A CORRELATION OF SCHOLASTIC TEXT SETS TO THE COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS GRADES K-6

Transcription

1 Kindergarten Reading: Literature Key Ideas and Details CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details. CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Craft and Structure CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text. CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems). CCSS.ELA-Literacy.RL.K.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 CCSS.ELA-Literacy.RL.K.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). CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding. Reading: Informational Text Key Ideas and Details CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. KINDERGARTEN TEXT SETS Kindergarten Text Sets are comprised of unique collections of informational science and social Kindergarten Text Sets are comprised of unique collections of informational science and social Kindergarten Text Sets are comprised of unique collections of informational science and social Kindergarten Text Sets are comprised of unique collections of informational science and social Kindergarten Text Sets are comprised of unique collections of informational science and social Kindergarten Text Sets are comprised of unique collections of informational science and social Kindergarten Text Sets are comprised of unique collections of informational science and social Kindergarten Text Sets are comprised of unique collections of informational science and social Kindergarten Text Sets are comprised of unique collections of informational science and social Students answer questions about key details when responding to the Essential Questions presented in the Teacher Implementation Letter of each Kindergarten Text Set. George Washington, Text-based Student Response Sheet Summer Fun, Text-based Student Response Sheet What Comes in 2 s, 3 s, & 4 s, Text-based Student Response Sheet Students read and analyze the anchor text as directed in the Close Reading section of the Teacher Implementation Letter of each Kindergarten Text Set. Teachers may select the main topic as part of this analysis. Betsy Ross, Text-based Student Response Sheet Up, Up, and Away: The Story of Amelia Earhart, Text-based Student Response Sheet Abraham Lincoln, Text-based Student Response Sheet Spring, Text-based Student Response Sheet Growing Vegetable Soup, Text-based Student Response Sheet Sense Suspense, A Guessing Game for the Five Senses, Text-based Student Response Sheet Five Senses, Text-based Student Response Sheet Seasons Text Set, Essential Questions, Teacher Implementation Letter George Washington, Text-based Student Response Sheet The Book of Seasons / El libro de las estaciones, Text-based Student Response Sheet Page 1

2 Kindergarten Craft and Structure CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book. CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RI.K.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). CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. CCSS.ELA-Literacy.RI.K.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). Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding. Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page. CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print. CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet. KINDERGARTEN TEXT SETS Caps, Hats, Socks, and Mittens, A Book About the Four Seasons, Text-based Student Response Sheet Growing Vegetable Soup, Text-based Student Response Sheet Students answer questions about unknown words as presented in the Academic and Domain- Specific Vocabulary section of the Teacher Implementation Letters for all Kindergarten Text Sets. Students also clarify unknown words in the Anchor Text as specified in the Close Reading section of the Teacher Implementation Letter. Students identify the cover as directed in the Text Features to Notice Section of the Teacher Implementation Letter for each Kindergarten Text Set. Cube, Text-based Student Response Sheet 1001 Things to Spot in the Town, An Usborne Book, Text-based Student Response Sheet Students identify the author and illustrator as directed in the Text Features to Notice Section of the Teacher Implementation Letter for each Kindergarten Text Set Things to Spot in the Town, An Usborne Book, Text-based Student Response Sheet Famous Americans Text Set, Teacher Implementation Letter Seasons Text Set, Teacher Implementation Letter My Body Text Set, Teacher Implementation Letter Healthy Eating, Text-based Student Response Sheet Kindergarten Text Sets are constructed so that students compare the Anchor Text, the Read- Aloud and the Supporting Texts during their study. Healthy Eating, Text-based Student Response Sheet Kindergarten Text Sets are composed of six titles within a range of reading levels appropriate for Kindergarten readers. The activities in the Teacher Implementation Letter promote reading with purpose and understanding. Teachers can use any or all of the six books in each Kindergarten text set to teach and reinforce an understanding of print concepts, as they determine appropriate. Direct instruction is not Teachers can use any or all of the six books in each Kindergarten text set to teach and reinforce an understanding of print concepts, as they determine appropriate. Direct instruction is not Teachers can use any or all of the six books in each Kindergarten text set to teach and reinforce an understanding of print concepts, as they determine appropriate. Direct instruction is not Teachers can use any or all of the six books in each Kindergarten text set to teach and reinforce an understanding of print concepts, as they determine appropriate. Direct instruction is not Teachers can use any or all of the six books in each Kindergarten text set to teach and reinforce an understanding of print concepts, as they determine appropriate. Direct instruction is not Page 2

3 Kindergarten KINDERGARTEN TEXT SETS Phonological Awareness Caps, Hats, Socks, and Mittens, A Book About the Four Seasons, Text-based Student Response CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken Sheet words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words. Direct instruction is not CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment Direct instruction is not syllables in spoken words. CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of Direct instruction is not single-syllable spoken words. CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Phonics and Word Recognition CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of lettersound correspondences by producing the primary or most frequent sound for each consonant. CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Caps, Hats, Socks, and Mittens, A Book About the Four Seasons, Text-based Student Response Sheet Direct instruction is not Letter for each of the Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. Caps, Hats, Socks, and Mittens, A Book About the Four Seasons, Text-based Student Response Sheet Letter for each of the Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. Caps, Hats, Socks, and Mittens, A Book About the Four Seasons, Text-based Student Response Sheet Letter for each of the Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding. Language Conventions of Standard English CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Letter for each of the Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. Letter for each of the Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. In all Kindergarten Text Sets, students independently read the Anchor Text, attending to accuracy and fluency, with rereading as necessary, per the Teacher Implementation Letter. Additionally, students read one or more of the Supporting Texts. The activities in the Teacher Implementation Letter for each Text Set promote purpose and understanding. discussions as suggested in the Teacher Implementation Letters and the Text-based Student Response Sheets for each Kindergarten Text Set. Teachers can reinforce grammar and usage norms, as they determine appropriate to their classrooms. Direct instruction is not Page 3

4 Kindergarten KINDERGARTEN TEXT SETS CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters. Sheets for each Kindergarten Text Set. Teachers can address and reinforce appropriate use of upper and lowercase letters as they determine appropriate to their classrooms. Direct instruction is not CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs. discussions as suggested in the Teacher Implementation Letters and the Text-based Student Response Sheets for each Kindergarten Text Set. Teachers can reinforce grammar and usage, as they determine appropriate to their classrooms. Direct instruction is not CCSS.ELA-Literacy.L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). discussions as suggested in the Teacher Implementation Letters and the Text-based Student Response Sheets for each Kindergarten Text Set. Teachers can reinforce grammar and usage, as CCSS.ELA-Literacy.L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). CCSS.ELA-Literacy.L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language activities. CCSS.ELA-Literacy.L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I. CCSS.ELA-Literacy.L.K.2b Recognize and name end punctuation. CCSS.ELA-Literacy.L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). CCSS.ELA-Literacy.L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. they determine appropriate to their classrooms. Direct instruction is not discussions as suggested in the Teacher Implementation Letters and the Text-based Student Response Sheets for each Kindergarten Text Set. Teachers can reinforce grammar and usage, as they determine appropriate to their classrooms. Direct instruction is not discussions as suggested in the Teacher Implementation Letters and the Text-based Student Response Sheets for each Kindergarten Text Set. Teachers can reinforce grammar and usage, as they determine appropriate to their classrooms. Direct instruction is not discussions as suggested in the Teacher Implementation Letters and the Text-based Student Response Sheets for each Kindergarten Text Set. Teachers can reinforce grammar and usage, as they determine appropriate to their classrooms. Direct instruction is not Sheets for each Kindergarten Text Set. Teachers can reinforce print conventions, as they determine appropriate to their classrooms. Direct instruction is not Sheets for each Kindergarten Text Set. Teachers can reinforce print conventions, as they determine appropriate to their classrooms. Direct instruction is not Sheets for each Kindergarten Text Set. Teachers can reinforce punctuation conventions, as they determine appropriate to their classrooms. Direct instruction is not Sheets for each Kindergarten Text Set. Teachers can reinforce writing and spelling, as they determine appropriate to their classrooms. Direct instruction is not Sheets for each Kindergarten Text Set. Teachers can reinforce writing and spelling, as they Page 4

5 Kindergarten KINDERGARTEN TEXT SETS determine appropriate to their classrooms. Direct instruction is not Vocabulary Acquisition and Use Students clarify the meaning of unknown vocabulary words in each of the Kindergarten Text CCSS.ELA-Literacy.L.K.4. Determine or clarify the meaning of Sets as described in the Academic and Domain-Specific Vocabulary section of the Teacher unknown and multiple-meaning words and phrases based on Implementation Letter. Students use various strategies as prompted by their teachers in kindergarten reading and content. classroom discussions. CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). CCSS.ELA-Literacy.L.K.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing Text Types and Purposes CCSS.ELA-Literacy.W.K.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...). CCSS.ELA-Literacy.W.K.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 Students clarify the meaning of unknown vocabulary words in each of the Kindergarten Text Sets as described in the Academic and Domain-Specific Vocabulary section of the Teacher Implementation Letter. Students use various strategies as prompted by their teachers in classroom discussions. Betsy Ross Text-based Student Response Sheet Students clarify the meaning of unknown vocabulary words in each of the Kindergarten Text Sets as described in the Academic and Domain-Specific Vocabulary section of the Teacher Implementation Letter. Students use various strategies as prompted by their teachers in classroom discussions. Students may explore word relationships and nuances in the Vocabulary class discussions and Letter for each Kindergarten Text Set. Students may explore word relationships and nuances in the Vocabulary class discussions and Letter for each Kindergarten Text Set. Students may explore word relationships and nuances in the Vocabulary class discussions and Letter for each Kindergarten Text Set. Students may explore word relationships and nuances in the Vocabulary class discussions and Letter for each Kindergarten Text Set. Students may explore word relationships and nuances in the Vocabulary class discussions and Letter for each Kindergarten Text Set. Students acquire grade-appropriate vocabulary through the study of the Vocabulary section in the Teacher Implementation Letter of each Kindergarten Text Set and use those words in completing the Text-based Student Response Sheets. Direct instruction not provided in the Kindergarten Text Sets. The Write and Respond sections of the Teacher Implementation Letter for each Kindergarten Text Set provide writing prompts for students to write and draw informative text. Page 5

6 Kindergarten KINDERGARTEN TEXT SETS the topic. CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, Direct instruction not provided in the Kindergarten Text Sets. 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. Production and Distribution of Writing Teachers may use the Write and Respond writing prompts as outlined in each Kindergarten Text CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, Set Teacher Implementation Letter and the writing activities from the Student Response Sheets respond to questions and suggestions from peers and add details to as opportunities for peer revising. strengthen writing as needed. CCSS.ELA-Literacy.W.K.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 CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening Comprehension and Collaboration CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-Literacy.SL.K.1b Continue a conversation through multiple exchanges. CCSS.ELA-Literacy.SL.K.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. CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to As appropriate to their classrooms and facilities, students may use digital tools to produce writing according to the Write and Respond activities in the Teacher Implementation Letter and the activities in the Student Response Sheets. Direct instruction not provided in the Kindergarten Text Sets. Direct instruction not provided in the Kindergarten Text Sets. Students participate in class discussions on Text Features, Vocabulary, Close Reading and Essential Questions as directed in the Teacher Implementation Letter for each of the Kindergarten Text Sets. Although discussion rules are not specifically articulated in the Kindergarten Text Set materials, teachers will find multiple opportunities to reinforce classroom norms as part of the Text Set study. Direct instruction not Although discussion rules are not specifically articulated in the Kindergarten Text Set materials, teachers will find multiple opportunities to reinforce classroom norms as part of the Text Set study. As outlined in the Close Reading section of the Teacher Implementation Letter for each Kindergarten Text Set, students listen to the Anchor Text read aloud and demonstrate understanding of key ideas and details. Additionally, each Kindergarten Text Set contains a Read-Aloud selection designed to engage students. The students confirm understanding of these texts by answering the Essential Questions presented in the Teacher Implementation Letter for each Text Set. In the Close Reading section of the Teacher Implementation Letter for each Kindergarten Text Set, students are prompted to clarify any confusion after the teacher reads Anchor Text selections aloud. Direct instruction not Direct instruction not Page 6

7 Kindergarten KINDERGARTEN TEXT SETS descriptions as desired to provide additional detail. CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, In class discussions on Text Features, Vocabulary, Close Reading and Essential Questions as feelings, and ideas clearly directed in the Teacher Implementation Letter for each of the Kindergarten Text Sets, students have opportunities to speak audibly and express ideas clearly. Direct instruction not Grade 1 Key Ideas and Details CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. Craft and Structure CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Reading: Informational Text Key Ideas and Details CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. GRADE 1 TEXT SETS Grade 1 Text Sets are comprised of unique collections of informational science and social Grade 1 Text Sets are comprised of unique collections of informational science and social Grade 1 Text Sets are comprised of unique collections of informational science and social Grade 1 Text Sets are comprised of unique collections of informational science and social Grade 1 Text Sets are comprised of unique collections of informational science and social Grade 1 Text Sets are comprised of unique collections of informational science and social Grade 1 Text Sets are comprised of unique collections of informational science and social Grade 1 Text Sets are comprised of unique collections of informational science and social Grade 1 Text Sets are comprised of unique collections of informational science and social Students demonstrate understanding of the text by answering the Essential Questions presented in the Teacher Implementation Letters for all Grade 1 Text Sets. When We Grow Up, Text-based Student Response Sheet Seeds, Text-based Student Response Sheet Seed, Sprout, Pumpkin Pie, Text-based Student Response Sheet Critters in Camouflage, Text-based Student Response Sheet Ruby Bridges Goes to School, My True Story, Text-based Student Response Sheet Abe Lincoln's Hat, Text-based Student Response Sheet Students read and analyze the Anchor text as directed in the Close Reading section of the Teacher Implementation Letter of each of the Grade 1 Text Sets. Teachers may select the main topic as part of this analysis. Migration, Text-based Student Response Sheet Benjamin Franklin, Text-based Student Response Sheet Page 7

8 Grade 1 GRADE 1 TEXT SETS CCSS.ELA-Literacy.RI.1.3 Describe the connection between two From Bulb to Daffodil, Text-based Student Response Sheet individuals, events, ideas, or pieces of information in a text. Hibernation, Text-based Student Response Sheet George Washington, Our First President, Text-based Student Response Sheet Craft and Structure CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CCSS.ELA-Literacy.RI.1.5 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. CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas. CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text. CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Phonological Awareness CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Benjamin Franklin, Text-based Student Response Sheet Students determine the meaning of words and phrases as presented in the Academic and Domain-Specific Vocabulary section of the Teacher Implementation Letters for all Grade 1 Text Sets. Students use various text features in each of the Grade 1 Text Sets as directed in the Text Features to Notice section of the Teacher Implementation Letter. From Acorn to Oak Tree, Text-based Student Response Sheet Seeds, Text-based Student Response Sheet Mighty Bears, Text-based Student Response Sheet Students study information from illustrations as directed by the Text Features to Notice section of the Teacher Implementation Letter in each Grade 1 Text Set. Critters in Camouflage, Text-based Student Response Sheet Ruby Bridges Goes to School, My True Story, Text-based Student Response Sheet Students study information from illustrations as directed by the Text Features to Notice section of the Teacher Implementation Letter in each Grade 1 Text Set. LMNO Peas, Text-based Student Response Sheet Ruby Bridges Goes to School, My True Story, Text-based Student Response Sheet A Day with Doctors, Text-based Student Response Sheet Jobs, Text-based Student Response Sheet George Washington, Our First President, Text-based Student Response Sheet Grade 1 Text Sets are constructed so that students compare the Anchor Text, the Read-Aloud and the Supporting Texts during their study. Hibernation, Text-based Student Response Sheet Grade 1 Text Sets are composed of six titles within a range of reading levels appropriate for Grade 1 readers. The activities outlined in the Teacher Implementation Letter and Text-based Student Response Sheets provide prompting and support for the students. Teachers can use any or all of the six books in each grade 1 text set to teach and reinforce an understanding of print concepts, as they determine appropriate. Direct instruction is not Teachers can use any or all of the six books in each grade 1 text set to teach and reinforce an understanding of print concepts, as they determine appropriate. Direct instruction is not Direct instruction is not CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Direct instruction is not Direct instruction is not Page 8

9 Grade 1 GRADE 1 TEXT SETS CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial Direct instruction is not vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words Direct instruction is not into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and Letter for each of the Grade 1 Text Sets. Teachers may choose between a range of phonics and word analysis skills in decoding words. word analysis strategies to assist students with decoding these words. CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words. CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings. CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words. Fluency CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. Letter for each of the Grade 1 Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. Letter for each of the Grade 1 Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. Letter for each of the Grade 1 Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. Letter for each of the Grade 1 Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. Letter for each of the Grade 1 Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. Letter for each of the Grade 1 Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. Letter for each of the Grade 1 Text Sets. Teachers may choose between a range of phonics and word analysis strategies to assist students with decoding these words. In all Grade 1 Text Sets, students independently read the Anchor Text, attending to accuracy and fluency, with rereading as necessary, per the Teacher Implementation Letter. Additionally, students read one or more of the Supporting Texts to support comprehension of the topic. CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression. CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Language Conventions of Standard English CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of In all Grade 1 Text Sets, students independently read the Anchor Text, attending to accuracy and fluency, with rereading as necessary, per the Teacher Implementation Letter. Additionally, students read one or more of the Supporting Texts to support comprehension of the topic. Oral reading of the texts by the students is not specifically articulated in the Grade 1 Text Sets. Teachers may choose to incorporate student oral reading of the Anchor Text or Supporting Text as appropriate to their classrooms. Direct instruction is not In all Grade 1 Text Sets, students independently read the Anchor Text, attending to accuracy and fluency, with rereading as necessary, per the Teacher Implementation Letter. Additionally, students read one or more of the Supporting Texts to support comprehension of the topic. Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce Page 9

10 Grade 1 GRADE 1 TEXT SETS standard English grammar and usage when writing or speaking. grammar and usage norms, as appropriate to their classrooms. Specific instruction is not CCSS.ELA-Literacy.L.1.1a Print all upper- and lowercase letters. Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns. Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS.ELA-Literacy.L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). CCSS.ELA-Literacy.L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives. CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives). CCSS.ELA-Literacy.L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward). Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not Page 10

11 Grade 1 CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.1.2a Capitalize dates and names of people. CCSS.ELA-Literacy.L.1.2b Use end punctuation for sentences. CCSS.ELA-Literacy.L.1.2c Use commas in dates and to separate single words in a series. CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. CCSS.ELA-Literacy.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Vocabulary Acquisition and Use CCSS.ELA-Literacy.L.1.4 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. CCSS.ELA-Literacy.L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-Literacy.L.1.4b Use frequently occurring affixes as a clue to the meaning of a word. CCSS.ELA-Literacy.L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). GRADE 1 TEXT SETS Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce grammar and usage norms, as appropriate to their classrooms. Specific instruction is not Students write in response to the Write and Respond activities from the Teacher Implementation Letters and in the Text-based Student Response Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce capitalization, punctuation, and spelling, as appropriate to their classrooms. Students write in response to the Write and Respond activities from the Teacher Implementation Letters and in the Text-based Student Response Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce capitalization, punctuation, and spelling, as appropriate to their classrooms. Students write in response to the Write and Respond activities from the Teacher Implementation Letters and in the Text-based Student Response Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce capitalization, punctuation, and spelling, as appropriate to their classrooms. Students write in response to the Write and Respond activities from the Teacher Implementation Letters and in the Text-based Student Response Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce capitalization, punctuation, and spelling, as appropriate to their classrooms. Students write in response to the Write and Respond activities from the Teacher Implementation Letters and in the Text-based Student Response Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce capitalization, punctuation, and spelling, as appropriate to their classrooms. Students write in response to the Write and Respond activities from the Teacher Implementation Letters and in the Text-based Student Response Sheets for each Grade 1 Text Set. Teachers have opportunities in these activities to reinforce capitalization, punctuation, and spelling, as appropriate to their classrooms. Students clarify the meaning of unknown vocabulary words in each of the Grade 1 Text Sets as described in the Teacher Implementation Letter. Students use context clues and other strategies as prompted by their teacher in classroom discussions. Students clarify the meaning of unknown vocabulary words in each of the Grade 1 Text Sets as described in the Teacher Implementation Letter. Students use context clues and other strategies as prompted by their teacher in classroom discussions. Students clarify the meaning of unknown vocabulary words in each of the Grade 1 Text Sets as described in the Teacher Implementation Letter. Students use context clues and other strategies as prompted by their teacher in classroom discussions. Students clarify the meaning of unknown vocabulary words in each of the Grade 1 Text Sets as described in the Teacher Implementation Letter. Students use context clues and other strategies Page 11

12 Grade 1 GRADE 1 TEXT SETS as prompted by their teacher in classroom discussions. CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, Students may explore word relationships and nuances in the Vocabulary class discussions and demonstrate understanding of word relationships and nuances in word meanings. Letter for each Grade 1 Text Set. CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CCSS.ELA-Literacy.L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). CCSS.ELA-Literacy.L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. CCSS.ELA-Literacy.L.1.6 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., I named my hamster Nibblet because she nibbles too much because she likes that). Writing Text Types and Purposes CCSS.ELA-Literacy.W.1.1 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. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Production and Distribution of Writing CCSS.ELA-Literacy.W.1.5 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. CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing Students may explore word relationships and nuances in the Vocabulary class discussions and Letter for each Grade 1 Text Set. Students may explore word relationships and nuances in the Vocabulary class discussions and Letter for each Grade 1 Text Set. Students may explore word relationships and nuances in the Vocabulary class discussions and Letter for each Grade 1 Text Set. Students may explore word relationships and nuances in the Vocabulary class discussions and Letter for each Grade 1 Text Set. Students use words and phrases acquired through various means in responding to the Write and Respond sections of the Teacher Implementation Letters and the Text-based Student Response Sheets for each Grade 1 Text Set. Working in Our Community Text Set, Write and Respond, Teacher Implementation Letter Plants Text Set, Write and Respond, Teacher Implementation Letter Animal Adaptations Text Set, Write and Respond, Teacher Implementation Letter Leadership and Courage Text Set, Write and Respond, Teacher Implementation Letter Direct instruction is not Teachers may use the Write and Respond writing prompts as outlined in each Grade 1 Text Set Teacher Implementation Letter and the writing activities from the Student Response Sheets as opportunities for peer revising. As appropriate to their classrooms and facilities, students may use digital tools to produce writing according to the Write and Respond activities in the Teacher Implementation Letter and the activities in the Student Response Sheets. Each Write and Respond prompt from each of the Grade 1 Text Set Teacher Implementation Letters is designed to be informed by research from multiple sources on a topic. Page 12

13 Grade 1 GRADE 1 TEXT SETS projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, In the Write and Respond section of each of the Grade 1 Text Sets, students prepare a written recall information from experiences or gather information from response to a content-related question, drawing on information from multiple sources, per the provided sources to answer a question. Teacher Implementation Letter. Speaking & Listening Comprehension and Collaboration CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.1.1b Build on others talk in conversations by responding to the comments of others through multiple exchanges. CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.SL.1.3 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 CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. Students participate in class discussions on Text Features, Vocabulary, Close Reading and Essential Questions as directed in the Teacher Implementation Letter for each of the Grade 1 Text Sets. Although discussion rules are not specifically articulated in the Grade 1 Text Set materials, teachers will find multiple opportunities to reinforce classroom norms as part of the Text Set study. Teachers may use the classroom discussions indicated in the Teacher Implementation Letter for each Grade 1 Text Set to encourage students to respond to the comments of others. In the Close Reading section of the Teacher Implementation Letter for each Grade 1 Text Set, students are prompted to clarify any confusion after the teacher reads Anchor Text selections aloud. As outlined in the Close Reading section of the Teacher Implementation Letter for each Grade 1 Text Set, students listen to the Anchor Text read aloud and demonstrate understanding of key ideas and details. Additionally, each Grade 1 Text Set contains a Read-Aloud selection designed to engage students. The students may be asked to describe the ideas and details from this selection. In the Close Reading section of the Teacher Implementation Letter for each Grade 1 Text Set, students are prompted to clarify any confusion after the teacher reads Anchor Text selections aloud. George Washington, Our First President, Text-based Student Response Sheet A Day with Doctors, Text-based Student Response Sheet L M N O Peas, Text-based Student Response Sheet When We Grow Up, Text-based Student Response Sheet Ruby Bridges Goes to School, My True Story, Text-based Student Response Sheet Grade 2 Reading: Literature Key Ideas and Details CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. GRADE 2 TEXT SETS Grade 2 Text Sets are comprised of unique collections of informational science and social studies texts. Narrative literature selections are not included in the Text Sets Page 13

14 Grade 2 GRADE 2 TEXT SETS CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and Grade 2 Text Sets are comprised of unique collections of informational science and social folktales from diverse cultures, and determine their central message, studies texts. Narrative literature selections are not included in the Text Sets lesson, or moral. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond Grade 2 Text Sets are comprised of unique collections of informational science and social to major events and challenges. Craft and Structure CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading: Informational Text Key Ideas and Details CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Craft and Structure CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and studies texts. Narrative literature selections are not included in the Text Sets Grade 2 Text Sets are comprised of unique collections of informational science and social studies texts. Narrative literature selections are not included in the Text Sets Grade 2 Text Sets are comprised of unique collections of informational science and social studies texts. Narrative literature selections are not included in the Text Sets Grade 2 Text Sets are comprised of unique collections of informational science and social studies texts. Narrative literature selections are not included in the Text Sets Grade 2 Text Sets are comprised of unique collections of informational science and social studies texts. Narrative literature selections are not included in the Text Sets Grade 2 Text Sets are comprised of unique collections of informational science and social studies texts. Narrative literature selections are not included in the Text Sets Grade 2 Text Sets are comprised of unique collections of informational science and social studies texts. Narrative literature selections are not included in the Text Sets Students demonstrate understanding of the text by answering the Essential Questions presented in the Teacher Implementation Letters for all Grade 2 Text Sets. Landmarks U.S.A., Text-based Student Response Sheet The Magic School Bus Builds the Statue of Liberty,Text-based Student Response Sheet What s in Washington, D.C.?, Text-based Student Response Sheet Storms, Text-based Student Response Sheet Thunder and Lightning, Text-based Student Response Sheet Looking Through a Microscope, Text-based Student Response Sheet Students read and analyze the Anchor text as directed in the Close Reading section of the Teacher Implementation Letter of each of the Grade 2 Text Sets. Teachers may select the main topic as part of this analysis. The Magic School Bus Builds the Statue of Liberty, Text-based Student Response Sheet Down Comes the Rain, Text-based Student Response Sheet Tell Me How Much It Weighs, Text-based Student Response Sheet A Ladybug's Life, Text-based Student Response Sheet Students determine the meaning of words and phrases as presented in the Academic and Domain-Specific Vocabulary section of the Teacher Implementation Letters for all Grade 2 Text Page 14