Reading Street Overview

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Copyright Pearson Education, Inc. Rea06047

Where the L ve of Reading Begins

1

There’s a moose on the loose.Where can I go to find just what I need?You don’t have to go far to find the big,

lovable, moose-spectacular reading program

you crave. You’re on Reading Street, where

the love of reading begins. Reading Street

provides research-based reading instruction

that meets the needs of teachers, students, and

administrators. It works perfectly with Scott

Foresman My Sidewalks and Reading Street for

the Guided Reading Teacher to answer all

your reading needs.

Literature for Learning and ThinkingProvide a rich context for learning language and a deep meaning of concepts.

Priority Skills and Success PredictorsTeach the right skills at the right time and monitor students’ progress.

Differentiated Instruction for Group TimeEnsure success for students of varying ability levels and experiences.

More Reading Support Reinforce instruction with intensive reading intervention and leveled text.

When I was little, I’d curl up in

bed and wait for a sssssssssstory.

Literature for Learning and Thinking 2

Priority Skills and Success Predictors 6

Differentiated Instruction for Group Time 10

Six-Trait Writing 14

More Reading Support 16

Components 20

Literature 30

Scope and Sequence 37

Program Authors 48

In ancient Greece, there was a golden f leece.How do I help every child love to read? It all starts with a “golden” collection

of literature. Reading Street has

funny stories, scary stories, real-life

adventures! One story perfectly leads

to the next—one concept is explored

from many sides. Children have

enough time to think about a big

idea, learn, and enjoy.

2 3

My students need more nonfiction selections.Reading Street provides the right kind of

literature at all grades. Students are gradually

introduced to more and more nonfi ction as

they learn to process informational text.

I want to provide my students the best literature.Reading Street is fi lled with Newbery

winners, Caldecott winners, Coretta Scott

King award winners, and more. Look for

your favorite selections! See page 30.

PRE-K/KINDERGARTEN60% Fiction • 40% Nonfiction

GRADES 1–350% Fiction • 50% Nonfiction

GRADES 4–640% Fiction • 60% Nonfiction

Reading Street is a solid gold hit. Be-bop-a-loopa.

Literature for Learn

ing an

d T

hin

king

Lesson Focus

How do we change as we grow?

Lesson Focus

What do welearn as wegrow andchange?

Lesson FocusWhy arechangesexciting?

Lesson Focus

What changes happen ina garden?

Lesson Focus

What changescan we

observe innature?

Lesson Focus

How doesnature change

during theyear?

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Changes in Nature

Growing and Changing

What is changing in our world?

ChangesUnit Theme

4 5

What’s the BIG idea?Reading Street is uniquely organized to promote language acquisition and

concept development. Each selection connects to a big idea or concept.

Each text supports the next. The language and vocabulary connects too.

This helps students build appropriate knowledge and read for meaning.

What does oral vocabulary have to do with it?Oral vocabulary, or words we know

and use when we speak, makes

the transition to text easier and

predicts reading success. In Grades

K–2, Reading Street provides explicit

oral vocabulary routines. Check the

counter to see how many Amazing

Words children learn each week.

I want to build my students’ vocabulary for reading.Reading Street helps you teach key

concept words for understanding the

text. Direct and explicit instruction,

graphic organizers, and writing

activities help students assimilate

new vocabulary in Grades 3–6.Grade 1, Unit 3 Organization

Literature for Learn

ing an

d T

hin

king

How do I get children to think about what they read?Reading Street starts by asking questions

related to the unit concept. Each selection

expands the idea and deepens meaning.

There’s never enough time to teach content areas.Every selection in Reading Street emphasizes

a science or social studies concept.

Your reading lessons become the tools

to meet content-area standards.

Grade 1, Unit 3 Teacher’s Edition Grade 1, Unit 3 Teacher’s Edition

Grade 1, Unit 3 Student Edition

Grade 4, Unit 3 Teacher’s Edition

Don’t lose sleep! You’re on Reading Street.Am I teaching the right skills at the right time?You’ll never have to worry about this

question again. Reading Street prioritizes

skills instruction so you place the correct

emphasis on the most important skills at

your grade. Built-in progress monitoring

helps you accelerate instruction or slow it

down, depending on students’ needs.

I need a data management system.Success Tracker is an online assessment

and data management system that prescribes

remediation, helps with grouping, and

disaggregates and aggregates data.

Learn more at www.go-digital.scottforesman.com.

PRIORITY SKILL SUCCESS PREDICTOR

PHONEMIC AWARENESS Blending and Segmenting

PHONICS Word Reading

FLUENCY Words Correct per Minute

VOCABULARY Word Knowledge

COMPREHENSION Retelling

Help me prioritize my day!Reading Street prioritizes the fi ve core

areas of reading instruction across the

grades, so you know where to place your

instructional emphasis. By assessing key

predictors, you can ensure student success.

Can I predict reading success?The research says “YES!” Only Reading Street

helps you monitor students’ progress by

assessing research-based predictors of

reading success, such as retelling. Look

for the Monitor Progress boxes.

Hey, the people who created this

worked hard. Please , no ZZZs.

Priority Skills an

d Success Pred

ictors

6 7


Priority Skills an

d Success Pred

ictors

8 9

Don’t stress!Don’t guess!

Monitor progress and assess!

STEP

3STEP

2STEP

4STEP

1

Monitor ProgressMonitor Progress boxes in the

Teacher’s Editions tell you what

students know and don’t know

during reading. If/then statements

help you apply the appropriate

strategy to repair meaning.

Assess and RegroupThe Unit Benchmark Test helps

you assess the target skills and

regroup your students during the

year. (And don’t forget about

Success Tracker for online support!)

Summative AssessmentThe End-of-Year Benchmark

Test reports cumulative

achievement of the learning

targets. Applause! Applause! Your

students have achieved AYP.

Diagnose and DifferentiateBegin the year with the

Baseline Group Test to identify

students’ needs and make initial

grouping decisions. Refi ne

your instructional plan with

DIBELS diagnostic screening.

Testing isn’t a scary word.We know what you’re thinking . . . high-stakes tests. Ahhh! Just relax.

Reading Street has a simple, four-step assessment plan to ensure your

students make adequate yearly progress.

We interrupt this page to introduce our test writers.Formal assessments for Reading Street

were developed and validated by

Beck Evaluation & Testing Associates,

Incorporated (BETA). BETA is one

of the nation’s most experienced

assessment-development fi rms,

providing test content for both

state and federal agencies. To ensure

content quality, all test items align

with state curriculum standards.

Differen

tiated In

struction

for G

roup

Tim

e

10 11

One size never fits all.How can I make sure every child reads?One of the most important

lessons our teachers taught us

was that everyone is unique

and the same. Reading Street

provides a daily plan for

whole-group teaching and for

meeting with small groups to

attend specific needs. Don’t

you just love it? (These guys

love yellow pants! Oh well.)

We got style, we got class, we got fancy yellow pants.

What can I do to focus instruction by strand?Use assessment data to determine

your students’ needs. Then, customize

instruction by strand with these unique

weekly planning pages. Reading Street

makes it easy to choose instructional

activities for your classroom.


I wish I had more help managing group time.Reading Street provides a daily

plan for whole-group and

small-group instruction. Assign

the Independent Activities to

the rest of the class when you

meet with your small groups.


Differen

tiated In

struction

for G

roup

Tim

e

How can I support my English language learners?Look for ELL instructional strategies,

alternate lessons, and grade-level readers

to build vocabulary and key concepts each

week. All materials are based on the three

pillars of ELL instruction: Build Background,

Access Content, and Extend Language.

YOUR ELLs WILL EXCEL! SORRY, I LIKE

TO YELL.

12 13

It’s centers time!(There’s no time for anything but a headline.)

Help me teach my struggling and advanced readers.Reading Street has daily instructional

routines for both your Strategic

Intervention and Advanced groups.

Instruction is neatly located in the

back of the Teacher’s Edition.


What do I do with the rest of my class?When you meet with your small

groups, you can assign the Independent

Activities to the rest of your class.

Have students visit literacy centers.

A Centers Survival Kit is available

to simplify the task. See page 27.


14 15

Six-Trait W

riting

Six traits and not a hare out of place.Can writing improve a child’s reading?Good writing is all about composing

meaning. Writing about reading helps

clarify concepts and builds understanding.

(Need we write more?) Just a little.

Reading Street focuses on one of six

important writing traits each week to give

students time to acquaint themselves with

the task of writing. The unit writing

project brings all the six traits together.

How can I better managewriting instruction?Here’s the plan! Reading Street provides a

simple plan to focus on the writing trait of the

week. One trait a week makes your instruction

more teachable and more assessable.

I wish the textbook connected reading and writing.Reading Street provides a built-in lesson

to focus on the writing trait each week.

The lesson includes a defi nition of

the trait, a writing prompt, a student

model, and scaffolded support.


Grade 4, Unit 3 Student Edition

16 17

Q: Why did the chicken cross the road?A: To get to the sidewalk! What do I do when Reading Street isn’t enough?Every teacher knows that some

students need more support. For

those children, Scott Foresman

provides My Sidewalks—an intensive

reading intervention program that

aligns perfectly with Reading Street.

My Sidewalks accelerates

reading development for

children at risk.

B-A-W-K!It’s so good it

works with any core program.

How does My Sidewalks support Reading Street?My Sidewalks provides daily lessons for

30 weeks—for a minimum of 30 minutes

a day. The oral language, vocabulary, and

concepts developed in My Sidewalks

parallel those in Reading Street.

What is Tier III Instruction? Tier III instruction is for students with low

reading skills and a lack of adequate progress.

My Sidewalks provides sustained instruction,

intensive language and concept development,

and more focus on critical comprehension

skills and strategies for Tier III students.

When do I teach My Sidewalks?Use My Sidewalks during group time, as

a pull-out intervention program, or as a

before- or after-school program. The My

Sidewalks acceleration plan prioritizes skills

so you teach less, more thoroughly.

Mo

re Read

ing Sup

po

rt Comprehensive Core

Program

Core Program Plus Strategic Intervention

Intensive Reading

Intervention

TIER I PRIMARY

TIER II SECONDARY

TIER III TERTIARY

Reading Street Student Edition

My Sidewalks Student Reader

18 19

Are you an adventurous reading teacher?Do you love teaching with leveled text?Reading Street for the Guided Reading Teacher will

support you in organizing research-based reading

instruction around leveled text. It features the

handy and popular Guide on the Side to

make teaching easier. All the resources

are derived from Reading Street and

its proven teaching methods.

Will I teach the skills my students need? Reading Street for the Guided Reading

Teacher provides a comprehensive

scope and sequence that helps

you pace instruction and prepare

students for your state test.

I want to match my students to leveled text.Reading Street for the Guided Reading

Teacher organizes instruction around

leveled text and helps you differentiate

instruction. It’s a complete guided

reading program with leveled readers,

lessons plans, practice, and assessment.

Does the program support Reading Street?The scope and sequence, instructional

routines, and teacher resources all

align with Reading Street. Use the Guide

on the Side as your main Teacher’s

Edition or to supplement your

Reading Street Teacher’s Edition.

Guide on the Side Grade 3

Mo

re Read

ing Sup

po

rt

20 21

Hip, hip, hooray!We’re on the way.

KINDERGARTEN

PRE-KINDERGARTEN

Welcome toReading Street! GRADE 1

GRADE 4 GRADE 5

GRADE 6

6 Teacher’s Editions (1 per unit)

Student Edition (Units 4–6)



Student Edition6 Teacher’s Editions (1 per unit)

Student Edition


Student Edition


Student Edition (Unit 2) Student Edition (Unit 3) Student Edition (Unit 4) Student Edition (Unit 5)




GRADE 3

Student Edition (Unit 1)

MORE READING SUPPORT

My Sidewalks Intensive Reading Intervention (Levels A–E)

Reading Street for the Guided Reading Teacher (Grades 1–6)

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GRADE 2

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Student Editions (1–6)

Teacher’s Editions (Pre-K–6)

AssessmentAssessment Handbook (K–6)

Baseline Group Tests (K–6)

DIBELS™ Assessments (K–6)

ExamView® Test Generator CD-ROM (2–6)*

Fresh Reads for Differentiated Test Practice (1–6)

Online Success Tracker™ (K–6)*

Selection Tests Teacher’s Manual (1–6)

Unit and End-of-Year Benchmark Tests (K–6)

Leveled ReadersConcept Literacy Leveled Readers (K–1)

Independent Leveled Readers (K)

Kindergarten Student Readers (K)

Leveled Reader Teaching Guides (K–6)

Leveled Readers (1–6)

Listen to Me Readers (K)

Online Leveled Reader Database (K–6)*

Take-Home Leveled Readers (K–6)

Trade Books and Big BooksBig Books (Pre-K–2)

Read Aloud Trade Books (Pre-K–K)

Sing with Me Big Book (1–2)

Trade Book Library (1–6)

Decodable ReadersDecodable Readers (K–3)

Strategic Intervention Decodable Readers (1–2)

Take-Home Decodable Readers (K–3)

Phonics and Word StudyAlphabet Cards in English and Spanish (Pre-K–K)

Alphabet Chart in English and Spanish (Pre-K–K)

Animal ABCs Activity Guide (K)

Finger Tracing Cards (Pre-K–K)

Patterns Book (Pre-K–K)

Phonics Activities CD-ROM (PreK–2)*

Phonics Activities Mats (K)

Phonics and Spelling Practice Book (1–3)

Phonics and Word-Building Board and Letters (Pre-K–3)

Phonics Songs and Rhymes Audio CD (K–2)

Phonics Songs and Rhymes Flip Chart (K–2)

Picture Word Cards (Pre-K–K)

Plastic Letter Tiles (K)

Sound-Spelling Cards and Wall Charts (1–2)

Word Study and Spelling Practice Book (4–6)

Language ArtsDaily Fix-It Transparencies (K–6)

Grammar & Writing Book and Teacher’s Annotated Edition, The (1–6)

Grammar and Writing Practice Book and Teacher’s Manual (1–6)

Grammar Transparencies (1–6)

Six-Trait Writing Posters (1–6)

Writing Kit (1–6)

Writing Rubrics and Anchor Papers (1–6)

Writing Transparencies (1–6)

Practice and Additional ResourcesAlphaBuddy Bear Hand Puppet (K)

Alphasaurus Annie Hand Puppet (Pre-K)

Amazing Words Posters (K–2)

Centers Survival Kit (Pre-K–6)

Graphic Organizer Book (2–6)

Graphic Organizer Flip Chart (K–1)

High-Frequency Word Cards (K)

Kindergarten Review (1)

Practice Book and Teacher’s Manual (K–6)

Read Aloud Anthology (Pre-K–2)

Readers’ Theater Anthology (K–6)

Research into Practice (K–6)

Retelling Cards (K–6)

Scott Foresman Research Base (K–6)

Skill Transparencies (2–6)

Songs and Rhymes Flip Chart (Pre-K)

Talk with Me, Sing with Me Chart (Pre-K–K)

Tested Vocabulary Cards (1–6)

Vocabulary Transparencies (1–2)

Welcome to Reading Street (Pre-K–2)

ELLELL and Transition Handbook (Pre-K–6)

ELL Comprehensive Kit (1–6)

ELL Posters (K–6)

ELL Readers (1–6)

ELL Teaching Guides (1–6)

Ten Important Sentences (1–6)

Digital ComponentsAudioText CDs (PreK–6)

Background Building Audio CDs (3–6)

ExamView® Test Generator CD-ROM (2–6)*

Online Lesson Planner (K–6)

Online Leveled Reader Database (K–6)*

Online New Literacies Activities (1–6)*

Online Professional Development (1–6)

Online Story Sort (K–6)*

Online Student Editions (1–6)*

Online Success Tracker™ (K–6)*

Online Teacher’s Editions (Pre-K–6)

Phonics Activities CD-ROM (PreK–2)*

Phonics Songs and Rhymes Audio CD (K–2)

Sing with Me/Background Building Audio CDs (Pre-K–2)

Songs and Rhymes Audio CD (Pre-K)

My Sidewalks Intensive Reading Intervention (Levels A–E)

Reading Street for the Guided Reading Teacher (1–6)

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Ready, Teddy?(On Reading Street, you’re ready for everything and anything!)

Honey is yummy in my

tummy.

*Products suitable for interactive Whiteboard use.

PRE-K

Scott Foresman Reading Street PreK Literacy Program

Teacher’s Guides, Big Books,

fl ip charts, audio CDs, and

more provide shared reading

experiences and prepare children

for Kindergarten. Grade Pre-K

KINDERGARTEN

Kindergarten Package

Comprehensive Kindergarten

program includes Big Books,

Trade Books, readers, fl ash cards,

and more teaching resources

to foster fl uency, phonics skills,

and phonemic awareness in

emergent readers. Grade K

ASSESSMENT

Assessment Handbook

Ideas for classroom assessments

prepare students for high-stakes

tests. Rubrics, checklists, and

numerous teaching resources in

English and Spanish demonstrate

models and methods for

student evaluation and grading

based on the most recent

reading research. Grades K–6

Baseline Group Tests

Assess students’ knowledge

in key reading areas and get

grouping suggestions. Grades K–6

ExamView® CD-ROM

Test generator makes it easy to

create and customize Unit and

End-of-Year Benchmark Tests to

match state and national formats.

Grades 2–6

Unit and End-of-Year Benchmark Tests Teacher’s Manual

Evaluate students’ progress at

the end of each unit and the

end of the year. Grades K–6

Fresh Reads for Differentiated Test Practice

Below-level, on-level, and above-

level passages for fl uency fresh

reads give students additional

practice with each week’s target

comprehension skill. Multiple-

choice and short essay questions

after each passage prepare

students for state, national, and

classroom tests. Grades 1–6

Selection Tests Teacher’s Manual

Tests for each Student Edition

main selection assess text

comprehension and knowledge

of selection vocabulary.

Grades 1–6

DIBELS Assessments

Set of benchmark tests and

progress-monitoring tools

helps identify students in need

of strategic intervention in

reading. Each test measures

students’ mastery of key literacy

skills for their grade level,

including phonics, alphabet

knowledge, vocabulary, and text

comprehension. Grades K–6

Online Success Tracker™

Online assessment and data

management tool targets

instruction and prescribes

remediation to keep students

on track for adequate yearly

progress. Grades K–6

LEVELED READERS

Kindergarten Readers

Weekly Listen to Me Readers,

Kindergarten Student Readers,

and Independent Leveled Readers

teach the comprehension skill

and practice high-frequency

words for the week. Grade K

Leveled Readers

Below-level, on-level, and

advanced selections allow

all students to practice the

comprehension skill, vocabulary,

and concepts of each week’s

main selection. Grades 1–6

Take-Home Leveled Readers

Blackline masters of each Leveled

Reader and Kindergarten

Reader link learning between

school and home. Grades K–6

Leveled Reader Teaching Guide

Lesson plans and practice pages

for each Leveled Reader build

comprehension skills, fl uency,

and vocabulary. Grades 1–6

Concept Literacy Leveled Readers

These books help lower-level

readers understand basic

concepts and grade-level themes.

Most texts are nonfi ction with

a strong emphasis on concept

vocabulary. Grades K–1

Online Leveled Reader Database

Search. Hear. Print. Teach. Read!

This searchable database provides

access to over 1,000 Leveled

Readers online. Search by Guided

Reading level, DRATM level ,

Lexile® level, comprehension skill,

theme/topic, genre, and more.

Students can listen to fl uently

read recordings of every passage.

Teachers can download and print

lesson plans, practice pages, and

even the Leveled Readers.

Grades K–6

TRADE BOOKS

Trade Book Library

Below-level, on-level, and

advanced selections support unit

comprehension instruction and

extend concepts. Grades 1–6

Big Books

Oversized full-color trade

books provide shared

reading opportunities and

develop children’s concepts

of print. Grades K–2

Read Aloud Trade Books

Illustrated selections by

well-known authors develop

comprehension skills and

encourage children to read for

a variety of purposes. Grade K

DECODABLE READERS

Decodable Readers

Provide focused practice for each

phonics skill and opportunities to

reread for fl uency. All vocabulary

and phonics skills are retaught,

giving students 100% potential

for accuracy. Grades K–3

Take-Home Decodable Readers

Take-home versions of each

Decodable Reader reinforce

phonics skills and foster a strong

school-home connection.

Grades K–3

Strategic Intervention Decodable Readers

Provide additional opportunities

for below-level readers to practice

and review target phonics

skills each week. Grades 1–2

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PHONICS AND

WORD STUDY

Sound-Spelling Cards

Cards with blending routines help

introduce sounds and spellings in

the phonics lessons. Grades 1–2

Phonics Songs and Rhymes Flip Chart

Large, colorful chart actively

engages children in word work

and helps them connect sounds

to letters each week. Grades K–2

Phonics Activities CD-ROM

Games, nursery rhymes, and

interactive practice reinforce

phonics and phonemic

awareness skills. Grades PreK–2

Alphabet Cards

Vivid photos build letter and

word recognition skills in English

and Spanish. Grades Pre-K–K

Phonics and Word-Building Board and Letters

Magnetic board and letters are

ideal for teacher modeling and

student practice. Grades 1–3

Phonics Songs and Rhymes Audio CD

Engaging recordings introduce

each week’s target phonics

skills. Grades K–2

Phonics Activities Mats

Great for student word work

and letter tile activities! Grade K

Patterns Book

D is for Duck. Have students

color and cut out these simple

reproducible patterns to practice

phonics skills. Grades Pre-K–K.

Phonics and Spelling Practice Book/Word Study and Spelling Practice Book

Daily practice and take-home

word lists develop phonics/word

study skills and spelling strategies.

Grades 1–6

ENGLISH/LANGUAGE ARTS

The Grammar & Writing Book

Leveled grammar practice and

weekly writing models extend

instruction in the Student

Edition. Practice activities prepare

students for tests and introduce

them to the writer’s craft.

Grades 1–6

Grammar and Writing Practice Book

Four practice pages per

week ensure that students

have mastered grammar and

writing skills. Grades 1–6

Grammar Transparencies

One grammar transparency

per week supports and extends

language arts instruction.

Grades 1–6

Writing Kit

Comprehensive kit improves

students’ writing and concept

development. Grades 1–6

Daily Fix-It Transparencies

Sentences to proofread and

correct connect grammar,

spelling, and writing

instruction. Grades 1–6

Writing Transparencies

Weekly models introduce

students to the writing process

and the writer’s craft. Grades 1–6

Writing Rubrics and Anchor Papers

Here are 4-, 5-, and 6-point rubrics

for each weekly writing lesson

plus anchor papers for authentic

student models. Grades 1–6

Six-Trait Writing Posters

Six posters, one for each

writing trait, highlight the

essentials of effective writing:

Focus/Ideas, Organization/

Paragraphs, Voice, Word Choice,

Sentences, and Conventions.

Grades 1/2, 3/6

PRACTICE AND ADDITIONAL RESOURCES

Practice Book

Follow-up activities for each

selection include summaries,

vocabulary lists, and

comprehension skills

practice. Grades K–6

Retelling Cards

Six visuals from each Reading

Street selection support

students’ comprehension

through retelling. Grades K–6

Scott Foresman Research Base

Comprehensive, 500-page

volume shows how Reading

Street implements research-

based practices that are proven

effective in beginning reading

instruction. Grades K–6

Graphic Organizer Book

Blackline masters of charts,

diagrams, and forms support

comprehension, phonics, and

writing instruction. Grades 2/3, 4/6

Graphic Organizer Flip Chart

Large charts and diagrams with

a write-on, wipe-off surface

encourage active learning.

Grades K–1

Centers Survival Kit

This ready-to-use kit helps

you manage cross-curricular

centers with Centers Flip

Charts, activities, signage, and

stategies that support each

week’s instruction. Grades K–6

Amazing Words Posters

These posters reinforce oral

vocabulary by highlighting

the Amazing Words each

week. Grades K–2

Skill Transparencies

Copies of Student Edition

skill lessons facilitate

whole-class instruction of

comprehension skills. Grades 2–6

Vocabulary Transparencies

One transparency per week

demonstrates high-frequency

words in sentences. Grades 1–2

Tested Vocabulary Cards

Vocabulary fl ash cards provide

additional practice for unit and

selection tests. Grades 1–6

Read Aloud Anthology

Selections in a variety of

genres build vocabulary and

develop concepts throughout

the year. Grades PreK–2

Research into Practice

Annotated lessons from

Kindergarten, Grade 1, and

Grade 4 illustrate lesson features

that support research-based

reading instruction. Grades K–6

Readers’ Theater Anthology

Drama and poetry selections

for performance build students’

confi dence, reading fl uency, and

teamwork skills. Grades K–6

Talk with Me, Sing with Me Chart

Two illustrated charts per week

develop oral vocabulary and

build background. One side of

each chart features photographs

to inspire class discussion

using vocabulary words. The

other side includes a song

that demonstrates the words

in context. Grades PreK–2

Welcome to Reading Street

Quick guide includes strategies to

set up your classroom, manage

small groups, and develop readers

and writers. Grades PreK–1

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ELL

ELL Comprehensive Package

Weekly ELL support includes the

ELL Teaching Guide, ELL Posters,

ELL and Transition Handbook,

and ELL Readers. See descriptions

that follow. Grades 1–6

ELL Teaching Guide

This practical guide supports

English Language Learners

and teachers. It builds on the

instruction in the Teacher’s

Editions with weekly lesson

planners, comprehension lessons,

vocabulary activities, multilingual

summaries, ELL Reader lessons

and study guides, and multilingual

lesson vocabulary. Grades 1–6

ELL Posters

Colorful posters help English

Language Learners practice tested

vocabulary and concepts each

day of the week. Grades K–6

• ELL and Transition best practices

• Research into Practice articles

• Vocabulary, writing, and speaking strategies

• Home-language activities

• Phonics and Grammar Lessons

• Ongoing assessment tools for monitoring progress in reading, writing, speaking, and listening

• Language profi ciency activities

ELL and Transition Handbook

Resource book includes

instructional strategies, lessons,

research, and language activities

to enhance comprehension and

writing instruction for English

Language Learners. Grades K–6

ELL Readers

Grade-level fi ction, nonfi ction,

and poetry selections develop

English Language Learners’

vocabulary and comprehension

skills each week. Grades 1–6

Ten Important Sentences

Ten-sentence summaries of each

Student Edition selection help

struggling readers and English

language learners develop

comprehension skills. Grades 1–6

DIGITAL COMPONENTS

Online Student Edition

Students can access Reading

Street textbooks at home or

from a classroom technology

center. Grades 1–6

Online Teacher’s Edition

Complete contents of the

Teacher’s Edition online plus

additional teaching resources

allow you to plan and

prepare from school, home,

or anywhere. Grades K–6

Online Lesson Planner

Organizational tool makes

it easy to plan lessons from

any computer. Create and

customize your schedule, print

and edit lessons, e-mail lessons

to administrators or colleagues,

and view correlations to state

standards. Grades K–6

AudioText CDs

Complete narration of the

Student Edition recorded at

fl uency pace aids struggling

readers and auditory

learners. Grades PreK–6

Phonics Activities CD-ROM

Games, nursery rhymes, and

interactive practice reinforce

phonics and phonemic

awareness skills. Grades PreK–2

Phonics Songs and Rhymes Audio CD

Engaging recordings introduce

each week’s target phonics

skills. Grades K–2

Sing with Me/Background Building Audio CD

Song recordings to accompany

each Talk with Me, Sing with

Me Chart as well as interviews

and stories build background

to increase children’s text

comprehension. Grades PreK–2

Background Building Audio CDs

Drama skits, interviews with

experts, and more introduce key

concepts and vocabulary for

each Student Edition selection.

Grades 3–6

ExamView® CD-ROM

Test generator makes it easy to

create and customize Unit and

End-of-Year Benchmark Tests to

match state and national formats.

Grades 2–6

Online Professional Development

Synopses of articles by Reading

Street program authors and other

researchers keep teachers and

administrators up-to-date about

effective teaching strategies.

Grades 1–6

Online Story Sort

Interactive exercises help

students sequence and

retell stories to improve

comprehension. Grades 1–6

Online Leveled Reader Database

Search. Hear. Print. Teach. Read!

This searchable database provides

access to over 1,000 Leveled

Readers online. Search by Guided

Reading level, DRATM level ,

Lexile® level, comprehension skill,

theme/topic, genre, and more.

Students can listen to fl uently

read recordings of every passage.

Teachers can download and print

lesson plans, practice pages, and

even the Leveled Readers.

Grades K–6

Online New Literacies Activities

Activities involving informational

technologies including Web

pages, e-mail, and search

engines help students

practice fundamental skills

for reading books and using

the Internet. Grades 1–6

Online Success Tracker™

Online assessment and data

management tool targets

instruction and prescribes

remediation to keep students

on track for adequate yearly

progress. Grades K–6

GUIDED READING

Reading Street for theGuided Reading Teacher

Design your own guided reading

curriculum with help from

Scott Foresman Reading Street

resources—including Leveled

Readers, the Guide on the Side

for the Adventurous Reading

Teacher, and student and

teacher materials to support

phonics, language arts, and

ELL instruction. Grades 1–6

Guide on the Side for theAdventurous Reading Teacher

This resource book is a perfect

addition to any Guided Reading

program. Includes instructional

routines to use with any text,

including Leveled Readers and

Trade Books. Pacing guides

allow teachers to plan their own

instructional sequence or align

instruction with the Reading

Street scope and sequence.

Grades 1–6

INTENSIVE INTERVENTION

Scott Foresman My Sidewalks: Intensive Reading Intervention

My Sidewalks provides systematic

and explicit instruction for

students who require Tier III

intensive reading intervention.

Teaching guides, assessment,

practice resources, and fi ction

and nonfi ction readers help

you teach, motivate, and inspire

students reading signifi cantly

below grade level. Levels A–E

28 29

Co

mp

on

ents

Whoosh!Swoosh!

It’s Air Bear!

UNIT 1

Big Books

The Little School Busby Carol RothIllustrated by Pamela Paparone

Plaidypus Lostby Susan Stevens CrummelIllustrated by Janet Stevens

Juliusby Angela JohnsonIllustrated by Dav Pilkey


Fix-It DuckWritten and Illustrated by Jez Alborough

Miss Bindergarten Takes a Field Trip with Kindergartenby Joseph SlateIllustrated by Ashley Wolff

Dig Dig Diggingby Margaret MayoIllustrated by Alex Ayliffe

UNIT 2

Big Books

Life in an Oceanby Carol K. Lindeen

Animal Babies in Grasslandsby Jennifer Schofi eld

A Bed for the Winterby Karen Wallace


Armadillo’s OrangeWritten and Illustrated by Jim Arnosky

Bear Snores Onby Karma WilsonIllustrated by Jane Chapman

Whose Garden Is It?by Mary Ann HobermanIllustrated by Jane Dyer

UNIT 3

Big Books

Little Pandaby Joanne Ryder

See How We Growby Katacha Diaz

SeedsWritten and illustrated by Ken Robbins


Little Quackby Lauren ThompsonIllustrated by Derek Anderson

Farfallina & MarcelWritten and Illustrated by Holly Keller

Hide, Clyde!Written and Illustrated by Russell Benfanti

UNIT 4

Big Books

Bunny Dayby Rick WaltonIllustrated by Paige Miglio

One Little Mouseby Dori ChaconasIllustrated by LeUyen Pham

If You Could Go to Antarcticaby Fay Robinson


My Lucky DayWritten and Illustrated by Keiko Kasza

Goldilocks and the Three BearsRetold and Illustrated by Valeri Gorbachev

Abuelaby Arthur DorrosIllustrated by Elisa Kleven

UNIT 5

Big Books

Max Takes the Trainby Rosemary WellsIllustrated by Jody Wheeler

Messenger, Messengerby Robert BurleighIllustrated by Barry Root

On the Move!by Donna Latham


Mayday! Mayday! A Coast Guard RescueWritten and Illustrated by Chris L. Demarest

The Little Engine That CouldWritten and Illustrated by Watty Piper

This Is the Way We Go to Schoolby Edith BaerIllustrated by Steve Björkman

UNIT 6

Big Books

Homes Around the Worldby Judy NayerIllustrated by Laura Ovresat

Building Beaversby Kathleen Martin-James

The House That Tony Lives Inby Anthony LorenzIllustrated by John Sandford


Old MacDonald Had a Woodshopby Lisa ShulmanIllustrated by Ashley Wolff

The Night Workerby Kate BanksIllustrated by Georg Hallensleben

Animal Homesby Angela Wilkes

UNIT 1

• Sam, Come Back!by Susan Stevens CrummelIllustrated by Janet StevensPuppy Gamesby Linda LottIllustrated by Maribel Suarez

• Pig in a Wigby Susan Stevens CrummelIllustrated by Janet StevensWe Are Vetsby Linda LottIllustrated by Lindsey Gardiner

• The Big Blue Oxby Susan Stevens CrummelIllustrated by Janet StevensThey Can Helpby Pat Waris

• A Fox and a Kitby Leya RobertsIllustrated by Charles SantoreThe Zoo in the ParkIllustrated by Jui Ishida

• Get the Egg!by Alyssa Satin CapucilliIllustrated by Bernard AdnetHelp the Birds

• Animal Parkby Judy NayerPoetry Collectionby Betsy Lewin and Douglas FlorianIllustrated by Patrice Aggs

UNIT 2

• Max and Ruby: A Big Fish for Maxby Rosemary WellsIllustrated by Jody WheelerAt Home

• The Farmer in the HatWritten and Illustrated by Pat CummingsHelping Hands at 4-Hby Lindy Russell

• Who Works Here?by Melissa Blackwell BurkeIllustrated by Tim SpransyNeighborhood Map

• The Big Circleby Eric KimmelIllustrated by Richard BernalClass Paper

• Life in the Forestby Claire DanielA Mangrove Forestby Terry LynkIllustrated by Russell Farrell

• Honey Beesby Jesús CervantesIllustrated by Tom LeonardThe Ants Go MarchingIllustrated by Norman Gorbaty

UNIT 3

• An Egg Is an EggWritten and Illustrated by Nicki WeissNothing Fits!by Rena MoranIllustrated by Mary Bono

• Ruby in Her Own Timeby Jonathan EmmettIllustrated by Rebecca HarryI’m Growing

• Jan’s New Homeby Angela Shelf MedearisIllustrated by Don TateA Letter from Jan

• Frog and Toad TogetherWritten and Illustrated by Arnold LobelGrowing Plants

• I’m a Caterpillarby Jean MarzolloIllustrated by Judith MoffattMy Computer

• Where Are My Animal Friends?by William Chin Illustrated by Scott GustafsonPoetry Collectionby Lee Bennett Hopkins, Gwendolyn Brooks, and Amy Goldman KossIllustrated by David Diaz and Laura J. Bryant

UNIT 4

• Mama’s Birthday Presentby Carmen TafollaIllustrated by Gabriel PachecoChinese Surprisesby Annie Brannan

• The DotWritten and Illustrated by Peter H. ReynoldsA Great Artist and His Dotsby Karen Stockwell

• Mister Bones: Dinosaur Hunterby Jane KurtzIllustrated by Mary Haverfi eldWhat’s in a Museum?by Mary Rowan

• The Lady in the Moon by Lily Wong FillmoreIllustrated by Lin WangMy 4th of July

• Peter’s ChairWritten and Illustrated by Ezra Jack KeatsPeter’s Baby Sister

• Henry and Mudge and Mrs. Hopper’s Houseby Cynthia RylantIllustrated by Carolyn BrackenPoetry Collectionby Various AuthorsIllustrated by Luciana Navarro Alves

UNIT 5

• Tippy-Toe Chick, Go!by George ShannonIllustrated by Laura DronzekBelling the CatAdapted from a fable by AesopIllustrated by Viviana Garofoli

• Mole and the Baby Birdby Marjorie NewmanIllustrated by Patrick BensonDear Dr. Know-It-Allby Paulinda Lynk

• Dot & Jabber and the Great Acorn MysteryWritten and Illustrated by Ellen Stoll WalshWater

• Simple Machinesby Allan FowlerRoy’s Wheelchairby Callen Watkins

• Alexander Graham Bellby Lola M. SchaeferInventions

• Ben Franklin and His First Kiteby Stephen KrenskyIllustrated by Bert DodsonPoetry Collectionby Jack Prelutsky and Joan Bransfi eld GrahamIllustrated by Peter Sis and Nancy Davis

Literature

• Bullet denotes Main SelectionPaired Selection follows


30 31

GRADE 1 STUDENT EDITIONS

GRADE K BIG BOOKS & READ ALOUD TRADE BOOKS

UNIT 1

• Iris and Walterby Elissa Haden GuestIllustrated by Christine DavenierMorning Song/My Travel Treeby Bobbi Katz

• Exploring Space with an Astronautby Patricia J. MurphyA Trip to Space Campby Ann Weil

• Henry and Mudge and the Starry Nightby Cynthia RylantIllustrated by Suçie StevensonStar Pictures in the Skyby Lorraine McCombs

• A Walk in the Desertby Caroline ArnoldRain Forests

• The Strongest OneRetold by Joseph BruchacIllustrated by David DiazAnteatersby John Jacobs

UNIT 2

• Tara and Tiree, Fearless Friendsby Andrew ClementsIllustrated by Scott GustafsonRescue Dogsby Rena Moran

• Ronald Morgan Goes to Batby Patricia Reilly GiffIllustrated by Susanna NattiSpaceballby Brod BagertIllustrated by Tedd Arnold

• Turtle’s Race with Beaverby Joseph Bruchac and James BruchacIllustrated by Jose Aruego and Ariane DeweyThe Secret Life of Pondsby Elizabeth Schleichert

• The Bremen Town Musiciansby Carol Pugliano Illustrated by Jon GoodellAnimals Helping Animals by Jacquelyn Siki

• A Turkey for Thanksgivingby Eve BuntingIllustrated by Diane de GroatThanksgiving USA

UNIT 3

• Pearl and Wagner: Two Good Friendsby Kate McMullanIllustrated by R. W. AlleyRobots at Homeby Clive Gifford

• Dear Junoby Soyung PakIllustrated by Susan Kathleen HartungSaying It Without Words: Signs and Symbolsby Arnulf K. Esterer and Louise A. Esterer

• Anansi Goes FishingRetold by Eric A. KimmelIllustrated by Janet StevensDo spiders stick to their own webs?by Amy Goldman Koss

• Rosa and Blancaby Joe HayesIllustrated by José OrtegaThe Crow and the PitcherRetold by Eric BlairIllustrated by Laura Ovresat

• A Weed Is a FlowerWritten and Illustrated by AlikiWhat’s Made from Corn?

UNIT 4

• The Quilt Storyby Tony JohnstonIllustrated by Tomie dePaolaMaking Memories: Changing with the Timesby Myka-Lynne Sokoloff

• Life Cycle of a Pumpkinby Ron Fridell and Patricia WalshHow do seeds know which way is up?by Amy Goldman Koss

• Frogsby Gail GibbonsFrom Egg to Eggby Michael Elsohn RossIllustrated by Gustav Moore

• I Like Where I Amby Jessica HarperIllustrated by G. Brian KarasA New House

• Helen Keller and the Big Stormby Patricia LakinIllustrated by Troy HowellWind by Marion Dane Bauer

UNIT 5

• Fire Fighter!by Angela RoystonFire Fighting Teamworkby Connie Carpenter

• One Dark Nightby Hazel HutchinsIllustrated by Susan Kathleen HartungAdoption/The Stray Catby Isabel Joshlin Glaser andEve Merriam

• Bad Dog, Dodger!by Barbara AbercrombieIllustrated by Laura OvresatHow to Train Your Puppyby L. B. Coombs

• Horace and Morris but mostly Doloresby James HoweIllustrated by Amy WalrodGood Kickingby Rich Richardson

• The Signmaker’s AssistantWritten and Illustrated by Tedd Arnold Helping Hand

UNIT 6

• Just Like Josh Gibsonby Angela JohnsonIllustrated by Beth PeckHow Baseball Beganby Tammy TerryIllustrated by Clint Handsen

• Red, White, and Blue: The Story of the American Flagby John HermanIllustrated by Shannan StirnweissYou’re a Grand Old Flagby George M. Cohan

• A Birthday Basket for Tía by Pat MoraIllustrated by Cecily LangFamily Traditions: Birthdays

• Cowboysby Lucille Recht PennerIllustrated by Ben CarterCowboy Gearby Tod Cody

• Jingle Dancerby Cynthia Leitich SmithIllustrated by Cornelius Van Wright and Ying-Hwa HuCelebrating the Buffalo Daysby Diane Hoyt-Goldsmith

UNIT 1

• Boom Townby Sonia LevitinIllustrated by John SandfordMike’s Teaching T-shirts by Arlene Erlbach

• What About Me?Written and Illustrated by Ed YoungBen Franklin’s Little Words to Live Byby Myka-Lynne Sokoloff

• Alexander, Who Used to Be Rich Last Sundayby Judith ViorstIllustrated by Ray CruzTips for Saving Moneyby Claire Daniel

• If You Made a Millionby David M. SchwartzIllustrated by Steven KelloggMoney from Long Agoby Darleen Ramos

• My Rows and Piles of Coinsby Tololwa M. MollelIllustrated by E. B. LewisLearning About Money

PoetryA Single Penny by Felice Holman Fund-Raiser by Carol Diggory ShieldsMoney by Richard Armour Coins by Valerie Worth

UNIT 2

• Penguin Chickby Betty TathamIllustrated by Helen K. DaviePlants: Fitting into Their Worldby Susan E. GoodmanPhotographs by Michael J. Doolittle

• A Day’s Workby Eve BuntingIllustrated by Ronald HimlerWhat Is a Weed?

• Prudy’s Problem and How She Solved ItWritten and Illustrated by Carey Armstrong-EllisMeeting the Challenge of Collectingby Lisa Klobuchar

• Tops & BottomsAdapted and Illustrated by Janet StevensThe Hare and the Tortoiseby AesopIllustrated by Michael Hague

• William’s Houseby Ginger HowardIllustrated by Larry DayLog Cabinsby Marlene Perez

PoetryAnts by Marilyn SingerThe Sure-Footed Shoe Finder by Andrea PerryThird Grade Genius by Gary Soto

UNIT 3

• The Gardenerby Sarah StewartIllustrated by David SmallWorms at Workby Ann Weil

• Pushing Up the Skyby Joseph BruchacIllustrated by Teresa Flavin

Catch It and Run!Retold by Margaret MayoIllustrated by Richard Downs

• Night Lettersby Palmyra LoMonacoIllustrated by Normand ChartierDear StarsWritten and Illustrated by Takayo Noda

• A Symphony of Whalesby Steve SchuchIllustrated by Wendell MinorHe Listens to Whalesby E. Shan Correa

• Volcanoes: Nature’s Incredible Fireworksby David L. HarrisonNatural Disasters

PoetryCloud Dragons by Pat Mora Lemon Moon by Beverly McLoughlandHurt No Living Thing by Christina RossettiSpringtime by Nikki GiovanniLaughing Boy by Richard Wright

UNIT 4

• WingsWritten and Illustrated by Christopher MyersBeauty and the BeastRetold by Helen Strahinich

• Hottest, Coldest, Highest, DeepestWritten and Illustrated by Steve JenkinsGreat and Smallby Russell Ash

• Rocks in His Headby Carol Otis HurstIllustrated by James StevensonEverybody Needs a Rockby Byrd BaylorIllustrated by Franklin Hammond

• America’s Champion Swimmer: Gertrude Ederleby David A. AdlerIllustrated by Terry WidenerWomen Athletes

• Fly, Eagle, Fly!Retold by Christopher GregorowskiIllustrated by Niki DalyPurple Coyoteby CornetteIllustrated by Rochette

PoetryMe (with Apologies to Joyce Kilmer)by Karen Jo ShapiroBy Myself by Eloise Greenfi eld Limericks by Edward Lear Written at the Po-Shan Monastery by Hsin Ch’i-chi Translated by Irving Y. Lo

UNIT 5

• Suki’s Kimonoby Chieri UegakiIllustrated by Stéphane JorischClothes: Bringing Cultures Togetherby Elizabeth Massie

• How My Family Lives in AmericaText and Photographs by Susan KuklinCommunities Celebrate Cultures

• Good-Bye, 382 Shin Dang Dongby Frances Park and Ginger ParkIllustrated by Yangsook ChoiIt’s a Small WorldWords and Music by Richard M. Sherman and Robert B. Sherman

• Jalapeño Bagelsby Natasha WingIllustrated by Antonio L. CastroFoods of Mexico: A Delicious Blendby George Ancona

• Me and Uncle Romieby Claire Hartfi eldIllustrated by Jerome LagarrigueCountry to City

PoetryMy Friend in School by Tony Medina Lunch Survey by Kristine O’Connell George Saying Yes by Diana Chang

UNIT 6

• The Story of the Statue of LibertyWritten and Illustrated by Betsy and Giulio MaestroA Nation of Immigrants

• Happy Birthday Mr. KangWritten and Illustrated by Susan L. RothBack to the Wild: A Talk with a Wildlife Workerby Melissa Burke

• Talking Walls: Art for the Peopleby Katacha DíazNathaniel’s Rapby Eloise Greenfi eld

• Two Bad AntsWritten and Illustrated by Chris Van AllsburgHiking Safety Tips

• Elena’s Serenadeby Campbell GeeslinIllustrated by Ana JuanLeading People to Freedomby Julia Nasser Padgett

Poetry The Star-Spangled Bannerby Francis Scott KeyI Watched an Eagle Soarby Virginia Driving Hawk SneveWords Free as Confetti by Pat Mora

Literature





32 33

UNIT 1

• Because of Winn-Dixieby Kate DiCamilloIllustrated by Kevin HawkesFast Facts: Black Bearsby Kathy Kranking

• Lewis and Clark and Meby Laurie MyersIllustrated by Michael DoolingThey Traveled with Lewis and Clarkby Elizabeth Massie

• Grandfather’s JourneyWritten and Illustrated by Allen SayA Look at Two Lands

• The Horned Toad Princeby Jackie Mims HopkinsIllustrated by Michael AustinHorned Lizards & Harvesting Antsby John Brown

• Letters Home from Yosemiteby Lisa HalvorsenThis Land Is Your Landby Woody Guthrie

PoetryWe’re All in the Telephone Bookby Langston Hughes Speak Upby Janet S. WongCity I Loveby Lee Bennett Hopkins Midwest Town by Ruth De Long Peterson

UNIT 2

• What Jo DidWritten and Illustrated by Charles R. Smith Jr.Fast Break/“Allow Me to Introduce Myself”by Charles R. Smith Jr.

• Coyote School NewsWritten and Illustrated by Joan SandinHow to Start a School Newspaperby Lisa Klobuchar

• Grace and the Time MachineAdapted for Story Theater by Donald AbramsonWhat’s There to Do?by Samantha Beres

• Marven of the Great North Woodsby Kathryn LaskyIllustrated by Kevin HawkesLogging Camps

• So You Want to Be President?by Judith St. GeorgeIllustrated by David SmallOur National Parksby Susan Gavin

PoetryHis Hands by Nikki Grimes Homework by Russell HobanLem Lonnigan’s Leaf Machine by Andrea Perry

UNIT 3

• The StrangerWritten and Illustrated by Chris Van AllsburgTime for a Changeby Helen Strahinich

• Adelina’s WhalesText and Photographs by Richard SobolSea Animals on the Moveby Joanne Wachter

• How Night Came from the SeaRetold by Mary-Joan GersonIllustrated by Carla GolembeThe Ant and the BearWritten and Illustrated by Chief Lelooska

• Eye of the Storm by Stephen KramerPhotographs by Warren FaidleySevere Weather Safety

• The Great Kapok TreeWritten and Illustrated by Lynne Cherry Living in a World of Greenby Tanya Lee Stone

PoetryAutumn by Charlotte ZolotowWinter Solstice by Marilyn Singer Early Spring by Shonto Begay

UNIT 4

• The Houdini BoxWritten and Illustrated by Brian SelznickSo You Want to Be an Illusionistby Tui T. Sutherland

• Encantado: Pink Dolphin of the Amazonby Sy MontgomeryMysterious Animalsby Ann Weil

• The King in the Kitchenby Margaret E. SlatteryIllustrated by Matthew TruemanA Man for All Seasonings/A Confectioner/Expertby Richard Armour/Myra Cohn Livingston/Unknown

• Seeker of KnowledgeWritten and Illustrated by James RumfordWord Puzzles

• Encyclopedia Brown and the Case of the Slippery Salamanderby Donald J. SobolIllustrated by Brett HelquistYoung Detectives of Potterville Middle School by Tracy Burton

PoetryWho Knows? by Fatou Ndiaye SowPoetry by Eleanor FarjeonThe Seed by Aileen FisherCarolyn’s Cat by Constance Kling Levy

UNIT 5

• Sailing Home: A Story of a Childhood at Seaby Gloria RandIllustrated by Ted RandSharing a Dreamby Linda Washington

• Lost City: The Discovery of Machu PicchuWritten and Illustrated by Ted LewinRiding the Rails to Machu Picchuby Katacha Díaz

• Amelia and Eleanor Go for a Rideby Pam Muñoz RyanIllustrated by Brian SelznickWomen Explorers

• Antarctic JournalWritten and Illustrated by Jennifer Owings DeweySwimming Towards Iceby Claire Daniel

• Moonwalkby Ben BovaIllustrated by Peter BollingerA Walk on the Moonby Judy Nayer

PoetryThe Best Paths by Kristine O’Connell George Roller Coasters by X. J. Kennedy The Door by Miroslav Holub

UNIT 6

• My Brother Martinby Christine King FarrisIllustrated by Chris SoentpietHopes and Dreams of Young Peopleby Cristina Beecham, Ek Ongkar K. Khalsa, and Dawn Withrow

• Jim Thorpe’s Bright Pathby Joseph BruchacIllustrated by S. D. NelsonSpecial Olympics, Spectacular Athletesby Marlene Perez

• How Tía Lola Came to Visit Stayby Julia AlvarezIllustrated by Macky PamintuanThe Diffi cult Art of Hittingby Sadaharu Oh and David Falkner

• To Fly: The Story of the Wright Brothersby Wendie C. Old Illustrated by Robert Andrew ParkerEarly Flying Machines

• The Man Who Went to the Far Side of the MoonWritten and Illustrated by Bea Uusma SchyffertThe Earth and the Moon

PoetryDream Dust by Langston Hughes Martin Luther King by Myra Cohn LivingstonMartin Luther King Day by X. J. Kennedy Fall Football by Gary Soto First Men on the Moon by J. Patrick Lewis

UNIT 1

• Frindleby Andrew Clements Illustrated by James BernardinPunctuation Takes a Vacationby Robin Pulver

• Thunder Roseby Jerdin NolenIllustrated by Kadir NelsonMeasuring Tornadoes by Trudi Strain Trueit

• Island of the Blue Dolphinsby Scott O’DellIllustrated by E. B. LewisSeven Survival Questionsby Buck Tilton

• Satchel Paigeby Lesa Cline-Ransome Illustrated by James E. RansomeThe Girls of Summerby Ellen Klages

• Shutting Out the Skyby Deborah HopkinsonThe Immigrant Experience

Poetry The Microscope by Maxine W. Kumin Full Day by Naomi Shihab Nye

UNIT 2

• Inside Outby Francisco JiménezIllustrated by Raul ColonRandom Acts of Kindness

• Passage to Freedom by Ken MochizukiIllustrated by Dom LeeI Wanted My Motherby Debora Biron

• The Ch’i-lin PurseRetold by Linda FangIllustrated by Ed YoungThe Lion and the Mouseby Aesop

• Jane Goodall’s 10 Ways to Help Save Wildlifeby Jane GoodallWhy Some Animals Are Considered Bad or Scaryfrom Sandiegozoo.orgIllustrated by John Manders

• The Midnight Ride of Paul Revere by Henry Wadsworth LongfellowIllustrated by Christopher BingRevolutionary War Women

Poetry For Peace Sakeby Cedric McClesterTwo People I Want to Be Like by Eve MerriamNot in Vain by Emily DickinsonStrangers by Janet S. Wong

UNIT 3

• Wings for the Kingby Anne SrodaIllustrated by Franklin HammondBecky Schroeder: Enlightened Thinkerby Tom Tucker

• Leonardo’s Horseby Jean FritzIllustrated by Hudson TalbottHumans with Wings by Roger Yepsen

• The Dinosaurs of Waterhouse Hawkinsby Barbara KerleyIllustrated by Brian SelznickA Model Scientist

• Mahalia Jacksonby Julius LesterIllustrated by Lisa CohenPerfect Harmonyby Charles R. Smith Jr.

• Special Effects in Film and Televisionby Jake HamiltonSearching for Animation

PoetryChemistry 101 by Marilyn NelsonThe Bronze Horse by Beverly McLoughlandThe Termites by Douglas Floriatt Stairs by Oliver Herford

UNIT 4

• Weslandiaby Paul FleischmanIllustrated by Kevin HawkesUnder the Back Porch/Keziahby Virginia Hamilton/Gwendolyn Brooks

• Stretching Ourselvesby Alden CarterPhotographs by Carol S. CarterHelpful Toolsby Sally Hobart Alexander

• Exploding Antsby Joanne SettelThe Creature from the Adapting Lagoon

• The Stormi Giovanni Clubby Lydia R. DiamondIllustrated by R. Gregory ChristieThink Dress Codes Are a Drag?by Emilie Ostrander

• The Gymnastby Gary SotoAll About Gymnastics

PoetryWhich Lunch Table? by Kristine O’Connell GeorgeThe Drum by Nikki GiovanniDesert Tortoise by Byrd Baylor Camelby Lillian M. Fisher

UNIT 5

• The Three-Century Womanby Richard PeckIllustrated by Matthew FaulknerUnderstanding the Banana-Mobileby Jeanie Stewart

• The Unsinkable Wreck of the R.M.S. Titanicby Robert D. Ballard and Rich ArchboldIllustrated by Ken MarschallShipwreck Seasonby Donna Hill

• Talk with an AstronautWomen Astronauts

• Journey to the Center of the Earthby Jules VerneIllustrated by Marc SassoCrust, Mantle, Core

• Ghost Towns of the American WestText and Photographs by Raymond BialDame Shirley Goes to the Gold Rushby Elspeth Leacock and Susan BuckleyIllustrated by Rodica Prato

PoetryYour World by Georgia Douglas Johnson Share the Adventure by Patricia and Fredrick McKissackA Path to the Moon by bp Nichol

UNIT 6

• At the Beach: Abuelito’s Storyby Lulu DelacreIllustrated by Michael SterinagleThe Eagle and the Batby Lame Deer

• The Mystery of Saint Matthew Islandby Susan QuinlanGet the Lead Outby Catherine Thimmesh

• King Midas and the Golden Touchby Charlotte CraftIllustrated by K. Y. CraftJimmy Jet and His TV SetWritten and Illustrated by Shel Silverstein

• The HindenburgWritten and Illustrated by Patrick O’BrienEarthquakes and Primary Sources

• Sweet Music in Harlemby Debbie A. TaylorIllustrated by Frank MorrisonAuthor’s Noteby Debbie A. Taylor

PoetryLimericks, Sunfl akes by Frank AschAlmost Humanby Pat Moon The Bat by Theodore Roethke

Literature


3534

GRADE 4 STUDENT EDITION


UNIT 1

• Old Yellerby Fred GipsonIllustrated by Lori LohstoeterA Dog’s Lifeby Iain Zaczek

• Mother Fletcher’s Giftby Walter Dean MyersIllustrated by William LowThe Harlem Renaissancefrom Cobblestone Magazine

• Viva New Jerseyby Gloria GonzalezIllustrated by Melodye RosalesVisiting Another Country

• Saving the Rain Forestsby Sally MorganDrip Dry?from Kids Discover Magazine

• When Crowbar Cameby Jean Craighead GeorgeIllustrated by Greg NewboldThey’ve Got Personality by Aline Alexander Newman

PoetryThose Winter Sundays by Robert Hayden Grandma by Ralph Fletcher Song to Mothers by Pat Mora Louis Jones Sings a Praise to Caesar by Emanuel di Pasquale

UNIT 2

• The Universeby Seymour SimonSo Long, Sol!by Seth Shostak

• Dinosaur Ghosts: The Mystery of Coelophysisby J. Lynett GilletteIllustrated by Douglas HendersonDino Huntingby Kristin Baird RattiniPhotographs by O. Louis Mazzatenta

• A Week in the 1800sby Susan GoodmanPhotographs by Michael J. DoolittleColonial Times

• Good-bye to the Moon by Monica Hughes Illustrated by Mick CoulasZooby Edward D. Hoch

• Egyptby Ann HeinrichsThe Rosetta Stonefrom the British Museum Web Site

PoetryFossils by Lilian Moore Tradition by Eloise Greenfi eldArrival by Florence Parry Heide The Time Machine by Judith Heide Gilliland Suit of Armor by Beverly McLoughland

UNIT 3

• Hatchet by Gary PaulsenCall of the Deep Wilds by Helen Strahinich

• When Marian Sangby Pam Muñoz RyanIllustrated by Brian SelznickThe Lincoln Memorialby Sheri Buckner

• Learning to Swimby Kyoko MoriIllustrated by Kazuhiko SanoStaying Safe in the Water

• Juan Verdades: The Man Who Couldn’t Tell a LieRetold by Joe HayesIllustrated by Joseph Daniel FiedlerSong of the ChirimiaRetold by Jane Anne Volkmer

• Elizabeth Blackwell: Medical Pioneerby Joanna Halpert KrausIllustrated by Stephen AlcornRebecca Lee Crumplerby Joan Potter and Constance Claytor

PoetryConcord Hymn by Ralph Waldo Emerson Abe by Alice Schertle Martin Luther King, Jr. by Gwendolyn BrooksAnother Mountain by Abiodun Oyewole

UNIT 4

• Into the IceWritten and Illustrated by Lynn CurleePolar Zonesfrom the Nature Company Discoveries Library

• The Chimpanzees I Love by Jane Goodall“Going Ape” over Languageby Natalie M. Rosinsky

• Black Frontiersby Lillian SchlisselPoems by Langston Hughes

• Space Cadetsby David LaBountyIllustrated by Doug RossExploring Space Travel

• Inventing the Future: A Photobiography of Thomas Alva Edisonby Marfé Ferguson DelanoGarrett Augustus Morganfrom the U.S. Department of Transportation Web Site

PoetryThe Explorers by Carole Boston Weatherford Bronze Cowboys by Carole Boston Weatherford Seeds by Ann Turner Science Fair Project by Carol Diggory Shields

UNIT 5

• The View from Saturdayby E. L. KonigsburgIllustrated by Janan CainWho Thought of That?by Bonnie Kepplinger

• Harvesting Hope: The Story of Cesar Chavezby Kathleen KrullIllustrated by Yuyi MoralesFieldworkers/Farmworkersby Leobardo V. Cortéz and Alma Flor Ada

• The River That Went to the Sky: A Story from Malawiby Kasiya Makaka PhiriIllustrated by Stéphan DaiglePecos Bill and the Cycloneby Mary Pope Osborne

• Gold by Sarah AnglissThe California Gold Rush

• The House of Wisdomby Florence Parry Heide and Judith Heide GillilandIllustrated by Mary GrandPréAladdinRetold by Bonnie Vaughan

PoetryFor the Earth Day Contest by Bobbi Katz Pods Pop and Grin by James Berry maggie and milly and molly and mayby e. e. cummings Maple Talk by Lilian Moore

UNIT 6

• Don Quixote and the WindmillsRetold by Eric A. KimmelIllustrated by Leonard Everett FisherFeudalism

• Ancient Greeceby Kim CovertOpening Ceremony in Athens: Fire and Waterby Darleen Ramos

• The All-American Slurpby Lensey NamiokaIllustrated by Stephane JorischThe Evolution of Eating Utensilsby Linda Washington

• The Aztec Newsby Philip SteeleThe Mayans

• Where Opportunity Awaitsby James R. Grossman Illustrated by Jacob LawrenceComing Overby Russell Freedman

PoetryBorders by Arnold Adoff My Bird Day by Janet S. Wong The Colors Live by Mary O’Neill The New Colossus by Emma Lazarus


36


Scop

e and

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ReadingConcepts of Print and Print Awareness Pre-K K 1 2 3 4 5 6

Develop awareness that print represents spoken language and conveys and preserves meaning • • •

Recognize familiar books by their covers; hold book right side up • •

Identify parts of a book and their functions (front cover, title page/title, back cover, page numbers)

• • •

Understand the concepts of letter, word, sentence, paragraph, and story • • •

Track print (front to back of book, top to bottom of page, left to right on line, sweep back left for next line)

• • •

Match spoken to printed words • • •

Know capital and lowercase letter names and match them • • T •

Know the order of the alphabet • • •

Recognize first name in print • • •

Recognize the uses of capitalization and punctuation • •

Value print as a means of gaining information • • •

Phonological and Phonemic Awareness Pre-K K 1 2 3 4 5 6

Phonological Awareness

Recognize and produce rhyming words • • •

Track and count each word in a spoken sentence and each syllable in a spoken word

• • •

Segment and blend syllables in spoken words •

Segment and blend onset and rime in one-syllable words • •

Recognize and produce words beginning with the same sound • • •

Identify beginning, middle, and/or ending sounds that are the same or different • • •

Understand that spoken words are made of sequences of sounds • • •

Phonemic Awareness

Identify the position of sounds in words • •

Identify and isolate initial, final, and medial sounds in spoken words • • •

Blend sounds orally to make words or syllables • •

Segment a word or syllable into sounds; count phonemes in spoken words or syllables • •

Manipulate sounds in words (add, delete, and/or substitute phonemes) • • •

Phonics and Decoding Pre-K K 1 2 3 4 5 6

Phonics

Understand and apply the alphabetic principle that spoken words are composed of sounds that are represented by letters

• • •

Know letter-sound relationships • • T • T • T

Blend sounds of letters to decode • • T • T • T

Consonants, consonant blends, and consonant digraphs • • T • T • T

Short, long, and r-controlled vowels; vowel digraphs; diphthongs; common vowel patterns

• T • T • T

Phonograms/word families • • • •

Word Structure

Decode words with common word parts • • T • T • T • • •

Base words and inflected endings • T • T • • • •

37• Instructional opportunity T tested in standardized test format

38 39

Contractions and compound words • T • T • T • • •

Suffixes and prefixes • T • T • T • • •

Greek and Latin roots • • •

Blend syllables to decode words • T • T • T • • •

Decoding Strategies

Blending strategy: Apply knowledge of letter-sound relationships to decode unfamiliar words • • • •

Apply knowledge of word structure to decode unfamiliar words • • • • • • •

Use context and syntax along with letter-sound relationships and word structure to decode • • • • • • •

Self-correct • • • • • •

Fluency Pre-K K 1 2 3 4 5 6

Read aloud fluently with accuracy, comprehension, appropriate pace/rate; with expression/intonation (prosody); with attention to punctuation and appropriate phrasing

• T • T • T • T • T • T

Practice fluency in a variety of ways, including choral reading, partner/paired reading, readers’ theater, repeated oral reading, and tape-assisted reading

• • • • • • •

Work toward appropriate fluency goals by the end of each grade • T • T • T • T • T • T

Read regularly in independent-level material • • • • • •

Read silently for increasing periods of time • • • • • •

Vocabulary (Oral and Written) Pre-K K 1 2 3 4 5 6

Word Recognition

Recognize regular and irregular high-frequency words • • • T • T

Recognize and understand selection vocabulary • • • T • • • •

Understand content-area vocabulary and specialized, technical, or topical words

• • • • • •

Word Learning Strategies

Develop vocabulary through direct instruction, concrete experiences, reading, listening to text read aloud

• • • • • • • •

Use knowledge of word structure to figure out meanings of words • • T • T • T • T • T

Use context clues for meanings of unfamiliar words, multiple-meaning words, homonyms, homographs

• • T • T • T • T • T

Use grade-appropriate reference sources to learn word meanings • • • • • T • T • T • T

Use picture clues to help determine word meanings • • • • •

Use new words in a variety of contexts • • • • • • • •

Examine word usage and effectiveness • • • • • • •

Create and use graphic organizers to group, study, and retain vocabulary • • • • • •

Extend Concepts and Word Knowledge

Academic language • • • • • • • •

Classify and categorize • • • • • • • •

Antonyms and synonyms • • T • T • T • T • T

Homographs, homonyms, and homophones • • T • T • T • T

Multiple-meaning words • • • T • T • T • T

Related words and derivations • • • •

Analogies • •

Connotation/denotation • • •

Pre-K K 1 2 3 4 5 6

Figurative language and idioms • • • • • •

Descriptive words (location, size, color, shape, number, ideas, feelings) • • • • • • • •

High-utility words (shapes, colors, question words, position/directional words, and so on) • • • •

Time and order words • • • • • • • •

Transition words • • •

Word origins: Etymologies/word histories; words from other languages, regions, or cultures • • • •

Shortened forms: abbreviations, acronyms, clipped words • • • • • T

Text Comprehension Pre-K K 1 2 3 4 5 6

Comprehension Strategies

Preview the text and formulate questions • • • • • • • •

Set and monitor purpose for reading and listening • • • • • • • •

Activate and use prior knowledge • • • • • • • •

Make predictions • • • • • • • •

Monitor comprehension and use fix-up strategies to resolve difficulties in meaning: adjust reading rate, reread and read on, seek help from reference sources and/or other people, skim and scan, summarize, use text features

• • • • • •

Create and use graphic and semantic organizers • • • • • • •

Answer questions (text explicit, text implicit, scriptal), including who, what, when, where, why, what if, how • • • • • • • •

Look back in text for answers • • • • • •

Answer test-like questions • • • • • •

Generate clarifying questions, including who, what, where, when, how, why, and what if • • • • • • • •

Recognize text structure: story and informational (cause/effect, chronological, compare/contrast, description, problem/solution, proposition/support)

• • • • • • • •

Summarize text • • • • • • •

Recall and retell stories • • • • • • • •

Identify and retell important/main ideas (nonfiction) • • • • • • • •

Identify and retell new information • • • • • •

Visualize; use mental imagery • • • • • • •

Use strategies flexibly and in combination • • • • • •

Comprehension Skills

Author’s purpose • T • T • T • T • T • T

Author’s viewpoint/bias/perspective • • • • T

Categorize and classify • • • •

Cause and effect • • T • T • T • T • T • T

Compare and contrast • • T • T • T • T • T • T

Details and facts • • • • • • •

Draw conclusions • • T • T • T • T • T • T

Fact and opinion • T • T • T • T • T

Follow directions/steps in a process • • • • • • • •

Generalize • T • T • T • T

Graphic sources • • • • • T • T • T

Main idea and supporting details • T • T • T • T • T • T • T

Pre-K K 1 2 3 4 5 6

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Paraphrase • • • • • •

Persuasive devices and propaganda • • • • •

Realism/fantasy • • T • T • T • • •

Sequence of events • T • T • T • T • T • T • T

Higher Order Thinking Skills

Analyze • • • • •

Describe and connect the essential ideas, arguments, and perspectives of a text • • • • • •

Draw inferences, conclusions, or generalizations, support them with textual evidence and prior knowledge

• • • • • • •

Evaluate and critique ideas and text • • • • • •

Hypothesize • • •

Make judgments about ideas and text • • • • • •

Organize and synthesize ideas and information • • • •

Literary Analysis, Response, & Appreciation Pre-K K 1 2 3 4 5 6

Genre and Its Characteristics

Recognize characteristics of a variety of genres • • • • • • • •

Distinguish fiction from nonfiction • • • • • • •

Identify characteristics of literary texts, including drama, fantasy, traditional tales

• • • • • • •

Identify characteristics of nonfiction texts, including biography, interviews, newspaper articles • • • • • • •

Identify characteristics of poetry and song, including nursery rhymes, limericks, blank verse • • • • • • • •

Literary Elements and Story Structure

Character • • T • T • T • T • T • T •

Recognize and describe traits, actions, feelings, and motives of characters • • • • • • •

Analyze characters’ relationships, changes, and points of view • • • • • • •

Analyze characters’ conflicts • • • •

Plot and plot structure • • T • T • T • T • T • T •

Beginning, middle, end • • • • •

Goal and outcome or problem and solution/resolution • • • • • • •

Rising action, climax, and falling action/denouement; setbacks • • •

Setting • • T • T • T • T • T • •

Relate setting to problem/solution • • •

Explain ways setting contributes to mood • • •

Theme • • T • T • • • •

Use Literary Elements and Story Structure • • • • • • • •

Analyze and evaluate author’s use of setting, plot, character • • • • •

Identify similarities and differences of characters, events, and settings within or across selections/cultures

• • • • • • •

Literary Devices

Allusion •

Dialect • • •

Dialogue and narration • • • • • • • •

Pre-K K 1 2 3 4 5 6 Exaggeration/hyperbole • • • •

Figurative language: idiom, jargon, metaphor, simile, slang • • • • • •

Flashback • • •

Foreshadowing • •

Formal and informal language • • • • •

Humor • • • •

Imagery and sensory words • • • • • •

Mood • • • •

Personification • • • • •

Point of view (first person, third person, omniscient) • • • •

Puns and word play • • • • •

Sound devices and poetic elements • • • • • • • •

Alliteration, assonance, onomatopoeia • • • • • • • •

Rhyme, rhythm, repetition, and cadence • • • • • • • •

Word choice • • • • •

Symbolism • • • • •

Tone • •

Author’s and Illustrator’s Craft

Distinguish the roles of author and illustrator • • •

Recognize/analyze author’s and illustrator’s craft or style • • • • • •

Literary Response

Recollect, talk, and write about books • • • • • • • •

Reflect on reading and respond (through talk, movement, art, and so on) • • • • • • • •

Ask and answer questions about text • • • • • • • •

Write about what is read • • • • • • • •

Use evidence from the text to support opinions, interpretations, or conclusions

• • • • • • •

Support ideas through reference to other texts and personal knowledge • • • • •

Locate materials on related topic, theme, or idea • • • • •

Generate alternative endings to plots and identify the reason for, and the impact of, the alternatives

• • • • • • • •

Synthesize and extend the literary experience through creative responses • • • • • • • •

Make connections: text to self, text to text, text to world • • • • • • • •

Evaluate and critique the quality of the literary experience • • • • •

Offer observations, react, speculate in response to text • • • • •

Literary Appreciation/Motivation

Show an interest in books and reading; engage voluntarily in social interaction about books • • • • • • • •

Choose text by drawing on personal interests, relying on knowledge of authors and genres, estimating text difficulty, and using recommendations of others

• • • • • • • •

Read a variety of grade-level appropriate narrative and expository texts • • • • • • •

Read from a wide variety of genres for a variety of purposes • • • • • • • •

Read independently • • • • • •

Establish familiarity with a topic • • • • • •

Pre-K K 1 2 3 4 5 6

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Cultural Awareness

Develop attitudes and abilities to interact with diverse groups and cultures • • • • • • • •

Connect experiences and ideas with those from a variety of languages, cultures, customs, perspectives

• • • • • • • •

Understand how attitudes and values in a culture or during a period in time affect the writing from that culture or time period

• • •

Compare language and oral traditions (family stories) that reflect customs, regions, and cultures • • • • • • •

Recognize themes that cross cultures and bind them together in their common humanness • • •

Language ArtsWriting Pre-K K 1 2 3 4 5 6

Concepts of Print for Writing

Develop gross and fine motor skills and hand/eye coordination • • •

Print own name and other important words • • •

Write using pictures, some letters, and transitional spelling to convey meaning

• • •

Dictate messages or stories for others to write • • •

Create own written texts for others to read; write left to right on a line and top to bottom on a page • • •

Participate in shared and interactive writing • • •

Traits of Writing

Focus/Ideas

Maintain focus and sharpen ideas • • • • • • •

Use sensory details and concrete examples; elaborate • • • • • • •

Delete extraneous information • • • • • •

Rearrange words and sentences to improve meaning and focus • • • • •

Use strategies such as tone, style, consistent point of view to achieve a sense of completeness

• • •

Organization/Paragraphs

Use graphic organizers to group ideas • • • • • • •

Write coherent paragraphs that develop a central idea • • • • • •

Use transitions to connect sentences and paragraphs • • • • • •

Select an organizational structure based on purpose, audience, length • • •

Organize ideas in a logical progression, such as chronological order or by order of importance

• • • • • • •

Write introductory, supporting, and concluding paragraphs • • • •

Write a multi-paragraph paper • • • • •

Voice

Develop personal, identifiable voice and an individual tone/style • • • • • •

Maintain consistent voice and point of view • • •

Use voice appropriate to audience, message, and purpose • • •

Word Choice

Use clear, precise, appropriate language • • • • • • •

Use figurative language and vivid words • • • • •

Pre-K K 1 2 3 4 5 6

Select effective vocabulary using word walls, dictionary, or thesaurus • • • • • • •

Sentences

Combine, elaborate, and vary sentences • • • • • • •

Write topic sentence, supporting sentences with facts and details, and concluding sentence • • • • • •

Use correct word order • • • • •

Use parallel structure in a sentence • •

Conventions

Use correct spelling and grammar; capitalize and punctuate correctly • • • • • • •

Correct sentence fragments and run-ons • • • •

Use correct paragraph indention • • • • •

The Writing Process

Prewrite using various strategies • • • • • • • •

Develop first drafts of single- and multiple-paragraph compositions • • • • • • •

Revise drafts for varied purposes, including to clarify and to achieve purpose, sense of audience, precise word choice, vivid images, and elaboration

• • • • • • •

Edit and proofread for correct spelling, grammar, usage, and mechanics • • • • • • •

Publish own work • • • • • • • •

Types of Writing

Narrative writing (such as personal narratives, stories, biographies, autobiographies) • • • T • T • T • T • T • T

Expository writing (such as essays, directions, explanations, news stories, research reports, summaries) • • T • T • T • T • T • T

Descriptive writing (such as labels, captions, lists, plays, poems, response logs, songs) • • • T • T • T • T • T • T

Persuasive writing (such as ads, editorials, essays, letters to the editor, opinions, posters) • • T • T • T • T • T • T

Writing Habits and Practices

Write on a daily basis • • • • • • • •

Use writing as a tool for learning and self-discovery • • • • •

Write independently for extended periods of time • • • • • •

English Language Conventions in Writing and Speaking

Pre-K K 1 2 3 4 5 6

Grammar and Usage in Speaking and Writing

Sentences

Types (declarative, interrogative, exclamatory, imperative) • • • T • T • T • T • T • T

Structure (simple, compound, complex, compound-complex) • • • • • • T • T • T

Parts (subjects/predicates; complete, simple, compound; phrases; clauses)

• T • • T • T • T

Fragments and run-on sentences • • • • • • •

Combine sentences, elaborate • • • • • •

Parts of speech: nouns, verbs and verb tenses, adjectives, adverbs, pronouns and antecedents, conjunctions, prepositions, interjections

• • T • T • T • T • T • T

Usage

Subject-verb agreement • • T • • • T • T • T

Pronoun agreement/referents • T • • • T • T • T

Misplaced modifiers • • T • T

Misused words • • • • T

Negatives; avoid double negatives • • • •

Pre-K K 1 2 3 4 5 6

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Mechanics in Writing

Capitalization (first word in sentence, proper nouns and adjectives, pronoun I, titles, and so on)

• • • T • T • T • T • T • T

Punctuation (apostrophe, comma, period, question mark, exclamation mark, quotation marks, and so on)

• • T • T • T • T • T • T

Spelling Pre-K K 1 2 3 4 5 6

Spell independently by using pre-phonetic knowledge, knowledge of letter names, sound-letter knowledge

• • • • • • • •

Use sound-letter knowledge to spell • • • • • • • •

Consonants: single, double, blends, digraphs, silent letters, and unusual consonant spellings • • • • • • •

Vowels: short, long, r-controlled, digraphs, diphthongs, less common vowel patterns, schwa • • • • • • •

Use knowledge of word structure to spell • • • • • •

Base words and affixes (inflections, prefixes, suffixes), possessives, contractions and compound words

• • • • • •

Greek and Latin roots, syllable patterns, multisyllabic words • • • • • •

Spell high-frequency, irregular words • • • • • • •

Spell frequently misspelled words correctly, including homophones or homonyms

• • • • • •

Use meaning relationships to spell • • • •

Handwriting Pre-K K 1 2 3 4 5 6

Gain increasing control of penmanship, including pencil grip, paper position, posture, stroke • • • •

Write legibly, with control over letter size and form; letter slant; and letter, word, and sentence spacing

• • • • • • •

Write lowercase and capital letters • • • •

Manuscript • • • • • • • •

Cursive • • • • •

Write numerals • • •

Listening and Speaking Pre-K K 1 2 3 4 5 6

Listening Skills and Strategies

Listen to a variety of presentations attentively and politely • • • • • • • •

Self-monitor comprehension while listening, using a variety of skills and strategies

• • • • • • • •

Listen for a purpose

For enjoyment and appreciation • • • • • • • •

To expand vocabulary and concepts • • • • • • • •

To obtain information and ideas • • • • • • • •

To follow oral directions • • • • • • • •

To answer questions and solve problems • • • • • • • •

To participate in group discussions • • • • • • • •

To identify and analyze the musical elements of literary language • • • • • • • •

To gain knowledge of one’s own culture, the culture of others, and the common elements of cultures

• • • • • • • •

Recognize formal and informal language • • • • • •

Listen critically to distinguish fact from opinion and to analyze and evaluate ideas, information, experiences

• • • • • •

Pre-K K 1 2 3 4 5 6

Evaluate a speaker’s delivery • • • • •

Interpret a speaker’s purpose, perspective, persuasive techniques, verbal and nonverbal messages, and use of rhetorical devices

• • • •

Speaking Skills and Strategies

Speak clearly, accurately, and fluently, using appropriate delivery for a variety of audiences and purposes

• • • • • • • •

Use proper intonation, volume, pitch, modulation, and phrasing • • • • • • •

Speak with a command of standard English conventions • • • • • • • •

Use appropriate language for formal and informal settings • • • • • • • •

Speak for a purpose

To ask and answer questions • • • • • • • •

To give directions and instructions • • • • • • • •

To retell, paraphrase, or explain information • • • • • • •

To communicate needs and share ideas and experiences • • • • • • • •

To participate in conversations and discussions • • • • • • • •

To express an opinion • • • • • • • •

To deliver dramatic recitations, interpretations, or performances • • • • • • • •

To deliver presentations or oral reports (narrative, descriptive, persuasive, and informational) • • • • • • • •

Stay on topic • • • • • • •

Use appropriate verbal and nonverbal elements (such as facial expression, gestures, eye contact, posture)

• • • • • • • •

Identify and/or demonstrate methods to manage or overcome communication anxiety • • •

Viewing/Media Pre-K K 1 2 3 4 5 6

Interact with and respond to a variety of print and non-print media for a range of purposes

• • • • • • • •

Compare and contrast print, visual, and electronic media • • • •

Analyze and evaluate media • • • • • •

Recognize purpose, bias, propaganda, and persuasive techniques in media messages • • • • • •

Research and Study SkillsUnderstand and Use Graphic Sources Pre-K K 1 2 3 4 5 6

Advertisement • • • • • •

Chart/table • • • • • • • •

Diagram/scale drawing • • • • • •

Graph (bar, circle, line, picture) • • • • • • •

Illustration, photograph, caption, label • • • • • • • •

Map/globe • • • • • • • •

Order form/application • • •

Poster/announcement • • • • • • •

Schedule • • •

Sign • • • • •

Time line • • • • •

Pre-K K 1 2 3 4 5 6


46 47

Understand and Use Reference Sources Pre-K K 1 2 3 4 5 6

Know and use parts of a book to locate information • • • • • • • •

Use alphabetical order • • • •

Understand purpose, structure, and organization of reference sources (print, electronic, media, Internet)

• • • • • • • •

Almanac • • •

Atlas • • • • • •

Card catalog/library database • • • • •

Dictionary/glossary • • • • T • T • T • T

Encyclopedia • • • • • •

Magazine/periodical • • • • •

Newspaper and newsletter • • • • • •

Readers’ Guide to Periodical Literature • • •

Technology (computer and non-computer electronic media) • • • • • • •

Thesaurus • • • • •

Study Skills and Strategies Pre-K K 1 2 3 4 5 6

Adjust reading rate • • • • • •

Clarify directions • • • • • • • •

Outline • • • • •

Skim and scan • • • • • •

SQP3R • • •

Summarize • • • • • • •

Take notes, paraphrase, and synthesize • • • • • •

Use graphic and semantic organizers to organize information • • • • • • •

Test-Taking Skills and Strategies Pre-K K 1 2 3 4 5 6

Understand the question, the vocabulary of tests, and key words • • • • • •

Answer the question; use information from the text (stated or inferred) • • • • • • •

Write across texts • • • • •

Complete the sentence • • • • •

Technology/New Literacies Pre-K K 1 2 3 4 5 6

Non-Computer Electronic Media

Audio tapes/CDs, video tapes/DVDs • • • • • • •

Film, television, and radio • • • • • • •

Computer Programs and Services: Basic Operations and Concepts

Use accurate computer terminology • • • • • • • •

Create, name, locate, open, save, delete, and organize files • • • • • • •

Use input and output devices (such as mouse, keyboard, monitor, printer, touch screen) • • • • • • • •

Use basic keyboarding skills • • • • • • •

Responsible Use of Technology Systems and Software

Work cooperatively and collaboratively with others; follow acceptable use policies • • • • • • • •

Recognize hazards of Internet searches • • • • • •

Respect intellectual property • • • •

Pre-K K 1 2 3 4 5 6

Information and Communication Technologies: Information Acquisition

Use electronic web (non-linear) navigation, online resources, databases, keyword searches • • • • • •

Use visual and non-textual features of online resources • • • • • • • •

Internet inquiry • • • • • •

Identify questions • • • • • •

Locate, select, and collect information • • • • • •

Analyze information • • • • • •

Evaluate electronic information sources for accuracy, relevance, bias • • • • •

Understand bias/subjectivity of electronic content (about this site, author search, date created) • • • •

Synthesize information • • • •

Communicate findings • • • • •

Use fix-up strategies (such as clicking Back, Forward, or Undo; redoing a search; trimming the URL)

• • • • • •

Communication

Collaborate, publish, present, and interact with others • • • • • • •

Use online resources (e-mail, bulletin boards, newsgroups) • • • • • •

Use a variety of multimedia formats • • • • • •

Problem Solving

Select the appropriate software for the task • • • • • • • •

Use technology resources for solving problems and making informed decisions • • • • • •

Determine when technology is useful • • • • •

The Research Process Pre-K K 1 2 3 4 5 6

Choose and narrow the topic; frame and revise questions for inquiry • • • • • • •

Choose and evaluate appropriate reference sources • • • • • •

Locate and collect information • • • • • • • •

Take notes/record findings • • • • •

Combine and compare information • • • • •

Evaluate, interpret, and draw conclusions about key information • • • • • • •

Summarize information • • • • • • •

Make an outline • • • • •

Organize content systematically • • • • • • •

Communicate information • • • • • • •

Write and present a report • • • • • •

Include citations • • •

Respect intellectual property/plagiarism • • •

Select and organize visual aids • • • • • • •


48

Peter Affl erbach, Ph.D.Professor, Department of Curriculum and InstructionUniversity of Maryland at College Park

Camille L.Z. Blachowicz, Ph.D.Professor of EducationNational-Louis University

Wendy Cheyney, Ed.D.Professor of Special Education and Literacy, FloridaInternational University

Candy Dawson Boyd, Ph.D.Professor, School of Education Saint Mary’s College of California

Connie Juel, Ph.D.Professor of Education, School of Education, Stanford University

Edward J. Kame’enui, Ph.D.Professor and Director, Institute for the Development of Educational Achievement, University of Oregon

Marvin D. Moose, Ph.D.Reading Street University(Hee-hee)

Donald J. Leu, Ph.D.John and Maria Neag Endowed Chair in Literacy and TechnologyUniversity of Connecticut

Jeanne R. Paratore, Ed.D.Associate Professor of Education Department of Literacy and Language DevelopmentBoston University

P. David Pearson, Ph.D.Professor and Dean, Graduate School of EducationUniversity of California, Berkeley

Sam L. Sebesta, Ed.D.Professor Emeritus, College of Education, University of Washington, Seattle

Deborah Simmons, Ph.D.Professor, College of Education and Human Development Texas A&M University(Not pictured)

Sharon Vaughn, Ph.D.H.E. Hartfelder/Southland Corporation Regents ProfessorUniversity of Texas

Susan Watts-Taffe, Ph.D.Independent Literacy ResearcherCincinnati, Ohio

Karen Kring Wixson, Ph.D. Professor of EducationUniversity of Michigan

We told you a moose was on the loose.

Reading Street Program Authors

Documents

Reading Street Overview