California State Standards Alignments Grades Six...

California State Standards Alignments Grades Six through Eight

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California State Standards Alignments

Standards List with Aligned Product Skills

The Standards list with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.

Introduction Letter......................................................iii

Grade 6 Level 1 ......................................................... 1

Grade 6 Level 2 ......................................................... 12

Grade 6 Level 3 ......................................................... 23

Grade 6 Level 4 ......................................................... 37

Grade 7 Level 1 ......................................................... 51

Grade 7 Level 3 ......................................................... 71

Grade 7 Level 4 ......................................................... 83

Grade 8 Level 1 ......................................................... 95

Grade 8 Level 2 ........................................................ 104

Grade 8 Level 3 ........................................................ 113

Grade 8 Level 4 ........................................................ 125

Copyright 2008, Renaissance Learning Inc. and Harcourt, Inc., all rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc.

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Note to Educator: Thank you for your interest in a Read Now Power Up! Standards Alignment. Read Now Power Up! is a key component of the Renaissance School Improvement Process. The attached document contains the alignment between Read Now Power Up! and the skills, objectives, and outcomes described in California's Content Standards Framework as summarized by the California Department of Education. Renaissance Learning and Steck-Vaughn have developed this alignment to ensure that educators who are using the programs effectively will help students take charge of their own learning, as well as demonstrate what they have learned on state accountability reports. We recognize the impact that the standards-based reform movement and high-stakes standardized testing are having on schools and shares the concerns of educators and administrators that students perform well on high-stakes assessments. Renaissance Learning hopes that this alignment answers your questions regarding the success and suitability of Learning Information Systems and the Renaissance School Improvement Process in meeting your state standards. Sincerely, Renaissance Sales and Funding Staff

A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To The California Language Arts Frameworks (1997)

GRADE SIX

CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING

Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Word Recognition

PU Teacher’s Edition ESL: pg. 31 Reteaching: pg. 32 Group Sharing: pg. 23, 107 Reading Aloud: pg. 10, 22, 34, 46, 70, 82, 94, 106

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

RN OP04 - Building vocabulary knowledge and confidence OP06 - Measuring reading level and comprehension OP11 - Improving confidence with reading OP12 - Developing fluency TS01 - Measuring baseline of own fluency performance GR01 - Differentiating between phrases and sentences, including dialogue VA01 - Reading and understanding grade-level material FP01 - Reading text from left to right and top to bottom FP02 - Developing a rhythm of reading FP06 - Monitoring oral reading rates FP10 - Using punctuation to determine where to place emphasis or pause FP11 - Reading fluently at a prescribed wpm rate, reading level, and word count FP12 - Reading text aloud smoothly naturally, accurately, and with expression LO04 - Orally imitating pronunciation and modulation of modeled readings LO07 - Oral Reading of grade-level appropriate passage

Vocabulary and Concept Development PU Student Edition

Words, Words, Words: pg. 97 Teacher’s Edition Words, Words, Words: pg. 37, 97 ESL: pg. 91 Teacher’s Resource Binder Introducing Word Skills: pg. 74, 138 ESL: pg. 42, 73, 74, 89, 107, 138 Reading Chapter 3: pg. 138 Blackline Master: pg. 79, 143, 158

1.2 Identify and interpret figurative language and words with multiple meanings.

RN OP06 - Measuring reading level and comprehension OP14 - Writing in a variety of forms OP15 - Acquiring word analysis and decoding strategies

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GRADE SIX


Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.2 Identify and interpret figurative language and words with multiple meanings.

RN VA03 - Developing vocabulary VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words WA07 - Interpreting Figurative Language

PU Teacher’s Edition ESL: pg.: 19

1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. RN OP04 - Building vocabulary knowledge and

confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words

PU Student Edition Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13, 25 Vocabulary Builder: pg. 15, 39, 75, 99 Reciprocal Teaching: pg. 91 Nonfiction Reading Strategy: pg. 101 Teacher’s Resource Binder Introducing Word Skills: pg. 43, 59 Introducing Vocabulary: pg. 58, 88, 121, 152 Blackline Master: pg 48

1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.

RN OP02 - Engaging in independent reading activities OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA09 - Using knowledge of syntax to identify word meanings VA10 - Using context clues to infer the meaning of unfamiliar words RS32 - Monitoring comprehension WA01 - Using Context Clues

1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).

PU Student Edition Words, Words, Words: pg. 49 Teacher’s Edition Words, Words, Words: pg. 49 Teacher’s Resource Binder Introducing Word Skills: pg. 89 Black Line Master: pg 94 Reading Chapter 3: pg. 153

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GRADE SIX


Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).

RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA04 - Discussing meanings of words VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words

2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Structural Features of Informational Materials

PU Teacher’s Edition ESL 152

2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information. RN OP01 - Reading for a variety of purposes

OP02 - Engaging in independent reading activities VA19 - Extending knowledge and skills to increasingly complex reading tasks RS22 - Using text features to locate information

PU N/A 2.2 Analyze text that uses the compare-and-contrast organizational pattern. RN VA19 - Extending knowledge and skills to

increasingly complex reading tasks RS15 - Comparing and contrasting

Comprehension and Analysis of Grade-Level-Appropriate Text PU Student Edition

Strategy: pg. 62, 74 Thinking About the Selection: pg. 45, 81 Wrap Up: pg. 54 Teacher’s Edition Strategy: pg. 62, 74 Meeting Individual Needs: pg. 66 Reciprocal Teaching: pg. 67 Fiction Reading Strategy: pg. 89 Teacher’s Resource Binder Meeting Individual Needs: pg. 107, 108, 122 Black Line Master: pg. 109, 124 Introducing the Reading Strategy: pg. 106, 121 Reinforcing the Strategy: pg. 108

2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.

RN RS08 - Making connections with prior knowledge RS10 - Identifying main idea and details

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GRADE SIX


Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text

PU Teacher’s Edition Fiction Reading Strategy: pg. 5 Reciprocal Teaching: pg. 7 Nonfiction Reading Strategy: pg. 77 Meeting Individual Needs: pg. 102 Teacher’s Resource Binder Meeting Individual Needs: pg. 59 Reinforcing the Nonfiction Strategy: pg. 154 Black Line Master: pg. 91, 101, 117, 133

2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.

RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities RS28 - Summarizing information by noting main idea and important details WF04 - Writing Summaries

PU N/A 2.5 Follow multiple step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).

RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities

Expository Critique PU N/A 2.6 Determine the adequacy and appropriateness of the

evidence for an author’s conclusions. RN RS08 - Making connections with prior knowledge PU Teacher’s Edition

After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher’s Resource Binder Black Line Masters: pg. 49-53, 65-68, 80-83, 95-99, 113-116, 128-132, 144-147, 159-162

2.7 Make reasonable assertions about a text through accurate, supporting citations.

RN OP02 - Engaging in independent reading activities RS05 - Using research skills and strategies

PU N/A 2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text. RN VA19 - Extending knowledge and skills to

increasingly complex reading tasks 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature

PU Teacher’s Edition Fiction Reading Strategy: pg. 5, 29, 65 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 43, 74, 107 Reinforcing the Fiction Strategy: pg. 44, 75 Meeting Individual Needs: pg. 75 Blackline Master: pg. 46, 77, 110

3.1 Identify the forms of fiction and describe the major characteristics of each form.

RN N/A

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GRADE SIX


Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text

PU Student Edition Think-Along Question: pg. 4 Thinking About the Selection: pg. 9 Teacher’s Edition Fiction Reading Strategy: pg. 65 Think-Along Questions: pg. 4-8 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 107 Black Line Master: pg. 110

3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.

RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization

PU Teacher’s Edition Fiction Reading Strategy: pg. 29 Teacher’s Resource Binder Blackline Master: pg. 77

3.3 Analyze the influence of setting on the problem and its resolution.

RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action

PU N/A 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.

RN GR01 - Differentiating between phrases and sentences, including dialogue WA07 - Interpreting Figurative Language FP02 - Developing a rhythm of reading FP10 - Using punctuation to determine where to place emphasis or pause

PU N/A 3.5 Identify the speaker and recognize the difference between first− and third-person narration (e.g., autobiography compared with biography).

RN RS20 - Determining point of view

PU Teacher’s Edition Fiction Reading Strategy: pg. 89 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 138 Reinforcing the Fiction Strategy: pg. 139 Black Line Master: pg. 141

3.6 Identify and analyze features of themes conveyed through characters, actions, and images.

RN RS03 - Identifying theme RS29 - Identifying characterization RS31 - Visualizing what is read through words that appeal to the five senses

3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and non-fictional texts.

PU Student Edition Words, Words, Words: pg. 97 Teacher’s Edition Words, Words, Words: pg. 97

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GRADE SIX



PU Teacher’s Resource Binder Introducing Word Skills: pg. 138 ESL pg. 42, 73, 74 Black Line Master: pg. 143

Continued 3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and non-fictional texts.

RN N/A Literary Criticism

PU N/A 3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).

RN OP02 - Engaging in independent reading activities

Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Writing Options 1 & 2: pg. 44, 60, 75, 90, 108, 123, 139, 154

1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

RN OP14 - Writing in a variety of forms WF03 - Writing Letters WF05 - Writing Instructions WF06 - Writing Reviews WF07 - Writing Persuasive Essays WF08 - Writing a Speech

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Writing Option 1: pg. 44, 75, 90, 108, 123, 139, 154 Writing Option 2: pg. 60, 90, 123, 154

1.2 Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition.

RN WF03 - Writing Letters WF04 - Writing Summaries

1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

PU Student Edition A Plan for Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107

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GRADE SIX


Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus

PU Teacher’s Resource Binder Writing Options 1-2: pg. 44, 60, 75, 90, 108, 123, 139, 154

Continued 1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order.

RN RS25 - Recognizing Sequence; using chronological order to recall events

Research and Technology PU N/A 1.4 Use organizational features of electronic text (e.g.,

bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

RN N/A

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching Opportunity During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Writing Options 1 & 2: pg. 44, 60, 75, 90, 108, 123, 139, 154

1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

RN N/A Evaluation and Revision

PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Blackline Master: pg. 56, 71, 86, 102, 119, 135

1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

PU Teacher’s Resource Binder Writing Option 1: pg. 60 Writing Option 2: pg. 44, 75, 108, 139 Blackline Master: pg. 46

2.1 Write narratives: a. Establish and develop a plot and setting and present

a point of view that is appropriate to the stories. b. Include sensory details and concrete language to

develop plot and character. c. Use a range of narrative devices (e.g., dialogue,

suspense).

RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined)

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Writing Option 1: pg. 44, 75, 90, 108, 123, 139, 154 Writing Option 2: pg. 60, 90, 123, 154

2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):

a. State the thesis or purpose. b. Explain the situation. c. Follow an organizational pattern appropriate to the

type of composition. d. Offer persuasive evidence to validate arguments and

conclusions as needed. RN WF01 - Writing Informational Essays

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GRADE SIX


Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

PU Teacher’s Resource Binder Writing Option 2: pg. 60

2.3 Write research reports: a. Pose relevant questions with a scope narrow enough

to be thoroughly covered. b. Support the main idea or ideas with facts, details,

examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).

c. Include a bibliography.

RN RS05 - Using research skills and strategies

PU Teacher’s Resource Binder Writing Option 1: pg. 90, 123, 154

2.4 Write responses to literature: a. Develop an interpretation exhibiting careful

reading, understanding, and insight. b. Organize the interpretation around several clear

ideas, premises, or images. c. Develop and justify the interpretation through

sustained use of examples and textual evidence.

RN N/A

PU Student Edition Writing: pg. 95, 107 Teacher’s Edition During Writing: pg. 95, 107 Teacher’s Resource Binder Writing Option 1: pg. 139, 154 Writing Option 2: pg. 90

2.5 Write persuasive compositions: a. State a clear position on a proposition or proposal. b. Support the position with organized and relevant

evidence. c. Anticipate and address reader concerns and

counterarguments.

RN WF07 - Writing Persuasive Essays Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure

PU Student Edition Writing: pg. 11, 23, 35, 47,71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47,71, 83, 95, 107 Teacher’s Resource Binder Writing Options 1 & 2: pg. 44, 60, 75, 90, 108, 123, 139, 154

1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.

RN GR01 - Differentiating between phrases and sentences, including dialogue

Grammar PU N/A 1.2 Identify and properly use indefinite pronouns and

present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

RN N/A

Punctuation PU N/A 1.3 Use colons after the salutation in business letters,

semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.

RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension

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Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Capitalization


1.4 Use correct capitalization.

RN RS14 - Using capitalization and punctuation to improve comprehension

Spelling PU N/A 1.5 Spell frequently misspelled words correctly (e.g., their,

they’re, there). RN OP05 - Repeating missed words on quizzes for mastery

Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension

PU Teacher’s Edition Group Sharing: pg. 107 ESL: pg. 31 Teacher’s Resource Binder Theme 1 Closer: pg. 103

1.1 Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).

RN N/A PU Teacher’s Edition

Group Sharing: pg. 107 ESL: pg. 31 Teacher’s Resource Binder Theme 1 Closer: pg. 103

1.2 Identify the tone, mood, and emotion conveyed in the oral communication.


Group Sharing: pg. 71 Teacher’s Resource Binder Teaching Opportunity: Writing Option 2: pg. 123

1.3 Restate and execute multiple-step oral instructions and directions.

RN RS13 - Understanding what is heard or read LO01 - Following oral instructions

Organization and Delivery of Oral Communication PU Teacher’s Edition


1.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.


Group Sharing: pg. 107 ESL: pg. 31

1.5 Emphasize salient points to assist the listener in following the main ideas and concepts.

RN N/A

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GRADE SIX


Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Organization and Delivery of Oral Communication

PU Teacher’s Edition Group Sharing: pg. 95 Teacher’s Resource Binder Theme 1 Closer: pg. 103

1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.



1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

RN N/A Analysis and Evaluation of Oral and Media Communications

PU N/A 1.8 Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.

RN N/A

PU N/A 1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information. RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

PU Teacher’s Resource Binder Teaching opportunity Writing Option 1: pg. 60 Writing Option 2: pg. 44, 75, 108, 139

2.1 Deliver narrative presentations: a. Establish a context, plot, and point of view. b. Include sensory details and concrete language to

develop the plot and character. c. Use a range of narrative devices (e.g., dialogue,

tension, or suspense). RN N/A

PU Teacher’s Edition Group Sharing: pg. 11 Teacher’s Resource Binder Writing Option 1: pg. 44 Writing Option 2: pg. 60

2.2 Deliver informative presentations: a. Pose relevant questions sufficiently limited in scope

to be completely and thoroughly answered. b. Develop the topic with facts, details, examples, and

explanations from multiple authoritative sources (e.g., speakers, periodicals, online information). RN N/A

PU Teacher’s Edition After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher’s Resource Binder Writing Option 1: pg. 90, 123, 139, 154

2.3 Deliver oral responses to literature: a. Develop an interpretation exhibiting careful reading,

understanding, and insight. b. Organize the selected interpretation around several

clear ideas, premises, or images. c. Develop and justify the selected interpretation

through sustained use of examples and textual evidence.

RN N/A

PU Teacher’s Edition Group Sharing: pg. 95, 107 Teacher’s Resource Binder Writing Option 1: pg. 139, 154

2.4 Deliver persuasive presentations: a. Provide a clear statement of the position. b. Include relevant evidence. c. Offer a logical sequence of information. d. Engage the listener and foster acceptance of the

proposition or proposal. RN N/A

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GRADE SIX


Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

PU Teacher’s Resource Binder Writing Option 1: pg. 75

2.5 Deliver presentations on problems and solutions: a. Theorize on the causes and effects of each problem

and establish connections between the defined problem and at least one solution.

b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions.

RN N/A

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PU Teacher’s Edition Group Sharing: pg. 11, 71, 83 Reading Aloud: pg. 10, 22, 34, 46, 70, 82. 94, 106




Words, Words, Words: pg. 13 Wrap Up: pg. 50 Teacher’s Edition Words, Words, Words: pg. 13 Reciprocal Teaching: pg. 31 Theme Wrap-Up: pg. 114 Teacher’s Resource Binder Introducing Word Skills: pg. 43, 110 ESL: pg. 42, 59, 74, 75, 110, 111, 126, 141, 142, 158 Blackline Master: pg. 48, 115



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PU Teacher’s Edition Reteaching: pg. 44



PU Student Edition Words, Words, Words: pg. 49 Wrap Up: pg. 54, 59 Teacher’s Edition Words, Words, Words: pg. 49 Vocabulary Builder: pg. 15, 39, 75, 99 Teacher’s Resource Binder Introducing Word Skills: pg. 92 Introducing Vocabulary: pg. 58, 91, 125, 157 Meeting Individual Needs: pg. 141 Blackline Master: pg 48




PU Student Edition Words, Words, Words: pg. 25 Teacher’s Edition Words, Words, Words: pg. 25 Teacher’s Resource Binder Introducing Word Skill: pg. 59 Back Line Master: pg 64 Reading Chapter 2: pg. 75

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GRADE SIX


Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.5 Understand and explain "shades of meaning" in related words (e.g., softly and quietly).



PU N/A 2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.

RN OP01 - Reading for a variety of purposes OP02 - Engaging in independent reading activities VA19 - Extending knowledge and skills to increasingly complex reading tasks RS22 - Using text features to locate information

PU Student Edition Strategy: pg. 14 Teacher’s Edition Strategy: pg. 14 Teacher’s Resource Binder Introducing the Reading Strategy: pg. 58

2.2 Analyze text that uses the compare-and-contrast organizational pattern.

RN VA19 - Extending knowledge and skills to increasingly complex reading tasks RS15 - Comparing and contrasting

Comprehension and Analysis of Grade-Level-Appropriate Text PU Teacher’s Edition

Reinforcing the Theme: pg. 86 Meeting Individual Needs: pg. 90




PU Teacher’s Edition Fiction Reading Strategy: pg. 5 Meeting Individual Needs: pg. 18, 102 Reciprocal Teaching: pg. 7, 67 Strategy Tip: pg. 17 Nonfiction Reading Strategy: pg. 17 Teacher’s Resource Binder Meeting Individual Needs: pg. 44, 75, 76, 127 Black Line Master: pg 70, 78, 87, 121, 137, 153, 169 Reinforcing the Nonfiction Strategy: pg. 127

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GRADE SIX


Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text Continued 2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.


PU N/A 2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).


Expository Critique PU N/A 2.6 Determine the adequacy and appropriateness of the

evidence for an author’s conclusions. RN RS08 - Making connections with prior knowledge PU Teacher’s Edition

After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher’s Resource Binder Black Line Masters: pg. 49-53, 65-69, 81-86, 98-102, 116-120, 132-136, 148-152, 164-167 Theme 1 Closer: pg. 106



PU N/A 2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text. RN VA19 - Extending knowledge and skills to

increasingly complex reading tasks 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature

PU Teacher’s Edition Fiction Reading Strategy: pg. 5, 29, 65, 89 Meeting Individual Needs: pg. 66 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 43, 75, 110, 142 Reinforcing the Fiction Strategy: pg. 44, 76, 111, 143 Meeting Individual Needs: pg. 110, 143 Blackline Master: pg. 47, 78, 113, 145


RN N/A

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PU Student Edition Thinking About the Selection: pg. 9, 33 Think-Along Question: pg. 31 Teacher’s Edition Fiction Reading Strategy: pg. 5 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 43 Reinforcing the Fiction Strategy: pg. 44 Black Line Master: pg. 46



PU Student Edition Strategy: pg. 62 Thinking About the Selection: pg. 69 Wrap Up: pg. 114 Teacher’s Edition Fiction Reading Strategy: pg. 65 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 110 Reinforcing the Fiction Strategy: pg. 111 Blackline Master: pg. 113





PU Teacher’s Edition Strategy Tip: pg. 77 Teacher’s Resource Binder Writing Option 2: pg. 143

3.5 Identify the speaker and recognize the difference between first− and third-person narration (e.g., autobiography compared with biography).


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PU Teacher’s Edition Fiction Reading Strategy: pg. 89 Strategy: pg. 2 Teacher’s Resource Binder Theme 1 Closer: pg. 106 Introducing the Fiction Strategy: pg. 142 Meeting Individual Needs: pg. 143 Black Line Master: pg. 145



PU Student Edition Think-Along Question: pg. 5, 50 Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Reciprocal Teaching: pg. 31 Teacher’s Resource Binder Introducing Word Skills: pg. 43 ESL: pg. 42, 59, 74, 75, 110, 141, 142, 158 Black Line Master: pg 48



PU N/A 3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).

RN OP02 - Engaging in independent reading activities

Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus




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PU Student Edition Writing: pg. 23, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 23, 47, 71, 83, 95, 107 Teacher’s Resource Binder Writing Option 1: pg. 60, 76, 93, 127, 143, 159 Writing Option 2: pg. 60, 93, 127, 159

1.2 Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition. RN WF03 - Writing Letters

WF04 - Writing Summaries PU Student Edition

A Plan for Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107Teacher’s Resource Binder Writing Options 1-2: pg. 44, 60, 76, 93, 111, 127, 143, 159



Research and Technology PU Teacher’s Edition

Nonfiction Reading Strategy: pg. 41 Teacher’s Resource Binder Introducing the Nonfiction Strategy: pg. 92 Black Line Master: pg. 95 Theme 1 Closer: pg. 106 Theme 2 Closer: pg. 172

1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

RN N/A PU Student Edition

Teaching Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching Opportunity During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107Teacher’s Resource Binder Teaching Opportunity Writing Options 1 & 2: pg. 44, 60, 76, 93, 111, 127, 143, 159



PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Blackline Master: pg. 56, 72, 89, 105, 123, 139, 155, 171


RN N/A

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PU Student Edition Writing: pg. 11 Teacher’s Edition During Writing: pg. 11 Reteaching: pg. 108 Strategy Tip: pg. 77 Vocabulary Extension: pg. 87 Teacher’s Resource Binder Writing Option 1: pg. 44 Writing Option 2: pg. 44, 76, 111, 143




suspense).


PU Student Edition Writing: pg. 23, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 23, 47, 71, 83, 95, 107 Teacher’s Resource Binder Writing Option 1: pg. 60, 76, 93, 127, 143, 159 Writing Option 2: pg. 60, 93, 127, 159





PU Teacher’s Edition Nonfiction Reading Strategy: pg. 41




c. Include a bibliography.


PU Student Edition Writing: pg. 95 Teacher’s Edition Word Watcher: pg. 95 Teacher’s Resource Binder Writing Option 1: pg. 143 Writing Option 2: pg. 127




sustained use of examples and textual evidence. RN N/A PU Student Edition

Writing: pg. 35, 71, 83 Teacher’s Edition During Writing: pg. 35, 71, 83 Teacher’s Resource Binder Writing Option 1: pg. 111, 127 Writing Option 2: pg. 159



counterarguments.

RN WF07 - Writing Persuasive Essays

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Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107Teacher’s Resource Binder Writing Options 1 & 2: pg. 44, 60, 76, 93, 111, 127, 143, 159



Grammar PU N/A 1.2 Identify and properly use indefinite pronouns and

present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

RN N/A

Punctuation PU N/A 1.3 Use colons after the salutation in business letters,

semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.


Capitalization PU Student Edition

Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107Teacher’s Resource Binder Writing Options 1 & 2: 44, 60, 76, 93, 111, 127, 143, 159



Spelling PU N/A 1.5 Spell frequently misspelled words correctly (e.g., their,

they’re, there). RN OP05 - Repeating missed words on quizzes for mastery

Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension

PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 71 Teacher’s Resource Binder ESL: pg. 157



Group Sharing: pg. 11, 23, 35, 71 Teacher’s Resource Binder ESL: pg. 157


RN N/A

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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Comprehension

PU Teacher’s Edition Group Sharing: pg. 23 Teacher’s Resource Binder Teaching Opportunity: Writing Option 1: pg. 60




Group Sharing: pg. 23, 35, 71 Teacher’s Resource Binder ESL: pg. 157



Group Sharing: pg. 23, 35, 71 Teacher's Resource Binder ESL: pg. 157



Group Sharing: pg. 71 1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.


Group Sharing: pg. 11, 23, 35, 71 Teacher’s Resource Binder ESL: pg. 157




RN N/A

PU N/A 1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information. RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

PU Teacher’s Edition Group Sharing: pg. 11 Teacher’s Resource Binder Teaching opportunity Writing Option 1: pg. 44 Writing Option 2: pg. 44, 76, 111, 143



tension, or suspense). RN N/A

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PU Teacher’s Edition Group Sharing: pg. 107 Teacher’s Resource Binder Teaching Opportunity Writing Option 2: pg. 93



explanations from multiple authoritative sources (e.g., speakers, periodicals, online information). RN N/A

PU Teacher’s Edition After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher’s Resource Binder Teaching Opportunity Writing Option 2: pg. 127





RN N/A

PU Teacher’s Edition Writing: pg. 71, 83 Teacher’s Resource Binder Teaching Opportunity Writing Option 1: pg. 111, 127


proposition or proposal. RN N/A PU Teacher’s Resource Binder

Teacher Opportunity Writing Option 1: pg. 159




RN N/A

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PU Teacher’s Edition Reading Links: (Reading Aloud): pg. 10, 22, 46, 70 Group Sharing: pg. 11 Strategy Workout: Fiction: pg. 12, 24, 36, 48, 72, 84, 96, 108 Words, Words, Words: pg. 13, 25, 37, 49, 73, 85, 97, 109 Reteaching: pg. 32, 44 Before Reading: pg. 76 After Writing: pg. 82 Meeting Individual Needs: pg. 90 Teacher's Resource Binder Theme 1 Closer: pg. 105



Vocabulary and Concept Development 1.2 Identify and interpret figurative language and words with multiple meanings.

PU Student Edition Words, Words, Words: pg. 37, 97 Teacher’s Edition Words, Words, Words: pg. 37, 97 Reteaching: pg. 37, 97

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Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development

PU Teacher’s Resource Binder ESL: pg. 43, 73, 109, 110, 124, 125, 141, 156 Introducing Word Skills: pg. 74, 141 Black Line Master: pg. 77, 78, 112, 145

Continued 1.2 Identify and interpret figurative language and words with multiple meanings.

RN OP06 - Measuring reading level and comprehension OP14 - Writing in a variety of forms OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA12 - Distinguishing and interpreting words with multiple meanings WA03 - Interpreting Multiple-meaning Words WA07 - Interpreting Figurative Language

PU Teacher’s Edition ESL: pg. 7



PU Student Edition Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Vocabulary Extension: pg. 15 Reciprocal Teaching: pg. 31 Teacher’s Resource Binder Introducing Word Skills: pg. 43 Blackline Master: pg. 47 Reading Chapter 2: pg. 109



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PU Teacher’s Edition Vocabulary Extension: pg. 15 ESL: Pg. 67




PU Student Edition Strategy Workout: pg. 24 Teacher’s Edition Meeting Individual Needs: pg. 18 Strategy Workout: pg. 24 Reteaching: pg. 24 Strategy: pg. 38 Strategy Tip: pg. 41 Teacher's Resource Binder Meeting Individual Needs: pg. 126 Introducing the Nonfiction Strategy: pg. 156 Reinforcing the Nonfiction Strategy: pg. 156 Black Line Master: pg. 159

2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.


PU Teacher’s Edition Before Reading: pg. 64 Strategy Tip: pg. 65 Reteaching: pg. 68 Teacher’s Resource Binder ESL: pg. 140



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PU Student Edition Strategy: pg. 62, 74 Teacher’s Edition Getting Ready to Read: pg. 14, 26, 38, 74, 86, 98 Theme Wrap-Up: pg. 50, 110 Introducing the Theme: pg. 60 Strategy/Introducing the Strategy: pg. 62, 74 Before Reading / During Reading: pg. 64, 76 Reteaching: pg. 96 Teacher's Resource Binder Introducing the reading Strategy: pg. 108, 124 Theme 2 Opener: pg. 106



PU Teacher’s Edition Reciprocal Teaching: pg. 7, 19, 67 Meeting Individual Needs: pg. 18, 42, 78, 102 Strategy Tip: pg. 29, 41, 65, 77, 101 Reteaching: pg. 32, 109 Teacher’s Resource Binder Writing Option 1: pg. 44 Black Line Master: pg. 54, 69, 70, 76, 86, 92, 102, 103, 111, 121, 136, 137, 151, 152, 167, 168, 183, 189 Meeting Individual Needs: pg. 108, 156 Reinforcing the Nonfiction Strategy: pg. 156



PU N/A 2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).


Expository Critique PU Student Edition

Strategy: pg. 86, 98 Teacher’s Edition Strategy/Introducing the Strategy: pg. 86, 98 Teacher's Resource Binder Black Line Master: pg 69, 112, 127

2.6 Determine the adequacy and appropriateness of the evidence for an author’s conclusions.

RN RS08 - Making connections with prior knowledge

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Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Expository Critique

PU Teacher’s Edition After Reading: pg. 8, 20, 44, 68, 80, 92, 104 Introducing the Strategy: pg. 14 Meeting Individual Needs: pg. 66 Teacher’s Resource Binder Black Line Master: pg 45, 48-53, 61, 64-68, 79-84, 85, 95-101, 112, 114-119, 130-135, 144, 146-150, 158, 161-166 Meeting Individual Needs: pg 60, 108, 157 Theme 1 Closer: pg. 105, 170 Theme 2 Opener: pg 106



PU Teacher’s Edition Group Sharing: pg. 23

2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.

RN VA19 - Extending knowledge and skills to increasingly complex reading tasks

3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature

PU Teacher’s Edition Before Reading: pg. 4 Selection at a Glance: pg. 64 Meeting Individual Needs: pg. 66 Reteaching: pg. 96 Teacher’s Resource Binder Reading Selection Ch. 1: pg. 42 ESL: pg. 42, 108 Meeting Individual Needs: pg. 74


RN N/A

Narrative Analysis of Grade-Level-Appropriate Text 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.

PU Student Edition Think-Along Question: pg. 65, 66, 68 Thinking About the Selection: pg. 69 Strategy Workout: pg. 72 Teacher’s Edition Strategy Workout: pg. 72 During Reading: pg. 64 (Q1) Strategy Tip: pg. 65

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PU Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 109 Introducing the Fiction Strategy: pg. 109, 110 Meeting Individual Needs: pg. 110, 142 Black Line Master: pg. 112, 114-119, 136

Continued 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.


PU Student Edition Thinking About the Selection: pg. 33, 93 Strategy Workout: pg. 36 Wrap Up: pg. 114 Teacher’s Edition Strategy Workout: pg. 36 Reteaching: pg. 36, 80 Meeting Individual Needs: pg. 66 Strategy Tip: pg. 77 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 74 Reinforcing the Fiction Strategy: pg. 74 Blackline Master: pg. 77





PU Teacher’s Edition Before Reading: pg. 88 Teacher’s Resource Binder Meeting Individual Needs: pg. 141


RN RS20 - Determining point of view 3.6 Identify and analyze features of themes conveyed through characters, actions, and images.

PU Student Edition Strategy Workout: pg. 96 Teacher’s Edition Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 14, 26, 38, 74, 86, 98 Theme Wrap-Up: pg. 50, 110 Strategy Workout/Reteaching: pg. 96

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PU Teacher’s Resource Binder Theme Opener: pg. 40, 106 Theme Closer: pg. 105, 170 Introducing the Fiction Strategy: pg. 141 Reinforcing the Fiction Strategy: pg. 141, 142 Blackline Master: pg. 144

Continued 3.6 Identify and analyze features of themes conveyed through characters, actions, and images.


PU Student Edition Words, Words, Words: pg. 97 Teacher’s Edition Words, Words, Words: pg. 97 Reteaching: pg. 97 Teacher’s Resource Binder ESL: pg. 109, 110, 125, 141 Introducing Word Skills: pg. 141 Blackline Master: pg. 145



PU Teacher’s Edition Meeting Individual Needs: pg. 66 Teacher's Resource Binder Meeting Individual Needs: pg. 74

3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).

RN OP02 - Engaging in independent reading activities Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus 1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Resource Binder Theme Opener: pg. 40, 106 Writing: pg. 44, 60, 75 Black Line Master: pg. 55, 69-70, 85-86, 102-103 Theme Closer: pg. 105 Reading Chapter 5: pg. 110 Reading Chapter 6: pg. 126

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Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus Continued 1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.


PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 94, 106 Teacher’s Resource Binder Writing Option 1: pg. 44, 60, 75, 91, 110, 142 Writing Option 2: pg. 60, 91, 126, 157 Black Line Master: pg. 55, 70, 86, 103, 121, 152 Check and Reflect: pg. 56, 71, 87, 104, 122, 153



PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Resource Binder Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157 Blackline Master: pg. 54, 55, 69, 70, 85, 86, 102, 103, 120, 121, 136, 137, 151, 152, 167, 168



Research and Technology PU Teacher’s Edition

ESL: pg. 91 Teacher’s Resource Binder Reinforcing the Nonfiction Strategy: pg. 157 Black Line Master: pg. 159



Teaching Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106Teacher’s Resource Binder Teaching Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157


RN N/A

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Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Evaluation and Revision

PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Check and Reflect: pg. 56, 71, 87, 104, 122, 138, 153



PU Student Edition Writing: pg. 83 Teacher’s Edition During Writing: pg. 82 Vocabulary Extension: pg. 87 Teacher’s Resource Binder Writing: (Option 2): pg. 44, 75, 110 Theme 2 Opener: pg. 106 Writing: (Option 1): pg. 126 Check and Reflect: (On Your Own): pg. 138




suspense).


PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 94, 106 Reteaching: pg. 36, 48, 104 ESL: pg. 103 Teacher’s Resource Binder Check and Reflect: (On Your Own): pg. 86, 122, 153, 169 Writing: pg. 60, 75, 91, 110, 126, 142, 157




conclusions as needed.

RN WF01 - Writing Informational Essays PU Teacher’s Edition

ESL: pg. 91 Reteaching: pg. 109 Teacher's Resource Binder Writing Option 2: pg. 110, 126 Theme 1 Closer: pg. 105 Reinforcing the Nonfiction Strategy: pg. 156, 157




c. Include a bibliography. RN RS05 - Using research skills and strategies

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PU Teacher’s Edition Reteaching: pg. 12, 32, 68 Reciprocal Teaching: pg. 103 Strategy Tip: pg. 89 Meeting Individual Needs: pg. 78, 102 Teacher’s Resource Binder Black Line Master: pg. 45, 46, 48-53, 64-68, 79-84, 95-101, 114-119, 130-135, 144, 146-150, 158, 161-165 Reinforcing the Nonfiction Strategy: pg. 125 Meeting Individual Needs: pg. 140, 142 Theme 2 Closer: pg. 170




sustained use of examples and textual evidence.


Writing: pg. 23 Teacher’s Edition During Writing: pg. 22 Teacher’s Resource Binder Writing Option 1: pg. 60, 142 Writing Option 2: pg. 91



counterarguments.


PU Student Edition Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106Teacher’s Resource Binder Practice Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157



Grammar 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

PU Student Edition Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106

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Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Grammar

PU Teacher's Resource Binder Practice Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157

Continued 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

RN N/A Punctuation

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Practice Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157

1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.



Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Resource Binder Practice Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157 Writing Tip: pg. 55, 70, 121, 137



Spelling PU Student Edition

Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Words, Words, Words: pg. 37 During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Introducing Word Skills: pg. 74 Writing Tip: pg. 152, 168

1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there).

RN OP05 - Repeating missed words on quizzes for mastery

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PU Teacher’s Edition Family Involvement: pg. 10, 22, 46, 70, 82 Group Sharing: pg. 11, 35, 47, 71, 95 ESL: pg. 19, 31, 79 Meeting Individual Needs: pg. 30 Teacher’s Resource Binder Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 ESL: pg. 108 Theme 2 Closer: pg. 170



Group Sharing: pg. 23, 35 Meeting Individual Needs: pg. 90 Teacher’s Resource Binder ESL: pg. 108



Before Writing: pg. 70 Group Sharing: pg. 71 Teacher’s Resource Binder Theme 1 Closer: pg. 105




Family Involvement: pg. 10, 22, 46, 70, 82 Meeting Individual Needs: pg. 30 Group Sharing: pg. 71, 83 Teacher’s Resource Binder Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: P: 170



Family Involvement: pg. 10, 22, 46, 70, 82 Meeting Individual Needs: pg. 30 Group Sharing: pg. 71, 83 Teacher's Resource Binder Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: P: 170


RN N/A

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PU Teacher’s Edition Introducing the Strategy: pg. 2, 14, 26, 38, 62, 74, 86 Discussing the Responses: pg. 8, 20, 32, 44, 68, 80, 92, 104 Meeting Individual Needs: pg. 66 Group Sharing: pg. 95 Reciprocal Teaching: pg. 103 Teacher's Resource Binder Introducing the Strategy: pg. 2, 14, 26, 38, 62, 74, 86 Discussing the Responses: pg. 8, 20, 32, 44, 68, 80, 92, 104 Meeting Individual Needs: pg. 66 Group Sharing: pg. 95 Reciprocal Teaching: pg. 103



ESL: pg. 7, 19, 31, 43, 79 After Reading: pg. 8, 20, 32, 68, 80, 92, 104 Meeting Individual Needs: pg. 30, 90 Group Sharing: pg. 47, 83, 95, 107 Theme Wrap-Up: pg. 50, 110 Family Involvement: pg. 70, 106 Reteaching: pg. 96 Teacher’s Resource Binder Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170




RN N/A

PU Teacher’s Edition Group Sharing: pg. 23, 95

1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.

RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

PU Teacher’s Edition Family Involvement: pg. 82 Group Sharing: pg. 83



tension, or suspense).

RN N/A

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PU Teacher’s Edition Group Sharing: pg. 47, 71 Teacher’s Resource Binder Theme 1 Closer: pg. 105



explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

RN N/A

PU Teacher’s Edition Introducing the Strategy: pg. 2, 14, 26, 38, 62, 74, 86 Discussing the Responses: pg. 8, 20, 32, 44, 68, 80, 92, 104 Reteaching: pg. 12, 32, 68 Strategy Tip: pg. 41 Reciprocal Teaching: pg. 79, 91, 103 Teacher’s Resource Binder Reading Selection Chapter 1: pg. 42, 58, 73, 89, 108, 124, 140, 155 Meeting Individual Needs: pg. 44, 59, 60, 90, 110, 126, 141, 157 Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Reinforcing the Nonfiction Strategy: pg. 125, 126 Reinforcing the Fiction Strategy: pg. 141, 142 Theme 2 Closer: pg. 170






Group Sharing: pg. 23 2.4 Deliver persuasive presentations:

a. Provide a clear statement of the position. b. Include relevant evidence. c. Offer a logical sequence of information. d. Engage the listener and foster acceptance of the

proposition or proposal.

RN N/A

PU Teacher’s Edition Meeting Individual Needs: pg. 30 Family Involvement: pg. 70, 82 Group Sharing: pg. 107 Teacher’s Resource Binder Theme 2 Closer: pg. 170




RN N/A

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PU Teacher’s Edition Strategy Workout: pg. 12, 24, 36, 48, 72, 84, 96, 108 Reteaching: pg. 25 Teacher's Resource Binder ESL: pg. 76 Theme 1 Closer: pg. 107




Words, Words, Words: pg. 37, 97 Teacher’s Edition Words, Words, Words: pg. 37, 97 Teacher’s Resource Binder ESL: pg. 44, 60, 77, 78, 112, 144, 158 Introducing Word Skills: pg. 77, 144 Blackline Master: pg. 81



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PU Teacher's Resource Binder Reading Chapter 4: pg. 60 ESL: pg. 110

1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.

RN OP04 - Building vocabulary knowledge and confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words

PU Student Edition Words, Words, Words: pg. 49 Teacher’s Edition Vocabulary Builder: pg. 15, 39, 75, 99 Reciprocal Teaching: pg. 31 Words, Words, Words: pg. 49 Teacher’s Resource Binder Introducing Vocabulary: pg. 59, 92, 127, 158 Reading Chapters 2-4 (-5, -6, or -7): pg. 60, 61, 93, 94, 128, 129, 144, 145 Meeting Individual Needs: pg. 60, 127, 128 Introducing Word Skills: pg. 93 Blackline Master: pg. 97 ESL: pg. 110



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PU Student Edition Words, Words, Words: pg. 25 Teacher’s Edition Words, Words, Words: pg. 25 Reteaching: pg. 25 Teacher's Resource Binder Meeting Individual Needs: pg. 59 Introducing Word Skills: pg. 60 Black Line Masters: pg. 64




PU Student Edition Words, Words, Words: pg. 85 Teacher’s Edition Meeting Individual Needs: pg. 18 Strategy Workout: pg. 24, 84, 108 Reteaching: pg. 24, 49 Words, Words, Words: pg. 85 Teacher's Resource Binder Introducing the Nonfiction Strategy: pg. 60, 128, 159 Reinforcing the Nonfiction Strategy: pg. 61, 128, 129, 159, 160 Black Line Master: pg. 63, 131, 162 Theme 1 Closer: pg. 107 Introducing Word Skills: pg. 128 Meeting Individual Needs: pg. 129

2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.


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GRADE SIX


Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal. Structural Features of Informational Materials

PU Student Edition Strategy: pg. 14 Teacher’s Edition Strategy: pg. 14 Teacher’s Resource Binder Introducing the Reading Strategy: pg. 59 Black Line Masters: pg. 62




Strategy: pg. 2 Before Reading: pg. 4, 28, 100 ESL: pg. 7, 79, 103 Strategy Tip: pg. 17 Theme Wrap-Up: pg. 50, 110 Reteaching: pg. 80, 92, 96, 104 Family Involvement: pg. 82, 106 Teacher's Resource Binder Theme 1 Opener: pg. 40 ESL: pg. 92 Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173



PU Teacher’s Edition Reciprocal Teaching: pg. 7, 67 Meeting Individual Needs: pg. 18, 78 Reteaching: pg. 24, 72 Strategy Tip: pg. 65 ESL: pg. 67 Teacher’s Resource Binder Writing Option 1: pg. 44, 94 Blackline Master: pg. 105



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PU Teacher’s Edition Teaching opportunity Before Writing: pg. 22 Teacher's Resource Binder Teaching opportunity Introducing the Nonfiction Strategy: pg. 60 Reinforcing the Nonfiction Strategy: pg. 61 Blackline Master: pg. 63

2.5 Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership).


Expository Critique PU Teacher’s Edition

Before Reading: pg. 16 Strategy Tip: pg. 17 Reciprocal Teaching: pg. 19, 79

2.6 Determine the adequacy and appropriateness of the evidence for an author’s conclusions.

RN RS08 - Making connections with prior knowledge PU Teacher’s Edition

After Reading: pg. 8, 20, 68, 80, 92, 104 Teacher’s Resource Binder Theme 1 Closer: pg. 107



PU Teacher’s Edition Strategy: pg. 98 Teacher's Resource Binder Introducing the Reading Strategy: pg. 158 Theme 1 Opener: pg. 40

2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.

RN VA19 - Extending knowledge and skills to increasingly complex reading tasks

3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature 3.1 Identify the forms of fiction and describe the major characteristics of each form.

PU Student Edition (Reading Selection): pg. 100-104 Teacher’s Edition Strategy Tip: pg. 29 Before Reading: pg. 100 ESL: pg. 103

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GRADE SIX


Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature

PU Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 43, 77, 111, 144

Reinforcing the Fiction Strategy: pg. 43, 112, 145 Blackline Master: pg. 46, 80, 114, 147 ESL: pg. 92 Meeting Individual Needs: pg. 145

Continued 3.1 Identify the forms of fiction and describe the major characteristics of each form.

RN N/A Narrative Analysis of Grade-Level-Appropriate Text

PU Student Edition Think-Along Question: pg. 5, 51, 68 Thinking About the Selection: pg. 9, 33 Strategy Workout: pg. 12 Teacher’s Edition Strategy Tip: pg. 5, 65, 89 Strategy Workout: pg. 12 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 43 Reinforcing the Fiction Strategy: pg. 43 Blackline Master: pg. 46



PU Student Edition Strategy Workout: pg. 36 Thinking About the Selection: pg. 69 Teacher’s Edition Strategy: pg. 26 Strategy Workout: pg. 36 Reteaching: pg. 36 Thinking About the Selection: pg. 69(Q6) Teacher’s Resource Binder Introducing the Reading Strategy: pg. 76 Introducing the Fiction Strategy: pg. 77 Reinforcing the Fiction Strategy: pg. 78 Blackline Master: pg. 80



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PU Student Edition Thinking About the Selection: pg. 93 Teacher’s Edition Strategy Tip: pg. 77 Meeting Individual Needs: pg. 90


RN RS20 - Determining point of view PU Student Edition

Strategy Workout: pg. 96 Teacher’s Edition Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 14, 26, 38, 74, 86, 98 Strategy Workout: pg. 96 Reteaching: pg. 96 Teacher’s Resource Binder Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Introducing the Fiction Strategy: pg. 144 Reinforcing the Fiction Strategy: pg. 145 Meeting Individual Needs: pg. 145 Theme 2 Closer: pg. 173



PU Student Edition Words, Words, Words: pg. 37 Teacher’s Edition Words, Words, Words: pg. 37 Teacher’s Resource Binder Introducing Word Skills: pg. 77 ESL: pg. 44, 60, 77, 78, 112, 144, 158 Blackline Master: pg. 81


RN N/A

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GRADE SIX


Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Literary Criticism

PU Teacher’s Edition Teaching opportunity Strategy: pg. 2 After Reading: pg. 104 Teacher's Resource Binder ESL: pg. 92

3.8 Critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction).

RN OP02 - Engaging in independent reading activities Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Resource Binder Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160



PU Student Edition Writing: pg. 11, 35, 47, 71, 95 Teacher’s Edition During Writing: pg. 10, 34, 46, 70, 94 Teacher’s Resource Binder Writing: pg. 44, 61, 78, 94, 112, 129, 145, 160



PU Student Edition Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94 Teacher’s Resource Binder Teaching opportunity Writing: pg. 44, 61, 78, 94, 112, 129, 145, 160



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GRADE SIX


Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Research and Technology

PU Teacher’s Edition Teaching opportunity Nonfiction Strategy Workout: pg. 24 Teacher’s Resource Binder Theme 1 Opener: pg. 40 Theme 2 Opener: pg. 108



Teaching Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Resource Binder Teaching opportunity Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160



PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Check and Reflect: pg. 57, 74, 90, 106, 125, 141, 156, 172



PU Student Edition Writing: pg. 107 Teacher’s Edition During Writing: pg. 106 Reteaching: pg. 13, 72, 96 Vocabulary Extension: pg. 39, 63 Teacher’s Resource Binder Writing—Option 1: pg. 160 Writing—Option 2: pg. 44, 78, 112, 145, 160 Blackline Masters: pg. 170-171




suspense).


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PU Student Edition Writing: pg. 11, 35, 71, 83, 95 Teacher’s Edition During Writing: pg. 11, 35, 71, 83, 95 Teacher’s Resource Binder Writing Option 1: pg. 44, 78, 94, 112, 129, 145 Writing Option 2: pg. 61, 94, 129





PU Teacher’s Edition Teaching opportunity Strategy Workout: pg. 24 Reteaching: pg. 24 Teacher's Resource Binder Writing—Option 2: pg. 94




c. Include a bibliography. RN RS05 - Using research skills and strategies

PU Teacher’s Edition Fiction Strategy Workout: pg. 12, 72, 96 Reteaching: pg. 36 Teacher’s Resource Binder Introducing the Fiction Strategy: pg. 43, 111 Reinforcing the Fiction Strategy: pg. 43, 112




sustained use of examples and textual evidence. RN N/A PU Student Edition

Writing: pg. 71, 83 Teacher’s Edition During Writing: pg. 70, 82 Teacher’s Resource Binder Writing Option 1: pg. 112, 129 D/P: Writing Option 2: pg. 129



counterarguments.


PU Student Edition Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106Teacher’s Resource Binder Practice Opportunity Writing Options 1 & 2: 44, 61, 78, 94, 112, 129 Blackline Masters: pg.56, 73, 89, 95, 105, 124, 140



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GRADE SIX


Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure Grammar

PU Student Edition Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Practice Opportunity Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160

1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.

RN N/A Punctuation

PU N/A 1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.



Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Resource Binder Practice Opportunity Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160 Writing Tip: pg. 55, 70, 121, 137




Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Reteaching: pg. 13 Teacher's Resource Binder Introducing Word Skills: pg. 43 Black Line Masters: pg. 47

1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there).


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PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Family Involvement: pg. 10, 22, 34, 46, 70, 82, 94, 106 Strategy Tip: pg. 29 Teacher’s Resource Binder Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108



Group Sharing: pg. 11, 23, 83, 95, 107 Meeting Individual Needs: pg. 30 Teacher’s Resource Binder Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 107 Theme 2 Closer: pg. 173



Strategy Workout: 12, 24, 36, 48, 72, 84, 96, 108 Group Sharing: pg. 35 Teacher’s Resource Binder Writing Option 1: pg. 78




Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173



Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173



Group Sharing: pg. 71, 83 Reinforcing the Theme: pg. 74 After Reading: pg. 80 Teacher's Resource Binder Theme 2 Closer: pg. 173


RN N/A

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PU Teacher’s Edition Family Involvement: pg. 10, 22, 34, 46, 70, 82, 94, 106 Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Resource Binder Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173




RN N/A

PU Teacher’s Edition Group Sharing: pg. 71, 83 Teacher's Resource Binder Theme 1 Opener: pg. 40 Writing: pg. 112, 129

1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information.

RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Reteaching: pg. 48, 104 ESL: pg. 103 Teacher's Resource Binder Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173



tension, or suspense).


Family Involvement: pg. 10, 22, 34, 46, 70, 82, 94, 106 Reteaching: pg. 24 Teacher’s Resource Binder Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173



explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).


After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Strategy Tip: pg. 29 Teacher’s Resource Binder Theme 1 Closer: pg. 107 Theme 2 Closer: pg. 173





RN N/A

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PU Teacher’s Edition Group Sharing: pg. 71, 83 Reteaching: pg. 80 Teacher's Resource Binder Theme 2 Closer: pg. 173


proposition or proposal. RN N/A PU Teacher’s Edition

Group Sharing: pg. 83 2.5 Deliver presentations on problems and solutions:

a. Theorize on the causes and effects of each problem and establish connections between the defined problem and at least one solution.


RN N/A

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A Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)

GRADE SEVEN

CALIFORNIA FRAMEWORKS STECK-VAUGHN POWER UP! LEVEL 1 AND RENAISSANCE LEARNING (RN)


PU Student Edition Words, Words, Words: pg. 97 Teacher’s Edition Words, Words, Words: pg. 97 ESL: pg. 7, 91 Teacher's Resource Binder Introducing Word Skills: pg. 138 ESL: pg. 42, 73, 74, 89, 107 Blackline Master: pg. 143

1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.

RN OP06 - Measuring reading level and comprehension OP07 - Building comprehension VA01 - Reading and understanding grade-level material WA07 - Interpreting Figurative Language

PU Student Edition Words, Words, Words: pg. 85 Teacher’s Edition Words, Words, Words: pg. 85 Teacher's Resource Binder Introducing Word Skills: pg. 122 D/P: Reading Chapter 4: pg. 123 Blackline Master: pg. 127

1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.

RN OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA05 - Using root words to determine the meaning of unknown words VA06 - Recognizing prefixes VA07 - Recognizing suffixes WA06 - Using Prefixes, Suffixes, and Roots of Words FP14 - Identifying unfamiliar vocabulary based on word structure, or letter sounds

Student Edition Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Vocabulary Builder: pg. 15, 39, 75, 99 Reciprocal Teaching: pg. 91 Nonfiction Reading Strategy: pg. 101

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PU Teacher's Resource Binder Introducing Word Skills: pg. 43, 59 Introducing Vocabulary: pg. 58, 88, 121, 152 Blackline Master: pg 48

1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.

RN OP03 - Acquiring automaticity with 400 vocabulary words OP04 - Building vocabulary knowledge and confidence OP07 - Building comprehension VA03 - Developing vocabulary VA04 - Discussing meanings of words VA16 - Using reference books to develop vocabulary VA17 - Using resources and references to confirm definitions and pronunciations

2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials

PU Student Edition Strategy: pg. 38 Teacher’s Edition Strategy: pg. 38 Nonfiction Reading Strategy: pg. 41, 77 Teacher's Resource Binder Introducing the Reading Strategy: pg. 88, 121, 152 ESL: pg. 152

2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

RN FP17 - Reading a variety of different fiction, non-fiction texts

PU N/A 2.2 Locate information by using a variety of consumer, workplace, and public documents. RN OP01 - Reading for a variety of purposes

OP02 - Engaging in independent reading activities PU N/A 2.3 Analyze text that uses the cause and effect

organizational pattern. RS16 - Identifying cause and effect

Comprehension and Analysis of Grade-Level-Appropriate Text PU N/A 2.4 Identify and trace the development of an author’s

argument, point of view, or perspective in text. RN RS19 - Recognizing author's purpose RS20 - Determining point of view

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GRADE SEVEN


Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text

PU N/A 2.5 Understand and explain the use of a simple mechanical device by following technical directions. RN OP01 - Reading for a variety of purposes

OP02 - Engaging in independent reading activities VA01 - Reading and understanding grade-level material VA19 - Extending knowledge and skills to increasingly complex reading tasks

Expository Critique PU N/A 2.6 Assess the adequacy, accuracy, and appropriateness of

the author's evidence to support claims and assertions, noting instances of bias and stereotyping.

RN OP01 - Reading for a variety of purposes VA19 - Extending knowledge and skills to increasingly complex reading tasks


PU Teacher’s Edition Strategy: pg. 26 Fiction Reading Strategy: pg. 5, 29, 65, 89 Teacher's Resource Binder Introducing the Reading Strategy: pg. 73 Introducing the Fiction Strategy: pg. 43, 74, 107, 138 Reinforcing the Fiction Strategy: pg. 44, 75, 139 Meeting Individual Needs: pg. 44, 74, 75 Blackline Master: pg. 46, 77, 141

3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay).

RN VA02 - Reading from a variety of genres Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).

PU Student Edition Strategy: pg. 26 Teacher’s Edition Fiction Reading Strategy: pg. 5 Strategy: pg. 26 After Reading: pg. 32 Teacher's Resource Binder Introducing the Reading Strategy: pg. 73 Introducing the Fiction Strategy: pg. 43, 73 Reinforcing the Fiction Strategy: pg. 44 Blackline Master: pg. 46, 76

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GRADE SEVEN


Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text Continued 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).


PU Student Edition Think-Along Questions: pg. 4, 5, 6,8 Thinking About the Selection: pg. 9 Teacher’s Edition Fiction Reading Strategy: pg. 65 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 107 Black Line Master: pg. 49-53, 110

3.3 Analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.

RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization RS30 - Drawing conclusions about characters' feelings

PU Teacher’s Edition Fiction Reading Strategy: pg. 89 Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 14, 26, 38, 74, 86, 98 Theme Wrap-Up Selections: pg. 50, 110 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 138 Reinforcing the Fiction Strategy: pg. 139 Blackline Master: pg. 141 Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 103 Theme 2 Opener: pg. 104 Theme 2 Closer: pg. 166

3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

RN RS03 - Identifying theme RS04 - Selecting books/resources for a theme

PU N/A 3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.

RN RS15 - Comparing and contrasting RS20 - Determining point of view

Literary Criticism PU Teacher’s Edition

Discussing the Responses: pg. 8, 32, 68, 92 Teacher's Resource Binder Theme 1 Closer: pg. 103

3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses.


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PU Student Edition Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Writing Option 1: pg. 44, 75, 90, 108, 123, 139, 154 Writing Option 2: pg. 60, 90, 123, 154

1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.


Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Writing Option 1: pg. 44, 75, 90, 108, 123, 139, 154 Writing Option 2: pg. 60, 90, 123, 154

1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

RN RS05 - Using research skills and strategies PU Student Edition

Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Writing Option 1: pg. 44, 75, 90, 108, 123, 139, 154 Writing Option 2: pg. 60, 90, 123, 154

1.3 Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts.

RN N/A Research and Technology

PU Teacher's Resource Binder Writing Option 2: pg. 60

1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.

RN WF01 - Writing Informational Essays PU Teacher's Resource Binder

Teaching Opportunity: Writing Option 2: pg. 60

1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.

RN WF01 - Writing Informational Essays PU Student Edition

Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Teaching opportunity Writing Option 1: pg. 44, 60, 75, 90, 108, 123, 139, 154

1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

RN N/A

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GRADE SEVEN


Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Evaluation and Revision

PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Blackline Master: pg. 56, 71, 86, 102, 119, 135, 150

1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.

RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

PU Student Edition Writing: pg. 11 Teacher’s Edition During Writing: pg. 10 Teacher's Resource Binder Writing Option 1: pg. 60 Writing Option 2: pg. 44, 75, 108, 139 Blackline Master: pg. 46

2.1 Write fictional or autobiographical narratives: a. Develop a standard plot line (having a beginning,

conflict, rising action, climax, and denouement) and point of view.

b. Develop complex major and minor characters and a definite setting.

c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions). RN OP14 - Writing in a variety of forms

WF02 - Writing Narratives (stories, real or imagined) RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action

PU Teacher's Resource Binder Writing Option 1: pg. 90, 123, 154

2.2 Write responses to literature: a. Develop interpretations exhibiting careful reading,

understanding, and insight. b. Organize interpretations around several clear ideas,

premises, or images from the literary work. c. Justify interpretations through sustained use of

examples and textual evidence.

RN OP14 - Writing in a variety of forms WF06 - Writing Reviews FP13 - Exhibiting reading comprehension through assessment


2.3 Write research reports: a. Pose relevant and tightly drawn questions about the

topic. b. Convey clear and accurate perspectives on the

subject. c. Include evidence compiled through the formal

research process (e.g., use of a card catalog, Reader''s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).

d. Document reference sources by means of footnotes and a bibliography.

RN OP14 - Writing in a variety of forms WF01 - Writing Informational Essays WA08 - Using Reference Materials

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GRADE SEVEN


Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

PU Student Edition Writing: pg. 95, 107 Teacher’s Edition During Writing: pg. 95, 107 Teacher's Resource Binder Writing Option 1: pg. 139, 154 Writing Option 2: pg. 90

2.4 Write persuasive compositions: a. State a clear position or perspective in support of a

proposition or proposal. b. Organize the interpretation around several clear

ideas, premises, or images. c. Anticipate and address reader concerns and

counterarguments. RN OP14 - Writing in a variety of forms

WF07 - Writing Persuasive Essays PU Teacher’s Edition

Reciprocal Teaching: pg. 7, 67 Reteaching: pg. 44 Strategy Tip: pg. 77 Teacher's Resource Binder Writing Option 1: pg. 90 Blackline Master: pg. 101-102

2.5 Write summaries of reading materials: a. Include the main ideas and most significant details. b. Use the student's own words, except for

quotations. c. Reflect underlying meaning, not just the

superficial details.

RN OP14 - Writing in a variety of forms RS27 - Summarizing plot WF04 - Writing Summaries RS28 - Summarizing information by noting main idea and important details

Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure

PU N/A 1.1 Place modifiers properly and use the active voice. RN N/A

Grammar PU N/A 1.2 Identify and use infinitives and participles and make

clear references between pronouns and antecedents. RN N/A PU N/A 1.3 Identify all parts of speech and types and structure of

sentences. RN GR01 - Differentiating between phrases and sentences, including dialogue


1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).


Punctuation 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.

PU Teacher’s Edition N/A

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Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Punctuation Continued 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.



Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching opportunity Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Teaching opportunity Writing Options 1 & 2: pg. 44, 60, 75, 90, 108, 123, 139, 154



Spelling PU N/A 1.7 Spell derivatives correctly by applying the spellings of

bases and affixes. RN OP05 - Repeating missed words on quizzes for mastery

Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension


1.1 Ask probing questions to elicit information, including evidence to support the speaker's claims and conclusions.


Group Sharing: pg. 107 1.2 Determine the speaker's attitude toward the subject.


Group Sharing: pg. 95, 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154

1.3 Respond to persuasive messages with questions, challenges, or affirmations..

RN N/A Organization and Delivery of Oral Communication

PU Teacher’s Edition Group Sharing: pg. 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154

1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience.

N/A

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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Organization and Delivery of Oral Communication


1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience.


Group Sharing: pg. 107 1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. RN N/A Analysis and Evaluation of Oral and Media Communications


1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech's content and delivery and its overall impact upon the listener. RN N/A

PU N/A 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.

RN N/A

2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

PU Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 60 Writing Option 2: pg. 44, 75, 108, 139

2.1 Deliver narrative presentations: a. Establish a context, standard plot line (having a

beginning, conflict, rising action, climax, and denouement), and point of view.

b. Describe complex major and minor characters and a definite setting.

c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions).

RN RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action RS29 - Identifying characterization

PU Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 90 Blackline Master: pg. 101-102

2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and the

most significant details. b. Use the student's own words, except for material

quoted from sources. c. Convey a comprehensive understanding of sources,

not just superficial details.

RN N/A

PU Teacher's Resource Binder Teaching Opportunity: Writing Option 2: pg. 60

2.3 Deliver research presentations: a. Pose relevant and concise questions about the topic. b. Convey clear and accurate perspectives on the

subject. c. Include evidence generated through the formal

research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries).

d. Cite reference sources appropriately.

RN N/A

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PU Teacher’s Edition Group Sharing: pg. 95, 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154

2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of an

argument or proposal. b. Describe the points in support of the argument and

employ well-articulated evidence. RN N/A

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A Harcourt Achieve Correlation Of Steck-Vaughn Power Up! And Renaissance Learning To the California Language Arts Frameworks (1997)

GRADE SEVEN



PU Student Edition Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Reciprocal Teaching: pg. 31 Teacher's Resource Binder Introducing Word Skills: pg. 43 ESL: pg. 42, 59, 74, 75, 110, 111, 126, 141, 142 Blackline Master: pg. 48


RN OP06 - Measuring reading level and comprehensionOP07 - Building comprehension VA01 - Reading and understanding grade-level material WA07 - Interpreting Figurative Language

PU Student Edition Words, Words, Words: pg. 109 Teacher’s Edition Words, Words, Words: pg. 109 Teacher's Resource Binder Introducing Word Skills: pg. 158 ESL: pg. 92 Meeting Individual Needs: pg. 141 Blackline Master: pg. 163




PU Student Edition Words, Words, Words: pg. 49 Teacher’s Edition Words, Words, Words: pg. 49 Vocabulary Builder: pg. 15, 39, 75, 99 Teacher's Resource Binder Introducing Word Skills: pg. 92 Introducing Vocabulary: pg. 58, 91, 125, 157 Meeting Individual Needs: pg. 141 Blackline Master: pg 48

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Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Vocabulary and Concept Development Continued 1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.


2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials

PU Student Edition Strategy: pg. 14 Teacher’s Edition Strategy: pg. 14, 38 Nonfiction Reading Strategy: pg. 17, 41, 77, 101 Teacher's Resource Binder Introducing the Reading Strategy: pg. 58, 91 Introducing the Nonfiction Strategy: pg. 92 Reinforcing the Nonfiction Strategy: pg. 93 Blackline Master: pg. 95



PU Teacher’s Edition Reteaching: pg. 41 Teacher's Resource Binder Introducing the Nonfiction Strategy: pg. 92 Reinforcing the Nonfiction Strategy: pg. 93 Blackline Master: pg. 95

2.2 Locate information by using a variety of consumer, workplace, and public documents.


PU Student Edition Strategy: pg. 38 Teacher’s Edition Strategy/Introducing the Strategy: pg. 38 Teacher's Resource Binder Introducing the Reading Strategy: pg. 91 Blackline Master: pg. 77, 94

2.3 Analyze text that uses the cause and effect organizational pattern.

RS16 - Identifying cause and effect

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PU Teacher’s Edition Strategy: pg. 98 Teacher's Resource Binder Introducing the Reading Strategy: pg. 157 Blackline Master: pg. 160

2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.

RN RS19 - Recognizing author's purpose RS20 - Determining point of view



Expository Critique PU N/A 2.6 Assess the adequacy, accuracy, and appropriateness of

the author's evidence to support claims and assertions, noting instances of bias and stereotyping.



PU Teacher’s Edition Strategy: pg. 2, 26, 86 Fiction Reading Strategy: pg. 5, 29, 65, 89 Teacher's Resource Binder Introducing the Reading Strategy: pg. 42, 74, 141Introducing the Fiction Strategy: pg. 43, 75, 110, 142 Reinforcing the Fiction Strategy: pg. 76, 111, 143Meeting Individual Needs: pg. 76, 110, 143 Blackline Master: pg. 46, 77, 78, 113, 145



PU Student Edition Strategy: pg. 26 Teacher’s Edition Strategy: pg. 26 Fiction Reading Strategy: pg. 29 Reciprocal Teaching: pg. 43 Reteaching: pg. 80

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PU Teacher's Resource Binder Introducing the Reading Strategy: pg. 74 Introducing the Fiction Strategy: pg. 75 Meeting Individual Needs: pg. 76 Reinforcing the Fiction Strategy: pg. 76 Blackline Master: pg. 55, 78, 189

Continued 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).


PU Student Edition Think-Along Question: pg. 6 Thinking About the Selection: pg. 9 Teacher’s Edition Fiction Reading Strategy: pg. 5 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 43 Reinforcing the Fiction Strategy: pg. 44 Black Line Master: pg. 46



PU Teacher’s Edition Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 26, 86 Fiction Reading Strategy: pg. 89 Theme Wrap-Up Selections: pg. 50, 110 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 142 Meeting Individual Needs: pg. 143 Blackline Master: pg. 145 Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 106 Theme 2 Opener: pg. 107 Theme 2 Closer: pg. 172



PU Teacher’s Edition Strategy: pg. 86 Teacher's Resource Binder Introducing the Reading Strategy: pg. 141

3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.


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Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Literary Criticism

PU Teacher’s Edition Discussing the Responses: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher's Resource Binder Theme 1 Closer: pg. 106


RN RS20 - Determining point of view Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus

PU Student Edition Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107Teacher's Resource Binder Writing Options 1 & 2: pg. 44, 60, 76, 93, 111, 127, 143, 159



Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107Teacher's Resource Binder Writing Options 1 & 2: pg. 44, 60, 76, 93, 111, 127, 143, 159



Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107Teacher's Resource Binder Writing Options 1 & 2: pg. 44, 60, 76, 93, 111, 127, 143, 159



PU Teacher’s Edition Nonfiction Reading Strategy: pg. 41 Teacher's Resource Binder Introducing the Nonfiction Strategy: pg. 92 Black Line Master: pg. 95 Theme 1 Closer: pg. 106 Theme 2 Closer: pg. 172


RN WF01 - Writing Informational Essays

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PU N/A 1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.


PU Student Edition Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Teaching opportunity Writing Option 2: pg. 44, 60, 76, 93, 111, 127, 143



PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Blackline Master: pg. 56, 72, 89, 105, 123, 139, 155, 171



PU Student Edition Writing: pg. 11 Teacher’s Edition During Writing: pg. 10 Strategy Tip: pg. 77 Vocabulary Extension: pg. 87 Reteaching: pg. 108 Teacher's Resource Binder Writing Option 1: pg. 44 Writing Option 2: pg. 44, 76, 111, 143




c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions).

RN OP14 - Writing in a variety of forms WF02 - Writing Narratives (stories, real or imagined) RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action

PU Student Edition Writing: pg. 95 Teacher’s Edition During Writing: pg. 94 Teacher's Resource Binder Writing Option 1: pg. 143 Writing Option 2: pg. 127

2.2 Write responses to literature: a. Develop interpretations exhibiting careful

reading, understanding, and insight. b. Organize interpretations around several clear

ideas, premises, or images from the literary work. c. Justify interpretations through sustained use of

examples and textual evidence. RN OP14 - Writing in a variety of forms

WF06 - Writing Reviews FP13 - Exhibiting reading comprehension through assessment

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PU N/A 2.3 Write research reports: a. Pose relevant and tightly drawn questions about

the topic. b. Convey clear and accurate perspectives on the





PU Student Edition Writing: pg. 35, 71, 83 Teacher’s Edition During Writing: pg. 34, 70, 82 Teacher's Resource Binder Writing Option 1: pg. 111, 127 Writing Option 2: pg. 159

2.4 Write persuasive compositions: a. State a clear position or perspective in support of

a proposition or proposal. b. Organize the interpretation around several clear



WF07 - Writing Persuasive Essays PU Student Edition

Writing: pg. 47 Teacher’s Edition During Writing: pg. 46 Reciprocal Teaching: pg. 7, 67 Nonfiction Reading Strategy: pg. 77 Meeting Individual Needs: pg. 102 Teacher's Resource Binder Reinforcing the Nonfiction Strategy: pg. 60 Writing Option 1: pg. 93 Writing Option 2: pg. 127 Blackline Master: pg. 105

2.5 Write summaries of reading materials: a. Include the main ideas and most significant

details. b. Use the student's own words, except for


superficial details.

RN OP14 - Writing in a variety of forms RS27 - Summarizing plot WF04 - Writing Summaries RS28 - Summarizing information by noting main idea and important details




clear references between pronouns and antecedents. RN N/A

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PU N/A 1.3 Identify all parts of speech and types and structure of sentences. RN GR01 - Differentiating between phrases and

sentences, including dialogue PU Teacher’s Edition

Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Blackline Master: pg. 56, 72, 89, 105, 123, 139, 155, 171



Punctuation PU N/A 1.5 Identify hyphens, dashes, brackets, and semicolons

and use them correctly. RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension


Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Teaching opportunity Writing Options 1 & 2: pg. 44, 60, 75, 90, 108, 123, 139, 154



Spelling PU N/A 1.7 Spell derivatives correctly by applying the spellings

of bases and affixes. RN OP05 - Repeating missed words on quizzes for mastery


PU Teacher’s Edition Group Sharing: pg. 23, 35, 71, 83, 95, 107



Group Sharing: pg. 23, 35, 71, 83, 95, 107 1.2 Determine the speaker's attitude toward the subject.

RN N/A

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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Comprehension

PU Teacher’s Edition Group Sharing: pg. 35, 71, 83, 95



PU Teacher’s Edition Group Sharing: pg. 71 Teacher's Resource Binder Writing Option 1: pg. 111 Writing Option 2: pg. 60


N/A PU Teacher’s Edition

Group Sharing: pg. 71 Teacher's Resource Binder Writing Option 1: pg. 111 Writing Option 2: pg. 60



Group Sharing: pg. 71 1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations. RN N/A Analysis and Evaluation of Oral and Media Communications


1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech's content and delivery and its overall impact upon the listener. RN N/A


RN N/A


PU Teacher’s Edition Group Sharing: pg. 11 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 44 Writing Option 2: pg. 44, 76, 111, 143






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PU Teacher’s Edition Reciprocal Teaching: pg. 7, 67 Nonfiction Reading Strategy: pg. 77 Meeting Individual Needs: pg. 102 Teacher's Resource Binder Teaching Opportunity: Reinforcing the Nonfiction Strategy: pg. 60 Writing Option 1: pg. 93 Writing Option 2: pg. 127 Blackline Master: pg. 105

2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and

the most significant details. b. Use the student's own words, except for material

quoted from sources. c. Convey a comprehensive understanding of

sources, not just superficial details.

RN N/A PU N/A 2.3 Deliver research presentations:

a. Pose relevant and concise questions about the topic.

b. Convey clear and accurate perspectives on the subject.

c. Include evidence generated through the formal research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries).


RN N/A

PU Teacher’s Edition Writing: pg. 71, 83 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 111, 127

2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of

an argument or proposal. b. Describe the points in support of the argument

and employ well-articulated evidence. RN N/A

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PU Student Edition Words, Words, Words: pg. 97 Teacher’s Edition Words, Words, Words: pg. 97 Teacher's Resource Binder ESL: pg. 109, 110, 124, 125, 141 Introducing Word Skills: pg. 141 Blackline Master: pg. 145



PU Student Edition Words, Words, Words: pg. 85 Teacher’s Edition Words, Words, Words: pg. 85 Teacher's Resource Binder Reading Chapter 4: pg. 60, 90, 126 Introducing Vocabulary: pg. 124 Introducing Word Skills: pg. 125 Blackline Master: pg. 129




PU Student Edition Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13, 25, 37, 49, 73, 85 Reteaching: pg. 13, 108 Vocabulary Extension: pg. 15, 63, 99 Vocabulary Builder: pg. 3, 15, 27, 39, 63, 75, 87, 99

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PU Reciprocal Teaching: pg. 31 ESL: pg. 67 Footnotes: pg. 4-8, 16-19, 28-32, 40-44, 64-67, 76-79, 88-92 Glossary: pg. 120-124 Teacher's Resource Binder Introducing Word Skills: pg. 43, 59, 74, 90, 109 Blackline Master: pg. 47, 63, 78, 94, 113, 129 Reading Chapter 2: pg. 43, 59, 74, 90, 109, 125, 141, 156 Reading Chapter 3: pg. 43, 59, 74, 90, 109, 125, 141, 156 Reading Chapter 4: pg. 44, 60, 75, 90, 110, 126, 142, 157 Reading Chapter 5: pg. 44, 60, 75, 91, 110, 126, 142, 157 Reading Chapter 6: pg. 44, 75, 91, 126, 110, 157 Reading Chapter 7: pg. 91 Introducing Vocabulary: pg. 42, 58, 73, 89, 108, 124, 140, 155 ESL: pg. 43, 58, 73, 74, 155, 156 Meeting Individual Needs: pg. 58, 73, 89, 109, 124, 140, 155

Continued 1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.


2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

PU Student Edition Strategy Workout: pg. 48 Words, Words, Words: pg. 109 Teacher’s Edition Nonfiction Strategy Workout: pg. 24, 48

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Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials

PU Teacher’s Edition Strategy: pg. 38, 74 Reteaching: pg. 48 Words, Words, Words: pg. 109 Teacher's Resource Binder Theme 1 Opener: pg. 40 Introducing the Reading Strategy: pg. 89 Blackline Master: pg. 93 Theme 1 Closer: pg. 105 Theme 2 Closer: pg. 170



PU Teacher’s Edition ESL: pg. 91 Strategy Workout Nonfiction: pg. 108 Reteaching: pg. 108 Words, Words, Words: pg. 109 Teacher's Resource Binder Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 105 Theme 2 Closer: pg. 170 Introducing the Nonfiction Strategy: pg. 156 Reinforcing the Nonfiction Strategy: pg. 156 Blackline Master: pg. 159, 160



PU Teacher’s Edition Thinking About the Selection: pg. 9, 21, 45 Strategy: pg. 38 Theme Wrap-up: pg. 119 Teacher's Resource Binder Meeting Individual Needs: pg. 125


RN RS16 - Identifying cause and effect Comprehension and Analysis of Grade-Level-Appropriate Text 2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.

PU Student Edition Think-Along Question: pg. 58 Thinking About the Selection: pg. 59, 105 Teacher’s Edition Strategy: pg. 98 Strategy Tip: pg. 89, 101 Teacher's Resource Binder Meeting Individual Needs: pg. 141 Blackline Master: pg. 158

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Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Comprehension and Analysis of Grade-Level-Appropriate Text Continued 2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.

PU RS19 - Recognizing author's purpose RS20 - Determining point of view




Strategy: pg. 86, 98 Introducing the Strategy: pg. 86 Teacher's Resource Binder Black Line Master: pg 69, 112, 127

2.6 Assess the adequacy, accuracy, and appropriateness of the author's evidence to support claims and assertions, noting instances of bias and stereotyping.



PU Teacher’s Edition Before Reading: pg. 4 Selection at a Glance: pg. 64 Meeting Individual Needs: pg. 66 Reteaching: pg. 96 Teacher's Resource Binder ESL: pg. 42, 108 Meeting Individual Needs: pg. 74



PU Student Edition Strategy Workout: pg. 12 Strategy: pg. 14, 26 Thinking About the Selection: pg. 21 Teacher’s Edition Thinking About the Selection: pg. 9, 33 Strategy Workout: pg. 12 Strategy Tip: pg. 29 Reteaching: pg. 32

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PU Teacher's Resource Binder Introducing the Fiction Strategy: pg. 43 Reinforcing the Fiction Strategy: pg. 44 Blackline Master: pg. 46 Theme 2 Opener: pg. 106

Continued 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).


PU Student Edition Think-Along Question: pg. 65, 66, 67, 68 Thinking About the Selection: pg. 69 Teacher’s Edition Strategy Tip: pg. 65 Strategy Workout: pg. 72 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 109 Reinforcing the Fiction Strategy: pg. 109, 110 Meeting Individual Needs: pg. 110 Blackline Master: pg. 112



PU Student Edition Theme Wrap-Up: pg. 54 Strategy Workout: pg. 96 Teacher’s Edition Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 14, 26, 38, 74, 86, 98 Theme Wrap-Up: pg. 50, 110 Strategy Workout: pg. 96 Reteaching: pg. 96 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 141 Reinforcing the Fiction Strategy: pg. 141, 142 Blackline Master: pg. 144



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PU Teacher’s Edition Before Reading: pg. 88 Strategy Tip: Pg. 89 Teacher's Resource Binder Meeting Individual Needs: pg. 141




After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher's Resource Binder Theme 1 Closer: pg. 105 Theme 2 Closer: pg. 170


RN RS20 - Determining point of view Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students'' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus

PU Student Edition Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing: pg. 44, 60, 75 Black Line Master: pg. 55, 69-70, 85-86, 102-103 Theme Closer: pg. 105 Theme Opener: pg. 40, 106 Reading Chapter 5: pg. 110 Reading Chapter 6: pg. 126



Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157



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PU Student Edition Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition Before Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 ESL: pg. 91 Reteaching: pg. 109 Teacher's Resource Binder Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160 Blackline Master: pg. 54, 55, 69, 70, 85, 86, 102, 103, 120, 121, 136, 137, 151, 152, 167, 168



PU Teacher’s Edition ESL: pg. 91 Reteaching: pg. 109 Teacher's Resource Binder Reinforcing the Nonfiction Strategy: pg. 156, 157Theme 1 Closer: pg. 105



Teaching opportunity ESL: pg. 91 Reteaching: pg. 109 Teacher's Resource Binder Teaching opportunity Reinforcing the Nonfiction Strategy: pg. 156, 157Theme 1 Closer: pg. 105


RN WF01 - Writing Informational Essays PU Student Edition

Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Teaching opportunity Writing Option 2: pg. 44, 60, 75, 91, 110, 126, 142, 157



PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Blackline Masters: pg. 57, 74, 90, 106, 125, 141, 156, 172


RN N/A

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PU Student Edition Writing: pg. 83 Teacher’s Edition During Writing: pg. 82 Vocabulary Extension: pg. 87 Teacher's Resource Binder Writing: (Option 2): pg. 44, 75, 110 Theme 2 Opener: pg. 106 Writing: (Option 1): pg. 126






PU Teacher’s Edition Reteaching: pg. 12, 32, 68 Reciprocal Teaching: pg. 103 Strategy Tip: pg. 89 Meeting Individual Needs: pg. 78, 102 Teacher's Resource Binder Reinforcing the Nonfiction Strategy: pg. 125




examples and textual evidence. RN OP14 - Writing in a variety of forms

WF06 - Writing Reviews FP13 - Exhibiting reading comprehension through assessment

PU Teacher’s Edition ESL: pg. 91 Reteaching: pg. 109 Teacher's Resource Binder Writing Option 2: pg. 110, 126 Theme 1 Closer: pg. 105 Reinforcing the Nonfiction Strategy: pg. 156, 157







PU Student Edition Writing: pg. 23 Teacher’s Edition During Writing: pg. 22 Teacher's Resource Binder Writing Option 1: pg. 60, 142 Writing Option 2: pg. 91





WF07 - Writing Persuasive Essays

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PU Teacher’s Edition Reciprocal Teaching: pg. 7, 67 Strategy Tip: pg. 41 Teacher's Resource Binder Writing Option 1: pg. 44 Blackline Master: pg. 54-56



superficial details. RN OP14 - Writing in a variety of forms

RS27 - Summarizing plot WF04 - Writing Summaries RS28 - Summarizing information by noting main idea and important details


PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Practice Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157

1.1 Place modifiers properly and use the active voice.

RN N/A Grammar

PU N/A 1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents. RN N/A

PU N/A 1.3 Identify all parts of speech and types and structure of sentences. RN GR01 - Differentiating between phrases and

sentences, including dialogue PU Teacher’s Edition

Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Practice Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157



Punctuation PU N/A 1.5 Identify hyphens, dashes, brackets, and semicolons and

use them correctly. RN GR02 - Recognizing the function of punctuation marks RS14 - Using capitalization and punctuation to improve comprehension

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Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Capitalization

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Practice Opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157



Spelling PU Teacher’s Edition

Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Words, Words, Words, Reteaching: pg. 85 Teacher's Resource Binder Reading Chapter 4: pg. 44, 60, 90, 126 Check and Reflect: pg. 56, 71, 87, 104, 122, 138, 153, 169 Blackline Master: pg. 129 Introducing Vocabulary: pg. 124

1.7 Spell derivatives correctly by applying the spellings of bases and affixes.



PU Teacher’s Edition Reciprocal Teaching: pg. 19, 79 Group Sharing: pg. 11, 23, 35, 47, 71, 95, 107 Discussing the Responses: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher's Resource Binder Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



Group Sharing: pg. 23, 35 Meeting Individual Needs: pg. 90 Teacher's Resource Binder ESL: pg. 108

1.2 Determine the speaker's attitude toward the subject.

RN N/A

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PU Teacher’s Edition Group Sharing: pg. 23, 35, 47, 107 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 47, 71, 95, 107 Family Involvement: pg. 10, 22, 70, 82, 94, 106 ESL: pg. 19, 31, 79 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



Group Sharing: pg. 11, 23, 35, 47, 71, 95, 107 Family Involvement: pg. 10, 22, 70, 82, 94, 106 ESL: pg. 19, 31, 79 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



ESL: pg. 7, 19, 31, 43, 79 After Reading: pg. 8, 20, 32, 68, 80, 92, 104 Meeting Individual Needs: pg. 30, 90 Group Sharing: pg. 47, 83, 95, 107 Theme Wrap-Up: pg. 50, 110 Family Involvement: pg. 70, 106 Reteaching: pg. 96 Teacher's Resource Binder Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170

1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.

RN N/A

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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Analysis and Evaluation of Oral and Media Communications

PU Teacher’s Edition Group Sharing: pg. 35, 47, 71 Teacher's Resource Binder Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170

1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech's content and delivery and its overall impact upon the listener.

RN N/A PU N/A 1.8 Analyze the effect on the viewer of images, text, and

sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.

RN N/A








PU Teacher’s Edition Reciprocal Teaching: pg. 7, 67 Strategy Tip: pg. 41 Teacher's Resource Binder Writing Option 1: pg. 44

2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and

the most significant details. b. Use the student's own words, except for material

quoted from sources. c. Convey a comprehensive understanding of

sources, not just superficial details. RN N/A

PU Teacher’s Edition Group Sharing: pg. 47, 71 Teacher's Resource Binder Theme 1 Closer: pg. 105

2.3 Deliver research presentations: a. Pose relevant and concise questions about the





RN N/A


2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of

an argument or proposal. b. Describe the points in support of the argument

and employ well-articulated evidence.

RN N/A

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PU Student Edition Words, Words, Words: pg. 37 Teacher’s Edition Words, Words, Words: pg. 37 Teacher's Resource Binder Introducing Word Skills: pg. 77 ESL: pg. 44, 60, 77, 78, 112, 144, 158 Blackline Master: pg. 81



PU Student Edition Words, Words, Words: pg. 109 Teacher’s Edition Vocabulary Builder: pg. 99 Assessment: pg. 99 Words, Words, Words: pg. 109 Reteaching: pg. 109 Teacher's Resource Binder Introducing Vocabulary: pg. 42 Reading Chapter 4: pg. 43 Reading Chapter 6: pg. 94 Introducing Word Skills: pg. 159 Meeting Individual Needs: pg. 160 Blackline Master: pg. 163



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PU Student Edition Words, Words, Words: pg. 49 Teacher’s Edition Words, Words, Words: pg. 13, 25, 37, 49, 73, 97, 109 Vocabulary Builder: pg. 3, 15, 27, 39, 63, 75, 87, 99 ESL: pg. 31, 43 Reciprocal Teaching: pg. 31 Meeting Individual Needs: pg. 66 Student Edition – Footnotes: pg. 4-7, 16-18, 20, 28-31, 40-44, 64-66, 68, 76-79, 88-92, 100-104 Teacher's Resource Binder ESL: pg. 60, 61, 110, 112 Meeting Individual Needs: pg. 60, 61, 77, 111, 127, 128, 143, 160 Blackline Masters: pg. 47, 64, 97, 115, 127, 148, 163 Introducing Word Skills: pg. 93



2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

PU Student Edition Strategy Workout: pg. 84 Teacher’s Edition Strategy: pg. 14, 38 Meeting Individual Needs: pg. 18 Nonfiction Strategy Workout: pg. 24, 84 Words, Words, Words: pg. 85

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Language Arts Reading 2.0 Reading Comprehension. Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal. Structural Features of Informational Materials

PU Teacher's Resource Binder Introducing the Reading Strategy: pg. 59, 92 Meeting Individual Needs: pg. 92, 129 Introducing the Nonfiction Strategy: pg. 128 Reinforcing the Nonfiction Strategy: pg. 128 Blackline Masters: pg. 63, 131 Theme 1 Closer: pg. 107

Continued 2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).


PU Student Edition Strategy Workout: pg. 24 Teacher’s Edition Reteaching: pg. 24, 49 Words, Words, Words: pg. 85 Teacher's Resource Binder Introducing the Nonfiction Strategy: pg. 60, 128 Reinforcing the Nonfiction Strategy: pg. 129 Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Introducing Word Skills: pg. 128 Meeting Individual Needs: pg. 129 Blackline Masters: pg. 131, 132



PU Student Edition Strategy: pg. 26 Thinking About the Selection: pg. 33 Teacher’s Edition Thinking About the Selection: pg. 9, 33, 69, 93 During Reading: pg. 28, 40 Reteaching: pg. 32 Strategy: pg. 38 Strategy Tip: pg. 41 Meeting Individual Needs: pg. 42 Discussing the Responses: pg. 44 Theme Wrap-Up: pg. 59, 114 Teacher's Resource Binder Introducing the Reading Strategy: pg. 76, 92 Reading Selection Scene 1: pg. 76 Meeting Individual Needs: pg. 76, 78, 92 Blackline Masters: pg. 79, 95 Reading Selection Chapter 1: pg. 92


RN RS16 - Identifying cause and effect

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PU Student Edition Strategy: pg. 86 Think-Along Question: pg. 88, 104 Thinking About the Selection: pg. 105 Teacher’s Edition Strategy: pg. 86, 98 Applying the Strategy: pg. 88, 100 After Reading: pg. 92, 104 Thinking About the Selection: pg. 105(Q5) Theme Wrap-up: pg. 119(Q6) Teacher's Resource Binder Introducing the Reading Strategy: pg. 143, 158 Blackline Masters: pg. 146, 161

2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.

RN RS19 - Recognizing author's purpose RS20 - Determining point of view




Before Reading: pg. 16 Strategy Tip: pg. 17 Reciprocal Teaching: pg. 19, 79

2.6 Assess the adequacy, accuracy, and appropriateness of the author's evidence to support claims and assertions, noting instances of bias and stereotyping.


3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature 3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay).

PU Teacher’s Edition Strategy: pg. 2, 26, 62, 86 Fiction Strategy Workout: pg. 12, 36, 72, 96 Before Reading: pg. 28, 88, 100 Strategy Tip: pg. 29 ESL: pg. 103

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PU Teacher's Resource Binder Introducing the Reading Strategy: pg. 42, 76, 110, 143 Introducing the Fiction Strategy: pg. 43, 77, 111, 144 Reinforcing the Fiction Strategy: pg. 43, 78, 112, 145 Blackline Master: pg. 80, 114, 147 ESL: pg. 92 Theme 1 Closer: pg. 107 Theme 2 Closer: pg. 173

Continued 3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay).

RN VA02 - Reading from a variety of genres Narrative Analysis of Grade-Level-Appropriate Text

PU Teacher’s Edition Strategy: pg. 2, 26 Applying the Strategy: pg. 4, 28 Discussing the Responses: pg. 8, 32 Fiction Strategy Workout: pg. 72 Teacher's Resource Binder Introducing the Reading Strategy: pg. 42, 76 Introducing the Fiction Strategy: pg. 111 Reinforcing the Fiction Strategy: pg. 112 Blackline Master: pg. 114

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).



PU Student Edition Think-Along Question: pg. 5, 6, 7, 8 Thinking About the Selection: pg. 9, 33 Strategy Workout: pg. 12 Teacher’s Edition Strategy: pg. 2 Strategy Tip: pg. 5, 65, 89 Applying the Strategy: pg. 4 After Reading: pg. 8, 68, 92 Thinking About the Selection: pg. 9, 33, 69, 93 Strategy Workout: pg. 12 Meeting Individual Needs: pg. 30, 90 Teacher's Resource Binder Introducing/ Reinforcing the Fiction Strategy: pg. 43 Blackline Master: pg. 46

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Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text Continued 3.3 Analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.


PU Student Edition Thinking About the Selection: pg. 93 Strategy Workout: pg. 96 Teacher’s Edition Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 26, 86 Theme Wrap-Up Selections: pg. 50, 110 Fiction Strategy Workout: pg. 96 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 144 Reinforcing the Fiction Strategy: pg. 145 Theme 1 Opener: pg 40 Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173 Blackline Master: pg. 147



PU Teacher’s Edition Before Reading: pg. 28 Strategy: pg. 86 Strategy Tip: pg. 77, 89 Reciprocal Teaching: pg. 91 Reteaching: pg. 92 Thinking About the Selection: pg. 93(Q6) Teacher's Resource Binder Meeting Individual Needs: pg. 144




After Reading: pg. 8, 32, 68, 92 Teacher's Resource Binder Theme 1 Closer: pg. 107 Theme 2 Closer: pg. 173 Blackline Masters: pg. 48-54, 82-87, 116-122, 149-153-155



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PU Student Edition Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106Teacher's Resource Binder Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160 Blackline Master: pg. 56, 73, 89, 105, 124, 140, 155, 171



Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106Teacher's Resource Binder Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160 Blackline Master: pg. 56, 73, 89, 105, 124, 140, 155, 171



Prewriting: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106Teacher's Resource Binder Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160 Blackline Master: pg. 56, 73, 89, 105, 124, 140, 155, 171



PU Teacher’s Edition Teaching opportunity Reteaching: pg. 24 Teacher's Resource Binder Teaching opportunity Theme 1 Opener: pg. 40 Writing Option 2: pg. 94 Theme 2 Opener: pg. 108



Reteaching: pg. 24 Teacher's Resource Binder Theme 1 Opener: pg. 40 Theme 2 Opener: pg. 108 Writing Option 2: pg. 94



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PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160






PU Student Edition Writing: pg. 107 Teacher’s Edition During Writing: pg. 106 Reteaching: pg. 13, 72, 96 Vocabulary Extension: pg. 39, 63 Teacher's Resource Binder Writing—Option 1: pg. 160 Writing—Option 2: pg. 44, 78, 112, 145, 160 Blackline Masters: pg. 170-171






PU Teacher’s Edition Fiction Strategy Workout: pg. 12, 72, 96 Reteaching: pg. 36 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 43, 111 Reinforcing the Fiction Strategy: pg. 43, 112




examples and textual evidence. RN OP14 - Writing in a variety of forms WF06 - Writing Reviews FP13 - Exhibiting reading comprehension through assessment

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research process (e.g., use of a card catalog, Reader's Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).








WF07 - Writing Persuasive Essays PU Teacher’s Edition

Reciprocal Teaching: pg. 7, 19, 67 Teacher's Resource Binder Writing Option 1: pg. 94 Blackline Master: pg. 105



superficial details. RN OP14 - Writing in a variety of forms RS27 - Summarizing plot WF04 - Writing Summaries RS28 - Summarizing information by noting main idea and important details




clear references between pronouns and antecedents. RN N/A PU N/A 1.3 Identify all parts of speech and types and structure of

sentences. RN GR01 - Differentiating between phrases and sentences, including dialogue


PU Student Edition Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Practice Opportunity Writing Options 1 & 2: 44, 61, 78, 94, 112, 129

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Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Grammar Continued 1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).


Punctuation PU Teacher's Resource Binder

ESL: pg. 143 1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.



Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Practice Opportunity Writing Options 1 & 2: 44, 61, 78, 94, 112, 129, 145, 160




Words, Words, Words: pg. 109 Teacher’s Edition Assessment: pg. 99 Words, Words, Words: pg. 109 Teacher's Resource Binder Introducing Vocabulary: pg. 42 Reading Chapter 4: pg. 43 Introducing Word Skills: pg. 159 Meeting Individual Needs: pg. 160 Blackline Master: pg. 163




PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Family Involvement: pg. 10, 22, 82 Teacher's Resource Binder Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173


RN N/A

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1.2 Determine the speaker's attitude toward the subject.


Group Sharing: pg. 71, 83 Teacher's Resource Binder Theme 2 Closer: pg. 173






Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Family Involvement: pg. 10, 22, 82 Teacher's Resource Binder Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173



Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Family Involvement: pg. 10, 22, 82 Teacher's Resource Binder Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173

1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.



1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech's content and delivery and its overall impact upon the listener.

RN N/A

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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Analysis and Evaluation of Oral and Media Communications


RN N/A






c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, expressions). RN RS24 - Recognizing story elements, i.e. characters,

setting, plot, problem, sequence of events, and solution RS26 - Identifying plot elements e.g. exposition, setting, climax, falling action RS29 - Identifying characterization

PU Teacher's Resource Binder Reciprocal Teaching: pg. 7, 67

2.2 Deliver oral summaries of articles and books: a. Include the main ideas of the event or article and the

most significant details. b. Use the student's own words, except for material

quoted from sources. c. Convey a comprehensive understanding of sources,

not just superficial details.

RN N/A

PU Teacher’s Edition Reteaching: pg. 24 Teacher's Resource Binder Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108

2.3 Deliver research presentations: a. Pose relevant and concise questions about the topic. b. Convey clear and accurate perspectives on the




RN N/A


2.4 Deliver persuasive presentations: a. State a clear position or perspective in support of an

argument or proposal. b. Describe the points in support of the argument and

employ well-articulated evidence. RN N/A

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Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade level-appropriate words. Vocabulary and Concept Development


1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.

RN WA07 - Interpreting Figurative Language PU N/A 1.2 Understand the most important points in the history of

English language and use common word origins to determine the historical influences on English word meanings.

RN OP15 - Acquiring word analysis and decoding strategies

PU Student Edition Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Vocabulary Builder: pg. 15, 39, 75, 99 Reciprocal Teaching: pg. 91 Nonfiction Reading Strategy: pg. 101 Teacher's Resource Binder Introducing Word Skills: pg. 43, 59 Introducing Vocabulary: pg. 58, 88, 121, 152 Blackline Master: pg 48

1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.

RN OP04 - Building vocabulary knowledge and confidence OP13 - Using reading strategies OP15 - Acquiring word analysis and decoding strategies VA03 - Developing vocabulary VA04 - Discussing meanings of words VA10 - Using context clues to infer the meaning of unfamiliar words VA16 - Using reference books to develop vocabulary

2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials

PU N/A 2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).

RN OP01 - Reading for a variety of purposes RS15 - Comparing and contrasting FP17 - Reading a variety of different fiction, non-fiction texts

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Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials

PU N/A 2.2 Analyze text that uses proposition and support patterns. RN N/A


Theme Wrap-up: pg. 50, 110 Teacher's Resource Binder Theme 1 Closer: pg. 103

2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas.

RN RS15 - Comparing and contrasting PU Teacher’s Edition

Reteaching: pg. 44 Reciprocal Teaching: pg. 7, 67 Strategy Tip: pg. 77 Teacher's Resource Binder Writing Option 1: pg. 90 Blackline Master: pg. 101-102

2.4 Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.

RN OP01 - Reading for a variety of purposes PU N/A 2.5 Understand and explain the use of a complex mechanical

device by following technical directions. RN OP01 - Reading for a variety of purposes PU N/A 2.6 Use information from a variety of consumer, workplace,

and public documents to explain a situation or decision and to solve a problem.

RN OP01 - Reading for a variety of purposes

Expository Critique PU Student Edition

Strategy: pg. 38 Teacher’s Edition Strategy: pg. 14, 38, 74, 98 After Reading: pg. 20, 44, 80, 104 Group Sharing: pg. 95 Teacher's Resource Binder Introducing the Reading Strategy: pg. 58, 88, 121, 152

2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.

RN N/A 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature

PU N/A 3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).


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PU Student Edition Strategy: pg. 26 Teacher’s Edition Strategy: pg. 26 Fiction Reading Strategy: pg. 5 After Reading: pg. 32 Teacher's Resource Binder Introducing the Reading Strategy: pg. 73 Introducing the Fiction Strategy: pg. 43, 73 Reinforcing the Fiction Strategy: pg. 44 Blackline Master: pg. 46, 76

3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot's development, and the way in which conflicts are (or are not) addressed and resolved.


PU Student Edition Thinking About the Selection: pg. 105

3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts. RN RS15 - Comparing and contrasting

RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization

PU Student Edition Thinking About the Selection: pg. 93 Teacher’s Edition Fiction Reading Strategy: pg. 29 Teacher's Resource Binder Blackline Master: pg. 77

3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.

RN N/A 3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.

PU Teacher’s Edition Fiction Reading Strategy: pg. 89 Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 14, 26, 38, 74, 86, 98 Theme Wrap-Up Selections: pg. 50, 110 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 138 Reinforcing the Fiction Strategy: pg. 139 Blackline Master: pg. 141 Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 103 Theme 2 Opener: pg. 104 Theme 2 Closer: pg. 166

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Language Arts Reading 3.0 Literary Response and Analysis. Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text Continued 3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.

RN VA01 - Reading and understanding grade-level material RS03 - Identifying theme FP17 - Reading a variety of different fiction, non-fiction texts


3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style and use those elements to interpret the work.

RN WA07 - Interpreting Figurative Language Literary Criticism

PU N/A 3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)

RN VA01 - Reading and understanding grade-level material

Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus

PU Student Edition Writing: pg. 23, 47, 83, 107 Teacher’s Edition During Writing: pg. 22, 46, 82, 106 Teacher's Resource Binder Writing Option 1: pg. 44, 75, 90, 108, 123, 139, 154 Writing Option 2: pg. 60, 90, 123, 154

1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.


Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing Option 1: pg. 44, 75, 90, 108, 123, 139, 154 Writing Option 2: pg. 60, 90, 123, 154

1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

RN N/A 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

PU Student Edition Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107

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Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus

PU Teacher’s Edition Teaching opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Teaching opportunity Writing Option 1: pg. 44, 75, 90, 108, 123, 139, 154Writing Option 2: pg. 60, 90, 123, 154

Continued 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.



1.4 Plan and conduct multiple-step information searches by using computer networks and modems.

RN RS05 - Using research skills and strategies PU N/A 1.5 Achieve an effective balance between researched

information and original ideas. RN N/A Evaluation and Revision


1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas..

RN N/A 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

PU Teacher's Resource Binder Writing Option 1: pg. 60 Writing Option 2: pg. 44, 75, 108, 139 Blackline Master: pg. 46

2.1 Write biographies, autobiographies, short stories, or narratives:

a. Relate a clear, coherent incident, event, or situation by using well-chosen details.

b. Reveal the significance of, or the writer's attitude about, the subject.

c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).


PU Teacher's Resource Binder Writing Option 1: pg. 90, 123, 154

2.2 Write responses to literature: a. Exhibit careful reading and insight in their

interpretations. b. Connect the student's own responses to the writer's

techniques and to specific textual references. c. Draw supported inferences about the effects of a

literary work on its audience. d. Support judgments through references to the text,

other works, other authors, or to personal knowledge.

RN OP14 - Writing in a variety of forms RS32 - Monitoring comprehension FP13 - Exhibiting reading comprehension through assessment VA11 - Supporting interpretations with examples drawn from text RS08 - Making connections with prior knowledge RS17 - Making inferences/drawing conclusions

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Language Arts Writing 2.0 Writing Applications (Genres and Their Characteristics). Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.


2.3 Write research reports: a. Define a thesis. b. Record important ideas, concepts, and direct

quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.

c. Use a variety of primary and secondary sources and distinguish the nature and value of each.

d. Organize and display information on charts, maps, and graphs.

RN OP14 - Writing in a variety of forms WF01 - Writing Informational Essays


2.4 Write persuasive compositions: a. Include a well-defined thesis (i.e., one that makes a

clear and knowledgeable judgment). b. Present detailed evidence, examples, and reasoning

to support arguments, differentiating between facts and opinion.

c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

RN OP14 - Writing in a variety of forms WF07 - Writing Persuasive Essays VA11 - Supporting interpretations with examples drawn from text

PU N/A 2.5 Write documents related to career development, including simple business letters and job applications: a. Present information purposefully and succinctly and

meet the needs of the intended audience. b. Follow the conventional format for the type of

document (e.g., letter of inquiry, memorandum).

RN OP14 - Writing in a variety of forms WF03 - Writing Letters

PU N/A 2.6 Write technical documents: a. Identify the sequence of activities needed to design a

system, operate a tool, or explain the bylaws of an organization.

b. Include all the factors and variables that need to be considered.

c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.

RN OP14 - Writing in a variety of forms WF05 - Writing Instructions


PU Student Edition Teaching opportunity Writing: pg. 11, 23, 35, 47,71, 83, 95, 107 Teacher’s Edition Teaching opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Teaching opportunity Writing Options 1 & 2: pg. 44, 60, 75, 90, 108, 123

1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.

RN N/A

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PU N/A 1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.

RN N/A

PU N/A 1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas. RN N/A Grammar


1.4 Edit written manuscripts to ensure that correct grammar is used.

RN N/A Punctuation and Capitalization

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing Options 1 & 2: pg. 44, 60, 75, 90, 108, 123, 139, 154

1.5 Use correct punctuation and capitalization.

RN GR02 - Recognizing the function of punctuation marks



Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Comprehension

PU Teacher’s Edition ESL: pg. 31 Teacher's Resource Binder Theme 1 Closer: pg. 103

1.1 Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener.

RN OP09 - Listening to modeled reading and repeated oral reading LO02 - Observing and listening to books read aloud


1.2 Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose. RN N/A Organization and Delivery of Oral Communication


1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

RN N/A

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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Organization and Delivery of Oral Communication


1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.


Group Sharing: pg. 107 1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations. RN N/A


1.6 Use appropriate grammar, word choice, enunciation, and pace during formal presentations.

RN LO06 - Orally imitating patterns of speech used in asking a question, giving a command, exclamation or statement.


1.7 Use audience feedback (e.g., verbal and nonverbal cues): a. Reconsider and modify the organizational structure or

plan. b. Rearrange words and sentences to clarify the

meaning.

RN N/A

Analysis and Evaluation of Oral and Media Communications PU Teacher’s Edition

Group Sharing: pg. 107 1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).

RN N/A PU N/A 1.9 Interpret and evaluate the various ways in which visual

image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

RN N/A

2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

PU Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 60 Writing Option 2: pg. 44, 75, 108, 139

2.1 Deliver narrative presentations: a. Relate a clear, coherent incident, event, or situation by

using well-chosen details. b. Reveal the significance of, and the subject's attitude

about, the incident, event, or situation. c. Employ narrative and descriptive strategies (e.g.,

relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

RN N/A

PU Teacher’s Edition After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 90, 123, 139, 154

2.2 Deliver oral responses to literature: a. Interpret a reading and provide insight. b. Connect the student's own responses to the writer's



other works, other authors, or personal knowledge.

RN N/A

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Language Arts Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

PU Teacher's Resource Binder Teaching Opportunity: Writing Option 2: pg. 60

2.3 Deliver research presentations: a. Define a thesis. b. Record important ideas, concepts, and direct

quotations from significant information sources and paraphrase and summarize all relevant perspectives on the topic, as appropriate.


d. Organize and record information on charts, maps, and graphs.

RN N/A

PU Teacher’s Edition Group Sharing: pg. 95, 107 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 139, 154

2.4 Deliver persuasive presentations: a. Include a well-defined thesis (i.e., one that makes a

clear and knowledgeable judgment). b. Differentiate fact from opinion and support arguments

with detailed evidence, examples, and reasoning. c. Anticipate and answer listener concerns and

counterarguments effectively through the inclusion and arrangement of details, reasons, examples, and other elements.

d. Maintain a reasonable tone.

RN N/A

PU N/A 2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.


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PU Student Edition Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Reciprocal Teaching: pg. 31 Teacher's Resource Binder Introducing Word Skills: pg. 43 ESL: pg. 42, 59, 74, 75, 110, 111, 126, 141, 142, 158 Blackline Master: pg. 48





PU Student Edition Words, Words, Words: pg. 49 Teacher’s Edition Words, Words, Words: pg. 49 Vocabulary Builder: pg. 15, 39, 75, 99 Teacher's Resource Binder Introducing Word Skills: pg. 92 Introducing Vocabulary: pg. 58, 91, 125, 157 Meeting Individual Needs: pg. 141 Blackline Master: pg 48




PU N/A 2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).


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Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials

PU N/A 2.2 Analyze text that uses proposition and support patterns. RN N/A


Theme Wrap-up: pg. 50, 110 Teacher's Resource Binder Theme 1 Closer: pg. 106



Meeting Individual Needs: pg. 102 Writing: pg. 47 Reciprocal Teaching: pg. 7, 67 Nonfiction Reading Strategy: pg. 77 Teacher's Resource Binder Reinforcing the Nonfiction Strategy: pg. 60 Writing Option 1: pg. 93 Writing Option 2: pg. 127 Blackline Master: pg. 105



device by following technical directions. RN OP01 - Reading for a variety of purposes PU N/A 2.6 Use information from a variety of consumer, workplace,

and public documents to explain a situation or decision and to solve a problem.

RN OP01 - Reading for a variety of purposes


Strategy: pg. 14, 38 Group Sharing: pg. 23 Teacher's Resource Binder Introducing the Reading Strategy: pg. 58, 91





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PU Teacher’s Edition Strategy: pg. 26 Fiction Reading Strategy: pg. 29 Teacher's Resource Binder Introducing the Reading Strategy: pg. 74 Introducing the Fiction Strategy: pg. 75 Reinforcing the Fiction Strategy: pg. 76 Black Line Master: pg. 78



PU Student Edition Think-Along Question: pg. 76, 77, 79, 80 Thinking About the Selection: pg. 81

3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.

RN RS15 - Comparing and contrasting RS24 - Recognizing story elements, i.e. characters, setting, plot, problem, sequence of events, and solution RS29 - Identifying characterization

PU Teacher’s Edition Fiction Reading Strategy: pg. 65 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 110 Reinforcing the Fiction Strategy: pg. 111 Blackline Master: pg. 113



Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 26, 86 Fiction Reading Strategy: pg. 89 Theme Wrap-Up Selections: pg. 50, 110 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 142 Meeting Individual Needs: pg. 143 Blackline Master: pg. 145 Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 106 Theme 2 Opener: pg. 107 Theme 2 Closer: pg. 172

3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.


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PU Student Edition Words, Words, Words: pg. 13 Teacher’s Edition Words, Words, Words: pg. 13 Strategy: pg. 86 Teacher's Resource Binder Introducing Word Skills: pg. 43 Introducing the Strategy: pg. 141 ESL: pg. 42, 59, 74, 75, 110, 141, 142, 158 Black Line Master: pg. 48



PU Teacher’s Edition Strategy: pg. 86 Teacher's Resource Binder Introducing the Strategy: pg. 141

3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)






Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 33, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing Options 1 & 2: pg. 44, 60, 76, 93, 111, 127, 143, 159



Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 33, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing Options 1 & 2: pg. 44, 60, 76, 93, 111, 127

1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

RN N/A

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Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Research and Technology

PU Teacher’s Edition Nonfiction Reading Strategy: pg. 41 Teacher's Resource Binder Introducing the Nonfiction Strategy: pg. 92 Blackline Master: pg. 95


RN RS05 - Using research skills and strategies PU Teacher’s Edition

Nonfiction Reading Strategy: pg. 41 1.5 Achieve an effective balance between researched information and original ideas.





PU Student Edition Writing: pg. 11 Teacher’s Edition During Writing: pg. 10 Reteaching: pg. 108 Strategy Tip: pg. 77 Vocabulary Extension: pg. 87 Teacher's Resource Binder Writing Option 1: pg. 44 Writing Option 2: pg. 44, 76, 111, 143






PU Student Edition Writing: pg. 95 Teacher’s Edition During Writing: pg. 94 Teacher's Resource Binder Writing Option 1: pg. 143 Writing Option 2: pg. 127





other works, other authors, or to personal knowledge. RN OP14 - Writing in a variety of forms

RS32 - Monitoring comprehension FP13 - Exhibiting reading comprehension through assessment VA11 - Supporting interpretations with examples drawn from text RS08 - Making connections with prior knowledge RS17 - Making inferences/drawing conclusions

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PU N/A 2.3 Write research reports: a. Define a thesis. b. Record important ideas, concepts, and direct





PU Student Edition Writing: pg. 35, 71, 83 Teacher’s Edition During Writing: pg. 34, 70, 82 Teacher's Resource Binder Writing Option 1: pg. 111, 127 Writing Option 2: pg. 159






PU Student Edition Writing: pg. 35 Teacher’s Edition During Writing: pg. 34

2.5 Write documents related to career development, including simple business letters and job applications: a. Present information purposefully and succinctly and


document (e.g., letter of inquiry, memorandum). RN OP14 - Writing in a variety of forms

WF03 - Writing Letters PU Student Edition

Writing: pg. 35 Teacher’s Edition During Writing: pg. 34

2.6 Write technical documents: a. Identify the sequence of activities needed to design a





Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.

PU Student Edition Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106

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PU Teacher's Resource Binder Teaching opportunity Writing Options 1 & 2: pg. 44, 60, 76, 93, 111, 127, 143, 159

Continued 1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.

RN N/A PU N/A 1.2 Identify and use parallelism, including similar

grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.

RN N/A












1.1 Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener. RN OP09 - Listening to modeled reading and repeated

oral reading LO02 - Observing and listening to books read aloud


1.2 Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose. RN N/A

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PU Teacher’s Edition Group Sharing: pg. 71 Teacher's Resource Binder Writing Option 1: pg. 111 Writing Option 2: pg. 60







1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.


Group Sharing: pg. 71 1.6 Use appropriate grammar, word choice, enunciation, and pace during formal presentations.




plan. b. Rearrange words and sentences to clarify the meaning.

RN N/A

Analysis and Evaluation of Oral and Media Communications PU Teacher’s Edition

Group Sharing: pg. 71 1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).



RN N/A


PU Teacher’s Edition Group Sharing: pg. 11 Teacher's Resource Binder Teaching Opportunity: Writing Option 1: pg. 44 Writing Option 2: pg. 44, 76, 111, 143





RN N/A

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PU Teacher’s Edition After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Teacher's Resource Binder Teaching Opportunity: Writing Option 2: pg. 127





RN N/A

PU N/A 2.3 Deliver research presentations: a. Define a thesis. b. Record important ideas, concepts, and direct




RN N/A

PU Teacher's Resource Binder Teaching Opportunity Writing Option 1: pg. 111, 127






RN N/A

PU N/A 2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.


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PU Student Edition Words, Words, Words: pg. 97 Teacher’s Edition Words, Words, Words: pg. 97 Teacher's Resource Binder ESL: pg. 109, 110, 124, 125, 141 Introducing Word Skills: pg. 141 Blackline Master: pg. 145






PU Student Edition Words, Words, Words: pg. 49 Teacher’s Edition Words, Words, Words: pg. 13, 25, 37, 49, 73, 85 Reteaching: pg. 13, 108 Vocabulary Extension: pg. 15, 63, 99 Vocabulary Builder: pg. 3, 15, 27, 39, 63, 75, 87, 99 Reciprocal Teaching: pg. 31 ESL: pg. 67 Footnotes: pg. 4-8, 16-19, 28-32, 40-44, 64-67, 76-79, 88-92 Glossary: pg. 120-124 Teacher's Resource Binder Introducing Word Skills: pg. 43, 59, 74, 90, 109, 125 Blackline Master: pg. 47, 63, 78, 94, 113, 129 Reading Chapter 2: pg. 43, 59, 74, 90, 109, 125, 141, 156 Reading Chapter 3: pg. 43, 59, 74, 90, 109, 125, 141, 156 Reading Chapter 4: pg. 44, 60, 75, 90, 110, 126, 142, 157 Reading Chapter 5: pg. 44, 60, 75, 91, 110, 126, 142, 157 Reading Chapter 6: pg. 44, 75, 91, 126, 110, 157 Reading Chapter 7: pg. 91 Introducing Vocabulary: pg. 42, 58, 73, 89, 108, 124, 140, 155 ESL: pg. 43, 58, 73, 74, 155, 156 Meeting Individual Needs: pg. 58, 73, 89, 109, 124, 140, 155

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Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development. Students use their knowledge of word origins and word relationships as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade level-appropriate words. Vocabulary and Concept Development Continued 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.



PU Teacher’s Edition Strategy: pg. 38, 74 Nonfiction Strategy Workout: pg. 24, 48 Reteaching: pg. 48 Words, Words, Words: pg. 109 Teacher's Resource Binder Theme 1 Opener: pg. 40 Introducing the Reading Strategy: pg. 89 Blackline Master: pg. 93 Theme 1 Closer: pg. 105 Theme 2 Closer: pg. 170

2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).


PU Teacher’s Edition\ Strategy: pg. 14, 38, 74, 98 Teacher's Resource Binder Introducing the Reading Strategy: pg. 58, 91, 125, 157 Reading Selection Chapter 1: pg. 58, 91, 125, 157 Meeting Individual Needs: pg. 108 Black Line Master: pg. 127

2.2 Analyze text that uses proposition and support patterns.

RN N/A Comprehension and Analysis of Grade-Level-Appropriate Text 2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas.

PU Teacher’s Edition Reteaching: pg. 12, 96 Theme Wrap-up: pg. 50, 110 Strategy Tip: pg. 89 Strategy Workout: pg. 96

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Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Comprehension and Analysis of Grade-Level-Appropriate Text

PU Teacher's Resource Binder Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170

Continued 2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas.


Reciprocal Teaching: pg. 7, 67 Teacher's Resource Binder Writing (Option 1): pg. 44 Meeting Individual Needs: pg. 60 Theme 2 Closer: pg. 170



device by following technical directions. RN OP01 - Reading for a variety of purposes PU Teacher’s Edition

Reteaching: pg. 104 Teacher's Resource Binder Theme 1 Opener: pg. 40 Theme 2 Closer: pg. 170 Theme 2 Opener: pg. 106 Reinforcing the Nonfiction Strategy: pg. 156

2.6 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem.

RN OP01 - Reading for a variety of purposes Expository Critique

PU Teacher’s Edition During Reading: pg. 4, 16, 28, 40, 64, 76, 88, 100 Meeting Individual Needs: pg. 18, 66, 102 Reteaching: pg. 24, 32, 68, 80, 92 Strategy: pg. 38, 74, 98 Strategy Tip: pg. 41, 65, 89 Theme Wrap-up: pg. 50, 110 Teacher's Resource Binder Blackline Master: pg. 48-53, 64-68, 79-84, 95-101, 114-119, 128, 130-135, 146-150, 159, 160, 161-166 Meeting Individual Needs: pg. 90, 108, 141, Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170


RN N/A

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Narrative Analysis of Grade-Level-Appropriate Text PU Teacher’s Edition

Thinking About the Selection: pg. 9, 33 Strategy Workout: pg. 12 Reteaching: pg. 12, 32 Strategy: pg. 26 Strategy Tip: pg. 29 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 43 Reinforcing the Fiction Strategy: pg. 44 Blackline Master: pg. 46



PU Teacher’s Edition Thinking About the Selection: pg. 9, 33, 69, 93 During Reading: pg. 64 Strategy Tip: pg. 65 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 109 Reinforcing the Fiction Strategy: pg. 109, 110 Meeting Individual Needs: pg. 110 Blackline Master: pg. 112



PU Teacher’s Edition Strategy Workout: pg. 36 Reteaching: pg. 36 Meeting Individual Needs: pg. 66 Strategy Tip: pg. 77 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 74 Reinforcing the Fiction Strategy: pg. 74 Blackline Master: pg. 77


RN N/A

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PU Teacher’s Edition Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 14, 26, 38, 74, 86, 98 Theme Wrap-Up: pg. 50, 110 Strategy Workout: pg. 96 Reteaching: pg. 96 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 141 Reinforcing the Fiction Strategy: pg. 141, 142 Blackline Master: pg. 144 Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



PU Student Edition Words, Words, Words: pg. 97 Teacher’s Edition Words, Words, Words: pg. 97 Reteaching: pg. 97 Teacher's Resource Binder ESL: pg. 109, 110, 124, 125, 141 Introducing Word Skills: pg. 141 Blackline Master: pg. 145



PU Teacher’s Edition Before Reading: pg. 88 Strategy: pg. 98 Strategy Tip: pg. 101 Teacher's Resource Binder Meeting Individual Needs: pg. 141



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Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus

PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 33, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157



Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 33, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157



Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 33, 46, 70, 82, 94, 106 Teacher's Resource Binder Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157



PU Teacher’s Edition ESL: pg.: 91 Teacher's Resource Binder Black Line Master: pg. 159



ESL: pg. 91 Reteaching: pg. 109 Teacher's Resource Binder Writing Option 2: pg. 110, 126 Theme 1 Closer: pg. 105 Reinforcing the Nonfiction Strategy: pg. 156, 157

1.5 Achieve an effective balance between researched information and original ideas.




RN N/A

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PU Student Edition Writing: pg. 83 Teacher’s Edition During Writing: pg. 82 Vocabulary Extension: pg. 87 Teacher's Resource Binder Writing: (Option 2): pg. 44, 75, 110 Theme 2 Opener: pg. 106 Writing: (Option 1): pg. 126




c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters). RN OP14 - Writing in a variety of forms

WF02 - Writing Narratives (stories, real or imagined)PU Teacher’s Edition

Reteaching: pg. 12, 32, 68 Reciprocal Teaching: pg. 103 Strategy Tip: pg. 89 Meeting Individual Needs: pg. 78, 102 Teacher's Resource Binder Black Line Master: pg. 45, 46, 48-53, 64-68, 79-84, 95-101, 114-119, 130-135, 146-150, 158, 161-165 Reinforcing the Nonfiction Strategy: pg. 125




literary work on its audience. d. Support judgments through references to the text, other

works, other authors, or to personal knowledge. RN OP14 - Writing in a variety of forms

RS32 - Monitoring comprehension FP13 - Exhibiting reading comprehension through assessment VA11 - Supporting interpretations with examples drawn from text RS08 - Making connections with prior knowledge RS17 - Making inferences/drawing conclusions

PU Teacher’s Edition ESL: pg. 91 Reteaching: pg. 109 Teacher's Resource Binder Writing Option 2: pg. 110, 126 Theme 1 Closer: pg. 105 Reinforcing the Nonfiction Strategy: pg. 156, 157

2.3 Write research reports: a. Define a thesis. b. Record important ideas, concepts, and direct quotations

from significant information sources and paraphrase and summarize all perspectives on the topic




PU Student Edition Writing: pg. 23 Teacher’s Edition During Writing: pg. 22 Teacher's Resource Binder Writing Option 1: pg. 60, 142 Writing Option 2: pg. 91






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PU Teacher’s Edition Theme 1 Closer: pg. 105 Teacher's Resource Binder Writing Option 1: pg. 157



document (e.g., letter of inquiry, memorandum). RN OP14 - Writing in a variety of forms

WF03 - Writing Letters PU Student Edition

Writing: pg. 71 Teacher’s Edition During Writing: pg. 70 Reteaching: pg. 104 Teacher's Resource Binder Writing Option 2: pg. 60 Writing Option 1: pg. 110







PU Student Edition Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Teaching opportunity Writing Options 1-2: pg. 44, 60, 75, 91, 110, 126, 142, 157


RN N/A PU N/A 1.2 Identify and use parallelism, including similar

grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.

RN N/A




RN N/A

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Language Arts Written and Oral English Language Conventions 1.0 Written and Oral English Language Conventions. Students write and speak with a command of standard English conventions appropriate to this grade level. Punctuation and Capitalization

PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Check and Reflect: (On Your Own): pg. 57, 74, 90, 106, 125, 141, 156, 172




Practice Opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Words, Words, Words, Reteaching: pg. 85 Teacher's Resource Binder Reading Chapter 4: pg. 44, 60, 90, 126 Check and Reflect: pg. 56, 71, 87, 104, 122, 138, 153, 169 Blackline Master: pg. 129 Introducing Vocabulary: pg. 124




PU Teacher’s Edition Discussing the Responses: pg. 8, 20, 32, 44, 68, 80, 92, 104 Group Sharing: pg. 11, 23, 35, 47, 71, 95, 107 Reteaching: pg. 96 Teacher's Resource Binder Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



PU Teacher’s Edition Discussing the Responses: pg. 8, 20, 32, 44, 68, 80, 92, 104 Group Sharing: pg. 11, 23, 35, 47, 71, 95, 107 Reteaching: pg. 96 Teacher's Resource Binder Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170

1.2 Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose.

RN N/A

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PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 47, 71, 95, 107 Family Involvement: pg. 10, 22, 70, 82, 94, 106 ESL: pg. 19, 31, 79 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



A Plan for Writing: pg. 95 Teacher's Resource Binder Writing: pg. 142, 157 Blackline Master: pg. 152



Group Sharing: pg. 11, 23, 35, 47, 71, 95, 107 Family Involvement: pg. 10, 22, 70, 82, 94, 106 ESL: pg. 19, 31, 79 Teacher's Resource Binder Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



Group Sharing: pg. 11, 23, 35, 47, 71, 95, 107 Family Involvement: pg. 10, 22, 70, 82, 94, 106 ESL: pg. 19, 31, 79 Teacher's Resource Binder Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 47, 71, 95, 107 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170



meaning.

RN N/A

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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Analysis and Evaluation of Oral and Media Communications

PU Teacher’s Edition Group Sharing: pg. 35, 47, 71 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 105 Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170

1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).


Strategy Workout: P: 84 Reteaching: pg. 84 Teacher's Resource Binder Introducing the Nonfiction Strategy: pg. 125 Reinforcing the Nonfiction Strategy: pg. 125, 126 Blackline Master: pg. 128

1.9 Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

RN N/A 2.0 Speaking Applications (Genres and Their Characteristics). Students deliver well organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.






RN N/A

PU Teacher’s Edition Introducing the Strategy: pg. 2, 14, 26, 38, 62, 74, 86, 98 Discussing the Responses: pg. 8, 20, 32, 44, 68, 80, 92, 104 Reteaching: pg. 12, 32, 68 Theme Wrap-Up Selections: pg. 50, 110 Reciprocal Teaching: pg. 79, 91, 103 Teacher's Resource Binder Meeting Individual Needs: pg. 44, 59, 60, 74, 90, 110, 141, 142, 157 Reinforcing the Nonfiction Strategy: pg. 60, 125, 126 Reinforcing the Fiction Strategy: pg. 109, 141, 142 Theme 1 Closer: pg. 105 Theme 2 Closer: pg. 170





RN N/A

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RN N/A







RN N/A

PU Teacher's Resource Binder Theme 2 Opener: pg. 106 Theme 2 Closer: pg. 170

2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.


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PU Student Edition Words, Words, Words: pg. 37 Teacher’s Edition Words, Words, Words: pg. 37 Teacher's Resource Binder Introducing Word Skills: pg. 77 ESL: pg. 44, 60, 77, 78, 112, 144, 158 Blackline Master: pg. 81


RN WA07 - Interpreting Figurative Language PU Teacher’s Edition

Meeting Individual Needs: pg. 66 1.2 Understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings. RN OP15 - Acquiring word analysis and decoding

strategies PU Student Edition

Words, Words, Words: pg. 49 Teacher’s Edition Vocabulary Builder: pg. 3, 15, 27, 39, 63, 75, 87, 99 Words, Words, Words: pg. 13, 25, 37, 49, 73, 97, 109 ESL: pg. 31, 43 Reciprocal Teaching: pg. 31 Meeting Individual Needs: pg. 66 Student Edition – Footnotes: pg. 4-7, 16-18, 20, 28-31, 40-44, 64-66, 68, 76-79, 88-92, 100-104 Teacher's Resource Binder Blackline Masters: pg. 47, 64, 97, 115, 127, 148, 163 ESL: pg. 60, 61, 110, 112 Meeting Individual Needs: pg. 60, 61, 77, 111, 127, 128, 143, 160 Introducing Word Skills: pg. 93



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Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade−level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Structural Features of Informational Materials

PU Teacher’s Edition Strategy: pg. 14, 38 Meeting Individual Needs: pg. 18 Nonfiction Strategy Workout: pg. 24, 84 Words, Words, Words: pg. 85 Teacher's Resource Binder Introducing the Reading Strategy: pg. 59, 92 Meeting Individual Needs: pg. 92, 129 Introducing the Nonfiction Strategy: pg. 128 Reinforcing the Nonfiction Strategy: pg. 128 Introducing Word Skills: pg. 128 Blackline Masters: pg. 63, 131 Theme 1 Closer: pg. 107

2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).


PU Teacher’s Edition\ Strategy: pg. 38 Teacher's Resource Binder Introducing the Reading Strategy: pg. 92

2.2 Analyze text that uses proposition and support patterns.

RN N/A Comprehension and Analysis of Grade-Level-Appropriate Text

PU Teacher’s Edition Strategy: pg. 2 Reading Links: pg. 10, 22, 34, 46, 70, 82, 94, 106 Theme Wrap-Up Selections: pg. 51, 110 Meeting Individual Needs: pg. 102 ESL: pg. 103 Thinking About the Selection: pg. 105(Q6) Teacher's Resource Binder Theme 1 Closer: pg. 107 Theme 2 Closer: pg. 173



Reciprocal Teaching: pg. 7, 19, 67 Teacher's Resource Binder Blackline Master: pg. 105



device by following technical directions. RN OP01 - Reading for a variety of purposes

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Language Arts Reading 2.0 Reading Comprehension (Focus on Informational Materials). Students read and understand grade level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). Comprehension and Analysis of Grade-Level-Appropriate Text

PU Teacher's Resource Binder Theme 1 Closer: pg. 107

2.6 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem. RN OP01 - Reading for a variety of purposes Expository Critique

PU Teacher’s Edition Strategy: pg. 14, 38, 74, 98 Applying the Strategy: pg. 16, 40, 76, 100 After Reading: pg. 20, 44, 80, 104 Reciprocal Teaching: pg. 43 Teacher's Resource Binder Introducing the Reading Strategy: pg. 59, 92, 127, 158 Introducing/Reinforcing the Reading Strategy: pg. 128 Blackline Master: pg. 62, 131





Narrative Analysis of Grade-Level-Appropriate Text PU Teacher’s Edition

Strategy: pg. 2, 26 Applying the Strategy: pg. 4, 28 Discussing the Responses: pg. 8, 32 Fiction Strategy Workout: pg. 72 Teacher's Resource Binder Introducing the Reading Strategy: pg. 42, 76 Introducing the Fiction Strategy: pg. 111 Reinforcing the Fiction Strategy: pg. 112 Blackline Master: pg. 114



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PU Student Edition Think-Along Question: pg. 5, 6, 7, 8 Thinking About the Selection: pg. 9, 33 Strategy Workout: pg. 12 Teacher’s Edition ESL: 103 Teacher's Resource Binder Theme 2 Opener: pg. 108



PU Teacher’s Edition Strategy: pg. 26 Strategy Workout: pg. 36 Reteaching: pg. 36 Thinking About the Selection: pg. 69(Q6) Teacher's Resource Binder Introducing the Reading Strategy: pg. 76 Introducing the Fiction Strategy: pg. 77 Reinforcing the Fiction Strategy: pg. 78 Blackline Master: pg. 80



Introducing the Theme: pg. 1, 60 Reinforcing the Theme: pg. 26, 86 Theme Wrap-Up Selections: pg. 50, 110 Fiction Strategy Workout: pg. 96 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 144 Reinforcing the Fiction Strategy: pg. 145 Blackline Master: pg. 147 Theme 1 Opener: pg 40 Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173



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PU Teacher’s Edition Words, Words, Words: pg. 37 Teacher's Resource Binder ESL: pg. 44, 60, 77, 78, 112, 144, 158 Introducing Word Skills: pg. 77 Blackline Master: pg. 81



PU Teacher’s Edition Strategy/ Introducing the Strategy: pg. 98 Applying the Strategy: pg. 100 After Reading: pg. 104 Thinking About the Selection: pg. 105(Q5) Teacher's Resource Binder Theme 2 Opener: pg. 108












RN N/A

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Language Arts Writing 1.0 Writing Strategies. Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Research and Technology

PU Teacher’s Edition Teaching opportunity Nonfiction Strategy Workout: pg. 24 Teacher's Resource Binder Teaching opportunity Theme 1 Opener: pg. 40 Theme 2 Opener: pg. 108



Teaching opportunity Nonfiction Strategy Workout: pg. 24 Teacher's Resource Binder Teaching opportunity Theme 1 Opener: pg. 40 Theme 2 Opener: pg. 108

1.5 Achieve an effective balance between researched information and original ideas.





PU Student Edition Writing: pg. 107 Teacher’s Edition During Writing: pg. 106 Reteaching: pg. 13, 72, 96 Vocabulary Extension: pg. 39, 63 Teacher's Resource Binder Writing—Option 1: pg. 160 Writing—Option 2: pg. 44, 78, 112, 145, 160 Blackline Masters: pg. 170-171






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PU Teacher’s Edition Fiction Strategy Workout: pg. 12, 72, 96 Reteaching: pg. 36 Teacher's Resource Binder Introducing the Fiction Strategy: pg. 43, 111 Reinforcing the Fiction Strategy: pg. 43, 112





other works, other authors, or to personal knowledge.

RN OP14 - Writing in a variety of forms RS32 - Monitoring comprehension FP13 - Exhibiting reading comprehension through assessment VA11 - Supporting interpretations with examples drawn from text RS08 - Making connections with prior knowledge RS17 - Making inferences/drawing conclusions


2.3 Write research reports: a. Define a thesis. b. Record important ideas, concepts, and direct











PU Student Edition Writing: pg. 23 Teacher’s Edition Before Writing/During Writing: pg. 22 Teacher's Resource Binder Writing Option 1: pg. 61 Blackline Master: pg. 73



document (e.g., letter of inquiry, memorandum).

RN OP14 - Writing in a variety of forms WF03 - Writing Letters

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PU Teacher's Resource Binder Writing Option 1: pg. 78 Blackline Master: pg. 88







PU Student Edition Teaching opportunity Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition Teaching opportunity During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Teaching opportunity Writing Options 1 & 2: pg. 44, 61, 78, 94, 112, 129, 145, 160




1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.



1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas.

RN N/A

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PU Teacher’s Edition Scoring Rubric Instructions: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Check and Reflect: (On Your Own): pg. 57, 74, 90, 106, 125, 141, 156, 172



PU Student Edition Writing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher’s Edition During Writing: pg. 10, 22, 34, 46, 70, 82, 94, 106 Teacher's Resource Binder Check and Reflect: (On Your Own): pg. 57, 74, 90, 106, 125, 141, 156, 172




Assessment: pg. 99 Words, Words, Words: pg. 109 Teacher's Resource Binder Introducing Vocabulary: pg. 42 Reading Chapter 4: pg. 43 Reading Chapter 6: pg. 94 Introducing Word Skills: pg. 159 Meeting Individual Needs: pg. 160 Blackline Master: pg. 163




PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 107



PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 107

1.2 Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose.

RN N/A

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Group Sharing: pg. 71, 83 Teacher's Resource Binder Teaching opportunity Writing Options 1: pg. 112, 129 Writing Options 2: pg. 129 Blackline Master: pg. 124, 140



Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Family Involvement: pg. 10, 22, 34, 46, 70, 82, 94 Strategy Tip: pg. 29 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 107 Writing Options 1 & 2: pg. 44, 61, 78, 94, 112, 129, 145, 160



Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Family Involvement: pg. 10, 22, 34, 46, 70, 82, 94 Strategy Tip: pg. 29 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 107 Writing Options 1 & 2: pg. 44, 61, 78, 94, 112, 129, 145, 160



PU Teacher’s Edition Group Sharing: pg. 11, 23, 35, 47, 71, 83, 95, 107 Family Involvement: pg. 10, 22, 34, 46, 70, 82, 94 Strategy Tip: pg. 29 Teacher's Resource Binder Teaching opportunity Theme 1 Closer: pg. 107 Writing Options 1 & 2: pg. 44, 61, 78, 94, 112, 129, 145, 160



meaning.

RN N/A

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Language Arts Listening and Speaking 1.0 Listening and Speaking Strategies. Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. evaluate the content of oral communication. Analysis and Evaluation of Oral and Media Communications

PU Teacher’s Edition Group Sharing: pg. 71, 83 Teacher's Resource Binder Theme 1 Opener: pg 40 Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173

1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).



RN N/A






relevant dialogue, specific action, physical description, background description, comparison or contrast of characters). RN N/A

PU Teacher’s Edition After Reading: pg. 8, 20, 32, 44, 68, 80, 92, 104 Strategy Tip: pg. 29 Teacher's Resource Binder Theme 1 Closer: pg. 107 Theme 2 Closer: pg. 173




other works, other authors, or personal knowledge. RN N/A

PU Teacher’s Edition Reteaching: pg. 24 Teacher's Resource Binder Theme 1 Opener: pg. 40 Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108





RN N/A

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RN N/A

PU Teacher’s Edition Group Sharing: pg. 71, 83 Meeting Individual Needs: pg. 30 Teacher's Resource Binder Theme 1 Opener: pg 40 Theme 1 Closer: pg. 107 Theme 2 Opener: pg. 108 Theme 2 Closer: pg. 173

2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.


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California State Standards Alignments Grades Six...

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