KEY✔ = Assessed SkillTinted panels show skills, strategies, and other teaching opportunities.
1 2 3 4 5
SCOPE & SEQUENCE
READING PROCESSConcepts About Print/Print Awareness
Recognize own name
Understand directionality (top to bottom; tracking print from left to right; return sweep, page by page)
Locate printed word on page
Develop print awareness (concept of letter, word, sentence)
Identify separate sounds in a spoken sentence
Understand that written words are represented in written language by a specific sequence of letters
Distinguish between letters, words, and sentences
Identify and distinguish paragraphs
Match print to speech (one-to-one correspondence)
Name uppercase and lowercase letters
Understand book handling (holding a book right-side-up, turning its pages)
Identify parts of a book (front cover, back cover, title page, table of contents); recognize that parts of a book contain information
Phonological Awareness
Recognize and understand alliteration
Segment sentences into correct number of words
Identify, blend, segment syllables in words ✔
Recognize and generate rhyming words ✔
Identify, blend, segment onset and rime ✔
Phonemic Awareness
Count phonemes ✔
Isolate initial, medial, and final sounds ✔
Blend spoken phonemes to form words ✔
Segment spoken words into phonemes ✔
Distinguish between long- and short-vowel sounds ✔
Manipulate phonemes (addition, deletion, substitution) ✔
Phonics and Decoding /Word Recognition
Understand the alphabetic principle ✔
Sound/letter correspondence ✔ ✔ ✔
Blend sounds into words, including VC, CVC, CVCe, CVVC words ✔ ✔ ✔
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5
BALANCED LITERACY SCOPE & SEQUENCE 1
NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 1 6/14/13 9:58 AM
SCOPE & SEQUENCE1 2 3 4 5
Blend common word families ✔ ✔ ✔
Initial consonant blends ✔ ✔ ✔
Final consonant blends ✔ ✔ ✔
Initial and medial short vowels ✔ ✔ ✔ ✔ ✔
Decode one-syllable words in isolation and in context ✔ ✔ ✔
Decode multisyllabic words in isolation and in context using common syllabication patterns ✔ ✔ ✔ ✔ ✔
Distinguish between similarly spelled words ✔ ✔ ✔ ✔ ✔
Monitor accuracy of decoding
Identify and read common high-frequency words, irregularly spelled words ✔ ✔ ✔
Identify and read compound words, contractions ✔ ✔ ✔ ✔ ✔
Use knowledge of spelling patterns to identify syllables ✔ ✔ ✔ ✔ ✔
Regular and irregular plurals ✔ ✔ ✔ ✔ ✔
Long vowels (silent e, vowel teams) ✔ ✔ ✔ ✔ ✔
Vowel digraphs (variant vowels) ✔ ✔ ✔ ✔ ✔
r-Controlled vowels ✔ ✔ ✔ ✔ ✔
Hard/soft consonants ✔ ✔ ✔ ✔ ✔
Initial consonant digraphs ✔ ✔ ✔ ✔ ✔
Medial and final consonant digraphs ✔ ✔ ✔ ✔ ✔
Vowel diphthongs ✔ ✔ ✔ ✔ ✔
Identify and distinguish letter-sounds (initial, medial, final) ✔ ✔
Silent letters ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔
Inflectional endings ✔ ✔ ✔ ✔ ✔
Triple-consonant clusters ✔ ✔ ✔ ✔ ✔
Unfamiliar and complex word families ✔ ✔ ✔
Structural Analysis/Word Analysis
Common spelling patterns (word families) ✔ ✔ ✔ ✔ ✔
Common syllable patterns ✔ ✔ ✔ ✔ ✔
Inflectional endings ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔
Compound words ✔ ✔ ✔ ✔ ✔
Prefixes and suffixes ✔ ✔ ✔ ✔ ✔
Root or base words ✔ ✔ ✔ ✔
Comparatives and superlatives ✔ ✔ ✔ ✔
Greek and Latin roots ✔ ✔ ✔ ✔
Fluency
Apply letter/sound knowledge to decode phonetically regular words accurately ✔ ✔ ✔ ✔ ✔
Recognize high-frequency and familiar words ✔ ✔ ✔ ✔ ✔
Read regularly on independent and instructional levels
Read orally with fluency from familiar texts (choral, echo, partner, Reader’s Theater)
Use appropriate rate, expression, intonation, and phrasing ✔ ✔ ✔ ✔ ✔
Read with automaticity (accurately and effortlessly) ✔ ✔ ✔ ✔ ✔
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5
BALANCED LITERACY SCOPE & SEQUENCE 2
NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 2 6/14/13 9:58 AM
KEY✔ = Assessed SkillTinted panels show skills, strategies, and other teaching opportunities.
1 2 3 4 5Use punctuation cues in reading ✔ ✔ ✔ ✔ ✔
Adjust reading rate to purpose, text difficulty, form, and style
Repeated readings
Timed readings ✔ ✔ ✔ ✔ ✔
Read with purpose and understanding ✔ ✔ ✔ ✔ ✔
Read orally with accuracy ✔ ✔ ✔ ✔ ✔
Use context to confirm or self-correct word recognition ✔ ✔ ✔ ✔ ✔
READING LITERATURE Comprehension Strategies and Skills
Read literature from a broad range of genres, cultures, and periods ✔ ✔ ✔ ✔ ✔
Access complex text ✔ ✔ ✔ ✔ ✔
Build background
Preview and predict
Establish and adjust purpose for reading
Evaluate citing evidence from the text
Ask and answer questions ✔ ✔ ✔ ✔ ✔
Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔
Monitor/adjust comprehension including reread, reading rate, paraphrase
Recount/Retell ✔
Summarize ✔ ✔ ✔ ✔
Story structure (beginning, middle, end) ✔ ✔ ✔ ✔ ✔
Visualize
Make connections between and across texts ✔ ✔ ✔ ✔ ✔
Point of view ✔ ✔ ✔ ✔ ✔
Author’s purpose
Cause and effect ✔ ✔ ✔ ✔ ✔
Compare and contrast (including character, setting, plot, topics) ✔ ✔ ✔ ✔ ✔
Classify and categorize ✔ ✔
Literature vs informational text ✔ ✔
Illustrations, using ✔ ✔ ✔
Theme, central message, moral, lesson ✔ ✔ ✔ ✔ ✔
Predictions, making/confirming ✔ ✔
Problem and solution (problem/resolution) ✔ ✔ ✔ ✔ ✔
Sequence of events ✔ ✔ ✔ ✔ ✔
Literary Elements
Character ✔ ✔ ✔ ✔ ✔
Plot development/Events ✔ ✔ ✔ ✔ ✔
Setting ✔ ✔ ✔ ✔ ✔
Stanza ✔ ✔ ✔
Alliteration ✔
Assonance ✔
BALANCED LITERACY SCOPE & SEQUENCE 3
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5 NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 3 6/14/13 9:58 AM
SCOPE & SEQUENCE1 2 3 4 5
Dialogue
Foreshadowing ✔
Flashback ✔
Descriptive and figurative language ✔ ✔ ✔ ✔ ✔
Imagery ✔ ✔
Meter ✔ ✔
Onomatopoeia
Repetition ✔ ✔ ✔ ✔ ✔
Rhyme/rhyme schemes ✔ ✔ ✔ ✔ ✔
Rhythm ✔ ✔
Sensory language
Symbolism
Write About Reading/Literary Response Discussions
Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔
Connect and compare text characters, events, ideas to self, to other texts, to world
Connect literary texts to other curriculum areas
Identify cultural and historical elements of text
Evaluate author’s techniques, craft
Analytical writing
Interpret text ideas through writing, discussion, media, research
Book report or review
Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔
Organize information to show understanding of main idea through charts, mapping
Cite text evidence ✔ ✔ ✔ ✔ ✔
Author’s purpose/ Illustrator’s purpose
READING INFORMATIONAL TEXTComprehension Strategies and Skills
Read informational text from a broad range of topics and cultures ✔ ✔ ✔ ✔ ✔
Access complex text ✔ ✔ ✔ ✔ ✔
Build background
Preview and predict ✔ ✔
Establish and adjust purpose for reading
Evaluate citing evidence from the text
Ask and answer questions ✔ ✔ ✔ ✔ ✔
Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔
Monitor and adjust comprehension including reread, adjust reading rate, paraphrase
Recount/Retell ✔
Summarize ✔ ✔ ✔ ✔
Text structure ✔ ✔ ✔ ✔ ✔
Identify text features ✔ ✔ ✔ ✔ ✔
Make connections between and across texts ✔ ✔ ✔ ✔ ✔
Author’s point of view ✔ ✔ ✔
SCOPE & SEQUENCE
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5
BALANCED LITERACY SCOPE & SEQUENCE 4
NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 4 6/14/13 9:58 AM
KEY✔ = Assessed SkillTinted panels show skills, strategies, and other teaching opportunities.
1 2 3 4 5Author’s purpose ✔ ✔
Cause and effect ✔ ✔ ✔ ✔ ✔
Compare and contrast ✔ ✔ ✔ ✔ ✔
Classify and categorize ✔ ✔
Illustrations and photographs, using ✔ ✔ ✔
Instructions/directions (written and oral) ✔ ✔ ✔ ✔ ✔
Main idea and key details ✔ ✔ ✔ ✔ ✔
Persuasion, reasons and evidence to support points/persuasive techniques ✔
Predictions, making/confirming ✔
Problem and solution ✔ ✔ ✔ ✔ ✔
Sequence, chronological order of events, time order, steps in a process ✔ ✔ ✔ ✔ ✔
Writing About Reading/Expository Critique Discussions
Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔
Connect and compare text characters, events, ideas to self, to other texts, to world
Connect texts to other curriculum areas
Identify cultural and historical elements of text
Evaluate author’s techniques, craft
Analytical writing
Read to understand and perform tasks and activities
Interpret text ideas through writing, discussion, media, research
Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔
Organize information to show understanding of main idea through charts, mapping
Cite text evidence ✔ ✔ ✔ ✔ ✔
Author’s purpose/Illustrator’s purpose
Text Features
Recognize and identify text and organizational features of nonfiction texts ✔ ✔ ✔ ✔ ✔
Captions and labels, headings, subheadings, endnotes, key words, bold print ✔ ✔ ✔ ✔ ✔
Graphics, including photographs, illustrations, maps, charts, diagrams, graphs, time lines ✔ ✔ ✔ ✔ ✔
Self-Selected Reading/Independent Reading
Use personal criteria to choose own reading including favorite authors, genres, recommendations from others; set up a reading log
Read a range of literature and informational text for tasks as well as for enjoyment; participate in literature circles
Produce evidence of reading by retelling, summarizing, or paraphrasing
Media Literacy
Summarize the message or content from media message, citing text evidence
Use graphics, illustrations to analyze and interpret information ✔ ✔ ✔ ✔ ✔
Identify structural features of popular media and use the features to obtain information, including digital sources
✔ ✔ ✔
Identify reasons and evidence in visuals and media message
Analyze media source: recognize effects of media in one’s mood and emotion
Make informed judgments about print and digital media
Critique persuasive techniques
BALANCED LITERACY SCOPE & SEQUENCE 5
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5 NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 5 6/14/13 9:58 AM
SCOPE & SEQUENCE1 2 3 4 5
WRITINGWriting Process
Plan/prewrite
Draft
Revise
Edit/proofread
Publish and present including using technology
Teacher and peer feedback
Writing Traits
Conventions ✔ ✔ ✔ ✔ ✔
Ideas ✔ ✔ ✔ ✔ ✔
Organization ✔ ✔ ✔ ✔ ✔
Sentence fluency ✔ ✔ ✔ ✔ ✔
Voice ✔ ✔ ✔ ✔ ✔
Word choice ✔ ✔ ✔ ✔ ✔
Writer’s Craft
Good topic, focus on and develop topic, topic sentence ✔ ✔ ✔ ✔
Paragraph(s); sentence structure ✔ ✔ ✔ ✔
Main idea and supporting key details ✔ ✔ ✔ ✔
Unimportant details
Relevant supporting evidence ✔ ✔ ✔ ✔
Strong opening, strong conclusion ✔ ✔ ✔ ✔
Beginning, middle, end; sequence ✔ ✔ ✔ ✔ ✔
Precise words, strong words, vary words ✔ ✔ ✔ ✔
Figurative and sensory language, descriptive details
Informal/formal language
Mood/style/tone
Dialogue ✔ ✔ ✔
Transition words, transitions to multiple paragraphs ✔ ✔ ✔
Select focus and organization ✔ ✔ ✔ ✔
Points and counterpoints/Opposing claims and counterarguments
Use reference materials (online and print dictionary, thesaurus, encyclopedia)
Writing Applications
Writing about text ✔ ✔ ✔ ✔ ✔
Personal and fictional narrative (also biographical and autobiographical) ✔ ✔ ✔ ✔ ✔
Variety of expressive forms including poetry ✔ ✔ ✔ ✔ ✔
Informative/explanatory texts ✔ ✔ ✔ ✔ ✔
Description ✔ ✔ ✔
Procedural texts ✔ ✔ ✔ ✔ ✔
Opinion pieces or arguments ✔ ✔ ✔ ✔ ✔
Communications including technical documents ✔ ✔ ✔ ✔ ✔
Research report ✔ ✔ ✔ ✔ ✔
Responses to literature/reflection ✔ ✔ ✔
SCOPE & SEQUENCE
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5
BALANCED LITERACY SCOPE & SEQUENCE 6
NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 6 6/14/13 9:58 AM
KEY✔ = Assessed SkillTinted panels show skills, strategies, and other teaching opportunities.
1 2 3 4 5Analytical writing
Letters ✔ ✔ ✔ ✔ ✔
Write daily and over short and extended time frames; set up writer’s notebooks
Penmanship/Handwriting
Write legibly in manuscript using correct formation, directionality, and spacing
Write legibly in cursive using correct formation, directionality, and spacing
SPEAKING AND LISTENING Speaking
Use repetition, rhyme, and rhythm in oral texts
Participate in classroom activities and discussions
Collaborative conversation with peers and adults in small and large groups using formal English when appropriate
Differentiate between formal and informal English
Follow agreed upon rules for discussion
Build on others’ talk in conversation, adding new ideas
Come to discussion prepared
Describe familiar people, places, and things and add drawings as desired
Paraphrase portions of text read alone or information presented
Apply comprehension strategies and skills in speaking activities
Use literal and nonliteral meanings
Ask and answer questions about text read aloud and about media
Stay on topic when speaking
Use language appropriate to situation, purpose, and audience
Use nonverbal communications such as eye contact, gestures, and props
Use verbal communication in effective ways and improve expression in conventional language
Retell a story, presentation, or spoken message by summarizing
Oral presentations: focus, organizational structure, audience, purpose
Give and follow directions
Consider audience when speaking or preparing a presentation
Recite poems, rhymes, songs
Use complete, coherent sentences
Organize presentations
Deliver presentations (narrative, summaries, research, persuasive); add visuals
Speak audibly (accuracy, expression, volume, pitch, rate, phrasing,modulation, enunciation)
Create audio recordings of poems, stories, presentations
Listening
Identify musical elements in language
Determine the purpose for listening
Understand, follow, restate, and give oral directions
Develop oral language and concepts
Listen openly, responsively, attentively, and critically
BALANCED LITERACY SCOPE & SEQUENCE 7
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5 NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 7 6/14/13 9:58 AM
SCOPE & SEQUENCE1 2 3 4 5
Listen to identify the points a speaker makes
Listen responsively to oral presentations (determine main idea and key details)
Ask and answer relevant questions (for clarification to follow-up on ideas)
Identify reasons and evidence presented by speaker
Recall and interpret speakers’ verbal/nonverbal messages, purposes, perspectives
LANGUAGEVocabulary Acquisition and Use
Develop oral vocabulary and choose words for effect
Use academic language ✔ ✔ ✔ ✔ ✔
Identify persons, places, things, actions ✔ ✔ ✔
Classify, sort, and categorize words ✔ ✔ ✔ ✔ ✔
Determine or clarify the meaning of unknown words; use word walls ✔ ✔ ✔ ✔ ✔
Synonyms, antonyms, and opposites ✔ ✔ ✔ ✔ ✔
Use context clues such as word, sentence, paragraph, definition, example, restatement, description, comparison, cause and effect
✔ ✔ ✔ ✔ ✔
Use word identification strategies ✔ ✔ ✔ ✔ ✔
Unfamiliar words ✔ ✔ ✔ ✔ ✔
Multiple-meaning words ✔ ✔ ✔ ✔ ✔
Use print and online dictionary to locate meanings, pronunciation, derivatives, parts of speech
✔ ✔ ✔ ✔ ✔
Compound words ✔ ✔ ✔ ✔ ✔
Words ending in -er and -est ✔ ✔ ✔ ✔ ✔
Root words (base words) ✔ ✔ ✔ ✔ ✔
Prefixes and suffixes ✔ ✔ ✔ ✔ ✔
Greek and Latin affixes and roots ✔ ✔ ✔ ✔
Denotation and connotation ✔ ✔
Word families ✔ ✔ ✔ ✔ ✔
Inflectional endings ✔ ✔ ✔ ✔ ✔
Use a print and online thesaurus ✔ ✔ ✔ ✔
Use print and online reference sources for word meaning (dictionary, glossaries) ✔ ✔ ✔ ✔ ✔
Homographs ✔ ✔ ✔
Homophones ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔
Figurative language such as metaphors, similes, personification ✔ ✔ ✔ ✔
Idioms, adages, proverbs, literal and nonliteral language ✔ ✔ ✔ ✔
Analogies
Listen to, read, discuss familiar and unfamiliar challenging text
Identify real-life connections between words and their use
Use acquired words and phrases to convey precise ideas
Use vocabulary to express spatial and temporal relationships
Identify shades of meaning in related words ✔ ✔ ✔ ✔ ✔
Word origins ✔ ✔ ✔
Morphology ✔ ✔ ✔
SCOPE & SEQUENCE
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5
BALANCED LITERACY SCOPE & SEQUENCE 8
NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 8 6/14/13 9:58 AM
KEY✔ = Assessed SkillTinted panels show skills, strategies, and other teaching opportunities.
1 2 3 4 5
Knowledge of Language
Choose words, phrases, and sentences for effect
Choose punctuation effectively
Formal and informal language for style and tone including dialects
Conventions of Standard English/Grammar, Mechanics, and Usage
Sentence concepts: statements, questions, exclamations, commands ✔ ✔ ✔ ✔ ✔
Complete and incomplete sentences; sentence fragments; word order ✔ ✔ ✔ ✔ ✔
Compound sentences, complex sentences ✔ ✔ ✔
Combining sentences ✔ ✔ ✔ ✔ ✔
Nouns including common, proper, singular, plural, irregular plurals, possessives, abstract, concrete, collective
✔ ✔ ✔ ✔ ✔
Verbs including action, helping, linking, irregular ✔ ✔ ✔ ✔ ✔
Verb tenses including past, present, future, perfect, and progressive ✔ ✔ ✔ ✔ ✔
Pronouns including possessive, subject and object, pronoun-verb agreement, indefinite, intensive, reciprocal; correct unclear pronouns
✔ ✔ ✔ ✔ ✔
Adjectives including articles, demonstrative, proper, adjectives that compare ✔ ✔ ✔ ✔ ✔
Adverbs including telling how, when, where, comparative, superlative, irregular ✔ ✔ ✔ ✔ ✔
Subject, predicate; subject-verb agreement ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔
Conjunctions ✔ ✔ ✔
Commas ✔ ✔ ✔ ✔
Colons, semicolons, dashes, hyphens ✔
Question words
Quotation marks ✔ ✔ ✔ ✔
Prepositions and prepositional phrases, appositives ✔ ✔ ✔ ✔ ✔
Independent and dependent clauses ✔
Italics/underlining for emphasis and titles
Negatives, correcting double negatives ✔ ✔
Abbreviations ✔ ✔ ✔ ✔
Use correct capitalization in sentences, proper nouns, titles, abbreviations ✔ ✔ ✔ ✔ ✔
Use correct punctuation ✔ ✔ ✔ ✔ ✔
Antecedents ✔ ✔ ✔
Homophones and words often confused ✔ ✔ ✔ ✔
Apostrophes ✔ ✔ ✔
Spelling
Write irregular, high-frequency words ✔ ✔
ABC order ✔
Write letters ✔
Words with short vowels ✔ ✔ ✔ ✔ ✔
Words with long vowels ✔ ✔ ✔ ✔ ✔
Words with digraphs, blends, consonant clusters, double consonants ✔ ✔ ✔ ✔ ✔
Words with vowel digraphs and ambiguous vowels ✔ ✔ ✔ ✔ ✔
BALANCED LITERACY SCOPE & SEQUENCE 9
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5 NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 9 6/14/13 9:58 AM
SCOPE & SEQUENCE1 2 3 4 5
Words with diphthongs ✔ ✔ ✔ ✔ ✔
Words with r-controlled vowels ✔ ✔ ✔ ✔ ✔
Use conventional spelling ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔
Words with silent letters ✔ ✔ ✔ ✔
Words with hard and soft letters ✔ ✔ ✔ ✔
Inflectional endings including plural, past tense, drop final e and double consonant when adding -ed and -ing, changing y to i
✔ ✔ ✔ ✔ ✔
Compound words ✔ ✔ ✔ ✔ ✔
Homonyms/homophones ✔ ✔ ✔ ✔
Prefixes and suffixes ✔ ✔ ✔ ✔ ✔
Root and base words (also spell derivatives) ✔ ✔ ✔
Syllables: patterns, rules, accented, stressed, closed, open ✔ ✔ ✔
Words with Greek and Latin roots ✔
Words from mythology ✔
Words with spelling patterns, word families ✔ ✔ ✔ ✔ ✔
RESEARCH AND INQUIRYStudy Skills
Directions: read, write, give, follow (includes technical directions) ✔ ✔ ✔ ✔
Evaluate directions for sequence and completeness ✔ ✔ ✔
Use library/media center
Use parts of a book to locate information
Interpret information from graphic aids ✔ ✔ ✔ ✔ ✔
Use graphic organizers to organize information and comprehend text ✔ ✔ ✔ ✔ ✔
Use functional, everyday documents ✔ ✔ ✔
Apply study strategies: skimming and scanning, note-taking, outlining
Research Process
Generate and revise topics and questions for research ✔ ✔ ✔
Narrow focus of research, set research goals ✔ ✔ ✔
Find and locate information using print and digital resources ✔ ✔ ✔ ✔ ✔
Record information systematically (note-taking, outlining, using technology) ✔ ✔ ✔
Develop a systematic research plan ✔ ✔ ✔
Evaluate reliability, credibility, usefulness of sources and information ✔
Use primary sources to obtain information ✔ ✔
Organize, synthesize, evaluate, and draw conclusions from information
Cite and list sources of information (record basic bibliographic data) ✔ ✔
Demonstrate basic keyboarding skills
Participate in and present shared research
Technology
Use computer, Internet, and other technology resources to access information
Use text and organizational features of electronic resources such as search engines, keywords, e-mail, hyperlinks, URLs, Web pages, databases, graphics
Use digital tools to present and publish in a variety of media formats
SCOPE & SEQUENCE
Program: BLR14 Component: TE Printer PDFsVendor: SRM Grade: 5
BALANCED LITERACY SCOPE & SEQUENCE 10
NATIONAL
001_010_BLR14_T5_BM_SS_129202.indd 10 6/14/13 9:58 AM
INDEX
Key 1 = Unit 1
A Access complex text. See also
Collection of Texts; Differentiate to Accelerate; Reading Extended Complex Text.connection of ideas, 1: S10, S22, T25,
T194, T195, 2: T224, T346, T398, T399, 3: T151, T158, T186, T187, T188, 4: T209, T221, T223, T390, T391, T392, 5: T81, T186, T187, T188, T273, 6: T316, T382, T383, T384, T418–T419
genre, 1: S9–S10, S22, T19, T94, T100, 2: T223, T334 3: T21, T55, T155, 4: T286, T292, 5: T17, T85, 6: T216, T281, T284
introducing types of complex text, 1: S10, S22
organization, 1: S10, S21–S22, T127, T129, T151, 2: T259, 3: T19, T57, T136, T137, T196, T262, T427, 4: T427, 5: T155
prior knowledge, 1: S10, S22, T85, 2: T217, 3: T33, T52, T127, 4: T289, T323, T337, T427, 6: T213, T247
purpose, 1: S9–S10, 2: T297, T366, 3: T27, 5: T54, T87
sentence structure, 1: S10, S21–S22, 2: T295, T398, T399, T400, 3: T194, T195, T196, 4: T327, T390–T392, 5: T186, T187, T188, 6: T382, T383, T384
specific vocabulary, 1: S10, S22, 2: T263, T365, T398, T399, T400, 3: T131, T194, T195, T196, 4: T357, T361, T390–T392, 5: T21, T186, T187, T188, 6: T349, T353, T382, T383, T384, T419
Adjectives. See Grammar: adjectives.Adverbs. See Grammar: adverbs.Affixes. See Phonics/Word Study;
Spelling; Vocabulary: prefixes, suffixes.
Alliteration. See also Literary devices; poetry. 2: T362, T363
Analytical Writing. See Write About Reading.
Anchor Papers, 1: T411, T417, 2: T423, T429, 3: T403, T409, 5: T395, T401
Antonyms, 3: T131
Apostrophes. See Grammar: mechanics and usage.
Approaching Level Options. See Collection of Texts; Differentiate to Accelerate; Level Up; Monitor and Differentiate; Suggested Lesson Plan.
Ask and answer questions, 1: S20, T49, T86, T92, T122, T128, T158, T162, 2: T325, T401, 4: T218, T222, T251, T252, T256, T393, 5: T82, T86, T120, T150, T154, T189, 6: T311, T385
Assessment,quick check. See Monitor and
Differentiate.
scoring rubrics, 1: T190, T411, T417, 2: T395, T423, T429, 3: T191, T403, T409, 4: T387, T415, T421, 5: T183, T395, T401, 6: T379, T407, T413
summative, 1: T198–T199, 2: T402–T403, 3: T198–T199,4: T394–T395, 5: T190–T191, 6: T386–T387
weekly, 1: T36–T37, T72–T73, T108–T109, T144–T145, T178–T179, 2: T240–T241, T276–T277, T312–T313, T348–T349, T382–T383, 3: T36–T37, T72–T73, T108–T109, T144–T145, T178–T179, 4: T238–T239, T272–T273, T306–T307, T340–T341, T374–T375, 5: T34–T35, T68–T69, T102–T103, T136–T137, T170–T171, 6: T230–T231, T264–T265, T298–T299, T332–T333, T366–T367
Author’s Craft, alliteration, 6: T346
animal characters, 6: T223
biography, 5: T116, T122
contrast, 3: T63, T87, T99, T135, T142, 5: T93, 6: T416
descriptive and regional language, 3: T26, T28, 4: T388–T389, T410, T412, T416–T419, T421
dialogue, 3: T30–T31, T33, T54, 4: T410, T412–T413, T415–T416, T418
idiom, 3: T55, T59, T70, T106
point of view, 2: T401, T430, 3: T63, T135, 5: T85, T87, T93, T119, T121–T122, 6: T351, T357, T419
sentence fluency, 3: T28–T29
strong opening, 4: T389, 5: T128–T129
word choice, 3: T64–T65, 6: T356, T358–T359, T404, T407, T413, T416, T419
Autobiographies. See Genre.
BBase words. See Vocabulary:
root words.Beyond Level Options. See Collection
of Texts; Differentiate to Accelerate; Level Up; Monitor and Differentiate; Suggested Lesson Plan.
Bibliography, 4: T129
Biographies. See Genre: informational text.
Book, parts of. See Study skills: parts of a book; Text features.
Build background, 1: S5, S19, T13, T49, T85, T121, T157, 2: T217, T253, T284, T325, T361, T388, 3: T13, T49, T85, T121, T157, 4: T217, T251, T285, T319, T353, 5: T13, T47, T81, T115, T149, 6: T209, T243, T277, T311, T345, T372
CCapitalization. See Grammar.Cause and effect. See Comprehension
skills: cause and effect.Character. See Comprehension skills:
character.Charts. See Text features: charts.Chronological order. See
Comprehension skills: sequence; Writing traits: organization.
Citations. See Research and inquiry; Computer literacy: research.
Classroom Library, 1: T3, T10, T25, T39, T46, T61, T75, T82, T97, T111, T116, T133, T147, T154, T167, T430–T435, 2: T211, T214, T229, T243, T250, T265, T279, T286, T301, T315, T322, T337, T351, T358, T371, T430–T435, 3: T3, T10, T25, T39, T46, T61, T75, T82, T97, T111, T118, T133, T147, T154, T167, T422–T427, 4: T206, T214, T227, T241, T248, T261, T275, T282, T294, T309, T317, T329, T343, T350, T363, T422–T427, 5: T3, T10, T21, T37, T44, T57, T71, T78, T91, T105, T112, T125, T139, T146, T159, T414–T419, 6: T199, T206, T219, T233, T240, T253, T267, T274, T287, T301, T308, T321, T335, T342, T355, T414–T419
Close reading, 1: S10, S12–S14, S24–S26, T2–T3, T8–T9, T16, T18, T20, T21, T22,
BALANCED LITERACY INDEX 1
INDEXT23, T24–T25, T38–T39, T44–T45, T52, T54, T56, T57, T58, T59, T60–T61, T74–T75, T80–T81, T88, T90, T92, T93, T94, T95, T96–T97, T110–T111, T118–T119, T124, T126, T128, T129, T130, T131, T132–T133, T146–T147, T152–T153, T162, T163, T164, T165, T166–T167, 2: T210–T211, T212–T213, T220, T222–T223, T226, T227, T228–T229, T242–T243, T249–T250, T256, T258–T259, T261, T262, T263, T264–T265, T272, T278–T279, T284–T285, T292–T295, T296, T297, T298, T299, T300–T301, T314–T315, T320–T321, T328, T330–T331, T333, T334, T335, T336–T337, T350–T351, T356–T357, T364–T365, T367, T368, T369, T370–T371, T390, T401, 3: T2–T3, T8–T9, T16, T18–T20, T21, T22, T23, T24–T25, T38–T39, T44–T45, T52, T54–T56, T57, T58, T59, T60–T61, T74–T75, T80–T81, T88, T90–T92, T93, T94, T95, T96–T97, T110–T111, T116–T117, T124, T126–T128, T129, T130, T131, T132–T133, T146–T147, T151–T152, T160–T163, T164, T165, T166–T167, T186, T422–T423, 4: T206–T207, T212–T213, T220–T222, T223, T224, T225, T226–T227, T240–T241, T246–T247, T254–T256, T257, T258, T259, T260–T261, T274–T275, T280–T281, T288–T290, T291, T292, T293, T294–T295, T308–T309, T314–T315, T322–T324, T325, T326, T327, T328–T329, T342–T343, T348–T349, T356–T361, T362–T363, T382, T422–T423, 5: T2–T3, T8–T9, T16–T18, T19, T20, T21, T22–T23, T36–T37, T42–T43, T50–T52, T53, T54, T55, T56–T57, T70–T71, T76–T77, T84–T86, T87, T88, T89, T90–T91, T104–T105, T110–T111, T118–T120, T121, T122, T123, T124–T125, T138–T139, T144–T145, T152–T153, T155, T156, T157, T158–T159, T178, T189, T414, 6: T198–T199, T204–T205, T215, T218–T219, T232–T233, T238–T239, T246–T248, T249, T250, T251, T252–T253, T266–T267, T272–T273, T280–T282, T283, T284, T285, T286–T287, T300–T301, T306–T307, T314–T315, T316, T317, T318, T319, T320–T321, T334–T335, T340–T341, T348–T350, T351, T352, T353, T354–T355, T374, T385, T414–T415
Collaborative conversations, 1: S6, S20, T13, T49, T85, T121, T157, 2: T217, T253, T289, T325, T361, 3: T13, T49, T85, T121, T157, 4: T217, T251, T285, T319, T353, 5: T13, T47,
T81, T115, T149, 6: T209, T243, T277, T311, T345
Collection of Texts, 1: T24–T25, T60–T61, T96–T97, T132–T133, T166–T167, 2: T228–T229, T264–T265, T300–T301, T336–T337, T370–T371, 3: T24–T25, T60–T61, T96–T97, T132–T133, T166–T167, 4: T226–T227, T260–T261, T294–T295, T328–T329, T362–T363, 5: T22–T23, T56–T57, T90–T91, T124–T125, T158–T159, 6: T218–T219, T252–T253, T286–T287, T320–T321, T354–T355
Colon. See Grammar: quotations marks and colons in time.
Commands. See Grammar: sentences.Commas. See Grammar: mechanics
and usage.Communication. See Listening.Compare and contrast, 1: S23, 4: T291
Compound sentences. See Grammar: sentences.
Compound words. See Phonics/Word Study; Spelling; Vocabulary.
Comprehension skills, author’s point of view, 1: S25–S26,
2: T297–T298, T326, T333, 5: T85, T87, T93, T121
cause and effect, 1: S23–S24, T129, 3: T57, 4: T325
character, 1: S11–S12, T21, T57, 3: T21
compare and contrast, 1: S23, 4: T291
details. See Comprehension skills: main idea and key details
main idea and key details, 1: S23–S24, T163, 3: T93, T129, T197
plot, 1: S11–S12, T21, T57, 3: T21
point of view, 1: S13–S14, 4: T223, T257, 5: T19, T53
problem and solution, 3: T19, T21–T22, T27, T424, 6: T283
sequence, 1: T57, T93, 2: T340–T341, T418–T421, T423, 3: T163, 4: T229, T410–T413
setting, 1: S11–S12, T21, T57, 3: T21
theme, 2: T222, T225, T231, T261, T267, 6: T215, T249
Comprehension strategies, ask and answer questions, 1: S20, T49,
T86, T92, T122, T128, T158, T162, 2: T325, T401, 4: T218, T222, T251, T252, T256, T393, 5: T82, T86, T120, T150, T154, T189, 6: T311, T385
predictions. See Predictions, make, confirm, and revise.
reread, 2: T220, T222, T330, T332, T362, 4: T320, T324, 6: T278, T282, T312, T316, T346
summarize, 1: S14, S23–S24, T14, 2: T50, 3: T88, T92, T122, T128, T158, T162, 5: T14, T18, T48, T52
visualize, 1: T14 , T16, T18, T20, T21, 3: T16, T20, T50, T56
Computer Literacy. See also Study skills; Technology.adding to a presentation, 1: T410,
T416, 2: T422, T428, 4: T414, T420, 5: T181–T182, T394, T400, 6: T406, T412
blogs, 1: T416, 2: T422, T428, 4: T414, 5: T420, 6: T406
copyrights and citations, 2: T392, T395, T431, T433, 4: T423, T425, 5: T83, T86, T87, T88, T89, T99, T179–T180, T182–T183
graphs, 2: T390–T391, T401, T422, T428, T430, T432–T435, 4: T381–T384, T393, T411–T412, T414, T417–T418, T422, T424–T427, 5: T394, 6: T374–T376, T385, T414, T416–T419
hyperlinks, 1: T186, 2: T390, 4: T382, 5: T88, T127, T178, 6: T374
image searches, 4: T383
Internet, 1: T187, 2: T390, T391, 3: T168, T185, T187–T188, 4: T383–T384, 5: T178, T179, 6: T375–T376
research, 1: S35, T187–T191, 2: T302, T338, 3: T168–T169, 4: T377–T379, T382–T387, 5: T24, T58, T92–T93, T126, T179–T183, 6: T322–T323, T356–T357, T369–T371, T374–T379, T403, T408–T413
search engines, 1: T187, 2: T188, 4: T383–T384, 6: T376
slide show, 4: T375, 5: T348
web pages, 1: T186–T187, 3: T186, 5: T178, T180, 6: T374–T375
Conjunctions. See Grammar: complex sentences.
Connect and Compare. See Text connections.
Consonants. See Phonics/Word Study.Content vocabulary. See Vocabulary:
content.Context clues. See Vocabulary: context
clues.
BALANCED LITERACY INDEX 2
Key 1 = Unit 1
Contractions. See Grammar: mechanics and usage.
Corrective Feedback, 1: T35, T71, T107, T143, T177, 2: T239, T275, T311, T347, T381, 3: T35, T71, T107, T143, T177, 4: T237, T271, T305, T339, T373, 5: T33, T67, T101, T135, T169, 6: T229, T263, T297, T331, T365
Cross-curricular connections. See Theme projects.
DDenotation. See Vocabulary. Diagrams. See Graphic Organizers;
Text features: diagrams.Dialogue, 1: T58, T412, 3: T170, 4: T264,
T301, T412
Dictionary, use, 1: S27–S28, T23, T59, 3: T95
Differentiated instruction. See Approaching Level Options; Beyond Level Options; English Language Learners; On Level Options.
Differentiate to Accelerate, 1: T10–T11, T46–T47, T82–T83, T118–T119, T154–T155, 2: T214–T215, T250–T251, T286–T287, T322–T323, T358–T359, 3: T10–T11, T46–T47, T82–T83, T118–T119, T154–T155, 4: T214–T215, T248–T249, T282–T283, T316–T317, T350–T351, 5: T10–T11, T44–T45, T78–T79, T112–T113, T146–T147, 6: T206–T207, T240–T241, T274–T275, T308–T309, T342–T343
EEnd punctuation. See also Grammar:
mechanics and usage.English Language Learners. See See
Collection of Texts; Differentiate to Accelerate; Level Up; Monitor and Differentiate; Suggested Lesson Plan.
beginning/intermediate/advanced/high, 1: T13, T15, T23, T28, T49, T51, T64, T85, T87, T92, T93, T95, T100, T121, T123, T128, T130, T131, T136, T157, T159, T162, T163, T165, T170, T407, T413, 2: T217, T219, T225, T226, T227, T232, T253, T255, T260, T261, T262, T268, T289, T291, T296, T298, T299, T304, T325, T327, T332, T333, T335, T340, T361, T363, T367, T368, T369, T374, T419, T425, 3: T13, T15, T20, T21, T23, T28, T49, T51, T56, T58, T59, T64, T85, T87, T93, T94, T95, T100, T121, T123, T128, T129, T130, T136, T157, T159, T162, T163, T165, T170,
T399, T405, 4: T217, T219, T222, T224, T225, T230, T251, T253, T257, T258, T259, T264, T285, T287, T290, T291, T293, T298, T319, T321, T324, T325, T326, T332, T353, T355, T358, T359, T360, T366, T411, T417, 5: T13, T15, T18, T19, T20, T26, T47, T49, T52, T53, T55, T60, T81, T83, T86, T88, T89, T94, T115, T117, T121, T122, T123, T149, T151, T154, T156, T157, T162, T391, T397, 6: T209, T211, T214, T215, T217, T222, T243, T245, T248, T249, T250, T256, T277, T279, T282, T283, T285, T290, T311, T313, T317, T318, T319, T324, T345, T347, T350, T351, T352, T358, T403, T409
Level Up, 1: T196, 2: T400, 3: T196, 4: T392, 5: T188, 6: T384
Essential Question, 1: S5, S19, T3, T13, T39, T49, T85, T111, T121, T147, T157, T189, T432, T433, 2: T207, T217, T243, T253, T279, T289, T315, T325, T351, T361, T393, T431, T433, 3: T3, T13, T39, T49, T77, T85, T111, T121, T147, T157, T189, T423, T425, 4: T207, T217, T241, T251, T275, T285, T309, T319, T343, T353, T385, T423, T425, 5: T3, T13, T37, T47, T71, T81, T105, T115, T139, T149, T181, T415, T417, 6: T199, T209, T233, T243, T267, T277, T301, T311, T335, T345, T377, T415, T417
Expository text. See Genre: informational text.
Extended Complex Text, 1: T430–T435, 2: T430–T435, 3: T422–T427, 4: T422–T427, 5: T414–T419, 6: T414–T419
FFantasy. See Genre.Figurative language. See Literary
devices; Poetry: literary devices and features of; Writing traits: word choice.
Fluency,accuracy, 1: S31, T177, 2: T311,
3: T177, 4: T339, 6: T297
daily, 1: T35, T71, T107, T143, T177, 2: T239, T275, T311, T347, T381, 3: T35, T71, T107, T143, T177, 4: T237, T271, T305, T339, T373, 5: T33, T67, T101, T135, T169, 6: T229, T263, T297, T331, T365
expression, 1: S31, T35, T143, T184, 2: T388, 3: T35, T184, 4: T237, T373, T380, 5: T176, 6: T229, T365, T372
intonation, 2: T239, 4: T305, 5: T33
phrasing, 1: T71, T177, T184, 2: T239, T311, T381, T388, 3: T71, T143, T177, T184, 4: T271, T380, 5: T67, T101, T135, T176, 6: T263, T331, T365, T372
rate, 1: S31, T107, 2: T275, T347, 3: T143, 5: T101, T135, T169
Reader’s Theater, 1: T184–T185, 2: T387–T388, 3: T184–T185, 4: T380–T381, 5: T176–T177, 6: T372–T373
GGenre. See also Access complex text:
genre.
fiction,
drama/play, 1: T184, 2: T388, 3: T184, 4: T388, 5: T176, 6: T216, T372
fairy tale, 5: T14, T17, T20
fantasy, 1: T14, T22
folktale, 1: S9, 2: T14, T22, 3: T14, T22, 4: T218, T224, 6: T372
historical fiction, 2: T254, T262, 3: T3, T39, T50, T58, T423, 6: T244, T250
myths, 6: T210, T216
mystery, 5: T3, T37, T415
realistic fiction, 1: T3, T39, T50, T58, 2: T207, T243, T351, T431, 4: T207, T241, T252, T258, T343, T423, 5: T3, T37, T48, T54, 6: T199, T233, T335, T415
science fiction, 1: T184
informational text, 1: T75, T111, T147, 2: T279, T315, T431, 4: T275, T309, T423, 5: T71, T105, T139, 6: T267, T301, T415
autobiography, 1: T94
biography, 1: T75, T111, T122, T130, T147, T431, 3: T75, T111, T147, T423, 5: T71, T105, T116, T122, T139, 6: T278, T284, T415
expository text, 1: T158, T164, 2: T286, T298, T326, T334, 3: T86, T94, T122, T130, T158, T164, 4: T286, T292, T320, T326, 5: T82, T88, T150, T156, 6: T312, T318
narrative nonfiction, 1: T86, T94
poetry, 2: T362, T366, 4: T354, T358, 6: T346, T350
Gifted and Talented, See Suggested lesson plan.
Grammar, adjectives, 6: T224–T225
that compare, 6: T258–T259
adverbs, 6: T292–T293
that compare, 6: T326–T327
articles, 6: T224–T225
contractions, 5: T164–T165
with not, 4: T266–T267
BALANCED LITERACY INDEX 3
INDEXmechanics and usage,
abbreviations and name titles, 3: T103
adverbs and adjectives, 6: T293
apostrophes in possessive nouns, 2: T377
book titles, 3: T139
capitalization and punctuation, 1: T31
capitalize proper nouns, 2: T235
commas, 2: T343
commas after introductory words, 6: T361
commas and quotation marks in dialogue, 4: T301
commas in a series and in dates, 6: T225
complete sentences, 1: T139
complete sentences and fragments, 1: T103
correct comparative and superlative forms, 6: T259
correct verb forms, 4: T369
possessive pronouns and reflexive pronouns, 5: T131
pronoun agreement, capitalizing I, and nouns, 5: T29
pronoun usage, 5: T63
pronoun-verb agreement, 5: T97
punctuate four sentence types, 2: T271
punctuate simple and compound sentences, 1: T173
punctuation and complete sentences, 4: T233
punctuation in commands and exclamations, 1: T67
punctuation in formal letters, dates, addresses, and locations, 3: T173
quotation marks and colons in time, 3: T31
spelling contractions and possessive pronouns, 5: T175
spelling plural nouns, 2: T307
subject-verb agreement, 3: T67
using apostrophes, 4: T267
using commas in sentences, 4: T335
using more and most, 6: T327
nouns, 2: T230–T231
collective, 2: T306–T307
irregular plural, 2: T306–T307
possessive, 2: T376–T377
plural, 2: T270–T271, T306
singular, 3: T66–T67
prepositions, 6: T360–T361
pronouns,
object, 5: T162–T163
plural, 5: T28–T29
possessive, 5: T130–T131
pronoun-verb agreement, 5: T96–T97
pronoun-verb contractions, 5: T164–T165
singular, 5: T28–T29
subject, 5: T62–T63
sentences,
and fragments, 1: T30–T31
combining, 2: T342–T343
commands, 1: T66–T67
complex, 4: T334–T335
compound, 1: T106
exclamations, 1: T66–T67
fragments, 1: T30–T31
predicates, 1: T138–T139
simple, 1: T172–T173
subjects, 1: T102–T103
subject-verb agreement, 3: T66–T67
verbs,
action, 3: T30–T31
combining sentences with, 3: T172–T173
future-tense, 3: T138–T139
helping, 4: T300–T301
irregular, 4: T368–T369
linking, 4: T232–T233
main, 4: T300–T301
past-tense, 3: T102–T103
Graphic aids. See Illustrations/photographs, using; Text features.
Graphic Organizers,Author’s Point of View, 2: T287, T325,
T333, 5: T87, T121
Cause and Effect, 1: T129, 3: T57, 4: T325, 5: T155
Character, 1: T21
Compare and Contrast, 4: T291, 6: T317
Concept Web, 1: S5–S6, S19–S20, T13, T49, T85, 2: T217, T253, T289, T325, T361, 3: T13, T85, 4: T217, T251, T285, T319, T353, 5: T13, T47, T115, 6: T209, T243, T277, T311, T344
Main Idea and Key Details, 1: T163, 3: T93, T129
Point of View, 2: T367, 4: T224, T238, T259, T273, 5: T19, T83, 6: T351
Problem and Solution, 3: T21, 6: T87
Sequence, 1: T59
Theme, 2: T225, T261, 4: T359, 6: T215
Word chart, 1: T121, T157, 3: T49, T121, T157, 5: T81, T149
Graphs, 2: T298
Greek roots. See Phonics/Word Study: roots; Vocabulary: Greek and Latin roots.
Guide words, 1: S16
HHigher-level thinking. See
Comprehension skills; Comprehension strategies; Text connections.
Historical fiction. See Genre: historical fiction.
Homographs. See Vocabulary: homographs.
Homophones. See Phonics/Word Study; Vocabulary: homophones.
IIdioms. See Vocabulary: idioms.Illustrations and photographs, using,
3: T164, 5: T54, 6: T284
Imagery. See Literary devices: imagery.
Independent reading. See Reading independently.
Inflectional endings. See Phonics/Word Study: inflectional endings; Spelling: inflectional endings.
Information and Media Literacy. See Computer literacy; Research and inquiry; Technology.
Informational text. See Genre: informational text.
Integrate knowledge and ideas, 1: S26, T26–T27, T62–T63, T98–T99, T134–T135, T168–T169, T188–T189, 2: T230–T231, T266–T267, T302–T303, T338–T339, T372–T373, T392–T393, 3: T26–T27, T62–T63, T98–T99, T134–T135, T168–T169, T188–T189, 4: T228–T229, T262–T263, T296–T297, T330–T331, T364–T365, T384–T385, 5: T24–T25, T58–T59, T92–T93, T126–T127, T160–T161, T180–T181, 6: T220–T221, T254–T255, T288–T289, T322–T323, T356–T357, T376–T377
Internet. See Computer literacy: Research and inquiry; Technology.
Intervention, Tier 2 and Tier 3. See Suggested Lesson Plan; Assessment: weekly.
BALANCED LITERACY INDEX 4
Key 1 = Unit 1
JJournal writing. See Writer’s notebook.
KKey details. See Comprehension skills:
main idea and key details.
LLanguage Arts, 1: T28–T34, T64–T70,
T100–T106, T136–T142, T170–T176, 2: T232–T238, T268–T274, T304–T310, T340–T346, T374–T380, 3: T28–T34, T64–T70, T100–T106, T136–T142, T170–T176, 4: T230–T236, T264–T270, T298–T304, T332–T338, T366–T372, 5: T26–T32, T60–T66, T94–T100, T128–T134, T162–T168, 6: T222–T228, T256–T262, T290–T296, T324–T330, T358–T364
Latin roots. See Phonics/Word Study: roots; Spelling; Vocabulary: Greek and Latin roots.
Letters, friendly, 1: T406–T411
Leveled Reader Lessons. See Collection of Texts; Level Up; Suggested Lesson Plan.
Leveled Reader Lesson Cards. See Collection of Texts.
Level Up, 1: T194–T197, 2: T398–T401, 3: T194–T197, 4: T390–T393, 5: T186–T189, 6: T382–T385
Library or media center, using. See Study skills; Theme projects.
Limerick. See Poetry.Listening. See also Collaborative
Conversations.develop skills in speaking/listening,
1: S6, S20, T13, T14, T49, T50, T85, T86, T121, T122, T157, T158, T193, 2: T217, T218, T253, T254, T289, T290, T325, T326, T361, T362, T397, 3: T13, T14, T49, T50, T85, T86, T121, T122, T157, T158, T193, 4: T217, T218, T251, T252, T285, T286, T296, T320, T353, T354, T364, T366, T389, 5: T13, T14, T47, T48, T81, T82, T92, T116, T149, T150, T160, T162, T185, 6: T209, T210, T243, T244, T277, T278, T288, T312, T345, T346, T356, T358, T381
for a purpose, 1: T14, T49, T82, T116, T149, 2: T218, T253, T286, T320, T352, 3: T14, T49, T82, T116, T148, 4: T218, T252, T286, T320, T354,
5: T14, T48, T82, T116, T150, 6: T210, T244, T278, T312, T346
to presentations, 1: S35, T26–T27, T62–T63, T98–T99, T134–T135, T168–T169, T192–T193, 2: T230–T231, T266–T267, T302–T303, T338–T339, T372–T373, T396–T397, 3: T26–T27, T62–T63, T98–T99, T134–T135, T168–T169, T192–T193, 4: T228–T229, T262–T263, T296–T297, T330–T331, T364–T365, T388–T389, 5: T24–T25, T58–T59, T92–T93, T126–T127, T160–T161, T184–T185, 6: T220–T221, T254–T255, T288–T289, T322–T323, T356–T357, T380–T381
Literary Analysis. See Comprehension skills; Comprehension strategies; Genre.
Literary Analysis Prompt. See Writing prompts.
Literary devices,alliteration, 2: T368
dialogue, 1: T19, 3: T371
figurative language, 1: T131, T176, 2: T263, T274, T380, 3: T59, 4: T357, T361, T372, 6: T251, T262, T296, T353
idioms, 6: T251, T262, T296, T353, T364
imagery, 4: T354, 6: T346
metaphor, 1: T131, T142, T176, 4: T361, T372, T416, T418–T419
simile, 2: T263, T274, T310, T369, T380, 3: T34
flashback, 5: T177
personification, 6: T346
repetition, 2: T368, 4: T360, 6: T349
rhyme/rhyme scheme, 2: T368, 4: T360, 6: T346, T347, T350, T352
rhythm, 6: T346, T347, T352
sensory language, 5: T60, T61–T62
Literary response. See Text connections.
Literature circles. See Suggested lesson plan.
Literature selections, main,
All Aboard! Elijah McCoy’s Steam Engine, 1: T111, T132–T133
Alligators and Crocodiles, 6: T301, T320–T321
Amazing Wildlife of the Mojave, 4: T275, T294–T295
Big Ideas from Nature, 3: T111, T132–T133
Bravo, Tavo, 5: T37, T56–T57
The Castle on Hester Street, 2: T243, T264–T265
Clever Jack Ta kes the Cake, 5: T3, T22–T23
Earth, 3: T75, T96–T97
Elizabeth Cady Stanton and the Right to Vote, 5: T105, T124–T125
Finding Lincoln, 3: T39, T60–T61
Gary the Dreamer, 1: T75, T96–T97
Hot Air Balloons, 4: T309, T328–T329
King Midas and the Golden Touch, 6: T199, T218–T219
Martina the Beautiful Cockroach, 3: T3, T24–T25
Nora’s Ark, 6: T233, T252–T253
Out of This World: The Ellen Ochoa Story, 6: T267, T286–T287
The Real Story of Stone Soup, 4: T207, T226–T227
Roadrunner’s Dance, 2: T211, T228–T229
The Talented Clementine, 4: T241, T260–T261
Vote!, 2: T279, T300–T301
Whooping Cranes in Danger, 2: T315, T336–T337
Wildfires, 5: T71, T90–T91
Wolf!, 1: T3, T24–T25
Yoon and the Jade Bracelet, 1: T39, T60–T61
poetry,
“The Brave Ones,” 4: T147, T166–T167
“The Inventor Thinks Up Helicopters,” 2: T351, T370–T371
“Ollie’s Escape,” 6: T335, T354–T355
“Ornithopter,” 2: T351, T370–T371
“The Winningest Woman of the Iditarod Dog Sled Race,” 4: T147, T166–T167
Time For Kids,
It’s All in the Wind, 5: T139, T158–T159
A Mountain of History, 1: T39, T60–T61
Riding the Rails West, 3: T147, T166–T167
paired reads,
“Bellerophon and Pegasus,” 4: T309, T328–T329
“Carlos’s Gift,” 6: T199, T218–T219
“Clementine and the Family Meeting,” 4: T241, T260–T261
“Coyote and the Jar of Stars,” 3: T75, T96–T97
BALANCED LITERACY INDEX 5
INDEX“Deltona is Going Batty,”
2: T211, T228–T229
“Family Traditions,” 1: T39, T60–T61
“A Flight to Lunar City,” 6: T267, T286–T287
“Get a Backbone!,” 3: T3, T24–T25
“A Great American Teacher,” 3: T39, T60–T61
“Help the Manatees,” 2: T315, T336–T337
“Jennie and the Wolf,” 1: T3, T24–T25
“Let the Lion Roar,” 4: T343, T362–T363
“Lighting the World,” 1: T111, T132–T133
“Little Half Chick,” 4: T275, T294–T295
“The Monkey and the Crocodile,”6: T301, T320–T321
“Next Stop, America!,” 2: T243, T264–T265
“Perdix Invents the Saw,” 3: T111, T132–T133
“A Plan for the People,” 2: T279, T300–T301
“Sharing Polkas and Pitas,” 1: T75, T96–T97
“Susan B. Anthony Takes Action,” 5: T105, T124–T125
“Trash into Art,” 5: T37, T56–T57
“When Corn Was Cash,” 5: T3, T22–T23
“The Wind and the Sun,” 6: T233, T252–T253
“Windy Gale and the Great Hurricane,” 5: T70, T90–T91
poetry,
“The Gentleman Bookworm,” 6: T335, T354–T355
“Montgolfier Brothers’ Hot Air
Balloon,” 2: T350, T370–T371
“Narcissa,” 4: T343, T348–T349
Time For Kids,
“Discovering Life Long Ago,” 3: T147, T166–T167
“A Landmark Street,” 1: T147, T166–T167
“Power for All,” 5: T139, T158–T159
shared reads,
“Anansi Learns a Lesson,” 2: T220–T223
“Athena and Arachne,” 6: T16–T18
“Bats Did It First,” 3: T124–T127
“The Big Blizzard,” 6: T246–T247
“Bruno’s New Home,” 1: T16–T19
“Butterflies Big and Small,” 6: T314–T315
“Desert Meerkats,” 1: S21–S22
“Dolores Huerta, Growing Up Strong,” 5: T118–T119
“The Dream Catcher,” 1: T52–T55
“Earth and Its Neighbors,” 3: T88–T91
“Every Vote Counts!,” 2: T292–T295
“Firsts in Flight,” 4: T322–T323
“Gray Wolf! Red Fox!,” 4: T288–T289
“The Impossible Pet Show,” 4: T254–T255
“Inchworm’s Tale,” 3: T16–T19
“Jane’s Discovery,” 3: T52–T55
“Juanita and the Beanstalk,” 5: T16–T17
“Kaffa’s Discovery,” 1: S9–S10
“Kids to the Rescue!,” 2: T328–T331
“Mary Anderson’s Great Invention,” 1: T124–T127
“Nail Soup,” 4: T220–T221
“The New Hoop,” 5: T50–T51
“Rescue Dogs Save the Day,” 5: T84–T85
“Rocketing into Space,” 6: T280–T281
“Room to Grow,” 1: T148–T151
“Sailing to America,” 2: T82–T85
“The TimeSpecs 3000,” 4: T120–T121
poetry,
“Bubble Gum,” 6: T273
“Bugged,” 2: T281
“The Camping Trip,” 6: T272
“Captain’s Log,” 4: T273
“Cold Feet,” 2: T281
“Empanada Day,” 2: T280
“The Giant,” 4: T272
“Ginger’s Fingers,” 4: T272
“Our Washing Machine,” 2: T281
Time For Kids,
“Here Comes Solar Power,” 5: T272–T273
“The Long Road to Oregon,” 3: T280–T281
“A Natural Beauty,” 1: T280–T281
MMain ideas. See Comprehension skills:
main ideas and key details.Maps. See Text features.Meaning, shades of, 1: S16, T34, T70,
T106, T142, T176, 2: T238, T274, T310,
T346, T380, 3: T34, T70, T106, T142, T176, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364
Mechanics and usage, 5: T62, T63, T131, 6: T224–T225, T258–T259, T360–T361
Metaphor. See Literary devices; Poetry.
Minilessons. See Comprehension skills; Comprehension strategies; Genre; Vocabulary strategies.
Modeling. See Comprehension skills; Phonics/Word Study; Spelling; Vocabulary.
Monitor and Differentiate, comprehension skills, 1: T21, T57,
T93, T129, T163, 2: T225, T261, T297, T333, T367, 3: T21, T57, T93, T129, T163, 4: T223, T257, T291, T325, T359, 5: T19, T53, T87, T121, T155, 6: T215, T249, T283, T317, T351
comprehension strategies, 1: T21, T57, T93, T129, T163, 2: T225, T261, T297, T333, 3: T21, T57, T93, T129, T163, 4: T223, T257, T291, T325, 5: T19, T53, T87, T121, T155, 6: T215, T249, T283, T317
genre, 1: T23, T59, T95, T131, T165 2: T227, T263, T299, T335, T367, 3: T23, T59, T95, T131, T165, 4: T225, T259, T293, T327, T359, 5: T21, T55, T89, T123, T157, 6: T217, T251, T285, T319, T351
literary elements, 2: T368, 4: T360, 6: T352
phonics/fluency, 1: T35, T71, T107, T143, T177, 2: T239, T275, T311, T347, T381, 3: T35, T71, T107, T143, T177, 4: T237, T271, T305 T339, T373, 5: T33, T67, T101,T135, T169, 6: T229, T263, T297, T331, T365
vocabulary strategies, 1: T23, T59, T95, T131, T165, 2: T227, T263, T299, T335, T369, 3: T23, T59, T95, T131, T165, 4: T225, T259, T293, T327, T361, 5: T21, T55, T89, T123, T157, 6: T217, T251, T285, T319, T353
Morphology. See Vocabulary.Mystery, 2: T334–T335
Myth. See Genre: fiction.
NNarratives. See Genre; Writing
applications.Narrator, 4: T380–T381, T393, T423,
6: T216, T349–T350
Nonfiction. See Genre: expository text.
BALANCED LITERACY INDEX 6
Key 1 = Unit 1
Note-taking, 1: T186, T187, T188–T191, T195, T197, T431, T433, T435, 2: T390, T391, T392–T395, T399, T401, T431, T433, T435, 3: T186, T187, T188–T191, T195, T197, T423, T425, T427, 4: T382, T383, T384–T387, T391, T393, T423, T425, T427, 5: T178, T179, T180–T183, T187, T189, T415, T417, T419, 6: T374, T375, T376–T379, T383, T385, T415, T417, T419
OOn Level. See Collection of Texts;
Differentiate to Accelerate; Level Up; Monitor and Differentiate; Suggested Lesson Plan.
Oral Language, Talk About It 1: T13, T15, T30, T49,
T51, T66, T85, T87, T102–T103, T121, T123, T138–T139, T157, T159, T175, 3: T13, T15, T30, T49, T51, T66, T85, T87, T102, T121, T123, T138, T157, T159, T172, 4: T251, T253, T266, T285, T300, T319, T321, T334, T353, T368, 6: T209, T211, T225, T243, T245, T258, T344, T347, T360
Outlining, 6: T376
PParaphrasing. See Research and
inquiry.Parts of a book, 3: T188
Phonics/structural analysis. See Phonics/Word Study; Spelling.
Phonics/Word Study,compound words, 1: T95, T142, 5: T30, T31
consonant + le syllables, 5: T31, 6: T260–T261
decoding, 1: S17–S18, S30, T68–T69, T104–T105, T140–T141, T174–T175, 2: T236–T237, T272–T273, T308–T309, T344–T345, T378–T379, 3: T68–T69, T104–T105, T141, T274, 4: T234–T235, T303, T370–T371, 5: T64–T65, T99, T133, 6: T226–T227, T260–T261, T295, T328–T329, T362–T363
frequently misspelled words, 6: T363
homophones, 4: T336, 5: T157, 6: T363
inflectional endings, 1: T69, T70, T106, T176, 2: T238, T273, T274, T310, T346, T380, 3: T34, T70, T136, T170,
4: T236, T270, T304, T338, T372, 5: T32, T64, T66, T99, T100, T168
–s, -ed, -ing, 5: T65
drop final –e , 1: T105
y to i, 5: T132–T133, T133, T167
long o, 1: T168–T169
long-vowel spelling, 4: T138
multisyllabic words, 1: S17–S18, S30, T32, T68, T104, T140, T168, 2: T236, T272, T308, T344, T378, 3: T32, T68, T104, T140–T141, T174, 4: T234, T268–T269, T302, T370, 5: T30, T64, T98, T132, T166, 6: T226, T260, T294, T328, T362
plural words (add –s and –es), 1: T141, 4: T268–T269
r-controlled vowel syllables, 4: T337, 6: T328
roots, 4: T234–T235
syllable types, 1: S18, S29–S30
closed, 1: S29
consonant + le, + ion, 1: S29
open, 1: S29
three-letter blends, 2: T344–T345, T379
vowel team syllables, 4: T58, T70, 6: T294
words with digraphs th, sh, wh, ch, tch, ph, 2: T272–T273, T378–T379
words with er, ir, ur, 3: T32, T33
words with –er and –est, 4: T371
words with final e, 1: T104–T105
words with inflectional endings, 2: T273, 3: T33–T34, T70, T142, 5: T64–T65, T99, T100, T132–T133
words with long a: ay, ai, a e, ea, ei, eigh, ey, 1: T140, T141
words with long vowels, 2: T379, 3: T141, 6: T260
words with plurals, 2: T237, T309, 3: T172
words with prefixes, 2: T299, T310, T346, 3: T69, T140, T141, T175, 4: T259, T270, T304, 5: T327, T338, T371, T372, 6: T226–T227, T261
words with silent letters, 2: T308–T309, 6: T366, T377
words with short vowels, 1: T32, T68, T69, 3: T345, 6: T260
words with soft c and soft g, 4: T370
words with suffixes, 1: S17, S28, 2: T335, T346, 3: T95, T105, T142, T216, 5: T65, T123, T133, T134, T167, T168, 6: T257, T261, T329, T363
words with /ü/, 4: T234–T235
Plays. See Genre: play.
Plot development. See Comprehension skills: plot.
Poetry,characteristics of, 2: T362, T363, T366,
4: T358, 6: T346, T350
forms of concrete, 4: T418
free verse, 2: T363, T366, 4: T355–T358
limerick, 2: T363, T366
narrative, 4: T355, T357–T358, T388–T389, T418, T420, 6: T348, T350
literary devices and features of alliteration 2: T362, T369, 6: T346
figurative language, 2: T369, T380, T432, 3: T59, 4: T354, T357, T361, T372, T389, T416, T418–T419, T421, T424, 6: T346, T353
imagery, 4: T354, 6: T346
metaphor, 4: T356–T357, T361, T372, T416, T418–T419
personification, 2: T362, 6: T346
repetition, 2: T286, T362, 4: T291, T293, T298, T305, 6: T349
rhyme/rhyme schemes, 2: T299, T302, T303, T304, T309, 4: T293, T296, T297, T298, T303, 6: T346, T347, T350, T352
rhythm, 2: T299, 4: T388–T389, T416, T418–T419, T421, 6: T346, T347, T352
simile, 2: T365, T369, 4: T416, T418–T419, 6: T364
stanzas, 2: T366, T368, 4: T354, T356, T359–T360, T416, T418, T421 6: T346, T347, T348–T350, T351, T352, T363
Point of view, author, 2: T297, T303, T326, T333, T401,
T430, T433, 3: T54, T63, T129, T135, T141, 4: T229, T384, T391, T416, T422–T427, 5: T87, T93, T121, T189, T419, 6: T357
character, 3: T52, T54–T56, T57, T58, T63, 4: T223–T224, T230, T380–T381, T410–T412, T424, T427, 5: T19, T25, T53, T116, T189, T416, 6: T351
narrator, 2: T367, 4: T223, T229, T380–T381, T393–T410, T423–T424, 5: T25, T53, 6: T351
own, 2: T267, T297, T303, T326, T333, T339, T367, T401, 3: T49, T50, T62, T65, T69, T122, T124, T128, T134–T135, T137, T170, 4: T217, T218, T223, T228–T230, T231, T235, T410–T411, T414–T415, T417, T420–T421, T425–T426, 5: T53, T121, T416, 6: T311, T351
Possessives, 2: T309, T374, T376–T379, 5: T130–T131, T165
BALANCED LITERACY INDEX 7
INDEXPredictions, make, revise, and confirm,
2: T218, T223–T224, T254, T260, 6: T210, T213–T214
Predictions and purposes, return to, 2: T218, T220, T222–T224, T254, 3: T131, 6: T210, T213–T214
Prefixes. See Phonics/Word Study.Prereading strategies. See Predictions,
make, revise, and confirm; Previewing literature.
Previewing literature, 1: T14
Problem and solution. See Comprehension skills: problem and solution.
Proofreading. See Writing process: proofread.
Punctuation. See Fluency: punctuation; Grammar: punctuation.
Purpose, setting for reading. See Access complex text: purpose.
QQuestions. See Comprehension
strategies: ask and answer questions; Research and inquiry.
Quotation marks, 3: T31, 4: T301
RRead Alouds, 1: T14, T50, T86, T122,
T158, 2: T218, T254, T290, T326, T362, 3: T14, T50, T86, T122, T158, 4: T218, T252, T286, T320, T354, 5: T14, T48, T82, T116, T150, 6: T210, T244, T278, T312, T346
Reading and responding. See Text connections.
Reading digitally, 1: T186–T187, 2: T390–T391, 3: T186–T187, 4: T382–T383, 5: T178–T179, 6: T374–T375
Reading independently, 1: T25, T61, T97, T133, T167, T197, T434, T435, 2: T229, T265, T301, T337, T371, T401, T434, T435, 3: T25, T61,T97, T133, T167, T197, T426, T427, 4: T227, T261, T295, T329, T363, T393, T426, T427, 5: T23, T57, T91, T125, T159, T189, T418, T419, 6: T219, T253, T287, T321, T355, T385, T418, T419
Reading/Writing Connection. See Writing.
Realistic fiction. See Genre.Reference and Research. See Computer
Literacy; Research and inquiry; Study skills; Text features; Theme projects.
Repetition, 4: T355, T357, T360
Reread for comprehension. See Comprehension strategies: reread.
Research and inquiry, 1: S35, T26, T62, T98, T134, T168, T188–T191, 2: T231, T266, T302, T338, T372, T392–T395, 3: T26, T62, T98, T134, T168, T188–T191, 4: T228, T262, T296, T330, T364, T384–T387, 5: T24, T58, T92, T126, T160, T180–T183, 6: T220, T254, T288, T322, T356, T376–T379
citing and recording sources, 1: S35, T98, T134, T190, 2: T230, T266, T302, T392, T394, 3: T26, T98, T134, T191, 4: T330, T384, T386, 5: T24, T58, T160, T180, T182, 6: T254, T322, T378
creating presentations, 1: S35, T26, T62, T98, T134, T168, T189–T190, 2: T230, T266, T302, T338, T392, T393–T394, 3: T26, T62, T98, T134, T168, T188–T190, 4: T228, T262, T296, T330, T364, T385–T386, 5: T24, T58, T92, T126, T160, T180, T182, 6: T220, T254, T288, T322, T356, T378
finding information, 1: S35, T188, T190, 2: T230, T266, T302, T338, T392, T394, 3: T26, T98, T134, T168, T188, T190–T191, 4: T228, T384, T386, 5: T24, T58, T92, T126, T160, T181–T182, 6: T322, T356, T376, T378
identifying resources for, 1: S35, T98, T168, T190, 2: T230, T266, T302, T338, T392, T394, 3: T62, T98, T134, T190–T191, 4: T386, 5: T24, T58, T160, T182, 6: T322, T378
identifying needed information, 1: S35, T188, T190, 2: T230, T266, T302, T338, T392, T394, 3: T62, T98, T168, T188, T190, 4: T386, 5: T58, T92, T182, 6: T322, T378
Internet, 1: T98, T168, T188, T190, 2: T392, T394, 3: T168, T188, T190–T191, 4: T384, 6: T376
interviews, 1: T188, T190, 2: T372, T394, 3: T62, T190, 4: T384, T386, 5: T182, 6: T220, T288, T378
organizing information, 1: T190, 2: T320, T266, T302, T338, T392, T394, 3: T26, T62, T98, T134, T190, 4: T386, 5: T24, T126, T160, T182, 6: T376, T378
paraphrasing, 2: T266, T392, 5: T180
using library, 1: T26, T62, 2: T392, 5: T24, T58, T126
using multiple sources, 1: S35, T98, T168, T188–T191, 2: T230, T266, T302, T338, T392, T394, 3: T26, T62, T98, T134, T168, T190–T191, 4: T228, T330, T384, 5: T24, T58, T126, T180, T182–T183, 6: T322, T376–T377
using technology, 1: S35, T168, T188–T191, 2: T230, T266, T302, T338, T394, 3: T26, T98, T168, T188, T190–T191, 4: T228, 5: T24, T58, T126, T180, T181–T182, 6: T288, T322, T356, T376–T377
Research process. See Research and inquiry; Theme projects.
Respond to Reading, 1: T14, T19, T50, T55, T86, T91, T122, T158, T161, 2: T218, T223, T254, T259, T290, T295, T326, T331, T362, T365, 3: T14, T19, T50, T55, T86, T91, T122, T127, T158, T161, 4: T218, T221, T252, T255, T286, T289, T320, T323, T354, T357, 5: T14, T17, T48, T51, T82, T85, T116, T119, T150, T153, 6: T210, T213, T245, T247, T278, T281, T312, T315, T346, T349
Response prompts. See Writing prompts.
Rhyme, 2: T362–T369, 4: T355, T360 6: T347, T352
Rhythm, 6: T347, T352
Roots. See Phonics/Word Study; Vocabulary.
Rubrics, research and inquiry, 1: T191, 2: T395,
3: T191, 4: T387, 5: T183, 6: T379
writing, 1: S34, T411, T417, 2: T423, T429, 3: T403, T409, 4: T415, T421, 5: T395, T401, 6: T407, T413
SScaffolding. See Access complex text;
Approaching Level Options; Beyond Level Options; English Language Learners; On Level Options.
Scoring rubrics. See Assessment.Self-selected reading, 1: T25, T61, T97,
T133, T167, T197, T434, T435, 2: T229, T265, T301, T337, T371, T401, T434, T435, 3: T25, T61, T97, T133, T167, T197, T426, T427, 4: T227, T261, T295, T329, T363, T393, T426, T427, 5: T23, T57, T91, T125, T159, T189, T418, T419, 6: T219, T253, T287, T321, T355, T385, T418, T419
Sentence fragments. See Grammar: sentences: fragments.
Sentences. See Grammar: sentences.Sequence of events. See
Comprehension skills: sequence; Writing traits: sequence of events.
Setting. See Comprehension skills: setting.
Shared Read, “Anansi Learns a Lesson,” 2: T16–T19
“Athena and Arachne,” 6: T212–T213
“Bats Did It First,” 3: T125–T127
BALANCED LITERACY INDEX 8
Key 1 = Unit 1
“The Big Blizzard,” 6: T246–T247
“Bruno’s New Home,” 1: T16–T19
“Bubble Gum,” 6: T349
“Butterflies Big and Small,” 6: T314–T315
“The Camping Trip,” 6: T348
“Captain’s Log,” 4: T357
“Desert Kats,” 1: S21
“Dolores Huerta: Growing Up Strong,” 5: T118–T119
“The Dream Catcher,” 1: T52–T55
“Earth and Its Neighbors,” 3: T88–T91
“Empanada Day,” 2: T364–T365
“Every Vote Counts!” 2: T292–T295
“Firsts in Flight,” 4: T322–T323
“The Giant,” 4: T356
“Ginger’s Fingers,” 4: T356
“Gray Wolf! Red Fox!” 4: T288–T289
“Here Comes Solar Power,” 5: T152–T153
“The Impossible Pet Show,” 4: T254–T255
“Inchworm’s Tale,” 3: T16–T19
“Jane’s Discovery,” 3: T52–T55
“Juanita and the Beanstalk,” 5: T16–T17
“Kaffa’s Discovery,” 1: S9
“Kids to the Rescue,” 2: T328–T331
“The Long Road to Oregon,” 3: T160–T161
“Mary Anderson’s Great Invention,” 1: T124–T127
“Nail Soup,” 4: T220–T221
“A Natural Beauty,” 1: T160–T161
“The New Hoop,” 5: T254–T255
“Rescue Dogs Save the Day,” 5: T84–T85
“Rocketing into Space,” 6: T280–T281
“Room to Grow,” 1: T88–T91
“Sailing to America,” 2: T256–T259
Sharing circles. See Literature Circles.Silent letters. See Phonics/Word
Study.Similes, 2: T263, T274, T378–T379
Skimming and scanning. See Study skills.
Small Group Options. See Collection of Texts; Differentiate to Accelerate; Level Up; Suggested Lesson Plan.
Speaking skills and strategies, 1: S6, S20, T13, T49, T85, T121, T157, T192, 2: T217, T253, T289, T325, T361, T396, 3: T13, T49, T85, T121, T157, T192, 4: T217, T251, T285, T322, T358, T388,
5: T13, T47, T81, T118, T154, T184, 6: T209, T243, T277, T314, T350, T380
Spelling. See also Phonics/Word Study.challenge words, 1: T33, T69, T105,
T141, T176, 2: T237, T273, T309, T345, T380, 3: T33, T69, T105, T141, T176, 4: T235, T269, T303, T337, T371, 5: T31, T65, T99, T133, T167, 6: T227, T261, T295, T329, T363
compound words, 5: T30–T31, T65
homophone, 4: T336–T337
plural words, 4: T268–T269, T303
word sorts, 1: T33, T69, T105, T141, T176, 2: T237, T273, T309, T345, T380, 3: T33, T69, T105, T141, T176, 4: T235, T269, T303, T337, T371, 5: T31, T65, T99, T133, T167, 6: T227, T261, T295, T329, T363
words with closed syllables VC/CV, 5: T98–T99, T133
words with consonant + le syllables, 6: T260–T261, T295
words with digraphs, 2: T378–T379, T380, 3: T33
words with final e, 1: T104–T105
words with inflectional endings –ed, –ing, –s, 5: T64–T65, T99
words with inflectional endings y to i, 5: T132–T133, T167
words with long a: ay, ai, a e, ea, ei, eigh, ey, 1: T140–T141, T175
words with long e: e, ea, ee, e e, ie, ey, y, 2: T272–T273, T309
words with long i: i, ie, igh, i e, y, 2: T236–T237, T237, T273
words with long o: o, ow, o e, oa, oe, 1: T174–T175, 2: T237
words with long u: u, u e, ew, 2: T236–T237, T273
words with open syllables, 5: T166–T167, 6: T227
words with prefixes pre-, dis-, mis-, re-, and un-, 3: T140–T141, T175, 6: T226–T227, T261
words with r-controlled vowel syllables, 6: T328–T329, T363 /âr/ and /îr/, 3: T104–T105, T141 /är/ and /ôr/, 3: T68–T69, T105 /ûr/, 3: T32–T33, T69
words with short vowels a, i, 1: T32–T33, T69
words with short vowels e, o, u, 1: T68–T69
words with silent letters, 2: T308–T309, T345
words with soft c and g, 4: T162, T168–T169, T172–T173, 5: T31
words with suffixes –ful, –less, –ly, 6: T362–T363
words with three-letter blends scr, str, spr, spl, thr, squ, 2: T140–T141, T176
words with variant vowels, /ü/, 4: T234–T235, T236, T269 /ô/, 4: T302–T303, T337
words with vowel team syllables, 6: T98–T99, T133
Story structure. See Comprehension skills: plot.
Structural Analysis. See Phonics/Word Study; Vocabulary.
Study skills. See also Text features.computers, using, see Computer
Literacy.
dictionary, see Dictionary, using.
library and media center, using, 1: T26, T188, T190, 2: T392, T394
parts of a book, 1: T168, 3: T188, 4: T384
skimming and scanning, 1: T186, 2: T390, 3: T186, 4: T382, 5: T178, 6: T374
Subject-verb agreement. See Grammar: subject-verb agreement.
Suffixes. See Phonics/Word Study: words with suffixes; Vocabulary: suffixes.
Suggested lesson plan, 1: T8–T9, T44–T45, T80–T81, T116–T117, T152–T153, T182–T183, 2: T212–T213, T248–T249, T284–T285, T320–T321, T356–T357, T386–T387, 3: T8–T9, T44–T45, T80–T81, T116–T117, T152–T153, T182–T183, 4: T212–T213, T246–T247, T280–T281, T314–T315, T348–T349, T378–T379, 5: T8–T9, T42–T43, T76–T77, T110–T111, T144–T145, T174–T175, 6: T204–T205, T238–T239, T272–T273, T306–T307, T340–T341, T370–T371
Summarize. See Comprehension strategies: summarize.
Synonyms, 1: S15–S16, T23, T34, T70, 3: T23, T34, T70
TTalk About It. See Oral language.Teamwork, rules of, 5: T156
Technology. See also Computer literacy; Research and inquiry.research strategies, 1: T190, 2: T230,
T394, 3: T23, T98, T105, T190–T191, 4: T225, T386, 5: T24, T89, T182, 6: T378
BALANCED LITERACY INDEX 9
INDEXText complexity. See Access complex
text.Text connections, 1: T27, T63, T99,
2: T223, T231, T339, 3: T27, T99, 4: T263, 5: T17, T25
Text Evidence, 1: S10, S12, S14, S22, S24, S36, T27, T63, 2: T220, T231, T267, T303, T339, T373, 4: T229, T263, T297, T331, T365, 5: T161, T25, T59, T93, T127, 6: T221, T255, T289, T323, T357
Text features, advertisement, 3: T189
captions, 1: T135, 2: T334, 3: T130, T188, 4: T286, T292, T296–T297, 5: T82, T88, T122, T156, 6: T318, T322, T416
charts, 1: S17–S18, S29–S30, S35, T99, T101, T104, T106, T140, T137, T142, T407–T408, T413–T414, T431, 2: T236, T238, T419–T420, T425–T426, T431, 3: T27, T32, T34, T65, T68, T70, T91, T94, T98–T99, T104, T106, T191, T140, T142, T168, T186, T188, T192, T405–T406, 4: T234, T236, T268, T270, T370, T372, T384, T411, 5: T85, T88, T98, T100, T132, 6: T226, T228, T312, T328, T330, T403–T404, T409–T410
diagrams, 1: T130, 3: T130–131, 6: T318
graphs, 2: T298, 3: T130, 5: T178, 6: T318
guide words, 1: S16, S27
headings, 1: T94, T127, T406–T407, 2: T290, T298, T326, 3: T86, T91, T129, T158, T188, 4: T286, T384, 5: T87–T88, 6: T312, T318
labels, 1: T130, 2: T420, 4: T372
maps, 1: T94, T190, 2: T334, T390, T394, 3: T186, T188, T190, 4: T286, T292, T297, T384, 5: T178, 6: T312, T374, T378
multiple, 2: T392
sidebar, 4: T326
surveys, 1: T188
time lines, 1: T189, 3: T188
Text structure. See Comprehension skills: text structure.
Theme, 2: T222, T225, T231, T261, T267, 4: T359, T365, 6: T215
Theme projects, 2: T392–T393
Think Aloud, 1: T14, T50, T86, T122, T158, 2: T218, T254, T290, T333, T362, 3: T14, T50, T86, T122, T158, 4: T218, T252, T286, T320, T354, 5: T14, T48, T82, T116, T150, 6: T210, T244, T278, T312, T346
Titles of works. See Grammar: Book titles.
Topic development. See Writing: topic development.
UUnit project. See Research and
inquiry.Unit writing. See Writing process.
VVenn diagram, 5: T160
Verbs. See Grammar: verbs.Visual elements. See Text features.Visualize. See Comprehension
strategies: visualize.Vocabulary,
academic vocabulary, 1: T34, T70, T106, T142, T176, 2: T238, T274, T310, T346, T380, 3: T34, T70, T106, T142, T176
building, 1: S8, T34, T70, 2: T238, T274, T310, T346, 3: T70, T106, T142, T176, 4: T236, T270, T304, T338, T372, 5: T15, T32, T66, T168, 6: T228, T296, T330, T364
compound words, 1: T106, T142, T169, T176, 2: T270
connect to words, 1: T34, T70, T176, 2: T238, T274, T310, T346, T380, 3: T34, T70, T106, T142, T176, 4: T236, T270, T304, T338, T372, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364
connect to writing, 1: T34, T70, T106, T176, 2: T238, T274, T310, T346, 3: T34, T70, T106, T142, 4: T236, T270, T304, T338, T372, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364
content, 3: T187, 6: T346
context clues, 1: S15–S16, S28, T23, T34, T59, 2: T227, 3: T23, T59, T175, T194, 4: T293, T327, T338, 5: T55, T89, T100, T134, T157, T186–T187, 6: T217, T251, T319, T353, T382–T383
definitions, 1: T15, T51, T87, T123, T159, 2: T219, T255, T291, T327, T363, 3: T15, T51, T87, T123, T159, 4: T219, T253, T287, T321, T355, 5: T15, T49, T83, T117, T151, 6: T211, T245, T279, T313, T347
dictionary, using 1: S27, T23, T59, 2: T299, 3: T23, T34, T59, T70, T95, T142, 4: T270, T293, T304, 5: T21, T55, T89, T100, T157, 6: T217, T319, T330, T364
figurative language. See Literary devices: figurative language.
Greek and Latin root words, 1: S28, 4: T303, 6: T285, T295, T296, T330
high-frequency words, 1: T111, 2: T315, 3: T111
homographs, 5: T55, T66, T100
homophones, 1: S30, 4: T337, 5: T157, T168, 6: T228
idioms. See Literary devices: figurative language.
inflectional endings. See Phonics/Word Study; Spelling.
literal/nonliteral meanings, 6: T281
morphology, 1: S28, T34, T70, T106, T142, 2: T238, T274, T310, T346, 3: T34, T70, T106, T142, 4: T236, T270, T304, T338, T372, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364
multiple-meaning words, 1: T165, T176, 2: T238, 4: T327, T372, 5: T32, T89
prefixes. See Phonics/Word Study; Spelling.
related words, 1: S6, S8, S16, T34, T70, T85, T106, T142, T176, 2: T238, T274, T289, T310, T346, 3: T34, T70, T85, T106, T142, T176, 4: T236, T270, T304, T338, T372, 5: T32, T66, T100, T134, T168, 6: T228, T262, T296, T330, T364
review, 1: T194–T195, 2: T398–T399, 3: T194–T195, 4: T390–T391, 5: T186–T187, 6: T382–T383
root words, 1: S28, 2: T310, T335, T346, 3: T131, T142, T176, 4: T225, T235, T236, 5: T21, T66, T98–T99, T123, T133, 6: T262, T285, T296, T330
routine, 1: T15, T51, T87, T123, T159, 2: T219, T255, T291, T327, T363, 3: T15, T51, T87, T123, T159, 4: T219, T253, T287, T321, T355, 5: T15, T49, T83, T117, T151, 6: T211, T245, T279, T313, T347
strategies, 1: S15–S16, S26–S27, T59, T95, T131, T165, 2: T263, T299, T335, T369, 3: T59, T95, T131, T165, 4: T225, T259, T293, T327, T361, 5: T21, T55, T89, T123, T157, 6: T217, T251, T285, T319, T353
suffixes. See Phonics/Word Study; Spelling.
thesaurus, 1: S16
unfamiliar words, 1: T34, T70, T106, 3: T23, T34, T70, T142, T176, 4: T235, T236, T270, T303, T338, 5: T66, T89, T99, T134, 6: T330
vocabulary words, 1: T15, T51, T87, T123, T159, 2: T219, T255, T291, T327, T363, 3: T15, T51, T87, T123, T159, 4: T219, T253, T287, T321,
BALANCED LITERACY INDEX 10
Key 1 = Unit 1
T355, 5: T15, T49, T83, T117, T151, 6: T211, T245, T279, T313, T347
word parts, 2: T299, T310, T335, T346, 4: T337, 5: T123, T133, 6: T362
word webs, 1: T29, T65, T70, T106, 2: T274, T305, T310, T346, T375, T380, 3: T34, T137, T399–T400, 4: T270, T299, T333, T367, T422, 5: T95, T129, T134, 6: T223, T325, T330, T359
WWord sorts. See Spelling: word sorts.Word study. See Phonics/Word Study. Write About Reading, 1: S14, S24, S36,
T21, T57, T63, T93, T99, T129, T135, T163, T169, T187, T197, 2: T225, T231, T261, T267, T297, T303, T333, T339, T367, T373, T391, T401, 3: T21, T27, T57, T63, T93, T99, T129, T135, T163, T169, T187, T197, 4: T223, T229, T257, T263, T291, T297, T325, T331, T359, T365, T383, 5: T19, T25, T53, T59, T87, T93, T121, T127, T155, T161, T179, 6: T215, T221, T249, T255, T283, T289, T317, T323, T351, T357, T375
Write to Sources. See Write About Reading.
Writer’s Craft, See also Writing traits.
capitalization, 1: T31, 2: T235, 5: T29
details, 2: T390, T392, T394–T395, T401, T418–T419, T424–T425, T426, T429–T431, T434–T435, 3: T26–T28, T49–T50, T51–T52, T54, T56, T58, T62–T63, T64–T65, T86, T91–T93, T98–T101, T122, T123, T126–T129, T130, T134–T135, T136–T137, T141, T168–T169, T171, T186, T188, T190–T193, T197–T199, T398, T401, T403–T404, T406–T407, T409, T422–T423, T426–T427, 5: T60, T82, T86, T88, T89, T93–T95, T121, T185, T401, 6: T312, T317, T323, T325, T380–T381, T402, T407–T411
dialogue, 3: T30–T31, T54, T170, 5: T60
focus, 1: T28, 2: T394–T395, T401, T419–T420, T423, T425–T426, T429, T435, 3: T28, T29, T49, T64, T65, T99–T100, T101, T121, T135–T136, T137, T171, T184, T186, T190–T192, T197, T399–T400, T403, T406, T409, T427, 5: T60, T81, T85, T94, T95, T115, T116, T129, T395, T401, 6: T291, T311, T325, T404, T407
on setting, 2: T435, 3: T427
leads, 3: T184, T189, T399, T402, 5: T118, T120–T121, T132, T128, 6: T402
practice/apply, 2: T388, T395, T396, 3: T27, T29, T51, T56–T59, T63, T65, T67, T68–T69, T70, T87, T92–T95, T98–T99, T101, T103, T104, T106–T107, T123, T128–T131, T135, T137, T139, T140, T142, T143, T162, T163, T164, T165, T169, T171, T173, T175–T176, T184–T185, T191–T192, 5: T86–T89, T93, T100, T101, T120–T123, T126–T127, T129, T131, T132, T134, T135, T390–T401, 6: T291, T316–T319, T322–T323, T325, T328, T331, T372–T373, T379–T380
punctuation, 2: T422–T423, T428–T429, 3: T31, T35, T71, T173, T402–T403, T408–T409, 5: T135, T394–T395, T401, 6: T331, T407, T413
showing, 5: T184–T185
strong paragraphs, 3: T100–T101, 5: T94–T95
strong verbs, 3: T424, 6: T404
teach/model, 2: T388, T390–T392, T398–T400, T418–T422, T424–T428, T430–T434, 3: T27–T29, T50, T52, T54, T56, T57, T58, T59, T63–T65, T67, T68, T69, T70, T71, T85, T86, T87, T92, T93, T94, T95, T99–T101, T104, T107, T122, T123–T124, T127–T128, T129, T130, T131, T135–T137, T140, T141–T142, T143, T162, T163, T169–T170, T171, T176, T182, T184, T186–T188, T194–T195, T398–T402, T404–T408, T422–T426, 5: T26–T27, T60, T81, T82, T84–T86, T87, T88, T89, T94–T95, T98, T101, T115, T116, T117, T118, T120–T122, T123, T127–T129, T132, T134, T135, T390–T401, 6: T290, T291, T313, T314, T316, T317, T318, T319, T324, T325, T328, T331, T402–T406, T408–T412
topic sentence, 3: T100–T101, 5: T94–T95, T128
Writer’s Notebook, 1: S33, T29, T31, T33, T65, T67, T69, T101, T103, T105, T137, T139, T171, T173, T175, T407, T413, 2: T233, T235, T237, T269, T271, T305, T309, T341, T343, T375, T377, T379, T419, T425, 3: T29, T31, T33, T65, T67, T69, T101, T103, T105, T137, T139, T171, T173, T175, T399, T405, 4: T231, T233, T235, T265, T267, T269, T299, T301, T303, T333, T335, T337, T367, T369, T371, T411, T417, 5: T27, T29, T31, T61, T63, T65, T95, T97, T129, T131, T133, T163, T165, T167, T391, T397, 6: T223, T225, T227, T257, T259, T261, T291, T293, T325, T327, T329, T359, T361, T363, T403, T409
Writing. 1: S33–S34, T21, T27–T28, T29, T34, T57, T63–T64, T65, T70, T100–T101, T106, T135–T137, T142, T157, T159, T162, T163, T164, T165, T174, T170–T171, T172–T173, T178, T181–T182, T190–T193, T197, T406–T417, 2: T225, T231–T232, T233, T238, T253,
T255, T261, T263, T266–T268, T269–T271, T273–275, T303–T305, T339–T341, T361, T363, T364, T367, T373–T375, T380, T391, T396–T397, T418–T423, T424–T429, 3: T27–T28, T29–T30, T62–T64, T65, T85, T87, T88, T92, T93, T94, T95, T99–T100, T101–T102, T106, T121, T123, T124, T128, T129, T135–T139, T142, T162, T163, T169–T171, T175–T176, T181–T182, T192–T193, T398, 4: T230–T231, T264–T265, T298–T299, T325, T331–T333, T338, T353, T359, T366–T367, T388–T389, T410, T412, T414, T416, T420–T421, 5: T24, T26–T27, T32, T60–T61, T81, T83, T84, T86, T87, T88, T89, T92–T93, T95–T96, T100, T115, T117, T118, T120, T121, T122, T123, T127–T128, T129–T130, T134, T184–T185, T390–T401, 6: T222–T223, T243, T245, T246, T248, T249, T250, T251, T255–T256, T257–T258, T262, T283, T289–T291, T311, T313, T314, T316, T317, T318, T319, T323–T324, T325, T330, T351, T356, T358–T359, T364, T380–T381, T402, T404, T406, T408–T412
audience and purpose, 1: T197, T407, T408, T413, 2: T419, 6: T357
daily, 1: T102–T103, 2: T233, T269, T305, T341, T375, 3: T30–T31, T66–T67, T102–T103, T138–T139, T172–T173, 5: T61, T96, T130, 6: T258, T327, T359
informative/explanatory, 2: T232, T304, T340, T374, T420, T426, 4: T298, 5: T94, 6: T324
narrative, 1: T28, T64, T100, T136, T182, T412, T414, T416, 4: T358, T366, T410, T416–T421
personal, 1: T28, T64, T100, T136, T171, T182, T412, T414, T416, 4: T378, 6: T359
opinion, 1: T27, 2: T267, T305, 3: T28, T64, T100, T136, T170, T171, T193, T398–T409, 5: T60, T94, T128, T129, T390–T401
poetry, 2: T363, 4: T298, T358, T366, T416–T421
reading/writing connection, 1: T21, T27–T29, T100, T129, T135–T136, T157, T159, T162–T163, T164, T165, T170–T173, T174, T175, T181, T183, 2: T225, T231, T261, T267, T297, T303, T333, T339, T361, T363, T364, T367, T368, T369, T374–T375, T378, T380, T385, 3: T27–T28, T29–T30, T57, T63, T85, T87, T88, T92, T93, T94, T95, T99–T100, T101–T102, T121, T122, T124, T128, T129, T130, T131, T135–T136, T137–T138, T157, T159, T160, T163, T164, T174, T170–T171, T181, T183, 4: T229, T263, T291, T297, T325, T331–T335, T337, T338, T359,
BALANCED LITERACY INDEX 11
INDEXT365, 5: T19, T25, T53, T59, T60, T61, T87, T121, T127–T128, T129–T130, 6: T215, T221, T249, T283, T289, T311, T313, T314, T316, T317, T318, T319, T323–T324, T325–T326, T351, T357
show feelings, 4: T230–T231
student model, using, 2: T232, T268, T304, T340, T375, 3: T28, T64, T100, T136, T171, T406, 6: T290, T404, T410
topic, 1: T29, 2: T232, T233, T266, T304, T305, T341, T374, T375, T391, T420, T424–T425, 3: T65, T85, T87, T88, T94, T100–T101, T121, T129, T130, T137, T164, T170, T171, 5: T94, T95, T128, T129, T390, T396
purpose, 1: T197, T407, T413, 6: T359
voice, 4: T230–T231
Writing applications,analysis, 6: T229, T297, T331, T365
article, 2: T390–T392, T422, 3: T182, T186–T189, 6: T324
bibliography, 4: T330
book review, 3: T404–T405, T406–T409, 5: T396–T401
compare/contrast, 2: T231, T267, T303, T339, T425, 3: T26–T27, T87, T95, T98–T99, T101, T105, T135, T137, T141, T142, T170, T173, T176, T178, T187, T399, 4: T291, 5: T61, T93, T127, 6: T317, T323, T375, T382, T384–T385, T416
conclusion, 1: T193, T414–T415, 2: T424, T426–T427, T429, 3: T136–T137, T193, T398–T399, T401, T404, T406–T407, 4: T322–T333, 6: T324, T325, T381, T405, T411
descriptive/expressive writing, 1: S33, T64–T65, T193, T406, T408, T411–T412, T414–T415, T417, 2: T375, T397, T423, 3: T26, T28, T168, T403, 4: T264–T265, T299, 5: T60, 6: T256, T258, T322, T325, T359
dialogue, 1: T193, T412, T414, T417, 3: T54, T170, 4: T264–T265, T389, T410, T412–T413, T415–T416, T418, 5: T60, 6: T256
directions, 2: T230–T231, T418–T419, 3: T29, T65, T101, T137
essay, 2: T232, T268, T304, T340, T374, T396, T424–T429, 3: T100, 5: T60, T94, T128, T390–T395, 6: T377
opinion, 1: S36, T187, 3: T28, T63–T64, T100, T135–T136, T137, T171, T192–T193, T398–T409, 5: T94, T390–T395
personal narrative, 1: T171, T182–T183, T192, T412–T417, 3: T182–T183
facts and opinions, 2: T267, T305, 3: T186, T192, T398–T399, T401, T403–T404, T409, 5: T392, 6: T374, T410
fictional narrative, 4: T264, T410–T415
focus on an event, 1: T28–T29
how-to, 2: T232, T304, T340, T374, T396, T418–T420, T422–T423
humor, 6: T356
interview, 2: T372, 6: T288
introduction, 3: T122, 5: T82, 6: T381, T405, T407–T408, T411
journal entry, 1: T416, 4: T420
letters, 1: T407–T411, 3: T172–T173, T398–T403
news or magazine article, 3: T189, 6: T377, T402–T407, T412
organization, 1: T100–T101, 2: T340, 3: T100, T136, T403–T405, T409, 5: T94, T95, T129
opinion, 2: T267, T339, 4: T331, 5: T60, T87, T121, T127–T128, T129, T162–T163, T390–T401, 6: T255, T375
paragraphs, 2: T221, T225, T231, T233, T235, T238, T266–T267, T303, T339, T373, T398, 3: T27, T62–T63, T99–T101, T128, T135–T136, T169, 4: T228, 5: T25, T127, T129, 6: T323, T325, T330, T359, T382–T384, T402, T405, T408–T411
personal narrative, 5: T27
persuasive, 2: T391, 3: T187, T189, T399, 6: T375
advertisements, 3: T189, T399
letters, 3: T399
play, scene, 2: T388–T389, T393, 3: T14, T21, T31, T49, T50, T184–T185, 6: T372–T373
poem/poetry, 3: T32, T140, T174, T184, 4: T332, T380, T388, T416–T421
poster, 2: T393, 3: T189, 6: T400
questions, 2: T217–T221, T223–T224, T225–T227, T231, T236, T238, T255, T271, T327, 3: T27–T28, T87, T98–T99, T106, T123–T125, T140, T142, T169, T176, T401–T402, T404–T405, T407–T408, T422, 5: T128, 6: T375, T377–T379, T381, T384, T403, T414–T415
research reports, 5: T92–T93, T126–T127, 6: T256, T324, T408–T413
response to literature/expository text, 1: S36, 2: T398–T401, T430, T433, T435, 3: T86, T88, T91, T94, T122, T124, T127–T128, T129–T130, T162, T194–T197, T422, T425, T427, 4: T390–T393, T422, T425, T427, 5: T25, T95, T414, 6: T215, T221, T244, T312, T317, T346, T351, T382–T385, T414, T417, T419
review, 2: T396–T397, T420–T423, T426–T429, 3: T26–T28, T29–T30,T62–T64, T65, T92–T93, T94–T95, T98–T100, T101–T102, T105, T106, T107, T127, T134–T136, T137–T138, T141, T142, T143, T169, T170, T171–T172, T175, T187, T400–T401, T402, T409, 5: T60, T93, T128, T134, T392–T395, T398–T401, 6: T323, T325, T330
summary, 2: T225, T261, T333, T367, T391, 3: T26, T92, T93, T129, T134, T162, T163, T187, T398, T399–T400, T405, T409, T426, 5: T18, T19, T87, T121, T179–T180, 6: T215, T249, T254, T317, T351, T375
time order, 1: T136–T137
Writing process, 1: S33–S34, T28, T65, T101, T137, T172–T173, T406–T417, 2: T338, T341, T374, T375, T420–T428, 3: T398, T400, T402, T404, T406, T408, 4: T410, T416–T421
brainstorming, 2: T230, T266, T338, T372, 3: T26, T62, T134
draft, 1: S33, T29, T65, T101, T137, T408, T414, 2: T233, T269, T304, T305, T341, T375, T420, T426, 3: T28, T29, T64, T65, T100, T101, T136, T137, T170, T171, T400, T406, 4: T230, T231, T264, T265, T298, T299, T332, T333, T366, T367, T412, T418, 5: T27, T61, T95, T128, T129, T163, T392, T398, 6: T222, T223, T256, T257, T291, T325, T358, T359, T404, T410
edit, 1: S33, T29, T65, T101, T137, T173, T410, T416, 2: T233, T269, T341, T375, T422, T428, 3: T29, T65, T101, T105, T137, T173, T178, T401–T402, T407–T408, 4: T231, T265, T299, T333, T367, T413–T414, T419–T420, 5: T27, T61, T95, T129, T163, T394, T400, 6: T223, T257, T291, T325, T359, T405–T406, T411–T412
evaluate, 1: T411, T417, 3: T403
expert model, 1: S33, T28, T64, T100, T136, T406, T412, 3: T398, T404, 6: T358
organization, 5: T391
peer conferences, 6: T359
planning/prewriting, 2: T233, T269, T305, T341, T375, 3: T405, 4: T265, T414, T420, 5: T27, T61, T95, T129, T163, T390–T391, T396–T397, 6: T222, T403, T409
practice/apply, 2: T219, T224–T227, T231, T233, T235, T236, T238, T239, T266, T275, T375, T395, T396, 3: T15, T20–T23, T27, T29, T31, T32, T33–T34, T35, T62–T64, T87, T92–T95, T98–T99, T101, T103, T104, T105–T106, T107, T123, T128–T131, T135, T137, T139, T140, T142, T143, T162, T163, T169, T171,
BALANCED LITERACY INDEX 12
Key 1 = Unit 1
T173, T175–T176, T184–T185, T191–T192, 5: T61, T95, T117, T121, T127, T129, T183–T184, T390–T401, 6: T291, T325, T330
prewrite, 1: S33, T29, T65, T101, T137, T407, T413, 3: T399, T405, 4: T299, T333, T367, 5: T61, T95, T129, T163, T397, 6: T359
proofread, 1: S33, T29, T65, T101, T137, T173, T410, T416, 2: T235, T237, T271, T273, T306–T307, T309, T422, T428, 3: T30–T31, T33, T67, T69, T102–T103, T105, T139, T141, T173, T175, T402, T408, 4: T232–T233, T235, T266–T267, T269, T300–T301, T303, T335, T337, T368–369, T371, T414, T420, 5: T29, T31, T63, T65, T97, T99, T131, T133, T165, T167, T400, 6: T224–T225, T227, T258–T259, T261, T327, T329, T361, T363, T406, T412
publish, 1: T410, T416, 2: T396–T397, T422, T428, 3: T192–T193, T402, T408, 4: T388–T389, T414, T420, 5: T184–T185, T394, T400, 6: T380–T381, T406, T412
revise, 1: S33, T29, T65, T101, T137, T173, T185, T415, 2: T231–T233, T235, T268–T269, T305, T341, T375, T421, T427, 3: T29, T65, T101, T137, T171, T401, T402, T407–T408, 4: T265, T299, T333, T367, T414, T420, 5: T27, T61, T95, T129, T163,
T393, T399–T400, 6: T223, T257, T291, T325, T359, T405, T406, T411, T412
revision assignments, 2: T235, T268–T269, T271, T375, 3: T31, T67, T103, T139, T173, 4: T233, T267, T301, T335, T369, 5: T29, T63, T97, T131, T165, 6: T225, T259, T291, T327
teach/model, 2: T217, T218, T220, T222–T224, T225, T226, T227, T231–T233, T236, T238, T239, T253, T261, T268–T269, T304, T340, T375, T390–T392, T398–T400, T418–T422, T424–T428, T430–T434, 3: T27–T29, T62–T65, T85, T86, T87, T92, T93, T94, T95, T99–T101, T104, T107, T122, T123–T124, T127–T128, T129, T130, T131, T135–T137, T140, T141–T142, T143, T162, T163, T169, T170, T171, T176, T182, T184, T186–T188, T194–T195, T398–T402, T404–T408, T422–T426, 5: T26, T27, T29, T31, T60–T61, T92–T94, T95, T129, T162, T390–T401, 6: T290–T291, T317, T323–T324, T325, T402–T406, T408–T412, T414–T419
topic development, 3: T157
Writing prompts, 1: T29, T65, T171, T406–T417
Writing traits,character development, 4: T424
conclusion, 3: T136, 4: T332, 6: T324
descriptive details, 2: T374–T375, 4: T366, T384, T388–T389, T410–T415, T416–T421
dialogue, 4: T389, T410, T412–T413, T415–T416, T418
focus and coherence, 1: T417
focus on setting, 4: T427
ideas, 1: S33, T28, T417, 2: T304, T339, T374–T375, 3: T27, T63–T64, T99–T100, T135–T136, T169, 4: T264–T265, T365, 5: T92–T93, T127, 6: T323–T324
organization, 1: T 100, T417, 2: T340, 3: T100, T136, 4: T298, T332, 5: T94, T95, T128, T129, 6: T290–T291, T324
paragraphs, 3: T100, 5: T94, T95, T127
punctuation, 4: T389, T414–T415, T420–T421
sentence fluency, 1: T170–T171, T417, 3: T28, T29, 5: T26, 6: T222
sequence of events, 2: T340, T418–T423
show feelings, 4: T230
voice, 1: T417, 3: T170, 4: T230, 5: T366
word choice, 1: T64, T136, T417, 2: T232, T268–T269, 3: T64, 4: T366, T367 5: T60, T61, 6: T256, T358–T359
BALANCED LITERACY INDEX 13
Comm
on Core State Standards Correlations
Common Core State StandardsCorrelationsEnglish Language Arts
College and Career Readiness Anchor Standards forREADINGThe K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
BALANCED LITERACY CCSS CORRELATIONS CCSS2
CORRELATIONS Common Core State Standards
English Language Arts Grade 3
Each standard is coded in the following manner:
Strand Grade Level Standard
RL 3 1
Reading Standards for LiteratureKey Ideas and Details McGraw-Hill Reading Wonders
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
READING/WRITING WORKSHOP: Unit 1: 28, 29, 44, 45 Unit 2: 108, 109, 124, 125 Unit 3: 188, 189, 204, 205 Unit 4: 166, 267, 280, 281 Unit 5: 338, 339, 352, 353 Unit 6: 410, 411, 424, 425LEVELED READERS: Unit 4, Week 1: The Weaver of Rugs: A Navajo Folktale (A), Why the Sea is Salty: A Scandinavian Folktale (O, ELL), Finn MacCool and the Salmon of Knowledge: An Irish Folktale (B) Unit 4, Week 2: Every Picture Tells a Story (A), A Chef in the Family (O, ELL), Stepping Forward (B)YOUR TURN PRACTICE BOOK: 163–165, 173–175READING WORKSTATION ACTIVITY CARDS: 19TEACHER’S EDITION: Unit 4: T218, T220–T222, T252, T256 Unit 5: T14, T16–T17www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 2: Roadrunner’s Dance 100–119, The Castle on Hester Street 124–141, Poetry 188–191 Unit 3: Martina the Beautiful Cockroach 194–215, Finding Lincoln 220–237 Unit 4: The Real Story of Stone Soup 278–297, The Talented Clementine 300–319, Poetry 360–363 Unit 5: Clever Jack Takes the Cake 366–385, Bravo, Tavo! 390–411 Unit 6: King Midas and the Golden Touch 462–477, Nora’s Ark 482–503 TEACH: Unit 1 Week 1, Week 2, Week 3; Unit 2 Week 1, Week 2; Unit 3, Week 1, Week 2, Week 3; Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2; Unit 6 Week 1, Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 3 Week 3; Unit 4 Week 2, Week 4; Unit 6 Week 1 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension I nteractive Games and ActivitiesTeacher Resources: Interactive Read Aloud Images
C
BALANCED LITERACY CCSS CORRELATIONS CCSS3
Reading Standards for LiteratureKey Ideas and Details McGraw-Hill Reading Wonders
RL.3.2 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.
READING/WRITING WORKSHOP: Unit 1: 22–27 Unit 2: 101–107, 109, 118–123, 125 Unit 4: 318–321, 323 Unit 5: 338, 352 Unit 6: 406–409, 411, 420–423, 425LEVELED READERS: Unit 2, Week 1: The Quarreling Quails (A), Jungle Treasures (O, ELL), The Bear Who Stole the Chinook (B) Unit 2, Week 2: The Promise of Gold Mountain (A), Moving from Mexico (O, ELL), Gustaf Goes to America (B) Unit 4, Week 5: In the Running (A), Melanie’s Mission (O, ELL), A Speech to Remember (B) Unit 6, Week 1: Midas and the Donkey Ears (A), The Naming of Athens (O, ELL), Odysseus and King Aeolus (B) Unit 6, Week 2: The Big Storm (A), The Schoolhouse Blizzard (O, ELL), The Hottest Summer (B) YOUR TURN PRACTICE BOOK: 63–65, 83–85, 193–194, 253–255, 263–265READING WORKSTATION ACTIVITY CARDS: 6, 21TEACHER’S EDITION: Unit 1: T16–T19, T22, T26–T27 Unit 2: T218, T220–T223, T225, T226, T254, T261, T262 Unit 3: T14, T16–T19, T22 Unit 4: T224 Unit 5: T20 Unit 6: T216www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 2: Roadrunner’s Dance 100–119, The Castle on Hester Street 124–141, Poetry 188–191 Unit 3: Martina the Beautiful Cockroach 194–215, Finding Lincoln 220–237 Unit 4: The Talented Clementine 300–319, Poetry 360–363 Unit 5: Clever Jack Takes the Cake 366–385, Bravo, Tavo! 390–411 Unit 6: King Midas and the Golden Touch 462–477, Nora’s Ark 482–503TEACH: Unit 1 Week 1, Week 2; Unit 2 Week 1, Week 2; Unit 3 Week 1; Unit 4 Week 1, Week 2; Unit 5 Week 1; Unit 6 Week 1 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 3 Week 4; Unit 4 Week 2, Week 4; Unit 6 Week 1, Week 2, Week 4 Day 4 Whole Group/Close ReadingTEACH: Unit 6 Week 1 Day 2 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Interactive Read Aloud Images, Skills Review
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
READING/WRITING WORKSHOP: Unit 1: 22–27, 29, 38–43, 45 Unit 3: 182–187, 189, 198–203, 205 LEVELED READERS: Unit 1, Week 1: Berries, Berries, Berries (A), Duck’s Discovery (O, ELL), Robot Race (B) Unit 1, Week 2: The Special Meal (A), A Row of Lamps (O, ELL), Dragons on the Water (B) Unit 3, Week 1: The Ballgame Between the Birds and the Animals: A Cherokee Folktale (A), King of the Birds (O, ELL), Sheep and Pig Set Up Housekeeping (B) Unit 3, Week 2: On the Ball (A), Harry’s Great Idea (O, ELL), Best Friends in Business (B)YOUR TURN PRACTICE BOOK: 3–5, 13–15, 103–105, 113–115READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4TEACHER’S EDITION: Unit 1: T21, T27, T52, T56, T63 Unit 3: T14, T16–T18, T21, T27, T52–T57 Unit 4: T220–T221, T223www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Wolf! 10–31, Yoon and the Jade Bracelet 34–53 Unit 2: Roadrunner’s Dance 100–119, The Castle on Hester Street 124–141 Unit 3: Martina the Beautiful Cockroach 194–215, Finding Lincoln 220–237 Unit 4: The Real Story of Stone Soup 278–297 Unit 5: Bravo, Tavo! 390–411 Unit 6: King Midas and the Golden Touch 462–477, Nora’s Ark 482–503, Poetry 546–549TEACH: Unit 1 Week 1, Week 2; Unit 2 Week 2; Unit 3 Week 1, Week 2; Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2; Unit 6 Week 1 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 3 Week 3, Week 4; Unit 4 Week 2; Unit 6 Week 1 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review
BALANCED LITERACY CCSS CORRELATIONS CCSS4
CORRELATIONS
Reading Standards for LiteratureCraft and Structure McGraw-Hill Reading Wonders
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
READING/WRITING WORKSHOP: Unit 1: 79 Unit 2: 127, 173 Unit 3: 207 Unit 4: 325 Unit 6: 427, 469YOUR TURN PRACTICE BOOK: 37, 67, 97, 117, 197, 267, 297PHONICS/WORD STUDY ACTIVITY CARDS: 4, 6, 8TEACHER’S EDITION: Unit 1: T16, T51 Unit 2: T219, T263 Unit 3: T15–T16, T51–T52, T59, T70 Unit 4: T219–T220, T236, T270 Unit 5: T15, T21, T49 Unit 6: T245, T296 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1, Week 1, Week 2; Unit 2, Week 1, Week 2, Week 5; Unit 3, Week 1, Week 2; Unit 4, Week 1, Week 2; Unit 5, Week 1, Week 2; Unit 6, Week 5 Day 3 Whole Group/Close ReadingTEACH: Unit 3, Week 2 Day 4 Whole Group/Close ReadingTEACH: Unit 1, Week 4; Unit 2, Week 2; Unit 6, Week 2 Days 1–4 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and Activities, Vocabulary Interactive Games and ActivitiesTeacher Resources: Graphic Organizers
RL.3.5 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.
READING WORKSTATION ACTIVITY CARDS: 21, 23, 24TEACHER’S EDITION: Unit 6: T221, T347, T350, T352 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1, Week 1, Week 2; Unit 2, Week 1, Week 2, Week 5; Unit 3, Week 2; Unit 4, Week 2, Week 5; Unit 6, Week 1, Week 5 Day 3 Whole Group/Close ReadingTEACH: Unit 2, Week 5; Unit 4, Week 5; Unit 6, Week 5 Day 4 Whole Group/Close ReadingTEACH: Unit 6 Week 1 Day 2 Small Group Differentiated Instruction Student Resources: Comprehension Interactive Games and Activities
Craft and Structure McGraw-Hill Reading Wonders
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
READING/WRITING WORKSHOP: Unit 2: 166–169, 171 Unit 4: 262–265, 267, 276–279, 281 Unit 5: 334–337, 339, 348–351, 353 Unit 6: 462–465, 467LEVELED READERS: Unit 2, Week 5: Problem Solved (A), The Long Walk (O, ELL), Two Up, One Down (B) Unit 4, Week 1: The Weaver of Rugs: A Navajo Folktale (A), Why the Sea is Salty: A Scandinavian Folktale (O, ELL), Finn MacCool and the Salmon of Knowledge: An Irish Folktale (B) Unit 4, Week 2: Every Picture Tells a Story (A), A Chef in the Family (O, ELL), Stepping Forward (B) Unit 5, Week 1: The Chickpea Boy: A Persian Fairy tale (A), The Golden Goose: A German Fairy tale (O, ELL), A Gift for Mario: A Mexican Fairy tale (B) Unit 5, Week 2: The Great Book Swap (A), The Salvage Club (O, ELL), Bikes Forever (B) Unit 6, Week 5: Funny Faces (A), Too Many Frogs (O, ELL), The Joke’s on You (B)YOUR TURN PRACTICE BOOK: 93–94, 153–155, 163–165, 203–205, 213–215, 293–294READING WORKSTATION ACTIVITY CARDS: 5TEACHER’S EDITION: Unit 4: T223, T229, T257 Unit 5: T19, T25, T53, T59www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 2: Poetry 188–191 Unit 4: The Real Story of Stone Soup 278–297, The Talented Clementine 300–319, Poetry 360–363 Unit 5: Clever Jack Takes the Cake 366–385, Bravo, Tavo! 390–411 Unit 6: Poetry 546–549TEACH: Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2 Days 1–4 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review
BALANCED LITERACY CCSS CORRELATIONS CCSS5
Reading Standards for LiteratureIntegration of Knowledge and Ideas McGraw-Hill Reading Wonders
RL.3.7 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).
READING WORKSTATION ACTIVITY CARDS: 7 TEACHER’S EDITION: Unit 1: T16 Unit 4: T258 Unit 5: T54 Unit 6: T250www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Wolf! 10–31, Yoon and the Jade Bracelet 34–53 Unit 6: King Midas and the Golden Touch 462–477TEACH: Unit 1 Week 1, Week 2; Unit 2 Week 1, Week 2; Unit 3 Week 1, Week 2; Unit 4 Week 1, Week 2; Unit 5 Week 1, Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 2 Days 1-4 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Interactive Read Aloud Images
RL.3.8 (Not applicable to literature) (Not applicable to literature)
RL.3.9 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).
LEVELED READERS: Unit 1, Week 2: The Special Meal (A), A Row of Lamps (O, ELL), Dragons on the Water (B) Unit 4, Week 2: Every Picture Tells a Story (A), A Chef in the Family (O, ELL), Stepping Forward (B)YOUR TURN PRACTICE BOOK: 13–15, 163–165READING WORKSTATION ACTIVITY CARDS: 8TEACHER’S EDITION: Unit 1: S14 Unit 4: T263www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 4: The Real Story of Stone Soup 278–295, The Talented Clementine 300–319TEACH: Unit 4 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities
Range of Reading and Level of Text Complexity McGraw-Hill Reading Wonders
RL.3.10 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.
READING/WRITING WORKSHOP: These units reflect the range of text complexity found throughout the book. Unit 2: 166–169 Unit 4: 318–321 Unit 6: 406–409LEVELED READERS: Unit 1, Week 2: The Special Meal (A), A Row of Lamps (O, ELL), Dragons on the Water (B) Unit 2, Week 5: Problem Solved (A), The Long Walk (O, ELL), Two Up, One Down (B) Unit 4, Week 1: The Weaver of Rugs: A Navajo Folktale (A), Why the Sea is Salty: A Scandinavian Folktale (O, ELL), Finn MacCool and the Salmon of Knowledge: An Irish Folktale (B)Unit 6, Week 5: Funny Faces (A), Too Many Frogs (O, ELL), The Joke’s on You (B)READING WORKSTATION ACTIVITY CARDS: 27TEACHER’S EDITION: Unit 1: T22, T58 Unit 2: T226, T262 Unit 3: T22, T58 Unit 4: T224, T258 Unit 5: T20, T54 Unit 6: T216, T250, T350www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology (These units reflect the range of text complexity found throughout the book.): Unit 2: Poetry 188–191 Unit 3: Martina the Beautiful Cockroach 194–215 Unit 4: The Talented Clementine 300–319 Unit 5: Clever Jack Takes the Cake 366–385 Unit 6: King Midas and the Golden Touch 462–477, Poetry 546–549TEACH: Unit 1 Week 1, Week 2; Unit 2 Week 2, Week 5; Unit 3 Week 1, Week 2; Unit 4 Week 1, Week 5; Unit 5 Week 1, Week 2; Unit 6 Week 1, Week 2, Week 5 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 3; Unit 4 Week 2; Unit 5 Week 3; Unit 6 Week 1 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities
BALANCED LITERACY CCSS CORRELATIONS CCSS6
CORRELATIONS
Reading Standards for Informational TextKey Ideas and Details McGraw-Hill Reading Wonders
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
READING/WRITING WORKSHOP: Unit 1: 60, 61, 76, 77, 90, 91 Unit 2: 140, 141, 156, 157 Unit 3: 220, 221, 236, 237, 250, 251 Unit 4: 294, 295, 308, 309 Unit 5: 366, 367, 380, 381, 394, 395 Unit 6: 438, 439, 452, 453LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 1, Week 4: The Amazing Benjamin Franklin (A, O, ELL, B) Unit 1, Week 5: The National Mall (A, O, ELL, B) Unit 5, Week 3: Firefighting Heroes (A, O, ELL, B) Unit 5, Week 4: Eunice Kennedy Shriver (A, O, ELL, B) Unit 5, Week 5: The Fuel of the Future (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 23–25, 33–35, 43–45, 223–225, 233–235, 243–245READING WORKSTATION ACTIVITY CARDS: 19 TEACHER’S EDITION: Unit 1: T128, T186 Unit 2: T328 Unit 3: T124–T127 Unit 5: T82, T86, T120, T154, T178www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Gary the Dreamer 58–71 Unit 2: Vote! 146–167, Help the Manatees! 172–185 Unit 3: Earth 240–255, Big Ideas from Nature 259–269 Unit 4: Amazing Animals of the Mojave 326–339 Unit 5: Wildfires 416–429, Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451, It’s All in the Wind 456–459TEACH: Unit 1 Week 3, Week 4; Unit 2 Week 3, Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 3, Week 4; Unit 5 Week 3, Week 4; Unit 6 Week 3, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 2, Week 4; Unit 2 Week 3; Unit 3 Week 1, Week 2; Unit 5 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Interactive Read Aloud Images
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
READING/WRITING WORKSHOP: Unit 1: 86–89, 91 Unit 3: 214–219, 221, 230–235, 237 LEVELED READERS: Unit 1, Week 5: The National Mall (A, O, ELL, B) Unit 3, Week 3: Destination Saturn (A, O, ELL, B) Unit 3, Week 4: Inspired by Nature (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 43–45, 123–125, 133–135READING WORKSTATION ACTIVITY CARDS: 9 TEACHER’S EDITION: Unit 1: T186 Unit 3: T93, T99, T129, T135, T186 Unit 5: T118, T178–T179www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: A Mountain of Mystery 94–97 Unit 3: Earth 240–255, Big Ideas from Nature 259–269 Unit 4: Hot Air Balloons 342–357 Unit 5: Wildfires 416–429 Unit 6: Alligators and Crocodiles 520–543TEACH: Unit 1 Week 5; Unit 3 Week 3, Week 4; Unit 4 Week 4; Unit 5 Week 3 Day 3 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Interactive Read Aloud Images, Skills Review
RI.3.3 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.
READING/WRITING WORKSHOP: Unit 1: 70–75, 77 Unit 4: 304–307, 309 Unit 5: 390–393, 395 LEVELED READERS: Unit 3, Week 4: Inspired by Nature (A, O, ELL, B) Unit 4, Week 4: Future of Flight (A, O, ELL, B) Unit 5, Week 5: The Fuel of the Future (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 133–135, 183–185, 243–244READING WORKSTATION ACTIVITY CARDS: 13TEACHER’S EDITION: Unit 1: T129 Unit 3: T126 Unit 4: T325, T331 Unit 5: T155www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: All Aboard! Elijah McCoy’s Steam Engine 74–91, A Mountain of History 94–97 Unit 2: Whooping Cranes in Danger 172–185 Unit 4: Hot Air Balloons 342–357 Unit 5: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451, It’s All in the Wind 456–459TEACH: Unit 1 Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 4; Unit 5 Week 3, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review
BALANCED LITERACY CCSS CORRELATIONS CCSS7
Reading Standards for Informational TextCraft and Structure McGraw-Hill Reading Wonders
RI.3.4 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/WRITING WORKSHOP: Unit 1: 50–53, 66–69, 82–85 Unit 2: 130–133, 146–149 Unit 3: 200–213, 226–229, 242–245 Unit 4: 286–289, 300–303 Unit 5: 358–361, 372–375, 386–389 Unit 6: 430–433, 444–447TEACHER’S EDITION: Unit 1: T87, T95, T123, T124, T159 Unit 2: T327 Unit 3: T87–T88, T106 Unit 4: T287, T304, T338 Unit 5: T83, T134, T151 Unit 6: T279, T313, T330 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 3 Week 3; Unit 4 Week 4; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 1 Day 4 Whole Group/Close ReadingTEACH: Unit 1 Week 3 Days 1–4 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and Activities, Vocabulary Interactive Games and ActivitiesTeacher Resources: Graphic Organizers
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
READING/WRITING WORKSHOP: Unit 2: 134–139, 150–155 Unit 3: 214–219 Unit 4: 304–307 Unit 5: 362–365 Unit 6: 434–437READING WORKSTATION ACTIVITY CARDS: 16TEACHER’S EDITION: Unit 1: T94, T130, T186–T187 Unit 2: T334, T390–T391 Unit 3: T130, T186–T187, T188–T191 Unit 4: T382–T383 Unit 5: T178–T179 Unit 6: T279, T284, T330, T374–T375www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Family Traditions 54–57 Unit 3: Big Ideas from Nature 259–269TEACH: Unit 2 Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 4; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 5 Week 1, Week 4 Day 4 Whole Group/Close ReadingTEACH: Unit 1 Week 3 Day 1 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and Activities, Research and InquiryTeacher Resources: Research and Inquiry
RI.3.6 Distinguish their own point of view from that of the author of a text.
READING/WRITING WORKSHOP: Unit 2: 134–139, 141, 150–155, 156 Unit 5: 362–365, 367, 376–379, 381LEVELED READERS: Unit 2, Week 3: The Race for the Presidency (A, O, ELL, B) Unit 2, Week 4: Protecting the Islands (A, O, ELL, B) Unit 5, Week 3: Firefighting Heroes (A, O, ELL, B) Unit 5, Week 4: Eunice Kennedy Shriver (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 73–75, 83–85, 223–225, 233–235TEACHER’S EDITION: Unit 2: T297, T303, T333 Unit 5: T87, T93, T121www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 2: Vote! 146–167; Whooping Cranes in Danger 172–185 Unit 3: Earth 240–255, Big Ideas from Nature 259–269 Unit 4: Amazing Animals of the Mojave 326–339 Unit 5: Wildfires 416–429; Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451, It’s All in the Wind 456–459TEACH: Unit 2 Week 3, Week 4; Unit 5 Week 3; Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 4 Days 1–3 Small Group Differentiated InstructionTEACH: Unit 5 Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review
BALANCED LITERACY CCSS CORRELATIONS CCSS8
CORRELATIONS
Reading Standards for Informational TextIntegration of Knowledge and Ideas McGraw-Hill Reading Wonders
RI.3.7 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).
READING/WRITING WORKSHOP: Unit 1: 54–59, 70–75 Unit 2: 134–139, 150–155 Unit 3: 214–219, 230–235 Unit 4: 290–293, 304–307 Unit 5: 362–365, 376–379 Unit 6: 434–437, 448–451READING WORKSTATION ACTIVITY CARDS: 17TEACHER’S EDITION: Unit 1: T94, T130 Unit 2: T334 Unit 3: T130 Unit 5: T122 www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Family Traditions 54–57 Unit 3: Earth 240–255, Big Ideas from Nature 259–269 Unit 6: Out of This World! The Ellen Ochoa Story 506–517, Alligators and Crocodiles 520–543TEACH: Unit 1 Week 4; Unit 2 Week 3, Week 4; Unit 3 Week 3; Unit 4 Week 3, Week 4; Unit 5 Week 3, Week 4 Day 3 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities, Research and InquiryTeacher Resources: Graphic Organizers, Interactive Read Aloud Images, Research and Inquiry
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
READING/WRITING WORKSHOP: Unit 1: 54–59, 61, 77 Unit 3: 246–249, 251 Unit 4: 290–293, 295 Unit 6: 434–437, 439, 448–451, 453LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 1, Week 4: The Amazing Benjamin Franklin (A, O, ELL, B) Unit 4, Week 3: Life in a Tide Pool (A, O, ELL, B) Unit 6, Week 3: Reach for the Stars (A, O, ELL, B) Unit 6, Week 4: African Cats (A, O, ELL, B)YOUR TURN PRACTICE BOOK: 23–25, 33–35, 173–175, 273–275, 283–285READING WORKSTATION ACTIVITY CARDS: 10, 11, 12, 13, 14, 15TEACHER’S EDITION: Unit 1: T93 Unit 4: T291, T325www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology: Unit 1: Gary the Dreamer 58–71, All Aboard! Elijah McCoy’s Steam Engine 74–91, A Mountain of History 94–97 Unit 2: Vote! 146–167, Whooping Cranes in Danger 172–185 Unit 3: Riding the Rails West! 272–275 Unit 4: Amazing Animals of the Mojave 326–339, Hot Air Balloons 342–357 Unit 5: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451, It’s All in the Wind 456–459 Unit 6: Out of This World! The Ellen Ochoa Story 506–517, Alligators and Crocodiles 520–543TEACH: Unit 1 Week 4; Unit 4 Week 3, Week 4; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 5 Week 4 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and ActivitiesTeacher Resources: Graphic Organizers, Skills Review
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 2, Week 4: Protecting the Islands (A, O, ELL, B)READING WORKSTATION ACTIVITY CARDS: 18, 20TEACHER’S EDITION: Unit 1: T99, T135, T169 Unit 2: T267, T303, T339, T390 Unit 3: T63, T99, T169 Unit 4: T297, T331 Unit 5: T59, T93, T127, T161 Unit 6: T221, T255, T289, T323www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 3 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 2 Week 3; Unit 3 Week 2; Unit 3 Week 3; Unit 5 Week 4 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities
BALANCED LITERACY CCSS CORRELATIONS CCSS9
Reading Standards for Informational TextRange of Reading and Level of Text Complexity McGraw-Hill Reading Wonders
RI.3.10 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.
READING/WRITING WORKSHOP: These units reflect the range of text complexity found throughout the book. Unit 1: 86–89 Unit 2: 134–139 Unit 3: 230–235 Unit 4: 290–293 Unit 5: 348–351 Unit 6: 448–451LEVELED READERS: Unit 1, Week 3: Judy Baca (A, O, ELL, B) Unit 3, Week 4: Inspired by Nature (A, O, ELL, B) Unit 4, Week 3: Life in a Tide Pool (A, O, ELL, B) Unit 6, Week 4: African Cats (A, O, ELL, B)READING WORKSTATION ACTIVITY CARDS: 22, 27TEACHER’S EDITION: Unit 1: T94, T130 Unit 2: T334 Unit 3: T94, T130 Unit 4: T292, T326 Unit 5: T88, T122, T156 Unit 6: T284, T318www.connected.mcgraw-hill.com: TEACHER’S EDITIONRESOURCES: eBooks, Literature Anthology (These units reflect the range of text complexity found throughout the book.): Unit 2: Whooping Cranes in Danger 172–185 Unit 3: Earth 240–255 Unit 4: Amazing Animals of the Mojave 326–339 Unit 5: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote 432–451 Unit 6: Alligators and Crocodiles 520–543TEACH: Unit 1 Week 4; Unit 2 Week 3, Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 3, Week 4; Unit 5 Week 3, Week 4; Unit 6 Week 3 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 3, Week 4; Unit 3 Week 2; Unit 5 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Comprehension Interactive Games and Activities
BALANCED LITERACY CCSS CORRELATIONS CCSS10
CORRELATIONS
Reading Standards: Foundational SkillsThere are no standards for Print Concepts (1) or Phonological Awareness (2) in Foundational Skills for Grade 3.
Phonics and Word Recognition McGraw-Hill Reading Wonders
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
READING/WRITING WORKSHOP: Unit 2: 143, 159 Unit 3: 223, 253 Unit 4: 283 Unit 5: 383 YOUR TURN PRACTICE BOOK: 77, 87, 118, 127, 128, 138, 147, 148, 167, 218, 237, 238, 248, 258, 268, 288, 298PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 7, 9, 12TEACHER’S EDITION: Unit 2: T299, T335 Unit 3: T69, T105, T140 Unit 5: T65, T133 Unit 6: T226, T362www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 3 Week 3; Unit 4 Week 2; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 5 Week 2 Days 1, 4 Small Group Differentiated InstructionTEACH: Unit 3 Week 3, Week 4 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 3 Week 2; Unit 5 Week 4; Unit 6 Week 2, Week 4 Day 5 Small Group Differentiated InstructionStudent Resources: Phonics Interactive Games and ActivitiesTeacher Resources: Decodable Passages
RF.3.3b Decode words with common Latin suffixes. READING/WRITING WORKSHOP: Unit 3: 223, 253 YOUR TURN PRACTICE BOOK: 127, 128, 147, 218, 248, 268, 288PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 9TEACHER’S EDITION: Unit 2: T299, T335 Unit 3: T69, T105, T140 Unit 5: T65, T133 Unit 6: T226, T261, T329 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 3 Week 3; Unit 4 Week 2; Unit 5 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 4 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 3 Week 3 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 3 Week 2; Unit 5 Week 2, Week 4; Unit 6 Week 2, Week 4 Day 5 Small Group Differentiated InstructionStudent Resources: Phonics Interactive Games and ActivitiesTeacher Resources: Decodable Passages
RF.3.3c Decode multisyllable words. READING/WRITING WORKSHOP: Unit 1: 63 Unit 2: 143, 159 Unit 3: 223, 239, 253 Unit 4: 269, 283 Unit 5: 341, 383 Unit 6: 413, 441YOUR TURN PRACTICE BOOK: 27, 77, 87, 88, 98, 127, 137, 138, 147, 157, 167, 168, 188, 207, 208, 228, 237, 248, 257, 268, 277, 278, 288PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 27TEACHER’S EDITION: Unit 1: T32, T68 Unit 2: T334, T335 Unit 4: T268, T269, T337 Unit 5: T30–T31, T64–T65 Unit 6: T260–T261www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 6 Week 1, Week 2, Week 3, Week 4 Days 1, 3, 4 Small Group Differentiated InstructionTEACH: Unit 5 Week 1 Days 1, 3, 4, 5 Small Group Differentiated InstructionTEACH: Unit 3 Week 4; Unit 4 Week 3 Day 3 Small Group Differentiated InstructionTEACH: Unit 1 Week 2, Week 3; Unit 2 Week 1, Week 2; Unit 3 Week 1, Week 2, Week 3 Day 3, 4 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 4 Week 4 Days 3, 4, 5 Small Group Differentiated InstructionStudent Resources: Phonics Interactive Games and ActivitiesTeacher Resources: Decodable Passages
BALANCED LITERACY CCSS CORRELATIONS CCSS11
Reading Standards: Foundational SkillsPhonics and Word Recognition McGraw-Hill Reading Wonders
RF.3.3d Read grade-appropriate irregularly spelled words.
YOUR TURN PRACTICE BOOK: 298 PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 29TEACHER’S EDITION: Unit 2: T308 Unit 3: T107 Unit 4: T339 Unit 6: T365www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3 Days 1, 3, 4 Small Group Differentiated InstructionStudent Resources: Phonics Interactive Games and ActivitiesTeacher Resources: Decodable Passages
Fluency McGraw-Hill Reading Wonders
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read on-level text with purpose and understanding.
READING WORKSTATION ACTIVITY CARDS: 25, 26TEACHER’S EDITION: Unit 1: T107, T184–T185 Unit 2: T239, T311, T388–T389 Unit 3: T49, T71, T107, T184–T185 Unit 4: T271, T380–T381 Unit 5: T67, T176–T177 Unit 6: T110, T263, T372–T373www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 5 Week 3 Days 1, 2 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 2; Unit 3 Week 1 Days 1–3 Small Group Differentiated InstructionTEACH: Unit 2 Week 1, Week 2, Week 3, Week 4; Unit 3 Week 2; Unit 4 Week 2; Unit 5 Week 2; Unit 6 Week 1, Week 2, Week 3, Week 4 Day 3 Small Group Differentiated InstructionStudent Resources: Fluency Interactive Games and Activities
RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
YOUR TURN PRACTICE BOOK: 3–5, 63–65, 133–135, 173–175, 213–215, 263–265READING WORKSTATION ACTIVITY CARDS: 25, 26YOUR TURN PRACTICE BOOK: 43–45, 63–65, 113–115, 163–165, 203–205, 253–255TEACHER’S EDITION: Unit 1: T35, T71, T107, T143, T184–T185 Unit 2: T275, T311, T381, T388–T389 Unit 3: T35, T143, T184–T185 Unit 4: T237, T339, T373, T380–T381 Unit 5: T101, T135, T176–T177 Unit 6: T297, T365, T372–T373www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 2 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 3, Week 4; Unit 2 Week 1, Week 2, Week 3; Unit 3 Week 2, Week 3, Week 4; Unit 4 Week 1, Week 2, Week 3, Week 4; Unit 5 Week 1, Week 2, Week 3, Week 4; Unit 6 Week 1, Week 2, Week 3, Week 4 Day 3 Small Group Differentiated InstructionStudent Resources: Fluency Interactive Games and Activities
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
READING/WRITING WORKSHOP: Unit 1: 31, 47, 93 Unit 2: 111 Unit 3: 191 Unit 4: 297, 311 Unit 5: 355, 369, 397 Unit 6: 455YOUR TURN PRACTICE BOOK: 7, 17, 47, 57, 107, 177, 187, 217, 227, 247, 287READING WORKSTATION ACTIVITY CARDS: 25, 26TEACHER’S EDITION: Unit 1: T131, T177 Unit 3: T177 Unit 6: T297 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 1, Week 3, Week 4; Unit 3 Week 1, Week 2, Week 3; Unit 4 Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 4; Unit 4 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Fluency Interactive Games and Activities
BALANCED LITERACY CCSS CORRELATIONS CCSS12
CORRELATIONS
College and Career Readiness Anchor Standards for WRITINGThe K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. 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 tasks, purposes, and audiences.
BALANCED LITERACY CCSS CORRELATIONS CCSS13
Common Core State Standards
English Language ArtsGrade 3
Each standard is coded in the following manner:
Strand Grade Level Standard
W 3 1
Writing StandardsText Types and Purposes McGraw-Hill Reading Wonders
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
READING/WRITING WORKSHOP: Unit 5: 384–385, 398–399YOUR TURN PRACTICE BOOK: 240, 250WRITING WORKSTATION ACTIVITY CARDS: 13TEACHER’S EDITION: Unit 1: T27 Unit 2: T267, T303, T305 Unit 3: T63, T135, T405 Unit 4: T228, T263 Unit 5: T129, T391, T393, T396 Unit 6: T255 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3 Days 1–4 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.1b Provide reasons that support the opinion. READING/WRITING WORKSHOP: Unit 2: 144–145YOUR TURN PRACTICE BOOK: 80TEACHER’S EDITION: Unit 2: T305, T339 Unit 3: T399 Unit 4: T228, T263, T297, T307, T412 Unit 5: T129, T392, T398 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 3 Days 1–5 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
READING/WRITING WORKSHOP: Unit 2: 112–113 Unit 3: 208–209 Unit 6: 428–429YOUR TURN PRACTICE BOOK: 60, 120, 270WRITING WORKSTATION ACTIVITY CARDS: 7TEACHER’S EDITION: Unit 3: T400 Unit 5: T399www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.1d Provide a concluding statement or section. READING/WRITING WORKSHOP: Unit 3: 240–241 Unit 4: 312–313YOUR TURN PRACTICE BOOK: 140, 190WRITING WORKSTATION ACTIVITY CARDS: 12TEACHER’S EDITION: Unit 3: T130, T407 Unit 4: T332, T418www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Writer’s Workspace
C
BALANCED LITERACY CCSS CORRELATIONS CCSS14
CORRELATIONS
Writing StandardsText Types and Purposes McGraw-Hill Reading Wonders
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
READING/WRITING WORKSHOP: Unit 3: 224–225 Unit 4: 298–299 Unit 5: 370–371 Unit 6: 442–443YOUR TURN PRACTICE BOOK: 130, 180, 230, 280WRITING WORKSTATION ACTIVITY CARDS: 13, 14TEACHER’S EDITION: Unit 1: T27, T63, T65, T99, T135, T137 Unit 2: T231, T233, T267, T303, T339, T341, T419, T425 Unit 3: T27, T63, T99, T101, T135 Unit 4: T299 Unit 5: T95 Unit 6: T403, T408 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 6 Week 4 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 5 Week 3; Unit 6 Week 3 Days 1–3 Small Group Differentiated InstructionTEACH: Unit 4 Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.2b Develop the topic with facts, definitions, and details.
READING/WRITING WORKSHOP: Unit 1: 48–49 Unit 2: 174–175 Unit 6: 470–471YOUR TURN PRACTICE BOOK: 20, 100, 300WRITING WORKSTATION ACTIVITY CARDS: 2TEACHER’S EDITION: Unit 1: T165 Unit 2: T305, T426 Unit 3: T62 Unit 4: T299 Unit 5: T95 Unit 6: T410www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 3 Week 3; Unit 4 Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
READING/WRITING WORKSHOP: Unit 1: 80–81 Unit 2: 160–161YOUR TURN PRACTICE BOOK: 40, 90WRITING WORKSTATION ACTIVITY CARDS: 7TEACHER’S EDITION: Unit 2: T232–T233, T421 Unit 3: T65 Unit 6: T404, T410 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 1 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.2d Provide a concluding statement or section. READING/WRITING WORKSHOP: Unit 6: 456–457YOUR TURN PRACTICE BOOK: 290WRITING WORKSTATION ACTIVITY CARDS: 12TEACHER’S EDITION: Unit 2: T427 Unit 3: T137 Unit 4: T333 Unit 6: T405 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
READING/WRITING WORKSHOP: Unit 1: 64–65 Unit 4: 284–285 YOUR TURN PRACTICE BOOK: 30, 170WRITING WORKSTATION ACTIVITY CARDS: 4, 10TEACHER’S EDITION: Unit 1: T29, T101, T407, T413 Unit 2: T269, T341 Unit 3: T29 Unit 4: T411 Unit 5: T27, T61www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 1 Day 1–4 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 2 Week 4; Unit 3 Week 2 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
BALANCED LITERACY CCSS CORRELATIONS CCSS15
Writing StandardsText Types and Purposes McGraw-Hill Reading Wonders
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
READING/WRITING WORKSHOP: Unit 1: 32–33 Unit 2: 128–129 Unit 4: 284–285, 326–327 Unit 5: 356–357YOUR TURN PRACTICE BOOK: 10, 70, 170, 200, 220WRITING WORKSTATION ACTIVITY CARDS: 1, 3, 4TEACHER’S EDITION: Unit 1: T65, T407, T408, T414 Unit 4: T231, T265, T412, T417, T419 Unit 5: T61 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 2; Unit 4 Week 1, Week 2; Unit 5 Week 2; Unit 6 Week 2 Day 2 Small Group Differentiated InstructionTEACH: Unit 6 Week 1 Day 3 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.3c Use temporal words and phrases to signal event order.
READING/WRITING WORKSHOP: Unit 2: 112–113 Unit 3: 208–209 Unit 6: 428–429YOUR TURN PRACTICE BOOK: 60, 120, 270WRITING WORKSTATION ACTIVITY CARDS: 6TEACHER’S EDITION: Unit 1: T101, T137, T414 Unit 2: T341www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 3, Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.3d Provide a sense of closure. READING/WRITING WORKSHOP: Unit 6: 442–443, 456–457YOUR TURN PRACTICE BOOK: 280, 290WRITING WORKSTATION ACTIVITY CARDS: 12TEACHER’S EDITION: Unit 1: T100 Unit 4: T332 Unit 6: T324 www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Writer’s Workspace
Production and Distribution of Writing McGraw-Hill Reading Wonders
W.3.4 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.)
READING/WRITING WORKSHOP: Unit 3: 254–255YOUR TURN PRACTICE BOOK: 150WRITING WORKSTATION ACTIVITY CARDS: 17, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30TEACHER’S EDITION: Unit 1: T29, T65, T101, T197 Unit 2: T305 Unit 4: T382 Unit 5: T27, T61, T95 Unit 6: T345, T374 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2; Unit 4 Week 1, Week 2, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 4 Week 2 Day 4 Whole Group/Close ReadingTEACH: Unit 5 Week 3 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 2 Week 3; Unit 3 Week 1 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 2 Week 2 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 1 Week 2, Week 3; Unit 4 Week 1, Week 2, Week 3; Unit 5 Week 1; Unit 6 Week 1, Week 2, Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
BALANCED LITERACY CCSS CORRELATIONS CCSS16
CORRELATIONS
Writing StandardsW.3.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by planning, revising, and editing.
READING/WRITING WORKSHOP: Unit 1: 33, 49, 65, 81, 95 Unit 2: 113, 129, 145, 161, 175 Unit 3: 193, 209, 225, 241, 255 Unit 4: 271, 285, 299, 313, 327 Unit 5: 343, 357, 371, 385, 399 Unit 6: 415, 429, 443, 457, 471TEACHER’S EDITION: Unit 1: T29, T65, T101, T137, T407–T410, T413–T416 Unit 2: T233, T269, T305, T341, T419–T422, T424–T428 Unit 3: T29, T65, T101, T137, T399–T402, T405–T408 Unit 4: T231, T265, T299, T333, T411–T414, T417–T420 Unit 5: T27, T61, T95, T129, T391–T394, T397–T400 Unit 6: T403–T406, T409–T412 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 1 Days 1, 3, 4 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 2 Week 2, Week 4; Unit 3 Week 2, Week 3, Week 4; Unit 4 Week 1, Week 2, Week 3; Unit 5 Week 1, Week 2, Week 3, Week 4; Unit 6 Week 1, Week 2, Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
W.3.6 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.
TEACHER’S EDITION: Unit 1: T168, T188–T191, T410, T416 Unit 2: T392–T395, T422, T428 Unit 3: T62, T134, T188–T191, T402, T408 Unit 4: T364, T384–T387, T414, T420 Unit 5: T180–T183, T394, T400 Unit 6: T254, T376–T379, T406, T412www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Writer’s Workspace
Research to Build and Present Knowledge McGraw-Hill Reading Wonders
W.3.7 Conduct short research projects that build knowledge about a topic.
WRITING WORKSTATION ACTIVITY CARDS: 30TEACHER’S EDITION: Unit 1: T26, T62, T98, T134, T188–T191 Unit 2: T230, T266, T302, T338, T392–T395 Unit 3: T26, T62, T98, T134, T188–T191 Unit 4: T228, T262, T296, T330, T382–T383, T384–T387 Unit 5: T24, T58, T92, T126, T180–T183 Unit 6: T220, T254, T374–T375, T376–T379 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 5 Week 4 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 3 Week 3 Days 1–4 Small Group Differentiated InstructionStudent Resources: Research and Inquiry, Writer’s WorkspaceTeacher Resources: Graphic Organizers, Research and Inquiry
Research to Build and Present Knowledge McGraw-Hill Reading Wonders
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
WRITING WORKSTATION ACTIVITY CARDS: 30TEACHER’S EDITION: Unit 1: T26, T186–T187, T188–T191 Unit 2: T338, T390, T392–T395 Unit 3: T186–T187 Unit 4: T412 Unit 5: T24, T178–T179 Unit 6: T254, T374, T376–T379www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 1; Unit 2 Week 4; Unit 3 Week 3; Unit 4 Week 1, Week 2 Day 3 Whole Group/Close ReadingStudent Resources: Research and Inquiry, Writer’s WorkspaceTeacher Resources: Graphic Organizers, Research and Inquiry
W.3.9 (Begins in grade 4) (Begins in grade 4)
BALANCED LITERACY CCSS CORRELATIONS CCSS17
Writing StandardsRange of Writing McGraw-Hill Reading Wonders
W.3.10 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.
READING/WRITING WORKSHOP: Unit 1: 64–65 Unit 2: 112–113 Unit 3: 192–193 Unit 4: 298–299 Unit 5: 356–357 Unit 6: 428–429WRITING WORKSTATION ACTIVITY CARDS: 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30TEACHER’S EDITION: Unit 1: T27, T29, T188–T191, T406–T417 Unit 2: T303, T392–T395, T418–T429 Unit 3: T135, T137, T188–T191, T398–T409 Unit 4: T265, T297, T299, T384–T387, T410–T421 Unit 5: T95, T127, T129, T180–T183, T390–T401 Unit 6: T221, T376–T379, T402–T413www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 6 Week 4 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 2 Week 2; Unit 3 Week 4; Unit 5 Week 3 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 4 Week 2 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 3 Week 3; Unit 6 Week 1, Week 2, Week 3 Day 2 Small Group Differentiated InstructionStudent Resources: Research and Inquiry, Writer’s WorkspaceTeacher Resources: Research and Inquiry
BALANCED LITERACY CCSS CORRELATIONS CCSS18
CORRELATIONS
College and Career Readiness Anchor Standards forSPEAKING AND LISTENINGThe K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
BALANCED LITERACY CCSS CORRELATIONS CCSS19
Common Core State Standards
English Language Arts Grade 3
Each standard is coded in the following manner:
Strand Grade Level Standard
SL 3 1
Speaking and Listening StandardsComprehension and Collaboration McGraw-Hill Reading Wonders
SL.3.1 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.
SL.3.1a 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.
READING/WRITING WORKSHOP: Unit 1: 28, 29, 44, 45, 60, 61, 76, 77, 90, 91 Unit 2: 108, 109, 124, 125, 140, 141, 156, 157 Unit 3: 188, 189, 204, 205, 220, 221, 236, 237, 250, 251 Unit 4: 166, 267, 280, 281, 294, 295, 308, 309 Unit 5: 338, 339, 352, 353, 366, 367, 380, 381, 394, 395 Unit 6: 410, 411, 424, 425, 438, 439, 452, 453TEACHER’S EDITION: Unit 1: T85, T124, T135 Unit 2: T289, T333, T339 Unit 3: T98, T99, T121, T135 Unit 4: T229, T251, T256, T258, T262, T263, T297 Unit 5: T13, T25, T93 Unit 6: T255 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2, Week 4; Unit 3 Week 3, Week 4 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 1 Week 2 Days 1–5 Small Group Differentiated InstructionTEACH: Unit 1 Week 1; Unit 5 Week 2, Week 3; Unit 6 Week 1, Week 2, Week 3 Days 2, 5 Small Group Differentiated InstructionTeacher Resources: Build Background Videos
SL.3.1b 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).
READING WORKSTATION ACTIVITY CARDS: 24TEACHER’S EDITION: Unit 1: T13, T49, T135 Unit 2: T217, T253, T302, T334 Unit 3: T49, T62, T63, T98, T99, T121, T134, T135 Unit 4: T217, T228, T229, T262, T263, T319, T330, T331 Unit 5: T47, T59, T92, T115, T149 Unit 6: T243, T277, T345www.connected.mcgraw-hill.com: RESOURCESTeacher Resources: Build Background Videos
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
TEACHER’S EDITION: Unit 1: T18, T52, T85, T128 Unit 2: T219, T230, T303, T325, T394 Unit 3: T13, T85 Unit 4: T331 Unit 5: T13, T127 Unit 6: T277www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 1, Week 2, Week 3; Unit 3 Week 1, Week 2, Week 3; Unit 4 Week 2, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 1; Unit 3 Week 1; Unit 4 Week 2, Week 4 Day 4 Whole Group/Close ReadingStudent Resources: Research and InquiryTeacher Resources: Build Background Videos, Research and Inquiry
C
BALANCED LITERACY CCSS CORRELATIONS CCSS20
CORRELATIONS
Speaking and Listening StandardsComprehension and Collaboration McGraw-Hill Reading Wonders
SL.3.1d Explain their own ideas and understanding in light of the discussion.
TEACHER’S EDITION: Unit 1: T13, T49, T63, T99, T121, T130, T134, T190 Unit 2: T219, T231 Unit 3: T99 Unit 4: T229 Unit 5: T13, T26, T58, T60, T81, T93 Unit 6: T288, T357, T378www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 2; Unit 2 Week 1, Week 3, Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 1, Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 1; Unit 4 Week 1 Day 4 Whole Group/Close ReadingTeacher Resources: Build Background Videos
SL.3.2 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.
TEACHER’S EDITION: Unit 1: T13, T14, T28, T50, T64, T86, T100, T121, T122, T136, T186 Unit 2: T217, T218, T232, T254, T268, T289, T290, T304, T325, T326, T340, T390 Unit 3: T13, T14, T28, T49, T50, T64, T85, T86, T98, T100, T121, T136, T168, T190 Unit 4: T218, T230, T251, T252, T264, T298, T320, T332, T382 Unit 5: T13, T14, T26, T47, T48, T60, T82, T94, T115, T116, T126, T128, T178 Unit 6: T220, T243, T244, T277, T278, T322, T374 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3; Unit 5 Week 4 Day 4 Whole Group/Close ReadingStudent Resources: Music/Fine Arts ActivitiesTeacher Resources: Interactive Read Aloud Images, Music/Fine Arts Activities
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
TEACHER’S EDITION: Unit 1: T190, T192–T193 Unit 2: T231, T338, T372, T394, T396–T397 Unit 3: T27, T62, T63, T98, T99, T134, T135, T190, T192–T193 Unit 4: T296, T386, T388–T389 Unit 5: T24, T182, T184–T185 Unit 6: T221, T378, T380–T381 www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Research and InquiryTeacher Resources: Research and Inquiry
Presentation of Knowledge and Ideas McGraw-Hill Reading Wonders
SL.3.4 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.
TEACHER’S EDITION: Unit 1: T18, T88, T190, T192–T193 Unit 2: T230, T267, T394, T396–T397 Unit 3: T26, T135, T190, T192–T193, Unit 4: T228, T386, T388–T389 Unit 5: T168, T182, T184–T185 Unit 6: T289, T322, T378, T380–T381www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Research and InquiryTeacher Resources: Research and Inquiry
SL.3.5 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.
TEACHER’S EDITION: Unit 1: T134, T190 Unit 2: T347, T394 Unit 3: T134, T190 Unit 4: T262, T296, T305, T364, T373, T386, T388–T389 Unit 5: T33, T182, T184–T185 Unit 6: T229, T254, T378, T380–T381 www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Research and InquiryTeacher Resources: Research and Inquiry
SL.3.6 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 for specific expectations.)
TEACHER’S EDITION: Unit 2: T303, T325, T373 Unit 3: T27, T63 Unit 4: T297 Unit 5: T127, T182 Unit 6: T289, T322www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Research and InquiryTeacher Resources: Research and Inquiry
BALANCED LITERACY CCSS CORRELATIONS CCSS21
College and Career Readiness Anchor Standards for LANGUAGEThe K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Conventions of English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading and listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
BALANCED LITERACY CCSS CORRELATIONS CCSS22
CORRELATIONS Common Core State Standards
English Language ArtsGrade 3
Each standard is coded in the following manner:
Strand Grade Level Standard
L 3 1
Language StandardsConventions of English McGraw-Hill Reading Wonders
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
READING/WRITING WORKSHOP: Grammar Handbook: 478–480, 481–486, 487–490, 491–492, 493–494TEACHER’S EDITION: Unit 1: T91 Unit 2: T234, T269, T342 Unit 3: T30, T66, T102 Unit 4: T232, T300 Unit 5: T28, T29, T62, T63, T96, T97, T130, T131 Unit 6: T224, T225, T258, T259, T292, T293, T326, T327www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 1, Week 2; Unit 3 Week 1, Week 3; Unit 4 Week 1, Week 3; Unit 5 Week 1, Week 3; Unit 6 Week 1, Week 3 Day 2 Small Group Differentiated InstructionTEACH: Unit 2 Week 3 Day 5 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.1b Form and use regular and irregular plural nouns.
READING/WRITING WORKSHOP: Grammar Handbook: 479–480TEACHER’S EDITION: Unit 2: T270, T306–T307 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 3 Day 2 Small Group Differentiated InstructionTEACH: Unit 2 Week 2 Days 2, 3 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.1c Use abstract nouns (e.g., childhood). READING/WRITING WORKSHOP: Grammar Handbook: 478TEACHER’S EDITION: Unit 2: T234–T235www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 1 Day 2 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
C
BALANCED LITERACY CCSS CORRELATIONS CCSS23
Language StandardsConventions of English McGraw-Hill Reading Wonders
L.3.1d Form and use regular and irregular verbs. READING/WRITING WORKSHOP: Grammar Handbook: 481–486TEACHER’S EDITION: Unit 4: T232, T233, T300 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 1 Day 2 Small Group Differentiated InstructionTEACH: Unit 1 Week 2, Week 3 Day 5 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
READING/WRITING WORKSHOP: Grammar Handbook: 482–483TEACHER’S EDITION: Unit 3: T30–T31, T66, T102–T103, T138–T139 Unit 4: T300, T301www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2, Week 3, Week 4 Day 2 Small Group Differentiated InstructionTEACH: Unit 2 Week 2 Day 5 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.1f Ensure subject-verb and pronoun-antecedent agreement.
READING/WRITING WORKSHOP: Grammar Handbook: 483, 490TEACHER’S EDITION: Unit 2: T295 Unit 3: T66, T67, T102, T103 Unit 4: T232 Unit 5: T28, T29, T63, T96, T97 www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2, Week 3, Week 4; Unit 4 Week 1 Day 2 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
READING/WRITING WORKSHOP: Grammar Handbook: 492, 494TEACHER’S EDITION: Unit 6: T258, T259, T326, T327www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 6 Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.1h Use coordinating and subordinating conjunctions.
READING/WRITING WORKSHOP: Grammar Handbook: 476TEACHER’S EDITION: Unit 2: T342 Unit 4: T334–T335www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.1i Produce simple, compound, and complexsentences.
READING/WRITING WORKSHOP: Unit 1: 94–95 Unit 3: 192–193 Unit 5: 342–343 Unit 6: 414–415 Grammar Handbook: 476, 477YOUR TURN PRACTICE BOOK: 50, 110, 210, 260TEACHER’S EDITION: Unit 1: T30, T66–T67, T102–T103, T138–T139 Unit 2: T342 Unit 4: T233, T266, T331, T334, T335 Unit 5: T27www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 1; Unit 5 Week 1, Week 3, Week 4; Unit 6 Week 2 Days 1, 2, 4 Small Group Differentiated InstructionTEACH: Unit 4 Week 3; Unit 6 Week 1, Week 4 Days 1, 4 Small Group Differentiated InstructionTEACH: Unit 6 Week 3 Day 2 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 2, Week 3, Week 4; Unit 2 Week 1, Week 4; Unit 3 Week 1, Week 2; Unit 4 Week 4 Days 2, 4 Small Group Differentiated InstructionTEACH: Unit 2 Week 2, Week 3; Unit 3 Week 3, Week 4; Unit 4 Week 2; Unit 5 Week 2 Day 4 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
BALANCED LITERACY CCSS CORRELATIONS CCSS24
CORRELATIONS
Language StandardsConventions of English McGraw-Hill Reading Wonders
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2a Capitalize appropriate words in titles. READING/WRITING WORKSHOP: Grammar Handbook: 498, 500TEACHER’S EDITION: Unit 2: T235 Unit 3: T139 Unit 5: T63www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.2b Use commas in addresses. READING/WRITING WORKSHOP: Grammar Handbook: 502TEACHER’S EDITION: Unit 2: T343 Unit 5: T29 Unit 6: T225 www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.2c Use commas and quotation marks in dialogue.
READING/WRITING WORKSHOP: Grammar Handbook: 504TEACHER’S EDITION: Unit 3: T31 Unit 4: T267, T301www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.2d Form and use possessives. READING/WRITING WORKSHOP: Grammar Handbook: 480, 489TEACHER’S EDITION: Unit 5: T130, T131www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 5 Week 4 Day 2 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
YOUR TURN PRACTICE BOOK: 18, 28, 38, 58, 68, 168, 218, 238PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 24, 29TEACHER’S EDITION: Unit 5: T65 Unit 6: T363www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2, Week 4; Unit 3 Week 1, Week 3; Unit 4 Week 1, Week 2, Week 3 Day 1 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 3, Week 4; Unit 2 Week 3; Unit 5 Week 1, Week 2, Week 3, Week 4; Unit 6 Week 1, Week 2, Week 3, Week 4 Days 1, 2, 4 Small Group Differentiated InstructionTEACH: Unit 3 Week 2; Unit 4 Week 4 Days 1, 3 Small Group Differentiated InstructionTEACH: Unit 1 Week 2 Days 1-4 Small Group Differentiated InstructionTEACH: Unit 2 Week 1 Days 1, 5 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
BALANCED LITERACY CCSS CORRELATIONS CCSS25
Language StandardsConventions of English McGraw-Hill Reading Wonders
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
YOUR TURN PRACTICE BOOK: 8, 18, 28, 38, 58, 68, 168, 218, 238PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 24TEACHER’S EDITION: Unit 1: T33, T69, T105, T141, T176 Unit 2: T237, T270, T273, T306, T309, T345, T380 Unit 3: T33, T68, T105, T141, T176 Unit 4: T266, T371 Unit 5: T31, T65, T99, T133, T167 Unit 6: T261, T295, T329www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 1 Days 1, 2, 4 Small Group Differentiated InstructionTEACH: Unit 2 Week 1 Days 1, 3, 4, 5 Small Group Differentiated InstructionTEACH: Unit 1 Week 1, Week 2, Week 3, Week 4; Unit 2 Week 1, Week 2; Unit 3 Week 3; Unit 4 Week 1, Week 2, Week 3; Unit 5 Week 1, Week 3, Week 4; Unit 6 Week 1, Week 2, Week 3 Day 3 Small Group Differentiated InstructionStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
READING/WRITING WORKSHOP: Unit 1: T38, T104, T170, T236, T302 Unit 2: T38, T104, T170, T236, T302 Unit 3: T38, T170 Unit 4: T292 Unit 5: T36, T164, T228, T292 Unit 6: T36, T100, T164, T228, T292TEACHER’S EDITION: Unit 1: T33, T34, T69, T105, T141, T176 Unit 2: T237, T273, T309, T345, T380 Unit 3: T33, T69, T105 Unit 4: T371 Unit 5: T31, T99, T133, T167 Unit 6: T227, T261, T295, T329, T363www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Grammar Interactive Games and Activities, Music/Fine Arts ActivitiesTeacher Resources: Music/Fine Arts Activities
Knowledge of Language McGraw-Hill Reading Wonders
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a Choose words and phrases for effect. READING/WRITING WORKSHOP: Unit 1: 32–33 Unit 2: 128–129 Unit 4: 284–285, 326–327 Unit 5: 356–357YOUR TURN PRACTICE BOOK: 10, 70, 170, 200, 220TEACHER’S EDITION: Unit 1: T64–T65 Unit 2: T268–T269 Unit 4: T366–T367 Unit 5: T58, T60–T61 Unit 6: T356, T358–T359www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2 Day 2 Small Group Differentiated InstructionStudent Resources: Writer’s Workspace
L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.
TEACHER’S EDITION: Unit 2: T266 Unit 4: T262 Unit 5: T92 Unit 6: T288, T376–T379www.connected.mcgraw-hill.com: RESOURCESStudent Resources: Writer’s Workspace
BALANCED LITERACY CCSS CORRELATIONS CCSS26
CORRELATIONS
Language StandardsVocabulary Acquisition and Use McGraw-Hill Reading Wonders
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
READING/WRITING WORKSHOP: Unit 1: 47, 93 Unit 2: 111 Unit 3: 191 Unit 4: 297, 311 Unit 5: 355, 369, 397YOUR TURN PRACTICE BOOK: 17, 47, 57, 107, 177, 187, 217, 227, 247PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 2, 5, 11, 15TEACHER’S EDITION: Unit 1: T23, T59, T70, T106 Unit 2: T330 Unit 3: T23, T123 Unit 4: T304 Unit 5: T15, T32, T55, T189 Unit 6: T319www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 1, Week 2; Unit 3 Week 1, Week 2, Week 3; Unit 4 Week 2, Week 4; Unit 5 Week 3, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 2 Week 2, Week 3; Unit 4 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Vocabulary Interactive Games and Activities
L.3.4b 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).
READING/WRITING WORKSHOP: Unit 2: 143, 159 Unit 3: 223, 253 Unit 4: 283 Unit 5: 383YOUR TURN PRACTICE BOOK: 77, 87, 127, 147, 167, 237PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 9, 12TEACHER’S EDITION: Unit 2: T299, T335, T346 Unit 3: T69, T95, T105, T140, T141, T142 Unit 4: T236, T259, T270 Unit 5: T15, T66, T100, T123, T134 Unit 6: T226, T261, T296, T329, T330www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 4 Week 2; Unit 5 Week 3 Day 3 Whole Group/Close ReadingStudent Resources: Vocabulary Interactive Games and Activities
L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
READING/WRITING WORKSHOP: Unit 3: 239 Unit 4: 269 Unit 5: 341 Unit 6: 413, 441YOUR TURN PRACTICE BOOK: 137, 157, 158, 207, 228, 257, 258, 277PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 10, 13TEACHER’S EDITION: Unit 3: T131, T176 Unit 4: T225, T235, T236, T303 Unit 5: T21, T32, T66, T99 Unit 6: T217, T227, T262, T285, T295, T296, T330www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 4; Unit 3 Week 3, Week 4; Unit 4 Week 1 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 4 Days 1–4 Small Group Differentiated InstructionTEACH: Unit 5 Week 3 Day 5 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and Activities
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
TEACHER’S EDITION: Unit 1: T23, T34, T70 Unit 2: T346 Unit 3: T23, T59, T142 Unit 4: T225, T327 Unit 5: T21, T55, T89 Unit 6: T319www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 2; Unit 2 Week 3; Unit 4 Week 2; Unit 5 Week 2, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 4 Week 2 Day 4 Whole Group/Close ReadingStudent Resources: Vocabulary Interactive Games and Activities
BALANCED LITERACY CCSS CORRELATIONS CCSS27
Language StandardsVocabulary Acquisition and Use McGraw-Hill Reading Wonders
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
READING/WRITING WORKSHOP: Unit 1: 79 Unit 2: 127, 173 Unit 3: 207 Unit 4: 325 Unit 6: 427, 469YOUR TURN PRACTICE BOOK: 37, 67, 97, 117, 197, 267, 297PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 4, 6, 8TEACHER’S EDITION: Unit 1: T131 Unit 2: T263, T310 Unit 3: T34, T59 Unit 6: T142, T251, T296, T364www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 4; Unit 3 Week 2; Unit 4 Week 1, Week 2, Week 4; Unit 5 Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 4 Week 2 Day 4 Whole Group/Close ReadingTEACH: Unit 2 Week 2 Day 3 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and Activities
L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
READING/WRITING WORKSHOP: Unit 1: 20–21, 68–69 Unit 2: 116–117, 148–149 Unit 3: 196–197, 212–213 Unit 4: 288–289, 302–303 Unit 5: 346–347, 360–361Unit 6: 418–419, 460–461YOUR TURN PRACTICE BOOK: 1, 21, 41, 101, 151, 181, 211, 241, 261, 291TEACHER’S EDITION: Unit 1: T49, T121, T123 Unit 2: T253 Unit 3: T34, T87, T123 Unit 4: T217, T219, T253 Unit 5: T115, T134 Unit 6: T228, T245, T279www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 1 Week 1, Week 3, Week 4; Unit 2 Week 1, Week 3, Week 4; Unit 3 Week 2, Week 3, Week 4; Unit 4 Week 3, Week 4; Unit 5 Week 4 Day 1 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and ActivitiesTeacher Resources: Build Background Videos, Graphic Organizers
L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
TEACHER’S EDITION: Unit 2: T238 Unit 4: T270 Unit 5: T66www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 3 Week 2 Day 3 Whole Group/Close ReadingTEACH: Unit 1 Week 1; Unit 2 Week 1 Day 3 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and Activities
L.3.6 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).
READING/WRITING WORKSHOP: Unit 1: 20–21, 36–37, 52–53, 68–69, 84–85 Unit 2: 100–101, 116–117, 132–133, 148–149, 164–165 Unit 3: 180–181, 196–197, 212–213, 228–229, 244–245 Unit 4: 260–261, 274–275, 288–289, 302–303, 316–317 Unit 5: 332–333, 346–347, 360–361, 374–375, 388–389 Unit 6: 404–405, 424–425, 432–433, 446–447, 460–461YOUR TURN PRACTICE BOOK: 1, 11, 51, 61, 101, 111, 151, 161, 201, 211, 251, 261TEACHER’S EDITION: Unit 1: T15, T34,T51, T70, T87 Unit 2: T274, T327, T346 Unit 3: T12–T15, T87, T106 Unit 4: T219, T236, T287, T304 Unit 5: T49, T66, T83, T100, T134 Unit 6: T228, T262, T313www.connected.mcgraw-hill.com: TEACHER’S EDITIONTEACH: Unit 2 Week 2; Unit 3 Week 3; Unit 4 Week 3, Week 4 Day 3 Whole Group/Close ReadingTEACH: Unit 3 Week 1 Day 4 Whole Group/Close ReadingTEACH: Unit 6 Week 1 Day 1, 2 Small Group Differentiated InstructionStudent Resources: Vocabulary Interactive Games and ActivitiesTeacher Resources: Build Background Videos, Graphic Organizers
BALANCED LITERACY CCSS CORRELATIONS CCSS28