pearson readygenassets.pearsonschool.com/correlations/ntl_readygen_2014_cs_2013_gr...is a multilevel...

A Correlation of

Pearson ReadyGEN ©2014

and

Pearson Longman Cornerstone ©2013

To

English Language Arts Instructional Shifts

Grade 3

A Correlation of Pearson ReadyGEN, ©2014 and Pearson Longman Cornerstone, ©2013 To English Language Arts Instructional Shifts

2

Introduction

This document demonstrates how ReadyGEN, ©2014 and Pearson Longman Cornerstone, ©2013 support English Language Arts Instructional Shifts. In Unit 1 citations, a brief description explains how each program meets the Instructional Shift. Sample Teacher’s Edition page references are cited for each unit. ReadyGEN is a comprehensive, K-5 literacy curriculum of topically-related text sets and routines-based instruction. ReadyGEN is being created with the goal of equipping all teachers and students with the tools and practices necessary to meet the new expectations of the Common Core Standards and the Publisher’s Criteria. Lessons are designed on the principles of the gradual release of responsibility framework with the goal of building independent readers and writers. At the heart of ReadyGEN is a reciprocity between reading and writing to promote student thinking and understanding through citation of text-based evidence. Students are taught to carefully analyze and synthesize sources, write to sources, and defend claims. Pearson Longman Cornerstone is a multilevel program designed for elementary English learners and struggling readers. The program blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest stories. Pearson Longman Cornerstone has been shown to dramatically increase student achievement across all skill areas, particularly in reading comprehension, fluency, and writing. Districts that are using Pearson Longman Cornerstone report significant gains in standardized test scores within one year of implementation.


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Table of Contents

Unit 1 ....................................................................................................................................................................... 4 Unit 2 ..................................................................................................................................................................... 11 Unit 3 ..................................................................................................................................................................... 16 Unit 4 ..................................................................................................................................................................... 21 Unit 5 ..................................................................................................................................................................... 26 Unit 6 ..................................................................................................................................................................... 30


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Pearson ReadyGEN Grade 3

Pearson Longman Cornerstone Grade 3

Unit 1 Observing the World Around Us Communities Balancing Informational

and Literary Text Texts reflect true balance between fiction and nonfiction.

ReadyGEN uses text sets as a basis for student exploration of both informational and literary texts. The Unit 1 text sets focus on narrative literature and expository texts as outlined below and in the module planners: Module A Planner (narrative), pp. 6–7 • “Location, Location, Location,” pp. 12–39 • The Case of the Gasping Garbage, pp. 42–131 • Thunder Cake, pp. 132–191 Module B Planner (expository), pp. 206–207 • The Moon Seems to Change, pp. 212–241 • At the Root of It, pp. 242–321 • Let’s Classify Organisms, pp. 322–391

Cornerstone’s three readings per unit provide a balance of literary and informational texts. The readings relate to the unit theme and reading strategies are taught with each selection. Reading 1: Literature/Poem Cool Hector, pp. 12–15 Reading 2: Literature/Short Story Making Friends, pp. 26–31 Reading 3: Literature/Personal Narrative My Family, pp. 42–47


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Knowledge in the Disciplines

Students learn about the world and build a rich knowledge base in the various disciplines.

Big Ideas and Essential Questions for every module provide the organizing framework for the skills, knowledge and strategies student learn within each discipline. For examples, see the following: Module A Big Ideas & Essential Questions (narrative), pp. 6–7 • Understand characters’ motivations and actions,

pp. 12–13, 92–93, 172–173 • Writers understand that characters’ actions

impact the sequence of events, pp. 42–43, 72–73, 142–143

• Learners understand that close observation helps to identify problems and find solutions, pp. 32–33, 102–103, 152–153

• Independent Reading: Suggested Texts, pp. 8–9 (includes additional science texts)

• Small Group Center Ideas, pp. 10–11 (Science: Research an animal or plant)

Module B Big Ideas & Essential Questions (expository), pp. 206–207 • Understand main ideas by looking at facts and

details that support them, pp. 212–213, 272–273, 332–333

• Writers convey main ideas through text features and illustrations, pp. 222–223, 252–253, 352–353

• Understand how close observation explains how and why things change over time, pp. 232–233, 292–293, 372–373

• Independent Reading: Suggested Texts, pp. 208–209 (includes additional science texts focusing on animals, movement, seasons, and the moon)

• Small Group Center Ideas, pp. 210–211 (Science: research plants of animals)

Six thematic units per level organized around a Big Question provide a starting point for building understanding of key concepts and academic vocabulary. Assignments, notes, projects, and workshops in each unit integrate a variety of disciplines into each lesson. Student/Teacher Edition: The Big Question, 3, 12, 26, 42 Build Unit Background & What About You (map and photographs), 6–7 Academic Words, 10, 24, 40 Writing lessons, 20–21, 36–37, 54–55 Link the Readings, 56 Projects (Written, Oral, and Visual), 57 Listening and Speaking Workshop, 58–59 Writing Workshops, 60–62 Teacher Edition: Link to Social Studies, T28 Link to Writing, T46


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(Continued) • Anchor Texts and other selections focus on

science: see The Moon Seems to Change, pp. 212–241; At the Root of It, pp. 242–321; Let’s Classify Organisms, pp. 322–391


7




Staircase of Complexity

Literary and informational text is provided at appropriate text complexity ranges.

Every module provides texts at a range of Lexile levels and provides time and scaffolded support for close reading of complex texts. For examples see: Module A Lexile Levels (narrative text), p. 1 • Close Reading, pp. 23, 83, 183 • Focused Reading Instruction, pp. 44–45, 104–

105, 144–145 • Scaffolded Instruction, pp. 16–17, 66–67, 116–

117 • Independent Reading, p. 9 Module B Lexile Levels (informational text), pp. 201 • Close Reading, pp. 243, 283, 353 • Focused Reading Instruction, pp. 234–235, 274–

275, 344–345 • Scaffolded Instruction, pp. 236–237, 266–267,

306–307 • Independent Reading: Suggested Texts, p. 209

Every unit provides texts at a range of reading levels. Lessons integrate fluency skills, learning strategies, and scaffolded instruction for the reading of complex texts. Every unit includes test preparation, a variety of assessment opportunities, as well as best practices suggestions for teachers. For examples see: Student/Teacher Edition: Reading Strategy, 12, 15, 16, 26, 31, 32, 42, 47, 50 Fluency, 63 Test Preparation, 64–65 Further Reading, 57371 Teacher Edition: SIOP in Practice, T13, T27, T43 Leveled Support, T12, T26, T44 Scaffolding, T49 AIMSweb Progress Monitoring, T29, T31, T45 Accelerate Language Development, T16 SELP2 Assessment, T33


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Text-Based Answers

Students participate in rigorous evidence-based tasks such as text-based questioning, writing, conversations, and team talk.

Every module includes text-based questioning and conversations, written responses, and team talk. For examples see: Module A Planner (narrative), pp. 6–7 • Text-Based Conversation & Team Talk, pp. 34,

74, 124 • Independent Reading Practice: Writing in

Response to Reading, pp. 15, 85, 175 • Read Text & Close Reading, pp. 12–13, 52–53,

122–123 • Focused Reading Instruction, pp. 14–15, 54–55,

124–125 Module B Planner (informative), pp. 206–207 • Text-Based Conversation & Team Talk, pp. 234,


Response to Reading, pp. 245, 275, 355 • Read Text & Close Reading, pp. 222–223, 282–

283, 352–353 • Focused Reading Instruction, pp. 224–225, 284–

285, 354–355

Every unit includes reading strategies and integrated comprehension questions. Extension projects and end of unit critical thinking activities and projects, provide opportunities for students to deepen their understanding of texts. For examples see: Student/Teacher Edition: Reading Strategy, 12, 15, 16, 26, 31, 32, 42, 47, 50 Before You Go On, 13, 27, 29, 43, 45 Think It Over (Recall, Comprehend, Analyze), 15, 31, 47 Extension, 17, 33, 51 Link the Readings & Discussion, 56 Test Preparation, 64–65 Teacher Edition: Comprehension Check, T 14, T28, T44


9




Writing from Sources

Students write in response to text and draw on textual evidence to support their ideas and claims.

Every module includes text-based written responses, original writing assignments, and a performance-based writing assessment that integrates all the reading and writing skills taught in the module. For examples see: Module A Planner (narrative), pp. 6–7 • Independent Reading Practice: Writing in

Response to Reading, pp. 15, 85, 165 • Writing Assignment, pp. 38–41, 98–101, 148–

151 • Performance-Based Assessment: Narrating Our

World, pp. 192–199 Module B Planner (informative), pp. 206–207 • Independent Reading Practice: Writing in

Response to Reading, pp. 225, 245, 305 • Writing Assignment, pp. 238–241, 268–271,

298–301 • Performance-Based Assessment: In the News!

(informative news article), pp. 392–399

Modeled writing activities with each unit give students guided practice in key writing skills in each of the writing domains. For examples see: Student/Teacher Edition: Quick Write, 3 Writing lessons, 20–21, 36–37, 54–55 Writing Workshops, 60–62 Projects (Written, Oral, and Visual), 57


10




Vocabulary

Students build their academic and generative vocabulary to access grade level complex texts.

ReadyGEN introduces generative vocabulary instruction to give students greater access to many more words. For examples see: Module A Vocabulary to Unlock the Text, pp. 4–5 • Benchmark Vocabulary, pp. 14, 64, 114 • Language Analysis, pp. 65, 135, 185 Module B Vocabulary to Unlock the Text, pp. 202–203 • Benchmark Vocabulary, pp. 234, 284, 344 • Language Analysis, pp. 295, 335

Unit-level Build Unit Vocabulary and high-interest Build Unit Vocabulary activities introduce students to the key terms they will explore and provide a context for learning. Critical Academic vocabulary and key terms are taught with each reading. For examples see: Student/Teacher Edition: Build Unit Vocabulary, 4–5 Key Words (Words in Context), 8–9, 22–23, 38–39 Academic Words (Words in Context), 10, 24, 40


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Unit 2 Connecting Character, Culture, and Community Meeting Challenges Balancing Informational

and Literary Text

Texts reflect true balance between fiction and nonfiction.

Module A Planner (narrative), pp. 6–7 • The Althabascans: Old Ways and New Ways, pp.

12–31 • The Year of Miss Agnes, pp. 32–141 • The Frog Princess, pp. 142–191 Module B Planner (expository), pp. 170–171 • City Homes, pp. 212–241 • What is a Community? From A to Z, pp. 242–331 • Around Our Way on Neighbor’s Day, pp. 322–

391

Reading 1: Literature/Play The Rabbit and the Lion, pp. 76–79 Reading 2: Literature/Fable The Contest, pp. 90–97 Reading 3: Informational Text/Social Studies Sharing a Garden, pp. 108–113


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Module A Big Ideas & Essential Questions (narrative), pp. 6–7 • Understand that a character contributes to a

sequence of events, pp. 32–33, 92–93, 122–123 • Writers understand that a central message is

conveyed thought the actions of a character, pp. 52–53, 102–103, 162–163

• Learners understand that relationships within a community are affected by culture and community, pp. 22–23, 82–83, 142–143

• Independent Reading: Suggested Texts, pp. 8–9 (includes additional texts focusing on different cultures)

• Small Group Center Ideas, pp. 10–11 (Social Science: research and different cultures)

Module B Big Ideas & Essential Questions (expository), pp. 206–207 • Understand that photographs, illustrations, and

captions help us master concepts in informational text, pp. 232–233, 302–303, 332–333

• Writers understand that ideas are clearly presented through the structure and features of texts, pp. 222–223, 282–283, 372–373

• Learners understand that there are similarities and differences in communities around the world, pp. 212–213, 292–293, 382–383

• Independent Reading: Suggested Texts, pp. 208–209 (Science, civics, and social studies text are included)

• Small Group Center Ideas, pp. 210–211 (Research different world communities)

Student/Teacher Edition: The Big Question, 67, 76, 90, 108 Build Unit Background & What About You (map and photographs), 6–7 Academic Words, 10, 24, 40 Writing lessons, 20–21, 36–37, 54–55 Link the Readings, 56 Projects (Written, Oral, and Visual), 57 Listening and Speaking Workshop, 58–59 Writing Workshops, 60–62 Teacher Edition: Link to Science, T105 Link to Art, T98


13




(Continued) • Anchor Texts and other selections focus on social

studies: see City Homes, pp. 212–241; What is a Community? From A to Z, pp. 242–331; Around Our Way on Neighbor’s Day, pp. 322–391



Module A Lexile Levels (narrative text), p. 1 • Close Reading, pp. 13, 73, 143 • Focused Reading Instruction, pp. 64–65, 114–


176–177 • Independent Reading, p. 9 Module B Lexile Levels (informational text), pp. 201 • Close Reading, pp. 223, 273, 323 • Focused Reading Instruction, pp. 224–225, 294–



Student/Teacher Edition: Reading Strategy, 76, 79, 80, 90, 97, 98, 108, 113 Fluency, 127 Test Preparation, 128–129 Further Reading, 121 Teacher Edition: SIOP in Practice, T77, T91 T109 Leveled Support, T92, T94, T110 Scaffolding, T92 Accelerate Language Development, T98 AIMSweb Progress Monitoring, T95, T97, T111 SELP2 Assessment, T79, T93


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Text-Based Answers


Module A Planner (narrative), pp. 6–7 • Text-Based Conversation & Team Talk, 44, 124,

174 • Independent Reading Practice: Writing in







295, 354–355

Student/Teacher Edition: Reading Strategy, 76, 79, 80, 90, 97, 98, 108, 113 Before You Go On, 77, 91, 93, 95, 109, 111, 113 Think It Over (Recall, Comprehend, Analyze), 79, 97, 113 Extension, 81, 99, 115 Link the Readings & Discussion, 120 Test Preparation, 128–129 Teacher Edition: Comprehension Check, T 78, T92, T110



Module A Planner (narrative), pp. 6–7 • Independent Reading Practice: Writing in

Response to Reading, pp. 35, 85, 135 • Writing Assignment, pp. 38–41, 88–91, 148–151 • Performance-Based Assessment: Miss Agnes

Returns (write a new scene), pp. 192–199 Module B Planner (informative), pp. 206–207 • Independent Reading Practice: Writing in


298–301 • Performance-Based Assessment: Community

Compare and Contrast, pp. 392–399

Student/Teacher Edition: Quick Write, 67 Writing lessons, 84–85, 102–103, 118–119 Writing Workshops, 124–126 Projects (Written, Oral, and Visual), 121


15




Vocabulary


Module A Vocabulary to Unlock the Text, pp. 4–5 • Benchmark Vocabulary, pp. 24, 124, 184 • Language Analysis, pp. 115, 165 Module B Vocabulary to Unlock the Text, pp. 202–203 • Benchmark Vocabulary, pp. 224, 304, 374 • Language Analysis, pp. 255, 305

Student/Teacher Edition: Build Unit Vocabulary, 68–69 Key Words (Words in Context), 72–73, 86–87, 104–105 Academic Words (Words in Context), 74, 88, 106


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Unit 3 Seeking Explanations Animals at Home Balancing Informational

and Literary Text


Module A Planner (narrative), pp. 8–9 • Knots on a Counting Rope, pp. 12–51 • Storm in the Night, pp. 52–111 • Paul Bunyan, pp. 112–191 Module B Planner (expository), pp. 170–171 • Weather, pp. 212–281 • On the Same Day in March: A Tour of the World’s

Weather, pp. 282–311 • Living Through a Natural Disaster, pp. 312–391

Reading 1: Literature/Poem Animals at Home, pp. 140–19 Reading 2: Informational Text/Photo Essay Can You See Them?, pp. 156–159 Reading 3: Informational Text/Science How Do They Grow?, pp. 170–173


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Module A Big Ideas & Essential Questions (narrative), pp. 6–7 • Readers understand that stories help us explain

the world to each other and through generations, through central message, moral, and theme, pp. 22–23, 92–93, 142–143

• Writers understand that opinion writing supports a point of view with reasons, pp. 32–33, 112–113, 172–173

• Learners understand that oral histories transmit experience, explanations, and wisdom for generations, pp. 12–13, 102–103, 162–163

• Independent Reading: Suggested Texts, pp. 8–9 (includes material focusing on different cultures and areas of the country)

• Small Group Center Ideas, pp. 10–11 (Social Science: students research oral histories)

Module B Big Ideas & Essential Questions (expository), pp. 206–207 • Understand how to seek answers to research

questions about a topic, using informational texts that describe how and why things occur in nature, pp. 232–233, 322–323, 362–363

• Writers understand that related information goes together when presenting a topic, with facts, definitions, and details, pp. 2212–213, 302–303, 342–343

• Learners will understand scientific reasons for how and why things occur in nature, pp. 222–223, 292–293, 382–383

• Independent Reading: Suggested Texts, pp. 208–209 (includes additional science texts)

Student/Teacher Edition: The Big Question, 131, 140, 156, 170, 180 Build Unit Background & What About You (map and photographs), 134–135 Academic Words, 138, 154, 168 Writing lessons, 150–151, 164–165, 178–179 Link the Readings, 180 Projects (Written, Oral, and Visual), 181 Listening and Speaking Workshop, 182–183 Writing Workshops, 184–186 Teacher Edition: Link to Social Studies, T134 Link to Science, T145, T172


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(Continued) • Small Group Center Ideas, pp. 210–211

(Science: understand scientific reasons for why things occur in nature)

• Anchor Texts and other selections focus on science: see Weather, pp. 212–281; On the Same Day in March: A Tour of the World’s Weather, pp. 282–311; Living Through a Natural Disaster, pp. 312–391




105, 144–145 • Scaffolded Instruction, pp. 16–17, 66–67, 116–

117 • Independent Reading, p. 9 Module B Lexile Levels (informational text), pp. 201 • Close Reading, pp. 243, 283, 353 • Focused Reading Instruction, pp. 234–235, 274–



Student/Teacher Edition: Reading Strategy, 140, 143, 146, 156, 159, 160, 174, 342, 345 Fluency, 187 Test Preparation, 188–189 Further Reading, 181 Teacher Edition: SIOP in Practice, T141, T157, T171 Leveled Support, T144, T156 Accelerate Language Development, T160, T174 AIMSweb Progress Monitoring, T145, T157 SELP2 Assessment, T143


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Text-Based Answers


Module A Planner (narrative), pp. 6–7 • Text-Based Conversation & Team Talk, pp. 34,








285, 354–355

Student/Teacher Edition: Reading Strategy, 140, 143, 146, 156, 159, 160, 174, 342, 345 Before You Go On, 141, 142, 157, 171 Think It Over (Recall, Comprehend, Analyze), 143, 159, 173 Extension, 147, 161, 175 Link the Readings & Discussion, 180 Test Preparation, 188–189 Teacher Edition: Comprehension Check, T 142, T158, T172




Response to Reading, pp. 15, 85, 165 • Writing Assignment, pp. 38–41, 98–101, 148–

151 • Performance-Based Assessment: The Power of

Story, pp. 192–199 Module B Planner (informative), pp. 206–207 • Independent Reading Practice: Writing in


298–301 • Performance-Based Assessment: News Report,

pp. 392–399



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Vocabulary


Module A Vocabulary to Unlock the Text, pp. 4–5 • Benchmark Vocabulary, pp. 14, 64, 114 • Language Analysis, pp. 65, 135, 185 Module B Vocabulary to Unlock the Text, pp. 202–203 • Benchmark Vocabulary, pp. 234, 284, 344 • Language Analysis, pp. 295, 335



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Unit 4 Becoming an Active Citizen Great Ideas Balancing Informational

and Literary Text


Module A Planner (narrative), pp. 8–9 • Back of the Bus, pp. 12–41 • Rosa Parks: Hero of Our Time & Back of the Bus,

pp. 42–111 • “The Little Black-Eyed Rebel”, pp. 112–121 • “Brother Against Brother,” “Dare,” and “Where?”

122–131 • The Ride: The Legend of Betsy Dowdy, pp. 132–

191 Module B Planner (expository), pp. 170–171 • Excerpts from What Is a Government?, pp. 212–

271 • Excerpts from Who Created Democracy?, pp.

272–321 • A More Perfect Union, pp. 322–391

Reading 1: Informational Text/Magazine Article On Your Bike, Get Set, DONATE!, pp. 200–205 Reading 2: Informational Text/Science Scientists and Crows, pp. 218–223 Reading 3: Informational Text/Photo Essay A Story to Tell, pp. 234–237


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Module A Big Ideas & Essential Questions (narrative), pp. 6–7 • Understand that characters’ roles influence the

events, plot, and theme in a story, pp. 12–13, 92–93, 142–143

• Understand that characters’ actions reveal big ideas of a text, pp. 32–33, 102–103, 152–153

• Learners understand that active citizens can be agents for positive change when they stand up for their beliefs, pp. 22–23, 62–63, 162–163

• Independent Reading: Suggested Texts, pp. 8–9 (includes additional social science texts)

• Small Group Center Ideas, pp. 10–11 (Social Science: Research active citizens)

Module B Big Ideas & Essential Questions (expository), pp. 206–207 • Understand that texts contain a main idea and

details, pp. 222–223, 272–273, 342–343 • Writers understand using different sources

enhances their writing, pp. 242–243, 262–263 • Learners will understand that types of

governments in nations around the world have different structures and varied processes, pp. 232–233, 282–83, 382–383

• Independent Reading: Suggested Texts, pp. 208–209 (includes additional social studies texts)

• Small Group Center Ideas, pp. 210–211 (Civics: students present their research on different governments)

• Anchor Texts and other selections focus on social studies and civics: see Back of the Bus, pp. 12–41; Rosa Parks: Hero of Our Time & Back of the Bus, pp. 42–111; “The Little Black-Eyed Rebel”, pp. 112–121; The Ride: The Legend of Betsy Dowdy, pp. 132–191

Student/Teacher Edition: The Big Question, 191, 200, 218, 234, 244 Build Unit Background & What About You (map and photographs), 194–195 Academic Words, 198, 216, 232 Writing lessons, 212–213, 228–229, 242–243 Link the Readings, 244 Projects (Written, Oral, and Visual), 245 Listening and Speaking Workshop, 246–247 Writing Workshops, 248–250 Teacher Edition: Link to Social Studies, T194, T204, T206, T221 Link to Science, T222


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176–177 Module B Lexile Levels (informational text), pp. 201 • Close Reading, pp. 223, 273, 323 • Focused Reading Instruction, pp. 224–225, 294–



Student/Teacher Edition: Reading Strategy, 200, 205, 208, 218, 223, 224, 234, 237, 238 Fluency, 251 Test Preparation, 252–253 Further Reading, 245 Teacher Edition: SIOP in Practice, T201, T219, T234 Leveled Support, T200 AIMSweb Progress Monitoring, T203, T205, T221 SELP2 Assessment, T203, T237


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Text-Based Answers


Module A Planner (narrative), pp. 6–7 • Text-Based Conversation & Team Talk, 44, 124,

174 • Independent Reading Practice: Writing in







295, 354–355

Student/Teacher Edition: Reading Strategy, 200, 205, 208, 218, 223, 224, 234, 237, 238 Before You Go On, 201, 203, 219, 221, 235 Think It Over (Recall, Comprehend, Analyze), 205, 217, 223 Extension, 209, 225, 239 Link the Readings & Discussion, 244 Test Preparation, 252–253 Teacher Edition: Comprehension Check, T 202, T220, T222, T236


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Response to Reading, pp. 35, 85, 135 • Writing Assignment, pp. 38–41, 88–91, 148–151 • Performance-Based Assessment: Interviewing

Active Citizens (research and opinion), pp. 192–199

Module B Planner (informative), pp. 206–207 • Independent Reading Practice: Writing in


298–301 • Performance-Based Assessment: How Our

Government Works (research and opinion piece), pp. 392–399


Vocabulary


Module A Vocabulary to Unlock the Text, pp. 4–5 • Benchmark Vocabulary, pp. 24, 124, 184 • Language Analysis, pp. 35, 115 Module B Vocabulary to Unlock the Text, pp. 202–203 • Benchmark Vocabulary, pp. 224, 304, 374 • Language Analysis, pp. 255, 345



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English Language Arts

Instructional Shifts Pearson Longman Cornerstone

Grade 3 Unit 5: Neighbors in Space

Balancing Informational and Literary Text


Reading 1: Informational Text/Science Earth and Beyond, pp. 264–269 Reading 2: Literature/Myths One Moon, Many Myths, pp. 280–283 Reading 3: Informational Text/Biography Franklin’s Dream, pp. 294–299


27





Student/Teacher Edition: The Big Question, 205, 264, 280, 294, 308 Build Unit Background & What About You (map and photographs), 258–259 Academic Words, 262, 278, 292 Writing lessons, 274–275, 288–289, 306–307 Link the Readings, 308 Projects (Written, Oral, and Visual), 309 Listening and Speaking Workshop, 310–311 Writing Workshops, 312–314 Teacher Edition: Link to Social Studies, T258, T282, T295 Link to Science, T269


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Student/Teacher Edition: Reading Strategy, 264, 269, 270, 280, 283, 284, 294, 299, 302 Fluency, 315 Test Preparation, 316–317 Further Reading, 309 Teacher Edition: SIOP in Practice, T265, T281, 295 Leveled Support, T266, T296 Accelerate Language Development, T270 AIMSweb Progress Monitoring, T267, T283, T299 SELP2 Assessment, T299


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Text-Based Answers


Student/Teacher Edition: Reading Strategy, 264, 269, 270, 280, 283, 284, 294, 299, 302 Before You Go On, 265, 267, 281, 295, 297 Think It Over (Recall, Comprehend, Analyze), 283, 299 Extension, 271, 285, 303 Link the Readings & Discussion, 308 Test Preparation, 316–317 Teacher Edition: Comprehension Check, T 266, T282, T296





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Vocabulary



Unit 6: Arts Festivals Balancing Informational and Literary Text


Reading 1: Informational Text/Poster/Schedule/Business Letter Arts Festival!, pp. 328–331 Reading 2: Informational Text/Instructions How to Make Puppets, pp. 342–345 Reading 3: Informational Text/Newspaper Article The Bonnaroo Music and Art Festival, pp. 358–363


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Student/Teacher Edition: The Big Question, 319, 328, 342, 358, 370 Build Unit Background & What About You (map and photographs), 322–323 Academic Words, 326, 340, 356 Writing lessons, 336–337, 352–353, 368–369 Link the Readings, 370 Projects (Written, Oral, and Visual), 371 Listening and Speaking Workshop, 372–373 Writing Workshops, 374–378 Teacher Edition: Link to Social Studies, T Link to Art, T344 Link to Math, T330 Link to Science, T361


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Student/Teacher Edition: Reading Strategy, 328, 331, 332, 348, 358, 363, 364 Fluency, 379 Test Preparation, 380–381 Further Reading, 371 Teacher Edition: SIOP in Practice, T329, T343, T359 Leveled Support, T330, T346, T360 Accelerate Language Development, T332, T364 AIMSweb Progress Monitoring, T361, T363 SELP2 Assessment, T343, T361


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Text-Based Answers


Student/Teacher Edition: Reading Strategy, 328, 331, 332, 348, 358, 363, 364 Before You Go On, 329, 343, 359, 361 Think It Over (Recall, Comprehend, Analyze), 331, 345, 363 Extension, 333, 365 Link the Readings & Discussion, 370 Test Preparation, 380–381 Teacher Edition: Comprehension Check, T 330, T344, T360




Vocabulary Students build their academic and generative vocabulary to access grade level complex texts.


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