• teacher’s edition index - elementary education -...

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COMMON CORE

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• Grade 5 Pacing Guide• Reading Street Scope and Sequence• Teacher’s Edition Index

Glenview, IllinoisBoston, MassachusettsChandler, ArizonaUpper Saddle River, New Jersey

ISBN-13: 978-0-328-73417-7 ISBN-10: 0-328-73417-9

2 3 4 5 6 7 8 9 10 V011 16 15 14 13 12

RDG13_ANC05_CCS_IND_CV.indd 1 12/07/12 5:00 PM

2

Week 19 Week 20 Week 21 Week 22 Week 23 Week 25 Week 26 Week 27 Week 28 Week 29 Week 31 Week 32 Week 33 Week 34 Week 35

Comprehension Skill

Draw Conclusions

Generalize Graphic Sources

Generalize Draw Conclusions

Character and Plot

Graphic Sources

Author’s Purpose

Cause and Effect


Main Idea/Supporting Details

Compare and Contrast

Fact and Opinion

Sequence

Comprehension Strategy

Questioning Predict and Set Purpose

Important Ideas

Story Structure

Visualize Background Knowledge

Inferring Monitor and Clarify

Summarize Questioning Important Ideas

Text Structure

Story Structure

Predict and Set Purpose

Background Knowledge

Vocabulary Strategy/Skill

Word Structure/Endings -ed, -ing, -s

Context Clues/ Unfamiliar Words

Context Clues/ Synonyms


Word Structure/Suffixes -ion, -ish

Word Structure/Greek and Latin Roots

Dictionary/Glossary/ Unkown Words

Context Clues/Multiple-Meaning Words

Context Clues/Unfamiliar Words

Word Structure/Prefixes over-, in-

Dictionary/Glossary/ Unknown Words

Word Structure/Endings -s, -es

Word Structure/Suffixes -less, -ful


Context Clues/Homographs

Fluency Phrasing Accuracy Rate Expression Phrasing Expression Expression Accuracy Phrasing/Punctuation Cues

Rate Accuracy Phrasing/Punctuation Clues

Rate Phrasing Expression

Spelling Words from Many Cultures

Prefixes sub-, over-, out-, under-, super-

Homophones Suffixes -ible, -able

Negative Prefixes

Multisyllabic Words

Related Words

Greek Word Parts

Latin Roots Greek Word Parts

Suffixes -ous, -sion, -ion, -ation

Final Syllable -ant, -ent, -ance, -ence

Latin Roots Related Words

Easily Confused Words


Comprehension Skill

Character and Plot

Cause and Effect

Theme and Setting

Fact and Opinion

Cause and Effect


Sequence Compare and Contrast

Author’s Purpose

Author’s Purpose

Sequence Main Idea/Supporting Details

Fact and Opinion


Graphic Sources


Monitor and Clarify

Summarize Inferring Questioning Text Structure

Visualize Inferring Story Structure

Monitor and Clarify


Summarize Visualize Predict and Set Purpose

Text Structure

Important Ideas


Context Clues/ Homographs

Context Clues/ Homonyms

Dictionary/Glossary/Unknown Words

Context Clues/ Antonyms

Context Clues/ Multiple-Meaning Words





Word Structure/Endings -s, -ed, -ing



Context Clues/Homonyms

Context Clues/Antonyms

Word Structure/Prefixes pre-, re-

Fluency Expression Rate Expression Phrasing/Punctuation Cues

Accuracy Expression Accuracy Expression Phrasing Rate Expression Rate Phrasing Rate Accuracy

Spelling Short Vowel VCCV, VCV

Long Vowel VCV

Long Vowel Digraphs

Adding -ed, -ing

Contractions Digraphs th, sh, ch, ph

Irregular Plurals

Vowel Sounds with r

Final Syllables -en, -an, -el, -le, -il

Final Syllables -er, -ar, -or

Schwa Compound Words

Consonant Sounds /j/, /ks/, /sk/, and /s/

One Consonant or Two

Prefixes un-, de-, dis-

Unit 1 Unit 2

Pacing

Unit 5Unit 4

BaCk to SChool!

R e a D i n G

Week 6

Optional Unit Review W

eek 24 Optional Unit Review

i t ’ S t e S t t i m e ! W h e n i S y o U R S t a t e t e S t ?

RDG13_ANC05_CCS_INDEX_PC.indd 2 6/28/12 8:54:39 PM

3

how do i cover all the skills before the test?This chart shows the instructional sequence from Scott Foresman Reading Street. You can use this pacing guide as is to ensure you’re following a comprehensive scope and sequence, or you can adjust the sequence to match your school/district focus calendar, curriculum map, or testing schedule.


Comprehension Skill

Draw Conclusions

Generalize Graphic Sources


Character and Plot

Graphic Sources

Author’s Purpose

Cause and Effect




Fact and Opinion

Sequence


Questioning Predict and Set Purpose

Important Ideas

Story Structure

Visualize Background Knowledge

Inferring Monitor and Clarify

Summarize Questioning Important Ideas

Text Structure

Story Structure

Predict and Set Purpose



Word Structure/Endings -ed, -ing, -s


Context Clues/ Synonyms


Word Structure/Suffixes -ion, -ish


Dictionary/Glossary/ Unkown Words



Word Structure/Prefixes over-, in-


Word Structure/Endings -s, -es

Word Structure/Suffixes -less, -ful


Context Clues/Homographs

Fluency Phrasing Accuracy Rate Expression Phrasing Expression Expression Accuracy Phrasing/Punctuation Cues

Rate Accuracy Phrasing/Punctuation Clues

Rate Phrasing Expression

Spelling Words from Many Cultures

Prefixes sub-, over-, out-, under-, super-

Homophones Suffixes -ible, -able

Negative Prefixes

Multisyllabic Words

Related Words

Greek Word Parts

Latin Roots Greek Word Parts

Suffixes -ous, -sion, -ion, -ation

Final Syllable -ant, -ent, -ance, -ence

Latin Roots Related Words

Easily Confused Words


Comprehension Skill

Character and Plot

Cause and Effect

Theme and Setting

Fact and Opinion

Cause and Effect


Sequence Compare and Contrast

Author’s Purpose

Author’s Purpose

Sequence Main Idea/Supporting Details

Fact and Opinion


Graphic Sources


Monitor and Clarify

Summarize Inferring Questioning Text Structure

Visualize Inferring Story Structure

Monitor and Clarify


Summarize Visualize Predict and Set Purpose

Text Structure

Important Ideas


Context Clues/ Homographs

Context Clues/ Homonyms

Dictionary/Glossary/Unknown Words

Context Clues/ Antonyms

Context Clues/ Multiple-Meaning Words





Word Structure/Endings -s, -ed, -ing



Context Clues/Homonyms

Context Clues/Antonyms

Word Structure/Prefixes pre-, re-

Fluency Expression Rate Expression Phrasing/Punctuation Cues

Accuracy Expression Accuracy Expression Phrasing Rate Expression Rate Phrasing Rate Accuracy

Spelling Short Vowel VCCV, VCV

Long Vowel VCV

Long Vowel Digraphs

Adding -ed, -ing

Contractions Digraphs th, sh, ch, ph

Irregular Plurals

Vowel Sounds with r

Final Syllables -en, -an, -el, -le, -il

Final Syllables -er, -ar, -or

Schwa Compound Words

Consonant Sounds /j/, /ks/, /sk/, and /s/

One Consonant or Two

Prefixes un-, de-, dis-

Unit 6

Unit 3

Week 12

Optional Unit Review

Week 18


Week 30


Week 36




4


Speaking and listening

How-to Demonstration

Persuasive Speech

Description Give Advice Interview Dramatize Media Literacy: Newscast

Storytelling Interpret Fiction

Debate Debate Interview Storytelling Media Literacy: Newscast

Readers’ Theater

Conventions Subject and Object Pronouns

Pronouns and Antecedents

Possessive Pronouns

Indefinite and Reflexive Pronouns

Using Who and Whom

Contractions and Negatives

Adjectives and Articles

This, That, These, and Those

Comparative and Superlative Adjectives

Adverbs Modifiers Conjunctions Commas Quotations and Quotation Marks

Punctuation

Weekly Writing Picture Book Friendly Letter

Formal Letter Narrative Poetry

Autobio graphical Sketch

Rhyming Poem

Notes Biographical Sketch

Letter to the Editor

Summary Journal Entry Mystery Parody Critical Review

Personal Narrative

trait of the Week Focus/Ideas Sentences Conventions Word Choice

Voice Word Choice

Focus/Ideas Sentences Voice Focus/Ideas Voice Focus/Ideas Voice Organization Voice

Unit Writing Cause-and-Effect Essay/E-Pen Pals Persuasive Essay/Community Interviews Research Report/Photo Description



Interview Storytelling How-To Demonstration

Media Literacy: Sportscast

Job Ad Media Literacy: Talk Show

Informational Speech

Readers’ Theater

Panel Discussion

Media Literacy: Documentary

Play Review Media Literacy: Newscast

Introduction Give Directions

Advertisement

Conventions Four Kinds of Sentences

Subjects and Predicates

Independent and Dependent Clauses

Compound and Complex Sentences

Common, Proper and Collective Nouns

Regular and Irregular Plural Nouns

Possessive Nouns

Action and Linking Verbs

Main and Helping Verbs

Subject-Verb Agreement

Past, Present, and Future Tenses

Principal Parts of Regular Verbs

Principal Parts of Irregular Verbs

Troublesome Verbs

Prepositions and Prepositional Phrases

Weekly Writing Directions Tall Tale Invitation Newsletter Article

Expository Composition

Description Informal Letter

Poem Personal Narrative

Historical Fiction

Drama Persuasive Speech

Ad Brochure Description Expository Writing

trait of the Week Organization Voice Focus/Ideas Word Choice

Organization Sentences Voice Organization Word Choice

Word Choice Word Choice

Focus/Ideas Word Choice

Word Choice

Organization

Unit Writing Personal Narrative/Podcasting Comic Book-Graphic Novel/E-Newsletter Compare-and-Contrast Essay/Story Exchange

Unit 1 Unit 2

Pacing

Unit 5Unit 4

BaCk to SChool!

l a n G U a G e a R t S

Week 6

Optional Unit Review W

eek 24 Optional Unit Review



5



How-to Demonstration

Persuasive Speech

Description Give Advice Interview Dramatize Media Literacy: Newscast

Storytelling Interpret Fiction

Debate Debate Interview Storytelling Media Literacy: Newscast

Readers’ Theater

Conventions Subject and Object Pronouns

Pronouns and Antecedents

Possessive Pronouns

Indefinite and Reflexive Pronouns

Using Who and Whom

Contractions and Negatives

Adjectives and Articles

This, That, These, and Those

Comparative and Superlative Adjectives

Adverbs Modifiers Conjunctions Commas Quotations and Quotation Marks

Punctuation

Weekly Writing Picture Book Friendly Letter

Formal Letter Narrative Poetry

Autobio graphical Sketch

Rhyming Poem

Notes Biographical Sketch

Letter to the Editor

Summary Journal Entry Mystery Parody Critical Review

Personal Narrative

trait of the Week Focus/Ideas Sentences Conventions Word Choice

Voice Word Choice

Focus/Ideas Sentences Voice Focus/Ideas Voice Focus/Ideas Voice Organization Voice

Unit Writing Cause-and-Effect Essay/E-Pen Pals Persuasive Essay/Community Interviews Research Report/Photo Description



Interview Storytelling How-To Demonstration

Media Literacy: Sportscast

Job Ad Media Literacy: Talk Show

Informational Speech

Readers’ Theater

Panel Discussion

Media Literacy: Documentary

Play Review Media Literacy: Newscast

Introduction Give Directions

Advertisement

Conventions Four Kinds of Sentences

Subjects and Predicates

Independent and Dependent Clauses

Compound and Complex Sentences

Common, Proper and Collective Nouns

Regular and Irregular Plural Nouns

Possessive Nouns

Action and Linking Verbs

Main and Helping Verbs

Subject-Verb Agreement

Past, Present, and Future Tenses

Principal Parts of Regular Verbs

Principal Parts of Irregular Verbs

Troublesome Verbs

Prepositions and Prepositional Phrases

Weekly Writing Directions Tall Tale Invitation Newsletter Article

Expository Composition

Description Informal Letter

Poem Personal Narrative

Historical Fiction

Drama Persuasive Speech

Ad Brochure Description Expository Writing

trait of the Week Organization Voice Focus/Ideas Word Choice

Organization Sentences Voice Organization Word Choice

Word Choice Word Choice

Focus/Ideas Word Choice

Word Choice

Organization

Unit Writing Personal Narrative/Podcasting Comic Book-Graphic Novel/E-Newsletter Compare-and-Contrast Essay/Story Exchange

Unit 6

Unit 3

Week 12


Week 18


Week 30


Week 36




• instructional opportunity T tested in standardized test format

Scope and SequenceReadingConcepts About Print Pre-K K 1 2 3 4 5 6Hold book right side up, turn pages correctly, move from front to back of book • • •

Identify parts of a book and their functions (front cover, title page/title, back cover, page numbers) • • •

Identify information that different parts of a book provides (title, author, illustrator) • • • •

Know uppercase and lowercase letter names and match them • • •

Know the order of the alphabet • • •

Demonstrate one-to-one correspondence between oral words and printed words • •

Identify and distinguish between letters, words, and sentences • • •

Recognize distinguishing features of a paragraph • •

Recognize environmental print • • •

Track print (front to back of book, top to bottom of page, left to right on line, sweep back left for next line) • • •

Recognize first name in print • • •

Phonological and Phonemic Awareness Pre-K K 1 2 3 4 5 6Phonological AwarenessIdentify and produce rhyming words in response to an oral prompt • • •

Distinguish rhyming pairs of words from nonrhyming pairs • •

Track and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, or changed • •

Count each syllable in a spoken word • •

Segment and blend syllables in spoken words •

Segment and blend onset and rime in one-syllable words • •

Recognize and produce words beginning with the same sound • • •

Phonemic AwarenessIdentify and isolate initial, final, and medial sounds in spoken words • • • •

Blend sounds orally to make words or syllables • • •

Segment a word or syllable into sounds • • •

Count sounds in spoken words or syllables and syllables in words • • •

Manipulate sounds in words (add, delete, and/or substitute phonemes) • • • •

Distinguish long- and short-vowel sounds in orally stated single-syllable words •

Decoding and Word Recognition Pre-K K 1 2 3 4 5 6Read simple one-syllable and high-frequency (sight) words • T • T • T •

PhonicsUnderstand and apply the alphabetic principle that spoken words are composed of sounds that are represented by letters; as letters change, so do sounds • • •

Know sound-letter relationships and match sounds to letters • T • T •

Generate sounds from letters and blend those sounds to decode • • T • T • T

Consonants, consonant blends, and consonant digraphs • • T • T • T

Short and long vowels • • T • T • T

r-controlled vowels; vowel digraphs; diphthongs; common vowel patterns • T • T • T

Phonograms/word families • • •

6

RDG13_ANC05_CCS_INDEX.indd 6 3/19/12 7:11:48 PM


Decoding and Word Recognition continued Pre-K K 1 2 3 4 5 6Word StructureDecode multisyllabic words with common word parts and spelling patterns • • T • T • T • T • T • T

Base words and inflected endings; plurals • T • T • T • T • T • T

Contractions and compound words • T • T • T • T • T • T

Prefixes and suffixes • T • T • T • T • T • T

Greek and Latin roots • • •

Apply knowledge of syllabication rules to decode words • T • T • T • T • T • T

Recognize common abbreviations • • •

Decoding StrategiesBlending strategy: Apply knowledge of sound-letter relationships to decode unfamiliar words • • • •

Apply knowledge of word structure to decode unfamiliar words • • • • • • •

Use context along with sound-letter relationships and word structure to decode • • • • • • •

Self-monitor accuracy of decoding and self-correct • • • • • •

FluencyRead aloud grade level text fluently with accuracy, comprehension, appropriate pace/rate; with expression/intonation (prosody); with attention to punctuation and appropriate phrasing

• T • T • T • T • T • T

Practice fluency in a variety of ways, including choral reading, partner/paired reading, Readers’ Theater, repeated oral reading, and tape-assisted reading • • • • • • •

Work toward appropriate fluency goals by the end of each grade • • • • • •

Read regularly and with comprehension in independent-level material • • • • • • •

Read silently for increasing periods of time • • • • • • •

Vocabulary and Concept Development Pre-K K 1 2 3 4 5 6Recognize and understand selection vocabulary • • • T • T • T • T • T

Understand content-area vocabulary and specialized, technical, or topical words • • • • • •

Word Learning StrategiesDevelop vocabulary through direct instruction, concrete experiences, reading, listening to text read aloud • • • • • • • •

Use knowledge of word structure to figure out meanings of words • • T • T • T • T • T

Use context clues for meanings of unfamiliar words, multiple-meaning words, homonyms, homographs • • T • T • T • T • T

Use grade-appropriate reference sources to learn word meanings • • • • • T • T • T • T

Use picture clues to help determine word meanings • • • • •

Use new words in a variety of contexts • • • • • • • •

Create and use graphic organizers to group, study, and retain vocabulary • • • • • •

Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning • • •

Extend Concepts and Word KnowledgeAcademic language • • • • • • • •

Classify and categorize • • • • • • • •

Abbreviations • • • •

Antonyms and synonyms • • T • T • T • T • T

Prefixes and suffixes • • • • • • T

7



Vocabulary and Concept Development continued Pre-K K 1 2 3 4 5 6Homographs and homophones • • T • T • T • T

Multiple-meaning words • • T • T • T • T • T

Related words and derivations • • • •

Compound words • • • • • •

Figurative language and idioms • • • • • •

Descriptive words (location, size, color, shape, number, ideas, feelings) • • • •

High-utility words (shapes, colors, question words, position/directional words, and so on) • • • •

Time and order words • • • • • • • •

Word origins: etymologies/word histories; words from other languages, regions, or cultures • • • •

Adages and sayings •

Analogies • • •

Reading Comprehension Pre-K K 1 2 3 4 5 6Comprehension StrategiesPredict and set purpose to guide reading • • • • • • • •

Use background knowledge before, during, and after reading • • • • • • • •

Monitor and clarify by using fix-up strategies to resolve difficulties in meaning: adjust reading rate, reread and read on, seek help from references sources and/or other people, skim and scan

• • • • • • •

Inferring • • • • • • •

Questioning before, during, and after reading • • • • • • • •

Visualize—use mental imagery • • • • • •

Summarize text • • • • • • •

Recall and retell stories • • • • • • • •

Important ideas (nonfiction) that provide clues to an author’s meaning • • • • • •

Text structure (nonfiction—such as cause/effect, chronological, compare/ contrast, description) • • • • • • •

Story structure (fiction—such as plot, problem/solution) • • • • • • •

Create and use graphic and semantic organizers, including outlines, notes, summaries • • • • • •

Use strategies flexibly and in combination • • • • • •

Comprehension SkillsAuthor’s purpose • T • T • T • T • T • T

Author’s viewpoint/bias • T • T

Categorize and classify • • • •

Cause and effect • • T • T • T • T • T • T

Compare and contrast • • T • T • T • T • T • T

Draw conclusions and make inferences • • T • T • T • T • T • T

Facts and details • • T • T • • • • T

Fact and opinion (statements of fact and opinion) • T • T • T • T • T • T

Follow directions/steps in a process • • • • • • • •

Generalize • T • T • T •

8



Reading Comprehension continued Pre-K K 1 2 3 4 5 6Graphic sources (illustrations, photos, maps, charts, graphs, font styles, etc.) • • • • • T • T • T

Main idea and supporting details • T • T • T • T • T • T • T

Paraphrase • • • • •

Persuasive devices and propaganda • • • •

Realism/fantasy • • T • T

Sequence of events • • T • T • T • T • T • T • T

Higher Order Thinking SkillsAnalyze • • • • •

Analyze text with various organizational patterns • • • •

Describe and connect the essential ideas, arguments, and perspectives of a text • • • • • •

Evaluate and critique ideas and text • • • • • •

Draw inferences, conclusions, or generalizations; support them with textual evidence and prior knowledge • • T • T • T • T • T • T

Make judgments about ideas and texts • • • • • •

Hypothesize • • • •

Make connections (text to self, text to text, text to world) • • • • • • • •

Organize and synthesize ideas and information • • • • • • T

Literary Response and Analysis Pre-K K 1 2 3 4 5 6Genre and Its CharacteristicsIdentify types of everyday print materials (storybooks, poems, newspapers, signs, labels) • • • • • • • •

Recognize characteristics of a variety of genre • • • • • • • •

Distinguish common forms of literature • • • • • • •

Identify characteristics of literary texts, including drama, fantasy, traditional tales • • • • • • •

Identify characteristics of nonfiction texts, including biography, interviews, newspaper articles • • • • • • •

Identify characteristics of poetry and song, including nursery rhymes, limericks, blank verse • • • • • • • •

Literary Elements and Story StructureCharacter • • T • T • T • T • T • T • T

Recognize and describe traits, actions, feelings, and motives of characters • • • • • • •

Analyze characters’ relationships, changes, and points of view • • • • • • •

Analyze characters’ conflicts • • • • •

Analyze the effect of character on plot and conflict • • • •Plot and Plot Structure • • T • T • T • T • T • T • T

Beginning, middle, end • • • • • •

Goal and outcome or problem and solution/resolution • • • • • • •

Rising action, climax, and falling action/denouement; setbacks • • •Setting • • T • T • T • T • T • T • T

Relate setting to problem/solution • • • • • • •

Explain ways setting contributes to mood • • •Theme • T • T • T • T • T

9



Literary Response and Analysis continued Pre-K K 1 2 3 4 5 6Use Literary Elements and Story Structure • • • • • • • •

Analyze and evaluate author’s use of setting, plot, character, and compare among authors • • • • •

Identify similarities and differences of characters, events, and settings within or across selections/cultures • • • • • • •

Literary DevicesDialect • • •

Dialogue and narration • • • • • • •

Identify the speaker or narrator in a selection • • • • • •

Exaggeration/hyperbole • • • • •

Figurative language: idiom, jargon, metaphor, simile, slang • • • • •

Flashback • • •

Foreshadowing • • • • •

Formal and informal language • • • • •

Humor • • • • •

Imagery and sensory words • • • • • •

Mood • • • • •

Personification • • •

Point of view (first-person, third-person, omniscient) • • • •

Puns and word play • • • •

Sound devices and poetic elements • • • • • • • •

Alliteration, assonance, onomatopoeia • • • • • • • •

Rhyme, rhythm, repetition, and cadence • • • • • • • •

Word choice • • • • • • •

Symbolism • •

Tone • • •

Author’s and Illustrator’s CraftDistinguish the roles of author and illustrator • • • •

Recognize/analyze author’s and illustrator’s craft or style • • • • • •

Evaluate author’s use of various techniques to influence readers’ perspectives • • •

Literary ResponseRecollect, talk, and write about books • • • • • • • •

Reflect on reading and respond (through talk, movement, art, and so on) • • • • • • • •

Ask and answer questions about text • • • • • • • •

Write about what is read • • • • • • •

Use evidence from the text to support opinions, interpretations, or conclusions • • • • • • •

Support ideas through reference to other texts and personal knowledge • • • • •

Locate materials on related topic, theme, or idea • • • • •

Make connections: text to self, text to text, text to world • • • • • •

Offer observations, react, speculate in response to text • • • • •

10



Literary Response and Analysis continued Pre-K K 1 2 3 4 5 6Literary Appreciation/MotivationShow an interest in books and reading; engage voluntarily in social interaction about books • • • • • • • •

Choose text by drawing on personal interests, relying on knowledge of authors and genres, estimating text difficulty, and using recommendations of others • • • • • • • •

Read a variety of grade-level-appropriate narrative and expository texts • • • • • • •

Read from a wide variety of genres for a variety of purposes • • • • • • •

Read independently • • • • • • •

Establish familiarity with a topic • • • • • • •

Cultural AwarenessComprehend basic plots of classic tales from around the world • • • • • •

Compare and contrast tales from different cultures • • • • • •

Develop attitudes and abilities to interact with diverse groups and cultures • • • • • • • •

Connect experiences and ideas with those from a variety of languages, cultures, customs, perspectives • • • • • • • •

Compare language and oral traditions (family stories) that reflect customs, regions, and cultures • • • • • • •

Recognize themes that cross cultures and bind them together in their common humanness • • • • • • •

Language ArtsWriting Pre-K K 1 2 3 4 5 6Concepts About Print for WritingWrite uppercase and lowercase letters • •

Print own name and other important words • • •

Write using pictures, some letters, some phonetically spelled words, and transitional spelling to convey meaning • • •

Write consonant-vowel-consonant words • •

Dictate messages or stories for others to write • • •

Create own written texts for others to read; write left to right on a line and top to bottom on a page • • •

Participate in shared and interactive writing • • •

Traits of WritingFocus/Ideas • • • • • • •

State a clear purpose and maintain focus; sharpen ideas • • • • • • •

Use sensory details and concrete examples; elaborate • • • • • •

Delete extraneous information • • • • • •

Use strategies, such as tone, style, consistent point of view, to achieve a sense of completeness • • •

Organization • • • • • T • T • T

Use graphic organizers to group ideas • • • • • • • •

Write coherent paragraphs that develop a central idea and have topic sentences and facts and details • • • • • •

Use transitions to connect sentences and paragraphs and establish coherence • • • • • •

11



Writing continued Pre-K K 1 2 3 4 5 6Select an organizational structure, such as comparison and contrast, categories, spatial order, climactic order, based on purpose, audience, length • •

Organize ideas in a logical progression, such as chronological order or order of importance • • • • • • • •

Write introductory, supporting, and concluding paragraphs • • • •

Use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts • • • •

Write a multi-paragraph paper • • • • •Voice • • • • • •

Develop personal, identifiable voice and an individual tone/style • • • • • •

Maintain consistent voice and point of view • • •

Use voice appropriate to audience, message, and purpose • • •Word Choice • • • • T • T • T • T

Use clear, precise, appropriate language • • • • • • •

Use figurative language and vivid words • • • • • •

Use sensory details, imagery, characterization • • • • •

Select effective vocabulary using word walls, dictionary, or thesaurus • • • • • • •Sentences • • • • T • T • T • T

Combine, elaborate, and vary sentences • • • • • T • T • T • T

Write topic sentence, supporting sentences with facts and details, and concluding sentence • • • • • •

Use correct word order • • • • • • •Conventions • • • • T • T • T • T

Use correct spelling and grammar; capitalize and punctuate correctly • • • • • • •

Correct sentence fragments and run-ons • • • • •

Use correct paragraph indentation • • • • • •

The Writing ProcessPrewrite using various strategies • • • • • • • •

Develop first drafts of single- and multiple-paragraph compositions • • • • • • •

Revise drafts for varied purposes, including to clarify and to achieve purpose, sense of audience, improve focus and coherence, precise word choice, vivid images, and elaboration

• • • • • • •

Edit and proofread for correct conventions (spelling, grammar, usage, and mechanics) • • • • • • •

Publish own work • • • • • • • •

Writing GenresNarrative writing (such as personal narratives, stories, biographies, autobiographies) • • • T • T • T • T • T • T

Expository writing (such as comparison and contrast, problem and solution, essays, directions, explanations, news stories, research reports, summaries) • • • T • T • T • T • T

Descriptive writing (such as labels, captions, lists, plays, poems, response logs, songs) • • • T • T • T • T • T • T

Argument/Persuasive writing (such as ads, editorials, essays, letters to the editor, opinions, posters) • • • T • T • T • T • T

Notes and letters (such as personal, formal, and friendly letters, thank-you notes, and invitations) • • • • • • •

12



Writing continued Pre-K K 1 2 3 4 5 6Responses to literature • • • • • •

Writing Habits and PracticesWrite on a daily basis • • • • • • • •

Use writing as a tool for learning • • • • • • •

Write independently for extended periods of time • • • • • •

PenmanshipGain increasing control of penmanship, including pencil grip, paper position, posture, stroke • • • •

Write legibly, with control over letter size and form; letter slant; and letter, word, and sentence spacing • • • • • • •

Write lowercase and uppercase letters • • • • • • • •

Manuscript • • • • • • • •

Cursive • • • • •

Write numerals • • •

Written and Oral English Language Conventions Pre-K K 1 2 3 4 5 6Grammar and Usage in Speaking and WritingSentences

Correct word order in written sentences • • •

Types (declarative, interrogative, exclamatory, imperative) • • • T • T • T • T • T • T

Structure (complete, incomplete, simple, compound, complex, compound-complex) • • • • T • T • T • T • T

Parts (subjects/predicates: complete, simple, compound; phrases; clauses) • • T • T • T • T • T

Fragments and run-on sentences • • • • • • •

Combine and rearrange sentences; use appositives, participial phrases, adjectives, adverbs, and prepositional phrases • • • • • •

Transitions and conjunctions to connect ideas; independent and dependent clauses • • • • • •

Varied sentence types and sentence openings to present effective style • • •

Parts of speech: nouns (singular and plural), verbs and verb tenses, adjectives, adverbs, pronouns and antecedents, conjunctions, prepositions, interjections, articles

• • • T • T • T • T • T

Contractions • • T • T • T • T • T

Usage

Subject-verb agreement • • • T • T • T • T • T

Pronoun agreement/referents • • • T • T • T • T

Misplaced modifiers • •

Misused words • • •

Negatives; avoid double negatives • • • •

Mechanics in WritingCapitalization (first word in sentence, proper nouns and adjectives, pronoun I, titles, months, days of the week, holidays, and so on) • • • T • T • T • T • T • T

Punctuation (period, question mark, exclamation mark, apostrophe, comma, quotation marks, parentheses, colon, and so on) • • T • T • T • T • T • T

13



Written and Oral English Language Conventions continued Pre-K K 1 2 3 4 5 6SpellingSpell independently by using pre-phonetic knowledge, knowledge of letter names, sounds of the alphabet • • • T • • • • •

Consonants: single, double, blends, digraphs, silent letters, and unusual consonant spellings • • T • T • T • T • T • T

Vowels: short, long, r-controlled, digraphs, diphthongs, less-common vowel patterns, schwa • • T • T • T • T • T • T

Use knowledge of word structure to spell • • • • • •

Base words and affixes (inflections, prefixes, suffixes), possessives, contractions, and compound words • • T • T • T • T • T

Greek and Latin roots, syllable patterns, multisyllabic words • • • • • •

Spell high-frequency, irregular words • T • T • • • •

Spell frequently misspelled words correctly, including homophones or homonyms • • • • • •

Use meaning relationships to spell • • • •

Listening and Speaking Pre-K K 1 2 3 4 5 6Listening Skills and StrategiesListen to a variety of presentations attentively and politely • • • • • • • •

Self-monitor comprehension while listening, using a variety of skills and strategies, e.g., ask questions • • • • • • • •

Listen for a purpose

For enjoyment and appreciation • • • • • • • •

To expand vocabulary and concepts • • • • • • • •

To obtain information and ideas • • • • • • • •

To follow oral directions • • • • • • • •

To answer questions and solve problems • • • • • • • •

To participate in group discussions • • • • • • • •

To identify and analyze the musical elements of literary language • • • • • • • •

To gain knowledge of one’s own culture, the culture of others, and the common elements of cultures • • • • • • • •

To respond to persuasive messages with questions or affirmations • • •

Determine purpose of listening • • • • • •

Recognize formal and informal language • • • • • •

Connect prior experiences to those of a speaker • • • • • • • •

Listen critically to distinguish fact from opinion and to analyze and evaluate ideas, information, experiences • • • • • • •

Paraphrase, retell, or summarize information that has been shared orally • • • • • •

Evaluate a speaker’s delivery; identify tone, mood, and emotion • • • • •

Interpret and critique a speaker’s purpose, perspective, persuasive techniques, verbal and nonverbal messages, and use of rhetorical devices; draw conclusions • • • •

Speaking Skills and StrategiesSpeak clearly, accurately, and fluently, using appropriate delivery for a variety of audiences, and purposes; sustain audience interest, attention • • • • • • • •

Use proper intonation, volume, pitch, modulation, and phrasing • • • • • • •

Speak with a command of standard English conventions • • • • • • • •

Use appropriate language for formal and informal settings • • • • • • • •

14



Listening and Speaking continued Pre-K K 1 2 3 4 5 6Use visual aids to clarify oral presentations • • • • • • • •

Organize ideas and convey information in a logical sequence or structure with a beginning, middle, and end and an effective introduction and conclusion • • • • • •

Support opinions with detailed evidence and with visual or media displays • • • •

Emphasize key points to assist listener • • •

Speak for a purpose

To ask and answer questions • • • • • • • •

To give directions and instructions • • • • • • • •

To retell, paraphrase, or explain information • • • • • • • •

To communicate needs and share ideas and experiences • • • • • • • •

To describe people, places, things, locations, events, and actions • • • • • •

To participate in conversations and discussions • • • • • • • •

To express an opinion • • • • • • • •

To recite poems or songs or deliver dramatic recitations, interpretations, or performances • • • • • • • •

To deliver oral responses to literature • • • • • • • •

To deliver presentations or oral reports (narrative, descriptive, persuasive, problems and solutions, and informational based on research) • • • • • • • •

Stay on topic; maintain a clear focus • • • • • • • •

Support spoken ideas with details and examples • • • • • •

Use appropriate verbal and nonverbal elements (such as facial expression, gestures, eye contact, posture) • • • • • • • •

Viewing/Media Pre-K K 1 2 3 4 5 6Interact with and respond to a variety of media for a range of purposes • • • • • • • •

Compare and contrast print, visual, and electronic media • • • • •

Analyze media • • •

Evaluate media • • • • • •

Recognize bias and propaganda in media message • • • •

Recognize purpose and persuasion in media messages • • • • • •

Research SkillsUnderstand and Use Graphic Sources Pre-K K 1 2 3 4 5 6Advertisement • • • • • •

Chart/table • • • • • • • •

Diagram/scale drawing • • • • • •

Graph (bar, circle, line, picture) • • • • • • •

Illustration, photograph, caption, label • • • • • • • •

Map/globe • • • • • • • •

Poster/announcement • • • • • • • •

Schedule • • •

Sign • • • • • •

Time line • • • • •

15



Understand and Use Reference Sources Pre-K K 1 2 3 4 5 6Know and use organizational features and parts of a book to locate information • • • • • • • •

Use alphabetical order • • • • • •

Understand purpose, structure, and organization of reference sources (print, electronic, media, Internet) • • • • • • • •

Almanac • • •

Atlas • • • • •

Card catalog/library database • • • • •

Picture Dictionary • • • •

Dictionary/glossary • • T • T • T • T

Encyclopedia • • • • • •

Magazine/periodical • • • • • •

Newspaper and newsletter • • • • • •

Readers’ Guide to Periodical Literature • • •

Technology (on- and offline electronic media) • • • • • • •

Thesaurus • • • • •

Study Skills and Strategies Pre-K K 1 2 3 4 5 6Adjust reading rate • • • • • •

Clarify directions • • • • • • • •

Outline • • • • •

Skim and scan • • • • • •

SQP3R • • •

Summarize • • • • • • •

Take notes, paraphrase, and synthesize • • • • • •

Use graphic and semantic organizers to organize information • • • • • • •

Test-Taking Skills and Strategies Pre-K K 1 2 3 4 5 6Understand the question, the vocabulary of tests, and key words • • • • • •

Answer the question; use information from the text (stated or inferred) • • • • • • • •

Write across texts • • • • •

Complete the sentence • • • • •

Technology/New Literacies Pre-K K 1 2 3 4 5 6Non-Computer Electronic MediaAudiotapes/CDs, videotapes/DVDs • • • • • • • •

Computer Programs/Services: Basic Operations and Concepts

Use accurate computer terminology • • • • • • • •

Create, name, locate, open, save, delete, and organize files • • • • • • •

Use input and output devices (such as mouse, keyboard, monitor, printer, touch screen) • • • • • • • •

Use basic keyboarding skills • • • • • • •Responsible Use of Technology Systems and Software

Work cooperatively and collaboratively with others; follow acceptable-use policies • • • • • • • •

Recognize hazards of Internet searches • • • •

Respect intellectual property • • • •

16



Technology/New Literacies continued Pre-K K 1 2 3 4 5 6Information and Communication Technologies: Information Acquisition

Use electronic Web (nonlinear) navigation, online resources, databases, keyword searches • • • • •

Use visual and nontextual features of online resources • • • • • • • •

Internet inquiry • • • • •

Identify questions • • • • •

Locate, select, and collect information • • • • •

Analyze information • • • • •

Evaluate electronic information sources for accuracy, relevance, bias • • • •

Understand bias/subjectivity of electronic content (about this site, author search, date created) • • • •

Synthesize information • • • •

Communicate findings • • • • •

Use fix-up strategies (such as clicking Back, Forward, or Undo; redoing a search; trimming the URL) • • • •

Communication

Collaborate, publish, present, and interact with others • • • • • • •

Use online resources (e-mail, bulletin boards, newsgroups) • • • • • •

Use a variety of multimedia formats • • • • • •Problem Solving

Use technology resources for solving problems and making informed decisions • • • •

Determine when technology is useful • • • • • •

The Research Process Pre-K K 1 2 3 4 5 6Identify topics; ask and evaluate questions; develop ideas leading to inquiry, investigation, and research • • • • • • •

Choose and evaluate appropriate reference sources • • • • • • •

Locate and collect information including using organizational features of electronic text • • • • • • • •

Take notes/record findings • • • • • • •

Combine and compare information • • • • • •

Evaluate, interpret, and draw conclusions about key information • • • • • • •

Paraphrase and summarize information • • • • • • •

Make an outline • • • • •

Organize content systematically • • • • • • •

Communicate information • • • • • • •

Write and present a report • • • • • • •

Include citations • • • •

Respect intellectual property/avoid plagiarism • • •

Select and organize visual aids • • • • • • •

17


AAcademic vocabulary, 5.1: 21c, 23d, 26–27, 47a, 51c, 53d, 54d, 56–57,

83c, 85d, 85f, 88–89, 111c, 113b, 113d, 114d, 116–117, 141c, 143d, 144d, 146–147, 170–171, 172–173, 5.2: 177c, 179d, 180d, 182–183, 198d, 203c, 205d, 206d, 208–209, 223b, 231c, 233d, 233f, 234d, 236–237, 253a, 259c, 260–261, 261d, 261f, 262d, 264–265, 279c, 282d, 289c, 291d, 292d, 294–295, 312d, 318–319, 319a, 320–321, 5.3: 325c, 327c, 327d, 328–329, 330–331, 345c, 348c, 348d, 355c, 357b, 357d, 358d, 360–361, 387a, 389c, 391d, 392d, 394–395, 413c, 415b, 416d, 425c, 427d, 427f, 428d, 430–431, 441b, 442c, 449c, 451c, 451d, 452d, 454–455, 467c, 473c, 474–475, 475a, 476–477, 5.4: 21c, 23d, 26–27, 39c, 47c, 49d, 49f, 50d, 52–53, 61d, 72d, 79d, 79f, 80d, 80e, 82–83, 105c, 107d, 108d, 110–111, 130d, 139d, 140d, 142–143, 148b, 153c, 161d, 162–163, 163a, 164–165, 5.5: 169c, 171d, 172d, 174–175, 191b, 200–201, 201d, 202d, 204–205, 229d, 230–231, 231d, 234–235, 247c, 249c, 250d, 259b, 259d, 259f, 262–263, 283e, 287b, 287d, 287f, 288d, 290–291, 297d, 312–313, 314–315, 5.6: 319c, 321d, 321e, 322d, 324–325, 337c, 339b, 347c, 347d, 348d, 350–351, 361c, 373d, 373f, 376–377, 395b, 398d, 403c, 405b, 405c, 405f, 406c, 408–409, 417d, 436–437, 437d, 440–441, 449d, 469a

Access for All advanced learners, all units SG•12–SG•16, SG•28–SG•32, SG•44–SG•48,

SG•60–SG•64, SG•76–SG•80 comprehension progress, 5.1: 27a, 34d, 41a, 47a, 57a, 65a, 67a, 73a,

89a, 99a, 117a, 135a, 147a, 159a, 173a, UR•9, UR•19, UR•29, 5.2: 183a, 193a, 209a, 213a, 225a, 237a, 249a, 265a, 269a, 295a, 307a, 313a, 315a, 5.3: 331a, 361a, 371a, 375a, 383a, 395a, 411a, 415a, 421a, 431a, 459a, 471a, 475a, 477a, 5.4: 27a, 29a, 53a, 67a, 73a, 79b, 99a, 111a, 115a, 117a, 125a, 131a, 133a, 143a, 145a, 157a, 163a, 165a, 5.5: 175a, 193a, 195a, 205a, 215a, 223a, 251a, 263a, 279a, 291a, 293a, 301a, 307a, 313a, 5.6: 321b, 325a, 341a, 351a, 353a, 359a, 361c, 365a, 377a, 379a, 383a, 385a, 399a, 409a, 413a, 423a, 441a

conventions, 5.2: 287c, 5.3: 353c, 5.4: 161c, 5.5: 197c, 283c, 5.6: 343c

research/study skill progress, 5.1: 75c, 105a, 133a, 5.2: 283a, 405a, 5.3: 419a, 441a, 455a, 465b, 465c, 5.5: 221a, 235a, 5.6: 367a, 429a, 437b, 465a

speaking and listening, 5.2: 199avocabulary/word analysis progress, 5.1: 37a, 77c, 109c, 171a,

5.2: 179b, 239a, 243a, 243d, 319a, 5.3: 417a, 443a, 452d, 5.4: 119a, 5.5: 271a, 5.6: 415a, 469a

writing progress, 5.1: 45a, 77c, 79a, 103a, 103c, 133a, 137a, 163c, 5.2: 223a, 253a, 253c, 255a, 281a, 281c, 311c, 321a, 5.3: 347a, 347c, 349a, 381a, 415c, 467a, 467c, 469a, 5.4: 41a, 43a, 71a, 101a, 129a, 5.5: 191a, 191c, 219a, 249a, 273a, 277c, 305a, 5.6: 321b, 339a, 397a, 441a, 461a, 469a, 471a

ELL (English Language Learners) suggestions access content, 5.1: 29a, 59a, 91a, 105a, 119a, 149a, 153a, 5.2: 185a,

187a, 211a, 239a, 267a, 297a, 5.3: 371a, 397a, 417a, 457a, 5.4: 55a, 85a, 97a, 145a. 156d, 237a, 5.5: 293a, 5.6: 353a, 379a, 391a

activate prior knowledge/build background, 5.1: 27a, 57a, 89a, 117a, 147a, UR•7, 5.2: 183a, 209a, 237a, 265a, 295a, 301a, 5.3: 331a, 333a, 361a, 363a, 367a, 395a, 431a, 433a, 455a, 5.4: 27a, 29a, 33a, 53a, 83a, 111a, 113a, 137b, 143a, 5.5: 171f, 175a, 177a, 181a, 193a, 205a, 207a, 235a, 263a, 265a, 291a, 5.6: 325a, 327a, 345b, 351a, 377a, 405f, 409a, 411a, 413a, 441a, 443a, 447a, 453a

check retelling, 5.1: 34d, 66d, 96d, 126d, 131a, 154d, 5.2: 190d, 195a, 214d, 244d, 272d, 302d, 309a, 5.3: 338d, 372d, 402d, 434d, 460d, 5.4: 34d, 62d, 90d, 118d, 148d, 5.5: 182d, 212d, 242d, 270d, 298d, 5.6: 330d, 356d, 384d, 418d, 450d

cognates, 5.1: 107a, 119a, 134d, 5.2: 215a, 243a, 254d, 257i, 282b, 5.3: 383a, 401a, 442b, 442d, 5.4: 23d, 72b, 97a, 98b, 131a, 5.5: 179a, 220d, 306b, 5.6: 341a, 347d

comprehension support, 5.1: 20–21, 22–23, 31a, 34d, 47a, 49q, 50–51, 63a, 67a, 79a, 81e, 81q, 82–83, 93a, 95a, 96d, 97a, 99a, 109q, 110–111, 112–113, 123a, 125a, 126d, 129a, 131a, 131c, 137a, 139q, 142–143, 143b, 151a, 154d, 169q, 171a, 5.2: 189a, 190d, 195a, 201i, 201q, 214d, 229q, 234d, 241a, 244d, 245a, 249a, 255a, 257q, 271a, 272d, 273a, 275a, 283a, 285a, 287a, 287q, 299a, 302d, 303a, 311a, 313a, 315a, 317i, 317q, 321a, 5.3: 326–327, 337a, 338d, 339a, 343a, 349a, 353i, 353q, 355b, 356–357, 371a, 372d, 373a, 375a, 385a, 387q, 389b, 390–391, 397a, 399a, 402d, 423i, 423q, 424–425, 425b, 431a, 434d, 437a, 443a, 445a, 447i, 447q, 449b, 450–451, 459a, 460d, 471a, 473i, 473q, 477a, 5.4: 20–21, 21b, 22–23, 31a, 34d, 37a, 43a, 45i, 45q, 46–47, 47b, 59a, 61a, 62d, 63a, 72d, 73a, 75i, 75q, 76–77, 77b, 78–79, 87a, 89a, 95a, 99a, 101a, 103i, 103q, 104–105, 105b, 106–107, 115a, 118d, 131a, 133a, 135q, 148d, 159a, 161a, 161i, 161q, 165a, 5.5: 169b, 182d, 183a, 185a, 187a, 197i, 197q, 198–199, 199b, 207a, 209a, 213a, 221a, 225a, 227i, 227q, 229b, 231f, 239a, 241a, 242d, 255q, 257b, 265a, 267a, 269a, 270d, 271a, 279a, 281a, 283i, 283q, 284–285, 285b, 286–287, 298d, 301a, 309a, 311i, 311q, 313a, 315a, 5.6: 318–319, 319b, 329a, 333a, 335a, 343i, 343q, 344–345, 345b, 353a, 355a, 356d, 357a, 359a, 365a, 367a, 369i, 369q, 370–371, 371b, 372–373, 381a, 383a, 385a, 391a, 401i, 401q, 402–403, 403b, 404–405, 415a, 417a, 418d, 419a, 423a, 429a, 433q, 434–435, 435b, 445a, 450d, 455a, 463a, 465a, 471a

concept support, 5.1: 49g, 49q, 50–51, 54b, 81g, 81q, 109g, 109q, 139g, 139q, 140–141, 169g, 169q, 5.2: 201g, 201q, 202–203, 229q, 230–231, 257g, 257q, 258–259, 287g, 287q, 288–289, 317g, 317q, 5.3: 324–325, 353g, 353q, 354–355, 387g, 387q, 388–389, 423g, 423q, 424–425, 447g, 447q, 448–449, 473q, 5.4: 20–21, 45g, 45q, 46–47, 75g, 75q, 76–77, 103g, 103q, 104–105, 135g, 135q, 136–137, 161g, 161q, 5.5: 168–169, 197g, 197q, 198–199, 227g, 227q, 228–229, 255g, 255q, 256–257, 283g, 283q, 284–285, 311g, 311q, 5.6: 318–319, 343g, 343q, 344–345, 369g, 369q, 401q, 402–403, 433g, 433q, 467g

context clues, 5.1: 37a, 5.3: 411a, 5.5: 241a, 273a, 283a, 5.6: 417aconventions support, 5.1: 23d, 33c, 49j, 53d, 61a, 65c, 81j, 85d, 95c,

109e, 109j, 113d, 125c, 139j, 153c, 155a, 163a, 169i, 169j, 5.2: 179d, 189c, 201c, 201j, 205d, 213c, 229j, 233d, 243c, 261d, 271c, 291d, 301c, 5.3: 327d, 337c, 353j, 357d, 371c, 373a, 387c, 391d, 401c, 423j, 427d, 433c, 451d, 459c, 473j, 5.4: 33c, 45j, 49d, 61c, 79d, 89c, 91a, 97a, 103j, 117c, 135j, 135o, 139d, 147c, 5.5: 171d, 181c, 197j, 201d, 211c, 227j, 231d, 241c, 255j, 259d, 269c, 287d, 297c, 311j, 5.6: 329c, 339a, 355c, 369j, 373d, 383c, 401j, 417c, 437d, 449c, 467j

extend language, 5.1: 20–21, 24b, 34b, 46b, 49g, 50–51, 54b, 78b, 81g, 82–83, 86b, 96b, 104b, 110–111, 114b, 134b, 139g, 140–141, 144b, 164b, 169g, 5.2: 176–177, 180b, 190b, 198b, 201g, 202–203, 206b, 214b, 224b, 229g, 230–231, 234b, 244b, 254b, 257g, 258–259, 262b, 272b, 282b, 288–289, 292b, 302b, 312b, 317g, 5.3: 324–325, 328b, 338b, 348b, 353g, 354–355, 358b, 372b, 382b, 387g, 388–389, 392b, 402b, 416b, 423g, 424–425, 428b, 434b, 442b, 447g, 448–449, 452b, 460b, 468b, 473g, 5.4: 20–21, 24b, 34b, 42b, 45g, 46–47, 50b, 62b, 72b, 75g, 76–77, 80b, 90b, 98b, 103g, 104–105, 108b, 118b, 130b, 135g, 136–137, 140b, 148b, 149a, 156b, 161g, 5.5: 168–169, 172b, 182b, 192b, 197g, 198–199, 202b, 212b, 220b, 227g, 228–229, 232b, 242b, 250b, 255g, 256–257, 260b, 270b, 278b, 283g, 284–285, 288b, 298b, 306b, 311g, 5.6: 318–319, 322b, 330b, 340b, 343g, 344–345, 348b, 356b, 364b, 369g, 370–371, 374b, 384b, 387a, 389a, 398b, 401g, 402–403, 406b, 418b, 428b, 433g, 434–435, 438b, 450b, 457a, 462b, 467g

handwriting, 5.1: 143d, 5.3: 427d, 5.4: 107d, 5.6: 321dlanguage transfer, 5.1: 33c, 5.2: 217a, 224d, 5.3: 373a, 461a,

5.4: 131a, 5.6: 437d

Index

18

RDG13_ANC05_CCS_INDEX1.indd 18 7/12/12 3:56:48 PM

listening and speaking, 5.1: 21b, 49a, 51b, 78b, 83b, 110–111, 111b, 141b, 5.2: 177b, 190d, 201a, 203b, 231b, 257a, 259b, 289b, 5.3: 325b, 353a, 407a, 5.4: 103a, 105b, 135a, 5.5: 255a, 311a, 5.6: 401a

professional development, 5.1: 29a, 101c, 121a, 5.2: 195c, 211a, 247a, 5.3: 377a, 413c, 423e, 439c, 5.4: 39c, 69c, 95c, 127c, 153c, 5.5: 189c, 247c, 275c, 303c, 5.6: 425c, 459c

research/study skills support, 5.1: 131c, 161c, 167a, 5.2: 195c, 221c, 251c, 279c, 309c, 5.3: 379c, 439c, 5.4: 95c, 127c, 5.5: 189c, 217c, 247c, 275c, 5.6: 425c, 431a, 459c

spelling, 5.1: 49c, 5.2: 257c, 5.5: 171d, 5.6: 405dvocabulary/word analysis support, 5.1: 23b, 24b, 31a, 33a, 34b, 35a,

37a, 39a, 41a, 46d, 49a, 49i, 49q, 53b, 54b, 59a, 61a, 66b, 66d, 69a, 71a, 78d, 81q, 85b, 86b, 95a, 96b, 104d, 105a, 107a, 109a, 109i, 109q, 113b, 114b, 121a, 126b, 127a, 134d, 135a, 139a, 139i, 139q, 143b, 144b, 144–145, 154b, 157a, 159a, 164d, 165a, 169a, 169i, 169q, 171a, 173a, 5.2: 176–177, 179b, 180b, 180d, 187a, 189a, 190b, 191a, 193a, 198d, 201a, 201q, 205b, 206b, 206d, 213a, 214b, 215a, 219a, 224d, 225a, 229a, 229i, 229q, 233b, 234b, 243a, 244b, 254d, 257a, 257i, 257q, 261b, 262b, 269a, 272b, 277a, 282d, 287i, 287q, 291b, 292b, 295a, 301a, 302b, 305a, 307a, 312d, 317a, 317q, 319a, 5.3: 327b, 328b, 335a, 338b, 341a, 345c, 348d, 351a, 353a, 353q, 357b, 358b, 363a, 365a, 369a, 371a, 372b, 373a, 382d, 383a, 387i, 387q, 391b, 392b, 399a, 401a, 402b, 403a, 405a, 409a, 411a, 416d, 419a, 421a, 423a, 423i, 423q, 427b, 428b, 434b, 435a, 437a, 442b, 442d, 447a, 447i, 447q, 451b, 452b, 452d, 460b, 461a, 463a, 468d, 473a, 473q, 475a, 5.4: 23b, 24b, 31a, 34b, 35a, 42d, 45a, 45i, 45q, 49b, 50b, 57a, 61a, 62b, 65a, 67a, 72b, 72d, 75a, 75q, 79b, 80b, 87a, 90b, 93a, 98b, 98d, 101a, 103a, 103i, 103q, 105b, 107b, 108b, 108–109, 115a, 117a, 118b, 119a, 121a, 123a, 125a, 130b, 130d, 135i, 135q, 139b, 140b, 147a, 148b, 151a, 156d, 157a, 161i, 161q, 163a, 5.5: 171b, 172b, 179a, 181a, 182b, 192d, 195a, 197a, 197q, 201b, 202b, 209a, 211a, 211c, 212b, 215a, 220b, 220d, 227a, 227i, 227q, 229b, 231b, 232b, 241a, 241c, 242b, 243a, 245a, 250d, 251a, 253a, 255a, 255i, 255q, 259b, 260b, 260d, 267a, 269a, 270b, 273a, 278d, 283a, 283i, 283q, 287b, 288b, 295a, 297a, 298b, 299a, 306b, 306d, 307a, 311a, 311i, 311q, 5.6: 321b, 322b, 329a, 330b, 331a, 337c, 340d, 341a, 343a, 343q, 347b, 348b, 356b, 364d, 369a, 369e, 369i, 369q, 373b, 374b, 377a, 384b, 391a, 393a, 398d, 399a, 401a, 401i, 401q, 405b, 406b, 417a, 418b, 421a, 428d, 433a, 433q, 437b, 438b, 438d, 445a, 449a, 450b, 451a, 461a, 462d, 467a, 467i, 469a

writing support, 5.1: 23f, 49e, 53f, 77a, 85f, 103a, 109e, 113f, 133a, 139e, 139j, 143f, 169e, 5.2: 179f, 201e, 205f, 223a, 229e, 233f, 253a, 257e, 261f, 281a, 287e, 291f, 311a, 317e, 5.3: 327f, 347a, 353e, 357f, 381a, 391f, 415a, 423j, 427f, 441a, 447e, 451f, 467a, 473e, 5.4: 23f, 41a, 45e, 49f, 71a, 75e, 79f, 97a, 107f, 129a, 135e, 139f, 155a, 161e, 5.5: 171f, 191a, 197e, 201f, 219a, 227e, 249a, 255e, 259f, 277a, 283e, 287f, 305a, 311e, 5.6: 321f, 343e, 347f, 363a, 369e, 373f, 397a, 401e, 405f, 427a, 433e, 437f, 461a, 467e

on-level learners, all units SG•2–SG•6, SG•18–SG•22, SG•34–SG•38, SG•50–SG•54, SG•66–SG•70 5.1: 23b, 27a, 34d, 46d, 49j, 53b, 57a, 66d, 78d, 81j, 85b, 89a, 96d, 104d, 109j, 113b, 117a, 126d, 134d, 139j, 143b, 147a, 154d, 164d, 169j, 5.2: 179b, 183a, 190d, 198d, 201j, 205b, 209a, 214d, 224d, 229j, 233b, 237a, 244d, 254d, 257j, 261b, 265a, 272d, 282d, 287j, 291b, 295a, 302d, 312d, 317j, 5.3: 327b, 331a, 338d, 348d, 353j, 357b, 361a, 372d, 382d, 387j, 391b, 395a, 402d, 416d, 423j, 427b, 431a, 434d, 442d, 447j, 451b, 455a, 460d, 468d, 473j, 5.4: 23b, 27a, 34d, 42d, 45j, 49b, 53a, 62d, 72d, 75j, 79b, 83a, 90d, 98d, 103j, 107b, 111a, 118d, 130d, 135j, 139b, 143a, 148d, 156d, 161j, 5.5: 171b, 175a, 182d, 192d, 197j, 201b, 205a, 212d, 220d, 227j, 231b, 235a, 242d,

250d, 255j, 259b, 263a, 270d, 278d, 283j, 287b, 291a, 298d, 306d, 311j, 5.6: 321b, 325a, 330d, 340d, 343j, 347b, 351a, 356d, 364d, 369j, 373b, 377a, 384d, 398d, 401j, 405b, 409a, 418d, 428d, 433j, 437b, 441a, 450d, 462d, 467j

strategic intervention, all units SG•7–SG•11, SG•23–SG•27, SG•39–SG•43, SG•55–SG•59, SG•71–SG•75 comprehension support, 5.1: 31a, 33a, 41a, 47a, 65a, 73a, 97a, 99a,

105a, 107a, 129a, 135a, 137a, 149a, 155a, 157a, 159a, 161a, 173a, UR•9, UR•19, UR•29, 5.2: 193a, 199a, 213a, 243a, 249a, 255a, 277a, 283a, 303a, 309b, 313a, 321a, 5.3: 337a, 349a, 371a, 373a, 377a, 383a, 407a, 409a, 411a, 417a, 419a, 421a, 439e, 445a, 459a, 471a, 477a, 5.4: 55a, 59a, 61a, 65a, 67a, 69e, 73a, 87a, 89a, 93a, 99a, 101a, 117a, 125a, 127a, 131a, 133a, 157a, 159a, 165a, 5.5: 183a, 187a, 193a, 195a, 223a, 225a, 241a, 245a, 251a, 279a, 313a, 315a, 5.6: 341a, 359a, 361c, 365a, 367a, 381a, 383a, 389a, 393a, 399a, 449a, 453a, 455a, 457a, 463a

conventions support, 5.1: 43e, 75e, 101e, 131e, 161e, 5.2: 195e, 221e, 234d, 251e, 279e, 309e, 5.3: 345e, 379e, 413e, 5.4: 39e, 95e, 5.5: 189e, 217e, 247e, 275e, 303e, 5.6: 337e, 361e, 395d, 425e

research/study skill progress, 5.3: 465b, 5.5: 201b, 5.6: 395d, 429aset purpose, 5.1: 27a, 117a, 147a, 5.2: 183a, 265a, 295a, 5.3: 403a,

5.4: 27a, 53a, 83a, 5.5: 175a, 205a, 263a, 5.6: 377a, 409a, 441aspeaking and listening, 5.2: 315a, 5.3: 475a, 5.4: 113a, 121avocabulary/word analysis support, 5.1: 119a, 171a, UR•21, UR•31,

5.2: 225a, 234d, 247a, 307a, 319a, 5.3: 377a, 443a, 452d, 465e, 467c, 469a, 473i, 5.4: 43a, 123a, 135c, 153e, 163a, 5.5: 221a, 5.6: 469a

writing support, 5.1: 45c, 133c, 163a, 5.2: 197c, 223c, 254b, 281c, 317e, 5.3: 381c, 387e, 441c, 467c, 5.4: 41c, 71c, 75e, 97c, 103e, 129c, 155c, 5.5: 219c, 249c, 5.6: 339c, 363a, 427c, 433e, 461c, 467e, 471a

Access Text, 5.1: 26–41, 46–47, 56–73, 78–79, 88–99, 104–107, 116–129, 134–137, 146–159, 164–167, 5.2: 182–193, 198–199, 208–219, 224–227, 236–249, 254–255, 264–277, 282–285, 294–307, 312–315, 5.3: 330–343, 348–351, 360–377, 382–385, 394–411, 416–421, 430–437, 442–445, 454–463, 468–471, 5.4: 26–37, 42–43, 52–67, 72–73, 82–93, 98–101, 110–125, 130–133, 142–151, 156–159, 5.5: 174–187, 192–195, 204–215, 220–225, 234–245, 250–253, 262–273, 278–281, 290–301, 306–309, 5.6: 324–335, 340–341, 350–359, 364–367, 376–393, 398–399, 408–423, 428–431, 440–457, 462–465

Achieving English proficiency. See Access for All, ELL (English Language Learners) suggestions.

Acronyms. See Word analysis.Activate prior knowledge. See Content knowledge, Vocabulary

development.Adages. See Genres; Vocabulary skills/strategies.Adjectives, 5.5: 201d, 211c, 217e, 218–219, 219a, 227c, 227o, 227p,

5.6: 321d, 329c, 337e, 338–339, 339a, 343c, 343o, 343particles, 5.5: 201d, 211c, 217e, 218–219, 219a, 227c, 227o, 227pcomparative and superlative, 5.5: 259d, 269c, 275e, 276–277, 277a, 283c,

283o, 283pdemonstrative, 5.5: 231d, 241c, 247e, 248–249, 249a, 255c, 255o, 255p

Advanced learners. See Access for All.Adverbs, 5.5: 287d, 297c, 303e, 304–305, 305a, 311c, 311o, 311p, 5.6: 321d,

329c, 337e, 338–339, 339a, 343c, 343o, 343p

Advertisement. See Graphic sources, Listening, Speaking.Affixes. See Spelling, word analysis; Vocabulary skills/strategies, prefixes,

suffixes; Word analysis, prefixes, suffixes.

Afterword. See Genres.Alliteration. See Literary terms, Sound devices and poetic elements. Almanac. See Reference sources.

19


Alphabetical order, 5.4: 69c

Amazing Words. See Content knowledge. Analysis. See Connections, making, text to text; Higher-order thinking

skills; Reading and Writing Across Texts; Research/study skills. Announcement. See Graphic sources, poster/announcement.

Answering questions. See Questioning.Antonyms, 5.1: 114e, 114–115, 124–125, 138–139, 139a, 139h, 5.3: 428e,

428–429, 432–433, 446–447, 447a, 447h, 5.4: 127c. See also Context clues for meaning, Vocabulary skills/strategies.

Apostrophe, 5.2: 205d, 221e, 229c, 229o, 5.5: 171d, 181c, 189e, 190–191, 197c, 197o, 197p

Application. See Graphic sources, order form/application.

Appreciating literature. See Literary response and appreciation, Response to literature.

Articles. See Adjectives.Asking questions. See Questioning.Assessment

classroom-based. “If/then” corrective feedback and progress monitoring opportunities occur throughout lessons and Guide Comprehension questions.

comprehension, 5.1: 49l–49m, 81l–81m, 109l–109m, 139l–139m, 169l–169m, 5.2: 201l–201m, 229l–229m, 257l–257m, 287l–287m, 317l–317m, 5.3: 353l–353m, 387l–387m, 423l–423m, 447l–447m, 473l–473m, 5.4: 45l–45m, 75l–75m, 103l–103m, 135l–135m, 161l–161m, 5.5: 197l–197m, 227l–227m, 255l–255m, 283l–283m, 311l–311m, 5.6: 343l–343m, 369l–369m, 401l–401m, 433l–433m, 467l–467m

fluency, 5.1: 49j–49k, 81j–81k, 109j–109k, 139j–139k, 169j–169k, 5.2: 201j–201k, 229j–229k, 257j–257k, 287j–287k, 317j–317k, 5.3: 353j–353k, 387j–387k, 423j–423k, 447j–447k, 473j–473k, 5.4: 45j–45k, 75j–75k, 103j–103k, 135j–135k, 161j–161k, 5.5: 197j–197k, 227j–227k, 255j–255k, 283j–283k, 311j–311k, 5.6: 343j–343k, 369j–369k, 401j–401k, 433j–433k, 467j–467k

formal, 5.1: 49o, 81o, 109o, 139o, 169o, 5.2: 201o, 229o, 257o, 287o, 317o, 5.3: 353o, 387o, 423o, 447o, 473o, 5.4: 45o, 75o, 103o, 135o, 161o, 5.5: 197o, 227o, 255o, 283o, 311o, 5.6: 343o, 369o, 401o, 433o, 467o

formative, 5.1: 48–49, 49g, 80–81, 81g, 108–109, 109g, 138–139, 139g, 168–169, 169g, 5.2: 200–201, 201g, 228–229, 229g, 256–257, 257g, 286–287, 287g, 316–317, 317g, 5.3: 352–353, 353g, 386–387, 387g, 422–423, 423g, 446–447, 447g, 472–473, 473g, 5.4: 44–45, 45g, 74–75, 75g, 102–103, 103g, 134–135, 135g, 160–161, 161g, 5.5: 196–197, 197g, 226–227, 227g, 254–255, 255g, 282–283, 283g, 310–311, 311g, 5.6: 342–343, 343g, 368–369, 369g, 400–401, 401g, 432–433, 433g, 466–467, 467g

progress monitoringfluency, 5.1: 48–49, 80–81, 108–109, 138–139, 168–169,

5.2: 200–201, 228–229, 256–257, 286–287, 316–317, 5.3: 352–353, 386–387, 422–423, 446–447, 472–473, 5.4: 44–45, 74–75, 102–103, 134–135, 160–161, 5.5: 196–197, 226–227, 254–255, 282–283, 310–311, 5.6: 342–343, 368–369, 400–401, 432–433, 466–467

oral vocabulary, 5.1: 21a, 49g, 51a, 81g, 83a, 109g, 111a, 139g, 141a, 169g, 5.2: 177a, 201g, 203a, 229g, 231a, 257g, 259a, 287g, 289a, 317g, 5.3: 325a, 353g, 355a, 387g, 389a, 423g, 425a, 447g, 449a, 473g, 5.4: 21a, 45g, 47a, 75g, 77a, 103g, 105a, 135g, 137a, 161g, 5.5: 169a, 197g, 199a, 227g, 229a, 255g, 257a, 283g, 285a, 311g, 5.6: 319a, 343g, 345a, 369g, 371a, 401g, 403a, 433g, 435a, 467g

retelling, 5.1: 43a, 75a, 101a, 131a, 161a, 5.2: 195a, 221a, 251a, 279a, 309a, 5.3: 345a, 379a, 413a, 439a, 465a, 5.4: 39a, 69a, 95a, 127a, 153a, 5.5: 189a, 217a, 247a, 275a, 303a, 5.6: 337a, 361a, 395a, 425a, 459a

scoring guide (rubric), 5.1: 43a, 45a, 75a, 77a, 101a, 103a, 131a, 133a, 161a, 163a, 5.2: 195a, 197a, 221a, 223a, 251a, 253a, 279a, 281a, 309a, 311a, 5.3: 345a, 347a, 379a, 381a, 413a, 415a, 439a, 441a, 465a, 467a, 5.4: 39a, 41a, 69a, 71a, 95a, 97a, 127a, 129a, 153a, 155a, 5.5: 189a, 191a, 217a, 219a, 247a, 249a, 275a, 277a, 303a, 305a, 5.6: 337a, 339a, 361a, 363a, 395a, 397a, 425a, 427a, 459a, 461a

self-assessment, 5.1: 49q, 81q, 109q, 139q, 169q, 5.2: 201q, 229q, 257q, 287q, 317q, 5.3: 353q, 387q, 423q, 447q, 473q, 5.4: 45q, 75q, 103q, 135q, 161q, 5.5: 197q, 227q, 255q, 283q, 311q, 5.6: 343q, 369q, 401q, 433q, 467q

spelling, 5.1: 49o, 81o, 109o, 139o, 169o, 5.2: 201o, 229o, 257o, 287o, 317o, 5.3: 353o, 387o, 423o, 447o, 473o, 5.4: 45o, 75o, 103o, 135o, 161o, 5.5: 197o, 227o, 255o, 283o, 311o, 5.6: 343o, 369o, 401o, 433o, 467o

writing, 5.1: 43a, 45a, 75a, 77a, 101a, 103a, 131a, 133a, 161a, 163a, 5.2: 195a, 197a, 221a, 223a, 251a, 253a, 279a, 281a, 309a, 311a, 5.3: 345a, 347a, 379a, 381a, 413a, 415a, 439a, 441a, 465a, 467a, 5.4: 39a, 41a, 69a, 71a, 95a, 97a, 127a, 129a, 153a, 155a, 5.5: 189a, 191a, 217a, 219a, 247a, 249a, 275a, 277a, 303a, 305a, 5.6: 337a, 339a, 361a, 363a, 395a, 397a, 425a, 427a, 459a, 461a

Assonance. See Literary terms, Sound devices and poetic elements.Atlas. See Reference sources.Author’s craft/style/language. See Literary craft.Author’s message. See Author’s purpose, Theme.Authors (of reading selections)

Abramson, Don, 5.3: 330–343Archbold, Rick, 5.5: 204–215Asch, Frank, 5.6: 471Ballard, Robert D., 5.5: 204–215Barrett, Victoria, 5.4: 72–73Baylor, Byrd, 5.4: 162Bial, Raymond, 5.5: 290–301Blair, Charles, 5.2: 312–315Brooks, Gwendolyn, 5.4: 43Cline-Ransome, Lesa, 5.1: 116–129 Clinton, Catherine, 5.2: 208–219Craft, Charlotte, 5.6: 376–393Cummings, Priscilla, 5.1: 26–41Deer, Lame, 5.2: 198–199Delacre, Lulu, 5.2: 182–193Diamond, Lydia R., 5.4: 110–125Dickinson, Emily, 5.2: 321Erdoes, Richard, 5.2: 198–199Fang, Linda, 5.2: 236–249Fisher, Lillian M., 5.4: 163Fleischman, Paul, 5.4: 26–37Florian, Douglas, 5.3: 476Foster, Richard, 5.3: 382–385Fraser, Mary Ann, 5.1: 146–159Fridell, Ron, 5.6: 324–335, 340–341Fritz, Jean, 5.3: 360–377George, Kristine O’Connell, 5.4: 164Giovanni, Nikki, 5.4: 165Hamilton, Jake, 5.3: 454–463Hamilton, Virginia, 5.4: 42Herford, Oliver, 5.3: 477Hill, Donna, 5.5: 220–225Jackson, Lenny, 5.5: 192–195Johnson, Angela, 5.4: 52–67Johnson, Georgia Douglas, 5.5: 312Kausal, Robert, 5.4: 98–101Kerley, Barbara, 5.3: 394–411Kumin, Maxine W., 5.1: 170–171Lear, Edward, 5.6: 470

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Lester, Julius, 5.3: 430–437Longfellow, Henry Wadsworth, 5.2: 294–307McClester, Cedric, 5.2: 318–319McKissack, Patricia and Frederick, 5.5: 313McLoughland, Beverly, 5.3: 475McManus, Patrick F., 5.5: 174–187Merriam, Eve, 5.2: 320Miller, Heather, 5.5: 306–309Mora, Pat, 5.6: 468Morton, Helen, 5.2: 282–285Nelson, Marilyn 5.3: 474Nichol, b.p., 5.5: 314–315Nolen, Jerdine, 5.1: 56–73Nye, Naomi Shihab, 5.1: 172–173O’Brien, Patrick, 5.6: 408–423 Ochoa, Ellen, 5.5: 234–245O’Dell, Scott, 5.1: 88–99Quinlan, Susan, 5.6: 350–359Roethke Theodore, 5.6: 469Settel, Joanne, 5.4: 82–93Smith, Charles R., Jr., 5.3: 442–445Soto, Gary, 5.4: 142–151Taylor, Debbie A., 5.6: 440–457, 462–465Tilton, Buck, 5.1: 104–107Trotter, Deborah W., 5.2: 264–277Trueit, Trudi Strain, 5.1: 78–79Verne, Jules, 5.5: 262–273 Wong, Janet S., 5.2: 321

Author’s perspective/viewpoint/bias, 5.1: 172–173, 5.2: 320–321. See also Literary craft.

Authors, programAfflerbach, PeterBlachowicz, CamilleBoyd, Candy DawsonIzquierdo, ElenaJuel, ConnieKame’enui, EdwardLeu, DonaldParatore, Jeanne R.Pearson, P. DavidSebesta, SamSimmons, DeborahTaffe, Susan WattsTatum, AlfredVaughn, SharonWixson, Karen Kring

Author’s purpose, 5.1: 42–43, 43a, 5.2: 186–187, 192–193, 220–221, 221a, 259c, 260–261, 268–269, 276–277, 278–279, 279a, 287h, 287l–287m, 289c, 290–291, 304–305, 308–309, 309a, 317h, 317l–317m, UR•38, UR•42, UR•43, UR•48, 5.3: 460–461, 5.4: 90–91, 5.5: 182–183, 229c, 230–231, 242–243, 246–247, 255h, 255l–255m, 272–273, UR•28, UR•32, UR•33

Autobiography. See Genres.

BBackground, build. See Background knowledge. Background knowledge, 5.2: 289c, 290–291, 296–297, 308–309, 309a,

UR•42, 5.5: 169c, 170–171, 176–177, 180–181, 188–189, 5.6: 435c, 436–437, 442–443, 454–455, 458–459, UR•52. See also Vocabulary development, activate prior knowledge.

Base words. See Word analysis.Bilingual students. See Access for All, ELL (English Language

Learners) suggestions.

Biography. See Genres.Book parts. See Parts of a book. Brochure. See Genres.

CCapitalization, 5.1: 143d, 153c, 161e, 162–163, 169c, 169o, 169p.

See also Writing process, proofread/edit.

Card catalog/library database. See Reference sources. Cause and effect, 5.1: 51c, 52–53, 58–59, 66–67, 72–73, 74–75, 81h,

81l–81m, 122–123, 128–129, 141c, 142–143, 148–149, 154–155, 156–157, 160–161, 169h, 169l–169m, UR•18, UR•22, UR•23, UR•48, UR•52, UR•53, 5.3: 342–343, 5.5: 257c, 258–259, 264–265, 270–271, 274–275, 283h, 283l–283m, UR•38, UR•42, UR•43

Central message of text. See Main idea and details, Theme.Character, 5.1: 21c, 22–23, 28–29, 34c, 36–37, 42–43, 43a, 49h, 49l–49m,

60–61, 70–71, 94–95, UR•8, UR•12, UR•13, 5.5: 169c, 170–171, 184–185, 186–187, 188–189, 197h, 197l–197m, UR•8, UR•12, UR•13

Character, Pillars of, 5.2: 193a, 5.4: 37a, 5.5: 245a

Chart/table. See Graphic sources. Choral reading. See Fluency, reading; Oral reading ability. Chronology. See Sequence; Story structure, sequence; Text structure,

sequence.

Classroom-based assessment. “If/then” corrective feedback and progress monitoring opportunities occur throughout lessons and Guide Comprehension questions.

Classroom management, 5.1: 20b–20e, 50b–50e, 82b–82e, 110b–110e, 140b–140e, 5.2: 176b–176e, 202b–202e, 230b–230e, 258b–258e, 288b–288e, 5.3: 324b–324e, 354b–354e, 388b–388e, 424b–424e, 448b–448e, 5.4: 20b–20e, 46b–46e, 76b–76e, 104b–104e, 136b–136e, 5.5: 168b–168e, 198b–198e, 228b–228e, 256b–256e, 284b–284e, 5.6: 318b–318e, 344b–344e, 370b–370e, 402b–402e, 434b–434e

Clauses, 5.1: 85d, 95c, 101e, 102–103, 103a, 109c, 109o, 109p–109q

Close reading, 5.1: 26–41, 46–47, 56–73, 78–79, 88–99, 104–107, 116–129, 134–137, 146–159, 164–167, 5.2: 182–193, 198–199, 208–219, 224–227, 236–249, 254–255, 264–277, 282–285, 294–307, 312–315, 5.3: 330–343, 348–351, 360–377, 382–385, 394–411, 416–421, 430–437, 442–445, 454–463, 468–471, 5.4: 26–37, 42–43, 52–67, 72–73, 82–93, 98–101, 110–125, 130–133, 142–151, 156–159, 5.5: 174–187, 192–195, 204–215, 220–225, 234–245, 250–253, 262–273, 278–281, 290–301, 306–309, 5.6: 324–335, 340–341, 350–359, 364–367, 376–393, 398–399, 408–423, 428–431, 440–457, 462–465

Colon, 5.6: 437d, 449c, 459e, 460–461, 461a, 467c, 467o, 467p

Commaintroductory phrases/words, 5.1: 85d, 5.6: 373d, 383c, 395e, 397a, 401c,

401o, 401p items in a series, 5.6: 373d, 383c, 395e, 397a, 401c, 401o, 401p

Communication, oral. See Listening, Speaking.Community, involvement of. See School-home connection.Compare and contrast, 5.2: 177c, 178–179, 188–189, 194–195, 201h,

201l–201m, 212–213, 231c, 232–233, 238–239, 246–247, 250–251, 257h, 257l–257m, 272–273, UR•8, UR•12, UR•28, UR•32, UR•33, 5.6: 371c, 372–373, 378–379, 386–387, 390–391, 394–395, 401h, 401l–401m, UR•28, UR•32

Composition. See Writing forms/products, Writing modes, Writing process, Writing traits.

Compound words, 5.1: 86c–86d, 109i, 5.3: 452c, 473i, 5.6: 322c, 343i, 438c, 467i. See also Spelling, word analysis; Word analysis.

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Comprehension skills, explicit/implicit instruction. See Author’s purpose; Cause and effect; Character; Compare and contrast; Conclusions, draw; Fact and opinion; Generalize; Graphic sources; Main idea and details; Plot; Sequence; Setting; Theme.

Comprehension strategies. See Background knowledge, Graphic and semantic organizers, Important ideas, Inferring, Monitor and clarify, Predict, Prereading strategies, Questioning, Story structure, Summarize, Text features, Text structure, Visualizing.

Computers, using. See Media literacy, creation of media; Technology; Writing, with technology.

Conclusions, draw, 5.4: 21c, 22–23, 30–31, 36–37, 38–39, 45h, 45l–45m, 58–59, 62–63, 66–67, 114–115, 124–125, 137c, 138–139, 146–147, 152–153, 161h, 161l–161m, UR•8, UR•12, UR•13, UR•48, UR•52, UR•53, 5.6: 319c, 320–321, 328–329, 332–333, 336–337, 343h, 343l–343m, 380–381, 384–385, 444–445, 452–453, 456–457, UR•8, UR•12, UR•13

Conjunctions, 5.6: 363a, 369pcoordinate 5.6: 347d, 355c, 361e, 369c, 369o correlative, 5.6: 369c, 369osubordinate, 5.6: 347d, 355c, 361e, 362–363, 369c, 369o

Connections, makingtext to self, 5.1: 42–43, 100–101, 5.2: 194–195, 5.3: 344–345, 378–379,

5.4: 38–39, 68–69, 126–127, 5.5: 188–189, 246–247, 5.6: 458–459text to text, 5.1: 46–47, 47a, 78–79, 79a, 106–107, 107a, 136–137, 137a,

5.2: 198–199, 199a, 250–251, 254–255, 255a, 278–279, 284–285, 285a, 314–315, 315a, 5.3: 350–351, 351a, 384–385, 385a, 420–421, 421a, 444–445, 445a, 5.4: 42–43, 43a, 72–73, 73a, 100–101, 101a, 132–133, 133a, 152–153, 5.5: 194–195, 195a, 224–225, 225a, 274–275, 280–281, 281a, 308–309, 309a, 5.6: 340–341, 341a, 360–361, 366–367, 367a, 394–395, 398–399, 399a, 424–425, 464–465, 465a

text to world, 5.1: 74–75, 160–161, 5.2: 220–221, 308–309, 5.3: 412–413, 438–439, 464–465, 5.4: 94–95, 5.5: 216–217, 302–303, 5.6: 336–337

See also Cross-curricular connections, Cross-text evaluation.

Connotation/denotation, 5.1: 114c, 139i, 5.3: 328c, 353i. See also Vocabulary skills/strategies; Word analysis, shades of meaning.

Content Knowledge Amazing Words, 5.1: 21a, 24b, 34b, 46b, 49f–49g, 51a, 54b, 66b, 78b,

81f–81g, 83a, 86b, 96b, 104b, 109f–109g, 111a, 114b, 126b, 134b, 139f–139g, 141a, 144b, 154b, 164b, 169f–169g, 5.2: 177a, 180b, 190b, 198b, 201f–201g, 203a, 206b, 214b, 224b, 229f–229g, 231a, 234b, 244b, 254b, 257f–257g, 259a, 262b, 272b, 282b, 287f–287g, 289a, 292b, 302b, 312b, 317f–317g, 5.3: 325a, 328b, 338b, 348b, 353f–353g, 355a, 358b, 372b, 382b, 387f–387g, 389a, 392b, 402b, 416b, 423f–423g, 425a, 428b, 434b, 442b, 447f–447g, 449a, 452b, 460b, 468b, 473f–473g, 5.4: 21a, 24b, 34b, 42b, 45f–45g, 47a, 50b, 62b, 72b, 75f–75g, 77a, 80b, 90b, 98b, 103f–103g, 105a, 108b, 118b, 130b, 135f–135g, 137a, 140b, 148b, 156b, 161f–161g, 5.5: 169a, 172b, 182b, 192b, 197f–197g, 199a, 202b, 212b, 220b, 227f–227g, 229a, 232b, 242b, 250b, 255f–255g, 257a, 260b, 270b, 278b, 283f–283g, 285a, 288b, 298b, 306b, 311f–311g, 5.6: 319a, 322b, 330b, 340b, 343f–343g, 345a, 348b, 356b, 364b, 369f–369g, 371a, 374b, 384b, 398b, 401f–401g, 403a, 406b, 418b, 428b, 433f–433g, 435a, 438b, 450b, 462b, 467f–467g

build oral language, 5.1: 20j, 24a, 34a, 46a, 49f, 50j, 54a, 66a, 78a, 81f, 82j, 86a, 96a, 104a, 109f, 110j, 114a, 126a, 134a, 139f, 140j, 144a, 154a, 164a, 169f, 5.2: 176j, 180a, 190a, 198a, 201f, 202j, 206a, 214a, 224a, 229f, 230j, 234a, 244a, 254a, 257f, 258j, 262a, 272a, 282a, 287f, 288j, 292a, 302a, 312a, 317f, 5.3: 324j, 328a, 338a, 348a, 353f, 354j, 358a, 372a, 382a, 387f, 388j, 392a, 402a, 416a, 423f, 424j, 428a, 434a, 442a, 447f, 448j, 452a, 460a, 468a, 473f, 5.4: 20j, 24a, 34a, 42a, 45f, 46j, 50a, 62a, 72a, 75f, 76j, 80a, 90a, 98a, 103f, 104j, 108a, 118a, 130a, 135f, 136j, 140a, 148a, 156a, 161f, 5.5: 168j, 172a, 182a, 192a, 197f, 198j, 202a, 212a, 220a, 227f, 228j, 232a, 242a,

250a, 255f, 256j, 260a, 270a, 278a, 283f, 284j, 288a, 298a, 306a, 311f, 5.6: 318j, 322a, 330a, 340a, 343f, 344j, 348a, 356a, 364a, 369f, 370j, 374a, 384a, 398a, 401f, 402j, 406a, 418a, 428a, 433f, 434j, 438a, 450a, 462a, 467f

build oral vocabulary, 5.1: 21a, 24b, 34b, 46b, 49g, 51a, 54b, 66b, 78b, 81g, 83a, 86b, 96b, 104b, 109g, 111a, 114b, 126b, 134b, 139g, 141a, 144b, 154b, 164b, 169g, 5.2: 177a, 180b, 190b, 198b, 201g, 203a, 206b, 214b, 224b, 229g, 231a, 234b, 244b, 254b, 257g, 259a, 262b, 272b, 282b, 287g, 289a, 292b, 302b, 312b, 317g, 5.3: 325a, 328b, 338b, 348b, 353g, 355a, 358b, 372b, 382b, 387g, 389a, 392b, 402b, 416b, 423g, 425a, 428b, 434b, 442b, 447g, 449a, 452b, 460b, 468b, 473g, 5.4: 21a, 24b, 34b, 42b, 45g, 47a, 50b, 62b, 72b, 75g, 77a, 80b, 90b, 98b, 103g, 105a, 108b, 118b, 130b, 135g, 137a, 140b, 148b, 156b, 161g, 5.5: 169a, 172b, 182b, 192b, 197g, 199a, 202b, 212b, 220b, 227g, 229a, 232b, 242b, 250b, 255g, 257a, 260b, 270b, 278b, 283g, 285a, 288b, 298b, 306b, 311g, 5.6: 319a, 322b, 330b, 340b, 343g, 345a, 348b, 356b, 364b, 369g, 371a, 374b, 384b, 398b, 401g, 403a, 406b, 418b, 428b, 433g, 435a, 438b, 450b, 462b, 467g

Context clues for meaning antonyms, 5.1: 114e, 114–115, 138–139, 139a, 5.3: 428e, 428–429,

446–447, 447ahomographs, 5.1: 24e, 24–25, 48–49, 49a, 49h, 5.6: 438e, 438–439,

450–451, 466–467, 467ahomonyms, 5.1: 54e, 54–55, 5.3: 392e, 392–393, 400–401, 423hidiom, 5.1: 80–81, 81a, 5.3: 422–423, 423a, 5.4: 24d, 74–75, 75a, 140c,

161i, 5.5: 232dmultiple–meaning words, 5.1: 144e, 144–145, 169h, 5.3: 328e, 328–329,

332–333, 353h, 5.5: 232e, 232–233, 236–237, 254–255, 255a, 255hsynonyms, 5.4: 80e, 80–81, 102–103, 103a, 103hunfamiliar words, 5.1: 92–93, 5.5: 202e, 5.2: 180e, 180–181, 190–191,

200–201, 201a, 201h, 262e, 262–263, 266–267, 287h, 5.4: 50e, 50–51, 60–61, 75h, 108e, 108–109, 122–123, 134–135, 135a, 135h, 5.5: 260e, 260–261, 268–269, 282–283, 283a, 283h, 5.6: 406e, 406–407, 414–415, 422–423, 432–433, 433a, 433h

See also Vocabulary skills/strategies.

Contractions, 5.5: 171d, 181c, 189e, 190–191, 191a, 197c, 197o, 197p. See also Apostrophe; Spelling, word analysis.

Contrasting. See Compare and contrast.Conventions of standard language. See Adjectives; Adverbs;

Apostrophe; Capitalization; Clauses; Colon; Comma; Conjunctions; Contractions; Dash; Exclamation mark; Hyphen; Italics; Nouns; Parentheses; Period; Prepositions; Pronouns; Question mark; Quotation marks; Semi-colon; Sentences; Subject/verb agreement; Underlining; Verbs; Writing process, proofread/edit.

Copyright page. See Parts of a book.Creative/dramatic activities. See Listening, Speaking. Critical thinking. See Higher-order thinking skills.Cross-curricular connections

science, 5.1: 24b, 35a, 46c–46d, 46–47, 47a, 69a, 71a, 78c–78d, 78–79, 79a, 104c–104d, 104–107, 107a, 5.3: 341a, 348c–348d, 348–351, 351a, 409a, 416c–416d, 416–421, 421a, 452b, 461a, 463a, 5.4: 85a, 87a, 91a, 93a, 98c–98d, 98–101, 101a, 156c–156d, 156–159, 159a, 5.5: 192c–192d, 192–195, 195a, 202b, 209a, 213a, 225a, 243a, 250c–250d, 250–253, 253a, 265a, 271a, 278c–278d, 278–281, 281a, 5.6: 327a, 333a, 340c–340d, 340–341, 341a, 355a, 357a, 364c–364d, 364–367, 367a

social studies, 5.1: 86b, 93a, 123a, 134c–134d, 134–137, 137a, 144b, 151a, 164c–164d, 164–167, 167a, 5.2: 185a, 191a, 198c–198d, 198–199, 199a, 215a, 224c–224d, 224–227, 227a, 241a, 249a, 254c–254d, 254–255, 255a, 271a, 273a, 282c–282d, 282–285, 285a, 297a, 299a, 303a, 312c–312d, 312–315, 315a, 5.3: 358b, 367a, 382c–382d,

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382–385, 385a, 433a, 435a, 442c–442d, 442–445, 445a, 5.4: 33a, 37a, 42c–42d, 42–43, 43a, 57a, 72c–72d, 72–73, 73a, 113a, 119a, 130c–130d, 130–133, 133a, 145a, 149a, 5.5: 177a, 179a, 220c–220d, 220–225, 225a, 295a, 299a, 306c–306d, 306–309, 309a, 5.6: 387a, 398c–398d, 398–399, 399a, 406b, 419a, 421a, 438b, 443a, 450d, 451a, 462c–462d, 462–465, 465a

Cross-text evaluation, 5.1: 40–41, 72–73, 98–99, 128–129, 158–159, 5.2: 192–193, 218–219, 248–249, 276–277, 306–307, 5.3: 342–343, 376–377, 410–411, 436–437, 462–463, 5.4: 36–37, 66–67, 92–93, 124–125, 150–151, 5.5: 186–187, 214–215, 244–245, 272–273, 300–301, 5.6: 334–335, 358–359, 392–393, 422–423, 456–457. See also Connections, making; Reading and Writing Across Texts.

Cross-textual comparisons. See Connections, making, text to text; Cross-text evaluation; Reading and Writing Across Texts.

Cultureorigin myth, 5.2: 254c–254d, 254–255, 255aword origins

French, 5.2: 206c, 229iRussian, 5.6: 348c, 369iSpanish, 5.2: 180c, 201i, 262c, 287i

words from many, 5.4: 23c, 33c, 39e, 45c, 45o

Cursive. See Handwriting.

DDash, 5.6: 449c, 459e, 467c, 467o

Decoding. See Word analysis. Denotation and connotation. See Connotation and denotation. Details. See Main idea and details. Develop language, 5.1: 29a, 71a, 97a, 123a, 155a, 5.2: 191a, 215a, 245a,

273a, 303a, 5.3: 339a, 369a, 403a, 432–433, 457a, 5.4: 31a, 57a, 91a, 119a, 145a, 5.5: 177a, 209a, 243a, 265a, 295a, 5.6: 327a, 353a, 389a, 413a, 451a

Diagram/scale drawing. See Graphic sources. Dialect. See Literary terms.Dialogue. See Literary terms.Dictionary/glossary

parts of speech, 5.1: 86e, 109a, 109h, 5.2: 229a, 229h, 5.5: 202e, 210–211, 227a, 227h, 5.6: 322e, 322–323, 326–327, 343a, 343h

pronunciation, 5.1: 86e, 86–87, 109a, 109h, 5.2: 206–207, 214–215, 229a, 229h, 5.5: 202e, 202–203, 210–211, 226–227, 227a, 227h, 5.6: 322e, 322–323, 326–327, 342–343, 343a, 343h

syllabication, 5.1: 86e, 86–87, 109a, 109h, 5.2: 218–219, 229a, 229h, 5.5: 202e, 210–211, 226–227, 227a, 227h, 5.6: 322e, 322–323, 326–327, 343a, 343h

unknown words, 5.1: 86e, 86–87, 92–93, 108–109a, 109h, 5.2: 206e, 206–207, 214–215, 218–219, 228–229, 229a, 229h, 5.5: 202e, 202–203, 210–211, 226–227, 227a, 227h, 5.6: 322e, 322–323, 326–327, 342–343, 343a, 343h

See also Reference sources; Vocabulary development, reference sources; Vocabulary skills/strategies.

Differentiated instruction. See Access for All.Directions, follow/give, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107,

107a, 5.4: 39c, 5.6: 337c. See also Genres, how-to-text, procedural text.

Discussion. See Listening, Speaking. Domain-specific words. See Academic vocabulary. Drama. See Genres. Dramatic activities. See Listening, Speaking. Drawing conclusions. See Conclusions, draw.

EElectronic information. See Media literacy, Technology.ELL (English Language Learners) suggestions. See Access for All.E-mail. See Genres; Technology, new literacies.

Encyclopedia. See Reference sources. Endings. See Spelling, word analysis; Vocabulary skills/strategies; Word

analysis. End punctuation. See Exclamation mark, Period, Question mark.English, conventions of. See Adjectives; Adverbs; Apostrophe;

Capitalization; Clauses; Colon; Commas; Conjunctions; Contractions; Dash; Exclamation mark; Hyphen; Italics; Nouns; Parentheses; Period; Prepositions; Pronouns; Question mark; Quotation marks; Semi-colon; Sentences; Subject/verb agreement; Underlining; Verbs; Writing process, proofread/edit.

Enjoyment of literature. See Literary response and appreciation.ESL (English as a Second Language). See Access for All, ELL (English

Language Learners) suggestions.

Essential message. See Main idea and details, Theme.Etymologies. See Vocabulary development; Vocabulary skills/

strategies, prefixes, root words, suffixes; Word analysis, prefixes, root words, Greek and Latin, suffixes, word origins.

Evaluate online sources. See Technology, skills for using technology.

Evaluation. See Assessment, Higher-order thinking skills.Evidence. See Text-based evidence. Exaggeration/hyperbole. See Literary terms. Exclamation mark, 5.1: 23d, 33c, 43e, 44–45, 49c, 49o, 49p

Expository text/article. See Genres, Text features.Expression/intonation. See Fluency, reading.

FFact and fiction. See Fact and opinion.Fact and opinion, 5.1: 111c, 112–113, 118–119, 126–127, 130–131, 139h,

139l–139m, UR•38, UR•42, UR•43, 5.3: 366–367, 374–375, 389c, 390–391, 396–397, 406–407, 412–413, 423h, 423l–423m, 435a, UR•28, UR•32, UR•33, 5.6: 403c, 404–405, 410–411, 416–417, 424–425, 433h, 433l–433m, UR•38, UR•42, UR•43

Family involvement. See School-home connection.Fiction. See Genres.Figurative language

exaggeration/hyperbole, 5.1: 54d, 81i, 5.4: 50d, 75Iidiom, 5.1: 114d, 139i, 5.3: 422–423, 423a, 5.4: 24d, 45i, 74–75, 75a,

140c, 161i, 5.5: 232d, 255imetaphor, 5.4: 80d, 103i, 164–165personification, 5.1: 69asimile, 5.1: 135a, 5.4: 140d, 161i, 5.5: 260d, 283iSee also Literary terms.

Fix-up strategies. See Monitor and clarify.Flashback. See Literary terms.Fluency, reading

accuracy, 5.1: 141b, 142–143, 144–145, 161b, 168–169, 5.2: 203b, 204–205, 206–207, 221b, 228–229, 5.3: 450–451, 452–453, 465b, 472–473, 5.4: 47b, 48–49, 50–51, 69b, 74–75, 5.5: 229b, 230–231, 232–233, 247b, 254–255, 5.6: 319b, 320–321, 322–323, 337b, 342–343

assessment, 5.1: 49j–49k, 81j–81k, 109j–109k, 139j–139k, 169j–169k, 5.2: 201j–201k, 229j–229k, 257j–257k, 287j–287k, 317j–317k, 5.3: 353j–353k, 387j–387k, 423j–423k, 447j–447k, 473j–473k, 5.4: 45j–45k, 75j–75k, 103j–103k, 135j–135k, 161j–161k,

23


5.5: 197j–197k, 227j–227k, 255j–255k, 283j–283k, 311j–311k, 5.6: 343j–343k, 369j–369k, 401j–401k, 433j–433k, 467j–467k

choral reading, 5.1: 54–55, 75b, 131b, 5.2: 260–261, 262–263, 279b, 5.3: 326–327, 328–329, 345b, 356–357, 358–359, 379b, 5.4: 106–107, 108–109, 127b, 5.5: 260–261, 275b, 286–287, 288–289, 303b, 5.6: 322–323, 348–349, 361b, 425b

expression/intonation, 5.1: 21b, 22–23, 24–25, 43b, 48–49, 83b, 84–85, 86–87, 101b, 108–109, 5.2: 177b, 178–179, 180–181, 195b, 200–201, 231b, 232–233, 234–235, 251b, 256–257, UR•13, 5.3: 325b, 326–327, 328–329, 345b, 352–353, 449b, 5.4: 105b, 106–107, 108–109, 127b, 134–135, 5.5: 169b, 170–171, 172–173, 189b, 196–197, 199b, 200–201, 202–203, 217b, 226–227, 5.6: 435b, 436–437, 438–439, 459b, 466–467

modeling by teacher, 5.1: 21b, 49s, 22–23, 24–25, 43b, 51b, 81s, 52–53, 54–55, 75b, 83b, 84–85, 86–87, 101b, 111b, 112–113, 114–115, 131b, 141b, 142–143, 144–145, 161b, 5.2: 177b, 178–179, 180–181, 195b, 203b, 204–205, 206–207, 221b, 231b, 232–233, 234–235, 251b, 259b, 260–261, 262–263, 279b, 289b, 290–291, 292–293, 309b, 5.3: 325b, 326–327, 328–329, 345b, 355b, 356–357, 358–359, 379b, 389b, 390–391, 392–393, 413b, 425b, 426–427, 428–429, 439b, 449b, 450–451, 452–453, 465b, 5.4: 21b, 22–23, 24–25, 39b, 47b, 48–49, 50–51, 69b, 77b, 78–79, 80–81, 95b, 105b, 106–107, 108–109, 127b, 137b, 138–139, 140–141, 153b, 5.5: 169b, 170–171, 172–173, 189b, 199b, 200–201, 202–203, 217b, 229b, 230–231, 232–233, 247b, 257b, 258–259, 260–261, 275b, 285b, 286–287, 288–289, 303b, 5.6: 319b, 320–321, 322–323, 337b, 345b, 346–347, 348–349, 361b, 371b, 372–373, 374–375, 395b, 403b, 404–405, 406–407, 425b, 435b, 436–437, 438–439, 459b

paired reading, 5.1: 142–143, 144–145, 161b, 5.2: 180–181, 195b, 228–229, 256–257, 286–287, 5.3: 352–353, 386–387, 390–391, 392–393, 413b, 422–423, 446–447, 472–473, 5.4: 48–49, 50–51, 69b, 5.5: 196–197, 200–201, 202–203, 217b, 226–227, 254–255, 282–283, 310–311, 337b

phrasing, 5.1: 111b, 112–113, 114–115, 131b, 138–139, 5.2: 259b, 260–261, 262–263, 279b, 286–287, 5.3: 389b, 390–391, 392–393, 413b, 422–423, 477a, 5.4: 21b, 22–23, 24–25, 39b, 44–45, 137b, 138–139, 140–141, 153b, 160–161, 5.5: 257b, 258–259, 260–261, 262–263, 275b, 282–283, 5.6: 345b, 346–347, 348–349, 361b, 368–369, 389b, 390–391, 392–393, 403b, 404–405, 406–407, 413b, 425b, 432–433

punctuation cues, 5.1: 111b, 112–113, 114–115, 131b, 138–139, 5.2: 259b, 260–261, 262–263, 279b, 5.3: 389b, 392–393, 413b, 422–423, 5.4: 21b, 22–23, 24–25, 39b, 44–45, 137b, 138–139, 140–141, 153b, 160–161, 5.5: 257b, 258–259, 260–261, 275b, 282–283, 5.6: 345b, 346–347, 348–349, 361b, 368–369, 403b, 404–405, 432–433

rate, 5.1: 49j–49k, 51b, 52–53, 54–55, 75b, 80–81, 81j–81k, 109j–109k, 139j–139kk, 169j–169k, 5.2: 201j–201k, 229j–229k, 257j–257k, 287j–287k, 289b, 290–291, 292–293, 309b, 316–317, 317j–317k, 5.3: 353j–353k, 355b, 356–357, 358–359, 379b, 386–387, 387j–387k, 423j–423k, 425b, 426–427, 428–429, 439b, 446–447, 447j–447k, 473j–473k, 5.4: 45j–45k, 75j–75k, 77b, 78–79, 80–81, 95b, 102–103, 103j–103k, 135j–135k, 161j–161k, 5.5: 197j–197k, 227j–227k, 255j–255k, 283j–283k, 285b, 286–287, 288–289, 303b, 310–311, 311j–311k, 5.6: 343j–343k, 369j–369k, 371b, 372–373, 374–375, 395b, 400–401, 401j–401k, 433j–433k, 467j–467k

reread, 5.1: 22–23, 24–25, 43b, 52–53, 84–85, 86–87, 101b, 112–113, 114–115, UR•13, UR•23, 5.2: 178–179, 204–205, 206–207, 221b, 232–233, 234–235, 251b, 262–263, 290–291, 292–293, 309b, 5.3: 328–329, 345b, 392–393, 413b, 426–427, 428–429, 439b, 450–451, 452–453, 465b, 5.4: 22–23, 24–25, 39b, 48–49, 50–51, 69b, 78–79, 80–81, 95b, 106–107, 108–109, 127b, 138–139, 140–141, 153b, 5.5: 170–171, 172–173, 189b, 202–203, 217b, 230–231, 232–233, 247b, 258–259, 260–261, 275b, 288–289, 5.6: 320–321, 322–323, 337b, 346–347, 348–349, 372–373, 374–375, 395b, 404–405, 406–407, 425b, 436–437, 438–439, 459b

See also Independent Practice Stations, Oral reading ability.

Folk tale. See Genres.Following directions. See Directions, follow/give.Foreshadowing. See Literary terms.Format (of text). See Text features, Text structure. Formative assessment. See Assessment.Foundational skills. See Fluency, reading.

GGeneralize, 5.4: 47c, 48–49, 54–55, 68–69, 75h, 75l–75m, 105c, 106–107,

116–117, 118–119, 126–127, 135h, 135l–135m, 148–149, UR•18, UR•22, UR•23, UR•38, UR•42, UR•43, 5.5: 285c, 286–287, 292–293, 298–299, 302–303, 311h, 311l–311m, UR•48, UR•52, UR•53, 5.6: 334–335

Genres adage, 5.1: 168–169, 169a, 5.2: 286–287, 287a, 5.3: 352–353, 353a afterword, 5.6: 462c–462d, 462–465, 465aautobiography, 5.4: 142–151, 5.5: 192c–192d, 192–195, 195a,

5.6: 340c–340d, 340–341, 341abiography, 5.1: 116–129, 134c–134d, 134–137, 137a, 5.3: 360–377,

394–411brochure, 5.4: 130c–130d, 130–133, 133adrama, 5.2: 312c–312d, 312–315, 315a, 5.3: 330–343, 5.4: 110–125,

5.5: 278c–278d, 278–281, 281ae-mail, 5.1: 164c–164d, 164–167, 167aexpository text/article, 5.1: 78c–78d, 78–79, 79a, 146–159,

5.3: 416c–416d, 416–421, 421a, 430–437, 454–463, 5.4: 82–93, 98c–98d, 98–101, 101a, 5.5: 204–215, 234–245, 290–301, 5.6: 324–335, 350–359, 408–423, 462c–462d, 462–465, 465a

fiction, 5.4: 26–37, 5.5: 174–187folk tale, 5.2: 236–249graphic sources, 5.6: 364c–364d, 364–367, 367ahistorical fiction, 5.3: 382c–382d, 382–385, 385a, 5.5: 220c–220d,

220–225, 225a, 306c–306d, 306–309, 309ahow-to text, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107, 107ahumorous fiction, 5.5: 174–187interview, 5.3: 416c–416d, 416–421, 421alegend, 5.2: 198c–198d, 198–199, 199aliterary nonfiction, 5.2: 208–219myth, 5.2: 254c–254d, 254–255, 255a, 282c–282d, 282–285, 285a,

5.6: 376–393, 398c–398d, 398–399, 399anovel excerpt, 5.1: 88–99, 5.5: 262–273online directories, 5.5: 250c–250d, 250–253, 253aonline sources, 5.4: 156c, 156d, 156–159, 159a, 5.6: 428c–428d,

428–431, 431aorigin myth, 5.6: 398c–398d, 398–399, 399apersuasive essay, 5.4: 72c–72d, 72–73, 73apersuasive text, 5.3: 345c, 348c–348d, 348–351, 351a, 5.4: 72c–72d,

72–73, 73a, 130c–130d, 130–133, 133aplay, 5.2: 312c, 312–315, 315a, 5.3: 330–343, 5.4: 110–125,

5.5: 278c–278d, 278–281, 281apoetry, 5.1: 170–171, 172–173, 5.2: 294–307, 318–319, 320–321,

5.3: 442c–442d, 442–445, 445a, 474–475, 476–477, 5.4: 42c–42d, 42–43, 43a, 162–163, 164–165, 5.5: 312–313, 314–315, 5.6: 468–469, 470–471

procedural text. See Genres, how-to text.realistic fiction, 5.1: 26–41, 5.2: 182–193, 264–277, 5.4: 52–67,

5.6: 440–457search engine, 5.3: 468c–468d, 468–471, 471a tall tale, 5.1: 56–73Web site, 5.2: 224c–224d, 224–227, 227a

Gifted students. See Access for All, advanced learners.

Glossary. See Dictionary/glossary, Parts of a book.

24


Goal and outcome. See Plot, Story structure. Grammar and usage. See Adjectives; Adverbs; Clauses; Conjunctions;

Contractions; Nouns; Prepositions; Pronouns; Sentences; Subject/verb agreement; Verbs.

Grammar reference book. See Reference sources, handbook.

Graph. See Graphic sources.Graphic and semantic organizers

as comprehension tool, 5.1: 22–23, 52–53, 78c, 84–85, 104c, 112–113, 142–143, 5.2: 178–179, 198c, 204–205, 224c, 232–233, 254c, 260–261, 290–291, 312c, 5.3: 326–327, 348c, 356–357, 382c, 390–391, 416c, 426–427, 442c, 450–451, 5.4: 22–23, 42c, 48–49, 78–79, 98c, 106–107, 130c, 138–139, 156c, 5.5: 170–171, 200–201, 220c, 230–231, 258–259, 278c, 286–287, 306c, 5.6: 320–321, 340c, 346–347, 372–373, 398c, 404–405, 436–437

as concept development tool, 5.1: 20–21, 24b, 34b, 46b, 49f, 50–51, 54b, 66b, 78b, 81f, 82–83, 86b, 96b, 104b, 109f, 110–111, 114b, 126b, 134b, 139f, 140–141, 144b, 154b, 164b, 169f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.2: 176–177, 180b, 190b, 198b, 201f, 202–203, 206b, 214b, 224b, 229f, 230–231, 234b, 244b, 254b, 257f, 258–259, 262b, 272b, 282b, 287f, 288–289, 292b, 302b, 312b, 317f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.3: 324–325, 328b, 338b, 348b, 353f, 354–355, 358b, 372b, 382b, 387f, 388–389, 392b, 402b, 416b, 423f, 424–425, 428b, 434b, 442b, 447f, 448–449, 452b, 460b, 468b, 473f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.4: 20–21, 24b, 34b, 42b, 45f, 46–47, 50b, 62b, 72b, 75f, 76–77, 80b, 90b, 98b, 103f, 104–105, 108b, 118b, 130b, 135f, 136–137, 140b, 148b, 156b, 161f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.5: 168–169, 172b, 182b, 192b, 197f, 198–199, 202b, 212b, 220b, 227f, 228–229, 232b, 242b, 250b, 255f, 256–257, 260b, 270b, 278b, 283f, 284–285, 288b, 298b, 306b, 311f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.6: 318–319, 322b, 330b, 340b, 343f, 344–345, 348b, 356b, 364b, 369f, 370–371, 374b, 384b, 398b, 401f, 402–403, 406b, 418b, 428b, 433f, 434–435, 438b, 450b, 462b, 467f, UR•6, UR•16, UR•26, UR•36, UR•46

as research/study skill tool, 5.1: 33d, 95d, 125d, 153d, 164c, 5.2: 189d, 243d, 5.3: 401d, 413d, 433d, 465d, 468c, 5.5: 250c, 5.6: 428c

as vocabulary/word analysis tool, 5.1: 24c, 54c, 86c, 144c, 5.2: 180c, 206c, 262c, 292c, 5.3: 358c, 392c, 452c, 5.4: 24c, 50c, 80c, 108c, 140c, 5.5: 172c, 232c, 260c, 288c, 5.6: 322c, 348c, 374c, 438c

as writing tool, 5.2: 213d, 271d, 5.3: 459d, 5.4: 33d, 61d, 117d, 5.5: 181d, 241d, 297d, 5.6: 329d, 355d, 383d

types cause and effect map 5.1: 52–53column chart, 5.1: 24c, 125d, 144c, 5.2: 178–179, 232–233, 271d,

292c, 5.3: 413d, 442c, 465d, 5.4: 24c, 42c, 61d, 108c, 140c, 5.5: 172c, 232c, 288c, 5.6: 329d, 372–373, 374c, 404–405

concept map, 5.1: 20–21, 24b, 34b, 46b, 49f, 50–51, 54b, 66b, 78b, 81f, 82–83, 86b, 96b, 104b, 109f, 110–111, 114b, 126b, 134b, 139f, 140–141, 144b, 154b, 164b, 169f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.2: 176–177, 180b, 190b, 198b, 201f, 202–203, 206b, 214b, 224b, 229f, 230–231, 234b, 244b, 254b, 257f, 258–259, 262b, 272b, 282b, 287f, 288–289, 292b, 302b, 312b, 317f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.3: 324–325, 328b, 338b, 348b, 353f, 354–355, 358b, 372b, 382b, 387f, 388–389, 392b, 402b, 416b, 423f, 424–425, 428b, 434b, 442b, 447f, 448–449, 452b, 460b, 468b, 473f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.4: 20–21, 24b, 34b, 42b, 45f, 46–47, 50b, 62b, 72b, 75f, 76–77, 80b, 90b, 98b, 103f, 104–105, 108b, 118b, 130b, 135f, 136–137, 140b, 148b, 156b, 161f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.5: 168–169, 172b, 182b, 192b, 197f, 198–199, 202b, 212b, 220b, 227f, 228–229, 232b, 242b, 250b, 255f, 256–257, 260b, 270b, 278b, 283f, 284–285, 288b, 298b, 306b, 311f, UR•6, UR•16, UR•26, UR•36, UR•46, 5.6: 318–319,

322b, 330b, 340b, 343f, 344–345, 348b, 356b, 364b, 369f, 370–371, 374b, 384b, 398b, 401f, 402–403, 406b, 418b, 428b, 433f, 434–435, 438b, 450b, 462b, 467f, UR•6, UR•16, UR•26, UR•36, UR•46

KWL chart, 5.6: 440–441list, 5.1: 104cplot map, 5.1: 22–23sequence chart, 5.2: 204–205, 326–327T-chart, 5.1: 54c, 78c, 86c, 95d, 153d, 5.2: 180c, 189d, 206c, 213d,

243d, 262c, 5.3: 348c, 358c, 382c, 392c, 401d, 433d, 452c, 459d, 468c, 5.4: 33d, 50c, 80c, 98c, 117d, 5.5: 181d, 241d, 260c, 306c, 5.6: 322c, 348c, 355d, 383d, 398c, 428c, 438c

Venn diagram, 5.1: 164c, 5.2: 224c, 254c, 312c, 416c, 5.4: 156c, 5.5: 250c, 278c, 5.6: 340c

web, 5.1: 33d, 84–85, 112–113, 142–143, 5.2: 198c, 260–261, 290–291, 5.3: 326–327, 390–391, 426–427, 450–451, 5.4: 22–23, 48–49, 78–79, 106–107, 130c, 138–139, 5.5: 170–171, 200–201, 220c, 230–231, 258–259, 286–287, 297d, 5.6: 320–321, 346–347, 436–437

Graphic sources advertisement, 5.3: 345cchart/table, 5.1: 78c, 78–79, 5.3: 450–451, 465c, 473h, UR•48, UR•52,

UR•53, 5.4: 78–79, 103h, 103l–103m, UR•28, UR•32, UR•33, 5.5: 189c, 200–201, 227h, 227l–227m, UR•18

diagram/scale drawing, 5.1: 78c, 5.3: 450–451, 465c, 473h, 5.4: 78–79, 103h, 103l–103m, UR•28, UR•32, 5.5: 275c

graph, 5.1: 78c, 5.3: 465c, UR•48, UR•52, UR•53, 5.4: 153c, 5.5: 189c, 200–201, 227h, 303d, 311b, UR•18

illustration/photograph, 5.1: 78c, 150–151, 5.2: 309c, 5.3: 449c, 450–451, 456–457, 464–465, 473h, 473l–473m, UR•48, UR•52, UR•53, 5.4: 39c, 77c, 78–79, 84–85, 92–93, 94–95, 95c, 103h, UR•28, UR•32, 5.5: 189c, 200–201, 227h, 238–239, 240–241, 296–297, UR•18

map/globe, 5.1: 78c, 5.3: 465c, 5.4: 103h, UR•28, UR•32, 5.5: 199c, 200–201, 227h, UR•18, UR•22, 5.6: 425c

order form/application, 5.6: 395cposter/announcement, 5.6: 459cschedule, 5.3: 413csymbol, 5.3: 465ctime line, 5.1: 78c, 134c, 5.3: 465c, 5.5: 206–207, 216–217, UR•23,

5.6: 361c, 364cwarning label, 5.4: 39cSee also Research/study skills, Genres.

Greek and Latin roots. See Spelling, word analysis; Vocabulary skills/strategies; Word analysis.

Grouping students for instruction. See Small Group Time.

HHandbook. See Reference sources.Handwriting, 5.1: 23d, 53d, 85d, 113d, 143d, 5.2: 179d, 205d, 233d, 261d,

291d, 5.3: 327d, 357d, 391d, 427d, 451d, 5.4: 23d, 49d, 79d, 107d, 139d, 5.5: 171d, 201d, 231d, 259d, 287d, 5.6: 321d, 347d, 373d, 405d, 437d

Higher-order thinking skillsanalysis, 5.1: 28–29, 30–31, 32–33, 34c, 34–35, 40–41, 58–59, 63a, 64–65,

65a, 66c, 66–67, 68–69, 69a, 71a, 79a, 94–95, 96c, 98–99, 105a, 107a, 120–121, 121a, 126c, 127a, 129a, 135a, 137a, 152–153, 153a, 154c, 155a, 157a, 165a, 167a, 173a, 5.2: 190c, 190–191, 199a, 211a, 213a, 214c, 214–215, 217a, 227a, 238–239, 241a, 242–243, 243a, 244–245, 246–247, 248–249, 255a, 266–267, 267a, 268–269, 269a, 271a, 272c, 272–273, 276–277, 283a, 296–297, 297a, 298–299, 299a, 302c, 304–305, 306–307, 307a, 313a, 315a, 321a, 332–333, 5.3: 332–333, 334–335, 336–337, 338–339, 340–341, 365a, 371a, 376–377, 383a, 385a, 397a, 398–399, 399a, 402c, 403a, 404–405, 406–407, 407a, 408–409, 409a, 417a, 419a, 434–435, 435a, 443a,

25


445a, 458–459, 460c, 460–461, 462–463, 469a, 471a, 477a, 5.4: 28–29, 30–31, 32–33, 34c, 34–35, 43a, 57a, 58–59, 59a, 60–61, 62c, 63a, 64–65, 73a, 84–85, 85a, 86–87, 87a, 88–89, 89a, 90c, 90–91, 91a, 99a, 101a, 112–113, 114–115, 117a, 118c, 118–119, 120–121, 122–123, 123a, 131a, 133a, 144–145, 146–147, 147a, 149a, 157a, 159a, 165a, 5.5: 176–177, 178–179, 180–181, 182c, 182–183, 186–187, 193a, 195a, 208–209, 210–211, 212–213, 221a, 223a, 225a, 236–237, 237a, 238–239, 240–241, 241a, 243a, 245a, 251a, 253a, 264–265, 266–267, 267a, 268–269, 269a, 270c, 270–271, 272–273, 279a, 292–293, 294–295, 298c, 298–299, 299a, 307a, 309a, 315a, 5.6: 328–329, 330–331, 334–335, 341a, 352–353, 354–355, 355a, 356c, 356–357, 357a, 358–359, 367a, 378–379, 380–381, 382–383, 383a, 384c, 384–385, 385a, 386–387, 388–389, 390–391, 391a, 392–393, 399a, 410–411, 411a, 412–413, 414–415, 417a, 418c, 418–419, 420–421, 421a, 423a, 429a, 431a, 442–443, 443a, 444–445, 446–447, 449a, 450c, 450–451, 452–453, 454–455, 456–457, 463a, 471a

evaluation, 5.1: 34c, 36–37, 47a, 66c, 67a, 91a, 92–93, 96c, 96–97, 99a, 118–119, 119a, 135a, 137a, 154–155, 158–159, 165a, 167a, 5.2: 188–189, 190–191, 199a, 225a, 227a, 244c, 255a, 270–271, 285a, 303a, 315a, 321a, 5.3: 332–333, 342–343, 349a, 363a, 367a, 370–371, 374–375, 383a, 385a, 411a, 419a, 434–435, 437a, 443a, 445a, 459a, 460c, 469a, 471a, 477a, 5.4: 34c, 43a, 54–55, 56–57, 90c, 93a, 119a, 124–125, 133a, 148c, 5.5: 176–177, 195a, 206–207, 207a, 212c, 213a, 214–215, 239a, 242c, 242–243, 251a, 253a, 265a, 271a, 281a, 296–297, 5.6: 326–327, 330c, 341a, 353a, 359a, 365a, 386–387, 399a, 414–415, 416–417, 419a, 429a, 445a, 471a

inference, 5.1: 70–71, 90–91, 105a, 107a, 122–123, 126c, 126–127, 128–129, 150–151, 151a, 154c, 156–157, 5.2: 192–193, 212–213, 225a, 240–241, 244c, 272c, 273a, 274–275, 300–301, 302c, 302–303, 5.3: 338c, 338–339, 349a, 351a, 364–365, 368–369, 372c, 372–373, 402c, 402–403, 432–433, 434c, 461a, 5.4: 28–29, 32–33, 36–37, 55a, 56–57, 58–59, 61a, 62–63, 64–65, 65a, 84–85, 93a, 113a, 116–117, 148–149, 150–151, 165a, 5.5: 180–181, 182c, 186–187, 209a, 211a, 212c, 212–213, 215a, 237a, 264–265, 297a, 298–299, 5.6: 330c, 332–333, 365a, 379a, 381a, 387a, 389a, 415a, 418–419, 450–451, 465a

synthesis, 5.1: 35a, 38–39, 40–41, 60–61, 62–63, 72–73, 79a, 93a, 95a, 98–99, 123a, 124–125, 125a, 128–129, 148–149, 158–159, 159a, 165a, 5.2: 184–185, 186–187, 190c, 192–193, 210–211, 216–217, 218–219, 239a, 248–249, 276–277, 277a, 283a, 285a, 301a, 306–307, 313a, 5.3: 334–335, 338c, 340–341, 342–343, 349a, 362–363, 366–367, 369a, 373a, 376–377, 396–397, 400–401, 401a, 410–411, 417a, 419a, 421a, 436–437, 456–457, 457a, 462–463, 469a, 471a, 5.4: 30–31, 36–37, 54–55, 60–61, 61a, 62c, 62–63, 64–65, 66–67, 86–87, 92–93, 99a, 115a, 118c, 120–121, 121a, 122–123, 124–125, 131a, 145a, 148c, 150–151, 159a, 165a, 5.5: 182–183, 184–185, 186–187, 214–215, 223a, 242c, 244–245, 264–265, 268–269, 270c, 272–273, 273a, 281a, 293a, 295a, 298c, 300–301, 301a, 307a, 5.6: 326–327, 334–335, 352–353, 358–359, 367a, 378–379, 392–393, 393a, 413a, 418c, 422–423, 431a, 442–443, 447a, 448–449, 450c, 451a, 452–453, 453a, 454–455, 456–457, 457a, 463a, 465a

Historical fiction. See Genres.Home-school connection. See School-home connection.Homework. See School-home connection.Homographs, 5.1: 24e, 24–25, 32–33, 48–49, 49a, 49h, 5.6: 438e, 438–439,

450–451, 466–467, 467a, 467h. See also Context clues for meaning, Vocabulary skills/strategies.

Homonyms, 5.1: 54e, 54–55, 62–63, 71a, 81h, 5.3: 392e, 392–393, 400–401, 423h. See also Context clues for meaning, Vocabulary skills/strategies.

Homophones. See Spelling, meaning relationships.

How-to text. See Genres. Humor. See Literary terms.

Humorous fiction. See Genres. Hyperbole. See Figurative language; Literary terms, exaggeration/

hyperbole.

Hyphen, 5.6: 437d, 449c, 459e, 467c, 467o, 467p

IIdeas, important. See Important ideas.Idioms. See Context clues for meaning, Figurative language, Literary

terms, Vocabulary skills/strategies.Illustrations. See Graphic sources, Text features.Imagery. See Literary terms. Implied message. See Main idea and details, Theme.Important ideas, 5.3: 449c, 450–451, 458–459, 464–465, UR•52, 5.4: 77c,

78–79, 86–87, 94–95, UR•32, 5.6: 319c, 320–321, 330–331, 336–337, UR•12

Independent Practice Stations comprehension, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i,

5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i

fluency, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i

phonics/word analysis, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i

spelling, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i

vocabulary, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i

writing, 5.1: 20h–20i, 50h–50i, 82h–82i, 110h–110i, 140h–140i, 5.2: 176h–176i, 202h–202i, 230h–230i, 258h–258i, 288h–288i, 5.3: 324h–324i, 354h–354i, 388h–388i, 424h–424i, 448h–448i, 5.4: 20h–20i, 46h–46i, 76h–76i, 104h–104i, 136h–136i, 5.5: 168h–168i, 198h–198i, 228h–228i, 256h–256i, 284h–284i, 5.6: 318h–318i, 344h–344i, 370h–370i, 402h–402i, 434h–434i

Independent Reading, 5.1: 20i, 50i, 82i, 110i, 140i, 5.2: 176i, 202i, 230i, 258i, 288i, 5.3: 324i, 354i, 388i, 424i, 448i, 5.4: 20i, 46i, 76i, 104i, 136i, 5.5: 168i, 198i, 228i, 256i, 284i, 5.6: 318i, 344i, 370i, 402i, 434i

Index. See Parts of a book. Inferring, 5.1: 83c, 84–85, 98–99, 100–101, 5.2: 203c, 204–205, 216–217,

220–221, 5.5: 199c, 200–201, 208–209, 212–213, 216–217. See also Higher–order thinking skills.

Inflected endings. See Spelling, word analysis; Vocabulary skills/strategies; Word analysis.

26


Informational text. See Genres, expository text/article.

Instruction manual. See Reference Sources.Instructions. See Directions, follow/give; Genres, how-to text,

procedural text.

Integrated curriculum. See Cross-curricular connections, Independent Practice Stations.

Internet (as reference source). See Technology, new literacies.

Intervention. See Access for All, strategic intervention.

Interview. See Genres, Listening, Speaking. Italics, 5.6: 437d, 449c, 459e, 467c, 467o, 467p

JJargon. See Literary terms.Journal. See Logs, strategy response; Writing forms/products.Judgments, making. See Author’s purpose; Conclusions, draw; Fact

and opinion; Generalize; Inferring; Predict.

KKWL reading strategy, 5.6: 440–441, 462b

LLanguage arts. See Capitalization, all Grammar and usage listings,

Independent Practice Stations, Listening, all Punctuation listings, Speaking, Spelling, all Writing categories.

Language, oral. See Content knowledge, build oral language; Fluency, reading; Listening; Oral reading ability; Speaking.

Latin and Greek root words. See Spelling, word analysis; Vocabulary skills/strategies, root words; Word analysis, root words.

Learning centers. See Independent Practice Stations.Legend. See Genres.Less-able readers. See Access for All, strategic intervention.

Levels of thinking. See Higher-order thinking skills.Life, text’s relation to. See Connections, making.Limited English proficient students. See Access for All, ELL (English

Language Learners) suggestions.

Listening advertisement, 5.3: 472–473, 473aadvice, 5.4: 134–135, 135adebate, 5.5: 310–311, 311a, 5.6: 342–343, 343adescription, 5.4: 102–103, 103adirections, 5.5: 446–447, 447adiscussion, 5.1: 20j, 23a, 23f, 24a, 33e, 34a, 45c, 46a, 46d, 49g, 49q, 50j,

53a, 53f, 54a, 65e, 66a, 77c, 78d, 81e, 81g, 81q, 82j, 85a, 85f, 86a, 95e, 96a, 103c, 104d, 109e, 109g, 109q, 110j, 113a, 113f, 114a, 125e, 126a, 133c, 134d, 139e, 139g, 139q, 140j, 143a, 143f, 144a, 153e, 154a, 163c, 164a, 164d, 169e, 169g, 169q, 5.2: 176j, 179a, 179f, 180a, 189e, 190a, 197c, 198a, 198d, 201e, 201g, 201q, 202j, 205a, 205f, 206a, 213e, 214a, 223c, 224d, 229e, 229g, 229q, 230j, 233a, 233f, 234a, 243e, 244a, 253c, 254a, 254d, 257e, 257q, 258j, 261a, 261f, 262a, 271e, 272a, 281c, 282a, 282d, 287e, 287g, 287q, 288j, 291a, 291f, 292a, 301e, 302a, 311c, 312a, 312d, 317e, 317g, 317q, 5.3: 324j, 327a, 327f, 328a, 337e, 338a, 347c, 348a, 348d, 353e, 353g, 353q, 354j, 357a, 357f, 358a, 371e, 372a, 381c, 382a, 382d, 387e, 387g, 387q, 388j, 391a, 391f, 392a, 401e, 402a, 415c, 416a, 416d, 423e, 423g, 423q, 424j, 427a, 427f, 428a, 433e, 434a, 441c, 442a, 442d, 447e, 447g, 447q, 448j, 451a, 451f, 452a, 459e, 460a, 467c, 468a, 468d, 473e, 473g, 473q, 5.4: 20j, 23a, 23f, 24a, 33e, 34a,

41c, 42a, 42d, 45e, 45g, 45q, 46j, 49a, 49f, 50a, 61e, 62a, 71c, 72a, 72d, 75e, 75g, 75q, 76j, 79a, 79f, 80a, 89e, 90a, 97c, 98a, 98c, 103e, 103g, 103q, 104j, 107a, 107f, 108a, 117e, 118a, 129c, 130a, 130b, 130d, 135e, 135g, 135q, 136j, 139a, 139f, 140a, 147e, 148a, 155c, 156a, 156d, 161e, 161q, 5.5: 168j, 171a, 171f, 172a, 181e, 182a, 191c, 192a, 192d, 197e, 197g, 197q, 198j, 201a, 201f, 202a, 211e, 212a, 219c, 220a, 220d, 227e, 227g, 227q, 228j, 231a, 231f, 233a, 241e, 242a, 249c, 250a, 250d, 255e, 255g, 255q, 256j, 259a, 259f, 260a, 269e, 270a, 277c, 278a, 278d, 283e, 283g, 283q, 284j, 287a, 287f, 288a, 297e, 298a, 305c, 306a, 306d, 311e, 311g, 311q, 5.6: 318j, 321a, 321f, 322a, 329e, 330a, 339c, 340a, 340d, 343e, 343g, 343q, 344j, 347a, 347f, 348a, 356a, 363c, 364a, 364d, 369e, 369g, 369q, 370j, 373a, 373f, 374a, 383e, 384a, 397c, 398a, 398d, 401e, 401g, 401q, 402j, 405a, 405f, 406a, 417e, 418a, 427c, 428a, 428d, 433e, 433g, 433q, 434j, 437a, 437f, 438a, 449e, 450a, 461c, 462d, 467e, 467g, 467q

documentary, 5.2: 316–317, 317adramatization, 5.5: 196–197, 197afiction, interpret, 5.5: 282–283, 283ahow-to demonstration, 5.1: 108–109, 109a, 5.4: 44–45, 45ainformational speech, 5.2: 228–229, 229ainterview, 5.1: 48–49, 49a, 5.4: 160–161, 161a, 5.6: 368–369, 369aintroduction, 5.3: 422–423, 423ajob advertisement, 5.1: 168–169, 169anewscast, 5.3: 386–387, 387a, 5.5: 226–227, 227a, 5.6: 432–433, 433apanel discussion, 5.2: 286–287, 287aplay review, 5.3: 352–353, 353apresentation, 5.1: 49n, 81n, 109n, 139n, 169n, 5.2: 201n, 229n, 257n,

287n, 317n, 5.3: 353n, 387n, 423n, 447n, 473n, 5.4: 45n, 75n, 103n, 135n, 161n, 5.5: 197n, 227n, 255n, 283n, 311n, 5.6: 343n, 369n, 401n, 433n, 467n

questions, pose and respond to, 5.1: 42–43, 48–49, 49a, 49n, 74–75, 80–81, 81a, 81n, 100–101, 109n, 130–131, 139n, 160–161, 169n, 5.2: 194–195, 201a, 201n, 220–221, 229n, 250–251, 257n, 278–279, 287a, 287n, 308–309, 316–317, 317n, 5.3: 325a, 344–345, 353n, 355a, 378–379, 387n, 412–413, 422–423, 423a, 423n, 438–439, 439b, 439c, 446–447, 447n, 451a–451b, 452a–452b, 464–465, 473n, 5.4: 38–39, 45n, 68–69, 75n, 94–95, 103n, 126–127, 135n, 152–153, 160–161, 161a, 161n, 5.5: 188–189, 197n, 216–217, 227n, 246–247, 255n, 274–275, 283n, 302–303, 311n, 5.6: 336–337, 343n, 360–361, 368–369, 369a, 369n, 394–395, 401n, 424–425, 433n, 458–459, 467n

read-alouds, 5.1: 21a–21b, 49s, 51a–51b, 81s, 83a–83b, 111a–111b, 141a–141b, 173c, 5.2: 177a–177b, 201s, 203a–203b, 229s, 231a–231b, 257s, 259a–259b, 289a–289b, 5.3: 325a–325b, 353s, 355a–355b, 389a–389b, 423s, 425a–425b, 449a–449b, 477c, 5.4: 21a–21b, 45s, 47a–47b, 77a–77b, 105a–105b, 135s, 137a–137b, 5.5: 169a–169b, 197s, 199a–199b, 277s, 229a–229b, 257a–257b, 283s, 285a–285b, 315c, 5.6: 319a–319b, 345a–345b, 371a–371b, 403a–403b, 435a–435b

Readers’ Theater, 5.2: 256–257, 257a, 5.6: 466–467, 467aspeech, persuasive, 5.4: 74–75, 75asportscast, 5.1: 138–139, 139astorytelling, 5.1: 80–81, 81a, 5.5: 254–255, 255a, 5.6: 400–401, 401asummarize, 5.3: 352–353, 353a, 5.4: 102–103, 103a, 5.5: 282–283, 283atalk show, 5.2: 200–201, 201aSee also Speaking.

Literary craft author’s perspective/viewpoint/bias, 5.1: 172–173, 5.2: 320–321

Literary genres. See Genres.Literary nonfiction. See Genres.Literary response and appreciation

author’s perspective/viewpoint/bias, 5.1: 172–173, 5.2: 320–321enjoyment of literature, 5.1: 42–43, 74–75, 100–101, 130–131, 160–161,

5.2: 194–195, 220–221, 250–251, 278–279, 308–309, 5.3: 344–345,

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378–379, 412–413, 438–439, 464–465, 5.4: 38–39, 68–69, 94–95, 126–127, 152–153, 5.5: 188–189, 216–217, 246–247, 274–275, 302–303, 5.6: 336–337, 360–361, 394–395, 424–425, 458–459

See also Connections, making.

Literary termsalliteration, 5.1: 170–171, 5.3: 474–475, 5.4: 163a, 5.5: 312–313,

5.6: 468–469assonance, 5.2: 321adialogue, 5.4: 108d, 135iexaggeration/hyperbole, 5.1: 54d, 81i, 5.4: 50d, 75Iflashback, 5.3: 392d, 423iforeshadowing, 5.2: 206d, 229i, 5.3: 328d, 353i, 5.6: 374d, 401ihumor, 5.5: 172d, 197iidioms, 5.1: 114d, 139i, 5.3: 422–423, 423a, 5.4: 24d, 45i, 74–75, 75a,

140c, 161i, 5.5: 232d, 255iimagery, 5.1: 86d, 109i, 5.2: 180d, 201i, 5.3: 428d, 447ijargon, 5.3: 452d, 473i, 5.5: 202d, 227imetaphor, 5.4: 80d, 103i, 164–165mood, 5.5: 314–315narrator, 5.1: 24d, 49i, 5.2: 262d, 287i, 315a, 5.5: 270–271, 309a,

5.6: 438d, 444–445 onomatopoeia, 5.5: 313a, 5.6: 468–469personification, 5.1: 69apoint of view, 5.1: 24d, 49i, 5.2: 262d, 287i, 5.6: 438d, 467irhyme, 5.2: 292d, 317i, 5.6: 470–471

internal, 5.2: 318–319, 5.4: 162–163rhyme scheme, 5.1: 171a, 5.2: 319a, 321a, 5.3: 474–475, 5.6: 469a

rhythm/cadence, 5.2: 292d, 317i, 5.6: 470–471sensory words/details, 5.1: 144d, 169i, 5.4: 42c, 5.5: 288d, 311i,

5.6: 322d, 343isimile, 5.1: 64–65, 135a, 5.4: 140d, 161i, 5.5: 260d, 283isymbolism, 5.2: 234d, 257i, 5.3: 476–477, 5.6: 406d, 433itone, 5.3: 358d, 387iword choice, 5.6: 348d, 369iSee also Figurative language, Sound devices and poetic elements.

Literature selections“All About Gymnastics,” 5.4: 156–159“Animals in My Life, The,” Ron Fridell, 5.6: 340–341“Art of Mimicry, The,” Robert Kausal, 5.4: 98–101“At the Beach,” Lulu Delacre, 5.2: 182–193“Bat, The,” Theodore Roethke, 5.6: 469“Books and Adventure,” 5.5: 192–195“Bronze Horse, The,” 5.3: 475“Camel,” Lillian M. Fisher, 5.4: 163“Chemistry 101,” Marilyn Nelson, 5.3: 474“Ch’i-lin Purse, The,” Linda Fang, 5.2: 236–249“City Hawks,” 5.6: 364–367“Colors Crackle, Colors Roar,” Pat Mora, 5.6: 468“Deep Breaths,” Charles R. Smith, Jr., 5.3: 444–445“Desert Tortoise,” Byrd Baylor, 5.4: 162“Dinosaurs of Waterhouse Hawkins, The,” Barbara Kerley, 5.3: 394–411“Drum, The,” Nikki Giovanni, 5.4: 165“Eagle and the Bat, The,” Lame Deer and Richard Erdoes, 5.2: 198–199“Exploding Ants,” Joanne Settel, 5.4: 82–93“Extra Credit Club, The,” 5.4: 130–133“Fabulous Perpetual Motion Machine, The,” Don Abramson, 5.3: 330–343“Focus,” Charles R. Smith, Jr., 5.3: 443“Full Day,” Naomi Shihab Nye, 5.1: 172–173“Ghost Towns of the American West,” Raymond Bial, 5.5: 290–301 “Gold Dreams,” 5.5: 306–309“Gymnast, The,” from A Summer Life, Gary Soto, 5.4: 142–151“Heroic Paul Revere, The,” (Adaption of scene from “The Midnight Ride of

Paul Revere”), Charles Blair, 5.2: 312–315 “Hindenburg, The,” Patrick O’Brien, 5.6: 408–423“Hold the Flag High,” Catherine Clinton, 5.2: 208–219

“How to Fold the American Flag,” 5.2: 224–227“Island of the Blue Dolphins,” Scott O’Dell, 5.1: 88–99“Job for Michelangelo, A,” 5.3: 382–385“Journey to the Center of the Earth,” from Science Fiction Stories, Jules

Verne, 5.5: 262–273“Keziah,” Gwendolyn Brooks, 5.4: 43“King Midas and the Golden Touch,” Charlotte Craft, 5.6: 376–393“Leonardo’s Horse,” Jean Fritz, 5.3: 360–377“Limericks,” Edward Lear, 5.6: 470“Mahalia Jackson,” from The Blues Singers, Julius Lester, 5.3: 430–437“Measuring Tornadoes,” Trudi Strain Trueit, 5.1: 78–79“Microscope, The,” Maxine W. Kumin, 5.1: 170–171“Midnight Ride of Paul Revere, The,” Henry Wadsworth Longfellow,

5.2: 294–307“Model Scientist, A,” 5.3: 416–421“Mystery of Saint Matthew Island, The,” Susan Quinlan, 5.6: 350–359“Mystery of the Hindenburg Disaster, The,” 5.6: 428–431“Not in Vain,” Emily Dickinson, 5.2: 321“Path to the Moon, A,” bp Nichol, 5.5: 314–315“Perfect Harmony,” Charles R. Smith Jr., 5.3: 442 “Prometheus, the Fire-Bringer,” 5.6: 398–399 “Red Kayak,” Priscilla Cummings, 5.1: 26–41 “Roberto Clemente: A Baseball Hero,” 5.1: 134–137“Satchel Paige,” Lesa Cline-Ransome, 5.1: 116–129“Sea Battle, The,” (Adaption of a scene from Journey to the Center of the

Earth), 5.5: 278–281“Searching for Animation,” 5.3: 468–471“Seven Survival Questions,” Buck Tilton, 5.1: 104–107“Share the Adventure,” Patricia and Fredrick McKissack, 5.5: 313“Shipwreck Season,” Donna Hill, 5.5: 220–225 “Skunk Ladder, The,” Patrick F. McManus, 5.5: 174–187“Special Effects in Film and Television,” Jake Hamilton, 5.3: 454–463“Square Dancing: Good for the Heart and Mind,” 5.4: 72–73“Stairs,” Oliver Herford, 5.3: 477“Stormi Giovanni Club, The,” Lydia R. Diamond, 5.4: 110–125“Story of Phan Ku, The,” 5.2: 254–255“Strangers,” Janet S. Wong, 5.2: 321“Summer’s Trade, A,” Deborah W. Trotter, 5.2: 264–277 “Sunflakes,” Frank Asch, 5.6: 471“Sweet Music in Harlem,” Debbie A. Taylor, 5.6: 440–457“Sweet Music in Harlem: Author’s Note,” Debbie A. Taylor, 5.6: 462–465“Talk with an Astronaut,” Ellen Ochoa, 5.5: 234–245 “Ten Mile Day,” Mary Ann Fraser, 5.1: 146–159“Termites, The,” Douglas Florian, 5.3: 476“Thunderbird and Killer Whale,” 5.2: 282–285“Thunder Rose,” Jerdine Nolen, 5.1: 56–73“Toy Space Shuttle Is Here!, The,” 5.3: 348–351“Tripping Over the Lunch Lady,” Angela Johnson, 5.4: 52–67“Truth About Austin’s Amazing Bats, The,” Ron Fridell, 5.6: 324–335“Two People I Want To Be Like,” Eve Merriam, 5.2: 320“Under the Back Porch”, Virginia Hamilton, 5.4: 42“Unsinkable Wreck on the R.M.S. Titanic, The,” Robert D. Ballard and Rick

Archbold, 5.5: 204–215“Weslandia,” Paul Fleischman, 5.4: 26–37“What Will I Do in an Emergency?,” 5.1: 46–47“Which Lunch Table?”, Kristine O’Connell George, 5.4: 164“Women Astronauts,” 5.5: 250–253“Working on the Railroad,” 5.1: 164–167 “Your World,” Georgia Douglas Johnson, 5.5: 312See also Poetry selections.

Logs, strategy responsebackground knowledge, 5.1: 96c, 5.2: 182–183, 5.5: 212cgenre, 5.1: 26–27, 34c, 46b, 56–57, 66c, 78a, 78b, 116–117, 126c, 134b,

5.2: 208–209, 214c, 224b, 236–237, 244c, 254b, 294–295, 302c, 312b, 5.3: 330–331, 338c, 348b, 454–455, 460c, 468b, 5.4: 52–53,

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62c, 72b, 142–143, 148c, 156b, 5.5: 174–175, 182c, 192b, 5.6: 376–377, 384c, 450c

graphic organizers, 5.4: 118c, 130bimportant ideas, 5.4: 82–83, 90c, 98b, 5.6: 324–325, 330c, 340bindependent reading, 5.1: 42–43, 43a, 74–75, 75a, 100–101, 101a,

130–131, 131a, 160–161, 161a, 5.2: 194–195, 195a, 220–221, 221a, 250–251, 251a, 278–279, 279a, 308–309, 309a, 5.3: 344–345, 345a, 378–379, 379a, 412–413, 413a, 438–439, 439a, 464–465, 465a, 5.4: 38–39, 39a, 68–69, 69a, 94–95, 95a, 126–127, 127a, 152–153, 153a, 5.5: 188–189, 189a, 216–217, 217a, 246–247, 247a, 274–275, 275a, 302–303, 303a, 5.6: 336–337, 337a, 360–361, 361a, 394–395, 395a, 424–425, 425a, 458–459, 459a

inferring, 5.1: 88–89, 96c, 104b, 5.5: 204–205, 212c, 220bKWL chart, 5.6: 398b, 440–441, 462bmonitor and clarify, 5.2: 264–265, 272c, 282b, 5.5: 234–235, 242c, 250bpredict and set purpose, 5.3: 394–395, 402c, 5.6: 408–409, 418c questioning, 5.4: 26–27, 34c, 42b, 5.5: 290–291, 298c, 306bstory structure, 5.4: 110–111summarize/paraphrase, 5.1: 164b, 5.2: 198b, 5.3: 382b, 416b, 442b, 5.4: 98b,

5.5: 262–263, 270c, 278b, 5.6: 340b, 364b, 398b, 428b, 462btext structure, 5.1: 146–147, 154c, 5.3: 430–431, 434c, 5.6: 350–351, 356cvisualize, 5.2: 182–183, 190c, 5.3: 360–361, 372c

MMagazine/periodical. See Reference sources. Main idea and details, 5.3: 355c, 356–357, 362–363, 368–369,

372–373, 378–379, 387h, 387l–387m, 398–399, 404–405, 410–411, 425c, 426–427, 436–437, 438–439, 447h, 447l–447m, UR•18, UR•22, UR•23, UR•38, UR•42, UR•43, 5.5: 214–215, 5.6: 345c, 346–347, 352–353, 360–361, 369h, 369l–369m, 412–413, 420–421, UR•18, UR•22, UR•23. See also Theme.

Making connections. See Connections, making.Manual. See Reference sources.Map/globe. See Graphic sources.Mapping selections. See Graphic and semantic organizers, types.

Mass media. See Media literacy.Mechanics (of English grammar and writing). See Apostrophe,

Capitalization, Colon, Comma, Dash, Exclamation mark, Hyphen, Italics, Parentheses, Period, Question mark, Quotation marks, Semi-colon, Underlining.

Media literacycreation of media

documentary, 5.2: 316–317, 317anewscast, 5.3: 386–387, 387a, 5.5: 226–227, 227a, 5.6: 432–433, 433a

kinds of mediaaudiotapes, 5.2: 279cCD-ROM, 5.2: 279cDVD, 5.2: 279cIllustrations/photographs, 5.2: 309c, 5.3: 449c, 450–451, 5.4: 84–85,

5.5: 189c, 238–239, 240–241, 296–297Internet, 5.1: 166–167, 5.2: 224c, 224–227, 227a, 279c,

5.3: 468–471keywords, 5.2: 279cmagazine, 5.4: 95c, 5.5: 189c, 247c newscast, 5.3: 386–387, 387a, 5.5: 226–227, 227a,

5.6: 432–433, 433anewsletter, 5.1: 131cnewspaper, 5.1: 131c, 5.5: 189cradio, 5.2: 279c sportscast, 5.1: 138–139, 139atalk show, 5.2: 200–201, 201atelevision/videos/films, 5.2: 279c

Metacognition. See Monitor and clarify.Metaphor. See Figurative language, Literary terms. Modeling. Teacher modeling and think-alouds are presented throughout Skills/

Strategies in Content lessons and After Reading lessons.

Modifiers. See Adjectives, Adverbs.Monitor and clarify

adjust reading rate, 5.2: 259c, 260–261, 270–271ask questions, 5.1: 21c, 22–23, 30–31, 31a, 40–41, 5.2: 274–275, UR•42,

5.5: 229c, 244–245read on, 5.1: 22–23reread, 5.1: 42–43, 5.2: 270–271, 278–279, 5.5: 229c, 244–245use background knowledge, 5.5: 230–231, 246–247See also Graphic and semantic organizers.

Mood. See Literary terms.Moral. See Theme.Morphemes. See Word analysis.Multiple-meaning words, 5.1: 144e, 144–145, 152–153, 169h, 5.3: 328e,

328–329, 332–333, 353h, 5.5: 232e, 232–233, 236–237, 254–255, 255a, 255h. See also Context clues for meaning, Vocabulary skills/strategies.

Multisyllabic words. See Spelling, word analysis.

Myth. See Genres.

NNarrator. See Literary terms, Narrator.Negatives, 5.5: 171d, 181c, 189e, 190–191, 191a, 197c, 197o, 197p

New literacies. See Technology. Newsletter. See Media literacy, kinds of media; Reference sources. Newspaper. See Media literacy, Reference sources. Note-taking, 5.1: 33b, 95b, 125b, 153b, 5.2: 189b, 213b, 243b, 271b,

301b, 5.3: 371b, 459b, 5.4: 33b, 89b, 117b, 5.5: 181b, 201e–201f, 211b, 211d–211e, 217c, 218–219, 219a–219c, 227d–227e, 227p–227q, 241b, 269b, 297b, 5.6: 329b, 355b, 417b, 449b. See also Organizing information, Research/study skills.

Nounscollective, 5.1: 143d, 153c, 161e, 162–163, 163a, 169c, 169o, 169p common/proper, 5.1: 143d, 153c, 161e, 162–163, 163a, 169c, 169o, 169pplural endings, -s, -es, 5.6: 348e, 348–349, 358–359, 368–369, 369a, 369h

irregular, 5.2: 179d, 189c, 195e, 196–197, 197a, 201c, 201o, 201pregular, 5.2: 179d, 189c, 195e, 196–197, 197a, 201c, 201o, 201p

possessive, 5.2: 205c, 213c, 221e, 222–223, 223a, 229c, 229o, 229p

Novel excerpt. See Genres.

OOn-level learners. See Access for All.Online reference sources and directories. See Genres; Technology,

new literacies.

Onomatopoeia. See Literary terms, Sound devices and poetic elements

Opinion and fact. See Fact and opinion.Opinion piece. See Writing modes, argument/persuasive.

Oral language. See Content knowledge, Listening, Oral vocabulary development, Speaking.

Oral reading ability assessment of (taking a running record), 5.1: 49j–49k, 81j–81k, 109j–109k,

139j–139k, 169j–169k, 5.2: 201j–201k, 229j–229k, 257j–257k, 287j–287k, 317j–317k, 5.3: 353j–353k, 387j–387k, 423j–423k,

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447j–447k, 473j–473k, 5.4: 45j–45k, 75j–75k, 103j–103k, 135j–135k, 161j–161k, 5.5: 197j–197k, 227j–227k, 255j–255k, 283j–283k, 311j–311k, 5.6: 343j–343k, 369j–369k, 401j–401k, 433j–433k, 467j–467k

choral reading, 5.1: 54–55, 75b, 131b, 5.2: 260–261, 262–263, 279b, 5.3: 326–327, 328–329, 345b, 356–357, 358–359, 379b, 5.4: 106–107, 108–109, 127b, 5.5: 260–261, 275b, 286–287, 288–289, 303b, 5.6: 322–323, 348–349, 361b, 425b

paired reading, 5.1: 142–143, 144–145, 161b, 5.2: 180–181, 195b, 228–229, 256–257, 286–287, 5.3: 352–353, 386–387, 390–391, 392–393, 413b, 422–423, 446–447, 472–473, 5.4: 48–49, 50–51, 69b, 5.5: 196–197, 200–201, 202–203, 217b, 226–227, 254–255, 282–283, 310–311, 337b

See also Fluency, reading.

Oral vocabulary development. See Content Knowledge, Oral reading ability.

Order form/application. See Graphic sources.Organizing information

outline, 5.5: 303c, 5.6: 417dsummarize, 5.3: 473btake notes, 5.1: 33b, 95b, 125b, 153b, 5.2: 189b, 213b, 243b, 271b, 301b,

5.3: 371b, 459b, 5.4: 33b, 89b, 117b, 5.5: 181b, 201e–201f, 211b, 211d–211e, 217c, 218–219, 219a–219c, 227d–227e, 227p–227q, 241b, 269b, 297b, 5.6: 329b, 355b, 417b, 449b

See also Graphic and semantic organizers; Logs, strategy response.

Origin myth. See Genres.Outlining, 5.5: 303c, 5.6: 417d. See also Organizing information,

Research/study skills.

PPaired reading. See Fluency, reading; Oral reading ability. Paraphrasing, 5.1: 131d, 169b. See also Research/study skills,

Summarize.Parentheses, 5.6: 460–461

Parents. See School-home connection. Parts of a book

copyright page, 5.2: 221c, 251cglossary, 5.1: 43c, 5.2: 221c, 251c, 5.4: 39cindex, 5.2: 221c, 251ctable of contents, 5.2: 221c, 251c, 5.4: 39ctitle page, 5.2: 221c, 251cSee also Reference sources, Research/study skills, Text features.

Penmanship. See Handwriting.Performance task. See Assessment, progress monitoring.

Period, 5.1: 23d, 33c, 43e, 44–45, 49c, 49o, 49p

Personification. See Figurative language, Literary terms. Persuasion, 5.3: 345c. See also Author’s perspective/viewpoint/bias.Persuasive essay. See Genres.Persuasive text. See Genres; Graphic sources, advertisement.

Phrasing. See Fluency, reading.Pictures. See Graphic sources, illustration/photograph; Text features,

illustrations/photographs.

Play. See Genres.Plot, 5.1: 21c, 22–23, 28–29, 36–37, 42–43, 43a, 49h, 49l–49m, 60–61, 70–71,

94–95, UR•8, UR•12, UR•13, 5.5: 169c, 170–171, 184–185, 186–187, 188–189, 197h, 197l–197m, UR•8, UR•12, UR•13. See also Story structure.

Plurals. See Spelling, word analysis; Vocabulary skills/strategies. Poetic devices. See Sound devices and poetic elements.

Poetry. See Genres, Poetry selections. Poetry selections

“Bat, The,” Theodore Roethke, 5.6: 469“Bronze Horse, The,” Beverly McLoughland, 5.3: 475“Camel,” Lillian M. Fisher, 5.4: 163“Chemistry 101,” Marilyn Nelson, 5.3: 474“Colors Crackle, Colors Roar,” Pat Mora, 5.6: 468“Deep Breaths,” Charles R. Smith, Jr., 5.3: 444–445“Desert Tortoise,” Byrd Baylor, 5.4: 162“Drum, The,” Nikki Giovanni, 5.4: 165“Focus,” Charles R. Smith, Jr., 5.3: 443“For Peace Sake,” Cedric McClester, 5.2: 318–319“Full Day,” Naomi Shihab Nye, 5.1: 172–173“Keziah,” Gwendolyn Brooks, 5.4: 43“Limericks,” Edward Lear, 5.6: 470“Microscope, The,” Maxine W. Kumin, 5.1: 170–171“Midnight Ride of Paul Revere, The,” Henry Wadsworth Longfellow,

5.2: 294–307“Not in Vain,” Emily Dickenson, 5.2: 321“Path to the Moon, A,” bp Nichol, 5.5: 314–315“Perfect Harmony,” Charles R. Smith Jr., 5.3: 442“Share the Adventure,” Patricia and Fredrick McKissack, 5.5: 313“Stairs, The,” Oliver Herford, 5.3: 477“Strangers,” Janet S. Wong, 5.2: 321“Sunflakes,” Frank Asch, 5.6: 471“Termites, The,” Douglas Florian, 5.3: 476“Two People I Want to Be Like,” Eve Merriam, 5.2: 320“Under the Back Porch,” Virginia Hamilton, 5.4: 42“Which Lunch Table?,” Kristine O’Connell George, 5.4: 164“Your World,” Georgia Douglas Johnson, 5.5: 312See also Genres.

Point of view. See Literary terms.Possessives. See Nouns.Poster/announcement. See Graphic sources. Practice Stations. See Independent Practice Stations. Predict

check predictions, 5.1: 33a, 41a, 65a, 73a, 95a, 99a, 125a, 129a, 153a, 159a, 5.2: 189a, 193a, 213a, 219a, 243a, 249a, 271a, 277a, 301a, 307a, 5.3: 337a, 343a, 371a, 377a, 401a, 411a, 433a, 437a, 459a, 463a, 5.4: 33a, 37a, 61a, 67a, 89a, 93a, 117a, 125a, 147a, 151a, 5.5: 181a, 187a, 211a, 215a, 241a, 245a, 269a, 273a, 297a, 301a, 5.6: 329a, 335a, 355a, 359a, 383a, 393a, 417a, 423a, 449a, 457a

predict and set purpose, 5.3: 389c, 390–391, 402–403, 408–409, 412–413, UR•32, 5.4: 47c, 48–49, 56–57, 64–65, 68–69, UR•22, 5.6: 403c, 404–405, 418–419, 424–425, UR•42

preview and predict, 5.1: 26–27, 56–57, 88–89, 116–117, 146–147, 5.2: 182–183, 208–209, 236–237, 264–265, 294–295, 5.3: 330–331, 360–361, 394–395, 430–431, 454–455, 5.4: 26–27, 52–53, 82–83, 110–111, 142–143, 5.5: 174–175, 204–205, 234–235, 262–263, 290–291, 5.6: 324–325, 350–351, 376–377, 408–409, 440–441

See also Prereading strategies, preview and predict.

Prefixes, 5.3: 452e, 452–453, 462–463, 472–473, 473a, 473h, 5.4: 108c, 135i, 5.5: 172c, 197i, 288e, 288–289, 294–295, 310–311, 311a, 311h. See also Spelling, word analysis; Vocabulary skills/strategies; Word analysis.

Prepositions, 5.3: 451d, 459c, 465e, 466–467, 467a, 473c, 473o, 473p

Prereading strategies preview and predict, 5.1: 26–27, 56–57, 88–89, 116–117, 146–147,

5.2: 182–183, 208–209, 236–237, 264–265, 294–295, 5.3: 330–331, 360–361, 394–395, 430–431, 454–455, 5.4: 26–27, 52–53, 82–83, 110–111, 142–143, 5.5: 174–175, 204–205, 234–235, 262–263, 290–291, 5.6: 324–325, 350–351, 376–377, 408–409, 440–441

set purposes for reading, 5.1: 26–27, 56–57, 88–89, 116–117, 146–147, 5.2: 182–183, 208–209, 236–237, 264–265, 294–295, 5.3: 330–331,

30


360–361, 394–395, 430–431, 454–455, 5.4: 26–27, 52–53, 82–83, 110–111, 142–143, 5.5: 174–175, 204–205, 234–235, 262–263, 290–291, 5.6: 324–325, 350–351, 376–377, 408–409, 440–441

Previewing. See Predict, Prereading strategies. Prior knowledge. See Background knowledge, Content knowledge. Primary/secondary sources. See Reference sources.Problems, solving, 5.1: 104c–104d, 104–107, 107a

Procedural text. See Genres, how-to text.

Procedures. See Directions, follow/give; Genres, how-to text.

Pronounscase

possessive, 5.4: 79d, 89c, 95e, 96–97, 97a, 103c, 103o, 103psubject/object, 5.4: 23d, 33c, 39e, 40–41, 41a, 45c, 45o, 45p

demonstrative, 5.5: 231d, 241c, 247e, 248–249, 255c, 255o, 255pindefinite, 5.4: 107d, 117c, 127e, 128–129, 129a, 135c, 135o, 135ppronoun/antecedent agreement, 5.4: 49d, 61c, 69e, 70–71, 71a, 75c, 75o, 75preflexive, 5.4: 107d, 117c, 127e, 128–129, 129a, 135c, 135o, 135pwho and whom, 5.4: 139d, 147c, 153e, 154–155, 155a, 161c, 161o, 161p

Proofreading. See Writing process, proofread/edit.

Propaganda, 5.3: 345c, 345d

Prosody. See Fluency, reading, expression/intonation.

Punctuation. See Apostrophe; Colon; Comma; Dash; Exclamation mark; Hyphen; Italics; Period; Question mark; Quotation marks; Semicolon; Underlining; Writing process, proofread/edit.

Punctuation, attention to. See Fluency, reading, punctuation cues.

Purposes for reading. See Prereading strategies, set purposes for reading.

QQuestioning, 5.1: 111c, 112–113, 120–121, 130–131, 5.4: 21c, 22–23, 28–29,

38–39, UR•12, 5.5: 285c, 286–287, 300–301, 302–303, UR•52

Question mark, 5.1: 23d, 33c, 43e, 44–45, 49c, 49o, 49p

Question stem, 5.1: 34–35, 63a, 98–99, 127a, 155a, 5.2: 190–191, 211a, 243a, 271a, 307a, 5.3: 338–339, 365a, 407a, 434–435, 458–459, 5.4: 32–33, 64–65, 89a, 120–121, 149a, 5.5: 178–179, 212–213, 240–241, 268–269, 298–299, 5.6: 328–329, 355a, 390–391, 412–413, 449a

Quotation marks, 5.2: 201p, 5.6: 405d, 417c, 425e, 426–427, 427a, 433c, 433o, 433p

RRate. See Fluency, reading; Monitor and clarify, alter reading rate.

Read-aloud. See Reading to students.Reader response. See Connections, making; Response to literature.Reader’s Guide to Periodical Literature. See Reference sources.Readers’ Theater. See Listening, Speaking.Reading and Writing About Literature. See Reading and Writing

Across Tests; Writing, response to literature.

Reading and Writing Across Texts, 5.1: 46–47, 47a, 78–79, 79a, 106–107, 107a, 136–137, 137a, 5.2: 198–199, 199a, 254–255, 255a, 284–285, 285a, 314–315, 315a, 5.3: 350–351, 351a, 384–385, 385a, 420–421, 421a, 444–445, 445a, 5.4: 42–43, 43a, 72–72, 73a, 100–101, 101a, 132–133, 133a, 5.5: 194–195, 195a, 224–225, 225a, 280–281, 281a, 308–309, 309a, 5.6: 340–341, 341a, 366–367, 367a, 398–399, 399a, 464–465, 465a. See also Connections, making; Cross-text evaluation.

Reading fluency. See Fluency, reading; Oral reading ability. Reading rate. See Fluency, reading; Monitor and clarify, alter

reading rate.

Reading to students, 5.1: 21a–21b, 49s, 51a–51b, 81s, 83a–83b, 111a–111b, 141a–141b, 173c, 5.2: 177a–177b, 201s, 203a–203b, 229s, 231a–231b, 257s, 259a–259b, 289a–289b, 5.3: 325a–325b, 353s, 355a–355b, 389a–389b, 423s, 425a–425b, 449a–449b, 477c, 5.4: 21a–21b, 45s, 47a–47b, 77a–77b, 105a–105b, 135s, 137a–137b, 5.5: 169a–169b, 197s, 199a–199b, 277s, 229a–229b, 257a–257b, 283s, 285a–285b, 315c, 5.6: 319a–319b, 345a–345b, 371a–371b, 403a–403b, 435a–435b

Realistic fiction. See Genres.Reference sources

almanac, 5.1: 75catlas, 5.6: 425ccard catalog/library database, 5.3: 439c, 468cdictionary/glossary, 5.1: 43c, 86e, 86–87, 92–93, 108–109, 109a, 109h,

5.2: 195c, 229a, 5.5: 189c, 5.6: 322e, 322–323, 326–327, 343aencyclopedia, 5.2: 189b, 195c, 5.3: 371b, 5.4: 33b, 5.5: 189cexpert, ask an, 5.3: 401b, 5.5: 217d, 269b, 5.6: 337d, 355b, 417bhandbook, 5.2: 195cinstruction manual, 5.4: 39cInternet and World Wide Web. See Technology, new literacies.magazine/periodical, 5.3: 371b, 5.4: 95c, 5.5: 189c, 247cmanual, 5.2: 195cnewsletter, 5.1: 131cnewspaper, 5.1: 131c, 5.5: 189c, 189dprimary/secondary sources, 5.5: 189cReader’s Guide to Periodical Literature, 5.5: 247ctelephone directory, 5.4: 69ctextbook, 5.2: 251cthesaurus, 5.1: 114e, 5.4: 127c, 127dtrade book, 5.2: 251cSee also Research/study skills; Technology, new literacies.

Related words. See Spelling, meaning relationships; Word analysis, word families.

Reread challenging text, 5.1: 28–29, 61a, 97a, 120–121, 149a, 5.2: 184–185, 215a, 249a, 275a, 305a, 5.3: 336–337, 375a, 405a, 433a, 463a, 5.4: 34–35, 67a, 90–91, 125a, 151a, 5.5: 184–185, 210–211, 236–237, 270–271, 294–295, 5.6: 332–333, 356–357, 388–389, 420–421, 455a

Rereading. See Fluency, reading; Monitor and clarify; Reread challenging text.

Research/study skillsalphabetical order, 5.4: 69canalyze information, 5.1: 43d, 75d, 101d, 131d, 161d, 5.2: 195d, 221d,

251d, 279d, 309d, 5.3: 345d, 379d, 413d, 439d, 465d, 5.4: 39d, 69d, 95d, 127d, 153d, 5.5: 189d, 217d, 247d, 275d, 303d, 5.6: 337d, 361d, 395d, 425d, 459d

cite sources, 5.1: 33b, 65b, 125b, 139b, 153b, 5.2: 213b, 243b, 251d, 271b, 5.3: 337b, 371b, 387b, 5.4: 33b, 39d, 45b, 117b, 5.5: 181b, 211b, 5.6: 329b, 383b, 401b

communicate findings, 5.1: 49n, 81n, 109n, 139n, 169n, 5.2: 201n, 229n, 257n, 287n, 317n, 5.3: 353n, 387n, 423n, 447n, 473n, 5.4: 45n, 75n, 103n, 135n, 161n, 5.5: 197n, 227n, 255n, 283n, 311n, 5.6: 343n, 369n, 401n, 433n, 467n

following directions, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107, 107a, 5.4: 39c, 5.6: 337c

identify and focus topic, 5.1: 23b, 53b, 85b, 113b, 143b, 5.2: 179b, 205b, 233b, 261b, 291b, 5.3: 327b, 357b, 391b, 427b, 451b, 5.4: 23b, 49b, 79b, 107b, 139b, 5.5: 171b, 201b, 231b, 259b, 287b, 5.6: 321b, 347b, 373b, 405b, 437b

interview experts, 5.1: 95b, 101d, 5.3: 401b, 459b, 5.4: 61b, 89b, 5.5: 217d, 269b, 5.6: 337d, 355b, 417b

navigate/search, 5.1: 33b, 65b, 95b, 125b, 153b, 5.2: 189b, 213b, 243b, 271b, 301b, 5.3: 337b, 371b, 401b, 433b, 459b, 5.4: 33b, 61b, 89b, 117b, 147b, 5.5: 181b, 211b, 241b, 269b, 297b, 5.6: 329b, 355b, 383b, 417b, 449b

31


outline, 5.5: 297e, 303cparaphrase, 5.1: 131d, 169b, 5.5: 217crecognize propaganda, 5.3: 345c, 345d skim/scan, 5.1: 33b, 65b, 5.3: 337b, 379c SPQ3R, 5.1: 101csynthesize information, 5.1: 49b, 81b, 109b, 139b, 169b, 5.2: 201b, 229b,

257b, 287b, 317b, 5.3: 353b, 387b, 423b, 447b, 473b, 5.4: 45b, 75b, 103b, 135b, 161b, 5.5: 197b, 227b, 255b, 283b, 311b, 5.6: 343b, 369b, 401b, 433b, 467b

take notes/record findings, 5.1: 33b, 65b, 95b, 125b, 153b, 5.2: 189b, 213b, 243b, 271b, 301b, 5.3: 371b, 433b, 459b, 5.4: 33b, 89b, 117b, 5.5: 181b, 201e–201f, 211b, 211d–211e, 217c, 218–219, 219a–219c, 227d–227e, 227p–227q, 241b, 269b, 297b, 5.6: 329b, 355b, 417b, 449b

use note cards, 5.1: 169bSee also Graphic and semantic organizers; Graphic sources; Organizing

information; Parts of a book; Reference sources.

Response to literature, 5.1: 42–43, 74–75, 100–101, 130–131, 160–161, 5.2: 194–195, 220–221, 250–251, 278–279, 308–309, 5.3: 344–345, 378–379, 412–413, 438–439, 464–465, 5.4: 38–39, 68–69, 94–95, 126–127, 152–153, 5.5: 188–189, 216–217, 246–247, 274–275, 302–303, 5.6: 336–337, 360–361, 394–395, 424–425, 458–459. See also Connections, making; Literary response and appreciation.

Retelling. See Speaking. Rhyme. See Literary terms, Sound devices and poetic elements.Rhythm. See Literary terms, Sound devices and poetic elements.Root words. See Spelling, word analysis; Vocabulary skills/strategies;

Word analysis.Rubric. See Assessment, scoring guide (rubric).

SScale drawing. See Graphic sources, diagram/scale drawing.

Schedule. See Graphic sources.School-home connection

Family Time Newsletter, 5.1: 23f, 53f, 85f, 113f, 143f, 5.2: 179f, 205f, 233f, 261f, 291f, 5.3: 327f, 357f, 391f, 427f, 451f, 5.4: 23f, 49f, 79f, 107f, 139f, 5.5: 171f, 201f, 231f, 259f, 287f, 5.6: 321f, 347f, 373f, 405f, 437f

Science activities. See Cross-curricular connections.Search engines. See Genres; Technology, new literacies.

Secondary sources. See Reference sources, primary/secondary sources.

Selection vocabulary. See Vocabulary development.Self-appraisal and self-correction. See Assessment, Monitor and

clarify.Self-check strategy, 5.1: 72–73, 98–99, 128–129, 5.2: 192–193, 218–219,

248–249, 276–277, 306–307, 5.3: 342–343, 376–377, 410–411, 436–437, 462–463, 5.4: 36–37, 66–67, 92–93, 124–125, 150–151, 5.5: 186–187, 214–215, 244–245, 272–273, 300–301, 5.6: 334–335, 358–359, 392–393, 422–423, 456–457

Self-monitor and use fix-up strategies. See Assessment, Monitor and clarify, Self-check strategy.

Semi-colon, 5.6: 437d, 449c, 459e, 460–461, 467c, 467o, 467p

Sensory words. See Literary terms. Sentences

parts of predicate, 5.1: 53d, 65c, 75e, 76–77, 77a, 81c, 81o, 81psubject, 5.1: 53d, 65c, 75e, 76–77, 77a, 81c, 81o, 81p

structurecompound-complex, 5.1: 113d, 125c, 131e, 132–133, 133a, 139c,

139o, 139p

types ofdeclarative, 5.1: 23d, 33c, 43e, 44–45, 45a, 49c, 49o, 49pexclamatory, 5.1: 23d, 33c, 43e, 44–45, 45a, 49c, 49o, 49pimperative, 5.1: 23d, 33c, 43e, 44–45, 45a, 49c, 49o, 49pinterrogative, 5.1: 23d, 33c, 43e, 44–45, 45a, 49c, 49o, 49p

Sequence directions, follow, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107, 107asequence of events, 5.1: 34–35, 38–39, 62–63, 5.2: 203c, 204–205, 210–211,

220–221, 229h, 229l–229m, 244–245, UR•18, UR•22, UR•23, 5.3: 325c, 326–327, 336–337, 338–339, 344–345, 353h, 353l–353m, UR•8, UR•12, UR•13, 5.6: 354–355, 435c, 436–437, 446–447, 448–449, 458–459, 467h, 467l–467m, UR•48, UR•52, UR•53

steps in a process, 5.1: 46c–46d, 46–47, 47a, 104c–104d, 104–107, 107astory structure and, 5.4: 105c, 106–107, 5.6: 382–383See also Story structure, Text structure.

Setting, 5.1: 43a, 83c, 84–85, 90–91, 96–97, 100–101, 101a, 109h, 109l–109m, UR•28, UR•32, UR•33, 5.2: 298–299, 302–303, 5.4: 34–35

Setting purposes for reading. See Prereading strategies. Shades of meaning. See Connotation/denotation, Word analysis.Simile. See Figurative language, Literary terms. Skim and scan, 5.1: 33b, 65b, 5.3: 337b, 379c

Small group time, all units SG•2–SG•6, SG•18–SG•22, SG•34–SG•38, SG•50–SG•54, SG•66–SG•70 5.1: 23b, 27a, 34d, 46d, 49j, 53b, 57a, 66d, 78d, 81j, 85b, 89a, 96d, 104d, 109j, 113b, 117a, 126d, 134d, 139j, 143b, 147a, 154d, 164d, 169j, 5.2: 179b, 183a, 190d, 198d, 201j, 205b, 209a, 214d, 224d, 229j, 233b, 237a, 244d, 254d, 257j, 261b, 265a, 272d, 282d, 287j, 291b, 295a, 302d, 312d, 317j, 5.3: 327b, 331a, 338d, 348d, 353j, 357b, 361a, 372d, 382d, 387j, 391b, 395a, 402d, 416d, 423j, 427b, 431a, 434d, 442d, 447j, 451b, 455a, 460d, 468d, 473j, 5.4: 23b, 27a, 34d, 42d, 45j, 49b, 53a, 62d, 72d, 75j, 79b, 83a, 90d, 98d, 103j, 107b, 111a, 118d, 130d, 135j, 139b, 143a, 148d, 156d, 161j, 5.5: 171b, 175a, 182d, 192d, 197j, 201b, 205a, 212d, 220d, 227j, 231b, 235a, 242d, 250d, 255j, 259b, 263a, 270d, 278d, 283j, 287b, 291a, 298d, 306d, 311j, 5.6: 321b, 325a, 330d, 340d, 343j, 347b, 351a, 356d, 364d, 369j, 373b, 377a, 384d, 398d, 401j, 405b, 409a, 418d, 428d, 433j, 437b, 441a, 450d, 462d, 467j

Social studies activities. See Cross-curricular connections.Solving problems. See Problems, solving.Sound devices and poetic elements

alliteration, 5.1: 170–171, 5.3: 474–475, 5.4: 163a, 5.5: 312–313, 5.6: 468–469

onomatopoeia, 5.5: 313a, 5.6: 468–469rhyme, 5.2: 292d, 317i, 5.6: 470–471

internal, 5.2: 318–319, 5.4: 162–163scheme, 5.1: 171a, 5.2: 319a, 5.3: 474–475, 5.6: 469a

rhythm/cadence, 5.2: 292d, 317i, 5.6: 470–471See also Literary terms.

Sources. See Media literacy; Reference sources; Technology, new literacies.

Speakingadvertisement, 5.3: 472–473, 473aadvice, 5.4: 134–135, 135adebate, 5.5: 310–311, 311a, 5.6: 342–343, 343adescription, 5.4: 102–103, 103adirections, 5.5: 446–447, 447adiscussion, 5.1: 20j, 23a, 23f, 24a, 33e, 34a, 45c, 46a, 46d, 49g, 49q, 50j,

53a, 53f, 54a, 65e, 66a, 77c, 78d, 81e, 81g, 81q, 82j, 85a, 85f, 86a, 95e, 96a, 103c, 104d, 109e, 109g, 109q, 110j, 113a, 113f, 114a, 125e, 126a, 133c, 134d, 139e, 139g, 139q, 140j, 143a, 143f, 144a, 153e, 154a, 163c, 164a, 164d, 169e, 169g, 169q, 5.2: 176j, 179a, 179f, 180a, 189e, 190a, 197c, 198a, 198d, 201e, 201g, 201q, 202j, 205a, 205f, 206a, 213e, 214a, 223c, 224d, 229e, 229g, 229q, 230j, 233a,

32


233f, 234a, 243e, 244a, 253c, 254a, 254d, 257e, 257q, 258j, 261a, 261f, 262a, 271e, 272a, 281c, 282a, 282d, 287e, 287g, 287q, 288j, 291a, 291f, 292a, 301e, 302a, 311c, 312a, 312d, 317e, 317g, 317q, 5.3: 324j, 327a, 327f, 328a, 337e, 338a, 347c, 348a, 348d, 353e, 353g, 353q, 354j, 357a, 357f, 358a, 371e, 372a, 381c, 382a, 382d, 387e, 387g, 387q, 388j, 391a, 391f, 392a, 401e, 402a, 415c, 416a, 416d, 423e, 423g, 423q, 424j, 427a, 427f, 428a, 433e, 434a, 441c, 442a, 442d, 447e, 447g, 447q, 448j, 451a, 451f, 452a, 459e, 460a, 467c, 468a, 468d, 473e, 473g, 473q, 5.4: 20j, 23a, 23f, 24a, 33e, 34a, 41c, 42a, 42d, 45e, 45g, 45q, 46j, 49a, 49f, 50a, 61e, 62a, 71c, 72a, 72d, 75e, 75g, 75q, 76j, 79a, 79f, 80a, 89e, 90a, 97c, 98a, 98c, 103e, 103g, 103q, 104j, 107a, 107f, 108a, 117e, 118a, 129c, 130a, 130b, 130d, 135e, 135g, 135q, 136j, 139a, 139f, 140a, 147e, 148a, 155c, 156a, 156d, 161e, 161q, 5.5: 168j, 171a, 171f, 172a, 181e, 182a, 191c, 192a, 192d, 197e, 197g, 197q, 198j, 201a, 201f, 202a, 211e, 212a, 219c, 220a, 220d, 227e, 227g, 227q, 228j, 231a, 231f, 233a, 241e, 242a, 249c, 250a, 250d, 255e, 255g, 255q, 256j, 259a, 259f, 260a, 269e, 270a, 277c, 278a, 278d, 283e, 283g, 283q, 284j, 287a, 287f, 288a, 297e, 298a, 305c, 306a, 306d, 311e, 311g, 311q, 5.6: 318j, 321a, 321f, 322a, 329e, 330a, 339c, 340a, 340d, 343e, 343g, 343q, 344j, 347a, 347f, 348a, 356a, 363c, 364a, 364d, 369e, 369g, 369q, 370j, 373a, 373f, 374a, 383e, 384a, 397c, 398a, 398d, 401e, 401g, 401q, 402j, 405a, 405f, 406a, 417e, 418a, 427c, 428a, 428d, 433e, 433g, 433q, 434j, 437a, 437f, 438a, 449e, 450a, 461c, 462d, 467e, 467g, 467q

documentary, 5.2: 316–317, 317adramatization, 5.5: 196–197, 197afiction, interpret, 5.5: 282–283, 283ahow-to demonstration, 5.1: 108–109, 109a, 5.4: 44–45, 45ainformational speech, 5.2: 228–229, 229ainterview, 5.1: 48–49, 49a, 5.4: 160–161, 161a, 5.6: 368–369, 369aintroduction, 5.3: 422–423, 423ajob advertisement, 5.1: 168–169, 169anewscast, 5.3: 386–387, 387a, 5.5: 226–227, 227a, 5.6: 432–433, 433apanel discussion, 5.2: 286–287, 287aplay review, 5.3: 352–353, 353apresentation, 5.1: 49n, 81n, 109n, 139n, 169n, 5.2: 201n, 229n, 257n,

287n, 317n, 5.3: 353n, 387n, 423n, 447n, 473n, 5.4: 45n, 75n, 103n, 135n, 161n, 5.5: 197n, 227n, 255n, 283n, 311n, 5.6: 343n, 369n, 401n, 433n, 467n

questions, pose, and respond to, 5.1: 42–43, 48–49, 49a, 49n, 74–75, 80–81, 81a, 81n, 100–101, 109n, 130–131, 139n, 160–161, 169n, 5.2: 194–195, 201a, 201n, 220–221, 229n, 250–251, 257n, 278–279, 287a, 287n, 308–309, 316–317, 317n, 5.3: 325a, 344–345, 353n, 355a, 378–379, 387n, 412–413, 422–423, 423a, 423n, 438–439, 439b, 439c, 446–447, 447n, 451a–451b, 452a–452b, 464–465, 473n, 5.4: 38–39, 45n, 68–69, 75n, 94–95, 103n, 126–127, 135n, 152–153, 160–161, 161a, 161n, 5.5: 188–189, 197n, 216–217, 227n, 246–247, 255n, 274–275, 283n, 302–303, 311n, 5.6: 336–337, 343n, 360–361, 368–369, 369a, 369n, 394–395, 401n, 424–425, 433n, 458–459, 467n

Readers’ Theater, 5.2: 256–257, 257a, 5.6: 466–467, 467aretelling, 5.1: 34c–34d, 43a, 66c–66d, 75a, 96c–96d, 101a, 126c–126d, 131a,

154c–154d, 161a, 5.2: 190c–190d, 195a, 214c–214d, 221a, 244c–244d, 251a, 272c–272d, 279a, 302c–302d, 309a, 5.3: 338c–338d, 345a, 372c–372d, 379a, 402c–402d, 413a, 434c–434d, 439a, 460c–460d, 465a, 5.4: 34c–34d, 39a, 62c–62d, 69a, 90c–90d, 95a, 118c–118d, 127a, 148c–148d, 153a, 5.5: 182c–182d, 189a, 212c–212d, 217a, 242c–242d, 247a, 270c–270d, 275a, 298c–298d, 303a, 5.6: 330c–330d, 337a, 356c–356d, 361a, 384c–384d, 395a, 418c–418d, 425a, 450c–450d, 459a

speech, persuasive, 5.4: 74–75, 75asportscast, 5.1: 138–139, 139astorytelling, 5.1: 80–81, 81a, 5.5: 254–255, 255a, 5.6: 400–401, 401asummarize, 5.3: 352–353, 353a, 5.4: 102–103, 103a, 5.5: 282–283, 283atalk show, 5.2: 200–201, 201a

visuals, include, 5.4: 44–45, 45a, 103b, 103n, 135n, 161b, 161n, 5.5: 197b, 226–227, 227a, 255n, 5.6: 401b, 467n

See also Listening.

Speaking and Listening. See Listening, Speaking.Spelling

common word (vowel) patterns VCCV, 5.1: 23c, 33c, 43e, 49c, 49o, UR•14VCV, 5.1: 23c, 33c, 43e, 49c, 49o, 53c, 65c, 75e, 81c, 81o

meaning relationshipseasily confused words, 5.6: 437c, 449c, 459e, 467c, 467ohomophones, 5.4: 79c, 89c, 95e, 103c, 103orelated words, 5.5: 201c, 211c, 217e, 227c, 227o, 5.6: 405c, 417c,

425e, 433c, 433owords from many cultures, 5.4: 23c, 33c, 39e, 45c, 45o

phonics, connection toconsonant digraphs, 5.2: 179c, 189c, 195e, 201c, 201oconsonant sounds and patterns, 5.3: 391c, 401c, 413e, 423c, 423o,

427c, 433c, 439e, 447c, 447ovowel digraphs, 5.1: 85c, 95c, 101e, 109c, 109ovowels, long, 5.1: 53c, 65c, 75e, 81c, 81ovowel sounds and patterns, 5.2: 233c, 243c, 251e, 257c, 257ovowels, schwa, 5.3: 327c, 337c, 345e, 353c, 353ovowels, short, 5.1: 23c, 33c, 43e, 49c, 49o

word analysis compound words, 5.3: 357c, 371c, 379e, 387c, 387ocontractions, 5.1: 143c, 153c, 161e, 169c, 169oendings, inflected, 5.1: 113c, 125c, 131e, 139c, 139oGreek word parts, 5.5: 231c, 241c, 247e, 255c, 255o, 287c, 297c,

303e, 311c, 311oLatin roots, 5.5: 259c, 269c, 275e, 283c, 283o, 5.6: 373c, 383c, 395e,

401c, 401omultisyllabic words, 5.5: 171c, 181c, 189e, 197c, 197oplurals, irregular, 5.2: 205c, 213c, 221e, 229c, 229oprefixes, 5.3: 451c, 459c, 465e, 473c, 473o, 5.4: 49c, 61c, 69e, 75c,

75o, 139c, 147c, 153e, 161c, 161osuffixes, 5.4: 107c, 117c, 127e, 135c, 135o, 5.6: 321c, 329c, 337e,

343c, 343osyllables, final, 5.2: 261c, 271c, 279e, 287c, 287o, 291c, 301c, 309e,

317c, 317o, 5.6: 347c, 355c, 361e, 369c, 369owords from many cultures, 5.4: 23c, 33c, 39e, 45c, 45o

See also Independent Practice Stations.

Story elements. See Character, Plot, Setting, Theme.Story structure

climax, 5.2: 231c, 232–233, 248–249, 5.4: 106–107, 5.6: 371c, 372–373, UR•32

conflict, 5.2: 231c, 232–233, 242–243, 5.4: 105c, 106–107, 112–113, 126–127, UR•42, 5.6: 371c, 372–373, 394–395, UR•33

problem/solution, 5.4: 105c, 106–107, 112–113, UR•42, 5.6: 371c, 372–373, 382–383, 392–393

resolution, 5.2: 231c, 232–233, 248–249, 250–251, 5.4: 105c, 106–107, UR•42, 5.6: 371c, 372–373

rising action, 5.2: 231c, 232–233, 242–243, 5.4: 106–107, 120–121, UR•42, 5.6: 372–373, UR•32

sequence, 5.4: 105c, 106–107, 5.6: 382–383story elements and, 5.6: 382–383See also Plot, Sequence, Text structure.

Strategic intervention. See Access for All.Structural analysis. See Word analysis.Structure. See Story structure, Text structure. Study strategies. See Research/study skills. Style, author’s. See Literary craft.Subject-verb agreement, 5.2: 291d, 301c, 309e, 310–311, 311a, 317c,

317o, 317p

33


Suffixes, 5.1: 24c, 49i, 144c, 169i, 5.2: 234c–234d, 257i, 5.3: 392c, 423i, 428c, 447i, 5.4: 24c, 50c, 75i, 80c, 103i, 140e, 140–141, 150–151, 160–161, 161a, 161h, 5.6: 374e, 374–375, 388–389, 400–401, 401a, 401h. See also Spelling, word analysis; Vocabulary skills/strategies, Word analysis.

Summarize, 5.1: 51c, 52–53, 64–65, 68–69, 74–75, 5.3: 325c, 326–327, 334–335, 340–341, 344–345, 5.5: 257c, 258–259, 266–267, 274–275, UR•42

Syllables. See Spelling, word analysis.

Symbol. See Graphic sources. Symbolism. See Literary terms. Synonyms, 5.4: 80e, 80–81, 88–89, 102–103, 103a, 103h, 127c. See also

Context clues for meaning, Vocabulary skills/strategies. Synthesis. See Connections, making; Higher-order thinking skills;

Reading and Writing Across Texts; Research/study skills.

TTable of contents. See Parts of a book. Tables. See Graphic sources, chart/table.

Taking notes. See Note-taking, Organizing information, Research/study skills.

Tall tale. See Genres.Target comprehension skills. See Comprehension skills, explicit/

implicit instruction for a total listing of these skills.

Target comprehension strategies. See Comprehension strategies for a total listing of these strategies.

Teaching strategiesmodeling. This strategy is part of every lesson.think-aloud. This strategy is part of every lesson.See also Assessment.

Technology new literacies

blog, 5.1: 33b, 5.4: 33b, 89bclipart, 5.4: 39d, 45bdatabase, 5.3: 439cdirectories, 5.4: 69c, 5.5: 250celectronic dictionary, 5.2: 229h, 5.5: 227helectronic encyclopedia, 5.1: 161c, 5.2: 201b, 271b, 5.4: 33b, 89b,

5.6: 383belectronic media, 5.1: 161c, 5.2: 279c, 279de-mail, 5.1: 131d, 164c–164d, 164–167, 167a, 5.4: 117b, 127deStreet Interactive, 5.1: 20c, 50c, 82c, 110c, 140c, 5.2: 176c, 202c,

230c, 258c, 288c, 5.3: 324c, 354c, 388c, 424c, 448c, 5.4: 20c, 46c, 76c, 104c, 136c, 5.5: 168c, 198c, 228c, 256c, 284c, 5.6: 318c, 344c, 370c, 402c, 434c

graphic sources, 5.4: 161bkeyword, 5.1: 33b, 65b, 95b, 153b, 161c, 5.2: 243b, 271b, 279c, 301b,

5.3: 337b, 401b, 439c, 468–469, 5.4: 61b, 117b, 127d, 147b, 156c, 5.5: 211b, 231b, 241b, 247d, 269b, 287b, 5.6: 329b, 347b, 355b, 383b, 417b, 449b

links, 5.1: 65b, 161c, 166–167, 5.2: 224c, 224–225, 225a, 227a, 271b, 301b, 5.4: 33b, 61b, 156c, 5.5: 250c

online reference sources, 5.1: 33b, 43c, 114e, 153b, 161c, 161d, 166–167, 5.2: 271b, 279c, 5.4: 69c, 89b, 156c, 159a, 5.6: 383b, 428c–428d, 428–431, 431a

search engines, 5.1: 161d, 5.2: 243b, 5.3: 401b, 433b, 468c, 468–471, 471a, 5.6: 383b

spell-check function, 5.1: 139b, 5.5: 227bURLs, 5.3: 468c, 5.4: 156c, 5.5: 211bWeb site, 5.1: 33b, 65b, 95b, 153b, 161c, 164–165, 165a, 166–167,

167a, 5.2: 224c–224d, 224–227, 227a, 243b, 279c, 279d, 301b,

5.3: 337b, 401b, 459b, 468–471, 5.4: 33b, 89b, 117b, 147b, 156–157, 5.5: 181b, 189c, 189d, 211b, 241b, 247d, 250c, 269b, 275c, 5.6: 329b, 355b, 383b, 417b, 449b

skills for using technologycommunication, 5.1: 164c–164d, 164–167, 167adocumentation of web sites, 5.1: 33b, 65b, 125b, 153b, 166–167,

5.2: 243b, 271b, 5.3: 337b, 5.4: 33b, 117b, 5.5: 181b, 211b, 227b, 5.6: 329b, 383b

evaluation of Internet information and sources, 5.1: 33b, 65b, 125b, 153b, 166–167, 5.2: 213b, 271b, 279c, 301b, 5.3: 337b, 433b, 470–471, 5.4: 33b, 61b, 89b, 117b, 147b, 5.5: 211b, 241b, 269b, 5.6: 329b, 355b, 383b, 417b, 428c–428d, 428–429, 429a, 431a, 449b

information acquisition, 5.1: 33b, 65b, 95b, 125b, 153b, 164c–164d, 164–167, 167a, 5.2: 213b, 243b, 271b, 279c, 279d, 301b, 5.3: 337b, 371b, 401b, 433b, 459b, 468c, 468–471, 471a, 5.4: 33b, 61b, 89b, 117b, 127d, 147b, 156c, 156–159, 159a, 5.5: 181b, 211b, 241b, 269b, 5.6: 329b, 355b, 383b, 417b, 449b

navigate/search Internet, 5.1: 33b, 65b, 95b, 125b, 153b, 161c, 161d, 166–167, 167a, 5.2: 213b, 243b, 271b, 279d, 301b, 5.3: 337b, 371b, 401b, 433b, 459b, 468c, 468–471, 471a, 5.4: 33b, 61b, 89b, 117b, 127d, 147b, 156c, 156–159, 159a, 5.5: 181b, 211b, 241b, 269b, 5.6: 329b, 355b, 383b, 417b, 449b

presentation software, 5.1: 49b, 5.2: 287b, 5.3: 447b, 5.4: 161b, 5.6: 401b

word processing program, 5.1: 81b, 109b, 125b, 139b, 5.2: 201b, 213b, 229b, 243b, 257b, 287b, 317b, 5.3: 353b, 371b, 423b, 473b, 5.4: 33b, 45b, 75b, 127c, 135b, 161b, 5.5: 211b, 227b, 255b, 311b, 5.6: 343b, 369b, 433b, 467b

See also Genres, Media literacy.

Telephone directory. See Reference sources. Testing, formal and informal. See Assessment.Tests, writing for, 5.1: 53e–53f, 65d–65e, 77a–77c, 81d–81e, 81p–81q,

5.2: 291e–291f, 301d–301e, 311a–311c, 317d–317e, 317p–317q, 5.3: 357e–357f, 371d–371e, 381a–381c, 387d–387e, 387p–387q, 5.4: 139e–139f, 147d–147e, 155a–155c, 161d–161e, 161p–161q, 5.5: 259e–259f, 269d–269e, 277a–277c, 283d–283e, 283p–283q, 5.6: 405e–405f, 417d–417e, 427a–427c, 433d–433e, 433p–433q. See also Assessment.

Text-based comprehension, 5.1: 21c, 22–23, 26–27, 34c–34d, 49h, 51c, 52–53, 56–57, 66c–66d, 81h, 83c, 84–85, 96c–96d, 109h, 5.2: 111c, 112–113, 116–117, 126c–126d, 139h, 141c, 142–143, 146–147, 154c–154d, 169h, 5.2: 177c, 178–179, 182–183, 190c–190d, 201h, 203c, 204–205, 208–209, 214c–214d, 229h, 231c, 232–233, 236–237, 244c–244d, 257h, 259c, 260–261, 264–265, 272c–272d, 287h, 289c, 290–291, 294–295, 302c, 317h, 5.3: 325c, 326–327, 330–331, 338c–338d, 353h, 355c, 356–357, 360–361, 372c–372d, 387h, 389c, 390–391, 394–395, 402c–402d, 423h, 425c, 426–427, 430–431, 434c–434d, 447h, 449c, 450–451, 454–455, 460c–460d, 473h, 5.4: 21c, 22–23, 26–27, 34c–34d, 45h, 47c, 48–49, 52–53, 62c–62d, 75h, 77c, 78–79, 82–83, 90c–90d, 103h, 105c, 110–111, 118c–118d, 135h, 137c, 138–139, 142–143, 148c–148d, 161h, 5.5: 169c, 170–171, 174–175, 182c–182d, 197h, 199c, 200–201, 204–205, 212c–212d, 227h, 229c, 230–231, 234–235, 242c–242d, 255h, 257c, 258–259, 262–263, 270c–270d, 283h, 285c, 286–287, 290–291, 298c–298d, 311h, 5.6: 319c, 320–321, 324–325, 330c–330d, 343h, 345c, 346–347, 350–351, 356c, 369h, 371c, 372–373, 376–377, 384c, 401h, 403c, 404–405, 408–409, 418c–418d, 433h, 435c, 436–437, 440–441, 450c–450d, 467h

Text-based evidence, 5.1: 30–31, 32–33, 34–35, 36–37, 38–39, 40–41, 42–43, 43a, 58–59, 60–61, 64–65, 65a, 66–67, 67a, 68–69, 70–71, 72–73, 74–75, 90–91, 91a, 92–93, 94–95, 96–97, 98–99, 99a, 100–101, 105a, 107a, 118–119, 119a, 120–121, 121a, 122–123, 123a, 124–125, 126–127, 128–129, 129a, 130–131, 135a, 137a, 148–149, 150–151, 152–153, 154–155, 156–157, 157a, 158–159, 159a, 160–161, 165a, 167a, 5.2: 184–185,

34


186–187, 188–189, 190–191, 192–193, 194–195, 199a, 210–211, 212–213, 213a, 214–215, 216–217, 217a, 218–219, 220–221, 225a, 238–239, 240–241, 242–243, 244–245, 246–247, 248–249, 250–251, 255a, 266–267, 268–269, 270–271, 272–273, 273a, 274–275, 276–277, 278–279, 283a, 296–297, 298–299, 299a, 300–301, 301a, 302–303, 303a, 304–305, 306–307, 308–309, 313a, 315a, 321a, 5.3: 332–333, 334–335, 336–337, 338–339, 340–341, 342–343, 344–345, 349a, 351a, 362–363, 364–365, 366–367, 368–369, 372–373, 374–375, 376–377, 378–379, 396–397, 397a, 399a, 401a, 402–403, 406–407, 408–409, 410–411, 412–413, 417a, 419a, 421a, 432–433, 436–437, 437a, 438–439, 456–457, 458–459, 460–461, 462–463, 464–465, 469a, 471a, 477a, 5.4: 28–29, 30–31, 32–33, 34–35, 36–37, 38–39, 43a, 54–55, 55a, 56–57, 57a, 58–59, 60–61, 62c, 62–63, 64–65, 65a, 66–67, 68–69, 73a, 84–85, 86–87, 88–89, 91a, 92–93, 94–95, 99a, 101a, 112–113, 113a, 114–115, 115a, 116–117, 117a, 118c, 118–119, 120–121, 122–123, 124–125, 126–127, 131a, 144–145, 145a, 146–147, 147a, 148c, 148–149, 150–151, 152–153, 157a, 159a, 5.5: 176–177, 178–179, 180–181, 182–183, 184–185, 186–187, 188–189, 193a, 195a, 207a, 208–209, 211a, 212c, 212–213, 214–215, 216–217, 221a, 223a, 225a, 236–237, 237a, 238–239, 239a, 241a, 242c, 242–243, 244–245, 246–247, 251a, 253a, 264–265, 266–267, 269a, 270c, 270–271, 272–273, 274–275, 279a, 281a, 292–293, 294–295, 296–297, 298–299, 299a, 300–301, 302–303, 315a, 5.6: 326–327, 328–329, 330c, 330–331, 332–333, 334–335, 336–337, 341a, 352–353, 354–355, 356c, 357a, 358–359, 360–361, 365a, 367a, 378–379, 379a, 380–381, 382–383, 383a, 384c, 384–385, 386–387, 390–391, 391a, 392–393, 394–395, 399a, 410–411, 412–413, 414–415, 417a, 418c, 418–419, 419a, 420–421, 422–423, 424–425, 431a, 442–443, 443a, 444–445, 446–447, 447a, 448–449, 450c, 450–451, 452–453, 454–455, 458–459, 463a, 471a

Textbook (as reference source). See Reference sources.Text complexity, 5.1: 27a, 57a, 89a, 117a, 147a, 5.2: 183a, 209a, 237a, 265a,

295a, 5.3: 331a, 361a, 395a, 431a, 455a, 5.4: 27a, 53a, 83a, 111a, 143a, 5.5: 175a, 205a, 235a, 263a, 291a, 5.6: 325a, 351a, 377a, 409a, 441a. See also Weekly Tabs in Teacher’s Edition.

Text features bulleted list, 5.1: 106–107captions, 5.2: 309cgraphic sources. See Graphic sources. illustrations/photographs, 5.1: 78c, 5.2: 309c, 5.3: 449c, 450–451,

473l–473m, 5.4: 39c, 84–85, 103h, 5.5: 189c, 238–239, 240–241, 296–297

numbered items, 5.6: 337cof drama, 5.2: 312–313See also Graphic sources, Parts of a book.

Text structure cause and effect, 5.1: 141c, 142–143, 160–161, 5.3: 426–427, 5.4: 98c,

98–99, 100–101, 5.6: 345c, 346–347, 356–357, 360–361, UR•22compare and contrast, 5.3: 438–439, 5.6: 346–347, UR•22logical order, 5.3: 434–435sequence, 5.1: 134c, 134d, 134–135, 135a, 158–159, UR•52, 5.3: 425c,

426–427, 434–435, 5.6: 346–347, UR•22See also Story structure.

Theme, 5.1: 83c, 84–85, 90–91, 96–97, 100–101, 109h, 109l–109m, UR•28, UR•32, UR•33, 5.2: 298–299, 302–303, 5.4: 34–35. See also Main idea and details.

Thesaurus. See Reference sources.Think-aloud statements. Think-alouds and teacher modeling appear

throughout weekly lessons as basic teaching strategies.

Thinking strategies. See Higher-order thinking skills.Time line. See Graphic sources.Time sequence. See Sequence; Story structure, sequence; Text

structure, sequence.

Title page. See Parts of a book.

Tone. See Literary terms.Topic, recognizing. See Main idea and details.Trade book. See Reference sources.21st century skills. See Media literacy, Technology, Writing, with

technology.Types of literature. See Genres.

UUnderlining, 5.6: 437d, 449c, 459e, 467c, 467o, 467p

Unfamiliar words, 5.2: 180e, 180–181, 190–191, 200–201, 201a, 201h, 262e, 262–263, 266–267, 287h, 5.4: 50e, 50–51, 60–61, 75h, 108e, 108–109, 122–123, 134–135, 135a, 135h, 5.5: 260e, 260–261, 268–269, 282–283, 283a, 283h, 5.6: 406e, 406–407, 414–415, 422–423, 432–433, 433a, 433h. See also Context clues for meaning, Vocabulary skills/strategies.

Unknown words. See Dictionary/glossary, Vocabulary skills/strategies.

Usage. See Grammar and usage for all grammar and usage listings.

VVenn diagram. See Graphic and semantic organizers, types.

Verbsaction, 5.2: 233d, 243c, 251e, 252–253, 253a, 257c, 257o, 257phelping, 5.2: 261d, 271c, 279e, 280–281, 281a, 287c, 287o, 287plinking, 5.2: 233d, 243c, 251e, 252–253, 253a, 257c, 257o, 257pmain, 5.2: 261d, 271c, 279e, 280–281, 281a, 287c, 287o, 287pprincipal parts of, 5.3: 357d, 371c, 379e, 380–381, 381a, 387c, 387o, 387p,

391d, 401c, 413e, 414–415, 415a, 423c, 423o, 423ptense, 5.3: 327d, 337c, 345e, 346–347, 347a, 353c, 353o, 353p

future, 5.2: 271c, 5.3: 327d, 337c, 345e, 346–347, 347a, 353c, 353o, 357d

past, 5.2: 271c, 5.3: 327d, 337c, 345e, 346–347, 347a, 353c, 353o, 357d, 371c, 379e, 380–381, 381a, 387c, 387o, 387p–387q, 401c, 414–415, 415a, 423p

perfect, 5.3: 345e, 357d, 371c, 387c, 387opresent, 5.2: 271c, 5.3: 327d, 337c, 345e, 346–347, 347a, 353c,

353o, 357d, 371c, 379e, 380–381, 381a, 387o, 387p–387q, 401c, 414–415, 415a, 423p

troublesome, 5.3: 427d, 433c, 439e, 440–441, 441a, 447c, 477o, 447p

Viewing. See Media literacy. Visualizing, 5.2: 177c, 178–179, 184–185, 194–195, UR•12, UR•13,

5.3: 355c, 356–357, 370–371, 378–379, UR•22, 5.4: 137c, 138–139, 144–145, 152–153, UR•52

Vocabulary developmentacademic vocabulary, 5.1: 21c, 23d, 26–27, 47a, 51c, 53d, 54d, 56–57,

83c, 85d, 85f, 88–89, 111c, 113b, 113d, 114d, 116–117, 141c, 143d, 144d, 146–147, 170–171, 172–173, 5.2: 177c, 179d, 180d, 182–183, 198d, 203c, 205d, 206d, 208–209, 223b, 231c, 233d, 233f, 234d, 236–237, 253a, 259c, 260–261, 261d, 261f, 262d, 264–265, 279c, 282d, 289c, 291d, 292d, 294–295, 312d, 318–319, 319a, 320–321, 5.3: 325c, 327c, 327d, 328–329, 330–331, 345c, 348c, 348d, 355c, 357b, 357d, 358d, 360–361, 387a, 389c, 391d, 392d, 394–395, 413c, 415b, 416d, 425c, 427d, 427f, 428d, 430–431, 441b, 442c, 449c, 451c, 451d, 452d, 454–455, 467c, 473c, 474–475, 475a, 476–477, 5.4: 21c, 23d, 26–27, 39c, 47c, 49d, 49f, 50d, 52–53, 61d, 72d, 79d, 79f, 80d, 80e, 82–83, 105c, 107d, 108d, 110–111, 130d, 139d, 140d, 142–143, 148b, 153c, 161d, 162–163, 163a, 164–165, 5.5: 169c, 171d, 172d, 174–175, 191b, 200–201. 201d, 202d, 204–205, 229d 230–231, 231d, 234–235, 247c, 249c, 250d, 259b, 259d, 259f, 262–263, 283e, 287b, 287d, 287f, 288d, 290–291, 297d, 312–313, 314–315, 5.6: 319c, 321d, 321e, 322d, 324–325, 337c, 339b, 347c, 347d, 348d, 350–351,

35


361c, 373d, 373f, 376–377, 395b, 398d, 403c, 405b, 405c, 405f, 406c, 408–409, 417d, 436–437, 437d, 440–441, 449d, 469a

etymology/word origins, 5.1: 54c, 81i, 5.2: 180c, 201i, 206c, 229i, 234e, 234–235, 240–241, 257a, 257h, 5.3: 358e, 358–359, 364–365, 376–377, 386–387, 387a, 387h, 5.5: 172e, 172–173, 178–179, 196–197, 197a, 197h, 232c, 255i

listening for vocabulary development, 5.1: 21a–21b, 49s, 51a–51b, 81s, 83a–83b, 111a–111b, 141a–141b, 173c, 5.2: 177a–177b, 201s, 203a–203b, 229s, 231a–231b, 257s, 259a–259b, 289a–289b, 5.3: 325a–325b, 353s, 355a–355b, 389a–389b, 423s, 425a–425b, 449a–449b, 477c, 5.4: 21a–21b, 45s, 47a–47b, 77a–77b, 105a–105b, 135s, 137a–137b, 5.5: 169a–169b, 197s, 199a–199b, 277s, 229a–229b, 257a–257b, 283s, 285a–285b, 315c, 5.6: 319a–319b, 345a–345b, 371a–371b, 403a–403b, 435a–435b

make connections, 5.1: 23a, 53a, 85a, 113a, 143a, 5.2: 179a, 205a, 233a, 261a, 291a, 5.3: 327a, 357a, 391a, 427a, 451a, 5.4: 23a, 49a, 79a, 107a, 139a, 5.5: 171a, 201a, 231a, 259a, 287a, 5.6: 321a, 347a, 373a, 405a, 437a

reference sources, 5.1: 43c, 86e, 86–87, 92–93, 108–109, 109a, 109h, 5.2: 195c, 229a, 5.4: 127c, 127d, 5.5: 189c, 5.6: 322e, 322–323, 326–327, 343a

selection vocabulary, 5.1: 23a, 24e, 49h, 53a, 54e, 81h, 85a, 86e, 109h, 113a, 114e, 139h, 143a, 144e, 169h, 5.2: 179a, 180e, 201h, 205a, 206e, 229h, 233a, 234e, 257h, 261a, 262e, 287h, 291a, 292e, 317h, 5.3: 327a, 328e, 353h, 357a, 358e, 387h, 391a, 392e, 423h, 427a, 428e, 447h, 451a, 452e, 473h, 5.4: 23a, 24e, 45h, 49a, 50e, 75h, 79a, 80e, 103h, 107a, 108e, 135h, 139a, 140e, 161h, 5.5: 171a, 172e, 197h, 201a, 202e, 227h, 231a, 232e, 255h, 259a, 260e, 283h, 287a, 288e, 311h, 5.6: 321a, 322e, 343h, 347a, 348e, 369h, 373a, 374e, 401h, 405a, 406e, 433h, 437a, 438e, 467h

writing vocabulary, 5.1: 133a–133b, 5.2: 281a–281b, 5.3: 347a–347b, 401d–401e, 433d–433e, 5.4: 117d–117e, 129a–129b, 5.5: 191a–191b

See also Content knowledge, Independent Practice Stations, Vocabulary skills/strategies, Word analysis.

Vocabulary skills/strategiesadages, 5.1: 168–169, 169a, 5.2: 286–287, 287a, 5.3: 352–353, 353aantonyms, 5.1: 114e, 114–115, 124–125, 138–139, 139a, 139h, 5.3: 428e,

428–429, 432–433, 446–447, 447a, 447h, 5.4: 127cconnotation/denotation, 5.1: 114c, 139i, 5.3: 328c, 353icontext clues, 5.1: 114e, 114–115, 144e, 5.2: 180e, 180–181, 5.4: 75a, 103adictionary/glossary, 5.1: 86e, 86–87, 108–109, 109a, 5.2: 206–207,

214–215, 5.5: 202–203, 227a, 5.6: 342–343, 343aendings, inflected, 5.2: 292e, 292–293, 300–301, 306–307, 316–317, 317a,

317h, 5.4: 24e, 24–25, 32–33, 44–45, 45a, 45hendings -s, -ed, -ing, 5.2: 292e, 292–293, 300–301, 306–307, 316–317,

317a, 317h, 5.4: 24e, 24–25, 32–33, 44–45, 45a, 45hendings, -s, -es, 5.6: 348e, 348–349, 358–359, 368–369, 369a, 369h homographs, 5.1: 24e, 24–25, 32–33, 48–49, 49a, 49h, 5.6: 438e,

438–439, 450–451, 466–467, 467a, 467hhomonyms, 5.1: 54e, 54–55, 62–63, 81h, 5.3: 392e, 392–393, 400–401, 423hidiom, 5.1: 80–81, 81a, 5.3: 422–423, 423a, 5.4: 24d, 74–75, 75amultiple-meaning words, 5.1: 144e, 144–145, 152–153, 169h, 5.3: 328e,

328–329, 332–333, 353h, 5.5: 232e, 232–233, 236–237, 254–255, 255a, 255h

plurals, 5.6: 348e, 348–349, 358–359, 368–369, 369a, 369hprefixes, 5.3: 452e, 452–453, 462–463, 472–473, 473a, 473h, 5.5: 288e,

288–289, 294–295, 310–311, 311a, 311hroot words, Greek and Latin, 5.2: 234e, 234–235, 240–241, 256–257, 257a,

257h, 5.3: 358e, 358–359, 364–365, 376–377, 386–387, 387a, 387h, 5.5: 172e, 172–173, 178–179, 196–197, 197a, 197h

suffixes, 5.4: 140e, 140–141, 150–151, 160–161, 161a, 161h, 5.6: 374e, 374–375, 388–389, 400–401, 401a, 401h

synonyms, 5.4: 80e, 80–81, 88–89, 102–103, 103a, 103h, 127cunfamiliar words, 5.2: 180e, 180–181, 190–191, 200–201, 201a, 201h,

262e, 262–263, 266–267, 287h, 5.4: 50e, 50–51, 60–61, 75h, 108e, 108–109, 122–123, 134–135, 135a, 135h, 5.5: 260e, 260–261,

268–269, 282–283, 283a, 283h, 5.6: 406e, 406–407, 414–415, 422–423, 432–433, 433a, 433h

unknown words, 5.1: 86e, 86–87, 92–93, 108–109, 109a, 109h, 5.2: 206e, 206–207, 214–215, 218–219, 228–229, 229a, 229h, 5.5: 202e, 202–203, 210–211, 226–227, 227a, 227h, 5.6: 322e, 322–323, 326–327, 342–343, 343a, 343h

words from other languagesSpanish, 5.2: 180c, 201i

word structure, 5.2: 317aSee also Context clues for meaning, Independent Practice Stations,

Vocabulary development, Word analysis.

WWarning label. See Graphic sources. Web. See Graphic and semantic organization, type.

Web site. See Genres; Technology, new literacies.

Word analysis skillsacronyms, 5.5: 202c, 227ibase words, 5.3: 392c, 423icompound words, 5.1: 86c–86d, 109i, 5.3: 452c, 473i, 5.6: 322c, 343i,

438c, 467iendings, inflected, 5.4: 24c, 32–33, 45i idioms, 5.4: 140c, 161imorphemes, 5.5: 288c, 311iprefixes, 5.3: 452e, 452–453, 462–463, 472–473, 473a, 473h, 5.4: 108c,

135i, 5.5: 172c, 197iroot words, Greek and Latin, 5.1: 54c–54d, 81i, 5.2: 240–241, 5.3: 358c,

387i, 5.5: 232c, 255i shades of meaning, 5.1: 114c, 139i, 5.3: 328c, 353ispelling patterns, complex, 5.5: 260c, 283i, 5.6: 374c, 401isuffixes, 5.1: 24c, 24d, 49i, 144c, 169i, 5.2: 234c–234d, 257i, 5.3: 392c,

423i, 428c, 447i, 5.4: 24c, 50c, 75i, 80c, 103i word families, 5.2: 292c, 317i, 5.6: 406c, 433iword origins

French, 5.2: 206c, 229iRussian, 5.6: 348c, 369iSpanish, 5.2: 180c, 201i, 262c, 287i

See also Spelling, word analysis; Vocabulary skills/strategies.

Word attack skills. See Context clues for meaning, Dictionary/glossary, Vocabulary skills/strategies, Word analysis.

Word choice. See Literary terms, Writing traits. Word histories. See Vocabulary development, etymology/word origins;

Vocabulary skills/strategies, root words; Word analysis, root words, word origins.

Word identification. See Context clues for meaning, Dictionary/glossary, Vocabulary skills/strategies, Word analysis.

Word origins. See Vocabulary development, etymology/word origins; Vocabulary skills/strategies, root words; Word analysis, roots, word origins.

Word structure. See Vocabulary skills/strategies, Word analysis.Writing about Literature

Look Back and Write, 5.1: 42–43, 43a, 74–75, 75a, 100–101, 101a, 130–131, 131a, 160–161, 161a, 5.2: 194–195, 195a, 220–221, 221a, 250–251, 251a, 278–279, 279a, 308–309, 309a, 5.3: 344–345, 345a, 378–379, 379a, 412–413, 413a, 438–439, 439a, 464–465, 465a, 5.4: 38–39, 39a, 68–69, 69a, 94–95, 95a, 126–127, 127a, 152–153, 153a, 5.5: 188–189, 189a, 216–217, 217a, 246–247, 247a, 274–275, 275a, 302–303, 303a, 5.6: 336–337, 337a, 360–361, 361a, 394–395, 395a, 424–425, 425a, 458–459, 459a

Reading and Writing Across Texts, 5.1: 46–47, 47a, 78–79, 79a, 106–107, 107a, 136–137, 137a, 5.2: 198–199, 199a, 254–255, 255a, 284–285, 285a, 314–315, 315a, 5.3: 350–351, 351a, 384–385, 385a, 420–421,

36


421a, 444–445, 445a, 5.4: 42–43, 43a, 72–72, 73a, 100–101, 101a, 132–133, 133a, 5.5: 194–195, 195a, 224–225, 225a, 280–281, 281a, 308–309, 309a, 5.6: 340–341, 341a, 366–367, 367a, 398–399, 399a, 464–465, 465a

See also Cross-text evaluation.

Writing across Texts. See Reading and Writing Across Texts, Writing about Literature.

Writing assessment. See Assessment, Writing process. Writing forms/products

advertising brochure, 5.3: 391e–391f, 401d–401e, 414–415, 415a–415c, 423d–423e, 423p–423q

autobiographical sketch, 5.4: 139e–139f, 147d–147e, 154–155, 155a–155c, 161d–161e, 161p–161q

biographical sketch, 5.5: 231e–231f, 241d–241e, 248–249, 249a–249c, 255d–255e, 255p–255q

cause and effect essay, 5.4: WP•1–WP•10comic book/graphic novel, 5.2: WP•1–WP•10compare and contrast essay, 5.3: WP•1–WP•10description, 5.2: 179e–179f, 189d–189e, 196–197, 197a–197c, 201d–201e,

201p–201q, 5.3: 427e–427f, 433d–433e, 440–441, 441a–441c, 447d–447e, 447p–447q

directions, 5.1: 23e–23f, 33d–33e, 44–45, 45a–45c, 49d–49e, 49p–49qdrama, 5.3: 327e–327f, 337d–337e, 346–347, 347a–347c, 353d–353e,

353p–353qexpository composition, 5.1: 143e–143f, 153d–153e, 162–163, 163a–163c,

169d–169e, 169p–169qexpository text, 5.3: 451e–451f, 459d–459e, 466–467, 467a–467c,

473d–473e, 473p–473q historical fiction, 5.2: 291e–291f, 301d–301e, 310–311, 311a–311c,

317d–317e, 317p–317qinvitation, 5.1: 85e–85f, 95d–95e, 102–103, 103a–103c, 109d–109e,

109p–109qjournal, 5.6: 321e–321f, 329d–329e, 338–339, 339a–339c, 343d–343e,

343p–343qletter, formal, 5.4: 79e–79f, 89d–89e, 96–97, 97a–97c, 103d–103e,

103p–103qletter, friendly, 5.2: 205e–205f, 213d–213e, 222–223, 223a–223c,

229d–229e, 229p–229q, 5.4: 49e–49f, 61d–61e, 70–71, 71a–71c, 75d–75e, 75p–75q

letter, to the editor, 5.5: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q

mystery story, 5.6: 347e–347f, 355d–355e, 362–363, 363a–363c, 369d–369e, 369p–369q

narrative poetry, 5.4: 107e–107f, 117d–117e, 128–129, 129a–129c, 135d–135e, 135p–135q

newsletter article, 5.1: 113e–113f, 125d–125e, 132–133, 133a–133c, 139d–139e, 139p–139q

notes, 5.5: 201e–201f, 211d–211e, 218–219, 219a–219c, 227d–227e, 227p–227q

parody, 5.6: 373e–373f, 383d–383e, 396–397, 397a–397c, 401d–401e, 401p–401q

personal narrative, 5.1: WP•1–WP•10, 5.2: 261e–261f, 271d–271e, 280–281, 281a–281c, 287d–287e, 287p–287q, 5.6: 437e–437f, 449d–449e, 460–461, 461a–461c, 467d–467e, 467p–467q

persuasive essay, 5.5: WP•1–WP•10persuasive speech, 5.3: 357e–357f, 371d–371e, 380–381, 381a–381c,

387d–387e, 387p–387qpicture book, 5.4: 23e–23f, 33d–33e, 40–41, 41a–41c, 45d–45e, 45p–45qpoem, 5.2: 233e–233f, 243d–243e, 252–253, 253a–253c, 257d–257e,

257p–257q, 5.5: 171e–171f, 181d–181e, 190–191, 191a–191c, 197d–197e, 197p–197q

research report, 5.6: WP•1–WP•10response log. See Logs, strategy response. response to literature. See Response to literature.

review, 5.6: 405e–405f, 417d–417e, 426–427, 427a–427c, 433d–433e, 433p–433q

summary, 5.5: 287e–287f, 297d–297e, 304–305, 305a–305c, 311d–311e, 311p–311q

tall tale, 5.1: 53e–53f, 65d–65e, 76–77, 77a–77c, 81d–81e, 81p–81q

Writing for tests. See Tests, writing for. Writing modes

argument/persuasive, 5.3: 357e–357f, 371d–371e, 380–381, 381a–381c, 387d–387e, 387p–387q, 391e–391f, 401d–401e, 414–415, 415a–415c, 423d–423e, 423p–423q, 5.5: 259e–259f, 269d–269e, 276–277, 277a–277c, 283d–283e, 283p–283q, WP•1–WP•10

descriptive, 5.2: 179e–179f, 189d–189e, 196–197, 197a–197c, 201d–201e, 201p–201q, 5.3: 427e–427f, 433d–433e, 440–441, 441a–441c, 447d–447e, 447p–447q

expressive, 5.2: 233e–233f, 243d–243e, 252–253, 253a–253c, 257d–257e, 257p–257q, 5.5: 171e–171f, 181d–181e, 190–191, 191a–191c, 197d–197e, 197p–197q

informative/expository, 5.1: 23e–23f, 33d–33e, 44–45, 45a–45c, 49d–49e, 49p–49q, 85e–85f, 95d–95e, 102–103, 103a–103c, 109d–109e, 109p–109q, 113e–113f, 125d–125e, 132–133, 133a–133c, 139d–139e, 139p–139q, 143e–143f, 153d–153e, 162–163, 163a–163c, 169d–169e, 169p–169q, 5.3: 451e–451f, 459d–459e, 466–467, 467a–467c, 473d–473e, 473p–473q, WP•1–WP•10, 5.4: 79e–79f, 89d–89e, 96–97, 97a–97c, 103d–103e, 103p–103q, WP•1–WP•10, 5.5: 201e–201f, 211d–211e, 218–219, 219a–219c, 227d–227e, 227p–227q, 287e–287f, 297d–297e, 304–305, 305a–305c, 311d–311e, 311p–311q, 5.6: 405e–405f, 417d–417e, 426–427, 427a–427c, 433d–433e, 433p–433q, WP•1–WP•10

narrative, 5.1: 53e–53f, 65d–65e, 76–77, 77a–77c, 81d–81e, 81p–81q, WP•1–WP•10, 5.2: 179e–179f, 189d–189e, 196–197, 197a–197c, 201d–201e, 201p–201q, 205e–205f, 213d–213e, 222–223, 223a–223c, 229d–229e, 229p–229q, 233e–233f, 243d–243e, 252–253, 253a–253c, 257d–257e, 257p–257q, 261e–261f, 271d–271e, 280–281, 281a–281c, 287d–287e, 287p–287q, 291e–291f, 301d–301e, 310–311, 311a–311c, 317d–317e, 317p–317q, WP•1–WP•10, 5.3: 327e–327f, 337d–337e, 346–347, 347a–347c, 353d–353e, 353p–353q, 5.4: 23e–23f, 33d–33e, 40–41, 41a–41c, 45d–45e, 45p–45q, 49e–49f, 61d–61e, 70–71, 71a–71c, 75d–75e, 75p–75q, 107e–107f, 117d–117e, 128–129, 129a–129c, 135d–135e, 135p–135q, 139e–139f, 147d–147e, 154–155, 155a–155c, 161d–161e, 161p–161q, 5.5: 231e–231f, 241d–241e, 248–249, 249a–249c, 255d–255e, 255p–255q, 5.6: 321e–321f, 329d–329e, 338–339, 339a–339c, 343d–343e, 343p–343q, 347e–347f, 355d–355e, 362–363, 363a–363c, 369d–369e, 369p–369q, 373e–373f, 383d–383e, 396–397, 397a–397c, 401d–401e, 401p–401q, 437e–437f, 449d–449e, 460–461, 461a–461c, 467d–467e, 467p–467q

Writing process assess/scoring guide (rubric), 5.1: 43a, 45a, 75a, 77a, 101a, 103a, 131a,

133a, 161a, 163a, 5.2: 195a, 197a, 221a, 223a, 251a, 253a, 279a, 281a, 309a, 311a, 5.3: 345a, 347a, 379a, 381a, 413a, 415a, 439a, 441a, 465a, 467a, 5.4: 39a, 41a, 69a, 71a, 95a, 97a, 127a, 129a, 153a, 155a, 5.5: 189a, 191a, 217a, 219a, 247a, 249a, 275a, 277a, 303a, 305a, 5.6: 337a, 339a, 361a, 363a, 395a, 397a, 425a, 427a, 459a, 461a

draft, 5.1: 45a–45b, 77a–77b, 103a–103b, 133a–133b, 163a–163b, WP•5–WP•6, 5.2: 197a–197b, 223a–223b, 253a–253b, 281a–281b, 311a–311b, WP•5–WP•6, 5.3: 347a–347b, 381a–381b, 415a–415b, 441a–441b, 467a–467b, WP•5–WP•6, 5.4: 41a–41b, 71a–71b, 97a–97b, 129a–129b, 155a–155b, WP•5–WP•6, 5.5: 191a–191b, 219a–219b, 249a–249b, 277a–277b, 305a–305b, WP•5–WP•6, 5.6: 339a–339b, 363a–363b, 397a–397b, 427a–427b, 461a–461b, WP•5–WP•6

prewrite/plan, 5.1: 33d–33e, 65d–65e, 95d–95e, 125d–125e, 153d–153e, WP•2–WP•4, 5.2: 189d–189e, 213d–213e, 243d–243e, 271d–271e,

37


301d–301e, WP•2–WP•4, 5.3: 337d–337e, 371d–371e, 401d–401e, 433d–433e, 459d–459e, WP•2–WP•4, 5.4: 33d–33e, 61d–61e, 89d–89e, 117d–117e, 147d–147e, WP•2–WP•4, 5.5: 181d–181e, 211d–211e, 241d–241e, 269d–269e, 297d–297e, WP•2–WP•4, 5.6: 329d–329e, 355d–355e, 383d–383e, 417d–417e, 449d–449e, WP•2–WP•4

proofread/edit, 5.1: 49p, 81p, 109p 139p, 169p, WP•9, 5.2: 201p, 229p, 257p, 287p, 317p, WP•9, 5.3: 353p, 387p, 423p, 447p, 473p, WP•9, 5.4: 45p, 75p, 103p, 135p, 161p, WP•9, 5.5: 197p, 227p, 255p, 283p, 311p, WP•9, 5.6: 343p, 369p, 401p, 433p, 467p, WP•9

publish/present, 5.1: 49q, 81q, 109q, 139q, 169q, WP•10, 5.2: 201q, 229q, 257q, 287q, 317q, WP•10, 5.3: 353q, 387q, 423q, 447q, 473q, WP•10, 5.4: 45q, 75q, 103q, 135q, 161q, WP•10, 5.5: 197q, 227q, 255q, 283q, 311q, WP•10, 5.6: 343q, 369q, 401q, 433q, 467q, WP•10

revise, 5.1: 49d–49e, 81d–81e, 109d–109e, 139d–139e, 169d–169e, WP•7–WP•8, 5.2: 201d–201e, 229d–229e, 257d–257e, 287d–287e, 317d–317e, WP•7–WP•8, 5.3: 353d–353e, 387d–387e, 423d–423e, 447d–447e, 473d–473e, WP•7–WP•8, 5.4: 45d–45e, 75d–75e, 103d–103e, 135d–135e, 161d–161e, WP•7–WP•8, 5.5: 197d–197e, 227d–227e, 255d–255e, 283d–283e, 311d–311e, WP•7–WP•8, 5.6: 343d–343e, 369d–369e, 401d–401e, 433d–433e, 467d–467e, WP•7–WP•8adding, 5.1: 49d, 5.2: 257d–257e, 287d–287e, 5.4: 45d–45e,

75d–75e, 5.5: 227d–227e, 5.6: 343d–343e, 467d–467eclarifying, 5.1: 81p–81q, 139d–139e, 169d–169e, 5.3: 353d–353e,

447d–447e, 473d–473e, 5.4: 103d–103e, 135d–135e, 5.5: 197d–197e, 5.6: 369d–369e

consolidating, 5.1: 109d–109e, 5.2: 201d–201e, 5.5: 255d–255epeer conferencing, 5.1: 49d, 81e, 109e, 139d, 169e, WP•8, 5.2: 201e,

229d, 257e, 287d, WP•8, 5.3: 353e, 423e, 447e, 473d–473e, WP•8, 5.4: 45e, 75d–75e, 103d, 135d, WP•8, 5.5: 197e, 227d–227e, 255d–255e, 311d, WP•8, 5.6: 343e, 369e, 401d, 467d, WP•8

subtracting, 5.2: 229d–229e, 5.3: 423d–423e, 5.5: 311d–311e, 5.6: 401d–401e

Writing strategies. See Writing process.Writing traits

characterization, 5.2: 213d conventions, 5.4: 89d–89e, 97cdetails, 5.3: 387d–387e, 5.4: 129b–129celaboration, 5.3: 441bevaluation, 5.4: 97a, 5.6: 427a–427bfocus/ideas, 5.1: 95d, 5.3: 371d–371e, 5.4: 41a–41b, 5.5: 219a–219b,

241d–241e, 297d–297e, 305a, 5.6: 355dhumor, 5.6: 397bintroduction and conclusion, 5.3: 467a–467borganization, 5.1: 33d–33e, 153d–153e, 163a, 5.2: 243d–243e, 253a,

5.3: 337d–337e, 459d–459e, 467a, 5.4: 33d–33e, 5.5: 211d–211e, 5.6: 383d–383e, 433d–433e

powerful verbs, 5.2: 281a–281bsentences, 5.2: 197a, 5.4: 61d–61e, 71a, 5.5: 249a–249b,

5.6: 449d–449esequence, 5.1: 45a, 45b–45c, 5.2: 271etone, 5.2: 223b, 5.4: 71btransitional words, 5.5: 305a–305bvoice, 5.1: 77c, 5.2: 223a, 5.4: 161d, 5.5: 283d, 5.6: 329d–329e,

339a–339b, 397a–397b, 461a–461bword choice, 5.1: 133a–133b, 5.2: 281a–281b, 311c, 5.3: 347a–347b,

401d–401e, 433d–433e, 441a, 5.4: 117d–117e, 129a–129b, 5.5: 191a

Writing, with technology, 5.1: 81b, 109b, 125b, 139b, WP•9, 5.2: 201b, 213b, 229b, 243b, 257b, 287b, 317b, WP•9, 5.3: 353b, 371b, 423b, 447b, 473b, WP•9, 5.4: 33b, 45b, 75b, 127c, 135b, 161b, WP•9, 5.5: 211b, 227b, 255b, 311b, WP•9, 5.6: 343b, 369b, 401b, 433b, 467b, WP•9. See also Media literacy, creation of media; Technology.

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