“plaid” phonics program © 1998 levels k - f to california...

Modern Curriculum Press: 800-321-3106

Modern Curriculum Press

“Plaid” Phonics Program © 1998

Levels K - F

to

California Public Schools English-Language Arts Content Standards

Grades K - 6


Correlation

of

MODERN CURRICULUM PRESS


Level K

to

CALIFORNIA PUBLIC SCHOOLS English-Language Arts Content Standards

Kindergarten


READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students know about letters, words, and sounds. They apply this knowledge to read simple sentences. Concepts About Print 1.2 Follow words from left to right and from top to bottom on the printed page.

Left-to Right - 7-8∗ Top-to-Bottom – 9 Also see: Daily Phonics Practice – TRG 196-197

1.3 Understand that printed materials provide information.

Unit Introductions (poems & songs) - 3, 35, 75, 177 Take Home Books: 31-32, 71-72, 103-104, 131-132, 159-160, 173-184, 189-190

1.4 Recognize that sentences in print are made up of separate words.

Book Corners – 4, 36, 76, 178 Also see:

1.5 Distinguish letters from words. Book Corners – TRG pp. 3b, 4, 35b, 36, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134136, 138, 140, 142, 144, 146, 148, 150, 152, 154, 156, 168, 160, 162, 164, 166, 168, 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190

1.6 Recognize and name all uppercase and lowercase letters of the alphabet.

Aa , Bb, Cc, Dd, Ee, Ff - 37-42, 43-44 Gg, Hh, Ii, Jj, Kk, Ll - 45-50, 51-52 Mm, Nn, Oo, Pp, Qq, Rr - 53-58, 59-60 Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz - 61-68, 69-70 NOTE: Each student book also includes tear-out alphabet cards. Also see: Phonics Games, Activities and Technology – TRG pp. 35k-m Daily Phonics Practice – TRG pp. 198-201

Phonemic Awareness 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/ difference, and order of two and three isolated phonemes (e.g., / f, s, th/, /j, d, j/).

Rhyming Sounds - 23-26 Beginning Sounds - 27-30 Also see: Phonics Games, Activities and Technology – TRG pp. 35k-m Daily Phonics Practice – TRG pp.1 97-198

1.10 Identify and produce rhyming words in response to an oral prompt.

Rhyming Sounds - 23-26 Also see: Phonics Games, Activities and Technology – TRG pp. 35k-m Daily Phonics Practice – TRG pp. 197-198

1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

Beginning Sounds - 27-30 Also see: Phonics Games, Activities and Technology – TRG pp. 35k-m Daily Phonics Practice – TRG pp. 197-198

1.12 Track auditorily each word in a sentence and each syllable in a word.

Take Home Books: 31-32, 71-72, 103-104, 131-132, 159-160, 173-184, 189-190

Decoding and Word Recognition 1.14 Match all consonant and short-vowel sounds to appropriate letters.

Beginning Sounds - 27-30 b - 85-88, 89-90 c - 137-140, 145-146 d - 123-126 f - 109-112, 117-118 g - 113-116, 117-118

∗ Page numbers refer to both the Teacher Resource Guide and the Student Book unless noted otherwise.


…consonant and short-vowel sounds (cont.) h - 91-94

j - 105-108, 117-118 k - 99-102 l - 119-122 m - 95-98 n - 127-130 p - 147-150 q - 151-154 r - 141-144, 145-146 s - 77-80, 89-90 t - 81-84, 89-90 v - 155-158 w - 133-136, 145-146 x - 161-164 y - 165-168 z - 169-172 Short Vowels (initial position): A - 179-180 I - 181-182 U - 183-184 O - 185-186 E - 187-188 Also see: Phonics Games, Activities, Technology – TRG pp. 75k-m, 177k-m Daily Phonics Practice – TRG pp. 201-207

1.15 Read simple one-syllable and high-frequency words (i.e., sight words).

Take Home Books: 31-32, 71-72, 103-104, 131-132, 159-160, 173-184, 189-190

Vocabulary and Concept Development 1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).

Classifying - 15-16 Also see: Phonics Games, Activities, Technology – TRG pp. 3k-m, 35k-m, 75k-m, 177k-m

1.18 Describe common objects and events in both general and specific language.

Same - 11-12 Different – 13-14 What’s Wrong - 19-20 What’s Missing - 21-22 Also see: Phonics Games, Activities, Technology – TRG pp. 3k-m, 35k-m, 75k-m, 177k-m Daily Phonics Practice – TRG pp. 196-197

3.0 Literary Response and Analysis

Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text 3.1 Distinguish fantasy from realistic text. The theme of Unit 1 (pp. 3-34) is “Real & Make Believe” 3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).

Pupils work with a variety of printed materials, including Book Corner books, Take Home books, rhyme posters, letter cards, and word cards. Also, pupils use magazines and newspapers to search for pictures, letters, and/or words while participating in classroom activities.


3.3 Identify characters, settings, and important events.

Familiar characters and events from nursery rhymes, songs, chants, etc. are incorporated into lessons throughout the level. See: Rhymes, Songs and Games – TRG pp. 208-211.

WRITING 1.0 Writing Strategies

Students write words and brief sentences that are legible. Organization and Focus 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

Opportunities for pupils to write occur throughout the level. See the

1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).

suggested activities offered in the Focus on All Learners and Curriculum Connections sections for each lesson in the Teacher

1.3 Write by moving from left to right and from top to bottom.

Resource Guide.

Penmanship 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

Write letters – 80, 84, 88, 94, 98,102, 108, 112, 116, 122, 126, 130, 136, 140, 144, 150, 154, 158, 164, 168, 172

LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies

Students listen and respond to oral communication. They speak in clear and coherent sentences. Comprehension 1.1 Understand and follow one- and two-step oral directions.

Select any activity. See especially: Following Directions – 10 Also see: Daily Phonics Practice – TRG pp. 196-197


Correlation

of



Level A

to


Grade 1



Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Concepts About Print 1.1 Match oral words to printed words. *Match word to picture – 81, 95, 109, 123, 137, 155, 159, 171, 174,

185, 189, 202, 207, 219, 223, 237, 243, 246, 250, 260, 267, 303 1.3 Identify letters, words, and sentences. Write upper- and lower-case consonant letters – 8, 10, 12, 16, 18, 20,

28, 30, 32, 36, 38, 40, 48, 50, 52, 56, 58 Partner Letters: Ss, Tt, Bb, Hh, Mm, Kk - 5-6 Ww, Cc, Rr, Pp, Qq, Vv - 45-46 Jj, Ff, Gg, Ll, Dd, Nn - 25-26 Xx, Yy, Zz - 61-62 NOTE: : Each student book also includes tear-out alphabet cards.

Phonemic Awareness 1.4 Distinguish initial, rnedial, and final sounds in single-syllable words.

Initial and/or Final: b - 11-12, 13-14, 23-24, 43-44 c - 49-50, 53-54, 59-60 d - 37-38, 41-42, 44, 53-54 f - 29-30, 33-34, 43-44 g - 31-32, 33-34, 43-44 h - 15-16, 21-22, 23-24, 43-44 j - 27-28, 33-34, 43-44 k - 19-20, 21-22, 23-24, 43-44 l - 35-36, 41-42, 44, 53-54 m - 17-18, 21-22, 23-24, 43-44 n - 39-40, 41-42, 44, 53-54 p - 55-56, 59-60 q - 57, 59-60 r - 51-52, 53-54, 59-60 s - 7-8, 13-14, 23-24, 43-44 t - 9-10, 13-14, 23-24, 43-44 v - 58, 59-60 w - 47-48, 53-54, 59-60 x - 63, 66, 69 y - 64, 66 z - 65, 66 Medial Consonants - 67-68 Also see: Phonics Games, Activities, Technology – TRG pp. 3j-o Daily Phonics Practice – TRG pp. 308-311

1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).

Short A - 77-78, 79-90, 97-98, 125-126, 139-140 Short E - 77-78, 135-146 Short I - 77-78, 93-104, 111-112, 125-126, 139-140 Short O - 77-78, 121-132, 139-140 Short U - 77-78, 107-118, 125-126, 139-140 Long A (a_e, ai, ay) - 153-166, 194, 212, 228-232 Long E (ee, ea) - 217-227, 228-234 Long I (i_e, ie) - 169-180, 194, 212, 228-232

*Page numbers refer to both the Teacher Resource Guide and the Student Book unless noted otherwise.


…distinguish long- and short-vowel sounds…(cont.)

Long O (o_e, oa, ow) - 199-214, 228-232 Long U (u_e, ui) - 183-196, 212, 228-232 Y as a Vowel - 259-264 Also see: Phonics Games, Activities, Technology – TRG pp. 75l-o Daily Phonics Practice – TRG pp. 312-320

1.6 Create and state a series of rhyming words, including consonant blends.

Rhyming words – 84, 94, 108, 122, 136, 154, 170, 184, 206, 218, 222 Also see: Phonics Games, Activities, Technology – TRG pp. 75l-o, 151l-o, 239l-o, 269l-o Daily Phonics Practice – TRG pp. 308-325

1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).

Word completion, blending - 34, 60, 68, 73, 82, 83, 84, 86, 97, 98, 100, 111, 112, 114, 125, 126, 128, 139, 140, 142, 161, 176, 191, 209, 225, 229, 230, 231, 244, 247, 251, 254, 255, 256, 271, 276, 278, 280,

1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).

282, 287 Also see: Phonics Games, Activities, Technology – TRG pp. 3j-o, 75l-o, 151l-

1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/t =splat; /r/i/c/h = rich).

o, 239l-o, 269l-o Daily Phonics Practice – TRG pp. 308-325

Decoding and Word Recognition 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

Select any page, lesson, or activity.

1.13 Read compound words and contractions. Contractions (will, is, am, are, not) - 293-298 Also see: Daily Phonics Practice – TRG p. 325

1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

-ed, -ing - 271-274 Also see: Daily Phonics Practice – TRG p. 323

1.15 Read common word families (e.g., -ite, -ate).

Short A - 77-78, 79-90, 97-98, 125-126, 139-140 Short E - 77-78, 135-146 Short I - 77-78, 93-104, 111-112, 125-126, 139-140 Short O - 77-78, 121-132, 139-140 Short U - 77-78, 107-118, 125-126, 139-140 Long A (a_e, ai, ay) - 153-166, 194, 212, 228-232 Long E (ee, ea) - 217-227, 228-234 Long I (i_e, ie) - 169-180, 194, 212, 228-232 Long O (o_e, oa, ow) - 199-214, 228-232 Long U (u_e, ui) - 183-196, 212, 228-232 Y as a Vowel - 259-264 Also see: Phonics Games, Activities, Technology – TRG pp. 75l-o Daily Phonics Practice – TRG pp. 312-320

Vocabulary and Concept Development 1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).

Phonics Games, Activities, Technology – TRG pp. 3j-o, 75l-o, 151l-o, 239l-o, 269l-o


3.0 Literary Response and Analysis Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text 3.3 Recollect, talk, and write about books read during the school year.

Take Home Books: 71-72, 91-92, 105-106, 119-120, 133-134, 147-148, 167-168, 181-182, 197-198, 215-216, 235-236, 265-266, 291-292, 301-302 Also see: Book Corners – TRG pp. 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154, 156, 168, 160, 162, 164, 166, 168, 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228, 230, 232, 234, 236, 238, 240, 242, 244, 246, 248, 250, 252, 254, 256, 268, 260, 262, 264, 266, 268, 270, 272, 274, 276, 278, 280, 282, 284, 286, 288, 290, 292, 294, 296, 298, 300, 302, 304

WRITING

1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus 1.1 Select a focus when writing. Phonics & Writing – 70, 90, 118,104, 132, 146, 166, 180, 196, 214, 1.2 Use descriptive words when writing. 234, 258, 264, 290, 300

Also see: Curriculum Connections/Writing – TRG pp. 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 72, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 154, 156, 168, 160, 162, 164, 166, 168, 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 216, 218, 220, 222, 224, 226, 228, 230, 232, 234, 236, 238, 240, 242, 244, 246, 248, 250, 252, 254, 256, 268, 260, 262, 264, 272, 274, 276, 278, 280, 282, 284, 286, 288, 290, 292, 294, 296, 298, 300, 302

WRITTEN AND ORAL ENCLISH LANGUAGE CONVENTIONS

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level. Grammar 1.3 Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns (e.g., my/mine, hislher, hers, yours) in writing and speaking.

Contractions (will, is, am, are, not) - 293-298 Also see: Daily Phonics Practice – TRG p. 325


Spelling I.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly

Phonics & Spelling – 69, 145, 233, 263, 299 Also see: Spelling Connections – TRG pp. 75j-k, 151j-k, 239j-k, 269j-k Curriculum Connections/Spelling – TRG pp. 80, 82, 84, 86, 88, 90, 94, 96, 98, 100, 102, 104, 108, 110, 112, 114, 116, 118, 122, 124, 126, 128, 130, 132, 136, 138, 140, 142, 144, 146, 154, 156, 168, 160, 162, 164, 166, 170, 172, 174, 176, 178, 180, 184, 186, 188, 190, 192, 194, 196, 200, 202, 204, 206, 208, 210, 212, 214, , 218, 220, 222, 224, 226, 228, 230, 232, 234, 242, 244, 246, 248, 250, 252, 254, 256, 268, 260, 262, 264, 272, 274, 276, 278, 280, 282, 284, 286, 288, 290, 294, 296, 298, 3


Correlation

of



Level B

to


Grade 2


READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Decoding and Word Recognition 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.

*Phonics & Spelling – 13, 45, 73, 111, 133, 173, 213, 235 Also see: Spelling Connections – TRG pp. 3j-k, 19j-k, 51j-k, 79j-k, 139j-k, 179j-k, 219j-k Curriculum Connections/Spelling – TRG pp. 6, 8, 10, 12, 14, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 142, 144, 146, 148, 150, 152, 154, 156, 158, 160, 162, 164, 166, 168, 170, 172, 174, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 222, 224, 226, 228, 230, 232, 234, 236

1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per; vowel-consonant / consonant-vowel = sup/per).

Two-syllable Words - 83-84, 93-94, 111-112 Also see: Phonics Games, Activities, Technology – TRG pp. 79l-o Daily Phonics Practice – TRG p.249

1.3 Decode two-syllable nonsense words and regular multisyllable words.

Two-syllable Words - 83-84, 93-94, 111-112 Also see: Phonics Games, Activities, Technology – TRG pp. 79l-o Daily Phonics Practice – TRG p.249

1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).

-s, -es - 149-150, 153, 154, 159-160, 173-174 Also see: Phonics Games, Activities, Technology – TRG pp. 139l-o Daily Phonics Practice – TRG p.253

Vocabulary and Concept Development 1.7 Understand and explain common antonyms and synonyms.

Synonyms - 229-230, 235-236 Antonyms - 231-232, 235-236 Also see: Daily Phonics Practice – TRG p.258

1.8 Use knowledge of individual words in unknown compound words to predict their meaning.

Compound Words - 81-82, 93-94 Also see: Phonics Games, Activities, Technology – TRG pp. 219l-o Daily Phonics Practice – TRG p.248

1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -1y).

re- - 221, 223-224, 227-228 un- - 222, 223-224, 227-228 dis - - 225-226, 227-228 -ful - 161, 164-166, 173-174 -less, -ness - 162, 164-166, 173-174 -ly - 163, 164-166, 173-174 -er, -est (comparatives) - 167-168, 169, 173-174 Also see: Phonics Games, Activities, Technology – TRG pp. 139l-o, 219l-o Daily Phonics Practice – TRG p.254-255, 258

* Page numbers refer to both the Teacher Resource Guide and the Student Book unless noted otherwise.


WRITING 1.0 Writing Strategies

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus 1.1 Group related ideas and maintain a consistent focus.

Phonics & Writing – 14, 36, 46, 64, 74, 94, 106, 112, 124, 134, 148, 160, 174, 188, 200, 214, 236 Also see: Curriculum Connections/Writing – TRG pp. 6, 8, 10, 12, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 54, 56, 58, 60, 62, 66, 68, 72, 76, 82, 84, 86, 88, 90, 92, 96, 98, 100, 102, 104, 108, 110, 114, 116, 118, 120, 122, 126, 128, 130, 132, 136, 142, 144, 146, 150, 152, 154, 156, 158, 162, 164, 166, 168, 170, 172, 176, 182, 184, 186, 190, 192, 194, 196, 198, 202, 204, 206, 208, 210, 212, 216, 222, 224, 226, 228, 230, 232, 234, 238

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS


Students write and speak with a command of standard English conventions appropriate to this grade level. Spelling 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.

Phonics & Spelling – 13, 45, 73, 111, 133, 173, 213, 235 Vowels: Short A - 21-24, 29-30, 35-36, 45-46, 71-72 Short I - 25-28, 29-30, 35-36, 45-46, 71-72 Short U - 31-34, 35-36, 45-46, 71-72 Short O - 37-40, 45-46, 71-72 Short E - 41-44, 45-46, 71-72 Long A - 53-54, 57-58, 61-62, 67-68, 71-72, 73-74 ai, ay - 181-182, 187-188 Long E - 69-70, 71-72, 73-74 ee, ea - 183-184, 187-188, 194 (ea) Long I - 55-56, 57-58, 61-62, 67-68, 71-72, 73-74 ie - 185, 187-188 Long O - 65-66, 67-68, 71-72, 73-74 oe, oa, ow - 185-186, 187-188, 206 (ow) Long U - 59-60, 61-62, 67-68, 71-72, 73-74 ew - 211-212, 213-214 Y as a Vowel - 107-110, 111-112 ar - 125-126, 128, 131-132, 133-134 or - 127, 128, 131-132, 133-134 ir, er, ur - 129-130, 131-132, 133-134 oo (moon) - 191, 197-200 oo ( book) - 192, 197-200 ea (bread) - 193, 194, 197-200 ea (great) - 194, 197-200 aw, au - 195-196, 197-200 Consonant blends & digraphs: R Blends - 95-96, 99-100, 105-106, 111-112 L Blends - 97-98, 99-100, 105-106, 111-112 S Blends - 101-102, 105-106, 111-112


…spell…patterns correctly (cont.) Final Blends (ft, lk, mp, nd, ng, nk, nt, sk, st) - 103-104, 111-112

sh, th, wh, ch - 115-116, 117-118, 123-124, 133-134 ck - 117-118, 123-124, 133-134 kn - 119-120, 123-124, 133-134 wr - 121-122, 123-124, 133-134 Also see: Also see: Spelling Connections – TRG pp. 19j-k, 51j-k, 79j-k, 139j-k, 179j-k, 219j-k Phonics Games, Activities, Technology – TRG pp. 19l-o, 51l-o, 79l-o, 139l-o, 179l-o, 219l-o Curriculum Connections/Spelling – TRG pp. 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 142, 144, 146, 148, 150, 152, 154, 156, 158, 160, 162, 164, 166, 168, 170, 172, 174, 182, 184, 186, 188, 190, 192, 194, 196, 198, 200, 202, 204, 206, 208, 210, 212, 214, 222, 224, 226, 228, 230, 232, 234, 236 Daily Phonics Practice – TRG p.245-248, 250-252, 255-257


Correlation

of



Level C

to


Grade 3




Decoding and Word Recognition 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.

Vowels: *Short A - 23-24, 26, 28, 30, 32-34, 45-46 Short I - 25, 26, 28, 30, 32-34, 45-46 Short U - 27, 28, 30, 32-34, 45-46 Short O - 29, 30, 32-34, 45-46 Short E - 31, 32-34, 45-46 Long A - 35-36, 40, 42, 44, 45-46 Long I - 37-38, 40, 42, 44, 45-46 Long U - 39, 40, 42, 44, 45-46 Long O - 41, 42, 44, 45-46 Long E - 43, 44, 45-46 Vowel Pairs (ea, ee, ai, ay, oa, ow, ie) - 127-130, 135-138, 143-144 oo (book, moon) - 131, 134, 135-138, 143-144 ea (bread) - 131, 132, 134, 135-138, 143-144 aw, au - 133, 134, 135-138, 143-144 ei (weigh) - 132, 133, 134, 135-138, 143-144 oi, oy, ou, ow, ew - 139-142, 143-144 R-controlled Vowels - 77-84 Consonant blends & digraphs: R Blends - 57-58, 75-76 L Blends - 59-60, 75-76 S Blends - 61-62, 75-76 Final Blends (ft, lf, lk, mp, nd, ng, nk, nt, sk, st) - 63-64, 75-76 Consonant Digraphs (th, sh, wh, ch, ph, kn, wr, gn, ph, gh (f)) - 69-72, 75-76 Also see: Phonics Games, Activities, Technology – TRG pp. 21l-o, 51l-o, 89l-o, 125l-o, 149l-o, 185l-o Daily Phonics Practice – TRG pp. 213-216, 219-220

1.2 Decode regular multisyllabic words. Syllable Identification - 55-56, 73-74, 81-82, 116-118, 157-180 Syllable Rule #1 (cat) - 159, 167-168 Syllable Rule #2 (base / ball) - 159-160, 167-168 Syllable Rule #3 (thank / ful) - 161-162, 167-168 Syllable Rule #4 (re / write) - 163-164, 167-168 Syllable Rule #5 (hun / gry) - 165-166, 167-168 Syllable Rule #6 (cab / in) - 169-170, 179-180 Syllable Rule #7 (pi / lot) - 171-172, 179-180 Syllable Rule #8 (doc / u / ment) - 173-174, 179-180 Syllable Rule #9 (po / et) - 175-176, 179-180 Syllable Rule #10 (peb / ble) - 177-178, 179-180 Also see: Phonics Games, Activities, Technology – TRG pp. 149l-o Daily Phonics Practice – TRG pp. 215, 219, 220, 222



Vocabulary and Concept Development 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.

Synonyms - 187-188, 203-204 Antonyms - 189-190, 203-204 Homonyms - 191-194, 203-204 Multiple Meanings (Homographs) - 201-202 Also see: Phonics Games, Activities, Technology – TRG pp. 185l-o Daily Phonics Practice – TRG pp. 222-223

1.7 Use a dictionary to learn the meaning and other features of unknown words.

Alphabetize to third letter - 195 Guide Words - 196-200 Multiple Meanings - 201-202 Also see: Phonics Games, Activities, Technology – TRG pp. 185l-o Daily Phonics Practice – TRG p. 223

1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.

-er, -est (comparatives) - 102, 109-110, 112, 119 -ful, -less, -ly, -ness - 111-112, 120 -y - 113, 115, 120 -en, -able - 114, 115, 120 un-, dis -, mis - - 151-152, 154 ex-, de-, re- - 153, 154 Also see: Phonics Games, Activities, Technology – TRG pp. 89l-o, 149l-o Daily Phonics Practice – TRG p. 218-219, 221

WRITING

1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.

Phonics & Writing – 16, 34, 46, 76, 84, 110, 120, 138, 144, 160, 180, 194, 204 Also see: Curriculum Connections/Writing – TRG pp. 6, 8, 10, 12, 14, 24, 26, 28, 30, 32, 36, 38, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 78, 80, 82, 92, 94, 96, 98, 100, 102, 104, 106, 108, 112, 114, 116, 118, 122, 128, 130, 132, 134, 136, 140, 142, 146, 152, 154, 156, 158, 160, 162, 164, 166, 168, 170, 172, 174, 176, 178, 180, 188, 190, 192, 194, 196, 198, 200, 202

Research and Technology 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).

Dictionary: Alphabetize to third letter - 195 Guide Words - 196-200 Multiple Meanings (Homographs) - 201-202 Also see: Phonics Games, Activities, Technology – TRG pp. 185l-o Daily Phonics Practice – TRG p. 223


WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level. Spelling 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).

Phonics & Spelling – 15, 45, 83, 119, 143, 179, 203 Contractions - 91-94, 120 Compound Words - 53-54, 159-160 -s, -es - 95, 109-110, 119 Add -es to words that end in ss, x, ch ,sh - 96, 109-110, 119 Add -s or -es to words that end in y - 97-98, 109-110 Add -es to words that end in f, fe - 99-100, 109-110 Add suffix, double final consonant - 103-104, 109-110, 119 Add suffix, drop final e - 105-108, 109-110, 119 Homonyms - 191-194, 203-204 Homographs - 201-202 Also see: Spelling Connections – TRG pp. 3j-k, 21j-k, 51j-k, 89j-k, 125j-k, 149j-k, 185j-k Curriculum Connections/Spelling – TRG pp. 6, 8, 10, 12, 14, 16, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 128, 130, 132, 134, 136, 138, 140, 142, 144, 152, 154, 156, 158, 160, 162, 164, 166, 168, 170, 172, 174, 176, 178, 180, 188, 190, 192, 194, 196, 198, 200, 202, 204

1.9 Arrange words in alphabetical order. Alphabetize to third letter - 195 Guide Words - 196-200 Also see: Phonics Games, Activities, Technology – TRG pp 185l-o Daily Phonics Practice – TRG p. 223




Word Recognition 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

*Reading - 19, 27, 41, 57, 83, 105, 117, 137, 163, 189 Book Corners – 4, 32, 62, 88, 122, 142, 168

Vocabulary and Concept Development 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

Synonyms - 169-170, 189-190 Antonyms - 171-172, 189-190 Also see: Word Study Games, Activities, Technology – TRG pp. 167l-o Daily Word Study Practice – TRG pp. 206

1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).

-y, -ly - 71, 72 -less, -ful, -ment, -ness - 75, 83-84 -able, -age, -ance - 76, 83-84 -en, -ity, -ive, -some - 77, 83-84 -ion, -tion, -sion - 78, 83-84 -ward - 79, 83-84 multiple suffixes - 80, 83-84 un-, dis -, non- - 143, 146, 163-164 ir-, il- - 144, 146, 163-164 in-, en-, im-, em- - 145, 146, 163-164 ex-, re -, de- - 147-148, 150, 163-164 co-, com-, con- - 149, 150, 163-164 fore-, pre-, pro- - 151-152, 163-164 super-, over - 153, 163-164 sub-, under-, out- - 154, 163-164 bi-, tri- - 155, 163-164 semi -, mid - - 156, 163-164 pos, pel - 157, 163-164 port, ject - 158, 163-164 duce, duct, tract - 159, 163-164 spec, spect, scribe - 160, 163-164 Also see: Word Study Games, Activities, Technology – TRG pp. 61l-o, 141l-o Daily Word Study Practice – TRG pp. 200-210, 205-206

1.6 Distinguish and interpret words with multiple meanings.

Select Definition (Homographs) - 180-181, 182, 189-190 Also see: Word Study Games, Activities, Technology – TRG pp. 167l-o Daily Word Study Practice – TRG pp. 206-208



WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral Englis h language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level. Spelling 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Spelling Connections – TRG pp. 3j-k, 31j-k, 61j-k, 87j-k, 121j-k, 141j-k, 167j-k Curriculum Connections/Spelling – TRG pp. 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 34, 36, 38, 40, 42, 44, 44, 46, 48, 50, 52, 54, 56, 58, 60, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 124, 126, 128, 130, 132, 134, 136, 138, 140, 144, 146, 148, 150, 152, 154, 156, 158, 160, 162, 164, 166, 170, 172, 174, 176, 178, 180, 182, 184, 186, 188, 190, 192


Correlation

of



Level E

to


Grade 5



Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

*Book Corners – 4, 34, 64, 94, 114, 136, 162 Unit Checkups (Cloze/Passage Comprehension) – 62, 92, 112, 134, 160, 174 Reading - 17, 29, 51, 59, 75, 89, 109, 131, 157, 171

Vocabulary and Concept Development 1.3 Understand and explain frequently used synonyms, antonyms, and homographs.

Multiple Meanings (Homographs) - 169-170, 171-172 Also see: Word Study Games, Activities, Technology – TRG pp. 161l-o Daily Word Study Practice – TRG p. 192

1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).

un-, dis -, ir-, in-, im- - 67-68, 75-76 in-, en- - 69-70, 75-76 mis-, mal- - 71-72, 75-76 pre-, pro- - 73-74, 75-76 re-, ex- - 77-78, 89-90 fore-, post- - 79-80, 89-90 over- - 81-82, 89-90 co-, com-, con- - 83-84, 89-90 sub-, mid- - 85-86, 89-90 bi-, tri- - 87-88, 89-90 pos, pel, pul - 95, 109-110 port, ject - 96, 109-110 aud, dict - 97, 109-110 duct, duce, scribe, script - 98, 109-110 spec, spect, mit, miss - 99, 109-110 fac, fect, fic, feit - 100, 109-110 -er, -or, -ist - 115, 131-132 -ward, -en, -ize - 116, 131-132 -er, -est - 117-118, 131-132 -ee, -eer, -ent, -ant - 119-120, 131-132 -ful, -ness - 121-122, 131-132 -hood, -ship, -ment - 123-124, 131-132 -able, -ible - 125-126, 131-132 -ion, -ation, -ition - 127-128, 131-132 -ance, -ence, -ive, -ity - 129-130, 131-132 Also see: Word Study Games, Activities, Technology – TRG pp. 63l-o, 93l-o, 113l-o Daily Word Study Practice – TRG pp. 185-189





Students write and speak with a command of standard English conventions appropriate to this grade level. Spelling 1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

Spelling Connections – TRG pp. 3j-k, 33j-k, 63j-k, 93j-k, 113j-k, 135j-k, 161j-k Curriculum Connections/Spelling – TRG pp. 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 36, 38, 40, 42, 44, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 96, 98, 100, 102, 104, 106, 108, 110, 112, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 138, 140, 142, 144, 146, 148, 150, 152, 154, 156, 158, 160, 164, 166, 168, 170, 172, 174


Correlation

of



Level F

to


Grade 6



Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

*Book Corners – 4, 32, 62, 92, 112, 136, 162 Reading - 17, 27, 49, 57, 73, 87, 107, 131, 157, 171

Vocabulary and Concept Development 1.2 Identify and interpret figurative language and words with multiple meanings.

Entry Words - 168, 171-172 Multiple Meanings (Homographs) - 169-170, 171-172

WRITING

1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus 1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

Writing - 18, 28, 50, 58, 74, 88, 108, 132, 158, 172 Also see: Curriculum Connections/Writing – TRG pp. 3, 6, 8, 10, 12, 14, 16, 20, 22, 24, 26, 34, 36, 38, 40, 42, 44, 46, 48, 52, 54, 56, 62, 64, 66, 68, 70, 72, 76, 78, 80, 82, 84, 86, 92, 94, 96, 98, 100, 102, 104, 106, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154, 156, 162, 164, 166, 168, 170


The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Spelling 1.5 Spell frequently misspelled words correctly (e.g., their, they're, there).

Spelling Connections – TRG pp. 3j-k, 31j-k, 61j-k, 91j-k, 111j-k, 135j-k, 161j-k Curriculum Connections/Spelling – TRG pp. 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 34, 36, 38, 40, 42, 44, 44, 46, 48, 50, 52, 54, 56, 58, 60, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 94, 96, 98, 100, 102, 104, 106, 108, 110, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 138, 140, 142, 144, 146, 148, 150, 152, 154, 156, 158, 160, 164, 166, 168, 170, 172, 174


“plaid” phonics program © 1998 levels k - f to california...

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