Good Habits Great Readers Guided Reading - Pearson · PDF fileGood Habits Great Readers Guided Reading Correlated to the New Jersey Core Curriculum Content Standards Language Arts

Good Habits Great Readers Guided Reading

Correlated to the New Jersey Core Curriculum Content Standards Language Arts Literacy

Grades K-5

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Good Habits Great Readers Guided Reading Correlated to the New Jersey Core Curriculum

Content Standards Language Arts Literacy

Kindergarten 1

New Jersey Core Curriculum Content Standards Language Arts Literacy Kindergarten 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. 3.1.K A: Concepts About Print 3.1.K A.1: Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment).

Activities throughout connect speech to words, including Phonics Mini-lessons in each Teaching Plan and Digging Deeper throughout. See examples: Level 1: Teaching Plan (TP) 2, 13, 14, 16; Level 2: TP 1

3.1.K A.2: Distinguish letters from words. See Phonics Lessons throughout. Examples: Level 1: TP 2, 3, 4, 6; Level 2: TP 1, 3, 6, 8, 9, 10

3.1.K A.3: Recognize that words are separated by spaces.

Can be monitored by teacher

3.1.K A.4: Follow words left to right and from top to bottom.

Level 1: TP 4, 9, 11

3.1.K A.5: Recognize that print represents spoken language.

Activities throughout connect speech to words, including Phonics Mini-lessons in each Teaching Plan and Digging Deeper activity throughout. See examples: Level 1: TP 2, 3, 4, 6, 7, 10, 20

3.1.K A.6: Demonstrate understanding of the function of a book and its parts, including front and back and title page.

Focus Attention exercises in the Before Reading section of each Teaching Plan begins by teacher led discussion of the book and its parts, specifically but not limited to the front and back.

3.1.K B: Phonological Awareness 3.1.K B.1: Demonstrate understanding that spoken words consist of sequences of phonemes.

Almost every Phonics Mini-lesson in each Teaching Plan contains instruction and activities regarding phoneme detection and sequence. See the following examples: Level 1: TP 2, 4, 6, 7; Level 2: TP 8, 9, 10, 11, 12; Level 3: TP 1, 2, 3, 4, 5; Level 4: TP 4, 5, 8, 9

3.1.K B.2: Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.

See examples in Phonics Mini-lessons and Further Instruction activities throughout: Level 1: TP 1, 5; Level 2: TP 4, 7, 23; Level 3: TP 3, 20; Level 4: TP 7, 11, 14, 18, 19

3.1.K B.3: Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

In Phonics Mini-lessons, focus is on the position of word sounds. See the following examples: Level 1: TP 1, 2, 3, 5; Level 2: TP 1, 2, 3; Level 3: TP 1, 3, 4, 9; Level 4: TP 1, 4, 5, 6

3.1.K B.4: Learn many, though not all, one-to-one letter-sound correspondences.

See Phonics Mini-lessons throughout

3.1.K B.5: Given a spoken word, produce another word that rhymes with it.

See the following examples: Phonics Mini-Lessons in Level 1: TP 5; Level 2: TP 4, 7, 23; Level 3: TP 8, 15, 20 Digging Deeper in Level 2: TP 1, 8, 15, 21, 23, 25; Level 3: TP 3; Level 4: TP 7

3.1.K C: Decoding and Word Recognition 3.1.K C.1: Recognize some words by sight. The Focus Attention section of the Before Reading unit in

each Teaching Plan throughout ends with instruction involving high frequency sight words.

3.1.K C.2: Recognize and name most uppercase and lowercase letters of the alphabet.

Letter identification is incorporated in activities throughout; specific instruction regarding upper- and lower-case letters is found in Digging Deeper: Level 1: TP 12, 19; Level 3: TP 13

3.1.K C.3: Recognize and read one's name. Can be monitored by teacher



Kindergarten 2

3.1.K D: Fluency 3.1.K D.1: Practice reading behaviors such as retelling, reenacting, or dramatizing stories.

See the following examples: Level 1: TP 1, 8; Level 2: TP 20, 22, 24; Level 3: TP 9, 10, 19; Level 4: TP 5, 11

3.1.K D.2: Recognize when a simple text fails to make sense when listening to a story read aloud.

See During Reading questions throughout. Examples: Level 1: TP 8; Level 2: TP 24; Level 3: TP 1; Level 4: TP 6, 16

3.1.K D.3: Attempt to follow along in book while listening to a story read aloud.

See During Reading section of each Teaching Plan throughout.

3.1.K D.4: Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books).

Examples: Literary texts: Level 1: TP 5, 16; Level 2: TP 23; Level 3: TP 3, 19, 20; Level 4: TP 12 Functional texts: Level 1: TP 4, 12; Level 2: TP 3, 13, 21, 24: Level 3: TP 4, 5, 8, 9, 16, 17; Level 4: TP 2, 4, 7, 9, 14

3.1.K E: Reading Strategies (before, during, and after reading) 3.1.K E.1: Begin to track or follow print when listening to a familiar text being read.

Can be monitored by teacher. Additional focus on left to right and top to bottom is found in Revisiting the Text exercises. See the following examples: Level 1: TP 4, 9, 11

3.1.K E.2: Think ahead and make simple predictions about text.

See the following examples: Level 1: TP 2; Level 2: TP 1, 5, 6, 9, 17; Level 3: TP 3, 11, 15

3.1.K E.3: Use picture clues to aid understanding of story content.

See the following examples: Level 1: TP 3, 5, 6, 12, 13; Level 2: TP 17, 25; Level 3: TP 7, 10, 19; Level 4: TP 8

3.1.K E.4: Relate personal experiences to story characters' experiences, language, customs, and cultures with assistance from teacher.

See the following examples: Level 1: TP 4, 13, 14, 18, 19, 20; Level 2: TP 1, 2, 3, 4, 10, 11, 12, 13, 15; Level 3: TP 3, 4, 9, 10, 11, 12; Level 4: TP 6, 8, 9, 10, 13

3.1.K E.5: "Read" familiar texts from memory, not necessarily verbatim from the print alone.

See Revisiting the Text activities in Options for Further Instruction throughout.

3.1.K F: Vocabulary and Concept Development 3.1.K F.1: Continue to develop a vocabulary through meaningful, concrete experiences.

Throughout. See examples of specific vocabulary exercises: Level 2: TP 5, 6, 10, 11, 13, 16, 18, 19, 23; Level 3: TP 2, 4, 6, 7, 9, 11, 12, 13, 15, 16; Level 4: TP 1, 2, 3, 4, 5, 6, 8

3.1.K F.2: Identify and sort words in basic categories.

See the following examples: Level 1: TP 2, 4, 10, 13, 17; Level 2: TP 3, 4, 5, 8, 11, 14; Level 3: TP 1, 2, 3, 5, 9, 16; Level 4: TP 1, 3, 4, 5, 6, 7, 8

3.1.K F.3: Explain meanings of common signs and symbols.

Level 2: TP 12

3.1.K F.4: Use new vocabulary and grammatical construction in own speech.

Can be monitored by teacher. See also Options for Further Instruction exercises throughout. Examples: Level 1: TP 9, 10, 11, 12; Level 2: TP 2, 4, 5, 6, 8; Level 3: TP 1, 2, 4, 7; Level 4: TP1, 2, 3, 4, 6

3.1.K G: Comprehension Skills and Response to Text 3.1.K G.1: Respond to a variety of poems and stories through movement, art, music, and drama.

See the following examples: Level 2: TP 5, 22; Level 3: 1, 5; Level 4: 3, 6, 14, 18

3.1.K G.2: Verbally identify the main character, setting, and important events in a story read aloud.

See the following examples: Level 1: TP 6, 8, 10, 14, 16; Level 2: TP 4, 9, 10, 22; Level 3: TP 14, 15, 18, 19; Level 4: TP 6, 15



Kindergarten 3

3.1.K G.3: Identify favorite books and stories.

Level 3: TP 13

3.1.K G.4: Retell a story read aloud using main characters and events.

See the following examples: Level 1: TP 1, 8; Level 2: TP 20, 22, 24; Level 3: TP 9, 10, 19; Level 4: TP 5, 11

3.1.K G.5: Participate in shared reading experiences.

Throughout

3.1.K G.6: Make predictions based on illustrations or portions of stories.

See the following examples: Level 1: TP 2; Level 2: TP 1, 5, 6, 9, 17, 20; Level 3: TP 2, 11, 15

3.1.K H: Inquiry and Research 3.1.K H.1: Locate and know the purposes for various literacy areas of the classroom and the library/media center.

Can be monitored by teacher.

3.1.K H.2: Choose books related to topics of interest.

Eighty-five grade-appropriate books are included on this level, exposing students to a wide range of fiction and nonfiction and helping them develop specific interests and tastes in reading.

3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.K A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3.2.K A.1: Recognize that thoughts and talk can be written down in words.

Can be discussed throughout as students see words written by others and as they complete writing worksheets.

3.2.K A.2: Observe the teacher modeling writing.

See the following examples: Level 1: TP 1 (Phonics), 2 (Discuss the Text), 7 (Phonics) Level 2: TP 1 (Phonics), 4 (Digging Deeper), 5 (Digging Deeper) Level 3: TP 2 (ESL/ELL Support), 3 (ESL/ELL Support), 4 (Digging Deeper), 9 (Digging Deeper) Level 4: TP 2 (Digging Deeper), 3 (Phonics), 4 (Phonics), 5 (Digging Deeper)

3.2.K A.3: Generate and share ideas and experiences for a story.

Many of the After Reading activities in each Teaching Plan can be used to generate and share ideas and experiences for a story. See specifically the Make Connections activities throughout. Examples: Level 1: TP 1, 4, 12, 13; Level 2: TP 1, 2, 3, 4; Level 3: TP 3, 4, 9, 10; Level 4: TP 2, 3, 6, 8

3.2.K A.4: Attempt to put ideas into writing using pictures, developmental spelling, or conventional text.

On the back of each Teaching Plan is Reading Reproducible Worksheet that includes a sentence prompt and a space for a student drawing.

3.2.K A.5: Write (print) own first and last name.

Reading Reproducible Worksheets include a line where students can write their name.

3.2.K A.6: Participate in group writing activities such as experience stories, interactive writing, and shared writing.

Many of the After Reading activities in each Teaching Plan can be used to generate and share ideas and experiences for a story. See specifically the Make Connections activities throughout. Examples: Level 1: TP 1, 4, 12, 13; Level 2: TP 1, 2, 3, 4; Level 3: TP 3, 4, 9, 10; Level 4: TP 2, 3, 6, 8

3.2.K A.7: Begin to sequence story events for writing using pictures, developmental spelling, or conventional text.

See examples of related activities: Level 1: TP 11; Level 2: TP 6, 22; Level 3: TP 6, 15; Level 4: TP 9, 16

3.2.K B: Writing as a Product (resulting in work samples) 3.2.K B.1: Show and talk about work samples containing pictures, developmental spelling, or conventional text.

See Reading Reproducible Worksheets on the back page of each Teaching Plan.



Kindergarten 4

3.2.K B.2: Begin to collect favorite work samples to place in personal writing folder.

Reading Reproducible Worksheets can be used for this activity.

3.2.K C: Mechanics, Spelling, and Handwriting 3.2.K C.1: Use letter/sound knowledge in attempting to write (print) some words.

Letter/sound knowledge is the focus of Mini-lessons in each lesson throughout.

3.2.K C.2: Spell own name. Reading Reproducible Worksheets include a line where students can write their name.

3.2.K C.3: Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words when writing.

See related material: Level 1: TP 4, 9, 11

3.2.K C.4: Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes.


3.2.K C.5: Write all uppercase and lowercase letters of the alphabet from teacher copy.

Can be monitored by teacher. See also supporting material: Level 1: TP 12, 19; Level 2: TP 5, 15; Level 3: TP 13

3.2.K D: Writing Forms, Audiences, and Purposes (exploring a variety of writing) 3.2.K D.1: Communicate personal response to literature through drawing, telling, or writing.

• After Reading discussion activities are included in each Teaching Plan. • Students draw and write in response to literature on Reading Reproducible Worksheets throughout.

3.2.K D.2: Show and talk about favorite work samples (drawing or writing) with teacher and family.


3.3: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.3.K A: Discussion 3.3.K A.1: Share experiences and express ideas.

Before and After Reading activities throughout give students many opportunities to share experiences and discuss ideas. See the following examples: Level 1: TP 1, 2, 4, 9; Level 2: TP 1, 2, 3, 10; Level 3: TP 2, 3, 4, 6; Level 4: TP 1, 2, 4, 5

3.3.K A.2: Participate in conversations with peers and adults.

Before and After Reading activities and Options for Further Instruction activities throughout give students many opportunities to converse with peers and adults.

3.3.K A.3: React to stories, poems, and songs.

Throughout. See the following examples: Level 1: TP 5, 6, 8, 14, 16; Level 2: TP 1, 5, 9, 17, 22; Level 3: TP 2, 3, 7, 13, 20; Level 4: TP 3, 8, 11,12, 13

3.3.K B: Questioning (Inquiry) and Contributing 3.3.K B.1: Share in conversations with others.

Before and After Reading activities and Options for Further Instruction activities throughout give students many opportunities to converse with others.

3.3.K B.2: Use oral language to extend learning.

Before and After Reading activities and Options for Further Instruction activities throughout give students many opportunities to use oral language to extend learning.

3.3.K C: Word Choice 3.3.K C.1: Use language to describe feelings, people, objects, and events.

Throughout. See the following examples: Level 1: TP 5, 9, 15, 17; Level 2: TP 3, 5, 8, 12, 25; Level 3: TP 1, 3, 4, 20; Level 4: TP 7, 20

3.3.K C.2: Suggest rhyming words during word play, songs, or read-aloud.

Level 1: TP 1, 5, 16; Level 2: TP 1, 4, 7, 8, 15, 21, 23, 25; Level 3: TP 3, 8, 15, 20; Level 4: TP 7, 13, 19

3.3.K D: Oral Presentation 3.3.K D.1: Sing familiar songs and rhymes to promote oral language development.

See related material: Level 1: TP 1, 5, 16; Level 2: TP 1, 4, 7, 8, 15, 21, 23, 25; Level 3: TP 3, 8, 15, 20; Level 4: TP 7, 13, 19



Kindergarten 5

3.3.K D.2: Begin to use social conventions of language.

Students are directed to take turns and use other social conventions in Options for Further Instruction exercises. See the following examples: Level 1: TP 10, 11; Level 2: TP 1, 7, 15, 18, 19; Level 3: TP 10, 12, 13, 16; Level 4: TP3, 5, 7, 11, 12

3.4: All students will listen actively to information from a variety of sources in a variety of situations. 3.4.K A.1: Listen fully to understand instructions or hear daily messages.

Can be monitored by teacher throughout.

3.4.K A.2: Listen to identify main characters and events in stories.

See the following examples: Level 1: TP 6, 8, 10, 14, 16; Level 2: TP 4, 9, 10, 19, 22; Level 3: TP 15, 18, 19; Level 4: TP 3, 6, 11, 12, 15

3.4.K A.3: Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.

See the following examples: Level 1: TP 5, 16; Level 2: TP 8, 15, 21, 23, 25; Level 3: 3; Level 4: 7, 13, 19

3.4.K B: Listening Comprehension 3.4.K B.1: Listen attentively to books teacher reads to class.

A different book is read aloud to students in each of the 85 Teaching Plans on this level.

3.4.K B.2: Answer questions correctly about books read aloud.

See After Reading discussion sections in each Teaching Plan throughout.

3.5: All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. 3.5.K A: Constructing Meaning 3.5.K A.1: Make predictions about visual information (e.g., pictures in books).

See the following examples from Before Reading sections: Level 1: TP 2, 3, 12, 13, 14, 15, 17, 18, 19, 20; Level 2: TP 1, 2, 4, 5, 6, 9, 13, 17; Level 3: TP 2, 7, 11, 15, 17; Level 4: TP 3, 5, 8, 10, 13

3.5.K A.2: Discuss favorite characters from books, film, and television.

See examples of related material in After Reading activities: Level 1: TP 6, 8, 10, 14, 16; Level 2: 4, 9, 10, 22; Level 3: TP 14, 15, 18, 19; Level 4: TP 6, 15

3.5.K B: Visual and Verbal Messages 3.5.K B.1: Begin to sequence a series of pictures or images to tell a story.

See examples of related activities: Level 1: TP 11; Level 2: TP 6, 22; Level 3: TP 6, 15; Level 4: TP 9, 16

3.5.K B.2: Show understanding of purpose for pictures in books.

In Features of the Text sections in each Teaching Plan, students discuss and analyze illustrations and photographs on the cover and in the pages of the reading book. In addition, see the following After Reading discussions of pictures: Level 1: TP 3, 5, 6, 10, 12; Level 2: TP 17, 25; Level 3: TP 7, 10, 19; Level 4: TP 8, 12


Content Standards Language Arts Literacy Grade 1 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. 3.1.1 A: Concepts About Print 3.1.1 A.1: Match oral words to printed words (e.g., pointing to print as one reads).

Can be encouraged by teacher throughout. In particular, in the Focus Attention and Vocabulary activities in the Before Reading section of each Teaching Plan throughout, specific words are presented and students are asked to find them in the text. See examples: Level 6: TP 5, 7, 9; Level 8: TP 2, 3, 5; Level 10: TP 5, 6, 7; Level 12: 2, 3, 4; Level 14: TP 10, 11, 12; Level 16: TP 11, 12, 13

3.1.1 A.2: Practice reading print in the environment at school and at home with assistance.

Throughout.

3.1.1 A.3: Locate and identify the title, author, and illustrator of a book or reading selection.

Each lesson throughout begins with a discussion of the cover of the lesson’s reading book. Students identify the title, author, and illustrator (if given) of each book. See the Focus Attention activities throughout.

3.1.1 A.4: Interpret simple graphs, charts, and diagrams.

See the following examples: Level 6: TP 16; Level 10: TP 8, 10, 22; Level 12: TP 1, 9, 12; Level 14: TP 5, 13, 18, 21; Level 16: TP 4, 7, 11

3.1.1 B: Phonological Awareness 3.1.1 B.1: Demonstrate understanding of all sound- symbol relationships.

See the following examples in Phonics Mini-lessons: Level 6: TP 2, 3, 6; Level 8: TP 3, 4, 5; Level 10: TP 5, 6, 7; Level 12: TP 3, 5, 6; Level 14: TP 2, 4, 5; Level : TP 10, 11, 12

3.1.1 B.2: Blend or segment the phonemes of most one-syllable words.

See the following examples in Phonics Mini-lessons: Level 6: TP 19; Level 8: TP 1, 5, 8, 11; Level 10: TP 5; Level 12: TP 6, 13, 18, 20; Level 14: TP 5, 9,15, 19; Level 16: TP 10, 21

3.1.1 B.3: Listen and identify the number of syllables in a word.

Level 16: TP 3, 5, 15, 16, 19, 20

3.1.1 B.4: Merge spoken segments into a word.

See following examples: Level 6: TP 4, 7, 19; Level 8: TP 1, 2, 5; Level 10: TP 5; Level 12: TP 17, 20, 23; Level 16: TP 12

3.1.1 B.5: Add, delete, or change sounds to change words (e.g., cow to how, cat to can).

See the following examples: Level 6: TP 1, 4, 6, 10, 16; Level 8: TP 7, 9; Level 10: TP 14; Level 12: TP 3; Level 14: TP 18; Level 16: 8, 14, 22

3.1.1 C: Decoding and Word Recognition 3.1.1 C.1: Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).

See the following examples: Level 6: TP 2, 3, 5, 6, 8, 10, 11; Level 8: TP 6; Level 10: TP 1, 2, 3, 6, 7

3.1.1 C.2: Recognize and use rhyming words to reinforce decoding skills.

See the following examples: Level 6: TP 2, 6, 8, 11, 20; Level 8: TP 2, 3, 4, 7, 16, 22; Level 10: TP 3, 5, 6, 14, 18, 19; Level 12: TP 3, 7, 15

3.1.1 C.3: Decode regular one-syllable words and nonsense words (e.g., sit, zot).

See Phonics Mini-lessons in each Teaching Plan throughout.

3.1.1 C.4: Use sound-letter correspondence knowledge to sound out unknown words when reading text.


3.1.1 C.5: Recognize high frequency words in and out of context.

Each Focusing Attention section in the Before Reading activities ends with the introduction of several high frequency words;

Grade 1 6


Content Standards Language Arts Literacy 3.1.1 C.6: Decode unknown words using basic phonetic analysis.


3.1.1 C.7: Decode unknown words using context clues.

See the following examples: Level 8: TP 21; Level 10: TP 21; Level 12: TP 1, 22; Level 14: TP 12, 15; Level 16: TP 20

3.1.1 D: Fluency 3.1.1 D.1: Answer questions correctly that are posed about stories read.

During and After Reading Activities provide the teacher with multiple prompts for reading query. See the following examples: Level 8: TP 5, 6, 7, 8; Level 10: TP 6, 7, 8; Level 12: TP 1, 2, 3; Level 14: TP 10, 11, 12; Level 16: TP 9, 10, 11

3.1.1 D.2: Begin to read simple text with fluency.

See the following examples in Digging Deeper activities: Level 6: TP 2, 8, 19, 22: Level 8: TP 1, 3, 5, 9; Level 10: TP 3, 12, 15; Level 12: TP 11, 13, 14; Level 14: TP 9; Level 16: TP 8, 9, 14, 22

3.1.1 D.3: Read with fluency both fiction and nonfiction that is grade-level appropriate.

A wide range of 132 fiction and non-fiction books is included in Guided Reading Grade 1.

3.1.1 E: Reading Strategies (before, during, and after reading) 3.1.1 E.1: Use prior knowledge to make sense of text.

See the following examples in Before and After Reading activities: Level 8: TP 4, 8, 11, 13; Level 8: TP 3, 4, 11, 13; Level 10: TP 1, 3, 5, 10; Level 12: TP 2, 4, 7, 10; Level 14: TP 5, 13, 18; Level 16: TP 18

3.1.1 E.2: Establish a purpose for reading and adjust reading rate.

See the following examples in Before Reading activities: Level 8: TP 1, 9, 10; 16; Level 10: TP 1, 3, 7, 16; Level 12: TP 2, 6, 11, 12; Level 14: TP 6, 9, 19; Level 16: TP 7, 8, 12, 13

3.1.1 E.3: Use pictures as cues to check for meaning.

See the following examples in Before and After Reading activities: Level 6: TP 4, 5, 11, 16; Level 8: TP 1, 5, 7, 10; Level 10: TP 2, 8, 9, 10; Level 12: TP 3, 5, 9, 12; Level 14: TP 1, 9, 18, 20; Level 16: TP 3, 5, 10, 16

3.1.1 E.4: Check to see if what is being read makes sense.


3.1.1 E.5: Monitor their reading by using fix-up strategies (e.g., searching for clues).

See After Reading activities throughout.

3.1.1 E.6: Use graphic organizers to build on experiences and extend learning.

See examples in Reading Reproducibles throughout: Level 6: TP 3, 5, 8, 21; Level 8: TP 6, 8, 11, 13; Level 10: TP 2, 5, 8, 18; Level 12: TP 3, 4, 6, 8; Level 14: 12, 19, 22; Level 16: 2, 5, 12

3.1.1 E.7: Begin to apply study skills strategies (e.g., survey, question, read, recite, and review-SQ3R) to assist with retention and new learning.

The format of each Guided Reading Teaching Plan follows a basic SQ3R format: •Students begin by surveying the salient features of the text and establishing what to look for or focus on (Before Reading) •Students then read the material with the teacher. (During Reading) •After reading, students continue to analyze, question, and review. (After Reading) •Students then extend learning to related activities (Options for Further Instruction)

3.1.1 F: Vocabulary and Concept Development 3.1.1 F.1: Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.

The Focus Attention section of the Before Reading unit in each Teaching Plan throughout ends with instruction involving high frequency sight words.

Grade 1 7


Content Standards Language Arts Literacy 3.1.1 F.2: Use and explain common antonyms and synonyms.

See the following examples in Digging Deeper activities: Level 6: TP 1; Level 12: TP 12, 15, 21; Level 14: TP 7, 10, 14, 19; Level 16: TP 6, 7, 15

3.1.1 F.3: Comprehend common and/or specific vocabulary in informational texts and literature.

Content vocabulary is emphasized throughout. See examples in Before Reading activities: Level 6: TP 16, 20; Level 8: TP 10; Level 10: TP 1, 4, 7, 8, 22; Level 12: TP 1, 20; Level 14: TP 5, 11

3.1.1 G: Comprehension Skills and Response to Text 3.1.1 G.1: Draw simple conclusions from information gathered from pictures, print, and people.

See the following examples in After Reading activities: Level 6: TP 14, 15, 19; Level 8: TP 11, 19, 23; Level 10: TP 1, 4, 7, 12; Level 12: TP 8, 10, 12, 19; Level 16: TP 4, 5, 6, 16

3.1.1 G.2: Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.

Besides being exposed to a variety of genres of text, activities throughout specifically address understanding genre. See the examples in Before and After Reading sections: Level 6: TP 1, 5; Level 8: TP 4; Level 10: TP 2, 14, 18; Level 12: TP 6, 11, 20; Level 14: TP 1, 4, 8, 17, 20; Level 16: TP 2, 4, 5, 8

3.1.1 G.3: Sequence information learned from text into a logical order to retell facts.

See examples in Before and After Reading sections and Options for Further Instructions: Level 6: TP 5, 14, 15, 20; Level 8: TP 2, 8, 22; Level 10: TP 11; Level 12: TP 16; Level 14: TP 5, 14, 19; Level 16: TP 8, 12, 14

3.1.1 G.4: Identify, describe, compare, and contrast the elements of plot, setting, and characters.

See the following examples in After Reading sections: Level 6: TP 2, 3, 7, 22; Level 8: TP 6, 8, 9, 14; Level 10: TP 11, 12; Level 12: TP 2, 4, 13, 17; Level 14: TP 1, 2, 3, 17; Level 16: TP 9, 10, 16, 18

3.1.1 G.5: Make simple inferences. See the following examples in Before and After Reading sections: Level 6: TP 3, 7, 20, 23; Level 8: TP 6, 13, 20; Level 10: TP 15, 19, 21; Level 12: TP 4, 5, 10; Level 14: TP 2, 3, 4, 6; Level 16: TP 1, 2, 3, 7

3.1.1 G.6: Read regularly in independent-level materials.

A wide range of 132 fiction and non-fiction books is included in Guided Reading Grade 1 that can be used to facilitate this goal.

3.1.1 G.7: Engage in silent independent reading for specific purposes.


3.1.1 H: Inquiry and Research 3.1.1 H.1: Ask and explore questions related to a topic of interest.

See examples in Before Reading, After Reading and Options for Further Instructions activities: Level 8: TP 1, 7; Level 10: TP 12, 13; Level 12: TP 21; Level 14: TP 1, 9; Level 16: TP 16

3.1.1 H.2: Draw conclusions from information and data gathered.

See examples in After Reading activities: Level 6: TP 14, 15, 19; Level 8: TP 11, 19, 23; Level 10: TP 1, 4, 7, 12; Level 12: TP 8, 10, 12, 19; Level 16: TP 4, 5, 6, 16

3.1.1 H.3: Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.


Grade 1 8


Content Standards Language Arts Literacy 3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.1 A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3.2.1 A.1: Begin to generate ideas for writing through talking, sharing, and drawing.

Writing and ESL/ELL activities in Options for Further Instruction in each Teaching Plan throughout give students the opportunity to discuss and share writing ideas. In these activities, students are often prompted to draw a picture of the ideas generated or discussed. See examples: Level 6: TP 1, 11, 16, 18; Level 8: TP 15, 23; Level 10: TP 10, 17; Level 12: TP 6; Level 14: TP 1, 5, 22 See also Before and After Reading activities throughout for talking and sharing experiences.

3.2.1 A.2: Observe the modeling of writing. Can be monitored by teacher. 3.2.1 A.3: Begin to use a basic writing process to develop writing.


3.2.1 A.4: Use simple sentences to convey ideas.

See Writing Activities in Options for Further Instruction throughout. In addition, many of the Reading Reproducible activities include writing simple sentences. See the following examples: Level 6: TP 2, 6, 20; Level 8: TP 1, 15, 21; Level 10: TP 5, 6, 10; Level 12: TP 5, 7, 13; Level 14: TP 1, 5, 9; Level 16: TP 4, 9, 17

3.2.1 A.5: Increase fluency (ability to write ideas easily) to improve writing.


3.2.1 A.6: Continue to use pictures, developmental spelling or conventional text to create writing drafts.

See Writing activities and Reading Reproducible activities throughout. Examples: Level 6: TP 1, 2, 8; Level 8: TP 3, 4, 6; Level 10: TP 2, 3, 5; Level 12: TP 2, 3, 4; Level 14: TP 2, 3, 4; Level 16: TP 2,7, 8

3.2.1 A.7: Revisit pictures and writings to add detail.


3.2.1 A.8: Begin to mimic an author's voice and patterns.

Writing activities throughout encourage students to build their writing on what they have read. In addition, activities about author’s craft, style and purpose help students to understand the author’s voice and patterns. See the following examples in After Reading activities: Level 6: TP 1, 3, 4, 13; Level 8: TP 13, 14; Level 10: TP 3, Level 12: TP 3, 18, 22; Level 14: TP 8, 11, 12, 17; Level 16: TP 17

3.2.1 A.9: Begin to use a simple checklist to improve writing with teacher support.

Can be monitored by teacher. Also, see specific lessons on using lists: Level 6: TP 9, 12; Level 8: TP 4, 17, 19; Level 10: TP 7, 16, 21; Level 12: TP 1, 8; Level 14: TP 7; Level 16: TP 18

3.2.1 A.10: Begin to use simple computer writing applications during some parts of the writing process.


3.2.1 B: Writing as a Product (resulting in a product or publication) 3.2.1 B.1: Produce finished writings to share with class and/or for publication.

See Writing activities throughout. Examples: Level 6: TP 18, 19, 21; Level 8: TP 3, 4, 5; Level 10: TP 3, 5, 10; Level 12: TP 7, 8, 9; Level 14: TP 1, 2, 8; Level 16: TP 2, 5, 6

3.2.1 B.2: Produce stories from personal experiences.

See the following examples in Writing activities: Level 6: TP 15, 17; Level 8: TP 3, 5; 12; Level 10: TP 11; Level 14: TP 4; Level 16: TP 22

Grade 1 9


Content Standards Language Arts Literacy 3.2.1 B.3: Show and talk about own writing for classroom audience.

Writing activities throughout can be used for this activity. See specifically: Level 6: TP 17; Level 8: TP 5; Level 10: TP 1,7, 10, 17; Level 12: TP 14, 20; Level 14: TP 1, 2; Level 16: TP 5, 6, 19

3.2.1 B.4: Collect favorite works to place in personal writing folder.


3.2.1 C: Mechanics, Spelling, and Handwriting 3.2.1 C.1: Write all upper and lowercase letters of the alphabet from memory.

Can be monitored by teacher. See also Level 12: TP 1

3.2.1 C.2: Begin to use basic punctuation and capitalization.

Can be monitored by teacher. Also, see the following: Level 10: TP 5; Level 12: TP 1’ In addition, punctuation is modeled and discussed in the various reading texts. See examples in Features of This Text: Level 6: TP 1, 3, 22; Level 8: TP 1, 12; Level 10: TP 3, 14, 18; Level 12: TP 5, 17; Level 14: TP 9, 14, 17; Level 16: TP 2, 8, 10

3.2.1 C.3: Apply sound/symbol relationships to writing words.

Sound/symbol relationships are the focus of Mini-lessons in each lesson throughout.

3.2.1 C.4: Use developmental spelling or phonics-based knowledge to spell independently, when necessary.

See phonics lessons in Mini-lessons throughout.

3.2.1 C.5: Develop awareness of conventional spelling.

See focus on high-frequency vocabulary words in each Before Reading activity throughout. In addition, phonics activities such as focus on word families and phoneme categorization/ substitution/manipulation help students to learn conventional spelling. See the following Mini-lesson examples: Level 6: TP 1, 4, 7; Level 8: TP 1, 2, 9; Level 12: TP 1, 3, 9, 11; Level 14: TP 4, 18; 21; Level 16: TP 4, 12, 18

3.2.1 C.6: Use left-to-right and top-to-bottom directionality and use appropriate spacing between words.


3.2.1 D: Writing Forms, Audiences, and Purposes (exploring a variety of writing) 3.2.1 D.1: Create written texts for others to read.

Writing activities throughout can be used for this activity. See specifically: Level 6: TP 17; Level 8: TP 5; Level 10: TP 1,7, 10, 17; Level 12: TP 14, 20; Level 14: TP 1, 2; Level 16: TP 5, 6, 19

3.2.1 D.2: Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.

See the following examples: Level 6: TP 14; Level 8: TP 17; Level 14: TP 16, 19, 20; Level 16: TP 9, 13, 14, 21, 22

3.3: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.3.1 A: Discussion (small group and whole class) 3.3.1 A.1: Speak in complete sentences. Can be monitored by teacher 3.3.1 A.2: Offer personal opinions in discussion and retell personal experiences.

See examples in Before and After Reading activities and in Options for Further Instruction activities: Level 8: TP 4, 5, 12; Level 10: TP 8, 13; Level 12: TP 5, 8; Level 14: TP 4, 10, 21; Level 16: TP 14, 22

3.3.1 A.3: Role-play situations and dramatize story events.

See examples in Options for Further Instruction activities: Level 8: TP 1, 11, 14, 15; Level 10: TP 12, 20; Level 12: TP 11; Level14: TP 9; Level 16: TP 2, 9

Grade 1 10


Content Standards Language Arts Literacy 3.3.1 B: Questioning (Inquiry) and Contributing 3.3.1 B.1: Respond to ideas and questions posed by others.


3.3.1 B.2: Ask and answer various types of questions.

See the following examples in Before Reading, After Reading, and Options for Further Instruction activities: Level 8: TP 1, 7, 22, 23; Level 10: TP 13, 18; Level 12: TP 21; Level 14: TP 1, 20; Level 16: TP 16

3.3.1 C: Word Choice 3.3.1 C.1: Attempt to use new vocabulary learned from shared literature and classroom experiences.

See Vocabulary exercises in the Before Reading section of each Teaching Plan. These exercises include a variety of activities that give an in-depth look at some of the vocabulary words listed in the Focus for Instruction area on the front page of the teaching plan. This section also contains definitions for other key vocabulary words.

3.3.1 C.2: Use descriptive words to clarify and extend ideas.

See examples in Options for Further Instruction exercises: Level 1: TP 1, 6; Level 8: TP 2, 7, 16; Level 10: TP 8, 13, 17; Level 12: TP 4, 6, 7, 9, 16, 17, 21; Level 14: TP 20, 21; Level 16: TP 9, 15, 18

3.3.1 D: Oral Presentation 3.3.1 D.1: Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes).

Fluency activities that are included in the Digger Deeper sections of Options for Further Instruction can be adapted to fulfill this requirement. See the following examples: Level 6: TP 2, 8, 19, 22; Level 8: TP 1, 3, 5, 9; Level 10: TP 12, 15, 20; Level 12: TP 11, 13; Level 14: TP 9; Level 16: TP 8, 9, 14

3.3.1 D.2: Participate in choral reading to develop phonemic awareness, oral language, and fluency.

See the following examples in Digging Deeper: Fluency exercises in Options for Further Instruction: Level 6: TP 8; Level 10: TP 15, 19; Level 12: TP 14

3.3.1 D.3: Retell a story to check for understanding.

See the following examples in Before Reading, After Reading, and Options for Further Instruction activities: Level 6: TP 17; Level 8: TP 21; Level 10: TP 15; Level 12: TP 18; Level 14: TP 20

3.3.1 D.4: Read aloud from developmentally appropriate texts with attention to expression.

See the following examples in Options for Further instruction activities: Level 6: TP 22; Level 8: TP 14; Level 12: TP 11, 13; Level 14: TP 9; Level 16: TP 9

3.4: All students will listen actively to information from a variety of sources in a variety of situations. 3.4.1 A: Active Listening 3.4.1 A.1: Listen and respond appropriately to directions.

Can be monitored by teacher throughout. See also specific Teaching Plans that deal with directions: Level 6: TP 12; Level 8: TP 6, 17; Level 12: TP 23; Level 14: TP 7, 14, 17; Level 16: TP 3

3.4.1 A.2: Listen to hear initial, final, and eventually middle sounds in words.

See the following examples in Phonics Mini-Lessons throughout: Level 6: TP 12, 14, 17; Level 8: TP 11; Level 10: TP 4, 5, 12, 14; Level 12: TP 2, 6, 7, 13, 15; Level 14: TP 2, 5, 7, 14; Level 16: TP 12, 13, 21

3.4.1 A.3: Listen to a familiar text being read to begin tracking print.

Guided Reading texts are designed to be used with small groups in which students can track print as it is read aloud to them.

3.4.1 A.4: Listen to a spoken word to produce another word that rhymes with it.

See the following examples in Mini-Lessons and Option for Further Instruction activities: Level 6: TP 2, 5, 6, 7, 8, 20, 21; Level 8: TP 2, 6, 7, 10; Level 10: TP 4, 14, 21; Level 14: TP 7, 11, 13, 14; Level 16: TP 10, 12, 13

Grade 1 11


Content Standards Language Arts Literacy 3.4.1 B: Listening Comprehension 3.4.1 B.1: Listen to make predictions about stories read aloud.

See the following examples in Before and After Reading activities: Level 6: TP 13, 14, 16; Level 8: TP 1, 8, 21; Level 10: TP 4, 10; Level 12: TP 7, 20; Level 14: TP 14, 19; Level 16: TP 12

3.4.1 B.2: Follow simple oral directions. Can be monitored by teacher throughout. See also specific Teaching Plans that deal with directions: Level 6: TP 12; Level 8: TP 6, 17; Level 12: TP 23; Level 14: TP 7, 14, 17; Level 16: TP 3

3.4.1 B.3: Recall information from listening to stories, poems, television, and film.

After Reading/Discuss the Texts sections provide activities or questions to help revisit the featured reading with students. Further opportunities to recall, reuse, or retell information are included in Options for Further Instruction throughout.

3.4.1 B.4: Retell, reenact, or dramatize stories or parts of stories heard.

See examples in Options for Further Instruction activities: Level 6: TP 17; Level 8: TP 1, 11, 14, 15, 17, 21; Level 10: TP 12, 15, 20; Level 12: TP 1, 18; Level 14: TP 9, 20; Level 16: TP 2, 9

3.4.1 B.5: Respond appropriately to questions about stories read aloud.

After Reading/Discuss the Texts sections provide activities or questions to help students respond appropriately to the featured readings with students. Further opportunities to discuss or retell information are included in Options for Further Instruction throughout.

3.4.1 B.6: Begin to track print when listening to a familiar text being read or when rereading their own writing.

Guided Reading texts are designed to be used with small groups in which students can track print as it is read aloud to them.

3.4.1 B.7: Ask questions for clarification and explanation of stories and ideas heard.

See the following examples in Before Reading, After Reading, and Options for Further Instruction activities: Level 8: TP 1, 7, 22, 23; Level 10: TP 13, 18; Level 12: TP 21; Level 14: TP 1, 20; Level 16: TP 16

3.5: All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. 3.5.1 A: Constructing Meaning 3.5.1 A.1: Retell the story from a favorite media program (e.g., television, movie).

See examples of related activities: Level 6: TP 17; Level 8: TP 21; Level 10: TP 15; Level 12: TP 18; Level 14: TP 20

3.5.1 A.2: Distinguish between "pretend" and "real" in the media.

See related material regarding distinguishing between fantasy and reality in After Reading activities: Level 6: TP 8, 21; Level 8: TP 3; Level 10: TP 2, 5, 20; Level 12: TP 2, 14; Level 14: TP 16; Level 16: TP 14, 18, 19

3.5.1 A.3: Begin to recognize that media messages have different purposes.

See related information in After Reading activities on understanding author’s purpose. See the following examples: Level 6: TP 4, 6, 9, 10; Level 8: TP 3, 9, 10; Level 10: TP 2, 9, 15; Level 12: TP 3, 4, 5; Level 14: TP 4, 6, 18; Level 16: TP 3, 11, 19

3.5.1 A.4: Speculate about visual representations (e.g., pictures, artwork).

Each Teaching Plan discusses, analyzes, and evaluates illustrations or photographs that are contained in each reading text. Activities occur before, during, and after reading the text. See examples: Level 6: TP 5, 6, 7; Level 8: TP 1, 4, 7; Level 10: TP 1, 2, 3; Level 12: TP 3, 5, 9; Level 14: TP 1, 3, 5; Level 16: TP 5, 10, 14

Grade 1 12



Grade 1 13

3.5.1 A.5: Use simple graphs and charts to report data.

See examples in Reading Reproducibles throughout: Level 6: TP 3, 5, 8, 21; Level 8: TP 6, 8, 11, 13; Level 10: TP 2, 5, 8, 18; Level 12: TP 3, 4, 6, 8; Level 14: 12, 19, 22; Level 16: 2, 5, 12

3.5.1 A.6: Begin to recognize the work of a favorite illustrator.

See related information on understanding the role of an illustrator, discussed in Before and After Reading activities. Examples: Level 6: TP 2; Level 12: TP 2; Level 14: TP 16; Level 16: TP 19

3.5.1 A.7: Begin to compare and contrast media characters.

See related information on comparing and contrasting characters and other aspects of a text. See the following examples in Before and After Reading activities. Level 6: TP 5, 8, 10; Level 8: TP 7, 13, 20; Level 10: TP 4, 8, 11; Level 12: TP 8, 22; Level 14: TP 2, 6, 19; Level 16: TP 13

3.5.1 B: Visual and Verbal Messages 3.5.1 B.1: Begin to interpret messages in simple advertisements.

This standard falls outside the scope of Good Habits Great Readers Guided Reading

3.5.1 B.2: Sequence a series of pictures or images to tell a story.

See examples in Before and After Reading sections and Options for Further Instructions: Level 6: TP 5, 14, 15, 20; Level 8: TP 2, 8, 22; Level 10: TP 11; Level 12: TP 16; Level 14: TP 5, 14, 19; Level 16: TP 8, 12, 14


Content Standards Language Arts Literacy Grade 2 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. 3.1.2 A: Concepts About Print/Text 3.1.2 A.1: Use titles, tables of contents, and chapter headings to locate information.

See Before and After Reading activities and Options for Further Instruction throughout. Examples: Level 18: TP 1, 6, 8, 13, 17, 20; Level 20: TP 4, 6, 16, 19, 20; Level 24: TP 3, 4, 7, 8; Level 28: TP 4, 7, 8, 9

3.1.2 A.2: Recognize the purpose of a paragraph.

Students learn the purpose of paragraphs through writing assignments. See the following examples: Level 18: TP 2, 3, 8; Level 20: TP 4, 19; Level 24: TP 4, 6, 13, 16; Level 28: TP 4, 11, 15

3.1.2 B: Phonological Awareness 3.1.2 B.1: Add, delete, or change middle sounds to change words (e.g., pat to put).


3.1.2 B.2: Use knowledge of letter-sound correspondences to sound out unknown words.

See Phonics Mini-lessons throughout. Examples: Level 18: TP 5, 9, 15; Level 20: TP 1, 2, 3, 4; Level 24: TP 4, 5, 11, 22; Level 28: TP 2, 4, 7

3.1.2 C: Decoding and Word Recognition 3.1.2 C.1: Look for known chunks or small words to attempt to decode an unknown word.

See examples in Before Reading activities, Phonics Mini-Lessons, and Options for Further Instruction: Level 18: TP 4; Level 20: TP 2; Level 28: TP 14, 17

3.1.2 C.2: Reread inserting the beginning sound of the unknown word.

Phonics Mini-lessons throughout can be used for this standard. See the following examples: Level 18: TP 2, 7, 9, 19, 20; Level 20: TP 1, 3, 7, 9, 11; Level 24: TP 14, 15, 16, 19, 20; Level 28: TP 7, 9, 14, 16, 18

3.1.2 C.3: Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).

See examples in Phonics Mini-lessons and Options for Further Instruction: Level 20: TP 21; Level 24: TP 7; Level 28: TP 11, 13, 17 See also texts that feature multisyllabic words. Examples in Features of This Text: Level 18: TP 3; Level 20: TP 20, 23; Level 24: TP 6; Level 28: TP 4, 13

3.1.2 C.4: Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.

See examples in Phonics Mini-lessons throughout: Level 20: TP 3, 6, 8, 24; Level 24: TP 3, 5, 7, 11, 14, 16, 19, 23; Level 28: TP 2, 4, 7, 9, 12, 16, 18

3.1.2 D: Fluency 3.1.2 D.1: Pause at appropriate end points (e.g., comma, period).

See Fluency and ELL/ESL exercises in Options for Further Instruction throughout. Examples: Level 18: TP 1, 4, 11, 14, 15; Level 20: TP 8; Level 24: TP 1, 5, 12, 20, 22; Level 28: TP 20

3.1.2 D.2: Use appropriate pace; "not choppy" or word-by-word.

See Fluency exercises in Options for Further Instruction throughout. Examples: Level 18: TP 1, 4, 11, 14; Level 20: TP 8; Level 24: TP 20; Level 28: TP 20

3.1.2 D.3: Use appropriate inflection (e.g., dialogue, exclamations, questions).

See Fluency and ELL/ESL exercises in Options for Further Instruction throughout. Examples: Level 18: TP 14, 15; Level 24: TP 1, 5, 12, 20, 22, 23; Level 28: TP 7

3.1.2 D.4: Read silently without finger or lip movement.


Grade 2 14


Content Standards Language Arts Literacy 3.1.2 D.5: Self-monitor when text does not make sense.

See Before and After Reading activities: Level 18: TP 20; Level 20: TP 2; Level 28: TP 2

3.1.2 D.6: Employ learned strategies to determine if text makes sense without being prompted.

See Before and After Reading activities: Level 18: TP 20; Level 20: TP 2; Level 28: TP 2

3.1.2 E: Reading Strategies (before, during, and after reading) 3.1.2 E.1: Skip over difficult words in an effort to read on and determine meaning.


3.1.2 E.2: Return to the beginning of a sentence and try again.


3.1.2 F: Vocabulary and Concept Development 3.1.2 F.1: Develop a vocabulary of 500-800 regular and irregular sight words.

The Focus Attention section of the Before Reading unit in each Teaching Plan throughout ends with instruction involving high frequency sight words, both regular and irregular.

3.1.2 F.2: Know and relate meanings of simple prefixes and suffixes.

See Phonics Mini-lessons: Level 24: TP 3, 6, 9, 10, 18; Level 28: TP 6, 13, 15, 22, 24

3.1.2 F.3: Demonstrate evidence of expanding language repertory.


3.1.2 F.4: Understand concept of antonyms and synonyms.

See Before and After Reading activities, Phonics Mini-lessons, and Options for Further Instruction: Level 18: TP 4, 6, 12, 18; Level 20: TP 15, 23; Level 24: TP 10, 18

3.1.2 F.5: Begin to use a grade-appropriate dictionary with assistance from teacher.

See activities on using a book’s glossary in Before and After Reading activities and Options for Further Instruction: Level 18: TP 4, 13, 20; Level 20: TP 2, 14, 16, 19, 23; Level 24: TP 3, 7, 16; Level 28: TP 4, 8, 11, 12, 21, 22, 24

3.1.2 G: Comprehension Skills and Response to Text 3.1.2 G.1: Demonstrate ability to recall facts and details of text.

See the following examples in After Reading activities and Options for Further Instruction: Level 18: TP 4, 9, 24; Level 20: TP 9, 17, 23; Level 24: TP 3, 4, 13, 16, 17, 18, 23, 24; Level 28: TP 1, 3, 8, 11

3.1.2 G.2: Recognize cause and effect in text.

See the following examples in After Reading activities: Level 18: TP 7, 10, 12, 13; Level 20: TP 4, 7, 8, 13; Level 24: TP 1, 2, 4, 7, 8; Level 28: TP 3, 10, 14, 15

3.1.2 G.3: Make inferences and support them with textual information.

See the following examples in After Reading activities: Level 18: TP 4, 5, 6, 7; Level 20: TP 3, 7, 8, 9; Level 24: TP 3, 5, 6, 11; Level 28: TP 4, 6, 8, 11

3.1.2 G.4: Continue to identify story elements in text.

See the following examples in After Reading activities: Level 18: TP 1, 2, 3, 12, 14; Level 20: TP 8, 10, 12, 18, 20; Level 24: TP 2, 9, 10, 11, 16; Level 28: TP 7, 13, 23

3.1.2 G.5: Respond to text by using how, why, and what-if questions.

See the following examples in After Reading activities: Level 18: TP 22; Level 20: TP 14; Level 24: TP 19; Level 28: TP 6, 10, 17

3.1.2 H: Inquiry and Research 3.1.2 H.1: Locate information using alphabetical order.

See activities on using a book’s glossary in Before and After Reading activities and Options for Further Instruction: Level 18: TP 4, 13, 20; Level 20: TP 2, 14, 16, 19, 23; Level 24: TP 3, 7, 16; Level 28: TP 4, 8, 11, 12, 21, 22, 24

Grade 2 15


Content Standards Language Arts Literacy 3.1.2 H.2: Read a variety of nonfiction and fiction books and produce evidence of reading.


3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.2 A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3.2.2 A.1: Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing.

Writing and ESL/ELL activities in Options for Further Instruction in each Teaching Plan throughout give students the opportunity to discuss and share writing ideas. In these activities, students are often prompted to draw a picture of the ideas generated or discussed. See examples: Level 18: TP 1, 2, 5, 13; Level 20: TP 1, 3, 4, 10, 15; Level 24: TP 10, 11, 13, 17; Level 28: TP8, 9, 13, 14 See also Before and After Reading activities throughout for talking and sharing experiences.

3.2.2 A.2: Observe the modeling of writing. Can be provided/monitored by teacher.

3.2.2 A.3: Begin to develop an awareness of simple story structures and author's voice.

See activities regarding Understanding Author’s Purpose and Understanding Author’s Craft. See the following examples: Level 18: TP 2, 4, 5, 8, 10, 11; Level 20: TP 5, 6, 19, 23; Level 24: TP 5, 7, 9, 12, 13; Level 28: TP 5, 12, 14, 18, 21

3.2.2 A.4: Use sentences to convey ideas in writing.

Can be monitored by teacher. In addition, many of the Reading Reproducible activities include writing simple sentences. See the following examples: Level 18: TP 6, 13, 20, 21; Level 20: TP 2, 5, 6, 9, 14; Level 24: TP 1, 2, 3, 4; Level 28: TP 2, 10, 12, 14, 17 Sentence-writing activities are also included in Options for Further Writing. See: Level 18: TP 16; Level 24: TP 7, 8

3.2.2 A.5: Maintain the use of a basic writing process to develop writing.

Writing is always preceded by some kind of prewriting activity, including brainstorming, discussion, listing, drawing, etc. A specific prompt is followed by a writing activity. Students share their work in postwriting discussions, presentations, and compilations. See examples: Level 18: TP 1, 3, 13, 14; Level 20: TP 1, 2, 3, 4, 5; Level 24: TP 8, 9, 13, 16, 17; Level 28: TP 9, 10, 13, 14, 22

3.2.2 A.6: Use graphic organizers to assist with planning writing.

See examples in the Reading Reproducibles on the back of each Teaching Plan. Examples: Level 18: TP 1, 5, 9, 18, 19; Level 20: TP 3, 4, 11, 12; Level 24: TP 8, 9, 12; Level 28: TP 1, 4, 7, 9, 19

3.2.2 A.7: Compose readable first drafts. Can be monitored by teacher 3.2.2 A.8: Use everyday words in appropriate written context.

See related instruction on high frequency vocabulary words. The Focus Attention section of the Before Reading unit in each Teaching Plan throughout ends with instruction involving high frequency words.

Grade 2 16


Content Standards Language Arts Literacy 3.2.2 A.9: Reread drafts for meaning, to add details, and to improve correctness.

See related information on using descriptive details in writing in the Writing assignments included as part of the Options for Further Instruction segment. See the following examples: Level 18: TP 1, 8; Level 20: TP 23; Level 24: TP 4, 12, 13, 16, 17, 18; Level 28: TP 1, 3, 10

3.2.2 A.10: Focus on elaboration as a strategy for improving writing.

See related information on using descriptive details in writing in the Writing assignments included as part of the Options for Further Instruction segment. See the following examples: Level 18: TP 1, 8; Level 20: TP 23; Level 24: TP 4, 12, 13, 16, 17, 18; Level 28: TP 1, 3, 10

3.2.2 A.11: Participate with peers to comment on and react to each other's writing.

See the following examples in Options for Further Instruction: Level 18: TP 1, 4, 13, 15; Level 20: TP 2, 11, 15, 17; Level 24: TP 1, 2, 7, 10, 12; Level 28: TP 14, 17

3.2.2 A.12: Use a simple checklist to improve elements of own writing.

Can be modeled and monitored by teacher

3.2.2 A.13: Use computer writing applications during some parts of the writing process.

Can be encouraged by teacher

3.2.2 B: Writing as a Product (resulting in a formal product or publication) 3.2.2 B.1: Produce finished writings to share with classmates and/or for publication.


3.2.2 B.2: Produce stories from personal experiences.

See the following examples in Options for Further Instruction Level 18: TP 15, 21; Level 20: TP 3, 10, 15; Level 24: TP 11; Level 28: TP 2, 17

3.2.2 B.3: Produce a narrative with a beginning, middle, and end.

See the following examples in Options for Further Instruction Level 18: TP 1, 14, 18; Level 20: TP 7, 8; Level 24: TP 1, 3, 18; Level 28: TP 19

3.2.2 B.4: Write nonfiction pieces, such as letters, procedures, biographies, or simple reports.

See the following examples in Options for Further Instruction Level 18: TP 4, 8, 10, 12; Level 20: TP 4, 5, 14, 19; Level 24: TP 4, 6, 8, 12; Level 28: TP 4, 9, 11, 14

3.2.2 B.5: Organize favorite work samples in a writing folder or portfolio.

Can be facilitated and monitored by teacher.

3.2.2 C: Mechanics, Spelling, and Handwriting 3.2.2 C.1: Use correct end point punctuation.


3.2.2 C.2: Apply basic rules of capitalization.


3.2.2 C.3: Use correct spelling of some high frequency words.

The Focus Attention section of the Before Reading unit in each Teaching Plan throughout ends with instruction involving high frequency words In addition, see phonics lessons in Mini-lessons throughout.

3.2.2 C.4: Apply sound/symbol relationships to writing words.


3.2.2 C.5: Recognize and apply basic spelling patterns.


Grade 2 17


Content Standards Language Arts Literacy 3.2.2 C.6: Write legibly to meet district standards.


3.2.2 D: Writing Forms, Audiences, and Purposes (exploring a variety of forms) 3.2.2 D.1: Create written texts for others to read.


3.2.2 D.2: Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas.

See the following examples in Options for Further Instruction: Level 18: TP 4, 7, 16; Level 20: TP 4, 9, 14, 19; Level 24: TP 8, 12, 15, 24; Level 28: TP 3, 4, 9, 19, 22

3.2.2 D.3: Use writing as a tool for learning self-discovery and reflection.

See the following examples in Options for Further Instruction Level 18: TP 15, 21; Level 20: TP 5, 10, 15; Level 24: TP 11; Level 28: TP 2, 17

3.2.2 D.4: Use reading and technology to support writing.


3.2.2 D.5: Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports.

See the following examples in Options for Further Instruction: Level 18: TP 4, 7, 10, 17, 19, 21, 22, 24; Level 20: TP 6, 16, 17, 21; Level 24: TP 2, 5, 7, 20; Level 28: TP 7, 12, 13, 15, 16, 18,19

3.3: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.3.2 A: Discussion (small group and whole class) 3.3.2 A.1: Elaborate on experiences and ideas.

See examples in Before and After Reading activities and in Options for Further Instruction activities: Level 18: TP 1, 12, 15, 19; Level 20: TP 5, 6, 10, 21; Level 24: TP 3, 6 11, 13, 18, 22; Level 28: TP 4, 5, 12, 17

3.3.2 A.2: Begin to stay focused on a topic of discussion.


3.3.2 A.3: Offer personal opinions related to topics of discussion.

Can be encouraged by teacher. See related material in Options for Further Instruction activities: Level 20: TP 5; Level 24: TP 23; Level 28: TP 24

3.3.2 A.4: Wait their turn to speak. Can be monitored by teacher. 3.3.2 B: Questioning (Inquiry) and Contributing 3.3.2 B.1: Ask for explanation to clarify meaning.

Can be encouraged by teacher. In addition, see Before and After Reading activities and ESL/ELL sections: Level 18: TP 22; Level 20: TP 1, 14; Level 24: TP 19; Level 28: TP 6, 10, 17

3.3.2 B.2: Respond to ideas posed by others.


3.3.2 B.3: Restate to demonstrate understanding.

Can be monitored by teacher. See also summarizing and retelling activities throughout. See the following examples in After Reading activities and Options for Further Instruction: Level 18: TP 6, 15, 16, 19, 24; Level 20: TP 1, 5, 9, 15; Level 24: TP 1, 4, 6, 18, 21, 23; Level 28: TP 4, 5, 8, 10, 15, 17

3.3.2 B.4: Identify a problem and simple steps for solving the problem.

See the following examples in Before and After Reading exercises and in Options for Further Instruction: Level 18: TP 12, 21, 22; Level 20: TP 16, 18, 19; Level 24: TP 2; Level 28: TP 11, 19

Grade 2 18


Content Standards Language Arts Literacy 3.3.2 C: Word Choice 3.3.2 C.1: Use new vocabulary learned from literature and classroom experiences.

Can be encouraged and monitored by teacher

3.3.2 C.2: Recognize and discuss how authors use words to create vivid images.

See the following examples in Before and After Reading exercises and in Options for Further Instruction: Level 18: TP 3, 8, 17; Level 20: TP 2, 7; Level 24: TP 3, 5, 18; Level 28: TP 10, 12, 16

3.3.2 D: Oral Presentation 3.3.2 D.1: Participate in a dramatization or role play.

See the following examples in Before and After Reading exercises and in Options for Further Instruction: Level 18: TP 14; Level 20: TP 23; Level 24: TP 9, 20

3.3.2 D.2: Begin to understand the importance of looking at a speaker.


3.3.2 D.3: Talk about an experience or work sample in front of a small group.


3.4: All students will listen actively to information from a variety of sources in a variety of situations. 3.4.2 A: Active Listening 3.4.2 A.1: Listen critically to identify main ideas and supporting details.

See related information on identifying main ideas and details in written work. Examples in Before and After Writing exercises: Level 18: TP 9, 24; Level 20: TP 17; Level 24: TP 3, 13; Level 28: TP 8, 11, 20

3.4.2 A.2: Begin to distinguish between types of speech (e.g., a joke, a chat, a warning).

See related information on recognizing the author’s purpose in written work. Examples in Before and After Writing exercises: Level 18: TP 2, 4, 5, 8; Level 20: TP 5, 6, 19; Level 24: TP 5, 7, 9, 13, 17, 18, 22, 23; Level 28: TP 12, 14, 18, 21

3.4.2 A.3: Listen and contribute to class discussions.


3.4.2 B: Listening Comprehension 3.4.2 B.1: Follow one- and two- step oral directions.

See related information on reading and writing directions. Examples in Before and After Writing exercises and in Options for Further Instruction: Level 18: TP 10, 17; Level 20: TP 9; Level 24: TP 14, 19, 21; Level 28: TP 14, 17

3.4.2 B.2: Develop a strong listening vocabulary to aid comprehension and oral and written language growth.


3.5: All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. 3.5.2 A: Constructing Meaning 3.5.2 A.1: Speculate about characters, events, and settings in books, film, and television.

See related material in the following examples in Before and After Reading activities: Level 20: TP 5, 11, 18, 23; Level 24: TP 10; Level 28: TP 10, 13, 23

Grade 2 19



Grade 2 20

3.5.2 A.2: Recognize that media messages are created for a specific purpose (e.g., to inform, entertain, persuade).

Students write an advertisement: Level 20: TP 16; Level 24: TP 5 Students write a news story: Level 18: TP 22; Level 24: TP 20; Level 28: TP 13 See also related information on recognizing the author’s purpose in written work. Examples in Before and After Writing exercises: Level 18: TP 2, 4, 5, 8; Level 20: TP 5, 6, 19; Level 24: TP 5, 7, 9, 13, 17, 18, 22, 23; Level 28: TP 12, 14, 18, 21

3.5.2 A.3: Use graphs and charts to report data.

See the following examples in Before and After Reading activities and Options for Further Instruction: Level 18: TP 4, 7, 16, 18, 19, 20, 21, 22; Level 20: TP 4, 7, 9, 15, 16; Level 24: TP 14; Level 28: TP 12

3.5.2 A.4: Recognize the work of a favorite illustrator.

See related information on understanding the role of an illustrator, discussed in Before and After Reading activities. Examples: Level 18: TP 11; Level 24: TP 11

3.5.2 A.5: Compare and contrast media characters.

See related information in Before and After Reading activities on comparing and contrasting characters in a story: Level 20: TP 5, 11, 18, 23; Level 24: TP 10; Level 28: TP 10, 13, 23

3.5.2 B: Visual and Verbal Messages 3.5.2 B.1: Interpret messages in simple advertisements.

Students write an advertisement: Level 20: TP 16; Level 24: TP 5

3.5.2 B.2: Use a simple rating scale to judge media products.

Students write an advertisement: Level 20: TP 16; Level 24: TP 5

3.5.2 B.3: Begin to look at the effects of visual arts on one's mood and emotions.

Students have many opportunities to analyze and evaluate illustrations and photographs throughout. See examples in Before and After Writing activities: Level 18: TP 1, 8, 9, 10, 11; Level 20: TP 1, 10, 13, 15, 23; Level 24: TP 7, 17, 18, 20; Level 28: TP 1, 2, 6, 21



Grade 3 21

Grade 3 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. 3.1.3 A: Concepts About Print/Text 3.1.3 A.1: Recognize that printed materials provide specific information.

Sixty-five different student texts are included in the Guided Reading portion of GHGR. Each text provides specific information that students read, explore, and discuss in small group settings.

3.1.3 A.2: Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.

See the following examples in Features of This Text and Digging Deeper activities: Level 30: TP 17, 21; Level 34: TP 1, 3, 4, 11

3.1.3 A.3: Use a glossary or index to locate information in a text.

See the following examples in After Reading and Digging Deeper activities: Level 30: TP 5, 10, 15, 21; Level 34: TP 1, 3, 4, 11, 14; Level 38: TP 5, 12

3.1.3 B: Phonological Awareness 3.1.3 B.1: Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs).


3.1.3 C: Decoding and Word Recognition 3.1.3 C.1: Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).

See the following examples in Word Study Mini-lessons: Level 30: TP 1, 2, 5, 9, 14, 18, 19, 21; Level 34: TP 1, 6, 8, 9, 11, 19; Level 38: TP 2, 3, 4, 8, 16

3.1.3 C.2: Use letter-sound knowledge and structural analysis to decode words.

See the following examples in Word Study Mini-lessons: Level 30: TP 1, 6, 8, 11, 18; Level 34: TP 3, 10, 14, 17, 18, 20; Level 38: TP 4, 17, 18, 20, 21

3.1.3 C.3: Use context to accurately read words with more than one pronunciation.

See the following examples in Word Study Mini-lesson and Digging Deeper: Level 38: TP 12

3.1.3 D: Fluency 3.1.3 D.1: Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.

In each Teaching Plan, a vocabulary lesson is included before reading to familiarize students with specific words in the reading material. In addition, frequent fluency activities are included in Digging Deeper exercises. See the following examples: Level 30: TP 9, 12, 19; Level 34: TP 12, 13, 16, 18; Level 38: TP 14, 18

3.1.3 D.2: Read longer text and chapter books independently and silently.


3.1.3 D.3: Read aloud with proper phrasing, inflection, and intonation.

See fluency activities Digging Deeper exercises. See the following examples: Level 30: TP 9, 12, 19; Level 34: TP 12, 13, 16, 18; Level 38: TP 14, 18 In addition, students have many other opportunities to read aloud. See examples in Options for Further Instruction activities: Level 34: TP 6, 14, 21; Level 38: TP 7, 8, 10, 12, 14, 16

3.1.3 E: Reading Strategies (before, during, and after reading) 3.1.3 E.1: Set purpose for reading and check to verify or change predictions during/after reading.

See the following examples in Before and After Reading activities: Level 30: TP 1, 2, 8, 14, 16, 17; Level 34: TP 1, 6, 8, 13, 16; Level 38: TP 2, 3, 8, 10, 14, 17



Grade 3 22

3.1.3 E.2: Monitor comprehension and accuracy while reading in context and self-correct errors.

Can be monitored by teacher. See also the following in Before and After Reading Activities: Level 30: TP 5, 15; Level 38: TP 13

3.1.3 E.3: Use pictures and context clues to assist with decoding of new words.

See the following examples in Before and After Reading Activities and Vocabulary exercises: Level 30: TP 2, 4, 5, 11, 13, 19, 20; Level 34: TP 2, 6, 7, 10, 15, 16; Level 38: TP 2, 4, 5, 13

3.1.3 E.4: Develop and use graphic organizers to build on experiences and extend learning.

See the following examples in Before and After Reading activities: Level 30: TP 5, 18, 19, 20; Level 34: TP 3, 4, 12; Level 38: TP 7, 13, 16 See also Reading Reproducibles on the back of each Teaching Plan. Examples: Level 30: TP 2, 7, 10, 13, 15; Level 34: TP 1, 5, 14, 16; Level 38: TP 2, 4, 6, 8, 10

3.1.3 F: Vocabulary and Concept Development 3.1.3 F.1: Spell previously studied words and spelling patterns accurately.

Can be monitored by teacher. See also the following examples in Word Study Mini-Lessons: Level 30: TP 1, 3, 7, 8, 10, 21; Level 34: TP 4, 5, 7, 16, 21; Level 38: TP 4, 6, 15, 18

3.1.3 F.2: Point to or clearly identify specific words or wording that cause comprehension difficulties.

See the following examples in Options for Further Instruction activities: Level 30: TP 2, 7, 15, 20, 21; Level 34: TP 3, 5, 7, 11, 19; Level 38: TP 4, 5, 8, 9, 12, 17

3.1.3 F.3: Infer word meanings from taught roots, prefixes, and suffixes.

See the following examples in Options for Further Instruction activities: Level 30: TP 1, 2, 5, 9, 14, 18, 19, 21; Level 34: TP 1, 6, 8, 9, 11, 19; Level 38: TP 2, 3, 8, 16

3.1.3 F.4: Use a grade-appropriate dictionary with assistance from teacher.

See Digging Deeper activity in Level 34: TP 1 See also activities on using a book’s glossary in Before and After Reading activities and Options for Further Instruction: Level 30: TP 5, 15, 21; Level 34: TP 1, 3, 4, 11, 14; Level 38: TP 4, 5, 12

3.1.3 F.5: Use pictures and context clues to assist with meaning of new words.

See the following examples in Before and After Reading Activities and Vocabulary exercises: Level 30: TP 2, 4, 5, 11, 13, 19, 20; Level 34: TP 2, 6, 7, 10, 15, 16; Level 38: TP 2, 4, 5, 13

3.1.3 G: Comprehension Skills and Response to Text 3.1.3 G.1: Recognize purpose of the text. Sixty-five different student texts are included in the Guided

Reading portion of GHGR. Each text provides specific information with various purposes, including fiction and non-fiction narration, story-telling, historical fiction, information, fable/folktale/legend, humorous essay or story, science fiction, procedure, reference, and biography. Purpose is discussed in Before and After Reading activities throughout.

3.1.3 G.2: Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.

See the following examples in Before and After Reading activities: Level 30: TP 1, 2, 3, 6, 9, 10, 17, 19, 20; Level 34: TP 2, 3, 7, 8, 11, 12, 13, 14, 17; Level 38: TP 2, 3, 4, 7, 8, 11, 12, 13, 16

3.1.3 G.3: Interpret information in graphs, charts, and diagrams.

See the following examples in Features of This Text, Before and After Reading activities, and Options for Further Instruction: Level 30: TP 2, 5, 17, 18, 19, 20, 21; Level 34: TP 1, 3, 4, 5, 12, 14, 17, 19; Level 38: TP 5, 7, 10, 13, 15, 16



Grade 3 23

3.1.3 G.4: Ask how, why, and what-if questions in interpreting nonfiction texts.

See the following examples in Before and After Reading activities: Level 30: TP 3, 13, 21; Level 34: TP 22; Level 38: TP 13, 15

3.1.3 G.5: Recognize how authors use humor, sarcasm, and imagery to extend meaning.

See the following examples: Level 30: TP 16; Level 34: TP 10, 12, 18; Level 38: TP 11, 22

3.1.3 G.6: Discuss underlying theme or message in interpreting fiction.

See the following in Before and After Reading activities: Level 30: TP 14; Level 34: TP 13

3.1.3 G.7: Summarize major points from fiction and nonfiction texts.

See the following examples in Before and After Reading activities: Level 30: TP 4, 5, 6, 7, 8, 9, 10, 12, 14; Level 34: TP 1, 2, 4, 5, 6, 7, 8, 11, 16, 20; Level 38: TP 5, 7, 8, 9, 10, 12

3.1.3 G.8: Draw conclusions and inferences from texts.

See the following examples in Before and After Reading activities: Level 30: TP 1, 2, 3, 4, 5, 7, 8, 17, 18, 20; Level 34: TP 1, 2, 4, 5, 6, 8, 10, 12, 17, 19; Level 38: TP 1, 2, 3, 6, 8, 16, 17, 21, 22

3.1.3 G.9: Recognize first-person "I" point of view.

See the following examples in Before and After Reading activities and Options for Further Instruction: Level 30: TP 7; Level 34: TP 9, 10, 12, 18, 22; Level 38: TP 4, 6, 11, 19, 22

3.1.3 G.10: Compare and contrast story plots, characters, settings, and themes.

See the following examples in Before and After Reading activities: Level 30: TP 1, 2, 4, 5, 9, 13, 19; Level 34: TP 1, 2, 4, 6, 7, 12, 14, 17; Level 38: TP 5, 7, 10, 13, 14, 16, 19

3.1.3 G.11: Participate in creative responses to texts (e.g., dramatizations, oral presentations).

See the following examples in After Reading activities and Options for Further Instructions: Level 30: TP 1, 9, 12, 18; Level 34: TP 16, 18, 21; Level 38: TP 18, 19, 20

3.1.3 G.12: Read regularly in materials appropriate for their independent reading level.

Teachers can match students to appropriate text levels. Each Teaching Plan/reading book is labeled with both a DRA2 Level and a Guided Reading Level. Three distinct levels are included for Grade 3.

3.1.3 G.13: Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.

A wide range of fiction (fantasy, traditional tales, realistic fiction, fables, historical fiction, science fiction, legend, mystery, etc.) and nonfiction (informational, biography, narrative, procedural, reference, etc.) is included among the 65 reading texts in Grade 3.

3.1.3 G.14: Use information and reasoning to examine bases of hypotheses and opinions.

See the following examples in After Reading assignments: Level 30: TP 6, 7, 11, 12, 17, 19, 21; Level 34: TP 7, 10, 18, 21; Level 38: TP 2, 3, 4, 8, 10, 14, 16, 20

3.1.3 H: Inquiry and Research 3.1.3 H.1: Use library classification systems, print or electronic, to locate information.


3.1.3 H.2: Draw conclusions from information and data gathered.

See related examples in After Reading activities: Level 30: TP 3, 4, 8, 17, 18, 20; Level 34: TP 1, 2, 10, 12, 17, 19, 22; Level 38: TP 1, 8, 16, 17, 21

3.1.3 H.3: Read a variety of nonfiction and fiction books and produce evidence of understanding.

A wide range of fiction (fantasy, traditional tales, realistic fiction, fables, historical fiction, science fiction, legend, mystery, etc.) and nonfiction (informational, biography, narrative, procedural, reference, etc.) is included among the 65 reading texts in Grade 3.



Grade 3 24

3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.3 A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3.2.3 A.1: Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion.

See Writing activities in Options for Further Instruction in each Teaching Plan throughout. Examples: Level 30: TP 2, 6, 7, 10, 11, 13, 14; Level 34: TP5, 7, 8, 10, 13, 14, 18; Level 38: TP 1, 3, 4, 8, 9, 10,15 See also Before and After Reading activities throughout for additional talking and sharing experiences.

3.2.3 A.2: Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author's voice.

A wide range of fiction (fantasy, traditional tales, realistic fiction, fables, historical fiction, science fiction, legend, mystery, etc.) and nonfiction (informational, biography, narrative, procedural, reference, etc.) is included among the 65 reading texts in Grade 3. In addition, students also use library and internet sources for research. See Level 30: TP 6; Level 34: TP 7

3.2.3 A.3: Use graphic organizers to assist with planning writing.

See Reading Reproducibles on the back of each Teaching Plan. Examples: Level 30: TP 2, 7, 10, 13, 15; Level 34: TP 1, 5, 14, 16; Level 38: TP 2, 4, 6, 8, 10

3.2.3 A.4: Compose first drafts from prewriting work.


3.2.3 A.5: Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice.

Can be monitored by teacher. See also related activities on sequencing, adding detail, considering word choice, etc. Examples in After Writing and Writing activities: Level 30: TP 4, 8, 10, 13, 17, 19; Level 34: TP 5, 7, 8, 9, 12, 16, 17; Level 38: TP 2, 3, 4, 7, 11, 14, 21

3.2.3 A.6: Participate with peers to comment on and react to each other's writing.

Any of the Writing assignments throughout can be used for peer evaluation activities.

3.2.3 A.7: Build awareness of ways authors use paragraphs to support meaning.

Readings throughout are multi-paragraph works. Awareness of paragraph structure can be directed and monitored by teacher.

3.2.3 A.8: Begin to develop author's voice in own writing.

Students examine and discuss author’s voice in their reading assignments, and then incorporate some of the same techniques in their own writings. See the following examples in After Reading activities and Writing assignments: Level 30: TP 3, 7, 8, 17, 21; Level 34: TP 7, 8, 13, 18, 20, 21; Level 38: TP 1, 4, 9, 11

3.2.3 A.9: Use reference materials to revise work, such as a dictionary or internet/software resource.

See related information in Writing assignments in Level 30: TP 6; Level 34: TP 7

3.2.3 A.10: Edit work for basic spelling and mechanics.


3.2.3 A.11: Use computer word-processing applications during parts of the writing process.

Can be encouraged by teacher.

3.2.3 A.12: Understand and use a checklist and/or rubric to improve writing.

Can be modeled and monitored by teacher.

3.2.3 A.13: Reflect on own writing, noting strengths and areas needing improvement.

Can be modeled and monitored by teacher using any of the Writing assignments throughout.



Grade 3 25

3.2.3 B: Writing as a Product (resulting in a formal product or publication) 3.2.3 B.1: Write a descriptive piece, such as a description of a person, place, or object.

See the following examples in Writing assignments throughout: Level 30: TP 4, 6, 10, 13, 14, 17, 19; Level 34: TP 6, 10, 12, 14, 19, 22; Level 38: TP 10, 12, 14, 16, 18

3.2.3 B.2: Write a narrative piece based on personal experiences.

Students read and discuss many narrative stories throughout that can be used as models for this assignment. See, for example: Level 30: TP 1, 10; Level 34: TP 5, 8, 21, 22; Level 38: TP 21 In addition, see the following examples of related narrative writing activities in Writing assignments throughout: Level 30: TP 11; Level 34: TP 5; Level 38: TP 11, 19, 21

3.2.3 B.3: Write a nonfiction piece and/or simple informational report across the curriculum.

See the following examples in Writing activities: Level 30: TP 4, 6, 17, 19, 20; Level 34: TP 3, 7, 11, 14, 15, 17; Level 38: TP 2, 4, 5, 10, 12, 15, 21

3.2.3 B.4: Present and discuss writing with other students.

Any of the Writing assignments throughout can be used for peer review activities.

3.2.3 B.5: Apply elements of grade-appropriate rubrics to improve writing.


3.2.3 B.6: Develop a collection of writings (e.g., a literacy folder or portfolio).

Any of the Writing assignments throughout can be used to create a writing portfolio.

3.2.3 C: Mechanics, Spelling, and Handwriting 3.2.3 C.1: Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.

Can be monitored by teacher. See also specific activities in Options for Further Instruction activities. Examples: Level 30: TP 3, 4, 10, 13, 20, 21; Level 34: TP 4, 5, 15, 16, 21; Level 38: TP 5, 6, 15, 18

3.2.3 C.2: Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.

See the following examples in Options for Further Instruction activities: Level 30: TP 3, 4, 10, 18, 20; Level 34: TP 4, 15, 16; Level 38: TP 5, 6, 15, 18

3.2.3 C.3: Study examples of narrative and expository writing to develop understanding of paragraphs and indentation.

Sixty-five narrative and expository texts are included with the Guided Reading program. Each is written in standard paragraph form.

3.2.3 C.4: Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words.

One to five vocabulary words are presented in each Before Reading section of each Teaching Plan. Activities are included to help students remember each word’s meaning and spelling. In addition, many Word Study Mini-lessons focus on structure and pattern. See the following examples: Level 30: TP 1, 2, 3, 4, 5, 7, 8, 18, 21; Level 34: TP 3, 4. 6, 7, 11, 14, 16, 17, 19; Level 38: TP 2, 3, 4, 5, 6, 7, 8, 15, 16

3.2.3 C.5: Write legibly in manuscript or cursive to meet district standards.


3.2.3 D: Writing Forms, Audiences, and Purposes (exploring a variety of forms) 3.2.3 D.1: Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community).

A variety of writing forms are the focus of Writing activities in Options for Further Instruction. See the following examples: Level 30: TP 1, 2, 3, 4, 6, 7, 11, 13; Level 34: TP 3, 5, 6, 7, 8, 9, 10, 12, 13; Level 38: TP 1, 2, 3, 4, 5, 6, 7, 9, 10



Grade 3 26

3.2.3 D.2: Develop fluency by writing daily and for sustained amounts of time.


3.2.3 D.3: Generate ideas for writing in a variety of situations and across the curriculum.

A variety of writing forms and topics are the focus of Writing activities in Options for Further Instruction. See the following examples: Level 30: TP 1, 2, 3, 4, 6, 7, 11, 13; Level 34: TP 3, 5, 6, 7, 8, 9, 10, 12, 13; Level 38: TP 1, 2, 3, 4, 5, 6, 7, 9, 10

3.2.3 D.4: Write to express thoughts and ideas, to share experiences, and to communicate socially.

See the following examples in Writing activities in Options for Further Instruction: Level 30: TP 1, 9, 11, 13, 16, 21; Level 34: TP 5, 8, 21; Level 38: TP 1, 8, 17, 19, 20

3.2.3 D.5: Write the events of a story sequentially.

Story sequence is noted and discussed in Before and After Reading activities throughout. See the following examples: Level 30: TP 2, 7, 8, 10, 11, 15, 16, 19, 20; Level 34: TP 5, 7, 9, 12, 16, 22; Level 38: TP 2, 3, 4, 11, 14, 21 In addition, see the following Writing activities in Options for Further Instruction: Level 38: TP 4, 21

3.2.3 D.6: Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative.


3.2.3 D.7: Respond to literature through writing to demonstrate an understanding of a text.

See the following examples in After Reading and Writing activities: Level 30: TP 1, 2, 7, 8, 10, 11, 14, 16; Level 34: TP 3, 5, 6, 8, 12, 16, 18; Level 38: TP 3, 8, 9, 14, 16, 18, 19

3.2.3 D.8: Write narrative text (e.g., realistic or humorous story).

See the following examples in Writing activities in Options for Further Instruction: Level 30: TP 2, 11, 18; Level 34: TP 8, 13, 18; Level 38: TP 9, 11, 18, 19

3.2.3 D.9: Write non-fiction text (e.g., reports, procedures, letters).

See the following examples in Writing activities in Options for Further Instruction: Level 30: TP 4, 6, 13, 17, 19; Level 34: TP 7, 10, 14, 15, 17; Level 38: TP 4, 5, 10, 12, 15

3.3: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.3.3 A: Discussion (small group and whole class) 3.3.3 A.1: Listen and follow a discussion in order to contribute appropriately.

Before, During and After Reading activities that are part of each Teaching Plan give students many opportunities to listen and contribute to class discussions.

3.3.3 A.2: Stay focused on topic. Can be monitored by teacher. 3.3.3 A.3: Take turns. Can be monitored by teacher. 3.3.3 A.4: Support an opinion with details. See related activities regarding supporting an opinion with

details in After Reading and Options for Further Instruction following examples: Level 30: TP 7, 11, 12, 16, 21; Level 34: TP 7, 18; Level 38: TP 3, 4, 8, 10, 14, 16

3.3.3 B: Questioning (Inquiry) and Contributing 3.3.3 B.1: Develop appropriate questions to explore a topic.

See the following examples in Before and After Reading and Options for Further Instruction activities: Level 30: TP 3, 8, 10, 12, 13, 21; Level 38: TP 13, 15

3.3.3 B.2: Contribute information, ideas, and experiences to classroom inquiry.




Grade 3 27

3.3.3 C: Word Choice 3.3.3 C.1: Use vocabulary related to a particular topic.

One to five vocabulary words related to the reading are presented in each Before Reading section of each Teaching Plan. Students are encouraged to use those words in their oral and written responses to reading. Additional exercises dealing with vocabulary related to the reading topic are included in Options for Further Instruction. See the following examples: Level 30: TP 17, 20; Level 34: TP 1, 2, 4; Level 38: TP 1, 12, 15, 21

3.3.3 C.2: Adapt language to persuade, explain, or seek information.

See the following examples in After Reading exercises and Writing exercises in Options for Further Instruction: Level 30: TP 4, 6, 13, 21; Level 34: TP 2, 7, 9, 15, 18, 21; Level 38: TP 15, 20

3.3.3 C.3: Use new vocabulary and figurative language learned from literature and classroom experiences.

One to five vocabulary words related to the reading are presented in each Before Reading section of each Teaching Plan. Students are encouraged to use those words in their oral and written responses to reading. Additional exercises dealing with figurative language are included in After Reading exercises and Writing exercises. See the following examples: Level 30: TP 16; Level 34: TP 7, 10; Level 38: TP 7, 8, 19

3.3.3 D: Oral Presentation 3.3.3 D.1: Use pictures to support an oral presentation.

See the following examples in Options for Further Instruction activities: Level 30: TP 10, 15; Level 34: TP 6, 14; Level 38: TP 18

3.3.3 D.2: Attempt to revise future presentations based on feedback from peers and teacher.


3.3.3 D.3: Use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as word choice, expression, eye contact, and volume.

See related activities in Options for Further Instruction. See examples: Level 30: TP 13, 16; Level 34: TP 3, 13, 14, 16, 18; Level 38: TP 18

3.4: All students will listen actively to information from a variety of sources in a variety of situations. 3.4.3 A: Active Listening 3.4.3 A.1: Connect messages heard to prior knowledge and experiences.

See the following examples in Before and After Reading activities throughout: Level 30: TP 11, 13, 14, 15, 17, 18, 20, 21; Level 34: TP 2, 3, 5, 7, 11, 12, 13, 14, 17, 19, 21; Level 38: TP 1, 3, 5, 6, 7, 10, 14, 16, 22

3.4.3 A.2: Exchange information through verbal and nonverbal messages.


3.4.3 B: Listening Comprehension 3.4.3 B.1: Follow two-and three-step directions.

See related information on reading and writing directions. Examples in Before and After Writing exercises and in Options for Further Instruction: Level 30: TP 20; Level 34: TP 4, 9, 14, 15, 20; Level 38: TP 3, 5, 12, 15, 17, 20

3.4.3 B.2: Listen to a story read aloud and/or information from television or film, and summarize main ideas.

See related material about summarizing found in Before and After Reading activities and in Writing activities. Examples: Level 30: TP 3, 4, 5, 6,7, 8, 9, 10; Level 34: TP 1, 4, 5, 6, 7, 8; Level 38: TP 1, 2, 3, 4, 5, 7, 8, 9

3.4.3 B.3: Paraphrase information shared by others.

See related material about summarizing found in Before and After Reading activities and in Writing activities. Examples: Level 30: TP 3, 4, 5, 6,7, 8, 9, 10; Level 34: TP 1, 4, 5, 6, 7, 8; Level 38: TP 1, 2, 3, 4, 5, 7, 8, 9



Grade 3 28

3.5: All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. 3.5.3 A: Constructing Meaning 3.5.3 A.1: Begin to demonstrate an awareness of different media forms and how they contribute to communication.

See the following examples in Before and After Reading activities and in Options for Further Instruction activities: Level 30: TP 6, 7, 8, 10, 12; Level 34: TP 6, 7, 9, 16; Level 38: TP 8, 9, 11

3.5.3 A.2: Identify the central theme and main ideas in different media.

See related material about identifying theme and main ideas in Before and After Reading activities. Examples: Level 30: TP 3, 14, 19, 20, 21; Level 34: TP 2, 11, 13, 14, 17, 20, 22; Level 38: TP 2, 7, 12

3.5.3 B: Visual and Verbal Messages 3.5.3 B.1: Recognize the effects of visual arts on one's mood and emotions.

Students have many opportunities to analyze and evaluate illustrations and photographs throughout. See examples in Before and After Writing activities: Level 30: TP 1, 3, 4, 6, 8, 13, 15, 16, 17, 18, 21; Level 34: TP 2, 3, 4, 7, 9, 10, 19; Level 38: TP 1, 6, 7, 11, 12, 17, 19, 21

3.5.3 B.2: Begin to explore and interpret messages found in advertisements and other texts.

See the following activities in Options for Further Instruction: Level 34: TP 20; Level 38: TP 7, 13



Grade 4 29

Grade 4 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. 3.1.4 A: Concepts About Print/Text 3.1.4 A.1: Identify differences of various print formats, including newspapers, magazines, books, and reference resources.

Many lessons throughout focus on features of various book formats. See examples in Before and After Reading activities: Level 40: TP 2, 4, 5, 9, 10, 15, 18, 23 In addition, see the following Before and After Reading sections and Options for Further Instruction for activities involving newspaper, magazine, and reference sources: Level 40: TP 8, 15, 34, 45

3.1.4 A.2: Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.

See the following examples in After Reading and Options for Further Instruction activities: Level 40: TP 2, 8, 11, 15, 45

3.1.4 A.3: Identify and locate features that support text meaning (e.g., maps, charts, illustrations).

See the following examples in Before and After Reading activities and in Options for Further Instruction: Level 40: TP 1, 2, 4, 6, 9, 10, 11, 14, 15, 17, 18, 19, 20, 25, 27, 30, 43

3.1.4 B: Phonological Awareness 3.1.4 B.: No additional indicators at this grade level. 3.1.4 C: Decoding and Word Recognition 3.1.4 C.1: Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

See the following examples in Word Study Mini-Lessons: Level 40: TP 3, 5, 8, 10, 12, 25, 30, 31, 32, 34, 35, 36, 37, 41

3.1.4 C.2: Know and use common word families to decode unfamiliar words.

See the following examples in Word Study Mini-Lessons: Level 40: TP 3, 8, 10, 24, 27, 29, 30, 34, 42

3.1.4 C.3: Recognize compound words, contractions, and common abbreviations.

See the following After Study activities and in Word Study Mini-Lessons: Level 40: TP 7, 11, 35, 36

3.1.4 D: Fluency 3.1.4 D.1: Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.

Can be monitored by teacher. See also the following in ELL/ESL activities in Options for Further Instruction: Level 40: TP 21, 37

3.1.4 D.2: Read at different speeds using scanning, skimming, or careful reading as appropriate.

Students are often directed the preview, skim, browse, etc. before they carefully read a text. See the following examples in Before Reading activities: Level 40: TP 1, 2, 4, 7, 12, 13, 16, 24, 26, 45

3.1.4 E: Reading Strategies (before, during, and after reading) 3.1.4 E.1: Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.

See the following examples in After Reading and Options for Further Instruction activities: Level 40: TP 1, 6, 9, 13, 17, 26, 28, 32, 33, 35

3.1.4 E.2: Identify specific words or passages causing comprehension difficulties and seek clarification.

See the following examples in After Reading: Level 40: TP 1, 2, 4, 8, 30, 31, 42, 44 See additional examples in ELL/ESL activities in Options for Further Instruction: Level 40: TP 5, 11, 12, 13, 17, 27, 30, 31, 34

3.1.4 E.3: Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).

See the following examples in Before and After Reading activities and in Options for Further Instruction: Level 40: TP 4, 9, 15, 17, 21, 23, 35, 39, 42, 43



Grade 4 30

3.1.4 F: Vocabulary and Concept Development 3.1.4 F.1: Infer word meanings from learned roots, prefixes, and suffixes.

See the following examples in Word Study Mini-Lessons: Level 40: TP 3, 5, 8, 10, 12, 25, 30, 31, 32, 34, 35, 36, 37, 41

3.1.4 F.2: Infer specific word meanings in the context of reading passages.

See the following examples in Before and After Reading activities and in Options for Further Instruction: Level 40: TP 1, 6, 12, 13, 14, 19, 24, 26, 28, 34, 38

3.1.4 F.3: Identify and correctly use antonyms, synonyms, homophones, and homographs.

See the following examples in Options for Further Instruction: Level 40: TP 15, 17, 20, 21, 22, 23, 30, 38, 39, 40, 45

3.1.4 F.4: Use a grade-appropriate dictionary (independently) to define unknown words.

See the following activities in Before and After Reading and in Options for Further Instruction: Level 40: TP 6, 34 In addition, see numerous activities in which students use a book’s glossary to define unknown words. Examples in Before Reading and Options for Further Instruction: Level 40: TP 6, 8, 9, 10, 15, 24, 25, 26, 34, 42, 45

3.1.4 G: Comprehension Skills and Response to Text 3.1.4 G.1: Discuss underlying themes across cultures in various texts.

See the following in Before and After Reading activities: Level 40: TP 27, 28, 37

3.1.4 G.2: Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social studies).

See the following examples in Before and After Reading activities: Level 40: TP 1, 4, 5, 6, 19, 24, 26, 33, 34

3.1.4 G.3: Cite evidence from text to support conclusions.

See the following examples in After Reading activities: Level 40: TP 2, 4, 5, 8, 11, 13, 14, 16, 17

3.1.4 G.4: Understand author's opinions and how they address culture, ethnicity, gender, and historical periods.

See the following examples in After Reading activities: Level 40: TP 1, 5, 11, 24, 25, 27, 31, 33, 34

3.1.4 G.5: Follow simple multiple-steps in written instructions.

See related information on reading and writing directions or steps in a process. Examples in Before and After Writing exercises and in Options for Further Instruction: Level 40: TP 5, 8, 15, 26, 35

3.1.4 G.6: Recognize an author's point of view.

See Digging Deeper, Level 40: TP 1

3.1.4 G.7: Identify and summarize central ideas in informational texts.

See examples in Before and After Reading activities and in Options for Further Instruction: Level 40: TP 1, 2, 16, 19, 22, 25, 26, 38, 43, 44

3.1.4 G.8: Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.

The following forms of literature are included: Nonfiction: -Expository (TP 1, 2, 8, 26, 38) -Informational (TP 4, 9, 16, 19, 24, 30, 33, 35, 42, 43, 44, 45) -Procedural (TP 5) -Narrative (TP 6, 10, 11, 17) -Reference (TP 15) -Biography (TP 22, 25, 27) -Persuasive (TP 34) Fiction: -Fantasy (TP 3, 12, 28, 29) -Realistic (TP 7, 20, 21, 40) -Humorous (TP 13) -Science Fiction (TP 14) -Tall Tale (TP 18) -Mystery (TP 23, 36, 37)



Grade 4 31

3.1.4 G.8: Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction. (Continued)

-Historical (TP 31, 41) -Fairy Tale (TP 32) -Myth (TP 39)

3.1.4 G.9: Recognize literary elements in stories, including setting, characters, plot, and mood.

See the following examples in Before and After Reading activities and in Options for Further Instruction: Level 40: TP 3, 12, 13, 14, 20, 21, 23, 28, 37, 39, 41

3.1.4 G.10: Identify some literary devices in stories.

See Literary Device activities in Options for Further Instruction: Level 40: TP 1, 3, 9, 12, 13, 23, 36, 39

3.1.4 G.11: Identify the structures in poetry. This standard falls outside the scope of Good Habits Great Readers Guided Reading

3.1.4 G.12: Identify the structures in drama. This standard falls outside the scope of Good Habits Great Readers Guided Reading

3.1.4 G.13: Read regularly in materials appropriate for their independent reading level.

Outside reading can be monitored by teacher. In addition, teachers can match students to appropriate text levels within the GHGR Guided Reading program. Each Teaching Plan/reading book is labeled with both a DRA2 Level and a Guided Reading Level. Grade four has one DRA2 level (40) and five Guided Reading Levels (P, Q, R, S, T).



3.1.4 H.2: Investigate a favorite author and produce evidence of research.

Related exercises in learning to distinguish an individual author’s style and craft are included. See examples in After Reading activities: Level 40: TP 6, 11, 12, 13, 20, 28, 39, 42, 43

3.1.4 H.3: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.


3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.4 A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3.2.4 A.1: Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

See Writing activities in Options for Further Instruction in each Teaching Plan throughout. Examples: Level 40: TP 5, 8, 16, 24, 28, 29, 33, 41 See also Before and After Reading activities throughout for additional talking and sharing experiences.

3.2.4 A.2: Develop an awareness of form, structure, and author's voice in various genres.

See examples in After Reading activities: Level 40: TP 4, 5, 6, 11, 12, 13, 20, 25, 27, 34, 39, 42, 43

3.2.4 A.3: Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

See examples in Writing activities in Options for Further Instruction: Level 40: TP 3, 4, 5, 6, 7, 28, 10, 29, 41 See also Reading Reproducibles on the back of each Teaching Plan. Examples: Level 40: TP 2, 7, 15, 18, 21, 29, 30, 41

3.2.4 A.4: Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.




Grade 4 32

3.2.4 A.5: Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.

Can be monitored by teacher. See also related activities on adding detail, considering word choice, organization, etc. Examples in After Writing and Writing activities: Level 40: TP 2, 12, 13, 19, 27, 29, 30, 31, 33, 38, 43

3.2.4 A.6: Review own writing with others to understand the reader's perspective and to consider ideas for revision.


3.2.4 A.7: Review and edit work for spelling, mechanics, clarity, and fluency.

Can be monitored by teacher. See also spelling activities in Word Study Mini-lessons. Examples: Level 40: TP 12, 18, 25, 27, 29, 31, 41

3.2.4 A.8: Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.

See examples in Before and After Writing Activities and in Options for Further Instruction: Level 40: TP 6, 34, 44

3.2.4 A.9: Use computer writing applications during most of the writing process.

Can be encouraged by teacher.

3.2.4 A.10: Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.


3.2.4 A.11: Reflect on one's writing, noting strengths and areas needing improvement.

Can be modeled and monitored by teacher using any of the writing assignments throughout.

3.2.4 B: Writing as a Product (resulting in a formal product or publication) 3.2.4 B.1: Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience.

See the following Writing assignments contained in Options for Further Instruction: Level 40: TP 10, 41

3.2.4 B.2: Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.

See the following Writing assignments contained in Options for Further Instruction: Level 40: TP 4, 5, 15, 17, 19, 30, 42, 45

3.2.4 B.3: Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.

See the following Writing assignments contained in Options for Further Instruction: Level 40: TP 1, 2, 5, 6, 10, 16, 17, 18, 19

3.2.4 B.4: Build knowledge of the characteristics and structures of a variety of genres.

A wide range of genres are both read/discussed and written, including expository, informational, procedural, nonfiction narrative, reference, biography, persuasive, fantasy, realistic, humorous, science fiction, tall tale, mystery, historical fiction, fairy tale, and myth.

3.2.4 B.5: Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.

See examples in the following Before and After Reading activities and Options for Further Instruction: Level 40: TP 1, 4, 12, 14, 19, 26, 27, 30

3.2.4 B.6: Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.

Can be monitored by teacher. See also exercises on using descriptive words in After Reading and Options for Further Instruction: Level 40: TP 9, 11, 12, 19, 21, 23, 38, 42, 43

3.2.4 B.7: Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.




Grade 4 33

3.2.4 B.8: Improve the clarity of writing by rearranging words, sentences, and paragraphs.


3.2.4 B.9: Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors' writing styles.

A wide range of fiction (fantasy, traditional tales, realistic fiction, fables, historical fiction, science fiction, legend, mystery, etc.) and nonfiction (informational, biography, narrative, procedural, reference, etc.) is included among the 45 reading texts in Grade 4. In addition, students also study features in text that relate to authors’ writing styels. See examples in After Writing activities: Level 40: TP 6, 11, 12, 13, 20, 28, 39, 42, 43

3.2.4 B.10: Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

See the following After Reading activities and Writing assignments contained in Options for Further Instruction: Level 40: TP 5, 8, 10, 17, 22, 26, 27, 35, 38

3.2.4 B.11: Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

See the following Writing assignments contained in Options for Further Instruction: Level 40: TP 1, 6,, 8, 9, 10, 11, 12, 14, 17, 18

3.2.4 C: Mechanics, Spelling, and Handwriting 3.2.4 C.1: Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.

Can be monitored by teacher. See also specific spelling activities in Options for Further Instruction activities. Examples: Level 40: TP 12, 18, 25, 27, 29, 31, 41

3.2.4 C.2: Use increasingly complex sentence structure and syntax to express ideas.


3.2.4 C.3: Use grade appropriate knowledge of English grammar and usage to craft writing, such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses.

Can be modeled and monitored by teacher. See also specific lessons in Word Study Mini-lessons and ESL/ELL activities throughout. Examples: Level 40: TP 3, 6, 14, 19, 27, 33

3.2.4 C.4: Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.

Can be modeled and monitored by teacher. See also information/activities in Digging Deeper sections regarding quotation marks used for dialogue: Level 40: TP 23, 36

3.2.4 C.5: Use capital letters correctly in sentences, for proper nouns, and in titles.


3.2.4 C.6: Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.

Can be monitored by the teacher using the following examples of narrative and expository writings that are included in the program: Level 40: TP 1, 2, 6, 8, 10, 11, 17, 26, 38

3.2.4 C.7: Indent in own writing to show the beginning of a paragraph.


3.2.4 C.8: Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.

See the following Word Study Mini-lessons: Level 40: TP 12, 13, 14, 17, 18, 22, 23, 25, 27, 29, 31, 41, 45

3.2.4 C.9: Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.

See the following Word Study Mini-lessons: Level 40: TP 3, 5, 6, 7, 8, 10, 11, 12, 18, 24, 25, 27, 29, 30, 31, 32, 34, 35, 36, 37, 38, 41, 42, 44



Grade 4 34

3.2.4 C.10: Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.

See examples in Before and After Writing Activities and in Options for Further Instruction: Level 40: TP 6, 34, 44



3.2.4 D: Writing Forms, Audiences, and Purposes (exploring a variety of forms) 3.2.4 D.1: Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community).

A variety of writing forms are the focus of Writing activities in Options for Further Instruction. See the following examples: Level 40: TP 1, 2, 5, 6, 9, 10, 12, 14, 15, 16

3.2.4 D.2: Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.

See examples of narrative and expository writings that are included in the program: Level 40: TP 1, 2, 6, 8, 10, 11, 17, 26, 38

3.2.4 D.3: Develop independence by setting self-selected purposes and generating topics for writing.


3.2.4 D.4: Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, or poetry).


3.2.4 D.5: Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.

See examples in After Reading activities and Writing assignments throughout. Examples: Level 40: TP 2, 12, 16, 22, 25, 26, 32, 38, 40

3.2.4 D.6: Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.

See examples in After Reading activities and Writing assignments throughout. Examples: Level 40: TP 1, 4, 5, 6, 8, 9, 11, 12, 15, 18, 20, 21

3.2.4 D.7: Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

See examples in Writing assignments: Level 40: TP 3, 6, 10, 12, 19, 22, 29, 32, 41

3.2.4 D.8: Write informational reports that frame a topic, include facts and details, and draw information from several sources.


3.2.4 D.9: Write formal and informal letters for a variety of audiences and purposes.

See examples in After Writing activities and Writing assignments: Level 40: TP 31, 44

3.2.4 D.10: Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.

See examples in Writing assignments: Level 40: TP 3, 4, 5, 10, 22, 26, 27

3.2.4 D.11: Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.

See examples in Before and After Reading activities and Writing assignments throughout. Examples: Level 40: TP 1, 2, 6, 8, 10, 12, 14, 18, 28

3.2.4 D.12: Use relevant graphics in writing (e.g., maps, charts, illustrations).

See examples in Writing assignments: Level 40: TP 2, 5, 7, 13, 29, 30

3.2.4 D.13: Demonstrate the development of a personal style and voice in writing.

Related exercises in learning to distinguish an individual author’s style and craft are included. See examples in After Reading activities: Level 40: TP 6, 11, 12, 13, 20, 28, 39, 42, 43

3.2.4 D.14: Review scoring criteria of a writing rubric.




Grade 4 35

3.2.4 D.15: Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).

Any of the many Writing assignments throughout can be used to create a writing portfolio.

3.3: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.3.4 A: Discussion (small group and whole class) 3.3.4 A.1: Use details, examples and reasons to support central ideas or clarify a point of view.

Students are taught to support their judgments, opinions, and conclusions with details or facts. See examples in After Writing exercises: Level 40: TP 12, 19, 22, 24, 31, 32, 33, 34, 36, 37, 44

3.3.4 A.2: Stay focused on a topic and ask relevant questions.

See examples in Before and After Writing exercises: Level 40: TP 1, 2, 4, 6, 8, 21, 26, 30, 31, 42, 44

3.3.4 A.3: Take turns without dominating. Can be monitored by teacher. 3.3.4 B: Questioning (Inquiry) and Contributing 3.3.4 B.1: Develop questioning techniques (e.g., who, what, when, where, why, and how).

See examples in Before and After Writing exercises, and in Writing assignments in Options for Further Instruction: Level 40: TP 1, 2, 4, 6, 8, 22, 26, 30, 31, 42, 43, 44

3.3.4 B.2: Use interview techniques to develop inquiry skills.

See Writing assignments in Options for Further Instruction: Level 40: TP 6, 28

3.3.4 B.3: Explore concepts by describing, narrating, or explaining how and why things happen.

See examples in Before and After Writing exercises: Level 40: TP 1, 4, 6, 7, 12, 13, 14, 15, 23, 37, 43, 44, 45

3.3.4 B.4: Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.

See examples in Before and After Writing exercises: Level 40: TP 16, 21, 22, 24, 31, 33, 34, 36, 37, 44

3.3.4 B.5: Reflect and evaluate information learned as a result of the inquiry.


3.3.4 B.6: Solve a problem or understand a task through group cooperation.

Problem and Solution activities are included in Before and After Writing exercises throughout. Examples: Level 40: TP 3, 5, 6, 7, 10, 12, 13, 18, 39, 41, 44

3.3.4 C: Word Choice 3.3.4 C.1: Use convincing dialogue to role-play short scenes involving familiar situations or emotions.

See examples in Options for Further Instruction activities: Level 40: TP 7, 14, 23, 32, 36, 37

3.3.4 C.2: Use figurative language purposefully in speaking situations.

See related information regarding figurative language in Before and After Reading activities and Options for Further Instruction: Level 40: TP 9, 13, 28, 30, 43

3.3.4 C.3: Use appropriate vocabulary to support or clarify a message.

Up to ten vocabulary words related to the reading are presented in each Before Reading section of each Teaching Plan. Students are encouraged to use those words in their oral and written responses to reading. Additional exercises dealing with vocabulary related to the reading topic are included in Options for Further Instruction. See the following examples: Level 40: TP 5, 6, 11, 25, 29, 31, 41,

3.3.4 C.4: Adapt language to persuade, explain, or seek information.

See the following examples in After Reading exercises and Writing exercises in Options for Further Instruction: Level 40: TP 1, 2, 4, 5, 11, 12, 16, 17, 22

3.3.4 D: Oral Presentation 3.3.4 D.1: Speak for a variety of audiences and purposes.

Speaking activities are included in Before and After Reading activities and Options for Further Instruction. See examples: Level 40: TP 5, 14, 15, 17, 18, 19, 22, 23, 34, 35



Grade 4 36

3.3.4 D.2: Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.

Several of the Writing assignments in Options for Further Instruction can be used to meet this standard. See: Level 40: TP 1, 5, 10, 17, 18, 22, 25, 26, 30, 37

3.3.4 D.3: Use notes or other memory aids to structure a presentation.


3.3.4 D.4: Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.

Instruction on volume, pacing, and enunciation is included in Options for Further Instruction. See: Level 40: TP 14, 21, 37, 45

3.3.4 D.5: Participate in a dramatization or role-play across the curriculum.

See examples in Options for Further Instruction activities: Level 40: TP 7, 14, 23, 32, 36, 37

3.3.4 D.6: Read aloud with fluency. See examples in Options for Further Instruction activities: Level 40: TP 7, 14, 21, 22, 23, 32, 36, 44

3.3.4 D.7: Understand and use criteria for a rubric to improve an oral presentation.


3.4: All students will listen actively to information from a variety of sources in a variety of situations. 3.4.4 A: Active Listening 3.4.4 A.1: Listen actively for a variety of purposes such as enjoyment and obtaining information.


3.4.4 A.2: Listen attentively and critically to a variety of speakers.


3.4.4 A.3: Interpret vocabulary gained through listening.


3.4.4 B: Listening Comprehension 3.4.4 B.1: Demonstrate competence in active listening through comprehension of a story, interview, and oral report of an event or incident.

See examples in After Reading exercises and Options for Further Instruction: Level 40: TP 6, 8, 28, 40, 43, 45

3.4.4 B.2: Develop listening strategies (e.g., asking questions and taking notes) to understand what is heard.

See examples in Before and After Writing exercises, and in Writing assignments in Options for Further Instruction: Level 40: TP 1, 2, 4, 6, 8, 22, 26, 30, 31, 42, 43, 44

3.4.4 B.3: Demonstrate competence in active listening by interpreting and applying received information to new situations and solving problems.

See examples in Before and After Reading activities: Level 40: TP 1, 5, 8, 9, 12, 13, 14, 16, 20, 25

3.4.4 B.4: Make inferences based on an oral report or presentation.

See related information on making inferences found throughout Level 40: TP 2, 5, 9, 11, 12, 16, 17, 19, 20, 33, 36, 39

3.4.4 B.5: Describe how language reflects specific regions and/or cultures.

Several reading assignments reflect specific regions and/or cultures and can be used for this standard. See the following examples: Level 40: TP 14, 10, 31, 39, 41

3.4.4 B.6: Follow three-and four-step oral directions.

See related information on reading and writing directions. Examples in Before and After Writing exercises and in Options for Further Instruction: Level 40: TP 5, 8, 15, 26, 35

3.5: All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. 3.5.4 A: Constructing Meaning 3.5.4 A.1: Interpret information found in pictorial graphs, map keys, and icons on a computer screen.

See reading texts and activities in Before and After Reading sections and Options for Further Instruction. Examples: Level 40: TP 1, 4, 5, 6, 9, 10, 11, 21, 29, 34, 38, 39, 42, 43



Grade 4 37

3.5.4 A.2: Respond to and evaluate the use of illustrations to support text.

See examples in Before and After Reading activities Level 40: TP 2, 12, 14, 18, 21, 28, 31, 32, 35, 39

3.5.4 A.3: Use graphs, charts, and diagrams to report data.

See examples in Before and After Reading activities and Options for Further Instruction: Level 40: TP 4, 9, 15, 17, 21, 23, 29, 34, 35, 39, 43

3.5.4 A.4: Distinguish between factual and fictional visual representations.

The use of photographs primarily for nonfiction and illustrations primarily for fiction is discussed frequently. See examples in Before Reading activities: Level 40: TP 5, 6, 7, 12, 16, 17, 19, 28, 30, 32

3.5.4 A.5: Identify the central theme in a movie, film, or illustration.

See related information regarding identifying theme in written work. Examples in Before and After Reading activities: Level 40: TP 27, 28, 37

3.5.4 A.6: Identify the target audience for a particular program, story, or advertisement.

See Author’s Purpose activities in After Reading sections and Options for Further Instruction. Examples: Level 40: TP 1, 2, 6, 8, 9, 11, 16, 17, 21, 24, 26

3.5.4 A.7: Demonstrate an awareness of different media forms and how they contribute to communication.

See activities related to newspaper, television, movies, and internet in Before and After Reading activities and Options for Other Instruction. Examples: Level 40: TP 8, 12, 25, 34, 35, 45

3.5.4 B: Visual and Verbal Messages 3.5.4 B.1: Understand that creators of both print media and electronic media have a purpose and target audience for their work.


3.5.4 B.2: Explore and interpret various messages found in advertisements and other texts.

See activities in Before Reading and Options for Further Instruction. Level 40: TP 9, 45

3.5.4 B.3: Discuss the emotional impact of photos and how they aid understanding.

See examples in Before and After Reading activities: Level 40: TP 1, 4, 5, 6, 10, 11, 15, 17, 19, 22, 30, 34, 35

3.5.4 B.4: Compare and contrast media sources, such as film and book versions of a story.

See related activities in Before and After Reading activities. See: Level 40: TP 8, 12

3.5.4 C: Living with Media 3.5.4 C.1: Express preferences for media choices.




Grade 5 38

Grade 5 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. 3.1.5 A: Concepts About Print/Text 3.1.5 A.1: Use a text index and glossary appropriately.

See Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 1, 3, 10, 12, 20, 21, 24, 32, 34, 41

3.1.5 A.2: Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs).

See Options for Further Instruction. Examples: Level 50: TP 3, 4, 6, 9, 10, 15, 19, 21, 23, 24, 25, 26, 32

3.1.5 B: Phonological Awareness 3.1.5 B.: No additional indicators at this grade level. 3.1.5 C: Decoding and Word Recognition 3.1.5 C.1: Use the pronunciation key of a dictionary to decode new words.

See related activities in Word Study Mini-lesson (Level 50: TP 6) and Before Reading Activity (Level 50: TP 12)

3.1.5 C.2: Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

See Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 2, 3, 5, 6, 11, 14, 16, 20, 21, 26, 30, 31, 33, 34, 36, 37, 39, 41, 44, 45

3.1.5 C.3: Interpret new words correctly in context.

See Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 3, 5, 6, 16, 21, 23, 31, 33, 34, 37, 44, 45

3.1.5 C.4: Apply spelling and syllabication rules that aid in decoding and word recognition.

See Word Study Mini-Lesson, Level 50: TP 6

3.1.5 D: Fluency 3.1.5 D.1: Adjust reading speed appropriately for different purposes and audiences.

See Fluency activity in Options for Further Instruction: Level 50: TP 22

3.1.5 D.2: Apply knowledge of letter-sound associations, language structures, and context to recognize words.


3.1.5 D.3: Read aloud in ways that reflect understanding of proper phrasing and intonation.

See Fluency activities in Options for Further Instruction: Level 50: TP 11, 22, 27, 28, 42

3.1.5 D.4: Read silently for the purpose of increasing speed, accuracy, and reading fluency.


3.1.5 D.5: Apply self-correcting strategies to decode and gain meaning from print both, orally and silently.

Can be monitored by teacher. See also Monitor Comprehension activities in Before and After Reading sections. Level 50: TP 4, 16

3.1.5 E: Reading Strategies (before, during, and after reading) 3.1.5 E.1: Activate prior knowledge and anticipate what will be read or heard.

See Before and After Reading activities throughout. See examples: Level 50: TP 4, 5, 6, 8, 10, 11, 13, 14, 16, 17, 20, 22, 23

3.1.5 E.2: Vary reading strategies according to their purpose for reading and the nature of the text.

Can be monitored by teacher. See also Before Reading activities throughout.

3.1.5 E.3: Reread to make sense of difficult paragraphs or sections of text.

Can be monitored by teacher. See also Monitor Comprehension activities in Before and After Reading sections. Level 50: TP 4, 16



Grade 5 39

3.1.5 E.4: Make revisions to text predictions during and after reading.

See throughout Before Reading activities. Examples: Level 50: TP 16, 18, 35, 37, 38

3.1.5 E.5: Apply graphic organizers to illustrate key concepts and relationships in a text.

See Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 1, 10, 11, 21, 32, 33, 36, 41, 43

3.1.5 F: Vocabulary and Concept Development 3.1.5 F.1: Infer word meanings from learned roots, prefixes, and suffixes.

See Before Reading activities and Word Study Mini-lessons in Options for Further Instruction: Level 50: TP 2, 5, 11, 15, 16, 19, 20, 21, 26, 27, 30, 32, 33, 34, 36, 41, 44

3.1.5 F.2: Infer specific word meanings in the context of reading passages.

See After Reading activities and Options for Further Instruction. Examples: Level 50: TP 3, 5, 6, 14, 16, 31, 33, 37, 44, 45

3.1.5 F.3: Identify and correctly use antonyms, synonyms, homophones, and homographs.

See Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 4, 7, 19, 22, 23, 33

3.1.5 F.4: Use a grade-level appropriate dictionary independently to define unknown words.

See Options for Further Instruction: Level 50: TP 1, 40 See also related glossary activities in Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 3, 12, 20, 21, 24, 34, 41

3.1.5 F.5: Use a thesaurus to identify alternative word choices and meanings.


3.1.5 G: Comprehension Skills and Response to Text 3.1.5 G.1: Identify author's purpose, views, and beliefs.

See Before and After Reading activities. Examples: Level 50: TP 3, 5, 10, 11, 21, 23, 24, 28, 32, 40, 41, 45

3.1.5 G.2: Identify genre by their distinctive elements (e.g. tall tale-exaggeration).


3.1.5 G.3: Use cause and effect and sequence of events to gain meaning.

See Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 4, 5, 7, 8, 10, 11, 12, 14, 15, 17, 18, 23, 24, 26, 33, 34, 35, 37, 38, 39, 42, 44

3.1.5 G.4: Anticipate and construct meaning from text by making conscious connections to self, an author, and others.

See Before and After Reading activities. Examples: Level 50: TP 1, 3, 5, 10, 19, 20, 23, 25, 28, 30, 39, 40, 42, 43,

3.1.5 G.5: Recognize persuasive and propaganda techniques used to influence readers.

See Level 50: TP 45 See also related Writing activities in Level 50: TP 3, 21

3.1.5 G.6: Recognize historical and cultural biases and different points of view.

Historical and culturally-based readings are included as part of the Guided Reading texts. See Level 50: TP 4, 7, 12, 13, 14, 16, 19, 22, 23, 24, 34, 36

3.1.5 G.7: Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.

See Before and After Reading activities. Examples: Level 50: TP 7, 13, 16, 33, 38, 42

3.1.5 G.8: Distinguish between major and minor details.

See Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 5, 6, 11, 19, 20, 24, 26, 32, 33, 44

3.1.5 G.9: Make inferences using textual information and provide supporting evidence.

See Before and After Reading activities. Examples: Level 50: TP 3, 9, 11, 13, 15, 16, 19, 20, 21, 23, 25, 30, 31, 33, 35, 36, 38



Grade 5 40

3.1.5 G.10: Recognize common organizational patterns in text that support comprehension (e.g., headings, captions).

See Before Reading activities and Options for Further Instruction. Examples: Level 50: TP 1, 9, 11, 17, 21, 25, 26, 33, 34, 39, 41, 44, 45

3.1.5 G.11: Identify and analyze text types, formats, and elements in nonfiction.

See Nonfiction Feature sections in Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 3, 6, 10, 15, 19, 21, 24, 25, 26, 32, 33, 34, 41, 43, 46

3.1.5 G.12: Recognize literary elements in stories, including setting, characters, plot, and mood.

See Before and After Reading activities. Examples: Level 50: TP 2, 12, 13, 14, 16, 18, 22, 30, 31, 36, 37, 38, 40

3.1.5 G.13: Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration).

See activities in Options for Further Instruction: Level 50: TP 14, 18, 35, 36

3.1.5 G.14: Identify and respond to the elements of sound and structure in poetry.

Level 50: TP 27

3.1.5 G.15: Identify the structures in drama. Level 50: TP 42 3.1.5 G.16: Read regularly in materials appropriate for their independent reading level.

Outside reading can be monitored by teacher. In addition, teachers can match students to appropriate text levels within the GHGR Guided Reading program. Each Teaching Plan/reading book is labeled with both a DRA2 Level and a Guided Reading Level. Grade four has one DRA2 level (50) and five Guided Reading Levels (S, T, U, V, W).

3.1.5 G.17: Interpret idiomatic expressions. See activities in Options for Further Instruction: Level 50: TP 14, 18, 27, 29, 36



3.1.5 H.2: Develop and revise questions for investigations prior to, during, and after reading.

See Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 5, 8, 11, 16, 27, 31, 34, 40

3.1.5 H.3: Use multiple sources to locate information relevant to research questions.

See Options for Further Discussion: Level 50: TP 1, 34

3.1.5 H.4: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.


3.1.5 H.5: Draw conclusions from information gathered from multiple sources.

See related activities on Drawing Conclusions found in Before and After Reading exercises. Examples: Level 50: TP 5, 6, 10, 20, 23, 33, 40, 42, 43

3.1.5 H.6: Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.

See Before and After Reading activities and Options for Further Instruction. Examples: Level 50: TP 1, 4, 6, 7, 8, 10, 11, 14, 15, 19, 21, 23, 24, 32, 33, 34, 36, 41, 43

3.1.5 H.7: Summarize and organize information by taking notes, outlining ideas, and/or making charts.

See Writing activities in Options for Further Instruction. Examples: Level 50: TP 5, 7, 9, 10, 11, 14, 17, 32, 45

3.1.5 H.8: Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.

Can be directed by teacher.



Grade 5 41

3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.5 A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3.2.5 A.1: Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.

See Writing activities in Options for Further Instruction: Level 50: TP 4, 16, 18, 31, 37, 44

3.2.5 A.2: Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph.

See Writing activities in Options for Further Instruction: Level 50: TP 1, 6, 9, 10, 15, 17, 25, 28, 32, 34, 39, 41

3.2.5 A.3: Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

Any of the Writing activities in Options for Further Instruction in each Teaching Plan can be used for this standard. In addition, see also Before and After Reading activities throughout for additional talking and sharing experiences.

3.2.5 A.4: Develop an awareness of form, structure, and author's voice in various genres.

See Before and After Reading activities: Level 50: TP 1, 20, 21, 22, 30, 31, 36, 40

3.2.5 A.5: Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.

See Writing activities in Options for Further Instruction: Level 50: TP 5, 9, 32, 34 See also many graphic organizers and outlines in the Reading Reproducibles on the back of each Teaching Plan. Examples: Level 50: TP 2, 5, 9, 13, 18, 23, 29, 32, 35, 39

3.2.5 A.6: Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

Can be monitored by teacher. See also activities focusing on Author’s Purpose in Before and After Writing: Level 50: TP 3, 5, 10, 11, 21, 23, 24, 28, 32, 40, 41, 45

3.2.5 A.7: Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.

See activities in Options for Further Instruction: Level 50: TP 7, 13, 14, 19, 45

3.2.5 A.8: Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.

Can be monitored by teacher. See also related activities on adding detail, considering word choice, organization, etc. Examples in After Writing and Writing activities: Level 50: TP 2, 5, 7, 9, 13, 14, 18, 19, 23, 29, 32, 35, 39, 45

3.2.5 A.9: Review own writing with others to understand the reader's perspective and to consider and incorporate ideas for revision.


3.2.5 A.10: Review and edit work for spelling, usage, clarity, organization, and fluency.

Any of the Writing assignments throughout can be used for review and editing activities.

3.2.5 A.11: Use a variety of reference materials to revise work.


3.2.5 A.12: Use computer writing applications during the writing process.


3.2.5 A.13: Understand and apply the elements of a scoring rubric to improve and evaluate writing.


3.2.5 A.14: Reflect on own writing, noting strengths and setting goals for improvement.

Can be modeled and monitored by teacher using any of the writing assignments throughout.



Grade 5 42

3.2.5 B: Writing as a Product (resulting in a formal product or publication) 3.2.5 B.1: Expand knowledge of characteristics and structures of selected genres.

A wide range of genres are both read/discussed and written, including expository, informational, procedural, nonfiction and fiction narrative, reference, biography, autobiography, persuasive, fantasy, realistic, humorous, science fiction, folk tale, mystery, historical fiction, adventure, legend, poetry, and drama.

3.2.5 B.2: Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based).

See Writing activities in Options for Further Instruction: Level 50: TP 1, 3, 6, 9, 10, 13, 15, 17, 19, 21, 25, 26, 28, 30, 31, 32, 34, 36, 38, 39, 40, 41, 44, 45

3.2.5 B.3: Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).

See Writing activities in Options for Further Instruction: Level 50: TP 1, 4, 7, 9, 10, 15, 22, 26, 34, 41

3.2.5 B.4: Write various types of prose, such as short stories, biography, autobiography, or memoir, that contain narrative elements.

See Writing activities in Options for Further Instruction: Level 50: TP 4, 5, 16, 18, 23, 24, 26, 27, 30, 31, 37, 42, 44

3.2.5 B.5: Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.

Many of the After Reading activities and any of the Writing assignments throughout can be used to emphasize providing adequate support for main idea, topic, or theme. Examples: Level 50: TP 4, 7, 11, 15, 20, 23, 25, 43, 45

3.2.5 B.6: Sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately.

See examples in the following Before and After Reading activities and Options for Further Instruction: Level 50: TP 5, 6, 11, 19, 44

3.2.5 B.7: Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.

Can be monitored by teacher. See also exercises on using descriptive words in After Reading and Options for Further Instruction: Level 50: TP 7, 13, 14, 19, 45

3.2.5 B.8: Prepare a works consulted page for reports or research papers.


3.2.5 B.9: Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.

See the following After Reading activities and Writing assignments contained in Options for Further Instruction: Level 50: 8, 9, 11, 16, 18, 21, 34, 37, 40, 44

3.2.5 B.10: Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

See the following Writing assignments contained in Options for Further Instruction: Level 50: TP 9, 21, 35

3.2.5 C: Mechanics, Spelling, and Handwriting 3.2.5 C.1: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.

Can be monitored by teacher. See also specific capitalization activities in Options for Further Instruction activities: Level 50: TP 3, 23

3.2.5 C.2: Use increasingly complex sentence structure and syntax to express ideas.


3.2.5 C.3: Use knowledge of English grammar and usage to express ideas effectively.

Can be modeled and monitored by teacher. See also specific lessons in Word Study Mini-lessons and ESL/ELL activities throughout. Examples: Level 50: TP 2, 12, 14, 18, 27, 29, 36, 37, 38



Grade 5 43

3.2.5 C.4: Use correct capitalization and punctuation, including commas and colons, throughout writing.

See capitalization activities in Options for Further Instruction activities: Level 50: TP 3, 23

3.2.5 C.5: Use quotation marks and related punctuation correctly in passages of dialogue.

See related activities in Before and After Writing sections and in Options for Further Instruction: Level 50: TP 19, 26, 37, 42

3.2.5 C.6: Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

See Before Reading activities and Word Study Mini-lessons in Options for Further Instruction: Level 50: TP 2, 5, 11, 15, 16, 19, 20, 21, 26, 27, 30, 32, 33, 34, 36, 41, 44

3.2.5 C.7: Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.

Can be monitored by the teacher using the following examples of narrative and expository writings that are included in the program: Level 50: TP 3, 4, 5, 10, 21, 23, 24, 26, 41

3.2.5 C.8: Edit writing for correct grammar usage, capitalization, punctuation, and spelling.

Can be monitored by the teacher. See also capitalization activities in Options for Further Instruction activities: Level 50: TP 3, 23

3.2.5 C.9: Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

Can be monitored by the teacher.


Can be monitored by the teacher.

3.2.5 D: Writing Forms, Audiences, and Purposes (exploring a variety of forms) 3.2.5 D.1: Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).

A variety of writing forms are the focus of Writing activities in Options for Further Instruction. See the following examples: Level 40: TP 1, 3, 5, 7, 9, 11, 12, 15, 16, 21, 22, 26

3.2.5 D.2: Gather, select, and organize information appropriate to a topic, task, and audience.

See examples of Writing assignments contained in Options for Further Instruction: Level 50: TP 1, 7, 8, 9, 13, 14, 15, 21, 26, 34, 40, 45

3.2.5 D.3: Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/workplace writing.

A wide range of genres are both read/discussed and written, including expository, informational, procedural, nonfiction and fiction narrative, reference, biography, autobiography, persuasive, fantasy, realistic, humorous, science fiction, folk tale, mystery, historical fiction, adventure, legend, poetry, and drama.

3.2.5 D.4: Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.

See following Writing assignments in Options for Further Instruction. Examples: Level 50: TP 4, 5, 8, 10, 12, 16, 18, 19, 20, 22, 23, 24, 25, 27

3.2.5 D.5: Use transitions between and within paragraphs.

See examples in Options for Further Instruction: Level 50: TP 8, 11, 40

3.2.5 D.6: Organize paragraphs using topic sentences.

See Writing assignment in Level 50: TP 45

3.2.5 D.7: Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.


3.2.5 D.8: Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).




Grade 5 44

3.2.5 D.9: Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations, and including a works consulted page.

See related and supporting material in After Reading activities and Options for Further Instruction: Level 50: TP 4, 7, 11, 20, 23, 25, 43, 45

3.2.5 D.10: Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.

See Writing assignment in Options for Further Instruction: Level 50: TP 3, 21, 45 See also related material in After Reading assignments. Examples: Level 50: TP 4, 7, 15, 20, 23, 25, 43

3.2.5 D.11: Demonstrate the ability to write friendly/business letters in correct format and coherent style.

See Writing assignment in Options for Further Instruction: Level 50: TP 12, 20

3.2.5 D.12: Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.


3.2.5 D.13: Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.

See examples of related skills in Before and After Reading activities and Writing assignments throughout. Examples: Level 50: TP 8, 10, 16, 23, 27, 31, 32, 40, 44

3.2.5 D.14: Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).

See examples in After Writing activities and Other Options for Instruction: Level 50: TP 6, 13, 17, 21, 24, 28, 32, 33, 39, 41, 42

3.2.5 D.15: Demonstrate the development of a personal style and voice in writing.

Related exercises in learning to distinguish an individual author’s style and craft are included. See examples in After Reading activities: Level 50: TP 20, 21, 22, 36

3.2.5 D.16: Review scoring criteria of relevant rubrics.


3.2.5 D.17: Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).

Any of the many Writing assignments throughout can be used to create a writing portfolio.

3.3: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.3.5 A: Discussion (small group and whole class) 3.3.5 A.1: Use details, examples, and reasons to support central ideas or clarify a point of view.

Students are taught to support their judgments, opinions, and conclusions with details or facts. See examples in After Writing exercises and Options for Further Instruction: Level 50: TP 4, 7, 11, 15, 20, 23, 25, 43, 45

3.3.5 A.2: Stay focused on a topic and ask relevant questions.

See examples in Before and After Writing exercises: Level 50: TP 8, 11, 16, 27, 40

3.3.5 A.3: Accept others' opinions and respond appropriately.


3.3.5 A.4: Respond orally to literature. Before and After Reading activities throughout give students many opportunities to respond orally to literature.

3.3.5 A.5: Participate in class discussions appropriately.

Before and After Reading activities throughout give students many opportunities to participate in class discussions.

3.3.5 B: Questioning (Inquiry) and Contributing 3.3.5 B.1: Respond orally by adding questions and comments while integrating knowledge.

See examples in Before and After Writing exercises, and in Writing assignments in Options for Further Instruction: Level 50: TP 8, 11, 16, 27, 40



Grade 5 45

3.3.5 B.2: Use interview techniques to develop inquiry skills.

See related activities in After Reading and in Writing assignments in Options for Further Instruction: Level 50: TP 7, 22, 40, 41

3.3.5 B.3: Explore concepts by describing, narrating, or explaining how and why things happen.

See examples in Before and After Writing exercises and in Writing assignments: Level 50: TP 3, 4, 7, 9, 16, 17, 23, 34, 41, 42, 45

3.3.5 B.4: Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.

See examples in Before and After Writing exercises: Level 50: TP 4, 5, 10, 20, 25, 43, 45

3.3.5 B.5: Reflect and evaluate information learned as a result of the inquiry.


3.3.5 B.6: Solve a problem or understand a task through group cooperation.

Problem and Solution activities are included in Before and After Writing exercises. See: Level 50: TP 3, 8, 15, 22, 30

3.3.5 C: Word Choice 3.3.5 C.1: Use convincing dialogue to role-play short scenes involving familiar situations or emotions.

See Options for Further Instruction activities: Level 50: TP 7, 22, 42

3.3.5 C.2: Use varied word choice to clarify, illustrate, and elaborate.

See examples in Before and After Writing exercises and in Options for Further Instruction: Level 50: TP 6, 7, 13, 14, 19, 30, 39, 45

3.3.5 C.3: Use figurative language purposefully in speaking situations.

See related information regarding figurative language in Options for Further Instruction: Level 50: TP 14, 18, 35, 36

3.3.5 C.4: Select and use suitable vocabulary to fit a range of audiences.

Up to ten vocabulary words related to the reading are presented in each Before Reading section of each Teaching Plan. Students are encouraged to use those words in their oral and written responses to reading. Additional exercises dealing with vocabulary related to the reading topic are included in Options for Further Instruction. See the following examples: Level 50: TP 1, 5, 11, 17, 24, 25, 29, 30, 31, 34, 40, 41, 44

3.3.5 D: Oral Presentation 3.3.5 D.1: Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.

Many of the Writing assignments in Options for Further Instruction can be used to meet this standard. See examples: Level 50: TP 3, 6, 9, 13, 15, 16, 17, 19, 21, 26, 28, 30, 31, 32, 34, 38, 41, 44, 45

3.3.5 D.2: Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.

Many of the Writing assignments in Options for Further Instruction can be used to meet this standard. See examples: Level 50: TP 3, 6, 9, 13, 15, 16, 17, 19, 21, 26, 28, 30, 31, 32, 34, 38, 41, 44, 45

3.3.5 D.3: Use clear, precise, organized language that reflects the conventions of spoken English.


3.3.5 D.4: Use visuals such as charts or graphs when presenting for clarification.

Many of the Writing assignments in Options for Further Instruction can be used to meet this standard. See examples: Level 50: TP 2, 9, 15, 17, 29, 32

3.3.5 D.5: Use props effectively while speaking.




Grade 5 46

3.3.5 D.6: Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.

See related instruction in Fluency activities in Options for Further Instruction: Level 50: 22, 27, 28, 42

3.3.5 D.7: Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.


3.3.5 D.8: Read aloud with fluency. See examples in Options for Further Instruction activities: Level 50: TP 22, 27, 28, 42

3.3.5 D.9: Understand and use criteria from a rubric to improve an oral presentation.


3.3.5 D.10: Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.


3.4: All students will listen actively to information from a variety of sources in a variety of situations. 3.4.5 A: Active Listening 3.4.5 A.1: Listen actively for a variety of purposes such as enjoyment and obtaining information.


3.4.5 A.2: Listen attentively and critically to a variety of speakers.


3.4.5 A.3: Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker's message.


3.4.5 A.4: Recognize and analyze persuasive techniques while listening.

See related information in Options for Further Instruction: Level 50: TP 3, 21, 45

3.4.5 A.5: Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic literature).

Level 50: TP 27, 42

3.4.5 A.6: Listen to determine a speaker's purpose, attitude, and perspective.

See related information on Recognizing an Author’s Purpose in Before and After Reading activities: Level 50: TP 3, 5, 10, 11, 21, 23, 24, 28, 32, 40, 41, 45

3.4.5 A.7: Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions.


3.4.5 B: Listening Comprehension 3.4.5 B.1: Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g., summarizing, reacting, retelling).

See related activities in After Reading exercises and Options for Further Instruction: Level 50: TP 2, 4, 9, 11, 12, 13, 14, 15, 16, 18, 21, 23, 25, 27, 28, 33, 35, 38, 40, 41, 42,

3.4.5 B.2: Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.

See related activities in Making Connections and Problem Solving activities in Before and After Reading exercises. Examples: Level 50: TP 1, 3, 8, 10, 19, 20, 22, 30, 39, 43

3.4.5 B.3: Ask pertinent questions, take notes, and draw conclusions based on information presented.

See related activities in Asking and Answering Questions and Drawing Conclusions activities in Before and After Reading exercises. Examples: Level 50: TP 5, 6, 8, 10, 11, 20, 23, 27, 33, 40, 42, 44

3.4.5 B.4: Make inferences based on an oral report or presentation.

See related activities in Making Inferences activities in Before and After Reading exercises: Level 50: TP 3, 9, 11, 13, 15, 16, 19, 20, 23, 25, 30, 31, 33, 35, 36, 38, 39, 40, 43



Grade 5 47

3.4.5 B.5: Follow three-and four-step oral directions.

See related activity on writing directions in Writing section of Options for Further Instruction: Level 50: TP 9

3.5: All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. 3.5.5 A: Constructing Meaning 3.5.5 A.1: Respond to and evaluate the use of illustrations to support text.

See examples in Before and After Reading activities Level 50: TP 1, 8, 12, 15, 16, 18, 22, 24, 28, 35, 37

3.5.5 A.2: Use graphs, charts, and diagrams to report data.

See examples in After Writing activities and Other Options for Instruction: Level 50: TP 6, 13, 17, 21, 24, 28, 32, 33, 39, 41, 42

3.5.5 A.3: Distinguish between factual and fictional visual representations (e.g. political cartoons).


3.5.5 A.4: Identify the central theme in a movie, film, or illustration.

See related information regarding identifying theme in written work. Examples in Before and After Reading activities: Level 50: TP 7, 13, 16, 33, 38, 42

3.5.5 A.5: Identify the target audience for a particular program, story, or advertisement.

See Author’s Purpose activities in Before and After Reading activities: Level 50: TP 3, 5, 10, 11, 21, 23, 24, 28, 32, 40, 41, 45

3.5.5 A.6: Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how they contribute to communication.

See activities related to newspaper, television, movies, and internet in Before and After Reading activities and Options for Other Instruction. Examples: Level 50: TP 22, 25, 29, 36, 42

3.5.5 A.7: Understand uses of persuasive text related to advertising in society.

See related Writing activity in Options for Further Instruction: Level 50: TP 2

3.5.5 A.8: Distinguish different points of view in media texts.


3.5.5 B: Visual and Verbal Messages 3.5.5 B.1: Understand that creators of both print media and electronic media have a purpose and target audience for their work.


3.5.5 B.2: Evaluate media messages for credibility.

See related activities in Before Reading and in Options for Further Instruction: Level 50: TP 2, 25

3.5.5 B.3: Explore and interpret various messages found in advertisements and other texts.

See related Writing activity in Options for Further Instruction: Level 50: TP 2

3.5.5 B.4: Interpret verbal and nonverbal messages reflected in personal interactions with others.

See supporting material in Fluency activities in Options for Further Instruction: Level 50: TP 11, 22, 27, 28, 42

3.5.5 B.5: Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding.

See supporting material in Before and After Reading activities: Level 50: TP 1, 8, 12, 15, 16, 18, 22, 24, 28, 35, 37

3.5.5 B.6: Compare and contrast media sources, such as film and book versions of a story.


3.5.5 B.7: Understand the uses of technology (e.g., the Internet for research).

See supporting Material in Before Reading: Level 50: TP 25



Grade 5 48

3.5.5 C: Living with Media 3.5.5 C.1: Express and justify preferences for media choices.


3.5.5 C.2: Choose the most appropriate media for a presentation.


3.5.5 C.3: Use a rubric to evaluate the content of media presentations.


3.5.5 C.4: Examine and evaluate effects of media on the family, home, and school.


Documents

Good Habits Great Readers Guided Reading - Pearson · PDF fileGood Habits Great Readers Guided Reading Correlated to the New Jersey Core Curriculum Content Standards Language Arts