Correlation of Waterford Early Reading Program Level Two ...it.dadeschools.net/waterford/TeacherResources... · A Story in the Snow Legs Little Monkey ... The Brothers Lessons and

Correlation of Waterford Early Learning Program Level Two to Common Core State Standards—First Grade

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Correlation of Waterford Early Reading Program Level Two and Common Core State Standards for English Language Arts—First GradeThis correlation compares Waterford Early Reading Program Level Two courseware, teacher materials, and student materials to the reading standards defined by Common Core for first grade.

TABLE DETAILS

Match: M: Match, P: Partial match, N: Not a match

Courseware: The paths are found under Reading Level Two of the Waterford School Manager Curriculum Tree unless otherwise specified (example: Reading Level One>Lessons>Phonological Awareness>Phoneme Addition>One, Two, Three Sounds).

COMMON CORE STATE STANDARDSFirst Grade

WATERFORD EARLY READING PROGRAM LEVEL ONE

Match Courseware Teacher and Student Materials

Reading: LiteratureKey Ideas and Details1. Ask and answer questions about key details in a text. M Lessons>Comprehension and Vocabulary>

Comprehension>Read-along Books>Book title>Build Knowledge (5 books)Lost SocksMineThe GermsThe Watermelon SeedWhat Is a Cloud?

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Build Knowledge (8 books)Anansi and the Seven Yam HillsLa TortugaLizard and the Painted RockMr. Lucky StrawThe BrothersThe Little Red HenThe Magic Porridge PotThe Shoemaker and the Elves

Lessons and Resources Level TwoComprehension sections for 22 Read-along books

(example: p. 34).

Comprehension sections for 16 Traditional Tale books (example: p. 22)

Get Ready to Read activities for 63 Readable books (example: p. 16)

Think about It activities for 63 Readable books (example: p. 16)

Masters and Worksheets Level TwoHome Link Newsletters>Reading sections for 11

newsletters (pp. 342–352)


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Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Describe Characters (5 books)Fawn EyesJosé ThreeMineOoey, Gooey MudThe Swing

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Describe Characters (2 books)Anansi and the Seven Yam HillsThe Brothers

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Connect to Me (4 books)Fawn EyesLegsMoon SongOoey, Gooey Mud

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Connect to Me (10 books)Anansi and the Seven Yam HillsGoldilocks and the Three BearsLizard and the Painted RockThe Big MittenThe BrothersThe City Mouse and the Country MouseThe Gingerbread ManThe Little Red HenThe Three WishesThe Ugly Duckling

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Sum Up, Remember Order (3 books)In the Rain Little MonkeyShell Houses


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Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Compare Characters (3 books)A Story in the SnowLegsLittle Monkey

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Compare Characters (1 book)The City Mouse and Country Mouse

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Sum Up, Five Ws (3 books)Garden Visitors Lumpy Mush The Germs

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Sum Up, Five Ws (1 book)The Shoemaker and the Elves

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Recall Details (1 book)The Magic Porridge Pot

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Distinguish between Fantasy and Reality (1 book)Henny Penny

Lessons>Phonics>Record the Readable> Introductory Lessons, Lessons 1–45, Review Units 1–10>Book title (Record)

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

M Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Sum Up, Remember Order (3 books)In the Rain Little MonkeyShell Houses

Lessons and Resources Level TwoComprehension sections for 16 Traditional Tale books

(example: p. 22)

Comprehension sections for 22 Read-along books (example: p. 34).


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Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Sum Up, Remember Order (4 books)Mr. Lucky StrawThe Gingerbread ManThe Three Little PigsThe Three Wishes

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Sum Up, Five Ws (3 books)Garden VisitorsLumpy MushThe Germs


Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Recall Details (1 book) The Magic Porridge Pot


Think about It activities for 63 Readable books (example: p. 16).

Sum Up—Remember Order comprehension strategy for 4 Traditional Tale books (example: p. 118)Anansi and the Seven Yam HillsThe Magic Porridge PotMr. Lucky StrawThe Three Little Pigs

Sum Up—Remember Order comprehension strategy for 1 Read-along book (p. 154)Little MonkeyMoon Song

Sum Up—Five Ws comprehension strategy for 4 Read-along books (example: p. 144)Garden VisitorsThe GermsIn the RainMoving Day




newsletters (pp. 342–352)3. Describe characters, settings, and major events in a

story, using key details.M Lessons>Comprehension and Vocabulary>

Comprehension>Read-along Books>Book title>Describe Characters (5 books)Fawn EyesJosé ThreeMineOoey, Gooey MudThe Swing


Lessons and Resources Level TwoComprehension sections for 16 Traditional Tale books

(example: p. 22)


Think about It sections for 63 Readable books (example: p. 16).




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Step into the Story comprehension strategy for 2 Read-along books (example: p. 56)José ThreeA Story in the Snow

Step into the Story comprehension strategy for 2 Traditional Tale books (example: 286)Henny PennyThe Brothers




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Craft and Structure4. Identify words and phrases in stories or poems that

suggest feelings or appeal to the senses.M Lessons>Vocabulary>Context Clues 1>Use a Clue:

Don’t Be Scared

Lessons>Vocabulary>Context Clues 4>Use a Clue: Vito’s Big Night

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title (8 books)In the RainJosé ThreeLittle MonkeyLumpy MushMineMoving Day Ooey, Gooey, MudThe Swing

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title (16 books)


(example: p. 56).José ThreeThe SwingMineOoey, Gooey, MudMoving DayIn the RainLumpy MushLittle Monkey


5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

M Informational text: Lessons>Comprehension and Vocabulary>

Comprehension>Read-along Books>Book title (6 books)A Story in the SnowFawn EyesLegsMoon SongSeeing FingersWhat Is a Cloud?

Narrative text: Lessons>Comprehension and Vocabulary>

Comprehension>Read-along Books>Book title (15 books)Garden VisitorsIn the RainJosé ThreeLittle MonkeyLost Socks

Student Books Level Two6 Read-along books (Informational text)

Fawn EyesA Story in the SnowMoon SongWhat Is a Cloud?LegsSeeing Fingers

15 Read-along books (Narrative text)MineJosé ThreeMy Super Sticky SandwichOoey, Gooey, MudGarden VisitorsLittle MonkeyThe Alligator in the LibraryLost SocksLumpy MushThe Germs


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Lumpy MushMineMoving DayMy Super Sticky SandwichOoey, Gooey, MudPlay BallThe Alligator in the LibraryThe GermsThe SwingThe Watermelon Seed

The SwingThe Watermelon SeeIn the RainMoving DayPlay Ball

16 Traditional Tale books (Narrative text)

6. Identify who is telling the story at various points in a text.

M Lessons>Phonics>Record the Readable>Introductory Lessons, Lessons 1–45, Review Units 1–10>Book title (Record)


Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title (22 books)

Student Books Level Two63 Readable books

16 Traditional Tale books

22 Read-along books

Lessons and Resources Level TwoSum Up—Five Ws comprehension strategy for 4

Read-along books (example: p. 144)Garden VisitorsThe GermsIn the RainMoving Day

Integration of Knowledge and Ideas7. Use illustrations and details in a story to describe its

characters, setting, or events.M Lessons>Comprehension and Vocabulary>

Comprehension>Traditional Tales>Book title>Distinguish between Fantasy and Reality (1 book)Henny Penny

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Describe Characters (5 books)Fawn EyesJosé Three MineOoey, Gooey MudThe Swing


(example: p. 34).





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8. (Not applicable to literature)


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9. Compare and contrast the adventures and experiences of characters in stories.

M Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Compare Characters (3 books)A Story in the SnowLegsLittle Monkey


Lessons>Phonics>Record the Readable>Introductory Lessons, Lessons 1–45, Review Units 1–10>Book title (Record)





22 Read-along books

Lessons and Resources Level TwoSum Up—Five Ws comprehension strategy for 4

Read-along books (example: p. 144)Garden VisitorsThe GermsIn the RainMoving Day

Range of Reading and Level of Text Complexity10. With prompting and support, read prose and poetry of

appropriate complexity for grade 1.M Lessons>Phonics>Record the Readable>Introductory

Lessons, Lessons 1–45, Review Units 1–10>Book title (Record)





22 Read-along books

Reading: Informational TextKey Ideas and Details1. Ask and answer questions about key details in a text.


M Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Compare Characters (2 books)A Story in the SnowLegs

Lessons and Resources Level TwoComprehension sections for 6 informational Read-

along books (example: p. 130).Fawn EyesA Story in the Snow


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Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Connect to Me (3 books)Fawn EyesLegsMoon Song

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Describe Characters (1 book)Fawn Eyes

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Step Into the Story (2 books)A Story in the SnowSeeing Fingers

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Build Knowledge (2 books)Moon SongWhat Is a Cloud?

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Find an Answer (2 books)Seeing FingersWhat Is a Cloud?

Moon SongWhat Is a Cloud?LegsSeeing Fingers

2. Identify the main topic and retell key details of a text. M Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Compare Characters (2 books)A Story in the SnowLegs



Student Books Level Two6 Read-along books

Fawn EyesA Story in the SnowMoon SongWhat Is a Cloud?LegsSeeing Fingers


(example: p. 34).



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Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Find an Answer (2 books)Seeing Fingers What Is a Cloud?


newsletters (example: p. 345)Units 3, 4, 7, 8, and 10

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

M Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Compare Characters (2 books)A Story in the SnowLegs





along books (example: p. 130).Fawn EyesA Story in the SnowMoon SongWhat Is a Cloud?LegsSeeing Fingers




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Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title>Find an Answer (2 books)Seeing Fingers What Is a Cloud?

Craft and Structure4. Ask and answer questions to help determine or clarify

the meaning of words and phrases in a text.M Lessons>Comprehension and Vocabulary>

Comprehension>Read-along Books>Book title>Build Knowledge (1 book)Moon Song

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title (5 books)A Story in the SnowFawn EyesLegsMoon SongSeeing Fingers

Student Books Level TwoVocabulary words (inside cover) for 6 Read-along

booksFawn EyesA Story in the SnowMoon SongWhat Is a Cloud?LegsSeeing Fingers





5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

M Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title (6 books)A Story in the SnowFawn EyesLegs

Student Books Level TwoVocabulary words (inside cover) for 6 Read-along

booksFawn EyesA Story in the SnowMoon Song


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M Moon SongSeeing FingersWhat Is a Cloud?

Navigation bars, menus, hyperlink text, and icons throughout the courseware

What Is a Cloud?LegsSeeing Fingers



6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

M Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title (6 books)A Story in the SnowFawn EyesLegsMoon SongSeeing FingersWhat Is a Cloud?





Integration of Knowledge and Ideas7. Use the illustrations and details in a text to describe its

key ideas.M Lessons>Comprehension and Vocabulary>

Comprehension>Read-along Books>Book title (6 books)A Story in the SnowFawn EyesLegsMoon SongSeeing FingersWhat Is a Cloud?






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8. Identify the reasons an author gives to support points in a text.

M Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title (6 books)A Story in the SnowFawn EyesLegsMoon SongSeeing FingersWhat Is a Cloud?





9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

N

Range and Level of Text Complexity10. With prompting and support, read informational texts

appropriately complex for grade 1.M Lessons>Comprehension and Vocabulary>

Comprehension>Read-along Books>Book title (6 books)A Story in the SnowFawn EyesLegsSeeing FingersWhat Is a Cloud?

Student Books Level Two6 Read-along books (Informational text)

A Story in the SnowLegsMoon SongFawn Eyes Seeing FingersWhat Is a Cloud?

Reading: Foundational SkillsPrint Concepts1. Demonstrate understanding of the organization and

basic features of print.a. Recognize the distinguishing features of a

sentence (e.g., first word, capitalization, ending punctuation).

M Lessons>Language Concepts>Sentences>What is a Sentence? Song, Sentences Practice, Sentences Assessment

Lessons>Language Concepts>Sentences Marks>Sentence Marks Song, Practice, Assessment



22 Read-along books

Masters and Worksheets Level TwoSentence Strips (pp. 75–138)

Language Concepts Worksheets (pp. 278–315)


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Phonological Awareness2. Demonstrate understanding of spoken words, syllables,

and sounds (phonemes).a. Distinguish long from short vowel sounds in

spoken single-syllable words.M Reading Level One>Lessons>Phonological

Awareness>Phoneme Segmentation>Phoneme Segmentation Preassessment, Phoneme Position Instruction (10 sets), Phoneme Segmentation Practice (12 sets), Phoneme Segmentation Postassessment (6 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Addition>One, Two, Three Sounds (8 sets)

Reading Level One>Lessons>Phonological Awareness>Blending>Blend and Order Phonemes>Stick ’n’ Spell (8 sets)

Reading Level One>Lessons>Phonological Awareness>Blending>Blending Practice>Blend Every Sound Practice (8 sets)

Activities>Song>Apples and Bananas Vowel Song, Old MacDonald’s Vowel Song

Lessons and Resources Level OnePhonological Awareness (pp. 334–369)

Lessons and Resources Level TwoPhonological Awareness>Medial Phoneme Isolation

(p. 247)

Masters and Worksheets Level OneSound Sense Bingo Cards (pp. 201–212)

Masters and Worksheets Level TwoHome Link Newsletters>Skills sections for 10

newsletters (example: p. 342)Units 1–10

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

M Reading Level One>Lessons>Phonological Awareness>Blending>Blend Onset/Rime Instruction (12 sets)

Reading Level One>Lessons>Phonological Awareness>Blending>Blend Onset/Rime Practice>Blending Dragon (8 sets), Blending Riddles (8 sets)

Reading Level One>Lessons>Phonological Awareness>Blending>Blend Onset/Rime Instruction (12 sets)

Reading Level One>Lessons>Phonological Awareness>Blending>Blending Preassessment, Postassessment (6 sets)

Lessons and Resources Level OneBlending: Onset-Rime 1 (pp. 348–349)

Blending: Onset-Rime 2 (pp. 354–355)

Blending: Individual Phonemes (pp. 358–359)

Masters and Worksheets Level OneSound Sense Bingo Cards (pp. 201–212)

Sound Sense Playing Cards (pp. 213–224)

Puppets (pp. 1–28)


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Reading Level One>Lessons>Phonological Awareness>Blending>Blending Practice>Blend Every Sound Practice (8 sets)

Reading Level One>Lessons>Phonological Awareness>Blending>Blending Individual Phonemes>Blending Riddles (10 sets)

Reading Level One>Lessons>Phonological Awareness>Blending>Blending Individual Phonemes Instruction (12 sets)


Reading Level One>Lessons>Phonological Awareness>Blending>Identify Words by Blending Phonemes>Find the Picture (6 sets)

Home Link Newsletters>Phonological Awareness sections for 6 newsletters (example: p. 228)PpQqRrSsTtVv



c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

M Reading Level One>Lessons>Phonological Awareness>Initial Sound>Initial Sound Preassessment, Initial Sound Instruction (8 sets)

Reading Level One>Lessons>Phonological Awareness>Initial Sound>Initial Sound Practice>Right Initial Sound (16 sets)

Reading Level One>Lessons>Phonological Awareness>Initial Sound>Initial Sound Postassessment (6 sets)

Reading Level One>Lessons>Phonological Awareness>Final Sound>Final Sound Instruction (8 sets), Right Final Sound (8 sets)


Activities>Song>Apples and Bananas Vowel Song

Reading Level One>Lessons>Phonological Awareness>Phoneme Manipulation>Barnyard Bash (5 sets), Change One Sound (8 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Substitution Practice>Circus Clown Climbers 1 (5 sets)

Lessons and Resources Level OneSegmenting: First Phoneme (pp. 350–351)

Segmenting: Last Phoneme (pp. 356–357)

Segmenting: Individual Phonemes (pp. 360–363)

Counting Individual Phonemes (pp. 366–369)

Masters and Worksheets Level OneSound Sense Playing Cards (pp. 213–224)

Home Link Newsletters>Phonological Awareness sections for 12 newsletters (example: p. 234)GgKkLlMmNnOoTtUuWwXxYyZz


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Reading Level One>Lessons>Phonological Awareness>Phoneme Substitution Assessment>Circus Clown Climbers 2 (5 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Deletion>Phoneme Deletion Instruction, Phoneme Eliminator (8 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Addition>One-Two-Three Sounds (8 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Segmentation>Phoneme Position Instruction>Where is the Sound? (10 sets)


newsletters (example: p. 342)Introductory LessonsUnits 2–5, and 10

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

M Reading Level One>Lessons>Phonological Awareness>Phoneme Segmentation>Phoneme Segmentation Preassessment, Phoneme Position Instruction (10 sets), Phoneme Segmentation Practice (12 sets), Phoneme Segmentation Postassessment (6 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Manipulation>Barnyard Bash (5 sets), Change One Sound (8 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Substitution Practice>Circus Clown Climbers 1 (5 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Substitution Assessment>Circus Clown Climbers 2 (5 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Deletion>Phoneme Deletion Instruction, Phoneme Eliminator (8 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Addition>One-Two-Three Sounds (8 sets)

Reading Level One>Lessons>Phonological Awareness>Phoneme Segmentation>Phoneme Position Instruction>Where is the Sound? (10 sets)

Lessons and Resources Level OneSegmenting: First Phoneme (pp. 350–351)

Segmenting: Last Phoneme (pp. 356–357)

Segmenting: Individual Phonemes (pp. 360–363)

Counting Individual Phonemes (pp. 366–369)

Masters and Worksheets Level OneSound Sense Playing Cards (pp. 213–224)

Home Link Newsletters>Phonological Awareness sections for 12 newsletters (example: p. 234)GgKkLlMmNnOoTtUuWwXxYyZz


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newsletters (example: p. 342)Introductory LessonsUnits 7–10

Phonics and Word Recognition3. Know and apply grade-level phonics and word analysis

skills in decoding words.a. Know the spelling-sound correspondences for

common consonant digraphs.M Lessons>Phonics>Letter Sounds>Identification>

/ch/, /sh/, /th/, /wh/>Sound Room, Letter Sound Screening

Activities>Song>Chip Chop, Sheep in the Shadows, T-H Has Two Sounds, Where Is a Whale?

Lessons>Phonics>Letter Sounds>Assessment> Lesson 24 /ch/, Lesson 15 /sh/, Lesson 20 /th/, Lesson 25 /wh/>Name that Sound

Lessons>Phonics>Pattern Words>Blending>Lesson 15: -ash, -ish; Lesson 20: -th, th-; Lesson 24: ch-, -ch, -tch; Lesson 25: wh->Spell and Blend, Word Blending, Word Pattern Introduction, Say and Trace, Word Pattern Spelling, Key Word Screening

Lessons and Resources Level TwoSounds Fun! and A Closer Look activities

/sh/ (p. 150)/kw/ (p. 190)

Sounds Fun! activities/ch/ (p. 226)/hw/ (p. 234)/th/ (p. 198)

Get Ready to Read and Repeated Reading activities for 4 Readable books (example: pp. 150–151)Who Will Go in the Rain?Thump, Bump!Chet and ChuckWhat Do I Spy?

Masters and Worksheets Level TwoBlend and Digraph Cards (pp. 35–40)

Word Pattern Cards (pp. 41–58)

Key Word Cards (pp. 59–74)

Sentence Strips (pp. 75–138)

Unit Check Sheets (pp. 145–169)

Recording Check Sheets for 4 Readable books (example: p. 197)Who Will Go in the Rain?Thump Bump!Chet and ChuckWhat Do I Spy

Dictation Sheets (pp. 243–248)


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b. Decode regularly spelled one-syllable words. M Lessons>Phonics>Pattern Words>Blending>Lessons 1–45>Spell and Blend, Word Blending, Word Pattern Introduction, Say and Trace, Word Pattern Spelling, Key Word Screening

Lessons>Phonics>Word Reading Strategies>Key Word Match>Key Word Match: Lessons 26, 30, 34, 38, 42>Key Words song, Key Word Instruction, Key Word Match

Lessons>Phonics>Lesson Preassessment> Lessons 2–45

Lessons>Phonics>Word Reading Strategies>Use Several Strategies>Mystery Words: Lesson 29, 33, 37, 41, 45>Look for a Clue, Watch Me Read, Mystery Words

Lessons>Phonics>Pattern Words>Word Building> Units 1–10>Word Construction (10 sets)

Lessons>Phonics>Automatic Word Recognition> Automaticity, Lessons Introductory–45, Units 1–10>Word Mastery Practice, Games

Lessons>Phonics>Play and Practice 1–10>Play and Practice Tutorial, Menu

Lessons and Resources Level TwoPattern Word Blending activities (example: p. 29)

Unit 1: -am, -ad, -at, -an, -and, -ant, -ap, -am, -ampUnit 2: -od, -ot, -op, -ob, -ab, -oss, -ox, -ax, -og,

-agUnit 3: -ip, -ig, -in, -im, -it, -ill, -int, -ing, -ilk,

-ack, -ock, -ick, -ash, -ishUnit 4: -ug, -un, -ut, -um, -ub, -ush, -uzz, -izz,

-uck, -uff, -ump, Unit 5: -ed, -ell, -est, -en, -et, -end, -ent

Pattern Word Building activities (example: 247)Unit 6: -ade, -ake, -ame, -ane, -ate, -ave, -are, -ace,

-ageUnit 7: -ope, -ose, -oke, -ole, -one, -ode, -ote, -ore,

-oveUnit 8: -ide, -ime, -ine, -ite, -ice, -ire, -ile, -ive,

-ike, -ipeUnit 9: -ute, -ude, -ube, -ule, -une, -useUnit 10: -eep, -eed, -eet, -eak, -eal, -eam, -ail, -ain,

-ay, -oat, -oad


Repeated Readings activities for 63 Readable books (example: p. 17)

Pattern Word Review or Pattern Word Game activities for Units 1–10 Review (example: Duck Pond, p. 79)

What’s My Sentence activities for Units 1–10 Review (example: p. 82)

Reading Trick activities for Units 6–10 Review (example: Key Word Match, p. 250)

Masters and Worksheets Level TwoBlend and Digraph Cards (pp. 35–40)

Word Pattern Cards (pp. 41–58)





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Recording Check Sheets (pp. 175–235)


Home Link Newsletters>Skills sections for 11 newsletters (pp. 342–352)

c. Know final -e and common vowel team conventions for representing long vowel sounds.

M Activities>Song>Eensy, Weensy Mouse; Key Words; Sneaky Magic E; Vowels Side by Side

Phonics>Word Reading Strategies>Pattern Hunt>Lessons 27, 31, 35, 39, 43

Lessons>Phonics>Record the Readables>Lessons 26–45, Unit 6–10 Reviews>Meet the Readable, Readable Jump-through, Readable Walk-through, Sentence Dictation, book title (Record), Word Assessment

Lessons>Phonics>Word Reading Strategies>Key Word Match>Key Word Match: Lessons 26, 30, 34, 38, 42>Key Words song, Key Word Instruction, Key Word Match

Lessons>Phonics>Pattern Words>Word Building> Units 6–10>Word Construction (5 sets)

Lessons>Phonics>Automatic Word Recognition> Lessons 26–45, Units 6–10>Word Mastery Practice, Games

Lessons and Resources Level TwoPattern Word Building activities (example: 247)

Unit 6: -ade, -ake, -ame, -ane, -ate, -ave, -are, -ace, -age

Unit 7: -ope, -ose, -oke, -ole, -one, -ode, -ote, -ore, -ove

Unit 8: -ide, -ime, -ine, -ite, -ice, -ire, -ile, -ive, -ike, -ipe

Unit 9: -ute, -ude, -ube, -ule, -une, -useUnit 10: -eep, -eed, -eet, -eak, -eal, -eam, -ail, -ain,

-ay, -oat, -oad

Word Study Introduction activities for Units 6–10 (example: p. 246)

Get Ready to Read activities for 25 Readable books, Units 6–10 (example: p. 248)

Repeated Readings activities 25 Readable books, Units 6–10 (example: p. 249)

Pattern Word Game activities for Units 6–10 Review (example: Duck Pond, p. 269)

What’s My Sentence activities for Units 6–10 Review (example: p. 272)

Reading Trick activities for Units 6–10 Review (example: Key Word Match, p. 250)

Masters and Worksheets Level Two>Units 6–10Word Pattern Cards (pp. 41–58) for Units 6–10

Key Word Cards (pp. 59–74) for Units 6–10

Sentence Strips (pp. 75–138) for Units 6–10

Unit Check Sheets (pp. 145–169) for Units 6–10


Unit Worksheets (pp. 317–338) for Units 6–10

Home Link Newsletters (pp. 339–352) for Units 6–10


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d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

P Lessons>Language Concepts>Compound Words song, Compound Words Assessment

Lessons>Phonics>Word Reading Strategies>Use Several Strategies>Mystery Words: Lessons 29, 33, 37, 41, 45>Look for a Clue, Watch Me Read, Mystery Words

Masters and Worksheets Level Two>Units 7–10Unit Check Sheets (pp. 145–169)

Compound Words worksheet (p. 282)

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

M Lessons>Language Concepts>Compound Words song, Compound Words Assessment

Lessons>Phonics>Word Reading Strategies>Use Several Strategies>Mystery Words: Lessons 29, 33, 37, 41, 45>Look for a Clue, Watch Me Read, Mystery Words

Lessons and Resources Level TwoReading Trick activities for Units 6–10 Review

(example: Key Word Match, p. 250)

Masters and Worksheets Level TwoLanguage Concepts Worksheets (pp. 279–315)

f. Read words with inflectional endings. M Lessons>Phonics>Pattern Words>Blending> Lesson 21, 41>Spell and Blend, Word Blending, Word Pattern Introduction, Say and Trace, Word Pattern Spelling, Key Word Screening

Reading Level Three>Lesson>Language Concepts> Comparatives>Comparatives Assessment, Practice, Instruction, Let’s Compare song

Lessons>Language Concepts>-ed and -ing Endings> Double the Fun song, Practice

Lessons>Language Concepts>Plural Nouns Practice, Assessment, More than One song

Activities>Song>Drop Magic E, Blicky Licky Land, S Steals the Z, The Three Sounds of E-D

Reading Level Three>Lessons>Language Concepts>Suffixes Assessment, Instruction, Practice, Put It At the End song

Lessons and Resources Level TwoA Closer Look activity for the -es ending (p. 102)

Pattern Word Building: Double the Letter activity and A Closer Look activity for the -ed ending (p. 370)




Unit Worksheets (pp. 317–338)

Home Link Newsletters (pp. 339–352)

Masters and Worksheets Level Three4 Let’s Compare worksheets (pp. 163–166)

4 Tricky Y worksheets (pp. 167–170)

g. Recognize and read grade-appropriate irregularly spelled words.

M Lessons>Phonics>Automatic Word Recognition> Automaticity, Lessons Introductory–45, Units 1–10>Word Mastery Practice, Games

Lessons>Phonics>Pattern Words>Blending>Lessons 1–45>Key Word Screening, Say and Trace

Lessons>Phonics>Power Words>Identify Power Words>power word (130)

Lessons and Resources Level TwoPower Word Relay activities for Unit 1

(example: p. 31)

Power Word Review activities for Units 2–5 (example: Red Rover, p. 38)

Say, Spell, and Write activities for Units 6–10 (example: p. 246)


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Lessons>Phonics>Power Words>Power Word Screening>Lessons Introductory–45

Lessons>Phonics>Power Words>Spell Power Words>Spelling Scramble>power word (130)

Lessons>Phonics>Record the Readables>Lessons 26–45, Unit 6–10 Reviews>Meet the Readable, Readable Jump-through, Readable Walk-through, Sentence Dictation, book title (Record), Word Assessment

Masters and Worksheets Level TwoPower Word Cards (pp. 1–24)




Unit Worksheets (pp. 317–338)

Home Link Newsletters (pp. 339–352)

Fluency4. Read with sufficient accuracy and fluency to support

comprehension.a. Read on-level text with purpose and understanding. M Lessons>Phonics>Power Words>Identify Power

Words>Power word (130 power words)

Activities>Book>Choose a Readable: Introductory Lesson A–Lesson 45 To build fluency, students choose a previously read

book to read again.

Lessons>Phonics>Record the Readables>Lessons Introductory–45, Unit 1–10 Reviews>Meet the Readable, Readable Jump-through, Readable Walk-through, Sentence Dictation, Book title (Record), Word Assessment

Lessons>Comprehension and Vocabulary> Vocabulary>Context Clues 1>Rusty and Rosy’s Clues

Lessons>Comprehension and Vocabulary> Comprehension>Read-along Books>Book title

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title

Lessons and Resources Level TwoReading sections for 63 Readable books (example: p.

16).

Reading>Repeated Readings activities for 63 Readable books (example: p. 16).



Masters and Worksheets Level TwoHome Link Newsletters>Writing sections for 11


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

M Lessons>Phonics>Record the Readable>Lessons Introductory–45, Unit 1–10 Reviews>Book title (Record)



Lessons and Resources Level TwoReading sections for 63 Readable books

(example: p. 16).




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Lessons>Phonics>Word Reading Strategies>Use Several Strategies>Mystery Words: Lesson 29, 33, 37, 41, 45

Lessons>Phonics>Automatic Word Recognition> Automaticity Lessons 26–45, Units 6–10



newsletters (pp. 342–352)c. Use context to confirm or self-correct word

recognition and understanding, rereading as necessary.

M Lessons>Comprehension and Vocabulary> Vocabulary>Context Clues 1–5>Use a Clue


Lessons>Phonics>Record the Readable>Lessons Introductory–25, Unit 1–5 Reviews>Book title (Record)

Lessons>Phonics>Record the Readable>Lessons 26–45, Unit 6–10 Reviews>Book title (Record)1. Click Start.2. Turn pages. 3. Click the Inspector Detector buttons to hear

background-knowledge prompts.

Lessons>Phonics>Record the Readable>Lessons Introductory–45, Unit 1–10 Reviews>Sentence Dictation: Book title



Lessons>Phonics>Word Reading Strategies>Use Several Strategies>Mystery Words: Lessons 29, 33, 37, 41, 45

Lessons and Resources Level TwoReading sections for 63 Readable books

(example: p. 16).




Reading Trick: Mystery Word activities for 3 Readable books (example: p. 309)Shopping DayToo Much PopcornWho Am I?

Reading Trick: Use-a-Clue activities for 3 Readable books (example: p. 334)Can Matilda Get the Cheese?What Is in the Tree?Will You Play with Me?

Reading Trick: Key Word Match activities for 2 Readable books (p. 394)Riding in my JeepSammy and Pete

Use Clues to Guess What Might Come Next strategy for 1 Traditional Tale book (p. 22)The Gingerbread Man

Writing StandardsText Types and Purposes1. Write opinion pieces in which they introduce the topic

or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

M Writing>Lessons>Word Processors>Word Processor, Write With Me (8 activities)*

Lessons and Resources Level TwoReading and Writing sections (example: p. 21)

Masters and Worksheets Level TwoHome Link Newsletters (pp. 339–352)


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2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.




3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.




Production and Distribution of Writing4. (Begins in grade 3)

5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.




6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.



Research to Build and Present Knowledge7. Participate in shared research and writing projects (e.g.,

explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).




8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.




9. (Begins in grade 4)

Range of Writing10. (Begins in grade 3)

Speaking and Listeners StandardsComprehension and Collaboration1. Participate in collaborative conversations with diverse

partners about grade 1 topics and texts with peers and adults in small and larger groups.

M Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>The Three Little Pigs>Sum Up: The Three Little Pigs


Reading sections for 63 Readable books (example: p. 16).


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Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>The Three Little Pigs>Sum Up: The Three Little Pigs




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

N

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

M Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>The Three Little Pigs>Sum Up: The Three Little Pigs

Lessons and Resources Level TwoReading sections (example: p. 16).




newsletters (pp. 342–352)c. Ask questions to clear up any confusion about the

topics and texts under discussion.M Lessons and Resources Level Two

Reading sections (example: p. 16).




newsletters (pp. 342–352)2. Ask and answer questions about key details in a text

read aloud or information presented orally or through other media.

M Lessons and Resources Level TwoComprehension sections for 22 Read-along books

(example: p. 34).





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3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

M Lessons and Resources Level TwoReading sections (example: p. 16).





Presentation of Knowledge and Ideas4. Describe people, places, things, and events with

relevant details, expressing ideas and feelings clearly.M Writing>Lessons>Word Processors>Word

Processor, Write With Me (8 activities)*Lessons and Resources Level TwoReading sections (example: p. 16).




newsletters (pp. 342–352)5. Add drawings or other visual displays to descriptions

when appropriate to clarify ideas, thoughts, and feelings.


Lessons and Resources Level TwoReading and Writing sections for 42 Readable books

(example: p. 21)I Am SamMineWhat Am I?José ThreeThe Rabbit and the TurtleMy Super Sticky SandwichBob and TabHappy BirthdayOoey, Gooey MudWhat is in the Pit?PrintsWho Is at the Door?The Big TripWho Will Go in the Rain?Let’s Get Hats!Lizzy the Bee


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Little DuckThump, Bump!Shell HousesThe Big HillWhat’s in the Egg?Lumpy MushChet and ChuckFun in KansasMy SnowmanSmoke!The Watermelon SeedThe NoteThe Snoring BoarShopping DayFriendsWhat Is a Cloud?Two Little PinesCan Matilda Get the Cheese?Let’s Go to YellowstoneOld RosaWhat Is in the Tree?Old King DuneSammy and PeteRiding in My JeepSeeing FingersWho Am I?

Reading and Writing sections for 8 Traditional Tale books (example: p. 21)The Gingerbread ManThe Little Red HenLizard and the Painted RockThe Three Little PigsThe City Mouse and the Country MouseHenny PennyThe Big MittenThe Shoemaker and the Elves




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6. Produce complete sentences when appropriate to task and situation.


Lessons and Resources Level TwoReading sections (example: p. 16).





Language StandardsConventions of Standard English1. Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.M Lessons and Resources Level Two

Reading and Writing sections (example: p. 21)


newsletters (pp. 342–352)a. Print all upper- and lowercase letters. M Reading Level One>Lessons>Phonics>Capital

Letters First>Letter Name Recognition>Capital Letters>A–Z Recognition>Letter Picture Writing (26 letters)

Reading Level One>Lessons>Phonics>Lowercase Letters First>Letter Name Recognition> Lowercase Letters>A–Z Recognition>Letter Picture Writing (26 sets)

Writing>Lessons>Word Processors>Word Processor, Write With Me (8 activities)*

Lessons and Resources Level TwoLetter Fun activities (p. 30)

Masters and Worksheets Level TwoDictation Sheets (pp. 243–248)

Letter Worksheets (pp. 249–276)

Alphabetical Order worksheets (pp. 280–281)

Home Link Newsletters>Writing sections for 11 newsletters (pp. 342–352)

b. Use common, proper, and possessive nouns. M Activities>Song>Apostrophe Pig, Nouns

Lessons>Language Concepts>Nouns


Masters and Worksheets Level Two4 Nouns worksheets (pp. 286–289)

2 Possessive Nouns worksheets (pp. 295–296)

Home Link Newsletters>Writing Activities sections for 16 newsletters (pp. 209–225)


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c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

M Activities>Song>More Than One, Nouns

Lessons>Language Concepts>Nouns, Plural Nouns


Masters and Worksheets Level Two5 Plural Nouns worksheets (pp. 290–294)

Masters and Worksheets Level Three4 Plural Nouns worksheets (pp.175–178)


d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

M Reading Level Three>Activities>Song>Pronouns

Reading Level Three>Lessons>Language Concepts>Pronouns


Masters and Worksheets Level TwoWriting Rubrics (pp. 237–241)

Masters and Worksheets Level Three4 Pronoun worksheets (pp. 195–198)


e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

M Activities>Song>Double the Fun, It Happened Yesterday

Lessons>Language Concepts>Verbs


Masters and Worksheets Level TwoLanguage Concepts Worksheets (pp. 279–315)


Masters and Worksheets Level Three4 Action in the Past worksheets (pp. 187–190)

4 Irregular Verbs worksheets (pp. 179–182)

4 Nonaction Verbs (pp. 183–186)


f. Use frequently occurring adjectives. M Lessons>Language Concepts>Adjectives


Masters and Worksheets Level Two1 Adjectives worksheet (p. 279)


Masters and Worksheets Level Three4 Adjectives worksheets (pp. 147–150)


g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

P Writing>Lessons>Word Processors>Word Processor, Write With Me (8 activities)*




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h. Use determiners (e.g., articles, demonstratives). P Writing>Lessons>Word Processors>Word Processor, Write With Me (8 activities)*



i. Use frequently occurring prepositions (e.g., during, beyond, toward).

M Reading Level Three>Activities>Song>Preposition Ship




j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

M Lessons>Language Concepts>Sentences, Sentence Marks



8 Sentences worksheets (pp. 302–309)


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

M Lessons>Language Concepts>Sentences, Sentence Marks



6 Sentences worksheets (pp. 302–307)

5 Punctuation worksheets (pp. 297–301)


a. Capitalize dates and names of people. M Lessons>Language Concepts>Sentences, Sentence Marks



4 Sentences worksheets (pp. 303, 305–307)


b. Use end punctuation for sentences. M Lessons>Language Concepts>Sentences, Sentence Marks


Lessons and Resources Level TwoWhat’s My Sentence? activities (p. 82)


5 Punctuation worksheets (pp. 297–301)



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c. Use commas in dates and to separate single words in a series.

M Writing>Lessons>Word Processors>Write With Me>Things to Do1. Click Start, and then click Letter.

Activities>Song>What is a Sentence?

Reading Level Three>Songs>Comma, Comma, Comma Song (In a Series)


d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

M Lessons>Phonics>Pattern Words>Blending>Lessons 01–45>Spell and Blend, Word Blending, Word Pattern Introduction, Say and Trace, Word Pattern Spelling

Activities>Extensions>Write About It>Book title (50 books)

Reading Level Three>Lessons>Phonics>Spelling> Instruction>Word (150 words)


Masters and Worksheets Level TwoWord Pattern Cards (pp. 41–58)


Writing Rubrics (pp. 237–241)



e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

M Lessons>Phonics>Pattern Words>Blending>Lessons 01–45>Spell and Blend, Word Blending, Word Pattern Introduction, Say and Trace, Word Pattern Spelling

Activities>Extensions>Write About It>Book title (50 books)

Reading Level Three>Lessons>Phonics>Spelling> Instruction>Word (150 words)


Masters and Worksheets Level TwoWord Pattern Cards (pp. 41–58)


Writing Rubrics (pp. 237–241)



Knowledge of Language3. (Begins in grade 2)

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.


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

M Lessons>Phonics>Record the Readable> Units 1–10: Book title>Readable Jump-through, Readable Walk-through (36 books)Matt’s HatBob and TabCan We Still Be FriendsChet and ChuckDad’s SurpriseFriendsFun in KansasGo, Frog, GoGreen GumLet’s Get Hats!What a Band!The Rabbit and the TurtlePip, the Big PigWhat Is in the Pit?The Big TripWho Will Go in the Rain?Slug BugThe Tree HutWhat’s in the Egg?What Do I Spy?Quick! Help!Space Chase RaceOh No! Mose!The NoteThe Snoring BoarLet’s Go to YellowstoneMaddy and CliveOld RosaWhat Is in the Tree?Old King DuneRiding in My JeepThe RescueWho Am I?Stop the FrogsHot RodsRom and His New Pet

Lessons and Resources Level TwoGet Ready to Read activities for 63 Readable books

(example: p. 16)

Repeated Readings activities for 63 Readable books (example: p. 17)


Introduce Vocabulary sections for 16 Traditional Tale books (example: p. 84)

Reading Trick: Use-a-Clue activities for 3 Readable books (example: p. 334)Can Matilda Get the Cheese?What Is in the Tree?Will You Play with Me?

Reading Trick: Mystery Word activities (p. 417)


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Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tales>Book title>Build Knowledge (5 books)Anansi and the Seven Yam HillsLa TortugaThe BrothersThe Little Red HenThe Magic Porridge Pot

Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tale>Book title>Connect to MeThe City Mouse and the Country Mouse

Activities>Song>Look for a Clue

Lessons>Comprehension and Vocabulary> Vocabulary>Context Clues 1–5>Use a Clue


b. Use frequently occurring affixes as a clue to the meaning of a word.

M Language Concepts>-ed and –ing Endings

Reading Level Three>Activities>Song>Put It at the Front, Put It At the End, Tricky Y to I

Reading Level Three>Lessons>Language Concepts>Prefixes, Suffixes, Word Endings

Masters and Worksheets Level Two5 Plural Nouns worksheets (pp. 290–294)

3 Verb Endings worksheets (pp. 313–315)

Masters and Worksheets Level Three4 Tricky Y worksheets (pp. 167–170)

4 Action in the Past worksheets (pp. 187–190)

4 Prefixes worksheets (pp. 191–194)

4 Comparatives worksheets (pp. 163–166)c. Identify frequently occurring root words (e.g., look)

and their inflectional forms (e.g., looks, looked, looking).

M Language Concepts>-ed and –ing Endings

Reading Level Three>Activities>Song>Put It At the End, Tricky Y to I

Reading Level Three>Lessons>Language Concepts> Suffixes, Comparatives

Masters and Worksheets Level Three4 Tricky Y worksheets (pp. 167–170)

4 Comparatives worksheets (pp. 163–166)

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

M


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a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

N

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

P Lessons>Phonics>Record the Readable>Units 1–10: Book title>Readable Jump-through, Readable Walk-through (36 books)Matt’s HatBob and TabCan We Still Be FriendsChet and ChuckDad’s SurpriseFriendsFun in KansasGo, Frog, GoGreen GumLet’s Get Hats!What a Band!The Rabbit and the TurtlePip, the Big PigWhat Is in the Pit?The Big TripWho Will Go in the Rain?Slug BugThe Tree HutWhat’s in the Egg?What Do I Spy?Quick! Help!Space Chase RaceOh No! Mose!The NoteThe Snoring BoarLet’s Go to YellowstoneMaddy and CliveOld RosaWhat Is in the Tree?Old King DuneRiding in My JeepThe RescueWho Am I?Stop the FrogsHot RodsRom and His New Pet




35





Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tale>Book title>Connect to Me (1 book)The City Mouse and the Country Mouse

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

P Lessons>Phonics>Record the Readable>Units 1–10: Book title>Readable Jump-through, Readable Walk-through (36 books)Matt’s HatBob and TabCan We Still Be FriendsChet and ChuckDad’s SurpriseFriendsFun in KansasGo, Frog, GoGreen GumLet’s Get Hats!What a Band!The Rabbit and the TurtlePip, the Big PigWhat Is in the Pit?The Big TripWho Will Go in the Rain?Slug BugThe Tree HutWhat’s in the Egg?What Do I Spy?Quick! Help!Space Chase RaceOh No! Mose!The NoteThe Snoring BoarLet’s Go to Yellowstone




36




Maddy and CliveOld RosaWhat Is in the Tree?Old King DuneRiding in My JeepThe RescueWho Am I?Stop the FrogsHot RodsRom and His New Pet


Lessons>Comprehension and Vocabulary> Comprehension>Traditional Tale>Book title>Connect to Me (1 book)The City Mouse and the Country Mouse

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

P Lessons>Comprehension and Vocabulary>Comprehension>Traditional Tales>Book title (1 book)Goldilocks and the Three Bears

Reading Level Three>Lessons>Comprehension and Vocabulary>Vocabulary (1 book) Three Billy Goats Gruff

Student Books Level Two1 Traditional Tale book

Goldilocks and the Three Bears

Student Books Level Three1 Read-along book

Three Billy Goats Gruff

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

M Lessons>Phonics>Record the Readable>Introductory Lessons, Lessons 1–45, Review Units 1–10>Book title>Readable Jump-through, Readable Walk-through (63 books)





* Incorporate this standard by having students use Word Processor and Write With Me activities.

Documents

Correlation of Waterford Early Reading Program Level Two ...it.dadeschools.net/waterford/TeacherResources... · A Story in the Snow Legs Little Monkey ... The Brothers Lessons and