Pearson Interactive Science 2012

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1 A Correlation of Pearson To the Grades K-5

2 Introduction This document demonstrates the close alignment between Pearson,, and the, Grades K-5. Correlation page references are Student Edition, Teacher s Edition, and the Teacher s Program Guide. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Pearson Education is pleased to introduce, a program that makes all students really want to learn more about science and the world. It helps students develop scientific literacy so they better understand the world we live in. Organized into three distinct pathways reading, inquiry, and digital, makes learning and teaching science personal, relevant, and engaging for both students and teachers. Reading Path Target Reading Skills, continual vocabulary support, and graphic organizers help students develop critical reading skills and strategies to uncover meaning when they read. Core Content in the Write-in Student Editions as well as below-, on-, and advanced- Leveled Readers with built-in ELL support give students tools to become successful readers. Inquiry Path ABCs of Inquiry Activity Before Concept activities in the Write-in Student Edition engage students and set a purpose for reading. Scaffolded inquiry activities consist of directed, guided, and open inquiry options to allow students to move from teacher-directed to student-centered hand-on experiences. Digital Path goes digital at myscienceonline.com. Untamed Science and Got It? 60-Second Videos, I Will Know activities, and Virtual labs resources engage students in today s digital world. My scienceonline.com can be used for teacher-led instruction from a single computer, with an interactive whiteboard, or by students working at their own pace at school or at home.

3 Grade K Table of Contents Reading Standards for Literature... 4 Reading Standards for Informational Texts... 5 Reading Standards for Foundational Skills... 6 Writing Standards... 8 Speaking and Listening Standards... 9 Language Standards Grade 1 Reading Standards for Informational Texts Reading Standards for Foundational Skills Writing Standards...18 Speaking and Listening Standards Language Standards Grade 2 Reading Standards for Informational Texts Reading Standards for Foundational Skills Writing Standards...31 Speaking and Listening Standards Language Standards Grade 3 Reading Standards for Informational Texts Reading Standards for Foundational Skills Writing Standards...47 Speaking and Listening Standards Language Standards Grade 4 Reading Standards for Informational Texts Reading Standards for Foundational Skills Writing Standards...64 Speaking and Listening Standards Language Standards Grade 5 Reading Standards for Informational Texts Reading Standards for Foundational Skills Writing Standards...82 Speaking and Listening Standards Language Standards Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 3

4 Grade K Grade K Reading Standards for Literature Key Ideas and Details Literature 1. With prompting and support, ask and answer questions about key details in a text. Literature 2. With prompting and support, retell familiar stories, including key details. Literature 3. With prompting and support, identify characters, settings, and major events in a story. Craft and Structure Literature 4. Ask and answer questions about unknown words in a text. Literature 5. Recognize common types of texts (e.g., storybooks, poems). TE: Integrate Your Day, Reading, 12, 42, 70; 98, 130, 162, 192, 220, Science to Literature, 89 This standard falls outside of the curriculum. TE: Integrate Your Day, Reading, 42 Related content: TE: Integrate Your Day, Reading, 12 This standard falls outside of the curriculum. The Teacher s Edition provides a range of classroom reading sources. TE: Integrate Your Day, Reading, 12, 40, 70, 98, 130, 162, 192, 220; Rhyme, 13, 43, 71, 99, 131; 163, 193, 221; Science to Literature, 89 Literature 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Integration of Knowledge and Ideas Literature 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). This standard falls outside of the curriculum. See related content: TE: Integrate Your Day, Reading, 130, 162, (Not applicable to literature) (Not applicable to literature) Literature 9. With prompting and support, This standard falls outside of the compare and contrast the adventures and curriculum. experiences of characters in familiar stories. Range and Level of Text Complexity Literature 10. Actively engage in group reading activities with purpose and understanding. TE: Integrate Your Day, Reading, 12, 42, 70, 98, 130, 162, 192, 220; Rhyme, 99, 131, 163, 193, 221; Extend the Lesson, 227 Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 4

5 Grade K Grade K Reading Standards for Informational Texts Key Ideas and Details Informational Text 1. With prompting and support, ask and answer questions about key details in a text. SE: 5, 6, 7, 35, 36, 37, 50, 51, 52, 61, 62, 63, 73, 74, 75; The Big Question, 2, 12, 57, 68; Science in Your Backyard, 77 TE: Explain, Elaborate, 31, 54, 79, 143, 145, 147, 149, 229, 231; Read Aloud, 102, 134; Explore: 116, 180, 204, 206, 228, 230, 234 Informational Text 2. With prompting and support, identify the main topic and retell key details of a text. SE: Let s Read Science, Main Idea and Details: 59 TE: Explain, Unlock the Big Question, 21, 31, 53, 81, 87, 107, 115, 139, 171, 201, 209, 233, Apply the Big Question, 57, 89, 119, 151; 21 st Century Learning, 169; Main Idea, 251 Informational Text 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. SE: Science Careers, 12; Biography: 20, 43; Science in your Backyard: 32, 77, Big World My World: 55; STEM: 86; Activity 36 TE: Unlock the Big Question, 32, 33, 20, 43, 55, 77, 86; 21 st Century Learning, 105, 137, 146 Craft and Structure Informational Text 4. With prompting and support, ask and answer questions about unknown words in a text. Informational Text 5. Identify the front cover, back cover, and title page of a book. Informational Text 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. TE: School to Home Letter, 14, 44, 72, 100, 132, 164, 194, 222; Vocabulary Smart Cards, 19, Word Wall, 22 This standard falls outside of the curriculum. This standard falls outside of the curriculum. Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 5

6 Grade K Grade K Integration of Knowledge and Ideas Informational Text 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). SE: 4, 5, 39, 40, 41, 74, 75, 82, 83, 84; Lesson Activities, 5, 6, 9, 15, 20, 28, 29, 62, 64, 65, Let s Read Science Picture Clues: 4, Draw Conclusions, 47 Informational Text 8. With prompting and support, identify the reasons an author gives to support points in a text. Informational Text 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). TE: Explore, Activate Prior Knowledge, 114, 116, 119; Reading Strategy; Picture Clue, 19; Sequence, 105; Main Idea and Details, 169; Apply the Big Question, 89, 119, 151, 237; Unlock the Big Question, 211; Teach with Visuals, 119, 211, 151; ELL Support, 109, 111, 113 This standard falls outside of the curriculum. This standard falls outside of the curriculum. Range of Reading and Level of Text Complexity Informational Text 10. Actively engage in group reading activities with purpose and TE: Integrate Your Day, Reading, 12, 70, understanding. 98, 130, 162, 192, 220; Social Studies, 130, Additional Resources, Readers Theater: 11, 41, 69, 97, 129, 161, 191, 219; Explore: 144, 176, 180, 230 Reading Standards for Foundational Skills Print Concepts Foundational Skills 1. Demonstrate understanding of the organization and basic features of print. was designed to allow students to develop and use their understanding of the organization and basic features of print as they read and learn about science. Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 6

7 Grade K Grade K Phonological Awareness Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Phonics and Word Recognition Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. Students demonstrate understanding of spoken words, syllables, and sounds in engaging lessons with an abundance of phonological support. Vocabulary Smart Cards, Integrate Your Day cross curricular activities, ELL Support, and Differentiated Instruction provide reading, writing, and rhyme opportunities. supports the literacy curriculum and the skills students learn. Students utilize their word analysis skills to decode unfamiliar words, including science vocabulary introduced throughout the program. An engaging, write-in student edition makes reading and learning science personal. Lesson Activities and Home Activities accompany each lesson. Fluency Foundational Skills 4. Read emergent reader texts with purpose and understanding. The program is written on level. The curriculum provides a clear path of purpose and understanding throughout each lesson, chapter, and unit. Students are supported before, during, and after every lesson with features that set the purpose and review understanding. See the following representative pages: SE: 3, 4, 10, 11, 15, 16, 29, 30, 31; Lesson Activities, 3, 4, 10, 11, 15, 16, 29, 30, 31 TE: Integrate Your Day, Reading, 12, 42, 70; 98, 130, 162, 192, 220, Science to Literature, 89 Additionally, an important literacy component of the program is the Leveled Readers Library. Three content readers per chapter reinforce key science content at on and advanced levels. This classroom library allows students the opportunity to build relevant science content as they read for purpose Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 7

8 Grade K Continued Grade K and understanding. For example: Chapter 3 Leveled Readers On-Level: Living Things Advanced Level: All About Plants and Animals Writing Standards Text Types and Purposes Writing 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ). Writing 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Writing 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. See related content: SE: 77 TE: Science to Literature, 89; Science in Your Backyard, 211; Social Studies, 220 SE: Activity, Draw: 8, 11, 44, 51, 75; Write: 39, 59, 67, 69 TE: Integrate Your Day, Writing, 13, 99, 131, 163, 221; Performance-Based Assessment, 126, 158, 244 SE: 85; Activity, 15, 35, 37, 38, 54, 69, 78, 85; Let s Read Science, Sequence, 35, Cause and Effect, 80 TE: Reading Strategy, Sequence, 105; Extend the Lesson, 105; Integrate Your Day, Writing, 131, 221; Cause and Effect, 227 Production and Distribution of Writing Writing 4. (Begins in Grade 3) (Begins in Grade 3) Writing 5. With guidance and support from This standard falls outside of the adults, respond to questions and suggestions curriculum. from peers and add details to strengthen writing as needed. Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 8

9 Grade K Grade K Writing 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge Writing 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Writing 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question This standard falls outside of the curriculum. This standard falls outside of the curriculum. SE: Activity, 1, 2, 4, 5, 6, 8, 12, 14, 20, 22, 32, 33, 55, 56, 57, 67, 68, 77, 78 TE: Writing, 71, 131, 161 Writing 9. (Begins in Grade 4) (Begins in Grade 4) Range of Writing Writing 10. (Begins in Grade 3) (Begins in Grade 3) Speaking and Listening Standards Comprehension and Collaboration Speaking/Listening 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Speaking/Listening 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SE: Lesson Home Activities: 12, 25, 30, 41, 43, 44, 45; Inquiry Try It!, 3, 14 TE: 18, 88, 168, 182, 198; Explore, 78, 80, 82, 86, 106, 110, 112, 138, 140, 172, 174 TE: Integrate Your Day, Reading, 12, 70; Rhyme, 43 Speaking/Listening 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. TE: 21 st Century Learning, 19 ELL Support, 21 Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 9

10 Grade K Grade K Presentation of Knowledge and Ideas Speaking/Listening 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Speaking/Listening 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speaking/Listening 6. Speak audibly and express thoughts, feelings, and ideas clearly. This standard falls outside of the curriculum. This standard falls outside of the curriculum. TE: 21 st Century Learning, 19 Language Standards Conventions in Writing and Speaking Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrating standard grammar and usage conventions are critical language skills. Students are expected to utilize these conventions in, producing and engaging in communication appropriate ir grade level and abilities. These skills supported throughout the program are evident through a range of activities for a variety of purposes and audiences. The science process skill of communicating, giving oral and written explanations of observations, is embedded into every lesson. Writing and speaking features that support skill growth include: SE: Lesson Questions Lesson Activities Home Activities Lessons, The Big Questions Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses TE: Chapter Opener Read Alouds, Explore Prior Knowledge Class Discussions Unit Integrate Your Day Cross Curricula Activities 21 st Century Learning Communication and Collaboration Activities Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 10

11 Grade K Continued Grade K Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ELL Support Levels Discussion Unit Performance Based Assessments In, students are expected to produce written work demonstrating knowledge and appropriate application of writing principles. In this program, a range of writing activities provides an abundance of opportunities for students to develop and increase their writing mechanics. The science process skill of communicating, giving written explanations of observations, is embedded into every lesson. Writing features that promote skill growth include: SE: Lesson Activities Home Activities Lessons, The Big Questions Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses TE: Unit Integrate Your Day Cross Curricula Activities, Writing Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced Unit Performance Based Assessments Knowledge of Language Language 3. (Begins in Grade 2) Vocabulary Acquisition and Use Language 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content. Vocabulary Smart Cards may be utilized to introduce vocabulary for every lesson. Prompts to place the cards on the Word Wall are included throughout the Teacher s Edition. See also related pages: SE: 30, 37, 48, 50, 60, 81; Activity, 37, 48, 50, 60 TE: ELL Support, 31, 51, 79, 111, 139, 141, 143 Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 11

12 Grade K Grade K Language 5. With guidance and support from adults, explore word relationships and nuances in word meanings. This standard falls outside of the curriculum. Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Throughout the program, students science language is nurtured and enhanced through peer conversations, classroom discussions, reading, and a wide range of response opportunities. Carefully crafted lessons of Life, Earth, Physical, and STEM content presented at the appropriate level text, with vocabulary support, increase students language usage and proficiencies. Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 12

13 Grade 1 Grade 1 Reading Standards for Informational Texts Key Ideas and Details Informational Text 1. Ask and answer questions about key details in a text. SE: My Planet Diary, 6, 46, 86, 98, 116, 122, 212, 250, 272, 308; Main Idea and Details, 239, 241, 247, 251, 257, 267, 299, 301, 306, 309, 322; List, 279; Underline, 11, 15, 44, 51, 90, 99, 132, 165, 170, 180, 214, 257, 267, 301, 309, 322; The Big Question, 3, 39, 73, 113, 159, 205, 237, 269, 297 TE: Explore, 6, 46; List, 84, 170; 21 st Century Learning: 6; Elaborate, Science Notebook: 9; Differentiated Instruction: 9; Words to Know: 9b; ELL Support: 75, 117; Understand By Design, Review the Big Question, 61, 109, 151, 229, 293, 321 Informational Text 2. Identify the main topic and retell key details of a text. SE: Main Idea and Details, 239, 241, 247, 251, 257, 267, 299, 301, 306, 309, 322; Conclude, 18, 19, 21, 22, 171, 209, 313; My Planet Diary, 6, 46, 86, 98, 116, 122, 212, 250, 272, 308 TE: Determine the Factors, 89, 173, 244, 249; Summarize, 15, 18, 25, 120, 132, 167, 175, 177, 186, 307, 314; Explore, 98, 116, 280; ELL Support: 247, 301, 309; My Planet Diary Worksheets, 9a, 49a, 91a, 135a, 167a, 193a, 245a, 253a, 311a Informational Text 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. SE: 45, 47, 51, 53, 55, 94, 120, 141, ; Tell, 223, 248, Compare and Contrast, 115, 117, 135, 139, 161, 165, 172, 176, 202; STEM, 58; Field Trip, 104 TE: ELL Support, 141; Explain, Contrast: 165, 176; 21 st Century Learning: 172; Differentiated Instruction: 138; My Planet Diary, 9a; Lesson Check, 45b, 49b, 55b Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 13

14 Grade 1 Grade 1 Craft and Structure Informational Text 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. SE: The Big Question, 3, 39, 73, 113, 159, 205, 237, 269, 297; Lesson Questions, 130, 174 TE: Evaluate, Response to Intervention; 49, 91, 215, 275, 287; ELL Support: 759, 291; Vocabulary Smart Cards, Play a Game, 31, 105, 197; Differentiated Instruction, 148 Informational Text 5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. SE: 16, Table of Contents; vi-xiv; Unit D ; xvi-xxii; Unit A, 1; Unit B, 71; Unit C, 157; Chapter Intro, ; , Glossary, EM2-EM26; Index, EM27-EM33; Study Guide & Chapter Review, , TE: ELL Support, 21, 51, 281, 313 Informational Text 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. SE: Picture Clues, 19; Circle, 78; Envision It!, 80-81; Tell, 88; Draw Conclusions, 110; Draw, 138; Compare and Contrast, 142; Color, 163; Match, TE: Explain, Teach with Visuals, 16, ELL Support, 75; Teach with Visuals, 78; Activate Prior Knowledge, 81; Differentiated Instruction, 138; Science Notebook, 132 Integration of Knowledge and Ideas Informational Text 7. Use the illustrations and details in a text to describe its key ideas. SE: 16-17, 218, , 171, 189, 219, , 283, 290; My Planet Diary, 86, 98, 240, 272; Let s Read Science Picture Clues, 5, 19, 25, 36, 217; Sequence: 209, TE: Science and Literature: 138; ELL Support: 43 Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 14

15 Grade 1 Grade 1 Informational Text 8. Identify the reasons an author gives to support points in a text. This standard falls outside of the curriculum. Informational Text 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). This standard falls outside of the curriculum. Range of Reading and Level of Text Complexity Informational Text 10. With prompting The curriculum of and support, read informational texts Life, Earth, Physical, and STEM units are appropriately complex for grade 1. appropriately sequenced in 9 chapters and made personal to students in an engaging, write-in edition. The program fosters successful readers and helps students develop scientific literacy using embedded target reading skills, continual vocabulary support, and graphic organizers. Interactivities on each page provide opportunities for students to demonstrate comprehension and mastery of science content. Concepts are scaffolded with meaningful illustrations and supported using small chunks of texts followed by a comprehension check for understanding. Features such as Let s Read Science and Got It? focus on specific reading skills and science comprehension. Content addressing this standard is located throughout the program. See the following representative pages: SE: Lessons, 11-13, 77-79, , , ; My Planet Diary, 6, 46, 86, 98, 116, 122, 162, 212, 240, 250, 272, 308; Unlock the Big Question, 7, 127, 189, 221, 285, 313, Let s Read Science, 5, 41, 75, 115, 161, 207, 239, 271, 299; Vocabulary Smart Cards, 31-34, , , , ; Science Careers, 226; Science in Your Backyard, 260, 318; Big World, My World, 30; Field Trip, 104; STEM, 196 Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 15

16 Grade 1 Continued Grade 1 Print Concepts Foundational Skills 1. Demonstrate understanding of the organization and basic features of print. Reading Standards for Foundational Skills TE: Explain, Unlock the Big Question, Build Background: 123, 185, 209; Activate Prior Knowledge: 21, 141, 273; Lesson Checks, 13b, 45b, 91b, 129b, 143b, 249b, 315b; My Planet Diary Worksheets, 9a, 49a, 91a, 135a, 167a, 193a, 245a, 253a, 311a was designed to allow students to develop and use their understanding of the organization and basic features of print as they read and learn about science. Phonological Awareness Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Phonics and Word Recognition Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. Students demonstrate understanding of spoken words, syllables, and sounds in engaging lessons, with an abundance of phonological support. Vocabulary Smart Cards, Integrate Your Day cross curricular activities, ELL Support, and Differentiated Instruction provide reading, writing, and rhyme opportunities. supports the literacy curriculum and the skills students learn. Students utilize their word analysis skills to decode unfamiliar words, including science vocabulary introduced throughout the program. Representative pages that include skill building opportunities to develop fluent science readers include: SE: EM2-EM26; Vocabulary Smart Cards, 31-32, 59-60, , , , ; STEM, 196 TE: Lesson Check, Words to Know, 13b, 27b, 79b, 101b, 167b, 193b, 245b, 257b, 303b, 315b; Science to Writing, 8; Science to Language Arts, 186; 236C; Science Notebook, 164, 176, 191, ELL Support, 31, 33, 197; School to home letter, 2E, 204E Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 16

17 Grade 1 Grade 1 Fluency Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension. The program is written on level, reflecting the grade readability. The curriculum provides a clear path of purpose and understanding throughout each lesson, chapter, and unit. This path includes the "I will know" statement at the beginning of each lesson with questions and interactivities throughout. Students are supported before, during, and after every lesson with features that set the purpose and review understanding. Representative pages include: SE: My Planet Diary, Read Together, 6, 46, 86, 98, 116, 162, 188, 220, 240, 308; Unlock the Big Question, 7; Text Features, Cause and Effect: 271: Draw Conclusions: 128; Main Idea and Details: 267; Vocabulary Smart Cards: 59-60, , , TE: Introduce the Big Question: 269; Unlock the Big Question: 123; Let s Read Science, Reading Strategy: 299; Lesson Checks, Words to Know Worksheet: 13b, 27b, 79b, 101b, 167b, 193b, 245b, 257b, 303b, 315b; ELL Support, 59, 115; Response to Intervention: 60, 264; Differentiated Instruction: 176 An important literacy component of the program is the Leveled Readers Library. Three content readers per chapter reinforce key science content at below, on, and advanced levels. This classroom library offers opportunities for students to read prose and increase fluency as they read to each other or in small groups, while building science literacy. Chapter 6 Leveled Readers Below-Level: Earth and Weather On-Level: All About Weather Advanced Level: All About Clouds Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 17

18 Grade 1 Grade 1 Writing Standards Text Types and Purposes Writing 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. TE: Integrate Your Day, Writing, 38C; Science and Language Arts: 314 SE: Performance Based Assessment, Write a Story, 326 TE: Integrate Your Day, 2C, 2D, 236D; Differentiated Instruction, 173; Science to Writing, 88, 101, 134; Science Notebook, 18 PG: Performance Based Assessment, 64 Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Students learn sequence, a critical reading strategy, through instruction and practice. SE: Let s Read Science, Sequence: 41, 44, 207, 209, 211, 230 TE: Science to Writing, 252; Reading Strategy, Sequence Practice It:, 207; Explain, Teach with Visual Sequence, 44; Question, 63; 21 st Century Learning, 211; Response to Intervention: 211; ELL Support, 41 Writing 4. (Begins in Grade 3) (Begins in Grade 3) Production and Distribution of Writing Writing 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. TE: 21 st Century Learning, 6, 86; Science Writing: 8, 118, 134, 218; ELL Support: 106 Writing 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. TE: 21 st Century Learning, 26 See also related content: 21 st Century Learning, 86, 262, 283 Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 18

19 Grade 1 Grade 1 Research to Build and Present Knowledge Writing 7. Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). provides a wide range of resources that engage students in the participation of directed, guided, and open- inquiry activities. These inquiry projects require students to write observations, explanations, predictions, and conclusions. See the following representative pages: SE: Try It!, 40, 114, 160, 206, 270, Explore It!, 14, 168, 216, 276; Investigate It!, 28-29, 56-57, , , ; Apply It!, , , ; Performance Based Assessment, 326 TE: Science to Writing, 134 PG: Apply It!, 50-51, 56-57, Writing 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SE: 26-27; At-Home Lab, 13, 26, 135, 192, 252, 314 TE: Science Notebook, 27; Science to Writing, 88; At Home Lab, 79, 90, 139, 248, 257, 307 Writing 9. (Begins in grade 4) (Begins in grade 4) Range of Writing Writing 10. (Begins in grade 3) (Begins in grade 3) Speaking and Listening Standards Comprehension and Collaboration Speaking/Listening 1. Participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups. SE: Lightning Lab, 8, 278, 303 TE: Read Aloud, 38, 72, 158, 268, 296; Elaborate, Science Notebook: 13; Lightning Lab, 8, 278, 303; Explain, Unlock the Big Question, 7, 11, 285; 21 st Century Learning, 84, 97, 101, 133, 190, 196, 307; ELL Support, 105, 294; Differentiated Instruction, 23, 32, 176, 315 Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 19

20 Grade 1 Grade 1 Speaking/Listening 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SE: Let s Read Science, Cause and Effect: 185, 271, 273, 276, 277, 278, 283, 285, 313 TE: Differentiated Instruction, 9, 176; 21 st Century Learning, 101, 223, 260; ELL Support: 147 Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. TE: 21 st Century Learning, 260 SE: At Home Lab, 26; Write, 77; Tell, 248, 256 TE: Integrate Your Day, Art, 2C; 21 st Century Learning, 26, 84, 181, 307; At Home Lab: 27; ELL Support: 5, 77, 305; Explain: 210, 256, 301 Speaking/Listening 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SE: Performance Based Assessment, 70, 156 TE: Integrate Your Day, Art, 2C; Reading, 236C; 21 st Century Learning, 318; ELL Support, 221; Differentiated Instruction, 129;See also related activities; 21 st Century Learning: 26, 181, 190; PG: Performance Based Assessment, 52, 58 Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 20

21 Grade 1 Grade 1 Speaking/Listening 6. Produce complete sentences when appropriate to task and situation. provides students with a number of tasks in which they orally present information class, encouraging use of complete sentences appropriate situation. SE: 70, 156, 234 TE: Integrate Your Day, Art, 2C; Writing, 158D, 236D; ELL Support, 5, 15, 81, 99, 217, 277 PG: Performance Based Assessment, 52, 58, 65 Language Standards Conventions of Standard English Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrating standard grammar and usage conventions are critical language skills. Students are expected to utilize these conventions in, producing and engaging in communication appropriate ir grade level and abilities. These skills supported throughout the program are evident through a range of activities for a variety of purposes and audiences. The science process skill of communicating, giving oral and written explanations of observations, is embedded into every lesson. Writing and speaking features that support skill growth include: SE: Lesson Questions and Interactivities Chapter Review Narrative Responses Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses Unit Performance Based Assessments TE: Science Notebook Tasks Science to Writing Connections Science to Language Arts Connections Science to Social Studies Connections Chapter Opener Read-Alouds Chapter Opener Big Question Discussion Prompts Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 21

22 Grade 1 Continued Grade 1 Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 21 st Century Learning Communication and Collaboration Activities My Planet Diary Worksheets Lesson Check Worksheets Explore It! Worksheets Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced ELL Support Activities In, students are expected to produce written work demonstrating knowledge and appropriate application of writing principles. In this program, a range of writing activities provides an abundance of opportunities for students to develop and increase their writing mechanics. The science process skill of communicating, giving written explanations of observations, is embedded into every lesson. Writing features that promote skill growth include: SE: Lesson Questions and Interactivities Chapter Review Narrative Responses Try It!, Explore It, Apply It, and Investigate It! Inquiry Responses Unit Performance Based Assessments TE: Science Notebook Tasks Science to Writing Connections Science to Language Arts Connections Science to Social Studies Connections My Planet Diary Worksheets Lesson Check Worksheets Explore It! Worksheets Differentiated Instruction for RTI, Below- Level, On-Level, and Advanced 21 st Century Learning Communication Activities Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 22

23 Grade 1 Grade 1 Knowledge of Language Language 3. (Begins in Grade 2) (Begins in Grade 2) Vocabulary Acquisition and Use Language 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. SE: Vocabulary Smart Cards, 31-34, 59-60, , , , , , , ; Play a Game: 59, 105, 291, 310 TE: Words to Know Worksheet: 13b, 27b, 79b, 101b, 167b, 193b, 245b, 257b, 303b, 315b; Play a Game, 31, 147, 227, 261; Response to Intervention: 148; ELL Support: 33, 42B, 47, 209, 213, 217, 291 Language 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. SE: Vocabulary Smart Cards, 31-34, 59-60, , , , , , , TE: Concept Map, 35, 61, 109, 151, 201, 265, 293, 321; ELL Support, 33, 59, 15, 117, 127, 131, 143, 207, 217, 221, 271; Differentiated Instruction, 120, 132, 228, 274 Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Students acquire and use grade appropriate academic and domain-specific words and phrases in program through a variety of built-in languagebuilding features. The program s Reading Path targets reading skills with continual vocabulary support. Graphic organizers help students develop critical reading skills and strategies while helping uncover word meaning when they read. Every lesson provides student opportunities to use science language through task prompts such as Apply, Infer, Compare, Summarize, Explain, Predict, Analyze, Identify, and more. Students also learn and use sciencespecific vocabulary through the following features: SE: Words to Know Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 23

24 Grade 1 Continued Grade 1 Interactive Vocabulary Vocabulary Smart Cards Unlock the Big Question Apply the Big Question TE: My Planet Diary Worksheets Lesson Check Worksheets Explore It! Worksheets Academic Vocabulary Differentiated Instruction for Language ELL Levels Language Support Response to Intervention Language Support 21 st Century Learning Activities -Communication -Information & Media Literacy -Interpersonal & Collaborative Skills -Creativity and Intellectual Curiosity -Self-Direction -Critical Thinking & Systems Thinking -Problem Identification, Formulation, and Solution -Social Responsibility -Leadership & Responsibility -Accountability & Adaptability Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 24

25 Grade 2 Grade 2 Reading Standards for Informational Texts Key Ideas and Details Informational Text 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. SE: My Planet Diary, 6, 40, 76, 88, 122, 130, 168, 182, 220, 236, 248, 282, 324; Lesson Questions, 11-13, 45-49, 83-87, , , , , , ; Biography, 30; Chapter Review, 34-35, 62-63, , , , , , TE: Lesson Check Worksheets, 13b, 55b, 93b, 141b, 195b, 213b, 247b, 281b, 329b; Review the Big Question, 33, 61, 115, 157, 201, 229, 263, 305, 345; Chapter Test, 35a-35b, 63a-63b, 117a-117b, 159a-159b, 203a-203b, 231a-231b, 265a-265b, 307a- 307b, 347a-347b Informational Text 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. SE: Main Idea and Details, 39, 42, 62, 167, 169, 173, 175, , 202, 237, 245; Chapter Review: 62, , , , , , , TE: Reading Strategy, Main Idea and Details, 39, 167; Explain, Recall, 42, 169; Infer, 42, 245; Apply, 169; Restate, 173; Explain,173, 245; Classify, 184; Compare and Contrast, 184, 245; Science/Social Studies, 42; Common Misconception, 184; ELL Support, 167, 169, 173, 183, 202, 245, 237, 245; 21 st Century Learning, 185 Informational Text 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. SE: What is Technology, 40-43; Explain, 21, 23, 53, 292, 323; Sequence, 89, 121, , 128, 132, 136, 143, 158 TE: ELL Support, 121, 143; Conclude, 124; Elaborate: Science Notebook, 128, Interpret, 132, Predict, 136 Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 25

26 Grade 2 Grade 2 Craft and Structure Informational Text 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. focuses on relevant science words and phrases, which are highlighted and defined in context, followed by related activities and investigations. Other embedded features support mastery of science words and phrases. See the following representative pages: SE: 7-9, 41-43, , , , , , , ; Vocabulary Smart Cards, 31-32, 59-60, , , , , , , ; Play a Game, 31, 59, 111, 153, 197, 227, 261, 301, 341 TE: Science to Language Arts, 277, 287, 332; Play a Game, 31, 59, 111, 153, 197, 227, 261, 301, 341; 21 st Century Learning, 42, 47, 133, 146, 337; ELL Support, 31, 59, 111, 153, 197, 227, 261, 301, 341, 343; Response to Intervention, 31, 60, 112, 154, 198, 228, 262, 302, 342; Differentiated Instruction, 112, 154, 228, 262, 302, 342, 344 Informational Text 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. SE: 7, 42-43, 45, 47, 89, 90, 91, 123, 124, 173, 175, 222, 241, 242, 283, 284, 286, 331; Picture Clue, 5, 7, 12, 25, 34, 207, 221, 231, 241, 246; Glossary EM2-EM27; Index, EM28-EM35; Table of Contents, vixiv TE: Explain: Define, 45, 47; Remember, 89; Recall, 90, 123, 241, 283; Restate, 173; Differentiate, 174; Identify, 222; Contrast, 242; Tell, 331; ELL Support, 5, 7 Informational Text 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. SE: Let s Read Science, 167, Main Idea and Details, 39, 42, 62, 169, 173, 175, , 202, 237, 245; Chapter Review: 62, , , , , , , TE: ELL Support, 167, 169, 173, 183, 202, Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 26

27 Grade 2 Grade 2 Continued Integration of Knowledge and Ideas Informational Text 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Informational Text 8. Describe how reasons support specific points the author makes in a text. Informational Text 9. Compare and contrast the most important points presented by two texts on the same topic. 245, 237, 245; Reading Strategy: Main Idea and Details, 39, 167; Explain: Recall, 42, 169; Infer, 42, 245; Apply, 169; Restate: 173; Explain: 173, 245; Classify: 184; Compare and Contrast: 184, 245; Science/Social Studies, 42; Common Misconception, 184; 21 st Century Learning: 185; ELL Support, 237, 245 SE: Show Data, 27; Plan and Draw, 46; Picture Clue, 51, 52, 53, 246; See also related content, 42-43, 64-65, , , , ; Performance Based Assessment, 70, 268 TE: Explain, Define, 51; Give an Example, 52; Demonstrate, 53; Differentiated Instruction, 52; Compare, 246; 21 st Century Learning, 53 See related content SE: Big World, My World, 226 TE: Explain, 189 TE: Differentiated Instruction, 96, 129 Range of Reading and Level of Text Complexity Informational Text 10. By the end of The curriculum of year, read and comprehend informational Life, Earth, Physical, and STEM units are texts, including history/social studies, appropriately sequenced in 9 chapters and science, and technical texts, in the grades made personal to students in an engaging, 2 3 text complexity band proficiently, with write-in edition. The program fosters scaffolding as needed at the high end of the successful readers and helps students range. develop scientific literacy using embedded target reading skills, continual vocabulary support, and graphic organizers. Interactivities on each page provide opportunities for students to demonstrate comprehension and mastery of science content. Concepts are scaffolded with meaningful illustrations and supported using small chunks of texts followed by a comprehension check for understanding. Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 27

28 Grade 2 Grade 2 Continued Features such as Let s Read Science and Got It? focus on specific reading skills and science comprehension. Content addressing this standard is located throughout the program. See the following representative pages: SE: Lesson Questions and Interactivities, 11-13, 50-55, 83-87, , , , , , ; Let s Read Science, 5, 39, 75, 121, 167, 207, 235, 273, 311; Explore It!, 14, 44, 94, 134, 182, 214, 244, 282, 324; Investigate It!, 28-29, 56-57, , , , , , , ; Vocabulary Smart Cards, 31-32, 59-60, , , , , , ; My Planet Diary, 6, 40, 76, 122, 130, 168, 220, 236, 248, 282, 324; NASA Biography, 30; STEM: 58, 226, 340, Careers, 110, Big World, My World, 196 TE: Science to Reading, 191, 238; Science to Language Arts, 254; Science and Social Studies, 174; Science and Writing, 86, 92, 216; 21 st Century Learning, 79, 88, 133; Science Notebook, 8, 30, 58, 226; Review the Big Question, 115, Lesson Check Worksheets, 13b, 49b, 93b, 133b, 171b, 213b, 239b, 281b, 317; Explore It! Worksheets, 13a, 49a, 93a, 133a, 171a, 213a, 239a, 281a, 317a; Build Enduring Understanding, 2A, 36A, 72A, 118A, 164A, 204A,232A, 270A, 308A Reading Standards for Foundational Skills Print Concepts Foundational Skills 1. (Not applicable to Grade 2) Phonological Awareness Foundational Skills 2. (Not applicable to Grade 2) (Not applicable to Grade 2) (Not applicable to Grade 2) Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 28

29 Grade 2 Grade 2 Phonics and Word Recognition Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. supports the literacy curriculum and the skills students learn. Students utilize their word analysis skills to decode unfamiliar words, including science vocabulary introduced throughout the program. Representative pages that include skill building opportunities to develop fluent science readers include: SE: EM2-EM27; Vocabulary Smart Cards, 31-32, 59-60, , , , , , , TE: Lesson Check Worksheets, Words to Know, 9b, 13b, 19b, 23b, 27b, 43b, 59b, 55b, 81b, 87b, 93b, 103b, 107b, 125b, 133b, 149b, 171b, 175b, 181b, 193b, 213b, 219b, 239b, 243b, 251b, 257b, 281b, 287b, 283b, 297b, 317b, 323b, 329b, 333b; Science to Language Arts, 254, 277, 332; ELL Support, 111, 147, 153, 221, 295, 343, 341 Fluency Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension. The program is written on level, with Lexile scores reflecting the grade readability. The curriculum provides a clear path of purpose and understanding throughout each lesson, chapter, and unit. This path includes the "I will know" statement at the beginning of each lesson with questions and inter-activities throughout. Students are supported before, during, and after every lesson with features that set the purpose and review understanding. Representative pages include: SE: Unlock the Big Question, 7, 21, 41, 77, 89, 95, 109, 135, 139, 183, 189, 195, 215, 221, 241, 245, 259, 289, 295, 319, 325, 339; Circle, 9, 19, 47, 52, 103, 159, 278, 280, 315, 331; Tell, 15, 17, 41-43, 46-47, 52, 54-55, 62, 73, 85, 87, 92, 110, 132, 137, , 182, 186, , 192- Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 29

30 Grade 2 Grade 2 Continued 193, 245, 271, , , , 329, 331, 337; Main Idea and Details: 39, 42, 62, 167, 169, 173, 175, , 202, 237, 245; Draw Conclusions, 20, 74, 104, 172, 176, 273, 291, 307; Let s Read Science, 5, 39, 75, 121, 167, 207, 235, 273, 311; Review the Big Question, 34, 62, 116, 158, 202, 230, 264, 306, 346; Vocabulary Smart Cards, 31-32, 59-60, , , , , , , ; Play a Game, 59-60, , , , TE: Introduce the Big Question, 3, 37, 73, 119, 165, 205, 233, 271, 309; Explain, Unlock the Big Question, 7, 15, 25, 29, 51, 57, 77, 83, 89, 101, 105, 127, 131, 139, 143, 151, 169, 195, 209, 215, 221, 253, 275, 295, 299, 313, 319, 335, 339; Review the Big Question, 34, 62, 116, 158, 202, 230, 264, 306, 346; Lesson Check Worksheets, 9b, 13b, 19b, 23b, 27b, 43b, 81b, 129b, 133b, 137b, 141b, 149b, 193b, 213b, 219b, 223b, 257b, 287b, 283b, 297b, 317b, 333b; ELL Support, 7, 11, 15, 21, 39, 51, 77, 121, 123, 127, 139, 143, 167, 169, 173, 177, 197, 207, 209, 215, 221, 235, 237, 245, 273, 275, 283, 295, 311, 325; Chapter Tests, 35a-35b, 159a-159b, 203a-203b, 347a-347b, 347a-347b Additionally, an important literacy component of the program is the Leveled Readers Library. Three content readers per chapter reinforce key science content at below, on, and advanced levels. This classroom library allows students the opportunity to build relevant science content as they read for purpose and understanding. For example: Chapter 6 Leveled Readers Below-Level: Earth s Place in Space On-Level: Studying Earth and Space Advanced Level: Constellations Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 30

31 Grade 2 Grade 2 Writing Standards Text Types and Purposes Writing 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Writing 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. SE: Go Green, 97 TE: Integrate Your Day, Writing, 308D; Science Writing: 90; Go Green, 97 Opportunities for students to write informative and explanatory text as they respond to investigations are abundant throughout the writein student edition. See the following representative pages: SE: Try It!, 4, 38, 74, 120, 166, 206, 234, 272, 310; Explore It!, 14, 44, 94, 134, 182, 214, 244, 282, 324; Apply It!, , , ; Investigate It!, 28-29, 56-57, , , , , , , ; My Planet Diary, 130, 168, 220, 248, 282, 324; Design It, 64-69; Performance-Based Assessment, 268 TE: Science and Writing, 48, 96, 292, 328; Science Notebook, 297; Writing, 36D, 204D, 232D, 308D; Explore It! Worksheets 19a, 49a, 99a, 187a, 229a, 287a, 329a; My Planet Diary Worksheets, 9a, 81a, 93a, 125a, 133a, 287a, 329a PG: Apply It!, 50-51, 56-57, Key: SE= Student Edition, TE = Teacher s Edition, PG = Program Guide 31

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