Copyright © by Houghton Mifflin Harcourt Publishing Company3rdgrademcs.weebly.com/uploads/2/8/1/9/.../journeys... · Research and Media Literacy Explain that a dictionary is a reference

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© Houghton Mifflin Harcourt Publishing Company

Contents

Resources

Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R2

Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R6

Rubrics

Using Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R12

Retelling Narratives . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R13

Summarizing Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . .R14

Giving Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R15

Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R16

Handwriting Instruction and Models . . . . . . . . . . . . . . . . .R20

Student Book Glossary and Acknowledgments . . . . . . . .R26

Research Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R30

Index and Acknowledgments . . . . . . . . . . . . . . . . . . . . . . .R38


Research Skills

Alphabetize

Remind students that one way to organize words is to arrange them in alphabetical order, or the order of the letters in the alphabet. Demonstrate the process:

• Write proud, soar, and friend on the board. Underline the first letter in each word. Thenmodel putting them in alphabetical order.

• List the additional words brush and braid.

brushbraid

• Point out to students that the first two letters in the words are the same, but the third letter is different. Model using the first different letter to determine which word comes first alphabetically.

Teach/Model1• List additional words, including branch, and help

students arrange them in alphabetical order.

• Point out that arranging words in alphabetical order makes specific information easier to find. Indexes, dictionaries, encyclopedias, and other reference sources use this type of organization.

• Have small groups alphabetize the Target Vocabulary words for A Fine, Fine School.

Guided Practice/Apply2

Use Text Features: Parts of a Book• Ask students to name some selections and

features in the Student Book table of contents and the pages where they appear.

• Have small groups use parts of a Science or Social Studies text to find and list the title, authors, year of publication, and other selected features of the book.

• Have groups use the table of contents to predict the information that a chapter will give. Then have them scan the chapter headings to confirm their predictions.

• Ask students to use the table of contents of a Math textbook to find a chapter about measurement.


Explain that knowing the parts of a book helps readers find information quickly.

Identify these parts of the Student Book: the title page, the copyright page, and the table of contents.

Discuss the features:

• The title page gives the title of the book, the author’s name, and the publisher’s name.

• The copyright page gives the year the book was published. The date follows a © symbol.

• The table of contents tells topics covered by the book. It lists the names, chapters, or sections in the order they appear. It also gives page numbers where those features start.

Teach/Model1

MATERIALS

• Student Book

SHARE OBJECTIVE• Arrange words in

alphabetical order.

MATERIALS

• Student Book• Science, Social

Studies, and Math textbooks

SHARE OBJECTIVE• Identify the title page,

copyright page, and table of contents.

RI.3.5 use text features and search tools to locate information

R2 • Unit 1© Houghton Mifflin Harcourt Publishing Company

Research and Media Literacy

Explain that a dictionary is a reference source that contains words in alphabetical order. It explains the meaning or meanings of the words and often includes other information. The other information can be the part of speech, syllabication (how the word breaks into syllables), pronunciation, or pictures. Dictionaries can be print or electronic.

• Demonstrate how to look up the word jeopardy in a print dictionary.

• Review how to use alphabetical order to find the entry.

• Point out and read aloud the definition.

• Explain how students can check the spelling and pronunciation. Point out other features, such as the syllabication, part of speech, etymology, and an example sentence.

Teach/Model1• Discuss the differences between print and

electronic dictionaries. Explain that dictionaries can be found online or as part of a word processing program. Electronic dictionaries usually require the user to type a word rather than search an alphabetical list. Model the use of an online dictionary, if possible.

• Have small groups use a print and/or electronic dictionary to find the definitions of tranquil and dilute. Also challenge students to use the dictionary to determine the correct pronunciation and syllabication of each word. Then have them find the correct spelling of the word lynx.


Use a Dictionary, Print or Online

MATERIALS

• dictionary• online dictionary or

word processing program (optional)

SHARE OBJECTIVE• Use a print or online

dictionary to find the definition of a word.

Discuss the purpose of a glossary and how to use it.

• Explain that a glossary is a text feature found at the end of a book. It lists words that appear in the book in alphabetical order and gives their definitions and pronunciations. A glossary can also be used to check the spelling of a word. It is like a small dictionary specific to that book.

• Have students turn to the glossary at the end of the Student Book.

• Discuss how the glossary is organized alphabetically to make it easier to find a word.

• Discuss how to find and use a word entry as you demonstrate how to use the glossary. Model your thinking as you find and read an entry.

Teach/Model1• Display different Vocabulary in Context

Cards. Ask students to locate the word entries in the glossary of the Student Book. Discuss features of one or two entries.

• Have partners take turns giving each other a word to look up in the glossary of the Student Book and reading the definition.


Use a Glossary

MATERIALS

• Student Book

SHARE OBJECTIVE• Use a glossary to find the

meaning of a word.

L.3.2g consult reference materials to check and correct spellings; L.3.4d use glossaries

or dictionaries, both print and digital, to determine or clarify meanings of words and phrases

L.3.2.g consult reference materials to check and correct spellings; L.3.4d use glossaries

or dictionaries, both print and digital, to determine or clarify meanings of words and phrases

Research Skills • R3© Houghton Mifflin Harcourt Publishing Company

Research Skills

MATERIALS

• Social Studies or Science textbook

SHARE OBJECTIVE• Use an index to locate

information in a book.

Discuss the purpose of a book index and demonstrate how to use it.

• Explain that the index lists each topic from a book in alphabetical order. It also gives the pages where the information can be found. Some topics give a cross-reference, or another index entry to check for related information.

• Name a topic covered by the students’ Social Studies or Science textbook. Demonstrate how to find the index entry and the page where the information is found.

• Model your thinking as you locate the entry.

Teach/Model1

• List selected topics from the students’ textbook.

• Have partners find the index entry for each one and note the book pages where the information is given.

• Ask partners to find the page in the book. Then, have them scan the page to locate the information.

• Review and discuss student findings.


Use an Index

Tell students that guidewords are text features that can save research time by making it easier to find words in reference texts.

• Explain that guidewords often appear at the top of pages in dictionaries and other reference sources.

• Guidewords name the first and last entries on the pages. They show the alphabetical organization and make it easier to navigate and find information.

• Demonstrate how to use guidewords to find an entry in a dictionary or encyclopedia.

Teach/Model1

• Ask students to look up center in a dictionary.

• Have them name the guidewords on the page where they found center and summarize how guidewords helped them find the entry.

• Repeat with Target Vocabulary words.


Use Guidewords

MATERIALS

• dictionary or encyclopedia

SHARE OBJECTIVE• Use guidewords to find

information.

RI.3.5 use text features and search tools to locate information; L.3.4d use

glossaries or dictionaries, both print and digital, to determine or clarify meanings of words and phrases

RI.3.5 use text features and search tools to locate information

R4 • Unit 1© Houghton Mifflin Harcourt Publishing Company

Research and Media Literacy

Explain to students that paraphrase means “to retell in your own words.”

• Explain that you can paraphrase the events of a story or the important parts of an informational text. To paraphrase a story, you retell the beginning, middle, and end clearly and in order. To paraphrase an informational text, you explain main ideas and important supporting details that the author gives.

• Model how to paraphrase the key events of the story A Fine, Fine School.

• Model how to paraphrase the main ideas and important supporting details from “One-Room Schoolhouses.”

Teach/Model1

• Have partners practice paraphrasing Pop’s Bridge by retelling the key events and supporting details of the story.

• Have students practice paraphrasing “Bridges” by rereading a few paragraphs independently and then retelling the main ideas and key supporting details of the selection in a journal or to a partner. Remind students to speak clearly and use complete sentences.


SHARE OBJECTIVE• Paraphrase stories and

informational texts.

Retell and Paraphrase

Explain that oral directions are instructions that are spoken. Written directions are instructions that are set in print and can be read.

• Tell students that both kinds of directions must give all of the steps in a clear and orderly way.

• Explain that speakers must give oral directions simply, clearly, and slowly. Writers must give written directions neatly and completely.

• Tell students that they must listen attentively to oral directions. They should restate, or say again, what they heard to clarify errors and help them remember. They should read carefully and then reread written directions.

• Set up a divider between you and a volunteer. Build a six-block construction on your side using different colored blocks. Then model how to give

Teach/Model1oral instructions for the volunteer to build the same construction. Help the volunteer restate and follow the directions by modeling as needed.

• Have partners repeat the block-building exercise by taking turns giving and following oral directions. Remind them to use complete sentences and to speak clearly and logically. Have students listen attentively and restate what they hear.

• Have students repeat the activity using written directions. Remind them to write each step clearly and simply.


Give and Follow Directions SHARE OBJECTIVE• Give and follow oral and

written instructions.

MATERIALS

• Student Book

MATERIALS

• assorted manipulatives or blocks

• large book or other divider

SL.3.6 speak in complete sentences to provide detail or clarification

RI.3.2 determine the main idea/recount details and explain how they support the

main idea; SL.3.4 report on a topic or text, tell a story, or recount an experience/speak clearly at an understandable pace; SL.3.6 speak in complete sentences to provide detail or clarification

Research Skills • R5© Houghton Mifflin Harcourt Publishing Company

Word Lists • Differentiated spelling lists available in Literacy and Language Guide online

TARGET VOCABULARY

DOMAIN-SPECIFIC VOCABULARY

SPELLING WORDSTERMS ABOUT READING/LANGUAGE ARTS

principalsoaredstrolledworried

proudannouncedfi necertainly

educator administrator classroom

schoolhousesubjectcurriculum

crop plan thing smell shut sticky

spentlunchpumpkinclockgiftclass

skipswingnexthughospitalfantastic

settingcharactersplot illustrationsmood contextsimple sentence

trialjuryconvincedguilty

pointedhonestmurmurstand

prosecution verdict judge

courtroomlawyer

spoke mile save excuse coneinvite

cubepriceeraseripebrokeflame

liferulethesethosesurprisedecide

conclusionprecise wordsdictionaryglossarystatementquestioncommandexclamation

afford customerscontactedraise

earnfi gureblockspreading

volunteer business charity community service

lay real trail sweet today dream

seemteatreatafraidleavebait

screenspeedpaintpleaseyesterdayexplain

feelingstraitsmotivationsmessageantonymscompound sentenceconjunctions

crewtideclingbalancing

foggydisappearsstretchexcitement

foreman construction suspension

archesharness

load opentold yellowsoakshadow

foamfollowglowsoldwindowcoach

almostthroatcoldmosttomorrowsailboats

compare contrastsettingcharactersplotsequence of eventsbase wordword family

standsfansscoreleague

slammedpolishstylepronounced

amateur professionaloutfield

spectatorssportsmanship

slightmildsightpiemindtie

pilotmightlietightblindfight

diemidnightfindnightsilentfrightening

causeeffectsignal wordsliteral meaningnonliteral meaningcontextbase wordprefix

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R6© Houghton Mifflin Harcourt Publishing Company

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TARGET VOCABULARY



twitchswoopssqueakechoes

detailslithersdozessnuggles

mammalecholocation

nocturnalenvironment

mathtoasteasysocksFridaystuff

paidcheeseJuneelbowprogramshiny

pilesstickyeachbothcombholiday

sequence of eventsdomain-specific vocabularysuffixverbresponse paragraph

imaginetoolsillustratescribbles

sketchestracingresearchtextures

foreground typeface watercolors

compositionpublisher

threescrapstreetspringthrillscream

strangethrowstringscrapespraythrew

strongscratchthinktheystraightscramble

text featuresgraphic featuressequencesynonymspresent tensepast tensefuture tense

harvestseparateashamedborders

adviceborrowpatchserious

pilgrimageperceptions

perspective itchwreckkneepatchwrapknot

watchknifestretchwriteknewknock

matchwrongknowcatchwrinkleknuckle

conclusionliteral meaningnonliteral meaningcontextcomma

familiarapplausevacantrickety

blurryblastedjerkyrude

mimeatmosphere

storytellerimprovisation

clownroundbowcloudpowercrown

thousandcrowdsoundcountpowderblouse

frownpoundhousefoundmountaincoward

causeeffectmooddictionarydigital dictionaryglossaryabstract noun

inventionexperimentlaboratorygenius

gadgetelectricsignaloccasional

patentphonograph

sound waveskinetoscope

talkcrossawfullawclothcost

crawlchalkalsorawsaltwall

lawnalwayssoftsmalloftenstrawberry

main ideadetailssequenceshades of meaningpronoun antecedent

Word Lists • R7© Houghton Mifflin Harcourt Publishing Company


TARGET VOCABULARY



contributeathletesimprovepower

processfl exiblefractioncompete

forceenergy

sensorsports engineer

joypointvoicejoinoilcoin

noisespoiltoyjointboysoil

choiceboilcomearepoisondestroy

sequence of eventstext and graphic featurescontextsuffixregular plural nounirregular plural noun

riskygruntedprofi tcrops

pluckedscowledtuggedhollered

cultivatedepletion

rotationsustainable

holewholeitsit’shearhere

wononeourhourtheirthere

furfirroadrodepeacepiece

themepoint of viewidiomquotation marks

examinedpeakfondlysteep

ruggedmistpausingpleaded

tribechieftreaty

territoryoral tradition

I’dhe’shaven’tdoesn’tlet’sthere’s

wouldn’twhat’sshe’saren’thasn’tcouldn’t

he’dthey’recan’tisn’twe’reweren’t

compare and contraststory messagehomophoneshomographssubject-verb agreement

lyingloyalpartnersshift

quiverpatrolabilitysnap

guide doghusbandrycolleague

companionveterinarian

horsemarkstormmarketacornartist

Marchnorthbarkingstorkthornforest

chorerestoredarkstorypartnerfortune

author’s purposepoint of viewprefix

festiveingredientsdegreesrecommended

anxiouslycrossremarkedtense

recipechefteaspoon

tablespoonmeasurements

nurse work shirt hurt first word

servecurlydirtthirdworryturn

stirfirmhergirlperfecthamburger

traitsmotivationsformal languageinformal languagethesaurussynonyms

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TARGET VOCABULARY



recycleprojectdrippingcartoncomplicated

pollutionrubbishhardlyshadeglobal

compostlandfill

conserve airwearchairstairsbarebear

haircarepearpairsharenear

earbeardbuyyearearringcompare

story structurecharacterssettingplotthemeliteral meaningnonliteral meaningcontext

fossilscluesremainsproveevidence

skeletonsuncoveringburiedfi ercelocation

paleontologybadlands

field notessediment

agespacechangejawbonejacketgiant

pencilcircleoncelargedancejeans

bouncehugeniceplaceexcitedgigantic

conclusionspoint of viewsuffixadjectives

pollenstoreclumpspassagesabsorb

throughoutcoveringsspinestropicaldissolve

rootsgrowth ringsleaves

precipitationdecay

sharkcheckqueencircusflakecrack

secondsqueezequartsqueakquickcoldest

AfricaMexicoblackthankcorrectquestion

text featuresgraphic featuresdomainword roothelping verb

scoldinggreedilyignoreshesitationburden

glancingbaseconsoledrowsyheroic

maternalinterdependent

unconditionalnurture

moodwoodendrewsmoothblueballoon

truecrookedchewtoothhoovescool

foodpoochblewfootloosejewel

settingcharactersplotscenesstory messageprefixirregular verb

sheltercolonyconstantwildernessclimate

regionunexpectedglidingoverheatedlayer

equatorFahrenheit

Celsiusblizzard

birthdayanyonesometimeseverythinghomeworkafternoon

airplanegrandmothersomethingwithouthimselffaraway

sunburneddaylightsomeonecannotscorekeepereverybody

main ideassupporting detailsliteral meaningnonliteral meaningcontextdictionarypart of speechword ending

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TARGET VOCABULARY



prairieslickfetchclatteredsniff

roughbattedthumpedbuzzingrustle

pioneerexpansion

prairiebonnet

comingswimmingdroppingtappingtapinginvited

savingstaredplannedchangingjoking loved

gripped tastedmakingstoppedfreezingscared

story structurepoint of viewprefixadverb

migratesurvivalplentyfrighteningaccidents

solidchillylandscapethunderousdramatic

adaptationbasic needs

insectmigration

citiescriedpuppieshurriedstoriesflies

partiestriedpenniesfriedcarriedbabies

spiedponiesprettyverycountrieslibraries

comparecontrastadjectiveadverbword root

sinceremanagedloadedloveliestconversations

inspiredreunioncurrentlypleasureterror

postage stamp correspondent

e-mailreturn address

singerloudlyjoyfulteacherfighterclosely

powerfulfarmerquicklycarefulfriendlyspeaker

wonderfultrulyhopefulsafelylistenercalmly

sequence of eventsformal languageinformal languagesuffixpossessive nounpossessive pronoun

voyagelavarippledarrivalguided

twistedaboardanchorspottedbay

eruptionmagma

mountainisland

unfoldrejoinuntiereheatunfairunclear

repaidrewriteunhurtrecheckunluckyunwrap

reuseunsurerereadunsafeunbuckleunknown

author’s purposeillustrationsmoodshades of meaningcomplex sentencedependent clausesubordinating conjunction

approachedsectionavalanchesincreasesequipment

tanksslopesaltitudesucceedhalt

peaksummitrange

ridgelandform

painlesssicknesssadnesshelplessthanklesskindness

hopelessdarknessfearlessthicknesscarelessgoodness

spotlesssoftnessusefulweaklybreathlesseagerness

text featuresgraphic featuresmain ideadetailsanalogy

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REVIEW VOCABULARY



principalproudannouncedadviceloyal

abilityabsorbloveliestcompeteapproached

competitionmotivationvictoriouswillpower

personhelmetuntilcarpetMondayenjoy

forgetproblemSundaygardenordermistake

umpireherselfafterunderexpectwisdom

main ideasupporting detailanalyzeevaluatesuffixabbreviationcomparecontrast

researchtoolsfamiliargadgetinvention

experimentelectricpowerproveimprove

attractrepelpoleselectromagnet

jellybottompillowhappenbutterlesson

cherrysuddenarrowdollarhellorabbit

letterbuttonfunnybetterstubbornmirror

causeeffectsummarizehomophoneshomographsapostrophecontractionvisualize

throughouttexturespeaksteeptropical

landscapeslopesaltitudesurvivalequipment

overcomeagilitybarrierschampionship

taughtthoughtroughlaughboughtcough

oughtcaughtfoughtdaughtertoughthrough

enoughbroughtwasdrawsoughtnaughty

factopinionvisualizeword rootcommainstructions

excitementscoreathletestensesucceed

leagueearnpartnerspleasurecontribute

competepressuredefenseteammate

appleriverlittleOctoberladdersummer

purplelaterNovembergiggleunclewinter

centerdoubleflowerpeoplewhistlecharacter

characterstraitsmotivationsfeelingsinferprefixpreposition

worriedcertainlyraiseaffordapplause

anxiouslydramaticguidedingredientsfetch

donatecity counciltheater groupsenior center

belowaboutbelongaroundagainalone

becauseabovebetweenalivebehindbegin

alongbeforeawaywantawhilebeyond

conclusionquestioncompound wordpronounresearch report

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Using Rubrics

A rubric is a tool a teacher can use to score a student’s work.

A rubric lists the criteria for evaluating the work, and it describes different levels of success in meeting those criteria.

Rubrics are useful assessment tools for teachers, but they can be just as useful for students. In fact, rubrics can be powerful teaching tools.

RUBRIC

Rubrics for Retelling and Summarizing• There is a separate rubric for narrative and for nonfiction. Before

students begin their retellings or summaries, ask them which rubric should be used. Then point out the criteria and discuss each one.

• Have students focus on the criteria for excellence listed on the rubric so that they have specific goals to aim for.

RUBRIC

Rubric for Presentations• Before students make a presentation, discuss the criteria listed on

the rubric. Have students focus on the criteria for excellence listed on the rubric so that they can aim for specific goals.

• Discuss the criteria for listening with students who will be in the audience. Point out the criteria for excellence listed on the rubric so that they can target specific goals.

RUBRIC

Rubrics for Writing• When you introduce students to a new kind of writing through

a writing model, discuss the criteria listed on the rubric, and ask students to decide how well the model meets each criterion.

• Before students attempt a new kind of writing, have them focuson the criteria for excellence listed on the rubric so that they have specific goals to aim for.

• During both the drafting and revising stages, remind students to check their writing against the rubric to keep their focus and to determine if there are any aspects of their writing they can improve.

• Students can use the rubrics to score their own writing. They can keep the marked rubric in their portfolios with the corresponding piece of writing. The marked rubrics will help students see their progress through the school year. In conferences with students and family members, you can refer to the rubrics to point out both strengths and weaknesses in students’ writing.

• See Grab-and-Go™ Resources for a student writing rubric.

R12 © Houghton Mifflin Harcourt Publishing Company

Scoring for Retelling Narratives

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RUBRICS

core o

f

4S

core o

f

3S

core o

f

2S

core o

f

1The student:

• tells some details about the

story elements, including

characters, setting, and plot, w

ith some om

issions or errors.

• uses little language and vocabulary from

the story.

• shows m

inimal understanding

of the theme or m

eaning of the story.

• requires some prom

pting to retell the story.

The student:

• names and describes the m

ain characters.

• tells about the setting.

• retells most of the plot

accurately.

• describes some of the problem

s and resolutions in the story.

• uses some phrases, language,

vocabulary, or literary devices from

the story.

• relates some aspects of the

theme or m

eaning of the story.

• may require som

e prompting.

The student:

• names and describes the m

ain and supporting characters and tells how

they change or learn.

• tells about the setting.

• retells the plot in detail.

• describes the problems and

resolutions in the story.

• uses phrases, language, vocabulary, sentence structure, or literary devices from

the story.

• accurately describes the theme

or meaning of the story.

• requires little or no prompting.

The student:

• tells few, if any, details about

the story elements, w

ith errors.

• has little or no awareness of the

theme of the story.

• is unable to retell the story w

ithout prompting.

Rubrics • R13© Houghton Mifflin Harcourt Publishing Company

Scoring for Summarizing Nonfi ction©

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RUBRIC

Sco

re of

4S

core o

f

3S

core o

f

2S

core o

f

1The student:

• minim

ally relates the topic of the text.

• shows m

inimal understanding

of the main idea, and om

its m

any important details.

• provides some structure; m

ight stray from

topic.

• understands few, if any,

relationships in the text, such as chronological order, classifying, or grouping.

• uses little or no language and vocabulary from

the text.

• does not fully understand the conclusion or point of the text.

• shows som

e awareness of the

author’s purpose.

• provides limited text evidence.

• requires some prom

pting.

The student:

• tells the topic of the text.

• relates the main idea and

relevant details.

• creates a coherent structure and stays on topic.

• mostly understands

relationships in the text, such as cause-and-effect, chronological order, or classifying, grouping, or com

paring information.

• discriminates betw

een reality and fantasy.

• uses some phrases, language,

or vocabulary from the text.

• tells the conclusion or point of the text.

• identifies the author’s purpose.

• supports ideas with text

evidence.

• may require som

e prompting.

The student:

• provides a summ

arizing statem

ent.

• relates the main idea and

important supporting details.

• creates a focused, coherent, logical, and organized structure; stays on topic; and relates im

portant points to the text.

• understands relationships in the text, such as cause-and-effect, chronological order, or classifying, grouping, com

paring, or contrasting inform

ation.

• discriminates betw

een reality and fantasy, fact and fiction.

• uses phrases, language, vocabulary, or sentence structure from

the text.

• clearly tells the conclusion or point of the text w

ith details.

• identifies the author’s purpose for recreating the text.

• supports ideas with am

ple text evidence.

• requires little or no prompting.

The student:

• shows little or no understanding

of the main idea, and om

its im

portant details.

• provides a poorly organized or unclear structure.

• does not understand relationships in the text.

• does not understand the conclusion of the text.

• is unable to summ

arize the text w

ithout prompting.


Scoring for Presentations

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RUBRICS

core o

f

4S

core o

f

3S

core o

f

2S

core o

f

1HANDWRITING

The slant of the letters is the same

throughout the whole paper. The

letters are clearly formed and the

spacing between w

ords is equal, w

hich makes the text very easy to

read.

The slant of the letters is usually thesam

e. The letters are clearly formed

most of the tim

e. The spacingbetw

een words is usually equal.

The handwriting is readable. There

are some differences in letter shape

and form, slant, and spacing that

make som

e words easier to read

than others.

The letters are not formed correctly.

The slant and spacing is not the same

throughout the paper, or there is noregular space betw

een words. The

paper is very difficult to read.

TECHNOLOGY

Fonts and sizes are used very well,

which helps the reader enjoy reading

the text. Multim

edia components are

very effective.

Fonts and sizes are used fairly well, but

could be improved upon. M

ultimedia

components are effective.

Fonts and sizes are used well in som

e places, but m

ake the paper look cluttered in others. M

ultimedia

components are som

ewhat effective.

The writer has used too m

any different fonts and sizes. It is very distracting to the reader. M

ultimedia com

ponents are not effective.

MARKERS

The title, subheads, page numbers, and

bullets are used very well. They m

ake it easy for the reader to find inform

ation in the text. These m

arkers clearly show

organized information.

The title, subheads, page numbers, and

bullets are used fairly well. They usually

help the reader find information.

The writer uses som

e markers, such

as a title, page numbers, or bullets.

However, the use of m

arkers could be im

proved upon to help the reader get m

ore meaning from

the text.

There are no markers, such as a title,

page numbers, bullets, or subheads.

VISUALS

The writer uses visuals such as

illustrations, charts, graphs, maps, and

tables very well. The text and visuals

clearly relate to each other.

The writer uses visuals fairly w

ell.The w

riter uses visuals with the text,

but the reader may not understand how

they are related.

The visuals do not make sense w

ith the text.

SPEAKING

The speaker uses very effective pace, volum

e, intonation, and expression.The speaker uses effective pace, volum

e, intonation, and expression.

The speaker uses somew

hat effective pace, volum

e, intonation, and expression.

The speaker’s techniques are unclear or distracting to the listener.


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Scoring RUBRIC for Multipurpose Writing

• CONVENTIONS• SENTENCE FLUENCY

The writer

demonstrates

exemplary com

mand

of conventions of standard-w

ritten English. Includes variety of com

plete sentences that flow

sm

oothly, naturally.

The writer

demonstrates good

comm

and of conventions of standard-w

ritten English. Includes som

e variety of com


sm

oothly, naturally.

The writer

demonstrates adequate

comm



e variety of com

plete sentences. Som

e flow

smoothly, naturally.

The writer

demonstrates

comm

and of some

conventions of standard-w

ritten English. Includes little variety of com

plete sentences. Few

flow


The writer

demonstrates grow

ing attem

pted comm

andof conventions of standard-w

ritten English. Includes little sentence variety. Incom

plete sentences hinder m

eaning.

The writer

demonstrates little or

no comm


ritten English. Sentences do not vary. Incom


eaning.

• WORD CHOICE• VOICE

The writer links ideas

with w

ords, phrases. U

ses specific language. Connects w

ith reader in unique w

ay.

The writer links m

ost ideas w

ith words,

phrases. Uses specific

language. Connects w

ith reader.

The writer links som

e ideas w

ith words,

phrases. Uses som

e specific language. Connects w

ith reader.


e ideas w

ith words,

phrases. May use som

e specific language. M

ay connect w

ith reader.

The writer attem

pts to link ideas w

ith words.

Rarely uses specific language. M

ay not connect w

ith reader.

The writer m

ay notlink ideas w

ith words.

Does not use specific language or connect w

ith reader.

ORGANIZATION

The writer introduces

topic or situation clearly, organizes ideas to support purpose, has relevant conclusion.


topic or situation, m

ostly organizes ideas to support purpose, has m

ostly relevant conclusion.


topic or situation, adequately organizes ideas to support purpose, has adequate conclusion.


topic or situation, organizes som

e ideas to support purpose, has som

ewhat relevant

conclusion.

The writer m

ay introduce topic or situation, organizes few

ideas to support purpose, m

ay have som

ewhat relevant

conclusion.

The writer m

ay attempt

to introduce topic or situation, m

ay not organize ideas to support purpose, m

ay not have relevant conclusion.

• FOCUS• SUPPORT

The writer develops

topic or events with

relevant facts or details.

The writer m

ostly develops topic or events w

ith relevant facts or details.

The writer adequately

develops topic or events w


The writer develops


some relevant facts or

details.

The writer develops


few relevant facts or

details.

The writer m

ay not develop topic or events w


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Scoring RUBRIC for Writing Opinions


The writer

demonstrates

exemplary com

mand

of conventions of standard-w



sm

oothly, naturally.

The writer

demonstrates good

comm



e variety of com


sm

oothly, naturally.

The writer


comm



e variety of com


e flow


The writer

demonstrates

comm

and of some

conventions of standard-w



flow


The writer

demonstrates grow

ing attem

pted comm




eaning.

The writer

demonstrates little

or no comm




eaning.


The writer links

opinions and reasons w

ith words, phrases.

Uses specific language.

Connects with reader in

unique way.

The writer links m

ost opinions and reasons w

ith words, phrases.

Uses specific language.

Connects with reader.


e opinions and reasons w

ith words, phrases.

Uses som


ith reader.


e opinions and reasons w

ith words, phrases.

May use som


ay connect w

ith reader.

The writer attem

pts to link opinions and reasons w

ith words.


ay not connect w

ith reader.

The writer m

ay not link opinions and reasons w

ith words. Does not

use specific language or connect w

ith reader.

ORGANIZATION


topic or text clearly, organizes reasons and facts to support view

point, has relevant conclusion.


topic or text, mostly

organizes reasons and facts to support view

point, has mostly

relevant conclusion.


topic or text, adequately organizes reasons and facts to support view

point, has adequate conclusion.


topic or text, organizes som

e reasons and facts to support view

point, has som

ewhat relevant

conclusion.

The writer m

ay introduce topic or text, organizes few

reasons and facts to support view

point, may have

somew

hat relevant conclusion.

The writer m

ay attempt

to introduce topic or text, m

ay not organize reasons and facts to support view

point, may

not have relevant conclusion.


The writer supports

viewpoint w


The writer m

ostly supports view

point w

ith relevant factsor details.


supports viewpoint

with relevant facts

or details.

The writer supports

viewpoint w

ith some

relevant factsor details.

The writer supports

viewpoint w

ith few

relevant facts or details.

The writer m

ay not support view

pointw

ith relevant factsor details.

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re of

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re of

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Scoring RUBRIC for Narrative Writing


The writer

demonstrates

exemplary com

mand

of conventions of standard w



sm

oothly, naturally.

The writer

demonstrates good

comm

and of conventions of standard w


e variety of com


sm

oothly, naturally.

The writer


comm



e variety of com


e flow


The writer

demonstrates

comm

and of some

conventions of standard w



flow


The writer

demonstrates grow

ing attem

pted comm




eaning.

The writer

demonstrates little

or no comm




eaning.


The writer frequently

uses concrete words

and phrases and sensory details. Connects w

ith readerin unique w

ay.

The writer often uses

concrete words and

phrases and sensory details. Connects w

ith reader.

The writer uses

concrete words and

phrases and sensory details. Connects w

ith reader.

The writer uses som

e concrete w

ords and phrases and sensory details. M

ay connect w

ith reader.

The writer attem

pts to use concrete w

ords and phrases and sensory details. M

ay not connect w

ith reader.

The writer m

ay not use concrete w

ords and phrases and sensory details or connect w

ith reader.

ORGANIZATION


situation and characters/narrator clearly, organizes events to unfold naturally.


situation and characters/narrator, organizes events to unfold m

ostly naturally.


situation and characters/narrator, adequately organizes events.


some aspects of

situation and characters/narrator, organizes som

e events.

The writer m

ay introduce situation or characters/narrator, m

ay use some

organization of events.

The writer m

ay attempt

to introduce characters/narrator or situation, m

ay not organize events.


The writer fully

develops experiences and events w

ith dialogue and description.

The writer develops

experiences and events w



develops experiences and events w


The writer develops


ith some dialogue or

description.

The writer develops


ith little dialogue or description.

The writer m

ay not develop experiences and events w

ith dialogue or description.


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Scoring RUBRIC for Informative Writing


The writer

demonstrates

exemplary com

mand

of conventions of standard w



sm

oothly, naturally.

The writer

demonstrates good

comm



e variety of com


sm

oothly, naturally.

The writer


comm



e variety of com


e flow


The writer

demonstrates

comm

and of some

conventions of standard w



flow


The writer

demonstrates grow

ing attem

pted comm




eaning.

The writer

demonstrates little or

no comm




eaning.


The writer links ideas

with w

ords, phrases. U

ses specific language. Connects w

ith reader in unique w

ay.

The writer links m

ost ideas w

ith words,

phrases. Uses specific

language. Connects w

ith reader.


e ideas w

ith words,

phrases. Uses som


ith reader.


e ideas w

ith words,

phrases. May use som


ay connect w

ith reader.

The writer attem

pts to link ideas w

ith words.


ay not connect w

ith reader.

The writer m

ay not link ideas w

ith words. Does

not use specific language or connect w

ith reader.

ORGANIZATION


topic clearly, organizes related inform

ation together, has relevant conclusion.


topic clearly, mostly

organizes related inform

ation together, has relevant conclusion.


introduces topic and organizes related inform

ation, has relevant conclusion.


topic, organizes some

information, has

somew


The writer m

ay introduce topic, organizes little inform

ation, may have

somew


The writer m

ay attempt

to introduce topic, may

not organize inform

ation, may not

have relevant conclusion.


The writer develops the

topic with am

ple inform

ation and exam

ples.


topic with inform

ation and exam

ples.


develops the topic with

information and

examples.


topic with som

e inform

ation and exam

ples.


topic with little

information, few

exam

ples.

The writer m

ay not develop the topic w

ith inform

ation or exam

ples.


Handwriting

Individual students have various levels of handwriting skills, but they all have the desire to communicate effectively. To write correctly, they mustbe familiar with concepts of

• size (tall, short)

• open and closed

• capital and lowercase letters

• manuscript vs. cursive letters

• letter and word spacing

• punctuation

To assess students’ handwriting skills, review samples of their written work. Note whether they use correct letter formation and appropriate size and spacing. Note whether students follow the conventions of print, such as correct capitalization and punctuation. Encourage students to edit and proofread their work and to use editing marks. When writing messages, notes, and letters, or when publishing their writing, students should leave adequate margins and indent new paragraphs to help make their work more readable for their audience.

Stroke and Letter FormationMost manuscript letters are formed with a continuous stroke, so students do not often pick up their pencils when writing a single letter. When students begin to use cursive handwriting, they will have to lift their pencils from the paper less frequently and will be able to write more fl uently. Models for manuscript and D’Nealian handwriting are provided on pages R22–R25.

Position for WritingEstablishing the correct posture, pen or pencil grip, and paper position for writing will help prevent handwriting problems.

Posture Students should sit with both feet on the fl oor and with hips to the back of the chair. They can lean forward slightly but should not slouch. The writing surface should be smooth and fl at and at a height that allows the upper arms to be perpendicular to the surface and the elbows to be under the shoulders.

Writing Instrument An adult-sized number-twolead pencil is a satisfactory writing tool for most students. As students become profi cient in the use of cursive handwriting, have them use pens for writing fi nal drafts. Use your judgment in determining what type of instrument is most suitable.

Paper Position and Pencil Grip The paper is slanted along the line of the student’s writing arm, and the student uses his or her nonwriting hand to hold the paper in place. The student holds the pencil or pen slightly above the paint line—about one inch from the lead tip.


Developing HandwritingThe best instruction builds on what students already know and can do. Given the wide range in students’ handwriting abilities, a variety of approaches may be needed.

Writing for Different Purposes For students who need more practice keeping their handwriting legible, oneof the most important understandings is that legible writing is important for clear communication. Provide as many opportunities for classroom writing as possible. For example, students can

• Make a class directory listing the names of their classmates.

• Draw and label graphic organizers, pictures, and maps.

• Contribute entries weekly to their vocabulary journals.

• Write and post messages about class assignments or group activities.

• Record observations during activities.

Meaningful Print Experiences Students should participate in meaningful print experiences. They can

• Write signs, labels for centers, and other messages.

• Label graphic organizers and drawings.

• Contribute in group writing activities.

• Write independently in notebooks.

You may also want to have students practice handwriting skills in their fi rst language.

Writing Fluently To ensure continued rapid advancement of students who come to third grade writing fl uently, provide

• A wide range of writing assignments.

• Opportunities for independent writing on self-selected and assigned topics.v

Handwriting • R21© Houghton Mifflin Harcourt Publishing Company

Cursive AlphabetHandwriting


ABCDEFGHIJKLMNOPQRSTUVW

XYZ

ab c d e f g hi j k l m n o pq r s t u v w

x y z

Manuscript AlphabetHandwriting


Cursive AlphabetD’Nealian Handwriting


ABCDEFGHI JKLMNOPQRSTUVW

XYZ

a b c d e f g hi j k lmn o pq r s t u v w

x y z

Manuscript AlphabetD’Nealian Handwriting


a rat / A pay / â care / ä father / e pet / E be / i pit / I pie / î fierce / o pot /

O go / ô paw, for / oi oil / B book

athleteThe word

athlete comes

from the Greek

word athlon,meaning “prize.”

Aa·bil•i•ty (S bil´ S tE´) noun The quality of being able to do something: Most cats have the ability to land on their feet.

ad·vice (ad vIs´ ) noun An idea or suggestion about how to solve a problem: Josh gave me advice about writing well.

af•ford (S fôrd´ ) verb To be able to pay for or spare: We can’t afford a new car.

an•nounce (S nouns´ ) verbTo offi cially make known: The mayor announced the date of the parade.

anx•ious•ly (angk´ shSs lE) adverb Nervously or fearfully: I waited anxiously for the bus on my first day of school.

ap•plause (S plôz´) nounEnjoyment or approval shown especially by clapping hands: The audience gave the actors a long round of applause.

a•shamed (S shAmd´ ) adjective Feeling shame or guilt: The team was ashamed of its poor performance at the soccer game.

ath•lete (ath´ lEt´) noun A person who is trained in or is good at physical exercises, games, or sports: Athletestrain hard to do well in their sport.

Bbal•ance (bal´ Sns) verb To put in a steady or stable condition: That girl is balancing a ball on her head.

blast (blast) verb To give off a loud noise: The sound of a siren blasted through the air.

block (blok) noun A part of a street marked off by the two nearest cross streets: Everyone who lives on our block is coming to the party.

blur•ry (blûr´ E) adjectiveDim or hard to see: Everything looks blurry if I’m not wearing my glasses.

bor·der (bôr´ dSr) noun Outer parts or edges: White lines mark the field’s borders.

bor·row (bor´ O) verb To get something from someone else and plan to return or replace it later: You can borrow my notebook for an hour.

Ccer•tain•ly (sûr´ tn lE) adverb Surely; without a doubt: I will certainly be there by noon.

cling (kling) verb To stick or hold tight to: Dirt will cling to a wet rug.

ability • cling

G2

Stress Marks

Vowel Sounds

Consonant Sounds

Full Pronunciation Key

a pat, laugh

A ape, aid, pay

â air, care, wear

ä father, koala, yard

e pet, pleasure, any

E be, bee, easy, piano

i if, pit, busy

I ride, by, pie, high

î dear, deer, fierce,

mere

o horrible, pot

O go, row, toe, though

ô all, caught, for, paw

oi boy, noise, oil

ou cow, out

B full, book, wolf

M boot, rude, fruit,

flew

u cut, flood, rough,

some

û circle, fur, heard,

term, turn, urge,

word

yB cure

yM abuse, use

S ago, silent, pencil, lemon, circus

b bib, cabbage

ch church, stitch

d deed, mailed,

puddle

f fast, fife, off, phrase,

rough

g gag, get, finger

h hat, who

hw which, where

j judge, gem

k cat, kick, school

kw choir, quick

l lid, needle, tall

m am, man, dumb

n no, sudden

ng thing, ink

p pop, happy

r roar, rhyme

s miss, sauce, scene,

see

sh dish, ship, sugar,

tissue

t tight, stopped

th bath, thin

th bathe, this

v cave, valve, vine

w with, wolf

y yes, yolk, onion

z rose, size, xylophone,

zebra

zh garage, pleasure,

vision

This glossary contains meanings and pronunciations for some of the words in this

book. The Full Pronunciation Key shows how to pronounce each consonant and

vowel in a special spelling. At the bottom of the glossary pages is a shortened

form of the full key.

Primary Stress ´ : bi•ol•o•gy [bI ol´ S jE]

Secondary Stress ´ : bi•o•log•i•cal [bI´ S loj´ i kSl]

Pronunciation key and definitions copyright (c) 2007 by Houghton Miff lin

Harcourt Publishing Company. Reproduced by permission from The American

Heritage Children’s Dictionary and The American Heritage Student Dictionary.

G1

M boot / ou out / u cut / û fur / hw which / th thin / th this / zh vision /


com•pete (kSm pEt') verb To take part in a race or contest against another person: Ava will compete in the school spelling bee.

con•tact (kon´ takt´) verb To get in touch with: Every parent was contacted and invited to the meeting.

con•tri•b•ute (kSn trib' yMt) verb To give your part towards a group effort: The students each contribute their talents to the group project.

con•vince (kSn vins´) verb To persuade to do or to believe: Have you convinced your sister to go on the trip?

crew (krM) noun A group of people who work together: It took a large crew to build this skyscraper.

crop (krop) noun A farm product grown to be harvested, often for food: The tomato and melon crops grew well this summer.

cross (krôs) adjective In a bad mood; grumpy; grouchy: Mom calls me an old grump when I am feeling cross.

cus•tom•er (kus´ tS mSr) noun A person who buys goods or services: Many customers were shocked to learn the store was closing.

Dde•gree (di grE´ ) noun One of the units into which a measuring instrument, such as a thermometer, is divided: Water boils at a temperature of 212 degrees.

de•tail (dE´ tAl) noun A small piece of information: John noticed an unusual detailabout the new doors.

dis•ap•pear (dis´ S pîr´ ) verb To pass out of sight; vanish: My dog disappears when it is time for her bath.

doze (dOz) verb To sleep lightly: Grandpa dozes on the sofa while we watch football.

Eearn (ûrn) verb To gain by working or by supplying service: I earn money each week by doing chores.

echo (ek´ O) noun The repetition of a sound, sent back by sound waves: We heard echoes when we yelled in the empty room.

e•lec•tric ( i lek´ trik) adjective Of, relating to, or produced by electricity: An electric current runs through the wiring of a house.

disappearDisappearcontains the prefi x

dis-, which means

“not” or “opposite

of.” The prefi x

un- also means

“not” or “opposite

of,” as in unkind.

electric

compete • electric

G3

Glossary

R26 • Unit 1 © Houghton Mifflin Harcourt Publishing Company



ex•am•ine (ig zam´ in) verb To look at carefully: We examined the plant cells under a microscope.

ex•cite•ment (ik sIt´ mSnt) noun The state of being excited: As the game went on, the excitement grew.

ex•per•i•ment ( ik sper´ S mSnt´) noun A test to fi nd out or prove something: Let’s try an experiment to see if our idea works.

Ffa•mil•iar (fS mil´ ySr) adjective Well known, as from repeated experience: I heard the familiar voice of the announcer.

fan (fan) noun A person with a keen interest in or admiration for someone or something: My friends are basketball fans.

fes•tive (fes´ tiv) adjective Merry; joyous: We were in a festive mood at the parade.

fig•ure (f ig´ ySr) verb To work out by thinking: The guide will fi gure out a way to cross the mountains.

fine (f In) adjective Excellent; of high quality: This shop sells only fi ne foods.

flex•i•ble (f lek´ sS bSl´) adjective Easily bent; bendable: For running, choose shoes with f lexible soles.

fog•gy (fô´ gE) adjective Full of, having, or covered by fog: Lighthouses are a big help to ships on foggy nights.

fond•ly (fond´ lE) adverb Lovingly or tenderly: Mom always looks at me fondly.

frac•tion (frak´ shSn´) noun Part of a whole unit: Learning new things takes a large fraction of the school day.

Ggadg•et (gaj´ it) noun A small mechanical device: A can opener is a gadget.

gen•ius ( jEn´ ySs) noun Extraordinary intellectual power, especially seen in creative ability: Her winning idea for the science fair project was pure genius!

grunt (grunt) verb To make a short, deep sound with one’s voice: Max grunted as he tried to lift the heavy log.

guilt•y (gil´ tE) adjective Having committed a crime or bad deed: The jury found them guilty of stealing.

examine • guilty

G4



Mmist (mist) noun A mass of tiny drops of water in the air: Fog is a kind of mist.

mur•mur (mûr´ mSr) noun A low, continuous sound: I could hear a murmur of voices from the next room.

Ooc•ca•sion•al (S kA´ zhS nSl) adjective Happening or encountered from time to time: Except for an occasional cold, I have been well this winter.

Ppart•ner (pärt´ nSr)noun One of two or more people working or playing together: As tennis partners,Leah and Josh hit the ball to each other.

patch (pach) noun A small area: Only one patch of snow is left on the ground.

pa•trol (pS trOl´) verb To move about an area to watch or guard: We will patrol the halls to make sure they are empty.

pause (pôz) verb To stop brief ly: The players are pausing because one team has called a time-out.

peak (pEk) noun The top of a mountain: We can see for miles from the mountain peak.

plead (plEd) verb To make an urgent request; appeal: The boy pleaded for candy, but his mother said no.

pluck (pluk) verb To remove by pulling quickly: Lucas plucked the weeds from his f lower garden.

point (point) verb To call attention to something with the f inger: The librarian pointed to the sign that said “Quiet.”

pol•ish (pol´ ish) verb To make smooth and shiny, especially by rubbing: We polish the f loor weekly.

pow•er (pou´ Sr) noun The force, strength, or ability to do something: It took all my power to lift the heavy couch.

prin•ci•pal (prin´ sS pSl) noun The head of a school: Our principal read the new rules to each class.

point

mist • principal

G6



jerkyThe word jerkycan also be a

noun. Jerky is

meat cut into

strips and dried or

cured. The noun

jerky comes from

the Spanish word

charqui, which in

turn came from

the Quechua word

ch’arki.

Hhar•vest (här´ vist) noun Crops that are gathered or ready to be gathered: We pick the corn harvest each summer.

hol•ler (hol´ lûr) verb To shout, yell: “Come back here!” my brother hollered.

hon•est (on´ ist) adjective Not lying, stealing, or cheating: I admire people who are honest, and I don’t like liars.

Iil•lus•trate (il´ S strAt´ )verb To add photographs, drawings, diagrams, or maps that explain or decorate books or magazines: Let’s illustratethe book about their journey with a map of their travels.

i•mag•ine ( i maj´ in) verb To form a mental picture or idea of: Can you imagine a blue horse with a yellow mane?

im•prove ( im prMv´) verb To get better: The more you practice, the more quickly your skills will improve.

in•gre•di•ent ( in grE´ dE Snt) noun One of the parts that make up a mixture or combination: Flour is one of the ingredients of bread.

in•ven•tion (in ven´ shSn) noun An original device, system, or process: The washing machine was a useful invention.

Jjerk•y ( jûr´ kE) adjective Marked by sudden, sharp motions: We had a jerky ride over the rough road.

ju•ry ( jBr´ E) noun A group of citizens chosen to listen to the facts and proof on cases presented in a court of law: The jury listened carefully as the lawyers summed up their cases.

Llab•o•ra•to•ry (lab´ rS tôr´ E ) noun A room or building holding special equipment for doing scientif ic tests, research, and experiments: You’ll find some test tubes and droppers in the science laboratory.

league (lEg) noun A group of sports teams that compete mainly among themselves: All the teams in our baseball league are here in the city.

lie (lI) verb To take or be in a f lat or resting position: He is lying on the couch and resting.

loy•al (loi´ Sl) adjective Faithful: She is a loyal friend who always helps me.

harvest • loyal

G5



rugged

proc•ess (pro´ ses´) noun A series of steps needed to do something: I am teaching my little brother the process of tying shoe laces.

prof•it (pro' f it) noun The money made from selling something: Tanesha made a profi t from selling cupcakes.

pro•nounce (prS nouns´ ) verb To say clearly, correctly, or in a given manner: I’m afraid I pronounced your last name incorrectly.

proud (proud) adjective Feeling pleased and satisf ied over something owned, made, or done: You should be proud of how well you can sing.

Qquiv•er (kwiv´ Sr) verb To shake with a slight vibrating motion: My voice may quiver if I get nervous.

Rraise (rAz) verb To gather together; collect: We’re trying to raise money for a new animal shelter.

rec•om•mend (rek´ S mend´ ) verb To advise: My dentist recommended that I f loss every day.

re•mark (ri märk´ ) verb To say or write casually: They remarked about the weather.

re•search (ri sûrch´) nounCareful study of a subject or problem: Medical research has saved many lives.

rick•et•y (rik´ i tE) adjective Likely to fall apart or break: Don’t sit in that rickety old chair.

risk•y (ris' kE) adjective Having a chance of danger: It is risky to skateboard without a helmet.

rude (rMd) adjective Not considerate of others; impolite: It is rude to break into someone else’s conversation.

rug•ged (rug´ id) adjective Having a rough surface or jagged outline: We flew over the rugged mountains.

Sscore (skôr) verb To gain a point or points in a game, contest, or test: Did you really score ten points in the game?

scowl (skoul) verb To wrinkle the forehead in anger: Liam scowled when he saw that the ball park was closed.

scrib•ble (skrib´ Sl) noun Careless writing or drawing: Don’t hand in homework that has sloppy scribbles on it.

process • scribble

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Glossary • R27© Houghton Mifflin Harcourt Publishing Company



sep•ar•ate (sep´ S rAt´ ) verb Divide into parts or sections: We can separate these apples into four piles.

ser•i•ous (sî r´ E Ss) adjective Not joking or fooling: I’m serious when I tell you I want to be an astronaut.

shift (shift) noun A period of working time: Dad works the late shift at the hospital.

sig•nal (sig´ nSl) noun A sign, gesture, or device that gives a command, a warning, or other information: The traffic signal was not working properly.

sketch (skech) noun A rough drawing or outline: An artist might do many sketches before making a final drawing.

slam (slam) verb To strike with force; crash: One of the cars slammed into the wall of the racetrack.

slither (slith´ ûr) verb To move in a slippery way: This gooey paste slithers through our fingers!

snap (snap) verb To bite, seize, or grasp with a snatching motion: A wild animal may snap at you if you touch it.

snuggle (snug´ gSl) verb To curl up closely, cuddle: The mother cat snuggles with her kittens.

soar (sôr) verb To rise or f ly high in the air: My kite soared into the sky when the wind picked up.

spread (spred) verb To open out wide or wider: The children are spreading the blanket on the ground.

squeak (skwEk) noun A short, high sound like that made by a mouse: The door made a squeak when I closed it.

stand (stand) noun The place taken by a witness in court: An expert witness was called to the stand during the trial.

stands (standz) noun The bleachers at a playing f ield or stadium: Wild cheers arose from fans in the playing field’s stands.

steep (stEp) adjective Rising or falling sharply: We climbed a steep hill.

stretch (strech) verb To extend: After sitting for a long time, I get up and stretch my arms and legs.

stroll (strOl) verb To walk in a slow, relaxed way: I ran to school but strolled home.

style (stIl) noun A way of dressing or acting: Our teacher has a special style that makes learning fun.

separate • style

G8



tide

swoop (swMp) verb To drop suddenly, especially when f lying: The eagle swoops down to grab a fish from the lake.

Ttense (tens) adjective Anxious or nervous: Taking a deep breath can help you relax when you’re feeling tense.

tex•ture (teks´ chSr) noun The look or feel of a surface: Both silk and velvet have soft, smooth textures.

tide (tId) noun The regular rising and falling of the surface level of the oceans, caused by the pull of the moon and the sun: Each high tide carries new seashells to the shore.

tool (tMl) noun A device, such as a hammer or an ax, that is specially made or shaped to help a person do work: Dad’s electric screwdriver is one of his favorite tools.

trac•ing (trAs´ ing) adjective Used to copy, or trace, lines: Try using tracing paper to copy something exactly.

tri•al (trI´ Sl) noun The studying and deciding of a case in a court of law: The judge called the trial to order.

tug (tug) verb To pull at with force: The gardener tugged at the roots of the dead shrub.

twitch (twich) verb To make a sudden, jumpy movement: Have you ever seen a rabbit’s nose twitch as it sniffs the air?

Vva•cant (vA´ kSnt) adjective Not occupied or rented: The house was vacant for a year.

Wwor•ried (wûr´ Ed) adjective Uneasy; anxious: I am worried about my sick dog.

swoop • worried

G9

AcknowledgmentsMain Literature SelectionsAero and Officer Mike: Police Partners by Joan Plummer

Russell, photographs by Kris Turner Sinnenberg. (Caroline House, an imprint of Boyds Mills Press, Inc. 2001) Text © 2001 by Joan Plummer Russell. Photographs © 2001 by Kris Turner Sinnenberg. Reprinted by permission of Boyds Mills Press, Inc.

“A Bat Is Born” from The Bat-Poet by Randall Jarrell. Text copyright © 1964 by Randall Jarrell. Reprinted by permission of The Estate of Randall Jarrell.

“The Ball Game Is Over” from Good Sports: Rhymes About Running, Jumping, Throwing, and More by Jack Prelutsky and Chris Raschka. Copyright © 2007 Jack Prelutsky. Reprinted by permission of Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Random House, Inc.

Excerpt from Bat Loves the Night by Nicola Davies, illustrated by Sarah Fox-Davies. Text copyright © 2001 by Nicola Davies. Illustrations copyright © 2001 by Sarah Fox-Davies. Reprinted by permission of Candlewick Press.

Destiny’s Gift by Natasha Anastasia Tarpley, illustrated by Adjoa J. Burrowes. Text copyright © 2004 by Natasha Anastasia Tarpley. Illustrations copyright © 2004 by Adjoa J. Burrowes. Reprinted by permission of Lee & Low Books Inc., New York, NY 10016.

“The Extra-good Sunday” from Ramona Quimby, Age 8 by Beverly Cleary. Copyright © 1981 by Beverly Cleary. All rights reserved. Reprinted by permission of HarperCollins Children’s Books, a division of HarperCollins Publishers.

A Fine, Fine School by Sharon Creech, illustrated by Harry Bliss. Text copyright © 2001 by Sharon Creech. Illustrations copyright © 2001 by Harry Bliss. All rights reserved. Reprinted by permission of Johanna Cotler Books, an imprint of HarperCollins Publishers.

The Harvest Birds/Los pájaros del la cosecha by Blanca López de Mariscal. English translation copyright © 1995 by Children’s Book Press. Reprinted by permission of Children’s Book Press, San Francisco, CA, www.childrensbookpress.org

“Homer” from A Pocketful of Poems by Nikki Grimes. Copyright © 2001 by Nikki Grimes. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

Kamishibai Man written and illustrated by Allen Say. Copyright © 2005 by Allen Say. All rights reserved. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

Pop’s Bridge by Eve Bunting, illustrated by C.F. Payne. Text copyright © 2006 by Eve Bunting. Illustrations copyright © 2006 by C. F. Payne. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

Roberto Clemente, Pride of the Pittsburgh Pirates by Jonah Winter, illustrated by Raúl Colón. Text copyright © 2005 by Jonah Winter. Illustrations copyright © 2005 by Raúl Colón. Reprinted by permission of Atheneum Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division. All rights reserved.

The Treasure by Uri Shulevitz. Copyright © 1978. Reprinted by permission of Farrar, Straus and Giroux.

The Trial of Cardigan Jones written and illustrated by Tim Egan. Copyright © 2004 by Tim Egan. All rights reserved. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

Tops and Bottoms by Janet Stevens. Copyright © 1995 by Janet Stevens. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

What Do Illustrators Do? written and illustrated by Eileen Christelow. Text and illustrations copyright © 1999 by Eileen Christelow. All rights reserved. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

Yonder Mountain: A Cherokee Legend as told by Robert H. Bushyhead, written by Kay Thorpe Bannon, illustrated by Kristina Rodanas. Copyright © 2002 by Kay Thorpe Bannon. Illustrations copyright © 2002 by Kristina Rodanas. All rights reserved. Reprinted by permission of Marshall Cavendish Corporation.

Young Thomas Edison written and illustrated by Michael Dooling. Copyright © 2005 by Michael Dooling. All rights reserved. Adapted by permission of Holiday House, New York.

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Index

AAbbreviations. See Grammar.

Academic Vocabulary. See Vocabulary, Terms About Informational Text; Vocabulary, Terms About Language; Vocabulary, Terms About Literature.

Accuracy. See Fluency.

Acknowledgments, 3-1: R28, R55; 3-2: R28, R55; 3-3: R28, R55; 3-4: R28, R55; 3-5: R28, R55; 3-6: R18

Activity Cards. See Literacy Centers.

Adjectives. See Grammar.

Adjust Reading Rate. See Fluency.

Advanced Learners, activities for. See Differentiated Instruction.

Adverbs. See Grammar.

Analyze/Evaluate. See Comprehension, Strategies.

Analyze Illustrations. See Comprehension, Skills

Analyze the Text, 3-1: T27, T29, T117, T121, T213, T217, T305, T311, T399, T403; 3-2: T27, T29, T115, T119, T207, T213, T303, T309, T395, T399; 3-3: T25, T27, T115, T121, T207, T213, T301, T305, T393, T395; 3-4: T31, T33, T123, T125, T217, T219, T309, T399, T401; 3-5: T27, T29, T115, T121, T207, T209, T305, T307, T395, T397; 3-6: T17, T22–T23, T65, T68–T69, T111, T114–T115, T157, T162–T163, T205, T210–T211

Anchor Text. See Magazine, Anchor Texts; Student Book, Anchor Texts.

Antonyms. See Vocabulary, Strategies.

Apply Vocabulary Knowledge. See Vocabulary.

AssessmentBenchmark and Unit Tests, 3-1: xvi–xvii, T70–

T71, T162–T163, T258–T259, T352–T353, T446–T447; 3-2: xvi–xvii, T68–T69, T160–T161, T254–T255, T348–T349, T442–T443; 3-3: xvi–xvii, T66–T67, T160–T161, T252–T253, T344–T345, T436–T437; 3-4: xvi–xvii, T74–T75, T166–T167, T260–T261, T352–T353, T444–T445; 3-5: xvi–xvii, T68–T69, T160–T161, T254–T255, T346–T347, T438–T439; 3-6: xvi–xvii, T46–T47, T92–T93, T138–T139, T186–T187, T234–T235

Daily Assessment, 3-1: T19, T28, T46, T76, T111, T131, T138, T168, T205, T227, T234,

T264, T299, T321, T328, T358, T393, T415, T422, T456; 3-2: T19, T37, T44, T74, T109, T129, T136, T166, T201, T221, T228, T260, T295, T317, T324, T411, T418, T452; 3-3: T19, T35, T42, T72, T107, T129, T136, T166, T201, T221, T228, T258, T293, T313, T320, T350, T385, T405, T412, T446; 3-4: T41, T48, T80, T135, T142, T172, T229, T236, T266, T321, T328, T358, T413, T420, T454; 3-5: T19, T37, T44, T74, T109, T129, T136, T201, T223, T230, T295, T315, T322, T387, T407, T414; 3-6: T23, T69, T115, T163, T211

Fluency Tests, 3-1: T71, T163, T259, T353, T447; 3-2: T69, T161, T255, T349, T443; 3-3: T67, T161, T253, T345, T437; 3-4: T75, T167, T261, T353, T445; 3-5: T69, T161, T255, T347, T439; 3-6: T47, T93, T139, T187, T235See also Cold Reads.

Formal Assessment, 3-1: xvi–xvii, T70–T71, T162–T163, T258–T259, T352–T353, T446–T447; 3-2: xvi–xvii, T68–T69, T160–T161, T254–T255, T348–T349, T442–T443; 3-3: xvi–xvii, T66–T67, T160–T161, T252–T253, T344–T345, T436–T437; 3-4: xvi–xvii, T74–T75, T166–T167, T260–T261, T352–T353, T444–T445; 3-5: xvi–xvii, T68–T69, T160–T161, T254–T255, T346–T347, T438–T439; 3-6: xvi–xvii, T46–T47, T92–T93, T138–T139, T186–T187, T234–T235

Informal Assessment, 3-1: xvi–xvii, T28, T122, T218, T312, T406; 3-2: xvi–xvii, T28, T116, T212, T308, T400; 3-3: xvi–xvii, T26, T118, T210, T300, T396; 3-4: xvi–xvii, T32, T124, T218, T310, T402; 3-5: xvi–xvii, T28, T120, T210, T306, T394; 3-6: xvi–xvii, T22–T23, T32–T33, T37, T68–T69, T78–T79, T83, T114–T115, T124–T125, T162–T163, T172–T173, T210–T211, T220–T221

Online Assessment System, 3-1: xvii, xxiii, T70–T71, T162–T163, T258–T259, T352–T353, T446–T447; 3-2: xvii, xxiii, T68–T69, T160–T161, T254–T255, T348–T349, T442–T443; 3-3: xvii, xxiii, T66–T67, T160–T161, T252–T253, T344–T345, T436–T437; 3-4: xvii, xxiii, T74–T75, T166–T167, T260–T261, T352–T353, T444–T445; 3-5: xvii, xxiii, T68–T69, T160–T161, T254–T255, T346–T347, T438–T439; 3-6: xvii, xxiii, T46–T47, T92–T93, T138–T139, T186–T187, T234–T235

Performance Task/Assessment, 3-1: xvi–xvii, xxiv–xxv, T40–T41, T133, T229, T417, T444–T445, T448; 3-2: xvi–xvii, xxiv–xxv, T38–T39, T131, T223, T319, T413, T440–T441, T444; 3-3: xvi–xvii, xxiv–xxv, T36–T37, T131, T223, T315, T407, T434–T435, T438; 3-4: xvi–xvii,

xxiv–xxv, T42–T43, T137, T231, T323, T415, T442–T443, T446; 3-5: xvi–xvii, xxiv–xxv, T38–T39, T131, T225, T317, T409, T436–T437, T440; 3-6: xvi–xvii, xxiv–xxv, T30–T31, T77, T123, T171, T219, T230–T233, T236

Progress-Monitoring, 3-1: T70–T71, T162–T163, T258–T259, T352–T353, T446–T447; 3-2: T68–T69, T160–T161, T254–T255, T348–T349, T442–T443; 3-3: T66–T67, T160–T161, T252–T253, T344–T345, T436–T437; 3-4: T74–T75, T166–T167, T260 –T261, T352–T353, T444–T445; 3-5: T68–T69, T160–T161, T254–T255, T346–T347, T438–T439; 3-6: T46–T47, T92–T93, T138–T139, T186–T187, T234–T235See also Daily Assessment.

RubricFluency, 3-1: T71, T163, T259, T353, T447;

3-2: T69, T161, T255, T349, T443; 3-3: T67, T161, T253, T345, T437; 3-4: T75, T167, T261, T353, T445; 3-5: T69, T161, T255, T347, T439; 3-6: T47, T93, T139, T187, T235

Presentations, 3-1: R15; 3-2: R15; 3-3: R15; 3-4: R15; 3-5: R15; 3-6: R15

Retelling Rubric, 3-1: T33, T125, T221, R13; 3-2: T215, T311, R13; 3-3: T123, T215, T399, R13; 3-4: T35, T315, T407, R13; 3-5: T31, T217, T309, R13

Summarizing Rubric, 3-1: R14; 3-2: T31, R14, R123, R405; 3-3: T29, T307, R14; 3-4: T129, T223, R14; 3-5: T40, R14

Writing, 3-1: T68–T69, T160–T161, T256–T257, T350–T351, T444–T445, R16–R19; 3-2: T66–T67, T158–T159, T252–T253, T440–T441, R16–R19; 3-3: T64–T65, T158–T159, T250–T251, T434–T435, R16–R19; 3-4: T72–T73, T164–T165, T258–T259, T442–T443, R16–R19; 3-5: T66–T67, T158–T159, T252–T253, T436–T437, R16–R19

Summative Assessment, 3-1: xvi–xvii, T70–T71, T162–T163, T258–T259, T352–T353, T446–T447; 3-2: xvi–xvii, T68–T69, T160–T161, T254–T255, T348–T349, T442–T443; 3-3: xvi–xvii, T66–T67, T160–T161, T252–T253, T344–T345, T436–T437; 3-4: xvi–xvii, T74–T75, T166–T167, T260–T261, T352–T353, T444–T445; 3-5: xvi–xvii, T68–T69, T160–T161, T254–T255, T346–T347, T438–T439; 3-6: xvi–xvii, T46–T47, T92–T93, T138–T139, T186–T187, T234–T235

Test Power, 3-1: T449–T452; 3-2: T445–T448; 3-3: T439–T442; 3-4: T447–T450; 3-5: T441–T444

R38 • Index© Houghton Mifflin Harcourt Publishing Company

Weekly Tests, 3-1: T70–T71, T162–T163, T258–T259, T352–T353, T446–T447; 3-2: T68–T69, T160–T161, T254–T255, T348–T349, T442–T443, 3-3: T66–T67, T160–T161, T252–T253, T344–T345, T436–T437; 3-4: T74–T75, T166–T167, T260 –T261, T352–T353, T444–T445; 3-5: T68–T69, T160–T161, T254–T255, T346–T347, T438–T439; 3-6: T46–T47, T92–T93, T138–T139, T186–T187, T234–T235

Writing, 3-1: T68–T69, T160–T161, T256–T257, T350–T351, T444–T445; 3-2: T66–T67, T158–T159, T252–T253, T356–T357, T440–T441; 3-3: T64–T65, T158–T159, T250–T251, T342–T343, T434–T435; 3-4: T72–T73, T164–T165, T258–T259, T442–T443; 3-5: T66–T67, T158–T159, T252–T253, T344–T345, T436–T437; 3-6: T42–T45, T88–T89, T136–T137, T184–T185, T232–T233

Audio Book. See Digital Resources; Student eBook.

AuthorsProgram, 3-1: ii; 3-2: ii; 3-3: ii; 3-4: ii; 3-5: ii;

3-6: iiStudent Book Literature, 3-1: T22, T114, T208,

T302, T396; 3-2: T22, T112, T204, T298, T392; 3-3: T22, T110, T204, T296, T388; 3-4: T22, T118, T210, T304, T396; 3-5: T22, T112, T204, T298, T390; 3-6: T14, T62, T108, T154, T202

Trade Books, 3-2: T470; 3-4: T472; 3-6: T239, T295, T351

Author’s Craft, 3-6: T249, T259, T269, T279, T289, T305, T315, T325, T335, T345, T361, T371, T381, T391, T401

Author’s Point of View. See Comprehension Skills, Author’s Craft.

Author’s Purpose. See Comprehension Skills.

Author’s Word Choice. See Comprehension Skills.

BBackground Knowledge. See Preview the Topic.

Base Words. See Phonics.

Benchmark Tests. See Assessment, Benchmark and Unit Tests.

Bibliography, 3-1: R30–R37; 3-2: R30–R37; 3-3: R30–R37; 3-4: R30–R37; 3-5: R30–R37; 3-6: R10–R17

Biography. See Magazine, Genre; Student Book, Genre.

Brainstorming. See Research; Writing, Process.

CCapitalization. See Grammar, Nouns, Common and Proper Nouns.

Cause and Effect. See Comprehension, Skills; Comprehension, Strategies.

Characters. See Comprehension, Skills.

Charts. See Graphic Organizers.

Civics. See Cross-Curricular Connections.

Clarify. See Comprehension, Strategies, Monitor/Clarify.

Classroom Collaboration, 3-1: T15, T107, T201, T295, T389; 3-2: T15, T105, T197, T291, T385, T473, T475, T477, T478; 3-3: T15, T197, T289, T381; 3-4: T203, T389, T475, T477, T479, T480; 3-5: T15, T105, T197, T291, T383

Classroom Conversation, 3-1: T40, T132, T228, T332, T416; 3-2: T38, T130, T222, T318, T412; 3-3: T36, T130, T222, T314, T406; 3-4: T15, T42, T111, T230, T322, T414; 3-5: T38, T130, T224, T316, T408; 3-6: T30, T76, T122, T170, T218

Classroom Management. See Literacy Centers.

Cognates, Spanish, 3-1: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 3-2: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 3-3: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 3-4: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 3-5: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 3-6: T38, T84, T178, E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50

Cold Reads, Fluency Tests, 3-1: T71, T163, T259, T353, T447; 3-2: T69, T161, T255, T349, T443; 3-3: T67, T161, T253, T345, T437; 3-4: T75, T167, T261, T353, T445; 3-5: T69, T161, T255, T347, T439; 3-6: T47, T93, T139, T187, T235

Collaboration. See Classroom Collaboration.

Commas. See Grammar.

Common Core State Standards. 3-1: iv–v; 3-2: iv–v; 3-3: iv–v; 3-4: iv–v; 3-5: iv–v; 3-6: iv–v

Compare/Contrast. See Compare Texts; Comprehension, Skills.

Compare Texts, 3-1: T57, T149, T245, T339, T433; 3-2: T55, T147, T241, T335, T429; 3-3: T53, T147, T239, T331, T423; 3-4: T61, T153, T247, T339, T431; 3-5: T55, T147, T241, T333, T425; 3-6: T250, T260, T270, T280, T290, T306, T316, T326, T336, T346, T362, T372, T382, T392, T402

Complete Sentences. See Grammar, Sentences.

Compound Words. See Vocabulary Strategies.

Comprehension Differentiate, 3-1: T80–T81, T172–T173, T268–

T269, T362–T363, T460–T461; 3-2: T78–T79, T170–T171, T264–T265, T358–T359, T456–T457; 3-3: T76–T77, T170–T171, T262–T263, T354–T355, T450–T451; 3-4: T84–T85, T176–T177, T270–T271, T362–T363, T458–T459; 3-5: T78–T79, T170–T171, T264–T265, T356–T357, T452–T453; 3-6: T247, T257, T267, T277, T287, T303, T313, T323, T333, T343, T359, T369, T379, T389, T399

Skills Analyze Illustrations, 3-1: T29, T38–T39; 3-2:

T309, T316–T317; 3-5: T305, T314–T315Analyze Supporting Details, 3-4: T203; 3-5:

T197Author’s Craft, 3-5: T383Author’s Purpose, 3-3: T289, T301, T320–

T321; 3-4: T15; 3-5: T291, T307, T314–T315

Author’s Word Choice, 3-1: T121, T130–T131; 3-5: T115, T128–T129

Cause and Effect, 3-1: T201, T389, T403, T414–T415; 3-2: T281, T303, T316–T317; 3-6: T62, T68–T69, T161

Character Motives, 3-1: T15Character Traits, 3-3: T297, T381Cite Text Evidence, 3-1: T201; 3-3: T289Compare and Contrast, 3-1: T295, T305,

T320–T321; 3-2: T15, T197; 3-3: T103, T197, T207, T220–T221; 3-5: T105, T121, T128–T129

Context Clues, 3-2: T291Domain-Specific Vocabulary, 3-2: T27, T36–

T37; 3-4: T219, T228–T229Draw Conclusions, 3-1: T107, T117, T130–

T131; 3-2: T15, T207, T220–T221; 3-3: T381; 3-4: T111, T125, T134–T135; 3-5: T15; 3-6: T201, T202, T210–T211

Index • R39© Houghton Mifflin Harcourt Publishing Company

Index

Fact and Opinion, 3-3: T15; 3-6: T107, T108, T114–T115

Formal and Informal Language, 3-3: T393, T412–T413; 3-5: T209, T222–T223

Identify Story Structure, 3-3: T381 Interpret Tone, 3-4: T297Literal and Nonliteral Meanings, 3-1: T399,

T414–T415; 3-2: T213, T220–T221; 3-4: T401, T412–T413

Main Idea and Details, 3-2: T385, T395; 3-4: T389, T399, T412–T413; 3-5: T383, T397, T406–T407; 3-6: T13, T14, T22–T23

Make Connections, 3-5: T291Make Inferences, 3-1: T15, T107, T295;

3-4: T15, T111, T389 Point of View, 3-3: T115, T128–T129,

T305, T320–T321; 3-4: T123, T134–T135, T297; 3-5: T15, T29, T36–T37

Sequence of Events, 3-2: T29, T36–T37, T119, T128–T129, T197, T399, T410–T411; 3-3: T25, T34–T35; 3-5: T15, T197, T207, T222–T223

Story Message, 3-1: T217, T226–T227; 3-3: T213, T220–T221; 3-4: T313, T320–T321

Story Structure, 3-1: T20, T27, T38–T39, T311, T320–T321; 3-4: T31, T40–T41, T309, T320–T321; 3-5: T27, T36–T37

Supporting Details, 3-1: T389; 3-2: T15, T105, T197; 3-4: T111, T203; 3-5: T105, T197

Text and Graphic Features, 3-2: T105, T115, T128–T129; 3-3: T27, T34–T35, T197; 3-4: T203, T217, T228–T229; 3-5 T383, T395, T406–T407

Text Structure, 3-2: T105Theme, 3-1: T201; 3-4: T33, T40–T41Understanding Characters, 3-1: T201, T213,

T226–T227; 3-2: T197; 3-3: T395, T412–T413; 3-6: T153, T154, T162–T163

StrategiesAnalyze/Evaluate, 3-1: T210, T218, T268–

T269; 3-2: T114, T116, T170–T171; 3-3: T208, T211, T262–T263; 3-5: T264–T265; 3-6: T13, T22–T23

Author’s Purpose, 3-3: T354–T355; 3-5: T356–T357

Cause and Effect, 3-1: T460–T461; 3-2: T358–T359

Compare/Contrast, 3-1: T362–T363; 3-3: T262–T263; 3-5: T170–T171

Conclusions, 3-1: T172–T173; 3-2: T264–T265; 3-4: T176–T177

Infer/Predict, 3-1: T118, T122, T172–T173, T305, T313, T362–T363; 3-2: T208,

T212, T264–T265; 3-3: T391, T396, T450–T451; 3-4: T398, T402, T458–T459; 3-5: T206, T210, T452–T453

Main Ideas and Details, 3-2: T456–T457; 3-4: T458–T459

Monitor/Clarify, 3-2: T304, T308, T358–T359; 3-4: T27, T32, T84–T85; 3-5: T24, T28, T78–T79; 3-6: T153, T162–T163

Question, 3-2: T24, T28, T78–T79; 3-3: T24, T27, T76–T77; 3-4: T212, T218, T270–T271; 3-5: T300, T306, T356–T357; 3-6: T201, T210–T211

Sequence of Events, 3-2: T78–T79; 3-3: T76–T77; 3-5: T264–T265

Story Structure, 3-1: T80–T81; 3-4: T84–T85, T362–T363; 3-5: T78–T79

Summarize, 3-1: T15, T21, T26, T28, T38, T180–T181; 3-2: T15, T385, T397, T400, T456–T457; 3-3: T103, T197, T299, T301, T354–T355; 3-4: T306, T310, T362–T363; 3-5: T15; 3-6: T68–T69, T161

Text and Graphic Features, 3-2: T170–T171; 3-4: T270–T271; 3-5: T452–T453

Theme, 3-3: T170–T171 Understanding Characters, 3-1: T268–T269;

3-3: T450–T451 Visualize, 3-1: T401, T406, T460–T461;

3-3: T115, T118, T170–T171; 3-4: T121, T124, T176–T177; 3-5: T115, T120, T170–T171; 3-6: T107, T114–T115

Connect to the Topic. See Student Book, Connect to the Topic.

Connect to Writing. See Grammar.

Connections. See Compare Texts.

Content-Area Vocabulary. See Vocabulary; Domain-Specific Words.

Context Clues. See Vocabulary Strategies.

Contractions. See Grammar.

Conversation. See Classroom Conversation

Critical Thinking. See Analyze the Text; Compare Texts; Think Through the Text; Your Turn.

Cross-Curricular Connections Civics, 3-1: T148; 3-3: T330Science, 3-1: T338; 3-2: T54, T428; 3-3: T52,

T146; 3-4: T58, T152, T246, T338, T430; 3-5: T146, T332, T424

Social Studies, 3-1: T26, T56, T244, T432; 3-2: T238, T334; 3-3: T238, T422; 3-5: T54, T146, T240

See also Domains.

DDaily Assessment, 3-1: T19, T28, T46, T76, T111, T122, T131, T138, T168, T205, T218, T227, T234, T264, T299, T312, T321, T328, T358, T393, T406, T415, T422, T456; 3-2: T19, T37, T44, T74, T109, T129, T136, T166, T201, T221, T228, T260, T295, T317, T324, T411, T418, T452; 3-3: T19, T26, T35, T42, T72, T107, T118, T129, T136, T166, T201, T210, T221, T228, T258, T293, T300, T313, T320, T350, T385, T396, T405, T412, T446; 3-4: T32, T41, T48, T80, T124, T135, T142, T172, T218, T229, T236, T266, T310, T321, T328, T358, T402, T413, T420, T454; 3-5: T19, T28, T37, T44, T74, T109, T120, T129, T136, T201, T210, T223, T230, T295, T306, T315, T322, T387, T394, T407, T414; 3-6: T23, T69, T115, T163, T211

Daily Proofreading Practice, 3-1: T35, T43, T53, T61, T68, T127, T135, T145, T153, T160, T223, T231, T241, T249, T256, T317, T325, T335, T343, T350, T411, T419, T429, T437, T444; 3-2: T33, T41, T51, T59, T66, T125, T133, T143, T151, T158, T217, T225, T235, T245, T252, T313, T321, T331, T339, T346, T407, T415, T425, T433, T440; 3-3: T31, T39, T49, T57, T64, T125, T133, T143, T151, T158, T217, T225, T235, T243, T250, T309, T317, T327, T335, T342, T401, T409, T419, T427, T434; 3-4: T37, T45, T55, T65, T72, T131, T139, T149, T157, T164, T225, T233, T243, T251, T258, T317, T325, T335, T343, T350, T409, T417, T427, T435, T442; 3-5: T33, T41, T51, T59, T66, T125, T133, T143, T151, T158, T219, T227, T237, T245, T252, T311, T319, T329, T337, T344, T403, T411, T421, T429, T436; 3-6: T40–T41, T86–T87, T132–T133, T180–T181, T228–T229

Data-Driven Instruction, 3-1: xxiv–xxv; 3-2: xxiv–xxv; 3-3: xxiv–xxv; 3-4: xxiv–xxv; 3-5: xxiv–xxv; 3-6: xiv–xv

Declarative Sentences. See Grammar, Sentences.

Decoding See Phonics.

Descriptions. See Writing, Forms, Descriptive Paragraph.

Destination Reading. See Digital Resources.

Details. See Comprehension Skill, Main Idea and Details.

Dictionary Skills, 3-1: T143, T150–T151, T239, T333, T427; 3-2: T49, T233, T336–T337, T423; 3-3: T47, T141, T233, T417; 3-4: T53, T147, T241, T333, T432–T433; 3-5: T49, T235, T327, T419See also Vocabulary Strategies.


Differentiated InstructionAdvanced, 3-1: T77, T79, T81, T89, T169, T171,

T173, T181, T265, T267, T269, T277, T359, T361, T363, T371, T457, T459, T461, T469; 3-2: T75, T77, T79, T87, T167, T169, T171, T179, T261, T263, T265, T273, T355, T357, T359, T367, T453, T455, T457, T465; 3-3: T73, T75, T77, T85, T167, T169, T171, T179, T259, T261, T263, T271, T351, T353, T355, T363, T447, T449, T451, T459; 3-4: T81, T83, T85, T93, T173, T175, T177, T185, T267, T269, T271, T279, T359, T361, T363, T371, T455, T457, T459, T467; 3-5: T75, T77, T79, T87, T165, T169, T171, T179, T257, T263, T265, T273, T347, T355, T357, T365, T441, T451, T453, T461; 3-6: T245, T247, T255, T257, T265, T267, T275, T277, T285, T287, T301, T303, T311, T313, T321, T323, T331, T333, T341, T343, T357, T359, T367, T369, T377, T379, T387, T389, T397, T399

Comprehension, 3-1: T80–T81, T172–T173, T268–T269, T362–T363, T460–T461; 3-2: T78–T79, T170–T171, T264–T265, T358–T359, T456–T457; 3-3: T76–T77, T170–T171, T262–T263, T354–T355, T450–T451; 3-4: T84–T85, T176–T177, T270–T271, T362–T363, T458–T459; 3-5: T78–T79, T170–T171, T264–T265, T356–T357, T452–T453; 3-6: T247, T257, T267, T277, T287, T303, T313, T323, T333, T343, T359, T369, T379, T389, T399

English Language Learners, 3-1: T16, T18, T77, T79, T81, T89, T108, T110, T169, T171, T173, T181, T202, T204, T265, T267, T269, T277, T296, T298, T359, T361, T363, T371, T390, T392, T457, T459, T461, T469; 3-2: T16, T18, T75, T77, T79, T87, T106, T108, T167, T169, T171, T179, T198, T200, T261, T263, T265, T273, T292, T294, T355, T357, T359, T386, T388, T453, T455, T457; 3-3: T16, T18, T73, T75, T77, T104, T106, T167, T169, T171, T198, T200, T259, T261, T263, T290, T292, T351, T353, T355, T382, T384, T447, T449, T451; 3-4: T16, T18, T81, T83, T85, T112, T114, T173, T175, T177, T204, T206, T267, T269, T271, T298, T300, T359, T361, T363, T390, T392, T455, T457, T459; 3-5: T16, T18, T75, T77, T79, T106, T108, T165, T169, T171, T198, T200, T257, T263, T265, T292, T294, T347, T355, T357, T384, T386, T441, T451, T453; 3-6: T245, T247, T255, T257, T265, T267, T275, T277, T285, T287, T301, T303, T311, T313, T321, T323, T331, T333, T341, T343, T357, T359, T367, T369, T377, T379, T387, T389, T397, T399

Leveled Readers, 3-1: T84–T87, T176–T179, T272–T275, T366–T369, T464–T465; 3-2: T82–T83, T174–T177, T268–T271, T362–T363, T460–T463; 3-3: T80–T83, T174–T177, T266–T269, T358–T359, T454–T457; 3-4: T88–T91, T180–T183, T274–T277, T366–T369, T462–T465; 3-5: T82–T85, T174–T177, T268–T271, T360–T363, T456–T459

On Level, 3-1: T77, T78, T80, T88, T169, T170, T172, T180, T265, T266, T268, T276, T359, T360, T362, T370, T457, T458, T460, T468; 3-2: T75, T76, T78, T86, T167, T168, T170, T178, T261, T262, T264, T272, T355, T356, T358, T366, T453, T454, T456, T464; 3-3: T73, T74, T76, T84, T167, T168, T170, T178, T259, T260, T262, T270, T351, T352, T354, T362, T447, T448, T450, T458; 3-4: T81, T84, T92, T173, T176, T184, T267, T270, T278, T359, T362, T370, T455, T458, T466; 3-5: T75, T76, T78, T86, T168, T170, T178, T262, T264, T347, T354, T356, T364, T450, T452, T460

Options for ReteachingComprehension, 3-1: T91, T183, T279,

T373, T471; 3-2: T89, T181, T275, T369, T467; 3-3: T87, T181, T273, T365, T461; 3-4: T95, T281, T373, T469; 3-5: T89, T181, T275, T367, T463

Language Arts, 3-1: T90, T182, T278, T372, T470; 3-2: T88, T180, T274, T368, T466; 3-3: T86, T180, T272, T364, T460; 3-4: T94, T372, T468; 3-5: T88, T180, T274, T366, T462

Phonics, 3-1: T90, T182, T278, T372, T470; 3-2: T88, T180, T274, T368, T466; 3-3: T86, T180, T272, T364, T460; 3-4: T94, T372, T468; 3-5: T88, T180, T274, T366, T462

Vocabulary Strategies, 3-1: T91, T183, T279, T373, T471; 3-2: T89, T181, T275, T369, T467; 3-3: T87, T181, T273, T365, T461; 3-4: T95, T281, T373, T469; 3-5: T89, T181, T275, T367, T463

Struggling Readers, 3-1: T76, T78, T80, T88, T168, T170, T172, T180, T264, T266, T268, T276, T358, T360, T362, T370, T456, T460, T468; 3-2: T74, T78, T86, T166, T170, T178, T260, T264, T272, T358, T366, T452, T456, T458, T464; 3-3: T72, T74, T76, T84, T166, T168, T170, T178, T258, T260, T262, T270, T350, T352, T354, T356, T362, T446, T448, T450, T454, T458; 3-4: T80, T82, T84, T92, T172, T174, T176, T184, T266, T268, T270, T278, T358, T360, T362, T370, T454, T456, T458, T466; 3-5: T74, T76, T78, T86, T164,

T168, T170, T178, T256, T262, T264, T354, T356, T364, T440, T450, T452, T460; 3-6: T245, T247, T255, T257, T265, T267, T275, T277, T285, T287, T301, T303, T311, T313, T321, T323, T331, T333, T341, T343, T357, T359, T367, T369, T377, T379, T387, T389, T397, T399

Vocabulary Reader, 3-1: T78–T79, T170–T171, T266–T267, T360–T361, T458–T459; 3-2: T76–T77, T168–T169, T262–T263, T356–T357, T454–T455; 3-3: T74–T75, T168–T169, T260–T261, T352–T353, T448–T449; 3-4: T82–T83, T174–T175, T268–T269, T360–T361, T456–T457; 3-5: T76–T77, T168–T169, T262–T263, T354–T355, T450–T451

Vocabulary Strategies, 3-1: T59, T88–T89, T151, T180–T181, T247, T276–T277, T341, T370–T371, T435, T468–T469; 3–2: T57, T88–T89, T149, T178–T179, T243, T272–T273, T337, T366–T367, T431, T464–T465; 3-3: T55, T84–T85, T149, T178–T179, T241, T270–T271, T333, T362–T363, T425, T458–T459; 3-4: T63, T92–T93, T155, T184–T185, T249, T278–T279, T341, T370–T371, T433, T466–T467; 3-5: T57, T86–T87, T149, T178–T179, T243, T272–T273, T335, T364–T365, T427, T460–T461; 3-6: T245, T255, T265, T275, T285, T301, T311, T321, T331, T341, T357, T367, T377, T387, T397

Dig Deeper, 3-1: T38–T39, T130–T131, T226–T227, T320–T321, T414–T415; 3-2: T36–T37, T128–T129, T220–T221, T316–T317, T410–T411, T473, T475, T477; 3-3: T34–T35, T128–T129, T220–T221, T312–T313, T404–T405; 3-4: T40–T41, T134–T135, T228–T229, T320–T321, T412–T413, T475, T477, T479; 3-5: T36–T37, T128–T129, T222–T223, T314–T315, T406–T407; 3-6: T22–T23, T68–T69, T114–T115, T162–T163, T210–T211, T248, T258, T278, T288, T304, T314, T324, T334, T344, T360, T370, T380, T390, T400

Digital Resources Destination Reading, 3-1: xiv, T3, T8–T9, T11,

T95, T100–T101, T189, T194–T195, T283, T288–T289, T376, T382–T383; 3-2: xiv, T3, T8–T9, T11, T93, T98–T99, T185, T190–T191, T279, T284–T285, T373, T378–T379; 3-3: xiv, T8–T9, T96–T97, T185, T190–T191, T277, T282–T283, T369, T374–T375; 3-4: xiv, T3, T8–T9, T11, T99, T104–T105, T191, T196–T197, T285, T290–T291, T377, T382–T383; 3-5: xiv, T3, T8–T9, T11, T93, T98–T99, T185, T190–T191, T279, T284–T285, T371, T376–T377


Index

Digital Path, 3-1: xx–xxi; 3-2: xx–xxi; 3-3: xx–xxi, T9; 3-4: xx–xxi; 3-5: xx–xxi; 3-6: x–xi

GrammarSnap Videos, 3-1: T34, T42, T52, T60, T66, T126, T134, T144, T152, T158, T222, T230, T240, T248, T254, T316, T324, T334, T342, T348, T410, T418, T428, T436, T442; 3-2: T32, T40, T50, T58, T64, T124, T132, T142, T150, T156, T216, T224, T234, T244, T250, T312, T320, T330, T338, T344, T406, T414, T424, T432, T438; 3-3: T30, T38, T48, T56, T62, T124, T132, T142, T150, T156, T216, T224, T234, T242, T248, T308, T316, T326, T334, T340, T400, T408, T418, T426, T432; 3-4: T36, T44, T54, T64, T70, T130, T138, T148, T156, T162, T224, T232, T242, T250, T256, T316, T324, T334, T342, T348, T408, T416, T426, T434, T440; 3-5: T32, T40, T50, T58, T64, T124, T132, T142, T150, T156, T218, T226, T236, T244, T250, T310, T318, T328, T336, T342, T402, T410, T420, T428, T434; 3-6: T40, T86, T133, T181, T229

Interactive Whiteboard Activities, 3-1: T34, T38, T42, T52, T58, T60, T66, T126, T134, T144, T150, T152, T158, T222, T230, T240, T246, T248, T316, T324, T334, T340, T342, T348, T350, T410, T418, T428, T434, T436, T442, T444; 3-2: T32, T40, T50, T56, T58, T64, T124, T132, T142, T150, T156, T216, T224, T234, T242, T244, T312, T320, T330, T336, T338, T344, T406, T414, T424, T430, T432, T438, T440; 3-3: T30, T38, T48, T56, T62, T124, T132, T142, T148, T150, T156, T216, T224, T234, T240, T242, T248, T308, T316, T326, T332, T334, T340, T342, T400, T408, T418, T424, T426; 3-4: T36, T44, T54, T64, T70, T130, T138, T148, T154, T156, T162, T224, T232, T242, T248, T250, T256, T316, T324, T334, T340, T342, T348, T350, T408, T416, T432, T434, T440, T442; 3-5: T32, T40, T50, T56, T58, T124, T132, T142, T148, T150, T156, T218, T222, T226, T236, T242, T244, T310, T318, T328, T334, T336, T342, T344, T402, T410, T420, T426, T428, T436; 3-6: T22, T32, T40, T68, T78, T86, T114, T124, T162, T172, T210, T220

Literacy and Language Guide, 3-1: xxi, xxiii, T59, T151, T247, T341, T435; 3-2: xxi, xxiii, T57, T149, T243, T337, T431; 3-3: xxi, xxiii, T241, T333; 3-4: xxi, xxiii, T155, T249, T324, T341, T424; 3-5: xxi, xxiii, T19, T149, T243, T335, T427; 3-6: xxi, xxiii, T33, T38, T79, T84, T125, T130, T173, T178, T221, T226

Literacy Centers, 3-1: T8–T9, T100–T101, T194–T195, T288–T289, T382–T383; 3-2: T8–T9, T98–T99, T190–T191, T284–T285, T378–

T379; 3-3: T8–T9, T96–T97, T190–T191, T282–T283, T374–T375; 3-4: T8–T9, T104–T105, T196–T197, T290–T291, T382–T383; 3-5: T8–T9, T98–T99, T190–T191, T284–T285, T376–T377

Online Worktext, 3-1: T34, T40, T42, T52, T60, T68, T126, T132, T134, T144, T152, T160, T222, T228, T230, T240, T248, T256, T316, T324, T334, T342, T350, T410, T416, T418, T428, T436, T444; 3-2: T32, T38, T40, T50, T58, T66, T124, T130, T132, T142, T150, T158, T216, T222, T224, T234, T242, T250, T252, T312, T318, T320, T330, T338, T346, T406, T412, T414, T424, T432, T440; 3-3: T30, T36, T38, T48, T56, T64, T124, T130. T132, T142, T150, T158, T216, T222, T224, T234, T242, T250, T308, T314, T316, T326, T334, T342, T400, T406, T408, T418, T426, T434; 3-4: T36, T42, T44, T54, T62, T70, T130, T136, T138, T148, T156, T164, T224, T230, T232, T242, T250, T258, T316, T322, T324, T334, T342, T350, T408, T414, T416, T426, T434, T442; 3-5: T32, T38, T40, T50, T58, T66, T124, T130, T132, T142, T150, T158, T218, T224, T226, T236, T244, T252, T310, T316, T318, T328, T336, T344, T402, T408, T410, T420, T428, T434; 3-6: T30, T40, T42, T76, T86, T88, T122, T133, T136, T170, T181, T182, T218, T229, T230

Student eBook, 3-1: T18, T34, T38, T40, T42, T52, T56, T60, T66, T68. T110, T126, T130, T132, T134, T144, T148, T152, T158, T160, T204, T222, T226, T228, T230, T240, T244, T248, T254, T256, T298, T316, T320, T324, T334, T338, T342, T348, T350, T392, T410, T414, T416, T418, T428, T432, T436, T442, T444; 3-2: T18, T32, T36, T38, T40, T50, T54, T58, T64, T66, T108, T124, T128, T130, T132, T142, T146, T150, T156, T158, T200, T216, T220, T222, T224, T234, T238, T244, T250, T252, T294, T312, T316, T318, T320, T330, T334, T338, T344, T346, T388, T406, T410, T412, T414, T424, T428, T432, T438, T440, T445–T448; 3-3: T18, T30, T34, T36, T38, T48, T56, T62, T64, T106, T124, T128, T130, T132, T142, T146, T150, T156, T158, T200, T216, T220, T222, T224, T234, T238, T242, T248, T250, T292, T308, T312, T314, T316, T326, T330, T334, T340, T384, T400, T404, T406, T408, T418, T422, T426, T432, T434; 3-4: T18, T36, T40, T42, T44, T54, T58, T64, T70, T72, T114, T130, T134, T137, T138, T148, T152, T156, T162, T164, T206, T224, T228, T230, T232, T242, T246, T250, T256, T258, T300, T316, T320, T322, T324, T334,

T338, T342, T348, T350, T392, T396, T408, T412, T414, T416, T430, T434, T440, T442; 3-5: T18, T21, T36, T38, T40, T50, T54, T58, T64, T66, T108, T124, T128, T130, T132, T142, T146, T150, T156, T158, T200, T218, T222, T224, T226, T236, T240, T244, T250, T252, T294, T297, T299, T310, T314, T316, T318, T328, T332, T336, T389, T342, T344, T386, T391, T402, T406, T408, T410, T420, T424, T428, T434, T436

Vocabulary in Context Cards, 3-1: T7, T18–T19, T99, T110–T111, T193, T204–T205, T287, T298–T299, T381, T392–T393; 3-2: T7, T18–T19, T97, T108–T109, T189, T200–T201, T283, T294–T295, T377, T388–T389; 3-3: T7, T18–T19, T95, T106–T107, T189, T200–T201, T281, T292–T293, T373–T374, T384–T385; 3-4: T7, T18–T19, T103, T114–T115, T195, T206–T207, T289, T300–T301, T381, T392–T393; 3-5: T7, T18–T19, T97, T108–T109, T189, T200–T201, T283, T294–T295, T375, T386–T387; 3-6: T5, T12, T53, T60, T99, T106, T145, T152, T193, T200

Write-in Reader eBook, 3-1: xxiii, T6; 3-2: xxiii, T6; 3-3: xxiii, T6; 3-4: xxiii, T6; 3-5: xxiii, T6; 3-6: xxiii, T6

WriteSmart, 3-1: T160, T256, T350; 3-2: T252; 3-3: T250, T342, T434; 3-4: T442; 3-5: T344

Domains American History, 3-5: T54, T62Arts, The, 3-2: T118, T146, T154, T304, T334,

T342 Civics, 3-1: T120, T148, T156; 3-3: T302Communication, 3-5: T240, T248Community, 3-1: T26, T56, T64, T214, T244,

T252; 3-4: T308, T338, T346; 3-5: T26, T212; 3-6: T201, T209, T213, T215, T216, T222

Cultures, 3-2: T206, T214, T238, T248, T304; 3-3: T206, T238, T246

Earth Science, 3-4: T126, T152, T160, T398, T430, T438; 3-5: T304, T332, T340, T392, T424, T432

General Science, 3-4: T58, T68Health and Safety, 3-3: T392, T398, T422, T430;

3-6: T107, T111, T117, T119, T120, T126Life Science, 3-2: T26, T54, T62; 3-3: T116,

T146, T154; 3-4: T212, T246, T254; 3-5: T118, T146, T154

Performance Arts, 3-2: T304Physical Science, 3-1: T314, T338, T346; 3-6:

T61, T65, T71, T73, T74, T80Recreation and Travel, 3-1: T408, T432, T440Science, 3-2: T398, T404; 3-4: T24Social Relationships, 3-3: T330, T338; 3-4: T346


Technology and Innovation, 3-2: T428, T436; 3-3: T28, T52, T60

Values, 3-6: T13, T17, T25, T27, T28, T34, T153, T159, T165, T167, T168, T174

Drafting. See Writing, Process.

Draw Conclusions. See Comprehension Skills.

EeBook. See Digital Resources, Student eBook.

Editing. See Writing, Process.

English Language Development. See Differentiated Instruction; English Language Learners.

English Language Learners Lesson Plans, 3-1: E1–E51; 3-2: E1–E51; 3-3:

E1–E51; 3-4: E1–E51; 3-5: E1–E51; 3-6: E2–E51

Enrichment. See Differentiated Instruction, Advanced.

Essential Question, 3-1: T23, T40, T132, T228, T332, T416; 3-2: T38, T130, T222, T318, T412, T471; 3-3: T36, T130, T222, T314, T406; 3-4: T42, T230, T322, T414, T473; 3-5: T38, T130, T224, T316, T408; 3-6: T15, T63, T109, T155, T203

Evaluating Writing. See Rubrics.

Exclamatory Sentences. See Grammar, Sentences.

Expression. See Fluency, Expression.

Extended Reading. See Reading Extended.

FFables. See Student Book, Genre.

Fact and Opinion. See Comprehension, Skills.

Family Connections. 3-1: xxi, T3; 3-2: xxi, T3; 3-3: xxi, T3; 3-4: xxi, T3; 3-5: xxi, T3; 3-6: xxi, T2

Fantasy. See Student Book, Genre.

Fiction. See Student Book, Genre.

Flexible Grouping. See Literacy Centers.

Fluency Accuracy, 3-1: T14, T47, T329; 3-2: T384, T419;

3-3: T321, T388; 3-4: T421; 3-5: T290, T323; 3-6: T19, T25, T27, T240, T251, T296, T307, T352, T363

Expression, 3-1: T294; 3-2: T104, T137; 3-3: T380, T413; 3-4: T202, T237; 3-5: T382, T415; 3-6: T159, T165, T167, T281, T337, T393

Intonation, 3-1: T388, T423; 3-2: T290, T325; 3-4: T14, T49 3-5: T14, T45; 3-6: T67, T71, T73, T261, T317, T373

Phrasing, 3-1: T106, T139; 3-3: T14, T43; 3-5: T104, T137; 3-6: T113, T117, T119, T271, T327, T383

Reading Rate, 3-1: T200, T235; 3-2: T14, T45; 3-3: T102, T229; 3-4: T296, T329; 3-5: T196, T231; 3-6: T207, T213, T215, T291, T347, T403

Self-Correction, 3-1: T49, T141, T237, T331, T425; 3-2: T47, T139, T231, T327, T421; 3-3: T45, T139, T231, T323, T415; 3-4: T51, T145, T239, T423; 3-5: T47, T139, T233, T325, T417

Stress, 3-2: T196, T229; 3-3: T102, T137; 3-4: T110, T143

Word Recognition, 3-1: T17, T109, T204, T297, T391; 3-2: T17, T107, T199, T293, T387; 3-3: T17, T105, T199, T291, T383; 3-4: T17, T113, T205, T299, T391; 3-5: T17, T107, T199, T293, T385

Fluency Tests. See Assessment; Cold Reads.

Focus Wall, 3-1: T1, T93, T187, T281, T375; 3-2: T1, T91, T183, T277, T371; 3-3: T1, T89, T183, T275, T367; 3-4: T1, T97, T189, T283, T375; 3-5: T1, T91, T183, T277, T369; 3-6: T1, T49, T95, T141, T189

Folktales. See Magazine, Genre; Student Book, Genre.

Formal and Informal Language. See Comprehension, Skills.

Formal Assessment. See Assessment.

GGenerating Ideas. See Writing, Process; Writing, Traits, Ideas.

Generating Questions. See Comprehension, Strategies.

Genre. See Magazine, Genre; Student Book, Genre.

Gifted and Talented Students. See Differentiated Instruction, Advanced.

Glossary, Student Book, 3-1: R26–R29; 3-2: R26–R29; 3-3: R26–R29; 3-4: R26–R29; 3-5: R26–R29

Grab-and-Go!™Dig Deeper, 3-1: T39, T131, T227, T321, T415;

3-2: T37, T129, T221, T317, T411; 3-3: T35, T129, T221, T313, T405; 3-4: T41, T135, T229, T321, T413; 3-5: T37, T129, T223, T315, T407; 3-6: T23, T69, T115, T163, T211, T248, T258, T278, T288, T304, T314, T324, T334, T344, T360, T370, T380, T390, T400

English Language Learners, 3-1: xxv; 3-2: xxv; 3-3: xxv; 3-4: xxv; 3-5: xxv; 3-6: xvi

Grammar, 3-1: T34, T42, T52, T60, T66, T126, T134, T144, T152, T158, T222, T230, T240, T248, T254, T316, T324, T334, T342, T348, T410, T418, T428, T436, T442; 3-2: T32, T40, T50, T58, T64, T124, T132, T142, T150, T156, T216, T224, T234, T244, T250, T312, T320, T330, T338, T344, T406, T414, T424, T432, T438; 3-3: T30, T38, T48, T56, T62, T124, T132, T142, T150, T156, T216, T224, T234, T242, T248, T308, T316, T326, T334, T340, T400, T408, T418, T426, T432; 3-4: T36, T44, T54, T64, T70, T130, T138, T148, T156, T162, T224, T232, T242, T250, T256, T316, T324, T334, T342, T348, T408, T416, T426, T434, T440; 3-5: T32, T40, T50, T58, T64, T124, T132, T142, T150, T156, T218, T226, T236, T244, T250, T310, T318, T328, T336, T342, T402, T410, T420, T428, T434; 3-6: T40, T86, T133, T181, T229

Leveled Reader, 3-1: T84–T87, T176–T179, T272–T275, T366–T369, T464–T465; 3-2: T82–T83, T174–T177, T268–T271, T362–T363, T460–T463; 3-3: T80–T83, T174–T177, T266–T269, T358–T359, T454–T457; 3-4: T88–T91, T180–T183, T274–T277, T366–T369, T462–T465; 3-5: T82–T85, T174–T177, T268–T271, T360–T363, T456–T459

Phonics, 3-1: T17, T109, T129, T203, T297, T391; 3-2: T17, T107, T199, T293, T387; 3-3: T17, T105, T199, T291, T383; 3-4: T17, T113, T205, T299, T391; 3-5: T17, T107, T199, T293, T385; 3-6: T37, T83, T129, T177, T225

Progress Monitoring, 3-1: T71, T163, T259, T353, T447; 3-2: T69, T161, T255, T349, T443; 3-3: T67, T161, T253, T345, T437; 3-4: T75, T167, T261, T353, T445; 3-5: T69, T161, T255, T347, T439; 3-6: T47, T93, T139, T187, T235

Read and Comprehend, 3-1: T21, T113, T207, T301, T395; 3-2: T21, T111, T203, T297, T391; 3-3: T21, T109, T203, T295, T387; 3-4: T21, T117, T209, T303, T396; 3-5: T21, T111, T203, T297, T389; 3-6: T13, T61, T107, T153, T201


Index

Response to Intervention, 3-1: T6; 3-2: T6; 3-3: T6; 3-4: T6; 3-5: T6; 3-6: T4

Vocabulary Reader, 3-1: T78–T79, T170–T171, T266–T267, T360–T361, T458–T459; 3-2: T76–T77, T168–T169, T262–T263, T356–T357, T454–T455; 3-3: T74–T75, T168–T169, T260–T261, T352–T353, T448–T449; 3-4: T82–T83, T174–T175, T268–T269, T360–T361, T456–T457; 3-5: T76–T77, T168–T169, T262–T263, T354–T355, T450–T451

Vocabulary Strategy, 3-1: T59, T151, T247, T341, T435; 3-2: T57, T149, T243, T337, T431; 3-3: T85, T179, T241, T333, T459; 3-4: T155, T249, T279, T341, T467; 3-5: T19, T149, T243, T335, T427; 3-6: T33, T38, T79, T84, T125, T130, T173, T178, T221, T226

Week at a Glance, 3-1: T2–T5, T94–T97, T186–T189, T282–T285, T376–T379; 3-2: T2–T5, T92–T95, T184–T187, T278–T281, T372–T375; 3-3: T2–T5, T10–T11, T184–T187, T276–T279, T368–T371; 3-4: T2–T5, T98–T101, T190–T193, T284–T287, T376–T379; 3-5: T2–T5, T92–T95, T184–T187, T278–T281, T370–T373; 3-6: T2–T3, T50–T51, T96–T97, T142–T143, T190–T191

Weekly Planner, 3-1: T10–T11, T102–T103, T196–T197, T290–T291, T384–T385; 3-2: T10–T11, T100–T101, T192–T193, T286–T287, T380–T381; 3-3: T10–T11, T192–T193, T284–T285, T376–T377; 3-4: T10–T11, T106–T107, T198–T199, T286–T287, T384–T385; 3-5: T10–T11, T100–T101, T192–T193, T286–T287, T378–T379; 3-6: T6–T7, T54–T55, T100–T101, T146–T147, T194–T195

Grammar Abbreviations, 3-6: T40–T41Adjectives, 3-4: T36, T44, T54, T70Adjectives That Compare, 3-4: T130, T138,

T148, T162Adverbs, 3-4: T408, T416, T426, T440Adverbs That Compare, 3-5: T32, T40, T50, T64Commas, 3-2: T216, T224, T234, T250; 3-6:

T132–T133Connect to Writing, 3-1: T66, T158, T254, T348,

T442; 3-2: T64, T156, T250, T344, T438; 3-3: T62, T156, T248, T340, T432; 3-4: T70, T162, T256, T348, T440; 3-5: T64, T156, T250, T342, T434

Contractions, 3-6: T86–T87Making Comparisons, 3-5: T124, T132, T142,

T156Nouns

Abstract Nouns, 3-2: T312, T320, T330, T344

Common and Proper Nouns, 3-1: T316, T324, T334, T348

Plural Nouns, 3-3: T30, T38, T48, T62Plural Nouns with -s and -es, 3-1: T410,

T418, T428, T442Possessive Nouns and Pronouns, 3-5: T218,

T226, T236, T250Prepositions, 3-6: T180–T181Pronouns

Possessive Nouns and Pronouns, 3-5: T218, T226, T236, T250

Pronouns and Antecedents, 3-2: T406, T414, T424, T438; 3-6: T228–T229

Pronoun-Verb Agreement, 3-3: T308, T316, T326, T340

SentencesComplex Sentences, 3-5: T310, T318, T328,

T342Compound Sentences, 3-1: T222, T230,

T240, T254Kinds of Sentences, 3-1: T126, T134, T144,

T158Simple Sentences, 3-1: T34, T42, T52, T66

Spiral Review, 3-1: T60, T152, T248, T342, T436; 3-2: T58, T150, T244, T338, T432; 3-3: T56, T150, T242, T334, T426; 3-4: T64, T156, T250, T342, T434; 3-5: T58, T150, T244, T336, T434

Subject-Verb Agreement, 3-3: T216, T224, T234, T248

Verbs, 3-2: T32, T40, T50, T64Irregular Verbs, 3-4: T316, T324, T334,

T348Verb Be and Helping Verbs, 3-4: T224,

T232, T242, T256Verb Tenses, 3-2: T124, T132, T142, T156; 3-3:

T400, T408, T418, T432Weekly Review, 3-1: T66, T158, T254, T348,


Words That Compare, 3-5: T402, T410, T420, T434

Writing Quotations, 3-3: T124, T132, T142, T156

Grammar-Writing Connection. See Grammar, Connect to Writing.

Graphic Features, See Comprehension, Skill, Text and Graphic Features.

Graphic Organizers Column Chart, 3-1: T145, T206, T226; 3-2:

T110, T128; 3-3: T202, T220, T228, T386, T404; 3-4: T208; 3-5: T237, T388, T406

Flow Chart, 3-1: T241; 3-2: T20, T36, T339; 3-3: T20, T40; 3-4: T243; 3-5: T202, T222

Four-Square Map, 3-1: T64, T156, T252, T346, T440; 3-2: T62, T154, T248, T342, T436; 3-3: T60, T154, T246, T338, T430; 3-4: T68, T160, T254, T346, T438; 3-5: T62, T154, T248, T340, T432; 3-6: T34, T80, T126, T174, T222

Idea-Support Map, 3-2: T51, T143, T235, T390, T410; 3-4: T55, T343, T394, T412

Inference Map, 3-1: T112, T130; 3-2: T202, T220; 3-3: T108, T134, T294, T312; 3-4: T116, T134; 3-5: T296, T314

Listening Log, 3-1: T65, T157; 3-2: T63, T155, T249; 3-3: T155, T431; 3-4: T161, T255; 3-5: T63, T155, T249

Story Map, 3-1: T20, T38, 3-4: T20, T40, T302, T320; 3-5: T20, T35, T51, T337

T-Map, 3-1: T394, T414; 3-2: T297, T316; 3-3: T49

Venn Diagram, 3-1: T300, T320; 3-5: T110, T128

Web, 3-1: T53; 3-5: T143

Guided Practice, 3-1: T38, T131, T227, T321, T415; 3-2: T37, T129, T221, T317, T411; 3-3: T35, T129, T221, T313, T405; 3-4: T41, T135, T229, T321, T413; 3-5: T37, T129, T222, T315, T407; 3-6: T23, T69, T115, T163, T211

Guided Retelling, 3-1: T33, T125, T221, T315; 3-2: T123, T215, T311, T405; 3-3: T123, T214–T215, T399; 3-4: T35, T315; 3-5: T31, T217, T308–T309

Guided Summary, 3-1: T409; 3-2: T31; 3-3: T29; 3-4: T128–T129, T406–T407; 3-5: T122–T123, T400–T401

HHandwriting, 3-1: T42, T60, T134, T152, T230, T248, T324, T342, T418, T436, R20–R25; 3-2: T40, T58, T132, T150, T224, T244, T320, T338, T414, T432, R20–R25; 3-3: T38, T56, T132, T150, T224, T242, T316, T334, T408, T426, R20–R25; 3-4: T44, T64, T138, T156, T232, T250, T324, T342, T416, T434, R20–R25; 3-5: T40, T58, T132, T150, T226, T244, T318, T336, T410, T428, R20–T25

Historical Fiction. See Student Book, Genre.

Homographs. See Vocabulary Strategies.

Homophones. See Vocabulary Strategies.

Humorous Fiction, See Student Book, Genre.

IIdeas. See Writing, Traits.


Independent Activities. See Digital Resources, Literacy Centers; Independent Reading.

Independent Reading, 3-1: T48–T49, T140–T141, T236–T237, T330–T331, T424–T425; 3-2: T46–T47, T138–T139, T230–T231, T326–T327, T420–T421, T473, T475, T477; 3-3: T44–T45, T138–T139, T230–T231, T322–323, T414–T415; 3-4: T50–T51, T144–T145, T238–T239, T330–T331, T422–T423, T475, T477, T479; 3-5: T46–T47, T138–T139, T232–T233, T324–T325, T416–T417

Inferences, Make. See Comprehension, Strategies.

Informal Assessment. See Assessment.

Information Books. See Student Book, Genre, Informational Text.

Informational Text. See Magazine, Genre; Student Book, Genre; Writing, Forms, Research Report.

Interrogative Sentences. See Grammar, Sentences, Kinds of Sentences.

Intervention. See Response to Intervention.

Intonation. See Fluency.

JJournal Entry. See Magazine, Genre.

LLanguage Arts. See Grammar; Spelling; Writing.

Language Development. See Differentiated Instruction, English Language Learners.

Legend. See Student Book, Genre.

Lesson Planners. See Readers’ and Writers’ Workshop; Small Group Instruction; Weekly Planner.

Lesson Topic, Agriculture, 3-3: T109, T154American Indian History, 3-3: T203, T246Animal Migration, 3-5: T111, T154Being Active, 3-6: T107, T126Climate, 3-4: T395, T438Conservation, 3-4: T21, T68Cooking, 3-3: T387, T430Court System, The, 3-1: T113, T156Determination, 3-6: T13, T16Doing Your Best, 3-6: T153, T174Education, 3-1: T21, T64

Engineering, 3-1: T301, T346Fossils, 3-4: T117, T160Inventions, 3-2: T391, T436; 3-3: T21, T60Magnets, 3-6: T61, T80Mammals, 3-2: T21, T62Mountains, 3-5: T389, T432 People and Animals, 3-3: T295, T338Performance Arts, 3-2: T297, T342Pioneer Life, 3-5: T21, T62Sending Messages, 3-5: T203, T248Social Relationships, 3-4: T303, T346 Sports, 3-1: T395, T440Traditions, 3-2: T203, T248Trees, 3-4: T209, T254Visual Arts, 3-2: T111, T154Volcanoes, 3-5: T297, T340Volunteers, 3-1: T207, T252Working Together, 3-6: T201, T222See also Preview the Topic.

Leveled Practice. See Grab-and-Go!™, Leveled Reader.

Leveled ReadersAdvanced

All About Sports, 3-3: T82Art in Caves, 3-2: T176Babe Ruth, 3-1: T466Caroline’s Treats, 3-1: T274Case of the Missing Grass, The, 3-1: T178Cezar’s Pollution Solution, 3-4: T90Coyote and the Crops, 3-3: T176Crow Brings the Daylight, 3-4: T368Dogs to the Rescue, 3-3: T360Friends with Wings, 3-5: T362Hopping Henry, 3-5: T270Kabuki Kid, The, 3-2: T364Life in a Cave, 3-2: T84Living in Trees, 3-4: T464Lonely Man, The, 3-3: T268Man Who Digs Dinosaurs, The, 3-4: T182Ms. F Goes Back to School, 3-1: T86Night Bird, The, 3-2: T270Power of Corn, The, 3-4: T276Rescuing the Whooping Crane, 3-5: T176Sky-High Dreams, 3-1: T368TV Kid, 3-2: T462Unwelcome Visitor, An, 3-5: T84Up, Up, and Away!, 3-5: T458Waiting for Aunt Ro, 3-3: T456

English LearnersAll About Pines, 3-4: T277Artists Are Everywhere, 3-2: T177Asleep in the Grass, 3-5: T85Carlo Watches the Boys, 3-3: T457Champ, 3-1: T369

Dogs that Help People, 3-3: T361Elephants, The, 3-2: T85Fish that Migrate, 3-5: T177Girl Who Helped the Wolf, The, 3-5: T363Green Team, The, 3-4: T91Hank Aaron, 3-1: T467Kon-Tiki, The, 3-5: T459Lauren Helps Sammy, 3-1: T179Learning from Fossils, 3-4: T183Life of George Washington Carver, The,

3-2: T463Manny’s Story, 3-2: T365Rabbit and the Squash, 3-3: T177Special Games of the Paralympics, The,

3-3: T83Staying Cool in the Heat, 3-4: T465Storyteller, The, 3-2: T271Surprise for the Bears, A, 3-1: T275Tuk the Hunter, 3-3: T269Ungrateful Tiger, The, 3-4: T369Ursus Travels, 3-5: T271We Love You, Ms. Pinkerville!, 3-1: T87

On LevelArtists All Around You, 3-2: T175Bears Ride in Style, The, 3-1: T273Beating the Heat, 3-4: T463Champ of Hoover Dam, 3-1: T367Fish on the Move, 3-5: T175George Washington Carver, 3-2: T461Girl and the Wolf, The, 3-5: T361Good Dogs, Guide Dogs, 3-3: T359Great Storyteller, The, 3-2: T269Home-Run King, The, 3-1: T465Journey of the Kon-Tiki, 3-5: T457Joy’s Planet Patrol Plan, 3-4: T89Lauren Otter, 3-1: T177Ms. Pinkerville, You’re Our Star!, 3-1: T85Mysteries from Long Ago, 3-4: T181Paralympic Games, The, 3-3: T81Rabbit and the Talking Squash, 3-3: T175Race Against Time, 3-5: T83Sound in the Ground, A, 3-2: T83Tale of the Ungrateful Tiger, The, 3-4: T367Tall Tale Tuesday, 3-2: T363Trouble with Triplets, 3-3: T455Tuk Becomes a Hunter, 3-3: T267Ursus, The Traveling Bear, 3-5: T269Wind in the Pines, 3-4: T275

Struggling ReadersBefore the Talkies, 3-2: T362Binxie Gets Lost, 3-5: T268Catnapper, The, 3-1: T176Chased by a Bat!, 3-2: T82Daffodil Spring, 3-4: T274Dear Diary, 3-2: T268


Index

Fifi’s Bath, 3-3: T454Great Bay, The, 3-5: T360Helper Monkeys, 3-3: T358How Chipmunk Got Her Stripes, 3-4: T366Lana and Miguel’s Park, 3-1: T272Lost!, 3-5: T82Making Murals, 3-2: T174Monarchs on the Move, 3-5: T174Monkey Fools Crocodile, 3-3: T174My Teacher, My Dad, 3-1: T84Olympics, The, 3-3: T80Recycling Contest, The, 3-4: T88Rushing for Gold, 3-5: T456Tallest Tower, The, 3-1: T366Timid Boy and Mama Bear, 3-3: T266Uncovering the Past, 3-4: T180Watch Out! Polar Bears!, 3-4: T462Willie Mays, 3-1: T464Wright Brothers, The, 3-2: T460

Vocabulary Reader,All About Grass, 3-2: T262–T263Animals in Danger!, 3-1: T266–T267Big Bridges, 3-1: T360–T361City Parks, 3-4: T268–T269Daily Life of the Cherokee, The, 3-3:

T260–T261Dog Helpers, 3-3: T352–T353Emperor Penguins, 3-4: T456–T457Everyday Inventions, 3-2: T454–T455Flight of the Swallows, 3-5: T168–T169How Does Food Grow?, 3-3: T168–T169Kitchen Science, 3-3: T448–T449Life on the Prairie, 3-5: T76–T77Meet Dino Sue!, 3-4: T174–T175Mia and Nomar, 3-1: T458–T459Nighttime Animals, 3-2: T76–T77Painting From Caves to Computers, 3-2:

T168–T169Puppets, Puppets, Puppets, 3-2: T356–T357Recycle, Reuse, and Reduce, 3-4: T82–T83Route 66, 3-5: T262–T263Schools Then and Now, 3-1: T78–T79Sea Lions, 3-5: T354–T355Sherpa Guide, A, 3-5: T450–T451Sports Safety, 3-3: T74–T75Supreme Court, The, 3-1: T170–T171Yosemite National Park, 3-4: T360–T361

See also Small Group Instruction.

Listening Comprehension, 3-1: T15, T107, T201, T295, T389; 3-2: T15, T105, T197, T291, T385; 3-3: T15, T103, T197, T289, T381; 3-4: T15, T111, T203, T297, T389; 3-5: T15, T105, T197, T291, T383; 3-6: T11, T59, T105, T151, T199, T241, T297, T353

Listening Log, 3-1: T65, T157; 3-2: T63, T155, T249; 3-3: T155, T431; 3-4: T69, T161, T255; 3-5: T63, T155, T249

Literacy and Language Guide, 3-1: xxi, xxiiii, T59, T151, T247, T341, T435; 3-2: xxi, xxiiii, T57, T149, T243, T337, T431; 3-3: xxi, xxiiii, T241, T333; 3-4: xxi, xxiiii, T155, T249, T324, T341, T424; 3-5: xxi, xxiiii, T19, T149, T243, T335, T427; 3-6: xxi, xxiiii, T33, T38, T79, T84, T125, T130, T173, T178, T221, T226

Literacy Centers, 3-1: T8–T9, T100–T101, T194–T195, T288–T289, T382–T383; 3-2: T8–T9, T98–T99, T190–T191, T284–T285, T378–T379; 3-3: T8–T9, T96–T97, T190–T191, T282–T283, T374–T375; 3-4: T8–T9, T104–T105, T196–T197, T290–T291, T382–T383; 3-5: T8–T9, T98–T99, T190–T191, T284–T285, T376–T377

Literary Forms. See Magazine, Genre; Student Book, Genre.

Literary Response. See Write About Reading; Writing, Forms, Response to Literature.

Literature. See Leveled Readers; Magazine; Student Book; Teacher Read Aloud; Trade Books; Vocabulary, Reader.

MMagazine

Activity Central, 3-6: T28–T29, T74–T75, T120–T121, T168–T169, T216–T217

Anchor TextsBecoming Anything He Wants to Be, 3-6:

T108New Team of Heroes, 3-6: T154Power of Magnets, The, 3-6: T62Race Across America, 3-6: T14Saving Buster, 3-6: T202

Compare Texts, 3-6: T27, T73, T119, T167, T215Connect to the Topic

Acting Across Generations, 3-6: T212Champion, 3-6: T164Electromagnets and You, 3-6: T70My Blue Belt Day, 3-6: T116Paca and the Beetle, 3-6: T24

GenreBiography, 3-6: T108Drama, 3-6: T154Folktale, 3-6: T24Informational Text, 3-6: T62, T164Journal Entry, 3-6: T116Narrative Nonfiction, 3-6: T14Nonfiction Article, 3-6: T212

Poetry, 3-6: T26, T72, T118, T119, T166, T167, T214

Photo Essay, 3-6: T70Realistic Fiction, 3-6: T202

Poetry Place“Company’s Coming,” 3-6: T214“Defender,” 3-6: T166“Fast Track,” 3-6: T26“I,” 3-6: T118“Long Jump,” 3-6: T119“Science Fair Project,” 3-6: T72“Spellbound,” 3-6: T167

Your Turn, 3-6: T30–T31, T76–T77, T122–T123, T170–T171, T218–T219

Main Idea/Details. See Comprehension, Skills.

Main Selections. See Student Book, Anchor Texts.

Media Literacy. See Research and Media Literacy.

Meeting Individual Needs. See Differentiated Instruction.

Modeling. See Think Aloud.

Monitor/Clarify. See Comprehension, Strategies.

Monitor Comprehension. See Comprehension, Strategies.

Multiple-Meaning Words. See Vocabulary Strategies.

Myth. See Student Book, Genre.

NNarrative Nonfiction. See Magazine, Genre.

Narrative Writing. See Writing, Mode.

Nonfiction. See Magazine, Genre.

Nouns. See Grammar.

OOpening Routines, 3-1: T12, T36, T44, T54, T62, T104, T128, T136, T146, T154, T198, T224, T232, T242, T250, T292, T318, T326, T336, T344, T386, T412, T420, T430, T438; 3-2: T12, T34, T42, T52, T60, T102, T126, T134, T144, T152, T194, T218, T226, T236, T246, T288, T314, T322, T332, T340, T382, T408, T416, T426, T434; 3-3: T12, T32, T40, T50, T58, T100, T126, T134, T144, T152, T194, T218, T226, T236, T244, T286, T310, T318, T328, T336, T378, T402, T410, T420, T428; 3-4: T12, T38, T46, T56, T66, T108, T132, T140, T150,


T158, T200, T226, T234, T244, T252, T294, T318, T326, T336, T344, T386, T410, T418, T428, T436; 3-5: T12, T34, T42, T52, T60, T102, T126, T134, T144, T152, T194, T220, T228, T238, T246, T288, T312, T320, T330, T338, T380, T404, T412, T422, T430

Oral Grammar. 3-1: S2; 3-2: S2; 3-3: S2; 3-4: S2; 3-5: S2; 3-6: S2

Oral Language. See Speaking and Listening; Your Turn.

Oral Language Conventions. See Grammar; Speaking and Listening.

Organization. See Writing,Traits.

PPaired Selections. See Student Book.

Paragraphs. See Writing, Forms.

Performance Tasks/Assessment. See Assessment.

Periodic Progress-Monitoring. See Assessment, Daily Assessment.

Personal Narrative. See Writing, Forms.

Persuasion. See Writing, Forms, Persuasive Essay.

Phonemic Awareness, 3-1: E3, E13, E23, E33, E43; 3-2: E3, E13, E23, E33, E43; 3-3: E3, E13, E23, E33, E43; 3-4: E3, E13, E23, E33, E43; 3-5: E3, E13, E23, E33, E43; 3-6: E3, E13, E23, E33, E43

Phonics Base Words and -ed, -ing, 3-5: T74–T75 Common Vowel Pairs ai, ay, ee, ea, 3-1: T264–

T265Compound Words, 3-4: T454–T455Contractions with n’t, ’d, ’ve, 3-3: T258–T259Differentiate, 3-1: T82, T174, T270, T364, T462;

3-2: T80, T172, T266, T360, T458; 3-3: T78, T172, T264, T356, T452; 3-4: T86, T178, T272, T364, T460; 3-5: T80, T172, T266, T358, T454

Double Consonants, 3-6: T83Final Syllables -tion, -sion, -ture, 3-6: T37Homophones, 3-3: T166–T167Long i Spelled i, ie, igh, 3-1: T456–T457Long o Spelled oa, ow, 3-1: T358–T359Long Vowels a, e, i, o, u, 3-1: T168–T169 Phonics/Decoding Strategy, 3-1: T16–T17, T29,

T46, T108–T109, T117, T203, T213, T296–T297, T311, T390–T391, T401; 3-2: T16–T17,

T27, T106–T107, T117, T198–T199, T210, T292–T293, T307, T386–T387, T401; 3-3: T16–T17, T25, T104–T105, T136, T198–T199, T210, T290–T291, T300, T382–T383, T390; 3-4: T16–T17, T30, T112–T113, T122, T142, T204–T205, T214, T298–T200, T309, T390–T391, T403; 3-5: T16–T17, T27, T106–T107, T119, T198–T199, T209, T292–T293, T301, T384–T385, T396

Prefixes un-, pre-, re-, bi-, 3-5: T346–T347Schwa Sound, 3-6: T255Short Vowels a, e, i, o, u, 3-1: T76–T77 Silent Letters kn, wr, 3-2: T260–T261Spelling Changes: -s, -es, -ed, -ing, 3-5: T164–

T165 Suffixes -ful, -y, -ous, -ly, -er, 3-5: T256–T257 Suffixes -less, -ness, -able, 3-5: T440–T441Three-Letter Clusters (scr, spr, str, thr), 3-2:

T166–T167 Vowel Diphthongs oi, oy, 3-3: T72–T73Vowel Diphthongs ow and ou, 3-2: T354–T355 Vowel Sounds in spoon and wood, 3-4: T358–

T359 Words Ending in -er or -le, 3-6: T177Words with air, ear, are, 3-4: T80–T81Words with ar, or, ore, 3-3: T350–T351 Words with au, aw, al, and o, 3-2: T452–T453 Words with er, ir, ur, or, 3-3: T446–T447Words with /j/ and /s/, 3-4: T172–T173 Words with /k/ and /kw/, 3-4: T266–T267 Words with ough and augh, 3-6: T129Words with the VCV Pattern, 3-2: T74–T75

Photo Essay. See Magazine, Genre.

Phrasing. See Fluency.

Planning. See Digital Resources; Reader’s and Writers’ Workshop; Suggested Small Group Plan; Weekly Planner.

Plays. See Student Book, Genre.

Plot. See Comprehension, Skill, Story Structure.

Plural Nouns. See Grammar, Nouns.

Poetry. See Magazine, Genre; Student Book, Genre.

Point of View. See Comprehension, Skills.

Possessive Pronouns. See Grammar.

Prefixes. See Vocabulary Strategies.

Prepositions. See Grammar.

Preview the Topic, 3-1: T21, T113, T207, T301, T395; 3-2: T21, T111, T203, T297, T391; 3-3: T21, T109, T203, T295, T387; 3-4: T21, T117, T209,

T303, T396; 3-5: T21, T111, T203, T297, T389See also Lesson Topic.

Prewriting. See Writing, Process.

Prior Knowledge. See Differentiated Instruction, English Language Learners; Preview the Topic.

Progress Monitoring. See Assessment, Daily Assessment.

Projects, Brainstorm Topics, 3-1: T347Citing Sources, 3-4: T439Conduct a Research Project, 3-5: T341 Gather Information, 3-3: T247Generate a Research Plan, 3-2: T437Interpret Information Presented Quantitatively,

3-3: T61Interpret Information Presented Visually, 3-1:

T253Narrow a Topic, 3-1: T441Paraphrasing v. Plagiarism, 3-4: T347Present a Research Project, 3-5: T433Refine a Research Question, 3-2: T343Research and Media Performance Task, 3-1:

xxiv-xxv; 3-2: xxiv-xxv; 3-3: xxiv-xxv; 3-4: xxiv-xxv; 3-5: xxiv-xxv; 3-6: xxvi-xxvii

Take Notes, 3-3: T339

Pronouns. See Grammar.

Proofreading. See Daily Proofreading Practice.

Proper Mechanics. See Grammar.

Proper Nouns. See Grammar.

Publishing. See Writing, Process.

Punctuation. See Fluency, Phrasing.

Purposes for Listening. See Speaking and Listening.

Purposes for Reading. See Set Purpose.

QQuestion. See Comprehension, Strategies.

Questions. See Analyze the Text; Dig Deeper; Essential Questions; Listening Comprehension; Think Through the Text.

RRate. See Fluency.

R-Controlled Vowels. See Phonics.

Read Aloud. See Teacher Read Aloud.


Index

Read and ComprehendPreview the Topic, 3-1: T21, T113, T207, T301,


Target SkillAuthor’s Purpose, 3-3: T294; 3-5: T296Cause and Effect, 3-1: T394; 3-2: T297;

3-6: T61Compare and Contrast, 3-1: T300; 3-3:

T202; 3-5: T110Conclusions, 3-1: T112; 3-2: T202; 3-4:

T116; 3-6: T201Fact and Opinion, 3-6: T107Main Ideas and Details, 3-2: T390; 3-4:

T394; 3-6: T13Sequence of Events, 3-2: T20; 3-3: T20;

3-5: T202,Story Structure, 3-4: T20, T302; 3-5: T20Text and Graphic Features, 3-2: T110; 3-4:

T208; 3-5: T388Theme, 3-3: T108Understanding Characters, 3-1: T206; 3-3:

T386; 3-6: T153Target Strategy

Analyze/Evaluate, 3-1: T207; 3-2: T111; 3-3: T203; 3-5: T203; 3-6: T13

Infer/Predict, 3-1: T113, T301; 3-2: T203; 3-3: T387; 3-4: T395; 3-5: T389

Monitor/Clarify, 3-2: T297; 3-4: T21; 3-5: T21; 3-6: T153

Question, 3-2: T21; 3-3: T21; 3-4: T209; 3-5: T297; 3-6: T101

Summarize, 3-2: T391; 3-3: T295; 3-4: T303; 3-6: T61

Visualize, 3-1: T395; 3-3: T109; 3-4: T117; 3-5: T111; 3-6: T107

Reader’s Guide, 3-6: T35, T81, T127, T175, T223

Reader’s Notebook, 3-1: T17, T35, T43, T47, T53, T59, T61, T67, T109, T127, T135, T139, T145, T151, T153, T160, T203, T223, T231, T235, T241, T247, T249, T255, T297, T317, T325, T329, T335, T341, T343, T349, T391, T411, T419, T423, T429, T435, T437, T443; 3-2: T17, T33, T41, T45, T51, T57, T59, T65, T107, T125, T133, T137, T143, T149, T151, T157, T199, T217, T225, T229, T235, T243, T245, T251, T293, T313, T325, T331, T337, T339, T345, T387, T407, T415, T419, T425, T431, T433, T439, T471; 3-3: T17, T31, T39, T43, T49, T55, T57, T63, T105, T125, T133, T137, T143, T149, T151, T157, T199, T217, T225, T229, T235, T241, T243, T249, T291, T309, T317, T321, T327, T333, T335, T341, T383, T401, T409, T413, T419,

T425, T427, T433; 3-4: T17, T37, T45, T49, T55, T63, T65, T71, T113, T131, T143, T149, T155, T157, T163, T205, T225, T233, T237, T243, T249, T251, T257, T299, T317, T325, T329, T335, T341, T343, T349, T391, T409, T417, T421, T427, T433, T435, T441, T473; 3-5: T17, T33, T41, T45, T51, T57, T65, T107, T125, T133, T137, T143, T149, T151, T157, T199, T219, T227, T231, T237, T243, T245, T251, T293, T311, T319, T323, T329, T335, T337, T343, T385, T403, T411, T415, T421, T427, T429, T435; 3-6: T23, T35, T37, T38–T39, T40–T41, T69, T81, T83, T84–T85, T86–T87, T115, T127, T129, T130–T131, T132–T133, T163, T175, T177, T180–T181, T211, T223, T225, T226–T227, T228–T229

Readers’ and Writers’ Workshop, 3-1: T3, T95, T187, T283, T377; 3-2: T3, T95, T185, T279, T373; 3-3: T3, T91, T185, T277, T369; 3-4: T3, T99, T191, T285, T377; 3-5: T3, T93, T185, T281, T371

ReadingAcross Texts. See Compare Texts.Chapters, 3-6: T242–T243, T252–T253, T262–

T263, T272–T273, T282–T83, T298–T299, T308–T309, T318–T319, T328–T329, T338–T339, T354–T355, T364–T365, T374–T375, T384–T385, T394–T395

Close, 3-1: T23; 3-6: T14, T62, T108, T154, T202First Read. See Think Through the Text.Independent, 3-1: T48–T49, T140–T141, T236–

T237, T330–T331, T424–T425; 3-2: T46–T47, T138–T139, T230–T231, T326–T327, T420–T421; 3-3: T44–T45, T138–T139, T230–T231, T322–323, T414–T415; 3-4: T50–T51, T144–T145, T238–T239, T330–T331, T422–T423; 3-5: T46–T47, T138–T139, T232–T233, T324–T325, T416–T417

Purpose Setting, 3-1: T23Second Read, 3-1: T27, T29, T38–T39, T117,

T121, T130–T131, T213, T217, T226–T227, T305, T311, T320–T321, T399, T403, T414–T415; 3-2: T27, T29, T36–T37, T115, T119, T128–T129, T207, T213, T220–T221, T303, T309, T316–T317, T395, T399, T410–T411; 3-3: T25, T27, T34–T35, T115, T121, T128–T129, T207, T213, T220–T221, T301, T305, T312–T313, T393, T395, T404–T405; 3-4: T31, T33, T40–T41, T123, T125, T134–T135, T217, T219, T228–T229, T309, T320–T321, T399, T401, T412–T413; 3-5: T27, T29, T36–T37, T115, T121, T128–T129, T207, T209, T222–T223, T305, T307, T314–T315, T395, T397, T406–T407; 3-6: T23, T69, T115, T163, T211

Self-Selected, 3-1: T49, T141, T237, T331, T425; 3-2: T47, T139, T231, T327, T421; 3-3: T45, T139, T231, T323, T415; 3-4: T51, T145, T239, T423; 3-5: T47, T139, T233, T325, T417

Third Read. See Reading, Independent.

Reading Extended, Amos and Boris, 3-2: xxiii, T469–T478; Boy, Were We Wrong about Dinosaurs!, 3-4: xxiii, T471–T480

Realistic Fiction. See Student Book, Genre.

Research and Media Literacy Brainstorm Topics, 3-1: T347Citing Sources, 3-4: T439Conduct a Research Project, 3-5: T341 Gather Information, 3-3: T247Generate a Research Plan, 3-2: T437Interpret Information Presented Quantitatively,

3-3: T61Interpret Information Presented Visually, 3-1:

T253Narrow a Topic, 3-1: T441Paraphrasing v. Plagiarism, 3-4: T347Present a Research Project, 3-5: T433Refine a Research Question, 3-2: T343Take Notes, 3-3: T339

Research and Media Performance Task, 3-1: xxiv-xxv; 3-2: xxiv-xxv; 3-3: xxiv-xxv; 3-4: xxiv-xxv; 3-5: xxiv-xxv; 3-6: xxvi-xxvii

Response. See Compare Texts; Your Turn, Write About Reading.

Response to InterventionDaily Assessment, 3-1: T19, T28, T46, T76, T111,

T122, T131, T138, T168, T205, T218, T227, T234, T264, T299, T312, T321, T328, T358, T393, T406, T415, T422, T456; 3-2: T19, T37, T44, T74, T109, T129, T136, T166, T201, T221, T228, T260, T295, T317, T324, T411, T418, T452; 3-3: T19, T35, T42, T72, T107, T118, T129, T136, T166, T201, T210, T221, T228, T258, T293, T300, T313, T320, T350, T385, T396, T405, T412, T446; 3-4: T32, T41, T48, T80, T124, T135, T142, T172, T218, T229, T236, T266, T310, T321, T328, T358, T402, T413, T420, T454; 3-5: T19, T28, T37, T44, T74, T109, T120, T129, T136, T201, T210, T223, T230, T295, T306, T315, T322, T387, T394, T407, T414; 3-6: T18, T23, T37, T66, T69, T83, T112, T115, T129, T158, T163, T177, T208, T211, T225

Strategic, 3-1: S1–S51; 3-2: S1–S51; 3-3: S1–S51; 3-4: S1–S51; 3-5: S1–S51; 3-6: S2–S51

Write-in Reader, 3-1: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49,


S51; 3-2: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51; 3-3: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51; 3-4: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51; 3-5: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51; 3-6: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51

Reteaching. See Differentiated Instruction; Options for Reteaching.

Retelling Rubrics. See Rubrics.

Retelling Story Events. See Guided Retelling.

Revising. See Writing, Process.

Root Words. See Vocabulary Strategies, Word Roots; Phonics, Base Words.

RubricsFluency, 3-1: T71, T163, T259, T353, T447; 3-2:

T69, T161, T255, T349, T443; 3-3: T67, T161, T253, T345, T437; 3-4: T75, T167, T261, T353, T445; 3-5: T69, T161, T255, T347, T439; 3-6: T47, T93, T139, T187, T235

Retelling, 3-1: T33, T125, T221, T315; 3-2: T215, T311; 3-3: T123, T215, T399; 3-4: T35; 3-5: T31, T217, T309

Speaking and Listening, 3-1: R15; 3-2: R15; 3-3: R15; 3-4: R15; 3-5: R15

Summarizing, 3-1: R14; 3-2: T31; 3-3: T29, T311; 3-4: T129; 3-5: T123, T401

Text-Complexity, 3-1: vi, T2, T94, T282, T376; 3-2: vi, T2, T184, T278, T372; 3-3: vi, T2, T184, T276, T368; 3-4: vi, T2, T98, T190, T284, T376; 3-5: vi, T2, T92, T184, T370; 3-6: vi, T294, T350

Writing, 3-1: T68–T69, T160–T161, T256–T257, T350–T351, T444–T445; 3-2: T66–T67, T158–T159, T252–T253, T440–T441; 3-3: T64–T65, T158–T159, T250–T251, T434–T435; 3-4: T72–T73, T164–T165, T258–T259, T442–T443; 3-5: T66–T67, T158–T159, T252–T253, T436–T437

SSecond Language Support. See Differentiated Instruction, English Language Learners.

Second Read. See Analyze the Text; Dig Deeper.

Selection Vocabulary. See Student Book, Introduce Vocabulary.

Self-Correction. See Fluency.

Sentence Fluency. See Writing, Traits.

Sentences. See Grammar.

Sequence. See Comprehension, Skills.

Set Purpose, 3-1: T23, T115, T209, T303, T397; 3-2: T23, T113, T205, T299, T393, T471; 3-3: T23, T111, T205, T297, T389; 3-4: T23, T119, T211, T305, T397, T473; 3-5: T23, T113, T205, T299, T391; 3-6: T15, T63, T109, T155, T203

Setting. See Comprehension, Skills, Story Structure.

Small Group Instruction, 3-1: T73, T165, T261, T355, T453; 3-2: T71, T163, T257, T351, T449; 3-3: T69, T163, T255, T347, T443; 3-4: T77, T169, T263, T355, T451; 3-5: T71, T161, T253, T343, T437; 3-6: T236–T403

Social Studies. See Cross-Curricular Connections.

Speaking and Listening Ask and Answer Questions, 3-1: T157; 3-4:

T161Brainstorming Problems and Solutions, 3-6: T35Create an Audio Recording, 3-2: T155; 3-4:

T255; 3-5: T155Deliver a News Report, 3-6: T81Dramatize a Story, 3-6: T175Interpret Information Presented Orally, 3-3:

T155Hold a Discussion or Conversation, 3-1: T65Hold a Group Discussion, 3-3: T431; 3-5: T63Make a Descriptive Presentation, 3-6: T127Make a Visual Presentation, 3-6: T223Recount an Experience, 3-2: T63, T249Report on a Text, 3-4: T69Tell a Story, 3-2: T249

Spelling Changing Final y to I, 3-5: T124, T132, T142,

T150, T156Compound Words, 3-4: T408, T416, T426, T434,

T440Contractions, 3-3: T216, T224, T234, T242,

T248Homophones, 3-3: T124, T132, T142, T150,

T156Long a and Long e Spellings, 3-1: T222, T230,

T240, T248, T254Long i Spellings, 3-1: T410, T418, T428, T436,

T442

Long o Spellings, 3-1: T316, T324, T334, T342, T348

Prefixes re-, un-, 3-5: T310, T318, T328, T336, T342

Pretest, 3-1: T34, T126, T222, T316, T410; 3-2: T32, T124, T216, T312, T406; 3-3: T30, T124, T216, T308, T400; 3-4: T36, T130, T224, T316, T408; 3-5: T32, T124, T218, T310, T402

Short and Long Vowels, 3-2: T32, T40, T50, T58, T64

Short Vowels, 3-1: T34, T42, T52, T60, T66Spelling /k/ and /kw/ sounds, 3-4: T224, T232,

T242, T250, T256Suffixes -ful, -ly, and -er, 3-5: T218, T226, T236,

T244, T250Suffixes -less and -ness, 3-5: T402, T410, T420,

T428, T434Three-Letter Clusters, 3-2: T124, T132, T142,

T150, T156Unexpected Consonant Spellings, 3-2: T216,

T224, T234, T244, T250VCe Spelling, 3-1: T126, T134, T144, T152, T158Vowel + /r/ Sound in nurse, 3-3: T400, T408,

T418, T426, T432Vowel + /r/ Sounds, 3-3: T308, T316, T326,

T334, T340Vowel + /r/ Sounds in air and fear, 3-4: T36,

T44, T54, T64, T70Vowel Sound in joy, 3-3: T30, T38, T48, T56,

T62Vowel Sound in talk, 3-2: T406, T414, T424,

T432, T438Vowel Sound in town, 3-2: T312, T320, T330,

T338, T344Vowel Sounds in spoon and wood, 3-4: T316,

T324, T334, T342, T348Words Beginning with a- or be-, 3-6: T226–

T227Words Ending in -er or -le, 3-6: T178–T179Words with Double Consonants, 3-6: T84–T85Words with -ed and -ing, 3-5: T32, T40, T50,

T58, T64Words with /j/ and /s/, 3-4: T130, T138, T148,

T156, T162Words with ough and augh, 3-6: T130–T131Words with VCCV Pattern, 3-6: T38–T39

Spiral Review. See Grammar.

Story Maps. See Graphic Organizers.

Story Message. See Comprehension, Skills.

Story Response. See Writing, Forms, Response to Literature.

Story Structure. See Comprehension, Skills.


Index

Strategic Intervention. See Response to Intervention.

Stress. See Fluency.

Struggling Readers. See Differentiated Instruction; Response to Intervention.

Student BookAnchor Texts

Aero and Officer Mike, 3-3: T296–T305Albertosaurus Mystery, The, 3-4: T118–

T127Bat Loves the Night, 3-2: T22–T30Destiny’s Gift, 3-1: T208–T220Dog-of-the-Sea-Waves, 3-5: T298–T307Extra-Good Sunday, The, 3-3: T388–T398Fine, Fine School, A, 3-1: T22 –T31Harvest Birds,The, 3-2: T204–T214Journey, The, 3-5: T112–T121Journey of Oliver K. Woodman, The, 3-5:

T204–T216Judy Moody Saves the World, 3-4: T22–T34Kamishibai Man, 3-2: T298–T310Life on the Ice, 3-4: T396–T405Mountains: Surviving on Mt. Everest, 3-5:

T390–T399Pop’s Bridge, 3-1: T302–T314Roberto Clemente: Pride of the Pittsburgh

Pirates, 3-1: T396–T397Sarah, Plain and Tall, 3-5: T22–T30Technology Wins the Game, 3-3: T22–T28Tops and Bottoms, 3-3: T110–T122Tree Is Growing, A, 3-4: T210–T222Trial of Cardigan Jones, The, 3-1: T114–

T124Two Bear Cubs, 3-4: T304–T314What Do Illustrators Do?, 3-2: T112–T122Yonder Mountain: A Cherokee Legend, 3-3:

T204–T213Young Thomas Jefferson, 3-2: T392–T404

Compare Texts, 3-1: T57, T149, T245, T339, T433; 3-2: T55, T147, T241, T335, T429; 3-3: T53, T147, T239, T331, T423; 3-4: T61, T153, T247, T339, T431; 3-5: T55, T147, T241, T333, T425

Connect to the Topic, 3-1: T56, T148, T244, T338, T432; 3-2: T54, T146, T238–T241, T334, T428; 3-3: T52, T146, T238, T330, T422; 3-4: T58, T152, T246, T338, T430; 3-5: T54, T146, T240, T332, T424

Dig Deeper, 3-1: T39, T131, T227, T321, T415; 3-2: T37, T129, T221, T317, T411; 3-3: T35, T129, T221, T313, T405; 3-4: T41, T135, T229, T321, T413; 3-5: T37, T129, T222, T315, T407

GenreBiography, 3-1: T396; 3-2: T392Fable, 3-5: T146Fantasy, 3-1: T114; 3-5: T204Folktale, 3-2: T204, T238Historical Fiction, 3-1: T302; 3-5: T22Humorous Fiction, 3-1: T22 ; 3-3: T388;

3-4: T22, T58Informational Text, 3-1: T56, T148, T244,

T338; 3-2: T22, T54, T112, T334, T442; 3-3: T22, T52, T146, T238, T296, T330, T422; 3-4: T118, T152, T210, T338, T396; 3-5: T54, T112, T240, T332, T390

Legend, 3-3: T204Myth, 3-4: T430Play, 3-4: T304; 3-5: T424Poetry, 3-1: T432; 3-4: T246Realistic Fiction, 3-1: T208, T302; 3-2:

T298; 3-5: T298Traditional Tale, 3-2: T146Trickster Tale, 3-3: T110

Glossary, 3-1: R26–R29; 3-2: R26–R29; 3-3: R26–R29; 3-4: R26–R29; 3-5: R26–R29

Grammar, 3-1: T67, T159, T255, T349, T443; 3-2: T65, T157, T251, T345, T439; 3-3: T63, T157, T249, T341, T433; 3-4: T71, T163, T257, T349, T441; 3-5: T65, T157, T251, T343, T435

Introduce Vocabulary, 3-1: T18–T19, T110–T111, T204–T205, T298–T299, T392–T393; 3-2: T18–T19, T108–T109, T200–T201, T294–T295, T388–T389; 3-3: T18–T19, T106–T107, T200–T201, T292–T293, T384–T385; 3-4: T18–T19, T114–T115, T206–T207, T300–T301, T392–T393; 3-5: T18–T19, T108 –T109, T200–T201, T294 –T295, T386–T387

Literature Selections. See Student Book, Anchor Texts; Magazine, Connect to the Topic.

Paired Selections. Baseball Poems, 3-1: T432–T433Bat Is Born, A, 3-2: T54–T55Big Cleanup, The, 3-5: T424–T425Bridges, 3-1: T338–T339Finding Fossils for Fun, 3-4: T152–T153Goodness Grows in Gardens, 3-3: T146–

T147Grasshopper and the Ant, The, 3-5: T146–

T147Imagine a Recipe, 3-3: T442–T443Jack Draws a Beanstalk, 3-2: T146–T147Kids and Critters: A Nature Newsletter, 3-3:

T330–T331Kids Making a Difference, 3-1: T244–T245Land Volcanoes Built, The, 3-5: T332–T333Moving Pictures, 3-2: T428–T429

Moving the U.S. Mail, 3-5: T240–T241My Smelly Pet, 3-4: T58–T59One-Room Schoolhouse, 3-1: T56–T57Raven, The, 3-4: T430–T431Science for Sports Fans, 3-3: T52–T53“Stopping By Woods on a Snowy Evening,”

3-4: T246–T247Treasure, The, 3-2: T238–T241Trail of Tears, The, 3-3: T238–T239True Story of Kamishibai, The, 3-2: T334–

T335Wagons of the Old West, 3-5: T54–T55Whose Land Is It?, 3-4: T338–T339You Be the Jury, 3-1: T148–T149See also Student Book, Connect to the

Topic.Read and Comprehend, 3-1: T20–T21, T112–

T113, T206–T207, T300–T301, T394–T305; 3-2: T20–T21, T110–T111, T202–T203, T296–T297, T390–T391; 3-3: T20–T21, T108–T109, T202–T203, T294–T295, T386–T387; 3-4: T20–T21; T116–T117, T208–T209, T302–T303, T394–T395; 3-5: T20–T21, T110–T111, T202–T203, T296 –T297, T388–T389

Write about Reading, 3-1: T41, T133, T229, T333, T417; 3-2: T39, T131, T223, T319, T413; 3-3: T37, T131, T223, T315, T407; 3-4: T43, T231, T323, T415; 3-5: T39, T131, T225, T317, T409

Writing, 3-1: T69, T161, T257, T351, T445; 3-2: T67, T158, T253, T347, T441; 3-3: T65, T159, T251, T343, T435; 3-4: T73, T165, T259, T351, T443; 3-5: T67, T159, T253, T345, T437

Your Turn, 3-1: T40–T41, T132–T133, T228–T229, T332–T333, T416–T417; 3-2: T38–T39, T130–T131, T222–T223, T318–T319, T412–T413; 3-3: T36–T37, T130–T131, T222–T223, T314–T315, T406–T407; 3-4: T42–T43, T137–T138, T230–T231, T322–T323, T414–T415; 3-5: T38–T39, T130–T131, T224–T225, T316–T317, T408–T409; 3-6: T30–T31, T76–T77, T122–T123, T170–T171, T218–T219

Study Skills, 3-1: R2–R5; 3-2: R2–R5; 3-3: R2–R5; 3-4: R2–R5; 3-5: R2–R5; 3-6: R2–R3

Suffixes. See Vocabulary Strategies.

Suggested Small Group Plan, 3-1: T74–T75, T166–T167, T262–T263, T356–T357, T454–T455; 3-2: T72–T73, T164–T165, T258–T259, T352–T353, T450–T451; 3-3: T70–T71, T164–T165, T256–T257, T348–T349, T444–T445; 3-4: T78–T79, T106–T107, T198–T199, T292–T293, T384–T385; 3-5: T72–T73, T164–T165, T258–T259, T350–T351, T446–T447; 3-6: T8–T9, T56–T57, T102–T103, T148–T149, T196–T197


Summarize. See Comprehension, Strategies.

Summative Assessment. See Assessment.

Syllable Patterns. See Phonics.

Synonyms. See Vocabulary Strategies.

TTeacher Read Aloud, 3-1: T14–T15, T106–T107, T200–T201, T294–T295, T388–T389; 3-2: T14–T15, T104–T105, T196–T197, T290–T291, T384–385; 3-3: T14–T15, T102–T103, T196–T197, T288–T289, T380–T381; 3-4: T14–T15, T110–T111, T202–T203, T296–T297, T388–T389; 3-5: T14–T15, T104–105, T196–T197, T290–T291, T382–383; 3-6: T10–T11, T58–T59, T104–T105, T150–T151, T198–T199, T240–T241, T296–T297, T352–T353

Tenses. See Grammar.

Text-Based Comprehension. See Analyze the Text; Comprehension; Dig Deeper; Listening Comprehension; Read and Comprehend; Think Through the Text; Your Turn.

Text and Graphic Features. See Comprehension, Skills.

Text Complexity, 3-1: vi, T2, T94, T282, T376; 3-2: vi, T2, T184, T278, T372; 3-3: vi, T2, T90, T184, T276, T368, T469; 3-4: vi, T2, T98, T190, T284, T376, T471; 3-5: vi, T2, T92, T184, T280, T370; 3-6: vi, T238, T294, T350

Text Evidence, Use. See Dig Deeper; Think Through the Text; Your Turn.

Theme. See Comprehension Skills.

Think Aloud, 3-1: T38, T52, T58, T61, T108, T115, T118, T209, T296, T343, T414; 3-2: T51, T56, T59, T113, T148, T151, T208, T235, T299, T330, T393, T407; 3-3: T34, T49, T111, T128, T148, T204, T224, T290, T308, T382, T389, T424; 3-4: T27, T36, T44, T210, T224, T228, T248, T316, T343, T397, T423; 3-5: T23, T32, T51, T106, T124, T143, T148, T198, T218, T222, T245, T306, T329, T334, T406; 3-6: T15, T32, T78, T86, T109, T111, T132, T158, T180, T220, T228

Think Critically. See Dig Deeper; Your Turn; Think Through the Text.

Think Through the Text, 3-1: T24–T32, T116–T124, T210–T220, T304–T312, T314, T398–T405, T408; 3-2: T24–T30, T114–T122, T206–T214, T300–T310, T394–T404; 3-3: T24–T26, T28, T30, T32, T112–T122, T206, T208–T210, T212–T213,

T298–T305, T390–T398; 3-4: T24–T34, T120, T122–T127, T212, T214–T222, T306–T314, T398–T402; 3-5: T24–T26, T28–T30, T114, T116–T118, T120, T206–T216, T300–T307, T392, T394–T399; 3-6: T16–T21, T24–T27, T64–T67, T70 –T73, T110–T113, T116–T119, T156–T161, T164–T167, T204–T209, T212–T215

Topic. See Lesson Topic.

Trade BooksFiction

Amos and Boris, 3-2: T469Donavan’s Word Jar, 3-6: T237Jake Drake, Know-it-All, 3-6: T293

GenrePhoto Essay, 3-6: T351Realistic Fiction, 3-6: T239, T295

Informational TextBoy, Were We Wrong About Dinosaurs!,

3-4: T471Capoeira, 3-6: T349

See also Reading, Extended.

Traditional Tale. See Student Book, Genre.

Traits of Good Writing. See Writing, Traits.

Trickster Tale. See Student Book, Genre.

UUnderstanding Characters. See Comprehension, Strategies.

Usage. See Grammar.

VVariant Vowels. See Phonics.

Verbs. See Grammar.

Visualize. See Comprehension, Strategies.

VocabularyApply Vocabulary Knowledge, 3-1: T50–T51,

T142–T143, T238–T239, T332–T333, T426–T427; 3-2: T48–T49, T140–T141, T232–T233, T328–T329, T422–T423; 3-3: T46–T47, T140–T141, T232–T233, T324–T325, T416–T417; 3-4: T52–T53, T146–T147, T240–T241, T332–T333, T424–T425; 3-5: T48–T49, T140–T141, T234–T235, T326–T327, T418–T419

Domain-Specific Words, 3-1: T64, T156, T252, T346, T440; 3-2: T62, T154, T248, T342, T436, T472, T474, T476; 3-3: T60, T154, T246, T338, T430; 3-4: T68, T160, T254, T346, T438, T474, T476, T478; 3-5: T62,

T154, T248, T340, T432; 3-6: T34, T80, T126, T174, T222

Enrich, 3-1: T50, T142, T238, T332, T426; 3-2: T48, T140, T232, T328, T422; 3-3: T46, T140, T232, T324, T416; 3-4: T52, T146, T240, T332, T424; 3-5: T48, T140, T234, T326, T418

Lists, 3-1: R6–R11; 3-2: R6–R11; 3-3: R6–R11; 3-4: R6–R11; 3-5: R6–R11; 3-6: T239, T295, T351, R4–R9

Reader, 3-1: T78–T79, T170–T171, T266–T267, T360–T361, T458–T459; 3-2: T76–T77, T168–T169, T262–T263, T356–T357, T454–T455; 3-3: T74–T75, T168–T169, T260–T261, T352–T353, T448–T449; 3-4: T82–T83, T174–T175, T268–T269, T360–T361, T456–T457; 3-5: T76–T77, T168–T169, T262–T263, T354–T355, T450–T451

Target Vocabulary, 3-1: T15, T50, T107, T142, T201, T238, T295, T332, T389, T426; 3-2: T15, T48, T105, T140, T197, T232, T291, T328, T385, T422; 3-3: T15, T46, T103, T140, T197, T232, T289, T324, T381, T416; 3-4: T15, T52, T111, T146, T203, T240, T297, T332, T389, T424; 3-5: T15, T48, T105, T140, T197, T234, T291, T326, T383, T418; 3-6: T239, T241, T295, T297, T351, T353

Terms About Informational Text, 3-1: T414; 3-2: T36, T128, T410; 3-3: T34, T312; 3-4: T134, T228, T412; 3-5: T128, T406; 3-6: T360, T370, T380, T390, T400

Terms About Language, 3-1: T58, T150, T246, T340, T434; 3-2: T56, T148, T242, T336, T430; 3-3: T54, T148, T240, T332, T424; 3-4: T62; 3-5: T56; 3-6: T32, T40, T78, T86, T124, T132, T172, T180, T220, T228

Terms About Literature, 3-1: T38, T130, T226, T320; 3-2: T220, T316; 3-3: T128, T220, T404; 3-4: T320; 3-5: T36, T222; 3-6: T22, T68, T114, T162, T210, T248, T258, T268, T278, T288, T304, T314, T324, T334, T344

Vocabulary in Context, 3-1: T18–T19, T110–T111, T204–T205, T298–T299, T392–T393; 3-2: T18–T19, T108–T109, T200–T201, T294–T295, T388–T389; 3-3: T18–T19, T106–T107, T200–T201, T292–T293, T384–T385; 3-4: T18–T19, T114–T115, T206–T207, T300–T301, T392–T393; 3-5: T18–T19, T108–T109, T200–T201, T294–T295, T386–T387; 3-6: T12, T60, T106, T152, T200

Vocabulary Reader. See Vocabulary, Reader.

Vocabulary StrategiesAnalogies, 3-5: T426–T427Antonyms, 3-1: T246–T247 Compound Words: 3-6: T220–T221


Index

Context Clues, 3-1: T58–T59; 3-2: T141, T242–T243; 3-4: T62–T63, T425

Dictionary/Glossary, 3-1: T143, T150–T151, T239, T333, T427; 3-2: T49, T233, T336–T337, T423; 3-3: T47, T141, T233, T417; 3-4: T53, T147, T241, T333, T432–T433; 3-5: T49, T235, T327, T419

Differentiate, 3-1: T91, T183, T279, T373, T471; 3-2: T89, T181, T275, T369, T467; 3-3: T87, T181, T273, T365, T461; 3-4: T95, T281, T373; 3-5: T89, T181, T275, T367, T463; 3-6: T245, T255, T265, T275, T285, T301, T311, T321, T331, T341, T357, T367, T377, T387, T397

Homophones and Homographs, 3-3: T240–T241; 3-6: T78–T79

Idioms, 3-3: T148–T149Multiple-Meaning Words, 3-2: T328; 3-3: T325 Prefix mis-, 3-1: T434 Prefix non-, 3-5: T56–T57Prefixes in-, im-, 3-3: T332–T333Prefixes pre-, re-, bi-, 3-4: T340–T341Prefixes un-, dis, 3-6: T172–T173Shades of Meaning, 3-1: T51; 3-2: T430–T431;

3-5: T141, T334–T335Suffix -ion, 3-6: T32–T33Suffix -ly, 3-4: T154–T155Suffixes -able, -ible, 3-2: T56–T57 Suffixes -er, -est, 3-5: T242–T243Suffixes -less, -ful, -ous, 3-3: T54–T55Synonyms, 3-2: T148–T149Using a Thesaurus, 3-3: T424–425Word Families, 3-1: T340–T341Word Roots, 3-4: T248–T249; 3-5: T148–149;

3-6: T124–T125

Voice. See Writing, Traits.

Vowel Digraphs. See Phonics.

WWarm Up. See Opening Routines.

Week at a Glance, 3-1: T2–T5, T94–T97, T188–T191, T282–T285, T376–T379; 3-2: T2–T5, T92–T95, T184–T187, T278–T281, T372–T375; 3-3: T2–T5, T10–T11, T184–T187, T276–T279, T368–T371; 3-4: T2–T5, T98–T101, T190–T193, T284–T287, T376–T379; 3-5: T2–T5, T92–T95, T184–T187, T278–T281, T370–T373; 3-6: T2–T3, T50–T51, T96–T97, T142–T143, T190–T191

Weekly Planner, 3-1: T10–T11, T102–T103, T196–T197, T290–T291, T384–T385; 3-2: T10–T11, T100–T101, T192–T193, T286–T287, T380–T381; 3-3: T10–T11, T192–T193, T284–T285,

T376–T377; 3-4: T10–T11, T106–T107, T198–T199, T292–T293, T384–T385; 3-5: T10–T11, T100–T101, T192–T193, T286–T287, T378–T379; 3-6: T6–T7, T54–T55, T100–T101, T146–T147, T194–T195

Whole Group Instruction. See Analyze the Text; Comprehension; Grammar; Spelling; Teacher Read Aloud; Vocabulary; Vocabulary Strategies; Writing.

Word Choice. See Writing, Traits.

Word Lists, 3-1: R6–R11; 3-2: R6–R11; 3-3: R6–R11; 3-4: R6–R11; 3-5: R6–R11; 3-6: R4–R9

Word Study. See Vocabulary Strategies.

Write About Reading, 3-1: T41, T133, T229, T323, T417; 3-2: T39, T131, T223, T319, T413; 3-3: T37, T131, T223, T315, T407; 3-4: T43, T137, T231, T323, T415; 3-5: T39, T131, T225, T317, T409; 3-6: T30–T31, T76–T77, T122–T123, T170–T171, T218–T219

Write-in Reader, 3-1: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51; 3-2: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51; 3-3: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51; 3-4: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51; 3-5: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51; 3-6: S3, S5, S7, S9, S11, S13, S15, S17, S19, S21, S23, S25, S27, S29, S31, S33, S35, S37, S39, S41, S43, S45, S47, S49, S51

Writer’s Craft. See Author’s Craft.

WritingForms

Cause-and-Effect Paragraph, 3-3: T31, T49, T57

Compare-and-Contrast Paragraph, 3-3: T125, T143, T151; 3-6: T42–T45

Descriptive Paragraph, 3-1: T35, T53, T61; 3-5: T125, T143, T151

Dialogue, 3-1: T127, T145, T153; 3-5: T219, T237, T245

Explanatory Essay, 3-3: T309, T327, T335, T401, T419, T427

Fictional Narrative, 3-5: T311, T329, T337, T403, T421, T429

Fictional Narrative Paragraph, 3-5: T33, T51, T59

Informative Paragraph, 3-3: T217, T235, T243

Instructions, 3-6: T134–T137Opinion Paragraph, 3-2: T125, T143, T151;

3-4: T131, T149, T157 Personal Narrative, 3-1: T223, T241, T249,

T317, T335, T343, T411, T429, T437Persuasive Essay, 3-4: T317, T335, T343,

T409, T427, T435Persuasive Letter, 3-4: T37, T55, T65Problem-and-Solution Paragraph, 3-4:

T225, T243, T251; 3-6: T88–T91Research Report, 3-6: T182–T185Response Paragraph, 3-2: T33, T51, T59,

T217, T235, T245 Response to Literature, 3-2: T313, T331,

T339, T407, T425, T433Prewrite

Column Chart, 3-1: T145; 3-5: T237 Flow Chart, 3-1: T241; 3-2: T339; 3-4:

T243Idea-Support Map, 3-2: T51, T143,

T235; 3-4: T55, T149, T343Story Map, 3-5: T51; 3-5: T337T-Map, 3-3: T49Web, 3-1: T53; 3-5: T143

Respond to a Selection. See Write About Reading.

ModeInformative Writing, 3-3: T31, T39, T57,

T64–T65, T125, T133, T143, T151, T158–T159, T217, T225, T235, T243, T250–T251, T309, T317, T327, T342–T343, T401, T409, T419, T427, T434–T345; 3-6: T42–T45, T88–T91, T134–T137, T182–T185

Narrative Writing, 3-1: T35, T43, T53, T61, T68–T69, T127, T135, T145, T153, T160–T161, T223, T231, T241, T249, T256–T257, T317, T325, T335, T343, T350–T351, T411, T419, T429, T437, T444–T445; 3-5: T33, T41, T51, T59, T66–T67, T125, T133, T143, T151, T158–T159, T219, T227, T237, T245, T252–T253, T311, T319, T329, T337, T344–T345, T403, T411, T421, T429, T436–T437

Opinion Writing, 3-2: T33, T41, T51, T59, T66–T67, T125, T133, T143, T158–T159, T217, T235, T252–T253, T313, T321, T331, T339, T346–T347, T407; T415, T425, T440–T441; 3-4: T37, T45, T55, T65, T72–T73, T131, T139, T149, T157, T164–T165, T225, T233, T243, T251, T258–T259, T317, T325, T335, T343,


T350–T351, T409, T417, T427, T435, T442–T443

See Write About Reading.Predictive, 3-6: T15, T63, T109, T155, T203Process

Draft, 3-1: T61, T153, T249, T343, T411, T429, T437; 3-2: T59, T151, T245, T407, T425, T433; 3-3: T57, T151, T243, T401, T419, T427; 3-4: T65, T157, T251, T409, T427, T435; 3-5: T59, T151, T245, T403, T421, T429; 3-6: T44, T90, T136, T184, T232

Prewrite, 3-1: T53, T145, T241, T335, T350; 3-2: T51, T143, T235, T331, T339, T346; 3-3: T49, T143, T235, T327, T335, T342; 3-4: T55, T149, T243, T335, T343, T350; 3-5: T51, T143, T237, T329, T337, T344; 3-6: T43, T89, T135, T183, T232

Proofread, 3-1: T66, T68, T160, T249, T444; 3-2: T158, T252, T440; 3-3: T64, T158, T250, T434; 3-4: T72, T164, T258; 3-5: T66, T158, T252, T436; 3-6: T44, T90, T136, T184, T231

Publish, 3-1: T444; 3-2: T440; 3-3: T434; 3-4: T442; 3-5: T436

Revise, 3-1: T68, T160, T249, T437, T444, T466; 3-2: T158, T252, T433, T440; 3-3: T64, T158, T250, T434; 3-4: T72, T164, T258, T435, T442; 3-5: T66, T158, T252, T429, T436; 3-6: T44, T90, T136; T184; T232

Quickwrite 3-1: T51, T143, T239, T333, T427; 3-2: T49, T141, T233, T329, T423; 3-3: T47, T141, T233, T325, T417; 3-4: T53, T147, T241, T333, T425; 3-5: T49, T141, T235, T327, T419

TraitsIdeas, 3-1: T135, T160; 3-2: T325, T350;

3-3: T317, T342; 3-4: T45, T325, T350; 3-5: T41, T66, T319, T344; 3-6: T88–T91, T182–T185

Organization, 3-2: T133, T158, T321, T346; 3-3: T225, T250; 3-4: T417, T442; 3-6: T42–T45

Sentence Fluency, 3-1: T419, T444; 3-2: T415, T440

Voice, 3-1: T231, T256; 3-3: T409, T434; 3-4: T139, T164; 3-5: T227, T252

Word Choice, 3-1: T43, T68; 3-2: T225, T252; 3-3: T39, T64, T133, T158; 3-4: T233, T258; 3-5: T133, T158, T411, T436; 3-6: T134–T137

Written Language Conventions. See Grammar.

YYour Turn, 3-1: T40–T41, T132–T133, T228–T229, T332–T333, T416–T417; 3-2: T38–T39, T130–T131, T222–T223, T318–T319, T412–T413, T478; 3-3: T36–T37, T130–T131, T222–T223, T314–T315, T406–T407; 3-4: T42–T43, T137–T138, T230–T231, T322–T323, T414–T415, T480; 3-5: T38–T39, T130–T131, T224–T225, T316–T317, T408–T409; 3-6: T30–T31, T76–T77, T122–T123, T170–T171, T218–T219



Acknowledgments

T12 ©Alamy Images; T36 (br) ©S. Wanke/Getty Images; T44 (br) ©Getty Images; T54 (br) ©Getty Images; T56 (bl) ©SuperStock RF/SuperStock; T62 (br) Corbis; T64 (bl) Dynamic Graphics/Jupiterimages/Getty Images; T104 (br) moodboard / Alamy; T128 (br) Comstock/Jupiterimages/Getty Images; T136 (br) Photodisc/Getty Images; T146 (br) Photodisc/Getty Images; T148 (bl) moodboard/Alamy; T154 (br) Eyewire / Getty Images; T156 (bl) Alamy; T157 (t) Comstock/Getty Images; T242 (br) Corbis; T244 (bl) Getty Images/Brand X Pictures; T250 (br) ©Jupiterimages/Getty Images; T252 (bl) © Leland Bobbé/Corbis; T253 (t) Creatas/Jupiterimages/Getty Images; T292 (br) ©PhotoLink/Photodisc/Getty Images; T318 (b) ©Simon Greig/Fotolia; T326 (br) Photodisc/Getty Images; T336 (br) Photodisc/Getty Images; T338 (bl) Photodisc/Getty Images; T344 (br) ©PhotoLink/Photodisc/Getty Images; T346 (bl) ©Corbis; T386 (br) ©Comstock Images/Getty Images; T412 (br) Corbis; T430 (br) ©Doug Menuez/Getty Images; T432 (bl) Image Source/Getty Images; T440 (bl) Corbis; T441 (t) Brand X Pictures/Getty Images

Acknowledgments • R55© Houghton Mifflin Harcourt Publishing Company


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