assets.pearsonschool.comassets.pearsonschool.com/correlations/tr69_g1.pdf · yes . n/a : no ....

A Correlation of

to the

West Virginia Generic, General, and Specific Criteria

for English Language Arts Grade One

T/R-69_G1

INSTRUCTIONAL MATERIALS ADOPTION

PUBLISHER: Pearson Scott Foresman SUBJECT: English Language Arts (Reading/Literature) SPECIFIC GRADE: Grade One COURSE: Reading TITLE: Scott Foresman Reading Street COPYRIGHT DATE: 2007 SE ISBN: 1.1: 0328263125, 1.2: 0328263133, 1.3: 0328263141, 1.4: 032826315X,

1.5: 0328263168 TE ISBN: 1.1: 0328219800, 1.2: 0328219819, 1.3: 0328219827, 1.4: 0328219835,

1.5: 0328219843

GENERIC EVALUATION CRITERIA GROUP VI – 2007 TO 2013

Reading/Literature K-12

R-E-S-P-O-N-S-E

Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

Scott Foresman Reading Street is made up of materials and instructional information that provide fair treatment of all people and reflect our multicultural society. The literary selections and the illustrations and photographs in the Student Editions represent a wide range of racial groups, nationalities, and cultures. People of diverse cultures are represented both as protagonists in fictional stories and as the subjects of informational writing. Authors and illustrators of the literary selections represent a wide range of ethnic groups as well. 1.1: 10–11, 12b 1.2: 36–37 1.3: 10–11 1.4: 98–99, 102–103 1.5: 76–77

1

R-E-S-P-O-N-S-E

Yes No N/A

CRITERIA

NOTES

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

Scott Foresman Reading Street avoids stereotyping and provides a balance of genders at each grade level; students also read about older people and people with physical challenges. 1.1: 15–23, 30–31 1.2: 10–11 1.3: 92–93 1.4: 10–11, 15–37 1.5: 44–45, 110–111

2

GROUP VI – 2007 TO 2013

Reading/Literature, K-12

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

In addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop A. Learning Skills

Scott Foresman Reading Street provides students with the learning skills they need to be successful in the 21st Century. Following are representative pages; 1.1: 9, 10–11, 30–31, 52–53, 74–75, 9495, 114–115 1.2: 9, 10–11, 36–37, 64–65, 84–85, 85c, 112–113, 138–139 1.3: 9, 10–11, 36–37, 65d, 68–69, 92–93, 118–119, 144–145 1.4: 10–11, 44–45, 72–73, 98–99, 126–127, 156–157 1.5: 9, 10k, 10r, 10–11, 11c, 14g, 24–25, 33a, 38–39, 43b, 44r, 44–45, 75b, 76–77, 76r, 109b, 110–111, 140–141, 169a, 170r, 170–171

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these

21 Century Tools

3


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. 21st Century Tools

1.1: 10l, 10–11, 12c, 30l, 30–31, 32c, 52l, 52–53, 74l, 74–75, 94l, 94n, 94–95, 114l, 114n, 114–115 1.2: 10l, 10–11, 36l, 36–37, 64l, 64–65, 84l, 84–85, 112l, 112–113, 138l, 138–139 1.3: 10l, 10–11, 36l, 36–37, 65d, 68l, 68–69, 92l, 92–93, 118l, 118–119, 140–141, 141a, 143a, 144l, 144–145 1.4: 10l, 10–11, 44l, 44–45, 72l, 72–73, 98l, 98–99, 126l, 126–127, 152–153, 155a, 156l, 156–157 1.5: 10l, 10–11, 44l, 44–45, 76l, 76–77, 110–111, 140l, 140–141, 167c, 169a, 170l, 170–171

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing,

e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such a e-learning, time management/calendar, collaboration tools)

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INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of reading/literature at all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

GROUP VI – 2007 TO 2013 Reading/Literature, K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will

A. MULTIMEDIA

Scott Foresman Reading Street multimedia materials consist of AudioText CDs, Background–Building CDs, Phonics Songs and Rhymes Audio CDs, and a multitude of online activities. Here are a few of the many examples. 1.1: 10j, 10m, 30j, 30m, 52j, 52m, 74j, 74m, 94j, 94m, 114j, 114m 1.2: 10j, 10m, 36j, 36m, 64j, 64m, 84j, 83m, 112j, 112m, 138j, 138m 1.3: 10j, 10m, 36j, 36m, 68j, 68m, 92j, 92m, 118j, 118m, 144j, 144m 1.4: 10j, 10m, 44j, 44m, 72j, 72m, 98j, 98m, 126j, 126m, 156j, 156m 1.5: 10j, 10m, 44j, 44m, 76j, 76m, 110j, 110m, 140j, 140m, 170j, 170m

1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

5


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The website sfsuccesnet.com provides additional resources for students, teachers, and parents. 1.1: 10a, 10c, 10d, 10f, 30a, 30c, 30d, 30f, 52a, 52c, 52d, 52f, 74a, 74c, 74d, 74f, 94a, 94c, 94d, 94f, 114a, 114c, 114d, 114f 1.2: 10a, 10c, 10d, 10f, 36a, 36c, 36d, 36f, 64a, 64c, 64d, 64f, 84a, 83c, 83d, 83f, 112a, 112c, 112d, 112f, 138a, 138c, 138d, 138f 1.3: 10a, 10c, 10dm 10f, 36a, 36c, 36d, 36f, 68a, 68c, 68d, 68f, 92a, 92c, 92d, 92f, 118a, 118c, 118d, 118f. 144a, 144c, 144d, 144f 1.4: 10a, 10c, 10d, 10f, 44a, 44c, 44d, 44f, 72a, 72c, 72d, 72f, 98a, 98c, 98d, 98f, 126a, 126c, 126d, 126f, 156a, 156c, 156d, 156f 1.5: 10a, 10c, 10d, 10f, 44a, 44c, 44d, 44f, 76a, 76c, 76d, 76f, 110a, 110c, 110d, 110f, 140a, 140c, 140d, 140f, 170a, 170c, 170d, 170f

2. provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.

6


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 10k, 30k, 52k, 74k, 94k, 114k 1.2: 10k, 36k, 64k, 84k, 112k, 138k 1.3: 10k, 36k, 68k, 92k, 118k, 144k 1.4: 10k, 44k, 72k, 98k, 126k, 156k 1.5: 10k, 44k, 76k, 110k, 140k, 170k

3. integrate technology into the curriculum.

B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES

1.1: 10r, 10–11, 14e, 29b, 30r, 30–31, 34e, 51b, 52r, 52–53, 56e, 73b, 74r, 74–75, 78e, 89b, 91c, 93b. 94r, 94–95, 97a, 98e, 113b, 114r, 114–115, 118e, 133b 1.2: 10r, 10–11, 11c, 14e, 34b, 35b, 36r, 36–37, 37c, 40e, 63b, 64r, 64–65, 68e, 81c, 83b, 84r, 84–85, 88e, 111b, 112r, 112–113, 116e, 137b, 138r, 138–139, 139a, 142e, 159b, 163b 1.3: 10r, 10–11, 14e, 35b, 36r, 36–37, 40e, 67b, 68r, 68–69, 72e, 91b, 92r, 92–93, 96e, 117b, 118r, 118–119, 122e, 143b, 144r, 144–145, 148e, 173b 1.4: 10r, 10–11, 14e, 14g, 43b, 44r, 44–45, 48e, 56–57, 67d, 71b, 72r, 72–73, 76e, 97b, 98r, 98–99, 102e, 125b, 126r, 126–127, 130e, 155b, 156r, 156–157, 160e, 187b

1. provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn diagrams and inverted pyramids.

7


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.5: 10r, 10–11, 14e, 43b, 44r, 44–45, 48e, 75b, 76r, 76–77, 80e, 108b, 109b, 110r, 110–111, 114e, 133b, 139b, 140r, 140–141, 144e, 169b, 170r, 170–171, 174e, 203b

(continued)

1.1: 29a, 51a, 55a, 73a, 93a, 113a, 133a 1.2: 13c, 35a, 63a, 64k, 83a, 111a, 120–121, 137a, 163a, 165 1.3: 35a, 37c, 51a, 64–65, 67a, 73a, 91a, 91a, 117a, 139b, 140–141, 141a, 141c, 143a, 173a, 175m 1.4: 43a, 71a, 76g, 78–79, 91d, 97a, 124a, 125a, 125b, 128b, 155a, 187a, 189m-189n 1.5: 43a, 73c, 75a, 107b, 109a, 113a, 114e, 139a, 169a, 201b, 203a, 205m-205n

2. promote independent reading skills and study techniques (e.g., DRTA, SQ3R, ReQuest, Feature Analysis, QAR).

8


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Within each unit, varied teaching models can be found on pages xiv–xv as well as within the Differentiated Instruction tab. Teacher modeling and think–alouds are also presented throughout Skills in Context lessons and After Reading lessons. 1.1: xiv–xv, LR1–LR56, DI16–DI84 1.2: xiv–xv, LR1–LR56, DI16–DI84 1.3: xiv–xv, LR1–LR56, DI16–DI84 1.4: xiv–xv, LR1–LR56, DI16–DI84 1.5: xiv–xv, LR1–LR56, DI16–DI84

3. present varied teaching models.

9


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


C. CRITICAL THINKING

All Guiding Comprehension questions provide students with the opportunity to meet this objective. Here are a few of the many examples. 1.1: 18–19, 36-37, 40–41, 60-61, 84-85, 104-105,122–123 1.2: 42–43, 44-45,46-47, 72-73, 90-91, 96-97, 120-121, 126–127, 128-129 1.3: 42-43, 46-47, 50-51, 52-53, 74-75, 98-99, 100-101, 106-107, 108-109, 152-153, 156-157 1.4: 20–21, 50-51, 52-53, 58-59, 60-61, 130–131, 142–143, 170–171, 172–173 1.5: 16–17, 58-59, 60-61, 96-97, 100-101, 126-127, 146-147, 148-149, 150-151, 176-177, 178-179

1. emphasize questioning models to promote higher order thinking skills in all levels of comprehension (literal, interpretive, critical/evaluative).

10


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The Guiding Comprehension questions in Scott Foresman Reading Street are based on Bloom’s Taxonomy. They promote higher order thinking skills and provide students the opportunity to meet this objective. Here are a few of the many examples. 1.1: 82–83 1.2: 24–25, 150–151 1.3: 22–23 1.4: 16–17, 54–55, 80–81, 142–143, 172–173 1.5: 16–17

2. emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy.

11


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. LIFE SKILLS

1.1: 29a, 51a, 55a, 73a, 93a, 113a, 133a 1.2: 35a, 63a, 64k, 83a, 111a, 120–121, 137a, 163a, 165 1.3: 35a, 37c, 51a, 64–65, 67a, 73a, 91a, 117a, 139b, 140–141, 141a, 141c, 143a, 173a 1.4: 43a, 71a, 76g, 78–79, 91d, 97a, 124a, 125a, 125b, 128b, 155a, 187a 1.5: 43a, 73c, 75a, 107b, 109a, 113a, 114e, 139a, 169a, 201b, 203a

1. address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

1.1: 24–25, 34–45, 46–47, 56–65, 66–67, 78–87, 88–89, 98–107, 108–109, 110–111, 128–129 1.2: 14–27, 28–29, 30–33, 40–53, 54–55, 56–61, 68–77, 78–79, 104–105, 116–129, 130–131, 158–159 1.3: 14–27, 28–29, 40–61, 62–63, 86–87, 96–111, 112–113, 138–139, 166–167

2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.4: 38–39, 66–67, 90–91, 118–119, 150–151, 180–181 1.5: 14–33, 34–35, 44k, 48–65, 66–67, 68–73, 102–103, 132–133, 144–163, 164–165, 174–195, 196–197

(continued)

E. CLASSROOM MANAGEMENT

1.1: 8g–8h, 10p, 12e, 14g, 26e, 28d, 30p, 32e, 34g, 48e, 50d, 52p, 54e, 56g, 68e, 72d, 74p, 76e, 78g, 90e, 92d, 94p, 96e, 98g, 110e, 112d, 114p, 116e, 118g, 130e, 132d 1.2: 8g–8h, 10p, 12e, 14g, 30e, 34d, 36p, 38e, 40g, 56e, 62d, 64p, 66e, 68g, 80e, 82d, 84p, 86e, 88g, 106e, 1109d, 112p, 114e, 116g, 132e, 136d, 138p, 140e, 142g, 160e, 162d 1.3: 8g–8h, 10p, 12e, 14g, 30e, 34d, 36p, 38e, 40g, 64e, 66d, 68p, 70e, 72g, 74e, 76g, 92e, 96d, 98p, 100e, 102g, 120e, 122g, 140e, 142d, 144p, 146e, 148g, 168e, 172d 1.4: 8g–8h, 10p, 12e, 14g, 40e, 42d, 44p, 46e, 48g, 68e, 70d, 72p, 74e, 76g, 92e, 96f, 98p, 100e, 102g, 120e, 124d, 126p,

1. include opportunities for large group, small group and independent learning.

13


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


128e, 130g, 152e, 154d, 156p, 158e, 160g, 182e, 186d 1.5: 8g–8h, 10p, 12e, 14g, 36e, 42d, 44p, 46e, 48g, 68e, 74d, 76p, 78e, 80g, 104e, 108d, 110p, 112e, 114g, 134e, 138d, 140p, 142e, 144g, 166e, 168d, 170p, 172e, 174g, 198e, 202d

(continued)

1.1: 10d–10e, 30d–30e, 52d–52e, 74d–74e, 94d–94e, 114d–114e 1.2: 10d–10e, 36d–36e, 64d–64e, 84d–83e, 112d–112e, 138d–138e 1.3: 10d–10e, 36d–36e, 68d–68e, 92d–92e, 118d–118e, 144d–144e 1.4: 10d–10e, 44d–44e, 72d–72e, 98d–98e, 126d–126e, 156d–156e 1.5: 10d–10e, 44d–44e, 76d–76e, 110d–110e, 140d–140e, 170d–170e

2. provide classroom management suggestions.

F. INSTRUCTIONAL MATERIALS

1.1: 10f–10g, 30f–30g, 52f–52g, 74f–74g, 94f–94g, 114f–114g 1.2: 10f–10g, 36f–36g, 64f–64g, 84f–84g, 112f–112g, 138f–138g 1.3: 10f–10g, 36f–36g, 68f–68g, 92f–92g, 118f–118g, 144f–144g

1. address varied learning styles and multiple intelligences of students including models for insightful decision-making by the instructor.

14


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.4: 10f–10g, 44f–44g, 72f–72g, 98f–98g, 126f–126g, 156f–156g 1.5: 10f–10g, 44f–44g, 76f–76g, 110f–110g, 140f–140g, 170f–170g

(continued)

Scott Foresman Reading Street provides extensive and varied opportunities to practice skills. In addition to Practice Books and transparencies, these pages show a few of the many other examples. 1.1: 10f–10g, 30f–30g, 52f–52g, 74f–74g, 94f–94g, 114f–114g 1.2: 10f–10g, 36f–36g, 64f–64g, 84f–84g, 112f–112g, 138f–138g 1.3: 10f–10g, 36f–36g, 68f–68g, 92f–92g, 118f–118g, 144f–144g 1.4: 10f–10g, 44f–44g, 72f–72g, 98f–98g, 126f–126g, 156f–156g 1.5: 10f–10g, 44f–44g, 76f–76g, 110f–110g, 140f–140g, 170f–170g

2. provide extensive and varied opportunities to practice skills.

15


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Scott Foresman Reading Street provides and suggests ways to use materials for intervention, practice and enrichment in every lesson. Practice Books, Vocabulary Transparencies, Intervention Decodable Readers, Fresh Reads for Differentiated Instruction, and Leveled Readers are just a few of the many ancillaries available. 1.1: xiv–xv, LR1–LR56, DI16–DI84 1.2: xiv–xv, LR1–LR56, DI16–DI84 1.3: xiv–xv, LR1–LR56, DI16–DI84 1.4: xiv–xv, LR1–LR56, DI16–DI84 1.5: xiv–xv, LR1–LR56, DI16–DI84 Pearson Scott Foresman also publishes a Tier III intensive intervention program titled My Sidewalks on Reading Street.

3. provide intervention, practice and enrichment materials.

16


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 135a–135h 1.2: 165a–165h 1.3: 175a–175h 1.4: 189a–189h 1.5: 205a–205h

4. provide exemplars of narrative, descriptive and expository writing types.

1.1: 135d–135e 1.2: 165d–165e 1.3: 175d–175e 1.4: 189d–189e 1.5: 205d–205e

5. provide exemplars of editing/revision for writing.

17


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Leveled Readers are provided for every lesson for Below, On Level, and Advanced students. Decodable Readers and Strategic Intervention Readers are provided as well. A separate Grammar & Writing Book is provided for each student. In addition to the Student Edition selections, each Teacher’s Edition has a tabbed section labeled Leveled Readers that contains independent leveled readers for various abilities. 1.1: 10b–10c, 12f, 30b–30c, 32f, 52b–52c, 54f, 74b–74c, 76f, 94b–94c, 96f, 114b–114c, 116f, LR1–LR56 1.2: 10b–10c, 12f, 36b–36c, 38f, 64b–64c, 66f, 84b–84c, 86f, 112b–112c, 114f, 138b–138c, 140f, LR1–LR56 1.3: 10b–10c, 12f, 36b–36c, 38f, 68b–68c, 70f, 92b–92c, 94f, 118b–118c, 120f, 144b–144c, 146f, LR1–LR56

6. provide leveled texts to allow students to read independently (grades K-4) or include a Handbook of English Language Arts, which will include an extensive glossary of literary and grammatical terminology as well as background on authors (grades 5-12).

18


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.4: 10b–10c, 12f, 44b–44c, 46f, 72b–72c, 74f, 98b–98c, 100f, 126b–126c, 128f, 156b–156c, 158f, LR1–LR56 1.5: 10b–10c, 12f, 44b–44c, 46f, 76b–76c, 78f, 110b–110c, 112f, 140b–140c, 142f, 170b–170c, 172f, LR1–LR56

(Continued)

Each unit offers a tabbed section for leveled readers on pages LR1–LR48 in addition to the trade books listed on the following pages. 1.1: 10g, 30g, 52g, 74g, 94g, 114g 1.2: 10g, 36g, 64g, 84g, 112g, 138g 1.3: 10g, 36g, 68g, 92g, 118g, 144g 1.4: 10g, 44g, 72g, 98g, 126g, 156g 1.5: 10g, 44g, 76g, 110g, 140g, 170g

7. include teacher and student study guides for literary works.

Priority Skills Chart, Unit Skills Overview, Planner pages and Skills Trace charts show how skill and strategy instruction continues across the grade and across sessions. 1.1: xxii–xxv, 8c-8d, 10d–10e, 10n, 11a, 12c, 30d–30e, 30n, 52d–52e, 52n, 74d–74e, 74n, 94d–94e, 114d–114e

8. continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

19


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.2: xxii–xxv, 8c-8d, 10d–10e, 10n, 36d–36e, 37a, 64d–64e, 66c, 84d–83e, 112d–112e, 138d–138e 1.3: xxii–xxv, 8c-8d, 10d–10e, 36d–36e, 36n, 68d–68e, 70c, 92d–92e, 93a, 118d–118e, 119a, 144d–144e 1.4: xxii–xxv, 8c-8d, 10d–10e, 11a, 44d–44e, 45a, 72d–72e, 72n, 98d–98e, 99a, 126d–126e, 156d–156e 1.5: xxii–xxv, 8c-8d, 10d–10e, 12c, 44d–44e, 46c, 76d–76e, 78c, 110d–110e, 112c, 140d–140e, 170d–170e

(continued)

Priority Skills Chart shows how skills and strategies are reviewed with new content throughout the program. Review features throughout the program connect previously taught skills and strategies with new content and text. 1.1: xxii–xxiii, 20-21, 26c, 27d, 42-43, 48c, 64-65, 68c, 82-83, 90c, 102-103, 110c, 111d, 130c

9. connect previously taught skills and strategies with new content and text.

20


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.2: xxii-xxiii, 10q, 30c, 36q, 50-51, 56c, 64q, 74-75, 80c, 84q, 92-93, 106c, 112q, 122-123, 132c, 138q, 139d, 152-153, 160c 1.3: xxii-xxiii, 24-25, 30c, 44-45, 64c, 65d, 82-83, 88c, 90c, 104-105, 114c, 115d, 116c, 140c, 142c, 168c 1.4: xxii-xxiii, 20-21, 40c, 68c, 69d, 80-81, 92c, 95c, 117a, 120c, 152c, 149a, 170-171, 182c 1.5: xxii-xxiii, 30-31, 36c, 41d, 62-63, 68c, 73d, 98-99, 104c, 108c, 128-129, 134c, 166c, 198c

(continued)

21


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The Priority Skills Chart at the beginning of each unit details places in Scott Foresman Reading Street where multiple strategies are introduced, reviewed, and practiced. Multiple strategies are taught throughout the program. 1.1: 10r, 10–11, 30r, 30–31, 52r, 52–53, 74r, 74–75, 94r, 94–95, 114r, 114–115 1.2: 10r, 10–11, 36r, 36–37, 64r, 64–65, 84r, 84–85, 112r, 112–113, 138r, 138–139 1.3: 10r, 10–11, 36r, 36–37, 68r, 68–69, 92r, 92–93, 118r, 118–119, 144r, 144–145 1.4: 10r, 10–11, 44r, 44–45, 72r, 72–73, 98r, 98–99, 126r,m 126–127, 156r, 156–157 1.5: 10r, 10–11, 44r, 44–45, 76r, 76–77, 110r, 110–111, 140r, 140–141, 170r, 170–171

10. cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

22


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


H. ASSESSMENT

1.1: 10o, 12d, 14f, 24a, 25c, 27b, 28d, 28e, 30e, 32d, 34a, 46a, 47c, 49b, 50e, 50d, 52o, 54d, 56f, 66a, 67c, 71a, 72d, 72e, 74o, 76d, 78f, 88a, 89c, 91b, 92d, 92e, 94o, 96d, 98f, 108a, 109c, 111b, 112d, 112e, 114o, 116d, 118f, 128a, 129c, 131b, 132d, 132e, 135 1.2: 10o, 12d, 14f, 28a, 29c, 33a, 34d, 34e, 36o, 38d, 40f, 54a, 55c, 61b, 62d, 62e, 64o, 66d, 68f, 78a, 79c, 81b, 82d, 82e, 84o, 86d, 88f, 104a, 105c, 109a, 110d, 110e, 112o, 114d, 116f, 130a, 131c, 135a, 136d, 136e, 138o, 140d, 142f, 158a, 159c, 161b, 162d, 162e, 165 1.3: 10o, 12d, 14f, 28a, 29c, 33a, 34d, 34e, 36o, 38d, 40f, 62a, 63c, 65b, 66d, 66e, 68o, 70d, 72f, 86a, 87c, 89b, 90d, 90e, 92o, 94d, 96f, 112a, 113a, 113c, 116d, 116e, 118o, 120d, 122f, 138a, 139c, 141b, 142d, 142e, 144o, 146d, 148f, 166a, 167c, 171a, 172d, 172e, 175

1. provide assessment formats commensurate with WV assessment programs (WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

23


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.4: 10o, 12d, 14f, 38a, 39c, 41b, 42d, 42e, 44o, 46d, 48f, 66a, 67c, 69b, 70d, 70e, 72o, 74d, 76f, 90a, 91c, 95a, 96d, 96e, 98o, 100d, 102f, 118a, 119c, 123a, 124d, 124e, 126o, 128d, 130f, 150a, 151c, 153b, 154d, 154e, 156o, 158d, 160f, 180a, 181c, 185a, 186d, 186e, 189 1.5: 10o, 12d, 14f, 34a-35, 35c, 41b, 42d, 42e, 44o, 46d, 48f, 66a-67, 67c, 73b, 74d, 74e, 76o, 78d, 80f, 102a-103, 103c, 107a, 108d, 108e, 110o, 112d, 114f, 132a-133, 133c, 137a, 138d, 138e, 164a, 165c, 168d, 170o, 172d, 174f, 196a-197, 197c, 201a, 202d, 202e, 205 The following components provide varied assessment formats: Unit Benchmark Test, Assessment Handbook, Selection Tests, Anchor Papers, Fresh Reads for Differentiated Instruction, and Baseline Test.

(continued)

24


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The following components prepare students for standardized tests: the Benchmark Test, the Selection Test, Fresh Reads for Differentiated Instructions, and the Baseline Test.

2. provide preparation for standardized tests.

Scott Foresman Reading Street offers these assessment components: Assessment Handbooks, Baseline Group Tests, Fresh Reads for Differentiated Test Practice, Selection Tests and Unit and End-of-Year Benchmark Tests, and Selection Tests 1.1: 10o, 12d, 14f, 24a, 25c, 27b, 28d, 28e, 30e, 32d, 34a, 46a, 47c, 49b, 50e, 50d, 52o, 54d, 56f, 66a, 67c, 71a, 72d, 72e, 74o, 76d, 78f, 88a, 89c, 91b, 92d, 92e, 94o, 96d, 98f, 108a, 109c, 111b, 112d, 112e, 114o, 116d, 118f, 128a, 129c, 131b, 132d, 132e, 135 1.2: 10o, 12d, 14f, 28a, 29c, 33a, 34d, 34e, 36o, 38d, 40f, 54a, 55c, 61b, 62d, 62e, 64o, 66d, 68f, 78a, 79c, 81b, 82d, 82e, 84o, 86d, 88f, 104a, 105c, 109a, 110d, 110e, 112o, 114d, 116f, 130a, .

3. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

25


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


131c, 135a, 136d, 136e, 138o, 140d, 142f, 158a, 159c, 161b, 162d, 162e, 165 1.3: 10o, 12d, 14f, 28a, 29c, 33a, 34d, 34e, 36o, 38d, 40f, 62a, 63c, 65b, 66d, 66e, 68o, 70d, 72f, 86a, 87c, 89b, 90d, 90e, 92o, 94d, 96f, 112a, 113a, 113c, 116d, 116e, 118o, 120d, 122f, 138a, 139c, 141b, 142d, 142e, 144o, 146d, 148f, 166a, 167c, 171a, 172d, 172e, 175 1.4: 10o, 12d, 14f, 38a, 39c, 41b, 42d, 42e, 44o, 46d, 48f, 66a, 67c, 69b, 70d, 70e, 72o, 74d, 76f, 90a, 91c, 95a, 96d, 96e, 98o, 100d, 102f, 118a, 119c, 123a, 124d, 124e, 126o, 128d, 130f, 150a, 151c, 153b, 154d, 154e, 156o, 158d, 160f, 180a, 181c, 185a, 186d, 186e, 189 1.5: 10o, 12d, 14f, 34a–35, 35c, 41b, 42d, 42e, 44o, 46d, 48f, 66a–67, 67c, 73b, 74d, 74e, 76o, 78d, 80f, 102a–103, 103c, 107a, 108d, 108e, 110o, 112d, 114f, 132a–133, 133c, 137a, 138d, 138e, 164a, 165c, 168d, 170o, 172d, 174f, 196a–197, 197c, 201a, 202d, 202e, 205

(continued)

26


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 10o, 12d, 14f, 24a, 27b, 28e, 30e, 32d, 34a, 46a, 49b, 50e, 52o, 54d, 56f, 66a, 71a, 72e, 74o, 76d, 78f, 88a, 91b, 92e, 94o, 96d, 98f, 108a, 111b, 112e, 114o, 116d, 118f, 128a, 131b, 132e 1.2: 10o, 12d, 14f, 28a, 33a, 34e, 36o, 38d, 40f, 54a, 61b, 62e, 64o, 66d, 68f, 78a, 81b, 82e, 84o, 86d, 88f, 104a, 109a, 110e, 112o, 114d, 116f, 130a, 135a, 136e, 138o, 140d, 142f, 158a, 161b, 162e 1.3: 10o, 12d, 14f, 28a, 33a, 34e, 36o, 38d, 40f, 62a, 65b, 66e, 68o, 70d, 72f, 86a, 89b, 90e, 92o, 94d, 96f, 112a, 113a, 116e, 118o, 120d, 122f, 138a, 141b, 142e, 144o, 146d, 148f, 166a, 171a, 172e 1.4: 10o, 12d, 14f, 38a, 41b, 42e, 44o, 46d, 48f, 66a, 69b, 70e, 72o, 74d, 76f, 90a, 95a, 96e, 98o, 100d, 102f, 118a, 123a, 124e126o, 128d, 130f, 150a, 153b, 154e, 156o, 158d, 160f, 180a, 185a, 186e 1.5: 10o, 12d, 14f, 34a-35, 41b, 42e, 44o, 46d, 48f, 66a-

4. provide benchmark and ongoing progress monitoring.

27


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


67, 73b, 74e, 76o, 78d, 80f, 102a-103, 107a, 108e, 110o, 112d, 114f, 132a-133, 137a, 138e A separate Unit Benchmark Test booklet is also provided.

(continued)

28

READING/LITERATURE

SPECIFIC CRITERIA FOR CONTENT AND SKILLS FIRST GRADE

First grade instructional materials will provide a comprehensive program targeting scientifically-based reading research strategies to teach the five components of reading and written application. The essential components will be learned through reading a variety of text types and a variety of literature. Students will learn, practice and apply strategies focusing on preparing literate, independent, and self-motivated readers. Students will be engaged in activities to master essential reading components. The core program will provide an explicit and systematic phonics component. The core reading program will provide ample opportunities for spiraling and differentiated instruction. The core program will provide opportunities for reading, writing, listening, speaking and viewing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will A. PHONEMIC AWARENESS: presenting and explicitly teaching the sound

structure of language following a phonemic awareness hierarchy (easy to difficult)

1.1: 10m, 12c, 14b, 30b, 30m, 30n, 32b, 32c, 34d, 56b, 52n, 54c, 56b, 74n, 76c, 94m, 94n, 96c, 112n, 114c, 114m, 114n, 116c, 118b, 130b, 140c 1.2: 10m, 10n, 12b, 12c, 14b, 30b, 36n, 38b, 38c, 40b, 64n, 66c, 68b, 84n, 86b, 86c, 88b, 112n, 114c, 116b, 132b, 138m, 138n, 140c 1.3: 10n, 14b, 12c, 36m, 36n, 38c, 68n, 70c, 70d, 72b, 88b, 92n, 94c, 96b, 118n, 120c, 122b, 144n, 146c, 148b

1. provide appropriate amount of time daily to blend and segment phonemes of most one-syllable words.

29


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.4: 10n, 12c, 38b, 44n, 46c, 72n, 74b, 74c, 98n, 100b, 100c, 126m, 126n, 128c, 142b, 156m, 156n, 158c 1.5: 10n, 12b, 12c, 44m, 44n, 46c, 76n, 76o, 78c, 110n, 112b, 112c, 140m, 140n, 142b, 142c, 142d, 170m, 170n, 172c, 172d

(continued)

1.1: 54b, 74m, 96b, 116b 1.2: 112m, 114b, 138m 1.3: 94b, 114b, 140b 1.4: 10m, 12b, 44m, 72m, 98m, 128b 1.5: 10m, 76m, 78b, 110m, 172b

2. progress from identifying or distinguishing the positions of sounds in words to producing the sounds by adding, deleting and changing selected sounds (e.g., various games emphasizing the use of sounds).

1.1: 12d, 14d, 32c, 34d, 54b, 74m, 94o, 96b, 96d, 114o, 116b, 116d 1.2: 112m, 112o, 114b, 138m, 138o 1.3: 94b, 70d, 114b, 140b 1.4: 10m, 12b, 44m, 72m, 98m, 128b 1.5: 10m, 76m, 76o, 78b, 110m, 142d, 172b, 172d

3. provide for the substitution, deletion and manipulation of phonemes in all positions in words (e.g., elkonin boxes, picture sorting sounds).

30


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 26-27, 48-49, 77a, 90-91, 130-131 1.3: 39a, 168-169 1.4: 78-79, 198-199

4. provide the opportunity for the students to develop rhythm and rhymes of words (e.g., nursery rhymes, songs, poems, tongue twisters).

1.1: 12c-12d, 12f, 14c-14d, 28c-28e, 48c-48d, 96c-96d, 98c-98d, 112c, 112e, 116c-116d, 116f, 118c-118d, 130c-130d, 132c, 132e 1.2: 14a 1.3: 114a 1.4: 75c

5. provide opportunities to hear and manipulate more complex phonemic structures (consonant blends) by using poem and picture sorts.

See Priority Skills Charts listed below for units where phonemic awareness skills are reviewed: Some of the numerous examples of phonemic awareness review activities are cited below. 1.1: 10m, 12b, 14b, 30m, 32b, 34b, 52m, 54b, 56b, 74m, 76b, 78b, 94m, 96b, 98b, 114m, 116b, 118b 1.2: 10m, 12b, 14b, 36m, 38b, 40a, 40b, 64m, 66b, 68b, 84m, 86b, 88b, 112m, 114b, 116b, 138m, 140b, 142b

6. provide a periodic review of phonemic awareness skills previously taught.

31


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.3: 10m, 12b, 14b, 36m, 38b, 40b, 68m, 70b, 72b, 92m, 94b, 96b, 118m, 120b, 122b, 144m, 146b, 148b 1.4: 10m, 12b, 14b, 44m, 46b, 48b, 72m, 74b, 76b, 98m, 100b, 102b, 126m, 128b, 130b, 156m, 158b, 160b 1.5: 10m, 12b, 14b, 44m, 46b, 48b, 76m, 78b, 80b, 110m, 112b, 114b, 140m, 142b, 144b, 170m, 172b, 174b

(continued)

32


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. PHONICS: understanding the relationship between sounds and letters

These are a few of the many examples. 1.1: 10n–10o, 12c–12d, 14c, 26d, 30n–30o, 32c–32d, 34c, 48d, 52n–52o, 54c–54d, 56c, 68d, 74n–74o, 76c–76d, 78c, 90d, 94n–94o, 96c–96d, 98c, 110d, 114n–114o, 116c–116d, 118c, 130d, 132e–132f 1.2: 10n–10o, 12c–12d, 14c, 30d, 36n–36o, 38c–38d, 40c, 56d, 64n–64o, 66c–66d, 68c, 80d, 84n–84o, 86c–86d, 88c, 106d, 112n–112o, 114c–114d, 116c, 132d, 138n–138o, 140c–140d, 142c, 160d 1.3: 10n–10o, 12c–12d, 14c, 30d, 36n–36o, 38c–38d, 40c, 64d, 68n–68o, 70c–70d, 72c, 88d, 92n–92o, 94c–94d, 96c, 114d, 118n–118o, 120c–120d, 122c, 140d, 144n–144o, 146c–146d, 148c, 168d

1. progress systematically from simple word types i.e., consonant, vowel, consonant and word lengths number of phonemes to more complex words

33


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.4: 10n–10o, 12c–12d, 14c, 40d, 44n–44o, 46c–46d, 48c, 68d, 72n–72o, 74c–74d, 76c, 92d, 98n–98o, 100c–100d, 102c, 120d, 126n–126o, 128c–128d, 130c, 152d, 156n–156o, 158c–158d, 160c, 182d 1.5: 10n–10o, 12c–12d, 14c, 36d, 44n–44o, 46c–46d, 48c, 68d, 76n–76o, 78c–78d, 80c, 104d, 110n–110o, 112c–112d, 114c, 134d, 140n–140o, 142c–142d, 144c, 166d, 170n–170o, 172c–172d, 174c, 198d

(continued)

1.1: 10n–10o, 12c–12d, 14c, 26d, 30n–30o, 32c–32d, 34c, 48d, 52n–52o, 54c–54d, 56c, 68d, 74n–74o, 76c–76d, 78c, 90d, 94n–94o, 96c–96d, 98c, 110d, 114n–114o, 116c–116d, 118c, 130d, 132e–132f 1.2: 10n–10o, 12c–12d, 14c, 30d, 36n–36o, 38c–38d, 40c, 56d, 64n–64o, 66c–66d, 68c, 80d, 84n–84o, 86c–86d, 88c, 106d, 112n–112o, 114c–114d, 116c, 132d, 138n–138o, 140c–140d, 142c, 160d

2. use basic elements of phonetic analysis to decode unknown words i.e.,

sound relationships beginning/ending consonants vowel sounds blends

34


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.3: 10n–10o, 12c–12d, 14c, 30d, 36n–36o, 38c–38d, 40c, 64d, 68n–68o, 70c–70d, 72c, 88d, 92n–92o, 94c–94d, 96c, 114d, 118n–118o, 120c–120d, 122c, 140d, 144n–144o, 146c–146d, 148c, 168d 1.4: 10n–10o, 12c–12d, 14c, 40d, 44n–44o, 46c–46d, 48c, 68d, 72n–72o, 74c–74d, 76c, 92d, 98n–98o, 100c–100d, 102c, 120d, 126n–126o, 128c–128d, 130c, 152d, 156m, 156n–156o, 156q, 157d, 158c–158d, 160c-160d, 182a, 182c, 182d, 186e 1.5: 10n–10o, 12c–12d, 14c, 36c, 36d, 44n–44o, 46c–46d, 48c, 68d, 76n–76o, 78c–78d, 80c, 104d, 110c-110d, 110n–110o, 112c–112d, 112f, 113c, 114c-114d, 134d, 138c, 138e, 140n–140o, 142c–142d, 144c, 166c-166d, 170n–170o, 170q, 171d, 172a, 172c–172d, 174c-174d, 198d, 202c, 202e

(continued)

35


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 54c–54d, 55c, 56c, 72c, 72e, 75d, 110c–110d, 160c 1.2: 87c, 110c, 110e, 114a, 132c-132d, DI.81 1.3: 14a, 39c, 64a, 66a, 66e, 68m, 68n–68o, 68q, 69d, 72c–72d, 88c, 90c, 90e, 92n–92o, 92q, 93d, 95c, 96c–96d, 97c, 114c, 116c, 116e, 120c, 120d, 120f, 122c, 122d, 142c, 145d, 147b, 148a, 167d, 171c 1.4: 46c–46d, 46f, 47c, 48c–48d, 70c, 70e, 126m, 126n–126o, 127d, 130c–130d, 154c, 154e, DI.82 1.5: 36c, 110c-110d, 112c, 112f, 113c, 114c-114d, 134c, 138c, 138e, 166c, 170n-170o, 170q, 171d, 172a, 174c-174d, 202c, 202e, DI.81, DI.83

3. use basic elements of structural analysis to decode unknown words i.e.,

basic prefixes/suffixes compound words root words contractions

1.3: 36j, 36o, 70d, 94d 1.4: 10m, 10o, 44o, 72o, 98o, 128d 1.5: 44o, 140o

4. begin instruction and provide adequate activities for students to master word families and word patterns (word chunking such as at, sat, rat, fat).

36


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 10n–10o, 30n–30o, 52n–52o, 94n–94o, 112e, 114n–114o, 132e, 1.2: 66a, 82e, 110e, 112m, 112n–112o, 12q, 113d, 116c–116d, 136c, 136e, 138n–138o, 140c–140d, 140f, 140m, 141a, 142b, 142c–142d, 160c–160d, 162c, 162e 1.3: 10m, 10n–10o, 10q, 11d, 13c, 14c–14d, 24c, 34e 1.5: 46c–46d, 46f, 47c, 48c–48d, 74c, 74e, 104c

5. provide activities that teach students to process represented patterns to increase fluency in word recognition.

37


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 10n, 12c, 30n, 32c, 52n, 54c, 74n, 76c, 94n, 96c, 114n, 116c 1.2: 10n, 12c, 36n, 38c, 64n, 66c, 84n, 86c, 112n, 114n, 138n, 140c 1.3: 10n, 12c, 36n, 38c, 68n, 70c, 92n, 94c, 118n, 120c, 144n, 146c 1.4: 10n, 12c, 44n, 46c, 72n, 74c, 98n, 100c, 126n, 128c, 156n, 158c 1.5: 10n, 12c, 44n, 46c, 76n, 78c, 110n, 112c, 140n, 142c, 170n, 172c

6. provide adequate differentiated instruction and activities for mastery of phonics skills.

Priority Skills Chart and Skill Trace charts show the sequence of phonics skill instruction. 1.1: xxii–xxiii, 10n, 12c, 26c, 30n, 48c, 52n, 68c, 74n 90c, 110c, 130c 1.2: xxii-xxiii, 10n, 30c, 56c, 66c, 80c, 84n, 106c, 132c, 160c 1.3: xxii-xxiii, 30c, 36n, 64c, 70c, 88c, 114c, 140c168c 1.4: xxii-xxiii, 40c, 68c, 72n, 92c, 120c, 152c, 182c 1.5: xxii-xxiii, 12c, 36c, 46c, 68c, 78c, 104c, 112c, 134c, 166c, 198c

7. provide a spiraling review of previously taught phonics skills.

38


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Teacher modeling and think-alouds are presented throughout Skills in Context and After Reading lessons. These are a few of the many examples. 1.1: 10m, 12n, 14b, 30m, 30n, 32b, 32c, 34d, 52n, 54c, 56b, 74n, 76c, 94m, 94n, 96c, 112n, 114c, 114m, 114n, 116c, 118b, 140c 1.2: 10n, 12b, 12c, 14b, 36n, 38b, 38c, 40b, 64n, 66c, 68b, 84n, 86b, 86c, 88b, 112n, 114c, 116b, 132b, 138m, 138n, 140c 1.3: 10n, 14b, 12c, 36m, 36n, 38c, 68n, 70c, 70d, 72b, 92n, 94c, 96b, 118n, 120c, 122b, 144n, 146c, 148b 1.4: 10n, 12c, 44n, 46c, 74c, 98n, 100b, 100c, 126n, 128c, 142b, 156n, 158c 1.5: 10n, 12c, 44n, 46c, 76n, 76o, 78c, 110n, 112c, 140n, 142c, 142d, 170n, 172c, 172d

8. provide modeling instruction at each of the fundamental stages i.e.,

letter-sound correspondences blending reading whole words

39


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 10m, 10r, 12b, 14b, 30m, 30r, 32b, 34b, 52m, 52r, 54b, 56b, 74m, 74r, 76b, 78b, 94m, 94r, 96b, 98b, 114m, 116b, 118b 1.2: 10m, 10r, 12b, 14b, 36m, 36r, 38b, 40a, 40b, 64m, 64r, 66b, 68b, 84m, 84r, 86b, 88b, 112m, 112r, 114b, 116b, 138m, 138r, 140b, 142b 1.3: 10m, 10r, 12b, 14b, 36m, 36r, 38b, 40b, 68m, 68r, 70b, 72b, 92m, 92r, 94b, 96b, 118m, 118r, 120b, 122b, 144m, 144r, 146b, 148b 1.4: 10m, 10r, 12b, 14b, 44m, 44r, 46b, 48b, 72m, 72r, 74b, 76b, 98m, 98r, 100b, 102b, 126m, 126r, 128b, 130b, 156m, 156r, 158b, 160b 1.5: 10m, 10r, 12b, 14b, 44m, 44r, 46b, 48b, 76m, 76r, 78b, 80b, 110m, 110r, 112b, 114b, 140m, 140r, 142b, 144b, 170m, 170r, 172b, 174b

9. provide teacher-guided practice in controlled word lists and connected text in which students apply newly learned skills successfully. )

40


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Phonics Decodable Readers and Take-Home Decodable Readers are available for every lesson. 1.1: 10c, 30c, 52c, 74c, 94c, 114c 1.2: 10c, 36c, 64c, 84c, 112c, 138c 1.3: 10c, 36c, 68c, 92c, 118c, 144c 1.4: 10c, 44c, 72c, 98c, 126c, 156c 1.5: 10c, 44c, 76c, 110c, 140c, 170c

10. use decodable texts based on specific phonic lessons in the early part of the first grade as an intervening step between explicit skill acquisition and the student’s ability to read quality trade books; decodable texts contain phonics elements and sight words that students have been taught.

1.1: 10, 30, 52, 74, 94, 114 1.2: 10, 36, 64, 84, 112, 138 1.3: 10, 36, 68, 92, 118, 144 1.4: 10, 44, 72, 98, 126, 156 1.5: 10, 44, 76, 110, 140, 170

11. provide integrated, proactive instruction and practice in words that students first read, spell and write.

41


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Priority Skills are shown in each unit on pp. xxii–xxiii. This skills chart explains that instructional emphasis is placed on the right skills at the right time to maintain a systematic sequence of skill instruction. 1.1: xxii–xxiii 1.2: xxii-xxiii 1.3: xxii-xxiii 1.4: xxii-xxiii 1.5: xxii-xxiii

12. sequence words strategically to incorporate known letters or letter sound combinations.

C. VOCABULARY: using words to communicate effectively

1.1: 10r, 10–11, 30r, 30–31, 52r, 52–53, 74r, 74–75, 94r, 94–95, 114r, 114–115 1.2: 10r, 10–11, 36r, 36–37, 64r, 64–65, 84r, 84–85, 112r, 112–113, 138r, 138–139 1.3: 10r, 10–11, 36r, 36–37, 68r, 68–69, 92r, 92–93, 118r, 118–119, 144r, 144–145 1.4: 10r, 10–11, 44r, 44–45, 72r, 72–73, 98r, 98–99, 126r,m 126–127, 156r, 156–157 1.5: 10r, 10–11, 44r, 44–45, 76r, 76–77, 110r, 110–111, 140r, 140–141, 170r, 170–171

1. provide direct instruction of specific concepts of vocabulary.

42


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 10r, 14e, 24–25, 25d, 27c, 27d, 29b, 30r, 34e, 46–47, 47d, 49c, 49d, 51b, 52r, 56e, 66–67, 67d, 71c, 71d, 73b, 74r, 78e, 88–89, 89d, 91c, 91d, 93b, 94r, 98e, 108–109, 109d, 111c, 111d, 113b, 114r, 118e, 128–129, 129d, 131c, 131d, 133b 1.2: 10r, 14e, 28–29, 29d, 33c, 33d, 35b, 36r, 40e, 54–55, 55d, 61c, 61d, 63b, 64r, 68e, 78–79, 79d, 81c, 81d, 83b, 84r,m 87c, 88e, 104–105, 105d, 109c, 109d, 111b, 112r, 116e, 130–131, 131d, 135c, 135d, 137b, 138r, 142e, 158–159, 159d, 161c, 161d, 163b 1.3: 10r, 14e, 28–29, 29d, 33c, 33d, 35b, 36r, 40e, 62–63, 63d, 65c, 65d, 67b, 68r, 72e, 86–87, 87d, 89c, 89d, 91b, 92r, 96e, 112–113, 113d, 115c, 115d, 117, 117b, 118r, 122e, 138–139, 139d, 141c, 141d, 143b, 144r, 148e,m 166–167, 167d, 171c, 171d, 173b 1.4: 10r, 14e, 38–39, 39d, 41c, 41d, 43b, 44r, 48e, 66–67, 67d, 69c, 69d, 71b, 72r, 76e, 90–91, 91d, 95c, 95d, 97b, 98r, 102e, 118–119, 119d, 123c, 123d, 125b, 126r, 130e, 150–151,

2. select words of level appropriate sight words and vocabulary with ample practice for automaticity (e.g., high frequency words, Dolch list, antonyms, synonyms, multiple meaning words).

43


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


151d, 153c, 153d, 155b, 156r, 160e, 180–181, 181d, 185c, 185d, 187b 1.5: 10r, 14e, 34–35, 35d, 41c, 41d, 43b, 102–103, 103d, 107c, 107d, 109b, 110r, 114e, 132–133, 133d, 137c, 137d, 139b, 140r, 140e, 164–165, 165d, 167c, 167d, 169b, 170r, 174e, 196–197, 197d, 201c, 201d, 203b

(continued)

1.1: 10r, 10–11, 30r, 30–31, 52r, 52–53, 74r, 74–75, 94r, 94–95, 114r, 114–115 1.2: 10r, 10–11, 36r, 36–37, 64r, 64–65, 84r, 84–85, 112r, 112–113, 138r, 138–139 1.3: 10r, 10–11, 36r, 36–37, 68r, 68–69, 92r, 92–93, 118r, 118–119, 144r, 144–145 1.4: 10r, 10–11, 44r, 44–45, 72r, 72–73, 98r, 98–99, 126r,m 126–127, 156r, 156–157 1.5: 10r, 10–11, 44r, 44–45, 76r, 76–77, 110r, 110–111, 140r, 140–141, 170r, 170–171

3. provide repeated and multiple exposures to critical vocabulary.

44


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 10l, 10q, 12–13, 13c, 14f, 26c–26d, 28c, 28e, 30l, 30q, 32–33, 33c, 34f, 48c–48d, 50c, 50e, 52l, 52q, 54–55, 55c, 56f, 68c–68d, 72c, 72e, 74l, 74q, 76–77, 77c, 78f, 90c–90d, 92c, 92e, 94l, 94q, 96–97, 97c, 98f, 110c–110d, 112c, 112e, 114l, 114q, 116–117, 117c, 118f, 130c–130d, 132c, 132d 1.2: 10l, 10q, 12–13, 13c, 14f, 30c–30d, 34c, 34e, 36l, 36q, 38–39, 39c, 40f, 56c–56d, 62c, 62e, 64l, 64q, 66–67, 67c, 68f, 80c–80d, 82c, 82e, 84l, 84q, 86–87, 87c, 88f, 106c, 106d, 110c, 110e, 112l, 112q, 114–115, 115c, 116f, 132c, 132d, 136c, 136e, 138l, 138q, 140–142, 141c, 142f, 160c–160d, 162c, 162e 1.3: 10l, 10q, 12–13, 13c, 14f, 30c–30d, 34c, 34e, 36l, 36q, 38–39, 39c, 40f, 64c–64d, 66c, 66e, 68l, 68q, 70–71, 71c, 72f, 88c–88d, 90c, 90e, 92l, 92q, 94–95, 95c, 96f, 114c–114d, 116c, 116e, 118l, 118q, 120–121, 121c, 122f, 140c–140d, 142c, 142e, 144l, 144q, 146–147, 147c, 148f, 168c–168d, 172c, 172e

4. control the number of irregular words introduced and point out irregularities while focusing student attention on all letters that the word contains.

45


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.4: 10l, 10q, 12–13, 13c, 14f, 40c–40d, 70e, 72l, 72q, 74–75, 75c, 76f, 92c–92d, 96c, 96e, 98l, 98q, 100–101, 101c, 102f, 120c–120d, 124c, 124e, 126l, 126q, 128–129, 129c, 130f, 152c–152d, 154c

(continued)

1.1: 10l, 10q, 12–13, 13c, 14f, 26c–26d, 28c, 28e, 30l, 30q, 32–33, 33c, 34f, 48c–48d, 50c, 50e, 52l, 52q, 54–55, 55c, 56f, 68c–68d, 72c, 72e, 74l, 74q, 76–77, 77c, 78f, 90c–90d, 92c, 92e, 94l, 94q, 96–97, 97c, 98f, 110c–110d, 112c, 112e, 114l, 114q, 116–117, 117c, 118f, 130c–130d, 132c, 132d 1.2: 10l, 10q, 12–13, 13c, 14f, 30c–30d, 34c, 34e, 36l, 36q, 38–39, 39c, 40f, 56c–56d, 62c, 62e, 64l, 64q, 66–67, 67c, 68f, 80c–80d, 82c, 82e, 84l, 84q, 86–87, 87c, 88f, 106c, 106d, 110c, 110e, 112l, 112q, 114–115, 115c, 116f, 132c, 132d, 136c, 136e, 138l, 138q, 140–142, 141c, 142f, 160c–160d, 162c, 162e 1.3: 10l, 10q, 12–13, 13c, 14f, 30c–30d, 34c, 34e, 36l, 36q,

5. introduce high frequency words that are confusing to students first in isolation (e.g., was, saw).

46


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


38–39, 39c, 40f, 64c–64d, 66c, 66e, 68l, 68q, 70–71, 71c, 72f, 88c–88d, 90c, 90e, 92l, 92q, 94–95, 95c, 96f, 114c–114d, 116c, 116e, 118l, 118q, 120–121, 121c, 122f, 140c–140d, 142c, 142e, 144l, 144q, 146–147, 147c, 148f, 168c–168d, 172c, 172e 1.4: 10l, 10q, 12–13, 13c, 14f, 40c–40d, 70e, 72l, 72q, 74–75, 75c, 76f, 92c–92d, 96c, 96e, 98l, 98q, 100–101, 101c, 102f, 120c–120d, 124c, 124e, 126l, 126q, 128–129, 129c, 130f, 152c–152d, 154c, 154e, 156l, 156q, 158–159, 159c, 160f, 182c–182d, 186c, 186e 1.5: 10l, 10q, 12–13, 13c, 14f, 42c, 42e, 44l, 36c–36d, 44q, 46–47, 47c, 48f, 68c–68d, 74c, 74e, 76l, 76q, 78–79, 79c, 80f, 104c, 104d, 108c, 108e, 110l, 10q, 112–113, 113c, 114f, 134c–134d, 138c, 138e, 140l, 140q, 142–143, 143c, 144f, 166–166d, 168c, 168e, 170l, 170q, 172–173, 173c, 174f, 198c–198d, 202c, 202e

(continued)

47


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 26c, 48c, 68c, 90c, 110c, 130c 1.2: 30c, 56c, 80c, 106c, 132c, 160c 1.3: 30c, 42–43, 64c, 88c, 114c, 140c, 168c 1.4: 40c, 68c, 92c, 120c, 152c, 182c 1.5: 36c, 68c, 104c, 134c, 166c, 198c

6. integrate words into sentences and ask students to use a variety of context clues to determine word meaning.

1.1: 26c, 48c, 68c, 90c, 110c, 130c 1.2: 30c, 56c, 80c, 106c, 132c, 160c 1.3: 30c, 42–43, 64c, 88c, 114c, 140c, 168c 1.4: 40c, 68c, 92c, 120c, 152c, 182c 1.5: 36c, 68c, 104c, 134c, 166c, 198c

7. provide ample opportunity for students to tell the meaning of a word in a sentence and to use it in a variety of contexts.

The Morning Warm-Up on each day of the lesson provides opportunities for daily listening, speaking, and language experience. Here are a few of those opportunities. 1.1: 10l, 29b, 30l, 51b, 52l, 73b, 74l, 93b, 94l, 113b, 114l, 133b 1.2: 10l, 35b, 36l, 63b, 64l, 83b, 84l, 111b, 112l, 137b, 138l, 163b 1.3: 10l, 35b, 36l, 67b, 68l, 91b, 92l, 117b, 118l, 143b, 144l, 173b

8. provide opportunity for daily listening, speaking, and language experience.

48


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.4: 10l, 43b, 44l, 71b, 72l, 97b. 98l, 125b, 126l, 155b, 156l, 187b 1.5: 10l, 43b, 44l, 75b, 76l, 109b, 110l, 139b, 140l, 169b, 170l, 203b

(continued)

Vocabulary words are reviewed each week. Word lists found in the Teacher’s Resources section of each Unit provide an opportunity to teach this objective. 1.1: 10q, 28c, 30q, 50c, 52q, 72c, 74q, 92c, 94q, 112c, 114q, 132c, TR6-TR15 1.2: 10q, 34c, 36q, 62c, 64q, 82c, 82e, 84q, 110c, 112q, 136c, 138q, 162c, TR6-TR15 1.3: 10q, 34c, 36q, 66c, 68q, 90c, 92q, 116c, 118q, 142c, 144q, 172c, TR6-TR15 1.4: 10q, 42c, 44q, 70c, 72q, 96c, 98q, 124c, 126q, 154c, 156q, 186c, TR6-TR15 1.5: 10q, 42c, 44q, 74c, 76q, 104c, 110q, 138c, 140q, 168c, 170q, 202c, TR6-TR15

9. review previously introduced words cumulatively.

49


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Think-alouds, teacher modeling, and guided practice are demonstrated throughout weekly lessons as a basic teaching strategy. Here are just a few examples. 1.1: 14f, 34f, 56f, 78f, 98f, 118f 1.2: 14f, 40f, 68f, 88f, 116f, 142f 1.3: 14f, 40f, 72f, 96f, 122f, 148f 1.4: 14f, 48f, 76f, 102f, 130f, 160f 1.5: 14f, 48f, 80f, 114f, 144f, 174f

10. provide explicit vocabulary explanations, including modeling, “think alouds” and guided practice with a gradual transfer of responsibility to the students through a wide range of diverse stories and informational texts.

50


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: xx–xxii, 10j, 30j, 52j, 74j, 94j, 114j 1.2: xx–xxii, 10j, 36j, 64j, 84j, 112j, 138j 1.3: xx–xxii, 10j, 36j, 68j, 92j, 118j, 144j 1.4: xx–xxii, 10j, 44j, 72j, 98j, 126j, 156j 1.5: xx–xxii, 10j, 44j, 76j, 110j, 140j, 170j

11. provide instructional materials for the use of vocabulary work stations including differentiated activities.

1.1: 28e–28f, 50e–50f, 72e–72g, 92e– 92f, 112e–112f, 132e–132f 1.2: 34e–34f, 62e– 62f, 92e–92f, 110e–110f, 136e–136f, 162e–162f 1.3: 34e–34f, 66e, 66f, 90e–90f, 116e–116f, 142e–142f, 172e–172f 1.4: 42e–42f, 70e–70f, 96e–96f, 124e–124f, 154e–154f, 186e–186f 1.5: 42e–42f, 74e–74f, 108e–108f, 138e–138f, 168e–168f, 202e–202f

12. provide in-depth and multiple assessments for vocabulary taught.

51


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. COMPREHENSION: listening, reading and understanding texts and tasks

1.1: 98g, 106-107, 108a, 109d 1.4: 26-27, 144-145, 151d 1.5: 14g, 33a, 35d

1. guide students through texts in which teachers think out loud as they identify the components of story structure with a gradual transfer of responsibility to the students.

Literal and interpretative questions appear throughout Guiding Comprehension in each lesson. Here are a few examples. 1.1: 82-83, 84-85, 126-127 1.2: 24-25, 50-51, 74-75, 96-97, 152-153 1.3: 44-45 1.4: 16-17, 54-55 1.5: 16-17

2. provide ample opportunities to listen to and respond to both literal and interpretive comprehension questions after reading a short story selection that is developmentally appropriate.

1.1: 11a, 14g, 31a, 34g, 53a, 56g, 75a, 78g, 95a, 98g, 115a, 118g 1.2: 11a, 14g, 37a, 40g, 65a, 68g, 85a, 88g, 113a, 116g, 139a, 142g 1.3: 11a, 14g, 37a, 40g, 69a, 72g, 93a, 96g, 119a, 122g, 145a, 148g 1.4: 11a, 14g, 45a, 48g, 73a, 76g, 99a, 102g, 127a, 130g, 157a, 160g 1.5: 11a, 14g, 45a, 48g, 77a, 80g, 111a, 114g, 141a, 144g, 171a, 174g

3. provide explicit strategies for teaching comprehension i.e.,

main idea literal inferential retell prediction

52


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 14–23, 56–57, 98–109 1.2: 14–27, 40–41, 116–129 1.3: 14–27, 30–33, 40–41 1.4: 14–37, 48–67, 102–117, 130–149, 160b, 160–179 1.5: 12b, 14–33

4. provide ample opportunities to listen to and explore narrative and expository text forms and to engage in interactive discussion of the messages and meanings of the texts.

1.1: 14, 34, 56, 78, 98, 118 1.2: 14, 40, 68, 88, 116, 142 1.3: 14, 40, 72, 96, 122, 148 1.4: 14, 48, 76, 102, 130, 160 1.5: 14, 48, 80, 114, 144, 174

5. provide opportunity to establish a purpose for reading.

1.1: 15a, 29a, 51a, 55a, 68–71, 73a, 93a, 110–111, 113a, 133a 1.2: 63a, 64k, 83a, 120–121, 165 1.3: 30–33, 35a, 37c, 64–65, 67a, 88–89, 89c, 91a, 114–115, 117a, 140–141, 141a, 141c, 143a, 173a 1.4: 43a, 71a, 97a, 125a, 125b, 128b, 155a, 187a 1.5: 36–41, 43a, 68–73, 73c, 75a, 104–107, 107b, 109a, 113a, 114e, 139a, 166–167, 169a, 201b, 203a

6. provide use of reading skills and strategies to understand a variety of informational resources to support literacy learning (e.g., environmental print, written directions, signs).

53


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Scott Foresman Reading Street is based on Bloom’s Taxonomy. The Guiding Comprehension questions promote higher order thinking skills and provide students the opportunity to meet this objective. Here are a few of the many examples. 1.1: 20–21, 58–59, 100–101 1.2: 52–53 1.3: 44-45, 48-49, 60-61 1.4: 142-143, 172-173 1.5: 16-17, 24-25, 38-39, 44-45

7. provide the use of Blooms taxonomy to teach higher level questions.

1.1: 18–19, 40–41, 60–61, 84–85, 122–123 1.2: 20–21, 26–27, 52–53, 72–73, 90–91, 103a, 120–121, 128–129 1.3: 26–27, 56–57 1.4: 18–19, 24–25, 28–29, 32–33, 50–51, 60–61, 88–89, 104–105, 106–107, 132–133, 146–147, 176–177, 179 1.5: 18–19, 20–21, 26–27

8. provide opportunities to make connections in literary work and people in their own life and other cultures (e.g., include specific topics to coincide with various seasons and holidays).

54


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 11a, 14b, 14g, 28b, 31a, 34b, 34g, 50b, 53a, 56b, 56g, 72b, 75a, 78b, 78g, 92b, 95a, 98b, 98g, 112b, 115a, 118b, 118g, 132b 1.2: 11a, 14b, 14g, 34b, 37a, 40b, 40g, 62b, 65a, 68b, 68g, 82b, 85a, 88b, 88g, 110b, 113a, 116b, 116g, 136b, 139a, 142b, 142g, 162b 1.3: 11a, 14b, 14g, 34b, 37a, 40b, 40g, 66b, 69a, 72b, 72g, 90b, 93a, 96b, 96g, 116b, 119a, 122b, 122g, 142b, 145a, 148b, 148g, 172b 1.4: 11a, 14b, 14g, 42b, 45a, 48b, 48g, 70b, 73a, 76b, 76g, 96b, 99a, 102b, 102g, 124b, 127a, 130b, 130g, 154b, 157a, 160b, 160g, 186b 1.5: 11a, 14b, 14g, 42b, 45a, 48b, 48g, 74b, 77a, 80b, 80g, 108b, 111a, 114b, 114g, 138b, 141a, 144b, 144g, 168b, 171a, 174b, 174g, 202b

9. provide many supplemental activities and materials to teach comprehension (e.g., whole group activities, work station activities).

55


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 28e, 28g, 50e, 50g, 72e, 72g, 92e, 92g, 112e, 112g, 132e, 132g 1.2: 34e, 34g, 62e, 62g, 92e, 92f, 110e, 110f, 136e, 136f, 162e, 162f 1.3: 34e, 34f, 66e, 66f, 90e, 90f, 116e, 116f, 142e, 142f, 172e, 172f 1.4: 42e, 42f, 70e, 70f, 96e, 96f, 124e, 124f, 154e, 154f, 186e, 186f 1.5: 42e, 42f, 74e, 74f, 108e, 108f, 138e, 138f, 168e, 168f, 202e, 202g A Selection Test booklet is provided for weekly comprehension assessment.

10. provide in depth and multiple assessments for comprehension included in the weekly stories and skills taught.

56


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


E. FLUENCY: reading words, phrases and sentences in a given text with speed,

accuracy and expression to understand what is read

1.1: 14c, 26d, 34c, 48d, 56c, 68d, 78c, 90d, 98c, 110d, 118c, 130d, 132e-132f 1.2: 14c, 30d, 40c, 56d, 68c, 80d, 88c, 106d, 116c, 132d, 142c, 160d 1.3: 14c, 30d, 40c, 64d, 72c, 88d, 96c, 114d, 122c, 140d, 148c, 168d 1.4: 14c, 40d, 48c, 68d, 76c, 92d, 102c, 120d, 130c, 152d, 160c, 182d 1.5: 14c, 36d, 48c, 68d, 80c, 104d, 114c, 134d, 144c, 166d, 174c, 198d Fresh Reads for Differentiated Instruction booklet is provided for fluency activities.

1. provide activities and materials to read lists and individual words with speed and accuracy.

1.1: 12-13, 32-33, 54-55, 76-77, 96-97, 116-117 1.2:12-13, 38-39, 66-67, 86-87, 114-115, 140-142 1.3: 12-13, 38-39, 70-71, 94-95, 120-121, 146-147 1.4: 12-13, 46-47, 74-75, 100-101, 128-129, 158-159 1.5: 12-13, 46-47, 74b, 78-79, 112-113, 142-143, 172-173

2. provide explicit strategies to move from reading words in lists to reading words in sentences and passages.

57


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Students have the opportunity to begin reading passages soon after they can read individual words. Words from each selection are introduced prior to reading the selection. 1.1: 14f, 14–23, 34f, 34–51, 56f, 56–65, 78f, 78–87, 98f, 98–109 118f, 118–127 1.2: 14f, 14–27, 40f, 40–53, 68f, 68–79, 88f, 88–103, 116f, 116–129, 142f, 142–159 1.3: 14f, 14–27, 40f, 40–61, 72f, 72–85, 96f, 96–111, 122f, 122–137, 148f, 148–165 1.4: 14f, 14–37, 48f, 48–67, 76f, 76–89, 102f, 102–117, 130f, 130–149, 160f, 160–179 1.5: 14f, 14–33, 48f, 48–65, 80f, 80–101, 114f, 114–131 144f, 144–163, 174f, 174–195 Fresh Reads for Differentiated Instruction booklet is provided for students to practice fluency on a weekly basis.

3. provide passage reading soon after students can read a sufficient number of words accurately.

58


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Passages that contain previously introduced word types and letter–sound relationships appear frequently in Scott Foresman Reading Street. Here are a few of the many examples. 1.1: 14–23, 56–57, 98–109 1.2: 14–27, 40–41, 116–129 1.3: 14–27, 30–33, 40–41 1.4: 14–37, 48–67, 102–117, 130–149, 160b, 160–179 1.5: 14–33

4. provide passages comprised of letter-sound patterns and word types that have previously been taught.

59


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Most passages in Scott Foresman Reading Street contain high frequency words that students have previously been taught. There are a few of the many examples. 1.1: 14-23, 56-57, 98-109 1.2: 14-27, 40-41, 116-129 1.3: 14-27, 30-33, 40-41 1.4: 14-37, 48-67, 102-117, 130-149, 160b, 160-179 1.5: 14-33 A Fresh Reads for Differentiated Instruction booklet is also provided for fluency practice.

5. provide many opportunities to read passages containing high frequency words that have been previously taught.

As part of the development of the Scott Foresman Reading Street program careful attention was given to selecting stories and passages with a high percentage of regular words to help ensure student success. 1.1: 14-23, 34-45, 98-109, 118-127

6. provide initial stories/ passages composed of a high percentage of regular words (minimum of 75-80% decodable words).

60


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 25a, 27b, 47a, 49b, 67a, 71a, 89a, 91b, 109a, 111b, 129a, 131b 1.2: 29a, 33a, 55a, 61b, 79a, 81b, 105a, 109a, 131a, 135a, 159a, 161b 1.3: 29a, 33a, 63a, 65b, 87a, 89b, 113a, 115a, 139a, 141a, 167a, 171b 1.4: 39a, 41b, 67a, 69b, 91a, 95a, 19a, 13a, 151a, 153b, 181a, 185a 1.5: 35a, 41b, 67a, 73b, 103a, 107a, 133a, 137a, 165a, 167b, 197a, 201a Fresh Reads for Differentiated Instruction booklet and a Readers’ Theater booklet are also provided for fluency practice.

7. provide the opportunity for ample practice activities to read and re-read passages that will help build toward a 60 word per minute fluency goal by the end of the grade.(e.g., repeated readings, readers theatre, phrase reading).

61


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 25a, 27b, 47a, 49b, 67a, 71a, 89a, 91b, 109a, 111b, 129a, 131b 1.2: 29a, 33a, 55a, 61b, 79a, 81b, 105a, 109a, 131a, 135a, 159a, 161b 1.3: 29a, 33a, 63a, 65b, 87a, 89b, 113a, 115a, 139a, 141a, 167a, 171b 1.4: 13a, 19a, 39a, 41b, 67a, 69b, 91a, 95a, 151a, 153b, 181a, 185a 1.5: 35a, 41b, 67a, 73b, 103a, 107a, 133a, 137a, 165a, 167b, 197a, 201a Fresh Reads for Differentiated Instruction booklet and a Readers’ Theater booklet are also provided for fluency practice.

8. include sufficient independent practice materials of appropriate difficulty for students to develop fluency.

62


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 67b, 71c, 89a, 91d 1.2: 33c, 61d, 109c, 135c, 159a, 161d 1.3: 29a, 33a, 33c, 63a, 65b, 87a, 113a, 115b, 141b, 167a, 171b 1.4: 69b, 123c 1.5: 35a, 41a, 41d, 67a, 73a, 107a, 107c, 165a, 167a, 167d

9. provide read aloud opportunities of familiar stories, poems and passages for the students to demonstrate fluent reading with expression (e.g., rhythm, flow meter, tempo, pitch, tone, intonation).

Weekly Leveled Readers, Big Books, Read Aloud Trade Books, Kindergarten Readers, in addition to the student edition provide opportunities for students to meet this objective. 1.1: TR20 1.2: TR20 1.3: TR20 1.4: TR20 1.5: TR20

10. provide a variety of literary works for student self selection to increase the amount of independent reading. (e.g., fiction and non-fiction grade appropriate).

1.1: 25a, 27b, 47a, 49b, 67a, 71a, 89a, 91b, 109a, 111b, 129a, 131b 1.2: 29a, 33a, 55a, 61b, 79a, 81b, 105a, 109a, 131a, 135a, 159a, 161b 1.3: 29a, 33a, 63a, 65b, 87a, 89b, 113a, 115a, 139a, 141a, 167a, 171b

11. provide a variety of activities to increase fluency skills.

63


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.4: 39a, 41b, 67a, 69b, 91a, 95a, 19a, 13a, 151a, 153b, 181a, 185a 1.5: 35a, 41b, 67a, 73b, 103a, 107a, 133a, 137a, 165a, 167b, 197a, 201a Fresh Reads for Differentiated Instruction booklet and a Readers’ Theater booklet are also provided for fluency practice.

(continued)

1.1: 14-15, 34-35, 56-57, 78-79, 98-99, 118-119 1.2: 14-15, 40-41, 68-69, 88-89, 116-117, 142-143 1.3: 14-15, 40-41, 72-73, 96-97, 122-123, 148-149 1.4: 14-15, 48-49, 76-77, 102-103, 130-131, 160-161 1.5: 14-15, 48-49, 80-81, 114-115, 144-145, 174-175 Audio CDs are provided for every lesson.

12. provide audios for lesson stories.

64


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 28e, 50e, 72, 92e, 112e, 132e 1.2: 34e, 62e, 82e, 110e, 136e, 162e 1.3: 34e, 66e, 90e, 116e, 142e, 172e 1.4: 42e, 70e, 96e, 124e, 154e, 186e 1.5: 42e, 74e, 108e, 138e, 168e, 202e Fresh Reads for Differentiated Instruction booklet is provided to measure fluency.

13. include assessments to measure fluency.

65


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


F. WRITTEN APPLICATION: responding in written form to information heard

or read

1.1: 135a–135h 1.2: 165a–165h 1.3: 175a–175h 1.4: 189a–189h 1.5: 205a–205h

1. provide ample opportunities for students to compose written works using appropriate parts of the writing process (e.g., initial attention to planning; drafting; rereading for meaning; some self correcting; class and individual publishing).

1.1: 20–21, 53c, 117a 1.2: 85a, 85d, 88g, 100–101, 105d, 115a, 171b, DI.81 1.3: 13a, 44–45, 65c, 145a, 145d, 148g, 167d, 171b, DI.84 1.4: 95b, 129a 1.5: 41c, 45d, 47a, 67d, DI.78

2. provide activities for developing a story with appropriate sequence (e.g., beginning; middle; end).

66


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 11c, 13a, 25c, 27c, 31c, 33a, 45c, 47c, 49c, 53c, 55a, 67c, 53c, 71b, 75c, 77a, 89c, 95c, 97a, 109c, 111c, 115c, 117a, 129c, 131c 1.2: 11c, 13a, 29c, 33b, 37c, 39a, 55c, 61c, 65c, 67a, 79c, 81c, 82d, 85c, 87a, 105c, 109b, 113c, 115a, 131c, 139c, 141a, 159c, 171b 1.3: 11c, 13a, 29c, 37c, 39a, 63c, 65c, 69c, 71a, 72e, 87c, 89c, 93c, 95a, 113c, 115c, 121a, 139c, 141c, 145c, 147a, 167c, 171b 1.4: 11c, 13a, 39c, 41c, 45c, 47a, 67c, 91c, 95b, 99c, 101a, 119c, 123b, 129a, 151c, 153c, 155a, 159a, 181c, 183c

3. provide activities to write in a variety of forms or genres (e.g., journals, written response to literature, writing poems).

67


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.5: 11c, 13a, 35c, 41c, 43a, 45c, 47a, 67c, 73c, 77c, 103c, 107b, 113a, 133c, 137b, 141c, 143a, 165c, 167c, 171c, 173a, 197c, 201b

(continued)

The writing activities on these pages offer students an opportunity to meet this objective. 1.1: 11c, 25c, 31c, 47c, 53c, 67c, 75c, 89c, 95c, 109c, 115c, 129c 1.2: 11c, 29c, 37c, 55c, 65c, 85c, 79c, 105c, 113c, 131c, 139c, 159c 1.3: 11c, 29c, 37c, 63c, 69c, 87c, 93c, 113c, 119c, 139c, 145c, 167c 1.4: 11c, 39c, 45c, 67c, 73c, 91c, 99c, 119c, 127c, 151c, 157c, 181c 1.5: 11c, 35c, 45c, 67c, 77c, 103c, 111c, 133c, 141c, 165c, 171c, 197c

4. provide connections to phonetic skills by spelling words in written composition (e.g., letter/sound relationships, high frequency words from appropriate grade level list, transition from invented spelling to conventional spelling).

1.1: 51a, 93a 1.2: 111a, 165 1.3: 51a, 64-65, 141c, 173a 1.4: 71a, 97a, 128b, 187a 1.5: 43a, 109a, 114e, 137b, 201b, 203a

5. provide the use of a variety of sources to gather information to share thoughts and ideas (e.g., informational books, pictures, charts, indexes, videos, television programs, graphs).

68

69


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1.1: 25c, 47c, 67c, 89c, 109c, 129c 1.2: 29c, 55c, 79c, 105c, 131c, 159c 1.3: 29c, 63c, 87c, 113c, 139c, 167c 1.4: 39c, 67c, 91c, 119c, 151c, 181c 1.5: 35c, 67c, 103c, 133c, 165c, 197c

6. apply capitalization, punctuation and sentence structure skills in responding to narrative and expository texts.

1.1: 11c, 13a, 31c, 33a, 53c, 55a, 75c, 77a, 95c, 97a, 115c, 117a 1.2:11c, 13a, 37c, 39a, 65c, 67a., 85c, 87a, 113c, 115a, 139c, 141a 1.3: 11c, 13a, 37c, 39a, 69c, 71a, 93c, 95a, 119c, 121a, 145c, 147a 1.4: 11c, 13a, 45c, 47a, 73c, 75a, 99c, 10a, 127c, 129a, 157c, 159a 1.5: 1c, 13a, 45c, 47a, 77c, 79a, 111c, 113a, 141c, 143a, 171c, 173a

7. provide activities for writing literacy work station to include differentiated instruction.

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