scott foresman reading street - pearson...

A Correlation of

Scott Foresman Reading Street

©2008

to the

Common Core Georgia Performance Standards

(CCGPS)

Grade 3

Scott Foresman Reading Street © 2008 to the

Common Core Georgia Performance Standards (CCGPS) Grade 3

INTRODUCTION This document demonstrates how Scott Foresman Reading Street © 2008 meets the objectives of the Common Core Georgia Performance Standards (CCGPS). Correlation page references are to the Teacher’s Edition. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Scott Foresman Reading Street is a comprehensive core reading program for Pre-Kindergarten through Grade Six that is built on the latest SBRR (Scientifically Based Reading Research). The instructional architecture prioritizes and closely monitors acquisition of the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Literature Reading Street provides a rich variety of genres that include a balance of fiction and nonfiction. Content-area connections support science and social studies instruction every week. With a greater emphasis on informational text, Reading Street prepares students for the kinds of selections they will encounter on state assessments. Assessment Reading Street begins the year with the Baseline Group Test to make initial grouping decision. Progress is monitored during instruction and identifies students’ needs along the way. The Unit Benchmark Test measures student performance and can be used to regroup. The End-of-Year Benchmark Test gives a summative assessment and shows how far students have come. Differentiated Instruction Reading Street instruction is systematic, explicit, and highly focused for all ability levels. Each unit gives a clear road map to differentiate instruction for On-Level, Strategic Intervention (below level), and Advanced readers. Group Time throughout each lesson provides scaffolded instruction for all readers. Built-in lessons for Strategic Intervention and Advanced learners supplement core instruction every day. Weekly Leveled Readers and Leveled Practice help every student practice and apply comprehension skills and vocabulary in appropriate texts. ELL Instruction Reading Street paves the way with highly focused ELL instruction, practice, and resources to meet all proficiency levels and provides an ELL Reader every week to build vocabulary, provide text support, and enrich language skills.

2 SE = Student Edition TE = Teacher’s Edition



Table of Contents

Third Grade Reading Literary (RL) ......................................................................... 4

Third Grade Reading Informational (RI) .............................................................. 10

Third Grade Reading Foundational (RF) ............................................................... 14

Third Grade Writing (W) ...................................................................................... 18

Third Grade Speaking and Listening (SL) ............................................................. 28

Third Grade Language (L) .................................................................................... 34




Common Core Georgia Performance Standards – Grade 3

Scott Foresman Reading Street © 2008

Third Grade Reading Literary (RL) Key Ideas and Details ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

SE 1: 36, 60, 82, 135, 192, 218, 246, 266, 298, 320, 350, 374; 2: 28, 130, 164, 216, 238, 270, 326, 376, 401 TE 1: 18–19, 20–21, 26–27, 34–35, 36, 48–49, 58–59, 74–75, 80–81, 126–127; 2: 184–185, 206–207, 218, 232–233, 244–245, 264–265; 3: 290–291, 298, 312–313, 342–343, 364–365, 372–373; 4: 22–23, 128–129; 5: 156–157, 162–163, 206–207, 216, 230–231, 238, 264–265; 6: 318–319, 326, 364–365, 376, 390–391, 401 Instruction and practice in this skill is included as students read each selection. Students answer questions about the key details and events in the selection and create their own questions as they monitor and clarify the content.

ELACC3RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

SE 1: 58–59, 248, 319–320; 2: 112–113, 130, 354–355, 376 TE 1: 48–49, 52–53, 54–55, 58–59, 60; 2: 248; 3: 312–313, 318–319, 320; 4: 112–113, 124–125, 128–129, 130; 6: 362–363, 370–371, 376 As an example of treatment in the program, see SE 2: 112–113, 130; TE 4: 112–113, 116, 120–121, 129–129, and 130. The Teacher’s Edition provides a lesson on identifying plot and theme, identifies the characteristics of a folk tale, and fosters discussion of a folk tale. Then students read a folk tale and answer comprehension and Reader Response questions to identify the lesson of the folk tale and apply it to their own life.






ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

SE 1: 116–117, 135, 174–175, 192 TE 1: 116–117, 122–123, 128–129, 135, 141b; 2: 174–175, 180–181, 188–189, 192, 197b Character is a major comprehension skill developed throughout the program. Student Edition pages and accompanying Teacher’s Edition lessons teach students how to identify and describe the characters and their traits, motivations, actions, feelings, and role in moving the plot forward. These activities are supported by the Guiding Comprehension sections in the Teacher’s Edition. Reader Response questions in the Student Edition with answers in the Teacher’s Edition check students’ ability to find information needed to describe story elements.






Craft and Structure ELACC3RL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

Within every lesson, vocabulary development is an integral part of the instruction. On Day 1, the Teacher’s Edition pages contain a Build Concept Vocabulary section in which students work with words related to the content question of the week and unit theme. Vocabulary is presented in context in the Listening Comprehension exercise. The Introduce Vocabulary and Vocabulary Strategy pages introduce vocabulary, present a vocabulary skill, and apply the skill in the accompanying short selection. The lesson vocabulary is then practiced as the main selection is read. Vocabulary development continues on Day 5 in the Vocabulary and Word Study section. In addition, nonliteral or figurative language is included in the Extend Skills sections. See the following representative pages for Unit 1: SE 1: 14–15, 36, 44–45, 66–67, 82, 88–89, 110, 118–119, 135 TE 1: 12l–12m, 14b, 14–15, 22, 26, 30, 36, 41c, 42l–42m, 44b, 44–45, 56, 63c, 64l–64m, 66b, 66–67, 72, 76, 82, 85c, 86l–86m, 88b, 88–89, 92, 96, 106, 110, 115c, 116l–116m, 118b, 118–119, 130, 135, 141b, 141c






ELACC3RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

SE 1: 38–39, 62–63, 84–85, 138–139, 194–195, 268–269, 300–301, 376–377, 406–407; 2: 132–133, 218–219, 240–241, 328–329, 404–405 TE 1: 16, 38–39, 46, 62–63, 68, 84–85, 120, 138–139, 147a–147b; 2: 178, 194–195, 254, 268–269; 3: 284, 300–301, 358, 376–377; 4: 116, 132–133; 5: 198, 218–219, 224, 240–241; 6: 308, 328–329, 384, 404–405 As students are introduced to and read examples of various genres, they learn about the features of the genres. The Student Edition includes Genre and Author Study and genre lessons, which are supported by Teacher’s Edition pages that add instructional activities to help students identify the features of the selection and promote the use of genre-related terms. To expand students’ experiences with a wide variety of printed material, provide appropriate collections in the classroom library or help students find suitable materials in the school library and allow them time to investigate the text structure.

ELACC3RL6: Distinguish their own point of view from that of the narrator or those of the characters.

TE 1: 20, 34, 58, 80, 126, 132; 2: 214; 3: 296, 348, 360; 4: 70; 5: 162, 206, 214; 6: 316, 374 Text-to-self questions in the Teacher’s Edition Guiding Comprehension questions provide opportunities for students to compare their feelings, ideas, and experiences to those of characters in stories.

Integration of Knowledge and Ideas ELACC3RL7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

TE 1: 16, 46, 68; 2: 178, 202, 228, 248, 254; 3: 284, 308, 334, 358; 4: 16, 30, 116; 5: 150, 198, 224, 248; 6: 308, 358, 384 Throughout the program, students examine a variety of illustrations to preview selections, make predictions, and identify information to describe setting, characters, and plot.






ELACC3RL8: (Not applicable to literature) N/A

ELACC3RL9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

SE 1: 41, 63, 85, 141, 197, 223, 249, 303, 329, 353, 379; 2: 35, 137, 219, 275, 331, 379, 407 TE 1: 41, 63, 85, 141; 2: 197, 223, 249; 3: 303, 329, 353, 379; 4: 35, 137; 5: 219, 275; 6: 331, 379, 407 The page references cited are for the Reading Across Texts features in the program. The purpose of the Reading Across Texts questions in the Student Edition is to give students opportunities to compare two texts, a main selection and a paired selection, that have a related topic but are different in other ways. The program also offers Meet the Author and the Illustrator pages (for example, SE 1: 83, 111), which identify additional books by the author, and an Author Study page (SE 1: 407 and TE 1: 147b), which provides an opportunity for students to read, study, and compare multiple works by the same author. In addition, the Meet Authors pages (SE 1: 408–419 and TE 1: 147c–147n) identify additional books written by the authors of the program’s selections. Make these books available for students to read, and encourage them to compare different works by the same author.






Range of Reading and Level of Text Complexity ELACC3RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Each fiction selection contains opportunities to read a literary text independently, proficiently, and fluently. Routines and practice techniques appear on the Teacher’s Edition pages. See the following representative pages, which are taken from Unit 1: TE 1: 12l, 41a, 42l, 63a, 64l, 85a, 116l, 141a Lessons focus on accuracy, rate, phrasing, automaticity, punctuation cues, and expression/intonation. Each sub skill is applied to appropriate selections in a variety of reading activities. Additionally, the Differentiated Instruction (DI) pages continue skill development as students read the Below-Level, On-Level, and Advanced Leveled Readers. Guided instruction and practice are included on the DI pages that follow each selection. See TE 1: DI•11, DI•31, DI•40, DI•41, DI•50, DI•51 for examples of the Readers for Unit 1.






Third Grade Reading Informational (RI) Key Ideas and Details ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

SE 1: 110, 168, 394; 2: 54, 109, 350 TE 1: 94–95, 102–103, 110; 2: 162–163, 168; 3: 388–389, 392–393, 394; 4: 44–45, 46–47, 54; 5: 178–179, 182–183, 190; 6: 342–343, 348–349, 350 Instruction and practice in this skill is included as students read each selection. Students answer questions about the key details and events in each selection and create their own questions as they monitor and clarify the content of the selection they are reading.

ELACC3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

SE 1: 150–151, 168 TE 1: 94, 98, 108; 2: 156, 158, 159, 162, 166, 168, 173b; 4: 46, 48; 5: 182, 186, 188; 6: 338, 339, 348 The program specifically teaches students how to use main ideas and details as a comprehension strategy for informational texts. Students distinguish main ideas from supporting details as they read and show their understanding by summarizing or paraphrasing the information.

ELACC3RI3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

SE 1: 42 TE 1: 42, 102, 103; 2: 164, 165; 4: 48, 49 The program specifically teaches students how to use sequence and cause and effect as a comprehension skill. Questions in the Teacher’s Edition direct students’ attention to identifying relationships, such as sequence and cause and effect, as they read. See, for example, TE 2: 158; 3: 392; 4: 96.






Craft and Structure ELACC3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

TE 1: 86l–86m, 88b, 88–89, 92, 96, 106, 107, 110, 115c; 2: 150l–150m, 152b, 152–153, 162, 163, 168, 173c; 3: 380l–380m, 382b, 382–383, 388, 394; 4: 36l–36m, 38b, 38–39, 59c; 5: 170l–170m, 172b, 172–173, 178, 179, 186, 187, 190, 193c; 6: 332l–332m, 334b, 334–335, 344, 345, 350, 353c Within every lesson, vocabulary development is an integral part of the instruction. On Day 1, the Teacher’s Edition pages contain a Build Concept Vocabulary section where students work with words related to the content question of the week and unit theme. These include general and domain-specific terms. Vocabulary is presented in context in the Listening Comprehension exercise. Both the Introduce Vocabulary and Vocabulary Strategy pages present the skill and apply the skill in the accompanying short selection. The lesson vocabulary is then practiced as the main selection is read. Vocabulary development continues on Day 5 in the Vocabulary and Word Study section. In addition, related social studies and science terms and concepts are developed in “Time for…” features. See, for example, TE 2: 139, 163, 165. SE 1: 88–89, 110, 152–153, 168, 382–383, 394; 2: 38–39, 172–173, 190, 334–335, 350






ELACC3RI5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently.

SE 1: 38, 84, 112, 138–141, 170, 194–197, 300–303, 376–379; 2: 56–59, 192–193, 378–379 TE 1: 38, 41m, 41n, 63m, 63n, 84, 85m, 85n, 112, 115m, 115n, 138–141, 141m, 141n; 2: 170, 173m, 173n, 194–197, 197m, 197n, 249m, 249n; 3: 300–303, 376–379, 379m, 396–399, 399m, 399n; 4: 56–59, 59m, 59n; 5: 192–193, 193m, 193n; 6: 353m, 353n, 378–379, 379m, 379n The program offers many opportunities for students to learn about and use text features and search tools to find information. Text Features: Preview/Use Text Features (numbered lists, captions) in both the Student Edition and the Teacher’s Edition; Research/Study Skills (e.g., headlines, captions, guide words) in the Teacher’s Edition Search Tools: New Literacies (Internet Inquiry Activities) in the Teacher’s Edition; Research/Study Skills (encyclopedia in print, electronic, or online versions) in the Teacher’s Edition

ELACC3RI6: Distinguish their own point of view from that of the author of a text.

The program’s Comprehension/Vocabulary strand teaches students how to recognize and understand the author’s point of view. Students discuss the author’s point of view in related activities. TE 3: 353b; 4: 111b; 5: 193b Every selection has a Think Like an Author question in the Student Edition that requires students to relate their own experience or background knowledge to that selection. Students must distinguish their own perspective from the author’s in order to answer the question. SE 1: 110, 168, 298, 394; 2: 54, 190, 350 TE 1: 110; 2: 168; 3: 298, 394; 4: 54; 5: 190; 6: 350






Integration of Knowledge and Ideas ELACC3RI7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

SE 1: 40, 101, 102, 159, 271, 300–303, 378, 388, 389, 391, 392; 2: 43–53, 56–59, 241, 274, 275, 303, 406 TE 1: 40, 100, 102; 2: 158, 268; 3: 300–303, 388, 391; 4: 44, 49, 56, 57, 58; 5: 240, 274, 275; 6: 302, 406 Students are provided with a wealth of opportunities to work with and extract information from a wide variety of visual and graphic sources in informational texts and to use the information to support or add to their understanding of the texts. Skill and strategy lessons in the Teacher’s Edition also help students use visuals to reinforce understanding of concepts presented in the text. See, for example, SE 1: 150–151 and TE 2: 150–151.

ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

SE 2: 170–171, 190, 284–285, 300 TE 5: 170–171, 182, 183, 185, 188, 189, 190; 6: 284–285, 294, 295, 298, 299, 300 The Text Structure Strategy strand in the program helps students identify the organization of text and how ideas are connected within a paragraph and passages. See, for example, SE 2: 170–171 and its accompanying Teacher’s Edition pages TE 5: 170–171.

ELACC3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic.

SE 1: 115, 173, 271, 379, 399; 2: 59, 111, 193, 243, 303, 407 TE 1: 115; 2: 173, 271; 3: 379, 399; 4: 59, 111; 5: 193, 243; 6: 303, 407 The purpose of the Reading Across Texts questions in the Student Edition is to give students opportunities to compare two texts, a main selection and a paired selection, that have a related topic but are different in other ways. See, for example, Reading Across Texts on SE 1: 115 and its accompanying teaching note on TE 1: 115. As part of students’ analysis of the two selections, ask them to identify and summarize the information that the two texts have in common.






Range of Reading and Level of Text Complexity ELACC3RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

Each selection contains opportunities to read independently, proficiently, and fluently beginning at Unit 1. Routines and practice techniques appear on the Teacher’s Edition pages. See the following representative pages for selections in Unit 1: TE 1: 86l, 115a; 2: 150l, 173a; 3: 380l, 399a; 4: 36l, 59a; 5:170l, 193a; 6: 332l, 353a

Third Grade Reading Foundational (RF) Print Concepts Kindergarten and 1st grade only N/A

Phonological Awareness Kindergarten and 1st grade only N/A

Phonics and Word Recognition ELACC3RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

TE 1: 41i, 41j, 41k–41l, 115i, 115j, 115k–115l; 2: 197i, 197j, 197k–197l, 271i, 271j, 271k–271l; 3: 353i, 353j, 353k–353l; 4: 59i, 59j, 59k–59l, 137i, 137j, 137k–137l; 5: 169i, 169j, 169k–169l, 275i, 275j, 275k–275l; 6: 331i, 331j, 331k–331l, 353i, 353j, 353k–353l Every week presents a Phonics lesson, which includes pages for skill practice focusing on the phonics and word analysis skills. This carefully structured Teacher’s Edition practice and instruction help students decode the words independently and apply those skills as they read the selection.

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

SE 1: 118–119; 2: 286–287, 356–357 TE 1: 118–119, 130, 131; 3: 329i, 353j, 379i, 399j; 4: 85i, 111i, 111j, 137j; 5: 275i; 6: 286–287, 296, 297, 303j, 356–357, 364, 365, 379j, 407j Student Edition pages, along with the accompanying Teacher’s Edition pages, present affixation skills. Students identify prefixes and suffixes and use the meaning of the base word and affix to determine meaning.






b. Decode words with common Latin suffixes.

SE 1: 118–119; 2: 356–357 TE 1: 118–119, 130, 131, 141c; 3: 379i, 399j; 4: 111i, 137j; 5: 275i; 6: 303j, 356–357, 364, 365, 379j, 407j Student Edition skill pages and their accompanying Teacher’s Edition pages present affixation skills. Students identify common suffixes and use the meaning of the base word and suffix to determine meaning.

c. Decode multi-syllable words. TE 1: 41i, 63j; 2: 173i, 197j; 4: 137i; 5: 169i, 169j, 193j; 6: 379i, 379j The lessons present the common patterns used in multisyllabic words to help students divide a word into syllables. They apply their skills as they decode each syllable, combine the syllables, and identify the word. Students can then use these skills to decode multisyllabic words in selections.

d. Read grade-appropriate irregularly spelled words.

TE 1: 115i, 115k–115l, 141i, 141j, 141k–141l; 2: 173j, 271i, 271j, 271k–271l; 3: 303j, 399i, 399k–399l; 4: 35i, 35j, 35k–35l, 59j; 6: 331i, 331k–331l The program includes Phonics and Phonics and Spelling lessons that focus on consonant and vowel sounds with multiple spellings and silent consonant patterns. These lessons help students identify vowel digraphs, diphthongs, patterns, and schwa sounds to provide students with the decoding skills needed for pronunciation. Each Phonics and Spelling lesson lists Frequently Misspelled Words, which are often words with irregular spelling patterns. These lessons provide students with the skills and understandings they need to read such words in context.






Fluency ELACC3RI4: Read with sufficient accuracy and fluency to support comprehension.

The program includes a carefully structured sequence that deals with all aspects of fluency. Lessons provide practice and assessment of accuracy and fluency, focusing on phrasing, rate, and expression/intonation. In addition, the lessons include teacher modeling. See the following representative Fluency pages for the first unit: TE 1: 12l–12m, 41a, 42l–42m, 63a, 64l–64m, 85a, 86l–86m, 115a, 116l–116m, 141a.

a. Read on-level text with purpose and understanding.

SE 1: 18, 28, 39, 54, 63, 122, 214, 220, 390, 399; 2: 42, 58, 68, 81, 237, 242, 258, 274, 311, 319, 365, 379 TE 1: 18, 28, 39, 54, 63, 122; 2: 214, 220; 3: 390, 399; 4: 42, 58, 68, 81; 5: 237, 242, 258, 274; 6: 311, 319, 365, 379 Each selection in the Student Edition and the accompanying Teacher’s Edition pages guide students as they preview, predict, and set a purpose for reading. Additionally, students have an opportunity to read On-Level Readers developed for each lesson. See TE 1: LR22 for the use of the On-Level Reader for a selection in Unit 1.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Each selection contains daily opportunities to read with accuracy, appropriate rate, and expression beginning at Unit 1. Routines and practice techniques as well as application activities appear on the Teacher’s Edition pages. See the following representative pages for Unit 1: TE 1: 12l–12m, 41a, 42l–42m, 63a, 64l–64m, 85a, 86l–86m, 115a, 116l–116m, 141a






c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SE 1: 14–15, 88–89, 152–153, 176–177, 226–227, 252–253, 356–357; 2: 62–63, 222–223, 246–247, 306–307 TE 1: 14b, 14–15, 30–31, 88b, 88–89; 2: 152b, 152–153, 162–163, 176b, 176–177, 226b, 226–227, 252b, 252–253; 3: 356b, 356–357, 364–365; 4: 62b, 62–63, 72–73; 5: 222b, 222–223, 246b, 246–247, 257, 306b, 306–307, 318–319 The program’s Vocabulary strand in the Student and Teacher’s Editions provide lessons in using context to determine the meaning of words including homonyms, multiple-meaning words, and unfamiliar words. Through these lessons, students are given the skills to identify and understand words in context.






Third Grade Writing (W) Text Types and Purposes ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

SE 1: 219; 2: 191, 217 TE 2: 219; 5: 169g–169h, 191, 193g–193h, 217, WA2–WA9 The Writing Workshop lesson for Unit 5 provides step-by-step instruction on the complete process of writing a persuasive letter. Students examine a model, find a topic, and use a graphic organizer to help sort and order their reasons. Students then draft their letters, revise them, and edit them for spelling, punctuation, grammar, and capitalization. Similar but shorter writing activities can also be found in the Write Now pages with accompanying Teacher’s Edition support as well as the weekly Writing Workshop lessons in the Language Arts strand.

a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.

TE 5: WA2–WA3 The Unit 5 Writing Workshop pages in the Teacher’s Edition present an opportunity for writing a persuasive letter. The lessons guide students step by step through the writing process. For example, during Steps 1 and 2, students analyze a writing model. They plan a first draft in which they organize their reasons as they offer their opinion on a given issue or topic.

b. Provide reasons that support the opinion. TE 5: WA2–WA3 See the teacher’s note for Writing Standard 1.a. The Writing Workshop lesson provided in the Unit 5 Teacher’s Edition helps students focus on supporting reasons as they complete a graphic organizer in Step 1.






c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

TE 5: WA5 See the teacher’s note for Writing Standard 1.a. Students revise their drafts during Step 3 of the Teacher’s Edition unit lesson. Adding or deleting information, reorganizing sentences, and adding persuasive words or phrases are strategies that are suggested to and discussed with students during the revising step. During the prewriting step, discuss the linking words used in the student model with students. Point out the sentence It will be safe because I know you will help us with the oven. Explain that the writer used the word because to link his opinion (it will be safe) with his reason (I know you will help us with the oven). Explain that words such as because, therefore, since, and for example can be used to link supporting reasons to opinions. During the drafting and revising steps, remind and encourage students to include linking words as well as persuasive words in their letters.

d. Provide a concluding statement or section.

TE 5: WA2–WA7 See the teacher’s note for Writing Standard 1.a. The drafting and revising steps of the writing lessons, as well as models and checklists, either provide examples of, support the writing of, or remind students about the need for a conclusion as part of the structure of their persuasive/opinion writing. In addition, encourage students to practice writing a summarizing sentence about their opinion that they could use to conclude their writing.






ELACC3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

SE 1: 169, 219, 247, 267, 375, 395; 2: 271, 351 TE 1: 63m, 85m, 115m, 141m; 2: 169, 173g–173h, 173m, 197m, 219, 247, 267, 271g–271h, WA2–WA9; 3: 303m, 375, 379m, 395, 399m, WA2–WA9; 4: 59m, 85m, 137g–137h; 5: 169m, 219m, 243m, 271, 275m; 6: 303m, 331m, 351, 353g–353h, 353m, WA2–WA9 Opportunities for informative/explanatory writing can be found in the unit Writing Workshop lessons. Similar activities are found in the Write Now pages with their accompanying Teacher’s Edition pages as well as the Weekly Writing Workshop lessons in the Language Arts strand. Writing activities such as writing directions, a how-to article, a biography, or a nonfiction description focus on examining a topic. The New Literacies sections also ask students to research a topic and provide information as they write an explanation or short report to present to the class.






a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

SE 1: 56, 168, 169, 218, 219, 266, 267, 374, 394, 395; 2: 54, 190, 271, 350, 351 TE 1: 56, 63m, 85m, 115m; 2: 168, 169, 173m, 197m, 218, 219, 223m, 266, 267, WA2–WA9; 3: 303m, 374, 379m, 394, 395, WA2–WA9; 4: 54, 85m, 137m; 5: 169m, 190, 219m, 243m, 271, 275m; 6: 303m, 350, 351, WA2–WA9 The unit Writing Workshop lessons provide instruction on the complete process of writing different kinds of expository, or informative/explanatory, writing. The Workshops guide students step by step through the writing process. For example, during the process, students begin by analyzing a writing model and planning a first draft. In their draft, they state the topic and organize their ideas in a way that is logical for the kind of writing. Also, the Write Now and New Literacies sections provide opportunities for students to write various kinds of shorter informative/explanatory pieces. In addition, the Look Back and Write activity in the Reader Response section, which comes at the end of each reading selection, often asks students to write a main idea and supporting details about a topic. In many cases with the Writing Workshop lessons and the New Literacies sections, the finished products may include illustrations or graphics. See, for example, TE 2: 223m; 3: WA7.






b. Develop the topic with facts, definitions, and details.

SE 1: 169, 193, 247, 267, 351; 2: 55, 165, 239, 351, 402–403 TE 2: 169, 193, 247, 267, WA2–WA3; 3: 351, WA2–WA3; 4: 55; 5: 165, 239; 6: 351, 402–403, WA2–WA3 See the teacher’s note for Writing Standard 2.a. The unit Writing Workshop lessons help students focus on facts and details to develop their topic as they fill out a graphic organizer pertinent to the writing form. The Write Now pages remind students that the development of the topic through facts, details, and examples is a key feature in expository/informative/explanatory writing.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Adding or deleting information; reorganizing sentences or paragraphs; and adding vivid or precise words, phrases, or sentences are strategies that are suggested and discussed in the unit Writing Workshop lessons during the drafting and revising stages. The Unit 3 Writing Workshop lesson focuses on a compare-and-contrast essay. As part of the drafting and revising steps, students are encouraged to use transition, or linking, words such as also, but, and however to signal comparisons and contrasts (TE 3: WA4, WA5). In addition, the Writing Workshop lesson for Week 5, Unit 3 provides opportunities for students to use linking words (and, also, too, like, but, although, however, and on the other hand) while writing compare-and-contrast paragraphs (TE 3: 399g–399h). Also, during Peer Revision, students can point out places in their partner’s drafts where linking words, phrases, or sentences can be added to better join related ideas and information.






d. Provide a concluding statement or section.

TE 2: WA2–WA3; 3: WA2–WA3; 6: WA2–WA3 See the teacher’s note for Writing Standard 2.a. The prewriting and revising stages of all Writing lessons and models and checklists either provide examples of, support the writing of, or remind students about the need for a conclusion as part of the structure of their expository/informative/explanatory writing. In addition, encourage students to practice writing sentences summarizing their ideas on their topic, which they could use to conclude their writing.

ELACC3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

SE 1: 37, 136–137, 299, 321 TE 1: 37, 41g–41h, 136–137, 141g–141h, WA2–WA9; 3: 299, 321; 4: 59g–59h, WA2–WA9 Opportunities for narrative writing can be found in the Writing Workshop lessons where a complete writing process is given in every unit. Similar and shorter activities are found in the Student Edition on the Write Now pages and the accompanying support in the Teacher’s Edition as well as the weekly Writing Workshop lessons in the Language Arts strand.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

SE 1: 136–137, 321; 2: 76–77 TE 1: 136–137, WA2–WA9; 3: 321; 4: 76–77, WA2–WA9 The Write Now pages in the Student Edition present several narrative writing forms, including realistic fiction, poem, and play. The unit Writing Workshop lessons guide students step by step through the writing process. For example, during Step 1 students analyze a writing model and plan a first draft in which they organize their ideas, taking into consideration the elements of the particular kind of narrative writing.






b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

SE 1: 321 TE 1: WA2–WA9; 3: 321; 4: WA2–WA9 See the teacher’s note for Writing Standard 3.a. The unit Writing Workshop lessons during Steps 1 to 3 help students focus on the elements they need to include and the techniques they can use to write a narrative. Students fill out a graphic organizer and study a topic pertinent to the writing form, such as choosing vivid words. Lessons remind students that the development of strong, engaging story elements—characters, setting, plot—is a key feature in narrative writing.

c. Use temporal words and phrases to signal event order.

TE 1: WA2–WA9; 4: 137g–137h, WA2–WA9 Students revise their drafts during Step 3 of the unit Writing Workshop lessons. Adding or deleting details, replacing vague or weak words with more exact or more vivid words, and adding transition or temporal words or phrases are strategies that are suggested to and discussed with students during the prewriting, drafting, and revising stages. Students also acquire additional practice with temporal, or time order, words in the Writing Workshop lesson for Unit 4, Week 5 (TE 4: 137g–137h). Remind students that temporal, or time order, words and phrases include first, next, then, last, finally, after, before, later, in the meantime, and phrases that mention times of day, days, months, or years.






d. Provide a sense of closure. TE 1: WA2–WA9; 4: 137g–137h, WA2–WA9 See the teacher’s note for Writing Standard 3.a. The prewriting, drafting, and revising stages of the unit Writing lessons and models and checklists provide examples of, support the writing of, or remind students about the need for a conclusion as an important part of the structure of their narrative writing. In addition, ask students to reread the conclusions of several stories, such as Tops and Bottoms (SE 1: 228–245) and Suki’s Kimono (SE 2: 150–163) and note how these authors wrap up their narratives in satisfying ways. Suggest that students then evaluate how well their conclusion performs the same task.

Production and Distribution of Writing ELACC3W4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in Standards 1-3 above.)

In every unit Writing Workshop lesson, students follow the basic writing process in which peer and adult review and guidance are included. There are scoring rubrics to check on process as well as peer help to revise and improve the writing along with teacher guidance. TE 1: WA2–WA9; 2: WA2–WA9; 3: WA2–WA9; 4: WA2–WA9; 5: WA2–WA9; 6: WA2–WA9

ELACC3W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade 3.)

The Writing Workshop lessons in the Teacher’s Edition are based on a five-step process. Two of these steps are Revise and Edit. Step 3 also includes Peer Revision during which student partners exchange drafts and offer ideas for strengthening one another’s writing. TE 1: WA2–WA3, WA5, WA6; 2: WA2–WA3, WA5, WA6; 3: WA2–WA3, WA5, WA6; 4: WA2–WA3, WA5, WA6; 5: WA2–WA3, WA5, WA6; 6: WA2–WA3, WA5, WA6 Also see citations for Language Standards 1-3 in this correlation document.






ELACC3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

TE 1: 41m, 63m, 85m, 115m, 141m; 2: 173m, 197m, 223m, 249m, 249n, 271m; 3: 303m, 303n, 329m, 329n, 353m, 379m, 399m, WA6; 4: 35m, 35n, 59m, 85m, 111m, 137m, WA6; 5: 169m, 193m, 219m, 219n, 243m, 275m, WA6; 6: 303m, 331m, 353m, 379m, 407m, WA6 The program includes a Research/Study Skills strand that includes lessons on using technology, such as online encyclopedia, and New Literacies and Writing Workshop lessons that encourage the use of computer programs in preparing presentation materials.

Research to Build and Present Knowledge ELACC3W7: Conduct short research projects that build knowledge about a topic.

TE 1: 41m, 63m, 85m, 115m, 141m; 2: 173m, 197m, 223m, 249m, 271m; 3: 303m, 329m, 353m, 379m, 399m; 4: 35m, 59m, 85m, 111m, 137m; 5: 169m, 193m, 219m, 243m, 275m; 6: 303m, 331m, 353m, 379m, 407m The Teacher’s Edition offers an Internet research activity every week on the New Literacies page. The topic of this research activity is always tied to the Question of the Week and the topic of the main Student Edition selection. The five steps in the research activity include Identify Questions, Navigate/Search, Analyze, Synthesize, and Communicate. One step is presented each day of the 5-day activity. Students begin by brainstorming topic-related questions and end by giving a brief report on the topic. In addition, the Writing Workshop lessons at the end of Unit 6 provide instruction on the complete process of writing research reports (TE 6: WA2–WA9). These lessons guide students step by step through the writing process. For example, students analyze a writing model, choose a topic, research the topic, and plan a first draft during Step 1.






ELACC3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

TE 1: 41m, 63m, 85m, 115m, 141m; 2: 173m, 197m, 223m, 249m, 271m; 3: 303m, 329m, 353m, 379m, 399m; 4: 35m, 59m, 85m, 111m, 137m; 5: 169m, 193m, 219m, 243m, 275m; 6: 303m, 331m, 353m, 379m, 407m The Teacher’s Edition offers an Internet research activity every week on the New Literacies page. This research activity is divided into five steps. During the Navigate/Search step, students gather relevant information from various sources, take notes, and organize their evidence. During Analyze and Synthesize, they restate the information they find. During Synthesize, they pull together relevant ideas and arrange information from the sources they used. Also, the Writing Workshop and the Research/Study Skills lessons help develop the skills needed to gather, organize, and analyze information in order to take proper notes. See TE 4: 137n; 6: 303g–303h, 379n.

ELACC3W9: (Begins in grade 4) N/A

Range of Writing ELACC3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

In the unit Writing Workshop lessons, students follow the basic writing process in a five-step plan. They also participate in short-term writing activities in both the weekly Writing Workshop lessons and the New Literacies section in the Teacher’s Edition as well as the Write Now pages in the Student Edition. See the following representative pages from Unit 1: SE 1: 37, 61, 136–137 TE 1: 37, 41g–41h, 41m, 61, 63g–63h, 63m, 83, 85g–85h, 85m, 111, 115g–115h, 115m, 136–137, 141g–141h, 141m, WA2–WA9






Third Grade Speaking and Listening (SL) Comprehension and Collaboration ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Each selection lesson plan contains multiple opportunities for students to initiate and engage in group discussions. Students discuss topics and texts in Day 1 Build Background, Day 2 Introduce Vocabulary, Day 3 Reader Response, and Day 4 Reading Across Texts as well as in the Wrap-Up activities at the end of every unit. See the following representative pages for Unit 1: SE 1: 36, 41, 60, 63, 82, 85, 110, 115, 135, 141, 146–147 TE 1: 14a, 14b, 36, 41, 44a, 44b, 60, 63, 66a, 66b, 82, 85, 88a, 88b, 110, 115, 118a, 118b, 135, 141, 146–147 The program also includes Speaking and Viewing or Speaking and Listening activities in the Teacher’s Edition. The topics of these activities are derived from the reading selections. See the following pages for examples. TE 1: 41d, 63d, 85d, 115d, 141d

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

The program’s Speaking and Viewing or Speaking and Listening activities include listening, speaking, and teamwork tips that incorporate rules for discussions and cooperative interaction. See the following representative pages: TE 1: 41d, 63d, 85d, 115d, 141d; 2: 173d, 197d, 223d, 249d, 271d






b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Speaking and Viewing or Speaking and Listening activities in the Teacher’s Edition provide tips advising students to ask relevant, topic-related questions and to respond with detail. Students are encouraged to use pertinent comments that help clarify their understandings and improve their own presentations as well as to provide suggestions that build on the ideas of others. See the following representative pages: TE 1: 41d, 63d, 85d, 115d, 141d; 2: 173d, 197d, 223d, 249d, 271d

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Speaking and Viewing or Speaking and Listening activities provide tips encouraging students to use pertinent comments that help clarify their understandings, improve their own presentations, and provide suggestions that build on the ideas of others. See the following representative pages: TE 2: 173d, 197d, 223d, 249d, 271d; 4: 35d, 59d, 85d, 111d, 137d Reader Response discussions provide additional opportunities to check understandings. SE 1: 36, 82, 168, 246, 320, 374; 2: 54, 130, 190, 238, 326, 376 TE 1: 36, 82; 2: 168, 246; 3: 320, 374; 4: 54, 130; 5: 190, 238; 6: 326, 376






d. Explain their own ideas and understanding in light of the discussion.

Listening Comprehension, found under Build Concepts, offers opportunities for students to express their own opinions after listening to the Read Aloud selection. See the following representative pages from Unit 1: TE 1: 12l–12m, 42l–42m. Preview and Predict, found at the beginning of each selection, enables students to preview the illustrations, build upon their prior knowledge, and discuss their ideas about what they will find as they read the text. See these representative pages from Unit 1: TE 1: 68, 90, 120. The Reader Response page at the end of each selection encourages discussion about story comprehension, vocabulary, and reading strategies used to explain the story’s structure and the author’s purpose. See these representative pages from Unit 1: TE 1: 34, 60, 82.

ELACC3SL2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SE 1: 150–151, 168; 2: 284–285, 300 TE 1: 85d, 141d; 2: 150–151, 156–157, 158–159, 168, 173d; 5: 193d; 6: 284–285, 290–291, 300 In addition to teaching main idea and details in its Comprehension pages, the program teaches and practices summarizing skills in which students are guided in summarizing and retelling important ideas in written materials. See, for example, SE 1: 42–43 and TE 1: 42–43, 52–53, 58–59. This skill is related to paraphrasing graphic and orally presented material because students are required to analyze and restate information. In addition, the program teaches and practices skills for analyzing graphically presented materials. See, for example, TE 1: 41n, 141n; 2: 271b.






ELACC3SL3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

TE 2: 223d, 249d; 4: 85d; 6: 331d, 353d Speaking and Viewing or Speaking and Listening activities provide tips advising students to ask relevant, topic-related questions and to respond with detail. Teachers can provide additional opportunities for students to ask and answer questions at the end of every speaking activity. Encourage students to wait until the end of each presentation before asking questions. Ask speakers to respond to questions politely and to elaborate, or explain, as best they can.






Presentation of Knowledge and Ideas ELACC3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

TE 1: 85d, 141d; 2: 173d; 3: 379d; 4: 137d; 5: 193d, 275d Speaking and Viewing or Speaking and Listening activities provide numerous opportunities for students to prepare presentations with appropriate facts and descriptive details. Students gather information, write the presentation, prepare visuals, and finally give the presentation. Use the Main Idea and Details lessons in the Comprehension strand to reinforce understanding of the concepts. The strand provides instruction in identifying main ideas and details in written materials. See, for example, TE 2: 150–151, 156–157, and 158–159. Review identifying main idea and details to help students as they prepare their presentations. Remind them to include supportive facts and details for their main ideas in their presentations.

ELACC3SL5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Each week’s five-day plan offers multiple opportunities for students to engage in auditory or visual work. For small group work, the Cross-Curricular Centers usually include auditory and visual activities. See, for example, TE 1: 12j–12k. Students work with visual displays in the Build Concept Vocabulary sections. See, for example, TE 1: 12l. The Comprehension lessons may have students create a story map or other visual. See, for example, SE 1: 12–13 and TE 1: 12–13. The Internet inquiry activities on the New Literacies pages suggest using visuals to support oral presentations. See, for example, TE 1: 63m. Finally, the Writing Workshop lessons include adding visuals to the document in the publish stage of the writing process. See, for example, TE: WA7.






ELACC3SL6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language Standards 1 and 3 for specific expectations.)

Some of the Speaking and Viewing or Speaking and Listening activities remind students to speak with proper grammar and usage. See TE 1: 63d; 4: 35d; 5: 169d. Also in the Teacher’s Edition Grammar lessons, the program provides specific instruction in identifying and following rules for subject-verb agreement (TE 3: 353e) and the correct use of pronouns (TE 4: 35e–35f, 59e–59f). Encourage use of proper pronoun-antecedent agreement in speaking and writing activities. As you discuss pronouns, take time to relate pronouns to their antecedents. Use the selection Rocks in His Head to help students identify pronouns and their antecedents. Have students identify the antecedents of pronouns in sentences you read from the selection. Then have students discuss the story. Remind them to use correct pronoun-antecedent agreement as they speak. Also see citations for Language Standards 1 and 3 in this correlation document.






Third Grade Language (L) Conventions of Standard English ELACC3L1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

TE 1: 41e–41f, 85e–85f, 141e–141f; 2: 173e–173f, 223e–223f, 271e–271f; 3: 329e–329f, 379e–379f; 4: 35e–35f, 85e–85f; 5: 193e–193f, 243e–243f; 6: 331e–331f, 379e–379f Conventions of grammar and usage are taught, practiced, or assessed every day of every week. Examples cited above.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. *

TE 2: 173e–173f, 197e–197f, 223e–223f, 249e–249f, 271e–271f; 3: 303e–303f, 329e–329f, 399e–399f; 4: 35e–35f, 59e–59f, 85e–85f; 5: 169e–169f, 193e–193f, 219e–219f, 243e–243f In the Teacher’s Edition, nouns, pronouns, verbs, adjectives, and adverbs are taught in daily Grammar lessons in the Language Arts strand.

b. Form and use regular and irregular plural nouns.

TE 2: 197e–197f, 223e–223f The program’s Grammar lessons provide instruction and practice in recognizing and forming common regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood). Students learn to identify a noun as the word for any person, place, or thing and a proper noun as the name of a specific person, place, or thing. Abstract nouns are included in selections. To reinforce understanding of abstract nouns, point out examples as each selection proceeds through the guided reading process. For example, use the selection SE 2: America’ s Champion Swimmer: Gertrude Ederle and these abstract nouns: p. 99—spirit, p. 103—courage, glory, p. 105—strength. As each word is discussed, point out how the word names a concept or idea that we can think about. It is not a word that names something we can see or touch. Have students look for other examples in each lesson.






d. Form and use regular and irregular verbs.

TE 3: 379e–379f, 399e–399f The program’s Grammar lessons provide instruction and practice in recognizing and forming verb tenses.

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

TE 3: 379e–379f, 399e–399f The program’s Grammar lessons provide instruction and practice in recognizing and forming simple verb tenses.

f. Ensure subject-verb and pronoun-antecedent agreement.*

TE 3: 353e–353f In its Grammar lessons, the program provides instruction in identifying and following rules for subject-verb agreement. In addition, pronouns are presented in Grammar lessons in TE 4: 59e–59f. As you discuss pronouns, remind students that pronouns replace nouns. Tell them that sentences must make it clear what noun is replaced by a pronoun. Use the selection America’s Champion Swimmer: Gertrude Ederle to help students identify pronouns and their antecedents. Read select sentences from the selection, model how to identify pronouns and their antecedents, and then have students identify pronouns and antecedents in sentences from the selection. You might use these sentences, for example: “In 1906 women were kept out of many clubs and restaurants. In most states they were not allowed to vote.” “Trudy’s trainer was sure she couldn’t finish the swim. He told her to give up.” “Two airplanes circled and tipped their wings to greet Trudy.” Then have students make up their own sentences using pronouns and their antecedents.

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

TE 5: 169e–169f, 193e–193f, 219e–219f, 243e–243f The program introduces basic adjectives and adverbs. That instruction is followed by work with comparative and superlative adjectives and adverbs.






h. Use coordinating and subordinating conjunctions.*

TE 1: 141e–141f, WA5, WA7; 5: 275e–275f; 6: 353e–353f The program includes work with conjunctions. The Grammar lessons focus on both coordinating (and, but, or) and subordinating (although, since, until, while) conjunctions. In addition, the Writing Workshop lessons for Unit 1 explain how to improve writing by using conjunctions to combine sentences. Extend understanding of subordinating conjunctions as you discuss sentences with dependent clauses. Provide a list of subordinating conjunctions, such as if, after, when, although, as, because, and unless. Then help students look through a selection to find examples of complex sentences with the conjunctions. Have them identify the subordinating conjunction, the dependent clause, and the independent clause in the sentence. For example, use these sentences from Happy Birthday Mr. Kang: “When Mr. Kang turned seventy, Mrs. Kang had a birthday party for him.” “Every morning he reads it while he drinks his tea and eats his sweet and fragrant almond cakes, warm from the oven.” “On Sundays Mr. Kang gets up when it’s dark.” “As he opens the door to leave the apartment, Mrs. Kang is padding quickly behind him.” “Today is a special Sunday morning because Sam and Mr. Kang are going to the park together.”






i. Produce simple, compound, and complex sentences.

TE 1: 85e–85f, 115e–115f, 337e–337f, WA5, WA7 The program’s Grammar lessons provide instruction in identifying and forming simple statements, questions, commands, and exclamations and compound sentences. In addition, the Writing Workshop lessons for Unit 1 explain how to improve writing by using conjunctions to combine simple sentences into compound sentences. Story selections contain numerous examples of simple, compound, and complex sentences. Use them to discuss sentence structure. Choose sentences from selections for use as models. For example, use the selection My Rows and Piles of Coins. Select sentences from the story, such as ”My heart beat excitedly.” “I wanted to buy everything, but I clutched my coins tightly in my pocket.” “I turned and bumped into a skinny man, who laughed at my confusion.” Identify the two independent clauses in compound sentences and the dependent and independent clauses in complex sentences. Model writing simple, complex, and compound sentences, and encourage students to use varying structures as they complete writing activities in the program.

j. Writes legibly in cursive.

A discussion of handwriting, including Legibility, and Handwriting Models for the D’Nealian Cursive Alphabet, the D’Nealian Alphabet, and the Manuscript Alphabet, are found in the back of each unit: TR10–TR13. The quality of handwriting is mentioned in the Writing Workshop Publishing segment - WA7 (Writing and Assessment), also found at the end of each unit.






ELACC3L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

The Language Arts strand in the Teacher’s Edition provides daily lessons in a variety of English conventions. The Grammar lessons within the strand cover capitalization, punctuation, grammar, and usage. Spelling is a separate component of the Language Arts strand and covers a variety of spelling topics, such as spellings of irregular plurals or spelling patterns of vowels with r. In addition, these topics are further covered in the daily Writing Workshop lessons as well as those that appear at the end of every unit. See the following representative pages for Unit 3: TE 3: 303e–303f, 303g–303h, 303k–303l, 329e–329f, 329g–329h, 329k–329l, 353e–353f, 353g–353h, 353k–353l, 379e–379f, 379g–379h, 379k–379l, 399e–399f, 399g–399h, 399k–399l, WA2–WA9

a. Capitalize appropriate words in titles. In the Teacher’s Edition, capitalization, along with grammar and usage and punctuation, is presented in the Grammar lessons, a main component of the Language Arts strand that appears daily. Capitalization of days of the week, months of the year, holidays, and titles for people are taught in Unit 6 (TE 6: 303e–303f). Also, the Writing Workshop lessons that appear at the end of every unit direct students to use capital letters correctly during the prewriting and editing stages. See, for example, TE 1: WA2–WA3, WA6. Use the following routine with each selection title when Prereading Strategies are presented at the beginning of each lesson. • As the selection title is identified, call attention to the use of capitalization to identify important words in the title. • Discuss the difference between important and less important words in the title. • Ask students to identify the capitalized words in the title.






b. Use commas in addresses. TE 6: 379e–379f The program’s Grammar lessons provide instruction and practice in recognizing and using commas in addresses.

c. Use commas and quotation marks in dialogue.

TE 6: 379e–379f, 407e–407f In the Teacher’s Edition, punctuation including commas and quotation marks, along with grammar and usage and capitalization, is presented in the Grammar lessons, a main component of the Language Arts strand. Use any selection in the program that includes dialogue to point out the use of commas and quotation marks to set off the speaker’s words. For example, as students read What About Me?, point out the opening and closing quotation marks that enclose the spoken words and the commas that separate those words from the speech tags. Also point out the speech tags that identify the speaker of the words.

d. Form and use possessives. TE 2: 249e–249f, 271e–271f; 4: 85e–85f The program’s Grammar lessons provide instruction and practice in recognizing and forming possessives.

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

TE 1: 41k–41l, 63k–63l, 85k–85l, 115k–115l, 141k–141l; 2: 173k–173l, 197k–197l, 223k–223l, 249k–249l, 271k–271l; 3: 303k–303l, 329k–329l, 353k–353l, 379k–379l, 399k–399l; 4: 35k–35l, 59k–59l, 85k–85l, 111k–111l, 137k–137l; 5: 169k–169l, 193k–193l, 219k–219l, 243k–243l, 275k–275l; 6: 303k–303l, 331k–331l, 353k–353l, 379k–379l, 407k–407l Each week in the Teacher’s Edition a spelling concept is pretested on Day 1; practiced on Days 2, 3, and 4 using activities, strategies, and workbook pages; and tested again on Day 5. These lessons focus on spelling patterns and the spelling of high-frequency words.






f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

TE 1: 41k–41l, 63k–63l, 85k–85l, 115k–115l, 141k–141l; 2: 173k–173l, 197k–197l, 223k–223l, 249k–249l, 271k–271l; 3: 303k–303l, 329k–329l, 353k–353l, 379k–379l, 399k–399l; 4: 35k–35l, 59k–59l, 85k–85l, 111k–111l, 137k–137l; 5: 169k–169l, 193k–193l, 219k–219l, 243k–243l, 275k–275l; 6: 303k–303l, 331k–331l, 353k–353l, 379k–379l, 407k–407l Every week’s Phonics and Spelling lesson focuses on spelling concepts, which are pretested, practiced, and post tested. These lessons focus on spelling patterns and generalizations. In addition, as part of the Writing Workshop lessons at the end of the unit, students proofread and edit for spelling, capitalization, punctuation, and grammar.

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

The Research/Study Skills lessons identify the structure, organization, and purpose of reference sources including dictionaries and glossaries. See, for example, TE 2: 173n. Provide multiple copies of reference sources for students’ use. Encourage them to use the sources to check and correct spelling as they proofread and edit their writing on Day 4 of the weekly Writing Workshop lessons and during Step 4 of the unit Writing Workshop lessons. See, for example, TE 2: 249h, WA6.






Knowledge of Language ELACC3L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

The Language Arts strand includes lessons that discuss using the conventions of language and making language choices for effective communication. In addition, Guiding Comprehension questions in the Teacher’s Edition may focus on the effect of words used in the selections. This provides the opportunity to identify effective choices and to apply them to students’ own writing. See the following representative pages: TE 1: 18, 32, 41e–41f, 63e–63f, 74, 78, 85e–85f, 115e–115f, 130, 141e–141f In the Writing Workshop lessons, the revising steps provide opportunities for students to check their writing for effective language. TE 1: 41h, 63h, 85h, 115h, 141h, WA5; 2: 173h, 197h, 223h, 249h, 271h, WA5; 3: 303h, 329h, 353h, 379h, 399h, WA5; 4: 35h, 59h, 85h, 111h, 137h, WA5; 5: 169h, 193h, 219h, 243h, 275h, WA5; 6: 303h, 331h, 353h, 379h, 407h, WA5

a. Choose words and phrases for effect.* TE 1: 18, 63b, 63g–63h, 74, 78, 85g–85h; 2: 197g–197h, 210, 223g–223h, 271g–271h, WA4–WA5; 3: 303g–303h, 329g–329h, 399g–399h; 4: 35g–35h, WA4–WA5; 5: 152, 154, 160, 169g–169h, 193g–193h, 202, 219g–219h; 6: 331g–331h In the Language Arts strand, the program includes lessons that discuss effective communication through use of words and phrases. In addition, Guiding Comprehension questions in the Teacher’s Edition may focus on the effect of words or phrases used in the selections. This provides the opportunity for students to identify effective choices and to apply them to their own writing. In the Writing Workshop lessons, students have opportunities to check their writing for effective language choices.






b. Recognize and observe differences between the conventions of spoken and written Standard English.

In both the Speaking and Viewing and Speaking and Listening sections of the program, students develop oral language skills based on the conventions of standard English. Students similarly focus on using the conventions of standard written English in both the Grammar and Writing Workshop lessons.

Vocabulary Acquisition and Use ELACC3L4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

SE 1: 14–15, 66–67, 176–177, 226–227, 306–307; 2: 14–15, 62–63, 196–197, 246–247, 286–287, 356–357 TE 1: 14–15, 22, 23, 41c, 66–67, 72, 73, 85c; 2: 176–177, 186–187, 226–227, 234, 235, 249c; 3: 306–307, 316, 317, 329c; 4: 14–15, 24, 25, 35c, 62–63, 72, 73, 85c; 5: 196–197, 208, 209, 219c, 246–247, 254, 255, 275c; 6: 286–287, 296, 297, 303c, 356–357, 368, 369, 379c The program offers numerous instructional opportunities to help students learn how to determine or clarify word meanings through Vocabulary strategies and exercises.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

SE 1: 14–15, 88–89, 152–153, 176–177, 226–227, 356–357; 2: 62–63, 88–89, 222–223, 306–307 TE 1: 14–15, 22, 23, 41c, 88–89, 96, 97, 115c; 2: 152–153, 173c, 176–177, 186, 187, 197c, 226–227, 249c; 3: 356–357, 364, 365, 379c; 4: 62–63, 72, 73, 85c, 88–89, 98, 99, 111c; 5: 222–223, 232, 233, 243c; 6: 306–307, 312, 313, 331c The program’s Vocabulary lessons provide explicit instruction and practice in recognizing and using context clues to acquire meanings of words and phrases.






b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

SE 1: 118–119; 2: 14–15, 286–287, 356–357 TE 1: 118–119, 130, 131, 141c; 4: 14–15, 24, 25, 35c; 6: 286–287, 296, 297, 303c, 356–357, 379c The program focuses on the meanings of words with prefixes and suffixes in Vocabulary lessons. Students learn to combine the meaning of the known word with the meaning of the affix to determine the meaning of the new word.

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

SE 1: 282–283, 332–333; 2: 38–39, 114–115, 196–197 TE 3: 282–283, 292, 293, 303c, 332–333, 338, 339, 353c; 4: 38–39, 44, 45, 59c, 114–115, 118, 119, 137c; 5: 196–197, 204, 205, 219c The program focuses on root words in Vocabulary lessons on word structure. Students decode and determine the meaning of an unfamiliar word based on knowledge of words with the same root. The Phonics and Phonics and Spelling strand include lessons on related words. The Phonics lesson models how to identify meaning by examining word relationships. See TE 6: 407i. Extend understanding of deriving meaning from words with the same root by identifying related words in a selection and having students determine the meaning of one word by analyzing its related word. For example, choose the words murals and muralists from Talking Walls: Art for the People, and ask students to define muralists based on the meaning of murals, which is given in the selection.






d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

SE 1: 66–67, 200–201, 306–307, 382–383; 2: 334–335 TE 1: 66–67, 72, 73, 85c; 2: 200–201, 210, 211, 223c; 3: 306–307, 316, 317, 329c, 382–383, 388, 389, 399c; 6: 334–335, 344, 345, 353c The program’s Vocabulary lessons provide instruction and practice in using glossaries and dictionaries to find word meanings.

ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Word relationships including words related by meaning, such as synonyms; by phonics, such as homophones; by symbols, such as homographs; and by base words and affixes are a focus of the program’s Vocabulary lessons. See the following representative pages: SE 1: 14–15, 118–119, 152–153, 226–227; 2: 148–149, 172–173, 246–247, 286–287, 306–307, 356–357, 382–383 TE 1: 14–15, 118–119; 2: 152–153, 226–227; 5: 148–149, 172–173, 246–247; 6: 286–287, 306–307, 356–357, 382–383

a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).

TE 1: 128, 130, 141b; 2: 230, 232, 249b; 3: 339, 389; 4: 35b; 6: 319, 363 Instruction in identifying and differentiating figurative language, including idioms, similes, and metaphors, is provided in Teacher’s Edition Extend Skills and ELL sections. Students are then asked to analyze the meanings of these figures of speech that appear in selections, thus distinguishing them from literal meanings of words.

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Each selection lesson plan includes an Introduce Vocabulary section, which introduces vocabulary words and connects them to the real world and students’ experiences. See the following representative pages: TE 1: 14b, 44b, 88b; 2: 176b, 226b; 3: 282b, 332b; 4: 62b, 114b; 5: 172b, 222b; 6: 286b, 306b, 356b






c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

SE 1: 152–153; 2: 148–149, 382–383 TE 2: 152–153; 5: 148–149; 6: 382–383 To foster the use of specific words, Vocabulary lessons and questions that accompany the reading selection in the Teacher’s Edition focus on defining and identifying synonyms and using them to understand the meanings of words with related meanings. For an additional activity, choose related words from a story, such as A Symphony of Whales, and discuss their meanings in relation to state of mind and degree of certainty. This story includes such words as remembering, know, uncertain, and wondering. List the words on the board. Discuss the differences in the meanings of the words, using reference sources if necessary. During the discussion, talk about how the words help convey what is taking place in the story.







ELACC3L6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Every week of the program features Concept Vocabulary, which are words related to the unit theme and question of the week. These include general and domain specific terms. Selection vocabulary is presented in a variety of contexts and used by students in activities to help them master the use and meanings of the words. See the following representative pages for Unit 1: SE 1: 36, 60, 82, 110, 135 TE 1: 12l, 14b, 36, 41c, 42l, 44b, 60, 63c, 64l, 66b, 82, 85c, 86l, 88b, 110, 115c, 116l, 118b, 135, 141c Instructional lessons develop the use of content, skill, and strategy terms essential for understanding language arts and literary content. In addition, related social studies and science terms and concepts are developed in “Time for…” features. See, for example, TE 2: 139, 163, 165. The program’s Writing Workshop lessons provide instruction and practice in using words that signal relationships. TE 1: 85g–85h; 3: 399g–399h; 4: 137g–137h

*Skills marked with an asterisk (*) are included on the Language Progressive Skills chart for CCGPS and are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. Instructors in ALL grades should refer to the Language Progressive Skills Chart (in this document on page 94) for progressive standards that should be added to the Language Strand for their grade.

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