scott foresman my sidewalks on reading - pearson

A Correlation of

to the

Ohio

English Language Arts Academic Content Standards

Unit 1 Levels A-E Sample

G/R-188

Introduction

This document is designed to show how Pearson Scott Foresman’s intensive reading intervention program, My Sidewalks on Reading Street, aligns to the Ohio English Language Arts Academic Content Standards and grade level indicators. This document is a sample only. At all levels of My Sidewalks on Reading Street, A-E, the first unit is aligned. The left column of this document starts with the concepts and skill content covered in My Sidewalks on Reading Street, the right column lists the Ohio Content Standard and Grade Level Indicators applicable. Page numbers from My Sidewalks on Reading Street follow immediately and are in boldface type. My Sidewalks on Reading Street is based on the foundational research of Scott Foresman Early Reading Intervention (Project Optimize). This research-based program validated components of intervention strategies for Kindergarten students with identified disabilities or those at risk. My Sidewalks on Reading Street incorporates these findings.

INSTRUCTIONAL EMPHASIS—Emphasizing the essential elements of reading affects outcomes. SPECIFICITY—Highly specified instruction accomplishes more that less specific instruction. INTENSITY—Fast-paced instruction should be delivered to small groups of two to five students for at least 30 minutes a day in addition to their core instruction. PROGRESS MONITORING—Frequent progress monitoring keeps learning on track.

Hallmarks of My Sidewalks on Reading Street

• An acceleration plan prioritizes skills so you teach less, more thoroughly.

• An abundance of student reading material-four selection each week—allows students to spend half their small-group time engaged in reading.

• An emphasis on oral language, vocabulary, and concept development is

central to the instruction. Lessons develop deep meaning of concepts and vocabulary and elicit extended language from children. My Sidewalks on Reading Street addresses the fact that comprehension is tied to vocabulary knowledge.

• A focus on word-reading strategies for multisyllabic words at Levels C-E helps

teach students to decode the words they struggle with the most.

• Alignment with Scott Foresman Reading Street offers consistent instructional routines and terminology. In addition, the oral language, vocabulary, and concepts developed in My Sidewalks on Reading Street parallel those in Reading Street.

Table of Contents Level A, Grade One……………………………………………………...........................1 Level B, Grade Two……………………....….…..........................................................6 Level C, Grade Three………………………………………………..…………...………10 Level D, Grade Four…………………………………………………………...…...........14

Level E, Grade Five………………………………………………………………….…...19

Scott Foresman My Sidewalks on Reading Street

to the Ohio English Language Arts Academic Content Standards

Level A – Grade One Scott Foresman My Sidewalks Ohio English Language Arts Academic

Content Standards

Level A, Unit 1 - Concept: Animals, Tame and Wild

Phonemic Awareness Identify and Isolate Initial Sounds Identify and Isolate Final Sounds Identify and Isolate Medial Sounds Segment and Blend Sounds

Phonemic Awareness, Word Recognition and Fluency 1. Identify and distinguish between letters, words and sentences. Pages: 2, 5, 8, 9, 17, 20, 23, 32, 35, 38, 47, 53, 65, 68, 80, 83 2. Identify and say the beginning and ending sounds in words. Pages: 2, 5, 8,9,17, 20, 23, 26, 29, 32, 35, 41, 44, 47, 53, 54, 56, 62, 65, 66, 71, 77, 80 3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long-and short- vowel patterns, and by matching sounds to the corresponding letters. Pages: 2, 5, 8, 9, 17, 23, 24, 26, 27, 29, 32, 41, 47, 53, 56, 62, 65, 68, 71, 77, 80, 83, 86, 89 6. Blend two to four phonemes (sounds) into words. Pages: 8, 9, 12, 17, 21, 23, 26, 32, 34, 36, 38, 41, 47, 51, 53,54, 62, 65,66, 68, 69, 71, 77, 81, 83, 84, 86, 89

Level A, Grade One 1

Scott Foresman My Sidewalks Ohio English Language Arts Academic Content Standards

Phonics Consonants Mm/m/; Tt/t/; Ss/s/; Pp/p/; Cc/k/; Bb/b/; Nn/n/; Dd/d/; Rr/r/; Kk/k/; Ff/f/ (Including Final ff); Hh/h/; Ll/l/ Short a, i, e, o, u Words with Mm/m/, Ss/s/, Cc/k/, Nn/n/, Nn/n/, Kk/k/, Hh/h/

Phonemic Awareness, Word Recognition and Fluency 2. Identify and say the beginning and ending sounds in words. Pages: 2, 5, 8,9,17, 20, 23, 26, 29, 32, 35, 41, 44, 47, 53, 54, 56, 62, 65, 66, 71, 77, 80 3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long-and short- vowel patterns, and by matching sounds to the corresponding letters. Pages: Pages: 2, 5, 7, 11, 23, 24, 26, 29, 32, 38, 39, 41, 44, 47, 62, 65, 66, 68, 71, 77, 80, 83, 86, 89 4. Decode by using letter-sound matches Pages: 8,, 9, 12, 14, 21, 23, 24, 26, 29, 38, 39, 41, 44, 51, 53, 54, 56, 59, 62, 66, 69, 71, 74, 77, 84, 86, 89 6. Blend two to four phonemes (sounds) into words. Pages: 8, 9, 12, 17, 21, 23, 26, 32, 34, 36, 38, 41, 47, 51, 53,54, 62, 65,66, 68, 69, 71, 77, 81, 83 , 84, 86, 89

Vocabulary Introduce and Teach Oral Vocabulary Develop Oral Vocabulary Language & Concepts

Phonemic Awareness, Word Recognition and Fluency 8. Demonstrate a growing stock of sight words. Pages: 3, 6, 9, 14, 18, 21, 24, 29, 33, 38, 39, 42, 44, 48, 51, 54, 59, 63, 66, 69, 74, 77, 78, 81, 84, 89 Acquisition of Vocabulary 3. Classify words into categories (e.g., colors, fruits, vegetables). Pages: 3, 10, 13, 18, 27, 29, 33, 42, 44, 48, 57, 59, 63, 72, 74, 78, 87, 89 4. Recognize common sight words. Pages: 3, 6, 9, 14, 18, 21, 24, 29, 33, 38, 39, 42, 44, 48, 51, 54, 59, 63, 66, 69, 74, 77, 78, 81, 84, 89



Comprehension Skills Characters Setting Beginning, Middle, End Strategies Preview Ask Questions Use Story Structure Summarize

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 3. Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions. Pages: 4, 6, 10, 19, 22, 25, 29, 34, 37, 40, 49, 52, 55, 64, 66, 67, 70, 79, 82, 85, 88, 90 4. Make predictions while reading and support predictions with information from the text or prior experience. Pages: 10, 11, 15, 25, 27 6. Recall the important ideas in fictional and non-fictional texts. Pages: 6, 11, 15 , 19, 22, 25, 30, 34, 37, 40, 45, 49, 52, 55, 60, 64, 67, 70, 75, 79, 82, 85, 90 8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic/ visual media. Pages: 4, 6, 10, 19, 22, 25, 34, 37, 40, 49, 55, 64, 67, 70, 79, 82, 85, 90 9. Monitor comprehension of independently- or group-read texts by asking and answering questions. Pages: 4, 6, 10, 19, 22, 25, 34, 37, 40, 49, 55, 64, 67, 70, 79, 82, 85, 90



Continued Writing Respond to Reading

Reading Applications: Informational, Technical and Persuasive Text

1. Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts.

Pages: 4, 6, 10, 19, 22, 25, 34, 37, 40, 49, 52, 55, 64, 66, 70, 79, 82, 85 3. Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how). Pages: 4, 6, 11, 19, 22, 25, 34, 37, 40, 49, 52, 55, 60, 64, 67, 70, 79, 82, 85 Reading Applications: Literary Text 2. Identify characters, setting and events in a story. Pages: 10, 11, 15, 25, 27, 30, 40, 55, 60, 70, 75, 85, 90 3. Retell the beginning, middle and ending of a story, including its important events. Pages: 11, 25, 40, 55, 60, 70, 75, 85 5. Recognize predictable patterns in stories and poems. Pages: 10, 25, 27, 40, 55, 70, 85 Writing Applications 2. Write responses to stories that include simple judgments about the text. Pages: 7, 13, 22, 28, 52, 58, 60, 67, 73, 75, 82, 88, 90




Fluency Reread for Fluency

Phonemic Awareness, Word Recognition and Fluency 9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. Pages: 4, 5, 8, 12, 20, 23, 26, 34, 35, 38, 41, 49, 50, 53, 56, 64, 65, 68, 71, 79, 80, 82, 83, 86 10. Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning. Pages: 4, 5, 6, 8, 11, 12, 19, 22, 20, 23, 27, 34, 37, 40, 42, 49, 52, 55, 57, 64, 67, 70, 72, 79, 85, 87



Level B – Grade Two


Level B, Unit 1 - Exploration

Phonemic Awareness Blend Sounds Add Initial or Final Sounds Segment and Count Sounds Segment Words into Sounds Add Ending Sounds

Phonemic Awareness, Word Recognition and Fluency

3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.

Pages: 2, 5, 9, 11, 21,23, 32, 36, 38, 51, 42, 56, 62, 66 4. Use knowledge of common word

families to sound out unfamiliar words.

Pages: 2, 6, 8, 11, 14, 17, 21, 23, 25, 29, 32, 36, 38, 41, 44, 47, 53, 56, 59, 62, 66, 68, 71, 74 5. Segment letter, letter blends and

syllable sounds in words. Pages: 47, 53, 62, 65, 68

6. Distinguish and identify the beginning, middle and ending sounds in words.

Pages: 11, 17, 21, 27, 35, 47, 50, 62 7. Identify words as having either short-

or long-vowel sounds. Pages: 2, 8, 17, 23, 32, 38, 47, 53, 62, 71

Level B, Grade Two 6


Phonics Short a, i, o, e, u Words with short a, i, o, e, u Final ck, ng, nk Digraphs sh, th Consonant Blends Ending -S Words with short a, i, o, e, u


3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.

Pages: 2, 5, 9, 11, 21,23, 32, 36, 38 51, 42, 56, 62, 66

4. Use knowledge of common word families to sound out unfamiliar words.

Pages: 2, 6, 8, 11, 14, 17, 21, 23, 25, 29, 32, 36, 38, 41, 44, 47, 53, 56, 59, 62, 66, 68, 71, 74

5. Segment letter, letter blends and syllable sounds in words. Pages: 47, 53, 62, 65, 68

6. Distinguish and identify the beginning, middle and ending sounds in words.

Pages: 11, 17, 21, 27, 35, 47, 50, 62 7. Identify words as having either short-

or long-vowel sounds. Pages: 2, 8, 17, 23, 32, 38, 47, 53, 62, 71

Vocabulary Introduce and Teach Oral Vocabulary Develop Oral Vocabulary Language & Concepts


8. Demonstrate a growing stock of sight words.

Pages: 3, 9, 18, 21, 29, 33, 36, 39, 44, 48, 51, 59, 63, 66, 69

Acquisition of Vocabulary 3. Classify words into categories Pages: 3, 9, 12, 14, 27

4. Read accurately high-frequency sight words. Pages: 3, 9, 18, 21, 29, 33, 36, 39, 44, 48, 51, 59, 63, 66, 69



Comprehension Skills Sequence Main Idea Draw Conclusions Strategies Preview Ask Questions Use Story Structure Summarize

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

1. Establish a purpose for reading. Pages: 10, 25, 30, 40, 45, 55, 70

2. Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge. Pages: 55, 57, 67

4. Summarize text by recalling main ideas and some supporting details.

Pages: 4, 7, 19, 22, 34, 37, 49, 52, 64, 67

6. Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Pages: 4, 7, 10, 19, 25, 27, 34, 37, 40, 45, 49, 52, 55, 57, 60, 64, 67


2. Arrange events from informational texts in sequential order. Pages: 10, 15, 42

3. Classify ideas from informational texts as main ideas or supporting details. Page: 39




Writing Respond to Reading

Reading Applications: Literary Text

2. Describe characters and setting Page: 70

3. Retell the plot of a story. Pages: 10, 25, 55, 70

Writing Applications

1. Write stories that convey a clear message, include details, use vivid language and move through a logical sequence of steps and events Pages: 30, 60

2. Write responses to stories by comparing texts to other texts, or to people or events in their own lives. Pages: 15, 22, 30, 60



9. Read text using fluid and automatic decoding skills. Pages: 4, 5, 8, 9, 19, 20, 23, 26, 34, 35, 38, 49, 50, 53, 54, 56, 57, 59, 64, 65, 68, 71

10. Read passages fluently with appropriate changes in voice, timing and expression. Pages: 11, 12, 20, 26, 27, 35, 42, 50, 53, 56, 57, 65, 72



Level C – Grade Three


Level C, Unit 1 – Dollars and Sense

Phonics Short a, i, o, e, u Long vowels (CVCe) c/s/, g/j/,s/z/ Plurals and Inflected Endings –s, es; Double Final Consonant Base Words and Endings: drop e, -ed, - ing Syllables VC/CV (Short and Long Vowels) Words with Short a, i, o Words with Long Vowels Words with Endings –s, es, -ed, -ing Words with Short Vowels in Syllables VC/CV


1. Identify rhyming words with the same or different spelling patterns. Page: 29

2. Use letter-sound knowledge and structural analysis to decode words. Pages: 5, 7, 21, 26, 33, 42, 47, 54, 61, 63, 66, 68

3. Use knowledge of common word families and complex word families to sound out unfamiliar words. Pages: 5, 12, 21, 49, 54, 56, 63

Vocabulary Develop Word Meaning Model Multisyllabic Word Strategy

Acquisition of Vocabulary 7. Apply knowledge of prefixes,

including un-, re-, pre- and suffixes, including –er, -est, -ful and –less to determine meaning of words. Pages: 35, 42, 47, 49, 52, 54, 56, 61

8. Decode and determine the meaning of words by using knowledge of root words and their various inflections. Pages: 47, 52, 54, 54, 56, 61

Level C, Grade Three 10


Continued


6. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.

Pages: 4, 8, 11, 18, 20, 22, 25, 32, 46, 60

Comprehension Skills Main Idea Sequence Compare/Contrast Draw Conclusions Strategies Preview Ask Questions Use Story Structure Summarize


1. Establish a purpose for reading. Pages: 8, 9, 11, 13, 36, 37, 39, 41, 50, 51, 55, 64, 65, 67, 69

2. Predict content, events and outcomes by using chapter titles, section headers, illustrations and story topics, and support those predictions with examples from text. Pages: 34, 62

4. Summarize texts, sequencing information accurately and include main ideas and details as appropriate. Pages: 9, 11, 23, 25, 27, 37, 39, 41, 51, 53, 65, 69 5. Make inferences regarding events and possible outcomes from information in text.

Pages: 8, 9, 13, 23, 27, 57, 67 6. Create and use graphic organizers,

such as Venn diagrams and webs, to demonstrate comprehension.

Pages: 20, 71



Continued

7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate texts and electronic and visual media.

Pages: 9, 11, 13, 15, 20, 23, 25, 27, 29, 34, 37, 39, 41, 43, 48, 51, 53, 62, 65


3. Identify and list the important central ideas and supporting details of informational text. Pages: 9, 11, 13, 23, 37, 51, 65, 67, 69

4. Draw conclusions from information in maps, charts, graphs, and diagrams.

Pages: 41, 71 5. Analyze a set of directions for proper sequencing, clarity and completeness. Pages: 25, 69

Reading Applications: Literary Text 2. Use concrete details from the text to describe characters and setting. Pages: 53, 67 3. Retell the plot sequence.

Page: 67




Writing Respond to Reading

Writing Process 1. Generate ideas through discussions with others and from printed material. Pages: 43, 57, 71 2. Develop a clear main idea for writing. Pages: 41, 43, 53, 57, 67, 69 Writing Applications

1. Write responses to novels, stories and poems that demonstrate an understanding of the text and support judgments with specific references to the text. Page: 13



5. Read text using fluid and automatic decoding skills Pages: 6, 20, 24, 26, 38, 48, 52, 62, 66 6. Read passages fluently with changes

in tone, voice, timing and expression to demonstrate meaningful comprehension. Pages: 9, 11, 13, 20, 23, 25, 26, 27, 37, 54, 68, 69



Level D – Grade Four


Level D, Unit 1 - This Land is Your Land

Phonics Closed Syllables with Short Vowels Closed Syllables with Long Vowels Plurals and Inflected Endings –s, -es, -ies Verb Endings Prefixes un-, re-, in-, dis-

Phonemic Awareness, Word Recognition and Fluency Reread for Fluency Pages: 5, 7, 9, 17, 19, 21, 23, 25, 31, 33, 35, 37, 41, 43, 45, 47, 53, 55, 59 Acquisition of Vocabulary

7. Identify the meaning of prefixes, suffixes and roots and their various forms to determine the meanings of words. Pages: 54, 56

Vocabulary Develop Word Meaning Model Multi Syllabic Word Strategy

Acquisition of Vocabulary 1. Determine the meaning of unknown

words by using a variety of context clues, including word, sentence and paragraph clues. Pages: 4, 8, 10, 20, 31, 42, 59

4. Identify and apply the meaning of the terms synonym, antonym, homophone and homograph. Page: 56

7. Identify the meaning of prefixes, suffixes and roots and their various forms to determine the meanings of words. Pages: 22, 34, 42, 44, 54, 56, 58

Level D, Grade Four 14


Comprehension Skills Sequence Draw Conclusions Compare/Contrast Main Idea Strategies Preview Ask Questions Use Story Structure Summarize


1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. Page: 5, 6, 7, 11, 12, 17, 18, 22, 29, 30, 32, 34, 42, 44, 46, 54, 56, 58

2. Predict and support predictions using an awareness of new vocabulary, text structures and familiar plot patterns. Pages: 19, 20

4. Summarize important information in texts to demonstrate comprehension.

Pages: 7, 19, 21,24, 31, 33, 43 5. Make inferences or draw conclusions

about what has been read and support those conclusions with textual evidence. Pages: 5, 18, 19, 20, 21, 22

6. Select, create and use graphic organizers to interpret textual information. Pages: 4, 5, 12, 16, 17, 18, 28, 30, 40, 52, 54

7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual aids. Pages: 5, 7, 11, 17, 19, 20, 21, 23, 29, 31, 33, 35, 36, 41, 43, 44, 45, 47, 48, 53, 55, 57, 60



Continued


1. Make inferences about informational text from the title page, table of contents and chapter headings. Pages: 5, 17, 20, 29, 32, 41

2. Summarize main ideas in informational text, using supporting details as appropriate. Pages: 7, 19, 21, 31, 33, 36, 45, 55, 57

5. Draw conclusions from information in maps, charts, graphs and diagrams.

Pages: 18, 19, 20, 21 6. Clarify steps in a set of instructions or procedures for completeness.

Pages: 6, 8, 30, 32 Reading Applications: Literary Text

1. Describe the thoughts, words and interactions of characters. Pages: 11, 23, 35, 47

2. Identify the influence of setting on the selection. Pages: 11, 23, 35, 47, 48

3. Identify the main incidents of a plot sequence, identifying the major conflict and its resolution. Pages: 11, 12, 21, 23, 25, 34, 35

4. Identify the speaker and recognize the difference between first- and third-person narration. Page: 11




6. Identify and explain the defining characteristics of literary forms and genres, including poetry, drama, fables, fantasy, chapter books, fiction, and non-fiction.

Pages: 6, 10, 17, 22, 29, 34, 41, 46, 53

7.Explain how an author’s choice of words appeals to the senses and suggests mood.

Pages: 24, 48 Writing Processes

1. Generate writing ideas through discussions with others and from printed material. Pages: 13, 25, 37, 61

2. State and develop a clear main idea for writing. Pages: 5, 7, 9, 17, 19, 21, 23, 29, 31, 33, 35, 41, 43, 45, 47, 53, 55, 59

3. Develop a purpose and audience for writing. Pages: 5, 17, 29, 41, 53

Writing applications

1. Write narratives that sequence events, including descriptive details and vivid language to develop plot, characters and setting and to establish a point of view. Pages: 35, 47

2. Write responses to novels, stories and poems that include a simple interpretation of a literary work and support judgments with specific references to the original text and to prior knowledge. Pages: 23, 35




Continued 5. Produce informal writings (e.g.,

messages, journals, notes and poems) for various purposes. Pages: 5, 17, 29, 41, 53


Phonemic Awareness, Word Recognition and Fluency Pages: 5, 7, 9, 17, 19, 21, 23, 25, 31, 33, 35, 37, 41, 43, 45, 47, 53, 55, 59



Level E – Grade Five


Level E, Unit 1 – Meeting Challenges

Phonics Closed Syllables with Short Closed Syllables with Long Vowels Plurals and Inflected Endings: -s, -es, -ies Verb Endings Prefixes un-, dis-, non-, re-

Phonemic Awareness, Word Recognition and Fluency Reread for Fluency Pages: 5, 7, 9, 11, 17, 19, 21, 23, 25, 29, 31, 33, 35, 41, 43, 45, 47, 53, 55, 57, 59 Acquisition of Vocabulary 6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words. Pages: 10, 46, 54, 56, 57

Vocabulary Develop Word Meaning Model Multi Syllabic Word Strategy

Acquisition of Vocabulary 1. Define the meaning of unknown words

by using context clues and the author’s use of definition, restatement and example.

Pages: 16, 19, 44 5. Use word origins to determine the meaning of unknown words and phrases. Pages : 22, 46 6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words. Pages: 7, 8, 10, 20, 34, 52, 54, 56, 57, 58

Level E, Grade Five 19


Continued Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

6. Select, create and use graphic organizers to interpret textual information. Pages: 4, 16, 28, 40, 48, 52

Comprehension Skills Sequence Draw Conclusions Compare/Contrast Main Idea


1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.

Strategies Preview Ask Questions Use Story Structure Summarize

Pages: 5, 6, 8, 10, 18, 20, 22, 30, 32, 34, 42, 44, 46, 54, 56, 58

2. Predict and support predictions with specific references to textual examples that my be in widely separated sections of text. Pages: 7, 19, 20, 31, 43, 44, 55, 56

4. Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each. Pages: 7, 9, 12, 21, 31, 43, 48, 55, 57, 60



Continued 5. Make inferences based on implicit information in texts, and provide justifications for those inferences. Pages: 7, 8, 19, 20, 43, 44 6. Select, create and use graphic organizers to interpret textual information. Pages: 18, 29, 30, 32 7. Answer literal, inferential and

evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

Pages: 5, 6, 7, 8, 9, 10, 11, 12, 17, 19, 20, 21, 31, 33, 41, 43, 48, 53, 55, 57, 59, 60


4.Summarize the main ideas and supporting details.

Pages: 7, 9, 12, 21, 31, 43, 48, 54, 55, 56, 57, 60 Reading Applications: Literary Text

1. Explain how a character’s thoughts, words and actions reveal his or her motivations. Pages: 11, 23, 35, 47

2. Explain the influence of setting on the selection Pages: 23, 35, 46, 47

3. Identify the main incidents of a plot sequence and explain how they influence future action. Pages: 10, 46

6. Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction and non-fiction. Pages: 5, 10, 17, 22, 29, 34, 41, 46, 53, 58




7. Interpret how an author’s choice of words appeals to the senses and suggests mood.

Pages: 44 Writing Process

1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Pages: 13, 25, 37, 49, 61

3. State and develop a clear main idea for writing. Pages: 5, 7, 9, 11, 19, 21, 23, 31, 33, 35, 43, 47, 55, 57, 59

4. Determine a purpose and audience. Pages: 5, 17, 29, 41, 53 Writing Applications

2. Write responses to novels, storie and poems that organize an interpretation through the use of examples and specific textual evidence. Pages: 11, 31, 45, 47

5. Produce informal writings (e.g., journals, notes and poems) for various purposes.

Pages: 5, 17, 29, 41, 53





Phonemic Awareness, Word Recognition and Fluency Pages: 5, 7, 9, 11, 17, 19, 21, 23, 25, 29, 31, 33, 35, 41, 43, 45, 47, 53, 55, 57, 59

scott foresman my sidewalks on reading - pearson

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