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CORRELATION

CORRELATION

of

Modern Curriculum Press

Sing, Spell, Read & Write

Levels K-2

To

New York State

Reading/Language Arts

Kindergarten to Grade 4

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Listening and Reading

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Sing, Spell, Read, & Write ~ K

Sing, Spell, Read, & Write ~ Level 1


• gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams

Use Maps:

Amy’s Family Reunion Book (NC)

The Ark and the Dove (Maryland)

The Big Surprise (Arizona)

Big Tex (Texas)

Binky in the Land of Enchantment (New Mexico)

A Bird’s Eye View (Texas)

The Blue Hen (Delaware)

Bubba the Bullfrog (Florida)

By Car, Boat, and Plane (New York)

The Class Trip (Virginia)

Dear Diary (Connecticut)

Dottie the White-tailed Deer (South Carolina)

The Food Basket (California)

Georgia on My Mind (Georgia)

Home of the First Thanksgiving (MA)

Little Rhodey (Rhode Island)

Marty Mockingbird (Mississippi)

Monty the Moose (Vermont)

The Old Man of the Mountain (New Hampshire)

Papa Pelican and Baby Paul (Louisiana)




gather and interpret… from such forms as charts, graphs, maps, and diagrams (cont.)

A Place of Golden Dreams (California)

Riverton Raccoon (Maine)

A Vacation to Remember (Alabama)

A Wonderful Vacation Coming Up! (New Jersey)

• select and use strategies they have been taught for note-taking, organizing, and categorizing information

Classification: TM 24-25; AA 7

Classification: TM 285, 286, 478, 650; RB 130

The following teaching strategies apply during guided reading of all storybooks:

Main Idea/Details: TMR 53

Summarizing: TMR 57

• ask specific questions to clarify and extend meaning

Select any activity.



• make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

A-Z Phonics Song: TM 31-36, 113; AA 15, 23, 31, 39, 47, 55, 63, 71, 79, 87, 95, 103, 111, 119, 127, 135, 143, 151, 159, 167, 175, 183, 191, 199, 207, 215; OT 13, 15

Beginning Sounds: TM 46, 52, 54, 56, 60, 62, 70, 84, 86, 88, 90, 94, 97, 98; AA 32, 56, 64, 72, 80, 88, 112, 152, 160, 168, 176, 192, 208, 216

Blends: TM 135, 146, 161, 176, 193

Final Position: TM 116-128; OT 19, 21, 23, 25, 27, 29, 31, 33, 35, 37

Also see Letter/Sound activities for:

Aa: TM 38-42, 110; AA 16-21; OT 14

Bb: TM 43-45; AA 23-30

Cc: TM 46-47; AA 31-38

Dd: TM 48-49; AA 39-46

Ee: TM 50-51, 110; AA 47-54; OT 14

Ff: TM 52-53; AA 55-62

Gg: TM 54-55; AA 63-70

Hh: TM 56-59, 110; AA 71-78; OT 14

Ii: TM 60-61, 110; AA 79-86; OT 14

Jj: TM 62-63; AA 87-94

Kk: TM 64-66; AA 95-102

Ll: TM 68-69; AA 103-110

Mm: TM 70-72; AA 111-118

Nn: TM 74-75, 110; AA 119-126; OT 14

Blends: TM 57-64; RB 17-26

Final Position: TM 57-64; RB 13-16, 21-22, 25-26

Letter Clusters: TM 197-210; RB 71-114

Letter/Sound, Blending: TM 57-64; RB 12-26

Also see Letter/Sound activities for:

Aa: TM 35-41, OWG 3-6

Bb: TM 35-41, OWG 7-10

Cc: TM 35-41, OWG 11-14

Dd: TM 35-41, OWG 15-18

Ee: TM 35-41, OWG 19-22

Ff: TM 35-41, OWG 23-26

Gg: TM 35-41, OWG 27-30

Hh: TM 35-41, OWG 31-34

Ii: TM 35-41, OWG 35-38

Jj: TM 35-41, OWG 39-42

Kk: TM 35-41, OWG 43-46

Ll: TM 35-41, OWG 47-50

Mm: TM 35-41, OWG 51-54

Nn: TM 35-41, OWG 55-58

Oo: TM 35-41, OWG 61-64

Pp: TM 35-41, OWG 65-68

Qq: TM 35-41, OWG 69-72

Rr: TM 35-41, OWG 73-76

Ss: TM 35-41, OWG 77-80

Tt: TM 35-41, OWG 83-86

See Letter/Sound activities for:

Short a (review): TMLA 89-90, 101, 111; GT-1 5-6, 17-18

Short e (review): TMLA 90-91, 102-103, 112; GT-1 7-8, 19, 31

Short e (ea): TMLA 332, 333; GT-2 75, 77

Short i (review): TMLA 93, 104-105, 114-115; GT-1 9-10, 21, 33

Short o (review): TMLA 94-95, 105-107, 116; GT-1 11-12, 23, 35

Short o (a - wand): TMLA 364-365; GT-2 113

Short u (review): TMLA 95-96, 108-109, 118; GT-1 13-14, 25, 37

Long vowels (silent e): TMLA 131, 132, 135, 159, 161; GT-1 51, 53, 55, 83, 85

Long a (ai): TMLA 126; GT-1 47

Long a (ay): TMLA 141; GT-1 61

Long a (ea): TMLA 327; GT-2 71

Long e (ea): TMLA 122; GT-1 43

Long e (ee): TMLA 125; GT-1 45

Long e (ie): TMLA 326; GT-2 69

Long e (-y): TMLA 112, 145, 149; GT-1 31, 67, 71

Long i (-y): TMLA 142; GT-1 63

Long i (ind): TMLA 341; GT-2 85




…use… strategies to construct meaning from print… to decode difficult words (cont.)

Oo: TM 76-77, 110; AA 127-134; OT 14

Pp: TM 78-80, 110; AA 135-142; OT 14

Qq: TM 82-83; AA 143-150

Rr: TM 84-85; AA 151-158

Ss: TM 86-87; AA 159-166

Tt: TM 88-89; AA 167-174

Uu: TM 90-91, 110; AA 175-182; OT 14

Vv: TM 92-93; AA 183-190

Ww: TM 94-95; AA 191-198

Xx: TM 96; AA 199-206

Yy: TM 97, 110; AA 207-214; OT 14

Zz: TM 98-99; AA 215-222

Students decode & read for meaning:

My Little Storybooks:

A Glad Cat: TM 132-133, OT 43-48

Al’s Pal: TM 133; OT 49-54

Pep Can Help: TM 148-149; OT 63-68

Ed Sells Eggs: TM 149-150; OT 69-74

Miss Pig: TM163-164; OT 83-88

Greg’s Big Win: TM; OT 89-94

Don’s Job: TM; OT 103-108

Bob and Spot: TM; OT 109-114

The Duck Pond: TM 195-196; OT 119-132

Bud and His Hot Rod: TM 196-197; OT 133-138

Phonetic Storybooks (guided reading):

K/1, Dad, Sam, and Pat: TM 135-143; OT 55-58

K/2, Ed the Pal: TM 153-159; OT 75-78

K/3, Miss Fix and the Class: TM 168-177; OT 95-98

K/4, The Hot Trip: TM 183-190; OT 115-118

Uu: TM 35-41, OWG 87-90

Vv: TM 35-41, OWG 91-94

Ww: TM 35-41, OWG 95-98

Xx: TM 35-41, OWG 99-102

Yy: TM 35-41, OWG 103-106

Zz: TM 35-41, OWG 107-110

Students decode & read for meaning:

Al and Nat: TM 73, 77-79

Baseball in Philadelphia: TM 618-620

The Baseball Match: TM 355-358

The Basketball Team: TM 498-499

Bear’s Steak, A: TM 516

The Bike Hike and Dan’s Cake: TM 241-243

Bobby Smith Likes Thick Icing: TM 352-354

A Book, Hook-A-Fish, or Paint…Take Your Pick!: TM 463-465

Bozo the Clown Comes to Town: TM 373-376

Brave Heart: TM 636-639

The Brave Knight: TM 582-585

A Breath of Spring: TM 520-522

A Brownie Scout and Joan’s House: TM 377-380

Buzzy Wasp Finds Something: TM 564-566

Can a Gnat Gnaw?: TM 604-605

Cheer the Champ: TM 322-325

Cherry Hill Ranch: TM 319-321

Chipper Gets Hurt: TM 336-338

Chocolate Dirt: TM 333-335

Christopher’s Trip: TM 624-629

Dad Gets the Rust Rug, Pt. 2: TM 176, 189-190

Dad, Pam and Sam: TM 74, 80-82

Did You Write Santa?: TM 580-581

Don’t We Have Any Ice Cream?: TM 554-556

Long o (oa): TMLA 121; GT-1 41

Long o (old): TMLA 342; GT-2 87

Long o (ow): TMLA 238, 239; GT-1 153, 155

R-controlled (or): TMLA 177, 178, 180, 181; GT-1 101, 103, 105, 107

R-controlled (er): TMLA 208; GT-1 131

R-controlled (ir): TMLA 210; GT-1 133

R-controlled (ur): TMLA 212; GT-1 135

R-controlled (ar): TMLA 259, 260, 261, 263; GT-1 169, 171, 173, 175

air (stair): TMLA 346; GT-2 91

all: TMLA 315; GT-2 57

ar (/or/): TMLA 317; GT-2 59

are (/air/): TMLA 363; GT-2 111

au: TMLA 270-271, 271; GT-2 9, 11

aw: TMLA 268, 269; GT-2 5, 7

c (/s/): TMLA 136, 371, 372; GT-1 57; GT-2 117, 119

ch (/ch/): TMLA 198, 200, 201, 207; GT-1 123, 125, 127, 129

ch (/k/): TMLA 408, 409; GT-2 159, 161

ch (/sh/): TMLA 416; GT-2 169

ck (/k/): TMLA 106; GT-1 23

dge (/j/): TMLA 318; GT-2 61

ear (/er/): TMLA 333; GT-2 79

ew: TMLA 241, 242; GT-1 157, 159

g (/j/): TMLA 144, GT-1 65

ing, ang: TMLA 277, 278; GT-2 15, 17

oi: TMLA 281; GT-2 21

oo (book): TMLA 294, 295, 297; GT-2 35, 36, 39

oo (roof): TMLA 285, 286, 288, 289; GT-2 25, 27, 29, 31





K/5, Russ and the Gift: TM 199-206; OT 139-142

K/6, Mr. Fox: TM 207-212; OT 143-144

Enjoy! Enjoy!: TM 437-438

The Enormous Surprise: TM 653-657

A Fair Day, A Bad Day: TM 541-543

The Fawn at Dawn: TM 423-424

A Flat Tire and a Good Spare: TM 561-563

A Fort for Kevin and Kate: TM 302-304

Friends: TM 640-642

Fun on the Trail: TM 246-250

Gus the Bug: TM 161, 164-168, AB 1-6

Harmony Hill Farm: TM 412-417

Help the Blind: TM 539-540

The Jewel Thief: TM 514-515

Jill Has a Spill: TM 175, 178-179

Jim (), TM 121, 124-126

Kim and Jill and Pep: TM 142, 145-149, AB 1-6

Listen! Her Honor the Ant Queen!: TM 606-608

Looking is Fun: TM 291-294

The Loose Tooth:TM 453-457

Lucy and the Jellybeans: TM 278-281; RB 128

Mayor? Janitor? Doctor? What Will You Be?: TM 551-553

Mitch and His Bean Bag: TM 359-362

The Move to Chicago: TM 643-645

Mrs. Hodges’ Surprise: TM 502-504

Nat, a Man, and Sam: TM 98

The Neighborhood Costume Party: TM 480-482

The New Crew: TM 389-391

The New White Car: TM 399-401

No War: TM 500-501

On the Bike Hike: TM 244-245

or (/er/): TMLA 352, 353, 354, 355; GT-2 99, 101, 103

ou (/ow/): TMLA 231, 232; GT-1 149, 151

ow (/ow/): TMLA 227, 228; GT-1 145, 147

oy: TMLA 280; GT-2 19

ph (/f/): TMLA 403, 407; GT-2 153, 157

qu (/k/): TMLA 401; GT-2 151

qu (/kw/): TMLA 248, 249; GT-1 161, 163

sh /sh/): TMLA 187, 188, 190, 191, 197; GT-1 111, 113, 115, 117, 121

silent b: TMLA 391, 392, GT-2 137, 138

silent g: TMLA 394; GT-2 141

silent gh: TMLA 304, 305, 308, 309, 314; GT-2 45, 47, 49, 51, 55

silent h: TMLA 395; GT-2 143

silent k: TMLA 381, 383; GT-2 127, 129

silent l: TMLA 384, 386; GT-2 131, 133

silent t: TMLA 399, 400; GT-2 147, 149

silent w: TMLA 374, 375: GT-2 121, 123

ss (/sh/): TMLA 410: GT-2 163

tch (/ch/): TMLA 220, 221; GT-1 141, 143

th (unvoiced): TMLA 218; GT-1 139

th (voiced): TMLA 217; GT-1 137

u (put): TMLA 344-345, GT-2 89

ue (true): TMLA 323; GT-2 65

ui (fruit): TMLA 351; GT-2 97





Our Nation: TM 466-469

Peg, Ken and Sal: TM 98, 102-106, AB 1-6

A Picnic on the Beach, Pt. 1: TM 230-236; RB 121-122

A Play in the Basement, Bong: TM 433-436

The Prince of France: TM 567-568

Quite a Surprise: TM 397-398

Ray and the Blue Jay: TM 265-268; RB 127

Red Robin’s Numb Toes: TM 595-598

The Red Truck: TM 175, 180-182

Red? Green? Blue? Five? Four? Two? The Winner is Who?: TM 264; RB 126

Rick’s Band: TM 176, 191-192

The Rust Rug, Pt. 1: TM 176, 186-187

Sam and His Folks: TM 591-594

Saul and Paul: TM 425-427

Search for the Pearls, The: TM 523-525

Sheldon’s Bike Crash: TM 312-314

A Shirt for a Third Grader: TM 330-332

The Shy Giant: TM 269-272; RB 127

Sis and Biff: TM 121, 127-130, AB 1-6

The Snowman: TM 386-388

Sue Makes Valentines: TM 505-506

The Tough Knight: TM 483-486

Trip to the Zoo, A: TM 451-452

Two of These and Three of Those: TM 349-352

Uncle Max: TM 511-513

A Visit from Uncle Bruce: TM 251-254

wh (hw/): TMLA 251, 252; GT-1 165, 167

x (/cks/): TMLA 324; GT-2 67

y (/ē/): TMLA 112; GT-1 3

Structural clues:

Compound words: TMLA 101, 109, 114, 119, 127, 129, 131, 137, 177, 187, 191, 208, 227, 251, 253, 262, 268, 277, 281, 285, 294, 295, 304, 308, 318, 328, 371, 376, 381, 383; GT-1 17, 25, 33, 47, 51, 57, 101, 111, 117, 131, 145, 165, 167, 173, 269; GT-2 5, 7, 15, 21, 25, 35, 37, 49, 61, 71, 117, 123, 127, 129

-et words: TMLA 111, GT-1 29

-le words: TMLA 101, 111; GT-1 17, 21, 25, 29

Plurals: TMLA 190, 191, 198, 200, 220, 221, 285, 286, 324, 345; GT-1 115, 117, 123, 125, 141, 142, 143; GT-2 25, 27, 67, 89

Prefix (dis-): TMLA 394, 395, 399; GT-2 142, 143, 148

Prefix (mis-): TMLA 396

Prefix (pre-): TMLA 404

Prefix (re-): TMLA 341; GT-2 85

Prefix (un-): TMLA 332, 345, 385, 399, 420; GT-2 75, 90, 132, 148

Rhyming words: TMLA 91, 92, 94, 95, 96, 106, 109, 111, 115, 116, 118, 119, 123, 125, 128, 131, 139, 141, 161, 165, 268, 281, 298, 316, 318, 323, 328, 385, 386, 399, 400; GT-1 8, 11, 13, 14, 23, 29, 33, 35, 37, 44, 45, 51, 61, 101, 107, 117, 121, 127, 129, 137, 139, 147, 149, 167, 173, 269; GT-2 5, 7, 21, 41, 57, 61, 66, 71, 131, 133, 147, 149

Riddles: TMLA 102, 109, 147, 212, 259, 268, 277, 288, 317, 323, 350, 365,





407, 416, 423; GT-1 19, 135, 169; GT-2 6, 15, 32, 59, 65, 97, 113, 157, 169

Root Words: TMLA 289, 399, 400; GT-2 31, 147, 149

Suffix (adding to VC pattern): TMLA 162, 167, 168, 170, 171; GT-1 87, 91, 93, 95, 97

Suffix (-ed /d/): TMLA 152-153, 159, 161; GT-1 77, 83, 85

Suffix (-ed /ed/): TMLA 150, 151, 158; GT-1 73, 75, 81

Suffix (-ed /t/): TMLA 150, 151, 159, 161; GT-1 73, 75, 83, 85

Suffix (-ed): TMLA 269, 281, 274, 317, 324, 345, 391; GT-2 8, 21, 59, 67, 89, 137

Suffix (-er): TMLA 341, 343, 376; GT-2 85, 87, 123

Suffix (-es): TMLA 197, 324; GT-1 121; GT-2 67

Suffix (-ful): TMLA 354; GT-2 101

Suffix (-ing): TMLA 269, 274, 391; GT-2 8, 137

Suffix (-ish): TMLA 289; GT-2 31

Suffix (-less): TMLA 354; GT-2 101

Suffix (-ly): TMLA 231; GT-1 149

Suffix (-ness): TMLA 341; GT-2 85

Suffixes (-er, -est): TMLA 238, 241, 278, 341; GT-1 153, 157; GT-2 17, 87

Suffixes (-ful, -less): TMLA 133, 139, 231, 277; GT-1 45, 53, 149; GT-2 15

Syllabication: TMLA 101, 102, 104, 106, 108, 109,116, 119, 146, 168, 170, 171, 188, 210, 227, 241, 251, 280, 286, 288, 304, 323, 374, 407, 408, 416, 419, 423; GT-1 17, 19, 21, 23, 25, 35, 67, 93, 95, 97, 113, 133, 145, 157, 165; GT-2 19, 29, 45, 66, 121, 157, 159, 169, 173, 175




• support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

Picture Clues: TM 98, 121, 142, 143, 161; RB 40, 47, 54, 56, 60, 62

Antonyms: TMLA 177, 208, 227, 238, 241, 262, 268, 281, 286, 298, 304, 332, 333, 345, 365, 376; GT-1 101, 131, 145, 153, 157, 173; GT-2 5, 22, 28, 41, 45, 76, 77, 89, 113, 124

Dictionary (entry words): TMLA 367, 403; GT-2 115, 154

Dictionary (guide words): TMLA 154-155, 164, 173, 183, 193, 300; GT-1 80, 89, 99, 109, 119; GT-2 43

Dictionary (meaning): TMLA 408; GT-2 160

-et words: TMLA 111, GT-1 29

Homonyms: TMLA 217, 231, 271, 272, 274, 294, 304, 308, 309, 316, 323, 328, 335, 351, 352, 354, 373, 374, 381, 383, 402; GT-1 137, 149; GT-2 9, 11, 35, 45, 49, 51, 56, 57, 65, 71, 79, 97, 98, 102, 120, 121, 127, 129, 151

Puzzles: TMLA 108, 115, 118, 127, 132, 137, 145, 152, 159, 162, 171, 180, 181, 191, 201, 207, 212, 232, 238, 243, 253; 263, 281, 285, 298, 309, 314, 318, 327, 346, 355, 365, 376, 386, 403, 411, 419; GT-1 25, 34, 37, 47, 52, 58, 67, 77, 83, 87, 97, 105, 107, 117, 127, 129, 135, 151, 153, 159, 167, 175; GT-2 21, 25, 41, 51, 55, 61, 71, 91, 103, 113, 123, 133, 153, 164, 173

Synonyms: TMLA 119, 159, 161, 207, 227, 248, 269, 271, 280, 295, 297, 301, 371, 374; GT-1 83, 85, 129, 145, 161; GT-2 7, 9, 19, 37, 39, 117, 121,

Word meaning: TMLA 112, 115, 271, 272, 280, 286, 289, 294, 297, 304, 308, 315, 332, 335, 340, 408; GT-1 31, 33; GT-2 9-10, 11, 19, 27, 31, 36, 39, 45, 49, 57, 75, 79, 86, 159

Speaking and Writing

2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.




• present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts

Experience Stories: TM 21, 53, 59, 66, 72, 75, 95

Authentic Writing:

Notes: TM 348, 550

Dialogue: TM 290, 329

Story web: 422

Ending: 479

Description: 603, 396

Cartoon: TM 635

Process Writing: 425-468

Writing Connections: GT-1 20, 22, 24, 26, 30, 32, 34, 36, 38, 42, 44, 46, 48, 52, 54, 58, 61, 64, 68, 74, 78, 84, 88, 95, 98, 104, 108, 114, 118, 124, 128, 132, 134, 136, 140, 144, 148, 152, 156, 160, 164, 168, 174; GT- 2 6, 10, 12, 16, 20, 28, 32, 38, 42, 52, 62, 70, 72, 76, 88, 92, 104, 110, 114, 130, 134, 140, 144, 150, 158, 170, 174

• select a focus, organization, and point of view for oral and written presentations




• use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference


• use details, examples, anecdotes, or personal experiences to explain or clarify information


• include relevant information and exclude extraneous material


Authentic Writing:

Notes: TM 348, 550

Story web: 422

• use the process of pre-writing, drafting, revising, and proofreading ( the “writing process”) to produce well-constructed informational texts


Process Writing: TM 276-277, 310-311, 347-348, 384-385, 410-411, 449-450, 496-497, 536-538, 578-579, 651-642


• observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms.

Name: TM 17; AA 2

Write/recognize letters: TM 31-100; AA 18, 25-26, 33-34, 41-42, 49-50, 57-58, 65-66, 73-74, 81-82, 89-90, 97-98, 105-106, 113-114, 121-122, 129-130, 137-138, 145-146, 153-154, 161-162, 169-170, 177-178, 185-186, 193-194, 201-202, 209-210, 217-218; OT 6-7

Copy Sentences: TM 74; RB 32

Copy Words: RB 27-28

Letters: TM 37-39; OWG 4, 8, 12, 16, 20, 24, 28, 32, 40, 44, 48, 52, 56, 59, 62, 66, 70, 74, 78, 81, 84, 88, 92, 96, 100, 104, 108, 111

Read, Write, Spell: TM 66, 92, 112, 136, 154, 174, 218, 229, 238, 261, 274, 284, 286, 289, 300, 316, 328, 344, 370, 382, 394, 408, 420, 430, 446, 460, 476, 494, 508, 518, 534, 546, 558, 576, 588, 600, 616, 622, 632, 648; RB 27-28, 36-37, 45-46, 51-52, 58-59, 65-66, 116, 119-120, 123-124, 127-129, 133, 135-136, 138, 140, 142, 144, 145, 146, 151, 152, 154, 156, 159, 163-164, 166, 168-169, 171, 173-175, 177, 179, 181, 183, 185, 187-188, 191

All Grand Tour Student Book activities focus on basic writing, spelling, capitalization. etc.

Standard 2: Language for Literary Response and Expression.

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.


1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.




• read a variety of literature of different genres: picture books; poems; articles and stories from children’s magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers

Read Aloud Literature lists: TM 16, 19, 21, 23, 24, 27, 29, 39, 44, 47, 48, 50, 52, 55, 57, 60, 62, 65, 68, 71, 74, 76, 78, 82, 84, 86, 88, 90, 92, 94, 96, 98

A list of recommended read aloud literature is on p. 27 of the Teacher’s Manual.

Recommended Reading Lists:

TMR 71, 81, 92, 108, 118, 128, 137, 145, 156, 165, 175, 185, 195, 214, 228, 239, 245, 252, 260, 270, 278

• recognize some features that distinguish the genres and use those features to aid comprehension

Read Aloud Literature lists: TM 16, 19, 21, 23, 24, 27, 29, 39, 44, 47, 48, 50, 52, 55, 57, 60, 62, 65, 68, 71, 74, 76, 78, 82, 84, 86, 88, 90, 92, 94, 96, 98

A list of recommended read aloud literature is on p. 27 of the Teacher’s Manual.

Recommended Reading Lists:

TMR 71, 81, 92, 108, 118, 128, 137, 145, 156, 165, 175, 185, 195, 214, 228, 239, 245, 252, 260, 270, 278




• understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives

Character: TM 143, 158, 174, 190, 206; OT 56, 76, 96, 116, 140

Storybooks & Guided / Silent Reading Questions:

Al and Nat: TM 73, 77-79

Baseball in Philadelphia: TM 618-620

The Baseball Match: TM 355-358

The Basketball Team: TM 498-499

Bear’s Steak, A: TM 516

The Bike Hike and Dan’s Cake: TM 241-243

Bobby Smith Likes Thick Icing: TM 352-354

A Book, Hook-A-Fish, or Paint…Take Your Pick!: TM 463-465

Bozo the Clown Comes to Town: TM 373-376

Brave Heart: TM 636-639

The Brave Knight: TM 582-585

A Breath of Spring: TM 520-522

A Brownie Scout and Joan’s House: TM 377-380

Buzzy Wasp Finds Something: TM 564-566

Can a Gnat Gnaw?: TM 604-605

Cheer the Champ: TM 322-325

Cherry Hill Ranch: TM 319-321

Chipper Gets Hurt: TM 336-338

Chocolate Dirt: TM 333-335

Christopher’s Trip: TM 624-629

Dad Gets the Rust Rug, Pt. 2: TM 176, 189-190

Dad, Pam and Sam: TM 74, 80-82

Did You Write Santa?: TM 580-581

Don’t We Have Any Ice Cream?: TM 554-556

Enjoy! Enjoy!: TM 437-438

The Enormous Surprise: TM 653-657

A Fair Day, A Bad Day: TM 541-543

The following teaching strategies apply during guided reading of all storybooks:

Cause/Effect: TMR 54

Compare/Contrast: TMR 52

Drawing Conclusions: TMR 49

Inferences: TMR 50

Main Idea/Details: TMR 53

Monitoring Comprehension: TMR 47

Multiple Meanings: TMR 51

Predicting Outcomes: TMR 55-56

Realism/Fantasy: TMR 48

Summarizing: TMR 57

Storybooks & Guided / Silent Reading Questions:

A Place of Golden Dreams (SB1): TMR 60-65

The Food Basket (SB1): TMR 66-70

The Big Surprise (SB2): TMR 72-79

Binky in the Land of Enchantment (SB3): TMR 82-89

A Bird’s Eye View (SB4): TMR 94-99

Big Tex (SB4): TMR 100-105

Papa Pelican and Baby Paul (SB5): TMR 110-116

Marty Mockingbird (SB6): TMR 120-126

A Vacation to Remember (SB7a): TMR 130-137

Bubba the Bullfrog (SB7b): TMR 138-144

Georgia on My Mind (SB8): TMR 146-155

Dottie the White-tailed Deer (SB9a): TMR 158-164

Amy’s Family Reunion Book (SB9b): TMR 166-173

The Class Trip (SB10): TMR 180-184




understand…setting, character, plot, theme, and point of view…

The Fawn at Dawn: TM 423-424

A Flat Tire and a Good Spare: TM 561-563

A Fort for Kevin and Kate: TM 302-304

Friends: TM 640-642

Fun on the Trail: TM 246-250

Gus the Bug: TM 161, 164-168, AB 1-6

Harmony Hill Farm: TM 412-417

Help the Blind: TM 539-540

The Jewel Thief: TM 514-515

Jill Has a Spill: TM 175, 178-179

Jim (), TM 121, 124-126

Kim and Jill and Pep: TM 142, 145-149, AB 1-6

Listen! Her Honor the Ant Queen!: TM 606-608

Looking is Fun: TM 291-294

The Loose Tooth:TM 453-457

Lucy and the Jellybeans: TM 278-281; RB 128

Mayor? Janitor? Doctor? What Will You Be?: TM 551-553

Mitch and His Bean Bag: TM 359-362

The Move to Chicago: TM 643-645

Mrs. Hodges’ Surprise: TM 502-504

Nat, a Man, and Sam: TM 98

The Neighborhood Costume Party: TM 480-482

The New Crew: TM 389-391

The New White Car: TM 399-401

No War: TM 500-501

On the Bike Hike: TM 244-245

Our Nation: TM 466-469

Peg, Ken and Sal: TM 98, 102-106, AB 1-6

A Picnic on the Beach, Pt. 1: TM 230-236; RB 121-122

The Ark and the Dove (SB11): TMR 186-193

The Blue Hen (SB12): TMR 196-204

A Wonderful Vacation Coming Up! (SB13): TMR 206-212

By Car, Boat, and Plane (SB14): TMR 216-225

Dear Diary (SB15a): TMR 230-237

Little Rhodey (SB15b): TMR 240-243

Home of the First Thanksgiving (SB16a): TMR 246-251

The Old Man of the Mountain (SB16b): TMR 253-257

Riverton Raccoon (SB17a): TMR 262-269

Monty the Moose (SB17b): TMR 271-277




understand…setting, character, plot, theme, and point of view…

A Play in the Basement, Bong: TM 433-436

The Prince of France: TM 567-568

Quite a Surprise: TM 397-398

Ray and the Blue Jay: TM 265-268; RB 127

Red Robin’s Numb Toes: TM 595-598

The Red Truck: TM 175, 180-182

Red? Green? Blue? Five? Four? Two? The Winner is Who?: TM 264; RB 126

Rick’s Band: TM 176, 191-192

The Rust Rug, Pt. 1: TM 176, 186-187

Sam and His Folks: TM 591-594

Saul and Paul: TM 425-427

Search for the Pearls, The: TM 523-525

Sheldon’s Bike Crash: TM 312-314

A Shirt for a Third Grader: TM 330-332

The Shy Giant: TM 269-272; RB 127

Sis and Biff: TM 121, 127-130, AB 1-6

The Snowman: TM 386-388

Sue Makes Valentines: TM 505-506

The Tough Knight: TM 483-486

Trip to the Zoo, A: TM 451-452

Two of These and Three of Those: TM 349-352

Uncle Max: TM 511-513

A Visit from Uncle Bruce: TM 251-254

• read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning

Select any story/activity.



2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.




• present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure




• create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary


Authentic Writing:


Ending: 479


Cartoon: TM 635




• observe the conventions of grammar and usage, spelling, and punctuation.

Write/recognize letters: TM 31-100; AA 18, 25-26, 33-34, 41-42, 49-50, 57-58, 65-66, 73-74, 81-82, 89-90, 97-98, 105-106, 113-114, 121-122, 129-130, 137-138, 145-146, 153-154, 161-162, 169-170, 177-178, 185-186, 193-194, 201-202, 209-210, 217-218; OT 6-7

Capitalization: TM 74, 75, 115, 144, 157, 162, 371, 383, 409, 421, 448, 462; RB 31, 34, 63

Commas: TM 477

End Punctuation (. ?): TM 120, 162, 176, 395, 431, 535; RB 63, 70, 149

Nouns/Verbs: TM 372, 384, 478

Pronouns: TM 623; RB 186

Read, Write, Spell: TM 66, 92, 112, 136, 154, 174, 218, 229, 238, 261, 274, 284, 286, 289, 300, 316, 328, 344, 370, 382, 394, 408, 420, 430, 446, 460, 476, 494, 508, 518, 534, 546, 558, 576, 588, 600, 616, 622, 632, 648; RB 27-28, 36-37, 45-46, 51-52, 58-59, 65-66, 116, 119-120, 123-124, 127-129, 133, 135-136, 138, 140, 142, 144, 145, 146, 151, 152, 154, 156, 159, 163-164, 166, 168-169, 171, 173-175, 177, 179, 181, 183, 185, 187-188, 191

Sentence Parts: TM 176-177, 210, 285; RB 69, 132

Abbreviations: TMLA 314, 316, 317, 319; GT-2 56, 60

Adjectives: TMLA 402, 407, 409, 410, 411; GT-2 152, 158, 162

Capitalization: TMLA 187, 190, 197, 200, 207, 211, 217, 228, 231, 239, 241, 248, 252, 259, 273, 277, 279, 280, 282, 285, 287, 286, 287, 288, 290, 294, 296, 297, 335, 337; GT-1 112, 116, 122, 126, 130, 134, 138, 146, 150, 154, 158, 162, 166, 170; GT-2 16, 20, 26, 28, 30, 36, 40, 80

Nouns: TMLA 143, 146, 375, 382, 384, 385, 410; GT-2 122, 128, 132, 162

Possessives: TMLA 355; GT-2 103

Punctuation (apostrophe): TMLA 351,353, 354, 356; GT-2 98, 102

Punctuation (comma): TMLA 305, 307, 310, 327, 328, 332, 334, 342, 344, 345, 347; GT-2 46, 70, 76, 86, 90

Punctuation (period): TMLA 308, 310, 317, 325; GT-2 50, 60




observe the conventions of grammar and usage, spelling, and punctuation (cont.)

Singular/Plural: TM 73, 95, 99, 123, 139, 163; RB 29, 39

Usage (is, are): TM 263

Punctuation (question): TMLA 323, 325; GT-2 66

Punctuation (quotations): TMLA 423; GT-2 176

Sentences (asking/telling): TMLA 167, 170, 177, 180; GT-1 92, 96, 102, 106

Sentences(complete/incomplete): TMLA 121-122, 126, 127; GT-1 42, 46,

Sentences(subject/predicate): TMLA 134, 136, 138, 141, 145, 149, 151, 152, 153, 155, 158, 161; GT-1 56, 62, 66, 72, 76, 82, 86

Verb tense (irregular spellings): TMLA 306; GT-2 47

Verb tense (regular): TMLA 376; GT-2 123

Verbs (action): TMLA 391, 393, 394, 399, 401; GT-2 138, 142, 148

Verbs (came/come): TMLA 113, 117; GT-1 36

Verbs (did/done): TMLA 117, 118; GT-1 38

Verbs (don’t/doesn’t): TMLA 106, 108; GT-1 24, 26

Verbs (is/are): TMLA 103, 105; GT-1 20, 22

Verbs (went/gone): TMLA 111, 113; GT-1 30, 32

Standard 3: Language for Critical Analysis and Evaluation.

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.


1. Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.




• make decisions about the quality and dependability of texts and experiences based on some criteria, such as the attractiveness of the illustrations and appeal of the characters in a picture book, or the logic and believability of the claims made in an advertisement

Select any story.

Select any story.

Select any story.

• evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding the difference between fact and opinion) and adjust those strategies to understand the experience more fully.

Select any story.

Select any story.


2. Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.




• express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence






• monitor and adjust their own oral and written presentations to meet criteria for competent performance (e.g., in writing, the criteria might include development of position, organization, appropriate vocabulary, mechanics, and neatness. In speaking, the criteria might include good content, effective delivery, diction, posture, poise, and eye contact.)

Authentic Writing:

Notes: TM 348, 550


Story web: 422

Ending: 479


Cartoon: TM 635




Standard 4: Language for Social Interaction.

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.


1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.




• listen attentively and recognize when it is appropriate for them to speak




• take turns speaking and respond to others’ ideas in conversations on familiar topics




• recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations.





2. Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.




• read and discuss published letters, diaries, and journals to learn the conventions of social writing.




� TM: Teacher’s Manual; TMLA: Teacher’s Manual – Language Arts; TMR: Teacher’s Manual – Reading ;

Student Books: AA: All Aboard; OT: On Track; OWG: Off We Go; RB: Raceway Book; GT-1: Grand Tour I ; GT-2: Grand Tour II

Modern Curriculum Press

~an imprint of Pearson Learning~

1-800-321-3106

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