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The Common Core State Standards

• Understand Instructional Shifts• Identify Best Practices• Walk through a Common Core Lesson

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SECTION 1

Foundations of the Common Core State Standards

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Accessing Complex Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Close Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Collaborative Conversations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Content Knowledge and Academic Vocabulary . . . . . . . . . . . . . . . . . . . 12

Differentiation and Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Foundational Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Text-Dependent Comprehension and Questioning . . . . . . . . . . . . . . 20

Write to Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Contents

SECTION 2

Unmatched Support to Meet the CCSS

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Lesson Walk-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

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2 CCSS FOUNDATIONS

Dear Teacher:

In our fast-changing global world and economy, literacy proficiency has never been more important for all students. To prepare students for success in college and their careers, the Common Core State Standards for English Language Arts are designed to ensure all students acquire the reading, writing, speaking, and listening skills they need to become proficient, successful, and flexible independent learners. As active participants in the development of the Common Core State Standards, we are deeply committed to the success of all students and teachers.

As the authors of McGraw-Hill Reading Wonders, we are dedicated partners with you to ensure the Common Core State Standards are successfully implemented. To aid in this implementation, we have created this document to provide key information about the most important elements of the CCSS, our thoughts on how instruction should shift due to the CCSS, and our ideas for a successful implementation.

Ten Most Important Issues

This tool is designed to give you concise information on ten of the most important issues related to CCSS. For each issue, we have provided information to help you on your pathway to CCSS success.

• First, we define the issue and its importance.

• Second, we identify the benefits of the issue.

• Third, we address the implications for instruction.

Unlock the Common Core State StandardsFOR ENGLISH LANGUAGE ARTS

CCSS Foundations

3

Implications for Instruction

McGraw-Hill Reading Wonders was built on the Common Core State Standards and provides materials, instruction, and guidance to address the major shifts in instruction as a result of the Standards. Although different states and organizations may define and organize these shifts slightly differently, there is common agreement on these key points.

• Balance Informational and Literary Texts

• Build Content Knowledge and Academic Vocabulary

• Provide texts with appropriate and increasing complexity, explicitly teaching how to access complex text

• Use text-dependent questions so reading and writing are grounded in the text

• Use Close Reading as a strategy to dig deep into a text and to reread for different purposes

• Provide opportunities for argumentative writing and short, sustained research projects

• Provide opportunities for collaborative conversations so students learn from each other, collaborate, and support their opinions with text evidence

We hope you find this tool useful.

Sincerely, The McGraw-Hill Reading Wonders Author Team

4 CCSS FOUNDATIONS

What is text complexity?

Text complexity is defined as those characteristics that make a specific text more challenging than another. To prepare for college and careers, students must read texts of increasing complexity as they progress through grades K-12. They must be able to independently read and respond to texts of varied text complexity from a broad range of genres and topics.

CCSS links the need for students to read increasingly complex text with the characteristics that make text complex. CCSS uses a three-pronged model to identify how easy or challenging a specific text is to read.

1. Quantitative measures are “countable” features such as word length, sentence length, and word frequency that can be quantified, often calculated by a computer. Lexile is an example of a quantitative measure.

2. Qualitative measures include purpose, specific vocabulary, organization, coherence, and connection of ideas. These variables are often more difficult to quantify and are therefore qualitative. ETS TextEvaluator™ is an example of a sophisticated tool for qualitative text measures.

3. Reader and Task measures are related to the individual reader and his or her task for reading. Motivation and experience are important dimensions of reader and task measures.

What are the benefits?

Using appropriate complex text and providing instruction and modeling on the strategies to access complex texts enable students to:

• Become proficient independent readers of a wide range of text of increasing complexity including a wide range of genre and topics.

• Develop proficiency with the types of complex texts they will encounter as they progress through grades K-12.

• Become prepared to be successful and competent readers as they encounter a wide range of texts in their college careers.

• Meet success in their careers.

“The ability to independently access increasingly complex text is an essential factor in students’ academic success and their college and career readiness.” –Dr. Timothy Shanahan, University of Illinois at Chicago

Accessing Complex Text

CCSS Foundations

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College and Career Readiness Anchor StandardsReadingCCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.


How should I adjust my instruction? Program Support

Use texts within the CCSS grade level Lexile bands.

The Lexile scores of all Reading Wonders texts are clearly identified and progress within and among grades.

Select texts that meet clear criteria of qualitative measures including purpose, specific vocabulary, organization, coherence, and connection of ideas.

Reading Wonders texts have been evaluated by the ETS TextEvaluator™ providing clear and definitive criteria on the qualitative factors that make text complex.

Provide explicit instruction and modeling on how to read complex text closely.

Throughout Reading Wonders, specific guidance and instructional notes are provided to scaffold students as they develop strategies to read complex text and transfer these strategies to new texts.

For a more in-depth description of text complexity, see Dr. Timothy Shanahan’s Author Monograph “Text Complexity” at www.mheonline.com/readingwonders

What are the best practices?

• Select appropriate texts for close and extended reading that balance quantitative and qualitative text complexity factors with reader task and purpose.

• Provide explicit instruction in the factors that make a specific text complex, enabling students to develop the strategies to independently read, comprehend, and respond to a wide range of different text types.

• Provide increasingly challenging text on a wide variety of genres and topics.

6 CCSS FOUNDATIONS

What are the different types of assessments?

Quality reading assessments are critical to effective instruction, student progress monitoring, small-group assignments, and interventions. There are two broad categories of assessment:

• Formative assessments occur during an instructional period. The data informs classroom practices and instruction and assists in monitoring student progress through the curriculum. They can include traditional assessments, such as selection tests, and informal assessments, such as short non-graded assignments, observations, and discussions.

• Summative assessments occur at the end of an instructional period. The data is used to measure student proficiency and the degree to which students master skills and strategies that have been taught. They may include program-specific unit, chapter, and benchmark tests as well as state-administered criterion-referenced assessments.

What are the implications of CCSS for assessment?

The constructs in the CCSS move assessment toward ongoing measurement of student progress, annual reports of student proficiency, and identify whether students are ready to succeed in entry-level postsecondary courses by the time they graduate.

Two national consortia of states, PARCC and SMARTER BALANCED, are working to implement assessments for the CCSS and have similar goals:

• Create a pathway to college and career readiness for all students

• Develop and implement quality assessments that measure the goals of the CCSS

• Provide teachers with timely information to inform and improve instruction

• Ensure greater accountability and more effective use of technology

“The Common Core State Standards assessments being developed will include more rigorous performance tasks that reflect the rigor of the standards. Students will be asked to provide text evidence that supports their responses and to integrate knowledge learned from multiple passages.” –Dr. Scott Paris, Educational Testing Service, Vice President, Research

Assessment

CCSS Foundations

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Implications for Assessment

How should I adjust my assessment? Program Support

Ensure assessment comprehension questions require responses using higher order thinking skills, not just recall of text.

Reading Wonders features assessment items across Depth of Knowledge (DOK) Levels 1–4 that correspond to the cognitive complexity demands of the item.

Provide a range of assessment formats, including multiple choice, short response, and constructed response.

Reading Wonders features a range of formats, including multiple-choice items, constructed response (short- and extended-response), and writing on-demand in response to a prompt.

Provide assessments that ask students to not only provide the correct answers, but also provide evidence from the text to support their answers.

Reading Wonders features constructed-response items that require students to use evidence from individual and multiple texts to support an opinion/position and to show mastery of the underlying standard being assessed.

What are the changes to the types of assessment items?

It is widely expected that the new assessments will be more rigorous, asking students to not only identify the correct response, but to identify text evidence to support their conclusions. The consortia assessments may also include performance tasks that require students to integrate knowledge across subject matters and to respond to various problem-solving scenarios. Students will be expected to deal with various stimuli (text, audio, and video) as they craft a response across multiple class sessions. The assessments will feature technology-enhanced items (drag-and-drop, highlighting tools, editing tools, and so on) to assess the goals of certain standards.

It is expected that reading passages on the consortia assessments will reflect increased grade-level text complexity stipulated in the CCSS.

8 CCSS FOUNDATIONS

Close Reading

What is close reading?

Close reading is the instructional practice of having students critically examine a text, especially through multiple rereadings for different purposes. The intent of close reading is to read analytically to extract the implicit and explicit meaning of a text. Close reading through focused and sustained reading and rereading allows students to gain deep understanding of a text by:

• Identifying their purposes for reading

• Determining the author’s purpose

• Developing a schema and conceptual understanding of the text

• Fostering discipline-based knowledge and skills

Asking text-dependent questions is a critical component of close reading practices, because it guides students back to the text to find evidence in the text to support their responses.


Using close reading, students

• Become prepared to handle increasingly complex texts.

• Develop deep understanding of texts of varying length and complexity.

• Gain discipline knowledge enabling them to integrate new knowledge with previous understandings.

• Think critically about a text via text-dependent responses.


• Select a text worthy of deep and multiple readings that will engage and motivate students to think critically.

• Because close reading can be time-consuming, use short text. Revisit the text for different purposes to enable students to develop deep meaning.

• Encourage students to read “like a detective” by making annotations to cite evidence.

“Close reading is an effective instructional practice to help students read and understand increasingly complex texts.” –Dr. Douglas Fisher, San Diego State University

CCSS Foundations

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College and Career Readiness Anchor StandardsReadingCCRA.R.2 Determine central ideas or themes of a text and analyze their development.

CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

CCRA.R.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.



Use texts of shorter length to teach and model close reading.

The Reading/Writing Workshop short reads are designed for close reading.

Read and reread for different purposes. Reading/Writing Workshop minilessons on genre, comprehension, vocabulary, and writing provide meaningful purposes to reread the text for close reading.

Use text evidence questioning, applying close reading to increasingly complex and extended texts.

All Reading Wonders selections offer text evidence questioning.

Conduct collaborative conversations during close reading.

The “Your Turn” activities ask students to participate in collaborative discussions based on their close reading.

For a more in-depth description of close reading, see Dr. Douglas Fisher’s Author Monograph “Close Reading in Elementary Classrooms” at www.mheonline.com/readingwonders

• Ask students to note what parts of a text were confusing.

• Have collaborative conversations among students to discuss the text, support arguments, and provide evidence.

• Encourage students to apply their close reading strategies to increasingly complex and extended text in order to build their reading stamina.

• Scaffold, model, and reteach to support students as they become proficient readers.

10 CCSS FOUNDATIONS

Collaborative Conversations

What are collaborative conversations?

Collaborative conversations are listening and speaking activities in which students participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Whereas listening and speaking activities, collaborative projects, and informal conversations have always been a part of elementary reading instruction, collaborative conversations are more structured activities with more formal use of language. Through collaborative conversations, students learn the essential career and college readiness skills of sharing ideas, validating opinions, citing evidence to support arguments, and gaining deeper knowledge.


Including collaborative conversations in daily classroom instruction routines allows students to

• Gain deeper understanding of a text and its content by discussing the selection and finding evidence in the text to support statements and arguments.

• Make connections between reading, listening, and speaking.

• Develop career and college readiness skills to be good communicators of knowledge, ideas, and opinions, to work in collaborative groups, and to develop the verbal skills to share ideas and support opinions.

• Work with peers to ask questions, clarify meaning, compare, contrast, analyze, and synthesize information and opinions from a variety of media.

• Build on others’ ideas to gain deeper understandings of topics, themes, content, and knowledge.

“The Speaking and Listening Standards of CCSS approach learning language as a matter of craft, implying that students need explicit instruction and guided practice to learn how to communicate effectively.” –Dr. Vicki Gibson, Educational Consultant

CCSS Foundations

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College and Career Readiness Anchor StandardsSpeaking and ListeningCCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own.

CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats.

CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.



Include formal collaborative conversation routines linking reading, language, listening, and speaking.

Collaborative conversation opportunities are deeply embedded in all lessons at all grades, with specific teaching notes.

Use collaborative conversations to develop the verbal skills to share ideas and support opinions.

In Reading Wonders, collaborative conversations are integrated into all reading, writing, research, and inquiry lessons.

Expand opportunities to explicitly model and guide discussion of collaborative conversation routines.

Within each lesson, teachers have the information and strategies to effectively model and guide discussions.

For a more in-depth description of collaborative conversations, see Dr. Vicki Gibson’s Author Monograph “Clarifying the Confusion about Collaborative Conversations” at www.mheonline.com/readingwonders


• Establish routines for managing discussions in cooperative learning activities.

• Model and monitor how to respond to text-dependent questions using text evidence to support answers and validate opinions.

• Model in whole group by reading and discussing texts, followed by teacher-led discussions and partnering practice.

• Model, teach, and practice using correct oral grammar including complete sentences, subject-verb agreement, and following a topic under discussion.

• Select activities that link reading, speaking, and listening and support collaborative conversations.

12 CCSS FOUNDATIONS

Content Knowledge and Academic Vocabulary

What is content knowledge?

Ensuring students establish a strong base of knowledge across a wide range of subject matter is at the foundation of the Common Core State Standards. To be prepared for college and career readiness, especially in our information age, students must develop the skills to think, read, communicate, and perform tasks in different content domains, including science, social studies, mathematics, and technical fields. Helping students develop deep content knowledge and the ability to acquire new content understanding is facilitated by integrating disciplinary literacy with reading, writing, communication, and research activities.

What is academic vocabulary?

Vocabulary is essential to comprehension, and acquisition of academic vocabulary is essential to developing deep content knowledge. There are two general types of academic vocabulary:

• General academic vocabulary is composed of words and phrases found in all academic text, such as analysis, attribute, and contrast.

• Domain-specific vocabulary includes specialized vocabulary specific to a discipline, such as photosynthesis in science or democracy in government.


Through strong content and academic vocabulary development, students

• Gain the skills to be college and career ready.

• Develop deep understanding not only of specific disciplines, but also become proficient at tackling new disciplinary content and information they will encounter in school, their daily lives, and their future postsecondary education and careers.

• Prepare to access complex text inherent in disciplinary reading, writing, and research.

“Increased emphasis on deep content knowledge and teaching of academic vocabulary is a critical instructional shift in the Common Core State Standards.” –Dr. Donald R. Bear, Iowa State University

CCSS Foundations

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College and Career Readiness Anchor StandardsReading and LanguageCCRA.R.4 Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCRA.L.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.



Increase emphasis on reading informational texts.

Reading Wonders balances fiction and nonfiction selections within each grade level with a broad mix of genres.

Provide theme-based learning using science, social studies, and other disciplines as a base for reading, writing, communication, and research.

Every week is built around an essential question that focuses on a specific concept or topic to deepen and expand students’ understanding of the content.

Include explicit instruction on both general academic and domain-specific vocabulary.

Academic vocabulary development is embedded throughout the instruction.

For a more in-depth description of academic vocabulary, see Dr. Donald R. Bear’s Author Monograph “Academic Vocabulary Study in the CCSS” at www.mheonline.com/readingwonders


• Academic learning should begin in early childhood across all disciplines and deepen as students progress through their academic careers.

• Content knowledge is strengthened when content knowledge and academic vocabulary development is integrated into reading and writing instruction.

• Use a broad range of informational genres of increasing complexity.

• Ensure an appropriate balance of literary and informational selections with content spiraling in increasingly complex texts.

14 CCSS FOUNDATIONS

Differentiation and Acceleration

What are the issues for students who need extra support?

The CCSS describe ten anchor standards that extend across grades K-12 that specify the skills and understandings that all students need to be prepared for college and the workforce. The Standards explicitly state that some students will need careful and systemic scaffolding and support to meet the increased rigor of Standards.

Using explicit, differentiated instructional strategies with students needing additional support will be critical to successful implementation of CCSS. Thoughtful scaffolding, the selection of appropriate and increasingly complex text, plus timely formative and summative assessments are all critical to meeting the needs of all learners. In addition, rigorous development of academic language and vocabulary are important with the increased emphasis on informational texts.

Differentiation of instruction must be combined with strategies to accelerate progress for those students currently performing below grade level. As the rigor of the CCSS progresses through K-12 instruction, students below grade level proficiency must “catch-up” if they are to become college and career ready.


Our classrooms are challenged today with increasingly diverse student populations with different linguistic and experiential backgrounds. Differentiated instruction has long been a part of every classroom. Increasingly, however, there is recognition that differentiated instruction must be combined with a roadmap to accelerate student progress. Students who currently function below grade level expectations must not just make adequate progress, but accelerated progress to meet grade-level expectations.

“Students read easier books on the same topic or easier versions of the challenging text in bite-sized chunks, rather than all at once. It is sort of like climbing stairs: each step brings you closer to the level that you are reaching for.” –Dr. Timothy Shanahan, University of Illinois at Chicago

CCSS Foundations

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Use modeling and guided practice techniques to develop essential skills and strategies.

The Reading/Writing Workshop provides modeling and guided practice for all essential reading and writing strategies. Using explicit instruction, students are able to read with less teacher guidance and more student responsibility.

Provide small-group instruction with differentiated reading texts and guided reteaching of key strategies and skills.

Reading Wonders includes a wide range of options for differentiation and acceleration. Each week, Leveled Reader and small group lessons, including Tier 2 support, are provided.

Give struggling students opportunities to read grade-level text with strong scaffolded support.

The Literature Anthology allows students to read grade-level literature selections. Teaching notes provide specific and explicit support to scaffold and guide practice.

Accelerate progress by providing students with appropriately more challenging texts to read with increasing independence.

Reading Wonders includes a unique Level Up feature that provides detailed support using the Leveled Readers to accelerate student reading proficiency.


• Combine whole group instruction with small group and individual work, scaffolding instruction and support for different student needs.

• Use a rich range of texts and media to motivate and accelerate student progress.

• Ensure all students exit the primary grades with strong foundational skills so they can meet the increasingly complex content demands of later grades.

• Provide increasingly complex text so all students gain proficiency with a wide range of text difficulty.

16 CCSS FOUNDATIONS

What are the implications for English Language Learners?

There is wide agreement that English Language Learners may need additional scaffolding and support to meet the rigor of the Common Core State Standards while simultaneously acquiring English language proficiency and academic knowledge and vocabulary.

Use of explicit instruction, strong teacher scaffolding, and rigorous development of academic language and vocabulary through a combination of explicit teaching and rich discussion around text, are critical during effective ELL instruction to meet the rigor of the Standards.


English proficiency is the greatest predictor of academic success for English learners. Acquisition of academic language and concept development, including content vocabulary and functional language, is vital to career and college readiness development for English Language Learners. Academic language is more formal and complex as opposed to the conversational language students use in their daily lives.

English Language Learners also benefit from explicit instruction on complex text structure so they can develop proficiency when reading increasingly complex text and access grade-level content critical for future academic success.


• Use multiple media, including text, video, and pictures, to make academic concepts and vocabulary concrete.

• Create frequent opportunities for oral language practice through integrated listening and speaking activities and collaborative conversations, since oral language skills are critical to academic language development.

“English Language Learners must meet the rigor of the Common Core State Standards while simultaneously making progress in English language development, literacy, and academic content.” –Dr. Jana Echevarria, California State University, Long Beach

English Language Learners

CCSS Foundations

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Modify reading and writing instruction to provide additional scaffolding for English Language Learners appropriate to their language acquisition level.

Embedded in all instructional lessons are specific activities per language acquisition level to modify instruction for English Language Learners and provide additional scaffolding.

Provide small-group instruction with appropriate reading text for English Language Learners.

Every lesson includes specific small-group lessons to support the needs of English Language Learners, including ELL Leveled Readers.

Emphasize academic language development.

The vocabulary and language strand in Reading Wonders provides explicit instruction with repeated models and examples for academic vocabulary development.

Use rich media sources. Reading Wonders includes a broad range of print and digital resources to build concrete understanding of academic vocabulary, concept development, and text structures.

For a more in-depth description of English Language Learners, see Dr. Jana Echevarria’s Author Monograph “Improving Literacy for English Learners: What Teachers Need to Know” at www.mheonline.com/readingwonders

• Provide additional practice and repetition of key language and content concepts and language.

• Provide explicit instruction of literacy skills to build language, reading, and writing skills.

• Capitalize on students’ native language as a rich resource for language and concept development.

18 CCSS FOUNDATIONS

What are foundational skills?

The Common Core State Standards identify four essential prerequisite foundational skills for reading:

• Concepts of print

• Phonological awareness

• Phonics and word recognition

• Fluency

These four sets of essential foundational skills have long been the bedrocks of early literacy instruction and the CCSS do not diminish their importance. There is wide agreement among literacy experts that the acquisition of foundational skills is essential for students to be proficient and competent readers and to meet the rigor of CCSS. It is equally recognized that students who fail to master foundational skills are highly disadvantaged as they progress through their academic career and are at risk of falling and staying below grade level.


Comprehensive and early instruction in foundational skills is critical for students to be literate and proficient communicators. Through strong foundational skill development, students

• Gain understanding and working knowledge of concepts of print, alphabetic knowledge, and basic conventions of the English writing system.

• Master the skills essential for competent and proficient reading to occur.

• Become fluent and proficient readers enabling them to read across a range of texts, dig deep into the meaning of a text, develop content and academic language proficiency, and connect writing, listening, and speaking with reading.

“The authors of CCSS acknowledge that in order for students to master the essential foundational skills for reading, effective instruction must be provided, skillfully differentiated to meet the varied needs of students.” –Dr. Jan Hasbrouck, Educational Consultant and Researcher

Foundational Skills

CCSS Foundations

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College and Career Readiness Anchor StandardsReadingCCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.



Maintain systematic instruction of essential foundational skills to ensure all students become early proficient readers.

In the primary grades, Reading Wonders includes comprehensive early development of concepts of print, phonological awareness, phonics and word recognition, and fluency.

Provide additional instruction and support for students struggling with foundational skills, including different levels of intervention per individual student assessment.

Foundational skills are maintained and retaught as needed in grades 3–6 via small group and Tier 2 activities.

For a more in-depth description of foundational skills, see Dr. Jan Hasbrouck’s Author Monograph “Foundational Skills K-5 Common Core State Standards” at www.mheonline.com/readingwonders


• Systematic development supports students via explicit instruction, guided practice, and independent practice and review of concepts of print, phonological awareness, phonics and word recognition, and fluency.

• Careful and thoughtful formal and informal assessments of students’ mastery of foundational skills will ensure students are becoming proficient readers.

• Additional targeted explicit instruction and practice assist students needing support and intervention.

• Continue instruction in phonics, word recognition, and fluency throughout the grades.

20 CCSS FOUNDATIONS

Text–Dependent Comprehension and Questioning

What is text-dependent comprehension and questioning?

The CCSS standards and upcoming consortia assessments are based on text-dependent comprehension with questions prompting a focus on close reading and rereading of a selection to accurately find and interpret relevant and explicit text evidence to support answers.

Students must have consistent comprehension lessons requiring them to read closely and find text evidence for determining what is inferred and implied in a reading selection as well as what is explicitly stated. Text-dependent comprehension and questioning is aligned with close reading, collaborative conversations, and analytical writing.

For example, using Little Red Riding Hood as a text,

• A text-dependent question would ask: Cite text evidence that clearly shows a difference in point of view of the wolf and Red Riding Hood.

• A non-text-dependent question would ask: Do you think children should obey their parents?


• Students gain deeper understanding of a discipline by reading text-dependently, from the author’s viewpoint, and citing accurate text evidence to support conclusions and arguments drawn from the information. This demonstrates the knowledge students draw from the text.

• Text-based questioning and responses prepare students to read and understand increasingly complex informational, content-driven texts and to gain a deeper understanding of fiction by accurately interpreting the author’s purpose and message in complicated plots and characters.

• Students learn to respond to text-based questions in a variety of modes, including oral collaborative conversations, analytical writing, short research projects, political speeches, and opinion editorials.

“Text-dependent comprehension and questioning requires students to determine precisely what is inferred and implied by locating and citing accurate, relevant, explicit text evidence from the text, without using the reader’s prior knowledge, opinion, or experience unrelated to the reading selection.” –Margaret Kilgo, Educational Consultant

CCSS Foundations

21

College and Career Readiness Anchor StandardsReadingCCRA.R.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.



Model and guide students to engage in close reading and rereading to locate and cite evidence to determine inferred and implied responses.

“Find Text Evidence” features in the Reading/Writing Workshop demonstrate the thinking required to connect text evidence to accurate responses.

Provide opportunities for students to respond to text-based questions independently using increasingly complex text.

Selections include a “Respond to Reading” text evidence feature.

Use assessments that require students to cite evidence to support their answers.

Weekly and Unit tests require students to cite text evidence.

For a more in-depth description of text-based comprehension and questioning, see Margaret Kilgo’s Author Monograph “Achieving Exemplary Performance in Reading Comprehension” at www.mheonline.com/readingwonders


• Model the thinking required in text-dependent reading comprehension focusing on close reading and rereading to find and cite accurate, relevant, explicit text evidence to determine what is inferred and implied.

• After modeling and scaffolding text-based responses and citing text evidence, ask students to apply these thinking skills to other texts.

• Ensure at least 80% of comprehension questions require students to cite explicit and implicit information from the text to justify their responses.

• Have students respond to text in a variety of ways, including oral discussions, written analytical responses, and short research projects by citing accurate, relevant, and explicit text evidence.

• Use a broad range of genres of increasing complexity.

22 CCSS FOUNDATIONS

Write to Sources

What is writing to sources?

Writing to sources means using evidence from the text to write in response to or about the text. In their writing, students are required to cite evidence from text to

• Analyze the text

• Support an argument

• Write informational reports

• Research using evidence from multiple sources


• Writing using text evidence helps students to carefully examine the text and develop a deep comprehension of the text.

• Citing relevant, accurate evidence from the text, students learn to draw knowledge from the text itself, an important goal of the standards.

• Students begin to write more analytically about text, improving their ability to write informational texts as well as argumentative texts.


• As students ask and answer text-dependent questions, ask them to identify where in the text they find evidence to support their statements or answers.

• Ask students to accurately cite the evidence in the text and evaluate the strength of the evidence as support for the response.

• Self-stick notes, as well as graphic organizers, help students to “read with a pencil,” recording relevant evidence from the text.

• Provide modeling and practice on how to use those notes to write about the text.

“Of all the instructional approaches to connecting reading and writing studied so far, writing about text has been the most successful as an avenue to improving reading achievement, and such integrated approaches have been valuable in stimulating higher quality writing outcomes, too.” –Dr. Timothy Shanahan, University of Illinois at Chicago

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College and Career Readiness Anchor StandardsWritingCCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.



Ask students to take notes as they discuss text-dependent questions during close reading and then use their notes to write about the text.

Weekly minilessons provide explicit instruction, modeling, and guided practice on taking notes, based on text evidence. Teachers then model how to use the notes to write about text.

Incorporate more writing activities in which students are asked to use evidence from the text to reflect on or analyze text.

Each week Write About Reading questions are provided in the Literature Anthology and the Leveled Readers.

Provide many opportunities for students to practice completing short, focused research projects.

Students complete short research projects based on the Essential Question. At the end of the unit, students have the opportunity to conduct more extensive research.

Ask students to gather evidence from multiple sources about a topic to build knowledge from text.

All the texts throughout a week of instruction are focused on a weekly topic and an Essential Question. Students write about what they have learned from each text to comprehensively answer the Essential Question.

Glossary

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Academic vocabulary is central to academic language and includes words and phrases that are found in academic settings. Classifications of academic vocabulary include domain-specific vocabulary found in specialized, disciplinary texts in the content areas (e.g., chromosome in biology, rhombus in geometry, amendment in government), and general academic vocabulary found in most content areas (e.g., process, define, therein, source).

Anchor text is a selection that is used as a primary source, often to answer bigger questions or to link with other readers. These are key sources of information that readers use in their research and writing as well as when they compare and contrast text selections.

Close reading is an instructional approach that requires readers to reread a text several times in order to develop a deep understanding of the content contained in the text. The purpose is to build the habits of readers as they engage with complex texts and to build their stamina and skills for being able to do so independently.

Collaborative conversations in grades K-6 occur one-to-one, in small groups, or during teacher-led discussions. The smaller group activities provide opportunities for teachers and students

to ask and answer questions about key details and clarify understandings about grade level topics and text. During discourse, participants build upon others’ ideas while sharing and expressing ideas using correct grammar and complete sentences.

Complex text and text complexity refer to the degree of complication or challenge that a text poses to readers in terms of how well they comprehend the text. Texts are made up of many elements: content, words, grammar/syntax, organizational structure, cohesive links, literary devices, graphics, and so on, and these elements are all interconnected. Any of these elements can pose challenges for students who are trying to understand what they are reading.

Emergent reader texts are texts consisting of short sentences comprised of learned sight words and CVC words; they may also include rebuses to represent words that cannot yet be decoded or recognized.

Extended reads are longer passages that allow students to apply what they have learned. Extended reads are an opportunity for students to get lost in a text because the text is worthy, relevant, and complex enough to hold their attention.

CCSS Foundations

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Foundational skills for reading are included in the CCSS (K-5), designed to foster “students’ understanding and working knowledge of concept of print, the alphabetic principle, and other basic conventions of the English writing system.” (CCSS, p. 15, June 2010). These are the prerequisite skills, typically taught in the early elementary years of school, which must be mastered in order for competent and proficient reading to occur.

The CCSS include four of the essential prerequisite components in their list of required foundational skills for reading:

• Print concepts (K-Grade 1)

• Phonological awareness (K-Grade1)

• Phonics and word recognition (K- Grade 5)

• Fluency (K-Grade 5)

Integrating ideas To be effective learners and communicators, students must develop the ability to effectively collect ideas from varied sources and to combine the separate ideas together to form a meaningful and coherent whole.

Scaffolding is the temporary guidance or assistance provided to a student by a teacher or another adult, enabling the student to perform a task he or she otherwise would not be able to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own later on.

Short reads To learn to read, students must acquire skills that allow them to negotiate the challenges of complex texts independently. Short reads—literally guided or directed reading with brief texts—are used to help students gain the skills of dealing with complex texts. These short but difficult reads require students to think intensively about what the text says, how it was constructed, and what it means.

Text complexity band refers to a range of text difficulty corresponding to grade spans within the Standards; specifically, the spans from grades 2–3, grades 4–5, grades 6–8, grades 9–10, and grades 11–CCR (college and career readiness).

Text evidence encompasses the facts, figures, details, quotations, or other sources of data and information directly from the text that provide support for responses or analysis and that can be evaluated by others.

Writing to sources and research requires that teachers use writing prompts that direct students to rely primarily on the text to support their arguments or responses rather than make personal connections with the text as part of their response.

26 CCSS FOUNDATIONS2626262622662 CCCCSSSS FFF FOUOUOUUOUNDNDNDATATIOOONSNNS

New Tools for Today’s New ChallengesThe Common Core State Standards for English Language Arts are a roadmap to raise the reading achievement of every child to ensure his or her college and career success. Members of McGraw-Hill Reading Wonders author team were active contributors to development of the CCSS and are committed to work with you as partners to improve literacy instruction.

26 CCSS FOUNDATIONS

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Key Program GoalsAs we created Reading Wonders, we identified key goals to ensure the program meets the needs of all students and teachers and supports Common Core State Standards.

Goal 1 Create a reading program built on the CCSS, not just aligned or relabeled, with every lesson and every component designed for effective and efficient CCSS instruction.

Goal 2 Combine the best of what research has proven works with new strategies and tools to meet the rigor of CCSS.

Goal 3 Provide a clear roadmap for CCSS instruction so all teachers know what to teach and how to teach it.

Goal 4 Unlock the potential of every student with strategies and instruction to differentiate and accelerate.

Goal 5 Use a rich range of diverse media, including print and digital, to engage students and provide teachers with effective tools to plan, present, customize, and assess.

Goal 6 Provide quality assessments to inform instruction, monitor student progress, and differentiate instruction.

28 CCSS FOUNDATIONS

Includes CCSS Mini-Lessons

Includes Paired Reads

Includes Paired Reads

Core Components

Reading/Writing Workshop

Literature Anthology

Leveled Reader

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C ompare TextsRead about boys who depend on each other.

Genre Poetry

Cam and Mitch live on the block. They work and play around the clock. Mitch and Cam roll up their sleeves. They fill bags with autumn leaves.

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“Welcome, welcome,” said Badger. “We have a perfectly beautiful day for the Quest.”

“Will someone from each team come to the stage and pick up a list? The list tells the challenges for today’s Quest,” he said.

Chapter 1 Welcome,Welcome, ContestantsContestants

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“You go, Fox,” said Deer.

“Oh my,” said Fox nervously. “There are too many animals watching.” He put on a brave face and slowly climbed the stairs.

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PurposeReading/Writing Workshop is the foundation for all CCSS instruction.

• Efficient tool for whole group instruction

• Essential CCSS instruction in one book with a clear roadmap

• Models and guides practiceclose readingaccessing complex textfinding text evidencecollaborative conversationswriting

• Mini-lessons for skills and strategies

The Literature Anthology allows students to apply essential CCSS using extended award-winning text.

• Explicit instruction on accessing complex text

• Builds reading stamina

• Use with Whole Group, Small Group, or Independent Reading

Leveled Readers provide differentiated text for students to apply and practice essential CCSS.

• Differentiated text for use with small groups

• Application of close reading and finding text evidence

• Reading and writing connections with literary and informational texts

• Level Up feature to accelerate student progress

30 CCSS FOUNDATIONS

Leveled Workstation Activity Cards Your Turn Practice Book

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Weekly Assessment

Grade 2

Assessing the Common Core State Standards

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Benchmark Assessment

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Sound-Spelling Cards

Visual Vocabulary Cards

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Response Board

InteractiveRead-Aloud Cards

Classroom Library Tradebooks

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For the StudentsFor the Teacher

Go Digital

PlanCustomizable Lesson Plans

TeachClassroom Presentation Tools Instructional Lessons

Manage and AssignStudent Grouping and Assignments

AssessOnline AssessmentsReports and Scoring

CollaborateOnline Class ConversationsInteractive Group Projects

School to HomeDigital Open House Activities and Messages

Professional DevelopmentLesson and CCSS Videos

Additional Online ResourcesLeveled PracticeGrammar PracticePhonics/SpellingReader’s TheaterGenre Study Tier 2 Intervention ELL ActivitiesRetelling CardsWord-Building Cards

My To Do List AssignmentsAssessment

ReadeBooksInteractive Texts

Write Interactive Writing

Words to Know Build Vocabulary

PlayInteractive Games

School to Home Activities for Home Messages from the TeacherClass Wall of Student Work

For the

Intensive Scaffolded Support for Accessing Complex Text and Foundational Skills

Includes:• Interactive Worktext• Apprentice Leveled Readers• Foundational Skills Kit• Digital Support

Equitable/Parallel Spanish Reading Program

Includes:• Reading/Writing

Workshop• Literature Anthology• Leveled Readers• Digital Support

I t i S ff ld d S t

32 CCSS FOUNDATIONS

Lesson Walk-Through

Collaborative ConversationsThe Collaborate symbol identifies opportunities throughout the week for children to participate in conversations about content knowledge and text, using academic and domain specific-vocabulary.

Why It Matters

Through collaborative conversations, children develop important skills such as staying on topic, contributing important information to a discussion, analyzing ideas, and using more formal language. See “Collaborative Conversations,” page 10.

CContent Knowledge and Academic VocabularyChildren are introduced to this week’s essential question, “How do friends depend on each other?” Children use visuals and the text to explore ways that friends help one another and tell how actions demonstrate friendship.

Why It Matters

The Essential Question focuses children on what they will be learning throughout the week. Their content knowledge will continue to develop as they read texts about the concept. See “Content Knowledge and Academic Vocabulary,” page 12.

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Focus: Introduce the Essential QuestionUse with Reading Wonders Reading/Writing Workshop

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Focus: Interactive Read Aloud

English Language LearnersSupport for children acquiring English language skills is provided throughout the week’s instruction. Here teachers provide a strategy to help these children share information nonverbally.

Why It Matters

Providing children acquiring English with additional support helps prepare them to fully participate in this week’s activities and gain the background they need to fully comprehend the various texts they will encounter. See “English Language Learners,” page 16.

EContent Knowledge and Academic VocabularyChildren develop oral language through the use of a vocabulary routine. Children listen to a read aloud about the week’s concept and build a deeper knowledge about the concept. The Make Connections activity asks pairs of children to use text evidence to discuss responses to the Essential Question.

Why It Matters

An interactive read aloud is an effective way to build children’s content knowledge, vocabulary, and listening skills. See “Content Knowledge and Academic Vocabulary,” page 12.

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Lesson Walk-Through

34 CCSS FOUNDATIONS

Why It Matters

A strong base of foundational skills is essential for children to become proficient readers. Children struggling to master these important skills need additional support, scaffolding, and intervention in order to progress successfully through their reading. See “Foundational Skills,” page 18.

Foundational SkillsExplicit instruction and ample practice of essential foundational skills, including phonemic awareness and phonics, is provided. Using a word work routine consisting of modeling, guided practice, and practice, children develop the skills necessary for proficient and fluent reading. The Corrective Feedback feature helps teachers address common errors made by children.

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Focus: Develop Foundational Skills

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Foundational SkillsChildren are provided with daily lessons that link spelling to phonics and then move to word meaning. Teachers follow a Spelling Dictation routine to help children transfer their knowledge of sound-spellings. Later, children apply the skills to their writing. Children are taught high-frequency words through the Read/Spell/Write routine to build word recognition.

Why It Matters

Explicit instruction and practice in foundational skills give children the support they need to develop into fluent readers and writers. See “Foundational Skills,” page 18.

F Differentiation and AccelerationChildren having trouble reading and decoding words and recognizing high-frequency words are given additional differentiated, small group support, including Tier 2 instruction. Children demonstrating proficiency are given opportunities to review and extend their understanding.

Why It Matters

To meet the increased rigor of the CCSS, differentiating instruction based on performance is critical to children’s growth and academic progress. See “Differentiation and Acceleration,” page 14.

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Lesson Walk-Through

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Focus: Selection VocabularyUse with Reading Wonders Reading/Writing Workshop

Why It Matters

Building vocabulary is essential to comprehension, particularly in acquiring new content domains. As children read increasingly complex texts, they will need to fluently recognize variations of a word, as well as the shades of meaning that a word presents in context, to fully understand the text. See “Content Knowledge and Academic Vocabulary,” page 12.

Content Knowledge and Academic VocabularyChildren are introduced to vocabulary that will help them understand and discuss the concept they will learn and read about. The consistent vocabulary routine uses pictures, examples, and questions. The ELL feature provides support for the different language proficiency levels.

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Accessing Complex TextFeatures that make the text complex are identified each week. In this lesson, scaffolded instruction is provided on how to use text evidence to identify key elements of this fantasy text.

Why It Matters

When discussing genre, providing explicit instruction on finding text evidence is one way to help children access complex text. See “Accessing Complex Text,” page 4.

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Focus: Close Reading of a Short TextUse with Reading Wonders Reading/Writing Workshop

Close ReadingUsing the short text “Little Flap Learns to Fly” from the Reading/Writing Workshop,teachers model close reading, focusing on rereading to find and cite text evidence to support statements and responses to text.

Why It Matters

Close reading is an effective teaching practice that builds deep knowledge of a topic and a text. See “Close Reading,” page 8.

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Lesson Walk-Through

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English Language LearnersEnglish Language Learners are given the support and instruction they need to help them access language that may be challenging.

Why It Matters

For children developing English proficiency, language that describes feelings may be unfamiliar and may be a barrier to understanding complex text. See “English Language Learners,” page 16.

EText-Dependent ComprehensionTeachers model asking questions and using close reading to locate text evidence to answer the questions. Children make connections by identifying evidence in the text that answers the essential question.

Why It Matters

Finding text evidence to answer questions is a critical part of CCSS. As children learn to respond to text-based questions, they become better prepared to read text of increasing complexity. See “Text-Dependent Comprehension and Questioning,” page 20.

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Focus: Continue Close ReadingUse with Reading Wonders Reading/Writing Workshop

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Why It Matters

Rereading to analyze how a writer used a specific trait in an expert and student model helps children understand how the trait can make writing more effective. Children are asked to apply the writing trait to their own writing. See “Close Reading,” page 8.

Focus: Develop Writing SkillsUse with Reading Wonders Reading/Writing Workshop

Close ReadingEach week, children reread the Shared Read focusing on a writer’s craft, in this lesson, ideas. Children find and discuss text evidence in which the writer shares ideas that help readers understand the events in a story. Children then work collaboratively to analyze a student model, discussing the effectiveness of the student’s revisions.

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Lesson Walk-Through

40 CCSS FOUNDATIONS

Why It Matters

To build a foundation for college and career readiness, children need to gain control over the many conventions of standard English in order to convey their ideas effectively when writing or speaking.

LanguageChildren are provided with daily activities to learn and practice a specific grammar skill. Instruction moves from defining the skill to practice in applying the skill to the writing process.

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Content Knowledge and Academic VocabularyChildren listen to a read aloud about this week’s concept. Teachers model the comprehension strategy, using text evidence to support their responses. Children are guided to use text evidence from the read aloud to make connections across texts.

CA

Focus: Oral Language and Interactive Read Aloud

Why It Matters

The Interactive Read Aloud provides children with access to appropriate complex text about the concept of the week. See “Content Knowledge and Academic Vocabulary,” page 12.

Lesson Walk-Through

42 CCSS FOUNDATIONS

Why It Matters

Mastery of foundational skills is necessary for children to become competent, proficient readers. Through targeted explicit instruction teachers assist children in developing those skills. See “Foundational Skills,” page 18.

Foundational SkillsChildren who are still acquiring fundamental foundational skills receive explicit instruction along with guided practice and review. Children’s word knowledge is deepened through manipulating base words to form new meanings.

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Focus: Develop Foundational Skills and Vocabulary

Foundational Skills and VocabularyActivities help develop foundational skills and vocabulary with opportunities to gain deeper knowledge and understanding of content. Children expand their vocabulary through the manipulation of base words to create new words.

FV

Why It Matters

Vocabulary is essential to comprehension, as well as to the development of a deep content knowledge. Strong vocabulary development helps prepare children to access text of increasing complexity.

Lesson Walk-Through

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Focus: Develop Comprehension StrategiesUse with Reading Wonders Reading/Writing Workshop

Differentiation and AccelerationChildren having trouble understanding how to visualize story events are given additional differentiated, small group support, including Tier 2 instruction. Children demonstrating proficiency are given opportunities to review and extend their understanding of the comprehension strategy, visualize.

Why It Matters


DA

Close ReadingChildren reread “Little Flap Learns to Fly” focusing on the text and illustrations that help them visualize important details. By modeling close reading, teachers provide scaffolded instruction to help children develop a conceptual understanding of the text.

Why It Matters

Through rereading of “Little Flap Learns to Fly” children independently use the visualize strategy. Close reading of a portion of the text gives children the opportunity to reread for deeper understanding. See “Close Reading,” page 8.

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Focus: Develop Comprehension SkillsUse with Reading Wonders Reading/Writing Workshop

Write to SourcesTeachers model using analytical writing to describe or explain key details. Then children write about key story details, citing specific text evidence about characters, setting, and events, to support their responses.

Why It Matters

Analytical writing is an essential skill for college and career readiness. As children read increasingly complex works, their ability to write analytically about texts is critical to their academic and career success. See “Write to Sources,” page 22.

WClose ReadingTeachers reread the short text to model how to cite text evidence to identify key details, using a graphic organizer to take notes.

Why It Matters

Using the short text to model and practice close reading and rereading for different purposes helps children understand how to “dig deep into a text.” See “Close Reading,” page 8.

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46 CCSS FOUNDATIONS

Why It Matters

Developing writers need ample practice writing and meaningful revising. Focusing on a specific writing trait and skill applied to shorter writing pieces, children learn how revisions can make their writing more effective. Children then apply what they have learned to longer pieces of writing developed over 2–3 weeks. Extended Genre writing process lessons are found at the back of the Teacher’s Edition for each unit.

WritingChildren are provided with multiple opportunities to participate in collaborative conversations, practice new writing skills and apply grammar skills as they continue through the writing process. Children learn to shape their writing during the revision process by adding details to describe an event.

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Focus: Develop Writing Traits and Skills

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Focus: Interactive Read Aloud and Develop Comprehension SkillsUse with Reading Wonders Reading/Writing Workshop

Content Knowledge and Academic VocabularyWith teacher support, children deepen their knowledge of the week’s concept by listening again to the interactive read aloud. Then teachers review the Key Details comprehension skill with the Shared Read and provide guided practice allowing children to independently identify key details in the text and illustrations.

CA

Why It Matters

Participating in daily collaborative conversations about the topic gives children the opportunity to share knowledge and ideas they have learned from text and build essential listening and speaking skills. See “Content Knowledge and Academic Vocabulary,” page 12.

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48 CCSS FOUNDATIONS


Differentiation and AccelerationChildren having trouble understanding phonics skills are given additional differentiated, small group support, including Tier 2 instruction. Children demonstrating proficiency are given opportunities to review and extend their knowledge.

Why It Matters


DA

Foundational SkillsExplicit instruction and ample practice are provided throughout for phonemic awareness, phonics/spelling, and structural analysis.

Why It Matters

Becoming a proficient reader with the ability to comprehend ever more complex texts across a range of types and disciplines is the goal of foundational skills instruction. See “Foundational Skills,” page 18.

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Why It Matters

Explicit and differentiated instruction in foundational skills and vocabulary development is essential for children to become fluent and proficient readers. Building vocabulary is particularly critical to comprehension of increasingly complex texts.

Foundational Skills and VocabularyFluency is another essential foundational skill, and teachers offer modeling and guided practice before having children practice independently. Foundational skills are especially important as part of Tier 2 instruction. Daily vocabulary activities provide children the opportunity to gain a deeper understanding of the week’s vocabulary words based on their use in context.

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Focus: Develop Foundational Skills and Vocabulary

Lesson Walk-Through

50 CCSS FOUNDATIONS

Access Complex TextChildren are provided with explicit instruction to help them understand the key characteristics of fantasy literature, such as identification of story elements that could and could not happen in real life.

Why It Matters

Understanding the unique features that differentiate genres is an important skill to comprehend the meaning of a text. See “Accessing Complex Text,” page 4.

AClose ReadingChildren reread “Little Flap Learns to Fly” focusing on the literary genre. Through close reading, children learn the characteristics and text structures of fantasy.

Why It Matters

Knowing the characteristics of a genre helps children understand a text fully and deeply. In this literature selection, understanding that the author used characters, events, and settings that could not happen in real life is critical to a deeper understanding of the text. See “Close Reading,” page 8.

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Focus: Genre–LiteratureUse with Reading Wonders Reading/Writing Workshop

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Focus: Develop VocabularyUse with Reading Wonders Reading/Writing Workshop

English Language LearnersEnglish Language Learners are given explicit instruction and scaffolded support to help them access vocabulary they may find difficult.

Why It Matters

Proficiency with the English language is critical to the academic success of English Language Learners. See “English Language Learners,” page 16.

EContent Knowledge and Academic VocabularyChildren develop vocabulary strategies to determine meanings of unfamiliar or multiple-meaning words. In this lesson, children learn to use inflectional endings to figure out the meaning of an unknown word.

Why It Matters

To become competent and proficient readers, children must be able to process complex texts with demanding concepts and challenging vocabulary. See “Content Knowledge and Academic Vocabulary,” page 12.

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Lesson Walk-Through

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Accessing Complex TextChildren apply close reading to the complex text in the Literature Anthology, using the specific skills and strategies they developed in the Reading/Writing Workshop. The Access Complex Text feature provides scaffolded instructional support for the specific features that make this text complex.

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Focus: Close Reading of a Longer TextUse with Reading Wonders Literature Anthology

Why It Matters

Providing support for the features that make a specific text complex helps children access meaning from the text. See “Access Complex Text,” page 4.

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Why It Matters

This comprehension skill was modeled and practiced in the Reading/Writing Workshop; children now apply the skill to a longer, more complex selection. See “Text-Dependent Comprehension and Questioning,” page 20.


Text-Dependent Comprehension and QuestioningChildren identify key details to comprehend the text as teachers provide support. “Reading with a pencil,” children begin to build the foundation for analytical writing by taking notes using evidence from the text. A graphic organizer helps them find evidence in the text.

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Lesson Walk-Through

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Text-Dependent Comprehension and QuestioningChildren learn how to ask and answer text-dependent questions about the text. Teachers model for children how to find and cite evidence in the text to support responses.

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Why It Matters

Building the foundations of close reading with texts that children can read builds children’s ability to answer text-dependent comprehension questions with increasingly complex texts. See “Text-Dependent Comprehension and Questioning,” page 20.

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Content Knowledge and Academic VocabularyWith teacher support, children apply the vocabulary strategy, inflectional endings, that was taught and practiced in the Reading/Writing Workshop.

Why It Matters

In order to develop proficiency with increasingly complex text, children need a range of vocabulary strategies to help them decode and understand unfamiliar words. See “Content Knowledge and Academic Vocabulary,” page 12.

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Accessing Complex TextChildren may be challenged to make connections between what is stated in the text and what they must infer. Teachers provide scaffolded support as children develop essential strategies to read complex text.

Why It Matters

When teachers provide explicit instruction about making inferences, children are able to develop strategies for independent reading and comprehension and can begin to transfer those strategies to other texts. See “Accessing Complex Text,” page 4.

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Why It Matters

Learning to find accurate text evidence to support their responses is critical to children’s ability to read texts of increasing complexity. See “Text-Dependent Comprehension and Questioning,” page 20.

Text-Dependent Comprehension and QuestioningTeachers use think-alouds to model applying the skills and strategies developed in the Reading/Writing Workshop. A graphic organizer helps children find and organize text evidence.

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Write to SourcesChildren are asked to use analytical writing to explain how a character changed at the end of the story citing specific evidence from the text to support their responses.

Why It Matters

The ability to write analytically about increasingly complex text is critical for children’s college and career readiness. See “Write to Sources,” page 22.

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Focus: Respond to ReadingUse with Reading Wonders Literature Anthology

Text-Dependent Comprehension and QuestioningChildren respond to reading by going back into the text and rereading to find and cite accurate, relevant evidence that supports their responses.

Why It Matters

Using accurate, relevant evidence from the text to support responses and opinions is a core competency for children. See “Text-Dependent Comprehension and Questioning,” page 20.

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Why It Matters

Providing children with opportunities to integrate reading and writing helps them develop deep understanding of what they have read, to connect what they have learned to their own lives, and to share their learning with their peers.

WritingChildren are provided with multiple opportunities to integrate the ideas they have encountered during the week and to use their developing skills in their own writing.

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Focus: Develop Writing and Grammar Skills

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Focus: Extend the Concept and Foundational Skills

Foundational SkillsChildren are provided daily lessons that link important foundational skills to reading and to the writing process. Lessons move from introducing sounds to manipulation and then connecting sounds to written symbols.

Why It Matters

Multiple opportunities for children to explore and manipulate words at the foundational level is a critical step in the process of becoming fluent readers and writers. See “Foundational Skills,” page 18.

FContent Knowledge and Academic VocabularyChildren are reminded of this week’s essential question, “How do friends depend on each other?” Children continue to participate in collaborative conversations as they explore the question using what they have read and discussed this week.

Why It Matters

As children engage in a variety of activities related to the week’s essential question, they develop the skills to think, read, and communicate their ideas and opinions. See “Content Knowledge and Academic Vocabulary,” page 12.

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Focus: Develop Vocabulary

Differentiation and AccelerationChildren having trouble reading fluently and with good expression are given additional differentiated, small group support, including Tier 2 instruction. Children demonstrating proficiency are given opportunities to practice and extend their skills.

Why It Matters

Because oral reading fluency can be an important indicator of overall reading proficiency, supporting children whose fluency needs improvement is critical to children’s growth and academic progress. See “Differentiation and Acceleration,” page 14.

DA

Content Knowledge and Academic VocabularyWith teacher support, children are given daily opportunities to develop independent vocabulary strategies to unlock unfamiliar vocabulary.

Why It Matters

Building vocabulary is a necessary component of comprehension, particularly in acquiring new content domains. As the text children read becomes more complex, they will need to be able to fluently recognize variations of a word, as well as shades of meaning that a word presents in context. See “Content Knowledge and Academic Vocabulary,” page 12.

CA

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Focus: Close Reading of a Paired Selection

Use with Reading Wonders Literature Anthology

Accessing Complex TextAs children read and are asked to focus on genre and the characteristics that make this text complex, they are provided with scaffolded, guided instruction that will help them understand that poetry has rhyme and meter.

Why It Matters

Children need explicit instruction on the characteristics of various genres. In this poetry selection, understanding rhyme and meter is essential to comprehending complex text. See “Accessing Complex Text,” page 4.

AText-Dependent ComprehensionChildren compare the longer main text with the paired text, which both focus on the same topic, friendship. Children ask and answer text-dependent questions, citing text evidence to support their understanding of the paired text.

Why It Matters

The ability to compare different texts on the same topic and to answer questions using text evidence is critical to children’s academic success. See “Text-Dependent Comprehension and Questioning,” page 20.

TC

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Lesson Walk-Through

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WritingChildren are provided activities to review and practice the week’s grammar skill. Instruction moves from defining the skill to applying the skill to the writing process.

Why It Matters

To build a foundation for college and career readiness, children need to gain control over the many conventions of standard English in order to convey ideas effectively.

WWritingTeachers guide and support children as they integrate the skills they have encountered during the week. Children focus on strengthening their writing through the revision and editing process.

Why It Matters

In the revising and editing stages of writing, children learn that they can make their writing more effective by applying what they have learned about the writing trait and the grammar skills.

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Focus: Wrap Up the Week by Integrating Ideas

Write to SourcesChildren are provided with multiple opportunities to participate in collaborative conversations, to integrate ideas they have learned from texts they have read, to participate in short research projects, and to write about what they have read citing text evidence.

Why It Matters

Providing children with opportunities to write to sources helps build strong content knowledge. The writing demonstrates the knowledge they have learned from the text evidence. See “Write to Sources,” page 22.

W Collaborative ConversationsChildren work with partners and in small groups to participate in collaborative conversations. They learn to build on others’ ideas while expressing their own ideas clearly and persuasively.

Why It Matters

Collaborative conversations enable children to develop important skills such as staying on topic, contributing important information, analyzing ideas, and using more formal language. As they build on others’ ideas, they gain deeper content knowledge. See “Collaborative Conversations,” page 10.

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Lesson Walk-Through

64 CCSS FOUNDATIONS

Why It Matters

The ability of children to write about reading using text evidence demonstrates the knowledge they have learned from what they have read. See “Write to Sources,” page 22.

Write to SourcesChildren are provided with opportunities to write to sources. The Text-to-Text Connections ask children to reread sections of the texts and cite evidence to respond to the Essential Question. The Write About Reading activity asks children to analyze a text, using text evidence to inform or state an opinion. Children also have the opportunity to present their research projects to the class.

W

Focus: Wrap Up the Week by Integrating Ideas

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Why It Matters

Children who struggle with texts of increased complexity may be missing essential foundational skills. Teacher-supported guidance and review help children fill these gaps and accelerate their reading proficiency. See “Foundational Skills,” page 18.

Foundational SkillsChildren are provided with additional support through explicit instruction in foundational skills, including phonemic awareness, phonics, and high-frequency words. Lessons through the week are designed to provide consistent practice and review of these key skills.

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Lesson Walk-Through

66 CCSS FOUNDATIONS

LanguageAlong with daily reading and writing, grammar lessons include oral application of the weekly grammar skill.

Why It Matters

Modeling, teaching, practicing, and reviewing grammar skills is a critical step in building a strong foundation for effective communication of knowledge, ideas, opinions, and analysis of complex text.

LWritingTeachers guide and support children as they integrate the skills they have developed during the week. Children are asked to reflect on their progress and are given a variety of opportunities to publish and present their writing to their peers.

Why It Matters

Through presenting their work and listening to the presentations of others, children practice important listening and speaking skills, including presenting ideas and giving feedback.

W


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Focus: Differentiated Instruction for Approaching LevelUse with Reading Wonders Approaching Level Leveled Reader

Why It Matters

Providing children with scaffolded support at their reading level gives them the opportunity to apply close reading with an accessible text. The Level Up feature provides the opportunity for children who are reading the Approaching Level Reader to access more complex text with the On Level Reader. See “Differentiation and Acceleration,” page 14.

Differentiation and Acceleration/Write to SourcesWith support, children apply weekly skills and strategies to the Approaching Level Reader, a text targeted to their reading level. Children closely read and reread text, citing text evidence in response to text-dependent questions. They read a paired selection and write to sources to make connections and compare texts. Teachers may choose to have some children Level Up and read the On Level Reader to accelerate children’s progress.

DA

Lesson Walk-Through

68 CCSS FOUNDATIONS

Focus: Differentiated Instruction for Approaching Level

Why It Matters

Children missing some fundamental foundational skills will continue to struggle as they encounter texts of increased complexity. By receiving intensive small group instruction, children have an opportunity to fill these gaps and accelerate their reading proficiency. See “Foundational Skills,” page 18.

Foundational SkillsChildren at the approaching level are provided with additional support through explicit instruction in essential foundational skills. In this lesson, Tier 2 instruction in phonemic awareness, including categorization, blending, and segmentation, helps fill gaps in children’s reading skills. Tier 2 intervention suggestions provide intensive support for children who may need intervention. These lessons should be used with English Language Learners who need support in foundational skills.

F

Use with Reading Wonders Approaching Level Leveled Reader

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Focus: Differentiated Instruction for Approaching Level

Why It Matters

Intensive small group instruction in phonics gives children who are struggling to become fluent and proficient readers an opportunity to accelerate their reading progress and meet grade-level expectations. See “Foundational Skills,” page 18.

Foundational SkillsChildren at the approaching level are provided with additional support through explicit instruction in phonics. In this lesson, Tier 2 instruction includes using word-building cards to help connect the letters to the sounds. With teacher support, children apply phonics and word analysis skills, such as building words and blending with short vowel sounds, as they read decodable readers.

F

Use with Reading Wonders Approaching Level Leveled Reader

Lesson Walk-Through

70 CCSS FOUNDATIONS

Why It Matters

Children functioning below grade-level expectations will benefit from intensive structural analysis, word recognition practice, and vocabulary development. A strong vocabulary is essential as children encounter more challenging text, especially in the content areas. See “Content Knowledge and Academic Vocabulary,” page 12.

Foundational Skills and VocabularyChildren who need additional support participate in word work activities including structural analysis and high-frequency word review. Teachers use Word Cards and Visual Vocabulary Cards to help children build and develop strong vocabulary skills.

FV

Focus: Differentiated Instruction for Approaching LevelUse with Reading Wonders Approaching Level Leveled Readerl d R d

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Focus: Differentiated Instruction for Approaching LevelUse with Reading Wonders Approaching Level Leveled Reader

Why It Matters

Children having difficulty comprehending texts and finding text evidence to support their responses will benefit from additional instruction and practice. Providing children with a new text allows them to apply these skills to a fresh read. See “Text-Dependent Comprehension and Questioning,” page 20.

Text-Dependent Comprehension and QuestioningChildren participate in small group instruction and activities to develop greater proficiency with finding and citing text evidence to support responses focusing on this week’s comprehension strategies and skills. Children use texts from the Approaching Level Reproducibles to apply these skills to new passages.

TC

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Focus: Differentiated Instruction for On LevelUse with Reading Wonders On-Level Leveled Reader

Why It Matters

Providing children with scaffolded support at their reading level gives them the opportunity to apply close reading with an accessible text. The Level Up feature provides the opportunity for children who are reading the On Level Reader to access more complex text with the Beyond Level Reader. See “Differentiation and Acceleration,” page 14.

Differentiation and Acceleration/Write to SourcesChildren apply weekly skills and strategies to the On Level Reader, a text targeted to their proficiency level. Children closely read and reread text, citing text evidence in response to text-dependent questions. They read a paired selection and write to sources to make connections and compare texts. Teachers may choose to have some children Level Up and read the Beyond Level Reader.

DA

Unmatched Support

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Focus: Differentiated Instruction for On LevelUse with Reading Wonders On-Level Leveled Reader

Text-Dependent Comprehension and QuestioningChildren are given opportunities to independently apply the comprehension skill of key details using a new text from the Practice Book and a text they choose themselves.

Why It Matters

Applying comprehension skills to new texts allows children opportunities to build independent reading proficiency and respond to text-dependent questions. See “Text-Dependent Comprehension and Questioning,” page 20.

TC

Foundational Skills and VocabularyChildren reading at grade level build a strong base of foundational skills and develop a deeper and expanded knowledge of content-area vocabulary.

Why It Matters

Explicit and differentiated instruction in foundational skills and vocabulary development is essential for children to become fluent and proficient readers. Building vocabulary is particularly critical for college and career readiness as children encounter texts with increasing complexity.

FV

Lesson Walk-Through

74 CCSS FOUNDATIONS

Focus: Differentiated Instruction for Beyond LevelUse with Reading Wonders Beyond-Level Leveled Reader

Why It Matters

Challenging children functioning above grade-level expectations provides them with opportunities to expand their understanding of concepts and ideas developed during this week’s lesson by closely reading the text. See “Differentiation and Acceleration,” page 14.

Differentiation and Acceleration/Write to SourcesChildren apply weekly skills and strategies to the Beyond Level Reader, a text targeted to their proficiency level. Children closely read and reread text, citing text evidence in response to text-dependent questions. They read a paired selection and write to sources to make connections and compare texts. Gifted and Talented suggestions are provided to extend children’s learning.

DA

Unmatched Support

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Focus: Differentiated Instruction for Beyond LevelUse with Reading Wonders Beyond-Level Leveled Reader

Content Knowledge and Academic VocabularyChildren reading above grade level expand their knowledge of content-area vocabulary and apply a word analysis strategy. Gifted and talented readers have the opportunity to discriminate between words with different shades of meaning.

Why It Matters

Acquisition of content and academic vocabulary is critical for children’s future reading for college and career readiness as they encounter increasingly complex nonfiction text. See “Content Knowledge and Academic Vocabulary,” page 12.

CA

Text-Dependent Comprehension and QuestioningChildren are given opportunities to apply the comprehension skill of key details by closely reading and rereading a new text.

Why It Matters

Applying comprehension skills to new texts allows children opportunities to build independent reading proficiency and respond to text-dependent questions. See “Text-Dependent Comprehension and Questioning,” page 20.

TC

Lesson Walk-Through

76 CCSS FOUNDATIONS

Focus: Differentiated Instruction for English Language LearnersUse with Reading Wonders Reading/Writing Workshop

Why It Matters

Providing children acquiring English with additional support and guided discussion of the Shared Read helps prepare them to fully participate in this week’s activities and gain the background they need to fully comprehend the various texts they will encounter. See “English Language Learners,” page 16.

English Language LearnersChildren acquiring English language skills are given additional background and support through modeling and use of the Interactive Question Response routine for this week’s Reading/Writing WorkshopShared Read.

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Focus: Differentiated Instruction for English Language LearnersUse with Reading Wonders ELL Leveled Reader

Why It Matters

English Language Learners benefit from text written with additional language and vocabulary support to make the text more accessible and to build background, concept development, and vocabulary. See “Differentiation and Acceleration,” page 14.

Differentiation and Acceleration/Write to SourcesChildren acquiring English apply weekly skills and strategies to the ELL Level Reader, a text written with additional support for English Language Learners. Children closely read and reread text, citing text evidence in response to text-dependent questions. They read a paired selection and write to sources to make connections and compare texts. Teachers may choose to have some children Level Up and read the On Level Reader to accelerate children’s progress.

DA

Lesson Walk-Through

78 CCSS FOUNDATIONS


Content Knowledge and Academic VocabularyChildren acquiring language skills are given opportunities to expand their vocabulary development using Visual Vocabulary Cards and to deepen their understanding of the academic vocabulary words developed this week.

CA

Why It Matters

Acquisition of content and academic vocabulary is critical for all children, but especially for English Language Learners so they can successfully comprehend and access grade-level content. See “Content Knowledge and Academic Vocabulary,” page 12.

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WritingWriting and Spelling instruction is modified to provide additional scaffolded support to English Language Learners at different language acquisition levels.

Why It Matters

Acquisition of writing skills along with oral language and reading comprehension development are important foundations for English Language Learners as they develop language proficiency.

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English Language LearnersChildren acquiring English develop their language proficiency through scaffolded grammar instruction. The Language Transfers Handbook provides teachers with guidance in order to address language transfer issues.

Why It Matters

The Language Transfers Handbook gives teachers detailed suggestions to help children with specific language backgrounds transfer to English. See “English Language Learners,” page 16.

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Lesson Walk-Through

80 CCSS FOUNDATIONS

Focus: Assessment

AssessmentChildren are assessed on this week’s comprehension, vocabulary, and writing skills. An alternative assessment for Approaching Level children is also available. Unit and Benchmark Assessments provide additional assessment opportunities.

Why It Matters

Formative and summative reading and writing assessments are critical to effective instruction, student progress monitoring, small-group assignments, and intervention designations. See “Assessment,” page 6.

A Differentiation and AccelerationTeachers use assessment results to differentiate instruction. Children needing additional reteaching are directed to the Tier 2 Intervention Teacher’s Edition. McGraw-Hill WonderWorks Intervention Program is available for children needing more intensive intervention.

Why It Matters

Children who are at risk benefit from additional and intensive instruction and scaffolding. See “Differentiation and Acceleration,” page 14.

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