
12: FICTION – Students will identify, analyze, and apply knowledge of the structure and elements of fiction and
provide evidence from the text to support their understanding.
R.4.3.a. Identify the elements of a personal or familiar story (such as plot, character, setting). (ELA 12.1)
R.4.3.b. Identify the elements of a story read in class.
R.4.3.
Analyze the elements of plot, character, and setting in stories. (link to ELA 12.2)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 53, 108, 109, 113, 121, 131a, 337
Vol. 2: 19, 37c, 38, 39, 43, 53, 55, 59, 59a, 59b, 101,
127, 191, 221, 232, 233, 237, 241, 251, 251a,
278, 279, 283, 291, 293, 297a, 318, 319, 323,
327, 335, 339a
Grade 4:
Vol. 1: 20, 25, 29, 40, 43a, 59, 77, 110, 115, 121,
163
Vol. 2: 397, 419, 430, 437, 441, 449a, 476, 477, 483,
489, 493a, 561, 573, 577b, 635, 653b
55
13: NONFICTION – Students will identify, analyze, and apply knowledge of the purposes, structure, and
elements of nonfiction or informational materials and provide evidence from the text to
support their understanding.
R.3.6.a. Identify text features (such as title, illustrations, headings, captions, graphics, bold-face type). (link to
ELA 13.3)
R.1.3.a. Use labeled text illustrations, charts, and other graphics to increase comprehension of vocabulary. (link
to ELA 13.2)
R.5.2.a. Identify common text features (such as title, headings, captions, pronunciation guide, key words,
glossary, table of contents) as sources of information in a text. (link to ELA 13.1)
R.5.3.a. Identify graphic features found in text (such as illustrations, labeled drawings, type size, charts, maps,
diagrams). (link to ELA 13.2)
R.5.4.a. Identify words that signal chronological order in text (such as before, after, finally, first, last).
R.5.5.a. Identify facts in a text to answer the reader’s or other questions. (ELA 13.9)
R.5.7.a. Identify examples of fact in expository or informational texts. (link to ELA 13.11)
R.3.6.b. Preview text features to predict meaning. (link to ELA 13.3)
R.3.6.c. Pause while reading silently to check that information makes sense.
R.1.5.
Apply knowledge of text structures to comprehend text. (link to ELA 13.8)
R.5.2.b. Identify common structural features in text (such as paragraphs, topic sentences, concluding sentence).
(link to ELA 13.6)
R.5.3.
Use knowledge of common graphic features to determine the purpose and meaning of text. (ELA 13.7)
R.5.4.b. Identify chronological order found in text. (link to ELA 13.8)
R.5.5.b. Identify main ideas and important facts in a text.
R.5.5.c. Restate main ideas and important facts from a text. (link to ELA 13.5)
R.5.6.a. Identify examples in a text that show causes. (link to ELA 13.10)
R.5.6.b. Identify examples in a text that show effects or results.
R.5.7.b. Identify examples of opinion in expository or informational texts.
R.5.7.c. Identify examples of fiction in expository or informational texts.
R.3.4.g. Draw a conclusion from a text. (link to ELA 13.13)
R.3.6.
Identify and apply strategies to enhance comprehension of texts.
R.5.2.
Use knowledge of text features to determine the purpose and meaning of a text. (link to ELA 13.6)
R.5.4.
Use knowledge of common organizational structure (chronological order) to determine meaning of text.
(link to ELA 13.8)
R.5.5.
Summarize main ideas and supporting details. (ELA 13.12)
R.5.6.
Distinguish cause from effect in text. (ELA 13.10)
R.5.7.
Distinguish fact from opinion or fiction in informational texts. (ELA 13.11)
56
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 73, 141, 183, 198-199, 201, 207, 213a, 217,
149, 277, 89l, 145, 153, 161, 161a, 188, 189,
203, 303, 227, 235b, 299, 305b, 329d, 130,
131b
Vol. 2: 162-163, 168, 169, 174, 175, 185a, 218, 219,
231b, 231d, 111, 211b, 277l, 176, 177, 183,
211c, 211d, 212g
Grade 4:
Vol. 1: 229, 280, 317, 41, 43, 43j, 127, 129j, 183,
230, 261, 278, 315 , 43j, 231d, 43b, 271, 275,
262, 103, 190, 191, 195b, 264
Vol. 2: 447-449, 449j, 493, 493j, 494g, 494h, 494495, 501, 507, 511a, 511j, 512g, 531j, 532g,
543, 549b, 549m, 403, 528, 535, 627, 629d,
393, 401, 447-449, 449j, 494, 503, 509, 511a,
531b, 602, 405, 596-597, 603, 611a, 578,
580a, 518, 521
57
14: POETRY – Students will identify, analyze, and apply knowledge of the themes, structure, and elements of
poetry and provide evidence from the text to support their understanding.
R.4.4.a. Identify a regular beat (rhythm) and/or similarities in sounds among words (rhyming) in poems. (link to
ELA 14.1)
R.4.4.b. Identify various patterns of repetition in poems.
R.4.4.c. Compare and contrast sounds (rhythm, rhyme) in poetry. (link to FL 5.8)
R.4.4.d. Identify sensory images in poems. (link to ELA 14.2)
R.4.4.e. Locate similes in poems. (link to ELA 14.2)
R.4.4.
Identify the elements of poetry and analyze how they add to the meaning and enjoyment of a poem.
(link to ELA 14)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 19, 135, 132, 134, 166, 318, 319, 351
Vol. 2: 252, 134, 366, 231k
Grade 4:
Vol. 1: 195c, 195d, 130, 279I, 132, 213I, 263
Vol. 2: 453, 377, 657, 475I, 552, 553, 511I, 601
58
15: STYLE AND LANGUAGE – Students will identify and analyze how an author’s words appeal to the senses,
create imagery, suggest mood, and set tone, and provide evidence from the text to support their
understanding.
R.4.2.a. Identify words that appeal to the senses in language and literature that is heard. (link to ELA 15.1)
R.4.2.b. Locate words that appeal to the senses in written language. (link to ELA 15.1)
R.4.2.
Classify spoken or written words as belonging to sense categories (such as visual, auditory, tactile)
when found in literary texts. (link to ELA 15.1)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 131k, 134, 135, 306, 311, 317, 318, 319, 327,
350, 351
Vol. 2: 51, 65, 133, 173, 185b, 212, 231k, 298, 299,
303, 305, 307, 317a, 331, 365
Grade 4:
Vol. 1: 68, 83, 131, 132, 136, 213d, 213i, 233, 263,
279j, 341a
Vol. 2: 411, 429i, 451, 475i, 481, 511i, 552, 556,
565, 571, 577a
59
16: MYTH, TRADITIONAL NARRATIVE, AND CLASSICAL LITERATURE – Students will identify, analyze, and apply
knowledge of the themes, structure, and elements of myths, traditional narratives, and classical
literature and provide evidence from the text to support their understanding.
R.4.5.a. Identify recurring phrases in nursery rhymes, fables, fairy tales, tall tales, lullabies, and myths (such as
Once upon a time, long ago). (link to ELA 16.3)
R.4.5.b. Predict recurring phrases in nursery rhymes, fables, fairy tales, tall tales, lullabies, and myths. (link to
ELA 16.3)
R.4.5.c. Identify phenomena explained in origin myths from various cultures. (link to ELA 16.4)
R.4.6.a. Describe significant characters in traditional literature from various cultures. (link to ELA 16.6)
R.4.6.b. Compare significant heroes and/or heroines in traditional literature from various cultures. (link to FL
5.17)
R.4.5.d. Identify and compare character types (such as tricksters, heroes, heroines) in traditional literature from
various cultures. (link to ELA 6.5; link to FL 6.9)
R.4.5.
Recognize nursery rhymes, fables, fairy tales, tall tales, lullabies, and myths as traditional literature.
(link to ELA 16.1)
R.4.6.
Identify culturally significant characters and events represented in traditional literature (including
Greek, Roman, Norse mythology). (link to ELA 16.6)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 2: 360-363, 361, 363k
Grade 4:
Vol. 1: 476-477, 593-595
60
17: DRAMATIC LITERATURE – Students will identify, analyze, and apply knowledge of the themes, structure,
and elements of drama and provide evidence from the text to support their understanding.
R.4.7.a. Identify dialogue as an element in a play. (link to ELA 17.1)
R.4.7.b. Identify elements of plot and character as presented through dialogue in scripts. (link to ELA 17.2)
R.4.7.c. Explain how dialogue can develop the plot or characters of a play, using specific examples.
R.4.7.
Demonstrate understanding that dialogue develops the plot and characters of a play. (link to ELA 17.2)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 92-105, 107k
Grade 4:
Vol. 2: 362-364, 365, 382, 383i
61
18: DRAMATIC READING AND PERFORMANCE – Students will plan and present dramatic readings, recitations,
and performances that demonstrate appropriate consideration of audience and purpose.
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 105, 107k, 236, 239, 350, 352, 353
Vol. 2: 11, 37d, 59d, 133, 135, 185d, 251, 252, 253,
254, 255, 297d, 317, 364, 366
Grade 4:
Vol. 1: 130, 131, 133, 133b, 154, 195d, 232, 235b,
257, 337, 339, 340
Vol. 2: 343, 383, 383d, 450, 451, 453b, 492, 494g,
550, 551, 552, 577, 577d
62
Grades Three and Four – Composition Strand
19: WRITING – Students will write with a clear focus, coherent organization, and sufficient detail.
W.2.1.a. Write words that have personal meaning (such as name, age, family names, birth country).
W.2.1.b. Draw pictures and/or use letters to spell words that give others information. (link to ELA 19.3)
W.2.1.c. Dictate short accounts of personal experiences. (link to ELA 19.7)
W.2.2.a. Diagram and label information to be conveyed in a writing task.
W.2.2.b. Dictate sentences that give information (such as directions, instructions, explanations). (link to ELA
19.4)
W.2.3.a. List evidence from a literary or an informational text that supports a given topic sentence.
W.2.4.a. Draw or sequence pictures to tell or retell a story. (link to ELA 19.1)
W.2.4.b. Dictate sentences to tell or retell a story in chronological sequence. (link to ELA 19.2)
W.2.6.a. Identify sensory details in poems read or heard.
W.2.1.d. Write lists and short notes for a specified informational purpose (such as postcard to a friend, shopping
list). (link to FL 3.5)
W.2.2.c. Write or dictate research questions. (ELA 19.8)
W.2.2.d. Enumerate, in list or outline form, points or steps one by one.
W.2.3.b. Select a sentence from a literary or an informational text that synthesizes a given set of facts or ideas.
W.2.4.c. List details that describe story events.
W.2.5.a. Identify parts of a letter (such as heading, body, closing, signature).
W.2.5.b. Write or dictate letters for a specific audience and purpose (such as thank-you note, invitation).
W.2.6.b. Dictate short poems that contain simple sensory details. (link to ELA 19.6)
R.6.1.
Generate questions and list sources to be used in research. (link to ELA 19.8)
W.2.1. Write an account based on personal experience that has a focus and supporting detail. (link to ELA
19.13)
W.2.2.e. Write brief summaries of information gathered through research. (ELA 19.11)
W.2.2. Write directions, instructions, or explanations with multiple sentences that provide information in
logical order. (link to ELA 19.7)
c.
Write or dictate a sentence that synthesizes a given set of facts or ideas from a literary or an
informational text.
W.2.3. Write a brief response to a literary text or an explanation of an informational text, using evidence from
the text as support. (link to ELA 19.12)
W.2.4. Write a story that has a beginning, middle, and end. (link to ELA 19.5)
W.2.5. Write a letter, with ideas placed in an order that makes sense. (ELA 19.7)
W.2.6. Write a short poem that contains simple sensory details. (link to ELA 19.10)
63
SCOTT-FORESMAN 2000
Grade 3
Vol. 1: 43c, 69c, 89d, 107c, 131c, 131d, 131m, 161c,
161d, 179d, 197c, 213c, 235c, 235m, 265c,
265d, 289c, 305c, 329c, 349c, 349n, 128,
179c, 197d, 353, 305d, 329c, 88, 107, 128,
179, 213, 231, 278, 305, 362
Vol. 2: 37c, 59c, 59d, 83c, 111c, 111d, 131m, 161c,
185c, 212h, 253, 211c, 251m, 277c, 277d,
317c, 339c, 251c, 251m-251r, 33, 108, 209211, 231, 251, 275-277, 378, 382, 386
Grade 4
Vol. 1: 67c, 91d, 109d, 129c, 129d, 129k, 157c,
157d, 213c, 231c, 231k, 257c, 257d, 279c,
279d, 297c, 297d, 317c, 317d, 337c, 337d,
337k-337p, 195c, 41-43, 91, 195, 277, 297,
350, 354, 358, 131m-131r, 179d, 265c, 289d,
329d, 109c, 109d, 157d, 195d, 179c, 213i,
231d, 279c, 279d, 337d, 337i
Vol. 2: 359c, 359d, 383c, 383d, 405c, 405d, 429c,
429d, 449c, 449d, 449k-449p, 475c, 493c,
531c, 549c, 549k, 577c, 611c, 653k, 611d ,
531d, 549c, 549k-549p, 595d, 653d, 429c,
429d, 111d, 277d, 359d, 405d, 595d
64
20: CONSIDERATION OF AUDIENCE AND PURPOSE – Students will write for different audiences and purposes.
W.1.1.a. Identify the audience for and the purpose of a writing task (such as narrating, describing). (link to ELA
20)
W.1.1.b. Select the form or genre (such as fiction, nonfiction, poetry, letter, journal, list) appropriate for an
intended purpose.
SCOTT-FORESMAN 2000
Grade 3
Vol. 1: 43d, 69d, 89c, 89d, 107, 128, 131d, 135b,
161d, 179, 179c, 179d, 197d, 213d, 235d,
264, 265d, 280, 289, 289d, 305, 305d, 329d,
330h, 349d
Vol. 2: 33, 59d, 83d, 84g, 111d, 131c, 131d, 161d,
182, 185d, 186g, 211d, 231c, 251d, 258g,
277d, 278g, 297c, 297d, 298h, 317d, 339d,
363c, 363d, 363m
Grade 4:
Vol. 1: 43c, 43d, 67, 67c, 67d, 91, 91c, 91d, 106,
109d, 129d, 133, 136h, 152, 157c, 157d,
179c, 179d, 195, 195c, 195d, 210, 213d,
231d, 257d, 274, 279d, 297, 297c, 297d, 312,
317d, 337d
Vol. 2: 429d, 449c, 449d, 449k, 493d, 494g, 511c,
511d, 531d, 549d, 577d, 595d, 611d, 629c,
629d
65
21: REVISING – Students will demonstrate improvement in organization, content, paragraph development, level
of detail, style, tone, and word choice (diction) in their compositions after revising them.
Beginner to Early Intermediate
W.3.2.a. Participate in revision of group writing.
W.3.6.a. Identify short and long sentences in student writing.
W.3.2.b. Participate in peer revision of writing.
W.3.2.c. Select and use helpful information provided in revision.
W.3.3.a. Use reference materials and/or generated word lists to expand word choices in writing. (link to ELA
21.3)
W.3.3.b. Use feedback from consultations with peers and/or teacher to improve precision in writing.
W.3.4. After writing or dictating a composition, identify words and phrases that could be added to make the
thought clearer. (link to ELA 21.1)
W.3.5.a. Incorporate familiar idioms in writing. (link to ELA 4.11)
W.3.5.b. Use base words with common prefixes to vary word choice in writing. (link to ELA 4.4)
W.3.6.b. Identify repetitive sentence patterns.
W.3.2. Identify and use words and phrases to make ideas clearer or more logical.(link to ELA 21.1)
W.3.3. Select and use words to increase detail in writing. (link to ELA 21.2)
W.3.5.c. Identify familiar expressions (collocations) that are used as if they were one word (such as “here and
there,” “we’ll see”).
W.3.5.d. Utilize references (such as thesaurus) to vary word choices. (link to ELA 21.3)
W.3.5. Vary expression by employing new words and phrases in writing.
W.3.6. Employ a variety of sentence lengths in order to improve writing. (link to ELA 21.4)
SCOTT-FORESMAN 2000
Grade 3
Vol. 1: 43c, 69c, 89c, 107c, 131p, 213c, 235c, 235p,
265c, 289c, 305c, 329c, 349c, 349n, 179l,
213l, 349l
Vol. 2: 37c, 59c, 83c, 111c, 131c, 131p, 161c, 185c,
211c, 231c, 251c, 251p, 277c, 297c, 317c,
339c, 363c, 363n
Grade 4:
Vol. 1: 43c, 91c, 109c, 129d, 129n, 157c, 179c,
195c, 213c 231c, 231n, 257c, 279c, 297c,
317c, 337c, 284, 285, 337n
Vol. 2: 359c, 383c, 405c, 429c, 449c, 449n, 475c,
511c, 595j, 531c, 549c, 549n, 577c, 611c,
629c, 653n
66
22: STANDARD ENGLISH CONVENTIONS – Students will use knowledge of standard English conventions in their
writing, revising, and editing.
W.4.1.a. Employ left-to-right and top-to-bottom orientation for writing.
W.4.1.b. Print upper- and lower-case letters. (link to ELA 22.1)
W.4.1.c. Use letters to make words. (link to ELA 22.2)
W.4.1.d. Separate words with spaces. (link to ELA 22.2)
W.4.1.e. Use rules for capitalization at the beginning of a sentence.
W.4.2.a. Identify the correct spelling of frequently used sight words and words with personal meaning. (link to
ELA 22.2)
W.4.2.b. Spell correctly frequently used sight words and words with personal meaning. (link to ELA 22.2)
W.4.1.f. Use rules for capitalization for names and places.
W.4.1.g. Use rules for capitalization and commas in dates. (ELA 22.2, 5.3)
W.4.1.h. Use rules for appropriate end marks (such as periods, question marks). (ELA 22.2)
W.4.2.c. Correct spelling of misspelled words during editing by comparing words to a list or other sources.
W.4.3.a. Edit simple sentences for correct subject and verb agreement.
W.4.3.b. Edit sentences for elimination of sentence fragments. (link to ELA 5.7, 22.4)
W.4.1.i. Use commas for a series within a sentence.
W.4.1. Use correct mechanics when editing. (link to ELA 22.4)
d.
Spell correctly most commonly used homophones (such as there/they’re/their; to/two/too). (ELA 22.6)
W.4.2. Spell familiar words correctly when editing. (link to ELA 22.2)
W.4.3. Identify correct sentence structure and usage when editing simple sentences. (link to ELA 5.7)
SCOTT-FORESMAN 2000
Grade 3
Vol. 1: 43c, 69c, 89c, 107c, 131q, 213c, 235c, 235q,
265c, 289c, 305c, 329c, 349c, 349n, 43j, 69j,
89j, 107j, 131j, 179j, 213j, 235j, 265j, 197j,
289j, 305j, 329j, 349j, 161j
Vol. 2: 37c, 59c, 83c, 111c, 131c, 131q, 161c, 185c,
211c, 231c, 251c, 251q, 277c, 297c, 317c,
339c, 363c, 363p, 37j, 83j, 111j, 131j, 161j,
185j, 211j, 231j, 251j, 277j, 317j, 363j
Grade 4:
Vol. 1: 43c, 91c, 109c, 129c, 129p, 157c, 179c,
195c, 213c, 231c, 231o, 257c, 297c, 317c,
337c, 337o, 43h, 67h, 91h, 129h, 157h, 195h,
231h, 257h, 279h, 409c, 317c, 297h, 317h,
337h 213h, 282
Vol. 2: 359c, 383c, 405c, 429c, 449c, 449o, 475c,
493c, 511c, 531c, 549c, 549o, 577c, 611c,
629c, 653o, 359h, 383h, 429h, 449h, 475h,
493h, 511h, 531h, 585h, 595h, 611h, 629h,
653h, 549o
67
23: ORGANIZING IDEAS IN WRITING – Students will organize ideas in writing in a way that makes sense for
their purpose.
W.1.2.a. Identify previously learned words and phrases that are related to the topic of a writing task.
W.1.3.a. Organize ideas related to a writing topic using graphic representations.
W.1.3.b. Organize ideas to write an account of a personal experience in a way that makes sense. (ELA 23.5)
W.1.3.c. Arrange events in sequential order when writing or dictating a personal or familiar experience. (link to
ELA 23.1)
W.1.1.d. Identify the steps in planning a writing task (such as asking for or giving information, expressing ideas,
describing objects, responding to text), using a visual organizer.
W.1.2.b. List new words and phrases related to the topic of a writing task.
W.1.3.d. Identify basic transition words related to story development (such as at the beginning, at the end).
W.1.1. Plan ideas for writing in a way that makes sense for an identified purpose and audience. (link to ELA
23.2)
W.1.2.c. List descriptive details to be considered for a writing task.
W.1.2. Write lists of words and phrases needed to accomplish an assigned writing task.
e.
Arrange plot events in an order that leads to the climax of a story. (ELA 23.3)
W.1.3. Organize information to be expressed in writing in a way that makes sense for the purpose and
audience. (link to ELA 23.2)
SCOTT-FORESMAN 2000
Grade 3
Vol. 1: 131m-131r, 179d, 265c, 329d , 88, 107, 128,
179, 213, 231, 305, 338
Vol. 2: 33, 108, 231, 25143, 116, 232-233, 237, 240,
241, 251a, 282, 318-319, 111d, 277d, 323,
335, 339a
Grade 4:
Vol. 1: 91, 195, 277, 297, 350, 72, 322, 324, 109c,
109d, 213i, 279d, 297i
Vol. 2: 410, 430-431, 437, 441, 444, 449a, 468, 476477, 482, 483, 489, 493a, 508, 429, 475, 666,
670, 674, 359c, 359d, 405d, 595d
68
24: RESEARCH – Students will gather information from a variety of sources, analyze and evaluate the quality of
the information they obtain, and use it to answer their own questions.
R.6.1.a. Select questions from a list to guide research on a given topic.
R.6.2.a. Gather information in order to answer research questions.
R.6.3.a. Participate in small-group work to plan and complete a research project.
R.6.1.b. Generate questions to guide research on a topic of interest. (link to ELA 24.1)
R.6.1.c. Identify key words to assist in searching for helpful information. d. Identify sources of information
(such as books, Internet, graphics, CD-ROMs, first-language resources) and use them to answer the
questions generated.
R.6.2.b. Select information pertinent to a research question from all information gathered.
R.6.2.c. Visually represent data gathered through research (such as in a graph, chart, timeline).
R.6.3.b. Participate in all jobs required to complete a small-group research project.
R.6.1.
Generate questions and list sources to be used in research. (link to ELA 19.8)
R.6.2.
Summarize data gathered through research.
c.
Self-assess individual and group work for a research project. (link to ELA 24.2)
R.6.3.
Use a scoring guide to evaluate group work on a research project.
SCOTT-FORESMAN 2000
Grade 3
Vol. 1: 14g, 14h, 44h, 70g, 70h, 107l, 138g, 180g,
180h, 214g, 214h, 242g, 247h, 266g, 305,
305d, 306g, 329d, 107l, 289l, 305l, 349l,
107l, 37l, 192, 289
Vol. 2: 12g, 12h, 162g, 162h, 212g, 231, 251m-251r,
258h, 278h, 298g
Grade 4:
Vol. 1: 43j, 44h, 67j, 68g, 97i, 110g, 175j, 180g,
180h, 195d, 67j, 179j, 279j, 91i, 67j, 179j,
279j, 196h, 214g, 214h, 231d, 258h, 280g,
280h, 298g, 298h, 318g, 318h
Vol. 2: 344g, 360h, 384g, 384h, 406g, 429d, 430g,
456g, 429d, 611j, 383j, 476g, 476h, 493d,
494g, 494h, 511, 512g, 512h, 531d, 532g,
532h, 549c, 549k-549p, 578g, 595d, 596g,
612g, 629d, 630h
69
25: EVALUATING WRITING AND PRESENTATIONS – Students will develop and use appropriate rhetorical, logical,
and stylistic criteria for assessing final versions of their compositions or research projects
before presenting them to varied audiences.
W.1.1.c. Identify the criteria for completing a writing task. (link to ELA 25.2)
W.3.1.a. Explain personal standards or judgment of quality of writing. (link to ELA 25.2)
W.3.1. Use agreed-upon criteria to evaluate writing. (link to ELA 25.2)
SCOTT-FORESMAN 2000
Grade 3
Vol. 1: 69c, 131r, 235r, 349r
Vol. 2: 131r, 251r, 363r
Grade 4:
Vol. 1: 129p, 231p, 337p
Vol. 2: 449p, 549p, 653p
70
Grades Three and Four – Media Strand
26: ANALYSIS OF MEDIA – Students will identify, analyze, and apply knowledge of the conventions, elements,
and techniques of film, radio, video, television, multimedia productions, the Internet, and
emerging technologies and provide evidence from the works to support their understanding.
Integrate media projects with reading, writing, listening, and speaking activities appropriate for language
proficiency level
W.5.1.
W.5.2.
W.5.3.
W.5.4.
W.5.5.
Use word processing to publish writing.
Select and use appropriate applications for a variety of classroom projects, including database,
spreadsheet, web browser, and word processing. (FL Appendix J)
Work collaboratively with peers when using technology in the classroom.
Comprehend and use acceptable-use guidelines. (FL Appendix J)
Gather and analyze information, using multiple media.
SCOTT-FORESMAN 2000
Grade 3:
Vol. 2: 164a
Grade 4:
Vol. 2: 359d, 429d
71
Grades Three and Four – Media Strand
27: MEDIA PRODUCTION – Students will design and create coherent media productions (audio, video, television,
multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail,
and appropriate consideration of audience, purpose, and medium.
proficiency level
W.5.6.
W.5.7.
Create radio scripts, audiotapes, or videotapes for display or transmission. (ELA 27.1)
Create presentations using computer technology. (ELA 27.2)
SCOTT-FORESMAN 2000
Grade 3:
Vol. 1: 14h, 44h, 90h, 138h, 162h, 180h198h, 214h,
242h, 266h, 330h
Vol. 2: 12h, 38h, 60h, 84h, 138h, 162h, 212h, 258h,
278h, 298h, 318h
Grade 4:
Vol. 1: 20h, 44h, 68h, 92h, 136h, 158h, 214h, 298h
Vol. 2: 360h, 384h, 406h, 430h, 456h, 476h, 494h,
532h, 556h, 578h, 596h, 612h
72
Grades Five and Six – Language Strand
1: DISCUSSION – Students will use agreed-upon rules for informal and formal discussions in small and
large groups.
S.3.23. Identify and follow classroom expectations and conventions (such as raising hand, taking turns). (link
to ELA 1.1)
S.3.38. Participate in reaching consensus in groups. (link to FL 1.18)
S.3.45. Demonstrate comprehension of agreed-upon rules (such as taking turns) for small-group decision
making. (link to ELA 1.1)
S.3.66. Employ varying degrees of formality in language as appropriate to audience and purpose.
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 86a, 87,104a, 148a, 186a, 201, 206a, 224,
227, 228a, 242, 243, 244a, 253, 259, 261,
262, 268a, 281, 281b, 283, 284a, 285, 299,
300, 302a, 320
Vol. 2: 326, 330a, 348, 354a, 369, 370, 372a, 388,
393, 394a, 418, 433, 446, 448a, 465, 468a,
486, 492a, 501, 513, 518a, 533, 536a, 551,
556, 560a, 576, 582a, 596, 599d, 602a, 613,
635, 635d, 638a, 649, 653d
Grade 6:
Vol. 1: 18, 22a, 46a, 61, 64a, 79, 81d, 84a, 99, 104a,
125, 134a, 152, 156a, 169, 172a, 181, 191,
193, 198a, 211, 214a, 221, 229, 236, 265,
268a, 283, 288a, 301, 306a, 317, 320a, 331,
333d
Vol. 2: 342a, 362a, 379, 384a, 397, 404a, 421, 424a,
435, 446a, 465, 468a, 485, 490a, 507, 512a,
531, 534a, 549, 560a, 577, 582a, 597, 600a,
613, 618a, 627, 636a, 651
73
2: QUESTIONING, LISTENING AND CONTRIBUTING – Students will pose questions, listen to the ideas of others,
and contribute their own information or ideas in group discussions or interviews in order to
acquire new knowledge.
S.3.3.
Demonstrate understanding when simple information is given. (link to FL 2.4)
S.3.8.
Demonstrate comprehension of oral questions on academic content that require short answers.
S.3.12. Make and respond to oral requests. (FL 1.4)
S.3.13. Express confusion.
S.3.14. Ask and respond to questions to clarify information. (FL 1.9)
S.3.32. Demonstrate comprehension of the main points of classroom discussions.
S.3.36. Demonstrate comprehension of specific information heard in an academic context.
S.3.37. Demonstrate comprehension of classroom discussions and interactions when clarification is given.
(MELA-O, 3 comprehension)
S.3.43. Participate in classroom discussions and activities, when frequent clarification is given. (MELA-0, 3
production)
S.3.47. Express original statements in classroom discussions, using basic and complex sentence structures
related to academic topics. (MELA-O, 3 grammar and fluency)
S.3.48. Ask questions to clarify meaning in an academic context.
S.3.59. Demonstrate comprehension of classroom discussions, extended classroom discourse, and other
academic interactions that include basic and complex sentence structures. (MELA-O, 4 comprehension)
S.3.60. Elaborate on and extend other people’s ideas using extended discourse.
S.3.65. Participate in classroom discussions and other academic interactions, using basic and complex sentence
structures and addressing abstract topics. (MELA-O, 4 grammar)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 19, 84h, 102g, 148a, 281d, 282h
Vol. 2: 351d, 392h, 422h, 424a, 416h, 600h, 613,
614g, 614h, 616a, 653k
Grade 6:
Vol. 1: 20h, 61d, 99, 125p, 266h, 285d
Vol. 2: 339, 579d
74
3: ORAL PRESENTATION – Students will make oral presentations that demonstrate appropriate consideration of
audience, purpose, and the information to be conveyed.
S.4.1.
Plan, rehearse, and orally present information about personal experiences or interests, using visual cues
as needed. (link to ELA 3.1)
S.4.2.
Plan, rehearse, and orally present information in a brief report, using visual cues. (link to FL 3.6)
S.4.3.
Plan, rehearse, and orally present information on planned activities or cultural topics. (link to FL 3.11)
S.4.4.
Maintain focus on a topic during an oral presentation. (ELA 3.2)
S.4.5.
Use teacher-developed assessment criteria to prepare oral presentations. (ELA 3.7)
S.4.6.
Make informal oral presentations that have recognizable organization (such as sequence, summary).
(ELA 3.5)
S.4.7.
Give formal oral presentations that focus on specified academic content, using appropriate vocabulary
and syntax, recognizable organization, clear pronunciation, eye contact, and appropriate volume and
intonation. (ELA 3.4)
S.4.9.
Participate in creating scoring guides based on designated categories and use them to prepare, assess,
and revise oral presentations. (link to ELA 3.7, 3.13, 25.4)
S.4.10. Express an opinion on a literary text or film in an organized way, using supporting details. (ELA 3.6)
S.4.11. Plan and revise oral presentations, considering the audience, purpose, and information to be conveyed.
S.4.12. Present information orally, using an appropriate degree of formality for the audience and setting. (link
to ELA 3.14)
S.4.13. Comprehend and answer questions following a presentation.
S.4.14. Plan delivery of an oral presentation, using pace, visual aids, and gestures. (link to ELA 3.8, 3.12, 3.17)
S.4.16. Present an organized oral interpretation of a literary text, film, or dramatic production. (ELA 3.10)
S.4.17. Employ appropriate techniques (such as dramatic opening statement, question) for oral persuasion.
(link to ELA 3.11)
S.4.18. Create a scoring guide and use it to prepare, improve, and assess oral presentations. (ELA 3.16)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 39d, 83d, 84g, 102h, 117d, 121c 145d, 219p,
223c, 223b, 223c, 226g, 299d, 320, 321p,
324,
Vol. 2: 328g, 348, 369, 369d, 369i, 386, 391c, 392h,
421d, 422h, 439c, 439d, 439k, 443b, 443c,
445, 465, 465d, 489d, 539, 551p, 325c, 579c,
579d, 580g, 586, 613d, 653p 443c, 657c
Grade 6:
Vol. 1: 61, 99, 129c, 153d, 169d, 195d, 211d, 231p,
235b, 235c, 265d, 285a, 317d, 333i, 333p
129c, 235c, 337c
Vol. 2: 339, 381d, 421, 441b, 441c, 488g, 551j,
555b, 555c, 657b, 441c, 555c, 657c
75
4: VOCABULARY AND CONCEPT DEVELOPMENT – Students will understand and acquire new vocabulary and
use it correctly in reading and writing.
S.1.1.
Demonstrate comprehension of everyday words and phrases, using pictures, actions, and/or objects.
(FL 2)
S.1.2.
Demonstrate comprehension of words that express basic personal needs(such as transportation,
housing); personal likes and dislikes; personal information (such as age, address, family); and schoolrelated information (such as teacher’s name, schedule, routines). (FL 2)
S.1.3.
Demonstrate comprehension of vocabulary essential for grade-level content learning, using pictures,
actions, and/or objects. (link to FL 7)
S.14.
Express basic personal needs and information (such as health, food, clothing, weather, recreation) and
school-related information, using spoken words and phrases. (FL 1; MELA-O, 2 vocabulary)
S.1.5.
Employ vocabulary essential for grade-level content learning. (see various Massachusetts Curriculum
Frameworks; link to FL 7)
S.1.6.
Classify previously learned words by content themes or topics (such as Gr. 3–5 science plant structures:
roots, leaves, stem, bark; Gr. 9–12 math patterns: iterative, linear, recursive; Gr. 6–8 history/social
science geography terms: region, tropics, rain forest, tundra). (link to ELA 4.1)
S.1.7.
Determine meanings of words with inflections (looks, looked, looking) by using knowledge of base
words (look) and inflections. (link to ELA 4.4)
S.1.9.
Predict the meaning of unknown compound words (such as daydream, snowman), using knowledge of
individual words. (ELA 4.7)
S.1.11. Clarify meanings of words, using beginning and bilingual dictionaries. (link to ELA 4.8)
S.1.12. Demonstrate comprehension of common words with multiple meanings (such as saw, can, sentence).
(ELA 4.5)
S.1.13. Demonstrate understanding of academic content words and phrases in selected concept-based
categories. (link to ELA 4.3)
S.1.14. Demonstrate comprehension of frequently used synonyms and antonyms. (link to ELA 4.6)
S.1.15. Demonstrate comprehension of frequently used idioms. (link to ELA 4.11)
R.1.8.a. Use knowledge of prefixes and suffixes to determine word meaning. (link to ELA 4.21)
R.1.8.b. Identify use of apostrophes to indicate possessive form (such as in Mike’s book).
R.1.9.a. Identify signal words in context clues that indicate word meaning by example or definition. (link to
ELA 4.17)
R.1.9.b. Identify and use example and definition context clues to determine meanings of unfamiliar words. (link
to ELA 4.17)
S.1.16. Express personal intent using spoken words and phrases (such as requesting information, agreeing,
giving permission). (FL 1)
S.1.17. Classify previously learned academic content words and phrases into concept-based categories (link to
ELA 4.3)
S.1.18. Participate in limited discussions using appropriate and adequate words and phrases. (FL 1; MELA-O, 3
vocabulary)
S.1.19. Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-,
un-, dis-, – tion, – less, – ly). (link to ELA 4.9, 4.18)
S.1.20. Employ synonyms (such as big/huge/gigantic/enormous) for word variety in speaking. (link to ELA
4.6)
76
S.1.21.
S.1.23.
Use selected idiomatic expressions in speaking. (link to ELA 4.11)
Apply knowledge of terms for textual features of textbooks (such as chapter, review, essay, table of
contents) and tests (such as open-ended, multiple-choice).
R.1.8.c. Identify selected Latin and Greek roots (such as chronos, auto, hyper, super, trans, circum) to help
determine meanings of unfamiliar words. (ELA 4.21)
R.1.8.e. Use a bilingual or intermediate dictionary to determine word meaning. (link to ELA 4.22)
R.1.8.
Apply knowledge of word analysis to expand comprehension of vocabulary found in text.
R.1.9.c. Identify signal words in contrast and cause/effect clues to determine the meanings of unfamiliar words.
(link to ELA 4.20)
S.1.27. Rephrase ideas and thoughts to express meaning. (link to FL 1.21; MELA-O, 4 vocabulary)
S.1.30. Identify orally the meaning of phrasal verbs (such as look into, get over, be through). (link to ELA 4.23)
S.1.31. Identify meanings in the context of familiar sayings and phrases used in English (such as rule of thumb,
make a mountain out of a molehill, count your blessings, forty winks, all’s well that ends well, don’t
look a gift horse in the mouth). (FL 5.7; ELA 4.23)
S.1.33. Clarify meanings of words, using glossaries, thesauruses, and other resources selectively. (link to ELA
4.25)
R.1.9.d. Identify and use contrast and cause/effect context clues in text to determine the meanings of unfamiliar
words. (link to ELA 4.20)
R.1.9.
Apply knowledge of context clues to determine the meanings of unfamiliar words. (link to ELA 4.20)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 86, 186, 284, 211, 219g, 268b, 61j, 203j
Vol. 2: 354, 392-393, 394, 402, 403, 410, 411, 421a,
480,516-517, 523, 527, 533a, 536, 582, 605,
613b, 616
Grade 6:
Vol. 1: 22, 64, 84, 134, 169, 198, 240, 303b, 306,
207, 211g, 231g
Vol. 2: 362, 404, 446, 466-467, 472, 473, 477, 480,
487a, 490, 605, 615b, 394b, 473, 489g, 505,
515g, 533g, 616b, 449, 465g, 471, 487g, 516,
521, 551g, 588, 380-381, 466-467, 487a,
579, 653n
77
5: STRUCTURE AND ORIGINS OF MODERN ENGLISH – Students will analyze standard English grammar and
usage and recognize how its vocabulary has developed and been influenced by other
languages.
S.1.8.
Identify words in English that are frequently used in the student’s first language. (FL 5.6)
S.1.10. Identify linguistic characteristics of English words and compare and contrast them with words from the
student’s first language. (link to FL 5.4)
R.1.10.a. Identify orthographic conventions (such as punctuation, capitalization) that signal meaning in various
kinds of sentences. (link to ELA 5.20)
R.1.10.b. Identify the eight basic parts of speech in the context of a sentence. (link to ELA 5.9)
R.1.10.c. Identify verb phrases and verb tenses in sentences. (ELA 5.11)
W.4.4.d. Use rules for paragraph indentation. (link to ELA 5.14)
S.1.22. Demonstrate how idiomatic expressions are used in English and in the student’s first language. (link to
FL 5.7)
R.1.8.d. Identify words from other languages (such as guru, maestro, baton, aloha, pronto) that have been
adopted in English. (ELA 5.8; FL 5.10)
R.1.10.d. Identify varied sentence structures (simple, compound, complex) as they affect meaning. (link to ELA
5.18)
R.1.10.e. Recognize types of pronouns (such as reflexive, possessive) and their functions in context.
R.1.10.f. Compare differences between oral and written language patterns (such as use of contractions or slang
in oral language, not in formal written forms). (link to ELA 6.6)
R.1.13.a. Identify words or word parts from other languages that have been adopted in English. (FL 5.10; link to
ELA 5.29)
R.1.13.b. Compare and contrast English words that come from other languages. (link to FL 5.15)
W.4.4.a. Use rules for apostrophes when editing writing. (link to ELA 5.14)
W.4.4.b. Use rules for quotation marks when editing writing. (link to ELA 5.14)
W.4.4.c. Use rules for commas in compound sentences. (link to ELA 5.14)
S.1.32. Identify characteristics of English words, phrases, and expressions, and compare and contrast them with
these features in the student’s first language.(link to FL 5.4)
S.2.61. Compare and contrast major aspects (such as pragmatics, body language) of English and other
S.3.68. Give examples of how the English language has developed and been influenced by other languages.
(link to ELA 5.33)
R.1.10.g. Identify words that function according to their position in a sentence (such as produce in “They will
produce results” or “They will buy the produce”). (link to ELA 5.12)
R.1.10. Apply knowledge of parts of speech and sentence structures to determine the meaning of text. (link to
ELA 5.15)
R.1.13. Provide examples of how English vocabulary has developed from and been influenced by other
languages. (link to ELA 5.33)
W.4.4.e. Use rules for separating introductory words and phrases using a comma.
W.4.
Use knowledge of correct mechanics when editing. (link to ELA 5.14)
78
SCOTT-FORESMAN 2000
Grade 6:
Vol. 1: 285f, 303e, 317e-317f, 153f, 169e, 265f,
Grade 5:
Vol. 1: 241f, 265e, 145f, 167e-167f, 183e, 281f,
285e, 125f, 169c, 211c, 285c, 43e, 101f,
299e-299f, 321e, 241f, 265e, 145f, 167e125e, 125f, 101f
167f, 183e, 39e-39f, 101f, 117f
Vol. 2: 359f, 381e, 401f, 421e-421f, 437e, 465f,
Vol. 2: 351f, 369e-369f, 391e, 421f, 439e-439f,
487e, 509f, 531f, 551f, 579e, 653e, 509c,
465f, 489e, 533f, 551f, 579e. 351f, 369e653e : 359f, 381e, 401f, 421e-421f, 437e,
369f, 391e, 421f, 439e-439f, 465f, 489e,
465f, 487e, 509f, 531e, 615e, 653e531f, 551f,
551e, 653e, 653f, 653e, 533f, 551f, 579e
579e, 653e
79
6: FORMAL AND INFORMAL ENGLISH – Students will describe, analyze, and use appropriately formal and
informal English.
S.2.11. Gain the attention of others by speaking in culturally and age-appropriate ways. (link to ELA 6.3)
W.3.11.a. Distinguish between formal and informal language heard in stories, poems, and plays. (ELA 6.1)
S.1.25. Demonstrate comprehension in a variety of settings of specific, technical, and/or abstract words and
phrases of grade-level, academic content in various Massachusetts Curriculum Frameworks. (link to
ELA 6.8)
S.1.26. Identify jargon as language used by members of particular groups (such as peer groups, athletes,
musicians). (link to ELA 6.8)
S.2.32. Identify formal and informal oral language, including slang. (link to ELA 6.3)
W.3.11.b. Distinguish between personal and impersonal language used in writing.
S.1.28. Communicate academic knowledge orally, using specific, technical, and abstract vocabulary of gradelevel, academic content in various Massachusetts Curriculum Frameworks. (link to ELA 6.8)
S.1.29. Demonstrate knowledge of spoken vocabulary, using specific, technical, and/or abstract vocabulary of
grade-level, academic content. (ELA 6.8; FL 7)
S.2.59. Distinguish formal oral language from slang. (link to ELA 6.4)
R.4.6.d. Recognize dialect in the conversational voices in American folk tales.(ELA 6.2)
.
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 145d, 61d, 83d, 117d, 219d, 281d, 299d, 61c,
61d, 83d, 281d
Vol. 2: 579d, 657b, 465d, 489d, 613d, 369d, 439I,
579d, 613
Grade 6:
Vol. 1: 129a-129b, 265d, 169d, 317d, 81d, 101d,
153d, 195d, 265d, 317d, 337b
Vol. 2: 356, 381d, 437d, 487c, 487d, 531d
80
Grades Five and Six – Reading and Literature Strand
7: BEGINNING READING – Students will understand the nature of written English and the relationship of letters
and spelling patterns to the sounds of speech.
R.2.11.a. Respond to stories and informational texts that are heard.
R.2.11.b. Compare first-language reading experiences with learning to read in English. (link to FL 5.5)
R.2.11. Demonstrate readiness for reading in English.
R.2.12.a. Identify cognates in printed, grade-level, academic content vocabulary terms. (link to FL 5)
R.2.12.b. Read printed words and phrases with personal meaning (such as names on a class list, key words in a
story or journal). (link to ELA 7.4)
R.2.13.a. Identify familiar English morphemes, the smallest grammatical units (such as – ed in waited) in phrases
and simple sentences. (link to ELA 7.7)
R.2.13.b. Apply knowledge of letter patterns to identify syllables. (link to ELA 7.7)
R.2.13.c. Identify phonetically regular one-syllable and multi-syllable words. (ELA 7.7)
R.2.15.a. Describe similarities and differences in the phonetic systems used in English and the student’s first
language. (FL 5.1)
R.2.12.c. Use correct spelling of high frequency words, whether regularly or irregularly spelled. (ELA 7.4)
R.2.12. Read and understand high frequency and familiar words and phrases.
R.2.13.d. Read words with several syllables. (ELA 7.7)
R.2.13.e. Apply knowledge of known words and of more difficult word families (ought) to decode unknown
words. (ELA 7.7)
R.2.13. Use letter-sound knowledge to decode written English. (link to ELA 7.7)
R.2.14.a. Identify and apply unique spelling patterns for English words (such as dropping – e for – ing verbs, as
in take/taking; doubling the final consonant for – ing verbs, as in run/running).
R.2.15.b. Compare the writing systems of English and the student’s first language. (link to FL 5.11)
R.2.14. Apply knowledge of various features of written English to gain meaning from text.
R.2.15. Demonstrate understanding of the nature of language through comparisons between English and the
student’s first language. (FL 5)
SCOTT-FORESMAN 2000
Grade 5
Vol. 1: 101g, 299d
Vol. 2: 646b
Grade 6
Vol. 1: 211a, 303g
Vol. 2: 421d
81
8: UNDERSTANDING A TEXT – Students will identifies the basic facts and main ideas in a text and use them as
the basis for interpretation.
R.3.7.a. Identify sensory details that support main ideas in a variety of texts. (link to ELA 8.19)
R.3.7.b. Analyze the effect of sensory detail in a text. (link to ELA 8.19)
R.3.8.a. Categorize information, using graphic organizers (such as outlines, comparison charts, two-column
notes).
R.3.8.b. Distinguish between summarizing main ideas and retelling all of a text.
R.3.9.a. Identify an author’s purpose in writing a literary text.
R.3.9.b. Identify a character’s traits, emotions, and/or motivation and include supporting details from a text.
(ELA 8.25)
R.3.7.c. Identify descriptive language in a text. (link to ELA 8.20)
R.3.7.d. Analyze the effect of descriptive language in a text. (link to ELA 8.20)
R.3.8.c. Annotate (such as with a highlighter, color coding, sticky notes) important information in a text to
include in a summary.
R.3.9.c. Interpret a text’s mood and tone and support that interpretation with details from the text. (link to ELA
8.24)
R.3.10.b. Identify words and phrases that signal organizational structure in a text, such as • chronology: earlier,
then; • cause-and-effect: as a result, so that; • problem-solution: propose, research shows (link to ELA
8.21)
R.3.10.c. Locate evidence used to support an argument or a conclusion. (link to ELA 8.27)
R.3.7.e. Identify evidence that supports main idea(s) in a text. (link to ELA 8.27)
R.3.7.
Analyze main ideas and supporting details and evidence in texts. (link to ELA 8.22)
R.3.8.
Summarize important ideas from a text and represent the relationships between or among them. (link to
ELA 8.22)
R.3.9.d. Provide examples of dialect in a text as a source of stereotypes among social groups. (ELA 6)
R.3.9.
Support individual interpretations or conclusions, using details or evidence from a literary text. (link to
ELA 8)
R.3.10.d. Identify evidence that supports an argument in a text. (link to ELA 8.27)
R.3.10. Support individual interpretations or conclusions, using evidence from an informational text.
SCOTT-FORESMAN 2000
82
Grade 6:
Grade 5:
Vol. 1: 33, 87, 101i, 179, 185, 285i, 317c, 44-45, 49,
Vol. 1: 167i, 248, 101-103, 111, 114, 117a, 151,
57, 61a, 43a, 43b, 81a, 93, 101b, 140, 222,
184-85, 189, 196, 197, 203a, 39a, 72, 73,
195b, 286-287, 291, 303a, 51, 61b, 296, 297
83b, 117b, 129, 134, 145b, 162, 190, 192
Vol. 2: 438, 479, 487i, 555, 597i, 615i, 639 437a,
Vol. 2: 369i, 399, 413, 458, 465c, 478, 479, 489i,
572, 580-581, 586, 587, 593, 597a, 629, 346,
552, 554, 567, 587, 657, 400, 401, 421b, 422347, 359b, 386, 387, 401b, 422-423, 428,
423, 429, 439a, 599b, 484, 564, 352-353,
429, 643, 653, 382-383, 389, 401a, 408
357, 364, 365, 369a, 476, 477, 489b, 533b
83
9: MAKING CONNECTIONS – Students will deepen their understanding of a literary or non-literary work by
relating it to its contemporary context or historical background.
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 54, 55, 61b
Vol. 2: 358, 379, 446-447, 451, 461, 465a, 499, 502,
548, 562, 591
Grade 6:
Vol. 1: 30, 120, 158, 159, 170-171, 176, 177, 189,
190, 195a, 352
Vol. 2: 448, 481, 487b, 520
84
10: GENRE – Students will identify, analyze, and apply knowledge of the characteristics of different genres.
R.4.8.a. Identify the purpose(s) of various literary genres. (link to ELA 10.4)
R.5.8.
Identify forms of informational and expository materials (such as essays, biographies, memoirs, news
articles, reports, lab reports, textbook chapters). (link to ELA 10.3)
R.4.8.b. Compare characteristics of various literary genres (such as novel, biography, poetry, short story,
dramatic literature, fiction). (link to ELA 10.3; FL 2.14)
R.4.8.
Compare and contrast various literary genres as forms selected by authors to accomplish their purposes.
(link to ELA 10.4)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 37, 79, 83, 102, 110, 112, 113, 117, 139, 143,
167b, 183i, 203i, 251, 265i, 287, 299a, 299i
Vol. 2: 351i, 389, 391, 391i, 397, 421i, 439a, 453,
465i, 495, 514, 515i, 563, 579i, 585, 599j,
653i
Grade 6:
Vol. 1: 61i, 101i, 153i, 187, 195i, 243, 265i, 317i
Vol. 2: 359i, 365, 437i, 501, 509i, 519, 531i, 633i,
653i
85
11: THEME – Students will identify, analyze, and apply knowledge of theme in a literary work and provide
evidence from the text to support their understanding.
R.3.11.a. Compare examples of familiar themes and topics. (link to ELA 11.4)
R.3.11.b. Explain how a theme differs from a topic.
R.3.11.c. Explain how a stated theme refers to the main idea of a text. (link to ELA 11.3)
R.3.11.d. Provide evidence that an implied theme refers to the main idea of a text. (link to ELA 11.3)
R.3.11.e. Provide evidence that a theme is present in more than one text. (link to ELA 11.4)
R.3.11. Analyze and provide evidence from a text to support understanding of theme. (link to ELA 11)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 39, 39d, 61d, 79, 83, 121, 143, 167, 203, 265,
277, 281b, 321
Vol. 2: 421, 439b, 489, 514, 515, 558, 573, 576, 579,
579a, 599, 653
Grade 6:
Vol. 1: 43, 81, 101, 195, 231, 285, 303, 318, 333
Vol. 2: 359, 381, 487, 509, 551, 579, 615, 653
86
12: FICTION – Students will identify, analyze, and apply knowledge of the structure and elements of fiction and
provide evidence from the text to support their understanding.
R.4.10.a. Identify elements of setting and plot, including conflict. (link to ELA 12.3)
R.4.10.b. Identify and compare qualities of the main characters in a text. (link to ELA 12.4)
R.4.10.c. Explain how qualities of the main characters of a text influence the resolution of the conflict. (link to
ELA 12.4)
R.4.10. Apply knowledge of the elements of fiction to analyze the construction of a text. (link to ELA 12.4)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 30, 39i, 40, 41, 54, 55, 61b, 120, 158, 159,
170-171, 176, 177, 189, 190, 195a 219d, 266,
267, 273, 279, 281, 281a, 352
Vol. 2: 358, 379, 439d, 446-447, 448, 451, 461,
465a, 481, 487b, 499, 502, 520, 548, 562,
591, 600, 601, 607, 613, 635d
Grade 6:
Vol. 2: 360, 515, 532, 543, 551a, 633d
87
13: NONFICTION – Students will identify, analyze, and apply knowledge of the purposes, structure, and
elements of nonfiction or informational materials and provide evidence from the text to
support their understanding.
R.5.9.a. Identify text features (such as preface, glossary, table of contents, appendix, index, chapter summary,
footnotes, bibliography) as sources for specific information. (link to ELA 13.18)
R.5.9.b. Identify structural features within text that indicate purpose and meaning (such as topic sentences,
concluding sentences, introduction, conclusion). (link to ELA 13.18)
R.5.10.a. Locate and identify graphic features in text (such as charts, maps, timelines, tables, diagrams, captions,
illustrations). (link to ELA 13.14)
R.5.11.a. Identify logical order structure in text. (link to ELA 13.20)
R.5.11.b. Identify cause and effect structure in text. (link to ELA 13.20)
R.5.11.c. Identify classification structure in text. (link to ELA 13.20)
R.5.12.a. Identify and represent graphically main ideas, supporting ideas, and supporting details in text. (link to
ELA 13.17)
R.5.12.b. Identify content words to locate needed information in text.
R.5.9.
Use knowledge of text features to determine purpose and meaning of text. (link to ELA 13.18)
R.5.10. Use knowledge of common graphic features to determine purpose and meaning in text. (link to ELA
13.19)
R.5.11.d. Identify comparison and contrast organization in text. (link to ELA 13.20)
R.5.12.c. Identify the author’s purpose in informational texts.
R.5.14.a. Identify and explain one of multiple perspectives on a given event.
R.5.11.e. Identify signal words that indicate text organization, such as comparison/contrast: similarly, as opposed
to, after all, yet, nevertheless cause/effect: since, on account of, due to, for this reason, therefore, thus
R.5.11. Use knowledge of organizational structures in nonfiction text to determine its meaning. (link to ELA
13.20)
R.5.12. Analyze main ideas, supporting ideas, and supporting details for purpose and meaning. (link to ELA
13.17)
R.5.14.b. Compare and contrast interpretations of events over an historical period of time.
R.5.14. Recognize use of arguments for and against an issue. (ELA 13.21)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 79, 117j, 127, 143, 149, 165, 167j, 263, 285,
108, 112, 144, 158, 174, 190, 286, 288, 83j,
132, 152, 153, 154, 160, 161, 167a, 247, 259,
39a, 72, 73, 83b, 107, 117b, 129, 134, 135,
145a, 145b, 162, 177, 183b, 186b, 190, 191,
Grade 6:
Vol. 1: 101, 42, 43, 43j, 44g, 50, 86, 224, 225, 231,
43a, 43b, 58, 81, 81a, 93, 101b, 140, 195b,
222, 226, 286-287, 291, 303a, 51, 54, 56,
140, 216, 296, 297, 300
Vol. 2: 340g, 382g, 390, 391, 401i, 401j, 444g, 465d,
88
Vol. 2:
203b, 291, 299b260, 265a, 265j
355, 405, 415, 487, 597, 653j 484, 564, 593,
599a, 352-353, 356, 357, 364, 365, 369a,
475, 476, 477, 489b, 533b, 588, 551, 3516g,
369j, 421j, 489, 489j, 533j, 558g, 579d, 579j,
580g, 599j, 651, 653d, 653j
465j, 551, 597j, 598-599, 609, 615a, 615j,
653b, 653d, 653j, 421c, 458, 496, 497, 503,
509a, 615, 641, 643, 653, 344, 388, 389,
401a, 408, 418, 450, 460
89
14: POETRY – Students will identify, analyze, and apply knowledge of the themes, structure, and elements of
poetry and provide evidence from the text to support their understanding.
R.4.11.a. Identify graphic elements (such as capital letters, line length, word position) that contribute to meaning
in a poem. (link to ELA 14.4)
R.4.11.b. Identify examples of alliteration, onomatopoeia, rhyme scheme, and internal rhyme as heard in poetry.
(link to ELA 14.3
R.4.11.c. Compare the effects of sound, meter, and rhythm in poetry in English with poetry of other languages.
(link to FL 5.12)
R.4.11.d. Identify examples of personification in poetry. (link to ELA 14.3)
R.4.11.e. Identify examples of metaphor and simile in poetry. (link to ELA 14.3)
R.4.11.f. Identify hyperbole in poetry. (link to ELA 14.3)
R.4.11. Identify and analyze how sound devices, figurative language, and graphic elements support meaning
in poetry. (link to ELA 14.4)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 108, 112, 144, 158, 174, 190, 286, 288, 167I,
248, 307, 321i, 118, 119, 120, 121, 220, 221,
222, 223, 322-323, 324, 325
Vol. 2: 352-353, 356, 357, 364, 365, 369a, 475, 476,
477, 489b, 533b, 588, 351, 399, 465c, 552,
655, 657, 442, 440, 441, 442, 443, 551i, 552,
553, 554, 555, 654, 655, 656, 657
Grade 6:
Vol. 1: 51, 54, 56, 140, 216, 296, 297, 300, 126, 127,
128, 129, 211i, 232, 233, 179, 285i, 317c,
233, 234, 235, 334, 335, 336, 337
Vol. 2: 344, 388, 389, 401a, 408, 418, 450, 340g,
345, 438, 555, 597i, 460438, 439, 440, 441,
552, 553, 554, 555, 654, 655, 656, 657
90
15: STYLE AND LANGUAGE – Students will identify and analyze how an author’s words appeal to the senses,
create imagery, suggest mood, and set tone, and provide evidence from the text to support their
understanding.
R.4.9.a. Provide examples of how an author’s use of words creates mood or tone. (link to ELA 15.6)
R.4.9.b. Identify imagery in a literary text. (link to ELA 15.3)
R.4.9.c. Provide examples of imagery that suggests mood or tone in a literary text.
R.4.9.e. Identify rhythm as an element of style in literature. (link to ELA 15.3)
R.4.9.f. Provide examples of rhythm that suggests mood or tone in a literary text.
R.4.9.
Identify and explain how elements of language suggest mood and set tone in a piece of literature. (link
to ELA 15)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 40g, 117d, 145c, 145d, 167i, 183c, 183,
219k, 278, 321c, 321k, 42b
Vol. 2: 399, 445, 465c, 465d, 489, 490, 503, 509,
510, 513, 515a, 515c, 515d, 551b, 567, 579b,
613b, 653c, 657, 536b
Grade 6:
Vol. 1: 125i, 196, 211, 211a, 211i, 212, 231c, 231k,
235, 251, 172b, 266, 333b
Vol. 2: 359c, 441, 487i, 532g, 573, 597i, 521, 512b
91
16: MYTH, TRADITIONAL NARRATIVE, AND CLASSICAL LITERATURE – Students will identify, analyze, and apply
knowledge of the themes, structure, and elements of myths, traditional narratives, and classical
literature and provide evidence from the text to support their understanding.
R.4.12.a. Identify sources for traditional literature from all cultures.
R.4.12.b. Identify similarities and differences between and among mythologies of different cultures (such as
ideas of the afterlife, roles and characteristics of the deities, types and purposes of myths). (link to
ELA 16.10)
R.4.12.c. Identify common structures in traditional literature (such as magic helper, rule of three,
transformation). (ELA 16.8)
R.4.12.d. Compare traditional literature from various cultures. (FL 6.9)
R.4.12. Use literary structures and elements of traditional literature to describe myths and traditional and
classical narratives. (link to ELA 16)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 167I, 248
Vol. 2: 580g, 603, 611, 351, 465c, 657
Grade 6:
Vol. 1: 102g, 285I, 317c
Vol. 2: 359d, 422h, 437, 437a, 437, 438
92
17: DRAMATIC LITERATURE – Students will identify, analyze, and apply knowledge of the themes, structure,
and elements of drama and provide evidence from the text to support their understanding.
R.4.13.a. Identify the structural elements of dramatic literature (such as scenes, acts, cast of characters, stage
directions). (link to ELA 17.3)
R.4.13.b. Identify the setting of dramatic literature (such as place, historical period, time of day). (link to ELA
17.5)
R.4.13.c. Identify the plot elements of dramatic literature (such as exposition, conflict, rising action, falling
action) using graphic organizers. (link to ELA 17.5)
R.4.13.d. Identify and explain key elements of characterization in dramatic literature (such as motivation, action,
thought development). (link to ELA 17.5)
R.4.13.e. Compare and contrast setting, character, and plot among texts, plays, and films. (link to ELA 17.6)
R.4.13.f. Analyze the effect of dialogue in dramatic literature, using specific examples. (link to ELA 17.2)
R.4.13. Analyze elements of dramatic literature and provide evidence from the text to support the analysis.
(link to ELA 17)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 2: 560-562, 563, 564-574, 579i, 657a-657b
Grade 6:
Vol. 1: 240-242, 243, 244-263, 265i
93
18: DRAMATIC READING AND PERFORMANCE – Students will plan and present dramatic readings, recitations,
and performances that demonstrate appropriate consideration of audience and purpose.
S.4.8.
Rehearse and dramatize stories, plays, and poems, using eye contact and voice volume appropriate for
an identified audience. (ELA 18.1; link to FL 4.6)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 18j, 96, 101d, 101i, 198, 241, 300g, 321i,
325
Vol. 2: 348, 369i, 409, 418, 513, 515, 555b, 557,
579c, 579d, 580g
Grade 6:
Vol. 1: 43d, 129b, 153d, 235b, 237, 265c, 283, 334
Vol. 2: 369, 435, 440, 531, 532g, 552, 653p
94
Grades Five and Six – Composition Strand
19: WRITING – Students will write with a clear focus, coherent organization, and sufficient detail.
W.2.7.a. Write short accounts of personal or familiar experiences, including academic topics.
W.2.7.b. Write a topic sentence with a clear focus (such as one that explains a process, summarizes a personal
experience).
W.2.8.a. Identify general and supporting ideas for a multi-paragraph composition.
W.2.10.a. Define the purpose (such as analyzing, informing, entertaining, convincing) of a personal, literary, or
persuasive essay.
W.2.11.a. Identify and describe elements of a story (such as characters, dialogue, setting, plot, conflict,
resolution). (FL 3.10; ELA 19.14)
W.2.12.a. Write letters, notes, and/or e-mails for personal purposes. (FL 3.9)
W.2.12.b. Write a letter requesting specific information. (FL 3.15)
W.2.7.c. Write a conclusion that supports the details provided in a written paragraph.
W.2.7.d. Write a short explanation of a process that includes a topic sentence, details, and a conclusion. (ELA
19.17)
W.2.8.b. Write the topic sentence for a multi-paragraph composition.
W.2.8.c. Identify details for supporting paragraphs for a multi-paragraph composition.
W.2.8.d. Write the introductory paragraph and concluding paragraph for a multi-paragraph composition
W.2.9.a. Write reviews of stories, plays, and movies. (link to FL 3.17)
W.2.9.b. Write to compare, contrast, and analyze articles on a given topic in newspapers, journals, television,
and radio broadcasts. (FL 5.13)
W.2.10.b. Select the degree of formality for tone, style, diction, and mood appropriate to the identified audience
and for the purpose of a proposed essay.
W.2.10. Write an essay that includes a topic statement, supporting details, and a conclusion. (link to ELA
19.22)
W.2.11.b. Write a story that contains the basic elements of a story. (link to ELA 19.14)
W.2.12.c. Analyze differences and similarities between personal correspondence in English and in the student’s
first language. (FL 5)
W.2.12. Write a letter, using appropriate form and degree of formality for its intended audience. (link to ELA
19.18)
W.2.13.a. Identify techniques used in writing poetry (such as alliteration, onomatopoeia, rhyme scheme). (link to
ELA 19.15)
W.2.13.b. Identify figurative language used in poems (such as simile, metaphor, personification) for reference
when writing poetry. (link to ELA 19.15)
W.2.13.c. Identify graphic elements used in poems (such as capital letters, line length, word position), for
reference when writing poetry. (link to ELA 19.15)
W.2.7. Write a paragraph that provides information and includes a topic statement, supporting details, and a
conclusion. (link to ELA 19.17)
W.2.8.e. Write supporting paragraphs with topic sentences, details, and concluding sentences for a multiparagraph composition.
95
W.2.8.f. Write brief research reports with clear focus and supporting detail. (ELA 19.16)
W.2.8. Write a multi-paragraph composition with clear topic development, logical organization, and effective
use of detail. (link to ELA 19.23)
W.2.9.c. Provide evidence for an interpretation of a literary text by giving facts or logical reasons from a text.
(link to ELA 19.22)
W.2.9. Write a personal interpretation of literary text that includes a topic statement, supporting details from
the literature, and a conclusion. (ELA 19.22)
W.2.11. Write a story with well-developed characters, setting, dialogue, and conflict and resolution that
includes sufficient descriptive detail. (ELA 19.19)
W.2.13. Write a poem, using poetic techniques, figurative speech, and graphic elements to contribute to its
meaning. (ELA 19.20)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 61c, 61d, 83d, 281d, 101d, 219d, 281c, 299c,
183d, 325, 203d, 39d, 83d, 203c, 241d,334
Vol. 2: 369d, 439i, 579d, 613, 516h, 653d, 465c,
551i, 551c, 551k-551p, 676, 392g, 533d,
600h
Grade 6:
Vol. 1: 169d, 317d, 153d, 318g, 82h, 317c, 331, 20g,
81d, 285d, 381d, 381i, 401d, 421d, 633d,
44g, 101d, 102g, 125, 125d, 231d, 265d,
303d, 346
Vol. 2: 356, 381d, 437d, 487c, 487d, 531d, 465d,
551c, 551k-551p, 653d, 381c, 488g, 579d,
597d
96
20: CONSIDERATION OF AUDIENCE AND PURPOSE – Students will write for different audiences and purposes.
W.1.4.a. Identify the audience for and purpose of (such as narrating, describing, persuading, explaining) a
writing task. (link to ELA 20.3)
W.1.4.b. Identify the topic of a writing task.
W.1.4.c. Determine an appropriate length for a writing task based on its purpose and audience.
W.1.4.d. Generate questions that consider the audience and purpose of a writing task.
W.1.5.c. Select words that suit the audience and purpose of a writing task.
W.1.4. Identify the structures and length that support the audience, purpose, and topic of a writing task.
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 39c, 201, 203c, 203d, 219c, 219d, 241c,
265c, 321k
Vol. 2: 369d, 391c, 391d, 439c, 439d, 439k, 445,
465, 465c, 551d, 574, 579c, 579j, 599d,
513c, 513d, 635c, 635d, 653d, 657b
Grade 6:
Vol. 1: 40, 43d, 61d, 81d, 101c, 101d, 125d, 153d,
169d, 195d, 211, 211d, 231d, 265d, 285d,
303d, 317d, 317j, 318g, 331, 333d
Vol. 2: 359d, 381d, 401d, 421d, 437d, 465d, 487d,
488g, 507, 509d, 531d, 531i, 549, 551d,
551p, 577, 579d, 597d, 633d, 653d, 653k
97
21: REVISING – Students will demonstrate improvement in organization, content, paragraph development, level
of detail, style, tone, and word choice (diction) in their compositions after revising them.
Beginner to Early Intermediate
W.3.8.a. Rearrange sentences to make writing more clear or interesting to the reader. (link to ELA 21.4)
W.3.9.a. Add images and sensory details to writing that are relevant to its purpose. (link to ELA 21.4)
W.3.10.a. Identify words that add precision to writing.
W.3.8.b. Revise writing to ensure coherence in writing. (link to ELA 21.6)
W.3.9.b. Incorporate idiomatic expressions in writing that are relevant to its purpose.
W.3.9.c. Use technical vocabulary in writing that is relevant to its purpose.
W.3.10.b. Use a variety of references to increase precision and detail of words. (link to ELA 21.7)
W.3.12.a. Identify ways in which sentences can be combined to make writing clearer. (link to ELA 21.4)
W.3.12.b. Revise writing to include accurate word order within sentences.
W.3.8.c. Revise writing to improve transitions between ideas in writing. (link to ELA 21.6)
W.3.8. Revise writing to improve organization of ideas. (link to ELA 21.6)
W.3.9. Select words and phrases to increase the amount of detail in writing. (link to ELA 21.4)
W.3.10. Increase detail and precision of language to improve writing. (link to ELA 21.4)
W.3.11. Select words that take into consideration the audience for and purpose of a writing task (such as formal
/informal or personal /impersonal). (link to ELA 21.4)
W.3.12. Use a variety of sentence patterns and lengths to make writing more interesting to the reader. (link to
ELA 21.4)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 39c, 61c, 83c, 101c, 145c, 183c, 203, 219c,
219n, 241c, 265c, 299c, 321c, 321n, 61j,
203j
Vol. 2: 351c, 369c, 421c, 439c, 439n, 465c, 489c,
515c, 551c, 551n, 579c, 599c, 613c, 635c,
653c, 653n
Grade 6:
Vol. 1: 43c, 61c, 81c, 101c, 125c 125n, 153c, 169c,
211c, 231c, 231n, 265c, 285c, 303c, 317c,
333c, 333n , 169j
Vol. 2: 359c, 381c, 401c, 437c, 437n, 487c, 509c,
531c, 380-381, 466-467, 487a, 579, 653n,
551c, 551n, 597c, 615c, 633c, 653c, 653n
98
22: STANDARD ENGLISH CONVENTIONS – Students will use knowledge of standard English conventions in their
writing, revising, and editing.
W.4.5.a. Use reference list of words in English to edit spelling.
W.4.5.b. Apply rules of English for forming irregular plural nouns (such as plurals that do not end in – s;
adding – es, – ies, – ves to certain singular nouns; nouns that can be either singular or plural).
W.4.5. Use knowledge of correct spelling when editing. (link to ELA 22.8)
W.4.6.a. Identify and correct pronoun references when editing. (link to ELA 22.8)
W.4.6.b. Identify and correct sentence fragments and run-on sentences when editing. (link to ELA 22.7)
W.4.6.c. Apply knowledge of simple, compound, and complex sentences when editing. (link to ELA 22.8)
W.4.6. Use knowledge of correct sentence structure and usage when editing. (link to ELA 22.8)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 39c, 61c, 101c, 117c, 117n, 117o, 203c,
219c, 219n, 219o, 241c, 265c, 281c, 299c,
321c, 321n, 321o
Vol. 2: 351c, 369c, 421c, 439c, 439n, 439o,
465c, 489c, 515c, 551c, 551o, 579c,
599c, 613c, 635c, 653c, 653n, 653o
Grade 6:
Vol. 1: 43c, 61c, 81c, 101c, 125c, 125n, 125o,
153c, 169c, 195c, 211c, 231c, 231n,
231o, 265c, 285c, 303c, 317c, 333c, 333n
Vol. 2:
359c, 381c, 401c, 437c, 437n, 437o, 487c,
509c, 531c, 551c, 551n, 551o, 579c, 597c,
615c, 633c, 653c, 653n, 653o
99
23: ORGANIZING IDEAS IN WRITING – Students will organize ideas in writing in a way that makes sense for
their purpose.
W.1.5.a. List new words to be considered for a writing task, using resources such as a glossary or dictionary.
W.1.5.b. Identify words to add variety and detail to consider for use in a writing task.
W.1.6.a. Identify the organizational structure of a writing task (such as compare and-contrast, supported
opinion, classification, persuasion or argument, cause-and-effect).
W.1.6.b. Group ideas for a writing task that are related and place them in logical order, using visual organizers.
(link to ELA 23.7)
W.1.6.c. Place related ideas in logical order in a single-paragraph format. (link to ELA 23.8)
W.1.5. List words and phrases to support structure and meaning within and among paragraphs of a writing
task. (link to ELA 23.10)
W.1.6.d. Identify words and phrases that connect ideas within a paragraph (such as first, then, finally, next, in
addition, for example).
W.1.6. Organize information about a topic into a paragraph with a topic sentence, supporting details, and a
concluding sentence. (link to ELA 23.8)
W.1.7.a. Outline an introductory paragraph and a concluding paragraph that reflect the needs of an identified
audience and purpose of a writing task. (link to ELA 23.10)
W.1.7.b. Place related ideas in logical order in a multiple-paragraph format. (link to ELA 23.7)
W.1.7.c. Select words and phrases that connect ideas among paragraphs, such as • comparing: in the same way,
similarly, like, as • adding an idea: in addition, another reason is, also, for instance, additionally,
finally • concluding or summarizing: as a result, consequently, finally, therefore, to sum up, in short, it
follows that, since, in summary
W.1.7. Organize information about a topic into a multi-paragraph format with an introductory paragraph,
supporting paragraphs, and a concluding paragraph. (link to ELA 19.23)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 61c, 61d, 83d, 281d, 203d, 299d, 39d, 61d,
117d, 299c, 299d
Vol. 2: 369d, 439i, 579d, 613, 551c, 551k-551p,
599c, 676, 351c, 351d, 490h, 613d, 635d
Grade 6:
Vol. 1: 169d, 317d, 40, 153d, 20g, 101d, 169c, 169i,
195d, 211d, 285d, 303d, 333d
Vol. 2: 356, 381d, 437d, 487c, 487d, 531d, 465d,
509c, 551c, 551k-551p, 653d
100
24: RESEARCH – Students will gather information from a variety of sources, analyze and evaluate the quality of
the information they obtain, and use it to answer their own questions.
R.6.4.a. Formulate open-ended questions in order to explore a topic of interest. (link to ELA 24.6)
R.6.4.b. Initiate a plan to search for information.
R.6.5.a. Determine the relevance of information gathered and discard irrelevant information. (link to ELA 24.3)
R.6.4.c. Identify specific, topic-related information in resources, using indexes, tables of contents, and
electronic search key words.
R.6.5.b. Differentiate between paraphrasing and using direct quotations in a report. (ELA 24.4)
R.6.5.c. Identify information that will require quotations. (link to ELA 24.4)
R.6.5.d. Use consistent format for footnotes or endnotes. (link to ELA 24.4)
R.6.6.a. Determine and describe the essential features of an effective research report or project.
R.6.6.b. Relate report writing to questions asked at the beginning of the research process.
R.6.4.
Obtain information from a variety of print and non-print sources. (ELA 24.3)
R.6.5.e. Use standard bibliographic format to document sources. (ELA 24.4)
R.6.5.
Organize information for research reports that include quotations, footnotes or endnotes, and
bibliographies.
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 20h, 39j, 40g, 40h, 62b, 62h, 84g, 84h,
101j, 102h, 101j, 167j, 203j, 219j, 321j,
39j, 101j, 167j, 241j, 265j, 321, 121c,
223c, 325c122j, 124h, 146h, 168h, 183j,
184h, 204h, 219j, 226h, 241j, 242h, 265,
265j, 266h, 282h, 300g, 300h, 321j
Vol. 2:
328g, 328h, 370h, 392h, 422h, 446h, 465j,
466h, 490h, 516, h, 533j, 534h, 558h, 580h,
599j, 600h, 613j, 614h, 636h, 351j, 391j,
421j, 439j, 465j, 551j, 613j, 635j, 351j, 421j,
439j, 465j, 489, 515j, 551j, 613j, 635j, 443c,
551k-551p, 555c, 657c, 421j, 551k-551p
Grade 6:
Vol. 1: 20h, 43j, 44h, 61j, 62h, 81j, 82h, 102h,
125j, 132h, 153j, 154h, 170h, 195, 195j,
196h, 212h, 238h, 265j, 266h, 286h,
304h, 318h, 333j, 43j, 101j, 125j, 169j,
195j, 265j, 303j, 43j, 61j, 81j, 125j, 153j,
195j, 211j, 265j, 285j, 333j, 129c, 235c,
337c
Vol. 2: 340h, 359j, 360h, 381, 382h, 402h, 422h,
437j, 444h, 466h, 488h, 509j, 510h,
532h, 551j, 558h, 580h, 597j, 598g,
598h, 616h, 634h, 381j, 421j, 509j, 531j,
442c, 579j, 633j, 653j, 359, 421j, 487j, 551j,
597j, 441c, 551k-551p, 555c, 657c, 551k551p, 633j
101
25: EVALUATING WRITING AND PRESENTATIONS – Students will develop and use appropriate rhetorical, logical,
and stylistic criteria for assessing final versions of their compositions or research projects
before presenting them to varied audiences.
W.3.7.a. Identify and describe prescribed criteria for evaluating writing. (link to ELA 25.3)
R.6.6.c. Evaluate a research project as a whole, using a teacher-created scoring guide. (link to ELA 24.3)
W.3.7.b. As a group, develop and use scoring guides or rubrics to improve organization and presentation of
written projects. (link to ELA 25.4)
S.4.15. Participate in performances, following agreed-upon criteria for audience, purpose, and information to
be conveyed. (link to ELA 25.3)
R.6.6.
Use scoring guides or rubrics to self-assess a research project prior to presentation.
W.3.7. Use an agreed-upon scoring guide to review content and organization of writing in preparation for final
editing. (link to ELA 25.3)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 39c, 101c, 117c, 117p, 121c, 183c, 203c,
219c, 219p, 241c, 281c, 321c
Vol. 2: 369c, 391c, 421c, 439c, 439p, 465c, 551c,
551p, 579c, 599c, 613c, 635c, 653c, 653p
Grade 6:
Vol. 1: 43c, 61c, 81c, 101c, 125c, 125p, 153c, 231c,
231p, 265c, 303c, 317c, 333c, 333p
Vol. 2: 359c, 381c, 401c, 437c, 437p, 465c, 509c,
531c, 551c, 551p, 579c, 633c, 653c, 653p
102
Grades Five and Six – Media Strand
26: ANALYSIS OF MEDIA – Students will identify, analyze, and apply knowledge of the conventions, elements,
and techniques of film, radio, video, television, multimedia productions, the Internet, and
emerging technologies and provide evidence from the works to support their understanding.
proficiency level
W.5.9. Use online information resources for collaboration and research.
W.5.10. Use technology resources for problem solving.
W.5.11. Identify techniques used in television (such as sound effects, close-ups) and use this information to
distinguish between facts and misleading information. (ELA 26.1)
W.5.12. Comprehend and respect intellectual property as related to Internet use. (FL Appendix J)
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 20h, 39j, 40h, 62b, 62h, 84g, 84h, 102h,
124h, 146h, 168h, 183j, 184h, 204h, 219j,
226h, 241j, 242h, 266h, 282h, 300h, 321j
Vol. 2: 328g, 328h, 352h, 370h, 392h, 422h, 446h,
466h, 490h, 516h, 533j, 534h, 558h, 580h,
599j, 600h, 613j, 614h, 636h
Grade 6:
Vol. 1: 20h, 43j, 44h, 61j, 62h, 81j, 82h, 102h, 125j,
132h, 153j, 154h, 170h, 195j, 196h, 212h,
238h, 266h, 286h, 304h, 318h, 333j
Vol. 2: 340h, 360h, 382h, 402h, 422h, 437j, 444h,
466h, 488h, 509j, 510h, 532h, 551j, 558h,
580h, 597j, 598h, 616h, 634h
103
Grades Five and Six – Media Strand
27: MEDIA PRODUCTION – Students will design and create coherent media productions (audio, video, television,
multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail,
and appropriate consideration of audience, purpose, and medium.
proficiency level
W.5.13. Create media productions using effective images, texts, music, sound effects, and/or graphics. (ELA
27.3)
W.5.14. Use agreed-upon criteria to evaluate the effectiveness of media presentations.
SCOTT-FORESMAN 2000
Grade 5:
Vol. 1: 40h, 62h, 84h, 102h, 124h, 148h, 168h, 204h,
223b, 242h, 266h, 282h
Vol. 2: 391d, 392h, 422h, 446h, 466h, 490h, 534h,
558h, 580h, 614h, 636h
Grade 6:
Vol. 1: 44h, 62h, 102h, 132h, 154h, 170h, 212h,
266h, 286h, 304h, 318h
Vol. 2: 360h, 402h, 422h, 444h, 465d, 532h, 558h,
580h, 634h
104

brockton public schools department of bilingual and esl services

Transcription

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