evan-moor educational publishers 2012-2013 catalog for new york city

Correlated to Common Core State Standards

Helping Children Learn since 1979

PreK– 8 2012–2013 New York City FAMIS Catalog

Evan-Moor School Publishing GroupContract# 7000749 Vendor# EVA010000

Local Main Office

Lois Sharzer Associates, Inc.Tel: 212-222-5721 • Fax: 212-666-7403

[email protected]

CONTENTS

About Daily Practice ..........................................2 About Interactive Apps ......................................3

NEW! Daily Phonics ....................................................4 Bridge the Gap: Phonics...................................5

Daily Reading Comprehension .........................6 Daily Academic Vocabulary ..............................7 Daily 6-Trait Writing ...........................................8 Daily Paragraph Editing ....................................9

NEW! Daily Science ..................................................10 Daily Geography Practice ............................... 11 Daily Language Review .................................. 12

NEW! Building Spelling Skills .................................... 13 Daily Math Practice ......................................... 14 Daily Word Problems ...................................... 15 A Word a Day ..................................................16 Daily Handwriting Practice .............................. 17 Daily Practice Centers .................................... 18

NEW! Language Fundamentals Interactive App .........................................20

NEW! Vocabulary Fundamentals Interactive App .........................................20

NEW! Nonfiction Writing ....................................21

Hot Topics: High-Interest Reading ....22

Look, Listen, & Speak for ELL .............26

Stories to Read, Words to Know for ELL ..........................................................28

NEW! Everyday Literacy for PreK–1 ...............30

TeacherFileBox.com ...............................33

100% Satisfaction Guaranteed!If for any reason you are unsatisfied with your purchase from Evan-Moor, you may return it, postage prepaid, in its original condition within one year for a refund of the original product purchase price.

For Information and Assistance, Please Contact Your Local Consultant

LOIS SHARZER Manhattan, Districts 9, 10, & Citywide Tel: 212-222-5721 Fax: 212-666-7403

[email protected]

ELmOn FREdERIck Districts 1–6

Tel: 917-301-1236 Fax: 347-413-6047 [email protected]

REBEccA SHARZER Districts 7, 8, 11, 12, 24, 25, 30


PAuLEttE tHOmPSOn Districts 13, 14, 16, 20


BILL GILmORE Districts 15, 17–19, 21–23, 32


JEnnIE dELAnEY Districts 26–29


JAnE kRAIdmAn District 31


Evan-Moor School Publishing Group Contract# 7000749 Vendor# EVA010000

Evan-Moor supports state standards and Common Core State Standards

Evan-Moor’s resources help lay the foundation for strong, standards-aligned curricula:

•Easy-to-implementsupplemental materialsaligntostatestandardsandCommon Core State Standards to support students’academicsuccess.

•Freeonlinetool, www.teaching-standards.com, showsdetailedcorrelationsforeach Evan-Moortitle.

•TeacherFileBox.comenableseducators tosearchbystatestandardorCommonCoreStateStandardtofindteachingunitsfromover400Evan-Moortitles.

Page Grade Levels Title I IDEA Title III Title V

Comprehension

Daily Reading Comprehension 6 1, 2, 3, 4, 5, 6+

Hot Topics: High-Interest Reading 22 4–8+

Look, Listen, & Speak 26 K–3 / ELL

Stories to Read, Words to Know 28 K–3 / ELL

TeacherFileBox.com 33 PreK–6+

Early Learning

Daily Phonics 4 1, 2, 3, 4–6+

Everyday Literacy 30 PreK, K, 1




English Language Learners

Daily Academic Vocabulary 7 2, 3, 4–6+

Daily Language Review 12 1, 2, 3, 4, 5, 6, 7, 8

Daily Phonics 4 1, 2, 3, 4–6+






Grammar & Mechanics

Building Spelling Skills 13 1, 2, 3, 4, 5, 6+

Daily Language Review 12 1, 2, 3, 4, 5, 6, 7, 8

Daily Paragraph Editing 9 2, 3, 4, 5, 6+

Language Fundamentals 20 1, 2, 3, 4, 5, 6+


Math

Daily Math Practice 14 1, 2, 3, 4, 5, 6+

Daily Word Problems 15 1, 2, 3, 4, 5, 6+


Science

Daily Science 10 1, 2, 3, 4, 5, 6+

Everyday Literacy: Science 30 PreK, K, 1



Social Studies

Daily Geography Practice 11 1, 2, 3, 4, 5, 6+

Hot Topics: High-Interest Reading 22 4–8


Vocabulary

Daily Academic Vocabulary 7 2, 3, 4, 5, 6+



Vocabulary Fundamentals 20 1, 2, 3, 4, 5, 6+

A Word a Day 16 1, 2, 3, 4, 5, 6+


Writing

Daily 6-Trait Writing 8 1, 2, 3, 4, 5, 6+

Nonfiction Writing Practice 21 2, 3, 4, 5, 6+


“ Evan-Moor resources allow me to add more interesting and engaging activities to the middle school special education curriculum at a level that is appropriately challenging and accessible for my students. Activities also bring kinesthetic, interactive learning alive for my students, making them feel capable and intelligent.”

- C. Hill, Special Ed Teacher, Morris County, NJ

1

2

Daily Practice

Adopt Daily Practice for all the grade levels in your school!

Daily Phonics

Daily Reading Comprehension

Daily Academic Vocabulary

Daily Paragraph Editing

Daily Science

Daily Geography Practice

Daily Language Review

Building Spelling Skills

Daily Math Practice

Daily Word Problems

A Word a Day

Daily Handwriting Practice

Daily Practice Centers

Research-based daily practice that helps raise student achievement

The clear, focused format of Evan-Moor’s Daily Practice titles helps teachers reinforce and reteach the skills found in any core program with 36 weeks of instructional lessons.

• Repeatedpracticeandreinforcementover thecourseofaschoolyear

• Short,5-to15-minutelessonsthatallowteacherstoeasilyintegrateinstructionandpracticeintoabusyday

• Comprehensiveyetuncomplicatedresourcesthatsupportthecorecurriculuminkey subject areas

• Basedoncurrentresearchandbestpractices ineducation

• CorrelatedtostatestandardsandCommonCore State Standards

3Evan-Moor School Publishing Group Contract# 7000749 Vendor# EVA010000 3

Introducing Apps Powered by Portalstm

daily Instruction, dynamic technology

Evan-Moor’s interactive apps deliver the best of both worlds—the correlated content, targeted practice, and research-based instruction of the Daily Practice titles with the dynamic features of an interactive teaching tool. Launch and project apps on any computer to lead whole-class lessons, or have students work independently or in small groups.

• Integratestechnology-basedinstructionintothecorecurriculum

• Capturesstudents’attentionwithaninteractiveformat,makinglearningmeaningful

• Createsstudent-centeredcollaborativelearningopportunities

• IncludesadownloadableTeacher’sGuide

• CorrelatedtostatestandardsandCommon Core State Standards

“ Evan-Moor’s Daily Practice books consistently introduce new skills, review those skills, and provide additional practice that my school knows has improved our achievement scores.”

- Jill L., Dyersburg, TN

Better TogetherPair Daily Practice apps with student practice books for a

powerful multimedia resource.

Day 4 Week

Day 5 Week 1

© Evan-Moor Corp. • EMC 2788 • Daily Phonics

9

Skill: Listening for short and long vowels

Listen for It

The letters a, e, i, o, and u are vowels. Each vowel has a short and a long sound. The long sound says its name.

short a short e short i short o short u

long a long e long i long o long uSay the picture name. Circle the picture if you hear the long vowel sound.

1 a

2 e

3 i

4 o

5 u

Focus

Name __________________________________________________________

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Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Dictation

Skill: Discriminating initial consonants

Circle the vowels.

I can go fast.

Listen and Write It

Each consonant has its own special sound.

Say the letter-sound. Draw a line to the picture that begins with that letter-sound.

tx

vy

wz

Finish the alphabet. Write the missing letters. Then name each letter.

a b d g h j mo p t w x

Focus

Name __________________________________________________________

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© Evan-Moor Corp. • EMC 2788 • Daily Phonics 5

Dictation

Listen for It

The alphabet has 26 letters. Some letters are consonants. Some letters are vowels. The letters a, e, i, o, and u are vowels.

Name each letter. Circle the vowels.

a b c d e f g

h i j k l m n

o p q r s t u

v w x y z

There are five vowels in the alphabet. Write the vowels on the lines.

1. 2. 3. 4. 5.

Write your name. Circle the vowels.

Skill: Identifying letters

Focus

Name __________________________________________________________

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WEEK1

4 Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Alphabet Review

DAY 1

Discriminating Consonants and VowelsRead aloud the focus statement at the top of the page . Then read the directions to students and have them point to each letter as they name it aloud . After students circle the vowels, direct their attention to the next task . Read the directions to students and have them write the vowels .

Dictation Direct students’ attention to the bottom of the page and say: Write your name on the line. Then circle the vowels in your name.

DAY 2

Listening for Initial Consonants: b, c, d, f, g, h, jRead aloud the focus statement at the top of the page . Then point to each letter in the activity as you introduce its letter-sound . Say: This is the letter b. The letter b stands for this sound: /b/. Say /b/ . (/b/) Repeat the process for the remaining letters . Then direct students’ attention to the picture of the goat . Say: Point to the goat. Say goat . (goat) What is the first sound in goat? (/g/) What letter stands for that sound? (g) Point to the letter g. Draw a line from the letter g to the picture of the goat. Repeat the process for the remaining pictures . Picture Key: goat, foot, jeep, cat, boat, dog, hat

Dictation Direct students’ attention to the bottom of the page and say:Run your finger under each word as I read the sentence: I can go. Now read the sentence with me: I can go. Look at each word and circle the vowels.

DAY 3

Listening for Initial Consonants: k, l, m, n, p, q, r, sRead aloud the focus statement at the top of the page . Then point to each letter in the activity as you introduce its letter-sound . Say: This is the letter k. The letter k stands for this sound: /k/ . Say /k/ . (/k/) Repeat the process for the remaining letters . Then direct students’ attention to the picture of the leaf . Say: Point to the leaf. Say leaf . (leaf) What is the first sound in leaf ? (/l/) What letter stands for that sound? ( l) Point to the letter l. Draw a line from the letter l to the picture of the leaf. Repeat the process for the remaining pictures . Picture Key: leaf, rake, kite, pie, nest, sun, moon, queen

Dictation Direct students’ attention to the bottom of the page and say:Run your finger under each word as I read the sentence beginning: Run fast. Now read the words with me: Run fast. Next, write your name on the line to finish the sentence. Invite volunteers to read aloud their sentences . Then say: Now look at the words and circle the vowels.

DAY 4

Listening for Initial Consonants: t, v, w, x, y, zRead aloud the focus statement at the top of the page . Then point to each letter in the activity as you introduce its letter-sound . Say: This is the letter t. The letter t stands for this sound: /t/. Say /t/. (/t/) Repeat the process for the remaining letters . Then direct students’ attention to the picture of the wagon . Say: Point to the wagon. Say wagon . (wagon) What is the first sound in wagon? (/w/ ) What letter stands for that sound? (w) Point to the letter w. Draw a line from the letter w to the picture of the wagon . Repeat the process for the remaining pictures . Then direct students’ attention to the second task . Read the directions and have students write the letters . Picture Key: wagon, yo-yo, violin, ten, zipper, X-ray

Dictation Direct students’ attention to the bottom of the page and say:Run your finger under each word as I read the sentence: I can go fast. Now read the sentence with me: I can go fast. Look at each word and circle the vowels.

DAY 5

Listening for Short and Long VowelsRead aloud the focus statement at the top of the page . Point to the first example and say: The letter a is a vowel. It has a short sound and a long sound. You hear the short a sound at the beginning of ant. Say ant. (ant) Say /a/ . (/a/) You hear the long a sound at the beginning of ape. Say ape. (ape) Say /a/ . (/a/) Repeat the process for the remaining examples . Then read the activity directions and call students’ attention to the first row . Say: Let’s listen for the long a sound . Point to the first picture. Say cake. (cake) Do you hear /a/ in cake? (yes) Circle the picture. Point to the next picture. It shows a rat. Do you hear /a/ in rat? (no) Do not circle it. Repeat the process for the remaining pictures and rows . Picture Key: Row 1: cake, rat, map, tape; Row 2: dress, hen, tree, sheep; Row 3: dig, kite, pie, six; Row 4: bone, box, goat, mop; Row 5: flute, bug, tub, glue

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Daily Phonics

Daily PhonicsClass Pack $149.95 20 Student Books + Teacher’s Edition

Grade 1 901972215 Grade 3 901981753

Grade 2 901972223 Grades 4–6+ pending

Student Book 5-Pack $29.99Grade 1 901972231 Grade 3 901981761

Grade 2 90197224X Grades 4–6+ pending

Daily Phonics

Grades 1–6+ Help students gain phonemic awareness, decoding, and word study skills to become confident and proficient readers. Each Daily Phonics book includes 32 weeks of explicit, systematic phonics instruction, practice, and application. Each week focuses on a key phonics skill, with daily lessons that progress through listening, speaking, reading, and writing activities, as well as daily dictation exercises. The scaffolded scope and sequence of Daily Phonics makes it a perfect resource for on-grade-level early learners, as well as older struggling readers and English language learners. Correlated to state standards and Common Core State Standards.

Features:• 5 student pages per week

• Daily dictation activities

• 1 teacher page per week

Provide32weeksoftargeted,systematic phonicsinstructionandpracticefor on-andbelow-grade-levelreaders

Perfect for

RTI

Weekly Teacher Pages include step-by-step teaching paths with suggested scripting for presenting each daily lesson.

Daily Student Pages provide clear, simple practice activities with predictable supporting illustrations.

Request a sample today!

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©2004 by Evan-Moor Corp. • Basic Phonics Skills, Level C • EM

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Words in Story

Little Phonics Read

ers

Joan & the Coach

Long o Story

Close the hole!

Joan drove it home.

oowlow

oaJoancoachgoal

ogo

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closeholedovestole

scoredrovehome

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Basic Phonics Skills, Level C • EMC 3320 • ©2004 by Evan-M

oor Corp.Little Phonics R

eaders

Go low!

Joan dove for the hole.

Joan stole the ball.

Score a goal!

Bridge the Gap: Phonics Primary Classroom Kit $599.99pending

Add-on Daily Phonics Student Book 5-Pack $29.99Grade 2 pending

Add-on Primary Pre- and Posttest Booklets 5-Pack $23.99pending

5Evan-Moor School Publishing Group Contract# 7000749 Vendor# EVA010000

Bridge the Gap: Phonics

Bridge the Gap: Phonics

Comprehensive but not complicated, Bridge the Gap Phonics provides more than 60 hours of explicit instruction and hands-on activities to help move students from remedial or beginning phonics skills to a 3rd-grade reading level. Each daily 60-minute block targets specific phonics skills through systematic instruction, practice, and application, while addressing the needs of auditory, kinesthetic, and visual learners. Correlated to state standards and Common Core State Standards.

Features:• 30 minutes of teacher-led whole-group instruction

• 30 minutes of center activities and written practice

• Small-group reading and authentic application of phonics skills through hands-on experience and real-world scenarios

A12-weekacceleratedphonicskit,idealfor specializedinterventionortransitionalprograms

andmainstreamprimaryclassrooms

Each Classroom Kit includes:

Teacher’s Resource Book guides teachers through delivering 12 weeks of Daily Phonics instruction.

25 Hands-on Centers include activity mats and corresponding tasks cards in sets for up to six students. These game-like centers provide hands-on practice and reinforcement of the weekly phonics skills in a controlled small-group setting.

5 Sets of Pre- and Posttest Booklets measure and track student progress from the beginning of the 12-week program to completion.

Daily Phonics, Level 2 Teacher’s Edition, 5 Student Practice Books

Reproducible Phonics Readers and written practice pages



6


Directinstructionthattargetsthereadingstrategiesandskillsyourstudentsneedtoimprove

comprehensionandraisetestscores

Each book covers 12 comprehension skills, including:

• CompareandContrast• Prediction• MainIdeaandDetails• Inferencing ...andmore

Grades 2–6+ cover six reading strategies:

• MonitorComprehension• MakeConnections• Visualization• Organization• AskQuestions• DetermineImportant Information

Grade 1 covers phonics, sight words, and vocabulary development.

Daily Reading ComprehensionClass Pack $142.95 20 Student Books + Teacher’s Edition

Grade 1 901729736 Grade 4 901827185

Grade 2 901729744 Grade 5 901827223

Grade 3 901729752 Grade 6+ 901827231


Grade 2 901729779 Grade 5 901827258

Grade 3 901729787 Grade 6+ 901827266


Grades 1–6+ Present your students with direct instruction on the reading strategies and skills they need to become successful readers. The 150 original fiction and nonfiction passages with comprehension items in each Daily Reading Comprehension title help you engage students in reading, thinking about, and responding to a variety of texts. Correlated to state standards and Common Core State Standards.

Features:• Weekly teacher overview pages

with suggestions for guiding students through each passage

• A diverse selection of passages that expose students to a variety of text types

• Lessons that cover the major comprehension skills and strategies students need in order to perform well on standardized reading assessments

Student Pages

Teacher Page

You may also like Daily Reading Comprehension Centers on page 18.

Daily Academic Vocabulary Class Pack $142.95 20 Student Books + Teacher’s Edition

Grade 2 901704792 Grade 5 901704822

Grade 3 901704806 Grade 6+ 901704830

Grade 4 901704814


Grade 3 901704857 Grade 6+ 901704881

Grade 4 901704865

Weekly Teacher Pages provide definitions and sample sentences and help teachers introduce new words through brief discussions that build on students’ previous knowledge.

Daily Student Pages help students practice new words through short daily activities that use the words in an academic or personal context.

Weekly and Unit Reviews Students review each week’s words through a Friday multiple-choice assessment. Four cumulative reviews provide additional practice and assessment.



Name _________________________________________

Week 1

Day 5 subject • topicFill in the bubble next to the correct answer. 1. Which sentence could you complete with the word subject?𝖠𝖠 We have a different textbook for every .𝖡𝖡 Grandma’s barn was the for Barney’s doghouse.

𝖢𝖢 The librarian is a good to help you find a book.𝖣𝖣 The dinosaur was in the museum. 2. The subject of a book is .𝖥𝖥 a list of the chapters𝖦𝖦 a list of the topics covered in the book𝖧𝖧 what the book is about the person who wrote the book 3. In which sentence could you replace the underlined word with the word topic?

𝖠𝖠 A birthday is a good reason for celebration.𝖡𝖡 For some players, winning is the object of the game.𝖢𝖢 The dinner table is the perfect place for conversation.𝖣𝖣 Movies are Emma’s favorite subject for discussion. 4. What is the topic of a news article entitled “California Feels the Heat”?𝖥𝖥 unusually cold weather in California𝖦𝖦 wood-burning stoves𝖧𝖧 hot weather in California hot weather in Mexico

Writing Tell about the subject of a book you have read lately. Be sure to use the word subject in your writing.

______________________________________________________________________________________________________________________________________________________________________________________________________

© Evan-Moor Corp. • EMC �759 • Daily Academic Vocabulary

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Name _________________________________________

Week 1

Day 3 topic

1. How would you complete this sentence? Say it aloud to a partner.

I could say a lot about the topic of .

2. Which of these topics would you talk about in science class? Circle your answers.

a. how magnets work c. how plants grow b. a favorite TV show d. nouns and verbs

3. Which sentence correctly uses the word topic? Circle your answer.

a. They hiked to the topic of the mountain. b. They talked about a different topic every night. c. I like to topic about my favorite book. d. She took a topic to avoid getting the flu.

Day 4 topic

1. How would you complete this sentence? Say it aloud to a partner.

I would be interested in an article on the topic of .

2. Which of these would make a good topic for a science report? Circle your answer.

a. how I spent my summer vacation c. how the president is elected b. how a caterpillar becomes a butterfly d. how to make a turkey sandwich

3. Pretend that you are going to write a report. First, write the topic of your report. Then, write three things you would say about the topic.

Topic: My Dog

a. He likes to chase balls.b. He has a big wet tongue.c. He sleeps on my bed.

Topic:

a.

b.

c.

1� Daily Academic Vocabulary • EMC �759 • © Evan-Moor Corp.


Week

1


subject • topicUse the transparency for week 1 and the suggestions on page 6 to introduce the words for each day.

DaY1

subject(noun) An area of study, such as science. Math is Greta’s best subject in school.

Have students name the different things they study in school—math, science, social studies, reading, language arts, health, music, art. Say: Each of these things is a subject you study in school. Invite students to talk about which school subjects they like best. After responses, ask: Why do you like that subject the best? Then have students complete the Day 1 activities on page 11. You may want to do the first one as a group.

DaY2

subject(noun) Someone or something that is thought about, written about, or talked about. Our school picnic was the subject of a newspaper article.

Display informational books that are familiar to students. Select books whose subject is suggested by the title—for example, Exploring the Night Sky or How a House Is Built. As you show each book, ask: What is the subject of this book? What is it about? Help them conclude that what a book is about is the subject of the book. Then have students complete the Day � activities on page 11. You may want to do the first one as a group.

DaY3

topic(noun) The subject of discussion or conversation. Abigail always has a lot to say on the topic of dog care.

Explain that topic and “subject” have very similar meanings and are sometimes used interchangeably. Say: Something or someone can be the topic of discussion or the subject of discussion. Ask: What is our topic of discussion right now? Read the sample sentence and ask: Would the sentence have the same meaning if you replaced topic with the word “subject”? Then have students complete the Day � activities on page 1�. You may want to do the first one as a group.

DaY4

topic(noun) The subject of a book or other written work. He has read many books on the topic of space travel.

Say: Both topic and “subject” are used to describe what a book or another piece of writing is about, as well as a discussion or conversation. Ask a student to make up a sentence using the word topic. Then ask another student to repeat the sentence, substituting the word “subject” for topic. Ask: Are the meanings of the two sentences the same? Then have students complete the Day � activities on page 1�. You may want to do the first one as a group.

DaY5

Have students complete page 1�. Call on students to read aloud their answers to the writing activity.

10 Daily Academic Vocabulary • EMC �759 • © Evan-Moor Corp.


Grades 2–6+ Help your students internalize vocabulary words they need to know in order to communicate effectively and perform well on classroom assignments and standardized tests. This research-based series contains 36 weeks of direct instruction on academic words such as opposite, prediction, subject, and specify, the kinds of words that they will encounter in all different subject areas and grade levels. Correlated to state standards and Common Core State Standards.

Features:• Oral, cloze, multiple-choice, and

open-ended writing activities that require students to apply new words to their own experiences

• Unit reviews that reinforce word meaning through engaging puzzles

Dailypracticethatdevelopstherichvocabularyessentialto students’successintheclassroomandonassessments


© Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing 1�

Name:

Ideas

IDEAS

Choose a strong idea. Narrow it down.

Think about fun things you like to do with friends. Complete the triangle. Narrow down your ideas into one specific idea.

Week 1 • Day 4

Start with a general idea.

fun with friends

Narrow it down.

Make it more specific.

Ideas

Week 1 • Day 5Write about something specific that you like to do with friends. Be sure that each statement ends with a period.

IDEAS

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IDEAS

12

Daily 6-Trait Writing • EMC 6023 • © Evan-Moor Corp.

Name:

Ideas

IDEAS

Choose a strong idea. Make your idea specific.

Week 1 • Day 1

A. Read each student’s story ideas. Underline the one that is

stronger and more specific.

1. John’s story ideas:

a. My sister’s teddy bear

b. Finding my sister’s lost teddy bear

2. Brianna’s story ideas:

a. Why I like Grandmother’s house in Mexico City

b. Visiting Mexico

B. Read the three ideas below. Choose one to make more specific.

Circle it and write the specific idea.

Ideas: bike riding

movies

baking cookies

A more specific idea:

C. Read the sentences. Circle the periods.

Rocky wrote about seeing a bridge in Oakland. The

bridge is called the Bay Bridge. It is 43,500 feet long.

Sample Answers:

the day I finally learned to ride my

bike; the scariest movie I’ve ever seen; making oatmeal

cookies for the bake sale

© Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing

13

Name:

Ideas

IDEAS

Choose a strong idea. Make your idea clear.

A. Julia is making a scrapbook with photos of a camping trip.

Help her write a clear idea about each photo. Write the idea in

a complete sentence. The first one is done as an example.

Week 1 • Day 2

Idea: Riding

Clearer Idea: Here I am riding

a horse for the first time.

Idea: Swimming

Clearer Idea:

Idea: Camping

Clearer Idea:

Idea: Eating

Clearer Idea:

B. Proofread each sentence you wrote.

1

3

2

4

We ate breakfast

outside every morning.

Sample Answers:It rained on

our first day of camping.

We had fun

jumping off the dock.

DAY 1

Read the rule aloud. Then say: A strong idea is specific.

That means it is clear-cut and exact. Imagine that you

will write a story. Which of these ideas is more specific?

1) autumn; or 2) playing in piles of crunchy, colorful leaves.

(idea 2, because it tells about a specific happening in

autumn) Then guide students through the activities.

• Activity A: Read aloud John’s story ideas.

Ask: Which idea is more specific? (b) Why? (It is a

specific story about the bear.) Repeat the process

for Brianna’s story ideas, having students choose

an answer. Ask them to explain their choices.

• Activity B: Read aloud the three ideas. Then use

the first one to model thinking of a more specific

idea. Say: What could you tell about bike riding?

What about learning to ride? Or where you like to

ride? Invite students to voice ideas, making sure

they are specific. Have them choose an idea to

complete the activity.

• Activity C (Convention): Read the sentences

and point out that they are statements. Ask: What

punctuation mark does a statement end with? (a

period) Say: Always proofread your writing to make

sure you’ve ended each statement with a period. Then

have students complete the activity.

DAY 2

Read the rule aloud. Then guide students through the

activities.

• Activity A: Have a volunteer read the ideas

given for the first photo. Discuss what makes

the second idea clearer. (“Riding a horse for the

first time” is better than just “riding” because

it clearly describes what’s happening in the

picture.) Guide students through items 2–4.

Remind them to write their answers in complete

sentences. Encourage students to write as “Julia,”

using the pronoun I.

• Activity B (Convention): You may want to

have students exchange papers with a partner

and check each other’s sentences.

IDEASChoosing a Strong IdeaWEEK

1Refer to pages 6 and 7 to introduce or review the writing trait.

© Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing 13

Name:

Ideas

IDEAS

Choose a strong idea. Make your idea clear.

A. Julia is making a scrapbook with photos of a camping trip. Help her write a clear idea about each photo. Write the idea in a complete sentence. The first one is done as an example.

Week 1 • Day 2

Idea: Riding

Clearer Idea: Here I am riding

a horse for the first time.

Idea: Swimming

Clearer Idea:

Idea: Camping

Clearer Idea:

Idea: Eating

Clearer Idea:

B. Proofread each sentence you wrote.

1

3

2

4

Days 1–3 provide lessons, writing models, and activities for students to practice key writing skills and apply them to a variety of writing forms.

Day 4 presents students with a prewriting activity. Students use graphic organizers that help them approach their writing in logical, structured ways.

Day 5 asks students to apply their new skills through a writing prompt. Teachers can use the prompt as an assessment or expand it for a longer assignment.

8

Daily 6-Trait Writing

Daily 6-Trait WritingClass Pack $142.95 20 Student Books + Teacher’s Edition

Grade 1 901701319 Grade 4 901701343

Grade 2 901701327 Grade 5 901701351

Grade 3 901701335 Grade 6+ 90170136X


Grade 2 901701386 Grade 5 901701416

Grade 3 901701394 Grade 6+ 901701424

Daily 6-Trait Writing

Grades 1–6+ Daily 6-Trait Writing provides direct instruction on the six traits of writing—ideas, organization, voice, sentence fluency, word choice, and conventions—through scaffolded lessons that focus on specific writing skills. Correlated to state standards and Common Core State Standards.

Features:• 125 scaffolded trait-based writing lessons

• A trait-based writing rubric

• Teacher pages that include an easy-to-follow teaching path and ideas for modeling and eliciting student responses

• Activities that cover narrative, expository, descriptive, and persuasive writing

Targeted,trait-basedwritinglessonsandactivitiesthatenrichanycorewritingorlanguageartsprogram

Teacher PageStudent Page

Student Pages


Interactive apps also sold separately.



Daily Paragraph EditingClass Pack with App $344.13 Interactive App + 20 Student Books + Teacher’s Edition

Grade 2 901897817 Grade 5 901897841

Grade 3 901897825 Grade 6+ 90189785X

Grade 4 901897833

Class Pack $134.15 20 Student Books + Teacher’s Edition

Grade 2 901705454 Grade 5 901705489

Grade 3 901705462 Grade 6+ 901705497

Grade 4 901705470


Grade 3 901705519 Grade 6+ 901705543

Grade 4 901705527


Grades 2–6+ The activities in Daily Paragraph Editing target specific grade-level capitalization, punctuation, spelling, and language usage skills. Each weekly lesson includes a 4-paragraph composition for students to edit, as well as a related writing prompt on Friday. Correlated to state standards and Common Core State Standards.

Features:• Teacher pages that include an

editing key and error summary

• Daily paragraphs on cross-curricular topics with errors for students to correct

• Writing prompts that expose students to a variety of writing forms

• Available in print and interactive app format

• 180self-correcting,interactivelessons

• Studentssimplydraganddropeditingmarkstomakecorrections

• The“errorcounter”givesstudentsincentivetofindmistakes

©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 3 • EMC 2726

13

Name Daily Paragraph Editing

Walt Disney’s Cartoon Magic Walt Disney lived on a farm when he was a young boy. From an early age, walt liked to draw animals. He watched the farm animals carefully he made lifelike drawings of them. Walts family had no money for paper but Walt was clever. he drawed a pig on the wall of his house. Walt’s parents were not happy! Then Walts aunt gave him drawing paper

BIOGRAPHY: Walt Disney’s Cartoon Magic

MONDAY WEEK 1

TUESDAY WEEK 1

When walt grew up, he got a job drawing animuls for animated cartoons. creative ideas filled Walts head. the other cartoons were silent so Walt made a cartoon with music and talking characters. This cartoon was called Steamboat Willie. The star was mickey Mouse. Mickey talked and singed, people loved him

• apostrophes

• apostrophes

Student Page

download Portalstm to access FREE sample lessons for every interactive app

www.evan-moor.com/apps

Enhance instruction with interactive

apps!

26 Daily Science • EMC 5012 • © Evan-Moor Corp.

Idea 1

Week 4

Why do some plants have flowers?Students at this grade do not need to learn the reproductive parts of a flower (stamen, pistil, and so on), but they will learn that all flowers make seeds and some type of fruit. Flowering plants are the most abundant and diverse plants on Earth. A flower is a plant’s reproductive part, and it appears after the plant has fully matured. Just like animals, plants have a life cycle. Plants grow from seeds and become mature. Most mature plants create flowers. The flowers produce fruit and grow new seeds. New seeds start the cycle again by becoming new plants.

Day OneVocabulary: flower

Materials: flowers or pictures of flowers

Distribute page 27 and introduce the vocabulary word. Then read the introduction aloud with students. Show the flowers or pictures of flowers you brought. Have students describe the flowers. (shape, color, smell, and so on) If needed, review the parts of a plant (roots, stem, leaves, flower) before distributing crayons and having students complete activity A. For activity B, read the question aloud and have students write their answer.

Day TwoVocabulary: pollen

Distribute page 28 and introduce the vocabulary word. Then have volunteers read the introduction aloud. Point out the pictures on the page and ask students if they have ever seen bees or butterflies around flowers before. Then have students complete activity A independently. For activity B, read each question aloud and have students write their answers.

Day ThreeVocabulary: fruit

Distribute page 29 and introduce the vocabulary word. Then have volunteers read the introduction aloud. Point out the chart on the page and help students understand how to read it. Read the name of the first fruit and then ask: Does it have seeds inside it? (yes) Is it a fruit? (yes) Then let’s write yes in the box. Have students finish the activity on their own. For activity B, read each question aloud and have students circle their answers. For the oral activity, pair students or discuss the answers as a group.

Day Four Distribute page 30 and read the introduction aloud with students. Then have students look at the pictures in activity A and complete the activity. When students finish, point out that no matter which step in the cycle you start with, the order stays the same. For activity B, have the class answer as a group after a volunteer reads each statement.

Day Five Tell students they will review everything they have learned about flowers and fruit. Have them complete page 31. Go over the answers together.

All living things have

different life cycles.

Big Idea 1 • Week 4

© Evan-Moor Corp. • EMC 5012 • Daily Science

27

Daily Science

Big

Name __________________________________________________________

Day1

Weekly Question Why do some plants have flowers?

Most plants come from seeds. A seed has a baby plant inside it. But where do seeds come from? Most seeds come from flowers. Flowers have a special way of making seeds.

A. Label the parts of the plant. Use the words inthe box. Then color the picture.

leaf stem flower roots

B. Where do most seeds come from? Write a complete sentence to answer the question.

Vocabularyflowerthe part of a plant that makes seeds

Idea 1

WEEK 4

Big Idea 1 • Week 4

10

Daily Science

Daily Science

Grades 1–6+ Why do camels have humps? How far up does the sky reach? Where do echoes come from? These are just some of the motivating questions your students will answer while they investigate standards-based scientific concepts. The 150 daily lessons in each Daily Science title help students develop a genuine understanding of scientific concepts and content vocabulary. Correlated to state standards and Common Core State Standards.

Features:• Direct instruction and activities that

build science literacy

• Easy-to-understand background information and clear teaching paths that support teachers who have less experience teaching science

• Inquiry-based activities that help students learn how to “think like a scientist”


Daily ScienceClass Pack $142.95 20 Student Books + Teacher’s Edition

Grade 1 901701238 Grade 4 901701262

Grade 2 901701246 Grade 5 901729698

Grade 3 901701254 Grade 6+ 901729701


Grade 2 901701289 Grade 5 90172971X

Grade 3 901701297 Grade 6+ 901729728

Class Pack with App $348.98 Interactive App + 20 Student Books + Teacher’s Edition

Grade 1 pending Grade 4 pending


Grade 3 pending Grade 6+ pending

Student Page

Teacher Page

Coming August 2012

This summer!

• Photographs,drawings,andanimationenrichunderstanding ofscienceconcepts

• Interactiveelementshelptokeepstudentsengaged

• Easyaccesstocontentthat reviewsorreinforcesconcepts


apps!




You may also like Everyday Literacy: Science for PreK–1 on page 30.

88 EMC 3714 • Daily Geography Practice, Grade 5 ©2004 by Evan-Moor Corp.

Name ___________________________________________________

�� The Region of Central AmericaMonday 1. How many countries make up the region of Central America? Name two of them.

____________________________________________________________________________________________________________________

2. Is Central America part of the continent of North America or South America?

__________________________________________________________

Tuesday 1. Central America connects the southern part of North America to which continent?

__________________________________________________________ 2. Which waterways border Central America?

____________________________________________________________________________________________________________________

Wednesday 1. Which country borders Central America to the north?

__________________________________________________________ 2. Which South American country borders Central America to the south?

__________________________________________________________

WEEK 21

©2004 by Evan-Moor Corp. EMC 3714 • Daily Geography Practice, Grade 5 87

Name WEEK 21The Region of Central America

Legend

national capital

Belmopan

The countries of Central America form a long isthmus between the rest of North America and the continent of South America.

P A C I F I C O C E A N

C A R I B B E A N S E A

C O S T A R I C A

B E L I Z E

G U A T E M A L AH O N D U R A S

N I C A R A G U A

P A N A M A

E L S A L V A D O R

M E X I C O

COLO

MB

IA

San José

Guatemala CityTegucigalpa

San Salvador

Managua

Panama City S O U T H

A M E R I C A

86 EMC 3714 • Daily Geography Practice, Grade 5 ©2004 by Evan-Moor Corp.

WEEK 21

ANSWER KEY

Monday 1. 7; Any two of the following:

Belize, Costa Rica, Guatemala, Honduras, El Salvador, Nicaragua, and Panama

2. North America

Tuesday 1. South America 2. Caribbean Sea and Pacific

Ocean

Wednesday 1. Mexico 2. Colombia

Thursday 1. Belize 2. isthmus

Friday 1. El Salvador 2. Panama; Costa Rica,

Colombia, Pacific Ocean, and the Caribbean Sea

ChallengeThe Panama Canal runs across the center of the country of Panama, just above Panama City.

Skill: Political Regions Essential Element 2: Standard 5

The Region of Central AmericaIntroducing the Map

Share with students the definition of a region. Explain that a group of countries can be part of a region. Ask students to name the geographic region that bridges the southern end of North America to South America. The answer is the region of Central America.

Show students the map of Central America. Students should notice that the geographic location of this region gives it its name. However, explain to students that Central America is considered part of the North American continent. Besides its geographic location, Central America is linked to North America in other ways.

• The countries of Central America form a long isthmus that connects southern North America to South America. The Isthmus of Panama is a narrow strip of land that separates the Atlantic and Pacific Oceans in Panama.

• The physical features of the region include many inland, rugged mountains. Many of the mountains are active volcanoes. Devastating earthquakes, volcanic eruptions, and hurricanes strike this region.

• Spanish is the official language of all the Central American countries, except Belize. In Belize, English is the official language.

• Most of the people of Central America live in the highlands, where they live on small farms.

• Central America has large plantations that produce about 10 percent of the world’s coffee and about 10 percent of the world’s bananas.

• The Maya Indians were the dominant culture from about 400 B.C. to about A.D. 900. Today, descendants of the Maya live in the mountains of Central America.

All these factors help to group the countries into a region.

Introducing Vocabulary

Central America a region of seven countries between Mexico and South America

isthmus narrow strip of land having water on each side and connecting two larger bodies of land

region area of land or water with certain characteristics that make it different from other areas

sea a body of salt water that is part of an ocean, yet is partially enclosed by land



Weekly Teacher Pages provide background information and vocabulary to help teachers introduce the week’s lessons.


Grades 1–6+ An easy, effective way to fit social studies practice into the curriculum! Based on the six essential elements and 18 standards outlined by the National Geography Standards, Daily Geography Practice presents students with critical map-reading skills, geography terms, and more. Each book includes weekly learning objectives, maps, student pages, and a glossary. Correlated to state standards and Common Core State Standards.

Features:• Direct instruction on geography

concepts, content vocabulary, and visual literacy/map-reading skills

• Teacher overview pages that include an explanation of the standards addressed, background information, and suggestions for introducing the skills and vocabulary for each lesson

Developcriticalmap-readingskillsandgeographycontentvocabulary.

Weekly Maps illustrate the geography skill being emphasized during the week and work as a reference to help students answer each activity’s questions.

Student Book Pages feature two questions per day and progress in difficulty. A challenge question at the end of the week asks students to add a feature to the map.



Grade 1 90170640X Grade 4 901706434

Grade 2 901706418 Grade 5 901706442

Grade 3 901706426 Grade 6+ 901706450


Grade 2 901706477 Grade 5 901706507

Grade 3 901706485 Grade 6+ 901706515


6

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Name:


WednesdayWEEK

Name:


ThursdayWEEK

Circle the word that is spelled correctly. 1. wanted whanted waunted want’dCorrect these sentences. 2. my dad taked my sisters bike to be fixed

3. he knowed what his homework was

Where would someone probably say the following? 4. “Julia, may I borrow your eraser?” 5. “Swimmers take your mark, set, GO!”

Correct these sentences. 1. she bought apples carrots and cereal

2. mary she is going to be late for the lesson

Complete this analogy. 3. fire : hot :: ice :

Circle the word that is spelled correctly. 4. frend freind friend frund 5. hapiness happiness happeness happines

1

1

12

Daily Language ReviewClass Pack with App $341.93 Interactive App + 20 Student Books + Teacher’s Edition

Grade 1 901897736 Grade 5 901897779

Grade 2 901897744 Grade 6 901897787

Grade 3 901897752 Grade 7 901897795

Grade 4 901897760 Grade 8 901897809



Grade 1 901706523 Grade 5 901706566

Grade 2 901706531 Grade 6 901706574

Grade 3 90170654X Grade 7 901706663

Grade 4 901706558 Grade 8 901706671


Grade 2 901706590 Grade 6 901706639

Grade 3 901706604 Grade 7 901706647

Grade 4 901706612 Grade 8 901706655



Grades 1–8 Build students’ language skills and raise test scores with 36 weeks of grammar, punctuation, usage, and sentence-editing practice. Daily Language Review reinforces the skills covered in your core language program through repeated and focused language practice. Correlated to state standards and Common Core State Standards.

Features:• A scope and sequence chart that

helps teachers track and record the skills covered

• Short 5- to 10-minute activities that easily integrate into the core curriculum


“ My Title 1 students and lower ability students love Daily Language Review. They are more aware of the conventions and grammar in their writing.”

- Eleanor H., Chicago, IL

Student Page


• Idealforwhole-classorindependentpractice

• Immediatefeedbackhelpstokeepstudentsengaged


apps!



You may also like Daily Language Review Centers on page 18.

Building Spelling Skills 1

Building Spelling Skills, Daily Practice • EMC 2707 22

© Evan-Moor Corp.

Word MeaningFill in the missing words .

takes ask always catch eightafraid away stand prey wavedsaid than great they playing

1. An octopus uses its arms to catch its . 2. It a long time to my dog to give him a bath. �. My little sister is of thunder and lightning. �. were football at the park. �. Marcus his hand and ,“Good-bye.” �. You must far from the campfire.

My Spelling Dictation Write the sentences . Circle the spelling words .

1.

2.



Building Spelling SkillsClass Pack with App $341.93 Interactive App + 20 Student Books + Teacher’s Edition

Grade 1 901897868 Grade 4 901897892

Grade 2 901897876 Grade 5 901897906

Grade 3 901897884 Grade 6+ 901897914


Grade 1 90170489X Grade 4 90170492X

Grade 2 901704903 Grade 5 901704938

Grade 3 901704911 Grade 6+ 901704946


Grade 2 901704962 Grade 5 901704997

Grade 3 901704970 Grade 6+ 901705004


Grades 1–6+ Give your students focused practice on up to 540 grade-level spelling words. Weekly lesson objectives, five practice activities for each week, forms for testing and recordkeeping, a spelling strategies chart, and more give you everything you need to build strong spellers. Correlated to state standards and Common Core State Standards.

Features:• 30 weekly units of targeted practice

on grade-level spelling word lists organized around spelling patterns

• Dictation sentences for each spelling list

• Reproducible spelling lists and parent letters

• Spelling strategies and “How to Study” charts


Student Page


• Audiosupportthatreadsaloudspellingwordsandsamplesentences

• Idealforwhole-classinstruction orindependentpractice

• Multisensoryapproachto improvewordacquisition


apps!




EMC 752 • © Evan-Moor Corp.

5

Daily Math Practice

Daily Math PracticeTuesday

Monday

4.

1.

4.

1.

1

1

2.

2.

5.

5.

3.

3.

Write the number for twenty.

Tina saw a movie about parrots.

There were 8 parrots sitting in a

tree, and then 6 more landed on the

branches. Then 4 flew away. How

many parrots were still in the tree?

parrots

0 + = 9

There were 17 girls in Mrs. Baker’s

class last year. This year there are

9 girls. How many more girls were

in her class last year?

girls

8 + 2 =

Fill in the correct symbol.

< = >

0 + 10 =

Color .

9 – 3

13 – 6

EMC 752 • © Evan-Moor Corp.

7

Daily Math PracticeFriday

Daily Math Practice

Daily Progress Record

1

1How many did you get correct each day? Color the squares.5

4

3

2

1

Monday Tuesday Wednesday Thursday Friday

Complete each number sentence. Use only 3, 4, and 5.

+ + = 12 + – = 6 + – = 4

6 EMC 752 • © Evan-Moor Corp.

Daily Math Practice

Daily Math Practice Thursday

Wednesday

2.

1. 4.

2.

1. 4.

1

1

5.

5.

3.

3.

What time is it?

quarter past

On a walk along the beach, Jarod saw 9 gulls, 3 cormorants, and 6 pelicans.How many birds did he see?

birds

12 – 6 =

Continue the pattern.

11 13 15

Count by ones to fill in the missing numbers.

100

149

63

102

If a muffin costs 7¢, how much will 3 muffins cost?

¢

11 – 7 =

Mark the eighth dot.

4 + 9

5 + 7

Daily Math Practice

Grades 1–6+ Based on NCTM Standards, Daily Math Practice addresses key learning objectives, including computation, problem solving, geometry, measurement, and more. Reproducible student pages, an answer key, and a comprehensive scope and sequence chart give you everything you need to provide students with focused and repeated skills practice. Correlated to state standards and Common Core State Standards.

Features:• Short daily activities that work along with

core programs to help students master standards-based skills

• A comprehensive scope and sequence chart that helps teachers track and record the skills being covered

• Daily progress records that ask students to track and record their own work

Dailymathproblemsthatpracticeand reinforceNCTMStandards-basedmathskills

14

Daily Math Practice

Daily Math PracticeClass Pack $128.65 20 Student Books + Teacher’s Edition

Grade 1 901705551 Grade 4 901705586

Grade 2 90170556X Grade 5 901705594

Grade 3 901705578 Grade 6+ 901705608


Grade 2 901705624 Grade 5 901705659

Grade 3 901705632 Grade 6+ 901705667

Monday through Thursday Activities include two computation problems, two items that practice a variety of math skills, and one word problem.

Friday Activity features a single problem that is more extensive and emphasizes reasoning and communication.


You may also like Daily Math Practice Centers on page 18.

©2001 by Evan-Moor Corp. 6

Daily Word Problems • EMC 3003

Daily Word ProblemsMonday–Week 2

Daily Word ProblemsTuesday–Week 2

School Bus

Name:

Work Space:

Answer:

Name:

Work Space:

Answer:

Jan gets on the school bus at 8:15 a.m. She rides the bus for 35 minutes. At what time does Jan arrive at school?

The school bus has 14 seats. Two students can sit on each seat. If all the seats on the bus are full, how many students are riding the bus?

students

School Bus

:

Daily Word Problems, Math

Grades 1–6+ Watch students’ problem-solving skills improve day by day as they take part in meaningful math practice. The 36 weeks of reproducible practice activities address grade-level math concepts such as addition, fractions, logic, algebra, and more! Monday through Thursday activities present students with a one- or two-step word problem, while Friday’s format is more extensive. Correlated to state standards and Common Core State Standards.

Features:• A comprehensive scope and

sequence chart that helps teachers track and record the skills being covered

• Weekly activities that focus on a central theme and create meaningful and engaging opportunities for learning


Student Page


Daily Word Problems

Daily Word Problems, MathClass Pack with App $288.63 Interactive App + 20 Student Books + Teacher’s Edition

Grade 1 901897671 Grade 4 901897701

Grade 2 90189768X Grade 5 90189771X

Grade 3 901897698 Grade 6+ 901897728


Grade 1 901705675 Grade 4 901705705

Grade 2 901705683 Grade 5 901705713

Grade 3 901705691 Grade 6+ 901705721

Student Book 5-Pack $27.49Grade 1 90170573X Grade 4 901705764

Grade 2 901705748 Grade 5 901705772

Grade 3 901705756 Grade 6+ 901705780

“ After using Daily Word Problems, Math, my students had the highest test scores for problem solving on standardized tests.”

- Sara O., Owings, MD


• Immediatefeedbackencouragesperseveranceinproblemsolving

• Keepsstudentsfocusedwith nondistractinginterface


apps!




Review

6 A Word a Day • EMC 2793 • © Evan-Moor Corp.

A Word a Day

Week 1

impatient • appliance • appropriate • mumble

1 Tell students that you are going to give them a clue about one of the words for the week. Th ey are to fi nd the word that answers the clue.• An electric fan is one of these. (an appliance)• Th is kind of behavior is polite. (appropriate)• You might feel this way if you had to wait a long time to open a present. (impatient)

• When people do this, it is hard to understand them. (mumble)

2 Read each sentence and ask students to supply the correct word to complete the sentence.• A household , such as a clothes dryer, costs a lot of money. (appliance)• It is not to yell inside the classroom. (appropriate)• When you , I can’t tell what you are saying. (mumble)• Try reading a book if you get while waiting for the bus. (impatient)

3 Read each sentence and ask students to tell which word or words are wrong. Th en have them provide the correct word from the week’s list.• It is incorrect to thank someone who does you a favor.

(incorrect/appropriate)• Shy people often speak clearly, making it hard to understand them. (speak clearly/mumble)

• Pablo is so relaxed that he hates waiting for longer than a minute. (relaxed/impatient)

� Read each sentence and ask students to decide if it is true or false. If the sentence is false, instruct students to explain why.• Interrupting others is usually appropriate. (false; it is impolite to interrupt others)

• Most TV newscasters mumble. (false; most speak clearly)• It is not much fun to talk with an impatient person. (true)• A sheet of paper is a household appliance. (false; a sheet of paper is not a machine)

Write on the board the four words studied this week. Read the words with the class and briefl y review their meanings. Th en conduct the oral activities below.

Answers for page 7: 1. B, 2. J, 3. A, 4. J

16

A Word a Day

A Word a Day

Grades 1–6+ Help students develop the rich vocabulary that’s essential to successful reading comprehension and academic achievement. Each A Word a Day title covers 144 words in 36 weekly units. Short daily activities along with weekly oral reviews and multiple-choice tests give you everything you need to strengthen students’ vocabulary. Correlated to state standards and Common Core State Standards.

Features:• Daily exercises that use multiple

approaches to teach vocabulary, including written, oral, and visual literacy activities

• Weekly oral and written reviews that ask students to apply their new words through group discussions, test questions, and an open-ended writing prompt


A Word a DayClass Pack with App $231.93 Interactive App + 20 Student Books + Teacher’s Edition

Grade 1 901897612 Grade 4 901897647

Grade 2 901897620 Grade 5 901897655

Grade 3 901897639 Grade 6+ 901897663


Grade 1 901704679 Grade 4 901704709

Grade 2 901704687 Grade 5 901704717

Grade 3 901704695 Grade 6+ 901704725


Grade 2 901704741 Grade 5 901704776

Grade 3 90170475X Grade 6+ 901704784

Student Page


• Perfectforwhole-classinstructionorindependentpractice

• Flexibleoptionstodisplayorhidedefinitionsinreviewsections


apps!




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Once upon a time

a beautiful princess lived...

in a lonely castle

surrounded by a deep moat.

43

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Finish the story.

Name:

Once upon a time there was a beautifulprincess. She lived in a castle with a moat.She had no visitors. She was lonely.

Word Box

handsome princesnuggly kittenhappily ever after

The Princess45

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MondayMonday

Today is marvelous Monday.

TuesdayTuesday

1515

Today is terrific Tuesday.

Monday

1

Tuesday

2Daily Handwriting Practice


Traditional Manuscript 901701432

Traditional Cursive 901701440

Modern Manuscript 901701459

Contemporary Cursive 901701467

Student Book 5-Pack $27.49Traditional Manuscript 901701475

Traditional Cursive 901701483

Modern Manuscript 901701491

Contemporary Cursive 901701505



Monday through Thursday Activities help students practice letter formation while focusing on a theme such as animals, nutrition, our solar system, or vehicles.

Friday Activity features a full-page exercise that draws the topic to a close by reviewing what was learned earlier that week.


All Grades Daily Handwriting Practice presents students with practice writing letters, words, and sentences about a variety of content-area topics, from language arts to science and social studies.

Features:• Handwriting activities that cover a variety

of content-area topics to help students develop content-area literacy

• A full-page letter formation chart that shows struggling students how to properly form letters

• Patterns and directions for creating an alphabet book

Providestudentswithdailyhandwritingpracticewithacurriculumtie-in.


18


DailyMathPracticeCenters

Classroom Kit $384.99Grade 1 901696145

Grade 2 901729795

Grade 3 901729809

Add-on Student Booklets 5-Pack $10.99Grade 1 901696153

Grade 2 901740616

Grade 3 901740624

DailyLanguageReviewCenters


Grade 2 901696099

Grade 3 901696102


Grade 2 901696129

Grade 3 901696137

DailyReading ComprehensionCenters


Grade 2 901943614

Grade 3 901943622


Grade 2 901989169

Grade 3 901989177

Each Classroom Kit Includes:

36 ready-made folder centers

• compellingfull-colordesigns• high-interestthemesandtopics• pocketstoholdplayingpieces

Spiral-bound Teacher’s Guide

• 80pages• centerassignmentsheets• studentandclasschecklists• centerdirectionsandanswerkeys• reproducibleresponseforms

20 Student Response Booklets

• 40pageseach•workgreatasaninformalassessment

of students’ skill acquisition• helpstudentskeeptrackofwhich

centers they’ve completed

Sturdy Storage Box

• keepscentersorganized and protected

• fitseasilyonashelf

Reinforcestandards-basedskillswithmotivating,targetedhands-onpractice.

•Durable,ready-madecentersincolorfulfolders

•Hands-onlearningexperiencesthatdeepenunderstandingandfosteraloveforlearning

•Activitiesperfectforformativeassessments

Compare and Contrast

24 Lions and Tigers

are big, wild cats live on grasslands

live where there

are lots of treeslike to roar

are strong hunters hunt mostly at night

live alone hunt alone

have families hunt in groups

like water do not like water

3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM


24 Lions and Tigers

are big, wild cats live on grasslandslive where thereare lots of trees like to roar

are strong hunters hunt mostly at nightlive alone

hunt alone



3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM

2

Teacher’s Guide

3

Number Words

Numbers

1

thirty-one fortyfifty-five

ninetytwelve one hundred

four hundred

fiveseventy-two thirteen

ninety-four eleventwo hundred

one

forty-six eighty sixty-seven

three hundred

tenfifteen twenty-nine

one hundred

fourteenfive hundred

2 x 1

3042Cards2x1.indd 39

1/25/10 9:06 AM

Number Words

Numbers

1

thirty-one fortyfifty-five

ninetytwelve one hundred

four hundred

fiveseventy-two thirteen

ninety-four eleventwo hundred

one

forty-six eighty sixty-seven

three hundred

tenfifteen twenty-nine

one hundred

fourteenfive hundred

2 x 1

3042Cards2x1.indd 39

1/25/10 9:06 AM



EachDaily Centers Kit supports state standards and Common Core State Standards.

Daily Language Review Centers skills include:•ReadingComprehension•Vocabulary&WordStudy•Grammar•Punctuation&Mechanics

Daily Math Practice Centers skills include:•Numbers•Operations•Algebra&Geometry•Measurement•DataAnalysis&Probability

Daily Reading Comprehension Centers skills include:•MainIdea&Details• Sequence•Compare&Contrast•WordMeaning• Prediction


24 Lions and Tigers

are big, wild catslive on grasslands

live where there

are lots of trees

like to roar


live alonehunt alone

have familieshunt in groups

like waterdo not like water

3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM

Compare and Contrast24 Lions and Tigers


live where thereare lots of trees

like to roar





3 in x 1 in

2851Card.indb 7710/5/10 11:52 AM


24 Lions and Tigers


live where there

are lots of treeslike to roar





3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM


24 Lions and Tigers

are big, wild cats live on grasslandslive where thereare lots of trees like to roar

are strong hunters hunt mostly at nightlive alone

hunt alone



3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM

andand TigersTigersTigersTigersTigersTigersTigersTigersTigersTigersTigersLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLions

24Co

mpa

re a

nd C

ontr

ast

Lion

s an

d Ti

gers

Lions and tigers are big, wild cats.

But they live in different kinds of places.

Lions live on wide open grasslands.

Tigers live where there are lots of trees.

Lions and tigers both like to roar.

And they are both strong hunters.

They hunt mostly at night.

Tigers live and hunt alone.

Lions have families and hunt in groups.

Tigers like to cool off in water.

Lions try to stay dry.

2851

Car

d.in

db

7510

/5/1

0 1

1:52

AM

20

Language & Vocabulary Fundamentals

Language Fundamentals Interactive App

Grades 1–6+ Over 200 self-correcting, interactive activities to improve students’ grammar, mechanics, usage, and vocabulary skills. Use for whole-class, small-group, or individual instruction, scaffolded practice, and review. Correlated to state standards and Common Core State Standards.

Vocabulary Fundamentals Interactive App

Grades 1–6+ 42 scaffolded, self-correcting, interactive activities that practice skills such as synonyms, antonyms, word roots, homophones, and more. Word play adds fun vocabulary practice using interactive puzzles and riddles. Correlated to state standards and Common Core State Standards.

Language FundamentalsInteractive Combo $199.99 Interactive App + Teacher’s Edition e-Book




Vocabulary FundamentalsInteractive Combo $199.99 Interactive App + Teacher’s Edition e-Book




• ClearlistofskillsandactivitiestochoosefromandaQuick Launchtooltoeasilyaccesseachlesson

• Lesson History,aprintablerecord ofdatesofcompletedlessons

• Expandableandcollapsiblerulestatementatthebeginningofeachactivitytofocusstudents’attentiononthetargetedskill

• Check Answer,aself-correctingtoolthatoffersstudentsimmediatefeedback,or canbeturnedoffforassessments


apps!




Nonfiction Writing

Helpstudentsmasteressentialnonfictionwritingskills

Teacher Pages provide step-by-step teaching path and suggested scripting to introduce students to each writing form and guide them through the activities.

Writing Models help students identify the traits and features of good writing in specific nonfiction text types.

Student Pages provide focused practice on each skill. Students complete graphic organizers, revise sentences, annotate passages, and more.

Nonfiction Writing

Grades 2–6+ Nonfiction Writing helps improve students’ writing skills and prepare them for standardized tests through 16 to 18 self-contained units centered on a variety of expository, persuasive, and narrative nonfiction writing forms. Students analyze writing models and practice specific skills such as writing a good lead, using persuasive language, and organizing details. Correlated to state standards and Common Core State Standards.

Features:• The most frequently encountered

nonfiction writing forms, including: Research report Response to literature Persuasive letter Compare-and-contrast essay

• Integrates easily into any core language arts program

• Improves students’ writing in all content areas

Nonfiction WritingClass Pack $152.89 20 Student Books + Teacher’s Edition

Grade 2 901944599 Grade 5 901944629

Grade 3 901944602 Grade 6+ 901944637

Grade 4 901944610

Student Book 5-Pack $32.99Grade 2 901944645 Grade 5 90194467X

Grade 3 901944653 Grade 6+ 901944688

Grade 4 901944661


Unit Review allows students to apply what they’ve learned through a revision activity.

Topics:• U.S. History

• Animals

• Fine Art

• Heroes

• Health & Medicine

• Media & Technology

• Sports

• Weather

...and more!

Skills and Strategies:• Making inferences

• Previewing text features

• Skimming and scanning

• Making predictions

• Visualizing

• Identifying cause and effect

• Analyzing plot

• Organizing facts

• Summarizing

...and more!

Includes Audio Support

Reading Level GRADES 2.5 – 4.5

Interest Level GRADES 4–8+

Lexile® Range 400–760

Guided Reading Levels J–Q

22

Hot TopicsHigh-Interest Reading

GivestrugglingstudentsandEnglishlanguage learners motivating experiences and guided instruction they need to becomeconfidentreaders!

Before Reading Students participate in a brief discussion to build background and practice 6 to 8 vocabulary words.

While Reading Students are presented with a focus reading strategy supported by a graphic organizer that helps students access and comprehend the text as they read.

After Reading Students reflect on what they’ve read through a brief discussion, test their knowledge through a comprehension test, and respond to the selection through a variety of creative activities.

High-impactscience,socialstudies,andliteraturereadingselectionshelpstrugglingreadersdevelopcomprehensionstrategies,vocabulary,andaloveforreading.

Name:10Unit Before You Read

Hot Topics • Set C • © Evan-Moor Corp.

Slime! 87

bacteria (bak-teer-ee-uh):

plural noun Tiny creatures that

live in air, water, soil, animals,

people, and food. Some bacteria

cause sickness. Others help

break down food in the body.

glands (glandz): plural noun

Organs that release chemicals

into the body.

mucus (myoo-kus): noun

A thick, slippery fluid made by

the body.

propel (pruh-pel): verb

To push forward.

saliva (suh-lie-vuh): noun

A clear, watery liquid made by

glands in the mouth.

secrete (si-kreet): verb To

make and release a substance.

Slime!

Crossword Puzzle

Complete the puzzle with words from the Words to Know box.

1

23

4

5

6

ACROSS

2. to make something move

5. Some of these creatures are helpful, but some

can make you sick.

6. To see if you are sick, sometimes a doctor will

check if the in your neck are swollen.

DOWN

1. to release something gradually

3. another word for spit

4. When you have a cold, your body makes a lot

of .

Name:10Unit While You Read

Hot Topics • Set C • © Evan-Moor Corp. Slime! 89

Using a Main-Idea WebRewrite each heading as a main idea. Then draw lines from each box to add details that support each main idea.

Slime!

SLIME!

Heading: Mucus and SpitMain idea:

Heading: A Slimy DefenseMain idea:

Heading: Super Slime SecretsMain idea:

Heading: You Can’t Hug a SlugMain idea:

Name:10

Hot Topics • Set C • © Evan-Moor Corp.

Slime! 91

Unit After You Read

Testing Your KnowledgeRead each item and choose the best answer. You may refer to Slime! as you work.

1. Slugs and snails do NOT need slime for .𝖠𝖠𝖠 𝖠keeping themselves moist𝖡𝖡 protecting themselves𝖢𝖢 transporting themselves𝖣𝖣𝖣 𝖠digesting their food

2. Why does your nose fill up with mucus when you have a cold?𝖠𝖠𝖠 𝖠because your body produces extra mucus to get rid of the germs𝖡𝖡 𝖠to prevent too much dirt from getting into your nose𝖢𝖢 𝖠because it’s easier to breathe when your nose is full𝖣𝖣𝖣 𝖠to make it hurt less when you blow your nose

3. What is the main idea of this article?𝖠𝖠𝖠 𝖠Animals use slime to defend themselves.𝖡𝖡 𝖠Slime has many important functions.𝖢𝖢 𝖠You can make slime using soap flakes, food coloring, and water.𝖣𝖣𝖣 𝖠Scientists in Massachusetts are studying slime.

4. What is produced by glands in your mouth?𝖠𝖠𝖠 𝖠mucus𝖡𝖡 𝖠bacteria𝖢𝖢 𝖠saliva𝖣𝖣𝖣 𝖠nutrients

5. The hagfish uses slime to .𝖠𝖠𝖠 𝖠clean itself𝖡𝖡 𝖠move around easily in water𝖢𝖢 𝖠kill bacteria and germs𝖣𝖣𝖣 𝖠fight off attackers

Slime!

Perfect for your classroom, summer school, or before/after-

school programs



24

Classroom Kit 901695769 $329.99

Starter Kit 901695793 $109.99

Add-on Pack 901695823 $49.49

Student Book 6-Pack 901695866 $39.59

Assessment & Pacing Kit 901696005 $36.29

Student Pre- and Posttest Booklets (6 ea) 901695858 $26.39

Spanish Supplement Teacher’s Edition 901695904 $14.29

Spanish Supplement Student Book 901696048 $6.59

Classroom Kit 901695777 $329.99

Starter Kit 901695807 $109.99

Add-on Pack 901695831 $49.49






Reading Level: Grades 2.5–3.0 Lexile® Range: 400–520 Interest Level: 4–8+ Guided Reading Level: J–O

AReading Level: Grades 3.0–3.5 Lexile® Range: 500–610 Interest Level: 4–8+ Guided Reading Level: K–P

B


Each Hot Topics Classroom Kit Contains: 20 4-page high-interest reading selections Compelling reading selections with full-color designs, in a variety of genres and real-world reading formats. Brochure-style card stock, 6 copies each.

Teacher’s Guide Step-by-step lesson plans, reproducibles, and before-, during-, and after-reading strategies.

Audio CDs Audio CDs with read-alouds of each selection and cues for moving between text features. License to download onto MP3 players.

Student Posttest

A


Classroom Kit 901695874 $329.99

Starter Kit 901695890 $109.99

Add-on Pack 901695882 $49.49






Classroom Kit 901695785 $329.99

Starter Kit 901695815 $109.99

Add-on Pack 90169584X $49.49

Student Book 6-Pack 90169598X $39.59

Assessment & Pacing Kit 90169603X $36.29




SCIENCE

Reading Level: Grades 2.5–3.5 Lexile® Range: 400–600 Interest Level: 4–8+ Guided Reading Level: J–P

Reading Level: Grades 3.5–4.5 Lexile® Range: 600–760 Interest Level: 4–8+ Guided Reading Level: L–Q

C


Additionalresourcescustomizedtofityourneeds:Starter Kit20 reading selections, 1 copy each; teacher’s guide; audio CDs.

Add-on Pack20 reading selections, 1 copy each.

Student Book 6-PackBefore-, during-, and after-reading activities for 20 reading selections, 6 copies.

Assessment & Pacing KitTeacher’s guide with pacing chart and pre- and posttest answer key. Student pre- and posttest booklets, 6 copies each.

Additional Student Pre- and Posttest Booklets (6 ea)

Spanish Supplement Teacher’s Edition Reproducible activities in Spanish for 20 reading selections and directions on how to use the Spanish supplement to support the core instruction in Hot Topics.

Spanish Supplement Student BookActivities in Spanish for 20 reading selections.

Print and interactive resources working together to inspire learning

26

Look,Listen,&SpeakSurvival Vocabulary and Language Skills Instruction

24

Look, Listen, and Speak: My Community • EMC 2782 • © Evan-Moor Corp.

TownHave students complete this page after completing

the Actions layer of the Town E-poster activity.

Who Is It?

Write the word that completes each sentence.

HeShe

They

are playing. are collecting garbage.

is mailing a letter. is riding the bike.

© Evan-Moor Corp. • EMC 2782 • Look, Listen, and Speak: My Community

25

Corner Store

Have students complete this page after completing

the Corner Store E-poster activity.

Shopping at the Corner Store

Look at each picture. Fill in the circle that tells what it is.

shelves vegetables newspapers cans

fl owers cans fruit bags

freezer bags fl owers newspapers


HelpEnglishlanguagelearnersandspecialneedsstudents developvocabulary,languagepatterns,andconfidence.

Each Look, Listen, & Speak Starter Kit contains: Teacher’s Resource Book Step-by-step directed teaching lessons, reproducible activity pages, and written and oral assessments give teachers a clear instructional path.

Student Book 5-pack Students work in a manageable 32-page, full-color booklet containing a picture dictionary, a story, chants, a song, and activity pages.

Two 17" x 22" Posters An identical electronic version of each printed poster allows students to scroll over pictures and hear words pronounced and used in sentences.

Picture Cards 48 full-color labeled cards can be used for a variety of games and extra hands-on practice.

Interactive CD-ROM PC/MAC-compatible software with a license for five workstations.

Complete Set $632.49 Includes 1 of each 901701513 Starter Kit

Starter Kit $137.49At School 901700169My Family and Me 901700177At Home 901700185My Community 901700193Keeping Healthy 901700207

Student Book $16.49 5-PackAt School 901700215My Family and Me 901700223At Home 901700231My Community 90170024XKeeping Healthy 901700258

CD–ROM $43.99At School 901700266My Family and Me 901700274At Home 901700282My Community 901700290Keeping Healthy 901700304

LookElectronic and print posters provide engaging multimedia environments that introduce theme-based vocabulary in context.

ListenInteractive games, chants, songs, and read-along stories on a CD-ROM reinforce vocabulary and concepts.

SpeakFamiliar themes help students connect topics and vocabulary to the world around them and gain confidence in participating in conversation.

Look,Listen,&SpeakSurvival Vocabulary and Language Skills Instruction

49 LevelC

Practicereadingthesewords.

look like parent will grow

When It Grows Up

Readthewords.Writethemintheboxes.

babybear

plant

pumpkin

7

50 LevelC

Thebabybearwillgrow.Itwilllooklikeitsparents.Ananimallookslikeitsparents.

HelpEnglishlearnersandremedialstudents feelasenseofaccomplishmentastheyprogressfrombeginningtointermediatelanguagedevelopment.

28

StoriestoRead,WordstoKnowDeveloping Language Through Reading

Colorful picture dictionariesintroduce students to new vocabulary used throughout the unit.

Engaging reading selectionscapture students’ interest as they read independently with an audio CD or in an ELL reading group.

Follow-up activities boost comprehension, reinforce vocabulary, and support students’ understanding of the stories.

BookReading Grade Level

A K

B K

C K–1

D 1

E 1

F 1–2

G 2

H 2–3

I 3

J 3


StoriestoRead,WordstoKnowDeveloping Language Through Reading

Each Stories to Read, Words to Know Starter Kit contains:Student BookFull-color storybook provides students with the motivation and practice they need to master language skills. 96 pages.

12 full-color stories, picture dictionaries, activity pages that target important skills

Teacher’s GuideStep-by-step lesson plans and additional teaching resources make it easy to guide students through each lesson. 64 pages.

Reading strategies, guided instruction, oral language practice, vocabulary practice strips, assessment tests

Audio CDEngaging audio readings support struggling and reluctant readers as they follow along with a story. Audio selections are also available in downloadable podcasts on iTunes.

Complete Set $252.99 Includes all 10 Starter Kits

Complete Set 901701521

Starter Kit $27.491 Teacher’s Guide, 1 Student Book, 1 Audio CD

Book A 901698857Book B 901698865Book C 901698873Book D 901698881Book E 90169889XBook F 901698903Book G 901698911Book H 90169892XBook I 901698938Book J 901698946

Student Book 5-Pack $49.49

Book A 901698954Book B 901698962 Book C 901698970Book D 901698989Book E 901698997Book F 901699004Book G 901699012Book H 901699020Book I 901699039Book J 901699047

Take-Home Kit $21.991 Student Book, 1 Audio CD

Book A 901699152Book B 901699160Book C 901699179Book D 901699187Book E 901699195Book F 901699209Book G 901699217Book H 901699225Book I 901699233Book J 901699241

Individual Student Book $10.99

Book A 901699055Book B 901699063Book C 901699071Book D 90169908XBook E 901699098Book F 901699101Book G 90169911XBook H 901699128Book I 901699136Book J 901699144

30

Everyday Literacy: Reading & Writing


Grade PreK 901827193Grade K 901827177Grade 1 90182724X

Student Book 5-Pack $21.99Grade PreK 901827290Grade K 901827207Grade 1 901827169

Everyday Literacy: Listening & Speaking


Grade PreK 901700347Grade K 901700355Grade 1 901700363


Everyday Literacy: Science


Grade PreK 901972274Grade K 901972282Grade 1 901972290


Threepowerfulresourcestobuildthefoundationforyourearlyliteracycurriculum

Everyday Literacy: Listening & Speaking Develops students’ receptive and expressive language using 15- to 20-minute daily oral language activities.

Focus on:• phonemic awareness

• alphabet awareness

• CVC and high-frequency words

• comprehension

• phonics

Everyday Literacy: Reading & Writing Helps beginning readers develop reading and writing readiness skills through fun and focused daily activities.

Focus on:• oral language

• vocabulary

• print awareness

• comprehension

• phonological awareness

Everyday Literacy: ScienceDevelops life-, earth-, and physical-science concepts and vocabulary. Early learners acquire literacy skills while exploring interesting science topics.

Focus on:• scientific thinking and inquiry

• physical, life, and earth sciences vocabulary and oral language

• comprehension

Everyday LiteracyListening, Speaking, Reading, Writing, and Science

WEEk

15Concept

Earth has four seasons.

Four SeasonsScience Objective:To help students understand that changes in weather occur from day to day and across seasons, affecting Earth and its people

Science Vocabulary:fall, pattern, seasons, spring, summer, winter

Day 1SkILLS

Introducing the ConceptBegin by activating students’ prior knowledge about the seasons. Ask:

• Do we have the same weather every day? (no) How does the weather change? (It may be sunny, cloudy, rainy, snowy, hot, warm, cold, etc.)

• We have four seasons: spring, summer, fall, and winter. The weather often changes from season to season. What is the weather like in summer? fall? winter? spring? (students respond)

Then introduce students to the concept of the patterns of the seasons. Say: Our Earth is like a big ball that moves around the sun. As Earth moves, the seasons change from spring to summer to fall to winter.

Listening to the StoryDistribute the Day 1 activity page to each student. Say: Listen and look at the picture as I read a story about the pattern of the seasons.

In spring, the tree outside Ava’s window has tiny, new green leaves. She hears baby birds chirping in their nest. Summer comes after spring. Now the tree has big, green leaves. Ava doesn’t have school, so she sits in the shade of the tree and reads a book. Fall comes after summer. The leaves on the tree turn yellow, orange, and red before they fall to the ground. After school, Ava rakes up the leaves. Finally, winter comes. The branches of the tree are bare. One morning, Ava wakes up to see white snow covering everything! Ava likes the snow. But she knows that one day it will melt, spring will come, and the pattern will start all over again!

Confirming UnderstandingDistribute crayons. Reinforce the science concept by asking questions about the story. Ask:

• What does the tree have in spring? (new green leaves) Circle some of the leaves.

• What does the tree have in summer? (big green leaves) Color the tree’s leaves.

• What does the tree have in fall? (yellow, orange, red leaves) Color the leaves on the ground red.

• In winter, the tree is bare. Circle the bare branches in black.

Earth Science• Understand that the

seasons change in a pattern

• Understand that there are different kinds of weather

LiteracyOral Language Development

• Respond orally to simple questions

Comprehension

• Make connections using illustrations, prior knowledge, or real-life experiences

• Answer questions about key details in a text read aloud

• Make inferences and draw conclusions

Confirming Understanding

Four Seasons

DAY 1WEEK 15

Spring Summer

FallWinter

Everyday Literacy: Science • EMC 5025 • © Evan-Moor Corp.Week 15126

Name

Day 1 picture

© Evan-Moor Corp. • EMC 5025 • Everyday Literacy: Science Week 15 123

5025.indb 123 11/2/11 3:14 PM

DAY 4WEEk 15

Applying the Concept

Four SeasonsDraw a line to match the word to the picture.

spring • •

summer• •

fall • •

winter • •

© Evan-Moor Corp. • EMC 5025 • Everyday Literacy: Science Week 15 129

Name Name

1

2

3

4

5025.indb 129 11/2/11 3:14 PM

Home–School Connection

WEEk 15

What I LearnedWhat to DoHave your child look at the pictures below. Ask him or her to point to the pictures in order and name the seasons: spring, summer, fall, winter. Ask: Which season are we in now? Which season do you like the most? Have your child tell you an activity he or she likes to do during each of the four seasons.

Science Concept: Earth has four seasons.

To ParentsThis week your child learned that the Earth has four seasons.

What to Do NextHelp your child fold a sheet of drawing paper into four sections and draw a picture of what he or she wears in each season.

Everyday Literacy: Science • EMC 5025 • © Evan-Moor Corp.Week 15130

Name

Spring Summer

FallWinter

5025.indb 130 11/2/11 3:14 PM

A perfect resource

for migrant education


Everything you need to build listening, speaking, reading, and writing skills across the curriculum!

• Engaging lessons that cover the four language domains

• 20 easy-to-implement weekly units in each book

• Helpful teacher support and step-by-step lesson plans

• Home–School Connection resources in English and Spanish

• Consumable student books and assessment resources

Teacher support makes implementing each lesson easy.

Teacher’s Lesson Plan Pages list standards covered and provide vocabulary words, a step-by-step teaching path, scripting suggestions, discussion questions, and ideas for extending activities.

Student Activity Pages support the daily lessons while presenting students with engaging theme-based activities.

Home–School Connection Resources encourage parent involvement by providing weekly activities to be completed at home. (Spanish version is available for download.)

Everyday LiteracyListening, Speaking, Reading, Writing, and Science

32

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“SincestartingEvan-Moor’sLook,Listen,&SpeakprogramwithmybeginningEnglishspeakers,IhaveseentremendousgainsintheirconfidenceandwillingnesstospeakEnglish.”

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Evan-Moor School Publishing Group Contract# 7000749 Vendor# EVA010000

Giveteachersthetoolstheyneedtomakeadifference.

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The Online Library With over 50,000 resources in every curriculum area, it’s easy to find the materials that address students’ individual needs.

File Manager

An advanced online filing system with the ability to create folders for each curriculum, student, and skill level helps teachers organize their lessons.

Standards Correlations Teachers and administrators can search and print teaching units’ correlations to state standards and Common Core State Standards in seconds.

Personal Blog Teachers can track student progress and keep a record of the school year with an online journal that works just like a personal blog.

Search Options Multiple search options make it easy to filter activities and lessons by curriculum, keyword, level, or standard.

Lesson Planner

The online calendar allows teachers to create lesson plans by assigning activities and teaching units to a specific date and time.

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For more information, please contact Lois Sharzer.

Evan-Moor School Publishing GroupContract# 7000749 Vendor# EVA010000

Local Main Office

Lois Sharzer Associates, Inc.Tel: 212-222-5721 • Fax: 212-666-7403

[email protected]

Actively engage students with content-rich and self-correcting interactive lessons for every day of the school year.

Dynamic Interactive Apps

Written Practice

Hands-on Activities

Provide students with independent practice and a portfolio of their work for the entire school year. Plus, save teacher prep time and additional photocopying costs.

Motivate students with full-color center activities that cover key language, math, phonics, or comprehension skills.

PRSRT STDU.S. Postage

PaidEVAN-MOOR18 LOWER RAGSDALE DRIVE

MONTEREy, CA 93940-5746

Effective, Engaging, and Easy-to-Use Resources

PAGE

10

PAGE

8

PAGE

18

08/2011 EMC 9182

9182

evan-moor educational publishers 2012-2013 catalog for new york city

Documents

daily phonics

daily science

daily geography practice

daily math practice

daily handwriting practice

daily practice centers

daily reading comprehension

daily academic vocabulary