collaborative literacy...4 | kindergarten rl6 with prompting and support, name the author and...

Collaborative LiteracyCorrelation for Grades K–5 to the Common Core State Standards

Making Meaning®

Being a Writer™

Being a Reader™

Our Hopes for Children and Schools The children who walk through the doors of our schools will become the caretakers of our democracy, our economy, our culture, and even our aging selves. In order to fill these roles, our students must be educated to thrive, and, in turn, to contribute to a thriving society.

There is no single set of skills or a bulleted list of facts to memorize, but an interconnected field of social, emotional, and academic competencies that students will need to develop, use, and practice as they grow. They need critical-thinking skills and strategies to synthesize and employ an ever-expanding array of information. And they need compassion and empathy to work with one another to solve the problems that dwell on our horizon.

The teachers who cultivate and refine this learning face extraordinary obstacles. They must grapple with rapidly changing, high-stakes tests that govern what is taught and how teachers are evaluated. Many work in underserved schools that don’t have the tools, resources, or professional learning support they need.

Center for the Collaborative Classroom was founded to meet these challenges. We seek to provide schools and teachers with the support and tools they need to help children develop into highly literate adults who think critically and learn from, care for, and respect one another.

Table of Contents

Grade K

Reading Standards for Literature ..................................................................................................................... 3

Reading Standards for Informational Text ........................................................................................................ 5

Reading Standards: Foundational Skills............................................................................................................ 7

Writing Standards ............................................................................................................................................ 11

Speaking and Listening Standards .................................................................................................................... 12

Language Standards ......................................................................................................................................... 16

Grade 1







Grade 2







Grade 3







Table of Contents (continued)

Grade 4







Grade 5







CCSS Correlation: MM/BW/BR | 3

Kindergarten

Correlation to the Common Core State Standards—Grade KReading Standards for Literature—Grade K

Key Ideas and DetailsRL1 With prompting and support, ask and answer questions about key details in a text.

Making Meaning: Unit 1, Week 1, Day 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 1, Week 6, Day 1, 2; Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 9, Week 1, Day 1

Vocabulary Teaching Guide: Week 2, Day 1; Week 5, Day 1; Week 8, Day 1, 2; Week 9, Day 2; Week 13, Day 1; Week 14, Day 1; Week 15, Day 2

Being a Writer: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1, 2; Unit 2, Week 2, Day 1; Unit 2, Week 3, Day 1; Unit 2, Week 4, Day 1, 3; Unit 2, Week 5, Day 1, OD; Unit 2, Week 6, Day 1; Unit 2, Week 7, Day 1; Unit 2, Week 8, Day 1; Unit 2, Week 9, Day 1, OD; Unit 3, Week 3, Day 1; Unit 3, Week 4, Day 1; Unit 5, Week 2, Day 2, 3; Unit 5, Week 3, Day 1, 2; Unit 6, Week 1, Day 1, 3

Being a Reader:Shared Reading: Week 1, Day 2; Week 2, Day 1, 2; Week 4, Day 2, 3; Week 5, Day 1, 2; Week 8, Day 1, 2; Week 9, Day 2; Week 11, Day 1; Week 12, Day 1; Week 13, Day 2; Week 14, Day 2; Week 15, Day 1, 2, 3; Week 16, Day 1, 2; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2; Week 20, Day 1; Week 21, Day 1, 2; Week 22, Day 1, 2, 3; Week 23, Day 1; Week 24, Day 1, 2; Week 25, Day 1, 2; Week 29, Day 1

Being a Reader:Set 1: Week 1, Day 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4 Day 1; Week 5, Day 2, 3; Week 6, Days 1, 2, 3; Week 7, Days 1, 2, 3, Week 8, Days 1,2,3

Set 2: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1; Week 5, Day 1; Week 6, Day 3; Week 7, Day 1, 2, 3; Week 8, Day 1

Set 3: Week 2, Day 2, 3; Week 3, Day 1, 2; Week 4, Day 2, 3; Week 5, Day 1, 2; Week 7, Day 2, 3; Week 8, Day 1

Set 4: Week 1, Day 1, 2; Week 2, Day 1; Week 4, Day 2, 3; Week 5, Day 2, 3; Week 6, Day 3; Week 7, Day 2, 3; Week 8, Day 2

RL2 With prompting and support, retell familiar stories, including key details.

Making Meaning: Unit 1, Week 4, Day 2; Unit 1, Week 6, Day 2; Unit 2, Week 1, Day 2; Unit 2, Week 2, Day 2; Unit 2, Week 3, Day 2; Unit 3, Week 1, Day 2; Unit 3, Week 2, Day 2; Unit 3, Week 3, Day 2; Unit 5, Week 2, Day 2; Unit 5, Week 3, Day 2

Being a ReaderShared Reading: Week 2, Day 3; Week 15, Day 3

Being a ReaderSet 4: Week 5, Day 2; Week 7, Day 3

RL3 With prompting and support, identify characters, settings, and major events in a story.

Making Meaning: Unit 1, Week 2, Day 2; Unit 1, Week 4, Day 1; Unit 1, Week 6, Day 1, 2; Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1; Unit 4, Week 2, Day 1; Unit 5, Week 1, Day 1; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 2; Unit 9, Week 1, Day 1

Being a Writer: Unit 1, Week 3, Day 1; Unit 3, Week 3, Day 1; Unit 3, Week 4, Day 1

Being a ReaderShared Reading: Week 12, Day 3

Being a ReaderSet 1: Week 5, Day 3

Set 2: Week 1, Day 2; Week 3, Day 1

Set 4: Week 8, Day 2

Craft and StructureRL4 Ask and answer questions about unknown words in a text.

Making Meaning: Unit 9, Week 1, Day 1

Vocabulary Teaching Guide: Week 3, Day 1, 2; Week 5, Day 1, 2; Week 6, Day 1; Week 7, Day 1, 2; Week 8, Day 2; Week 9, Day 2; Week 10, Day 2; Week 11, Day 2; Week 12, Day 1, 2; Week 13, Day 1, 2; Week 14, Day 1, 2; Week 17, Day 1; Week 18, Day 2; Week 30, Day 1, 2

RL5 Recognize common types of texts (e.g., storybooks, poems).

Making Meaning: Unit 4, Week 1, Day 2; Unit 4, Week 3, Day 1, 2; Unit 7, Week 1, Day 1

Being a Reader:Independent Work: Week 3, Day 3

4 | Kindergarten

RL6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Making Meaning: Unit 1, Week 4, Day 1; Unit 4, Week 2, Day 1, 2

Integration of Knowledge and IdeasRL7 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).

Making Meaning: Unit 1, Week 1, Day 2; Unit 1, Week 4, Day 2; Unit 2, Week 3, Day 1; Unit 3, Week 1, Day 2; Unit 4, Week 2, Day 2

Being a Reader:Shared Reading: Week 1, Day 2; Week 15, Day 2; Week 18, Day 3; Week 27, Day 2

Being a Reader:Set 3: Week 2, Day 2; Week 3, Day 3

RL8 (Not applicable to literature)

RL9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Making Meaning: Unit 1, Week 2, Day 2; Unit 2, Week 2, Day 2; Unit 5, Week 2, Day 2

Being a Reader:Shared Reading: Week 21, Day 2

Range of Reading and Level of Text ComplexityRL10 Actively engage in group reading activities with purpose and understanding.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 1, Week 6, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1, 2; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 9, Week 1, Day 1

Vocabulary Teaching Guide: Week 1, Day 1, 2; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2; Week 9, Day 1, 2; Week 10, Day 1, 2; Week 11, Day 1, 2; Week 12, Day 1, 2; Week 13, Day 1; Week 14, Day 1, 2; Week 15, Day 1, 2; Week 16, Day 1, 2; Week 17, Day 1, 2; Week 18, Day 1, 2; Week 30, Day 1, 2

Being a Writer: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1; Unit 1, Week 4, OD; Unit 2, Week 2, Day 1; Unit 2, Week 3, Day 1, OD; Unit 2, Week 4, Day 1; Unit 2, Week 4, Day 3, Unit 2, Week 5, Day 1, OD; Unit 2, Week 6, Day 1; Unit 2, Week 7, Day 1; Unit 2, Week 8, Day 1; Unit 2, Week 9, Day 1, OD; Unit 3, Week 3, Day 1, 2; Unit 3, Week 4, Day 1, 2, OD; Unit 5, Week 2, Day 2, 3, OD; Unit 5, Week 3, Day 1, 2, OD; Unit 6, Week 1, Day 1, 3

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 14, Day 1, 2, 3; Week 15, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 21, Day 1, 2, 3; Week 22, Day 1, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2, 3; Week 29, Day 1, 2, 3; Week 30, Day 1, 2, 3


Reading Standards for Informational Text—Grade K

Key Ideas and DetailsRI1 With prompting and support, ask and answer questions about key details in a text.

Making Meaning: Unit 1, Week 5, Day 1, 2; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1; Unit 6, Week 3, Day 1; Unit 6, Week 3, Day 2; Unit 6, Week 4, Day 1; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 1, 2; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2

Vocabulary Teaching Guide: Week 28, Day 1; Week 29, Day 1

Being a Writer: Unit 2, Week 10, Day 1; Unit 4, Week 1, Day 1, OD; Unit 4, Week 2, Day 1; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1

Being a Reader: Shared Reading: Week 6, Day 1, 2; Week 7, Day 1; Week 27, Day 1, 2; Week 28, Day 1, 2

Being a Reader:Set 1: Week 4, Day 2, 3; Week 5, Day 1

Set 2: Week 4, Day 2; Week 5, Day 2, 3; Week 6, Day 1, 2; Week 8, Day 2, 3

Set 3: Week 1, Day 1, 2, 3; Week 2, Day 1; Week 6, Day 2, 3; Week 7, Day 1; Week 8, Day 2, 3

Set 4: Week 1, Day 1; Week 2, Day 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1

RI2 With prompting and support, identify the main topic and retell key details of a text.

Making Meaning: Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1; Unit 6, Week 3, Day 1; Unit 6, Week 4, Day 1; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 1, 2; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2

Being a Reader:Set 1: Week 4, Day 3

RI3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.


Craft and StructureRI4 With prompting and support, ask and answer questions about unknown words in a text.

Vocabulary Teaching Guide: Week 19, Day 1, 2; Week 21, Day 2; Week 22, Day 1, 2; Week 23, Day 1, 2; Week 24, Day 1; Week 25, Day 1, 2; Week 26, Day 2; Week 27, Day 2; Week 28, Day 2; Week 29, Day 1

RI5 Identify the front cover, back cover, and title page of a book.

Making Meaning: Unit 6, Week 2, Day 1; Unit 8, Week 4, Day 1

RI6 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 IdeasRI7 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).

Making Meaning: Unit 1, Week 5, Day 1; Unit 6, Week 2, Day 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 2; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 1, 2; Unit 8, Week 3, Day 1, 2; Unit 8, Week 3, Day 2

Vocabulary Teaching Guide: Week 19, Day 1, 2; Week 21, Day 1

Being a Writer: Unit 4, Week 1, Day 1


RI8 With prompting and support, identify the reasons an author gives to support points in a text.


RI9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Making Meaning: Unit 5, Week 3, Day 2; Unit 6, Week 1, Day 2; Unit 6, Week 2, Day 2; Unit 6, Week 3, Day 1; Unit 6, Week 4, Day 2; Unit 7, Week 1, Day 2; Unit 7, Week 2, Day 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 2, Day 2; Unit 8, Week 3, Day 2

6 | Kindergarten

Range of Reading and Level of Text ComplexityRI10 Actively engage in group reading activities with purpose and understanding.

Making Meaning: Unit 1, Week 5, Day 1, 2; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1, 2; Unit 6, Week 3, Day 1, 2; Unit 6, Week 4, Day 1, 2; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 1, 2; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2; Unit 9, Week 1, Day 1

Vocabulary Teaching Guide: Week 19, Day 1, 2; Week 20, Day 1, 2; Week 21, Day 1, 2; Week 22, Day 1, 2; Week 23, Day 1, 2; Week 24, Day 1, 2; Week 25, Day 1, 2; Week 26, Day 1, 2; Week 27, Day 1, 2; Week 28, Day 1, 2; Week 29, Day 1, 2

Being a Writer: Unit 2, Week 1, Day 1; Unit 2, Week 10, Day 1; Unit 4, Week 1, Day 1, OD; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 1, OD; Unit 5, Week 1, Day 1, 2, 3, OD; Unit 5, Week 2, Day 1

Being a Reader:Shared Reading: Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 11, Day 2; Week 26, Day 1, 2, 3; Week 27, Day 1, 2, 3; Week 28, Day 1, 2, 3; Week 30, Day 1, 2, 3


Reading Standards: Foundational Skills—Grade K

Print ConceptsRF1 Demonstrate understanding of the organization and basic features of print.

Being a Reader:Shared Reading: Week 11, Day 1; Week 14, Day 3; Week 16, Day 2; Week 17, Day 3; Week 20, Day 1; Week 25, Day 1, 2, 3; Week 26, Day 2; Week 29, Day 1

Independent Work: Week 1, Day 1, 2, 3

RF1.a Follow words from left to right, top to bottom, and page by page.

Being a Reader:Shared Reading: Week 3, Day 1, 2, 3; Week 4, Day 2, 3; Week 5, Day 2, 3; Week 6, Day 2, 3; Week 13, Day 1, 2, 3; Week 14, Day 2, 3; Week 15, Day 2, 3; Week 16, Day 2, 3; Week 17, Day 2, 3; Week 18, Day 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 21, Day 1, 2, 3; Week 22, Day 2, 3; Week 23, Day 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 2, 3; Week 26, Day 2, 3; Week 27, Day 1, 2, 3; Week 28, Day 3; Week 29, Day 1, 2, 3; Week 30, Day 1, 2, 3

Independent Work: Week 1, Day 1, 2, 3

RF1.b Recognize that spoken words are represented in written language by specific sequences of letters.

Being a Reader:Shared Reading: Week 1, Day 3; Week 2, Day 1, 2, 3; Week 3, Day 3; Week 4, Day 2, 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3; Week 14, Day 2, 3; Week 26, Day 2; Week 27, Day 3

Independent Work: Week 2, p. 40

Being a Reader:Set 1: Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3

Set 2: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3



RF1.c Understand that words are separated by spaces in print.

Being a Reader:Shared Reading: Week 3, Day 1; Week 11, Day 3; Week 17, Day 3

RF1.d Recognize and name all upper- and lowercase letters of the alphabet.

Being a Reader:Shared Reading: Week 2, Day 2, 3

Being a Reader: The students must recognize and name all letters as they spell high-frequency words in every lesson.

Phonological AwarenessRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Being a Reader:Shared Reading: Week 2, Day 1; Week 9, Day 1; Week 11, Day 2, 3; Week 13, Day 1, 2; Week 25, Day 2, 3


Being a Reader:Set 1: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3




8 | Kindergarten

RF2.a Recognize and produce rhyming words.

Being a Reader:Shared Reading: Week 6, Day 2; Week 9, Day 1, 3; Week 11, Day 2; Week 19, Day 1, 2; Week 23, Day 2; Week 24, Day 1, 3

Being a Reader:Set 3: Week 5, Day 2; Week 6, Day 3; Week 7, Day 2, 3; Week 8, Day 3

Set 4: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 1, 2; Week 6, Day 1, 2

RF2.b Count, pronounce, blend, and segment syllables in spoken words.

Being a Reader:Shared Reading: Week 13, Day 2; Week 27, Day 3


Being a Reader:Set 4: Week 7, Day 1, 2; Week 8, Day 1, 2

RF2.c Blend and segment onsets and rimes of single-syllable spoken words.

Being a Reader:Set 2: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3

Set 3: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 2, 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3

Set 4: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 1, 2; Week 6, Day 1, 2

RF2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Being a Reader:Set 1: Week 1, Day 1, 2; Week 2, Day 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3


Set 3: Week 1, Day 1, 2; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2


RF2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Being a Reader:Set 3: Week 6, Day 3; Week 7, Day 3; Week 8, Day 3

Set 4: Week 1, Day 3; Week 2, Day 3; Week 3, Day 1, 3; Week 4, Day 1, 3; Week 5, Day 1, 2; Week 6, Day 1, 2

Phonics and Word RecognitionRF3 Know and apply grade-level phonics and word analysis skills in decoding words.


Independent Work: Week 3, p.70; Week 5, p.129; Week 6, p. 155; Week 9, p. 209


RF3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

Being a Reader:Set 1: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3




RF3.b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.





RF3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Being a Reader:Shared Reading: Week 3, Day 3; Week 4, Day 2, 3; Week 5, Day 3; Week 6, Day 3; Week 8, Day 3

Independent Work: Week 3, p. 70; Week 5, p. 129; Week 6, p.155; Week 9, p.209





RF3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.



Set 4: Week 1, Day 1, 2; Week 2, Day 1, 2; Week 3, Day 1; Week 4, Day 1

10 | Kindergarten

FluencyRF4 Read emergent-reader texts with purpose and understanding.

Making Meaning: Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1; Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1, 2; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 6, Week 1, Day 2; Unit 6, Week 2, Day 1, 2; Unit 6, Week 3, Day 1, 2; Unit 6, Week 4, Day 1, 2; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 1, 2; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2; Unit 9, Week 1, Day 1, 2

Being a Reader:Independent Work: Every week after the students start small-group reading, they read emergent-level texts from their small groups in the reading area during independent work rotations.

Being a Reader:Set 1: Week 1, Day 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3





Writing Standards—Grade K

Text Types and PurposesW1 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...).

Making Meaning: Unit 3, Week 3, Day 2; Unit 4, Week 1, Day 2; Unit 5, Week 2, Day 2; Unit 8, Week 4, Day 2

Being a Writer: Unit 2, Week 5, Day 2, OD; Unit 2, Week 7, Day 2, OD: Unit 3, Week 3, Day 1, OD; Unit 4, Week 3, Day 1, OD; Unit 5, Week 2, Day 2, OD; Unit 6, Week 1, Day 2, 3, OD; Unit 6, Week 2, Day 1, 2, OD; Unit 7 Week 1, Day 1; Unit 7, Week 1, OD

W2 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.

Making Meaning: Unit 1, Week 1, Day 2; Unit 3, Week 1, Day 1; Unit 5, Week 2, Day 1; Unit 6, Week 1, Day 1; Unit 6, Week 2, Day 1, 2; Unit 6, Week 3, Day 1; Unit 7, Week 1, Day 2; Unit 7, Week 3, Day 2; Unit 8, Week 2, Day 2; Unit 8, Week 3, Day 2; Unit 9, Week 1, Day 2

Being a Writer: Unit 2, Week 1, Day 2, OD; Unit 2, Week 2, Day 2, OD; Unit 2, Week 3, Day 2, OD; Unit 2, Week 5, OD; Unit 2, Week 6, Day 2, OD; Unit 2, Week 8, Day 2; Unit 2, Week 9, Day 2, OD; Unit 2, Week 10, Day 2, OD; Unit 3, Week 3, Day 2, OD; Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 2, 3, OD; Unit 4, Week 3, Day 2, 3, OD

W3 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.


Being a Writer: Unit 1, Week 4, OD; Unit 3, Week 2, Day 1, 2; Unit 3, Week 4, Day 1, 2; Unit 7, Week 1, OD

Production and Distribution of WritingW4 (Begins in grade 3)

W5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Being a Writer: Unit 2, Week 2, Day 2; Unit 2, Week 6, Day 2; Unit 2, Week 7, Day 2; Unit 3, Week 1, Day 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 3, Day 2, 3; Unit 5, Week 2, Day 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 2; Unit 7, Week 1, Day 1, OD

W6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Making Meaning: Unit 3, Week 2, Day 2; Unit 4, Week 2, Day 1; Unit 6, Week 2, Day 2; Unit 6, Week 3, Day 1; Unit 7, Week 2, Day 2; Unit 8, Week 2, Day 2

Being a Writer: Unit 3, Week 4, Day 1; Unit 5, Week 2, Day 1; Unit 6, Week 2, Day 1; Unit 7, Week 1, Day 1

Research to Build and Present KnowledgeW7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).


Being a Writer: Unit 2, Week 6, Day 2; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2; Unit 6, Week 1, Day 2, 3, OD

W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

Making Meaning: Unit 1, Week 2, Day 1, 2; Unit 1, Week 6, Day 1; Unit 2, Week 2, Day 1; Unit 3, Week 3, Day 1; Unit 5, Week 3, Day 2; Unit 7, Week 1, Day 1; Unit 7, Week 2, Day 2; Unit 8, Week 2, Day 2; Unit 8, Week 4, Day 1

Being a Writer: Unit 2, Week 9, OD; Unit 4, Week 1, OD; Unit 4, Week 2, OD

W9 (Begins in grade 4)

Range of WritingW10 (Begins in grade 3)

12 | Kindergarten

Speaking and Listening Standards—Grade K

Comprehension and CollaborationSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 1, Week 5, Day 1, 2; Unit 1, Week 6, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1, 2; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1, 2; Unit 6, Week 3, Day 1, 2; Unit 6, Week 4, Day 1, 2; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 1, 2; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2; Unit 9, Week 1, Day 1, 2; ML1; ML2; ML3

Vocabulary Teaching Guide: Week 1, Day 1, 2, 3; Week 2, OR, Day 1, 2, 3; Week 3, OR, Day 1, 2, 3; Week 4, OR, Day 1, 2, 3; Week 5, OR, Day 1, 2, 3; Week 6, OR, Day 1, 2, 3; Week 7, OR, Day 1, 2, 3; Week 8, OR, Day 1, 2, 3; Week 9, OR, Day 1, 2, 3; Week 10, OR, Day 1, 2, 3; Week 11, OR, Day 1, 2, 3; Week 12, OR, Day 1, 2, 3; Week 13, OR, Day 1, 2, 3; Week 14, OR, Day 1, 2, 3; Week 15, OR, Day 1, 2, 3; Week 16, OR, Day 1, 2, 3; Week 17, OR, Day 1, 2, 3; Week 18, OR, Day 1, 2, 3; Week 19, OR, Day 1, 2, 3; Week 20, OR, Day 1, 2, 3; Week 21, OR, Day 1, 2, 3; Week 22, OR, Day 1, 2, 3; Week 23, OR, Day 1, 2, 3; Week 24, OR, Day 1, 2, 3; Week 25, OR, Day 1, 2, 3; Week 26, OR, Day 1, 2, 3; Week 27, OR, Day 1, 2, 3; Week 28, OR, Day 1, 2, 3; Week 29, OR, Day 1, 2, 3; Week 30, OR, Day 1, 2, 3

Being a Writer: Unit 1, Week 1, Day 1, 2, 3, OD; Unit 1, Week 2, Day 1, 2, 3, OD; Unit 1, Week 3, Day 1, 2, 3, OD; Unit 1, Week 4, Day 1, 2, 3, OD; Unit 2, Week 1, Day 1, 2, 3; Unit 2, Week 2, Day 1, 2, 3, OD; Unit 2, Week 3, Day 1, 2, 3, OD; Unit 2, Week 4, Day 1, 2, 3, OD; Unit 2, Week 5, Day 1, 2, 3, OD; Unit 2, Week 6, Day 1, 2, 3, OD; Unit 2, Week 7, Day 1, 2, 3, OD; Unit 2, Week 8, Day 1, 2, 3, OD; Unit 2, Week 9, Day 1, 2, 3, OD; Unit 2, Week 10, Day 1, 2, 3, OD; Unit 3, Week 1, Day 1, 2, 3, OD; Unit 3, Week 2, Day 1, 2, 3, OD; Unit 3, Week 3, Day 1, 2, 3, OD; Unit 3, Week 4, Day 1, 2, 3, OD; Unit 4, Week 1, Day 1, 2, 3, OD; Unit 4, Week 2, Day 1, 2, 3, OD; Unit 4, Week 3, Day 1, 2, 3, OD; Unit 5, Week 1, Day 1, 2, 3, OD; Unit 5, Week 2, Day 1, 2, 3, OD; Unit 5, Week 3, Day 1, 2, 3, OD; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3, OD; Unit 7, Week 1, Day 1, 2, 3, OD

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 2, Day 1, 2; Week 3, Day 1, Week 4, Day 1, 2, 3; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2; Week 11, Day 1; Week 12, Day 1, 2, 3; Week 13, Day 1, 2; Week 14, Day 1, 2; Day 2, 3; Week 15, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2; Week 19, Day 1; Week 4, Day 1, 2, 3; Week 20, Day 1, 2; Week 21, Day 1, 2; Week 22, Day 1, 2, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2; Week 26, Day 1; Week 27, Day 1, 2, 3; Week 28, Day 1, 2; Week 29, Day 1, 2; Day 2, 3; Week 30, Day 1, 2, 3

Independent Work: Week 1, Day 1, 2, 3, Day 4, Day 5; Week 2, Day 1, 2, 3, Day 4, Day 5; Week 3, Day 1, 2, 3, Day 4, Day 5; Week 4, Day 1, 2, 3, Day 4, Day 5; Week 5, Day 1, 2, 3, Day 4, Day 5; Week 6, Day 1, 2, 3, Day 4, Day 5

Being a Reader:Set 1: Week 1, Day 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3




Kindergarten


SL1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Making Meaning: Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 1, Week 5, Day 1, 2; Unit 1, Week 6, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1, 2; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1, 2; Unit 6, Week 3, Day 1, 2; Unit 6, Week 4, Day 1, 2; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 1, 2; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2; Unit 9, Week 1, Day 1, 2; ML1; ML3

Vocabulary Teaching Guide: Week 3, OR, Day 1, 2, 3; Week 4, OR, Day 1, 2, 3; Week 5, OR, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, OR, Day 1, 2, 3; Week 8, OR, Day 1, 2, 3; Week 9, OR, Day 1, 2, 3; Week 10, OR, Day 1, 2, 3; Week 11, OR, Day 1, 2, 3; Week 12, OR, Day 1, 2, 3; Week 13, OR, Day 1, 2, 3; Week 14, OR, Day 1, 2, 3; Week 15, OR, Day 1, 2, 3; Week 16, OR, Day 1, 2, 3; Week 17, OR, Day 1, 2, 3; Week 18, OR, Day 1, 2, 3; Week 19, OR, Day 1, 2, 3; Week 20, OR, Day 1, 2, 3; Week 21, OR, Day 1, 2, 3; Week 22, OR, Day 1, 2, 3; Week 23, OR, Day 1, 2, 3; Week 24, OR, Day 1, 2, 3; Week 25, OR, Day 1, 2, 3; Week 26, OR, Day 1, 2, 3; Week 27, OR, Day 1, 2, 3; Week 28, OR, Day 1, 2, 3; Week 29, OR, Day 1, 2, 3; Week 30, OR, Day 1, 2, 3

Being a Writer: Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2, 3; Unit 2, Week 1, Day 1, 2, 3; Unit 2, Week 2, Day 1, 2, 3, OD; Unit 2, Week 3, Day 1, 2, 3, OD; Unit 2, Week 4, Day 1, 2, 3; Unit 2, Week 5, Day 1, 2, 3, OD; Unit 2, Week 6, Day 1, 2; Unit 2, Week 7, Day 1, 2, 3, OD; Unit 2, Week 8, Day 1, 3, OD; Unit 2, Week 9, Day 1, 2, 3; Unit 2, Week 10, Day 1; Unit 3, Week 1, Day 1, 2, 3, OD; Unit 3, Week 2, Day 1, 2, 3, OD; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3, OD; Unit 4, Week 1, Day 1, 2, 3, OD; Unit 4, Week 2, Day 1, 2, 3, OD; Unit 4, Week 3, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3, OD; Unit 5, Week 2, Day 1, 2, 3, OD; Unit 5, Week 3, Day 1, 2, 3, OD; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3, OD; Unit 7, Week 1, Day 1, 2, 3, OD

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 2, Day 1, 2; Week 3, Day 1, Week 4, Day 1, 2, 3; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2; Week 11, Day 1; Week 12, Day 1, 2, 3; Week 13, Day 1, 2; Week 14, Day 1, 2; Day 2, 3; Week 15, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2; Week 19, Day 1; Week 20, Day 1, 2; Week 21, Day 1, 2; Week 22, Day 1, 2, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2; Week 26, Day 1; Week 27, Day 1, 2, 3; Week 28, Day 1, 2; Week 29, Day 1, 2; Day 3; Week 30, Day 1, 2, 3

Independent Work: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5; Week 5, Day 1, 2, 3, 4, 5; Week 6, Day 1, 2, 3, 4, 5

SL1.b Continue a conversation through multiple exchanges.

Being a Writer: Unit 2, Week 9, Day 3; Unit 2, Week 10, Day 3, OD; Unit 4, Week 1, Day 3; Unit 4, Week 2, Day 1, 2, 3, OD; Unit 4, Week 3, Day 3


SL2 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.

Making Meaning: Unit 1, Week 1, Day 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 1, Week 5, Day 1, 2; Unit 1, Week 6, Day 1, 2; Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1; Unit 4, Week 1, Day 1; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 6, Week 1, Day 1; Unit 6, Week 2, Day 1, 2; Unit 6, Week 3, Day 1, 2; Unit 6, Week 4, Day 1; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 1, 2; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2; Unit 9, Week 1, Day 1; ML2; ML3

Vocabulary Teaching Guide: Week 2, Day 1; Week 5, Day 1; Week 8, Day 1, 2; Week 9, Day 2; Week 13, Day 1; Week 14, Day 1; Week 15, Day 2; Week 19, Day 1, 2; Week 21, Day 1; Week 28, Day 1; Week 29, Day 1

Being a Writer: Unit 1, Week 1, Day 1, 2, OD; Unit 1, Week 2, Day 1, 2, 3; Unit 1, Week 3, Day 1, 2, 3, OD; Unit 1, Week 4, Day 1, 2, 3, OD; Unit 2, Week 1, Day 3; Unit 2, Week 2, Day 1; Unit 2, Week 3, Day 1, 2; Unit 2, Week 4, Day 1, 3; Unit 2, Week 5, Day 1, OD; Unit 2, Week 6, Day 1; Unit 2, Week 7, Day 1, 3, OD; Unit 2, Week 8, Day 1, 3, OD; Unit 2, Week 9, Day 1, 3, OD; Unit 2, Week 10, Day 1, 3, OD; Unit 3, Week 3, Day 1, 3, OD; Unit 3, Week 4, Day 1, 3, OD; Unit 4, Week 1, Day 1, 3, OD; Unit 4, Week 2, Day 1, 3, OD; Unit 4, Week 3, Day 1; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2; Unit 6, Week 1, Day 1, 3; Unit 6, Week 2, Day 1, 3, OD; Unit 7, Week 1, Day 1, OD

14 | Kindergarten

SL3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Making Meaning: Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2; ML2

Being a Writer: Unit 2, Week 9, Day 3; Unit 2, Week 10, Day 3, OD; Unit 3, Week 2, Day 3, OD; Unit 3, Week 3, Day 3, OD; Unit 3, Week 4, Day 3, OD; Unit 4, Week 1, Day 3; Unit 4, Week 2, Day 1, 2, 3, OD; Unit 6, Week 2, Day 3, OD; Unit 7, Week 1, Day 1, OD

Being a Reader:Independent Work: Week 4, Day 1, 2




Set 4: Week 2, Day 2; Week 4, Day 1, 2

Presentation of Knowledge and IdeasSL4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Making Meaning: Unit 1, Week 3, Day 1; Unit 1, Week 5, Day 2; Unit 1, Week 6, Day 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 2; Unit 2, Week 3, Day 2; Unit 3, Week 1, Day 1; Unit 3, Week 2, Day 1; Unit 4, Week 1, Day 1; Unit 4, Week 3, Day 1; Unit 5, Week 1, Day 2; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1, 2; Unit 6, Week 3, Day 2; Unit 6, Week 4, Day 2; Unit 8, Week 1, Day 2; Unit 8, Week 4, Day 1; Unit 9, Week 1, Day 1

Vocabulary Teaching Guide: Week 4, Day 2; Week 5, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 3; Week 9, Day 1; Week 10, Day 1; Week 12, Day 1; Week 13, Day 2; Week 15, OR, Day 1, 2; Week 16, OR, Day 2; Week 18, Day 1; Week 19, Day 2; Week 20, Day 1; Week 22, Day 3; Week 23, Day 2; Week 26, Day 1; Week 27, Day 3; Week 28, Day 2; Week 29, Day 1

Being a Writer: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2, OD; Unit 1, Week 3, Day 1, 2; Unit 2, Week 4, Day 1; Unit 2, Week 5, Day 2; Unit 2, Week 6, Day 1, OD; Unit 2, Week 8, Day 2; Unit 2, Week 9, Day 1; Unit 2, Week 10, Day 2, OD; Unit 3, Week 3, Day 1, 2, OD; Unit 3, Week 4, Day 1, 2, OD; Unit 4, Week 1, Day 2, OD; Unit 4, Week 2, Day 3, OD; Unit 4, Week 3, Day 2, 3; Unit 5, Week 1, Day 4; Unit 5, Week 2, Day 2, 3, OD; Unit 5, Week 3, Day 1, 2, OD; Unit 6, Week 1, Day 2, 3, OD; Unit 6, Week 2, Day 1; Unit 7, Week 1, Day 1, OD

Being a Reader:Shared Reading: Week 14, Day 2; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 23, Day 1; Week 24, Day 1; Week 26, Day 1; Week 28, Day 1; Week 30, Day 3

Independent Work: Week 3. Day 1; Week 6, Day 3


Set 2: Week 1, Day 3; Week 4, Day 1, 2, 3; Week 6, Day 3; Week 8, Day 3


Set 4: Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 8, Day 3

SL5 Add drawings or other visual displays to descriptions as desired to provide additional detail.


Being a Writer: Unit 1, Week 3, OD; Unit 2, Week 10, Day 2; Unit 3, Week 1, Day 1; Unit 3, Week 2, Day 1; Unit 3, Week 3, Day 1, 2; Unit 3, Week 4, Day 1, 2; Unit 4, Week 1, Day 2, OD; Unit 4, Week 2, Day 2, 3; Unit 4, Week 3, Day 2, 3; Unit 7, Week 1, Day 1, 3




SL6 Speak audibly and express thoughts, feelings, and ideas clearly.

Making Meaning: Unit 1, Week 5, Day 2; Unit 1, Week 6, Day 1; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2; Unit 6, Week 1, Day 1, 2; Unit 6, Week 4, Day 1; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 1, 2; Unit 8, Week 1, Day 1; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 1; Unit 8, Week 4, Day 1, 2; Unit 9, Week 1, Day 2; ML1; ML3


Being a Writer: Unit 1, Week 1, Day 3; Unit 1, Week 2, Day 3, OD; Unit 1, Week 3, Day 3, OD; Unit 1, Week 4, Day 3; Unit 2, Week 1, Day 3; Unit 2, Week 2, Day 3; Unit 2, Week 3, Day 3; Unit 2, Week 7, Day 3, OD; Unit 2, Week 8, Day 3, OD; Unit 2, Week 9, Day 3; Unit 2, Week 10, Day 3, OD; Unit 3, Week 1, Day 1, 2, 3, OD; Unit 3, Week 2, Day 1, 2, 3, OD; Unit 3, Week 3, Day 3, OD; Unit 3, Week 4, Day 3, OD; Unit 4, Week 1, Day 3; Unit 5, Week 2, Day 2, 3, OD; Unit 5, Week 3, Day 2, 3, OD; Unit 6, Week 2, Day 3, OD; Unit 7, Week 1, Day 1, 2, OD

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 2, Day 1, 2; Week 3, Day 1, Week 4, Day 1, 2, 3; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2; Week 11, Day 1; Week 12, Day 1, 2, 3; Week 13, Day 1, 2; Week 14, Day 1, 2; Day 2, 3; Week 15, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2; Week 19, Day 1; Week 4, Day 1, 2, 3; Week 20, Day 1, 2; Week 21, Day 1, 2; Week 22, Day 1, 2, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2; Week 26, Day 1; Week 27, Day 1, 2, 3; Week 28, Day 1, 2; Week 29, Day 1, 2; Day 2, 3; Week 30, Day 1, 2, 3

Independent Work: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5; Week 5, Day 1, 2, 3, 4, 5; Week 6, Day 1, 2, 3, 4, 5





16 | Kindergarten

Language Standards—Grade KConventions of Standard EnglishL.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Being a Writer: Unit 2, Week 4, Day 2; Unit 2, Week 5, Day 1; Unit 2, Week 6, Day 1, 2; Unit 2, Week 7, Day 1, 2; Unit 2, Week 8, Day 1, 2; Unit 2, Week 9, Day 1, 2, OD; Unit 2, Week 10, Day 1, 2; Unit 3, Week 1, Day 2, OD; Unit 3, Week 2, Day 1, 2, OD; Unit 3, Week 3, Day 1, 2; Unit 4, Week 2, Day 1, 2, 3, OD; Unit 6, Week 1, Day 3; Unit 6, Week 2, Day 1

L.1.a Print many upper- and lowercase letters.

Being a Writer: Unit 2, Week 4, Day 2; Unit 2, Week 5, Day 1; Unit 2, Week 6, Day 1; Unit 2, Week 7, Day 1; Unit 2, Week 8, Day 1, 2; Unit 2, Week 9, Day 1, 2; Unit 2, Week 10, Day 1

Being a Reader:Independent Work: Week 7, p.191; Week 8, p. 207; Week 9, p. 224; Week 10, p. 237; Week 11, p. 253; Week 13, p. 269; Week 15, p. 299; Week 16, p. 313; Week 18, p. 343; Week 19, p. 357; Week 20, p. 373; Week 22, p. 399; Week 23, p. 413; Week 24, p. 427; Week 26, p. 455; Week 27, p. 469

Handwriting: Guided Practice: Week 7, Day 1; Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 12, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, Day 1; Week 19, Day 1; Week 20, Day 1; Week 21, Day 1; Week 22, Day 1; Week 23, Day 1; Week 24, Day 1; Week 25, Day 1; Week 26, Day 1; Week 27, Day 1; Week 28, Day 1

Handwriting: Independent Practice: Week 7, Day 1; Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 12, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, Day 1; Week 19, Day 1; Week 20, Day 1; Week 21, Day 1; Week 22, Day 1; Week 23, Day 1; Week 24, Day 1; Week 25, Day 1; Week 26, Day 1; Week 27, Day 1; Week 28, Day 1





L1.b Use frequently occurring nouns and verbs.


L1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes)

L1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Being a Writer: Unit 4, Week 2, Day 1, 2, 3, OD

L1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Being a Writer: Unit 3, Week 2, OD

L1.f Produce and expand complete sentences in shared language activities.

Being a Writer: Unit 2, Week 5, Day 1; Unit 2, Week 6, Day 1, 2, OD; Unit 2, Week 7, Day 1, 2; Unit 2, Week 8, Day 2; Unit 2, Week 9, Day 2, OD; Unit 2, Week 10, Day 1, 2; Unit 3, Week 1, Day 2, OD; Unit 3, Week 2, Day 1, 2, OD; Unit 3, Week 3, Day 1, 2; Unit 4, Week 2, Day 2, 3; Unit 6, Week 1, Day 3; Unit 6, Week 2, Day 1

Being a Reader:Shared Reading: Week 6, Day 3; Week 11, Day 3; Week 22, Day 3; Week 24, Day 3; Week 26, Day 3


L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Being a Writer: Unit 2, Week 4, Day 2; Unit 2, Week 5, Day 1; Unit 2, Week 6, Day 1; Unit 2, Week 7, Day 1, 2, 3; Unit 2, Week 8, Day 1, 2; Unit 2, Week 9, Day 1, 2; Unit 2, Week 10, Day 1, 2, 3; Unit 3, Week 1, Day 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 3, Day 2, 3; Unit 6, Week 1, Day 3; Unit 6, Week 2, Day 1, 2


L2.a Capitalize the first word in a sentence and the pronoun I.

Being a Writer: Unit 4, Week 3, Day 2, 3; Unit 6, Week 1, Day 3; Unit 6, Week 2, Day 1, 2

Being a Reader:Set 1: Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 7, Day 3; Week 8, Day 3

Set 2: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 7, Day 3; Week 8, Day 3

Set 3: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3


L2.b Recognize and name end punctuation.


Being a Reader:Set 1: Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 7, Day 3; Week 8, Day 3




L2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Being a Writer: Unit 2, Week 4, Day 2; Unit 2, Week 5, Day 1; Unit 2, Week 6, Day 1; Unit 2, Week 7, Day 1, 2; Unit 2, Week 8, Day 1





18 | Kindergarten

L2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Being a Writer: Unit 2, Week 4, Day 2, OD; Unit 2, Week 7, Day 2, 3; Unit 2, Week 8, Day 1, 2; Unit 2, Week 9, Day 1, 2; Unit 2, Week 10, Day 1, 2, 3; Unit 3, Week 1, Day 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 3, Day 2, 3; Unit 6, Week 1, Day 3; Unit 6, Week 2, Day 1, 2





Knowledge of LanguageL3 (Begins in grade 2)

Vocabulary Acquisition and UseL.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Vocabulary Teaching Guide: Week 11, Day 1; Week 14, Day 1; Week 15, Day 2; Week 18, Day 2; Week 26, Day 2; Week 27, Day 2

L4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Vocabulary Teaching Guide: Week 14, Day 1; Week 18, Day 2; Week 26, Day 2; Week 27, Day 2

L4.b 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.


L5 With guidance and support from adults, explore word relationships and nuances in word meanings.


L5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Vocabulary Teaching Guide: Week 1, Day 1; Week 4, Day 3; Week 5, Day 3; Week 6, Day 1, 3; Week 10, Day 3; Week 11, Day 3; Week 20, Day 1, 3; Week 21, Day 3; Week 23, Day 1, 2; Week 24, Day 1; Week 25, Day 1; Week 27, Day 1, 2; Week 28, Day 1

Being a Reader:Independent Work: Every week after the students start small-group reading, they do a picture or word sort from their small groups in the reading area during independent work rotations.



Set 3: Week 1, Day 2; Week 2, Day 2; Week 3, Day 2; Week 5, Day 2; Week 7, Day 2


L5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Vocabulary Teaching Guide: Week 10, Day 3; Week 11, Day 1; Week 12, Day 1; Week 15, Day 1, 2; Week 18, Day 1; Week 19, Day 1; Week 22, Day 2; Week 25, Day 1; Week 30, Day 2



L5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful).



Independent Work: Week 1, Day 1; Week 27, p. 469

L5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.



L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


20 | Grade 1

Grade 1

Correlation to the Common Core State Standards—Grade 1Reading Standards for Literature—Grade 1

Key Ideas and DetailsRL1 Ask and answer questions about key details in a text.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 1; Unit 4, Week 4, Day 1, 2; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2; Unit 9, Week 1, Day 1; ML4; ML7

Vocabulary Teaching Guide: Week 2, Day 1; Week 4, Day 1; Week 10, Day 2; Week 14, Day 2; Week 17, Day 2

Being a Writer: Unit 1, Week 1, Day 1; Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1, 3, OD; Unit 1, Week 5, Day 1, 3; Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 3; Unit 2, Week 3, Day 1; Unit 2, Week 4, Day 1; Unit 2, Week 5, Day 1; Unit 3, Week 3, Day 1, 3; Unit 3, Week 4, Day 1, 3, OD; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 1, 3, 4; Unit 4, Week 3, Day 1, 2; Unit 6, Week 1, Day 1, 2, 4; Unit 6, Week 2, Day 1, 2, 3, 4, OD; Unit 6, Week 3, Day 1, 2, 4, OD; Unit 7, Week 1, Day 1

Being a Reader:Shared Reading: Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 22, Day 1, 2, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2, 3; Week 27, Day 1, 2, 3; Week 28, Day 1, 2, 3; Week 29, Day 1, 2, 3; Week 30, Day 1, 2, 3

Being a Reader:Set 3: Week 2, Day 1, 2, 3; Week 3, Day 1, 2; Week 4, Day 2, 3; Week 7, Day 2, 3; Week 8, Day 1

Set 4: Week 1, Day 2, 3; Week 2, Day 1; Week 4, Day 2, 3; Week 6, Day 2, 3; Week 7, Day 2; Week 8, Day 2, 3

Set 5: Week 2, Day 2, 3; Week 3, Day 2; Week 5, Day 2, 3; Week 6, Day 2, 3; Week 10, Day 2, 3; Week 11, Day 1; Week 12, Day 2, 3

Set 6: The Silver Coins, Day 1

Set 7: Cowgirl Kate, Day 1, Puffin Peter, Day 1, 3; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; Leon and Bob, Day 1, 2

Set 8: The Great Gracie Chase, Day 1; The Polar Bear Son, Day 1, 3; Poetry, Day 1, 2; Jamaica’s Find, Day 1, 2, 3

RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Making Meaning: Unit 1, Week 4, Day 2; Unit 2, Week 1, Day 2; Unit 2, Week 3, Day 2; Unit 3, Week 1, Day 2; Unit 3, Week 2, Day 2; Unit 3, Week 3, Day 2; Unit 4, Week 4, Day 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 1, Day 3; Unit 5, Week 4, Day 2, 3; Unit 9, Week 1, Day 1, 2

Being a Writer: Unit 1, Week 1, Day 1; Unit 1, Week 3, Day 1; Unit 1, Week 4, OD; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 3; Unit 4, Week 3, Day 1, 2

Being a Reader:Shared Reading: Week 3, Day 1; Week 7. Day 1; Week 10, Day 2; Week 17, Day 2; Week 20, Day 2; Week 22, Day 1, 2; Week 23, Day 2; Week 24, Day 1, 2; Week 25, Day 1, 2; Week 27, Day 1, 3; Week 29, Day 1

Being a Reader:Set 4: Week 6, Day 2, 3; Week 7, Day 2; Week 8, Day 2, 3

Set 6: The Silver Coins, Day 1, 2, 3

Set 7: Cowgirl Kate, Day 1; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 3

Set 8: The Polar Bear Son, Day 3; Koalas, Day 3


RL3 Describe characters, settings, and major events in a story, using key details.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 3, Day 1; Unit 4, Week 4, Day 1; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1; ML7

Being a Writer: Unit 1, Week 2, Day 1, 3; Unit 1, Week 3, Day 1, 3; Unit 1, Week 4, Day 1, OD; Unit 1, Week 5, Day 1; Unit 2, Week 3, Day 1; Unit 2, Week 5, Day 1; Unit 3, Week 3, Day 1; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 1, 3, 4; Unit 4, Week 3, Day 1, 2

Being a Reader:Shared Reading: Week 3, Day 1; Week 5, Day 3; Week 7, Day 2; Week 25, Day 1, 2


Set 5: Week 2, Day 2; Week 3, Day 3; Week 5, Day 3

Set 6: New School, Day 2

Set 7: Cowgirl Kate, Day 2; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2

Set 8: Jamaica’s Find, Day 3

Craft and StructureRL4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Making Meaning: Unit 4, Week 1, Day 2, 3; Unit 4, Week 2, Day 2, 3; Unit 4, Week 3, Day 2; Unit 5, Week 4, Day 3

Vocabulary Teaching Guide: Week 4, Day 2; Week 9, Day 1, 2; Week 11, Day 1; Week 12, Day 2; Week 13, Day 1, 2; Week 14, Day 1; Week 15, Day 2; Week 18, Day 2

Being a Writer: Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2

Being a Reader:Shared Reading: Week 11, Day 2, 3; Week 23, Day 2; Week 28, Day 1

Being a Reader:Set 7: Aggie Gets Lost, Day 2

Set 8: Poetry, Day 2

RL5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Making Meaning: Unit 6, Week 1, Day 1; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1; Unit 7, Week 4, Day 3; Unit 8, Week 2, Day 2; Unit 8, Week 4, Day 1

Being a Writer: Unit 5, Week 1, Day 1, Unit 5, Week 1, Day 2; Unit 5, Week 3, Day 1

RL6 Identify who is telling the story at various points in a text.

Making Meaning: Unit 1, Week 1, Day 1; Unit 1, Week 2, Day 1; Unit 4, Week 4, Day 2; Unit 8, Week1, Day1;


Integration of Knowledge and IdeasRL7 Use illustrations and details in a story to describe its characters, setting, or events.



Being a Writer: Unit 1, Week 1, Day 3; Unit 1, Week 2, Day 1, 3; Unit 1, Week 3, Day 3; Unit 1, Week 5, Day 3; Unit 4, Week 2, Day 1



Set 7: Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Leon and Bob, Day 2, 3

Set 8: The Polar Bear Son, Day 2; Jamaica’s Find, Day 3


RL9 Compare and contrast the adventures and experiences of characters in stories.


22 | Grade 1

Range of Reading and Level of Text ComplexityRL10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Making Meaning: Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML6; ML7; ML8

Being a Reader:Shared Reading: Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 22, Day 1, 2, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2, 3; Week 27, Day 1, 2, 3; Week 28, Day 1, 2, 3; Week 29, Day 1, 2, 3; Week 30, Day 1, 2, 3

Being a Reader:Set 3: Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2,3; Week 6, Day 1; Week 7, Day 2, 3; Week 8, Day 1

Set 4: Week 1, Day 2, 3; Week 2, Day 1; Week 4, Day 2, 3; Week 5, Day 1; Week 6, Day 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3

Set 5: Week 1, Day 1; Week 2, Day 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1; Week 5, Day 1, 3; Week 6, Day 2, 3; Week 7, Day 1; Week 10, Day 2, 3; Week 11, Day 1; Week 12, Day 2, 3; Week 13, Day 1

Set 6: New School, Day 2, 3; The Silver Coins, Day 1, 2, 3

Set 7: Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 3, 4, 5; The Polar Bear Son, Day 1, 2, 3; Poetry, Day 1, 2, 3; Koalas, Day 3; Jamaica’s Find, Day 1, 2, 3


Reading Standards for Informational Text—Grade 1

Key Ideas and DetailsRI1 Ask and answer questions about key details in a text.

Making Meaning: Unit 1, Week 3, Day 1, 2; Unit 5, Week 2, Day 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 2, 3; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 2; Unit 7, Week 4, Day 1, 2; Unit 8, Week 1, Day 2, 3; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 1


Being a Writer: Unit 2, Week 6, Day 1; Unit 5, Week 1, Day 1, 2; Unit 5, Week 3, Day 1; Unit 7, Week 2, Day 1

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 14, Day 1, 2, 3; Week 15, Day 1, 2, 3; Week 21, Day 1, 2, 3; Week 26, Day 1, 2, 3

Being a Reader:Set 3: Week 1, Day 2, 3; Week 6, Day 2, 3; Week 8, Day 2, 3

Set 4: Week 1, Day 1; Week 2, Day 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1; Week 5, Day 2, 3

Set 5: Week 1, Day 2; Week 4, Day 2; Week 7, Day 2; Week 8, Day 2, 3; Week 9, Day 2; Week 11, Day 2, 3; Week 13, Day 2, 3; Week 14, Day 2, 3

Set 7: Jellyfish, Day 1

Set 8: Ruby Bridges, Day 1, 2, 3

RI2 Identify the main topic and retell key details of a text.

Making Meaning: Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2


Being a Reader:Shared Reading: Week 15, Day 1, 3; Week 21, Day 1; Week 26, Day 1, 2



Set 6: Sailboat, Day 1, 2

Set 7: Chameleon!, Day 2; Elephant, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3

Set 8: Lightning, Day 1; Ruby Bridges, Day 1, 2, 3; Koalas, Day 2, 3

RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.




Craft and StructureRI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Vocabulary Teaching Guide: Week 3, Day 2; Week 22, Day 1; Week 23, Day 1, 2; Week 24, Day 1; Week 25, Day 1

RI5 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.

Making Meaning: Unit 6, Week 1, Day 2; Unit 8, Week 1, Day 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 2, 3


Being a Reader:Shared Reading: Week 11, Day 3; Week 13, Day 3; Week 16, Day 3; Week 18, Day 3; Week 22, Day 3; Week 24, Day 3; Week 29, Day 3


Set 6: Sailboats, Day 1, 2, 3

Set 7: Cowgirl Kate, Day 2; Jellyfish, Day 1; Elephant, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1

Set 8: Lightning, Day 1; Koalas, Day 1, 3

24 | Grade 1

RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.


Integration of Knowledge and IdeasRI7 Use the illustrations and details in a text to describe its key ideas.

Making Meaning: Unit 6, Week 1, Day 2; Unit 8, Week 1, Day 3; Unit 8, Week 2, Day 2; Unit 8, Week 3, Day 2; Unit 8, Week 4, Day 2, 3



RI8 Identify the reasons an author gives to support points in a text.

Making Meaning: Unit 6, Week 2, Day 2, 3; Unit 7, Week 3, Day 2; Unit 8, Week 1, Day 3

Being a Writer: Unit 7, Week 2, Day 1, 2, 4

RI9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Making Meaning: Unit 1, Week 3, Day 2; Unit 6, Week 1, Day 2; Unit 6, Week 2, Day 2, 3; Unit 7, Week 1, Day 2; Unit 8, Week 2, Day 3; Unit 8, Week 3, Day 2


Range of Reading and Level of Text ComplexityRI10 With prompting and support, read informational texts appropriately complex for grade 1.

Making Meaning: Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML8

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 14, Day 1, 2, 3; Week 15, Day 1, 2, 3; Week 21. Day 1, 2, 3; Week 26, Day 1, 2, 3

Being a Reader:Set 3: Week 1, Day 1, 2, 3; Week 2, Day 1; Week 3, Day 2; Week 6, Day 2, 3; Week 7, Day 1; Week 8, Day 2, 3

Set 4: Week 2, Day 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1; Week 5, Day 2, 3; Week 6, Day 1

Set 5: Week 1, Day 2, 3; Week 2, Day 1; Week 4, Day 2, 3; Week 6, Day 1; Week 7, Day 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1; Week 13, Day 2, 3; Week 14, Day 1, 2, 3

Set 6: Sunny Days, Starry Nights, Day 2, 3; Sailboats, Day 1, 2, 3; Ball Games, Day 1

Set 7: Chameleon!, Day 1, 2, 3; Jellyfish, Day 1, 2, 3; Elephant, Day 2, 3; What’s It Like to Be an Ant?, Day 1, 2

Set 8: Lightning, Day 1, 2, 3; Ruby Bridges, Day 1, 2; Koalas, Day 1, 2, 3


Reading Standards: Foundational Skills—Grade 1

Print ConceptsRF1 Demonstrate understanding of the organization and basic features of print.

Making Meaning: ML5; ML6

Being a Writer: Unit 2, Week1, Day 2; Unit 3, Week 2, Day 2; Unit 5, Week 2, Day 1

Skill Practice Teaching Guide: Lesson 1, Lesson 7

Being a Reader:Shared Reading: Week 3, Day 3; Week 4, Day 2; Week 7, Day 3; Week 17, Day 3; Week 27, Day 3; Week 28, Day 2

Independent Work: Week 1, Day 1; Week 15, Day 3

RF1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Making Meaning: ML5


Skill Practice Teaching Guide: Lesson 1, Lesson 7

Being a Reader:Shared Reading: Week 3, Day 3; Week 8, Day 1, 2, 3; Week 17, Day 3; Week 18, Day 2; Week 20, Day 2; Week 21, Day 2; Week 27, Day 2; Week 28, Day 2




Set 5: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3; Week 9, Day 3; Week 10, Day 3; Week 11, Day 3; Week 12, Day 3; Week 13, Day 3; Week 14, Day 3

Phonological AwarenessRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Being a Reader:Shared Reading: Week 2, Day 1, 2; Week 3, Day 3; Week 5, Day 2, 3; Week 6, Day 1, 2, 3; Week 9, Day 1; Week 10, Day 2; Week 12, Day 3; Week 16, Day 1; Week 19, Day 1; Week 27, Day 3

Independent Work: Week 6, p. 147; Week 11, p. 227



Set 5: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 14, Day 1, 2, 3

Set 6: Ball Games, Day 2, 3

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 2, 3; Poetry, Day 1, 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

RF2.a Distinguish long from short vowel sounds in spoken single-syllable words.


26 | Grade 1

RF2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.


Set 4: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2, 3

Set 5: Week 1, Day 1; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2, 3; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2; Week 9, Day 1, 2; Week 10, Day 1, 2; Week 11, Day 1, 2; Week 12, Day 1, 2; Week 13, Day 1, 2; Week 14, Day 1, 2

RF2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.



RF2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Being a Reader:Set 3: Week 1, Day 1, 2; Week 3, Day 2; Week 5, Day 2; Week 6, Day 2; Week 7, Day 2; Week 8, Day 2

Set 4: Week 1, Day 2; Week 2, Day 2; Week 4, Day 2


Making Meaning: ML8

Being a Reader:Shared Reading: Week 2, Day 1, 2; Week 5, Day 2, 3; Week 6, Day 1, 2, 3; Week 9, Day 1; Week 10, Day 2; Week 12, Day 3; Week 16, Day 1; Week 27, Day 2





Set 6: Sunny Days, Starry Nights, Day 2, 3; New School, Day 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2; Ball Games, Day 1, 2

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1; Elephant, Day 2, 3; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5; Lightning, Day 1, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 2; Poetry, Day 1, 2; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3


RF3.a Know the spelling-sound correspondences for common consonant digraphs.

Being a Reader:Set 3: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3


Set 5: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2; Week 4, Day 2; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 2, 3; Week 11, Day 3; Week 12, Day 2, 3; Week 13, Day 2, 3; Week 14, Day 2, 3

RF3.b Decode regularly spelled one-syllable words.





RF3.c Know final -e and common vowel team conventions for representing long vowel sounds.



Set 5: Week 1, Day 1, 2; Week 2, Day 1, 2; Week 3, Day 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 14, Day 1, 2, 3

RF3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.


Being a Reader:Set 4: Week 7, Day 1, 2; Week 8 Day 1, 2


RF3.e Decode two-syllable words following basic patterns by breaking the words into syllables.

Making Meaning: ML8


Being a Reader:Set 5: Week 1, Day 1, 2; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2; Week 5, Day 2; Week 7, Day 1, 2; Week 8, Day 1, 2; Week 9, Day 1, 2; Week 10, Day 1, 2; Week 11, Day 1, 2; Week 12, Day 1, 2; Week 13, Day 1, 2; Week 14, Day 1, 2

28 | Grade 1

RF3.f Read words with inflectional endings.

Being a Reader:Set 3: Week 1, Day 1, 2; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2

Set 4: Week 1, Day 2; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 2; Week 8, Day 1, 2


RF3.g Recognize and read grade-appropriate irregularly spelled words.





FluencyRF4 Read with sufficient accuracy and fluency to support comprehension.

Making Meaning: Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML6; ML7; ML8


RF4.a Read on-level text with purpose and understanding.

Making Meaning: Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML6; ML7; ML8

Being a Reader:Independent Work: Every week after the students start small-group reading, they read emergent-level texts from their small groups in the reading area during independent work rotations.




Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2, 3; Ball Games, Day 1

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 2, 3; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 2; Poetry, Day 1, 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

RF4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Making Meaning: Unit 4, Week 2, Day 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 5, Week 4, Day 2; Unit 6, Week 1, Day 2, 3; Unit 8, Week 1, Day 2; ML5; ML6; ML7

Being a Reader:Shared Reading: Week 3, Day 2, 3; Week 8, Day 2; Week 13, Day 3; Week 17, Day 3; Week 18, Day 3; Week 19, Day 3; Week 20, Day 1, 2, 3; Week 21, Day 2; Week 24, Day 2; Week 28, Day 2; Week 29, Day 2


Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 3; The Silver Coins, Day 1; Ball Games, Day 1

Set 7: Chameleon!, Day 3; Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2; Poetry, Day 1, 2

RF4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Making Meaning: Unit 4, Week 1, Day 1, 2; ML4; ML8

30 | Grade 1

Writing Standards—Grade 1

Text Types and PurposesW1 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.


Being a Writer: Unit 1, Week 2, Day 1, OD; Unit 1, Week 4, Day 1, OD; Unit 2, Week 1, Day 2, OD; Unit 2, Week 6, Day 1, OD; Unit 3, Week 3, Day 1; Unit 3, Week, OD; Unit 3, Week 4, Day 1, OD; Unit 4, Week 1, Day 2, OD; Unit 4, Week 3, Day 2, OD; Unit 5, Week 3, Day 1, OD; Unit 7, Week 1, Day 2, 3, OD; Unit 7, Week 2, Day 1, 2, 3, 4, OD

W2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.


Being a Writer: Unit 2, Week 6, Day 2, 3, OD; Unit 3, Week 1, Day 1, 2, 3, 4, OD; Unit 5, Week 1, Day 2, 3, 4, OD; Unit 5, Week 2, Day 1, 2, OD; Unit 5, Week 3, Day 2, 3, OD

W3 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.


Being a Writer: Unit 1, Week 1, OD; Unit 1, Week 2, Day 3, OD; Unit 1, Week 3, Day 2, 3, OD; Unit 1, Week 4, Day 2, 3, OD; Unit 1, Week 5, Day 1, OD; Unit 3, Week 2, Day 1, 2, 3, 4, OD; Unit 3, Week 3, Day 1, 2, 3, OD; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 1, Day 3, 4, OD; Unit 4, Week 2, Day 1, 2, 3, 4, OD; Unit 4, Week 3, Day 1, 2, 3, 4, OD


W5 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.

Being a Writer: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 3; Unit 1, Week 3, Day 3; Unit 1, Week 4, Day 2; Unit 1, Week 5, OD; Unit 2, Week 1, Day 3; Unit 2, Week 2, Day 3; Unit 2, Week 3, Day 3; Unit 3, Week 1, Day 2, 4, OD; Unit 3, Week 2, Day 2, 4, OD; Unit 3, Week 3, Day 2, 3; Unit 3, Week 4, Day 2, 3; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 2, 4; Unit 4, Week 3, Day 2, 3, 4; Unit 5, Week 2, Day 2; Unit 5, Week 3, Day 3; Unit 7, Week 2, Day 2, 3; Unit 8, Week 1, OD

W6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


Being a Writer: Unit 1, Week 4, Day 3; Unit 3, Week 4, Day 3; Unit 4, Week 4, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 2, Day 4; Unit 8, Week 1, Day 1

Research to Build and Present KnowledgeW7 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).


Being a Writer: Unit 5, Week 1, Day 4; Unit 7, Week 1, OD

W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Making Meaning: Unit 5, Week 2, Day 2; Unit 5, Week 3, Day 2; Unit 6, Week 1, Day 2; Unit 6, Week 3, Day 2, 3; Unit 7, Week 4, Day 2; Unit 8, Week 2, Day 2; Unit 8, Week 4, Day 2

Being a Writer: Unit 5, Week 2, Day 1, 2




Speaking and Listening Standards—Grade 1

Comprehension and CollaborationSL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML1; ML2; ML3; ML4; ML5; ML6; ML7; ML8


Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 1, Week 3, Day 1, 2, 3, 4; Unit 1, Week 4, Day 1, 2, 3, 4; Unit 1, Week 5, Day 1, 2, 3, 4, OD; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4, OD; Unit 2, Week 3, Day 1, 2, 3, 4, OD; Unit 2, Week 4, Day 1, 2, 3, 4, OD; Unit 2, Week 5, Day 1, 2, 3, 4; Unit 2, Week 6 Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4, OD; Unit 3, Week 3, Day 1, 2, 3, 4, OD; Unit 3, Week 4, Day 1, 2, 3, 4, OD; Unit 4, Week 1, Day 1, 2, 3, 4, OD; Unit 4, Week 2, Day 1, 2, 3, 4, OD; Unit 4, Week 3, Day 1, 2, 3, 4, OD; Unit 4, Week 3, OD; Unit 4, Week 4, Day 1, 2, 3, 4, OD; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4, OD; Unit 5, Week 3, Day 1, 2, 3, 4, OD; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4, OD; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4, OD; Unit 7, Week 2, Day 1, 2, 3, 4, OD; Unit 8, Week 1, Day 1, 2, 3, 4, OD

Skill Practice Teaching Guide: Lessons 1–30

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 14, Day 1, 2, 3; Week 15, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 21, Day 1, 2, 3; Week 22, Day 1, 2, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2, 3; Week 26, Day 1, 2, 3; Week 27, Day 1, 2, 3; Week 28, Day 1, 2, 3; Week 29, Day 1, 2, 3; Week 30, Day 1, 2, 3

Independent Work: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5




Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2, 3; Ball Games, Day 1, 2, 3

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 2, 3; Poetry, Day 1, 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

32 | Grade 1

SL1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Making Meaning: Unit 1, Week 2, Day 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1, 2; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2; Unit 7, Week 4, Day 1, 2; Unit 8, Week 1, Day 1, 3; Unit 8, Week 2, Day 1, 3; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2; Unit 9, Week 1, Day 1, 2, 3; ML1; ML2

Vocabulary Teaching Guide: Week 2, Day 1, 2, 3; Week 3, OR, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, OR, Day 1, 2, 3; Week 6, OR, Day 1, 2, 3; Week 7, OR, Day 1, 2, 3; Week 8, OR, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, OR, Day 1, 2, 3; Week 11, OR, Day 1, 2, 3; Week 12, OR, Day 1, 2, 3; Week 13, OR, Day 1, 2, 3; Week 14, Day 1, 2, 3; Week 15, OR, Day 1, 2, 3; Week 16, OR, Day 1, 2, 3; Week 17, OR, Day 1, 2, 3; Week 18, OR, Day 1, 2, 3; Week 19, OR, Day 1, 2, 3; Week 20, OR, Day 1, 2, 3; Week 21, OR, Day 1, 2, 3; Week 22, OR, Day 1, 2, 3; Week 23, OR, Day 1, 2, 3; Week 24, OR, Day 1, 2, 3; Week 25, OR, Day 1, 2, 3; Week 26, OR, Day 1, 2, 3; Week 27, OR, Day 1, 2, 3; Week 28, OR, Day 1, 2, 3; Week 29, OR, Day 1, 2, 3; Week 30, OR, Day 1, 2, 3

Being a Writer: Unit 1, Week 1, Day 4; Unit 1, Week 2, Day 4; Unit 1, Week 3, Day 1, 3; Unit 1, Week 4, Day 1, 2, 4; Unit 1, Week 5, Day 1, 2, 3; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 2, Week 4, Day 1, 2, 3, 4, OD; Unit 2, Week 5, Day 1, 2, 3, 4; Unit 2, Week 6, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4, OD; Unit 3, Week 3, Day 1, 2, 3, 4, OD; Unit 3, Week 4, Day 1, 2, 3, 4, OD; Unit 4, Week 1, Day 1, 2, 3, 4, OD; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4, OD; Unit 4, Week 4, Day 2, 3, 4, OD; Unit 5, Week 1, Day 1, 3, 4; Unit 5, Week 2, Day 4; Unit 5, Week 3, Day 2, 3, 4, OD; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4, OD; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4, OD; Unit 8, Week 1, Day 1, 2, 3, 4, OD

Skill Practice Teaching Guide: Lesson 6; Lesson 8; Lesson 9; Lesson 11; Lesson 15; Lesson 19; Lesson 22; Lesson 24; Lesson 28; Lesson 30










SL1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Making Meaning: Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 1; Unit 6, Week 3, Day 2; Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 2; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1; Unit 8, Week 1, Day 3

Being a Writer: Unit 1, Week 1, Day 4; Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 3, 4; Unit 1, Week 4, Day 3; Unit 3, Week 4, Day 2; Unit 4, Week 1, Day 2; Unit 4, Week 4, Day 4, OD; Unit 5, Week 1, Day 1; Unit 6, Week 1, Day 2; Unit 8, Week 1, Day 3

Skill Practice Teaching Guide: Lesson 7; Lesson 9; Lesson 14; Lesson 16; Lesson 23; Lesson 30

Being a Reader:Shared Reading: Week 1, Day 2; Week 2, Day 3; Week 3, Day 1; Week 11, Day 1, 3; Week 12, Day 1, 2; Week 13, Day 1; Week 19, Day 1; Week 20, Day 2; Week 21, Day 1; Week 22, Day 2; Week 23, Day 1, 2; Week 24, Day 1; Week 25, Day 1; Week 26, Day 1; Week 27, Day 1; Week 29, Day 2, 3; Week 30, Day 1, 2

Independent Work: Week 4, Day 4


Set 6: Ball Games, Day 2

Set 7: What’s It Like to Be an Ant?, Day 3


SL1.c Ask questions to clear up any confusion about the topics and texts under discussion.

Making Meaning: ML3




Set 7: Elephant, Day 3

SL2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 1; Unit 4, Week 4, Day 1, 2; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 5, Week 4, Day 1, 2; Unit 6, Week 1, Day 1; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 2, 3; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 2; Unit 7, Week 4, Day 1, 2; Unit 8, Week 1, Day 2, 3; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 1; Unit 9, Week 1, Day 1; ML7

Vocabulary Teaching Guide: Week 2, Day 1; Week 4, Day 1; Week 10, Day 2; Week 14, Day 2; Week 17, Day 2; Week 21, Day 2; Week 22, Day 1; Week 23, Day 2; Week 24, Day 2; week 25, Day 1; Week 27, Day 2

Being a Writer: Unit 1, Week 1, Day 1; Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 4; Unit 1, Week 4, Day 3; Unit 1, Week 5, Day 3; Unit 2, Week 1, Day 1, 3, 4; Unit 2, Week 2, Day 1, 2, 4; Unit 2, Week 3, Day 1; Unit 2, Week 4, Day 1, 3, 4, OD; Unit 2, Week 5, Day 1, 2, 3, 4; Unit 2, Week 6, Day 1, 2, 4; Unit 3, Week 3, Day 4, OD; Unit 3, Week 4, Day 1, 4, OD; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 3, 4; Unit 4, Week 3, Day 1, 2; Unit 4, Week 4, Day 3, 4, OD; Unit 5, Week 1, Day 1, 2; Unit 5, Week 3, Day 1; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1, 2, 3, 4, OD; Unit 6, Week 3, Day 1, 2, 4, OD; Unit 7, Week 1, Day 1, 4; Unit 7, Week 2, Day 1, 2, 4, OD; Unit 8, Week 1, Day 1, 2, OD


Being a Reader:Set 7: Elephant, Day 1; What’s It Like to Be an Ant?, Day 1

Set 8: The Polar Bear Son, Day 1; Ruby Bridges, Day 1

SL3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Making Meaning: Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 3; Unit 7, Week 3, Day 1, 2; Unit 7, Week 4, Day 1, 2; Unit 8, Week 2, Day 1, 2; ML3

Being a Writer: Unit 3, Week 3, Day 2, 4, OD; Unit 3, Week 4, Day 4; Unit 4, Week 4, Day 3, 4, OD; Unit 5, Week 2, Day 4, OD; Unit 5, Week 3, Day 4, OD; Unit 6, Week 3, Day 4, OD; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 4, OD; Unit 8, Week 1, Day 1, 2, OD

34 | Grade 1

Presentation of Knowledge and IdeasSL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Making Meaning: Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 2; Unit 2, Week 1, Day 2; Unit 2, Week 2, Day 2; Unit 2, Week 3, Day 2; Unit 3, Week 1, Day 1; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1; Unit 4, Week 1, Day 2, 3; Unit 4, Week 2, Day 2, 3; Unit 4, Week 3, Day 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 2, 3; Unit 5, Week 2, Day 2; Unit 5, Week 4, Day 3; Unit 6, Week 1, Day 2, 3; Unit 6, Week 2, Day 1, 3; Unit 6, Week 3, Day 2; Unit 7, Week 1, Day 1; Unit 7, Week 2, Day 1; Unit 7, Week 4, Day 3; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 2; Unit 8, Week 3, Day 1; Unit 8, Week 4, Day 1; Unit 9, Week 1, Day 1, 3

Vocabulary Teaching Guide: Week 4, Day 1; Week 5, Day 1; Week 7, Day 1, 2; Week 9, Day 1; Week 10, Day 3; Week 11, Day 1; Week 13, Day 1; Week 14, Day 2; Week 15, OR, Day 1, 2; Week 16, Day 1; Week 17, Day 1, 2, 3; Week 18, Day 1, 2; Week 19, OR; Week 20, Day 1, 2; Week 21, Day 2; Week 22, Day 1, 2; Week 23, OR; Week 24, Day 2, 3; Week 25, Day 2; Week 26, OR, Day 1, 3; Week 27, Day 2; Week 28, Day 2; Week 29, Day 1; Week 30, Day 1, 2

Being a Writer: Unit 1, Week 3, Day 3; Unit 3, Week 1, Day 1, 3; Unit 3, Week 2, Day 1; Unit 5, Week 1, Day 3, 4, OD; Unit 5, Week 2, Day 1, 2, OD; Unit 5, Week 3, Day 1, 2, 3, OD; Unit 6, Week 1, Day 2, 3, 4; Unit 6, Week 2, Day 2, 3, 4; Unit 6, Week 3, Day 1, 2; Unit 7, Week 1, Day 2, 3; Unit 7, Week 2, Day 1; Unit 8, Week 1, OD



Set 4: Week 3, Day 3; Week 4, Day 3; Week 5, Day 1, 3; Week 6, Day 3

Set 5: Week 1, Day 2, 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3; Week 14, Day 3

Set 6: New School, Day 1, 2; Sailboats, Day 2, 3; The Silver Coins, Day 1, 2, 3; Ball Games, Day 1, 3

Set 7: Cowgirl Kate, Day 1, 2, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 2, 3; Puffin Peter, Day 1, 2; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 4, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2; Ruby Bridges, Day 1, 2, 3; Poetry, Day 1, 2; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

SL5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Making Meaning: Unit 1, Week 2, Day 2; Unit 1, Week 4, Day 2; Unit 2, Week 2, Day 2; Unit 4, Week 1, Day 3; Unit 4, Week 2, Day 2; Unit4, Week 3, Day 3; Unit 4, Week 4, Day 2; Unit 4, Week 4, Day 3; Unit 8, Week 1, Day 1; Unit 8, Week 2, Day 2; Unit 9, Week 1, Day 3

Vocabulary Teaching Guide: Week 14, Day 2

Being a Writer: Unit 1, Week 1, Day 3; Unit 1, Week 2, Day 1; Unit 1, Week 4, Day 2; Unit 2, Week 1, OD; Unit 3, Week 2, Day 2, 4; Unit 3, Week 3, Day 1, OD; Unit 4, Week 4, Day 1; Unit 5, Week 1, Day 2; Unit 5, Week 3, Day 4; Unit 6, Week 1, Day 4; Unit 7, Week 2, OD; Unit 8, Week 1, Day 3



Being a Reader:Set 7: Jellyfish, Day 1


SL6 Produce complete sentences when appropriate to task and situation.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML1; ML2; ML3; ML4; ML5; ML6; ML7; ML8


Being a Writer: Unit 1, Week 1, Day 2, 3, 4; Unit 1, Week 2, Day 1, 2, OD; Unit 1, Week 3, Day 1, 2, 3, 4, OD; Unit 1, Week 4, Day 1, 4; Unit 1, Week 5, Day 1; Unit 2, Week 1, Day 2, 3; Unit 2, Week 2, Day 2, 3; Unit 2, Week 3, Day 2, 3, 4; Unit 2, Week 4, Day 1, 2, 4; Unit 2, Week 5, Day 2, 4; Unit 2, Week 6, Day 3, 4; Unit 3, Week 1, Day 2, 3, 4; Unit 3, Week 2, Day 2, 3, 4; Unit 3, Week 3, Day 2, 4, OD; Unit 3, Week 4, Day 1, 2, 3, 4, OD; Unit 4, Week 1, Day 3, 4; Unit 4, Week 2, Day 3, 4; Unit 4, Week 3, Day 4; Unit 4, Week 4, Day 3; Unit 5, Week 1, Day 3; Unit 5, Week 2, Day 1, 2, 4, OD; Unit 5, Week 3, Day 2, 3, 4, OD; Unit 6, Week 3, Day 4, OD; Unit 7, Week 1, Day 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4, OD; Unit 8, Week 1, OD

Skill Practice Teaching Guide: Lessons 1-30









36 | Grade 1

Language Standards—Grade 1

Conventions of Standard EnglishL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Being a Writer: Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1; Unit 1, Week 5, Day 1; Unit 2, Week 1, Day 1, OD; Unit 3, Week 1, Day 1

Skill Practice Teaching Guide/Student Skill Practice Book: Lessons 1–26; Lessons 28–30

Being a Reader:Handwriting: Week 6, Day 1; Week 7, Day 1; Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 12, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, D1; Week 19, Day 1

L1.a Print all upper- and lowercase letters.

Being a Reader:Independent Work: Week 6, p. 167; Week 7, p. 183; Week 8, p. 199; Week 9, p. 216; Week 10, p. 230; Week 11, p. 247; Week 13, p. 282; Week 14, p. 295; Week 15, p. 310; Week 16, p. 326; Week 17, p. 340; Week 18, p. 358; Week 19, p. 374

Handwriting: Guided Practice: Week 6, Day 1; Week 7, Day 1; Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, Day 1; Week 19, Day 1

Handwriting: Independent Practice: Week 6, Day 1; Week 7, Day 1; Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, Day 1; Week 19, Day 1




Set 6: Sailboats, Day 3

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3


L1.b Use common, proper, and possessive nouns.

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 1; Lesson 2; Lesson 3; Lesson 5; Lesson 6; Lesson 8; Lesson 12; Lesson 14; Lesson 18

L1.c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 5; Lesson 6

Being a Reader:Independent Work: Week 8, p. 180

L1.d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).


Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 19; Lesson 20; Lesson 21; Lesson 22; Lesson 23; Lesson 25; Lesson 26

L1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 9; Lesson 10; Lesson 12

L1.f Use frequently occurring adjectives. Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 15; Lesson 18


L1.g Use frequently occurring conjunctions (e.g., and, but, or, so, because).


L1.h Use determiners (e.g., articles, demonstratives).



L1.i Use frequently occurring prepositions (e.g., during, beyond, toward).



Being a Reader:Shared Reading: Week 14, Day 1, 2, 3

L1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Being a Writer: Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1; Unit 1, Week 5, Day 1; Unit 2, Week 1, Day 1, OD

Skill Practice Teaching Guide/Student Skill Practice Book: Lessons 1–26; Lessons 28–30




Being a Writer: Unit 1, Week 1, OD; Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1; Unit 1, Week 5, Day 1; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 2, Week 4, Day 1, 2, 3; Unit 2, Week 5, Day 1, 2, 4; Unit 2, Week 6, Day 1, 2, 3; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 4, Week 1, Day 3, 4; Unit 4, Week 1, Day 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1; Unit 5, Week 2, Day 3; Unit 5, Week 3, Day 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 7; Lesson 8; Lesson 11; Lesson 12; Lesson 13; Lesson 18; Lesson 27; Lesson 28; Lesson 30

Being a Reader:Independent Work: Week 12, p. 265; Week 15, p. 310; Week 19, p. 374

Handwriting: Week 12, Day 1; Week 15, Day 1; Week 19, Day 1

Being a Reader:Set 6: The Silver Coins, Day 3

L2.a Capitalize dates and names of people.

Being a Writer: Unit 1, Week 1, OD; Unit 3, Week 1, Day 2, 3, 4; Unit 3, Week 2, Day 1, 3; Unit 3, Week 3, Day 1; Unit 4, Week 1, Day 3; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1; Unit 5, Week 2, Day 3; Unit 5, Week 3, Day 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3



L2.b Use end punctuation for sentences.

Being a Writer: Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1; Unit 1, Week 5, Day 1; Unit 3, Week 2, Day 1, 3; Unit 3, Week 3, Day 1; Unit 3, Week 4, Day 1; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1; Unit 5, Week 2, Day 3; Unit 5, Week 3, Day 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 7; Lesson 11; Lesson 12; Lesson 13; Lesson 18

Being a Reader:Independent Work: Week 12, p. 265; Week 15, p. 310; Week 19, p. 374

Handwriting: Week 12, Day 1; Week 15, Day 1; Week 19, Day 1



Set 5: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3; Week 9, Day 3; Week 10, Day 3; Week 11, Day 3; Week 12, Day 3; Week 13, Day 3; Week 14, Day 3

L2.c Use commas in dates and to separate single words in a series.


38 | Grade 1

L2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Being a Writer: Unit 2, Week 4, Day 3; Unit 3, Week 1, Day 2, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 5, Week 3, Day 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3

Being a Reader:Handwriting: Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, Day 1; Week 19, Day 1







L2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Being a Writer: Unit 2, Week 3, Day 1, 2, 3, 4; Unit 2, Week 4, Day 1, 2, 3; Unit 2, Week 5, Day 1, 2, 4; Unit 2, Week 6, Day 1, 2, 3; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4 Day 1, 2, 3, 4; Unit 4, Week 4, Day 1; Unit 5, Week 2, Day 3









Knowledge of LanguageL3 (Begins in grade 2)

Vocabulary Acquisition and UseL4 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.

Vocabulary Teaching Guide: Week 3, Day 2; Week 6, Day 1; Week 7, Day 2; Week 16, Day 1; Week 17, Day 1, 2; Week 18, Day 1; Week 22, Day 1; Week 23, Day 1, 2; Week 25, Day 1

Being a Reader:Set 6: Sailboats, Day 2, 3; Ball Games, Day 3

Set 7: Jellyfish, Day 2; Elephant, Day 2, 3

Set 8: Lightning, Day 1

L4.a Use sentence-level context as a clue to the meaning of a word or phrase.

Vocabulary Teaching Guide: Week 3, Day 2; Week 7, Day 2; Week 23, Day 1, 2; Week 25, Day 1

Being a Reader:Set 8: The Polar Bear Son, Day 2

L4.b Use frequently occurring affixes as a clue to the meaning of a word.


L4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.


Being a Reader:Shared Reading: Week 9, Day 1; Week 11, Day 2; Week 12, Day 2; Week 28, Day 1, 3

L5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Vocabulary Teaching Guide: Week 2, Day 2; Week 4, Day 1; Week 8, Day 2; Week 9, Day 1; Week 11, Day 1; Week 14, Day 2; Week 15, Day 3; Week 19, Day 1; Week 20, Day 1; Week 22, Day 2; Week 24, Day 3; Week 25, Day 2; Week 26, Day 2; Week 27, OR, Day 1; Week 30, Day 1, 3


Independent Work: Every week after the students start small-group reading, students in Sets 1–5 do a picture or word sort from their small groups in the reading area during independent work rotations.

L5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).



L5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).




40 | Grade 1

L5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Vocabulary Teaching Guide: Week 5, Day 2; Week 7, Day 1, 2; Week 9, Day 2; Week 10, Day 1; Week 13, Day 1; Week 15, Day 2; Week 23, Day 1

Being a Reader:Shared Reading: Week 4, Day 3; Week 13, Day 1, 2; Week 28, Day 3

L6 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).



Grade 2



Key Ideas and DetailsRL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Making Meaning: Unit 1, Week 1, Day 1, 2, 3; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1; Unit 2, Week 1, Day 2, 3; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2, 3; Unit 2, Week 4, Day 1, 2, 3; Unit 3, Week 1, Day 2; Unit 3, Week 2, Day 1, 3; Unit 3, Week 3, Day 3; Unit 3, Week 4, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 1; Unit 6, Week 2, Day 1, 3; Unit 9, Week 3, Day 1, 2, 3; Unit 9, Week 4, Day 1, 2, 3; Unit 10, Week 1, Day 1, 2; ML3; ML4

Vocabulary Teaching Guide: Week 1, Day 2; Week 2, Day 1; Week 4, Day 2; Week 5, Day 1, 2; Week 9, Day 1; Week 14, Day 2; Week 15, Day 1, 2; Week 17, Day 1, 2

Being a Writer: Unit 1, Week 3 Day 1, 3; Unit 1, Week 4, Day 1, OD; Unit 1, Week 5, Day 1, 2, 3; Unit 1, Week 6, Day 1; Unit 2, Week 2, Day 1; Unit 2, Week 3, Day 1, 2, 3, OD; Unit 2, Week 4, Day 1; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3; Unit 5, Week 1, Day 1, 4, OD; Unit 5, Week 2, Day 2, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1; Unit 7, Week 1, Day 1, 2

Being a Reader:Word Study: Week 1, Day 1; Week 11, Day 1; Week 30, Day 1

Being a Reader:Set 6: New School, Day 1, 2; The Silver Coins, Day 1

Set 7: Cowgirl Kate and Cocoa, Day 1; Puffin Peter, Day 1, 3; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1; Leon and Bob, Day 1, 2

Set 8: The Great Gracie Chase, Day 1; The Polar Bear Son, Day 1, 2, 3; Poetry, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

Set 9: Not Norman, Day 1, 2; Happy Like Soccer, Day 1, 2, 3; Upstairs Mouse, Downstairs Mole, Day 1, 2, 3; Only One Year, Day 1, 2, 3, 4, 5, 6

Set 10: Bink & Gollie, Day 1, 2,3, 4; Poetry, Day 1, 2, 3; The Beckoning Cat, Day 1, 2, 3

Set 11: My Name Is María Isabel, Day 1, 2, 3, 4, 5, 6; Poetry, Days 1, 2, 3; The Key Collection, Day 1, 2, 3, 4, 5, 6; The Babe & I, Day 1, 2, 3

Set 12: Pop’s Bridge/Fly Away Home, Day 1, 2, 3, 4, 5, 6; Family Reminders, Day 1, 2, 3, 4, 5, 6, 7, 8, 9

RL2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Making Meaning: Unit 1, Week 1, Day 1, 3; Unit 2, Week 1, Day 3; Unit 2, Week 2, Day 1; Unit 2, Week 3, Day 1; Unit 2, Week 4, Day 1; Unit 3, Week 4, Day 2; Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 1, 2; Unit 5, Week 3, Day 2; Unit 9, Week 3, Day 1, 2, 3; Unit 9, Week 4, Day 2, 3; Unit 10, Week 1, Day 1

Being a Writer: Unit 1, Week 4, Day 1; Unit 3, Week 2, Day 2, 3; Unit 7, Week 1, Day 1, 2, 3

Being a Reader:Set 6: The Silver Coins, Day 1, 2, 3

Set 7: Puffin Peter, Day 2, 3; Aggie Gets Lost, Day 3

Set 8: The Polar Bear Son, Day 2, 3; Jamaica’s Find, Day 3

Set 10: Poetry, Day 1, 2, 3; The Beckoning Cat, Day 2

Set 11: My Name Is María Isabel, Day 6; Poetry, Day 1; The Key Collections, Day 6

Grade 2

42 | Grade 2

RL3 Describe how characters in a story respond to major events and challenges.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 2; Unit 1, Week 3, Day 1; Unit 2, Week 1, Day 2, 3; Unit 2, Week 2, Day 1; Unit 2, Week 3, Day 1; Unit 4, Week 1, Day 2, 3; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 2; Unit 5, Week 2, Day 2; Unit 6, Week 2, Day 1; Unit 9, Week 3, Day 2; Unit 9, Week 4, Day 1, 2; ML4


Being a Reader:Set 6: New School, Day 2, 3

Set 7: Cowgirl Kate and Cocoa, Day 2; Aggie Gets Lost, Day 2; Leon and Bob, Day 1, 2

Set 8: The Polar Bear Son, Day 2; Poetry, Day 2; Jamaica’s Find, Day 2, 3

Set 9: Not Norman, Day 1, 2; Happy Like Soccer, Day 1, 2, 3; Only One Year, Day 2, 3, 4, 5, 6

Set 10: Bink & Gollie, Day 1, 2, 4, 5, 6; The Beckoning Cat, Day 1, 2, 3; Helen Keller, Day 1, 2, 3, 4, 5, 6

Set 11: The Tree Lady, Day 2, 3; My Name Is María Isabel, Day 1, 2, 3; The Key Collection, Day 1, 3, 4, 5, 6; The Babe & I, Day 1, 2, 3

Set 12: Shark Lady, Day 2, 6; Pop’s Bridge/Fly Away Home, Day 1, 2, 3, 4, 5; Family Reminders, Day 1, 2, 3, 4, 5, 6, 7, 8, 9

Craft and StructureRL4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.


Being a Reader:Set 10: Poetry, Day 2


RL5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


Being a Reader:Set 6: The Silver Coins, Day 1, 2, 3

Set 7: Puffin Peter, Day 1

Set 10: Bink & Gollie, Day 1

Set 11: My Name Is María Isabel, Day 6; The Key Collection, Day 5; The Babe & I, Day 5

RL6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Making Meaning: Unit 1, Week 2, Day 2; Unit 2, Week 1, Day 2, 3; Unit 5, Week 1, Day 2; Unit 5, Week 2, Day 2


Being a Reader:Set 6: New School, Day 1, 2, 3

Set 7: Cowgirl Kate and Cocoa, Day 3, 4, 5

Set 10: Upstairs Mouse, Downstairs Mole, Day 1, 2, 3

Set 10: Bink & Gollie, Day 1, 2, 4, 5, 6

Set 11: The Babe & I, Day 2

Set 12: Pop’s Bridge/Fly Away Home, Day 1


Integration of Knowledge and IdeasRL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.




RL9 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 ComplexityRL10 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.

Making Meaning: Unit 1, Week 2, Day 2, 3; Unit 1, Week 3, Day 1, 2, 3; Unit 2, Week 1, Day 1, 2, 3; Unit 2, Week 2, Day 1, 2, 3; Unit 2, Week 3, Day 1, 2, 3; Unit 2, Week 4, Day 1, 2, 3; Unit 3, Week 1, Day 2, 3; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1, 3; Unit 9, Week 1, Day 1, 2; Unit 9, Week 3, Day 1, 2, 3; Unit 9, Week 4, Day 1, 2, 3; Unit 10, Week 1, Day 1, 2, 3; ML3; ML4; ML5; ML6; ML7

Being a Reader:Set 6: New School, Day 1, 2; The Silver Coins, Day 1, 2

Set 7: Cowgirl Kate and Cocoa, Day 1, 2, 3; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; Leon and Bob, Day 1, 2

Set 8: The Great Gracie Chase, Day 1; The Polar Bear Son, Day 1, 2; Poetry, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

Set 9: Not Norman, Day 1, 2, 3; Happy Like Soccer, Day 1, 2, 3; Upstairs Mouse, Downstairs Mole, Day 1, 2, 3; Only One Year, Day 1, 2, 3, 4, 5, 6

Set 10: Bink & Gollie, Day 2, 3, 4, 5, 6; Poetry, Day 1, 2, 3; The Beckoning Cat, Day 1, 2, 3

Set 11: My Name Is María Isabel, Day 1, 2, 3, 4, 5; Poetry, Day 1, 2, 3; The Key Collection, Day 1, 2, 3, 4, 5; The Babe & I, Day 1, 2, 3

Set 12: Pop’s Bridge/Fly Away Home, Day 1, 2, 3, 4, 5, 6; Family Reminders, 2, 3, 4, 5, 6, 7, 8, 9

44 | Grade 2


Key Ideas and DetailsRI1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Making Meaning: Unit 3, Week 1, Day 1; Unit 3, Week 3, Day 1, 2; Unit 6, Week 1, Day 2, 3; Unit 6, Week 2, Day 2; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3; ML3

Being a Writer: Unit 1, Week 2, Day 1; Unit 1, Week 5, Day 1; Unit 3, Week 2, Day 4; Unit 4 Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 2, 4; Unit 4 Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 4; Unit 7, Week 2, Day 1, 2, 4; Unit 7, Week 3, Day 3, 4, OD; Unit 8, Week 1, Day 3

Being a Reader:Set 6: Sailboats, Day 1, 2, 3

Set 7: Chameleon!, Day 1; Jellyfish, Day 1; Elephant, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3

Set 8: Lightning, Day 1; Ruby Bridges, Day 1, 2, 3; Koalas, Day 1, 2, 3

Set 9: Penguins, Day 1, 2, 3; Golden Gate Bridge, Day 1, 3; Gravity, Day 1, 2, 3; Earth, Day 1, 2, 3

Set 10: To Be an Artist, Day 1, 2, 3; I Love Guinea Pigs, Day 1, 2, 3; Helen Keller, Day 1, 2, 3, 4, 5, 6

Set 11: The Tree Lady, Day 1, 2, 3; Ice Bear, Day 1, 2, 3

Set 12: Shark Lady, Day 1, 2, 3, 4, 5, 6; Bee, Day 1, 2, 3, 4, 5, 6

RI2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Making Meaning: Unit 8, Week 2, Day 3; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3

Set 7: What’s It Like to Be an Ant?, Day 1, 2, 3

Set 9: Gravity, Day 1, 2

Set 11: Ice Bear, Day 1, 2, 3

RI3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Making Meaning: Unit 6, Week 1, Day 2, 3; Unit 6, Week 2, Day 2; Unit 7, Week 2, Day 2; Unit 8, Week 3, Day 3

Being a Writer: Unit 4, Week 2, Day 3, 4; Unit 4, Week 4, OD

Set 11: The Tree Lady, Day 2, 3

Craft and StructureRI4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Making Meaning Vocabulary: Week 3, Day 2; Week 8, Day 1; Week 18, Day 1; Week 20, Day 1; Week 21, Day 2; Week 26, Day 1; Week 27, Day 1

Being a Reader:Set 6: Sailboats, Day 1, 2, 3


Set 8: Lightning, Day 1, 3; Koalas, Day 1, 2

Set 9: Penguins, Day 2; Golden Gate Bridge, Day 1, 2; Grav-ity, Day 1; Earth, Day 1

Set 10: I Love Guinea Pigs, Day 2, 3

Set 12: Bee, Day 1, 2


RI5 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.

Making Meaning: Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3

Being a Writer: Unit 4, Week 3, OD

Being a Reader:Set 6: Sailboat, Day 1, 2, 3

Set 7: Jellyfish, Day 1; Elephant, Day 1, 2; What’s It Like to Be an Ant?, Day 1, 2, 3


Set 9: Penguins, Day 1, 2, 3; Golden Gate Bridge, Day 1, 2; Gravity, Day 1, 2, 3; Earth, Day 1

Set 10: Helen Keller, Day 1

Set 11: Ice Bear, Day 1

Set 12: Shark Lady, Day 1; Bee, Day 1, 2, 3, 4

RI6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Making Meaning: Unit 8, Week 1, Day 1; Unit 8, Week 2, Day 1; Unit 9, Week 1, Day 1, 3


Integration of Knowledge and IdeasRI7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


Being a Writer: Unit 4, Week 1, Day 4; Unit 4, Week 5, Day 2

Being a Reader:Set 6: Sailboats, Day 3

Set 7: Jellyfish, Day 1

Set 8: Ruby Bridges, Day 1, 3

Set 9: Penguins, Day 2; Golden Gate Bridge, Day 1, 2; Grav-ity, Day 3

Set 10: To Be an Artist, Day 1, 3; I Love Guinea Pigs, Day 2, 3

Set 11: Tree Lady, Day 1; Ice Bear, Day 1, 2, 3

Set 12: Bee, Day 1, 3, 4

RI8 Describe how reasons support specific points the author makes in a text.

Making Meaning: Unit 7, Week 1, Day 1, 2; Unit 7, Week 3, Day 2; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 2; Unit 9, Week 2, Day 1, 2, 3

Being a Writer: Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 3, 4, OD

RI9 Compare and contrast the most important points presented by two texts on the same topic.

Making Meaning: Unit 7, Week 3, Day 2; Unit 8, Week 1, Day 3; Unit 8, Week 2, Day 2, 3; Unit 9, Week 2, Day 3

Being a Reader:Set 9: Earth, Day 1, 2, 3

Set 11: The Tree Lady, Day 3

46 | Grade 2

Range of Reading and Level of Text ComplexityRI10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Making Meaning: Unit 3, Week 1, Day 1; Unit 3, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3; Unit 10, Week 1, Day 1; ML3

Being a Reader:Set 6: Sunny Days, Starry Nights, Day 1, 2; Sailboats, Day 1, 2, 3; Ball Games, Day 1

Set 7: Chameleon!, Day 1, 2; Jellyfish, Day 1; Elephant, Day 2, 3; What’s It Like to Be an Ant?, Day 1, 2

Set 8: Lightning, Day 1, 2; Ruby Bridges, Day 1, 2, 3; Koalas, Day 1, 2, 3

Set 9: Penguins, Day 1, 2, 3; Golden Gate Bridge, Day 1, 2, 3; Gravity, Day 1, 2, 3; Earth, Day 1, 2, 3

Set 10: To Be an Artist, Day 2, 3; I Love Guinea Pigs, Day 1, 2, 3; Helen Keller, Day 1, 2,3, 4, 5

Set 11: The Tree Lady, Day 1, 2, 3; Ice Bear, Day 1, 2, 3

Set 12: Shark Lady, Day 1, 2, 3, 4, 5; Bee, Day 1, 2, 3, 4, 5, 6




Making Meaning: ML7

Being a Reader:Word Study: Week 1, Day 3, 4; Week 12, Day 3; Week 13, Day 2, 3; Week 22, Day 3

Independent Work: Every week after the students start small-group reading, they read self-selected books in the reading area during independent work rotations.

Being a Reader:Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2; Ball Games, Day 1

Set 7: Chameleon!, Day 1, 2; Cowgirl Kate and Cocoa, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2; Ruby Bridges, Day 1, 2; Poetry, Day 1, 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

Set 9: Not Norman, Day 1, 2, 3; Penguins, Day 1, 2, 3; Happy Like Soccer, Day 1, 2, 3; Golden Gate Bridge, Day 1, 2, 3; Gravity, Day 1, 2, 3; Earth, Day 1, 2, 3; Upstairs Mouse, Downstairs Mole, Day 1, 2, 3; Only One Year, Day 1, 2, 3, 4, 5, 6

Set 10: Bink & Gollie, Day 2, 3, 4, 5, 6; To Be an Artist, Day 2, 3; Poetry, Day 1, 2, 3; I Love Guinea Pigs, Day 1, 2, 3; The Beckoning Cat, Day 1, 2, 3; Helen Keller, Day 1, 2, 3, 4, 5

Set 11: The Tree Lady, Day 1, 2, 3; My Name Is María Isabel, Day 1, 2, 3, 4, 5; Ice Bear, Day 1, 2, 3; Poetry, Day 1, 2, 3; The Key Collection, Day 1, 2, 3, 4, 5, 6; The Babe & I, Day 1, 2, 3

Set 12: Shark Lady, Day 1, 2, 3, 4, 5; Bee, Day 1, 2, 3, 4, 5; Pop’s Bridge/Fly Away Home, Day 1, 2, 3, 4, 5, 6; Family Reminders, Day 2, 3, 4, 5, 6, 7, 8, 9

RF3.a Distinguish long and short vowels when reading regularly spelled one-syllable words.

Being a Reader:Word Study: Week 1, Day 3, 4; Week 2, Day 1; Week 9, Day 1, 2; Week 10, Day 1, 4; Week 11, Day 4; Week 21, Day 2, 3; Week 22, Day 2; Week 23, Day 2

RF3.b Know spelling-sound correspondences for additional common vowel teams.

Being a Reader:Word Study: Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3, 4; Week 4, Day 1, 2 3, 4; Week 5, Day 1, 2, 3, 4; Week 6, Day 1, 2, 3, 4; Week 7, Day 1, 2, 3, 4; Week 8, Day 1, 2, 3, 4; Week 13, Day 1, 4; Week 15, Day 1, 4; Week 16, Day 1, 4

Independent Work: Week 5, p. 128; Week 6, p. 161; Week 7, p. 178; Week 8, p. 198; Week 9, p. 216

48 | Grade 2

RF3.c Decode regularly spelled two-syllable words with long vowels.

Making Meaning: ML7

Being a Reader:Word Study: Week 5, Day 1, 2, 3, 4; Week 6, Day 1; Week 8, Day 1, 2; Week 9, Day 1, 2; Week 10, Day 1; Week 11, Day 3; Week 12, Day 1, 2; Week 13, Day 2; Week 14, Day 2; Week 15, Day 2, 3, 4; Week 16, Day 1, 3, 4; Week 17, Day 1, 2, 3, 4; Week 18, Day 1, 2, 3, 4; Week 19, Day 1; Week 20, Day 2, 3; Week 21, Day 1, 2, 4; Week 22, Day 1, 2, 4; Week 23, Day 1, 2, 3, 4; Week 24, Day 1, 2, 4; Week 25, Day 2, 3; Week 26, Day 2, 3

Independent Work: Week 6, p. 161; Week 9, p. 216; Week 10, p. 235; Week 11, p. 253; Week 13, p. 286; Week 16, p. 338; Week 17, p. 353; Week 18, p. 369; Week 19, p. 383; Week 21, p. 411; Week 22, p. 426; Week 24, p. 456; Week 25, p. 472; Week 26, p. 486; Week 27, p. 501

Being a Reader:Set 8: Lightning, Day 2, 3

RF3.d Decode words with common prefixes and suffixes.

Making Meaning: ML7

Being a Reader:Word Study: Week 9, Day 1, 2, 3, 4; Week 10, Day 1, 2; Week 14, Day 2, 3, 4; Week 15, Day 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3, 4; Week 18, Day 1, 2, 3, 4; Week 19, Day 1, 2, 3, 4: Week 20, Day 1, 2, 3, 4; Week 21, Day 1, 4; Week 23, Day 3; Week 24, Day 2, 4; Week 25, Day 2, 3; Week 26, Day 2, 3; Week 27, Day 2, 3; Week 28, Day 2, 3; Week 29, Day 2, 3; Week 30, Day 3

Independent Work: Week 10, p. 235; Week 11, p. 253; Week 15, p. 323; Week 16, p. 338; Week 17, p. 353; Week 18, p. 369; Week 19, p. 383; Week 20, p. 397; Week 21, p. 411; Week 22, p. 440; Week 24, p. 456; Week 25, p. 472; Week 26, p. 486; Week 27, p. 501; Week 28, p. 513; Week 29, p. 526; Week 30, p. 538

RF3.e Identify words with inconsistent but common spelling-sound correspondences.

Being a Reader:Word Study: Week 3, Day 2, 3, 4; Week 4, Day 1; Week 4, Day 4; Week 5, Day 2

RF3.f Recognize and read grade-appropriate irregularly spelled words.

Being a Reader:Word Study: Week 4, Day 4; Week 12, Day 1, 2, 3; Week 16, Day 1; Week 25, Day 1, 4; Week 26, Day 1, 4; Week 27, Day 1, 4; Week 28,Day 1, 4; Week 29, Day 1, 4

Independent Work: Week 6, p. 161; Week 11, p. 253; Week 13, p. 286; Week 21, p. 411; Week 26, p. 487



Making Meaning: Unit 2, Week 1, Day 1, 2, 3; Unit 2, Week 2, Day 1, 2, 3; Unit 2, Week 3, Day 3; Unit 2, Week 4, Day 1, 2, 3; Unit 3, Week 1, Day 1, 2, 3; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3; Unit 9, Week 3, Day 1, 2, 3; Unit 9, Week 4, Day 1, 2, 3; Unit 10, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML6; ML7

Being a Reader:Set 6: New School, Day 3; Ball Games, Day 2

Set 7: Cowgirl Kate and Cocoa, Day 2, 3, 4, 5; Puffin Peter, Day 1; Aggie Gets Lost, Day 1; Leon and Bob, Day 1, 2

Set 8: The Great Gracie Chase, Day 1; Poetry, Day 1

Set 9: Not Norman, Day 1; Penguins, Day 1, 2; Happy Like Soccer, Day 1; Upstairs Mouse, Downstairs Mole, Day 1, 2, 3

Set 10: Bink & Gollie, Day 2, 3; Poetry, Day 1, 2; I Love Guinea Pigs, Day 1; Helen Keller, Day 1

Set 11: The Babe & I, Day 1

Set 12: Shark Lady, Day 1, 2, 3, 4, 5; Pop’s Bridge/Fly Away Home, Day 3

50 | Grade 2


Making Meaning: Unit 2, Week 1, Day 1, 2, 3; Unit 2, Week 2, Day 1, 2, 3; Unit 2, Week 3, Day 3; Unit 2, Week 4, Day 1, 2, 3; Unit 3, Week 1, Day 1, 2, 3; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3; Unit 9, Week 3, Day 1, 2, 3; Unit 9, Week 4, Day 1, 2, 3; ; Unit 10, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML6; ML7

Being a Reader:Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2; Ball Games, Day 1

Set 7: Chameleon!, Day 1, 2; Cowgirl Kate and Cocoa, Day 1, 2; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 3; Aggie Gets Lost, Day 2; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 3

Set 8: Lightning, Day 1, 2; The Polar Bear Son, Day 1, 2; Ruby Bridges, Day 1, 2; Poetry, Day 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

Set 9: Penguins, Day 1, 2, 3; Happy Like Soccer, Day 1, 2, 3; Golden Gate Bridge, Day 1, 2, 3; Gravity, Day 1, 2, 3; Earth, Day 1, 2, 3; Only One Year, Day 1, 2, 3, 4, 5, 6

Set 10: Bink & Gollie, Day 4, 5, 6; To Be an Artist, Day 2, 3; Poetry, Day 1, 2, 3; I Love Guinea Pigs, Day 2, 3; The Beckoning Cat, Day 1, 2, 3; Helen Keller, Day 2, 3, 4, 5

Set 11: The Tree Lady, Day 1, 2, 3; My Name Is María Isabel, Day 1, 2, 3, 4, 5; Ice Bear, Day 1, 2, 3; Poetry, Day 1, 2, 3; The Key Collection, Day 1, 2, 3, 4, 5, 6; The Babe & I, Day 2, 3

Set 12: Bee, Day 1, 2, 3, 4, 5, 6; Pop’s Bridge/Fly Away Home, Day 1, 2, 4, 5, 6; Family Reminders, Day 1, 2, 3, 4, 5, 6, 7, 8, 9

RF4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Making Meaning: Unit 2, Week 1, Day 3; Unit 2, Week 2, Day 1; Unit 3, Week 3, Day 3; Unit 3, Week 4, Day 3; ML4; ML5; ML6

Being a Reader:Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 3; The Silver Coins, Day 1; Ball Games, Day 1

Set 7: Chameleon!, Day 2, 3; Cowgirl Kate and Cocoa, Day 2, 3, 4, 5, 6

Set 8: The Great Gracie Chase, Day 2, 3, 4, 5, 6

Set 9: Not Norman, Day 2, 3

Set 10: Bink & Gollie, Day 3, 6; I Love Guinea Pigs, Day 3





Set 8: Koalas, Day 2, 3

Set 10: I Love Guinea Pigs, Day 1, 2, 3

Set 11: The Key Collection, Day 2, 3, 4, 5, 6



Text Types and PurposesW1 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.


Being a Writer: Unit 1, Week 4, Day 1, OD; Unit 3, Week 1, Day 3, OD; Unit 3, Week 2, Day 3, OD; Unit 4, Week 1, Day 2, OD; Unit 4, Week 3, Day 4, OD; Unit 5, Week 1, Day 1, OD; Unit 5, Week 2, Day 4, OD; Unit 6, Week 1, Day 1, OD; Unit 6, Week 2, Day 1, OD; Unit 7, Week 1, Day 1, 2, 3, 4, OD; Unit 7, Week 2, Day 1, 2, 3, 4, OD; Unit 7, Week 3, Day 1, 2, 3, 4, OD

W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Making Meaning: Unit 5, Week 2, Day 2; Unit 7 Week 3, Day 2; Unit 8, Week 1, Day 3; Unit 9, Week 2, Day 3

Being a Writer: Unit 4, Week 1, Day 4, OD; Unit 4, Week 2, Day 1, 2, 3, 4, OD; Unit 4, Week 3, Day 4; Unit 4, Week 4, Day 1, 2, 3, 4, OD; Unit 4, Week 5, Day 2, 3; Unit 8, Week 1, Day 3

W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Being a Writer: Unit 1, Week 1, Day 1, 2, OD; Unit 1, Week 2, Day 2; Unit 1, Week 3, Day 2, 3, OD; Unit 1, Week 4, Day 1; Unit 1, Week 5, Day 1, 2, 3, 4, OD; Unit 1, Week 6, Day 1, 2, 3, OD; Unit 1, Week 7, Day 1, 2; Unit 2, Week 1, Day 1, 2, 3, 4, OD; Unit 2, Week 3, Day 3, 4, OD; Unit 2, Week 4, Day 1, 2, OD; Unit 3, Week 1, Day 1, 2, 3, 4, OD; Unit 3, Week 2, Day 1, 2, 3, 4, OD; Unit 3, Week 3, Day 1, 2, 3, 4, OD; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 2, OD


W5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Being a Writer: Unit 1, Week 3, Day 3; Unit 1, Week 4, Day 3; Unit 1, Week 5, Day 3; Unit 1, Week 6, Day 1, 3, 4, OD; Unit 1, Week 7, Day 1, 2, 3, OD; Unit 2, Week 1, Day 1, 2, 3, 4, OD; Unit 2, Week 2, Day 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 2, Week 4, Day 1, 2, 3, 4; Unit 3, Week 1, Day 3, 4; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 3; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 3; Unit 4, Week 3, Day 2, 4; Unit 4, Week 4, Day 2, 3, 4; Unit 4, Week 5, Day 1, 2; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1; Unit 6, Week 1, Day 3, 4; Unit 6, Week 2, Day 3, 4; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3, 4

W6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


Being a Writer: Unit 1, Week 5, Day 4; Unit 3, Week 3, Day 1, 4; Unit 4, Week 1, Day 3; Unit 4, Week 5, Day 2; Unit 5, Week 1, Day 4; Unit 5, Week 2, Day 3; Unit 6, Week 3, Day 3; Unit 7, Week 2, Day 3; Unit 7, Week 3, Day 3; Unit 8, Week 1, Day 1

Research to Build and Present KnowledgeW7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


Being a Writer: Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 3, 4

W8 Recall information from experiences or gather information from provided sources to answer a question.

Making Meaning: Unit 1, Week 3, Day 1; Unit 2, Week 4, Day 2; Unit 3, Week 4, Day 2; Unit 5, Week 1, Day 3; Unit 7, Week 2, Day 2; Unit 7, Week 3, Day 2; Unit 8, Week 2, Day 2; Unit 9, Week 2, Day 3; Unit 9, Week 3, Day 2; Unit 10, Week 1, Day 1

Being a Writer: Unit 4, Week 1, Day 2,3; Unit 4, Week 3, Day 2, 4; Unit 4, Week 4, Day 2



52 | Grade 2


Comprehension and CollaborationSL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Making Meaning: Unit 1, Week 1, Day 1, 2, 3; Unit 1, Week 2, Day 1, 2, 3; Unit 1 Week 3, Day 1, 2, 3; Unit 2, Week 1, Day 1, 2, 3; Unit 2, Week 2, Day 1, 2, 3; Unit 2, Week 3, Day 1, 2, 3; Unit 2, Week 4, Day 1, 2, 3; Unit 3, Week 1, Day 1, 2, 3; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3; Unit 9, Week 3, Day 1, 2, 3; Unit 9, Week 4, Day 1, 2, 3; Unit 10, Week 1, Day 1, 2, 3; ML1; ML4; ML5; ML6; ML7


Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, OD; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 1, Week 3, Day 1, 2, 3, 4, OD; Unit 1, Week 4, Day 1, 2, 3, 4, OD; Unit 1, Week 5, Day 1, 2, 3, 4; Unit 1, Week 6, Day 1, 2, 3, 4, OD; Unit 1, Week 7, Day 1, 2, 3, 4, OD; Unit 2, Week 1, Day 1, 2, 3, 4, OD; Unit 2, Week 2, Day 1, 2, 3, 4, OD; Unit 2, Week 3, Day 1, 2, 3, 4, OD; Unit 2, Week 4, Day 1, 2, 3, 4, OD; Unit 3, Week 1, Day 1, 2, 3, 4, OD; Unit 3, Week 2, Day 1, 2, 3, 4, OD; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3 ,Week 4, Day 1, 2, 3, 4, OD; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4, OD; Unit 4, Week 3, Day 1, 2, 3, 4, OD; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 4, Week 5, Day 1, 2, 3, 4, OD; Unit 5, Week 1, Day 1, 2, 3, 4, OD; Unit 5, Week 2, Day 1, 2, 3, 4, OD; Unit 5, Week 3, Day 1, 2, 3, 4, OD; Unit 6, Week 1, Day 1, 2, 3, 4, OD; Unit 6, Week 2, Day 1, 2, 3, 4, OD; Unit 6, Week 3, Day 1, 2, 3, 4, OD; Unit 7, Week 1, Day 1, 2, 3, 4, OD; Unit 7, Week 2, Day 1 , 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4, OD; Unit 8, Week 1, Day 1, 2, 3, 4, OD

Skill Practice Teaching Guide/Student Skill Practice Book: Lessons 1–30

Being a Reader:Word Study: Week 1, Day 1, 2, 3, 4; Week 2, Day 1, 2, 3, 4; Week 3, Day 1, 2, 3, 4; Week 4, Day 1, 2, 3, 4; Week 5, Day 1, 2, 3, 4; Week 6, Day 1, 2, 3, 4; Week 7, Day 1, 2, 3, 4; Week 8, Day 1, 2, 3, 4; Week 9, Day 1, 2, 3, 4; Week 10, Day 1, 2, 3, 4; Week 11, Day 1, 2, 3, 4; Week 12, Day 1, 2, 3, 4; Week 13, Day 1, 2, 3, 4; Week 14, Day 1, 2, 3, 4; Week 15, Day 1, 2, 3, 4; Week 16, Day 1, 2, 3, 4; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 21, Day 1, 2, 3, 4; Week 22, Day 1, 2, 3, 4; Week 23, Day 1, 2, 4; Week 24, Day 1, 2, 3, 4; Week 25, Day 1, 2, 3; Week 26, Day 1, 2, 3, 4; Week 27, Day 1, 4; Week 28, Day 2, 3, 4; Week 29, Day 2, 3, 4; Week 30, Day 1, 2, 3, 4

Independent Work: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4 Day 1, 2, 3, 4, 5

Being a Reader:Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2, 3; Ball Games, Day 1, 2, 3

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate and Cocoa, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 3; Leon and Bob, Day 1, 2

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 3; Poetry, Day 1, 2; Koalas, Day 2, 3; Jamaica’s Find, Day 1, 2, 3

Set 9: Not Norman, Day 1, 2, 3; Penguins, Day 1, 2, 3; Happy Like Soccer, Day 2, 3; Golden Gate Bridge, Day 1, 2, 3; Gravity, Day 1, 2, 3; Earth, Day 1, 2, 3; Upstairs Mouse, Downstairs Mole, Day 1, 2, 3; Only One Year, Day 1, 2, 3, 4, 5

Set 10: Bink & Gollie, Day 1, 2, 3, 4, 5, 6; To Be an Artist, Day 1, 2, 3; Poetry, Day 1, 2, 3; I Love Guinea Pigs, Day 1, 2, 3; The Beckoning Cat, Day 1, 2, 3; Helen Keller, Day 1, 2, 3, 4, 5, 6

Set 11: The Tree Lady, Day 1, 2, 3; My Name Is María Isabel, Day 1, 2, 3, 4, 5, 6; Ice Bear, Day 1, 2, 3; Poetry, Day 1, 2, 3; The Key Collection, Day 1, 2, 3, 4, 5, 6; The Babe & I, Day 1, 2, 3

Set 12: Shark Lady, Day 1, 2, 3, 4, 5, 6; Bee, Day 1, 2, 3, 4, 5; Pop’s Bridge/Fly Away Home, Day 1, 2, 3, 4, 5, 6; Family Reminders, Day 1, 2, 3, 4, 5, 6, 7, 8, 9


SL1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Making Meaning: Unit 1, Week 2, Day 1, 2; Unit 1 Week 3, Day 1, 2, 3; Unit 2, Week 1, Day 1, 2, 3; Unit 2, Week 2, Day 1, 2, 3; Unit 2, Week 3, Day 1, 2, 3; Unit 2, Week 4, Day 1, 2, 3; Unit 3, Week 1, Day 1, 2, 3; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3; Unit 9, Week 3, Day 1, 2, 3; Unit 9, Week 4, Day 1, 2, 3; Unit 10, Week 1, Day 1, 2, 3; ML1; ML4; ML5; ML6; ML7


Being a Writer: Unit 1, Week 2, Day 2, 3, 4; Unit 1, Week 3, Day 1, 4, OD; Unit 1, Week 4, Day 1, 2, 3, 4, OD; Unit 1, Week 5, Day 1, 2, 3, 4; Unit 1, Week 6, Day 1, 4, OD; Unit 1, Week 7, Day 1, 3, 4, OD: Unit 2, Week 1, Day 1, 2, 3, 4, OD; Unit 2, Week 2, Day 1, 2, 3, 4, OD; Unit 2, Week 3, Day 1, 2, 3, 4, OD; Unit 2, Week 4, Day 1, 2, 3, 4, OD; Unit 3, Week 1, Day 1, 2, 3, 4, OD; Unit 3, Week 2, Day 1, 2, 3, 4, OD; Unit 3, Week 3, Day 1, 2, 4; Unit 3, Week 4, Day 3, 4, OD; Unit 4, Week 1, Day 1, 2, 3, 4, OD; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4, OD; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 4, Week 5, Day 1, 2, 4, OD; Unit 5, Week 1, Day 1, 4, OD; Unit 5, Week 2, Day 2, 4; Unit 5, Week 3, Day 1, 4, OD; Unit 6, Week 1, Day 1, 2, 3, 4, OD; Unit 6, Week 2, Day 1, 4, OD; Unit 6, Week 3, Day 1, 2, 3, OD; Unit 7, Week 1, Day 1, 2, 3, 4, OD; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1; Unit 8, Week 1, Day 1, 2, 3, 4

Skill Practice Teaching Guide/Student Skill Practice Book: Lessons 2, 4, 5, 7, 14, 15, 17, 21, 22, 23, 25, 30

Being a Reader:Word Study: Week 1, Day 2, 3, 4; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2, 4; Week 5, Day 1, 2, 3, 4; Week 7, Day 1, 2, 3; Week 8, Day 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 3; Week 13, Day 2, 3; Week 14, Day 1, 2, 3; Week 15, Day 1, 3, 4; Week 16, Day 1; Week 17, Day 2, 3; Week 18, Day 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 22, Day 2, 3; Week 23, Day 2, 3; Week 24, Day 1, 3, 4; Week 25, Day 2, 3, 4; Week 26, Day 3, 4; Week 27, Day 2, 3; Week 28, Day 3; Week 29, Day 2, 3; Week 30, Day 2, 3, 4

Independent Work: Week 1, Day 3, 4, 5; Week 2, Day 1, 2, 4, 5; Week 3, Day 1, 2, 4, 5; Week 4, Day 1, 3, 4

Being a Reader:Set 6: Sunny Days, Starry Nights, Day 2; New School, Day 2; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1; Ball Games, Day 1, 3

Set 7: Chameleon!, Day 2; Cowgirl Kate and Cocoa, Day 2, 5; Jellyfish, Day 1, 3; Elephant, Day 2, 3; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 5; Lightning, Day 1, 3; The Polar Bear Son, Day 2; Ruby Bridges, Day 1, 2, 3; Poetry, Day 1, 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

Set 9: Not Norman, Day 1, 2; Penguins, Day 1, 2, 3; Happy Like Soccer, Day 1, 2, 3; Golden Gate Bridge, Day 1, 2; Gravity, Day 2, 3; Earth, Day 1, 2, 3; Upstairs Mouse, Downstairs Mole, Day 1, 2, 3; Only One Year, Day 1, 2, 3, 5, 6

Set 10: Bink & Gollie, Day 1, 2, 3, 4; To Be an Artist, Day 1, 3; Poetry, Day 1, 2, 3; I Love Guinea Pigs, Day 2, 3; The Beckoning Cat, Day 1, 2, 3; Helen Keller, Day 1, 2, 3

Set 11: The Tree Lady, Day 1, 2, 3; My Name Is María Isabel, Day 1, 2, 3, 4, 5, 6; Ice Bear, Day 1, 2, 3; Poetry, Day 1; The Key Collection, Day 2, 3, 4, 5, 6; The Babe & I, Day 1

Set 12: Shark Lady, Day 1, 2, 3, 4, 5, 6; Bee, Day 1, 2, 3, 4, 5, 6; Pop’s Bridge/Fly Away Home, Day 1, 2, 3, 6; Family Reminders, Day 1, 2, 3, 4, 5, 6, 7, 8, 9

54 | Grade 2

SL1.b Build on others’ talk in conversations by linking their comments to the remarks of others.

Making Meaning: Unit 4, Week 1, Day 1,2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2; Unit 5, Week 1, Day 2, 3; Unit 5, Week 2, Day 2; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 2; Unit 7, Week 1, Day 1; Unit 7, Unit 2, Day 1; Unit 7, Week 3, Day 2; Unit 8, Week 1 Day 1, 3; Unit 8, Week 2, Day 2; Unit 8, Week 3, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2; Unit 9, Week 2, Day 1, 2, 3; Unit 9, Week 3, Day 3; ML6

Being a Writer: Unit 4, Week 1, Day 2, 3, 4; Unit 4, Week 2, Day 3, 4; Unit 4, Week 3, Day 1, 3, 4; Unit 4, Week 4, Day 1, 3; Unit 4, Week 5, Day 1, 2; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2, 4; Unit 5, Week 3, Day 1, 4; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 2, 3; Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 2; Unit 7, Week 2, Day 2, 3, 4; Unit 7, Week 3, Day 2, 3; Unit 8, Week 1, Day 3

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 1, Lesson 3; Lesson 4; Lesson 5; Lesson 10; Lesson 17; Lesson 18, Lesson 22; Lesson 29

SL1.c Ask for clarification and further explanation as needed about the topics and texts under discussion.


SL2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Making Meaning: Unit 1, Week 1, Day 1, 2, 3; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1; Unit 2, Week 1, Day 2, 3; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 2, Week 4, Day 1, 2; Unit 3, Week 1, Day 1, 2, 3; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 2; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2; Unit 8, Week 1, Day 1, 3; Unit 8, Week 2, Day 1, 2; Unit 8, Week 3, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3; Unit 9, Week 3, Day 1, 2, 3; Unit 9, Week 4, Day 1, 2, 3; Unit 10, Week 1, Day 1; ML3; ML4; ML5; ML6; ML7

Vocabulary Teaching Guide: Week 1, Day 2; Week 2, Day 1; Week 4, Day 2; Week 5, Day 1, 2; Week 8, Day 2; Week 9, Day 1; Week 14, Day 2; Week 15, Day 1, 2; Week 17, Day 1, 2

Being a Writer: Unit 1, Week 1, Day 3; Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 1, 3; Unit 1, Week 4, Day 1, 3; Unit 1, Week 5, Day 1, 2, 3; Unit 1, Week 6, Day 1, 3; Unit 2, Week 2, Day 1; Unit 2, Week 3, Day 1, 2, 3, OD; Unit 2, Week 4, Day 1; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 4; Unit 5, Week 1, Day 1, 4; Unit 5, Week 2, Day 2, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1; Unit 6, Week 3, Day 1, 2; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 3; Unit 8, Week 1, Day 3

Being a Reader:Word Study: Week 1, Day 1; Week 11, Day 1; Week 30, Day 1

Being a Reader:Set 7: Jellyfish, Day 1; Elephant, Day 1, 2; What’s It Like to Be an Ant?, Day 1; Leon and Bob, Day 1, 3

Set 8: Lightning, Day 1; The Polar Bear Son, Day 1; Ruby Bridges, Day 1; Poetry, Day 1

Set 9: Not Norman, Day 2; Happy Like Soccer, Day 3; Golden Gate Bridge, Day 2; Gravity, Day 3; Only One Year, Day 5

Set 10: Bink & Gollie, Day 1, 4; To Be an Artist, Day 1, 2; Poetry, Day 1, 2; I Love Guinea Pigs, Day 1, 2, 3

Set 11: The Tree Lady, Day 1, 3; Ice Bear, Day 3; Poetry, Day 1, 2

Set 12: Shark Lady, Day 2; Pop’s Bridge/Fly Away Home, Day 1, 4; Family Reminders, Day 1, 9

SL3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Making Meaning: Unit 1, Week 2, Day 2; Unit 2, Week 3, Day 3; Unit 2, Week 4, Day 3; Unit 7, Week 2, Day 2; Unit 7, Week 3, Day 1, 2; Unit 10, Week 1, Day 3

Being a Writer: Unit 1, Week 1, Day 4, OD; Unit 1, Week 2, OD; Unit 2, Week 2, Day 3; Unit 2, Week 3, Day 2, 4; Unit 2, Week 4, Day 2; Unit 3, Week 2, Day 3; Unit 3, Week 3, Day 1, 4; Unit 3, Week 4, Day 3, 4, OD; Unit 4, Week 3, Day 4; Unit 4, Week 4, Day 2, 3; Unit 4, Week 5, Day 4, OD; Unit 5, Week 1, Day 2; Unit 6, Week 3, Day 4, OD; Unit 7, Week 3, Day 1, 3, 4; Unit 8, Week 1, Day 2, 5


Presentation of Knowledge and IdeasSL4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Making Meaning Vocabulary: Week 2, Day 2; Week 4, Day 2; Week 5, Day 1; Week 6, Day 2; Week 7, Day 2; Week 11, Day 1; Week 12, Day 1; Week 13, Day 1; Week 14, Day 1, 3; Week 16, Day 3; Week 17, Day 2; Week 18, Day 1; Week 19, Day 1; Week 20, Day 2; Week 22, Day 3; Week 25, Day 1, 3; Week 26, Day 1; Week 28, Day 1; Week 29, Day 2; Week 30, Day 2

Being a Writer: Unit 1, Week 1, Day 4, OD; Unit 1, Week 7, Day 3, 4, OD; Unit 2, Week 2, Day 3, 4; Unit 2, Week 4, Day 3, 4; Unit 3, Week 4, Day 3, 4, OD; Unit 4, Week 5, Day 4, OD; Unit 5, Week 3, Day 3, 4, OD; Unit 8, Week 1, Day 1, 2, OD

Being a Reader:Set 6: Ball Games, Day 1

Set 7: Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 2, 3; Iris and Walter, Day 1, 2, 3

Set 8: The Polar Bear Son, Day 2; Poetry, Day 1, 3

Set 10: Bink & Gollie, Day 1, 2; To Be an Artist, Day 1, 2, 3; Poetry, Day 2

Set 11: The Tree Lady, Day 3; My Name Is María Isabel, Day 1, 2, 3, 4, 6; Poetry, Day 1; The Babe & I, Day 3

Set 12: Bee, Day 1

SL5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.


Being a Reader:Set 6: Sunny Days, Starry Nights, Day 3; The Silver Coins, Day 3

Set 7: Cowgirl Kate and Cocoa, Day 6

SL6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)

Making Meaning: Unit 1, Week 1, Day 1, 2, 3; Unit 1, Week 2, Day 1, 2; Unit 2, Week 1, Day 2, 3; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 2, Week 4, Day 1, 2; Unit 3, Week 1, Day 3; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 2, 3; Unit 3, Week 4, Day 2, 3; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 2; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 8, Week 1 Day 1, 2; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2; Unit 9, Week 2, Day 1, 2, 3; Unit 9, Week 3, Day 1, 2, 3; Unit 9, Week 4, Day 1, 2, 3; Unit 10, Week 1, Day 1, 2, 3; ML1; ML2; ML3; ML4; ML5; ML6


Being a Writer: Unit 1, Week 1, Day 1; Unit 1, Week 2, Day 2; Unit 1, Week 3, Day 2, 4, OD; Unit 1, Week 4, Day 4, OD; Unit 1, Week 5, Day 1, 2, 3, 4; Unit 1, Week 6, Day 1, 2, 3, 4; Unit 1, Week 7, Day 1, 2, 3, 4, OD; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 2, 3, 4; Unit 2, Week 3, Day 2, 3, 4, OD; Unit 2, Week 4, Day 2, 3, 4; Unit 3, Week 1, Day 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 4; Unit 3, Week 4, Day 3, 4, OD; Unit 4, Week 1, Day 2, 3; Unit 4, Week 2, Day 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3; Unit 4, Week 5, OD; Unit 5, Week 1, Day 1, 3, 4; Unit 5, Week 2, Day 4; Unit 5, Week 3, Day 1, 2, 3, 4, OD; Unit 6, Week 1, Day 1, 2; Unit 6, Week 3, Day 1; Unit 7, Week 1, Day 3, 4; Unit 7, Week 2, Day 2, 3, 4; Unit 7, Week 3, Day 1, 3, 4, OD; Unit 8, Week 1, Day 1, 2, 3, OD

Skill Practice Teaching Guide/Student Skill Practice Book: Lessons 1–15, 17–30

56 | Grade 2

Being a Reader:Word Study: Week 1, Day 1, 2, 3, 4; Week 2, Day 1, 2, 3, 4; Week 3, Day 1, 2, 3, 4; Week 4, Day 1, 2, 3, 4; Week 5, Day 1, 2, 3, 4; Week 6, Day 1, 2, 3, 4; Week 7, Day 1, 2, 3, 4; Week 8, Day 1, 2, 3, 4; Week 9, Day 1, 2, 3, 4; Week 10, Day 1, 2, 3, 4; Week 11, Day 1, 2, 3, 4; Week 12, Day 1, 2, 3, 4; Week 13, Day 1, 2, 3, 4; Week 14, Day 1, 2, 3, 4; Week 15, Day 1, 2, 3, 4; Week 16, Day 1, 2, 3, 4; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 21, Day 1, 2, 3, 4; Week 22, Day 1, 2, 3, 4; Week 23, Day 1, 2, 4; Week 24, Day 1, 2, 3, 4; Week 25, Day 1, 2, 3; Week 26, Day 1, 2, 3, 4; Week 27, Day 1, 4; Week 28, Day 2, 3, 4; Week 29, Day 2, 3, 4: Week 30, Day 1, 2, 3, 4

Independent Work: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4 Day 1, 2, 3, 4, 5

Being a Reader:Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2, 3; Ball Games, Day 1, 2, 3

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate and Cocoa, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 3; Leon and Bob, Day 1, 2

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 3; Poetry, Day 1, 2; Koalas, Day 2, 3; Jamaica’s Find, Day 1, 2, 3

Set 9: Not Norman, Day 1, 2, 3; Penguins, Day 1, 2, 3; Happy Like Soccer, Day 2, 3; Golden Gate Bridge, Day 1, 2, 3; Gravity, Day 1, 2, 3; Earth, Day 1, 2, 3; Upstairs Mouse, Downstairs Mole, Day 1, 2, 3; Only One Year, Day 1, 2, 3, 4, 5

Set 10: Bink & Gollie, Day 1, 2, 3, 4, 5, 6; To Be an Artist, Day 1, 2, 3; Poetry, Day 1, 2, 3; I Love Guinea Pigs, Day 1, 2, 3; The Beckoning Cat, Day 1, 2, 3; Helen Keller, Day 1, 2, 3, 4, 5, 6

Set 11: The Tree Lady, Day 1, 2, 3; My Name Is María Isabel, Day 1, 2, 3, 4, 5, 6; Ice Bear, Day 1, 2, 3; Poetry, Day 1, 2, 3; The Key Collection, Day 1, 2, 3, 4, 5, 6; The Babe & I, Day 1, 2, 3

Set 12: Shark Lady, Day 1, 2, 3, 4, 5, 6; Bee, Day 1, 2, 3, 4, 5; Pop’s Bridge/Fly Away Home, Day 1, 2, 3, 4, 5, 6; Family Reminders, Day 1, 2, 3, 4, 5, 6, 7, 8, 9




Being a Writer: Unit 1, Week 2, Day 2; Unit 1, Week 5, Day 1, 2, 3; Unit 1, Week 6, Day 1; Unit 3, Week 1, Day 2; Unit 3, Week 3, Day 2; Unit 6, Week 2, Day 1; Unit 7, Week 1, Day 3

Skill Practice Teaching Guide/Student Skill Practice Book: Lessons 1-30

L1.a Use collective nouns (e.g., group). Being a Writer: Unit 3, Week 1, Day 2


L1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).


L1.c Use reflexive pronouns (e.g., myself, ourselves).


L1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).


L1.e Use adjectives and adverbs, and choose between them depending on what is to be modified.



Being a Reader:Word Study: Week 15, Day 2, 3


L1.f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Being a Writer: Unit 1, Week 2, Day 2; Unit 1, Week 5, Day 1, 2, 3; Unit 1, Week 6, Day 1

Skill Practice Teaching Guide/Student Skill Practice Book: Lessons 1–30


Being a Writer: Unit 1, Week 3, Day 2; Unit 1, Week 4, Day 2. 3; Unit 1, Week 5, Day 1, 2, 3, 4; Unit 1, Week 6; Day 1, 2, 3, 4, OD; Unit 1, Week 7, Day 1, 2, 4, OD; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 2, Week 4, Day 1, 2; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 4; Unit 3, Week 4, Day 1, 3, OD; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 3; Unit 4, Week 4, Day 3; Unit 4, Week 5, Day 1, 2, OD; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, OD; Unit 6, Week 3, Day 3, OD; Unit 7, Week 3, Day 2, 4, OD; Unit 8, Week 1, OD

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 10; Lesson 11; Lesson 26; Lesson 27, Lesson 28, Lesson 30

L2.a Capitalize holidays, product names, and geographic names.


L2.b Use commas in greetings and closings of letters.

Being a Writer: Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2


L2.c Use an apostrophe to form contractions and frequently occurring possessives.



Being a Reader:Word Study: Week 29, Day 1, 4

58 | Grade 2

L2.d Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).

Being a Writer: Unit 1, Week 4, Day 2, 3; Unit 1, Week 5, Day 2,3; Unit 1, Week 6, Day 1, 2, 3, 4, OD; Unit 1, Week 7, Day 1, 2, 4, OD; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2, 3; Unit 2, Week 4, Day 1; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 4

Student Writing Handbook: Unit 3, Week 3, Day 4; Unit 4 Week 5, Day 1; Unit 5, Week 3, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 2

Being a Reader:Word Study: Week 2, Day 3; Week 5, Day 1; Week 6, Day 2, 3, 4; Week 7, Day 3, 4; Week 8, Day 3, 4; Week 9, Day 2, 4; Week 10, Day 1, 4; Week 11, Day 4; Week 12, Day 4: Week 13, Day 1, 4; Week 14, Day 1, 2, 4; Seek 15, Day 1, 4; Week 16, Day 1, 4; Week 17, Day 1, 4; Week 18, Day 1, 4; Week 19, Day 1, 4; Week 20, Day 1, 4; Week 21, Day 1, 4; Week 22, Day 1, 4; Week 23, Day 1, 4


L2.e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Being a Writer: Unit 1, Week 6, Day 1, 2, 3, 4, OD; Unit 1, Week 7, Day 1, 2, 4, OD; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 2, Week 4, Day 1, 2; Unit 3, Week 3, Day 4; Unit 3, Week 4, Day 5; Unit 4, Week 1, Day 4; Unit 4, Week 5, Day 1; Unit 5, Week 3, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 2

Student Writing Handbook: Unit 3, Week 3, Day 4; Unit 4, Week 5, Day 1; Unit 5, Week 3, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 2

Being a Reader:Word Study: Week 25, Day 1; Week 26, Day 1; Week 27, Day 1; Week 28, Day 1; Week 29, Day 1

Knowledge of LanguageL3 Use knowledge of language and its con-ventions when writing, speaking, reading, or listening.

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 23

L3.a Compare formal and informal uses of English.

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 23


Vocabulary Acquisition and UseL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Vocabulary Teaching Guide: Week 2, Day 1; Week 3, Day 2; Week 4, Day 1; Week 5, Day 2; Week 6, Day 1; Week 7, Day 1, 2; Week 8, Day 1, 2; Week 9, Day 1; Week 11, Day 1; Week 12, Day 1, 2; Week 13, Day 1; Week 14, Day 2; Week 16, Day 1, 2; Week 18, Day 1, 2; Week 19, Day 1; Week 20, Day 1; Week 21, Day 2; Week 22, Day 1; Week 23, Day 2; Week 24, Day 2; Week 25, Day 2; Week 26, Day 1; Week 27, Day 1; Week 29, Day 2; Week 30, Day 1


Being a Reader:Set 10: To Be an Artist, Day 3


Vocabulary Teaching Guide: Week 2, Day 1; Week 6, Day 1; Week 12, Day 1; Week 13, Day 1; Week 14, Day 2; Week 16, Day 1; Week 21, Day 2; Week 22, Day 1; Week 23, Day 2; Week 25, Day 2; Week 26, Day 1; Week 27, Day 1; Week 29, Day 2


Being a Reader:Word Study: Week 18, Day 2


Set 8: The Polar Bear Son, Day 2

Set 9: Not Norman, Day 1; Happy Like Soccer, Day 1

Set 10: Poetry, Day 1; I Love Guinea Pigs, Day 2, 3

Set 11: Ice Bear, Day 1; Poetry, Day 1

Set 12: Pop’s Bridge/Fly Away Home, Day 4; Family Reminders, Day 1, 2, 3, 7

L4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Vocabulary Teaching Guide: Week 7, Day 2; Week 8, Day 2; Week 9, Day 1; Week 18, Day 2; Week 23, Day 2; Week 24, Day 2; Week 30, Day 1

Being a Reader:Word Study: Week 15, Day 3; Week 16, Day 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2; Week 19, Day 1, 2; Week 20, Day 1, 2; Week 21, Day 1, 2; Week 24, Day 2, 3; Week 26, Day 2; Week 28, Day 2; Week 29, Day 2

L4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Vocabulary Teaching Guide: Week 2, Day 1; Week 4, Day 1; Week 5, Day 2; Week 7, Day 1, 2; Week 8, Day 2; Week 9, Day 1; Week 12, Day 2; Week 18, Day 2; Week 19, Day 1; Week 23, Day 2; Week 24, Day 2; Week 26, Day 1; Week 29, Day 2

L4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Vocabulary Teaching Guide: Week 3, Day 2; Week 11, Day 1; Week 20, Day 1



Set 8: Lightning, Day 3

L4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.



Being a Reader: Set 6: Sailboats, Day 1, 2, 3

Set 7: Jellyfish, Day 1; Elephant, Day 1, 2; What’s It Like to Be an Ant?, Day 1


Set 9: Golden Gate Bridge, Day 1, Gravity, Day 1; Earth, Day 1

Set 11: The Key Collection, Day 1

Set 12: Bee, Day 1, 2

60 | Grade 2

L5 Demonstrate understanding of word relationships and nuances in word meanings.


L5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).


L5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Vocabulary Teaching Guide: Week 5, Day 1; Week 13, Day 2; Week 15, Day 1; Week 16, Day 1; Week 17, Day 2; Week 20, Day 1; Week 22, Day 2; Week 28, Day 2; Week 30, Day 2

L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).


Being a Writer: Unit 1, Week 3, Day 3; Unit 1, Week 4, Day 3; Unit 1, Week 6, Day 3; Unit 2, Week 1, Day 2; Unit 4, Week 4, Day 4; Unit 6, Week 2, Day 1, 2, 3, 4, OD; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 3

Being a Reader:Set 6: The Silver Coins, Day 1

Set 7: Puffin Peter, Day 1, 2, 3; Iris and Walter, Day 2; What’s It Like to Be an Ant?, Day 1

Set 8: Ruby Bridges, Day 1

Set 9: Only One Year, Day 1, 2, 3, 6

Set 10: To Be an Artist, Day 3

Set 11: My Name Is María Isabel, Day 1, 2, 3, 4

Grade 3



Key Ideas and DetailsRL1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Making Meaning: Unit 1, Week 1, Day 1, 2, 3, 4; Unit 1, Week 2, Day 1, 2, 3; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 3, Week 5, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4; Unit 9, Week 1, Day 4

Vocabulary Teaching Guide: Week 4, Day 3; Week 5, Day 1, 3; Week 7, Day 3; Week 8, Day 3; Week 9, Day 1, 3; Week 10, Day 1, 3; Week 27, Day 1; Week 28, Day 1; Week 29, Day 1

Reading Assessment Preparation Guide: Passage 4; Passage 5

Being a Writer: Unit 1, Week 1, Day 1, 2, 4, 5; Unit 1, Week 2, Day 2; Unit 1, Week 3, Day 3, 4, 5; Unit 2, Week 1, Day 4; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 4; Unit 4, Week 5, Day 1, 3, 4; Unit 4, Week 6, Day 1; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2

RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Making Meaning: Unit 1, Week 1, Day 1, 3; Unit 1, Week 2, Day 1; Unit 2, Week 2, Day 1, 3; Unit 3, Week 1, Day 1; Unit 3, Week 2, Day 1; Unit 3, Week 3, Day 1, 4; Unit 3, Week 4, Day 1, 2, 3; Unit 3, Week 5, Day 1, 2, 3; Unit 4, Week 1, Day 1, 3; Unit 4, Week 2, Day 1, 3; Unit 4, Week 3, Day 1; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4; Unit 9, Week 1, Day 4

Reading Assessment Preparation Guide: Passage 4

Being a Writer: Unit 1, Week 1, Day 4; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 2, 3; Unit 4, Week 3, Day 2, 3

RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 2; Unit 2, Week 2, Day 1, 2; Unit 3, Week 1, Day 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 3, Week 5, Day 1, 2, 4; Unit 4, Week 1, Day 2, 3, 4; Unit 4, Week 2, Day 1, 3; Unit 4, Week 4, Day 3; Unit 8, Week 4, Day 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4

Vocabulary Teaching Guide: Week 4, Day 3; Week 5, Day 3; Week 7, Day 3; Week 9, Day 3; Week 10, Day 1; Week 27, Day 1; Week 29, Day 1


Being a Writer: Unit 1, Week 1, Day 1, 2, 5; Unit 4, Week 1, Day 1, 3; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1; Unit 8, Week 1, Day 1

Craft and StructureRL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.


Vocabulary Teaching Guide: Week 2, Day 3; Week 4, Day 1; Week 6, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1, 3; Week 12, Day 3; Week 14, Day 3; Week 15, Day 3; Week 29, Day 1, 3



RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.


RL6 Distinguish their own point of view from that of the narrator or those of the characters.


Grade 3

62 | Grade 3

Integration of Knowledge and IdeasRL7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Making Meaning: Unit 1, Week 1, Day 1, 2, 4; Unit 1, Week 2, Day 2; Unit 3, Week 1, Day 3


RL9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).


Range of Reading and Level of Text ComplexityRL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Making Meaning: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 3, Week 5, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3, 4; ML2; ML3; ML4; ML6




Key Ideas and DetailsRI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Making Meaning: Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4

Vocabulary Teaching Guide: Week 17, Day 4; Week 18, Day 3; Week 22, Day 1, 2; Week 24, Day 1; Week 25, Day 1

Reading Assessment Preparation Guide: Day 1; Day 3; Day 4; Passage 1; Passage 2; Passage 3

Being a Writer: Unit 1, Week 1, Day 3; Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 1; Unit 2, Week 1, Day 1, 4; Unit 4, Week 4, Day 1; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 5, Day 2, 3; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2; Unit 7, Week 1, Day 1, 2, 3, 5; Unit 7, Week 2, Day 1, 2, 3, 5; Unit 9, Week 1, Day 4

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 1, 2; Narrative Writing, Day 1, 2; Opinion Writing, Day 1,2

RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Making Meaning: Unit 6, Week 2, Day 4; Unit 6, Week 3, Day 1; Unit 6, Week 4, Day 3; Unit 7, Week 1, Day 3; Unit 7, Week 2, Day 1, 3, 4; Unit 7, Week 3, Day 2, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4

Reading Assessment Preparation Guide: Day 3; Passage 2; Passage 3

Being a Writer: Unit 7, Week 1, Day 1, 2, 3, 5; Unit 7, Week 2, Day 1, 2

RI3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.



Craft and StructureRI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.


Reading Assessment Preparation Guide: Day 3; Passage 2


RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Making Meaning: Unit 6, Week 1, Day 1, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1


RI6 Distinguish their own point of view from that of the author of a text.

Making Meaning: Unit 8, Week 1, Day 1, 4


Integration of Knowledge and IdeasRI7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Making Meaning: Unit 6, Week 2, Day 1, 2; Unit 6, Week 3, Day 1, 4; Unit 6, Week 4, Day 2, 4


Being a Writer: Unit 5, Week 2, Day 2; Unit 5, Week 5, Day 1; Unit 6, Week 1, Day 3, 4

RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).



RI9 Compare and contrast the most important points and key details presented in two texts on the same topic.


Reading Assessment Preparation Guide: Day 3; Day 4; Passage 2


64 | Grade 3

Range of Reading and Level of Text ComplexityRI10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Making Meaning: Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3, 4; ML2; ML3; ML5


Being a Writer: Unit 5, Week 1, Day 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4


Making Meaning: Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3, 4; ML2; ML3; ML5


Being a Writer: Unit 5, Week 1, Day 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4




Making Meaning: ML6

RF3.a Identify and know the meaning of the most common prefixes and derivational suffixes.

RF3.b Decode words with common Latin suffixes.

Making Meaning: ML6

RF3.c Decode multisyllable words. Making Meaning: ML6

RF3.d Read grade-appropriate irregularly spelled words.


Making Meaning: Unit 1, Week 2, Day 3, 4; Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 3, Week 5, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3, 4; ML2; ML3; ML4; ML5; ML6

Reading Assessment Preparation Guide: Day 2; Day 3; Day 4; Passage 1; Passage 2; Passage 3; Passage 4; Passage 5


Making Meaning: Unit 1, Week 2, Day 3, 4; Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 3, Week 5, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3, 4; ML2; ML3; ML4; ML5; ML6


RF4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Making Meaning: Unit 2, Week 2, Day 3; Unit 4, Week 3, Day 3; Unit 8, Week 3, Day 1; Unit 8, Week 4, Day 4; ML4; ML5


Making Meaning: Unit 1, Week 2, Day 3, 4; Unit 2, Week 1, Day 1; Unit 3, Week 1, Day 1, 2; Unit 4, Week 1, Day 1; Unit 5, Week 1, Day 1; Unit 6, Week 1, Day 1; Unit 7, Week 1, Day 1; Unit 8, Week 1, Day 1; Unit 9, Week 1, Day 2; ML2

Reading Assessment Preparation Guide: Day 2; Day 3

66 | Grade 3


Text Type and PurposesW1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

Making Meaning: Unit 1, Week 1, Day 2; Unit 2, Week 3, Day 3; Unit 3, Week 1, Day 3; Unit 5, Week 3, Day 3; Unit 6, Week 1, Day 3; Unit 6, Week 4, Day 4; Unit 7, Week 3, Day 2; Unit 8, Week 1, Day 4; Unit 9, Week 1, Day 2

Being a Writer: Unit 1, Week 2, Day 4; Unit 3, Week 2, Day 1; Unit 4, Week 2, Day 3; Unit 4, Week 3, Day 3; Unit 5, Week 5, Day 4; Unit 6, Week 3, Day 4; Unit 7, Week 1, Day 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3; Unit 9, Week 1, Day 3

Writing Performance Task Preparation Guide: Opinion Writing, Day 4, 5

W1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.


Being a Writer: Unit 1, Week 2, Day 4; Unit 3, Week 2, Day 1; Unit 4, Week 2, Day 3; Unit 4, Week 3, Day 3; Unit 5, Week 5, Day 4; Unit 6, Week 3, Day 4; Unit 7, Week 1, Day 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3; Unit 9, Week 1, Day 3


W1.b Provide reasons that support the opinion.

Making Meaning: Unit 1, Week 1, Day 2; Unit 3, Week 3, Day 3; Unit 5, Week 3, Day 3; Unit 6, Week 4, Day 4; Unit 7, Week 3, Day 2; Unit 8, Week 1, Day 4; Unit 9, Week 1, Day 2

Being a Writer: Unit 1, Week 2, Day 4; Unit 3, Week 2, Day 1; Unit 4, Week 2, Day 3; Unit 4, Week 3, Day 3; Unit 5, Week 5, Day 4; Unit 6, Week 3, Day 4; Unit 7, Week 1, Day 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3; Unit 9, Week 1, Day 3


W1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Being a Writer: Unit 7, Week 2, Day 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5


W1.d Provide a concluding statement or section.

Being a Writer: Unit 1, Week 2, Day 4; Unit 3, Week 2, Day 1; Unit 4, Week 2, Day 3; Unit 4, Week 3, Day 3; Unit 5, Week 5, Day 4; Unit 7, Week 2, Day 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3


W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Making Meaning: Unit 3, Week 5, Day 2; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 3; Unit 5, Week 1, Day 3; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 4; Unit 8, Week 5, Day 4

Being a Writer: Unit 5, Week 3, Day 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 2, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 2

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 4, 5

W2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.


Being a Writer: Unit 5, Week 4, Day 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 2, 5; Unit 6, Week 2, Day 4



W2.b Develop the topic with facts, definitions, and details.


Being a Writer: Unit 5, Week 4, Day 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 4; Unit 6, Week 3, Day 1, 2, 3, 4, 5


W2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Being a Writer: Unit 5, Week 4, Day 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 2, 3, 4, 5


W2.d Provide a concluding statement or section.



W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Being a Writer: Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 4, Week 1, Day 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 4, 5; Unit 4, Week 6, Day 1, 3

Writing Performance Task Preparation Guide: Narrative Writing, Day 4, 5

W3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Being a Writer: Unit 3, Week 2, Day 1, 2, 5; Unit 3, Week 3, Day 1, 3, 4; Unit 4, Week 1, Day 3, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 4


W3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Being a Writer: Unit 3, Week 3, Day 3; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 4; Unit 4, Week 6, Day 1


W3.c Use temporal words and phrases to signal event order.

Being a Writer: Unit 3, Week 2, Day 5; Unit 3, Week 3, Day 1, 3; Unit 4, Week 4, Day 3, 4, 5; Unit 4, Week 5, Day 1

W3.d Provide a sense of closure. Being a Writer: Unit 3, Week 3, Day 5; Unit 4, Week 4, Day 4, 5; Unit 4, Week 5, Day 1, 4


Production and Distribution of WritingW4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Making Meaning: Unit 1, Week 1, Day 2; Unit 2, Week 3, Day 3; Unit 3, Week 1, Day 3; Unit 3, Week 5, Day 2; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 3; Unit 5, Week 1, Day 3; Unit 5, Week 3, Day 3; Unit 6, Week 1, Day 3; Unit 6, Week 3, Day 3; Unit 6, Week 4, Day 4; Unit 7, Week 3, Day 2, 4; Unit 8, Week 1, Day 4; Unit 8, Week 5, Day 4; Unit 9, Week 1, Day 2

Being a Writer: Unit 1, Week 2, Day 4; Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 3, 4, 5; Unit 4, Week 1, Day 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 4; Unit 4, Week 6, Day 1; Unit 5, Week 4, Day 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 5; Unit 6, Week 1, Day 2, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3, 5; Unit 9, Week 1, 2, 3

Skill Practice Teaching Guide: Lesson 24

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 4, 5; Narrative Writing, Day 4, 5; Opinion Writing, Day 4, 5

W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on pages 28 and 29.)

Being a Writer: Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 3, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 4, Week 1, Day 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 2, 5; Unit 6, Day 2, Week 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 3, 4, 5; Unit 7, Week 1, Day 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 8, Week 1, Day 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 1, 2, 3, 4, 5; Narrative Writing, Day 1, 2, 3, 4, 5; Opinion Writing, Day 1, 2, 3, 4, 5

W6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.


Being a Writer: Unit 2, Week 2, Day 4; Unit 3, Week 4, Day 1; Unit 4, Week 1, Day 2; Unit 4, Week 5, Day 5; Unit 5, Week 3, Day 5; Unit 5, Week 6, Day 1; Unit 9, Week 1, Day 2; TML7; TML8

68 | Grade 3

Research to Build and Present KnowledgeW7 Conduct short research projects that build knowledge about a topic.

Making Meaning: Unit 5, Week 3, Day 4; Unit 7, Week 2, Day 3; Unit 7, Week 3, Day 4; TML7

Being a Writer: Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 2; Unit 2, Week 1, Day 1; Unit 4, Week 1, Day 1, 3; Unit 4, Week 3, Day 2; Unit 4, Week 4, Day 1; Unit 5, Week 3, Day 2, 4, 5; Unit 5, Week 4, Day 1, 2; Unit 7, Week 2, Day 3; TML6

W8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


Being a Writer: Unit 5, Week 3, Day 4, 5; Unit 5, Week 4, Day 1, 2, 4, 5; Unit 7, Week 2, Day 3



Range of WritingW10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Making Meaning: Unit 1, Week 1, Day 2; Unit 1, Week 2, Day 4; Unit 2, Week 1, Day 4; Unit 2, Week 2, Day 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 3; Unit 3, Week 2, Day 4; Unit 3, Week 4, Day 3; Unit 3, Week 5, Day 2, 3; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 4; Unit 5, Week 1, Day 3, 4; Unit 5, Week 2, Day 3, 4; Unit 6, Week 1, Day 3, 4; Unit 6, Week 2, Day 4; Unit 6, Week 3, Day 3; Unit 6, Week 4, Day 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 2, 3, 4; Unit 8, Week 1, Day 4; Unit 8, Week 2, Day 2, 3, 4; Unit 8, Week 3, Day 2, 4; Unit 8, Week 5, Day 3, 4; Unit 9, Week 1, Day 1, 2, 4; TML7



Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 2, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 1, 2, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 4, 5; Unit 4, Week 6, Day 1, 2, 4, 5; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1; Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3; Day 1, 2, 3, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4; TML6




Speaking and Listening—Grade 3

Comprehension and CollaborationSL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Making Meaning: Unit 1, Week 1, Day 1, 2, 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 3, Week 5, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML3; ML4; ML5; ML6; TML1; TML2; TML3; TML4; TML5; TML6; TML7

Vocabulary Teaching Guide: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5; Week 5, Day 1, 2, 3, 4, 5; Week 6, Day 1, 2, 3, 4, 5; Week 7, Day 1, 2, 3, 4, 5; Week 8, Day 1, 2, 3, 4, 5; Week 9, Day 1, 2, 3, 4, 5; Week 10, Day 1, 2, 3, 4, 5; Week 11, Day 1, 2, 3, 4, 5; Week 12, Day 1, 2, 3, 4, 5; Week 13, Day 1, 2, 3, 4, 5; Week 14, Day 1, 2, 3, 4, 5; Week 15, Day 1, 2, 3, 4, 5; Week 16, Day 1, 2, 3, 4, 5; Week 17, Day 1, 2, 3, 4, 5; Week 18, Day 1, 2, 3, 4, 5; Week 19, Day 1, 2, 3, 4, 5; Week 20, Day 1, 2, 3, 4, 5; Week 21, Day 1, 2, 3, 4, 5; Week 22, Day 1, 2, 3, 4, 5; Week 23, Day 1, 2, 3, 4, 5; Week 24, Day 1, 2, 3, 4, 5; Week 25, Day 1, 2, 3, 4, 5; Week 26, Day 1, 2, 3, 4, 5; Week 27, Day 1, 2, 3, 4, 5; Week 28, Day 1, 2, 3, 4, 5; Week 29, Day 1, 2, 3, 4, 5; Week 30, Day 1, 2, 3, 4, 5

Reading Assessment Preparation Guide: Day 1; Day 2; Day 3; Day 4

Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 1, Day 1, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1, 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4, 5; TML1; TML2; TML3; TML4; TML5; TML6; TML7; TML8



SL1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.


Being a Writer: Unit 5, Week 1, Day 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 2, 4, 5; Unit 5, Week 4, Day 1, 3; Unit 7, Week 3, Day 4

Writing Performance Task Preparation Guide: Narrative Writing, Day 3; Opinion Writing, Day 1

70 | Grade 3

SL1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Making Meaning: Unit 1, Week 1, Day 2, 3, 4; Unit 1, Week 2, Day 1, 2, 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 3, Week 5, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 4; ML1; ML4; ML5; ML6; TML1; TML2; TML3; TML4; TML5; TML6; TML7

Vocabulary Teaching Guide: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5; Week 5, Day 1, 2, 3, 4, 5; Week 6, Day 1, 2, 3, 4, 5; Week 7, Day 1, 2, 3, 4, 5; Week 8, Day 1, 2, 3, 4, 5; Week 9, Day 1, 2, 3, 4, 5; Week 10, Day 1, 2, 3, 4, 5; Week 11, Day 1, 2, 3, 4; Week 12, Day 1, 2, 3, 4, 5; Week 13, Day 1, 2, 3, 4, 5; Week 14, Day 1, 2, 3, 4, 5; Week 15, Day 1, 2, 3, 4, 5; Week 16, Day 1, 2, 3, 4, 5; Week 17, Day 1, 2, 3, 4, 5; Week 18, Day 1, 2, 3, 4, 5; Week 19, Day 1, 2, 3, 4, 5; Week 20, Day 1, 2, 3, 4, 5; Week 21, Day 1, 2, 3, 4, 5; Week 22, Day 1, 2, 3, 4, 5; Week 23, Day 1, 2, 3, 4, 5; Week 24, Day 1, 2, 3, 4, 5; Week 25, Day 1, 2, 3, 4, 5; Week 26, Day 1, 2, 3, 4, 5; Week 27, Day 1, 2, 3, 4, 5; Week 28, Day 1, 2, 3, 4, 5; Week 29, Day 1, 2, 3, 4, 5; Week 30, Day 1, 2, 3, 4, 5


Being a Writer: Unit 1, Week 1, Day 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4; Unit 2, Week 1, Day 1, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 5; Unit 4, Week 3, Day 1, 2, 3, 5; Unit 4, Week 4, Day 4, 5; Unit 4, Week 5, Day 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 5; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1, 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 4; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4; TML1; TML2; TML3; TML4; TML5; TML6; TML8



SL1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Making Meaning: Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 3, Week 5, Day 1, 2; Unit 4, Week 1, Day 2, 4; Unit 4, Week 2, Day 2, 3; Unit 4, Week 3, Day 2, 3; Unit 4, Week 4, Day 2, 3; Unit 5, Week 1, Day 2; Unit 6, Week 1, Day 2; Unit 6, Week 2, Day 1; Unit 6, Week 3, Day 1, 2, 3; Unit 6, Week 4, Day 2, 3, 4; Unit 7, Week 1, Day 3; Unit 7, Week 2, Day 2; Unit 7, Week 3, Day 4; Unit 8, Week 1, Day 4; Unit 8, Week 2, Day 1, 3, 4; Unit 8, Week 3, Day 1, 2, 4; Unit 8, Week 4, Day 1, 2, 3; Unit 8, Week 5, Day 3; Unit 9, Week 1, Day 1, 3, 4; ML4; ML5; TML5


Reading Assessment Preparation Guide: Day 1; Day 2; Day 4

Being a Writer: Unit 1, Week 2, Day 3; Unit 1, Week 3, Day 1, 2, 3, 5; Unit 2, Week 1, Day 1, 4; Unit 2, Week 2, Day 5; Unit 3, Week 1, Day 2, 4, 5; Unit 3, Week 2, Day 4, 5; Unit 3, Week 3, Day 3, 5; Unit 3, Week 4, Day 3, 4, 5; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 1, 2, 3, 5; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 4; Unit 4, Week 5, Day 2, 3, 4; Unit 4, Week 6, Day 1, 2, 3, 5; Unit 5, Week 1, Day 1, 3, 4, 5; Unit 5, Week 2, Day 2, 3, 5; Unit 5, Week 3, Day 1, 3, 4; Unit 5, Week 4, Day 2; Unit 5, Week 5, Day 1; Unit 5, Week 6, Day 1, 2, 4, 5; Unit 6, Week 1, Day 3; Unit 6, Week 2, Day 1, 2, 5; Unit 6, Week 3, Day 2, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 5; Unit 7, Week 3, Day 2, 3, 4, 5; Unit 8, Week 1, Day 1, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3, 5; Unit 9, Week 1, Day 1, 3, 4, 5

Skill Practice Teaching Guide: Lesson 3; Lesson 8; Lesson 9; Lesson 16; Lesson 20; Lesson 22; Lesson 24; Lesson 26

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 1, 4, 5; Narrative Writing, Day 1, 4, 5; Opinion Writing, Day 1, 4, 5


SL1.d Explain their own ideas and understanding in light of the discussion.

Making Meaning: Unit 1, Week 1, Day 2; Unit 1, Week 2, Day 1; Unit 2, Week 1, Day 1; Unit 2, Week 3, Day 1, 3; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3; Unit 3, Week 5, Day 1, 2; Unit 4, Week 1, Day 2, 4; Unit 4, Week 2, Day 2; Unit 4, Week 3, Day 1, 2; Unit 4, Week 4, Day 1, 3; Unit 5, Week 1, Day 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 6, Week 1, Day 2, 3; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 4; Unit 6, Week 4, Day 3, 4; Unit 7, Week 1, Day 1, 4; Unit 7, Week 2, Day 2, 3; Unit 7, Week 3, Day 1, 3, 4; Unit 8, Week 1, Day 1, 4; Unit 8, Week 2, Day 1, 3, 4; Unit 8, Week 3, Day 2, 3, 4; Unit 8, Week 4, Day 2, 3, 4; Unit 8, Week 5, Day 1, 3, 4; Unit 9, Week 1, Day 1, 3, 4; ML1; ML3; ML4; ML5; ML6; TML1; TML2; TML3; TML5; TML6; TML7

Vocabulary Teaching Guide: Week 1, Day 1, 3; Week 2, Day 1, 3; Week 3, Day 1, 2; Week 4, Day 1, 3; Week 5, Day 1, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 3; Week 9, Day 1, 3, 4; Week 10, Day 3; Week 11, Day 1, 3; Week 12, Day 3; Week 13, Day 1, 3, 5; Week 14, Day 1, 3, 5; Week 15, Day 1, 3, 5; Week 16, Day 3; Week 17, Day 1, 3, 5; Week 18, Day 1, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 3; Week 22, Day 1, 3, 5; Week 23, Day 1, 3; Week 24, Day 1, 3; Week 25, Day 1, 3; Week 26, Day 3; Week 27, Day 1, 3; Week 28, Day 1, 3; Week 29, Day 1, 3; Week 30, Day 1


Being a Writer: Unit 1, Week 1, Day 5; Unit 1, Week 3, Day 1, 2, 4; Unit 2, Week 1, Day 4; Unit 3, Week 1, Day 1, 2, 4; Unit 3, Week 2, Day 1, 2, 4, 5; Unit 3, Week 3, Day 4, 5; Unit 3, Week 4; Day 1; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 5; Unit 4, Week 4, Day 4; Unit 4, Week 5, Day 2, 3; Unit 4, Week 6, Day 3; Unit 5, Week 1, Day 1; Unit 5, Week 2, Day 2, 3, 5; Unit 5, Week 3, Day 4; Unit 5, Week 4, Day 2; Unit 5, Week 5, Day 1, 3; Unit 5, Week 6, Day 5; Unit 6, Week 1, Day 1, 3; Unit 6, Week 2, Day 1; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 5; Unit 7, Week 3, Day 3, 4, 5; Unit 8, Week 1, Day 2, 3, 5; Unit 8, Week 2, Day 2; Unit 9, Week 1, Day 4; TML1; TML2; TML4; TML5; TML6; TML7; TML8

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 1, 2, 3, 4, 5; Narrative Writing, Day 1, 2, 3, 4, 5; Opinion Writing, Day 1, 2, 3, 5

SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 1, 2; Narrative Writing, Day 1; Opinion Writing, Day 1, 2

SL3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Making Meaning: Unit 3, Week 1, Day 4; Unit 3, Week 4, Day 4; Unit 4, Week 1, Day 3; Unit 6, Week 4, Day 4; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 2; Unit 9, Week 1, Day 1, 3


Being a Writer: Unit 2, Week 2, Day 5; Unit 3, Week 1, Day 4, 5; Unit 3, Week 4, Day 4, 5; Unit 4, Week 6, Day 1, 5; Unit 5, Week 2, Day 2, 3; Unit 5, Week 6, Day 4, 5; Unit 6, Week 3, Day 4, 5; Unit 7, Week 3, Day 4, 5; Unit 8, Week 2, Day 5; TML7; TML8

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 5; Narrative Writing, Day 5; Opinion Writing, Day 5

Presentation of Knowledge and IdeasSL4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Being a Writer: Unit 2, Week 2, Day 5; Unit 3, Week 4, Day 4, 5; Unit 4, Week 6, Day 5; Unit 5, Week 6, Day 4, 5; Unit 6, Week 3, Day 4, 5; Unit 7, Week 3, Day 4, 5

SL5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.


72 | Grade 3

SL6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

Making Meaning: Unit 1, Week 1, Day 2, 3; Unit 1, Week 2, Day 2, 3; Unit 2, Week 1, Day 1, 2, 4; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 3; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 3, Week 5, Day 1, 2, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 2, 3, 4; Unit 5, Week 1, Day 1, 2, 4; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 2, 3; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 3, 4; Unit 6, Week 3, Day 1, 3; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML4; ML5; ML6; TML1; TML2; TML3; TML5; TML6; TML7



Being a Writer: Unit 1, Week 3, Day 1, 2; Unit 2, Week 1, Day 1; Unit 3, Week 1, Day 1; Unit 4, Week 1, Day 1; TML1; TML2; TML4; TML5; TML6

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 1, 3; Narrative Writing, Day 2, 3; Opinion Writing, Day 1


Standards for Language—Grade 3


Being a Writer: Unit 2, Week 1, Day 2, 5; Unit 2, Week 2, Day 3; Unit 3, Week 1, Day 4; Unit 3, Week 2, Day 3; Unit 3, Week 4, Day 2, 3, 5; Unit 4, Week 3, Day 1; Unit 4, Week 5, Day 3, 4; Unit 4, Week 6, Day 2, 3, 4; Unit 5, Week 1, Day 2, 5; Unit 5, Week 3, Day 1; Unit 5, Week 6, Day 1, 2; Unit 6, Week 3, Day 2; Unit 7, Week 3, Day 2, 3, 4, 5

Skill Practice Teaching Guide: Lessons 1–28, 30


L1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Being a Writer: Unit 2, Week 1, Day 2; Unit 2, Week 2, Day 3; Unit 3, Week 1, Day 4; Unit 3, Week 2, Day 3; Unit 4, Week 3, Day 1; Unit 4, Week 5, Day 3, 4; Unit 5, Week 1, Day 2, 5; Unit 5, Week 3, Day 1

Skill Practice Teaching Guide: Lesson 6; Lesson 7; Lesson 8; Lesson 9; Lesson 10; Lesson 11; Lesson 12; Lesson 13; Lesson 14; Lesson 17; Lesson 19; Lesson 20; Lesson 21; Lesson 22; Lesson 23; Lesson 25

L1.b Form and use regular and irregular plural nouns.


Skill Practice Teaching Guide: Lesson 6; Lesson 8; Lesson 12

L1.c Use abstract nouns (e.g., childhood)


L1.d Form and use regular and irregular verbs.



L1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.



L1.f Ensure subject-verb and pronoun-antecedent agreement.


L1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.



L1.h Use coordinating and subordinating conjunctions.



L1.i Produce simple, compound, and complex sentences.

Being a Writer: Unit 2, Week 1, Day 2, 5; Unit 2, Week 2, Day 3; Unit 3, Week 1, Day 4; Unit 3, Week 2, Day 3; Unit 3, Week 4, Day 2, 5; Unit 4, Week 3, Day 1; Unit 4, Week 5, Day 3, 4; Unit 4, Week 6, Day 2, 3, 4; Unit 5, Week 1, Day 2, 5; Unit 5, Week 3, Day 1; Unit 5, Week 6, Day 1, 2; Unit 7, Week 3, Day 3, 4

Skill Practice Teaching Guide: Lessons 1–28, 30


Being a Writer: Unit 2, Week 2, Day 2, 3; Unit 3, Week 4, Day 2, 3, 5; Unit 4, Week 6, Day 1, 2, 3, 4; Unit 5, Week 6, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 2, 3, 4, 5; Unit 8, Week 2, Day 4

Skill Practice Teaching Guide: Lesson 8; Lesson 10; Lesson 12; Lesson 26; Lesson 28; Lesson 29; Lesson 30


L2.a Capitalize appropriate words in titles.


Skill Practice Teaching Guide: Lesson 26; Lesson 30

L2.b Use commas in addresses. Being a Writer: Unit 3, Week 4, Day 5; Unit 7, Week 3, Day 5


L2.c Use commas and quotation marks in dialogue.



L2.d Form and use possessives. Being a Writer: Unit 3, Week 4, Day 2


74 | Grade 3

L2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Being a Writer: Unit 2, Week 2, Day 2; Unit 3, Week 4, Day 2, 3; Unit 4, Week 6, Day 2, 3, 4; Unit 5, Week 6, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 2, 3; Unit 8, Week 2, Day 4


L2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

L2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Being a Writer: Unit 2, Week 2, Day 2; Unit 3, Week 4, Day 3; Unit 4, Week 6, Day 2; Unit 5, Week 6, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 2, 4; Unit 8, Week 2, Day 4

Knowledge of LanguageL3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Being a Writer: Unit 2, Week 1, Day 2, 3; Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 5; Unit 3, Week 3, Day 1, 2, 4, 5; Unit 4, Week 4, Day 3, 4; Unit 4, Week 5, Day 1, 4; Unit 8, Week 1, Day 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5


L3.a Choose words and phrases for effect.

Being a Writer: Unit 2, Week 1, Day 2, 3; Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 5; Unit 3, Week 3, Day 1, 2, 4, 5; Unit 4, Week 4, Day 3, 4; Unit 4, Week 5, Day 1, 4; Unit 8, Week 1, Day 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5


L3.b Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and UseL4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Vocabulary Teaching Guide: Week 1, Day 3; Week 2, Day 3; Week 4, Day 1; Week 5, Day 1, 3; Week 6, Day 1, 3; Week 7, Day 1, 2; Week 8, Day 1, 2; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1, 3; Week 12, Day 1, 3; Week 13, Day 3; Week 14, Day 1, 3, 4; Week 15, Day 1, 3; Week 16, Day 1; Week 17, Day 3; Week 18, Day 1, 3; Week 19, Day 1; Week 20, Day 1, 3; Week 23, Day 3; Week 24, Day 1, 3; Week 26, Day 3; Week 28, Day 1, 3, 4; Week 29, Day 1, 3




Vocabulary Teaching Guide: Week 1, Day 3; Week 2, Day 3; Week 4, Day 1; Week 9, Day 1; Week 11, Day 1; Week 14, Day 4; Week 15, Day 3; Week 18, Day 3; Week 20, Day 3; Week 23, Day 1, 3; Week 24, Day 3; Week 28, Day 3; Week 29, Day 1


L4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Vocabulary Teaching Guide: Week 5, Day 3; Week 6, Day 1, 3; Week 7, Day 1, 2; Week 8, Day 1, 2; Week 10, Day 1; Week 11, Day 3; Week 12, Day 1, 3; Week 13, Day 3; Week 15, Day 1; Week 16, Day 1; Week 17, Day 3; Week 18, Day 1, 3; Week 20, Day 1; Week 24, Day 1; Week 28, Day 1, 4

L4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).


Grade 4


L4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.



L5 Demonstrate understanding of word relationships and nuances in word meanings.



L5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).



L5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).


L5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).


L6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).


Being a Writer: Unit 3, Week 2, Day 5; Unit 4, Week 4, Day 3, 4; Unit 4, Week 5, Day 1, 4

Grade 4

76 | Grade 4


Key Ideas and DetailsRL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Making Meaning: Unit 1, Week 1, Day 1, 2, 3, 4; Unit 1, Week 2, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 4, Week 5, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 2; Unit 8, Week 5, Day 2, 3



Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 5; Unit 1, Week 3, Day 1; Unit 2, Week 1, Day 5; Unit 3, Week 1, Day 1, 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 4; Unit 4, Week 5, Day 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3

RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Making Meaning: Unit 1, Week 1, Day 1, 4; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1, 3, 4; Unit 4, Week 5, Day 2, 4; Unit 5, Week 1, Day 1, 2; Unit 6, Week 1, Day 3; Unit 6, Week 2, Day 2; Unit 6, Week 4, Day 1; Unit 8, Week 2, Day 4; Unit 8, Week 5, Day 3



RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Making Meaning: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 2; Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 3, 4; Unit 4, Week 4, Day 2, 3; Unit 4, Week 5, Day 2; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 2, 4; Unit 5, Week 3, Day 1; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 4, Day 2, 3; Unit 8, Week 1, Day 1; Unit 8, Week 3, Day 2


Being a Writer: Unit 1, Week 1, Day 2; Unit 4, Week 1, Day 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4

Craft and StructureRL4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Making Meaning: Unit 1, Week 1, Day 1; Unit 1, Week 2, Day 2; Unit 5, Week 2, Day 1, 3; Unit 5, Week 3, Day 1, 2

Vocabulary Teaching Guide: Week 9, Day 1, 3; Week 12, Day 1, 3; Week 13, Day 1; Week 16, Day 1; Week 17, Day 1


RL5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Making Meaning: Unit 4, Week 5, Day 1, 3; Unit 5, Week 2, Day 1, 3


RL6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.




Integration of Knowledge and IdeasRL7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.


RL8 Not applicable to literature

RL9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.




Range of Reading and Level of ComplexityRL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Making Meaning: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 4, Week 5, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1; Unit 8, Week 5, Day 1, 2; Unit 9, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML3; ML4; ML6



78 | Grade 4


Key Ideas and DetailsRI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Making Meaning: Unit 2, Week 1, Day 1, 2, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 4; Unit 6, Week 2, Day 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 2, 3

Vocabulary Teaching Guide: Week 6, Day 1; Week 8, Day 1, 3; Week 20, Day 3; Week 22, Day 1; Week 23, Day 1

Reading Assessment Preparation Guide: Day 1; Day 2; Day 3; Day 4; Passage 1; Passage 2; Passage 3

Being a Writer: Unit 1, Week 3, Day 2, 3; Unit 2, Week 1, Day 1; Unit 4, Week 4, Day 1; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 5, Day 1, 2, 5; Unit 6, Week 1, Day 2, 3, 4; Unit 6, Week 2, Day 1, 2, 5; Unit 6, Week 3, Day 2; Unit 7, Week 1, Day 1, 2, 3, 5; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 3; Unit 9, Week 1, Day 4


RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Making Meaning: Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 3

Reading Assessment Preparation Guide: Day 2; Day 3; Passage 1; Passage 2; Passage 3

RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Making Meaning: Unit 3, Week 2, Day 1, 4; Unit 6, Week 3, Day 1, 3; Unit 6, Week 4, Day 3, 4; Unit 7, Week 1, Day 1, 2; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 2; Unit 8, Week 2, Day 1

Being a Writer: Unit 6, Week 1, Day 4; Unit 6, Week 2, Day 1, 2, 5

Craft and StructureRI4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.


Vocabulary Teaching Guide: Week 3, Day 1; Week 4, Day 3; Week 5, Day 3; Week 6, Day 1, 3; Week 19, Day 1; Week 24, Day 3; Week 28, Day 1

Reading Assessment Preparation Guide: Day 2; Day 3; Passage 1; Passage 2

RI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Making Meaning: Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 2, 3; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 8, Week 4, Day 4


Being a Writer: Unit 1, Week 3, Day 2, 3; Unit 5, Week 1, Day 3, 4, 5; Unit 5, Week 2, Day 1; Unit 5, Week 6, Day 3; Unit 6, Week 1, Day 2; Unit 6, Week 2, Day 1

RI6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.


Reading Assessment Preparation Guide: Day 3


Integration of Knowledge and Ideas RI7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Making Meaning: Unit 2, Week 1, Day 2, 3, 4; Unit 2, Week 2, Day 2, 4; Unit 2, Week 3, Day 2, 3, 4; Unit 7, Week 3, Day 3, 4




Writing Performance Task Preparation Guide: Narrative Writing, Day 1

RI8 Explain how an author uses reasons and evidence to support particular points in a text.

Making Meaning: Unit 2, Week 1, Day 1; Unit 7, Week 1, Day 2, 3, 4


Being a Writer: Unit 7, Week 1, Day 2, 3, 5; Unit 7, Week 2, Day 1

RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Making Meaning: Unit 2, Week 1, Day 1; Unit 3, Week 3, Day 3; Unit 6, Week 4, Day 3; Unit 7, Week 1, Day 2, 4; Unit 7, Week 4, Day 3; Unit 8, Week 1, Day 1; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 4; Unit 8, Week 4, Day 1, 4



Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 3, 4; Narrative Writing, Day 3, 4; Opinion Writing, Day 3, 4, 5

Range of Reading and Level of Text ComplexityRI10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Making Meaning: Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 4; Unit 6, Week 2, Day 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2; Unit 9, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML3; ML5; ML6

Reading Assessment Preparation Guide: Day 1; Day 2; Day 3; Day 4; Passage 1; Passage 2; Passage 3

Being a Writer: Unit 5, Week 1, Day 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 2, 4, 5; Unit 5, Week 4, Day 1

80 | Grade 4



Making Meaning: ML6

RF3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Making Meaning: ML6


Making Meaning: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 4, Week 5, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML3; ML4; ML5; ML6

Reading Assessment Preparation Guide: Day 1; Day 2; Day 3; Day 4; Passage 1; Passage 2; Passage 3; Passage 4; Passage 5



Making Meaning: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 4, Week 5, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML3; ML4; ML5; ML6

Reading Assessment Preparation Guide: Day 1; Day 2; Day 3; Day 4; Passage 1; Passage 2; Passage 3; Passage 4; Passage 5





Making Meaning: Unit 1, Week 2, Day 3, 4; Unit 2, Week 1, Day 1; Unit 3, Week 1, Day 1, 2; Unit 4, Week 1, Day 1; Unit 5, Week 1, Day 1; Unit 5, Week 2, Day 1; Unit 6, Week 1, Day 1; Unit 7, Week 1, Day 1; Unit 8, Week 1, Day 1; Unit 9, Week 1, Day 2; ML2




Text Types and PurposesW1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Making Meaning: Unit 1, Week 1, Day 3; Unit 2, Week 3, Day 1; Unit 3, Week 2, Day 4; Unit 4, Week 1, Day 3; Unit 4, Week 3, Day 4; Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 4; Unit 7, Week 4, Day 4

Being a Writer: Unit 1, Week 2, Day 2; Unit 3, Week 1, Day 3; Unit 3, Week 3, Day 5; Unit 4, Week 1, Day 5; Unit 5, Week 5, Day 5; Unit 5, Week 6, Day 2; Unit 6, Week 3, Day 4; Unit 7, Week 1, Day 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3


W1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.


Being a Writer: Unit 1, Week 2, Day 2; Unit 3, Week 1, Day 3; Unit 3, Week 3, Day 5; Unit 7, Week 2, Day 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5


W1.b Provide reasons that are supported by facts and details.


Being a Writer: Unit 1, Week 2, Day 2; Unit 3, Week 1, Day 3; Unit 3, Week 3, Day 5; Unit 4, Week 1, Day 5; Unit 5, Week 5, Day 5; Unit 5, Week 6, Day 2; Unit 6, Week 3, Day 4; Unit 7, Week 2, Day 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3

Writing Performance Task Preparation Guide: Opinion Writing, Day 5

W1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).



82 | Grade 4

W1.d Provide a concluding statement or section related to the opinion presented.


Being a Writer: Unit 1, Week 2, Day 2; Unit 3, Week 1, Day 3; Unit 3, Week 3, Day 5; Unit 4, Week 1, Day 5; Unit 5, Week 5, Day 5; Unit 5, Week 6, Day 2; Unit 6, Week 3, Day 4; Unit 7, Week 2, Day 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5


W2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

Making Meaning: Unit 2, Week 1, Day 2, 3; Unit 3, Week 3, Day 3; Unit 4, Week 4, Day 4; Unit 6, Week 4, Day 3; Unit 8, Week 1, Day 4; Unit 8, Week 2, Day 4; Unit 8, Week 5, Day 3


Being a Writer: Unit 5, Week 3, Day 1, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5


W2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.


Being a Writer: Unit 5, Week 4, Day 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 5; Unit 6, Week 2, Day 1, 4


W2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.



Being a Writer: Unit 5, Week 4, Day 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5


W2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).



W2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W2.e Provide a concluding statement or section related to the information or explanation presented.

Being a Writer: Unit 5, Week 5, Day 2, 3, 4, 5





Being a Writer: Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 3, 4


W3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Being a Writer: Unit 3, Week 3, Day 5; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 1, 2, 3, 5; Unit 4, Week 3, Day 1, 2, 3, 5; Unit 4, Week 4, Day 2, 3, 4, 5; Unit 4, Week 5, Day 1, 4


W3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Being a Writer: Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 1, 2, 3, 5; Unit 4, Week 3, Day 1, 2, 3, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 4

W3.c Use a variety of transitional words and phrases to manage the sequence of events.

Being a Writer: Unit 3, Week 2, Day 5; Unit 3, Week 3, Day 1, 3; Unit 4, Week 4, Day 3, 4, 5; Unit 4, Week 5, Day 1, 4

W3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.

Being a Writer: Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 5; Unit 3, Week 3, Day 1, 2; Unit 4, Week 2, Day 1, 2, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1; Unit 4, Week 5, Day 1, 3, 4


W3.e Provide a conclusion that follows from the narrated experiences or events.




Production and Distribution of WritingW4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Making Meaning: Unit 1, Week 1, Day 3; Unit 2, Week 1, Day 2, 3; Unit 2, Week 3, Day 1; Unit 3, Week 2, Day 4; Unit 3, Week 3, Day 3; Unit 4, Week 1, Day 3, 4; Unit 4, Week 4, Day 4; Unit 5, Week 2, Day 3; Unit 6, Week 3, Day 3; Unit 6, Week 4, Day 3; Unit 7, Week 1, Day 4; Unit 7, Week 4, Day 4; Unit 8, Week 1, Day 4; Unit 8, Week 2, Day 4; Unit 8, Week 5, Day 3



Being a Writer: Unit 1, Week 2, Day 2; Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 3, 4; Unit 4, Week 6, Day 1, 5; Unit 5, Week 3, Day 1; Unit 5, Week 4, Day 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 2, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3


W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)



Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 2, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 3, 4, 5; Unit 5, Week 3 Day 1, 2, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 1, Day 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 2


W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Making Meaning: Unit 3, Week 3, Day 2; Unit 5, Week 3, Day 2, 4; Unit 6, Week 1, Day 3; Unit 7, Week 1, Day 2, 4; Unit 7, Week 2, Day 2; Unit 8, Week 1, Day 1

Being a Writer: Unit 2, Week 2, Day 4; Unit 3, Week 4, Day 1, 3; Unit 4, Week 1, Day 2; Unit 4, Week 5, Day 5; Unit 5, Week 3, Day 5; Unit 5, Week 6, Unit 1; Unit 7, Week 3, Day 4, 5; Unit 9, Week 1, Day 2; TML9; TML10

Research to Build and Present KnowledgeW7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.


Being a Writer: Unit 4, Week 1, Day 3; Unit 5, Week 3, Day 2, 4, 5; Unit 5, Week 4, Day 1, 2; Unit 7, Week 2, Day 3; TML7

W8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Making Meaning: Unit 2, Week 1, Day 1; Unit 2, Week 3, Day 2; Unit 3, Week 3, Day 3; Unit 4, Week 2, Day 2; Unit 7, Week 1, Day 2, 4; Unit 8, Week 1, Day 1; Unit 8, Week 2, Day 1


Being a Writer: Unit 5, Week 3, Day 1, 4, 5; Unit 5, Week 4, Day 1, 2; Unit 5, Week 6, Day 1; Unit 7, Week 2, Day 3; TML8


84 | Grade 4

W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Making Meaning: Unit 1, Week 1, Day 3; Unit 2, Week 1, Day 4; Unit 2, Week 3, Day 1, 2, 4; Unit 3, Week 3, Day 3, 4; Unit 4, Week 1, Day 3; Unit 4, Week 2, Day 4; Unit 4, Week 3, Day 4; Unit 4, Week 4, Day 4; Unit 5, Week 1, Day 3; Unit 5, Week 2, Day 2, 3; Unit 5, Week 3, Day 2, 3, 4; Unit 6, Week 2, Day 4; Unit 6, Week 3, Day 3; Unit 6, Week 4, Day 3, 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3; Unit 7, Week 4, Day 3, 4; Unit 8, Week 1, Day 1, 3, 4; Unit 8, Week 2, Day 2, 4; Unit 8, Week 3, Day 4; Unit 8, Week 4, Day 3; Unit 9, Week 1, Day 4


Being a Writer: Unit 1, Week 1, Day 2; Unit 1, Week 2, Day 2; Unit 3, Week 1, Day 3; Unit 3, Week 3, Day 5; Unit 4, Week 2, Day 5; Unit 5, Week 5, Day 5


W9.a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

Making Meaning: Unit 1, Week 1, Day 3; Unit 4, Week 2, Day 4; Unit 4, Week 3, Day 4; Unit 4, Week 4, Day 4; Unit 5, Week 1, Day 3; Unit 5, Week 2, Day 2, 3; Unit 5, Week 3, Day 2, 3, 4; Unit 6, Week 2, Day 4; Unit 9, Week 1, Day 4



W9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Making Meaning: Unit 2, Week 1, Day 4; Unit 2, Week 3, Day 1, 2, 4; Unit 3, Week 3, Day 3, 4; Unit 4, Week 1, Day 3; Unit 4, Week 3, Day 4; Unit 6, Week 3, Day 3; Unit 6, Week 4, Day 3, 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3; Unit 7, Week 4, Day 3, 4; Unit 8, Week 1, Day 4; Unit 8, Week 3, Day 4; Unit 8, Week 4, Day 3

Reading Assessment Preparation Guide: Day 2; Day 3; Day 4; Passage 1; Passage 2


Making Meaning: Unit 1, Week 1, Day 3; Unit 1, Week 2, Day 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 4; Unit 3, Week 1, Day 3, 4; Unit 3, Week 2, Day 1, 4; Unit 3, Week 3, Day 2, 3, 4; Unit 4, Week 1, Day 3, 4; Unit 4, Week 2, Day 4; Unit 4, Week 3, Day 4; Unit 4, Week 4, Day 3, 4; Unit 4, Week 5, Day 2; Unit 5, Week 1, Day 3, 4; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 2, 3, 4; Unit 6, Week 2, Day 4; Unit 6, Week 3, Day 3; Unit 6, Week 4, Day 3, 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3; Unit 7, Week 4, Day 3, 4; Unit 8, Week 1, Day 2, 3, 4; Unit 8, Week 2, Day 2, 4; Unit 8, Week 3, Day 4; Unit 8, Week 4, Day 2, 3; Unit 8, Week 5, Day 3, 4; Unit 9, Week 1, Day 3, 4; TML7


Being a Writer: Unit 1, Week 1, Day 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 2, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1, 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4; TML7









Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 2, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1, 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4, 5; TML1; TML2; TML3; TML4; TML5; TML6; TML7; TML8; TML9; TML10




Being a Writer: Unit 5, Week 1, Day 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 4, 5; Unit 5, Week 4, Day 1; Unit 6, Week 1, Day 4; Unit 6, Week 2, Day 2, 3; Unit 8, Week 2, Day 4; Unit 9, Week 1, Day 1

86 | Grade 4

SL1.b Follow agreed-upon rules for discussions and carry out assigned roles.

Making Meaning: Unit 1, Week 1, Day 2, 3, 4; Unit 1, Week 2, Day 1, 2, 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 4, Week 5, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 4; ML1; ML4; ML5; ML6; TML1; TML2; TML3; TML4; TML5; TML6; TML7

Vocabulary Teaching Guide: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5; Week 5, Day 1, 2, 3, 4, 5; Week 6, Day 1, 2, 3, 4, 5; Week 7, Day 1, 2, 3, 4, 5; Week 8, Day 1, 2, 3, 4, 5; Week 9, Day 1, 2, 3, 4, 5; Week 10, Day 1, 2, 3, 4, 5; Week 11, Day 1, 2, 3, 4, 5; Week 12, Day 1, 2, 3, 4, 5; Week 13, Day 1, 2, 3, 4, 5; Week 14, Day 1, 2, 3, 4, 5; Week 15, Day 1, 2, 3, 4, 5; Week 16, Day 1, 2, 3, 4, 5; Week 17, Day 1, 2, 3, 4, 5; Week 18, Day 1, 2, 3, 4, 5; Week 19, Day 1, 2, 3, 4, 5; Week 20, Day 1, 2, 3, 4, 5; Week 21, Day 1, 2, 3, 4, 5; Week 22, Day 1, 2, 3, 4, 5; Week 23, Day 1, 2, 3, 4, 5; Week 24, Day 1, 2, 3, 4, 5; Week 25, Day 1, 2, 3, 4, 5; Week 26, Day 1, 2, 3, 4, 5; Week 27, Day 1, 2, 3, 4, 5; Week 28, Day 1, 2, 3, 4, 5; Week 29, Day 1; Week 30, Day 1, 2, 3, 4, 5


Being a Writer: Unit 1, Week 1, Day 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 1, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 2, 3, 4; Unit 3, Week 4, Day 1, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 4, 5; Unit 4, Week 3, Day 3, 4; Unit 4, Week 4, Day 4, 5; Unit 4, Week 5, Day 2, 3, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1, 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 4; Unit 6, Week 2, Day 1, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4; TML1; TML2; TML3; TML4; TML5; TML6; TML7; TML8; TML10

Skill Practice Teaching Guide: Lessons 1–5, 7–20, 22–29


SL1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Making Meaning: Unit 2, Week 2, Day 2, 4; Unit 2, Week 3, Day 2; Unit 3, Week 3, Day 2; Unit 4, Week 1, Day 2, 3, 4; Unit 4, Week 2, Day 2, 3; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 3, 4; Unit 4, Week 5, Day 2, 3; Unit 5, Week 1, Day 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 6, Week 4, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 8, Week 5, Day 4; Unit 9, Week 1, Day 1, 2, 3, 4; ML5



Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 2, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 4, 5; Unit 3, Week 3, Day 3, 5; Unit 3, Week 4, Day 1, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 5; Unit 4, Week 3, Day 2, 5; Unit 4, Week 4, Day 5; Unit 4, Week 5, Day 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 1, Day 1, 3; Unit 5, Week 2, Day 4, 5; Unit 5, Week 3, Day 3, 4; Unit 5, Week 4, Day 2, 3, 4, 5; Unit 5, Week 5, Day 1; Unit 5, Week 6, Day 1, 2, 4, 5; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 4, 5; Unit 6, Week 3, Day 1, 2, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 5; Unit 7, Week 3, Day 2, 3, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 3, 5; Unit 9, Week 1, Day 1, 3, 4, 5



SL1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Making Meaning: Unit 2, Week 2, Day 2, 4; Unit 3, Week 2, Day 4; Unit 3, Week 3, Day 2; Unit 4, Week 2, Day 2, 3; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 4; Unit 6, Week 2, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 4; Unit 7, Week 4, Day 3, 4; Unit 8, Week 1, Day 1; Unit 8, Week 4, Day 3; Unit 8, Week 5, Day 1; Unit 9, Week 1, Day 1, 2, 3, 4


Being a Writer: Unit 1, Week 1, Day 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 2, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 4, 5; Unit 3, Week 3, Day 2, 3, 4, 5; Unit 3, Week 4, Day 4, 5; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 5; Unit 4, Week 3, Day 2, 5; Unit 4, Week 4, Day 4, 5; Unit 4, Week 5, Day 3, 5; Unit 4, Week 6, Day 5; Unit 5, Week 1, Day 2, 4, 5; Unit 5, Week 2, Day 4; Unit 5, Week 3, Day 4, 5; Unit 5, Week 6, Day 4, 5; Unit 6, Week 1, Day 1; Unit 6, Week 2, Day 4; Unit 6, Week 3, Day 1, 4, 5; Unit 7, Week 1, Day 5; Unit 7, Week 2, Day 1, 3, 5; Unit 7, Week 3, Day 4, 5; Unit 8, Week 1, Day 4, 5; Unit 8, Week 2, Day 3, 5; Unit 9, Week 1, Day 1, 2, 3, 4

SL2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Making Meaning: Unit 1, Week 1, Day 1, 2, 3; Unit 1, Week 2, Day 1; Unit 2, Week 1, Day 1, 2; Unit 2, Week 3, Day 1; Unit 3, Week 3, Day 4; Unit 4, Week 1, Day 1, 3; Unit 4, Week 2, Day 1, 3; Unit 4, Week 3, Day 1; Unit 4, Week 5, Day 1, 2; Unit 5, Week 1, Day 1, 2; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 5, Week 3, Day 1, 2; Unit 6, Week 2, Day 1, 2; Unit 6, Week 3, Day 1, 4; Unit 6, Week 4, Day 1; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2; Unit 8, Week 1, Day 2; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 4; Unit 8, Week 4, Day 1, 2, 3; Unit 8, Week 5, Day 2

Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, 5; Unit 1, Week 2, Day 3; Unit 2, Week 1, Day 1; Unit 3, Week 1, Day 1, 3; Unit 3, Week 2, Day 2; Unit 4, Week 1, Day 1, 3, 4, 5; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 2, 3, 4; Unit 6, Week 2, Day 2; Unit 6, Week 3, Day 4, 5; Unit 7, Week 1, Day 1, 2, 3, 5; Unit 7, Week 2, Day 1; Unit 7, Week 3, Day 3; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1; Unit 9, Week 1, Day 1, 2, 4


SL3 Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and IdeasSL4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Making Meaning: Unit 4, Week 2, Day 1; Unit 5, Week 1, Day 1; Unit 7, Week 1, Day 4; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 4; Unit 9, Week 1, Day 2, 3, 4

Vocabulary Teaching Guide: Week 29, Day 1, 2, 3, 4, 5

Being a Writer: Unit 2, Week 2, Day 5; Unit 3, Week 4, Day 4, 5; Unit 4, Week 6, Day 5; Unit 5, Week 6, Day 4, 5; Unit 6, Week 3, Day 4, 5; Unit 7, Week 3, Day 4, 5; Unit 8, Week 2, Day 5

SL5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

88 | Grade 4



Being a Writer: Unit 3, Week 1, Day 4; Unit 4, Week 1, Day 4; Unit 4, Week 5, Day 3; Unit 4, Week 6, Day 2, 4; Unit 5, Week 6, Day 1, 2; Unit 6, Week 3, Day 2, 3, 4, 5; Unit 7, Week 3, Day 2, 3, 4, 5



L1.a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Skill Practice Teaching Guide: Lesson 10; Lesson 13; Lesson 24; Lesson 26

L1.b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.



L1.c Use modal auxiliaries (e.g., can, may, must) to convey various conditions.



L1.d Order adjective within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).



L1.e Form and use prepositional phrases.


L1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Being a Writer: Unit 4, Week 6, Day 2, 4; Unit 5, Week 6, Day 1, 2; Unit 7, Week 3, Day 2, 3, 4, 5


L1.g Correctly use frequently confused words (e.g., to, too, two; there, their).




Being a Writer: Unit 2, Week 2, Day 2, 3, 4; Unit 4, Week 6, Day 1, 2, 3, 4; Unit 5, Week 6, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 2; Unit 8, Week 2, Day 4



L2.a Use correct capitalization. Being a Writer: Unit 2, Week 2, Day 3; Unit 3, Week 4, Day 3; Unit 4, Week 6, Day 2; Unit 5, Week 6, Day 1



L2.b Use commas and quotation marks to mark direct speech and quotations from a text.



L2.c Use a comma before a coordinating conjunction in a compound sentence.


L2.d Spell grade-appropriate words correctly, consulting references as needed.

Being a Writer: Unit 2, Week 2, Day 2, 3, 4; Unit 3, Week 4, Day 3; Unit 4, Week 6, Day 1, 2, 3, 4; Unit 5, Week 6, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 2; Unit 8, Week 2, Day 4




Being a Writer: Unit 2, Week 1, Day 4, 5; Unit 4, Week 6, Day 3; Unit 8, Week 2, Day 4, 5


L3.a Choose words and phrases to convey ideas precisely.


L3.b Choose punctuation for effect. Being a Writer: Unit 4, Week 6, Day 3; Unit 8, Week 2, Day 4, 5

L3.c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).


Vocabulary Acquisition and UseL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Making Meaning: ML6

Vocabulary Teaching Guide: Week 2, Day 1, 5; Week 3, Day 1; Week 4, Day 1; Week 5, Day 3; Week 6, Day 1, 2, 3, 4; Week 7, Day 1, 2, 3; Week 8, Day 1; Week 9, Day 1, 3; Week 10, Day 1, 2; Week 11, Day 3; Week 12, Day 3; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1, 3; Week 16, Day 1, 3; Week 17, Day 1, 4; Week 18, Day 3; Week 19, Day 1, 3, 5; Week 20, Day 4; Week 21, Day 1, 3; Week 22, Day 1; Week 23, Day 3; Week 24, Day 3; Week 25, Day 1; Week 27, Day 3; Week 28, Day 1, 3

Reading Assessment Preparation Guide: Day 2; Day 3; Passage 1; Passage 2; Passage 4; Passage 5


L4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Making Meaning: ML6

Vocabulary Teaching Guide: Week 2, Day 1; Week 3, Day 1; Week 6, Day 1, 3, 4; Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 3; Week 12, Day 3; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1, 3; Week 17, Day 1; Week 19, Day 1; Week 21, Day 1; Week 24, Day 3; Week 27, Day 3; Week 28, Day 1

Reading Assessment Preparation Guide: Day 2; Day 3; Passage 1; Passage 2; Passage 4; Passage 5

L.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Making Meaning: ML6

Vocabulary Teaching Guide: Week 1, Day 1; Week 2, Day 5; Week 4, Day 1; Week 6, Day 1, 2; Week 7, Day 1, 2, 3; Week 9, Day 3; Week 10, Day 2; Week 15, Day 3; Week 16, Day 3; Week 17, Day 4; Week 19, Day 3, 5; Week 21, Day 3; Week 22, Day 1; Week 23, Day 3; Week 25, Day 1; Week 27, Day 3; Week 28, Day 3

L4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.



L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


Vocabulary Teaching Guide: Week 1, Day 1, 2, 3; Week 2, Day 1, 3; Week 3, Day 1, 3; Week 4, Day 3; Week 5, Day 1, 3, 4; Week 6, Day 1; Week 7, Day 1, 3; Week 8, Day 1, 3, 5; Week 9, Day 1; Week 10, Day 1, 3; Week 11, Day 1, 4; Week 12, Day 1, 3; Week 13, Day 1, 3; Week 14, Day 1, 3; Week 15, Day 1, 3; Week 16, Day 1, 3; Week 17, Day 1, 3; Week 18, Day 1, 3; Week 19, Day 1, 3; Week 20, Day 1, 3, 4, 5; Week 21, Day 1, 3; Week 22, Day 1, 3; Week 23, Day 1, 3, 5; Week 24, Day 1, 3; Week 25, Day 1, 3; Week 26, Day 1, 3; Week 27, Day 1, 3; Week 28, Day 1, 3; Week 30, Day 2

Reading Assessment Preparation Guide: Passage 2; Passage 4; Passage 5


L5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.



L.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.

Vocabulary Teaching Guide: Week 1, Day 3; Week 2, Day 3; Week 7, Day 1; Week 11, Day 4; Week 16, Day 3; Week 17, Day 3; Week 26, Day 1; Week 27, Day 1


90 | Grade 5

L5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Vocabulary Teaching Guide: Week 1, Day 1, 2; Week 2, Day 1; Week 3, Day 1; Week 4, Day 3; Week 5, Day 1, 3, 4; Week 6, Day 1; Week 7, Day 1, 3; Week 8, Day 1, 3, 5; Week 9, Day 1; Week 10, Day 1, 3; Week 11, Day 1; Week 12, Day 1, 3; Week 13, Day 1, 3; Week 14, Day 1, 3; Week 15, Day 1, 3; Week 16, Day 1, 3; Week 17, Day 1, 3; Week 18, Day 1, 3; Week 19, Day 1, 3; Week 20, Day 1, 3, 4, 5; Week 21, Day 1, 3; Week 22, Day 1, 3; Week 23, Day 1, 3, 5; Week 24, Day 1, 3; Week 25, Day 1, 3; Week 26, Day 3; Week 27, Day 1, 3; Week 28, Day 1, 3; Week 30, Day 2



L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).



Grade 5



Key Ideas and DetailsRL1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Making Meaning: Unit 1, Week 2, Day 2; Unit 4, Week 1, Day 2, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 4; Unit 5, Week 1, Day 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 2; Unit 8, Week 1, Day 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 9, Week 3, Day 1, 2, 4; Unit 9, Week 4, Day 4

Being a Writer: Unit 1, Week 1, Day 5; Unit 3, Week 1, Day 3; Unit 3, Week 2, Day 3; Unit 3, Week 3, Day 4, 5; Unit 4, Week 3, Day 2, 4; Unit 4, Week 4, Day 4; Unit 4, Week 5, Day 4; Unit 4, Week 6, Day 1, 2; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2

RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Making Meaning: Unit 1, Week 2, Day 1; Unit 4, Week 4, Day 2, 3; Unit 5, Week 2, Day 4; Unit 6, Week 1, Day 4; Unit 8, Week 3, Day 2, 3, 4; Unit 8, Week 4, Day 2, 3, 4; Unit 9, Week 1, Day 3; Unit 9, Week 2, Day 1, 2; Unit 9, Week 4, Day 2, 3, 4; Unit 10, Week 1, Day 4


Being a Writer: Unit 3, Week 2, Day 3, 4; Unit 4, Week 1, Day 1, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3

RL3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).


Craft and StructureRL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.





RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.



RL6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Making Meaning: Unit 1, Week 2, Day 2; Unit 4, Week 3, Day 3; Unit 5, Week 2, Day 3, 4; Unit 6, Week 1, Day 4; Unit 8, Week 3, Day 1, 4


Integration of Knowledge and IdeasRL7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).



RL9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.




Range of Reading and Level of Text ComplexityRL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Making Meaning: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 2; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3, 4; Unit 9, Week 3, Day 1, 2, 3, 4; Unit 9, Week 4, Day 1, 2, 3, 4; Unit 10, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML3; ML4; ML6

Reading Assessment Preparation Guide: Day 4; Passage 3; Passage 5; Passage 6

Being a Writer: Unit 1, Week 1, Day 4; Unit 4, Week 2, Day 2; Unit 4, Week 3, Day 2; Unit 4, Week 6, Day 2, 3

92 | Grade 5


Key Ideas and DetailsRI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Making Meaning: Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1; Unit 3, Week 1, Day 4; Unit 3, Week 2, Day 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 2, 3, 4; Unit 7, Week 1, Day 2, 3, 4; Unit 7, Week 2, Day 2, 3, 4; Unit 7, Week 3, Day 1; Unit 7, Week 4, Day 3; Unit 7, Week 5, Day 2, 3, 4; Unit 8, Week 1, Day 4; Unit 8, Week 2, Day 3, 4; Unit 9, Week 2, Day 2; Unit 9, Week 3, Day 1, 2, 3, 4; Unit 9, Week 4, Day 1


Being a Writer: Unit 5, Week 4, Day 2; Unit 5, Week 5, Day 5; Unit 6, Week 1, Day 2, 3; Unit 6, Week 2, Day 1, 4; Unit 7, Week 1, Day 5; Unit 7, Week 2, Day 2, 4, 5

RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Making Meaning: Unit 8, Week 1, Day 2, 3, 4; Unit 8, Week 2, Day 3, 4; Unit 8, Week 4, Day 2, 3, 4; Unit 9, Week 2, Day 1, 2; Unit 9, Week 4, Day 2, 3; Unit 10, Week 1, Day 4



RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Making Meaning: Unit 2, Week 3, Day 1; Unit 3, Week 2, Day 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 7, Week 5, Day 2, 3, 4; Unit 8, Week 1, Day 1; Unit 8, Week 2, Day 2



Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 3

Craft and StructureRI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Making Meaning: Unit 7, Week 4, Day 1, 2

Vocabulary Teaching Guide: Week 3, Day 1, 3; Week 4, Day 3; Week 5, Day 1; Week 6, Day 1, 2; Week 7, Day 1; Week 15, Day 3; Week 16, Day 1; Week 17, Day 3; Week 18, Day 3; Week 22, Day 3


RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.



RI6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.



Integration of Knowledge and IdeasRI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.



Being a Writer: Unit 5, Week 3, Day 4, 5; Unit 5, Week 4, Day 1


RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Making Meaning: Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 9, Week 3, Day 1, 2, 3


Being a Writer: Unit 7, Week 1, Day 2, 3, 5; Unit 7, Week 2, Day 1, 3

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 3; Opinion Writing, Day 1, 2, 3

RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Making Meaning: Unit 2, Week 2, Day 4; Unit 2, Week 3, Day 4; Unit 3, Week 2, Day 3, 4; Unit 6, Week 2, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 2; Unit 7, Week 4, Day 1; Unit 8, Week 1, Day 1



Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 4, 5; Opinion Writing, Day 3, 4, 5



Making Meaning: Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 7, Week 5, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1; Unit 9, Week 1, Day 1, 2; Unit 9, Week 2, Day 1, 2, 3, 4; Unit 9, Week 3, Day 1, 2, 3, 4; Unit 9, Week 4, Day 1, 2, 3; Unit 10, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML3; ML5; ML6


Being a Writer: Unit 5, Week 1, Day 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 4, 5; Unit 5, Week 4, Day 1, 2; Unit 7, Week 1, Day 5

94 | Grade 5



Making Meaning: ML6

RF3.a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Making Meaning: ML6


Making Meaning: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 7, Week 5, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3, 4; Unit 9, Week 3, Day 1, 2, 3, 4; Unit 9, Week 4, Day 1, 2, 3, 4; Unit 10, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML3; ML4; ML5; ML6

Reading Assessment Preparation Guide: Day 1; Day 2; Day 3; Day 4; Passage 1; Passage 2; Passage 3; Passage 4; Passage 5; Passage 6


Making Meaning: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 7, Week 5, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3; Unit 9, Week 2, Day 1, 2, 3, 4; Unit 9, Week 3, Day 1, 2, 3, 4; Unit 9, Week 4, Day 1, 2, 3, 4; Unit 10, Week 1, Day 1, 2, 3, 4; ML1; ML2; ML3; ML4; ML5; ML6

Reading Assessment Preparation Guide: Day 1; Day 2; Day 3; Day 4; Passage 1; Passage 2; Passage 3; Passage 4; Passage 5; Passage 6


Making Meaning: Unit 9, Week 4, Day 4; Unit 10, Week 1, Day 1, 2; ML4; ML5


Making Meaning: Unit 1, Week 2, Day 3, 4; Unit 2, Week 1, Day 1; Unit 3, Week 1, Day 1, 2; Unit 4, Week 1, Day 1; Unit 5, Week 1, Day 1; Unit 6, Week 1, Day 1; Unit 7, Week 1, Day 1; Unit 8, Week 1, Day 1; Unit 9, Week 1, Day 1; Unit 10, Week 1, Day 2, 3; ML2




Text Types and PurposesW1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Making Meaning: Unit 2, Week 1, Day 4; Unit 2, Week 3, Day 3; Unit 4, Week 4, Day 2; Unit 6, Week 2, Day 1; Unit 7, Week 1, Day 2; Unit 7, Week 2, Day 4; Unit 7, Week 4, Day 4; Unit 7, Week 5, Day 4; Unit 9, Week 1, Day 4; Unit 9, Week 2, Day 2, 3, 4; Unit 9, Week 3, Day 4; Unit 9, Week 4, Day 4

Being a Writer: Unit 1, Week 2, Day 1; Unit 3, Week 1, Day 3; Unit 3, Week 3, Day 5; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 3; Unit 5, Week 5, Day 5; Unit 5, Week 6, Day 2; Unit 6, Week 3, Day 5; Unit 7, Week 1, Day 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3; Unit 9, Week 1, Day 3


W1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.


Being a Writer: Unit 1, Week 2, Day 1; Unit 3, Week 1, Day 3; Unit 3, Week 3, Day 5; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 3; Unit 5, Week 6, Day 2; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 3


W1.b Provide logically ordered reasons that are supported by facts and details.


Being a Writer: Unit 1, Week 2, Day 1; Unit 3, Week 1, Day 3,; Unit 3, Week 3, Day 5; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 3; Unit 5, Week 5, Day 5; Unit 6, Week 3, Day 5; Unit 7, Week 1, Day 3; Unit 7, Week 2, Day 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5


W1.c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).



W1.d Provide a concluding statement or section related to the opinion presented.

Being a Writer: Unit 1, Week 2, Day 1; Unit 3, Week 1, Day 3; Unit 3, Week 3, Day 5; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 3; Unit 5, Week 5, Day 5; Unit 5, Week 6, Day 2; Unit 7, Week 2, Day 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5


W2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

Making Meaning: Unit 1, Week 1, Day 4; Unit 1, Week 2, Day 1; Unit 2, Week 3, Day 4; Unit 3, Week 1, Day 4; Unit 3, Week 2, Day 3, 4; Unit 4, Week 2, Day 1; Unit 4, Week 4, Day 3; Unit 6, Week 1, Day 4; Unit 8, Week 1, Day 1; Unit 8, Week 2, Day 4

Being a Writer: Unit 5, Week 3, Day 1, 4, 5; Unit 5, Week 4, Day 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5


W2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.


Being a Writer: Unit 5, Week 4, Day 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5


W2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.


Being a Writer: Unit 5, Week 4, Day 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5


W2.c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).



W2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.


W2.e Provide a concluding statement or section related to the information or explanation presented.


96 | Grade 5



Being a Writer: Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5


W3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Being a Writer: Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 5; Unit 3, Week 3, Day 4; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 1, 2, 3, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 4; Unit 4, Week 6, Day 3, 4


W3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Being a Writer: Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 5; Unit 3, Week 3, Day 2, 3; Unit 4, Week 2, Day 3, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 3, 4; Unit 4, Week 6, Day 2


W3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

Being a Writer: Unit 4, Week 4, Day 3, 4, 5; Unit 4, Week 5, Day 1, 4

W3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.

Being a Writer: Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 5; Unit 3, Week 3, Day 2, 3; Unit 4, Week 5, Day 1, 4


W3.e Provide a conclusion that follows from the narrated experiences or events.



Production and Distribution of WritingW4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Making Meaning: Unit 1, Week 1, Day 4; Unit 1, Week 2, Day 1; Unit 2, Week 1, Day 4; Unit 2, Week 3, Day 3, 4; Unit 3, Week 1, Day 4; Unit 3, Week 2, Day 3, 4; Unit 4, Week 2, Day 1; Unit 4, Week 4, Day 2, 3; Unit 6, Week 1, Day 4; Unit 6, Week 2, Day 1; Unit 7, Week 2, Day 4; Unit 7, Week 4, Day 4; Unit 7, Week 5, Day 4; Unit 8, Week 2, Day 4; Unit 9, Week 1, Day 4; Unit 9, Week 2, Day 2; Unit 9, Week 3, Day 4; Unit 9, Week 4, Day 4


Being a Writer: Unit 1, Week 2, Day 1; Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1; Unit 5, Week 4, Day 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 2, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 3, 5; Unit 9, Week 1, Day 1, 2, 3



W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)


Being a Writer: Unit 2, Week 1, Day 1, 2, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 1, 2, 3, 5; Unit 4, Week 3, Day 1, 2, 3, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1, 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 4; Unit 6, Week 2, Day 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 1, Day 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 4


W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Making Meaning: Unit 3, Week 2, Day 1, 2; Unit 4, Week 1, Day 4; Unit 5, Week 2, Day 4; Unit 6, Week 1, Day 2; Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 2, 4; Unit 7, Week 3, Day 1; Unit 9, Week 3, Day 4; Unit 9, Week 4, Day 4

Being a Writer: Unit 2, Week 2, Day 2, 4; Unit 3, Week 4, Day 1; Unit 4, Week 1, Day 2; Unit 4, Week 5, Day 5; Unit 5, Week 3, Day 5; Unit 5, Week 6, Day 1; Unit 7, Week 3, Day 5; Unit 8, Week 2, Day 5; Unit 9, Week 1, Day 2; TML9; TML10


Research to Build and Present KnowledgeW7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Making Meaning: Unit 2, Week 2, Day 4; Unit 2, Week 3, Day 4; Unit 6, Week 1, Day 2; Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 2; Unit 7, Week 2, Day 4; Unit 8, Week 1, Day 3; TML7

Being a Writer: Unit 2, Week 1, Day 1; Unit 3, Week 2, Day 2; Unit 5, Week 3, Day 2, 4, 5; Unit 5, Week 4, Day 1, 2; Unit 7, Week 2, Day 3; TML7

W8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Making Meaning: Unit 2, Week 2, Day 4; Unit 2, Week 3, Day 2, 4; Unit 6, Week 1, Day 2; Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 2, 4; Unit 7, Week 2, Day 4; Unit 7, Week 4, Day 1; Unit 8, Week 1, Day 1, 2, 3; Unit 10, Week 1, Day 3

Being a Writer: Unit 5, Week 3, Day 1, 2, 4, 5; Unit 5, Week 4, Day 1, 2; Unit 5, Week 5, Day 1; Unit 5, Week 6, Day 3; Unit 7, Week 2, Day 3; TML8


W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Making Meaning: Unit 1, Week 1, Day 4; Unit 1, Week 2, Day 1, 4; Unit 2, Week 1, Day 4; Unit 2, Week 3, Day 2, 4; Unit 3, Week 1, Day 4; Unit 3, Week 2, Day 3, 4; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 2; Unit 4, Week 4, Day 3, 4; Unit 5, Week 1, Day 3, 4; Unit 5, Week 2, Day 1, 2, 4; Unit 6, Week 1, Day 4; Unit 6, Week 2, Day 1, 3, 4; Unit 6, Week 3, Day 3, 4; Unit 7, Week 3, Day 3; Unit 7, week 4, Day 4; Unit 7, Week 5, Day 3, 4; Unit 8, Week 1, Day 2, 3, 4; Unit 8, Week 2, Day 4; Unit 8, Week 3, Day 3, 4; Unit 8, Week 4, Day 2, 3, 4; Unit 9, Week 1, Day 4; Unit 9, Week 2, Day 2, 3, 4; Unit 9, Week 3, Day 4; Unit 9, Week 4, Day 4


Being a Writer: Unit 1, Week 2, Day 1; Unit 3, Week 1, Day 3; Unit 3, Week 3, Day 5; Unit 4, Week 1, Day 5; Unit 4, Week 2, Day 3; Unit 5, Week 5, Day 5; Unit 5, Week 6, Day 2; Unit 8, Week 2, Day 3

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 3, 4, 5; Opinion Writing, Day 3, 4, 5

W9.a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

Making Meaning: Unit 1, Week 2, Day 4; Unit 4, Week 3, Day 2; Unit 4, Week 4, Day 3, 4; Unit 5, Week 1, Day 3, 4; Unit 5, Week 2, Day 1, 2, 4; Unit 6, Week 1, Day 4; Unit 6, Week 2, Day 3, 4; Unit 8, Week 3, Day 3, 4; Unit 8, Week 4, Day 2, 3, 4; Unit 9, Week 1, Day 4; Unit 9, Week 2, Day 3, 4; Unit 9, Week 3, Day 4; Unit 9, Week 4, Day 4



W9.b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Making Meaning: Unit 2, Week 1, Day 4; Unit 2, Week 3, Day 2, 4; Unit 3, Week 1, Day 4; Unit 3, Week 2, Day 3, 4; Unit 6, Week 2, Day 1, 3, 4; Unit 6, Week 3, Day 3, 4; Unit 7, Week 3, Day 3, 4; Unit 7, Week 5, Day 3, 4; Unit 8, Week 1, Day 2, 3, 4; Unit 8, Week 2, Day 4; Unit 8, Week 4, Day 2, 3, 4; Unit 9, Week 1, Day 4; Unit 9, Week 2, Day 2, 3, 4; Unit 9, Week 3, Day 4; Unit 9, Week 4, Day 4


Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 3; Opinion Writing, Day 3, 4, 5

98 | Grade 5


Making Meaning: Unit 1, Week 1, Day 4; Unit 1, Week 2, Day 1, 4; Unit 2, Week 1, Day 4; Unit 2, Week 2 Day 4; Unit 2, Week 3, Day 2, 3, 4; Unit 3, Week 1, Day 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 2; Unit 4, Week 4, Day 2, 3, 4; Unit 5, Week 1, Day 3, 4; Unit 5, Week 2, Day 1, 2, 4; Unit 6, Week 1, Day 2, 4; Unit 6, Week 2, Day 1, 3, 4; Unit 6, Week 3, Day 3, 4; Unit 7, Week 1, Day 2; Unit 7, Week 2, Day 4; Unit 7, Week 3, Day 3; Unit 7, week 4, Day 1, 4; Unit 7, Week 5, Day 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 4; Unit 8, Week 3, Day 3, 4; Unit 8, Week 4, Day 2, 3, 4; Unit 9, Week 1, Day 4; Unit 9, Week 2, Day 2, 3, 4; Unit 9, Week 3, Day 4; Unit 9, Week 4, Day 4; Unit 10, Week 1, Day 3, 4; TML7



Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 2, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 5; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1, 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4; TML7









Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 2, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 1, 2, 3, 4, 5; Unit 3, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 1, 2, 3, 4, 5; Unit 4, Week 4, Day 1, 2, 3, 4, 5; Unit 4, Week 5, Day 1, 2, 3, 4, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1, 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4, 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 3, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 1, 2, 3, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4, 5; TML1; TML2; TML3; TML4; TML5; TML6; TML7; TML8; TML9; TML10




Reading Assessment Preparation Guide: Day 1

Being a Writer: Unit 1, Week 1, Day 4; Unit 3, Week 3, Day 4, 5; Unit 4, Week 2, Day 2; Unit 4, Week 3, Day 2; Unit 4, Week 4, Day 4, 5; Unit 5, Week 1, Day 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 2, 4; Unit 5, Week 4, Day 1; Unit 6, Week 1, Day 2; Unit 6, Week 3, Day 3; Unit 8, Week 2, Day 2

Writing Performance Task Preparation Guide: Narrative Writing, Day 2

100 | Grade 5

SL1.b Follow agreed-upon rules for discussions and carry out assigned roles.

Making Meaning: Unit 1, Week 1, Day 2, 3, 4; Unit 1, Week 2, Day 1, 2, 4; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 4, Week 1, Day 1, 2, 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1, 2, 3, 4; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 7, Week 5, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 2, 3, 4; Unit 8, Week 2, Day 1, 2, 3, 4; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 1, 2, 3, 4; Unit 9, Week 1, Day 1, 2, 3, 4; Unit 9, Week 2, Day 1, 2, 3, 4; Unit 9, Week 3, Day 1, 2, 3, 4; Unit 9, Week 4, Day 1, 2, 3, 4; Unit 10, Week 1, Day 1, 2, 3, 4; ML1; ML4; ML5; ML6; TML1; TML2; TML3; TML4; TML5; TML6; TML7

Vocabulary Teaching Guide: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5; Week 5, Day 1, 2, 3, 4, 5; Week 6, Day 1, 2, 3, 4, 5; Week 7, Day 1, 2, 3, 4, 5; Week 8, Day 1, 2, 3, 4, 5; Week 9, Day 1, 2, 3, 4, 5; Week 10, Day 1, 2, 3, 4, 5; Week 11, Day 1, 2, 3, 4, 5; Week 12, Day 1, 2, 3, 4, 5; Week 13, Day 1, 2, 3, 4, 5; Week 14, Day 1, 2, 3, 4, 5; Week 15, Day 1, 2, 3, 4, 5; Week 16, Day 1, 2, 3, 4, 5; Week 17, Day 1, 2, 3, 4, 5; Week 18, Day 1, 2, 3, 4, 5; Week 19, Day 1, 2, 3, 4, 5; Week 20, Day 1, 2, 3, 4, 5; Week 21, Day 1, 2, 3, 4, 5; Week 22, Day 1, 2, 3, 4, 5; Week 23, Day 1, 2, 3, 4, 5; Week 24, Day 1, 2, 3, 4, 5; Week 26, Day 1, 2, 3, 4, 5; Week 27, Day 1, 2, 3, 4, 5; Week 28, Day 1, 2, 3, 4, 5; Week 29, Day 1; Week 30, Day 1, 2, 3, 4, 5


Being a Writer: Unit 1, Week 1, Day 2, 3, 4, 5; Unit 1, Week 2, Day 1, 2, 3, 4, 5; Unit 1, Week 3, Day 1, 2, 3, 4, 5; Unit 2, Week 1, Day 1, 3, 4, 5; Unit 2, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4, 5; Unit 3, Week 3, Day 2, 3, 4, 5; Unit 3, Week 4, Day 1, 4, 5; Unit 4, Week 1, Day 1, 3, 4, 5; Unit 4, Week 2, Day 1, 2, 3, 4, 5; Unit 4, Week 3, Day 2, 4, 5; Unit 4, Week 4, Day 4, 5; Unit 4, Week 5, Day 2, 3, 5; Unit 4, Week 6, Day 1, 2, 3, 4, 5; Unit 5, Week 1, Day 1, 2, 3, 4, 5; Unit 5, Week 2, Day 1, 2, 3, 4, 5; Unit 5, Week 3, Day 1, 2, 3, 4, 5; Unit 5, Week 4, Day 1, 2, 3, 4, 5; Unit 5, Week 5, Day 1, 2, 3, 4, 5; Unit 5, Week 6, Day 1, 2, 3, 4, 5; Unit 6, Week 1, Day 1, 2, 3, 4, 5; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 2, 3, 4, 5; Unit 7, Week 3, Day 1, 2, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 2, 4, 5; Unit 9, Week 1, Day 1, 2, 3, 4; TML1; TML2; TML3; TML4; TML5; TML6; TML7; TML8; TML10

Skill Practice Teaching Guide: Lessons 1–5, 7–16, 18–23, 25–30


SL1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Making Meaning: Unit 1, Week 2, Day 4; Unit 2, Week 2, Day 2, 4; Unit 2, Week 3, Day 2; Unit 3, Week 2, Day 3, 4; Unit 4, Week 1, Day 2, 3, 4; Unit 4, Week 2, Day 1, 2; Unit 4, Week 3, Day 2, 3; Unit 4, Week 4, Day 3; Unit 5, Week 1, Day 1, 3; Unit 5, Week 2, Day 1, 2, 4; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2, 4; Unit 7, Week 1, Day 1, 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4; Unit 7, Week 3, Day 1, 2, 3, 4; Unit 7, Week 4, Day 1, 2, 3, 4; Unit 7, Week 5, Day 1, 2, 3, 4; Unit 8, Week 1, Day 1, 4; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3, 4; Unit 8, Week 4, Day 2; Unit 9, Week 1, Day 2, 4; Unit 9, Week 2, Day 1, 2; Unit 9, Week 3, Day 4; Unit 9, Week 4, Day 1, 3, 4; Unit 10, Week 1, Day 1, 2, 3, 4; ML5

Vocabulary Teaching Guide: Week 6, Day 2; Week 8, Day 2, 4; Week 9, Day 2, 4; Week 10, Day 2, 4; Week 12, Day 2, 3, 4; Week 14, Day 2, 4; Week 17, Day 3; Week 18, Day 4; Week 21, Day 3; Week 22, Day 2; Week 25, Day 2, 3, 4, 5; Week 27, Day 1, 2; Week 29, Day 2, 3, 4, 5; Week 30, Day 1


Being a Writer: Unit 1, Week 1, Day 4, 5; Unit 1, Week 2, Day 4, 5; Unit 1, Week 3, Day 1, 2; Unit 2, Week 1, Day 1, 2, 4, 5; Unit 2, Week 2, Day 2, 5; Unit 3, Week 1, Day 1, 2, 3, 4, 5; Unit 3, Week 2, Day 3, 4; Unit 3, Week 3, Day 3, 4, 5; Unit 3, Week 4, Day 2, 3, 4, 5; Unit 4, Week 1, Day 1, 2, 3, 5; Unit 4, Week 2, Day 1, 2, 3, 5; Unit 4, Week 3, Day 2; Unit 4, Week 4, Day 1, 4; Unit 4, Week 5, Day 2, 3, 4; Unit 4, Week 6, Day 1, 2, 3, 5; Unit 5, Week 1, Day 1, 4; Unit 5, Week 2, Day 4, 5; Unit 5, Week 3, Day 1, 3, 4; Unit 5, Week 4, Day 1, 2, 4, 5; Unit 5, Week 5, Day 1, 5; Unit 5, Week 6, Day 1, 2, 4, 5; Unit 6, Week 1, Day 2, 3; Unit 6, Week 2, Day 3, 5; Unit 6, Week 3, Day 3, 4, 5; Unit 7, Week 1, Day 1, 2, 3, 4, 5; Unit 7, Week 2, Day 1, 3, 5; Unit 7, Week 3, Day 2, 4, 5; Unit 8, Week 1, Day 1, 2, 3, 4, 5; Unit 8, Week 2, Day 5; Unit 9, Week 1, Day 1, 3, 4


Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 1, 2, 5; Narrative Writing, Day 1, 2, 4, 5; Opinion Writing, Day 1, 5


SL1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Making Meaning: Unit 1, Week 2, Day 4; Unit 5, Week 2, Day 1, 2; Unit 6, Week 1, Day 1; Unit 8, Week 3, Day 1, 4; Unit 9, Week 1, Day 4; Unit 9, Week 4, Day 3, 4; Unit 10, Week 1, Day 1, 2, 3


Being a Writer: Unit 5, Week 4, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 2, Day 3; Unit 7, Week 3, Day 4, 5; Unit 8, Week 2, Day 5

Writing Performance Task Preparation Guide: Opinion Writing, Day 1

SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Making Meaning: Unit 4, Week 1, Day 1, 2, 3, 4; Unit 6, Week 1, Day 1, 4; Unit 7, Week 3, Day 2, 3, 4; Unit 7, Week 5, Day 1, 4; Unit 8, Week 1, Day 4; Unit 8, Week 2, Day 4; Unit 9, Week 1, Day 3; Unit 9, Week 2, Day 2; Unit 10, Week 1, Day 4


SL3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and IdeasSL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Making Meaning: Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 2; Unit 9, Week 4, Day 4; Unit 10, Week 1, Day 1, 2, 3

Vocabulary Teaching Guide: Week 25, Day 2, 3, 4, 5; Week 29, Day 2, 3, 4, 5

Being a Writer: Unit 3, Week 4, Day 4, 5; Unit 4, Week 6, Day 5; Unit 5, Week 6, Day 4, 5; Unit 6, Week 3, Day 4, 5; Unit 7, Week 3, Day 4, 5; Unit 8, Week 2, Day 5

SL5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)


102 | Grade 5

Language Standards—Grade 5Conventions of Standard EnglishL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Being a Writer: Unit 3, Week 1, Day 1; Unit 3, Week 2, Day 5; Unit 3, Week 3, Day 1, 3; Unit 4, Week 5, Day 3, 4; Unit 4, Week 6, Day 1, 3, 4; Unit 6, Week 2, Day 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5

Skill Practice Teaching Guide: Lesson 2; Lesson 5; Lesson 6; Lesson 12; Lesson 13; Lesson 14; Lesson 15; Lesson 17; Lesson 20; Lesson 21; Lesson 22; Lesson 24


L1.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.



L1.b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.



L1.c Use verb tense to convey various times, sequences, states, and conditions.


Skill Practice Teaching Guide: Lesson 12; Lesson 13; Lesson 14; Lesson 15; Lesson 17

L1.d Recognize and correct inappropriate shifts in verb tense.

Being a Writer: Unit 3, Week 2, Day 5; Unit 3, Week 3, Day 1, 3; Unit 4, Week 6, Day 1, 3, 4


L1.e Use correlative conjunctions (e.g., either/or, neither/nor).

Being a Writer: Unit 6, Week 2, Day 5; Unit 6, Week 3, Day 1, 2, 3, 4, 5



Being a Writer: Unit 2, Week 2, Day 2, 3; Unit 3, Week 4, Day 2, 3; Unit 4, Week 6, Day 3, 4; Unit 5, Week 6, Day 1; Unit 6, Week 3, Day 2, 3, 4, 5; Unit 7, Week 3, Day 2, 3, 4, 5; Unit 8, Week 2, Day 4; Unit 9, Week 1, Day 2



L2.a Use punctuation to separate items in a series.



L2.b Use a comma to separate an introductory element from the rest of the sentence.


Skill Practice Teaching Guide: Lesson 3; Lesson 22; Lesson 24; Lesson 26; Lesson 30

L2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).


L2.d Use underlining, quotation marks, or italics to indicate titles of works.


L2.e Spell grade-appropriate words correctly, consulting references as needed.

Being a Writer: Unit 2, Week 2, Day 2, 3; Unit 3, Week 4, Day 2, 3; Unit 4, Week 6, Day 3, 4; Unit 5, Week 6, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 3, Day 2; Unit 8, Week 2, Day 4; Unit 9, Week 1, Day 2



Being a Writer: Unit 2, Week 1, Day 2, 3; Unit 4, Week 6, Day 3, 4; Unit 5, Week 6, Day 1, 2; Unit 7, Week 3, Day 2, 3, 4, 5


L3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Being a Writer: Unit 2, Week 1, Day 2, 3; Unit 4, Week 6, Day 3, 4; Unit 5, Week 6, Day 1, 2; Unit 7, Week 3, Day 2, 3, 4, 5


L3.b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.


Vocabulary Acquisition and UseL4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Making Meaning: ML6

Vocabulary Teaching Guide: Week 1, Day 1; Week 2, Day 2; Week 3, Day 1, 3; Week 4, Day 2, 3; Week 5, Day 1, 3; Week 6, Day 1, 2, 3; Week 7, Day 1; Week 9, Day 1; Week 13, Day 1, 3; Week 14, Day 1, 2; Week 15, Day 3; Week 16, Day 1, 4; Week 17, Day 1, 3; Week 18, Day 1, 3; Week 19, Day 1; Week 20, Day 3; Week 22, Day 3; Week 27, Day 1; Week 28, Day 3

Reading Assessment Preparation Guide: Day 3; Passage 2; Passage 4; Passage 5; Passage 6


L4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Making Meaning: ML6

Vocabulary Teaching Guide: Week 1, Day 1; Week 3, Day 1, 3; Week 5, Day 3; Week 6, Day 1, 2, 3; Week 7, Day 1; Week 9, Day 1; Week 14, Day 2; Week 15, Day 3; Week 17, Day 3; Week 27, Day 1

Reading Assessment Preparation Guide: Day 3; Passage 2; Passage 4; Passage 5; Passage 6

L4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Making Meaning: ML6

Vocabulary Teaching Guide: Week 2, Day 2; Week 4, Day 2, 3; Week 6, Day 3; Week 7, Day 1; Week 13, Day 1, 3; Week 14, Day 1; Week 15, Day 3; Week 16, Day 4; Week 17, Day 1; Week 18, Day 1, 3; Week 19, Day 1; Week 22, Day 3; Week 28, Day 3

L4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.



L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


Vocabulary Teaching Guide: Week 2, Day 1; Week 4, Day 1, 3, 4; Week 6, Day 1, 2, 3; Week 7, Day 1, 5; Week 8, Day 1, 3, 4; Week 10, Day 1, 2, 3; Week 12, Day 1; Week 13, Day 1, 2, 3; Week 14, Day 1; Week 15, Day 1, 3; Week 16, Day 1, 3; Week 17, Day 1; Week 19, Day 3, 5; Week 20, Day 1, 3; Week 21, Day 1; Week 22, Day 5; Week 23, Day 1, 3; Week 24, Day 3; Week 26, Day 1; Week 28, Day 3; Week 30, Day 3

Being a Writer: Unit 8, Week 1, Day 2; Unit 8, Week 2, Day 2, 4, 5

L5.a Interpret figurative language, including similes and metaphors, in context.




L5.b Recognize and explain the meaning of common idioms, adages, and proverbs.

Vocabulary Teaching Guide: Week 4, Day 3, 4; Week 24, Day 3

L5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Vocabulary Teaching Guide: Week 2, Day 1; Week 4, Day 1, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 5; Week 8, Day 1, 3; Week 10, Day 1, 3; Week 12, Day 1; Week 13, Day 1, 2, 3; Week 14, Day 1; Week 15, Day 1, 3; Week 16, Day 1, 3; Week 17, Day 1; Week 19, Day 3, 5; Week 20, Day 1, 3; Week 21, Day 1; Week 22, Day 5; Week 23, Day 3; Week 26, Day 1; Week 28, Day 3; Week 30, Day 3

L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Vocabulary Teaching Guide: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5; Week 5, Day 1, 2, 3, 4, 5; Week 6, Day 1, 2, 3, 4, 5; Week 7, Day 1, 2, 3, 4, 5; Week 8, Day 1, 2, 3, 4, 5; Week 9, Day 1, 2, 3, 4, 5; Week 10, Day 1, 2, 3, 4, 5; Week 11, Day 1, 2, 3, 4, 5; Week 12, Day 1, 2, 3, 4, 5; Week 13, Day 1, 2, 3, 4, 5; Week 14, Day 1, 2, 3, 4, 5; Week 15, Day 1, 2, 3, 4, 5; Week 16, Day 1, 2, 3, 4, 5; Week 17, Day 1, 2, 3, 4, 5; Week 18, Day 1, 2, 3, 4, 5; Week 19, Day 1, 2, 3, 4, 5; Week 20, Day 1, 2, 3, 4, 5; Week 21, Day 1, 2, 3, 4, 5; Week 22, Day 1, 2, 3, 4, 5; Week 23, Day 1, 2, 3, 4, 5; Week 24, Day 1, 2, 3, 4, 5; Week 25, Day 2, 3, 4, 5; Week 26, Day 1, 2, 3, 4, 5; Week 27, Day 1, 2, 3, 4, 5; Week 28, Day 1, 2, 3, 4, 5; Week 29, Day 1, 2, 3, 4, 5; Week 30, Day 1, 2, 3, 4, 5

Writing Performance Task Preparation Guide: Informative/Explanatory Writing, Day 4, 5; Opinion Writing, Day 4, 5

Foundation Funding for Center for the Collaborative ClassroomThe materials and services of Center for the Collaborative Classroom are made possible by the generous support of the following institutions and individuals:

The Annenberg Foundation

The Atlantic Philanthropies (USA) Inc.

William and Allison Bennington

Booth Ferris Foundation

The Robert Bowne Foundation, Inc.

The Annie E. Casey Foundation

Center for Substance Abuse Prevention, U.S. Department of Health and Human Services

The Danforth Foundation

The DuBarry Foundation

Einhorn Family Charitable Trust

The Ford Foundation

Google Inc.

William T. Grant Foundation

Evelyn and Walter Haas, Jr. Fund

Walter and Elise Haas Fund

The Horace Hagedorn Foundation

J. David & Pamela Hakman Family Foundation

Hasbro Children’s Foundation

The Charles Hayden Foundation

The William Randolph Hearst Foundations

Clarence E. Heller Charitable Foundation

The William and Flora Hewlett Foundation

The James Irvine Foundation

The Jenesis Group

Robert Wood Johnson Foundation

Walter S. Johnson Foundation

Ewing Marion Kauffman Foundation

W.K. Kellogg Foundation

John S. and James L. Knight Foundation

Lilly Endowment, Inc.

Longview Foundation

Louis R. Lurie Foundation

John D. and Catherine T. MacArthur Foundation

A.L. Mailman Family Foundation, Inc.

MassMutual Foundation

The MBK Foundation

Mr. & Mrs. Sanford N. McDonnell

Mendelson Family Fund

MetLife Foundation

Charles Stewart Mott Foundation

William & Linda Musser

National Institute on Drug Abuse, National Institutes of Health

National Science Foundation

New York Life Foundation

The New York Institute for Special Education

Nippon Life Insurance Foundation

NoVo Foundation

Karen and Christopher Payne Foundation

The Pew Charitable Trusts

The Pinkerton Foundation

The Rockefeller Foundation

Louise and Claude Rosenberg, Jr. Family Foundation

The San Francisco Foundation

Shinnyo-en Foundation

Silver Giving Foundation

The Spencer Foundation

Spunk Fund, Inc.

Stephen Bechtel Fund

W. Clement & Jessie V. Stone Foundation

Stuart Foundation

The Stupski Family Foundation

The Sulzberger Foundation, Inc.

Surdna Foundation, Inc.

John Templeton Foundation

U.S. Department of Education

The Wallace Foundation

Wells Fargo Bank

About CCC Collaborative Literacy CCC Collaborative Literacy is a powerful set of modules designed to address the core skills that are traditionally taught in the language arts block in kindergarten through grade 6. The programs that make up the Collaborative Literacy suite—Being a Reader™, Being a Writer™, and Making Meaning®—foster students’ ongoing development as readers, writers, and caring members of the classroom community. This booklet shows how the programs that make up the Collaborative Literacy suite address the Common Core State Standards at kindergarten through grade 5. To see how all three programs can be implemented in your classroom, see the Collaborative Literacy Implementation Guide at collaborativeclassroom.org/collaborative-literacy.

• Workshop model• Genre study using mentor texts• Integrated language skills

Being a Writer™ K–6

Project Name: DSC Program Cover

Round: 1st pages Date: 02/20/14

File Name: BW2-TM2-V1_cover.indd Page #: 1

Trim size: 8.375” x 10.875” Colors used: list colors here Printed at: 100%

Artist: Name here Editor: Name here

Comments: Any comments here.

Teacher’s Manual | Volume 1

2GRADE

Being a Writer™

SECOND EDITION

CCC Collaborative Literacy

Collaborative Literacy, K–6

• Foundational reading skills• Differentiated reading groups • Word study, f luency, and handwriting

Being a Reader™ K–2• Reading comprehension and vocabulary • Authentic read-alouds • Individualized Daily Reading

Making Meaning® K–6

Assessing to inform instructionPromoting critical thinking and collaboration

Supporting social and academic development

Continuous Professional Learning

Teacher’s Manual | Volume 1


2GRADE

WHOLE CLASS

2GRADE

THIRD EDITION


Teacher’s Manual

Empowering teachers to transform classrooms and build school community

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