A Correlation of - pearsonschool.com · Introduction This document demonstrates how Scott Foresman Reading Street, copyright 2011, meets the objectives of the Washington Essential

A Correlation of

© 2011

to the

Washington Essential Academic Learning Requirements and

Grade-Level Expectations Grades K–6

M/R-21

Introduction

This document demonstrates how Scott Foresman Reading Street, copyright 2011, meets the objectives of the Washington Essential Academic Learning Requirements and Grade-Level Expectations, January 13, 2004. Correlation page references are to the Teacher’s Edition and are cited by unit and volume. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Scott Foresman Reading Street is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Assessment Reading Street begins the year with the Baseline Group Test to make initial grouping decisions. Daily and Weekly assessment allow teachers to monitor students’ progress at different critical points of instruction. The Unit Benchmark Test measures students’ mastery of target skills taught throughout the unit. The End-of-Year Benchmark Test measures students’ mastery of target skills taught throughout the six units of the program. Writing on Reading Street Writing instruction on Reading Street emphasizes the reciprocal nature of reading and writing. Writing instruction integrates the skills and knowledge that students learn and practice as they read and helps students apply those skills and that knowledge in their writing. Differentiated Instruction for Group Time Reading Street instruction is systematic, explicit, and highly focused for all ability levels. Weekly plans and daily lessons provide small group instruction for Strategic Intervention (below level), On-Level, Advanced, and English Language Learners. Reading Street follows the Response to Intervention model (RTI) to meet the instructional needs of all students. It offers a process that monitors student’s progress throughout the year so teachers can support on-level and advanced students and identify struggling readers early. ELL Instruction Daily support for English language learners can be found in the Differentiated Instruction feature in the Reading Street Teacher’s Edition, as well as daily lessons for the ELL group. They offer pacing suggestions for the week and scaffolded instruction for the week’s target skills and strategies. An ELL Reader reinforces the weekly concept and vocabulary while building language and fluency. Literacy Reading Street provides what teachers need to organize and carry out a customized literacy program. Planning guides and instructional lessons help teachers plan and implement lessons. Teachers can select from a rich array of readers to match texts to students. 21st Century Skills Technology on Scott Foresman Reading Street can be used both for enhancing student experiences and preparing them for the future. Throughout the year, research-based technology options enrich instruction and assist in the management of classroom learning.

Table of Contents

Kindergarten _________________________________________________________1

Grade One __________________________________________________________14

Grade Two __________________________________________________________29

Grade Three _________________________________________________________44

Grade Four __________________________________________________________55

Grade Five __________________________________________________________76

Grade Six ___________________________________________________________88 Use Control + Click to follow the link.

1 Kindergarten

Scott Foresman Reading Street 2011 to the

Washington Grade Level Expectations Kindergarten

Washington Grade Level Expectations

Kindergarten Scott Foresman Reading Street

GRADE: Kindergarten EALR 1: The student understands and uses different skills and strategies to read. (Phonemic awareness, phonics, fluency, vocabulary) 1.1: Use word recognition skills and strategies to read and comprehend text. 1.1.1: Understand and apply concepts of print. 1.1.1.a: Use directionality when listening to or following text.

These are some of the many examples. K.1.1: 24, 40, 42, 60, 89, 126, 142, 144, 161, 185, 222, 238, 240, 258, 291, K.1.2: 328, 344, 346, 364, 397, 434, 450, 452, 469, 499, 536, 552, 554, 572, 597 K.4.1: 24, 40, 42, 59, 83, 120, 136, 138, 156, 185, 222, 238, 240, 258, 285, K.4.2: 328, 358, 376–377, 387, 424, 440, 442, 459, 483, 520, 536, 538, 583, 555, 587 K.6.1: 24, 40, 42, 59, 87, 124, 140, 142, 160, 185, 222, 238, 240, 257, 285, K.6.2: 322, 338, 340, 358, 387, 424, 440, 442, 459, 472–473, 483, 520, 536, 538, 583, 556, 581

1.1.1.b: Identify front cover, back cover, and title of books.

K.1.1: 24, 40, 42, 126, 142, 144, 222, 238, 240, K.1.2: 328, 344, 346, 434, 450, 452, 536, 552, 554 K.2.1: 24, 40, 42, 122, 138, 140, 222, 238, 240, K.2.2: 340, 442, 542 K.3.1: 42, 142, 242, K.3.2: 322, 338, 340, 424, 440, 440, 524, 540, 542 K.4.1: 24, 40, 42, 120, 136, 138, 222, 238, 240, K.4.2: 322, 338, 340, 424, 440, 442, 520, 536, 538 K.5.1: 24, 40, 42, 122, 138, 140, 228, 244, 246, K.5.2: 328, 344, 346, 432, 448, 450, 530, 546, 548 K.6.1: 24, 40, 42, 124, 140, 142, 222, 238, 240, K.6.2: 322, 338, 340, 424, 440, 442, 520, 536, 538

2 Kindergarten


Scott Foresman Reading Street

1.1.1.c: Recognize that print represents spoken language (e.g., environmental print and own name).

These are some of the many examples. K.1.1: 28, 45, 76, 90, 104, 130, 147, 172, 186, 200, 226, 243, 278, 292, 306, K.1.2: 332, 349, 384, 398, 412, 438, 455, 486, 500, 514, 540, 557, 584, 598, 612 K.2.1: 28, 45, 72, 86, 100, 126, 143, 172, 186, 200, 226, 243, 272, 286, 300, K.2.2: 326, 343, 374, 388, 402, 428, 445, 474, 488, 502, 528, 545, 572, 586, 600 K.3.1: 28, 45, 74, 88, 102, 128, 145, 174, 188, 202, 228, 245, 272, 286, 300, K.3.2: 326, 343, 372, 386, 400, 426, 443, 470, 484, 498, 524, 541, 568, 582, 596

1.1.1.d: Recognize letters and spaces between words.


1.1.2: Understand and apply phonological awareness and phonemic awareness.

1.1.2.a: Substitute auditorially one phoneme for another to make a new word (e.g., beginning and ending sounds; oddity tasks).

K.1.1: 35, 53, K.1.2: 404, 565 K.2.1: 53, 251, K.2.2: 453, 553 K.3.1: 53, 135, 292, K.3.2: 333, 351, 549 K.4.1: 35, 53, 90, 149, 251, K.4.2: 333, 351, 453, 549 K.5.1: 53, 117, 133, 151, 223, 239, K.5.2: 323, 339, 357, 461 K.6.1: 53, 153, K.6.2: 549, 576

3 Kindergarten



1.1.2.b: Discriminate auditorially rhyme and identify rhyming words in response to an oral prompt.

K.1.1: 18–19, 34–35, 52–53, 84–85, 96, 120–121, 136–137, 154–155, 180–181, 192 K.3.1: 230, 274–275, K.3.2: 525, 542, 597 K.4.2: 526, 576–577 K.6.1: 273, K.6.2: 375, 471, 592–593

1.1.2.c: Manipulate and segment words orally by onset and rime.

K.1.1: 21, 123, 139, 219, K.1.2: 325, 341, 357, 404, 431, 447, 464, 496, 533, 549, 594 K.4.2: 435, 531, 549

1.1.2.d: Segment and blend two and three phoneme words orally.

These are some of the many examples. K.3.1: 18–19, 34–35, 52–53, 118–119, 134–135, 234–235, 252–253, 280, 292, K.3.2: 318–319, 332–333, 350–351, 380, 392, 416–417, 432–433, 450–451, 576, 588 K.5.1: 18–19, 34–35, 52–53, 186, 198, 222–223, 238–239, 256–257, 286, 298, K.5.2: 322–323, 338–339, 356–357, 488, 500, 524–525, 540–541, 558–559, 592, 604 K.6.1: 18–19, 34–35, 52–53, 180, 192, 216–217, 232–233, 250–251, 280, 292, K.6.2: 316–317, 350–351, 478, 490, 514–515, 530–531, 548–549, 576, 588

1.1.3: Apply understanding of oral language skills to develop reading skills. 1.1.3.a: Participate orally in discussions/interactions (e.g., contribute descriptions, explanations, and details) when listening to stories read aloud and/or during shared reading.

These are some of the many examples. K.1.1: 42, 44, 60–75, 89, 100–101, 144, 146, 161–171, 185, 240, 242, 258–277, 291, 304–305, K.1.2: 346, 348, 364–383, 397, 408–409, 452, 454, 469–485, 499, 510–511, 554, 556, 572–583, 597, 608–609 K.2.1: 42, 44, 60–71, 85, 96–97, 140, 142, 158–171, 185, 196–197, 240, 242, 258–271, 285, 296–297, K.2.2: 340, 342, 358–373, 387, 398–399, 442, 444, 459–473, 487, 498–499, 542, 544, 560–571, 585, 596–597 K.5.1: 42, 44, 60–71, 85, 96–97, 140–142, 158–177, 191, 202–203, 246, 248, 264–277, 291, 302–303, K.5.2: 346, 348, 363–381, 395, 406–407, 450, 452, 468–479, 493, 504–505, 548, 550, 566–583, 597, 608–609

4 Kindergarten



1.1.4: Apply understanding of phonics. 1.1.4.a: Identify letters of the alphabet. K.1.1: 20–21, 36, 54–55, 86, 97, 122–

123, 138, 156–157, 182, 193, 218–219, 234, 252–253, 288, 299, K.1.2: 324–325, 340, 358–359, 394, 405

1.1.4.b: Identify common consonant sounds and short vowel sounds.

These are some of the many examples. K.2.1: 20–21, 36, 54–55, 81, 93, 118–119, 134, 152–153, 181, 193, 218–219, 234, 252–253, 281, 293, K.2.2: 318–319, 334, 352–353, 383, 395, 420–421, 436, 454–455, 581, 593 K.3.1: 20–21, 36, 54–55, 120–121, 136, 154–155, 254–255, K.3.2: 318–319, 334, 416–417, 452–453, 516–517, 532, 550–551 K.5.1: 20–21, 36, 54–55, 116–117, 152–153, 222–223, 240, K.5.2: 322–323, 340, 444, 460–461, 524–525, 542, 560–561

1.1.4.c: Use common consonant sounds with short vowel sounds to decode three– and four–letter words.

These are some of the many examples. K.2.1: 20–21, 36, 54–55, 81, 93, 118–119, 134, 152–153, 181, 193, 218–219, 234, 252–253, 281, 293, K.2.2: 318–319, 334, 352–353, 383, 395, 420–421, 436, 454–455, 581, 593 K.3.1: 20–21, 36, 54–55, 120–121, 136, 154–155, 254–255, K.3.2: 318–319, 334, 416–417, 452–453, 516–517, 532, 550–551 K.5.1: 20–21, 36, 54–55, 116–117, 152–153, 222–223, 240, K.5.2: 322–323, 340, 444, 460–461, 524–525, 542, 560–561

1.1.4.d: Use knowledge of phonics to read unfamiliar words in isolation and in context.

These are some of the many examples. K.2.1: 20–21, 40–41, 118–119, 138–139, 218–219, 238–239, K.2.2: 318–319, 338–339, 352–353, 440–441, 454–455, 540–541 K.3.1: 20–21, 40–41, 54–55, 120–121, 140–141, 154–155, 240–241, K.3.2: 318–319, 338–339, 416–417, 438–439, 516–517, 536–537 K.5.1: 20–21, 40–41, 54–55, 116–117, 138–139, 222–223, 244–245, K.5.2: 322–323, 344–345, 448–449, 524–525, 546–547, 560–561

5 Kindergarten



1.2: Use vocabulary (word meaning) strategies to comprehend text.

1.2.1: Understand how to use resources to learn new word meanings.

1.2.1.a: Use simple resources with teacher guidance (e.g., picture dictionaries).

K.1.1: 47, 92, 149, 188, 245, 294, K.1.2: 351, 400, 457, 502, 559, 600 K.2.1: 47, 88, 145, 188, 245, 288, K.2.2: 345, 390, 447, 490, 547, 588 K.3.1: 47, 90, 147, 190, 247, 288, K.3.2: 345, 388, 445, 486, 543, 584 K.4.1: 47, 86, 143, 188, 245, 288, K.4.2: 345, 390, 447, 486, 543, 590 K.5.1: 47, 88, 145, 194, 251, 294, K.5.2: 351, 398, 455, 496, 553, 600 K.6.1: 47, 90, 147, 188, 245, 288, K.6.2: 345, 390, 447, 486, 543, 584

1.2.2: Apply vocabulary strategies in grade-level text.

1.2.2.a: Use oral language structure, letters, and pictures to predict and confirm word meaning, with teacher guidance.

These pages provide opportunities for students to apply this expectation. K.2.1: 96–97, 196–197, 240, 258–271, 296–297, K.2.2: 324–325, 340, 356–357, 526–527, 542, 558–559, 596–597 K.3.1: 42, 60–73, 98–99, 142, 159–173, 242, 296–297, K.3.2: 340, 357–371, 396–397, 494–495, 538, 556–567, 592–593 K.5.1: 42, 60–71, 96–97, 179, 202–203, 279, 302–303, K.5.2: 436, 363–381, 406–407, 450, 504–505, 608–609

1.2.2.b: Use prior knowledge and context in read aloud and/or shared reading to predict meaning of unfamiliar words.


6 Kindergarten



1.3: Build vocabulary through wide reading.

1.3.1: Understand and apply new vocabulary. 1.3.1.a: Use oral vocabulary gained through listening to a variety of read alouds from informational/expository text and literary/narrative text, including text from a variety of cultures and communities.


1.3.2: Understand and apply content/academic vocabulary. 1.3.2.a: Use content/academic vocabulary during class discussions.

K.1.1: 23, 125, 221, K.1.2: 327, 433, 535 K.2.1: 23, 121, 221, K.2.2: 321, 423, 523 K.3.1: 23, 123, 223, K.3.2: 321, 421, 519 K.4.1: 23, 119, 221, K.4.2: 321, 423, 519 K.5.1: 23, 121, 227, K.5.2: 327, 431, 529 K.6.1: 23, 123, 221, K.6.2: 321, 423, 519

1.4: Apply word recognition skills and strategies to read fluently. 1.4.1: Know common sight words appropriate to grade-level.

1.4.1.a: Read selected sight words in isolation/lists.

K.1.1: 23, 39, 125, 141, 221, 237, K.1.2: 327, 343, 433, 449, 535, 551 K.2.1: 23, 39, 121, 137, 221, 237, K.2.2: 321, 337, 423, 439, 523, 539 K.3.1: 23, 39, 123, 139, 223, 239, K.3.2: 321, 337, 421, 437, 519, 535 K.4.1: 23, 39, 119, 135, 221, 237, K.4.2: 321, 337, 423, 439, 519, 535 K.5.1: 23, 39, 121, 137, 227, 243, K.5.2: 327, 343, 431, 447, 529, 545 K.6.1: 23, 39, 123, 139, 221, 237, K.6.2: 321, 337, 423, 439, 519, 535

7 Kindergarten



1.4.1.b: Recognize common sight words in text.

K.1.1: 40–41, 142–143, 238–239, K.1.2: 344–345, 450–451, 552–553 K.2.1: 40–41, 138–139, 238–239, K.2.2: 338–339, 440–441, 540–541 K.3.1: 40–41, 140–141, 240–241, K.3.2: 338–339, 438–439, 536–537 K.4.1: 40–41, 136–137, 238–239, K.4.2: 338–339, 440–441, 536–537 K.5.1: 40–41, 138–139, 244–245, K.5.2: 344–345, 448–449, 546–547 K.6.1: 40–41, 140–141, 238–239, K.6.2: 338–339, 440–441, 536–537

EALR 2: The student understands the meaning of what is read. 2.1: Demonstrate evidence of reading comprehension. 2.1.1: Understand how to ask questions about text. 2.1.1.a: Ask and answer questions before, during, and after read aloud and/or shared reading.

These are some of the many examples. K.1.1: 42, 44, 60–75, 89, 100–101, 144, 146, 161–171, 185, 240, 242, 258–277, 291, 304–305, K.1.2: 346, 348, 364–383, 397, 408–409, 452, 454, 469–485, 499, 510–511, 554, 556, 572–583, 597, 608–609 K.2.1: 42, 44, 60–71, 85, 96–97, 140, 142, 158–171, 185, 196–197, 240, 242, 258–271, 285, 296–297, K.2.2: 340, 342, 358–373, 387, 398–399, 442, 444, 459–473, 487, 498–499, 542, 544, 560–571, 585, 596–597 K.5.1: 42, 44, 60–71, 85, 96–97, 140–142, 158–177, 191, 202–203, 246, 248, 264–277, 291, 302–303, K.5.2: 346, 348, 363–381, 395, 406–407, 450, 452, 468–479, 493, 504–505, 548, 550, 566–583, 597, 608–609

2.1.2: Understand how to create mental imagery. 2.1.2.a: Compose visual images from what is read aloud and/or during shared reading (e.g., draw a picture to represent something that was read in a story).

These pages provide opportunities for students to apply this expectation. K.1.1: 42, 44, 60–75, 89, 100–101, 144, 146, 161–171, 185, 240, 242, 258–277, 291, 304–305, K.1.2: 346, 348, 364–383, 397, 408–409, 452, 454, 469–485, 499, 510–511, 554, 556, 572–583, 597, 608–609 K.2.1: 42, 44, 60–71, 85, 96–97, 140, 142, 158–171, 185, 196–197, 240, 242, 258–271, 285, 296–297, K.2.2: 340, 342, 358–373, 387, 398–399, 442, 444, 459–473, 487, 498–499, 542, 544, 560–

8 Kindergarten



2.1.2. Continued 571, 585, 596–597 K.5.1: 42, 44, 60–71, 85, 96–97, 140–142, 158–177, 191, 202–203, 246, 248, 264–277, 291, 302–303, K.5.2: 346, 348, 363–381, 395, 406–407, 450, 452, 468–479, 493, 504–505, 548, 550, 566–583, 597, 608–609

2.1.3: Understand that some parts of the text are more important than others. 2.1.3.a: Identify important parts of informational/expository text and literary/narrative text in a group discussion.

K.2.1: 224–225, 240, 256–257, 284 K.3.1: 86, 126–127, 142, 158, 186, K.3.2: 324–325, 340, 356, 384, 522–523, 538, 554–555, 580 K.4.2: 482 K.5.2: 330–331, 346, 362, 394, 434–435, 450, 466–467, 492, 596 K.6.1: 224–225, 240, 256, 284, K.6.2: 324–325, 340, 356–357, 386

2.1.4: Understand how to use prior knowledge. 2.1.4.a: Make connections or identify similarities between self and text, from a variety of cultures and communities, after read alouds and/or shared reading.

These are some of the many examples. K.2.1: 16, 114, 214, K.2.2: 314, 324–325, 340, 356–357, 386, 416, 516, 526–527, 542, 558–559, 584 K.3.1: 16, 116, 216, K.3.2: 314, 414, 424–425, 440, 456–457, 482, 512 K.5.1: 26–27, 42, 58–59, 84, 114, 220, K.5.2: 320, 532–533, 548, 564–565, 596

2.1.5: Understand how to infer/predict meaning. 2.1.5.a: Use pictures and culturally relevant text read aloud and/or during shared reading to predict what will happen next; support predictions using information from the text.

K.1.1: 42, 44, 144, 146, 240, 242, K.1.2: 346, 348, 452, 454, 554, 556 K.2.1: 42, 44, 140, 142, 240, 242, K.2.2: 340, 342, 442, 444, 542, 544 K.3.1: 42, 44, 142, 144, 242, 244, K.3.2: 340, 342, 440, 442, 538, 540 K.4.1: 42, 44, 138, 140, 240, 242, K.4.2: 340, 342, 442, 444, 538, 540 K.5.1: 42, 44, 140, 142, 246, 248, K.5.2: 346, 348, 450, 452, 548, 550 K.6.1: 42, 44, 142, 144, 240, 242, K.6.2: 340, 342, 442, 444, 538, 540

2.1.5.b: Make inferences orally before, during, and after hearing a story using prior knowledge, story structure, and prediction.

K.3.2: 424–425, 440, 456–457, 482 K.4.1: 284 K.5.1: 290, K.5.2: 532–533, 548, 564–565, 596 K.6.1: 86, K.6.2: 522–523, 538, 554–555, 580

9 Kindergarten



2.2: Understand and apply knowledge of text components to comprehend text. 2.2.1: Know story sequence. 2.2.1.a: Retell familiar stories using a beginning, middle, and end. (Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first.)

K.1.1: 43, 145, 224–225, 240, 241, 256–257, 290, K.1.2: 347, 453, 555 K.2.1: 43, 141, 241, K.2.2: 341, 426–427, 442, 443, 458, 486, 543 K.3.1: 43, 126–127, 142, 143, 158, 186, 243, K.3.2: 341, 441, 539 K.4.1: 26–27, 42, 43, 58, 82, 139, 224–225, 240, 241, 256–257, 284, K.4.2: 341, 443, 539 K.5.1: 43, 141, 247, K.5.2: 347, 451, 549 K.6.1: 43, 143, 241, K.6.2: 341, 443, 539

2.2.2: Understand features of printed text and electronic sources. 2.2.2.a: Identify page numbers and titles in text.

K.1.1: 24, 40, 42, 126, 142, 144, 222, 238, 240, K.1.2: 328, 344, 346, 434, 450, 452, 536, 552, 554 K.2.1: 24, 40, 42, 122, 138, 140, 222, 238, 240, K.2.2: 340, 442, 542 K.3.1: 42, 142, 242, K.3.2: 322, 338, 340, 424, 440, 440, 524, 540, 542 K.4.1: 24, 40, 42, 120, 136, 138, 222, 238, 240, K.4.2: 322, 338, 340, 424, 440, 442, 520, 536, 538 K.5.1: 24, 40, 42, 122, 138, 140, 228, 244, 246, K.5.2: 328, 344, 346, 432, 448, 450, 530, 546, 548 K.6.1: 24, 40, 42, 124, 140, 142, 222, 238, 240, K.6.2: 322, 338, 340, 424, 440, 442, 520, 536, 538

2.2.2.b: Identify and use icons. These pages prepare students to meet this expectation. K.1.2: 510–511 K.5.1: 302–303 K.6.2: 398–399

2.2.3: Understand story elements. 2.2.3.a: Identify story elements of character, setting, and important events with teacher guidance.

K.1.1: 26–27, 42, 58–59, 88, 128–129, 144, 160, 184, 290, K.1.2: 396, 436–437, 452, 468, 498, 596 K.2.1: 124–125, 140, 156–157, 184, K.2.2: 386 K.3.1: 126–127, 142, 158, 186, K.3.2: 324–325, 340, 356, 384, 580 K.4.1: 184, K.4.2: 324–325, 340, 356–357, 386, 522–523, 538, 554, 586

10 Kindergarten



2.2.3.a. Continued K.5.1: 84, K.5.2: 330–331, 346, 362, 394 K.6.1: 126–127, 142, 158–159, 184, K.6.2: 324–325, 340, 356–357, 386, 426–427, 442, 458, 482

2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.1: Understand similarities within and between informational/expository text and literary/narrative text. 2.3.1.a: Identify similarities in characters and settings within and between culturally relevant literary/narrative texts read aloud and/or during shared reading.

These pages prepare students to meet this expectation. K.2.1: 26–27, 42, 58–59, 84, 284 K.3.1: 26–27, 42, 58–59, 86, 284, K.3.2: 482 K.4.1: 82 K.5.1: 230–231, 246, 262–263, 290 K.6.1: 26–27, 42, 58, 86, K.6.2: 580

2.3.1.b: Identify common information about a topic within and between texts (e.g., all birds in the text build their nests on the ground).

K.2.1: 26–27, 42, 58–59, 60–71, 84, 284 K.3.1: 26–27, 42, 58–59, 60–73, 86, 284, K.3.2: 482 K.4.1: 82 K.5.1: 230–231, 246, 262–263, 264–277, 290 K.6.1: 26–27, 42, 58, 59–73, 86, K.6.2: 580

2.3.2: Understand concept of categories.

2.3.2.a: Sort objects by various attributes such as color, size, and purpose.

K.1.2: 330–331, 346, 362–363, 396, 538–539, 554, 570–571, 596 K.2.1: 84, K.2.2: 486 K.4.2: 426–427, 442, 458, 482

2.3.2.b: Orally sort words by various attributes (e.g., food, animals, colors, shapes).

These pages prepare students to meet this expectation. K.1.2: 330–331, 346, 362–363, 396, 538–539, 554, 570–571, 596 K.2.1: 84, K.2.2: 486 K.4.2: 426–427, 442, 458, 482

2.4: Think critically and analyze author's use of language, style, purpose, and perspective in informational and literary text.

2.4.1: Understand how to give personal responses and make connections to text.

11 Kindergarten



2.4.1.a: Generate a personal response or make connections to text based on a teacher prompt using information from a culturally relevant read aloud and/or shared reading.

K.1.1: 44, 146, 242, K.1.2: 348, 454, 556 K.2.1: 44, 142, 242, K.2.2: 342, 444, 544 K.3.1: 44, 144, 244, K.3.2: 342, 442, 540 K.4.1: 44, 140, 242, K.4.2: 342, 444, 540 K.5.1: 44, 142, 248, K.5.2: 348, 452, 550 K.6.1: 44, 144, 242, K.6.2: 342, 444, 540

2.4.2: Understand purposes of simple text. 2.4.2.a: Identify the purpose of everyday printed materials (e.g., signs, labels, newspapers, story books, lists, etc.).

K.1.1: 42, 144, 240, K.1.2: 346, 408–409, 452, 510–511, 554 K.2.1: 42, 140, 240, K.2.2: 340, 442, 542 K.3.1: 42, 142, 242, K.3.2: 340, 440, 538 K.4.1: 42, 138, 240, 296–297, K.4.2: 340, 442, 538 K.5.1: 42, 140, 246, 302–303, K.5.2: 346, 450, 548 K.6.1: 42, 142, 240, K.6.2: 340, 398–399, 442, 538

EALR 3: The student reads different materials for a variety of purposes. 3.1: Read to learn new information. 3.1.1: Understand that resources contain information needed to answer questions and solve problems. 3.1.1.a: Listen to and talk about information from a variety of types of informational/expository text.

K.1.1: 196–197, K.1.2: 554, 572–583, 597 K.2.1: 42, 60–71, 85, 140, 158–171, 185, 240, 258–271, 285, K.2.2: 442, 459–473, 487, 596–597 K.3.1: 42, 60–73, 87, 296–297, K.3.2: 440, 458–469, 483, 592–593 K.4.2: 442, 459–469, 483, 598–599 K.5.1: 140, 158–177, 191, 246, 264–277, 291, K.5.2: 450, 468–479, 493 K.6.1: 98–99, 240, 257–271, 285, K.6.2: 538, 556–567, 581

12 Kindergarten



3.1.1.b: Participate in whole–group discussions to generate questions and listen to informational/ expository text for answers to those questions.

K.1.1: 196–197, K.1.2: 554, 572–583, 597 K.2.1: 42, 60–71, 85, 140, 158–171, 185, 240, 258–271, 285, K.2.2: 442, 459–473, 487, 596–597 K.3.1: 42, 60–73, 87, 296–297, K.3.2: 440, 458–469, 483, 592–593 K.4.2: 442, 459–469, 483, 598–599 K.5.1: 140, 158–177, 191, 246, 264–277, 291, K.5.2: 450, 468–479, 493 K.6.1: 98–99, 240, 257–271, 285, K.6.2: 538, 556–567, 581

3.2: Read to perform a task. 3.2.1: Understand that signs and labels convey information. 3.2.1.a: Explain the meaning of labels and environmental print.

K.1.2: 408–409, 510–511 K.4.1: 296–297 K.5.1: 302–303 K.6.2: 398–399

3.4: Read for literary/narrative experience in a variety of genres. 3.4.1: Understand different perspectives of family, friendship, culture, and traditions found in literature. 3.4.1.a: Listen to, discuss a variety of literature representing different perspectives of family, friendship, culture and tradition, and generate a personal response.

These are some of the many examples. K.2.1: 96–97, 196–197, 240, 258–271, 296–297, K.2.2: 324–325, 340, 356–357, 526–527, 542, 558–559, 596–597 K.3.1: 42, 60–73, 98–99, 142, 159–173, 242, 296–297, K.3.2: 340, 357–371, 396–397, 494–495, 538, 556–567, 592–593 K.5.1: 42, 60–71, 96–97, 179, 202–203, 279, 302–303, K.5.2: 436, 363–381, 406–407, 450, 504–505, 608–609

3.4.2: Understand traditional and contemporary literature written in a variety of genres. 3.4.2.a: Listen to and provide a personal response to literature, including culturally relevant texts from a variety of genres, by drawing, performing, and explaining.

These are some of the many examples. K.2.1: 96–97, 196–197, 240, 258–271, 296–297, K.2.2: 324–325, 340, 356–357, 526–527, 542, 558–559, 596–597 K.3.1: 42, 60–73, 98–99, 142, 159–173, 242, 296–297, K.3.2: 340, 357–371, 396–397, 494–495, 538, 556–567, 592–593 K.5.1: 42, 60–71, 96–97, 179, 202–203, 279, 302–303, K.5.2: 436, 363–381, 406–407, 450, 504–505, 608–609

13 Kindergarten



3.4.3: Understand that literature represents different cultures and traditions. 3.4.3.a: Identify and discuss the culture and/or traditions represented in a story with teacher guidance.


EALR 4: The student sets goals and evaluates progress to improve reading. 4.1: Assess reading strengths and need for improvement. 4.1.1: Washington has no content for this expectation at this grade level.

4.2: Develop interests and share reading experiences. 4.2.1: Understand how readers choose books. 4.2.1.a: Choose books and share with others with teacher guidance.

These pages prepare students to meet this expectation. K.2.1: 96–97, 196–197, 240, 258–271, 296–297, K.2.2: 324–325, 340, 356–357, 526–527, 542, 558–559, 596–597 K.3.1: 42, 60–73, 98–99, 142, 159–173, 242, 296–297, K.3.2: 340, 357–371, 396–397, 494–495, 538, 556–567, 592–593 K.5.1: 42, 60–71, 96–97, 179, 202–203, 279, 302–303, K.5.2: 436, 363–381, 406–407, 450, 504–505, 608–609

14 Grade One


Washington Grade-Level Expectations Grade 1

Washington Grade-Level Expectations

Grade 1 Scott Foresman Reading Street

GRADE: Grade 1 EALR 1: The student understands and uses different skills and strategies to read. 1.1: Use word recognition skills and strategies to read and comprehend text. 1.1.1: Understand and apply concepts of print. 1.1.1.a: Use directionality when reading independently.

These are some of the many examples. 1.R.1: 40c, 42c, 42o 1.2.1: 35b, 41a, 43a, 67b, 75b, 77a, 97b, 101b, 103a, 1.2.2: 129b, 135a, 137a, 161b, 167a, 169a, 195b, 199b, 201a 1.4.1: 45b, 49b, 51a, 79b, 85a, 87a, 111b, 117a, 119a, 1.4.2: 145b, 151a, 153a, 183b, 187b, 189a, 219b, 225a, 227a 1.5.1: 41b, 49b, 51a, 79b, 87b, 89a, 121b, 127a, 129a, 1.5.2: 157b, 163a, 165a, 195b, 199b, 201a, 233b, 239a, 241a

1.1.1.b: Identify title page, table of contents, author, and illustrator of books.

1.R.1: 18b, 44b, 58c, 66c, 68c, 70b, 1.R.2: 92c, 96b, 118c, 120c, 122b, 148b 1.1.1: 20c, 46c, 74c, 1.1.2: 102c, 128c, 154c 1.2.1: 20c, 52c, 86c, 1.2.2: 112c, 146c, 178c 1.3.1: 20c, 52c, 92c, 1.3.2: 126c, 158c, 190c 1.4.1: 20c, 60c, 96c, 1.4.2: 128c, 162c, 198c 1.5.1: 20c, 60c, 98c, 1.5.2: 138c, 174c, 210c

1.1.1.c: Recognize that print represents spoken language.

These are some of the many examples. 1.R.1: 15a–15c, 16q–16, 32f, 39a–39c, 40e–40, 42e–42g, 42–43a, 58f, 84f, 1.R.2: 91a–91c, 92e–92, 94e–94g, 117a–117c, 118e–118, 120e–120g, 146e–146g 1.2.1: 15a–16a, 18d–19a, 43d–34e, 47a–48a, 96d–96e, 1.2.2: 107a–108a, 110d–111a, 128d–128e, 141a–142a, 173a–174a 1.4.1: 15a–16a, 18d–19a, 44d–44e, 55a–56a, 58d–59a, 91a–92a, 1.4.2: 123a–124a, 157a–158a, 193a–194a, 196d–197a

15 Grade One



1.1.1.d: Recognize the difference between words and sentences (e.g., know sentences start with capital letters and end with punctuation).

1.R.1: 15h, 15t, 16k, 31a, 35d, 39h, 41d, 42k, 41d, 57a, 61d, 65d, 67d, 68k, 83a, 87d, 1.R.2: 91f, 91h, 93b, 93d, 94i, 94k, 108–109, 109a, 113d, 117h, 119d, 120k, 136c, 143h, 144c, 145d, 146c, 146k, 146o, 162c 1.1.1: 17c, 29c, 32a–33a, 37g, 1.1.2: 99c, 111c, 114a–115a, 117c, 119g, 125c, 137c, 140a–141a, 143c, 145g, 151c, 163c, 166a–167a, 169c, 171g 1.5.1: 17c, 39b, 42a–43a, 49c, 51g

1.1.1.e: Identify a word and its beginning and ending letters.

1.R.1: 14–15, 15m, 16d, 38–39, 40d, 64–65, 66d, 1.R.2: 90–91, 92d, 116–117, 118d, 142–143, 144d 1.1.1: 18c, 36c, 44c, 64c, 72c, 92c, 1.1.2: 96–97, 100c, 126c, 152c 1.2.1: 14–15, 18c, 38c, 42c, 50c, 70c, 84c, 1.2.2: 110c, 144c, 176c 1.3.1: 14–15, 18c, 46–47, 50c, 86–87, 1.3.2: 184–185 1.4.1: 28c, 58c, 90–91, 1.4.2: 122–123, 126c, 156–157, 196c 1.5.1: 14–15, 18c, 54–55, 58c, 96c, 1.5.2: 132–133, 136c, 168–169, 172c, 204–205, 208c

1.1.2: Understand and apply phonological awareness and phonemic awareness.

1.1.2.a: Identify syllables in a word auditorially.

1.R.1: 68d, 1.R.2: 136d 1.1.2: 112c, 142d 1.2.2: 198d 1.3.1: 110d, 1.3.2: 146d, 148c, 178d 1.4.2: 148c, 152c, 186c, 188c, 192–193, 222c, 226c 1.5.1: 18d–19a, 40d–40e, 50c, 58d–59a, 78d–78e, 82d, 88c

1.1.2.b: Identify and generate rhyme. 1.R.1: 42d, 1.R.2: 94d, 120d 1.1.1: 30c, 58c, 84c, 1.1.2: 138c, 164c, 168–169a, 171c 1.2.1: 66c, 1.2.2: 198–199 1.3.1: 34c, 1.3.2: 148c, 180c, 212–215, 216c, 217c 1.4.1: 44c, 1.4.2: 222–225, 227c 1.5.2: 232c, 236–239, 241c

16 Grade One



1.1.2.c: Segment and blend multi-syllabic words, including compound words.

1.R.1: 68d, 1.R.2: 136d 1.1.2: 112c, 142d 1.2.2: 198d 1.3.1: 110d, 1.3.2: 146d, 148c, 178d 1.4.1: 60a, 87a, 1.4.2: 148c, 152c, 157a–158a, 161d, 182d–182e, 186c, 188c, 192–193, 193a–194a, 197d, 198a, 218d–218e, 222c, 226c, 227a 1.5.1: 18d–19a, 40d–40e, 44d, 50c, 58d–59a, 78d–78e, 82d, 88c, 1.5.2: 174a, 201a, 205a–206a, 209d, 232d–232e, 240c

1.1.2.d: Add, delete, and/or substitute one phoneme for another in initial, medial, and final positions to make a new word.

1.3.1: 38c, 42c, 74c, 82c, 106c, 116c, 1.3.2: 142c, 174c, 208c, 212c 1.4.1: 78c, 82c, 86c, 110c, 114c, 118c, 1.4.2: 144c, 182c, 218c 1.5.1: 40c, 44c, 50c, 78c, 82c, 88c, 120c, 124c, 128c, 1.5.2: 156c, 160c, 164c, 194c, 198c, 200c, 236c, 240c

1.1.2.e: Segment and blend words orally containing three to five phonemes.

1.R.1: 16p, 42p, 58d, 68p, 84d, 1.R.2: 94p, 120p, 146p 1.1.1: 18c, 36c, 44c, 64c, 72c, 92c, 1.1.2: 96–97, 100c, 126c, 152c 1.2.1: 14–15, 18c, 38c, 42c, 50c, 70c, 84c, 1.2.2: 110c, 144c, 176c 1.3.1: 14–15, 18c, 46–47, 50c, 86–87, 1.3.2: 184–185 1.4.1: 28c, 58c, 90–91, 1.4.2: 122–123, 126c, 156–157, 196c 1.5.1: 14–15, 18c, 54–55, 58c, 96c, 1.5.2: 132–133, 136c, 168–169, 172c, 204–205, 208c

1.1.2.f: Generate words that begin or end with the same sound or different sounds.


17 Grade One



1.1.2.g: Blend and segment onset and rime. 1.R.1: 32d, 1.R.2: 110d 1.1.2: 116c, 118c, 144c, 170b

1.1.3: Apply understanding of oral language skills to develop reading skills. 1.1.3.a: Participate orally in discussions about stories listened to and read (e.g., contribute who, what, when, where in retells; contribute explanations; generate and answer questions; and make comparisons).

These are some of the many examples. 1.R.1: 28–29a, 32–33, 54–55a, 58–59, 80–81a, 84–85, 1.R.2: 106–107a, 110–111, 132–133a, 136–137, 158–159a, 162–163 1.3.1: 34–35a, 42–43, 74–75a, 82–83, 106–107a, 116–117, 1.3.2: 142–143a, 148–149, 174–175a, 180–181, 208–209a, 216–217 1.5.1: 40–41a, 50–51, 78–79a, 88–89, 120–121a, 128–129, 1.5.2: 156–157a, 164–165, 194–195a, 200–201, 232–233a, 240–241

1.1.4: Apply understanding of phonics. 1.1.4.a: Recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations).


1.1.4.b: Use onset and rime/word families to decode words in isolation and in context.

1.R.1: 32d, 1.R.2: 110d 1.1.2: 116c, 118c, 144c, 170b

1.1.4.c: Decode words in isolation and in context following common vowel patterns.

1.3.2: 153a–154a, 174d–174e, 178d, 180c 1.4.1: 15a–16a, 19d, 44d–44e, 50c, 55a–56a, 59d, 78d–78e, 82d, 86c, 91a–92a, 95d, 110d–110e, 114d, 118c, 1.4.2: 123a–124a, 127d, 144d–144e, 148d, 152c, 160d–161a, 182d–182e, 186d, 188c, 196d–197a, 218d–218e, 222d, 226c 1.5.1: 15a–16a, 19d, 40d–40e, 44d, 50c, 55a–56a, 58d–59a, 78d–78e, 82d, 88c, 93a–94a, 97d, 120d–120e, 124d, 128c, 1.5.2: 133a–134a, 137d, 156d–156e, 160d, 164c, 169a–170a, 172d–172e, 194d–194e, 198d, 200c, 236d

18 Grade One



1.1.4.d: Use knowledge of phonics to read unfamiliar words in isolation and in context.


1.1.4.e: Read compound words, contractions, and words with common inflectional endings in isolation and in context.

1.1.2: 142d 1.2.2: 198d 1.3.1: 110d, 1.3.2: 146d, 148c, 156d–157a, 174d–174e, 178d, 180c, 185a–186a, 189d, 208d–208e, 212d, 216c 1.4.1: 48d, 58d–59a, 60a, 78d–78e, 86e, 87a, 1.4.2: 157a–158a, 161d, 182d–182e, 198a, 227a 1.5.1: 96d–97c, 120d–120e, 128c, 1.5.2: 136d–137a, 156d–156e, 160d, 164c, 174a, 201a

1.2: Use vocabulary (word meaning) strategies to comprehend text. 1.2.1: Understand how to use resources to learn new vocabulary/word meanings. 1.2.1.a: Use simple resources with teacher guidance (e.g., word banks, alphabet books or charts).

1.3.1: 73g, 1.3.2: 126a, 149a, 158a, 181a 1.4.2: 143f, 162a, 168–169, 189a 1.5.1: 60a, 77g, 89a

1.2.2: Apply vocabulary strategies in grade-level text. 1.2.2.a: Use common inflectional endings to understand the meaning of words: –s, –ed, –ing, –er, –est.

1.1.2: 142d 1.2.2: 198d 1.3.2: 146d, 148c, 178d, 185a–186a, 189d, 208d–208e, 216c 1.4.1: 48d, 58d–59a, 78d–78e, 86e 1.5.1: 96d–97c, 120d–120e, 128c, 1.5.2: 136d–137a, 156d–156e, 160d, 164c

19 Grade One



1.2.2.b: Use strategies including context and re-reading to self-correct.

1.2.2: 146a, 169a 1.3.2: 190a, 217b 1.4.2: 128a, 153a 1.5.2: 138a, 146–147, 165b

1.2.2.c: Use prior knowledge, context, pictures, illustrations, and diagrams to predict and confirm word meaning with teacher guidance.

These are some of the many examples. 1.R.1: 13a–13b, 15k, 16b, 16n, 32b, 37a–37b, 40b, 42b, 42n, 58b, 63a–63b, 66b, 68b, 68n, 84b, 1.R.2: 89a–89b, 92b, 94b, 94n, 110b, 115a–115b, 118b, 120b, 120n, 136b, 141a–141b, 144b, 146b, 146n, 162b 1.3.1: 13a–13b, 18b, 34b, 38b, 42b, 45a–45b, 50b, 74b, 78b, 82b, 85a–85b, 90b, 106b, 110b, 116b, 1.3.2: 119a–119b, 124b, 142b, 146b, 148b, 151a–151b, 156b, 174b, 178b, 180b, 183a–183b, 188b, 208b, 212b, 216b 1.5.1: 13a–13b, 18b, 40b, 53a–53b, 58b, 78b, 82b, 88b, 91a–91b, 96b, 120b, 124b, 128b, 1.5.2: 131a–131b, 136b, 156b, 160b, 164b, 167a–167b, 172b, 194b, 198b, 200b, 203a–203b, 208b, 232b, 236b, 240b


1.3.1: Understand and apply new vocabulary.

1.3.1.a: Use oral and reading vocabulary gained by listening to and reading informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

These are some of the many examples. 1.R.1: 13a–13b, 15k, 16b, 16n, 32b, 37a–37b, 40b, 42b, 42n, 58b, 63a–63b, 66b, 68b, 68n, 84b, 1.R.2: 89a–89b, 92b, 94b, 94n, 110b, 115a–115b, 118b, 120b, 120n, 136b, 141a–141b, 144b, 146b, 146n, 162b 1.3.1: 13a–13b, 18b, 34b, 38b, 42b, 45a–45b, 50b, 74b, 78b, 82b, 85a–85b, 90b, 106b, 110b, 116b, 1.3.2: 119a–119b, 124b, 142b, 146b, 148b, 151a–151b, 156b, 174b, 178b, 180b, 183a–183b, 188b, 208b, 212b, 216b 1.5.1: 13a–13b, 18b, 40b, 53a–53b, 58b, 78b, 82b, 88b, 91a–91b, 96b, 120b, 124b, 128b, 1.5.2: 131a–131b, 136b, 156b, 160b, 164b, 167a–167b, 172b, 194b, 198b, 200b, 203a–203b, 208b, 232b, 236b, 240b

20 Grade One



1.3.2: Understand and apply content/academic vocabulary. 1.3.2.a: Use content/academic vocabulary during class discussions and/or writing (e.g., ethnic and native language terminology; terms specific to geographical settings; terms specific to literature, science, math, and writing).

1.1.1: 13b, 39b, 67b, 1.1.2: 95b, 121b, 147b 1.2.1: 13b, 45b, 79b, 1.2.2: 105b, 139b, 171b 1.3.1: 13b, 45b, 85b, 1.3.2: 119b, 151b, 183b 1.4.1: 13b, 53b, 89b, 1.4.2: 121b, 155b, 191b 1.5.1: 13b, 53b, 91b, 1.5.2: 131b, 167b, 203b

1.4: Apply word recognition skills and strategies to read fluently. 1.4.1: Know common sight words appropriate to grade-level. 1.4.1.a: Read selected sight words with automaticity.

These are some of the many examples. 1.R.1: 16h, 17, 32e, 41, 43b–43c, 43, 58f, 67, 68h, 69, 84f, 1.R.2: 93, 94h, 95, 110f, 119, 120h, 121, 136f, 145, 146h, 147 1.2.1: 17, 19, 34g, 49, 51, 66g, 83, 85, 96g, 1.2.2: 109, 111, 128g, 143, 145, 160g, 177 1.4.1: 17, 19, 44g, 57, 59, 78g, 93, 95, 110g, 1.4.2: 125, 127, 144g, 159, 161, 182g, 195, 197, 218g

1.4.2: Apply fluency to enhance comprehension. 1.4.2.a: Read aloud familiar grade-level text with accuracy in a manner that sounds like natural speech.

These are some of the many examples. 1.2.1: 35b, 41a, 43a, 67b, 75b, 77a, 97b, 101b, 103a, 1.2.2: 129b, 135a, 137a, 161b, 167a, 169a, 195b, 199b, 201a 1.4.1: 45b, 49b, 51a, 79b, 85a, 87a, 111b, 117a, 119a, 1.4.2: 145b, 151a, 153a, 183b, 187b, 189a, 219b, 225a, 227a 1.5.1: 41b, 49b, 51a, 79b, 87b, 89a, 121b, 127a, 129a, 1.5.2: 157b, 163a, 165a, 195b, 199b, 201a, 233b, 239a, 241a

1.4.2.b: Read aloud unpracticed grade-level text with fluency in a range of 50–65+ words correct per minute.

These are some of the many examples. 1.2.1: 35b, 41a, 43a, 67b, 75b, 77a, 97b, 101b, 103a, 1.2.2: 129b, 135a, 137a, 161b, 167a, 169a, 195b, 199b, 201a 1.4.1: 45b, 49b, 51a, 79b, 85a, 87a, 111b, 117a, 119a, 1.4.2: 145b, 151a, 153a, 183b, 187b, 189a, 219b, 225a, 227a

21 Grade One



1.4.2.b. Continued 1.5.1: 41b, 49b, 51a, 79b, 87b, 89a, 121b, 127a, 129a, 1.5.2: 157b, 163a, 165a, 195b, 199b, 201a, 233b, 239a, 241a

EALR 2: The student understands the meaning of what is read.

2.1: Demonstrate evidence of reading comprehension. 2.1.1: Understand how to use questioning when reading. 2.1.1.a: Ask and answer questions before, during, and after read aloud, instruction/practice time, and independent reading.

1.R.1: 18b–29a, 1.R.2: 96b, 96–97, 104–105, 110–111, 122b–133a 1.1.1: 20c–29a 1.2.1: 52c–65a, 1.2.2: 178c, 193a, 197c 1.3.1: 92c–105a 1.4.1: 20c–43a, 1.4.2: 128c–143a 1.5.1: 20c–39a, 98c–119a

2.1.2: Understand how to create mental imagery.

2.1.2.a: Compose visual images from what is read aloud and/or read by self (e.g., draw a picture to represent something that was read in a story).

These pages provide opportunities for students to apply this expectation. 1.R.1: 18b–29a, 44b–55a, 70b–81a, 1.R.2: 96b–107a, 122b–133a, 148b–159a 1.2.1: 20c–35a, 52c–67a, 86c–97a, 1.2.2: 112c–129a, 146c–161a, 178c–195a 1.5.1: 20c–41a, 50–51, 60c–79a, 98c–121a, 1.5.2: 138c–157a, 174c–195a, 210c–233a, 235b, 240–241

2.1.3: Understand and determine important or main ideas and important details in text. 2.1.3.a: State main idea and list important details in informational/expository text, verbally or by using graphic organizers.

1.1.1: 117a, 119b, 1.1.2: 99a, 102c, 106–107, 108–109, 111a, 113a, 125a, 128c, 132–133, 134–135, 139a, 142–143, 145b 1.2.1: 92–93 1.5.1: 74–75, 1.5.2: 135a, 138c, 142–143, 144–145, 146–147, 150–151, 152–153, 157a, 165b

2.1.3.b: State the gist of the story or poem with teacher guidance.

1.4.1: 57a–57b, 60c–79a, 87b, 1.4.2: 159a, 162c, 166–167, 168–169, 172–173, 176–177, 178–179 1.5.1: 40h, 1.5.2: 207a, 210c, 231a, 232h, 233a, 235a, 241b, 241d, 241f

22 Grade One



2.1.4: Understand how to use prior knowledge. 2.1.4.a: Make connections or identify similarities between self and text and text-to-text including text from a variety of cultures and communities, after read aloud and independent reading.

1.R.1: 18b, 44b, 70b, 1.R.2: 96b, 122b, 148b 1.1.1: 20c, 46c, 74c, 1.1.2: 102c, 128c, 154c 1.2.1: 20c, 52c, 86c, 1.2.2: 112c, 146c, 178c 1.3.1: 20c, 52c, 92c, 1.3.2: 126c, 158c, 190c 1.4.1: 20c, 60c, 96c, 1.4.2: 128c, 162c, 198c 1.5.1: 20c, 60c, 98c, 1.5.2: 138c, 174c, 210c

2.1.5: Understand how to infer/predict meaning. 2.1.5.a: Make and confirm predictions based on information from culturally relevant text (through support of teacher questions).

1.R.1: 18b, 44b, 44–45, 70b, 1.R.2: 96b, 122b, 148b 1.1.1: 20c, 46c, 74c, 1.1.2: 102c, 128c, 154c 1.2.1: 20c–35a, 52c, 86c, 1.2.2: 112c, 146c, 178c 1.3.1: 20c, 52c, 92c, 1.3.2: 126c, 158c, 190c 1.4.1: 20c, 60c, 96c, 1.4.2: 128c, 162c, 198c–219a 1.5.1: 20c, 60c, 98c, 1.5.2: 138c, 174c, 210c

2.1.5.b: Make inferences before, during, and after hearing or reading a culturally relevant story using prior knowledge, story structure, and prediction.

1.R.1: 18b, 44b, 70b, 1.R.2: 96b, 122b, 148b 1.1.1: 20c, 46c, 74c, 1.1.2: 102c, 128c, 154c 1.2.1: 20c, 52c, 86c, 1.2.2: 112c–129a, 146c, 178c 1.3.1: 20c, 52c–75a, 92c, 1.3.2: 126c, 158c, 190c 1.4.1: 20c, 60c, 96c, 1.4.2: 128c, 162c, 198c 1.5.1: 20c, 60c, 98c, 1.5.2: 138c, 174c, 210c–233a

2.2: Understand and apply knowledge of text components to comprehend text. 2.2.1: Know story sequence. 2.2.1.a: Retell stories with correct sequence of events. (Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first.)

1.R.1: 28–29, 54–55, 80–81, 1.R.2: 106–107, 132–133, 158–159 1.1.1: 30–31, 58–59, 84–85, 1.1.2: 112–113, 138–139, 164–165 1.2.1: 34–35, 66–67, 96–97, 1.2.2: 128–129, 160–161, 194–195 1.3.1: 34–35, 74–75, 106–107, 1.3.2:

23 Grade One



2.2.1.a. Continued 142–143, 174–175, 208–209 1.4.1: 44–45, 78–79, 110–111, 1.4.2: 144–145, 182–183, 218–219 1.5.1: 40–41, 78–79, 120–121, 1.5.2: 156–157, 194–195, 232–233

2.2.2: Understand and apply features of printed text and electronic sources to locate and understand information.

2.2.2.a: Identify and use title pages, table of contents, glossary, diagrams, and maps to find information.

1.R.1: 18b, 31b, 44b, 57b, 70b, 1.R.2: 96b, 109b, 122b, 148b 1.1.1: 20c, 46c, 74c, 1.1.2: 102c, 128c, 154c 1.2.1: 20c, 52c, 86c, 1.2.2: 112c, 146c, 178c 1.3.1: 20c, 52c, 92c, 1.3.2: 126c, 158c, 190c 1.4.1: 20c, 60c, 96c, 1.4.2: 128c, 162a, 162c, 189a, 198c 1.5.1: 20c, 60a, 60c, 89a, 98c, 1.5.2: 138c, 174c, 210c

2.2.2.b: Identify and use icons, pull–down menus, and toolbars.

1.3.2: 173f, 178i, 178–179a 1.4.2: 181f, 186i, 186–187a 1.5.2: 193f, 198i, 198–199a

2.2.3: Understand story elements. 2.2.3.a: Identify and explain story elements. 1.R.1: 39d–39e, 41a, 42h, 65d–65e, 67a,

1.R.2: 117d–117e, 119a 1.1.1: 17a–17b, 37b, 43a–43b, 65b, 71a–71b, 93b 1.4.1: 57a–57b, 87b, 1.4.2: 159a–159b, 189b 1.5.1: 17a–17b, 51b, 1.5.2: 171a–171b, 201b, 207a–207b, 241b

2.2.4: Understand simple organizational structures of text. 2.2.4.a: Predict text patterns using attribute and/or concept books.

1.R.1: 70–71 1.1.2: 151a–151b, 154c–165a, 171b 1.2.1: 17a–17b, 20c–35a, 43b, 49a–49b, 52c–67a, 77b, 1.2.2: 109a–109b, 112c–129a, 137b 1.3.1: 17a–17b, 20c–35a, 43b 1.4.2: 195a–195b, 198c–219a, 227b 1.5.2: 171a–171b, 174c–195a, 201b

2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

24 Grade One



2.3.1: Understand similarities and differences within and between informational/expository and literary/narrative text.

2.3.1.a: Explain similarities and differences in character, setting, and important events within and between culturally relevant literary/narrative texts which are read or listened to.

1.R.1: 15d–15e, 15q, 32–33 1.2.2: 175a–175b, 201b 1.3.1: 49a–49b, 83b 1.5.1: 17a–17b, 51b, 95a–95b, 129b

2.3.1.b: Identify similar information about a topic contained in more than one informational/expository text.

These are some of the many examples. 1.1.1: 33c, 35f, 61c, 63f, 87c, 91e, 1.1.2: 115c, 117f, 141c, 143f, 167c, 169f 1.3.1: 37c, 41e, 77c, 81e, 109c, 115f, 1.3.2: 145c, 147f, 177c, 179f, 211c, 215e 1.4.1: 47c, 49f, 81c, 83f, 113c, 117e, 1.4.2: 147c, 151e, 185c, 187f, 221c, 225e

2.3.2: Understand concept of categories.

2.3.2.a: Sort words by various attributes (e.g., robins, parrots, and ducks are all birds).

1.R.1: 15q, 35a, 67a, 87a, 1.R.2: 93a, 113a, 145a, 165a 1.1.2: 128a, 145b 1.2.1: 20a, 43b, 1.2.2: 112a, 137b 1.4.1: 96a, 119a 1.5.1: 98a, 129a


2.4.1: Understand how to give personal or text-based responses and make connections to text.

2.4.1.a: Generate a personal or text-based response and/or make connections to text based on teacher prompt using information from a culturally relevant reading or read aloud.

1.R.1: 29a, 55a, 81a, 1.R.2: 107a, 133a, 159a 1.1.1: 31a, 59a, 85a, 1.1.2: 113a, 139a, 165a 1.2.1: 35a, 67a, 97a, 1.2.2: 129a, 161a, 195a 1.3.1: 35a, 75a, 107a, 1.3.2: 143a, 175a, 209a 1.4.1: 45a, 79a, 111a, 1.4.2: 145a, 183a, 219a 1.5.1: 41a, 79a, 121a, 1.5.2: 157a, 195a, 233a

25 Grade One



2.4.2: Understand purposes of text. 2.4.2.a: Identify the purpose of printed materials (e.g., everyday materials, including lists, signs, cereal boxes; fairy tales; fables; and informational/expository trade books).

These are some of the many examples. 1.R.1: 17c, 18b, 43d, 44b, 69c, 70b, 83b, 1.R.2: 95c, 96b, 109b, 110i, 110–111a, 121c, 122b, 135b, 147c, 148b 1.3.1: 20c, 33b, 52c, 92c, 105b, 1.3.2: 126c, 141a, 146i, 146–147a, 158c, 173a, 190c, 207b 1.4.1: 20c, 48i, 48–49a, 60c, 77b, 96c, 1.4.2: 128c, 143a, 148i, 148–149a, 162c, 186i, 186–187a, 198c

EALR 3: The student reads different materials for a variety of purposes. 3.1: Read to learn new information. 3.1.1: Understand that resources answer questions and solve problems. 3.1.1.a: Listen to and/or read a variety of types of informational/expository text to learn new information, answer questions, or solve problems with teacher guidance.

These are some of the many examples. 1.1.1: 29g, 33c, 35f, 61c, 63f, 87c, 91e, 1.1.2: 115c, 117f, 141c, 143f, 167c, 169f 1.3.1: 37c, 41e, 77c, 81e, 92c–107a, 109c, 115f, 1.3.2: 145c, 177c, 179f, 211c, 215e 1.4.1: 47c, 49f, 81c, 85e, 96c–111a, 113c, 117e, 1.4.2: 128c–145a, 147c, 151e, 185c, 187f, 221c, 225e

3.2: Read to perform a task. 3.2.1: Understand how to read for information. 3.2.1.a: Read and explain labels and environmental print.

1.R.1: 83b, 1.R.2: 109b, 110i, 110–111a, 135b 1.1.2: 142i, 142–143a 1.2.1: 95q, 100i, 100–101a 1.3.2: 146i, 146–147a 1.4.1: 48i, 48–49a, 1.4.2: 148i, 148–149a, 186i, 186–187a 1.5.2: 198i, 198–199a

3.2.1.b: Read and follow simple directions. 1.R.1: 41e, 42l, 86–87, 1.R.2: 93e, 94l, 120i, 119e 1.2.2: 197b, 200–201 1.3.2: 146i, 146–147, 149c, 1.4.2: 148i, 148–151

3.2.1.c: Use cover and title page information, page numbers, and simple maps to perform a task.

1.R.1: 18b, 31b, 44b, 57b, 70b, 1.R.2: 96b, 109b, 122b, 148b 1.1.1: 20c, 46c, 74c, 1.1.2: 102c, 128c, 154c 1.2.1: 20c, 52c, 86c, 1.2.2: 112c, 146c, 178c 1.3.1: 20c, 52c, 92c, 1.3.2: 126c, 158c, 190c 1.4.1: 20c, 60c, 96c, 1.4.2: 128c, 162c, 198c 1.5.1: 20c, 60c, 98c, 1.5.2: 138c, 174c, 210c

26 Grade One



3.4: Read for literary/narrative experience in a variety of genres.

3.4.1: Understand different perspectives of family, friendship, culture, and traditions found in literature.

3.4.1.a: Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

These are some of the many examples. 1.R.1: 18b–29a, 32–33, 44b–55a, 58–59, 70b–81a, 84–85, 1.R.2: 96b–107a, 110–111, 122b–133a, 136–137, 148b–159a, 162–163 1.2.1: 20c–35a, 38–41, 52c–67a, 70–75a, 86c–97a, 100–101a, 1.2.2: 112c–129a, 132–135, 146c–161a, 164–167, 178c–195a, 198–199 1.4.1: 20c–45a, 48–49a, 60c–79a, 82–85, 96c–111a, 114–117, 1.4.2: 128c–145a, 148–151, 162c–183a, 186–187a, 198c–219a, 222–225

3.4.2: Understand traditional and contemporary literature in a variety of genres. 3.4.2.a: Identify the characteristics of a variety of genres.

1.R.1: 17c, 18b, 43d, 44b, 69c, 70b, 1.R.2: 95c, 96b, 121c, 122b, 147c, 148b 1.1.1: 20c, 29b, 46c, 57a, 74c, 83b, 1.1.2: 102c, 111b, 128c, 154c, 163b 1.2.1: 20c, 52c, 86c, 95b, 1.2.2: 112c, 146c, 178c 1.3.1: 20c, 33b, 52c, 92c, 105b, 1.3.2: 126c, 141a, 158c, 173a, 190c, 207b 1.4.1: 20c, 60c, 77b, 96c, 1.4.2: 128c, 143a, 162c, 198c 1.5.1: 20c, 60c, 77b, 98c, 119b, 1.5.2: 138c, 174c, 193a, 210c, 231b

3.4.2.b: Listen, read, and respond to literature from a variety of genres, including culturally relevant texts, by drawing, writing about, performing, and presenting.

These are some of the many examples. 1.R.1: 18b–29a, 32–33, 44b–55a, 58–59, 70b–81a, 84–85, 1.R.2: 96b–107a, 110–111, 122b–133a, 136–137, 148b–159a, 162–163 1.2.1: 20c–35a, 38–41, 52c–67a, 70–75a, 86c–97a, 100–101a, 1.2.2: 112c–129a, 132–135, 146c–161a, 164–167, 178c–195a, 198–199 1.4.1: 20c–45a, 48–49a, 60c–79a, 82–85, 96c–111a, 114–117, 1.4.2: 128c–145a, 148–151, 162c–183a, 186–187a, 198c–219a, 222–225

27 Grade One



3.4.3: Understand that literature represents different cultures and traditions. 3.4.3.a: Identify and discuss the culture and/or traditions represented in a story with teacher guidance.

These pages provide opportunities for students to apply this expectation. 1.R.1: 18b–29a, 32–33, 44b–55a, 58–59, 70b–81a, 84–85, 1.R.2: 96b–107a, 110–111, 122b–133a, 136–137, 148b–159a, 162–163 1.2.1: 20c–35a, 38–41, 52c–67a, 70–75a, 86c–97a, 100–101a, 1.2.2: 112c–129a, 132–135, 146c–161a, 164–167, 178c–195a, 198–199 1.4.1: 20c–45a, 48–49a, 60c–79a, 82–85, 96c–111a, 114–117, 1.4.2: 128c–145a, 148–151, 162c–183a, 186–187a, 198c–219a, 222–225

EALR 4: The student sets goals and evaluates progress to improve reading. 4.1: Assess reading strengths and need for improvement. 4.1.1: Understand how to monitor reading progress. 4.1.1.a: Explain own reading behaviors in teacher-led discussions/questioning.

1.R.2: 122b, 122–123, 128–129 1.1.1: 20c, 24–25, 28–29 1.2.1: 52c, 54–55, 60–61, 64–65 1.3.1: 92c, 96–97, 102–103, 104–105 1.4.1: 20c, 26–27, 28–29, 32–33, 42–43 1.5.1: 20c, 24–25, 28–29, 34–35, 36–37

4.1.2: Understand how to set reading goals. 4.1.2.a: Explain why setting a reading goal is important and set a reading goal with teacher guidance.

These pages prepare students to meet this expectation. 1.R.2: 122b, 122–123, 128–129 1.1.1: 20c, 24–25, 28–29 1.2.1: 52c, 54–55, 60–61, 64–65 1.3.1: 92c, 96–97, 102–103, 104–105 1.4.1: 20c, 26–27, 28–29, 32–33, 42–43 1.5.1: 20c, 24–25, 28–29, 34–35, 36–37

4.2: Develop interests and share reading experiences. 4.2.1: Understand how readers choose books. 4.2.1.a: Identify favorite books and share reasons for the choice with others.

These pages prepare students to meet this expectation. 1.R.1: 18b–29a, 32–33, 44b–55a, 58–59, 70b–81a, 84–85, 1.R.2: 96b–107a, 110–111, 122b–133a, 136–137, 148b–159a, 162–163 1.2.1: 20c–35a, 38–41, 52c–67a, 70–75a, 86c–97a, 100–101a, 1.2.2: 112c–129a, 132–135, 146c–161a, 164–167, 178c–195a, 198–199 1.4.1: 20c–45a, 48–49a, 60c–79a, 82–85, 96c–111a, 114–117, 1.4.2: 128c–145a, 148–151, 162c–183a, 186–187a, 198c–219a, 222–225

28 Grade One



4.2.1.b: Self-select books at an independent level and an instructional level.

1.R.1: CL24–CL29, 1.R.2: CL24–CL29 1.1.1: CL24–CL29, 1.1.2: CL24–CL29 1.2.1: CL24–CL29, 1.2.2: CL24–CL29 1.3.1: CL24–CL29, 1.3.2: CL24–CL29 1.4.1: CL24–CL29, 1.4.2: CL24–CL29 1.5.1: CL24–CL29, 1.5.2: CL24–CL29

29 Grade Two





GRADE: Grade 2 EALR 1: The student understands and uses different skills and strategies to read. 1.1: Use word recognition skills and strategies to read and comprehend text. 1.1.4: Apply understanding of phonics. 1.1.4.a: Use knowledge of phonics to read unfamiliar words in grade-level text.

2.1.1: 23a, 24, 24a, 44c, 44d, 55a, 72c, 72d, 85a, 86a, 104c, 104d, 2.1.2: 140c, 144c, 154a, 174d 2.2.1: 190a, 208d, 240d, 251a, 252a, 268c, 268d, 2.2.2: 317a, 318a, 336c, 336d 2.3.1: 351a, 372d, 385a, 386a, 406c, 406d, 443c 2.3.2: 456a, 470c, 470d 2.4.1: 42c, 42d, 56a, 57a, 76c, 76d, 86a, 110c, 110d, 114c, 2.4.2: 144d, 178d 2.5.1: 212d, 258a, 259a, 278c, 278d 2.5.2: 290a, 291a, 314c, 314d, 326a, 327a, 348c, 348d 2.6.1: 382d, 418d, 448d, 2.6.2: 488c, 488d, 520c, 520d

1.1.4.b: Read words in isolation and in context containing complex letter patterns/word families (e.g., –ought, –aught).

2.3.2: 455a, 456a, 456c–456c, 458c, 470c, 470d, 474d, 474e–474f, 479e, 512c 2.4.1: 46d 2.5.2: 326a, 326–327, 327a, 327c–327d, 330c, 348c, 348d, 352d, 352e–352f, 357e 2.6.1: 386c, 422d

1.1.4.c: Use multi-syllabic decoding when reading two and three syllable words in isolation and in context (e.g., super follows v/cv pattern; supper follows vc/cv).

2.1.1: 23a, 24a, 26c, 48c, 48d, 55a, 56, 56a, 56b, 56c, 76c, 76d, 76e–76f, 80c, 81e, 88c, 108c, 108d, 2.1.2: 144d 2.2.1: 252a 2.3.1: 448d, 2.4.1: 114d

1.2: Use vocabulary (word meaning) strategies to comprehend text. 1.2.1: Apply reference skills to determine word meanings. 1.2.1.a: Use glossaries and dictionaries to find word meanings.

2.2.1: 192f, 216–217, 224f, 234–235 2.5.1: 228g, 228–229, 248g

1.2.2: Apply vocabulary strategies in grade-level text. 1.2.2.a: Use prefixes, suffixes, inflectional endings, and abbreviated words to determine the meaning of unknown words in grade-level text.

2.3.1: 380–381, 388f, 392–393, 416–417 2.4.1: 25a, 90g, 100–101, 110g, 119a, 2.4.2: 160g, 160–161, 170–171, 178g, 186–187 2.5.1: 195a, 196g, 196–197, 204–205, 212g, 220–221, 2.5.2: 227a, 261a, 330g, 330–331, 348g, 356–357 2.6.1: 356b, 365a, 381c, 384a, 384–385, 389b, 391g, 394a, 394–395, 395a, 395c–395d, 398c, 418c, 422d, 422e–422f, 424c, 452c, 2.6.2: 524d

30 Grade Two



1.2.2.b: Re-read to clarify, read on, ask for help, adjust reading rate, use knowledge of print conventions, and/or attempt alternative pronunciation for unknown words to determine meaning of unknown words; substitute familiar words for unknown.

2.2.1: 192f, 204–205, 216–217, 2.2.2: 320f, 324–325, 344–345 2.5.1: 228g, 228–229 2.6.2: 464g, 464–465, 476–477, 488g, 494–495

1.2.2.c: Use prior knowledge and context to predict and confirm meanings of unknown words.

2.2.1: 192f, 204–205, 216–217, 2.2.2: 320f, 324–325, 344–345 2.4.1: 25a, 59a, 89a, 2.4.2: 125a, 144g, 159a 2.5.1: 195a, 227a, 228g, 228–229, 261a, 2.5.2: 293a, 329a 2.6.1: 365a, 366g, 397a, 431a, 2.6.2: 463a, 464g, 464–465, 476–477, 488g, 494–495, 501a

1.2.2.d: Use pictures, illustrations, and diagrams to clarify/expand word meaning.

These pages prepare students to meet this expectation. 2.1.1: 20j, 20–21, 26a, 26b, 26–27, 44a, 44b, 48a–48b, 50a–50b, 51k, 52j, 52–53, 58a–58b, 58–59, 72a–72b, 76a, 76b, 80a–80b, 81k, 82j, 82–83, 88a, 88b, 88–89, 104a–104b, 108a–108b, 112a–112b, 113k, 2.1.2: 114j, 114–115, 120a–120b, 120–121, 140a–140b, 144a–144b, 148a–148b, 149k, 150j, 150–151, 156a–156b, 156–157, 174a, 174b, 178a–178b, 182a–182b, 183k 2.2.1: 186j, 186–187, 192a–192b, 192–193, 208a–208b, 212a–212b, 216a–216b, 217k, 218j, 218–219, 224a–224b, 224–225, 240a–240b, 244a–244b, 246a–246b, 247k, 248j, 248–249, 254a–254b, 254–255, 268a–268b, 272a–272b, 276a–276b, 277k, 2.2.2: 278j, 278–279, 284a–284b, 284–285, 302a–302b, 306a–306b, 312a–312b, 313k, 314j, 314–315, 320a–320b, 320–321, 336a, 336b, 340a–340b, 344a–344b, 345k 2.3.1: 348j, 348–349, 354a–354b, 354–355, 372a–372b, 376a–376b, 380a–380b, 381k, 382j, 382–383, 388a–388b, 398–399, 406a–406b, 410a–410b, 416a–416b, 417k, 418j, 418–419, 424a–424b, 424–425, 444a–444b, 448a–448b, 450a–450b, 451k, 2.3.2: 452j, 452–453, 458a–458b, 458–459, 470a–470b, 474a–474b, 478a–478b, 479k, 480j, 480–481, 486a–486b, 486–487, 508a–508b, 512a–512b, 516a–516b, 517k 2.4.1: 20j, 20–21, 26a, 28–29, 42a–42b, 46a–46b, 52a–52b, 53k, 54j, 54–55, 60a–60b, 62–63, 76a–76b, 80a–80b, 82a–82b, 83k, 84j, 84–85, 90a–90b, 92–93, 110a–110b, 114a–114b, 118a–118b, 119k, 2.4.2:

31 Grade Two



1.2.2.d. Continued 120j, 120–121, 126a–126b, 128–129, 144a–144b, 148a–148b, 152a–152b, 153k, 154j, 154–155, 160a–160b, 162–163, 178a–178b, 182a–182b, 186a–186b, 187k 2.5.1: 190j, 190–191, 196a–196b, 198–199, 212a–212b, 216a–216b, 220a–220b, 221k, 222j, 222–223, 228a–228b, 230–231, 248a–248b, 252a–252b, 254a–254b, 255k, 256j, 256–257, 262a, 262b, 264–265, 278a–278b, 282a–282b, 286a–286b, 287k, 2.5.2: 288j, 288–289, 294a–294b, 296–297, 314a–314b, 318a–318b, 322a–322b, 323k, 324j, 324–325, 330a–330b, 332–333, 334a–334b, 352a–352b, 356a–356b, 357k 2.6.1: 360j, 360–361, 366a–366b, 368–369, 382a–382b, 386a–386b, 390a–390b, 391k, 392j, 392–393, 398a–398b, 400–401, 418a–418b, 422a–422b, 424a–424b, 425k, 426j, 426–427, 432a–432b, 434–435, 448a–448b, 452a–452b, 456a–456b, 457k, 2.6.2: 458j, 458–459, 464a–464b, 466–467, 488a–488b, 492a–492b, 494a–494b, 495k, 496j, 496–497, 502a–502b, 504–505, 520a–520b, 524a–524b, 528a–528b, 529k


1.3.1: Understand and apply new vocabulary.

1.3.1.a: Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

These pages prepare students to meet this expectation. 2.4.1: 25a, 26f, 36–37, 42g, 53b, 59a, 60f, 76g, 83b, 89a, 90f, 110g, 119b, 2.4.2: 125a, 126f, 134–135, 136–137, 144g, 153b, 159a, 160f, 168–169, 172–173, 178g, 187b 2.5.1: 195a, 196f, 206–207, 212g, 221b, 227a, 228f, 248g, 255b, 261a, 262f, 270–271, 272–273, 278g, 287b 2.5.2: 293a, 294f, 314g, 323b, 329a, 330f, 348g, 357b 2.6.1: 365a, 366f, 372–373, 374–375, 382g, 391b, 397a, 398f, 402–403, 418g, 425b, 431a, 432f, 438–439, 440–441, 448g, 457b, 2.6.2: 463a, 464f, 472–473, 478–479, 488g, 495b, 501a, 502f, 514–515, 520g, 529b

1.3.2: Understand and apply content/academic vocabulary.

32 Grade Two



1.3.2.a: Identify and define unfamiliar words that would be important to know in order to read a new text with teacher guidance.

2.4.1: 25a, 26f, 36–37, 42g, 53b, 59a, 60f, 76g, 83b, 89a, 90f, 110g, 119b, 2.4.2: 125a, 126f, 134–135, 136–137, 144g, 153b, 159a, 160f, 168–169, 172–173, 178g, 187b 2.5.1: 195a, 196f, 206–207, 212g, 221b, 227a, 228f, 248g, 255b, 261a, 262f, 270–271, 272–273, 278g, 287b, 2.5.2: 293a, 294f, 314g, 323b, 329a, 330f, 348g, 357b 2.6.1: 365a, 366f, 372–373, 374–375, 382g, 391b, 397a, 398f, 402–403, 418g, 425b, 431a, 432f, 438–439, 440–441, 448g, 457b, 2.6.2: 463a, 464f, 472–473, 478–479, 488g, 495b, 501a, 502f, 514–515, 520g, 529b

1.3.2.b: Use new vocabulary in oral and written communication.

These pages prepare students to meet this expectation. 2.4.1: 25a, 26f, 36–37, 42g, 53b, 59a, 60f, 76g, 83b, 89a, 90f, 110g, 119b, 2.4.2: 125a, 126f, 134–135, 136–137, 144g, 153b, 159a, 160f, 168–169, 172–173, 178g, 187b 2.5.1: 195a, 196f, 206–207, 212g, 221b, 227a, 228f, 248g, 255b, 261a, 262f, 270–271, 272–273, 278g, 287b, 2.5.2: 293a, 294f, 314g, 323b, 329a, 330f, 348g, 357b 2.6.1: 365a, 366f, 372–373, 374–375, 382g, 391b, 397a, 398f, 402–403, 418g, 425b, 431a, 432f, 438–439, 440–441, 448g, 457b, 2.6.2: 463a, 464f, 472–473, 478–479, 488g, 495b, 501a, 502f, 514–515, 520g, 529b

1.4: Apply word recognition skills and strategies to read fluently. 1.4.1: Know common sight words appropriate to grade-level. 1.4.1.a: Read with automaticity an increasing number of common sight words.

2.1.1: 24b, 25, 26e, 32–33, 44g, 48e, 50c, 51b, 51e, 56b, 57, 58e, 64–65, 72g, 76e, 80c, 81b, 81e, 86b, 87, 88e, 96–97, 104g, 108e, 112c, 113b, 113e, 2.1.2: 118b, 119, 120e, 126–127, 140g, 144e, 148c, 149b, 149e, 154b, 155, 156e, 170–171, 174g, 178e, 182c, 183b, 183e 2.2.1: 190b, 191, 192e, 208g, 212e, 216c, 217b, 217e, 222b, 223, 224e, 228–229, 240g, 244e, 246c, 247b, 247e, 252b, 253, 254e, 268g, 272e, 276c, 277b, 277e, 2.2.2: 282b, 283, 284e, 296–297, 302g, 306e, 312c, 313b, 313e, 318b, 319, 320e, 328–329, 336g, 340e, 344c, 345b, 345e 2.3.1: 352b, 353, 354e, 368–369, 372g, 376e, 380c, 381b, 381e, 386b, 387, 388e, 406g, 410e, 416c, 417b, 417e, 422b, 423, 424e, 444g, 448e, 450c, 451b, 451e, 2.3.2: 456b, 457, 458e, 460–461, 470g, 474e, 478c, 479b, 479e, 484b, 485, 486e, 494–495, 508g, 512e, 516c, 517b, 517e

33 Grade Two



1.4.1.a. Continued 2.4.1: 23c, 42g, 46e, 57c, 76g, 80e, 87c, 110g, 114e, 2.4.2: 123c, 144g, 148e, 157c, 178g, 182e 2.5.1: 193c, 212g, 216e, 225c, 248g, 252e, 259c, 278g, 282e, 2.5.2: 291c, 314g, 318e, 327c, 348g, 352e 2.6.1: 363c, 382g, 386e, 395c, 418g, 422e, 429c, 448g, 452e, 2.6.2: 461c, 488g, 492e, 499c, 520g, 524e

1.4.2: Apply fluency to enhance comprehension. 1.4.2.a: Read grade-level text aloud fluently with expression.

2.1.2: 174f, 181a, 183a 2.2.1: 240f, 245b, 247a, 2.2.2: 302f, 311b, 313a 2.3.2: 508f, 515a, 517a 2.4.2: 144f, 151a, 153a, 178f, 185a, 187a 2.5.1: 278f, 285a, 287a, 314f, 321a, 2.5.2: 323a


2.1.1: 49b, 49c, 51d–51f, 79a, 79b, 81d–81f, 111a, 111b, 113d–113f, 2.1.2: 147a, 147b, 149d–149f, 181a, 181b, 183d–183f 2.2.1: 215a, 215b, 217d–217f, 245b, 245c, 247d–247f, 275a, 275b, 277d–277f, 2.2.2: 311b, 311c, 313d–313f, 343a, 343b, 345d–345f 2.3.1: 379a, 379b, 381d–381f, 415b, 415c, 417d–417f, 449b, 449c, 451d–451f, 2.3.2: 477a, 477b, 479d–479f, 515a, 515b, 517d–517f 2.4.1: 51b, 51c, 53d–53f, 81b, 81c, 83d–83f, 117a, 117b, 119d–119f, 2.4.2: 151a, 151b, 153d–153f, 185a, 185b, 187d–187f 2.5.1: 219a, 219b, 221d–221f, 253b, 253c, 255d–255f, 285a, 285b, 287d–287f, 2.5.2: 321a, 321b, 323d–323f, 355a, 355b, 357d–357f 2.6.1: 389a, 389b, 391d–391f, 423b, 423c, 425d–425f, 455a, 455b, 457d–457f, 2.6.2: 493b, 493c, 495d–495f, 527a, 527b, 529d, 529f

1.4.3: Apply different reading rates to match text.

1.4.3.a: Adjust reading rate to match purpose (e.g., speed up for pleasure reading, slow down to practice new skills or read unfamiliar text).

2.1.1: 44f, 49b, 51a, 104f, 111a, 113a 2.2.1: 208f, 215a, 217a 2.3.1: 372f, 381a, 379a, 406f, 415b, 417a 2.4.1: 42f, 51b, 53a 2.5.1: 248f, 253b, 255a 2.6.1: 282f, 389a, 391a, 2.6.2: 488f, 493b, 495a

34 Grade Two



EALR 2: The student understands the meaning of what is read. 2.1: Demonstrate evidence of reading comprehension. 2.1.3: Apply comprehension-monitoring strategies before, during, and after reading: determine importance using theme, main idea, and supporting details in informational/expository text and/or literary/narrative text.

2.1.3.a: Identify the main idea of an informational/expository passage and support with text-based evidence with teacher guidance.

2.1.1: 49a, 57a, 58h, 64–65, 66–67, 68–69, 73a, 76–77, 78–79, 81b, 94–95, 104h, 2.1.2: 119a, 129h, 122–123, 126–127, 136–137, 141a, 146–147, 149b, 149f 2.2.2: 301a 2.4.1: 109a, 2.4.2: 166–167, 178h 2.5.2: 328a, 328–329, 332a, 357b, 357f 2.6.2: 488h

2.1.3.b: Identify the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.

2.1.1: 42–43, 44h, 2.1.2: 173a 2.3.1: 362–363, 372h 2.4.1: 41b, 53b, 2.4.2: 124a, 124–125, 128a, 132–133, 138–139, 142–143, 145a, 153b, 153c, 153f, 158a, 158–159, 162a, 166–167, 168–169, 172–173, 174–175, 179a, 187b, 187f 2.5.1: 247a, 260a, 260–261, 264a, 268–269, 272–273, 274–275, 277a, 279a, 287b, 287f

2.1.3.c: Complete graphic organizers with teacher guidance to organize main ideas and supporting details.

2.1.1: 71e 2.4.1: 41e 2.6.1: 367a, 417b, 433a

2.1.4: Apply comprehension-monitoring strategies before, during, and after reading: use prior knowledge/schema.

2.1.4.a: Explain connections between self and characters and events encountered in culturally relevant text.

2.1.1: 48h, 76h, 108h, 2.1.2: 144h, 178h 2.2.1: 212h. 244h, 272h, 2.2.2: 306h, 340h 2.3.1: 376h, 410h, 448h, 2.3.2: 474h, 512h 2.4.1: 46h, 80h, 114h, 2.4.2: 148h, 182h 2.5.1: 216h, 252h, 282h, 2.5.2: 318h, 352h 2.6.1: 386h, 422h, 452h, 2.6.2: 492h, 524h

2.1.4.b: Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

These pages provide opportunities for students to apply this expectation. 2.1.1: 71b, 103a 2.1.2: 139a 2.3.2: 479a, 485a 2.4.1: 41b, 2.4.2: 143a 2.5.1: 247b, 277b, 2.5.2: 313b, 374a 2.6.1: 381d, 417b, 447b, 457c

2.1.5: Apply comprehension-monitoring strategies before, during, and after reading: predict and infer.

35 Grade Two



2.1.5.a: Predict text content using prior knowledge and text features.

2.1.1: 26h, 48h, 58h, 76h, 88h, 108h, 2.1.2: 120h, 144h, 156h, 178h 2.2.1: 192h, 212h, 224h, 244h, 254h, 272h, 2.2.2: 284h, 306h, 320h, 340h 2.3.1: 354h, 376h, 388h, 410h, 424h, 448h, 2.3.2: 458h, 474h, 486h, 512h 2.4.1: 28a, 46h, 62a, 80h, 92a, 114h, 2.4.2: 128a, 148h, 162a, 182h 2.5.1: 198a, 216h, 230a, 252h, 264a, 282h, 2.5.2: 296a, 318h, 332a, 352h 2.6.1: 368a, 386h, 400a, 422h, 434a, 452h, 2.6.2: 466a, 492h, 504a, 524h

2.1.5.b: Use text and prior knowledge to make inferences about characters and/or predict events; confirm or reject predictions.

2.1.1: 26h, 43a, 48h, 58h, 71a, 76h, 88h, 108h, 2.1.2: 120h, 139a, 144h, 156h, 173a, 178h 2.2.1: 192h, 212h, 224h, 244h, 254h, 272h, 301a, 2.2.2: 284h, 306h, 320h, 340h 2.3.1: 354h, 371a, 376h, 388h, 405a, 410h, 424h, 448h, 2.3.2: 458h, 469a, 474h, 486h, 507a, 512h 2.4.1: 28a, 41a, 46h, 62a, 75a, 80h, 92a, 109a, 114h, 2.4.2: 128a, 148h, 162a, 182h 2.5.1: 198a, 211a, 216h, 230a, 247a, 252h, 264a, 277a, 282h, 2.5.2: 296a, 313a, 318h, 332a, 352h 2.6.1: 368a, 381a, 386h, 400a, 417a, 422h, 434a, 447a, 452h, 2.6.2: 466a, 487a, 492h, 504a, 524h

2.1.5.c: Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.

These pages provide opportunities for students to apply this expectation. 2.1.1: 43a, 71a, 2.1.2: 139a, 173a 2.2.1: 267a, 2.2.2: 301a, 320h, 322–323, 326–327, 334–335, 337a, 340–341 2.3.1: 371a, 387a, 388h, 390–391, 394–395, 398–399, 402–403, 405a, 417b, 417f, 444h, 451f, 2.3.2: 469h, 486h, 488–489, 490–491, 496–497, 498–499, 502–503, 506–507, 507a, 509a, 512–513, 514–515 2.4.1: 24a, 24–25, 28a, 30–31, 32–33, 34–35, 36–37, 38–39, 40–41, 41a, 43a, 53b, 53f, 75a, 109a, 2.4.2: 130–131, 144h 2.5.1: 211a, 247a, 277a, 2.5.2: 313a, 328a, 328–329, 332a, 349a, 352–353, 354–355 2.6.1: 378–379, 381a, 417a, 447a, 449a, 2.6.2: 487a

2.1.6: Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images.

36 Grade Two



2.1.6.a: Use monitoring strategies to increase comprehension, including word recognition strategies, re-reading, and looking forward in the text.

2.1.1: 26h, 30–31, 38–39, 42–43, 45a, 48–49, 49a, 78–79, 110–111 2.2.1: 212–213, 214–215, 2.2.2: 306–307 2.4.1: 30–31, 38–39, 2.4.2: 158–159, 162a, 166–167, 176–177, 182–183, 184–185 2.6.1: 364–365, 368a, 372–373, 378–379, 383a, 386–387

2.1.7: Apply comprehension-monitoring strategies before, during, and after reading: summarize informational/expository text and literary/narrative text. 2.1.7.a: Summarize the events or information in informational/expository text with teacher guidance (e.g., the important characteristics of certain animals or plants presented in text).

2.2.1: 209a, 212–213, 214–215 2.4.1: 148h, 148–149, 150–151 2.6.1: 396a, 396–397, 400a, 404–405, 410–411, 414–415, 416–417, 419a, 422–423

2.1.7.b: Summarize the plot/message in culturally relevant literary/narrative text with teacher guidance.

2.1.1: 43a 2.2.1: 192h, 194–195, 200–201, 206–207 2.3.1: 405a, 424h, 430–431, 434–435, 440–441, 445a, 448–449, 449a 2.4.1: 40–41

2.1.7.c: Organize summary information from informational/expository text and/or literary/narrative text into a teacher-provided graphic organizer to enhance text comprehension.

These pages provide opportunities for students to apply this expectation. 2.1.1: 43a 2.2.1: 209a, 212–213, 214–215, 2.2.2: 192h, 194–195, 200–201, 206–207 2.3.1: 405a, 424h, 430–431, 434–435, 440–441, 445a, 448–449, 449a 2.4.1: 34-35, 40–41, 148h, 148–149, 150–151 2.6.1: 380–381, 396a, 396–397, 400a, 404–405, 410–411, 414–415, 416–417, 419a, 422–423

2.2: Understand and apply knowledge of text components to comprehend text. 2.2.1: Understand story sequence. 2.2.1.a: Retell text focusing on the problem or events in sequence. (Note: Differences in story telling order exist between cultures. For example, some cultures tell the end of the story first.)

2.1.1: 44–45, 72–73, 104–105, 2.1.2: 140-141, 147e, 174–175 2.2.1: 208–209, 240–241, 268–269, 2.2.2: 302–303, 336–337 2.3.1: 372–373, 406–407, 444–445, 2.3.2: 470–471, 508–509 2.4.1: 42–43, 76–77, 110–111, 2.4.2: 144–145, 178–179 2.5.1: 212–213, 248–249, 278–279, 2.5.2: 314–315, 348–349 2.6.1: 382–383, 418–419, 448–449, 2.6.2: 488-489, 520–521

2.2.2: Understand and apply features of printed and electronic text to locate and comprehend text. 2.2.2.a: Identify and use grade-level-appropriate text features with teacher guidance.

2.1.1: 62–63, 68–69, 70–71, 76–77, 78–79, 81a, 81c, 108–109, 113c 2.2.1: 241a

37 Grade Two



2.2.2.b: Interpret information from graphs and charts with teacher guidance.

2.3.1: 371g 2.4.1: 109b 2.5.1: 247g 2.6.1: 391c, 417g

2.2.2.c: Identify and use icons and pull-down menus.

These pages provide opportunities for students to apply this expectation. 2.1.2: 144h, 144–147 2.2.1: 247a, 272h, 2.2.2: 335f 2.3.2: 507g, 512h 2.4.2: 143f, 148h 2.5.1: 211g, 277g, 2.5.2: 347f, 352h 2.6.1: 452h, 452–453

2.2.3: Understand story elements. 2.2.3.a: Describe physical traits of characters and tell how they act.

2.1.1: 25a, 26h, 28–29, 32–33, 36–37, 40–41, 45a, 51f, 87a, 88h, 92–93, 96–97, 100–101, 103a, 105a, 113b, 113f, 2.1.2: 158–159, 174h 2.2.1: 335a 2.3.1: 443a, 451c 2.4.1: 42h 2.5.1: 211a, 2.5.2: 292a, 292–293, 296a, 313a, 315a, 323b, 323f, 357c

2.2.3.b: Retell the important events of a story. 2.1.1: 44–45, 72–73, 104–105, 2.1.2: 140-141, 147e, 174–175 2.2.1: 208–209, 240–241, 268–269, 2.2.2: 302–303, 336–337 2.3.1: 372–373, 406–407, 444–445, 449f, 451a, 2.3.2: 470–471, 508–509 2.4.1: 42–43, 76–77, 110–111, 2.4.2: 144–145, 178–179, 185e, 187a 2.5.1: 212–213, 248–249, 278–279, 2.5.2: 314–315, 348–349 2.6.1: 382–383, 418–419, 448–449, 2.6.2: 488-489, 520–521

2.2.3.c: Describe the setting of a story. 2.1.1: 25a, 26h, 28–29, 32–33, 36–37, 40–41, 45a, 51f, 87a, 88h, 92–93, 96–97, 100–101, 103a, 105a, 113b, 113f, 2.1.2: 158–159, 174h 2.2.1: 335a 2.3.1: 443a, 451c 2.4.1: 42h 2.5.2: 292a, 292–293, 296a, 313a, 315a, 323b, 323f 2.6.1: 447b, 457c

2.2.3.d: Identify the speaker/narrator in a story.

2.1.2: 139a 2.5.1: 257b 2.6.1: 381b

38 Grade Two



2.2.4: Understand text organizational structures. 2.2.4.a: Recognize and use sentences, paragraphs, and chapter structure to understand the organization in both informational/expository text and literary/narrative text.

2.1.1: 58h, 62–63, 68–69, 70–71, 73a, 76–77, 110–111 2.2.1: 207a, 217c, 247a, 277c, 2.2.2: 224h, 226–227, 230–231, 236–237, 238–239 2.3.2: 517c 2.4.1: 119c 2.6.1: 417b, 425c, 466a, 2.6.2: 466a, 470–471, 474–475, 478–479, 482–483, 484–485

2.2.4.b: Identify text written in the text organizational structures of simple listing and sequential order.

2.1.1: 58h, 110–111 2.2.1: 207a, 2.2.2: 224h, 226–227, 230-231, 236-237, 238-239 2.3.2: 517c 2.6.1: 466a

2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. 2.3.1: Understand and analyze the relationship between and among literary/narrative text and informational/expository text. 2.3.1.a: Compare and contrast literary/narrative text elements in one story or between two stories.

2.2.2: 300–301, 302h, 319a–319b, 320h, 324–325, 328–329, 332–333, 337a, 342–343, 345b, 345f 2.3.1: 423a, 424h, 426–427, 428–429, 432–433, 436–437, 440–441, 445a, 451b, 451f 2.6.1: 368a, 372–373, 378–379, 381a, 383a, 389b, 391f, 454–455 2.6.2: 512–513, 520h

2.3.1.b: Compare and contrast facts in one text or between two informational/expository texts.

2.1.1: 71a, 2.1.2: 130–131, 140h 2.3.1: 423a 2.4.1: 81a 2.5.1: 253a 2.6.1: 364a, 364–365, 388–389, 454–455

2.3.1.c: Explain simple cause and effect relationships in literary/narrative text and informational/expository text.

2.2.1: 191a, 192h, 196–197, 198–199, 200–201, 202–203, 204–205, 209a, 217b, 217f, 256–257, 267a, 268h, 2.2.2: 283a, 284h, 288–289, 292–293, 296–297, 303a, 308–309, 310–311, 313b, 313f 2.3.1: 449a, 2.3.2: 468–469, 470h 2.5.1: 226a, 226–227, 230a, 234–235, 242–243, 244–245, 249a, 255b, 255f 2.6.1: 417a, 442–443, 444–445, 448h

2.3.2: Understand how to locate specific information. 2.3.2.a: Use alphabetical and numerical systems to locate information in dictionary or book.

2.1.1: 71g

2.3.3: Understand literary/narrative devices. 2.3.3.a: Recognize similes, alliteration, and onomatopoeia in literary/narrative passages.

2.1.1: 48h, 49a 2.3.1: 405b 2.6.1: 442h, 423a


39 Grade Two



2.4.1: Understand how to draw simple conclusions and give a response to text. 2.4.1.a: Give a personal or text-based response to a passage using a teacher-generated prompt.

2.1.1: 43, 45a, 71a, 73a, 105a, 2.1.2: 141a, 173a, 175a 2.2.1: 209a, 241a, 267a, 269a, 2.2.2: 301a, 303a, 337a 2.3.1: 371a, 373a, 405a, 407a, 445a, 2.3.2: 469a, 471a, 507a, 509a 2.4.1: 41a, 43a, 75a, 77a, 109a, 111a, 2.4.2: 145a, 179a 2.5.1: 211a, 213a, 247a, 249a, 277a, 279a, 2.5.2: 313a, 315a, 349a 2.6.1: 381a, 383a, 417a, 419a, 447a, 449a, 2.6.2: 487a, 489a, 521a

2.4.1.b: Draw a simple conclusion from grade level text with teacher guidance.

2.3.1: 387a, 388h, 390–391, 394–395, 398–399, 402–403, 407a, 410–411, 412–413, 417b, 417f, 444h, 451f 2.4.1: 24a, 24–25, 28a, 30–31, 32–33, 34–35, 36–37, 38–39, 41a, 43a, 50–51, 51a, 53b, 53f, 75a, 2.4.2: 130–131, 144h, 150–151, 169a, 2.5.1: 218–219, 247a, 277a 2.6.1: 370–371, 381a, 382h, 417a, 430a, 430–431, 434a, 436–437, 447a, 449a, 454–455, 457b, 457h

2.4.2: Understand that there are purposes for writing. 2.4.2.a: Identify common types of informational/expository and literary/narrative text and explain why they are read.

2.1.1: 26h, 26–27, 58h, 58–59, 88h, 88–89, 2.1.2: 120h, 120–121, 156h, 156–157 2.2.1: 192h, 192–193, 224h, 224–225, 254h, 254–255 2.2.2: 284h, 284–285, 320h, 320–321 2.3.1: 354h, 354–355, 388h, 388–389, 424h, 424–425, 2.3.2: 458h, 458–459, 486h, 486–487 2.4.1: 28a, 28–29, 62a, 62–63, 92a, 92–93, 2.4.2: 128a, 128–129, 162a, 162–163 2.5.1: 198a, 198–199, 230a, 230–231, 264a, 264–265, 2.5.2: 296a, 296–297, 332a, 332–333 2.6.1: 368a, 368–369, 400a, 400–401, 434a, 434–435, 2.6.2: 466a, 466–467, 504a, 504–505

2.4.3: Understand there are facts and opinions. 2.4.3.a: Explain the difference between a fact and an opinion with teacher guidance.

2.2.1: 194–195, 208h 2.3.2: 485a, 486h, 492–493, 494–495, 500–501, 502–503, 507a, 509a, 517b 2.4.1: 64–65, 76h, 88a, 88–89, 92a, 96–97, 98–99, 100–101, 104–105, 106–107, 109a, 111a, 116–117, 119b, 119f 2.5.1: 194a, 194–195, 198a, 200–201, 202–203, 206–207, 208–209, 213a, 221b, 221f 2.6.1: 404–405

40 Grade Two



EALR 3: The student reads different materials for a variety of purposes. 3.1: Read to learn new information. 3.1.1: Understand how to select and use appropriate resources. 3.1.1.a: Identify print and non–print resource materials available to complete a task with teacher assistance, such as informational text and/or illustrations and graphics.

2.1.1: 43g, 71g, 103f, 2.1.2: 139f, 173g 2.2.1: 207f, 239f, 267g, 2.2.2: 301g, 335f 2.3.1: 371g, 405g, 443f, 2.3.2: 469f, 507g 2.4.1: 41g, 75g, 109g, 2.4.2: 143f, 177f 2.5.1: 211g, 247g, 277g, 2.5.2: 313g, 347f 2.6.1: 381g, 417g, 447g, 2.6.2: 487g, 519f

3.1.1.b: Identify one resource and use it to answer a question with teacher assistance.

2.1.1: 47b, 75b, 107b, 2.1.2: 139f, 143b, 177b 2.2.1: 211b, 243b, 267g, 271b, 2.2.2: 305b, 339b 2.3.1: 375b, 409b, 447b, 2.3.2: 469f, 473b, 511b 2.4.1: 45b, 79b, 113b, 2.4.2: 147b, 181b 2.5.1: 215b, 228g, 251b, 281b, 2.5.2: 317b, 351b 2.6.1: 385b, 421b, 2.6.2: 491b, 523b

3.2: Read to perform a task. 3.2.1: Understand information gained from reading to perform a specific task. 3.2.1.a: Use signs, labels, and instructions to answer questions or complete a task using grade-level text.

2.1.1: 108h, 108–111, 113c 2.5.1: 282–285

3.2.1.b: Identify and use important words in a text to perform a task (e.g., math problem solving, follow multi-step directions).

2.1.1: 108h, 108–111, 113c 2.5.1: 282–285

3.2.2: Understand a variety of functional documents. 3.2.2.a: Read and explain the information in functional documents that are used in a home setting to communicate information (e.g., shopping lists, TV schedules, advertisements, telephone messages).

2.4.2: 148h, 148–151, 176–177

3.4: Read for literary/narrative experience in a variety of genres. 3.4.1: Understand different perspectives of family, friendship, culture, and traditions found in literature. 3.4.1.a: Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

These are some of the many examples. 2.2.1: 192–207, 2.2.2: 284–301, 306–311, 320–335 2.3.1: 424–443, 2.3.2: 458–469, 474–477 2.4.2: 162–177 2.6.1: 434–447, 452–455

3.4.2: Understand traditional and contemporary literature written in a variety of genres. 3.4.2.a: Identify and explain the characteristics of a variety of genres.

2.1.1: 26h, 26–27, 58h, 58–59, 88h, 88–89, 2.1.2: 120h, 120–121, 156h, 156–157 2.2.1: 192h, 192–193, 224h, 224–225, 254h, 254–255 2.2.2: 284h, 284–285, 320h, 320–321 2.3.1: 354h, 354–355, 388h, 388–389, 424h,

41 Grade Two



3.4.2. a: Continued 424–425, 2.3.2: 458h, 458–459, 486h, 486–487 2.4.1: 28a, 28–29, 62a, 62–63, 92a, 92–93, 2.4.2: 128a, 128–129, 162a, 162–163 2.5.1: 198a, 198–199, 230a, 230–231, 264a, 264–265, 2.5.2: 296a, 296–297, 332a, 332–333 2.6.1: 368a, 368–369, 400a, 400–401, 434a, 434–435, 2.6.2: 466a, 466–467, 504a, 504–505

3.4.2.b: Read and respond to literature from multiple genres using teacher prompts appropriate to the text and content.

These are some of the many examples. 2.1.1: 26–43, 76–79, 88–103 2.1.2: 120–139, 156–173 2.2.2: 284–301, 306–311 2.3.1: 388–405, 448–449 2.6.1: 368–381, 400–417

3.4.3: Understand a variety of literature representing different cultures and traditions. 3.4.3.a: Identify and discuss the culture and/or traditions represented in a story with teacher guidance.

2.3.2: 469a, 479c 2.5.1: 219c, 221a 2.6.2: 496j, 502a, 520b, 524a, 528a

EALR 4: The student sets goals and evaluates progress to improve reading. 4.1: Assess reading strengths and need for improvement. 4.1.1: Understand how to monitor own reading progress. 4.1.1.a: Explain what good readers do and identify own good reader behaviors.

These pages provide opportunities for students to apply this expectation. 2.1.1: 26h, 30–31, 38–39, 42–43, 45a, 48–49, 49a, 78–79, 110–111 2.2.1: 212–213, 214–215, 272–273 2.2.2: 306–307 2.4.1: 30–31, 38–39, 2.4.2: 158–159, 162a, 166–167, 176–177, 182–183, 184–185 2.6.1: 364–365, 368a, 372–373, 383a, 386–387, 388–389

4.1.1.b: Graph progress (e.g., keep a fluency chart of rate and accuracy).

2.1.1: 51d–51f, 81d–81f, 113d–113f, 2.1.2: 149d–149f, 183d–183f 2.2.1: 217d–217f, 247d–247f, 277d–277f, 2.2.2: 313d–313f, 345d–345f 2.3.1: 381d–381f, 417d–417f, 451d–451f, 2.3.2: 479d–479f, 517d–517f 2.4.1: 53d–53f, 83d–83f, 119d–119f, 2.4.2: 153d–153f, 187d–187f 2.5.1: 221d–221f, 255d–255f, 287d–287f, 2.5.2: 323d–323f, 357d–357f 2.6.1: 391d–391f, 425d–425f, 457d–457f, 2.6.2: 495d–495f, 529d–529f

42 Grade Two



4.1.2: Understand how to set a grade-level appropriate reading goal. 4.1.2.a: Set a reading goal and create a plan to meet that goal with teacher assistance.

2.1.1: 49b, 79a, 111a, 2.1.2:147a, 181a 2.2.1: 215a, 245b, 275a, 2.2.2: 311b, 343a 2.3.1: 379a, 415b, 449b, 2.3.2: 477a, 515a 2.4.1: 51b, 81b, 117a, 2.4.2: 151a, 185a 2.5.1: 219a, 253b, 285a, 2.5.2: 321a, 355a 2.6.1: 389a, 423b, 455a, 2.6.2: 493b, 527a

4.2: Develop interests and share reading experiences. 4.2.1: Understand that readers have favorite books. 4.2.1.a: Select favorite subjects, authors, and/or books to share with others.

These pages provide opportunities for students to apply this expectation. 2.1.1: 24d, 26d, 44e, 48g, 50d, 56d, 58d, 72e, 76g, 80d, 86d, 88d, 104e, 108g, 112d, 2.1.2: 118d, 120d, 140e, 144g, 148d, 154d, 156d, 174e, 178g, 182d 2.2.1: 190d, 192d, 208e, 212g, 216d, 222d, 224d, 240e, 244g, 246d, 252d, 254d, 268e, 272g, 276d, 2.2.2: 282d, 284d, 302e, 306g, 312d, 318d, 320d, 336e, 340g, 344d 2.3.1: 352d, 354d, 372e, 376g, 380d, 386d, 388d, 406e, 410g, 416d, 422d, 424d, 444e, 448g, 450d, 2.3.2 4456d, 458d, 470e, 474g, 478d, 484d, 486d, 508e, 512g, 516d 2.4.1: 23b, 26d, 42e, 46g, 52d, 57b, 60d, 76e, 80g, 82d, 87b, 90d, 110e, 114g, 118d, 2.4.2: 123b, 126d, 144e, 148g, 152d, 157b, 160d, 178e, 182g, 186d 2.5.1: 193b, 196d, 212e, 216g, 220d, 225b, 228d, 248e, 252g, 254d, 259b, 262d, 278e, 282g, 286d, 2.5.2: 291b, 294d, 314e, 318g, 322d, 327b, 330d, 348e, 352g, 356d 2.6.1: 363b, 366d, 382e, 386g, 390d, 395b, 398d, 418e, 422g, 424d, 429b, 432d, 448e, 452g, 456d, 2.6.2: 461b, 464d, 488e, 492g, 494d, 499b, 502d, 520e, 524g, 528d

4.2.1.b: Self-select books at an instructional level and an independent level.

2.1.1: 24d, 26d, 44e, 48g, 50d, 56d, 58d, 72e, 76g, 80d, 86d, 88d, 104e, 108g, 112d, 2.1.2: 118d, 120d, 140e, 144g, 148d, 154d, 156d, 174e, 178g, 182d 2.2.1: 190d, 192d, 208e, 212g, 216d, 222d, 224d, 240e, 244g, 246d, 252d, 254d, 268e, 272g, 276d, 2.2.2: 282d, 284d, 302e, 306g, 312d, 318d, 320d, 336e, 340g, 344d 2.3.1: 352d, 354d, 372e, 376g, 380d, 386d, 388d, 406e, 410g, 416d, 422d, 424d, 444e, 448g, 450d, 2.3.2 4456d, 458d, 470e, 474g, 478d, 484d, 486d, 508e, 512g, 516d 2.4.1: 23b, 26d, 42e, 46g, 52d, 57b, 60d, 76e, 80g, 82d, 87b, 90d, 110e, 114g, 118d, 2.4.2: 123b, 126d, 144e, 148g, 152d, 157b,

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4.2.1.b: Continued 160d, 178e, 182g, 186d 2.5.1: 193b, 196d, 212e, 216g, 220d, 225b, 228d, 248e, 252g, 254d, 259b, 262d, 278e, 282g, 286d, 2.5.2: 291b, 294d, 314e, 318g, 322d, 327b, 330d, 348e, 352g, 356d 2.6.1: 363b, 366d, 382e, 386g, 390d, 395b, 398d, 418e, 422g, 424d, 429b, 432d, 448e, 452g, 456d, 2.6.2: 461b, 464d, 488e, 492g, 494d, 499b, 502d, 520e, 524g, 528d

44 Grade Three





GRADE: Grade 3 EALR 1: The student understands and uses different skills and strategies to read. 1.1: Use word recognition skills and strategies to read and comprehend text. 1.1.4: Apply understanding of phonics. 1.1.4.a: Read words containing complex letter patterns and/or word families (e.g., –ieve or –eive, –ield) in isolation and in context.

3.5.1: 256a, 256257, 257a257b, 260c, 272c272d, 284f, 287i, 3.5.2: 290a, 290291, 291a291b, 294c, 304c304d, 314c, 319i, 354c, 354d354e 3.6.1: 368a, 368369, 369a369b, 372c, 382c382d, 390f, 393i, 390d390e, 424c424d

1.1.4.b: Apply multi-syllabic decoding when reading words in all text.

These are some of the many examples. 3.4.1: 23a23b, 36d, 46f, 57a57b, 70d, 80f, 89a89b, 110d, 110f, 3.4.2: 119a119b, 132d, 144f, 153a153b, 168d, 176f

1.2: Use vocabulary (word meaning) strategies to comprehend text. 1.2.1: Apply reference skills to determine word meanings. 1.2.1.a: Use glossaries and dictionaries to find and confirm word meanings.

These are some of the many examples. 3.1.1: 96e, 9697, 100101, 112113, 113a 3.2.1: 223c, 231b 3.3.1: 410e, 410411, 414415, 415a, 419a, 421a, 437a, 444e, 444445, 452e, 467a, 467i 3.4.1: 60e, 6061, 70e, 85a, 85h

1.2.2: Apply vocabulary strategies in grade-level text. 1.2.2.a: Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text.

3.1.1: 61a, 3.1.2: 166e, 166167, 176e, 178179 3.3.2: 508e, 518e, 518519, 522523, 523a, 532c, 537h 3.6.1: 372e, 372373, 382e, 384385, 393a, 3.6.2: 466e, 466467, 477a, 478e, 484485, 485a

1.2.2.b: Describe how word meanings change as affixes are added to base words (e.g., rest/unrest/restful).

3.1.1: 61a, 3.1.2: 166e, 166167 3.3.2: 508e, 518e, 518519, 522523, 537h 3.6.1: 372e, 372373, 382e, 384385, 393a, 393h, 3.6.2: 466e, 466467, 477a, 478e, 484485, 485a

45 Grade Three



1.2.2.c: Re-read to clarify, read on, ask for help, adjust reading rate, and use knowledge of print conventions to determine meaning of unknown words in informational/expository text and literary/narrative text.

3.2.1: 204a, 204205, 213a, 216e, 227a 3.4.2: 137a, 162163, 166167 3.5.1: 237a, 274275, 275a, 276277, 277a, 281a, 3.5.2: 335a

1.2.2.d: Use prior knowledge, context, pictures, illustrations, and diagrams to predict, clarify, and/or expand word meaning, including multiple meaning words.

These are some of the many examples. 3.1.1: 25a, 61a, 95a, 3.1.2: 125a, 3.2.1: 217a, 365a, 3.2.2: 363a, 3.4.1: 25a, 59a, 91a, 3.4.2: 121a, 155a 3.5.1: 195a, 227a, 259a, 265a 3.5.2: 293a, 325a 3.6.1: 371a, 399a, 435a, 3.6.2: 465a, 499a

1.3: Build vocabulary through wide reading. 1.3.1: Understand and apply new vocabulary. 1.3.1.a: Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

These are some of the many examples. 3.1.1: 38a38b, 5455, 55a, 106a106b, 120121, 121a 3.2.2: 318a318b, 332333, 333a, 350a350b, 362363, 362a 3.4.1: 36a36b, 5253, 53a, 100a100b, 114115, 115a

1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text. 1.3.2.a: Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.

3.1.1: 69a, 73a 3.2.1: 213a, 281a, 3.2.2: 340a340b 3.3.2: 508a508b, 517a 3.5.1: 207a 3.6.1: 379a, 391a, 3.6.2: 509a

1.3.2.b: Select, from multiple choices, the meaning of words necessary to understand content/academic text.

These pages prepare students to meet this expectation. 3.1.1: 69a, 73a 3.2.1: 213a, 281a, 3.2.2: 340a340b 3.3.2: 508a508b, 517a 3.5.1: 207a 3.6.1: 379a, 391a, 3.6.2: 509a

1.3.2.c: Explain that some words have a different meaning in different content/academic texts (e.g., area in math and geography).

These pages provide opportunities for students to apply this expectation. 3.1.1: 69a 3.2.1: 213a, 281a

1.3.2.d: Use new vocabulary in oral and written communication.

These are some of the many examples. 3.1.1: 38a38b, 5455, 55a, 106a106b, 120121, 121a 3.2.2: 318a318b, 332333, 333a, 350a350b, 362363, 362a 3.4.1: 36a36b, 5253, 53a, 100a100b, 114115, 115a

1.4: Apply word recognition skills and strategies to read fluently. 1.4.2: Apply fluency to enhance comprehension.

46 Grade Three



1.4.2.a: Read aloud familiar grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

These are some of the many examples. 3.1.1: 2425, 2627, 47b, 5455, 3.1.2: 164165, 166167, 185b, 192193 3.3.2: 506507, 508509, 529b, 536537 3.4.2: 154155, 156157, 173b, 182183


These are some of the many examples. 3.1.1: 55j, 89j, 121j, 3.1.2: 159j, 193j 3.2.1: 231j, 265j, 299j, 3.2.2: 333j, 363j 3.4.1: 53j, 85j, 115j, 3.4.2: 149j, 183j

1.4.3: Apply different reading rates to match text. 1.4.3.a: Adjust reading rate to match difficulty of texts (e.g., content/academic text) and for different purposes (e.g., pleasure reading vs. reading for information).

These are some of the many examples. 3.1.1: 6061, 6263, 79b, 8889 3.2.1: 270271, 272273, 298299, 3.2.2: 338339, 340341, 355b, 362363 3.4.2: 154155, 156157, 173b, 182183

EALR 2: The student understands the meaning of what is read. 2.1: Demonstrate evidence of reading comprehension. 2.1.3: Apply comprehension-monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. 2.1.3.a: State main idea of an informational/expository text passage and give two reasons from the text supporting the choice.

These are some of the many examples. 3.2.1: 204a, 204205, 210211, 211a, 213a, 216e, 218219, 219a, 223a, 227a, 229a, 3.2.2: 338a, 338339, 344345, 345a, 349a, 350e, 352353, 353a, 355a, 363h, 363l363m 3.4.1: 83a

2.1.3.b: State the main idea of a literary/narrative text passage and support with two details from the story.

These are some of the many examples. 3.2.1: 276277, 277a, 279a, 284285, 285a, 288289, 289a 3.2.2: 321a, 323a, 325a 3.3.2: 515a, 523a, 525a 3.5.1: 226a, 226227, 232233, 233a, 238e, 244245, 247a, 251a, 253h, 253l253m

2.1.3.c: Select, from multiple choices, the main idea of a passage, poem, or selection.

These pages prepare students to meet this expectation. 3.2.1: 204205, 210211, 218219, 276277, 284285, 288289, 3.2.2: 344345, 363l363m 3.5.1: 226227, 232233, 244245, 253l253m

47 Grade Three



2.1.3.d: Select, from multiple choices, a title that best fits the selection and support the choice with text evidence/details.

These pages prepare students to meet this expectation. 3.2.1: 204205, 210211, 218219, 276277, 284285, 288289 3.2.2: 344345, 363l363m 3.5.1: 226227, 232233, 244245, 253l253m

2.1.3.e: State the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.

3.1.1: 24a, 2425, 38e, 4445, 45a, 47a 3.4.1: 80g, 3.4.2: 181a 3.5.1: 211a, 3.5.2: 349a 3.6.1: 408409, 409a, 416417, 417a, 419a, 3.6.2: 464a, 464465, 470471, 471a, 473a, 475a, 478e, 478479, 481a, 487a, 493h, 493l493m

2.1.3.f: Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.

3.2.1: 204205, 3.2.2: 338339 3.5.1: 226227

2.1.4: Apply comprehension-monitoring strategies before, during, and after reading: use prior knowledge/schema. 2.1.4.a: Explain connections between self and characters, events, and information occurring within culturally relevant text or among multiple texts.

These are some of the many examples. 3.1.1: 37a, 38e, 47a, 72e, 79a, 3.1.2: 175a, 176e, 185a 3.2.1: 215a, 216e, 248e, 257a, 282e, 291a 3.4.1: 35a, 70e, 99a, 100e

2.1.4.b: Call on prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

These are some of the many examples. 3.1.1: 37a, 71a, 105a. 3.1.2: 139a, 3.1.5: 175a 3.2.1: 215a, 245a, 251a, 279a, 281a, 287a 3.4.1: 35a, 99a, 3.4.2: 131a, 167a

2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. 2.1.5.a: Predict or infer about text content using prior knowledge, text, and text features in both literary/narrative and informational/expository text. Support with evidence from text (e.g., how a character will act, why a character acts a certain way, why an author includes certain information, and what might happen next).

These are some of the many examples. 3.1.1: 29a, 65a, 99a, 3.1.2: 129a,167a 3.3.1: 377a, 411a, 445a, 3.3.2: 475a, 509a 3.4.1: 29a, 63a, 95a, 3.4.2: 125a, 159a

2.1.5.b: Use text to make, confirm, or revise inferences and predictions in both literary/narrative and informational/expository text.

These are some of the many examples. 3.1.1: 37a, 45a, 71a, 77a, 105a, 113a 3.2.1: 213a, 219a, 245a, 253a, 279a, 287a, 315a, 323a, 347a, 351a

48 Grade Three



2.1.5.c: Select, from multiple choices, a prediction or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).

These pages prepare students to meet this expectation. 3.1.1: 29a, 65a, 99a, 3.1.2: 167a 3.3.1: 411a, 3.3.2: 475a

2.1.5.d: Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).

These pages prepare students to meet this expectation. 3.1.2: 129a 3.3.1: 377a, 445a, 509a

2.1.5.e: Organize information that supports a prediction or inference in a teacher-selected graphic organizer to enhance comprehension.

3.3.1: 374a, 374375 3.6.2: 498499

2.1.6: Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions. 2.1.6.a: Monitor for meaning by identifying where and why comprehension was lost and use comprehension repair strategies to regain meaning.

These are some of the many examples. 3.2.1: 204a, 204205, 212213, 213a, 216e 3.5.1: 237a, 274275, 275a, 276277, 277a

2.1.6.b: Generate and answer questions before, during, and after reading.

These are some of the many examples. 3.2.1: 270a, 270271, 281a, 282e, 282283, 291a 3.4.2: 120a, 120121, 132e, 132133, 133a, 138139, 139a, 141a, 145a

2.1.6.c: Draw, write about, or verbally describe the mental imagery that occurs while reading.

3.2.2: 340d, 351a, 363i 3.3.1: 376d, 385a, 391a, 403i, 3.3.2: 481a, 539a, 541a 3.6.2: 466d, 493i

2.1.6.d: Organize images and information into a graphic organizer with teacher guidance, to enhance comprehension of text (e.g., add information to a partially completed organizer).

These pages provide opportunities for students to apply this expectation. 3.2.2: 340d, 351a, 363i 3.3.1: 376d, 385a, 391a, 403i, 3.3.2: 481a, 539a, 541a 3.6.2: 466d, 493i

2.1.7: Apply comprehension monitoring strategies during and after reading: summarize grade-level literary/narrative text and informational/expository text. 2.1.7.a: Summarize the events or ideas in literary/narrative text, citing text-based evidence.

3.1.1: 45a, 60a, 3.1.2: 183a 3.2.2: 313a, 319a 3.5.2: 302303, 303a, 304e, 304305, 305a, 311a

2.1.7.b: Summarize the events, information, or ideas in informational/expository text (e.g., the life cycle of a frog, characteristics of a desert, life events in a biography), citing text-based evidence.

3.1.2: 137a, 143a, 149a 3.2.1: 221a, 229a 3.4.1: 24a, 2425, 33a, 3435, 35a, 36e, 37a, 3839, 39a, 41a, 43a

49 Grade Three



2.1.7.c: Summarize the plot/message in culturally relevant literary/narrative text.

3.1.1: 45a, 60a, 72e, 3.1.2: 183a 3.2.2: 313a, 319a 3.5.2: 292a, 292293, 302303, 303a, 304e, 304305, 305a, 311a 3.6.2: 519a

2.1.7.d: Select, from multiple choices, a sentence that best summarizes the story or informational/expository selection and support the choice with text evidence/details.

These pages prepare students to meet this expectation. 3.1.2: 137a, 143a, 149a 3.2.1: 221a, 229a 3.3.1: 383a 3.4.1: 24a, 2425, 33a, 3435, 35a, 36e, 37a, 3839, 41a, 43a, 3.4.2: 135a

2.1.7.e: Organize summary information in a teacher-selected graphic organizer to enhance comprehension.

3.1.1: 60a

2.2: Understand and apply knowledge of text components to comprehend text. 2.2.1: Understand sequence in informational/expository text and literary/narrative text. 2.2.1.a: Explain story ideas or events in sequential order. (Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)

These are some of the many examples. 3.1.1: 60e, 6061, 62d, 67a, 6869, 69a, 72e, 7273, 73a, 77a, 79a, 85a, 89l89m, 94a, 9495, 106e, 106107, 107a, 115a, 121h, 121l121m

2.2.1.b: Explain steps in a process (e.g., problem solving in mathematics, life cycle of a butterfly).

3.1.1: 118119, 119a

2.2.1.c: Select, from multiple choices, the order of ideas, facts, events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).

These pages prepare students to meet this expectation. 3.1.1: 6061,6869, 7273, 89l89m, 9495, 106107, 121l121m

2.2.2: Apply knowledge of printed and electronic text features to locate and comprehend text. 2.2.2.a: Identify and use grade-level appropriate text features.

These are some of the many examples. 3.2.1: 226g 3.3.1: 442a, 3.3.2: 499a 3.5.2: 314g 3.6.1: 442443, 443a, 450451, 453a, 459h

2.2.2.b: Explain how certain text features help you understand the selection.

3.3.1: 442a, 442443, 444d, 467h 3.6.1: 436d, 446e

2.2.2.c: Interpret information from graphs, charts, diagrams, and tables.

3.2.2: 327c 3.3.1: 442a, 467l467m 3.4.1: 70e, 85j, 85l85m 3.6.1: 390g, 390391, 434a, 459l459m

50 Grade Three



2.2.2.d: Identify, from multiple choices, where certain information/ideas might be found in the text.

These pages prepare students to meet this expectation. 3.2.1: 226g 3.3.1: 442a, 3.3.2: 499a 3.5.2: 314g 3.6.1: 442443, 443a, 450451, 453a, 459h

2.2.2.e: Use icons, pull–down menus, key word searches.

These are some of the many examples. 3.1.1: 25b, 37b, 71b, 105b, 3.1.2: 137b, 173b, 188g 3.4.1: 35b, 69b, 99b, 107c, 3.4.2: 131b, 167b

2.2.3: Understand story elements. 2.2.3.a: Describe characters' physical traits and infer personality traits by what they say and do.

These are some of the many examples. 3.1.1: 24a, 3435, 35a, 38e, 39a, 41a, 43a, 47a, 53a, 110111, 111a, 3.1.2: 171a, 177a 3.3.1: 418e

2.2.3.b: Describe the problem faced by a character and how he/she/it solves the problem.

3.1.1: 77a 3.3.1: 416417, 422423, 424425, 425a

2.2.3.c: Explain how the setting is important to the story.

3.1.1: 24a, 2425, 3839, 39a, 102103, 103a, 110111, 111a 3.3.1: 408a, 408409, 416417, 417a

2.2.3.d: Identify the speaker (narrator) in a selection and explain first person point of view.

3.2.1: 277a, 3.2.2: 306d, 321a, 333i 3.5.2: 294d, 319i

2.2.3.e: Select, from multiple choices, the best description of a character or setting in a story or poem (e.g., character traits, feelings, character's problem, or importance of character).

These pages prepare students to meet this expectation. 3.1.1: 2425, 3435, 110111, 111a, 3.1.2: 171a, 177a 3.3.1: 418e

2.2.4: Apply understanding of simple text organizational structures. 2.2.4.a: Recognize and use previously learned text organizational structures of simple listing and sequential order to aid comprehension.

3.3.1: 383a, 393a 3.4.1: 105a, 3.4.2: 122d 3.6.1: 372d

2.2.4.b: Identify and use text written in the text organizational structures of description and compare and contrast to find and organize information and comprehend text.

3.2.2: 338a, 338339, 340d, 350e, 355a 3.3.1: 463a, 465a, 3.3.2: 508d

2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. 2.3.1: Understand and analyze the relationship between and among literary/narrative text and informational/expository text. 2.3.1.a: Compare and contrast information (e.g., facts and details, literary/narrative elements, different versions of the same story, time period, cultures) within text and between texts.

These are some of the many examples. 3.2.1: 214215, 215a, 220221, 221a, 236a, 236237, 244245, 245a, 248e, 250251, 257a, 265h, 265l265m 3.5.1: 194a, 194195, 200201, 201a, 206e, 210211, 211a, 213a, 217a

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2.3.1.b: Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two settings).

These pages prepare students for this expectation. 3.2.1: 214215, 220221, 236237, 244245, 250251, 265l265m 3.5.1: 194195, 200201, 210211

2.3.1.c: Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).

These pages prepare students for this expectation. 3.3.1: 399a, 418e, 433a, 463a, 3.3.2: 497a, 533a 3.4.1: 51a, 83a, 113a, 3.4.2: 147a, 167a, 168e

2.3.1.d: Recognize and explain cause and effect relationships in literary/narrative text and informational/expository text, using evidence from the text.

These are some of the many problems. 3.4.1: 41a, 83a, 9899, 101a, 103a, 113a, 3.4.2: 133a, 139a, 154a, 154155, 160161, 161a, 163a, 168e, 170171, 171a, 173a, 183h, 183l183m

2.3.1.e: Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.

These pages prepare students for this expectation. 3.3.2: 506507, 512513, 520521, 524525, 537l537m 3.6.1: 398399, 404405, 418419, 429l429m

2.3.2: Apply understanding of systems for organizing information. 2.3.2.a: Use alphabetical, numerical, and key word/topic systems to locate information on a specific topic or for a specific purpose in an encyclopedia or dictionary.

3.1.1: 115c 3.2.1: 223c 3.4.1: 43c

2.3.3: Understand literary/narrative devices. 2.3.3.a: Explain similes, metaphors, alliterative sentences, and onomatopoeia and identify each in literary/narrative passages.

3.1.1: 107a, 3.1.2: 166d, 173a, 193i 3.3.1: 387a, 444d, 467i 3.5.2: 326d, 333a, 359i 3.6.1: 400d, 429i

2.4: Think critically and analyze author's use of language, style, purpose, and perspective in informational and literary text. 2.4.1: Understand how to draw conclusions and give a response to literary/narrative text and informational/expository text. 2.4.1.a: Generate a personal or text-based response to text using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).

These are some of the many examples. 3.1.1: 37a, 38e, 47a, 72e, 79a, 3.1.2: 175a, 176e, 185a 3.2.1: 215a, 216e, 248e, 257a, 282e, 291a 3.4.1: 35a, 70e, 99a, 100e

2.4.1.b: Draw a conclusion from grade-level text (e.g., how the story or information might be useful, to whom the story or information might be useful) and support with evidence from the text.

These are some of the many examples. 3.1.1: 75a, 101a, 109a, 3.1.2: 145a, 147a, 157a, 191a 3.3.1: 374a, 374375, 382383, 383a, 388e, 389a, 390391, 391a, 395a

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2.4.2: Understand the author's purpose for and style of writing in both informational/expository text and literary/narrative text 2.4.2.a: Decide on the author's purpose for writing a selection and support the decision with evidence/details from the text.

These are some of the many examples. 3.1.1: 77a, 109a, 3.1.2: 164a, 164165, 170171, 171a, 173a, 176177, 177a, 183a, 185a, 189a, 193h, 193l193m 3.3.1: 380381, 381a, 393a

2.4.2.b: Identify simple elements of style (word choice, sentence structure and length, literary devices) (with teacher guidance).

3.2.1: 206d, 215a, 231i 3.4.1: 60d, 85i

2.4.3: Understand the difference between fact and opinion. 2.4.3.a: Identify facts and opinions and explain the difference between them.

These are some of the many examples. 3.1.2: 133a, 134135, 135a, 137a, 141a, 144145, 145a, 147a, 147148 3.4.1: 90a, 9091, 9697, 97a, 100e, 101a, 102103, 103a, 107a, 111a, 115h, 115l115m

2.4.3.b: Select, from multiple choices, a statement that is a fact or an opinion.

These pages prepare students for this expectation. 3.1.2: 134135, 144145, 147148 3.4.1: 9091, 9697, 102103, 115l115m 3.6.1: 370371, 376377, 393l393m

2.4.4: Evaluate author's effectiveness for a chosen audience. 2.4.4.a: Read an article and explain whether the author convinced the reader to think or act differently.

3.4.1: 110113

2.4.5: Understand how to generalize from text. 2.4.5.a: Generalize about common characteristics of literary/narrative sub–genres.

3.1.1: 50g, 82g, 118g 3.2.1: 260g, 294g 3.3.1: 462g, 3.3.2: 496g 3.4.1: 80g, 110g, 3.4.2: 176g

2.4.5.b: Generalize by comparing characters in similar stories from different cultures (e.g., Cinderella/The Rough–Faced Girl or Little Red Riding Hood/Lon Po Po).

3.1.1: 71a, 87a, 115a

EALR 3: The student reads different materials for a variety of purposes. 3.1: Read to learn new information. 3.1.1: Understand how to select and use appropriate resources. 3.1.1.a: Identify two resources and use them to answer a question or solve a problem.

These are some of the many examples. 3.1.1: 37b, 71b, 105b, 3.1.2: 137b,173b 3.2.1: 213b. 245b, 279b, 3.2.2: 315b, 347b 3.4.1: 35b, 69b 99b, 3.4.2: 131b, 167b

3.2: Read to perform a task. 3.2.1: Understand information gained from reading to perform a specific task. 3.2.1.a: Use signs, labels, and instructions to answer questions or complete a task, using grade-level text.

3.1.1: 118119, 119a

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3.2.1.b: Interpret information from common environmental print to solve a problem or perform a task (e.g., set up and run a science experiment using steps outlined in text).

3.6.2: 190191

3.2.2: Understand a variety of functional documents. 3.2.2.a: Explain the information in functional documents that are used in a school setting to communicate information (e.g., notes home to family members, rules, newsletters, schedules).

3.5.1: 250g, 250251 3.6.1: 390g, 390393

3.4: Read for literary/narrative experience in a variety of genres. 3.4.1: Understand different perspectives of family, friendship, culture, and traditions found in literature. 3.4.1.a: Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

3.5.1: 190j, 190191, 196a196b, 206a206b, 216a216, 221f221g, 222223, 228a228b, 238a238b, 250a250b, 253f253g, 3.5.2: 288j, 288289, 294a294b, 304a304b, 311c, 314a314b, 319f319g

3.4.2: Understand contemporary and traditional literature written in a variety of genres. 3.4.2.a: Explain the characteristics of a variety of genres.

3.1.1: 50g, 82g, 118g 3.2.1: 260g, 294g 3.3.1: 462g, 3.3.2: 496g 3.4.1: 80g, 110g, 3.4.2: 176g

3.4.2.b: Respond to literature from multiple genres using teacher prompts appropriate to the text and content.

3.1.1: 47a, 79a, 115a, 3.1.2: 149a, 183a 3.2.1: 221a, 255a, 289a, 3.2.2: 325a, 353a 3.3.1: 393a, 423a, 173a, 3.3.2: 491a, 527a, 3.4.1: 43a, 77a, 107a, 3.4.2: 141a, 173a 3.5.1: 213a, 247a, 281a, 3.5.2: 311a, 351a

3.4.3: Understand a variety of literature representing different cultures and traditions. 3.4.3.a: Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.

3.5.1: 206a206b, 221f221g, 222j, 222223, 228a228b, 238a238b, 250a250b, 253f253g

EALR 4: The student sets goals and evaluates progress to improve reading. 4.1: Assess reading strengths and need for improvement. 4.1.1: Apply strategies to monitor reading progress. 4.1.1.a: Identify reading strengths and weaknesses with teacher assistance and select targets on which to work.

These pages provide opportunities for students to apply this expectation. (These are some of the many examples.) 3.1.1: 55j55m, 89j89m, 121j121m 3.4.1: 53j53m, 85j85m, 115j115m 3.5.1: 221j221m, 253j253m, 287j287m

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4.1.1.b: Track progress in reading achievement with graphs, charts, and checklists.

These are some of the many examples. 3.1.1: 55r, 89r, 121r, 3.1.2: 159r, 197b 3.2.1: 231r, 265r, 299r, 3.2.2: 333r, 367b

4.1.2: Understand how to set grade-level appropriate reading goals. 4.1.2.a: Set two reading goals and create a plan to meet those goals with teacher assistance.

These pages provide opportunities for students to apply this expectation. (These are some of the many examples.) 3.3.1: 403r, 437r, 467r, 3.3.2: 501r, 541b 3.5.1: 221r,253r, 287r, 3.5.2: 319r, 363b

4.2: Develop interests and share reading experiences. 4.2.1: Evaluate authors and books to select favorites. 4.2.1.a: Develop a list of favorite authors and books, including the reason each was selected for the list, and share with others.

These pages provide opportunities for students to apply this expectation. (These are some of the many examples.) 3.1.1: 4647, 47a, 7879, 79a, 114115, 115a 3.2.1: 222223, 223a, 256257, 257a, 290291, 291a

4.2.1.b: Self-select books to read at an instructional level and an independent level.

These pages provide opportunities for students to apply this expectation. Note: These pages appear in every unit/volume. 3.1.1: CL24CL45 (Matching Books and Readers)

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GRADE: Grade 4 EALR 1: The student understands and uses different skills and strategies to read. 1.1: Use word recognition skills and strategies to read and comprehend text. 1.1.4: Apply understanding of phonics. 1.1.4.a: Use multi-syllabic decoding when reading words in all texts.

4.1.1: 23a, 24c, 24e, 24–25, 32c, 32–33, 33a, 45a, 45h, 45i, 82c, 109i, 4.1.2: 114c, 137i, 141a, 142e, 142–143, 150–151, 152c, 165a, 165h 4.2.1: 175a, 176e, 176–177, 184–185, 185a, 195h, 232e, 232–233, 242c, 242–243, 243a, 254–255, 255h, 4.2.2: 260c, 283i 4.3.2: 405a, 406e, 406–407, 414–415, 415a, 416c, 429a, 429h 4.4.2: 115a, 116e, 116–117, 126c, 129a, 139h 4.5.1: 204e, 204–205, 214c, 216–217m, 217a, 227a, 227h, 4.5.2: 259a, 260e, 260–261, 266–267, 267a, 270c, 272–273, 273a, 287a, 287h 4.6.1: 326e, 333a, 336c, 337a, 339a, 349a, 349h

1.2: Use vocabulary (word meaning) strategies to comprehend text. 1.2.1: Apply reference skills to define, clarify, and refine word meanings. 1.2.1.a: Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.

4.1.2: 157c 4.3.1: 348c, 371i 4.4.2: 131c 4.6.1: 405v

1.2.2: Apply vocabulary strategies in grade-level text. 1.2.2.a: Use word origins to determine the meaning of unknown words.

4.2.1: 200c, 227i 4.3.1: 320c, 343i, 406c, 429i 4.5.1: 176c, 199i, 4.5.2: 292c, 315i 4.6.1: 386c, 413i

1.2.2.b: Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text.

4.1.1: 23a, 24e, 24–25, 32c, 32–33, 33a, 45a, 45h, 4.1.2: 141a, 142e, 142–143, 150–151, 152c, 165a, 165h 4.2.1: 175a, 176e, 176–177, 184–185, 185a, 195h, 232e, 232–233, 242c, 242–243, 243a, 254–255, 255h 4.4.2: 115a 4.5.2: 260e, 260–261, 266–267, 267a, 270c, 272–273, 273a, 287a, 287h 4.6.1: 353d, 363c, 373e, 374–375, 381c, 381o, 381p

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1.2.2.c: Explain how to derive word meaning from knowledge of affixes and roots (e.g., port: transportation, porter, import, report).

4.1.1: 23a, 24e, 24–25, 32c, 32–33, 33a, 45a, 45h, 4.1.2: 141a, 142e, 142–143, 150–151, 152c, 165a, 165h 4.2.1: 175a, 176e, 176–177, 184–185, 185a, 195h, 232e, 232–233, 242c, 242–243, 243a, 254–255, 255h 4.3.2: 406e, 406–407, 414–415, 415a, 416c, 429a, 429h 4.4.2: 115a, 116e, 116–117, 126c, 129a, 139h 4.5.1: 204e, 204–205, 214c, 216–217m, 217a, 227a, 227h, 4.5.2: 259a, 260e, 260–261, 266–267, 267a, 270c, 272–273, 273a, 287a, 287h 4.6.1: 326e, 333a, 336c, 337a, 339a, 349a, 349h

1.2.2.d: Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.

These are some of the many examples. 4.2.1: 200a, 200–201, 209a, 212c, 215a, 227a, 227h 4.3.1: 343a, 371a, 401a 4.4.1: 81a, 4.4.2: 144c, 144–145, 152c, 165a, 165h

1.3: Build vocabulary through wide reading. 1.3.1: Understand and apply new vocabulary. 1.3.1.a: Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in oral and written communication.

4.1.1: 23a, 49a, 81a, 4.1.2: 113a, 141a 4.2.1: 175a, 199a, 231a, 4.2.2: 259a, 287a 4.3.1: 319a, 347a, 375a, 4.3.2: 405, 433a 4.4.1: 23a, 55a, 85a, 4.4.2: 115a, 143a 4.5.1: 175a, 203a, 231a, 4.5.2: 259a, 291a 4.6.1: 325a, 353a, 385a, 4.6.2: 417a, 447a

1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text. 1.3.2.a: Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.

4.1.1: 22–23, 23a, 24d, 48–49, 49a, 50d, 80–81, 81a, 82d, 4.1.2: 112–113, 113a, 114d, 140–141, 141a, 141b, 142d, 161a 4.2.1: 174–175, 175a, 176d, 198–199, 199a, 200d, 200–201, 221c, 230–231, 231a, 232d, 4.2.2: 258–259, 259s, 260d, 267c, 286–287, 287a, 288d 4.3.1: 318–319, 319a, 320d, 325a, 346–347, 347a, 348d, 374–375, 375a, 376d, 4.3.2: 404–405, 405a, 406d, 432–433, 433a, 434d 4.4.1: 22–23, 23a, 24d, 54–55, 55a, 55f, 56d, 84–85, 85a, 85d, 86d, 105c, 115d,

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1.3.2.a. Continued 4.4.2: 114–115, 115a, 116d, 131c, 142–143, 143a, 143b, 144d, 159c 4.5.1: 174–175, 175a, 175d, 176d, 195c, 202–203, 203a, 203d, 204c, 204d, 213c, 213e, 214b, 223a, 227a, 230–231, 231a, 231d, 232d, 249c, 4.5.2: 258–259, 259a, 259d, 260d, 279c, 290–291, 291a, 291d, 292d, 309c 4.6.1: 324–325, 325a, 325d, 326d, 335c, 337a, 343c, 345c, 352–353, 353a, 353d, 354d, 377a, 379a, 384–385, 385a, 385d, 386d, 405c, 411a, 4.6.2: 416–417, 417a, 417d, 417f, 418d, 440d, 443a, 443e, 446–447, 447a, 447b, 448d

1.3.2.b: Explain that some words have a different meaning in different content areas (e.g., concept of shade in science and art).

These pages prepare students to meet this expectation. 4.5.1: 176e, 176–177, 186c, 188–189, 189a, 199h

1.3.2.c: Select, from multiple choices, the meaning of words necessary to understand.

These pages prepare students to meet this expectation. 4.1.1: 23a, 49a, 81a, 4.1.2: 113a, 141a 4.2.1: 175a, 199a, 231a, 4.2.2: 259a, 287a 4.3.1: 319a, 347a, 375a, 4.3.2: 405, 433a 4.4.1: 23a, 55a, 85a, 4.4.2: 115a, 143a 4.5.1: 175a, 203a, 231a, 4.5.2: 259a, 291a 4.6.1: 325a, 353a, 385a, 4.6.2: 417a, 447a

1.3.2.d: Use new vocabulary in oral and written communication and content/academic text.

4.1.1: 22–23, 23a, 24d, 48–49, 49a, 50d, 80–81, 81a, 82d, 4.1.2: 112–113, 113a, 114d, 140–141, 141a, 141b, 142d, 161a 4.2.1: 174–175, 175a, 176d, 198–199, 199a, 200d, 200–201, 221c, 230–231, 231a, 232d, 4.2.2: 258–259, 259s, 260d, 267c, 286–287, 287a, 288d 4.3.1: 318–319, 319a, 320d, 325a, 346–347, 347a, 348d, 374–375, 375a, 376d, 4.3.2: 404–405, 405a, 406d, 432–433, 433a, 434d 4.4.1: 22–23, 23a, 24d, 54–55, 55a, 55f, 56d, 84–85, 85a, 85d, 86d, 105c, 115d, 4.4.2: 114–115, 115a, 116d, 131c, 142–143, 143a, 143b, 144d, 159c 4.5.1: 174–175, 175a, 175d, 176d, 195c, 202–203, 203a, 203d, 204c, 204d, 213c, 213e, 214b, 223a, 227a, 230–231, 231a, 231d, 232d, 249c, 4.5.2: 258–259, 259a, 259d, 260d, 279c, 290–291, 291a, 291d,

58 Grade Four



1.3.2.d. Continued 292d, 309c 4.6.1: 324–325, 325a, 325d, 326d, 335c, 337a, 343c, 345c, 352–353, 353a, 353d, 354d, 377a, 379a, 384–385, 385a, 385d, 386d, 405c, 411a, 4.6.2: 416–417, 417a, 417d, 417f, 418d, 440d, 443a, 443e, 446–447, 447a, 447b, 448d

1.4: Apply word recognition skills and strategies to read fluently. 1.4.2: Apply fluency to enhance comprehension. 1.4.2.a: Read aloud grade-level literary/narrative text and informational/expository text accurately, using appropriate pacing, phrasing, and expression.

These are some of many examples. 4.1.1: 22–23, 24–25, 39b, 48–49, 50–51, 69b, 80–81, 82–83, 101b 4.3.2: 404–405, 406–407, 421b, 432–433, 434–435, 451b 4.5.1: 174–175, 176–177, 193b, 202–203, 204–205, 219b, 230–231, 232–233, 247b


4.1.1: 45j–45k, 77j–77k, 109j–109k, 4.1.2: 137j–137k, 165j–165k 4.2.1: 195j–195k, 227j–227k, 255j–255k, 4.2.2: 283j–283k, 309j–309k 4.3.1: 343j–343k, 371j–371k, 401j–401k, 4.3.2: 429j–429k, 459j–459k 4.4.1: 51j–51k, 81j–81k, 111j–111k, 4.4.2: 139j–139k, 165j–165k 4.5.1: 199j-199k, 227j–227k, 255j–255k, 4.5.2: 287j-287k, 315j–315k 4.6.1: 349j–349k, 381j–381k, 413j–413k, 4.6.2: 443j–443k, 473j–473k

1.4.3: Apply different reading rates to match text. 1.4.3.a: Adjust reading rate to match difficulty and type of text and the purposes for reading (e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas).

4.1.1: 80–81, 82–83, 101b, 108–109 4.5.1: 174–175, 176–177, 193b, 198–199, 4.5.2: 290–291, 292–293, 307b, 314–315 4.6.2: 446–447, 448–449, 465b, 472–473

EALR 2: The student understands the meaning of what is read. 2.1: Demonstrate evidence of reading comprehension. 2.1.3: Apply comprehension-monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. 2.1.3.a: State the main idea of an informational/expository text passage and provide three or more text-based details that support it.

These pages prepare students to meet this expectation. 4.1.2: 139c, 140–141, 146–147, 147a, 152c, 157a, 165h, 165l, 165m 4.2.2: 270–271, 271a, 286a, 286–287, 294–295, 295a, 297a, 298c, 298–299, 303a, 307a, 309h, 309l–309m 4.3.1: 335a, 367a, 368–369 4.4.1: 63a

59 Grade Four



2.1.3.a. Continued 4.5.2: 257c, 258–259, 270c, 271a, 279a, 283a 4.6.1: 333a. 335a, 338–339, 339a, 341a

2.1.3.b: State the main idea of a literary/narrative text passage and support with three details from the story.

These pages prepare students to meet this expectation. 4.2.1: 237a 4.5.2: 264–265, 265a, 270c, 271a, 273a, 274–275, 275a, 279a, 287h, 287l–287m 4.6.1: 347a

2.1.3.c: Select, from multiple choices, the main/major idea of a passage, poem, or selection.

These pages prepare students to meet this expectation. 4.1.2: 139c, 140–141, 146–147, 147a, 152c, 157a, 165h–165l–165m, 237a, 245a 4.2.2: 270–271, 271a, 285a, 286–287, 294–295, 295a, 297a, 298c, 298–299, 303a, 307a, 309h, 309l–309m 4.3.1: 335a, 367a, 368–369 4.4.1: 63a 4.5.2: 257c, 258–259, 264–265, 265a, 270c, 271a, 273a, 274–275, 275a, 279a, 283a, 287h, 287l–287m 4.6.1: 333a. 335a, 338–339, 339a, 341a, 347a

2.1.3.d: State the theme/message in culturally relevant literary/narrative text and support with text-based evidence.

4.1.1: 37a, 97a 4.4.2: 141c 4.5.1: 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 255h, 255l–255m, 4.5.2: 304-305, 305a 4.6.1: 397a

2.1.3.e: Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.

4.3.1: 396c

2.1.4: Apply comprehension-monitoring strategies before, during, and after reading: use prior knowledge/schema. 2.1.4.a: Explain connections between self and characters, events, and information occurring within a text or among multiple texts.

4.1.1: 31a, 32c, 39a, 43a, 61a, 62c, 69a, 73a, 93a, 94c, 101a, 105a, 4.1.2: 124c, 131a, 135a, 151a, 152c, 157a, 161a, 163a 4.2.1: 183a, 184c, 189a, 193a, 211a, 212c, 221a, 225a, 249a, 253a, 4.2.2: 242c, 267a, 268c, 275a, 279a, 297a, 298c, 303a, 307a 4.3.1: 329a, 330c, 337c, 341a, 357a, 358c, 363a, 367a, 369a, 387a, 388c, 383a, 397a, 4.3.2: 415a, 416c, 425a, 443a, 444c, 451a, 455a 4.4.1: 36c, 47a, 67a, 68c, 73a, 77a, 79a, 96c, 105a, 109a, 4.4.2: 126c, 135a, 157a, 161a, 4.4.2: 152c, 126c, 135a,

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2.1.4.a. continued 157a, 161a, 4.5.1: 185a, 186c, 197a, 214c, 223a, 241a, 242c, 251a, 4.5.2: 279a, 283a, 302c, 307a, 311a 4.6.1: 336c, 343a, 347a, 364c, 373a, 377a, 395a, 396c, 405a, 409a, 428c, 4.6.2: 441a, 460c, 465a, 469a


These pages provide opportunities for students to apply this expectation. 4.1.1: 20j, 24a, 32a, 42a, 45f, 46j, 50a, 62a, 72a, 77f, 78j, 82a, 94a, 104a, 109f, 4.1.2: 110j, 114a, 124a, 134a, 137f, 138j, 142a, 152a, 160a, 165f 4.2.1: 172j, 176a, 184a, 192a, 195f, 196j, 200a, 268a, 278a, 283f, 284j, 288a, 298a, 306a, 309f 4.3.1: 316j, 320j, 330a, 340a, 343f, 344j, 348a, 358a, 366a, 371f, 372j, 376a, 388a, 396a, 401f, 4.3.2: 402j, 406a, 416a, 424a, 429f, 430j, 434a, 444a, 454a, 459f 4.4.1: 20j, 24a, 36a, 46a, 51f, 52j, 56a, 68a, 76a, 81f, 82j, 86a, 96a, 108a, 111f, 116a, 126a, 134a, 139f, 144a, 152a, 160a, 165f, 4.4.2: 112j, 140j 4.5.1: 172j, 176a, 186a, 196a, 199f, 200j, 204a, 214a, 222a, 227f, 228j, 232a, 242a, 250a, 255f, 4.5.2: 256j, 260a, 270a, 282a, 287f, 288j, 292a, 302a, 310a, 315f, 4.6.1: 322j, 326a, 336a, 346a, 349f, 350j, 354a, 364a, 376a, 381f, 382j, 386a, 396a, 408a, 413f, 4.6.2: 414j, 418a, 428a, 440a, 443f, 444j, 448a, 460a, 468a, 473f

2.1.5: Apply comprehension-monitoring strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. 2.1.5.a: Predict text content using prior knowledge and text features.

4.1.1: 61a, 75a, 93a, 4.1.2: 123a, 131c, 139c, 157c, 160c, 160–161 4.2.1: 215a, 4.2.2: 260d, 267a 4.3.1: 317c, 326–327, 327a, 330c, 335a, 343h, 358–359, 359a, 363a, 366c, 366–367, 367a, 368–369, 369a, 393c, 4.3.2: 406d, 416–417, 417a, 447a 4.4.1: 43c, 56d, 61a, 71a, 76c, 76–77, 78–79, 86d, 4.4.2: 113c, 120–121, 121a, 127a, 139h, 151a, 241a 4.5.1: 184–185, 185a, 193c, 222a, 4.5.2: 269a, 285a, 301a, 310–311 4.6.1: 335a, 363a, 369a, 376c, 379a, 4.6.2: 445c, 452–453, 453a, 455qa, 457a, 459a, 471a, 473h

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2.1.5.b: Use text and prior knowledge to make, confirm, or revise inferences and predictions.

4.1.1: 27a, 31a, 37a, 53a, 57a, 67a, 85a, 89a, 99a, 4.1.2: 117a, 121a, 129a, 145a, 149a 4.2.1: 179a, 183a, 203a, 207a, 217a, 235a, 239a, 247a, 4.2.2: 263a, 267a, 273a, 291a, 295a 4.3.1: 323a, 327a, 351a, 355a, 379a, 383a, 4.3.2: 409a, 413a, 437a, 441a, 449a 4.4.1: 27a, 31a, 41a, 59a, 63a, 89a, 93a, 101a, 4.4.2: 119a, 123a, 147a, 151a 4.5.1: 179a, 183a, 191a, 207a, 211a, 219a, 235a, 239a, 4.5.2: 263a, 267a, 275a, 295a, 299a 4.6.1: 329a, 333a, 341a, 357am 361a, 369a, 389a, 393a, 401a, 4.6.2: 421a, 425a, 433a, 451a, 455a

2.1.5.c: Select, from multiple choices, a prediction, or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).

These pages prepare students to meet this expectation. 4.1.1: 27a, 53a, 55a, 63a, 65a, 85a, 4.1.2: 117a 4.2.1: 179a, 203a, 235a 4.3.1: 379a, 4.3.2: 431c, 432–433, 437a, 440–441, 441a, 444c, 448–449, 449a, 451a 4.4.1: 27a, 4.4.2: 147a 4.5.1: 207a, 211a, 235a, 245a, 4.5.2: 263a, 267a, 277a, 295a, 305a 4.6.1: 383c, 384–385, 389a, 392–393, 403a, 405a, 409a, 4.6.2: 421a, 423a, 433a


These pages prepare students to meet this expectation. 4.1.1: 53a, 55a, 63a, 65a, 4.1.2: 145a 4.2.1: 203a, 4.2.2: 263a, 285c, 286–287, 291a, 296–297, 297a, 298c, 303a, 307a 4.3.1: 323a, 325a, 351a, 359a, 4.3.2: 409a, 419a, 425a, 457a 4.4.1: 59a, 65a, 89a, 4.4.2: 119a, 121a 4.5.1: 179a, 183a, 189a, 207a, 211a 4.5.2: 263a, 267a, 277a, 295a, 305a 4.6.1: 329a, 357a, 367a, 4.6.2: 451a

2.1.5.e: Organize information that supports a prediction or inference in a graphic organizer to enhance comprehension of text.

These pages provide opportunities for students to apply this expectation. 4.1.1: 27a, 53a, 55a, 63a, 65a, 85a, 4.1.2: 117a, 145a 4.2.1: 179a, 203a, 235a, 4.2.2: 263a, 285c, 286–287, 291a, 296–297, 297a, 298c, 303a, 307a 4.3.1: 323a, 325a, 351a, 359a, 379a,

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2.1.5.e. Continued 4.3.2: 409a, 419a, 425a, 431c, 432–433, 437a, 440–441, 441a, 444c, 448–449, 449a, 451a, 457a 4.4.1: 27a, 59a, 65a, 89a, 4.4.2: 119a, 121, 147a 4.5.1: 179a, 183a, 189a, 207a, 211a, 235a, 245a, 4.5.2: 263a, 267a, 277a, 295a, 305a 4.6.1: 329a, 357a, 367a, 383c, 384–385, 389a, 392–393, 403a, 405a, 409a, 4.6.2: 421a, 423a, 433a, 451a

2.1.6: Apply comprehension-monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions in grade-level informational/expository text and/or literary/narrative text. 2.1.6.a: Monitor for meaning by identifying where and why comprehension was lost and use comprehension repair strategies to regain meaning.

4.2.2: 257c, 273a 4.4.2: 141c, 149a, 154–155, 161a, 163a 4.5.1: 185a, 189a, 4.5.2: 289c, 296–297, 297a

2.1.6.b: Generate and answer questions before, during, and after reading.

4.1.1: 47c, 48–49, 56–57, 57a, 62c, 66–67, 67a, 69a, 4.1.2: 155a 4.2.1: 229c, 230–231, 236–237, 237a, 242c, 243a, 244–245, 245a, 249a, 253a, 4.2.2: 301a 4.3.1: 361a 4.4.2: 129c 4.5.1: 253a 4.6.1: 323c, 324–325, 331a, 332–333, 333a, 336c, 336–337, 337a, 340–341, 341a, 343a

2.1.6.c: Draw, write about, or verbally describe the mental imagery that occurs while reading.

4.1.1: 29a 4.3.1: 373c, 374–375, 382–383, 383a, 385a, 386–387, 388c, 390–391, 391a, 393a 4.4.1: 21c, 22–23, 28–29, 29a, 36c, 38–39, 39a, 43a, 49a, 71a, 129a 4.5.1: 201c, 202–203, 210–211, 211a, 213a, 214c, 219a, 223a

2.1.6.d: Organize information to monitor for meaning; generate and answer questions in a teacher-selected graphic organizer to enhance comprehension.

4.1.1: 42c, 72c, 85a, 94c, 104c, 108c 4.1.2: 134c 4.2.1: 160c, 179a, 184c, 192c, 4.2.2: 224c, 306a 4.3.1: 320d, 366c, 396c, 4.3.2: 454c 4.4.1: 108c, 4.4.2: 160c 4.5.1: 250c, 4.5.2: 282c, 310c 4.6.1: 346c, 408c, 4.6.2: 440c, 451a, 460c, 468c

2.1.7: Apply comprehension strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.

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2.1.7.a: Summarize the events, information, or ideas in an informational/expository text (e.g., causes of an event like a war or a tornado, steps in building a snow cave).

4.4.1: 60–61, 61a, 68c, 70–71, 71a, 73a, 93a 4.6.1: 351c, 370–371, 371a

2.1.7.b: Summarize the plot/message in culturally relevant literary/narrative text.

4.1.1: 21c, 22–23, 30–31, 31a, 32c, 36–37, 37a, 39a, 99a 4.4.1: 60–61, 61a, 68c, 70–71, 71a, 73a, 93a 4.6.1: 362–363, 363a, 364c, 368–369, 369a, 373a

2.1.7.c: Select, from multiple choices, a sentence that best summarizes the story or informational selection.

These pages prepare students to meet this expectation. 4.1.1: 21c, 22–23, 30–31, 31a, 32c, 36–37, 37a, 39a, 99a 4.6.1: 362–363, 363a, 364c, 368–369, 369a, 370–371, 371a, 373a

2.1.7.d: Organize summary information in a teacher-selected graphic organizer to enhance comprehension.

These pages provide opportunities for students to apply this expectation. 4.1.1: 21c, 22–23, 30–31, 31a, 32c, 36–37, 37a, 39a, 99a 4.4.1: 60–61, 61a, 68c, 70–71, 71a, 73a, 93a 4.6.1: 351c, 362–363, 363a, 364c, 368–369, 369a, 370–371, 371a, 373a

2.2: Understand and apply knowledge of text components to comprehend text. 2.2.1: Understand sequence in literary/narrative text and informational/expository text. 2.2.1.a: Explain ideas or events in sequential order. (Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)

4.1.1: 21c, 22–23, 28–29, 29a, 32c, 29a, 45h, 45l–45m, 60–61, 61a, 88–89, 89a, 94–95, 95a, 121a, 4.1.2: 147a, 200d 4.3.1: 320d, 381a, 391a 4.4.1: 83c, 84–85, 90–91, 91a, 93a, 96c, 96–97, 97a, 101a, 105a, 109a, 111h, 111l–111m 4.5.1: 187a 4.6.1: 383c, 384–385, 394–395, 395a, 396c, 399a, 402–403, 403a, 405a, 413h, 413l–413m, 4.6.2: 424–425, 425a, 432–433, 433a, 435a, 469a

2.2.1.b: Recognize and explain literary/narrative text written out of sequence (e.g., flashbacks, tales from other cultures).

4.3.1: 348d, 354–355, 355a, 371i

2.2.1.c: Explain steps in a process (e.g., problem solving in mathematics, life cycle of a salmon).

4.4.1: 43c, 46c, 46–47 4.6.2: 473c

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2.2.1.d: Select, from multiple choices, the order of ideas, facts or events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).

These pages prepare students to meet this expectation. 4.1.1: 21c, 22–23, 28–29, 29a, 32c, 29a, 45h, 45l–45m, 60–61, 61a, 88–89, 89a, 94–95, 95a, 121a, 4.1.2: 147a, 200d 4.3.1: 320d, 381a, 391a 4.4.1: 83c, 84–85, 90–91, 91a, 93a, 96c, 96–97, 97a, 101a, 105a, 109a, 111h, 111l–111m 4.5.1: 187a 4.6.1: 383c, 384–385, 394–395, 395a, 396c, 399a, 402–403, 403a, 405a, 413h, 413l–413m, 4.6.2: 424–425, 425a, 432–433, 433a, 435a, 469a

2.2.2: Apply features of printed and electronic text to locate and comprehend text.

2.2.2.a: Identify and use grade-level appropriate text features.

4.1.1: 75a, 4.1.2: 131c, 139c, 157c, 160c, 160–161 4.2.1: 215a, 4.2.2: 260d 4.3.1: 317c, 326–327, 327a, 330c, 335a, 343h, 358–359, 359a, 363a, 366c, 366–367, 367a, 368–369, 369a, 393c, 4.3.2: 406d, 416–417, 417a, 447a 4.4.1: 43c, 56d, 61a, 71a, 76c, 76–77, 78–79, 86d, 4.4.2: 113c, 120–121, 121a, 127a, 139h 4.5.1: 184–185, 185a, 193c, 222a, 4.5.2: 310–311 4.6.1: 369a, 376c, 379a, 4.6.2: 445c, 452–453, 453a, 455qa, 457a, 471a, 473h

2.2.2.b: Explain how certain text features help you understand a selection.

4.1.1: 75a, 4.1.2: 131c, 139c, 157c, 160c, 160–161 4.2.1: 215a, 4.2.2: 260d 4.3.1: 317c, 326–327, 327a, 330c, 335a, 343h, 358–359, 359a, 363a, 366c, 366–367, 367a, 368–369, 369a, 393c, 4.3.2: 406d, 416–417, 417a, 447a 4.4.1: 43c, 56d, 61a, 71a, 76c, 76–77, 78–79, 86d, 4.4.2: 113c, 120–121, 121a, 127a, 139h 4.5.1: 184–185, 185a, 193c, 222a, 4.5.2: 310–311 4.6.1: 369a, 376c, 379a, 4.6.2: 445c, 452–453, 453a, 455qa, 457a, 471a, 473h

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2.2.2.c: Interpret information from graphic features.

4.1.1: 39c, 66–67, 67a, 75a 4.1.2: 151c 4.2.1: 131c, 160c, 160–161, 189c, 192c, 192–193, 193a, 215a, 249c 4.2.2: 275c, 303c 4.3.1: 317c, 326–327, 327a, 330c, 333a, 334–335, 335a, 337a, 343h, 343l–343m, 353a, 358–359, 359a, 363a, 367a, 393c 4.3.2: 406d, 411a, 416–417, 417a, 447a, 451c 4.4.1: 43c, 46c, 46–49, 56d, 61a, 71a, 73c, 76c, 76–77, 78–79, 97a, 109a 4.4.2: 113c, 120–121, 121a, 126c, 127a, 139h, 139l–139m 4.5.1: 184–185, 185a, 222a, 247c 4.5.2: 284–285, 285a, 307c, 310–311 4.6.1: 369a, 379a 4.6.2: 445c, 448d, 452–453, 453a, 455a, 457a, 458–459, 459a, 460c, 461a, 462–463, 463a, 465a, 471a, 473h, 473l–473m

2.2.2.d: Identify, from multiple choices, where certain information/ideas might be found in the text.

These pages prepare students to meet this expectation. 4.1.1: 75a, 4.1.2: 131c, 139c, 157c, 160c, 160–161 4.2.1: 215a, 4.2.2: 260d 4.3.1: 317c, 326–327, 327a, 330c, 335a, 343h, 358–359, 359a, 363a, 366c, 366–367, 367a, 368–369, 369a, 393c, 4.3.2: 406d, 416–417, 417a, 447a 4.4.1: 43c, 56d, 61a, 71a, 76c, 76–77, 78–79, 86d, 4.4.2: 113c, 120–121, 121a, 127a, 139h 4.5.1: 184–185, 185a, 193c, 222a, 4.5.2: 310–311 4.6.1: 369a, 376c, 379a, 4.6.2: 445c, 452–453, 453a, 455qa, 457a, 471a, 473h

2.2.2.e: Use icons, pull-down menus, key word searches on an electronic device.

These pages prepare students to meet this expectation. 4.1.1: 31b, 39d, 61b, 69d, 93b, 101c, 101d, 4.1.2: 123b, 131d, 151b, 157d 4.2.1: 183b, 189d, 211b, 221d, 241b, 249b, 4.2.2: 267b, 275d, 278c, 297b, 303d, 4.3.1: 329b, 337d, 357b, 363d, 387b, 393d, 4.3.2: 415b, 421d, 424c, 424–427, 427a, 443b, 451d 4.4.1: 35b, 43d, 67b, 73d, 95b, 105d, 4.4.2: 125b, 131d, 134c, 151b, 157d 4.5.1: 185b, 193d, 213b, 219d, 241b, 247d, 4.5.2: 269b, 279d, 301b, 307d 4.6.1: 335b, 343d, 363b, 373d, 395b, 405d, 4.6.2: 427b, 437d, 459b, 465d

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2.2.3: Understand and analyze story elements. 2.2.3.a: Use knowledge of situation and characters' actions, motivations, feelings, and physical attributes to determine characters' traits.

4.1.1: 31a, 35a, 37a, 55a, 67a, 79c, 80–81, 90–91, 91a, 94c, 95a, 96–97, 99a, 101a, 105a, 109h, 109l–109m, 120–121, 121a, 127a, 128–129, 135a 4.2.1: 186–187, 187a, 219a 4.3.1: 399a, 4.3.2: 434d, 449a 4.4.1: 31a, 35a, 4.4.2: 141c, 142–143, 148–149, 149a, 151a, 152c, 155a, 157a, 165h, 165l–165m 4.5.1: 214–215, 215a, 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 247a, 255h, 255l–255m, 4.5.2: 303a, 304–305, 305a, 339 4.6.1: 386d, 391a, 4.6.2: 433a

2.2.3.b: Identify the main events in a plot, including the cause and effect relationship in problem solving.

4.1.1: 67a, 79c, 80–81, 90–91, 94c, 96–97, 97a, 101a, 105a, 109h, 109l–109m 4.1.2: 120–121, 121a, 128–129 4.2.1: 186–187, 187a, 219a 4.4.2: 141c, 142–143, 148–149, 149a, 152c, 153a, 155a, 157a, 165h, 165l–165m 4.5.1: 214–215, 215a, 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 255h, 255l–255m 4.5.2: 299a, 304–305, 305a

2.2.3.c: Describe the components of setting and explain how and why setting is important to the story.

4.1.1: 50d, 79c, 80–81, 90–91, 94c, 96–97, 97a, 101a, 105a, 109h, 109l–109m 4.1.2: 120–121, 121a, 128–129 4.2.1: 186–187, 187a, 219a 4.3.2: 441a 4.4.2: 141c 4.6.1: 401a

2.2.3.d: Differentiate between first and third person point of view in a selection and explain the difference.

4.1.1: 24d, 35a, 45i 4.3.1: 376d, 389a, 401i 4.5.1: 224–225, 4.5.2: 292d, 297a, 315i

2.2.3.e: Select, from multiple choices, the best description of a character or setting in a story or poem (e.g., character traits, feelings, character's problem, or importance of character).

4.1.1: 31a, 35a, 37a, 50d, 55a, 67a, 79c, 80–81, 90–91, 91a, 94c, 95a, 96–97, 99a, 101a, 105a, 109h, 109l–109m, 120–121, 121a, 127a, 128–129, 135a 4.2.1: 186–187, 187a, 219a 4.3.1: 399a, 4.3.2: 434d, 441a, 449a 4.4.1: 31a, 35a, 4.4.2: 141c, 142–143, 148–149, 149a, 151a, 152c, 155a, 157a, 165h, 165l–165m 4.5.1: 214–215, 215a, 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 247a, 255h, 255l–255m, 4.5.2: 303a, 304–305, 305a, 339 4.6.1: 386d, 391a, 401a, 4.6.2: 433a

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2.2.4: Apply understanding of text organizational structures. 2.2.4.a: Recognize and use previously learned text organizational structures (simple listing, sequential order, description, compare and contrast) to aid comprehension.

4.1.2: 139c, 142d, 148–149, 149a, 152c, 154–155, 155a 4.2.2: 273a, 288d 4.3.1: 320d, 341a, 345c, 346–347, 348d, 354–355, 355a, 358c, 376d 4.4.1: 41a, 4.4.2: 116d, 139i 4.5.1: 176d, 181a, 204d, 217a, 227i, 4.5.2: 265a, 271a, 273a, 277a 4.6.1: 326d, 354d

2.2.4.b: Identify and use text written in the text organizational structure of chronological order to find and organize information and comprehend text.

4.1.2: 148–149, 155a 4.2.2: 273a 4.3.1: 320d, 341a, 345c, 346–347, 348d, 354–355, 355a, 358c, 376d 4.4.1: 41a, 4.4.2: 116d, 139i 4.5.1: 204d, 217a, 227i 4.5.2: 265a, 271a, 273a, 277a 4.6.1: 326d, 354d

2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. 2.3.1: Understand and analyze the relationship between and among literary/narrative text and informational/expository text. 2.3.1.a: Compare and contrast plots, characters, and settings in multiple texts.

4.1.1: 67a, 91a 4.2.2: 301a 4.3.2: 413a 4.4.1: 21c, 22–23, 30–31, 31a, 36c, 39a, 41a, 43a, 51h, 51l–51m, 4.4.2: 124–125, 125a, 127a, 129a, 152–153, 153a 4.5.1: 191a, 208–209, 209a, 212–213, 213a, 214c, 217a, 219a, 227h, 4.5.2: 305a 4.6.1: 359a, 365a, 398–399, 399a, 4.6.2: 429a, 431a

2.3.1.b: Compare and contrast information (e.g., similar topics written in different genres such as a short story and a poem or magazine article and encyclopedia).

4.1.2: 155a 4.2.2: 281a 4.4.1: 47a, 53c, 54–55, 62–63, 63a, 68c, 73a, 81h, 81l–81m, 103a, 4.4.2: 124–125, 125a, 127a, 129a, 137a 4.5.1: 191a, 201c, 202–203, 217a, 227l–227m 4.6.1: 365a, 4.6.2: 431a, 471a

2.3.1.c: Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two selections).

These pages prepare students to meet this expectation. 4.1.1: 67a, 91a 4.2.2: 301a 4.3.2: 413a 4.4.1: 21c, 22–23, 30–31, 31a, 36c, 39a, 41a, 43a, 51h, 51l–51m, 4.4.2: 124–125, 125a, 127a, 129a, 152–153, 153a 4.5.1: 191a, 208–209, 209a, 212–213,

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2.3.1.c. Continued 213a, 214c, 217a, 219a, 227h, 4.5.2: 305a 4.6.1: 359a, 365a, 398–399, 399a, 4.6.2: 429a, 431a

2.3.1.d: Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).

These pages prepare students to meet this expectation. 4.1.2: 155a 4.2.2: 281a 4.4.1: 47a, 53c, 54–55, 62–63, 63a, 68c, 73a, 81h, 81l–81m, 103a, 4.4.2: 124–125, 125a, 127a, 129a, 137a 4.5.1: 191a, 201c, 202–203, 217a, 227l–227m 4.6.1: 365a, 4.6.2: 431a, 471a

2.3.1.e: Recognize and explain cause and effect relationships in informational/expository text and literary/narrative text, using evidence from the text.

4.1.1: 34–35, 35a, 57a, 73a, 91a, 107a 4.1.2: 149a, 161a 4.2.1: 173c, 174–175, 182–183, 183a, 184c, 189a, 195h, 195l–195m, 219a, 240–241, 241a, 243a, 245a 4.3.1: 335a, 360a, 385a, 387a, 397a 4.3.2: 403c, 403–404, 410–411, 411a, 457a 4.4.1: 34–35, 35a, 37a, 40–41, 41a, 79a, 99a, 4.4.2: 155a 4.5.1: 217a, 225a, 4.5.2: 311a 4.6.1: 323c, 324–325, 330–331, 331a, 334–335, 335a, 336c, 339a, 343a, 349h, 349l–349m, 361a, 371a, 4.6.2: 425a, 429a, 435a, 459a

2.3.1.f: Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.

These pages prepare students to meet this expectation. 4.1.1: 34–35, 35a, 57a, 73a, 91a, 107a 4.1.2: 149a, 161a 4.2.1: 173c, 174–175, 182–183, 183a, 184c, 189a, 195h, 195l–195m, 219a, 240–241, 241a, 243a, 245a 4.3.1: 335a, 360a, 385a, 387a, 397a 4.3.2: 403c, 403–404, 410–411, 411a, 457a 4.4.1: 34–35, 35a, 37a, 40–41, 41a, 79a, 99a, 4.4.2: 155a 4.5.1: 217a, 225a, 4.5.2: 311a 4.6.1: 323c, 324–325, 330–331, 331a, 334–335, 335a, 336c, 339a, 343a, 349h, 349l–349m, 361a, 371a, 4.6.2: 425a, 429a, 435a, 459a

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2.3.2: Apply understanding of systems for organizing information and analyze appropriate sources. 2.3.2.a: Use multiple organizational systems to locate information from reference and content area materials.

4.1.1: 31b, 61b, 93b, 4.1.2: 123b, 151b 4.2.1: 183b, 211b, 241b, 4.2.2: 267b, 297b 4.3.1: 329b, 357b, 387b, 4.3.2: 415b, 443b 4.4.1: 35b, 67b, 95b, 4.4.2: 125b, 151b 4.5.1: 185b, 213b, 241b, 4.5.2: 269b, 301b 4.6.1: 335b, 363b, 395b, 4.6.2: 427b, 459b

2.3.2.b: Select appropriate resources for locating information (e.g., thesaurus, website, directory) on a specific topic or for a specific purpose.

4.1.1: 31b, 61b, 93b, 4.1.2: 123b, 151b 4.2.1: 183b, 211b, 241b, 4.2.2: 267b, 297b 4.3.1: 329b, 357b, 387b, 4.3.2: 415b, 443b 4.4.1: 35b, 67b, 95b, 4.4.2: 125b, 151b 4.5.1: 185b, 213b, 241b, 4.5.2: 269b, 301b 4.6.1: 335b, 363b, 395b, 4.6.2: 427b, 459b

2.3.3: Understand literary/narrative devices. 2.3.3.a: Explain the meaning of simile, personification, metaphor, idiom, and humor in literary/narrative passages.

4.2.1: 200d, 205a, 227i, 4.2.2: 288d, 309i 4.3.2: 406d, 413a, 417a, 429i 4.4.1: 24d, 51i, 116d, 123a, 139i, 4.4.2: 144d, 165i, 166–167, 169a 4.6.1: 386d, 391a, 395a, 413i, 4.6.2: 381i, 448d

2.4: Think critically and analyze author's use of language, style, purpose, and perspective in informational and literary text. 2.4.1: Apply the skills of drawing conclusions, providing a response, and expressing insights to literary/narrative text and informational/expository text. 2.4.1.a: Give a personal response that demonstrates insight about text, using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).

4.1.1: 39a, 69a, 101a, 4.1.2: 131a, 157a 4.2.1: 189a, 221a, 249a, 4.2.2: 275a, 303a 4.3.1: 337a, 363a, 4.3.2: 421a, 451a 4.4.1: 43a, 73a, 105a, 4.4.2: 131a. 157a 4.5.1: 193a, 219a, 247a, 4.5.2: 279a, 307a 4.6.1: 343a, 373a, 405a, 4.6.2: 437a, 465a

2.4.1.b: Draw conclusions from text, citing textbased information to support the conclusion (e.g., how the story or information might be useful; to whom a story or information might be useful).

4.1.1: 29a, 33a, 57a, 63a, 65a, 87a, 89a, 93a, 95a, 97a, 107a, 4.1.2: 129a, 135a, 147a, 155a 4.2.1: 181a, 187a, 197c, 198–199, 204–205, 205a, 207a, 209a, 211a, 212c, 212–213, 215a, 217a, 219a, 221a, 227h, 227l–227m, 229c, 230–231, 238–239,

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2.4.1.b. Continued 239a, 241a, 242c, 243a, 245a, 246–247, 247a, 249a, 253, 255h, 255l–255m, 4.2.2: 269a, 271a, 273a, 281a, 293a 4.3.1: 353a, 361a, 369a, 388–389, 389a, 391a, 397a, 4.3.2: 413a, 419a, 446–447, 447a 4.4.1: 29a, 37a, 49a, 65a, 67a, 103a, 4.4.2: 163a 4.5.1: 185a, 187a, 191a, 209a, 215a, 239a, 4.5.2: 267a, 277a, 283a, 289c, 290–291, 299a, 300–301, 301a, 302c, 302–303, 303a, 305a, 307a, 311a, 313a, 315h, 315l–315m 4.6.1: 364–365, 365a, 377a, 395a, 397a, 403a, 411a, 4.6.2: 425a, 435a, 457a, 461a, 463a

2.4.2: Analyze the author's purpose for and style of writing in both literary/narrative text and informational/expository text. 2.4.2.a: Determine the author's purpose and support decision with evidence/details from text.

4.1.1: 37a, 47c, 48–49, 54–55, 55a, 62c, 64–65, 65a, 69a, 73a, 77h, 77l–77m, 91a, 99a, 4.1.2: 111c, 112–113, 118–119, 119a, 124c, 124–125, 125a, 127a, 137h, 137l–137m, 152–153, 153a, 161a 4.2.1: 187a, 193a, 208–209, 209a, 214–215, 215a, 217a, 245a, 4.2.2: 295a, 301a 4.3.1: 341a, 361a, 391a, 397a, 4.3.2: 419a, 443a, 445a, 449a 4.4.1: 71a, 76c, 97a 4.5.1: 173c, 174–175, 182–183, 183a, 186c, 190–191, 191a, 197a, 199h, 199l–199m, 211a, 217a, 225a, 244–245, 245a 4.6.1: 341a, 359a, 371a, 379a, 393a, 401a, 403a, 409a, 411a, 4.6.2: 435a, 441a, 453a, 463a

2.4.2.b: Identify and explain how the author's use of word choice, sentence structure and length, and/or literary/narrative devices affects the reader, using a variety of texts.

These pages prepare students to meet this standard. 4.2.1: 200d, 205a, 227i 4.3.2: 406d, 413a, 417a, 429i, 434d, 447a, 459i, 460–461, 463a 4.4.1: 24d, 51i, 116d, 123a, 139i, 4.4.2: 167a, 168–169, 169a, 317a, 319a 4.6.1: 381i, 386d, 391a, 395a, 413i, 4.6.2: 448d, 474–475, 477a

2.4.3: Understand the difference between fact and opinion. 2.4.3.a: Identify facts and opinions; provide evidence from the text to support your answer.

4.1.2: 149a, 163a, 193a 4.2.2: 257c, 258–259, 264–265, 265a, 267a, 268c, 269a, 272–273, 273a, 275a, 279a, 283h, 283l–283m, 300–301, 301a

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2.4.3.a: Continued 4.3.1: 325a, 330–331, 331a, 333a, 345c, 346–347, 352–353, 353a, 357a, 358c, 360–361, 361a, 363a, 371h, 371j–371m 4.4.1: 29a, 41a, 63a, 77a, 101a, 4.4.2: 155a 4.5.1: 251a, 253a, 276–277, 277a 4.6.1: 341a, 351c, 352–353, 360–361, 361a, 364c, 366–367, 367a, 371a, 373a, 377a, 381h, 381l–381m, 4.6.2: 455a


These pages prepare students to meet this expectation. 4.1.2: 149a, 163a, 193a 4.2.2: 257c, 258–259, 264–265, 265a, 267a, 268c, 269a, 272–273, 273a, 275a, 279a, 283h, 283l–283m, 300–301, 301a 4.3.1: 325a, 330–331, 331a, 333a, 345c, 346–347, 352–353, 353a, 357a, 358c, 360–361, 361a, 363a, 371h, 371j–371m 4.4.1: 29a, 41a, 63a, 77a, 101a, 4.4.2: 155a 4.5.1: 251a, 253a, 276–277, 277a 4.6.1: 341a, 351c, 352–353, 360–361, 361a, 364c, 366–367, 367a, 371a, 373a, 377a, 381h, 381l–381m, 4.6.2: 455a

2.4.4: Evaluate author's effectiveness for a chosen audience 2.4.4.a: Read an article and decide if a chosen audience (e.g., teachers, parents, classmates) would agree or disagree with what the author says.

These pages prepare students to meet this expectation. 4.5.2: 259e–259f, 269d–269e, 280–281, 281a–281c, 287d–287e, 287p–287q

2.4.5: Understand how to generalize from text. 2.4.5.a: Generalize about a topic after reading more than one text (e.g., make generalizations about life on the prairie after reading several informational/expository and literary/narrative accounts of the migration west).

These pages prepare students to meet this expectation. 4.1.1: 59a 4.2.2: 299a 4.3.1: 373c, 374–375, 380–381, 381a, 388c, 393a, 399a, 401h, 401l–401m, 4.3.2: 431c, 432–433, 438–439, 439a, 444c, 444–445, 445a, 451a, 459h, 459l–459m 4.4.1: 66–67, 67a, 69a, 99a, 100–101, 101a, 4.4.2: 135a 4.5.1: 197a, 245a 4.6.1: 428c, 433l–433m, 4.6.2: 415c, 416–417, 422–423, 423a, 430–431, 431a, 441a, 443h, 456–457, 457a

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2.4.5.b: Generalize about characters and characteristics in similar stories from different cultures (e.g., the "trickster" type tales such as Coyote in Native American literature; animals in African folk tales like Ananzi (the spider); and Br'er Rabbit stories of the Deep South).

These pages prepare students to meet this expectation. 4.1.1: 59a 4.2.2: 299a 4.3.1: 373c, 374–375, 380–381, 381a, 388c, 393a, 399a, 401h, 401l–401m, 4.3.2: 431c, 432–433, 438–439, 439a, 444c, 444–445, 445a, 451a, 459h, 459l–459m 4.4.1: 66–67, 67a, 69a, 99a, 100–101, 101a, 4.4.2: 135a 4.5.1: 197a, 245a 4.6.1: 428c, 433l–433m, 4.6.2: 415c, 416–417, 422–423, 423a, 430–431, 431a, 441a, 443h, 456–457, 457a

EALR 3: The student reads different materials for a variety of purposes. 3.1: Read to learn new information. 3.1.1: Understand how to select and use appropriate resources. 3.1.1.a: Collect and use information from a variety of resources to solve a problem or answer a question.

4.1.1: 23b, 31b, 39d, 45b, 45n, 49b, 61b, 69d, 77b, 77n, 81b, 93b, 101d, 109b, 109n, 4.1.2: 113, 123, 131d, 137b, 137n, 141b, 151b, 157d, 165b, 165n 4.2.1: 137n, 175b, 165n, 183b, 189d, 195b, 199b, 211b, 221d, 227b, 231b, 241b, 249d, 255b, 255n, 4.2.2: 259b, 267b, 275d, 283b, 283n, 287b, 297b, 303d, 309b, 309n 4.3.1: 319b, 329b, 337d, 343b, 343n, 347b, 357b, 363d, 371b, 371n, 375b, 387b, 393d, 401b, 401n, 4.3.2: 405b, 415b, 421d, 429b, 429n, 433b, 443b, 451d, 459b, 459n 4.4.1: 23b, 35b, 43d, 51b, 51n, 55b, 67b, 73d, 81b, 81n, 85b, 95b, 105d, 111b, 111n, 4.4.2: 115b, 125b, 131d, 139b, 139n, 143b, 151b, 157d, 165b, 165n 4.5.1: 175b, 185b, 193d, 199b, 199n, 203b, 213b, 219d, 227b, 227n, 231b, 241b, 247d, 255b, 255n, 4.5.2: 259b, 269b, 279d, 287b, 287n, 291b, 301b, 307d, 315b, 315n 4.6.1: 325b, 335b, 343d, 349b, 349n, 353b, 363b, 383d, 381b, 381n, 385b, 395b, 405d, 413b, 413n, 4.6.2: 417b, 427b, 437d, 443b, 443n, 447b, 459b, 465d, 473b, 473n

3.2: Read to perform a task. 3.2.1: Understand information gained from reading to perform a specific task.

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3.2.1.a: Interpret information from common environmental print to solve a problem or perform a task (e.g., use a catalog to choose items within a budget).

These pages prepare students to meet this expectation. 4.2.1: 224c, 224–225, 225a, 4.2.2: 278c, 278–281, 281a

3.2.2: Understand a variety of functional documents. 3.2.2.a: Explain the information in functional documents related to hobbies or interests (e.g., skate boarding magazines, books about animals, e–mail, and letters from friends).

These pages prepare students to meet this expectation. 4.2.1: 224c, 224–225, 225a, 4.2.2: 278c, 278–281, 281a

3.4: Read for literary/narrative experience in a variety of genres. 3.4.2: Understand contemporary and traditional literature written in a variety of genres. 3.4.2.a: Explain the characteristics of a variety of genres.

4.1.1: 26–27, 27a, 52–53, 53a, 84–85, 85a, 4.1.2: 116–117, 117a, 144–145, 145a 4.2.1: 178–179, 179a, 202–203, 203a, 234–235, 235a, 4.2.2: 263a, 291a 4.3.1: 322–323, 323a, 350–351, 351a, 378–379, 379a, 4.3.2: 408–409, 409a, 436–437, 437a 4.4.1: 26–27, 27a, 58–59, 59a, 88–89, 89a, 4.4.2: 118–119, 119a, 1460–147, 147a 4.5.1: 178–179, 179a, 206–207, 207a, 234–235, 235a, 4.5.2: 262–263, 263a, 294–295, 295a 4.6.1: 328–329, 329a, 356–357, 357a, 388–389, 389a, 4.6.2: 420–421, 421a, 450–451, 451a

3.4.2.b: Respond to literature from a variety of genres using teacher or self-generated prompts appropriate to the text and content.

4.1.1: 39a, 69a, 101a, 4.1.2: 131a, 157a 4.2.1: 189a, 221a, 249a, 4.2.2: 275a, 303a 4.3.1: 337a, 363a, 4.3.2: 421a, 451a 4.4.1: 43a, 73a, 105a, 4.4.2: 131a. 157a 4.5.1: 193a, 219a, 247a, 4.5.2: 279a, 307a 4.6.1: 343a, 373a, 405a, 4.6.2: 437a, 465a

3.4.3: Analyze a variety of literature representing different cultures and traditions. 3.4.3.a: Compare and contrast cultures and traditions from a variety of literature.

These pages provide opportunities for students to apply this expectation. 4.1.1: 31a, 35a, 37a, 55a, 67a, 79c, 80–81, 90–91, 91a, 94c, 95a, 96–97, 99a, 101a, 105a, 109h, 109l–109m, 120–121, 121a, 127a, 128–129, 135, 135a, 4.2.1: 186–187, 187a, 219a 4.3.1: 398, 399a, 4.3.2: 434d, 449a

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3.4.3.a: Continued 4.4.1: 31a, 35a, 4.4.2: 141c, 142–143, 148–149, 149a, 151a, 152c, 155a, 157a, 165h, 165l–165m 4.5.1: 214–215, 215a, 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 247a, 255h, 255l–255m, 4.5.2: 303a, 304–305, 305a 4.6.1: 386d, 391a, 404, 4.6.2: 433a

3.4.3.b: Generalize about traditions after reading literature from various cultures (e.g., customs, ceremonies, celebrations).

These pages provide opportunities for students to apply this expectation. 4.1.1: 31a, 35a, 37a, 55a, 67a, 79c, 80–81, 90–91, 91a, 94c, 95a, 96–97, 99a, 101a, 105a, 109h, 109l–109m, 120–121, 121a, 127a, 128–129, 135, 135a, 4.2.1: 186–187, 187a, 219a 4.3.1: 398, 399a, 4.3.2: 434d, 449a 4.4.1: 31a, 35a, 4.4.2: 141c, 142–143, 148–149, 149a, 151a, 152c, 155a, 157a, 165h, 165l–165m 4.5.1: 214–215, 215a, 229c, 230–231, 237a, 240–241, 241a, 242c, 243a, 245a, 247a, 255h, 255l–255m, 4.5.2: 303a, 304–305, 305a 4.6.1: 386d, 391a, 404, 4.6.2: 433a

EALR 4: The student sets goals and evaluates progress to improve reading. 4.1: Assess reading strengths and need for improvement. 4.1.1: Apply strategies to monitor reading progress. 4.1.1.a: Identify reading strengths and weaknesses and select targets on which to work.

4.1.1: 22–23, 24–25, 39b, 48–49, 50–51, 69b, 80–81, 82–83, 101b, 4.1.2: 112–113, 114–115, 131b, 140–141, 142–143, 157b 4.2.1: 174–175, 176–177, 189b, 198–199, 200–201, 221b, 230–231, 232–233, 249b, 4.2.2: 258–259, 260–261, 275b, 286–287, 288–289, 303b 4.3.1: 318–319, 320–321, 337b, 346–347, 348–349, 363b, 374–375, 376–377, 393b, 4.3.2: 404–405, 406–407, 421b, 432–433, 434–435, 451b 4.4.1: 2–23, 24–25, 43b, 54–55, 56–57, 73b, 84–85, 86–87, 105b, 4.4.2: 114–115, 116–117, 131b, 142–143, 144–145, 157n, 4.5.1: 174–175, 176–177, 193b, 202–203, 204–205, 219b, 230–231, 232–233, 247b, 4.5.2: 258–259, 260–261, 279b, 290–291, 292–293, 3–7b 4.6.1: 324–325, 326–327, 343b, 352–353, 354–355, 373b, 384–385, 386–387, 405b, 4.6.2: 416–417, 418–419, 437b, 446–447, 448–449, 465b

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4.1.1.b: Track progress in reading achievement with graphs, charts, and checklists.

These pages provide opportunities for students to apply this expectation. 4.1.1: 45j–45m, 77j–77m, 109j–109m, 4.1.2: 137j–137m, 165j–165m, 4.2.1: 195j–195m, 227j–227m, 255j–255m, 4.2.2: 283j–283m, 309j–309m, 4.3.1: 343j–343m, 371j–371m, 401j–401m 4.3.2: 429j–429m, 459j–459m 4.4.1: 51j–51m, 81j–81m, 111j–111m 4.4.2: 139j–139m, 165j–165m 4.5.1: 199j–199m, 227j–227m, 255j–255m 4.5.2: 287j–287m, 315j–315m 4.6.1: 349j–349m, 381j–381m, 413j–413m 4.6.2: 443j–443m, 473j–473m

4.1.2: Apply strategies for setting grade-level appropriate reading goals. 4.1.2.a: Set reading goals, create a plan to meet those goals, and monitor progress toward implementing the plan with teacher assistance.

4.1.1: 44–45, 76–77, 108–109, 4.1.2: 136–137, 164–165 4.2.1: 194–195, 226–227, 254–255, 4.2.2: 282–283, 308–309, 4.3.1: 342–343, 370–371, 400–401 4.3.2: 428–429, 458–459 4.4.1: 50–51, 80–81, 110–111, 4.4.2: 138–139, 164–165 4.5.1: 198–199, 226–227, 254–255, 4.5.2: 286–287, 314–315 4.6.1: 348–349, 380–381, 412–413, 4.6.2: 442–443, 472–473

4.2: Develop interests and share reading experiences. 4.2.1: Evaluate authors, books, and genres to select favorites. 4.2.1.a: Discuss and share favorite authors, books, and genres with others. Explain reason for choices.

These pages prepare students to meet this expectation. 4.1.1: 38–39, 68–69, 100–101, 4.1.2: 130–131, 156–157 4.2.1: 188–189, 220–221, 248–249, 4.2.2: 274–275, 302–303 4.3.1: 336–337, 362–363, 392–393, 4.3.2: 420–421, 450–451 4.4.1: 42–43, 72–73, 104–1054. 4.4.2: 130–131, 156–157 4.5.1: 192–193, 218–219, 246–247, 4.5.2: 278–279, 306–307 4.6.1: 342–343, 372–373, 404–405, 4.6.2: 436–437, 464–465

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GRADE: Grade 5 EALR 1: The student understands and uses different skills and strategies to read. 1.1: Use word recognition skills and strategies to read and comprehend text. Washington has no content for this expectation at this grade level.

1.2: Use vocabulary (word meaning) strategies to comprehend text. 1.2.1: Understand and apply dictionary skills and other reference skills. 1.2.1.a: Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.

5.1.1: 43c 5.2.1: 195c, 229a 5.4.4: 127c 5.5.1: 189c 5.6.1: 322e, 322323, 342343, 343a

1.2.1.b: Use text evidence to verify dictionary or glossary meaning.

These pages provide opportunities for students to apply this expectation. 5.2.1: 228229, 229a 5.6.1: 322e, 322323, 342343, 343a

1.2.2: Apply a variety of strategies to comprehend words and ideas in complex text. 1.2.2.a: Use word origins to determine the meaning of unknown words.

5.2.1: 234e, 234235, 240241, 241a, 243a, 244c, 245a, 247a, 257a, 257h 5.3.1: 357a, 358e, 358359, 364365, 365a, 372c, 376377, 377a, 387a, 387h 5.5.1: 171a, 172e, 172173, 178179, 179a, 182c

1.2.2.b: Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., collide, collision).

5.3.1: 391a 5.4.2: 140e, 140141, 148c, 150151, 151a, 161h 5.6.1: 373a, 374e, 374375, 388389, 389a, 401a, 401h

1.2.2.c: Use structural analysis and concept building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.

5.2.2: 292e, 292293, 302c, 317a, 317h


These are some of the many examples. 5.1.1: 23a, 49a, 53a, 85a, 5.1.2: 113a, 114115, 126c, 139a, 139h, 143a 5.2.1: 179a, 180e, 180181, 190c, 190191, 191a, 201a, 201h, 5.2.2: 262e, 262263, 272cm 287a, 287h

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1.2.2.e: Self-correct, re-read, read on, and/or slow down to gain meaning of unknown words in informational/expository text and literary/narrative text.

5.1.1: 21c, 2223, 3031 5.3.2: 469a 5.5.3: 237a, 239a, 243a, 244245

1.3: Build vocabulary through wide reading. 1.3.1: Understand and apply new vocabulary. 1.3.1.a: Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, into written and oral communication.

These are some of the many examples. 5.1.1: 2021, 5051, 8283, 5.1.2: 110111, 140141 5.4.1: 2021, 4647, 7677, 5.4.2: 104105, 136137

1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text. 1.3.2.a: Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text.

5.1.3: 86b 5.2.1: 191a, 5.2.2: 305a 5.3.1: 421a , 5.4.2: 159a 5.5.1: 209a

1.3.2.b: Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science and social studies).

These pages provide opportunities for students to apply this expectation. 5.2.2: 305a 5.5.1: 209a

1.3.2.c: Select, from multiple choices, the meaning of words necessary to understand content area text.

These pages prepare students to meet this expectation. 5.1.1: 86b 5.2.1: 191a, 5.2.2: 305a 5.3.1: 421a 5.4.2: 159a 5.5.1: 209a


These are some of the many examples. 5.5.1: 168169, 198199, 228229 5.5.2: 256257, 284285 5.6.1:318319, 344345, 370371, 5.6.2: 402403, 434435

1.4: Apply word recognition skills and strategies to read fluently. 1.4.2: Apply fluency to enhance comprehension. 1.4.2.a: Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

These are some of the many examples. 5.1.1: 2223, 2425, 43b, 4849, 8485, 8687, 101b, 108109, 5.1.2: 112113, 114115, 131b, 138139 5.4.1: 2223, 2425, 49b, 4445, 5.4.2: 106107, 108109, 127b, 134135


These are some of the many examples. 5.2.1:201j201k, 229j229k, 257j257k, 5.2.2: 287j287k, 317j317k 5.3.1:353j353k, 387j387k, 423j423k, 5.6.1: 343j343k, 369j369k, 401j401k 5.6.2: 433j433k, 476j476k

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1.4.3: Apply different reading rates to match text. 1.4.3.a: Adjust reading rate to match difficulty and type of text and the purposes for reading (e.g., skimming for facts, scanning for key words, and close/careful reading for understanding new or complex ideas).

These are some of the many examples. 5.2.2: 290291, 292293, 309b, 316317 5.3.1: 356357, 358359, 386387, 5.3.2: 426427, 428429, 439b, 446447

EALR 2: The student understands the meaning of what is read. 2.1: Demonstrate evidence of reading comprehension. 2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. 2.1.3.a: State the main idea of a passage and provide several text-based details supporting it.

These are some of the many examples. 5.3.1: 355c, 356357, 362363, 363a, 368369, 369a, 372c, 372373, 373a, 385a, 387h, 387l387m 5.6.1: 346347, 352353, 353a, 356c, 361c, 369h, 369l369m

2.1.3.b: State the theme/message and supporting details in culturally relevant literary/narrative text.

5.1.1: 83c, 8485, 9091, 91a, 96c, 9697, 97a, 101a, 109h, 109l109m 5.2.2: 304305, 305a 5.4.1: 3435, 35a, 43a 5.5.2: 273a 5.6.1: 393a, 5.6.2: 457a

2.1.3.c: Select, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.

The following pages prepare students to meet this expectation. 5.3.1: 355c, 356357, 362363, 363a, 368369, 369a, 372c, 372373, 373a, 385a, 387h, 387l387m 5.6.1: 346347, 352353, 353a, 356c, 361c, 369h, 369l369m

2.1.3.d: Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.

The following pages prepare students to meet this expectation. 5.1.1: 83c, 8485, 9091, 91a, 96c, 9697, 97a, 101a, 109h, 109l109m 5.2.2: 304305, 305a 5.3.1: 355c, 356357, 362363, 363a, 368369, 369a, 372c, 372373, 373a, 385a, 387h, 387l387m 5.4.1: 3435, 35a, 43a 5.5.2: 273a

2.1.3.e: Organize main ideas and supporting details in a graphic organizer to enhance comprehension.

5.3.1: 355c, 356357 5.3.2: 425c, 426427

2.1.4: Apply comprehension monitoring strategies before, during, and after a, ding: use prior knowledge., c,

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2.1.4.a: Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).

5.2.2: 289c, 290291 5.5.1: 169c, 170171, 176177, 177a, 180181, 181a, 182c, 183a, 185a, 189a, 193a 5.6.2: 435c, 436437, 442443, 443a, 447a, 449a, 453a, 454455, 455a, 457a, 459a, 463a, 465a


These are some of the many examples. 5.1.1: 2021, 5051, 8283, 5.1.2: 110111, 140141 5.3.1: 324325, 354355, 388389, 5.3.2: 424425, 448449

2.1.5: Apply comprehension-monitoring strategies before, during, and after reading: predict and infer from grade-level text. 2.1.5.a: Make, confirm, and revise prediction based on prior knowledge and evidence from the text.

These are some of the many examples. 5.1.1: 33a, 65a, 73a, 95a, 99a, 5.1.2: 125a, 129a, 153a, 159a, 5.4.1: 33a, 37a, 61a, 67a, 89a, 93a, 5.4.2: 117a, 125a, 147a, 151a

2.1.5.b: Cite passages from text to confirm or defend predictions and inferences.

5.1.1: 29a, 79a, 83c, 8485, 91a 5.2.1: 203c, 216217, 217a, 225a, 245a, 5.2.2: 303a

2.1.5.c: Select, from multiple choices, a prediction, or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).

These pages prepare students to meet this expectation. 5.1.1: 27a, 89a 5.2.1: 183a, 237a, 247a, 5.2.2: 265a, 295a 5.4.1: 53a 6.6.1: 377a


These pages prepare students to meet this expectation. 5.1.1: 117a, 147a 5.2.1: 209a 5.3.1: 361a, 395a, 5.3.2: 431a, 455a

2.1.5.e: Organize information to support a prediction or inference in a graphic organizer.

5.4.1: 21c, 2223, 5.4.2: 137c, 138139

2.1.6: Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions. 2.1.6.a: Monitor for meaning by identifying where and why comprehension was lost and use comprehension repair strategies to regain meaning.

5.1.1: 21c, 2223, 3031 5.3.2: 469a 5.4.1: 31a 5.5.1: 237a, 239a, 243a, 244245

2.1.6.b: Generate and answer questions about the text before, during, and after reading to aid comprehension.

5.1.1: 21c, 2223, 3031, 31a 5.5.1: 244245, 245a

2.1.6.c: Use questioning strategies to comprehend text.

5.1.2: 111c, 112113, 120121, 121a, 126c, 131a 5.4.1: 21c, 2223, 2829, 29a, 33a, 34c, 37a, 39a

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2.1.6.c: Continued 5.5.2: 285c, 286287, 294295, 295a, 298c, 300301, 301a, 303a, 309a

2.1.6.d: Draw, write about, or verbally describe the mental images that occur while reading.

5.1.1: 86d, 109i 5.2.1: 180d, 187a, 201i 5.3.2: 428d, 447i

2.1.6.e: Organize information in a graphic organizer that is appropriate to the text and purpose for reading in order to organize information and comprehend text.

5.1.1: 104c 5.4.2: 111a, 156c 5.6.2: 441a, 462a

2.1.6.f: Use pre-, during, and after–reading tools designed to activate and record prior knowledge to understand text (e.g., prediction guides, KWL charts, DRTA).

5.6.2: 441a, 462a

2.1.7: Apply comprehension-monitoring strategies before, during, and after reading: summarize grade-level informational/expository text and literary/narrative text. 2.1.7.a: Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text (e.g., newspaper or magazine articles).

5.3.1: 367a, 403a, 421a, 5.3.2: 437a, 469a 5.4.2: 159a 5.5.1: 223a

2.1.7.b: Summarize the plot/message in culturally relevant literary/narrative texts.

5.1.1: 51c, 5253, 61a, 6465, 65a, 66c, 6869, 69a, 71a, 73a, 95a, 99a 5.2.1: 239a 5.4.1: 35a

2.1.7.c: Select, from multiple choices, a sentence that best summarizes the story or selection.

These pages prepare students to meet this expectation. 5.1.1: 51c, 5253, 61a, 6465, 65a, 66c, 6869, 69a, 71a, 73a, 95a, 99a 5.2.1: 239a 5.3.1: 367a, 403a, 421a, 5.3.2: 437a, 469a 5.4.2: 159a 5.5.1: 223a

2.1.7.d: Organize information using a graphic organizer appropriate for summarizing informational/expository text and literary/narrative text.

These pages provide opportunities for students to apply this expectation. 5.1.1: 5253, 6465, 6869, 95a, 99a 5.2.1: 239a 5.3.1: 367a, 403a, 421a, 5.3.2: 437a, 469a 5.4.2: 159a 5.5.1: 223a

2.2: Understand and apply knowledge of text components to comprehend text. 2.2.1: Apply understanding of time, order, and/or sequence to comprehend text. 2.2.1.a: Explain the use of flashbacks to convey meaning in literary/narrative text.

5.3.1: 392d, 401a, 423i

2.2.1.b: Explain the use of steps in a process 5.1.1: 46c, 4647, 104c, 104107

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to convey meaning in an informational/expository text (e.g., how a bill becomes law, stages in the colonization of early America).

5.4.1: 39c 5.6.1: 337c

2.2.2: Apply understanding of printed and electronic text features to locate information and comprehend text. 2.2.2.a: Locate information using grade-level appropriate text features.

These are some of the many examples. 5.1.1: 106107 5.2.2: 309c 5.4.1: 99a, 5.4.2: 133a, 140d 5.5.1: 202d, 5.5.2: 288d 5.6.2: 406d

2.2.2.b: Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a table of precipitation and temperatures across the country, draw a conclusion about which cities would receive snow).

5.1.1: 78c, 7879, 5.1.2: 144d 5.3.2: 449c, 465c 5.4.1: 103h 5.5.1: 199c, 200201

2.2.2.c: Use organizational features and electronic sources (such as headings and numberings, CD–ROM, Internet, pulldown menus, key word searches, and icons) to access information.

These are some of the many examples. 5.1.1: 33b, 43d, 65b, 75d, 95b 5.2.1: 189b, 195d, 213b, 221d, 243b, 251d 5.3.2: 433b, 439c, 439d, 459b, 465d, 468469

2.2.2.d: Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.

These pages prepare students to meet this expectation. 5.1.1: 106107 5.2.2: 309c 5.4.1: 99a, 5.4.2: 133a, 140d 5.5.1: 202d, 5.5.1: 288d 5.6.2: 406d

2.2.3: Understand and analyze story elements. 2.2.3.a: Use knowledge of the situation, characters' actions, motivations, feelings, and physical attributes to determine characters' traits.

5.1.1: 21c, 2223, 2829, 31a, 49h, 49l49m, 6061, 67a, 7071, 71a, 9495, 95a 5.5.1: 169c, 170171, 179a, 182c, 184185, 185a, 186187, 187a, 189a, 197h, 197l197m

2.2.3.b: Identify the major actions that define the plot and how actions lead to conflict or resolution.

5.1.1: 21c, 2223, 2829, 31a, 49h, 49l49m, 6061, 67a, 7071, 71a, 9495, 95a 5.4.1: 29a, 5.4.2: 125a 5.5.1: 169c, 170171, 179a, 182c, 184185, 185a, 186187, 187a, 189a, 197h, 197l197m

2.2.3.c: Explain the influence of setting on character and plot.

5.1.1: 83c, 8485, 9091, 91a, 96c, 9697, 97a, 101a, 109h, 109l109m 5.4.1: 3435, 35a, 43a,

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2.2.3.d: Identify the narrator and explain which point of view is used in the text.

5.1.1: 24d, 49i 5.2.2: 262d, 287i 5.6.2: 438d, 445a, 467i

2.2.3.e: Explain how a story would change if a different character narrated it.

5.1.1: 49i 5.2.2: 262d

2.2.3.f: Identify the stated theme/message in text and support with evidence from the text.

5.1.1: 83c, 8485, 9091, 91a, 96c, 9697, 97a, 101a, 109h, 109l109m 5.2.1: 219a, 249a, 5.2.2: 304305, 305a 5.4.1: 3435, 35a

2.2.3.g: Identify common recurring themes/messages in books by the same author.

These pages prepare students to meet this expectation. 5.1.1: 83c, 8485, 9091, 91a, 96c, 9697, 97a, 101a, 109h, 109l109m 5.2.1: 219a, 249a, 5.2.2: 304305, 305a 5.4.1: 3435, 35a

2.2.3.h: Select, from multiple choices, words or selections that best describe specific story elements from the story, selection, or poem (e.g., character, setting, conflict).

These pages prepare students to meet this expectation. 5.1.1: 21c, 2223, 2829, 31a, 49h, 49l49m, 6061, 67a, 7071, 71a, 83c, 8485, 9091, 91a, 96c, 9697, 97a, 101a, 109h, 109l109m 9495, 95a 5.4.1: 29a, 5.4.2: 125a 5.5.1: 169c, 170171, 179a, 182c, 184185, 185a, 186187, 187a, 189a, 197h, 197l197m

2.2.4: Apply understanding of text organizational structures. 2.2.4.a: Recognize and use previously learned text organizational structures (simple listing, sequential order, description, compare and contrast, chronological order) to aid comprehension.

5.1.2: 114d, 134c, 134135 5.2.2: 309a 5.3.1: 371a, 5.3.2: 425c, 434435, 435a 5.4.2: 131a 5.5.1: 232d 5.6.1: 354355, 355a

2.2.4.b: Identify and use text written in the text organizational structures of cause and effect and order of importance to find and organize information and comprehend text.

5.1.2: 141c, 142143, 154c, 161a 5.4.1: 9899 5.6.1: 322d, 356c, 356357, 357a, 361a

2.2.4.c: Differentiate between text organizational structures of informational/expository text and literary/narrative text.

5.1.2: 114d, 134c, 134135, 141c, 142143, 154c, 161a 5.2.2: 309a 5.3.1: 371a, 5.3.2: 425c, 434435, 435a 5.4.2: 131a 5.5.1: 232d 5.6.1: 354355, 355a, 356c, 356357, 357a, 361a

2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. 2.3.1: Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. 2.3.1.a: Find similarities and differences within and between texts using text-based evidence

These are some of the many examples. 5.1.1: 47a, 79a, 107a, 5.1.2: 131a,

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(e.g., facts and opinion in newspaper vs. poetry; authors' points of view in different works).

137a, 167a, 5.2.1: 199a, 227a, 254c, 255a, 5.2.2: 279a, 285a, 303a, 312c, 315a

2.3.1.b: Identify and interpret cause and effect relationships within a text using evidence from the text (e.g., how the transcontinental railroad influenced the development of the West).

These are some of the many examples. 5.1.1: 33a, 51c, 5253, 5859, 59a, 61a, 63a, 66c, 6667, 67a, 7273, 73a, 75a, 81j, 97a, 99a, 107a, 5.1.2: 122123, 123a, 128129, 129a, 131a, 141c, 142143, 154c, 161a, 167a, 169h, 169l169m

2.3.1.c: Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, setting, information).

These pages prepare students to meet this expectation. 5.1.1: 47a, 79a, 107a, 5.1.2: 131a, 137a, 167a 5.2.1: 199a, 227a, 254c, 255a, 5.2.2: 279a, 285a, 303a, 312c, 315a

2.3.1.d: Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).

These pages prepare students to meet this expectation. 5.1.1: 33a, 51c, 5253, 5859, 59a, 61a, 63a, 66c, 6667, 67a, 7273, 73a, 75a, 81j, 97a, 99a, 107a, 5.1.2: 122123, 123a, 128129, 129a, 131a, 141c, 142143, 154c, 161a, 167a, 169h, 169l169m

2.3.2: Analyze sources for information appropriate to a specific topic or for a specific purpose. 2.3.2.a: Select appropriate resources such as an atlas, newspaper, magazine, memos, directories, and/or schedules, to locate information on a specific topic or for a specific purpose.

5.1.2: 131c, 161c 5.2.1: 195c, 251c, 5.4.1: 39c, 69c, 95c, 5.5.1: 189c, 247c

2.3.2.b: Sort information gathered from various sources by topic and judge the utility of the information for a specific purpose.

These are some of the many examples. 5.1.1: 43d, 75d, 101d, 5.1.2: 131d, 161d 5.4.1: 39d, 69d, 95d, 5.4.2: 127d, 153d

2.3.3: Understand a function (which makes the story more interesting) of literary devices. 2.3.3.a: Recognize previously learned literary devices and explain how they make the story more interesting.

These are some of the many examples. 5.1.2: 65a, 119a, 5.3.1: 392d, 401a, 409a, 423i 5.4.1: 42c, 4243, 5.4.2: 140d, 147a, 161i 5.5.2: 260d, 271a, 283i

2.3.3.b: Identify literary/narrative devices such as imagery, exaggeration, and dialogue and explain how they make the story more interesting.

5.1.1: 54d, 81i, 86d, 109i 5.2.1: 180d, 187a, 201i 5.3.2: 428d, 447i 5.4.1: 75i, 5.4.2: 113a

2.4: Think critically and analyze author's use of language, style, purpose, and perspective in informational and literary text. 2.4.1: Apply the skills of drawing conclusions, providing a response, and

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expressing insights about informational/expository text and literary/narrative text. 2.4.1.a: Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.

These pages prepare students to meet this expectation. 5.1.1: 73a, 79a, 5.1.2: 129a, 135a, 137a 5.4.1: 21c, 2223, 3031, 31a, 33a, 34c, 3637, 37a, 39a, 45h, 45l45m, 55a, 57a, 5859, 59a, 6263, 63a, 65a, 6667, 67a, 89a, 101a, 5.4.2: 114115, 115a, 121a, 124125, 125a, 133a, 137c, 138139

2.4.2: Analyze how an author's style of writing, including language choice, achieves the author's purpose and influences an audience. 2.4.2.a: Identify and explain the author's purpose (e.g., entertain, inform, explain, persuade).

These are some of the many examples. 5.3.1: 335a, 363a, 375a, 385a, 411a, 5.3.2: 443a, 445a 5.4.1: 37a, 57a, 67a, 5.4.2: 151a 5.5.1: 177a, 182183, 187a, 195a, 209a, 215a, 223a

2.4.2.b: Identify and explain how author's use of word choice, sentence structure and length, and/or literary devices influences an audience.

5.1.4: 135a

2.4.3: Analyze text for fact and opinion. 2.4.3.a: Distinguish between fact and opinion and provide supporting evidence from the text.

These are some of the many examples. 5.1.2: 111c, 112113, 118119, 119a, 126c, 126127, 127a, 129a, 131a, 139h, 139l139m 5.3.1: 341a, 366367, 367a, 374375, 375a, 389c, 390391, 402c, 406407, 407a, 409a, 411a, 413a, 419a, 423f, 423l423m


These pages prepare students to meet this expectation. 5.1.2: 111c, 112113, 118119, 119a, 126c, 126127, 127a, 129a, 131a, 139h, 139l139m 5.3.1: 341a, 366367, 367a, 374375, 375a, 389c, 390391, 402c, 406407, 407a, 409a, 411a, 413a, 419a, 423f, 423l423m

2.4.4: Understand author's tone and use of persuasive devices. 2.4.4.a: Identify the author's target audience(s) and cite examples of details and/or arguments that appeal to that audience.

5.2.1: 192193, 5.2.2: 259c, 279a

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2.4.4.b: Interpret the author's tone and support the answer with text-based evidence.

5.1.1: 69a, 95a, 99a 5.2.2: 287l287m, 305a 5.5.1: 182183, 209a

2.4.4.c: Cite and explain examples of author's use of persuasive devices and propaganda techniques (e.g., bandwagon, peer pressure, repetition, testimonials/endorsements).

5.1.2: 129a, 172173, 173a 5.2.2: 287l287m

2.4.5: Understand how to extend information beyond the text to another text or to a broader idea or concept by generalizing. 2.4.5.a: Generalize after reading multiple texts (e.g., how characters show bravery or misuse power).

These are some of the many examples. 5.4.1: 47c, 5455, 55a, 59a, 61a, 63a, 69a, 73a, 75h, 75l75m, 5.4.2: 116117, 117a, 118c, 118119, 119a, 121a, 123a, 127a, 131a, 135h, 135l135m

2.4.5.b: Explain how information in a text could be used to solve a problem and cite text-based examples (e.g., use information from an article about when fruits and vegetables are in season to save money at the grocery store).

These pages provide opportunities for students to apply this expectation. 5.1.1: 46c, 4647, 104c, 104107 5.2.1: 224c, 224227 5.3.1: 345c, 348351

2.4.6: Understand ideas and concepts in multiple texts. 2.4.6.a: Explain an idea and/or concept, which occurs in multiple texts (e.g., bravery, misused power).

5.1.1: 97a, 101a, 109h 5.2.2: 304305 5.4.1: 3435, 35a

2.4.7: Understand author's perspective. 2.4.7.a: Recognize author's perspective (e.g., opinion about an idea, stand on an issue, perspective on a topic) and cite supporting literary/narrative text details or information text facts.

5.1.2: 129a, 172173, 173a 5.2.2: 320321, 321a

EALR 3: The student reads different materials for a variety of purposes. 3.1: Read to learn new information. 3.1.1: Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic. 3.1.1.a: Locate, select, and use a variety of library and Internet materials appropriate to a task or best suited to investigate a topic.

These are some of the many examples. 5.1.1: 43c, 75c, 5.1.2: 161c, 166167 5.2.1: 195c, 224c, 224227, 227a, 5.2.2: 279c 5.4.2: 156c, 156159, 159a 5.5.1: 189c

3.1.1.b: Follow multi-step written directions (e.g., explain the process for becoming a U.S. citizen, follow a recipe, build a model, complete a project).

5.1.1: 46c, 4647, 104c 5.4.1: 39c 5.6.1: 337c

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3.2: Read to perform a task. 3.2.2: Apply understanding of a variety of functional documents. 3.2.2.a: Locate and use functional documents (e.g., informational/expository posters, advertisements, brochures).

5.1.1: 46c, 4647, 104c, 104107 5.3.1: 345c, 348351 5.4.2: 130133

3.4: Read for literary/narrative experience in a variety of genres. 3.4.2: Understand and analyze a variety of literary genres. 3.4.2.a: Examine and explain the characteristics of genres.

These are some of the many examples. 5.1.1: 46c, 104c, 5.1.2: 134c 5.2.1: 198c, 254c, 5.2.2: 282c, 312c 5.4.1: 42c, 72c, 98c, 5.4.2: 130c

3.4.2.b: Respond to literature written in a variety of genres based on given criteria (e.g., compare and contrast literary/narrative elements in texts written in different genres).

These are some of the many examples. 5.1.1: 43a, 75a, 101a, 5.1.2: 131a, 161a 5.3.1: 345a, 379a, 413a, 5.3.2: 439a, 465a, 5.6.1: 337a, 361a, 395a, 5.6.2: 425a, 459a

3.4.3: Analyze literature from a variety of cultures or historical periods for relationships and recurring themes. 3.4.3.a: Identify similarities and differences within and among multiple cultures or historical periods citing text-based evidence (e.g., laws in different cultures or historical periods).

These pages provide opportunities for students to apply this expectation. 5.2.1: 246247, 249a, 254c

3.4.3.b: Identify and discuss recurring themes in literature (e.g., friendship, conflict).

5.2.1: 246, 254c, 254255, 254c, 254255

EALR 4: The student sets goals and evaluates progress to improve reading. 4.1: Assess reading strengths and need for improvement. 4.1.2: Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals. 4.1.2.a: Set reading goals and create a plan to meet those goals.

These pages provide opportunities for students to apply this expectation. (These are some of the many examples.) 5.3.1: 353r, 387r, 423r, 5.3.2: 447r, 477b 5.5.1: 197r, 227r, 255r, 5.5.2: 283r, 311b 5.6.1: 343r, 369r, 401r, 5.6.2: 433r

4.1.2.b: Monitor progress toward implementing the plan, making adjustments and corrections as needed.

These pages provide opportunities for students to apply this expectation. (These are some of the many examples.) 5.1.1: 49r, 81r, 109r, 5.1.2: 139r, 173b 5.2.1: 201r, 229r, 257r, 5.2.2: 287r, 321b 5.5.1: 197r, 227r, 255r, 5.5.2: 283r, 311b

4.2: Develop interests and share reading experiences. 4.2.1: Evaluate books and authors to share common literary experiences.

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4.2.1.a: Recommend books to others and explain the reason for the recommendation.

These pages provide opportunities for students to apply this expectation. Note: These pages appear in every unit/volume. 5.1.1: CL24CL35 (Matching Books

4.2.1.b: Discuss common reading selections and experiences with others.

These pages provide opportunities for students to apply this expectation. Note: These pages appear in every unit/volume. 5.1.1: CL24CL35 (Matching Books and Readers)

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GRADE: Grade 6 EALR 1: The student understands and uses different skills and strategies to read. 1.1: Use word recognition skills and strategies to read and comprehend text. Washington has no content for this expectation at this grade level. 1.2: Use vocabulary (word meaning) strategies to comprehend text. 1.2.1: Understand and apply dictionary skills and other reference skills. 1.2.1.a: Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning.

6.1.1: 24e, 48–49a, 73c 6.2.1: 236e, 264–265a, 6.2.2: 287c 6.4.1: 54e, 64–65, 67a, 75a, 80–81a 6.5.2: 294e, 294–295, 300–301, 303a, 306c, 306–307, 307a, 311a, 321a, 321h 6.6.2: 422e, 448–449a

1.2.1.b: Use text evidence to verify meaning from reference source.

6.1.1: 24e, 48–49a, 73c 6.2.1: 236e, 264–265a, 6.2.2: 287c 6.4.1: 54e, 64–65, 67a, 75a, 80–81a 6.5.2: 294e, 294–295, 300–301, 303a, 306c, 306–307, 307a, 311a, 321a, 321h 6.6.2: 422e, 448–449a

1.2.2: Apply a variety of strategies to comprehend words and ideas in complex text. 1.2.2.a: Use word origins to determine the meaning of unknown words.

6.1.1: 84c, 107i 6.2.1: 236c, 265i, 6.2.2: 300c, 323i 6.4.1: 24c, 49i 6.5.1: 218c, 239i 6.6.2: 422c, 449i

1.2.2.b: Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., process, procession).

These are some of the many examples. 6.2.1: 180c, 180e, 200–201a, 201i, 206c, 206e, 230–231a, 231i, 6.2.2: 300c, 300e, 322–323a, 323i 6.3.1: 334e, 358–359a, 364c, 364e, 388–389a, 389i, 394c, 419i, 6.3.2: 424e, 446–447a, 452c, 479i 6.6.1: 332c, 332e, 352–352a, 352i, 358c, 385i, 390c, 417i

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1.2.2.c: Use structural analysis and concept–building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text

These are some of the many examples. 6.1.1: 24c, 24e, 48–49a, 49i, 54c, 54e, 78–79a, 79i, 84c, 84e, 106–107a, 107i, 6.1.2: 112c, 112e, 136–137a, 137i, 142c, 142e, 168–169a, 169i 6.3.1: 334c, 334e, 358–359a, 359i, 364c, 364e, 388–389a, 389i, 394c, 394e, 418–419a, 419i, 6.3.2: 424c, 424e, 446–447a, 447i, 452c, 452e, 478–479a, 479i 6.5.1: 186c, 186e, 212–213a, 213i, 218e, 238–239a, 244c, 244e, 262–263a, 263i, 6.5.2: 268c, 268e, 288–289a, 289i, 294c, 294e, 320–321a, 321i


6.1.1: 54c, 79i, 84e, 106–107a, 6.1.2: 142c, 169i 6.2.2: 270c, 270e, 294–295a, 295i 6.3.1: 334c, 359i, 6.3.2: 424c, 447i 6.4.1: 24e, 48–49a, 86e, 108–109a, 6.4.2: 114e, 140–141a, 146c, 175i 6.5.1: 244e, 262–263a, 6.5.2: 268c, 268e, 288–289a, 289i 6.6.1: 358e, 384–385a, 390e, 416–417a, 6.6.2: 454c, 454e, 474–475a, 475i

1.2.2.e: Self-correct, re-read, read on, and/or slow down to gain meaning of unknown words in informational/expository text and literary/narrative text.

These pages provide opportunities for students to apply this expectation. 6.1.1: 26–39a, 44–47a, 56–71a, 78–79a, 86–99a, 104–105a, 6.1.2: 114–127a, 132–135a, 144–159a, 164–167a 6.3.1: 336–349a, 354–357a, 366–379a, 384–389a, 396–409a, 418–419a, 6.3.2: 426–439a, 444–445a, 454–471a, 476–477a 6.6.1: 334–345a, 350–351a, 360–375a, 380–383a, 392–407a, 412–415a, 6.6.2: 424–439a, 444–447a, 456–463a, 468–473a

1.3: Build vocabulary through wide reading. 1.3.1: Understand and apply new vocabulary. 1.3.1.a: Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities) into written and oral communication.

These are some of the many examples. 6.1.1: 21a, 24b, 32b, 44b, 49g, 51a, 54b, 64b, 76b, 79g, 81a, 84b, 94b, 104b, 107g, 6.1.2: 109a, 112b, 122b, 132b, 137g, 139a, 142b, 152b, 164b, 169g 6.3.1: 331a, 334b, 346b, 354b, 359g, 361a, 364b, 372b, 384b, 389g, 391a, 394b, 404b, 414b, 419g, 6.3.2: 421a, 424b, 434b, 444b, 447g, 449a, 452b,

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1.3.1.a: continued 462, 476b, 479g 6.6.1: 329a, 332b, 342b, 350b, 353g, 355a, 358b, 368b, 380b, 385g, 387a, 390b, 402b, 412b, 417g, 6.6.2: 419a, 422b, 432b, 444b, 449g, 451a, 454b, 460b, 468b, 475g

1.3.2: Understand and apply content/academic vocabulary critical to the meaning of text. 1.3.2.a: Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text.

These are some of the many examples. 6.1.1: 21a, 24b, 32b, 44b, 49g, 51a, 54b, 64b, 76b, 79g, 81a, 84b, 94b, 104b, 107g, 6.1.2: 109a, 112b, 122b, 132b, 137g, 139a, 142b, 152b, 164b, 169g 6.3.1: 331a, 334b, 346b, 354b, 359g, 361a, 364b, 372b, 384b, 389g, 391a, 394b, 404b, 414b, 419g, 6.3.2: 421a, 424b, 434b, 444b, 447g, 449a, 452b, 462, 476b, 479g 6.6.1: 329a, 332b, 342b, 350b, 353g, 355a, 358b, 368b, 380b, 385g, 387a, 390b, 402b, 412b, 417g, 6.6.2: 419a, 422b, 432b, 444b, 449g, 451a, 454b, 460b, 468b, 475g

1.3.2.b: Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies).

These pages prepare students to meet this expectation. 6.1.1: 54c, 79i, 84e, 106–107a, 6.1.2: 142c, 169i 6.2.2: 270c, 270e, 294–295a, 295i 6.3.1: 334c, 359i, 6.3.2: 424c, 447i 6.4.1: 24e, 48–49a, 86e, 108–109a, 6.4.2: 114e, 140–141a, 146c, 175i 6.5.1: 244e, 262–263a, 6.5.2: 268c, 268e, 288–289a, 289i 6.6.1: 358e, 384–385a, 390e, 416–417a, 6.6.2: 454c, 454e, 474–475a, 475i

1.3.2.c: Select, from multiple choices, the meaning of words or phrases identified in the text.

These pages prepare students to meet this expectation. 6.1.1: 49g, 79g, 107g, 6.1.2: 137g, 169g 6.2.1: 201g, 231g, 265g, 6.2.2: 295g, 323g 6.3.1: 359g, 389g, 419g, 6.3.2: 447g, 479g 6.4.1: 49g, 81g, 109g, 6.4.2: 141g, 175g 6.5.1: 213g, 239g, 263g, 6.5.2: 289g, 321g. 6.6.1: 353g, 385g, 417g, 6.6.2: 449g, 475g

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These are some of the many examples. 6.1.1: 21a, 24b, 32b, 44b, 49g, 51a, 54b, 64b, 76b, 79g, 81a, 84b, 94b, 104b, 107g, 6.1.2: 109a, 112b, 122b, 132b, 137g, 139a, 142b, 152b, 164b, 169g 6.3.1: 331a, 334b, 346b, 354b, 359g, 361a, 364b, 372b, 384b, 389g, 391a, 394b, 404b, 414b, 419g, 6.3.2: 421a, 424b, 434b, 444b, 447g, 449a, 452b, 462, 476b, 479g 6.6.1: 329a, 332b, 342b, 350b, 353g, 355a, 358b, 368b, 380b, 385g, 387a, 390b, 402b, 412b, 417g, 6.6.2: 419a, 422b, 432b, 444b, 449g, 451a, 454b, 460b, 468b, 475g

1.4: Apply word recognition skills and strategies to read fluently.

1.4.2: Apply fluency to enhance comprehension.

1.4.2.a: Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

These are some of the many examples. 6.1.1: 22–23, 24–25, 41b, 48–49a, 49j–49k, 82–83, 84–85, 101b, 106–107a, 107j–107k, 6.1.2: 110–111, 112–113, 129b, 136–137a, 137j–137k 6.3.1: 332–333, 334–335, 351b, 358–359a, 359j–359k, 362–363, 364–365, 381b, 388–389a, 389j–389k, 6.3.2: 422–423, 424–425, 441b, 446–447a, 447j–447k 6.5.1: 184–185, 186–187, 207b, 212–213a, 213j–213k, 216–217, 218–219, 233b, 238–239a, 239j–239k, 242–243, 244–245, 257b, 262–263a, 263j–263k


6.1.1: 140–141, 142–143, 161b, 168–169a, 169j–169k 6.2.1: 204–205, 206–207, 225b, 230–231a, 231j–231k 6.3.2: 450–451, 452–453, 473b, 478–479a, 479j–479k 6.4.1: 84–85, 86–87, 103b, 108–109a, 109j–109k 6.5.2: 292–293, 294–295, 315b, 320–321a, 321j–321k

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1.4.3: Apply different reading rates to match text. 1.4.3.a: Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.

6.1.1: 52–53, 54–55, 73b, 78–79a, 79j–79k 6.2.1: 178–179, 180–181, 195b, 200–201a, 201j–201k 6.3.1: 392–393, 394–395, 411b, 418–419a, 419j–419k 6.4.1: 52–53, 54–55, 71b, 80–81a, 81j–81k 6.5.2: 266–267, 268–269, 281b, 288–289a, 289j–289k 6.6.1: 356–357, 358–359, 377b, 384–385a, 385j–385k

EALR 2: The student understands the meaning of what is read.

2.1: Demonstrate evidence of reading comprehension.

2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.

2.1.3.a: State both literal and/or inferred main ideas and provide supporting text-based details.

6.1.2: 109c, 110–111, 114–127a 6.2.1: 177c, 178–179, 184–185, 185a, 190c, 190–191, 191a, 195a, 201h, 201l–201m, 203c, 204–205, 210–211, 211a, 214c, 218–219, 219a, 223a, 224a, 231h, 231l–231m, CL8–CL9, 6.2.2: 285a, 304–305, 305a 6.3.1: 379a 6.4.1: 21c, 22–23, 30–31, 31a, 38–39, 65a, 67a, 101a, 6.4.2: 171a 6.5.1: 195a, 199a, 229, 6.5.2: 265c, 266–267, 272–273, 273a, 275a, 276c, 279a, 281a, 287a, 289h, 289l–289m, CL8–CL9 6.6.1: 373a, 6.6.2: 299a, 419c, 420–421, 437a

2.1.3.b: State the theme/message and supporting details in culturally relevant literary/narrative text.

6.1.1: 51c, 52–53, 64c, 70–71, 71a, 73a, 79h, 79l–79m, CL8–CL9, 6.1.2: IR20, IR21, IR25 6.2.2: 267c, 268–269, 282, 287a 6.3.1: 377a, 6.3.2: 482–483, 483a 6.4.2: 179a 6.5.1: 183c, 184–185, 190–191, 191a, 197a, 200c, 207a, 213h, 213l–213m, CL8–CL9, 6.5.2: IR10, IR11, IR13, IR14, IR15

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2.1.3.c: Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.

These pages prepare students to meet this expectation. 6.1.1: 27a, 57a, 87a, 6.1.2: 115a, 145a 6.2.1: 183a, 209a, 239a, 6.2.2: 273a, 303a 6.3.1: 337a, 367a, 397a, 6.3.2: 427a, 455a 6.4.1: 27a, 57a, 89a, 6.4.2: 117a, 149a 6.5.1: 189a, 221a, 247a, 6.5.2: 271a, 297a 6.6.1: 335a, 361a, 393a, 6.6.2: 425a, 457a

2.1.3.d: Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.

These pages prepare students to meet this expectation. 6.1.1: 51c, 52–53, 64c, 70–71, 71a, 73a, 79h, 79l–79m, CL8–CL9, 6.1.2: 109c, 110–111, 114–127a 6.2.1: 177c, 178–179, 184–185, 185a, 190c, 190–191, 191a, 195a, 201h, 201l–201m, 203c, 204–205, 210–211, 211a, 214c, 218–219, 219a, 223a, 224a, 231h, 231l–231m, CL8–CL9, 6.2.2: 285a, 304–305, 305a 6.3.1: 379a 6.4.1: 21c, 22–23, 30–31, 31a, 38–39, 65a, 67a, 101a, 6.4.2: 171a 6.5.1: 195a, 199a, 229, 6.5.2: 265c, 266–267, 272–273, 273a, 275a, 276c, 279a, 281a, 287a, 289h, 289l–289m, CL8–CL9 6.6.1: 373a, 6.6.2: 299a, 419c, 420–421, 437a

2.1.3.e: Organize theme, main idea and supporting details into a self-created graphic organizer to enhance comprehension of text.

6.1.1: 51c, 52–53, 6.1.2: 109c, 110–111 6.2.1: 177c, 178–179, 203c, 204–205 6.4.1: 21c, 22–23 6.5.2: 265c, 266–267 6.6.2: 419c, 420–421

2.1.4: Apply comprehension-monitoring strategies before, during, and after reading: use prior knowledge. 2.1.4.a: Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).

6.1.1: 26–27, 56–57, 86–87, 6.1.2: 114–115, 144–145 6.2.1: 182–183, 203c, 204–205, 208–223a, 238–239, 6.2.2: 272–273, 302–303 6.3.1: 331c, 332–333, 336–349a, 366–367, 396–397, 6.3.2: 426–427, 454–455 6.4.1: 26–27, 56–57, 88–89, 6.4.2: 116–117, 148–149

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2.1.4.a. continued 6.5.1: 188–189, 220–221, 246–247, 6.5.2: 265c, 266–267, 270–279a, 296–297, 6.6.1: 334–335, 360–361, 392–393, 6.6.2: 424–425, 456–457


These pages provide opportunities for students to apply this standard: 6.1.1: 26–27, 56–57, 86–87, 6.1.2: 114–115, 144–145 6.2.1: 182–183, 203c, 204–205, 208–223a, 238–239, 6.2.2: 272–273, 302–303 6.3.1: 331c, 332–333, 336–349a, 366–367, 396–397, 6.3.2: 426–427, 454–455 6.4.1: 26–27, 56–57, 88–89, 6.4.2: 116–117, 148–149 6.5.1: 188–189, 220–221, 246–247, 6.5.2: 265c, 266–267, 270–279a, 296–297 6.6.1: 334–335, 360–361, 392–393, 6.6.2: 424–425, 456–457

2.1.5: Apply comprehension-monitoring strategies before, during, and after reading: predict and infer 2.1.5.a: Make, confirm, and revise predictions based on prior knowledge and evidence from the text.

6.1.1: 27a, 57a, 87a, 6.1.2: 115a, 145a 6.2.1: 183a, 209a, 239a, 6.2.2: 273a, 303a 6.3.1: 337a, 367a, 391c, 392–393, 396–409a, 6.3.2: 427a, 455a 6.4.1: 27a, 57a, 89a, 6.4.2: 111c, 112–113, 116–131a, 149a 6.5.1: 189a, 221a, 247a, 6.5.2: 271a, 297a 6.6.1: 335a, 355c, 356–357, 360–375a, 393a, 6.6.2: 425a, 457a

2.1.5.b: Cite passages from text to confirm or defend predictions and inferences.

6.1.1: 51c, 52–53, 56–71a 6.3.1: 391c, 392–393, 396–409a 6.4.1: 83c, 84–85, 88–101a, 6.4.2: 111c, 112–113, 116–131a 6.6.1: 355c, 356–357, 360–375a, 387c, 388–389, 392–407a

2.1.5.c: Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action).

These pages prepare students to meet this expectation. 6.1.1: 51c, 52–53, 56–71a 6.3.1: 391c, 392–393, 396–409a 6.4.1: 83c, 84–85, 88–101a, 6.4.2: 111c, 112–113, 116–131a 6.6.1: 355c, 356–357, 360–375a, 387c, 388–389, 392–407a

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2.1.5.d: Organize information to support a prediction or inference in a self-created graphic organizer to enhance comprehension of text.

6.1.1: 51c, 52–53 6.3.1: 391c, 392–393 6.4.1: 83c, 84–85, 6.4.2: 111c, 112–113 6.6.1: 355c, 356–357, 387c, 388–389

2.1.6: Apply comprehension monitoring strategies to understand fiction, nonfiction, informational, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions. 2.1.6.a: Monitor for meaning by identifying where and why comprehension was lost and use comprehension repair strategies to regain meaning.

6.2.1: 177c, 178–179, 182–193a, CL12–CL13 6.2.1: CL12–CL13, 6.2.2: 285a 6.3.2: 467a 6.4.2: 143c, 144–145, 148–165a, IR54, CL12–CL13 6.5.2: 279c, 291c, 292–293, 298–299, 299a, 304–305, 307a, 309a, 319a

2.1.6.b: Generate and answer questions about the text before, during, and after reading to aid comprehension.

6.1.1: 177c, 178–179, 190c, 195a, 6.1.2: 139c, 140–141, 144–159a, IR54, CL12–CL13 6.2.1: CL12–CL13, 6.2.2: 285a 6.3.1: 361c, 362–363, 372c, 372–373, 375a, 378–379, 379a, 381a, 385a, 6.3.2: IR24 6.6.1: 329c, 330–331, 334–345a, 6.6.2: IR14

2.1.6.c: Use questioning strategies to comprehend text.

6.1.2: 139c, 140–141, 144–159a, IR54, CL12–CL13 6.2.2: 285a 6.3.1: 361c, 362–363, 372c, 372–373, 375a, 378–379, 379a, 381a, 385a, 6.3.2: IR24 6.6.1: 329c, 330–331, 334–345a, 6.6.2: IR14

2.1.6.d: Organize images and information into a self-created graphic organizer to enhance comprehension of text.

These are some of the many examples. 6.1.1: 20–21, 21c, 41c, 50–51, 51c, 80–81, 81c, 6.1.2: 108–109, 109c, 138–139, 139c 6.3.1: 330–331, 331c, 360–361, 361c, 390–391, 391c, 411c, 6.3.2: 420–421, 421c, 448–449, 449c 6.6.1: 328–329, 329c, 354–355, 355c, 386–387, 387c, 6.6.2: 418–419, 419c, 450–451, 451c

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2.1.6.e: Use pre-, during, and after–reading tools designed to activate and record prior knowledge to understand text (e.g., semantic mapping, anticipation guide).

6.1.1: 26–27, 56–57, 86–87, 6.1.2: 114–115, 144–145 6.2.1: 182–183, 203c, 204–205, 208–223a, 238–239, 6.2.2: 272–273, 302–303 6.3.1: 331c, 332–333, 336–349a, 366–367, 396–397, 6.3.2: 426–427, 454–455 6.4.1: 26–27, 56–57, 88–89, 6.4.2: 116–117, 148–149 6.5.1: 188–189, 220–221, 246–247, 6.5.2: 265c, 266–267, 270–279a, 296–297 6.6.1: 334–335, 360–361, 392–393, 6.6.2: 424–425, 456–457

2.1.7: Apply comprehension-monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text 2.1.7.a: Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.

6.1.1: 21c, 22–23, 26–39a, 6.1.2: 128–129 6.2.1: 194–195, 224–225, 256–257, 6.2.2: 297c, 298–299, 302–315a, 316–317 6.3.1: 380–381, 410–411 6.4.1: 70–71, 102–103, 6.4.2: 166–167 6.5.1: 183c, 184–185, 188–205a, 232–233, 6.5.2: 280–281, 314–315 6.6.1: 376–377, 6.6.2: 440–441, 464–465

2.1.7.b: Summarize the plot/message in culturally relevant literary/narrative text.

6.1.1: 21c, 22–23, 26–39a, 40–41, 51c, 52–53, 56–71a, 72–73, 100–101, 6.1.2: 160–161 6.2.2: 286–287 6.3.1: 350–351, 6.3.2: 440–441, 472–473 6.4.1: 40–41, 6.4.2: 132–133 6.5.1: 206–207, 256–257 6.6.1: 346–347, 408–409

2.1.7.c: Select, from multiple choices, a sentence that best summarizes the story or selection.

These pages prepare students to meet this expectation. 6.1.1: 21c, 22–23, 26–39a, 40–41, 51c, 52–53, 56–71a, 72–73, 100–101, 6.1.2: 128–129, 160–161 6.2.1: 194–195, 224–225, 256–257, 6.2.2: 286–287, 297c, 298–299, 302–315a, 316–317 6.3.1: 350–351, 380–381, 410–411, 6.3.2: 440–441, 472–473 6.4.1: 40–41, 70–71, 102–103, 6.4.2: 132–133, 166–167

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2.1.7.c: continued 6.5.1: 183c, 184–185, 188–205a, 206–207, 232–233, 256–257, 6.5.2: 280–281, 314–315 6.6.1: 346–347, 376–377, 408–409, 6.6.2: 440–441, 464–465

2.1.7.d: Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension.

These pages provide opportunities for students to apply this expectation. 6.1.1: 21c, 22–23, 26–39a, 40–41, 51c, 52–53, 56–71a, 72–73, 100–101, 6.1.2: 128–129, 160–161 6.2.1: 194–195, 224–225, 256–257, 6.2.2: 286–287, 297c, 298–299, 302–315a, 316–317 6.3.1: 350–351, 380–381, 410–411, 6.3.2: 440–441, 472–473 6.4.1: 40–41, 70–71, 102–103, 6.4.2: 132–133, 166–167 6.5.1: 183c, 184–185, 188–205a, 206–207, 232–233, 256–257, 6.5.2: 280–281, 314–315 6.6.1: 346–347, 376–377, 408–409, 6.6.2: 440–441, 464–465

2.2: Understand and apply knowledge of text components to comprehend text. 2.2.1: Apply understanding of time, order, and/or sequence to aid comprehension of text. 2.2.1.a: Explain the use of foreshadowing to convey meaning in literary/narrative text.

6.3.2: 452d, 479i

2.2.1.b: Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., how to make pottery, steps in the oil refinery process).

6.3.1: 331c, 332–333, 336–349a, 391c, 392–393, 396–409a 6.4.1: 44c, 44–47a 6.5.1: 210c, 210–211a, 6.5.2: 291c, 292–293, 296–313a

2.2.2: Apply understanding of printed and electronic text features to locate information and comprehend text. 2.2.2.a: Locate information using grade-level appropriate text features.

6.1.2: 129c 6.2.1: 177c, 178–179, 190c, 195a, 236d, 6.2.2: 300d 6.4.1: 41c, 54d, 6.4.2: 133c, 146d, 156–157 6.5.1: 207c, 257c, 6.5.2: 268d, 281c 6.6.1: 347c, 377c, 409c, 6.6.2: 422d

2.2.2.b: Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a map of the world, draw a conclusion about why early civilizations thrived where they did).


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2.2.2.c: Use organizational features and electronic sources (such as headings and numberings, CD–ROM, Internet, pulldown menus, key word searches, and icons) to access information.

6.1.1: 104c, 104–105a 6.2.1: 260c, 260–263a 6.3.1: 414c, 414–419a 6.4.1: 71c, 6.4.2: 136c, 136–139a 6.5.2: 284c, 284–287a 6.6.2: 441c, 444c, 444–449a

2.2.2.d: Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.

These pages prepare students to meet this expectation. 6.1.2: 129c 6.2.1: 177c, 178–179, 190c, 195a, 236d, 6.2.2: 300d 6.4.1: 41c, 54d, 6.4.2: 133c, 146d, 156–157 6.5.1: 207c, 257c, 6.5.2: 268d, 281c 6.6.1: 347c, 377c, 409c, 6.6.2: 422d

2.2.2.e: Explain how specific text features help you understand a selection (e.g., how a chapter heading helps you think about the chapter, how bold–face or italics signals a new term that can be found in the glossary).


2.2.3: Understand and analyze story elements. 2.2.3.a: Use multiple sources of information from the text (e.g., character's own thoughts/words, what others say about the character, and how others react to the character) to describe how a character changes over time or how the character's action might contribute to the problem.

6.1.1: 35a, 37a, 39a, 51c, 52–53, 54d, 58–59, 59a, 64c, 64–65, 73a, 79h, 79l–79m, CL8–CL9, CL12–CL13, 6.1.2: IR20, IR21, IR23, IR24, IR25 6.2.2: 267c, 268–269, 270d, 277a, 295i 6.3.1: 349a, 375a, 6.3.2: 457a, 459a, 469a, CL12–CL13 6.4.2: 114d, 141i, 151a 6.5.1: 183c, 184–185, 186d, 190–191, 195a, 200c, 201a, 203a, 207a, 213h, 213l–213m, CL8–CL9 6.6.1: 332d, 343a, 345a, 353i

2.2.3.b: Identify the major actions that define the plot and how actions lead to conflict or resolution.

6.1.1: 21c, 22–23, 24d, 28–29, 29a, 32c, 33a, 38–39, 39a, 41a, 60–61, 61a, CL8–CL9, 6.1.2: IR10, IR11, IR13, IR14, IR15 6.2.2: 270d, 281a, 282c, 284–285, 295i, IR44 6.3.1: 334d, 344–345, 345a, 348–349, 349a, 359i, CL12–CL13, 6.3.2: 424d, 447i, 449c, 450–451, 452d, 458–459, 462c, 465a, 471a, 473a, 479i 6.4.2: 114d, 124–125, 125a, 129a 6.5.1: 183c, 184–185, 186d, 190–191,

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2.2.3.b: continued 200c, 202–203, 207a, 213h, 213l–213m, 244d, 254–255, 255a, 263i, CL8–CL9, 6.5.2: IR10, IR11, IR13, IR14, IR15 6.6.1: 332d, 353i, 390d, 417i

2.2.3.c: Explain the influence of setting on character and plot.

6.1.1: 21c, 22–23, 24d, 28–29, 29a, 32c, 38–39, 39a, 41a, 49h, 49l–49m, 60–61, CL8–CL9, 6.1.2: 142d, 169i, IR10, IR11, IR13, IR14, IR15 6.2.1: 142d 6.3.1: 334d, 359i, 6.3.2: 459a, 471a, CL12–CL13 6.5.1: 183c, 184–185, 190–191, 200c, 207a, 213h, 213l–213m, 244d, 249d, 263i, CL8–CL9, 6.5.2: IR34

2.2.3.d: Identify the point of view used (first, third, or omniscient point of view) in a story.

6.1.1: 24d, 29a, 49i 6.3.1: 366–379a, 396–409a 6.4.2: 148–165a 6.5.1: 220–231a 6.6.1: 358d, 371a, 385i

2.2.3.e: Compare and contrast the same conflict from the point of view of two different characters.

These pages prepare students to meet this expectation. 6.1.1: 51c, 52–53, 54c, 56–71a 6.2.2: 270d, 295i 6.3.2: 424d, 447i 6.4.2: 114d, 141i 6.5.1: 186d, 213i 6.6.1: 332d, 353i, 390d, 417i

2.2.3.f: Identify the stated themes in text and support with evidence from the text.


2.2.3.g: Identify common recurring themes in books by the same or different authors and support with evidence from the text.

These pages prepare students to meet this expectation. 6.1.1: 51c, 52–53, 64c, 70–71, 71a, 73a, 79h, 79l–79m, CL8–CL9, 6.1.2: IR20, IR21, IR25 6.2.2: 267c, 268–269, 282, 287a 6.3.1: 377a, 6.3.2: 482–483, 483a 6.4.2: 179a

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2.2.3.g: continued 6.5.1: 183c, 184–185, 190–191, 191a, 197a, 200c, 207a, 213h, 213l–213m, CL8–CL9, 6.5.2: IR10, IR11, IR13, IR14, IR15

2.2.3.h: Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem (e.g., character, setting, conflict).

These pages prepare students to meet this expectation. 6.1.1: 21c, 22–23, 24d, 26–39a, 51c, 52–53, 56–71a, 6.1.2: 142d, 169i 6.2.2: 270d, 267c, 268–269, 272–285a 6.3.1: 334d, 359i, 391c, 392–393, 396–409a, 6.3.2: 424d, 447i, 452d, 479i 6.4.2: 114d, 141i 6.5.1: 183c, 184–185, 186d, 188–205a, 213i, 244d, 263i 6.6.1: 332d, 353i, 390d, 417i

2.2.4: Apply understanding of text organizational structures. 2.2.4.a: Recognize and use previously taught text organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, and order of importance) to aid comprehension.

6.1.1: 84d, 107i, 6.1.2: 112d, 137i 6.2.2: 270d, 267c, 268–269, 272–285a 6.3.1: 331c, 332–333, 336–349a, 391c, 392–393, 396–409a 6.4.1: 21c, 22–23, 26–39a, 83c, 84–85, 88–101a 6.5.1: 215c, 216–217, 218d, 220–231a, 241c, 242–243, 244d, 246–255a, 6.5.2: 291c, 292–293, 294d, 296–313a, 321i

2.2.4.b: Recognize and use text written in the text organizational structures of process/procedural to find and organize information and comprehend text.

6.2.2: 270d, 267c, 268–269, 272–285a 6.3.1: 331c, 332–333, 336–349a, 391c, 392–393, 396–409a 6.4.1: 21c, 22–23, 26–39a, 83c, 84–85, 88–101a 6.5.1: 215c, 216–217, 218d, 220–231a, 241c, 242–243, 244d, 246–255a, 6.5.2: 291c, 292–293, 296–313a

2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. 2.3.1: Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. 2.3.1.a: Find similarities and differences within and between texts using text-based evidence (e.g., character's point of view in poetry and narrative; the author's feelings and the poet's feelings; cultural perspectives in a magazine article and an editorial).

6.1.1: 33a, 39a, 51c, 52–53, 69a, 81c, 82–83, 94c, 101a, 107h, 107l–107m, CL10–CL11, 6.1.2: IR30, IR31, IR33, IR34 6.2.1: 187a, 240–241, 249a, 250–251, 251a, 6.2.2: 267c, 268–269, 274–275, 275a, 279a, 280–281, 281a, 282c, 283a, 287a, 293a, 295h, 295l–295m, 305a, CL8–CL9

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2.3.1.a: Continued 6.3.1: 379a, 6.3.2: 437a, 439a, 463a 6.4.1: 33a, 39a, 47a, 86d, 97a, 109i, 6.4.2: 131a, 155a 6.5.1: 191a, 223a, 231a, 253a, 6.5.2: 273a, 313a 6.6.1: 338–339, 341a, 358d, 367a, 385i, 387c, 388–389, 394–395, 395a, 397a, 402c, 402–403, 403a, 405a, 413a, 417h, 417l–417m, CL12–CL13, 6.6.2: 459a, 460–461, 461a

2.3.1.b: Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, setting, information).

These pages prepare students to meet this expectation. 6.1.1: 33a, 39a, 51c, 52–53, 69a, 81c, 82–83, 94c, 101a, 107h, 107l–107m, CL10–CL11, 6.1.2: IR30, IR31, IR33, IR34 6.2.1: 187a, 240–241, 249a, 250–251, 251a, 6.2.2: 267c, 268–269, 274–275, 275a, 279a, 280–281, 281a, 282c, 283a, 287a, 293a, 295h, 295l–295m, 305a, CL8–CL9 6.3.1: 379a, 6.3.2: 437a, 439a, 463a 6.4.1: 33a, 39a, 47a, 86d, 97a, 109i, 6.4.2: 131a, 155a 6.5.1: 191a, 223a, 231a, 253a, 6.5.2: 273a, 313a 6.6.1: 338–339, 341a, 358d, 367a, 385i, 387c, 388–389, 394–395, 395a, 397a, 402c, 402–403, 403a, 405a, 413a, 417h, 417l–417m, CL12–CL13, 6.6.2: 459a, 460–461, 461a

2.3.1.c: Interpret cause and effect relationships within a literary/narrative text or informational/ expository text using evidence from the text (e.g., how the time period [setting] of a novel determines a character's behavior, how a situation affected a character, what events either caused or resulted from a problem, or how one situation determines another such as the flow of the Nile dictating early life in Egypt).

6.1.1: 29a, 34–35, 35a, 61a, 84d, 107i, 6.1.2: 112d, 125a, 137i 6.2.1: 215a, 221a, 223a, 241a 6.3.1: 349a, 6.3.2: 430–431, 431a, 436–437, 437a, 465a 6.4.1: 21c, 22–23, 24d, 28–29, 29a, 33a, 35a, 36c, 36–37, 37a, 41a, 45a, 47a, 49h, 49l–49m, 83c, 84–85, 90–91, 91a, 95a, 96c, 98–99, 103a, 109h, 109l–109m, CL8–CL9, 6.4.2: 151a, 152–153, 153a, 157a 6.5.1: 194–195, 195a, 201a, 205a, 229a, 241c, 242–243, 248–249, 249a, 251a, 252c, 253a, 255a, 6.5.2: 294d, 321i 6.6.1: 343a, 363a, 375a, 6.6.2: 461a

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2.3.1.d: Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action).

These pages prepare students to meet this expectation. 6.1.1: 29a, 34–35, 35a, 61a, 84d, 107i, 6.1.2: 112d, 125a, 137i 6.2.1: 215a, 221a, 223a, 241a 6.3.1: 349a, 6.3.2: 430–431, 431a, 436–437, 437a, 465a 6.4.1: 21c, 22–23, 24d, 28–29, 29a, 33a, 35a, 36c, 36–37, 37a, 41a, 45a, 47a, 49h, 49l–49m, 83c, 84–85, 90–91, 91a, 95a, 96c, 98–99, 103a, 109h, 109l–109m, CL8–CL9, 6.4.2: 151a, 152–153, 153a, 157a 6.5.1: 194–195, 195a, 201a, 205a, 229a, 241c, 242–243, 248–249, 249a, 251a, 252c, 253a, 255a, 6.5.2: 294d, 321i 6.6.1: 343a, 363a, 375a, 6.6.2: 461a

2.3.2: Analyze sources for information appropriate to a specific topic or for a specific purpose. 2.3.2.a: Select appropriate resources such as an atlas, newspaper, magazine, memo, directory, or schedule to locate information on a specific topic or for a specific purpose.

6.1.1: 31b, 63b, 73c, 93b, 101c, 6.1.2: 121b, 151b, 161c 6.2.1: 189b, 213b, 245b, 6.2.2: 281b, 287c, 309b, 317c 6.3.1: 345b, 351c, 371b, 381c, 403b, 6.3.2: 433b, 461b, 473c 6.4.1: 35b, 63b, 71c, 95b, 6.4.2: 125b, 157b 6.5.1: 199b, 227b, 251b, 6.5.2: 275b, 305b 6.6.1: 341b, 367b, 401b, 6.6.2: 431b, 459b

2.3.2.b: Sort information gathered from various sources by topic and decide on the utility of the information for a specific purpose.

6.1.1: 41c, 49b, 79b, 107b, 6.1.2: 137b, 169b 6.2.1: 201b, 225c, 231b, 257c, 265b, 6.2.2: 295b, 323b 6.3.1: 359b, 389b, 411c, 419b, 6.3.2: 447b, 479b 6.4.1: 49b, 81b, 103c, 109b, 6.4.2: 141b, 175b 6.5.1: 213b, 239b, 263b, 6.5.2: 289b, 321b 6.6.1: 353b, 385b, 417b, 6.6.2: 449b, 475b

2.3.3: Understand the functions (to make the story more interesting and convey a message) of literary devices.

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2.3.3.a: Recognize previously taught literary devices (simile, personification, humor, metaphor, idiom, imagery, exaggeration, and dialogue) and explain how they make the story more interesting and/or convey a message.

6.1.2: 142d, 169i 6.2.1: 236d, 265i 6.3.1: 334d, 359i, 364d, 389i, 6.3.2: 424d, 447i 6.4.1: 24d, 49i, 6.4.2: 114d, 141i, 146d, 175i 6.6.1: 332d, 353i, 390d, 417i

2.3.3.b: Identify literary devices such as irony and sarcasm and explain how they make the story more interesting and/or convey a message.

These are some of the many examples. 6.1.1: 24d, 49i, 54d, 79i, 84d, 107i, 6.1.2: 112d, 137i, 142d 6.2.1: 180d, 201i, 206d, 231i, 236d, 265i, 6.2.2: 270d, 295i, 300d, 323i 6.3.1: 364d, 389i, 394d, 419i, 6.3.2: 424d, 447i, 452d, 479i 6.5.1: 186d, 231i, 218d, 239i, 6.5.2: 268d, 289i, 294d, 321i

2.3.3.c: Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device.

These pages prepare students to apply this expectation. 6.1.1: 24d, 49i, 54d, 79i, 84d, 107i, 6.1.2: 112d, 137i, 142d 6.2.1: 180d, 201i, 206d, 231i, 236d, 265i, 6.2.2: 270d, 295i, 300d, 323i 6.3.1: 364d, 389i, 394d, 419i, 6.3.2: 424d, 447i, 452d, 479i 6.5.1: 186d, 231i, 218d, 239i, 6.5.2: 268d, 289i, 294d, 321i

2.4: Think critically and analyze author's use of language, style, purpose, and perspective in informational and literary text. 2.4.1: Apply the skills of drawing conclusions, providing a response, and expressing insights about informational/expository text and literary/narrative text. 2.4.1.a: Draw a conclusion from grade-level text (e.g., what is the most important idea the author is trying to make in the story/poem/selection, how the selection might be useful to someone who wanted to do something related) and provide details to support the answer.

6.1.1: 37a, 71a 6.2.1: 185a, 187a, 189a, 191a, 217a, 6.2.2: 283a, 313a, 315a, 321a, 6.3.1: 339a, 341a, 343a, 370–371, 371a, 6.3.2: 439a, 449c, 450–451, 456–457, 457a, 462c, 464–465, 465a, 466–467, 467a, 469a, 471a, 473a, 477a, 479h, 479l–479m 6.4.1: 69a, 91a, 99a, 6.4.2: 111c, 112–113, 118–119, 119a, 126c, 126–127, 127a, 130–131, 131a, 133a, 137a, 141h, 141l–141m, 151a, 153a, 171a 6.6.2: 419c, 420–421, 426–427, 427a, 432c, 436–437, 437a, 438–439, 439a, 441a, 445a, 449b, 449l–449m

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2.4.1.b: Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection.

These pages prepare students to meet this expectation. 6.1.1: 37a, 71a 6.2.1: 185a, 187a, 189a, 191a, 217a, 6.2.2: 283a, 313a, 315a, 321a, 6.3.1: 339a, 341a, 343a, 370–371, 371a, 6.3.2: 439a, 449c, 450–451, 456–457, 457a, 462c, 464–465, 465a, 466–467, 467a, 469a, 471a, 473a, 477a, 479h, 479l–479m 6.4.1: 69a, 91a, 99a, 6.4.2: 111c, 112–113, 118–119, 119a, 126c, 126–127, 127a, 130–131, 131a, 133a, 137a, 141h, 141l–141m, 151a, 153a, 171a 6.6.2: 419c, 420–421, 426–427, 427a, 432c, 436–437, 437a, 438–439, 439a, 441a, 445a, 449b, 449l–449m

2.4.2: Analyze an author's style of writing, including language choice, to achieve the author's purpose and influence an audience. 2.4.2.a: Identify and explain the author's purpose.

6.1.1: 39a, 71a, 6.1.2: 127a, 165a 6.2.1: 213a, 255a, 6.2.2: 277a 6.3.1: 343a, 371a, 6.3.2: 429a, 471a 6.4.1: 51c, 52–53, 62–63, 63a, 64c, 66–67, 67a, 71a, 81h, 81l–81m, 92–93, 93a, 100–101, 101a, 6.4.2: 143c, 144–145, 150–151, 151a, 155a, 158c, 161a, 164–165, 165a, 167a, 171a, 175h, 175l–175m 6.5.1: 203a 6.6.1: 329c, 330–331, 336–337, 337a

2.4.2.b: Explain how author's use of word choice, sentence structure and length, and/or literary devices contributes to imagery, suggests a mood, or otherwise influences an audience.

6.1.1: 54d, 79i, 84d, 107i, 6.1.2: 112d, 137i, 132d, 169i 6.2.2: 300d, 323i 6.3.1: 394d, 419i, 6.3.2: 424d, 447i 6.4.1: 24d, 49i, 54d, 81i, 86d, 109i 6.4.2: 146d, 175i 6.5.1: 186d, 213i, 218d, 239i, 244d, 263i 6.6.1: 332d, 353i, 390d, 417i, 6.6.2: 422d, 449i, 454d, 475i

2.4.3: Understand how to verify content validity. 2.4.3.a: Identify and explain when an author uses opinion to make a point.

6.1.1: 84d, 107i, 6.1.2: 109c, 110–111, 116–117, 117a, 119a, 122c, 124–125, 125a, 129a, 137h, 137l–137m, 139c, 140–141, 152c, 161a, 165a, 169h, 169l–169m, CL8–CL9 6.2.1: 193a, 255a, 6.2.2: 279a, 311a 6.3.1: 387a, 6.3.2: 457a 6.4.1: 35a, 37a, 60–61, 61a, 65a, 99a

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2.4.3.a: Continued 6.5.1: 196–197, 197a, 215a, 216–217, 222–223, 223a, 225a, 226–227, 227a, 228c, 231a, 239h, 239l–239m, CL10–CL11 6.6.1: 375a, 415a, 6.6.2: 433a, 454d, 475i

2.4.3.b: Verify facts by checking sources for date of publication, bias, and accuracy.

These pages provide opportunities for students to apply this expectation. 6.1.1: 84d, 107i, 6.1.2: 109c, 110–111, 116–117, 117a, 119a, 122c, 124–125, 125a, 129a, 137h, 137l–137m, 139c, 140–141, 152c, 161a, 165a, 169h, 169l–169m, CL8–CL9 6.2.1: 193a, 255a, 6.2.2: 279a, 311a 6.3.1: 387a, 6.3.2: 457a 6.4.1: 35a, 37a, 60–61, 61a, 65a, 99a 6.5.1: 196–197, 197a, 215a, 216–217, 222–223, 223a, 225a, 226–227, 227a, 228c, 231a, 239h, 239l–239m, CL10–CL11 6.6.1: 375a, 415a, 6.6.2: 433a, 454d, 475i

2.4.4: Analyze the effectiveness of the author's tone and use of persuasive devices for a target audience 2.4.4.a: Determine the author's target audience(s) and cite examples of details, facts, and/or arguments that appeal to that audience.

6.1.1: 84d, 107i, 6.1.2: 112d, 132c, 132–135a, 137i 6.4.1: 51c, 52–53, 56–69a, 6.4.2: 143c, 144–145, 148–165a, 167c 6.6.1: 329c, 330–331, 334–345a, 6.6.2: 454d, 475i

2.4.4.b: Interpret the author's tone and support the answer with text-based evidence.

6.1.1: 84d, 107i, 6.1.2: 112d, 132c, 132–135a, 137i 6.6.2: 422d, 449i, 454d, 475i

2.4.4.c: Describe the intended effects of persuasive devices and propaganda techniques.

6.1.1: 84d, 107i, 6.1.2: 112d, 132c, 132–135a, 137i 6.4.2: 167c 6.6.2: 454d, 475i

2.4.5: Understand how to generalize/extend information beyond the text to another text or to a broader idea or concept. 2.4.5.a: Generalize about common themes, conflicts, and situations after reading multiple texts.

6.1.1: 51c, 52–53, 64c, 65a, 73a, 6.1.2: 127a 6.2.1: 186–187, 187a, 251a, 6.2.2: 309a 6.3.1: 361c, 362–363, 368–369, 369a, 372c, 374–375, 375a, 377a, 381a, 389h, 389l–389m, CL10–CL11, 6.3.2: 421c,

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2.4.5.a: Continued 422–423, 424d, 428–429, 429a, 434c, 435a, 441a, 445a, 447h, 447l–447m, IR20, IR21, IR23, IR24, IR40, IR41, IR43, IR44, IR45, CL8–CL9 6.4.1: 93a, 6.4.2: 153a, 155a 6.5.1: 231a 6.6.1: 365a, 405a, 6.6.2: 451c, 452–453, 458–459, 459a, 460c, 461a, 462–463, 463a, 45a, 469a, 471a, 473a, 475h, 475l–475m

2.4.5.b: Explain how information in a text could be used to understand a similar situation or concept in another text and cite text based examples (e.g., historical fiction about Egypt helps understand the role of the pharaohs).

6.1.1: 51c, 52–53, 64c, 65a, 73a, 6.1.2: 127a 6.2.1: 186–187, 187a, 251a, 6.2.2: 309a 6.3.1: 361c, 362–363, 368–369, 369a, 372c, 374–375, 375a, 377a, 381a, 389h, 389l–389m, CL10–CL11, 6.3.2: 421c, 422–423, 424d, 428–429, 429a, 434c, 435a, 441a, 445a, 447h, 447l–447m, IR20, IR21, IR23, IR24, IR40, IR41, IR43, IR44, IR45, CL8–CL9 6.4.1: 93a, 6.4.2: 153a, 155a 6.5.1: 231a 6.6.1: 365a, 405a, 6.6.2: 451c, 452–453, 458–459, 459a, 460c, 461a, 462–463, 463a, 45a, 469a, 471a, 473a, 475h, 475l–475m

2.4.6: Analyze ideas and concepts in multiple texts. .2.4.6.a: Find the similarities and differences in how an idea or concept is expressed in multiple texts.


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2.4.6.b: Compare the feeling of the authors and/or characters as expressed in multiple texts.


2.4.6.c: Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.


2.4.7: Analyze the reasoning and ideas underlying an author's perspective, beliefs, and assumptions.

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2.4.7.a: Determine author's perspective (e.g., opinion about an idea, stand on an issue, perspective on a topic) and cite supporting informational/expository text and literary/narrative text details or facts.

6.1.1: 84d, 107i, 6.1.2: 109c, 110–111, 116–117, 117a, 119a, 122c, 124–125, 125a, 129a, 137h, 137l–137m, 139c, 140–141, 152c, 161a, 165a, 169h, 169l–169m, CL8–CL9 6.2.1: 193a, 255a, 6.2.2: 279a, 311a 6.3.1: 387a, 6.3.2: 457a 6.4.1: 35a, 37a, 60–61, 61a, 65a, 99a 6.5.1: 196–197, 197a, 215a, 216–217, 222–223, 223a, 225a, 226–227, 227a, 228c, 231a, 239h, 239l–239m, CL10–CL11 6.6.1: 375a, 415a, 6.6.2: 433a, 454d, 475i

2.4.7.b: Infer and explain the author's beliefs and assumptions, citing text-based reasons for choice (e.g., describe an author's background and beliefs and explain how they influence the author's perspective).

6.1.1: 84d, 107i, 6.1.2: 109c, 110–111, 116–117, 117a, 119a, 122c, 124–125, 125a, 129a, 137h, 137l–137m, 139c, 140–141, 152c, 161a, 165a, 169h, 169l–169m, CL8–CL9 6.2.1: 193a, 255a, 6.2.2: 279a, 311a 6.3.1: 387a, 6.3.2: 457a 6.4.1: 35a, 37a, 60–61, 61a, 65a, 99a 6.5.1: 196–197, 197a, 215a, 216–217, 222–223, 223a, 225a, 226–227, 227a, 228c, 231a, 239h, 239l–239m, CL10–CL11 6.6.1: 375a, 415a, 6.6.2: 433a, 454d, 475i

2.4.7.c: Select, from multiple choices, a sentence that describes the author's or character's reasoning or problem with the reasoning.

6.1.1: 51c, 52–53, 56–71a, 84d, 107i, 6.1.2: 112d, 132c, 132–135a, 137i 6.1.2: 109c, 110–111, 114–127a, 139c, 140–141, 144–159a 6.4.2: 114d, 141i 6.5.1: 186d, 213i, 215c, 216–217, 220–227a 6.6.1: 332d, 353i, 6.6.2: 454d, 475i

EALR 3: The student reads different materials for a variety of purposes. 3.1: Read to learn new information. 3.1.1: Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic. 3.1.1.a: Locate, select, and use a variety of library, web–based, and Internet materials appropriate to the task or best suited to investigate the topic.

6.1.1: 31b, 63b, 93b, 6.1.2: 121b, 151b 6.2.1: 189b, 213b, 245b, 6.2.2: 281b, 309b 6.3.1: 345b, 371b, 403b, 6.3.2: 433b, 461b 6.4.1: 35b, 63b, 95b, 6.4.2: 125b, 157b 6.5.1: 199b, 227b, 251b, 6.5.2: 275b, 305b, 6.6.1: 341b, 367b, 401b, 6.6.2: 431b, 459b

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3.1.1.b: Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, catalogs, yellow pages to decide which products or services to buy).

6.1.1: 41d, 73c–73d, 101c–101d, 6.1.2: 129d, 161d 6.2.1: 195d, 225c–225d, 257d, 6.2.2: 287d, 317d 6.3.1: 351d, 381d, 411d, 6.3.2: 441d, 473d 6.4.1: 41d, 71d, 103d, 6.4.2: 133d, 167d 6.5.1: 207d, 227d, 257d, 6.5.2: 281d, 315d 6.6.1: 347d, 377d, 409d, 6.6.2: 441d, 465d

3.1.1.c: Follow multi-step written directions (e.g., read a manual, complete a project or assignment).

These are some of the many examples. 6.1.1: 42–43a, 48–49a, 74–75a, 78–79a, 102–103a, 106–107a, 6.1.2: 130–131a, 136–137a, 162–163a, 168–169a 6.3.1: 352–353a, 358–359a, 382–383a, 388–389a, 412–413a, 418–419a, 6.3.2: 442–443a, 446–447a, 474–475a, 478–479a 6.6.1: 348–349a, 352–353a, 378–379a, 384–385a, 410–411a, 416–417a, 6.6.2: 442–443a, 448–449a, 466–467a, 474–475a

3.2: Read to perform a task. 3.2.2: Apply understanding of a variety of functional documents. 3.2.2.a: Locate and use functional documents (e.g., newspapers, magazines, schedules, promotional materials).

6.1.1: 101c, 6.1.2: 161c 6.3.1: 351c, 381c, 6.3.2: 473c 6.4.1: 44c, 44–47a 6.5.1: 207c, 210c, 210–211a, 233c 6.6.1: 409c, 441c

3.4: Read for literary/narrative experience in a variety of genres. 3.4.2: Understand and analyze a variety of literary genres. 3.4.2.a: Examine and explain various sub–genres of literary fiction based upon their characteristics.

6.1.1: 27a, 44c, 57a, 76c, 87a, 6.1.2: 115a, 132c, 145a, 164c 6.2.1: 183a, 198c, 209a, 228c, 239a, 6.2.2: 273a, 290c, 303a, 320c 6.3.1: 337a, 354c, 367a, 384c, 397a, 6.3.2: 427a, 444c, 455a, 476c 6.4.1: 27a, 44c, 57a, 74c, 89a, 106c, 6.4.2: 117a, 149a, 170c 6.5.1: 189a, 210c, 221a, 236c, 247a, 260c, 6.5.2: 271a, 297a, 318c 6.6.1: 335a, 350c, 361a, 380c, 393a, 412c, 6.6.2: 425a, 457a, 468c

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3.4.2.b: Respond to literature written in a variety of genres based on given criteria (e.g., compare and contrast story elements in texts written in different genres).

6.1.1: 27a, 44c, 57a, 76c, 87a, 6.1.2: 115a, 132c, 145a, 164c 6.2.1: 183a, 198c, 209a, 228c, 239a, 6.2.2: 273a, 290c, 303a, 320c 6.3.1: 337a, 354c, 367a, 384c, 397a, 6.3.2: 427a, 444c, 455a, 476c 6.4.1: 27a, 44c, 57a, 74c, 89a, 106c, 6.4.2: 117a, 149a, 170c 6.5.1: 189a, 210c, 221a, 236c, 247a, 260c, 6.5.2: 271a, 297a, 318c 6.6.1: 335a, 350c, 361a, 380c, 393a, 412c, 6.6.2: 425a, 457a, 468c

3.4.3: Analyze literature from a variety of cultures or historical periods for relationships and recurring themes. 3.4.3.a: Explain similarities and differences within and among multiple cultures or historical periods citing text-based evidence (e.g., marriage customs or family vs. community responsibilities).

These pages prepare students to meet this expectation: 6.1.1: 26–39a 6.2.1: 208–223a, 238–255a, 6.2.2: 302–315a 6.3.1: 336–349a, 366–379a, 6.3.2: 426–439a 6.4.1: 26–39a, 88–101a, 6.4.2: 148–165a 6.5.1: 220–231a, 246–255a 6.6.1: 334–345a, 360–375a, 6.6.2: 424–439a

3.4.3.b: Identify and discuss recurring themes in literature (e.g., identity, struggle).


EALR 4: The student sets goals and evaluates progress to improve reading. 4.1: Assess reading strengths and need for improvement. 4.1.2: Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals. 4.1.2.a: Set reading goals and create a plan to meet those goals.

These pages prepare students to meet this expectation. 6.2.1: 177c, 178–179, 182–193a 6.4.2: 143c, 144–145, 148–165a 6.5.2: 291c, 292–293, 296–313a

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4.1.2.b: Monitor progress toward implementing the plan, making adjustments and corrections as needed.

These pages prepare students to meet this expectation. 6.2.1: 177c, 178–179, 182–193a 6.4.2: 143c, 144–145, 148–165a 6.5.2: 291c, 292–293, 296–313a

4.2: Develop interests and share reading experiences. 4.2.1: Evaluate books and authors to share common literary experiences. 4.2.1.a: Recommend books to others and explain the reason for the recommendation.

6.1.2: 168–169a 6.6.1: 352–353a

4.2.1.b: Discuss common reading selections and experiences with others.

These are some of the many examples. 6.1.1: 26–39a, 44–47a, 56–71a, 78–79a, 86–99a, 104–105a, 6.1.2: 114–127a, 132–135a, 144–159a, 164–167a 6.3.1: 336–349a, 354–357a, 366–379a, 384–389a, 396–409a, 418–419a, 6.3.2: 426–439a, 444–445a, 454–471a, 476–477a 6.6.1: 334–345a, 350–351a, 360–375a, 380–383a, 392–407a, 412–415a, 6.6.2: 424–439a, 444–447a, 456–463a, 468–473a

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A Correlation of - pearsonschool.com · Introduction This document demonstrates how Scott Foresman Reading Street, copyright 2011, meets the objectives of the Washington Essential