CORRELATION OF SCHOLASTIC TIM RASINSKI PRESENTS …

CORRELATION OF SCHOLASTIC TIM RASINSKI PRESENTS FABULOUSLY FAMOUS BOOKS FOR BUILDING FLUENCY TO THE COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS GRADES K-8

Common Core State Standards

Kindergarten Tim Rasinski Presents Fabulously Famous Books For Building Fluency

Library A Reading: Literature Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, retell familiar stories, including key details. 3. With prompting and support, identify characters, settings, and major events in a story.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. The Modeled Reading feature in each Lesson Card shares a passage from the book to be read by the teacher to prompt discussion about key details, for example: Lesson Card Tell Me a Story, Mama, teachers read passage aloud and prompt students to summarize passage in their own words. Lesson Card Owl Moon, teachers read passage aloud and ask students to use descriptive words in the passage. Lesson Card Stone Soup, teachers read passage aloud and check comprehension by asking questions specific to passage. Lesson Card Come On, Rain, teachers read passage and ask students to identify descriptive words in text. Lesson Card Mañana, Iguana,, teachers read passage aloud and discuss Spanish word used in passage. Lesson Card Mufaro’s Beautiful Daughters, teachers read passage aloud and prompt students to reflect on story’s genre. Students retell stories including key details and important themes. See the Oral Recitation Lesson and Story Map in the Professional Guide p. 16-19. The Fluency Performance feature provides fun and engaging opportunities that invite students to use various oral presentation forms, such as retelling: Lesson Card Cinderella, students retell the story in their own words. Lesson Card Mufaro’s Beautiful Daughters, students retell the story using a story map. Lesson Card The Subway Mouse, students retell narratives they dictated. Lesson Card A Million Fish... More or Less, students participate in a story telling contest. Students explore the structure and elements of fiction in each Lesson Card. The Individualized Practice feature of each Lesson Card provides opportunities for students to demonstrate understanding of key details in the text and recount stories to determine central theme. Activities such as “Say It Like the Character” (Professional Guide, p. 38-39) require students to think about the feelings and disposition of the character and practice reading in a way that reflects the character’s personality. Students identify characters, settings, and events in a story: Lesson Card How I Became a Pirate, students imitate a pirate’s dialect when reading pirates lines. Lesson Card Stone Soup, students read passage aloud using different voices for the characters and the narrator. Lesson Card The Subway Mouse, students discuss text clues that tell how the characters are feeling. Lesson Card Tell Me a Story, Mama, students read lines of the passage using different voices for each character.

Common Core State Standards Kindergarten

Tim Rasinski Presents Fabulously Famous Books For Building Fluency Library A

Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day, students practice reading the passage aloud and with expression.

Craft and Structure 4. Ask and answer questions about unknown words in a text. 5. Recognize common types of texts (e.g., storybooks, poems). 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

The Modeled Reading feature on every Lesson Card engages students in discussion of key and related vocabulary words in the text. Students add new vocabulary to individual word banks or word walls. Fabulously Famous Books for Building Fluency presents a variety of literary genres, including biography, humor, picture books, realistic fiction, tales, adventure, alphabet books, fantasy, informational text, poetry and rhymes, songs, stories written in the form of letters and diaries, and famous speeches. See the Before Reading feature on every Lesson Card. Student activities include building background and initiating discussion about the texts. Teachers can reinforce concepts of print, identifying author and illustrator and articulating important themes from the story.

Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). 8. (Not applicable to literature) 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

See instruction in the Modeled Reading feature of the Lesson Cards: Lesson Card Is Your Mama a Llama?, students refer to illustrations in group discussion. Lesson Card The Subway Mouse, students discuss illustrations while previewing story. . Lesson Card Click, Clack, Moo: Cows That Type, students preview the illustrations to prompt speculation about the story.

Lesson Card Owl Moon, students preview the illustrations to prompt speculation about the story. Lesson Card Abe Lincoln, students view illustrations in story and relate text to illustrations. Lesson Card A Chair for My Mother, students use illustrations to support comprehension. Lesson Card Yo! Yes?, students are encouraged to use illustrations along with the text to figure out what’s going on in the story.

Teachers can use the literature in the program to compare and contrast with familiar stories and characters in literature outside and inside the library, such as Cinderella, Mufaro's Beautiful Daughters. Additionally, the Fluency Performance feature provides opportunities for students to share individual and group work relating to characters and events of stories, for example:

Lesson Card Click, Clack, Moo: Cows That Type, students work in groups to compare and contrast responses to different characters in the story.

Lesson Card Too Loud Lily, students write and share dialogues betweens characters from story. Lesson Card I Am the Dog, I Am the Cat, students extend the story by adding script for each character in the story.

Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding.

Every Lesson Card provides opportunities for students to engage in group reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading. Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. Library A includes a variety of text types including treasured classics and contemporary favorites that are perfect in the primary grades.



Reading: Informational Text Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, identify the main topic and retell key details of a text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. The Modeled Reading feature shares a passage from the book to be read by the teacher to prompt discussion about key details, in the following informational text: Lesson Card The Apple Pie Tree, teachers read passage aloud and ask questions to check student’s comprehension about the sequence of events. Lesson Card Diary of a Worm, teachers read passage aloud and ask questions to check student’s comprehension. Lesson Card Martin's Big Words, teachers read passage aloud and ask questions to check student’s comprehension. Lesson Card Abe Lincoln, teachers read passage aloud and invite students to view illustrations and find the different characters mentioned. Lesson Card Frida, teachers read passage aloud and and ask questions to check student’s comprehension. Additionally, the Modeled Reading feature provides opportunities for the teacher to introduce the main topic and encourage students to retell key details in the texts: Lesson Card The Apple Pie Tree, teachers read featured passage and talk about apple products. Lesson Card Diary of a Worm, teachers read featured passage and lead discussion about earth worms. Lesson Card Frida, teachers read featured passage and share reproductions of paintings by different artists. Lesson Card Martin's Big Words, teachers read featured passage and lead discussion about the Civil Rights Movement. Lesson Card Abe Lincoln, teachers read featured passage and invite children to share stories about journeys they have taken.

Craft and Structure 4. With prompting and support, ask and answer questions about unknown words in a text. 5. Identify the front cover, back cover, and title page of a book. 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Fabulously Famous Books for Building Fluency uses a variety of genres in each library, including informational text. Key vocabulary words are listed in the Lesson Objectives and simple definitions and examples of how to use them are provided in the Modeled Reading feature. Students engage in discussion and clarify the meaning of unknown words with prompting and support. Additionally, teachers can reinforce concepts of print, identify author and illustrator, and articulate important ideas and information in the text.

Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 8. With prompting and support, identify the reasons an author gives to support points in a text. 9. With prompting and support, identify basic similarities in and

Students describe the relationship between illustrations and informational text in the Modeled Reading feature. Lesson Card Abe Lincoln, students view illustrations in story and relate text to illustrations. Literature in the Tim Rasinski Presents Fabulously Famous Books for Building Fluency library can be paired with other classroom literature to compare content on the same subject.



differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding.

Opportunities for students to read and comprehend informational text are provided in each Lesson Card through a variety of group reading practice activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading. Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. Library A includes a variety of text types including informational text and biographies that are perfect in the primary grades.

Reading: Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet.

Lesson Objectives on every Lesson Card articulate specific skills and strategies essential to reading development and fluency and include concepts of print, identifying punctuation, return sweep, phonics, letter recognition, capital and small letters: Lesson Card K Is for Kissing a Cook Kangaroo, focus on letters of the alphabet Lesson Cards The Apple Pie Tree and I Lost My Tooth in Africa, students identify clues that reveal question and exclamatory sentences.

Lesson Card A Chair For My Mother and I Stink!, students identify voice expression based on clues revealed in text or typeface.

Lesson Card Is Your Mama a Llama, Lesson Card Corduroy, and Lesson Card Stone Soup, students identify quotation marks and understand this is where different characters speak in the story.

Lesson Card Frida, and Lesson Card Ruby in Her Own Time, students demonstrate appropriate pauses after each form of punctuation, including commas, dashes, ellipses, and periods.

Lesson Card I Am the Dog, I Am the Cat and Tell Me a Story, Mama, students identify word emphasis on words in italics.

Lesson Card Too Loud Lily, students identify capital letters in text. Lesson Card Cinderella, students track print and practice return sweep while reading text. Lesson Card Yo! Yes?, students identify punctuation and model appropriate expression. Students demonstrate appropriate pause after each form of punctuation.

Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Students listen to literature read aloud with appropriate speed and expression, modeled by the teacher. Students demonstrate their understanding of words, syllables and sounds developing competency as fluent readers and confident communicators: Lesson Card What a Day It Was at School!, students identify meter and rhyme in poetry. Lesson Card K Is for Kissing a Cool Kangaroo, students explore rhythm of text. Lesson Card Click, Clack, Moo: Cows That Type, students explore alliterative onomatopoeias. Lesson Card Five Little Monkeys Jumping on the Bed, students brainstorm rhyming words to be used in simple song.

Phonics and Word Recognition The Fabulously Famous Books for Building Fluency program focuses on developing



3. Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

automaticity and prosody. Proficient reading is not only the accurate analysis of words but the ability to automatically decode words. Research shows that appropriate instruction in reading fluency leads to significant gains in reading mastery. (Professional Guide p. 5-9) Direct instruction on word recognition and analysis is on each Lesson Card. Every Lesson Card is rich in opportunities for guided reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading. Additionally, students can identify and use high frequency words provided in the Lesson Objectives for the following titles: Alexander and the Terrible, Horrible, No Good, Very Bad Day, Diary of a Worm, Five Little Monkeys Jumping on the Bed, I Stink!, Tell Me a Story, Mama, Too Loud Lily, and Yo! Yes?

Fluency 4. Read emergent-reader texts with purpose and understanding.

The Tim Rasinski presents Fabulously Famous Books for Building Fluency program is based upon the research that shows fluency is essential to the development of competent and proficient reading. Each Fluency Library provides teachers and students with some of the very best engaging and satisfying children’s literature available. Research has shown that appropriate instruction in reading fluency results in significant gains in reading achievement. Direct instruction in fluency using professionally selected, high quality children’s literature is the composition of the Fabulously Famous Books for Building Fluency program. Professional Guide pages 3-11, 20-23, 59-63. Every Lesson Card identifies passages in the literature that deliver a strong sense of voice and can easily be performed orally, developing and demonstrating fluency. Specific instruction addresses rate, expression, automaticity and prosody. The Three-Minute Reading Assessment book is inclusive in assessing students’ fluency. See also fluency and comprehension assessments, Professional Guide p. 59-63. The instructional design of Fabulously Famous Books for Building Fluency program includes the teacher modeling fluency, teacher guidance and assistance while reading aloud, opportunities for individualized and group practice, and fluency performances involving writing activities and oral presentations. These fluency practice strategies include the following activities: Choral Reading, Paired Reading, Buddy Reading, Recorded Reading, Radio Reading, Mumble Reading, “Say It Like Character”, Repeated Reading Center, Cooperative Repeated Reading, Reader’s Theater, and Poetry Performances.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print many upper- and lowercase letters. Use frequently occurring nouns and verbs. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Understand and use question words (interrogatives) (e.g., who, what,

Conventions of Standard English are identified and practice strategies are provided in the Modeled Reading feature. Students use proper grammar in writing and speaking activities: Lesson Card Mañana, Iguana, students explore proper nouns and foreign names. Lesson Card Too Loud Lilly, students explore capital letters and font size. Lesson Card I Am the Dog, I Am the Cat, students explore synonyms, adjectives and typeface cues, such as italics.

Lesson Card Mufaro's Beautiful Daughters, students explore foreign words.



where, when, why, how). Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Produce and expand complete sentences in shared language activities. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short-vowel sounds (phonemes). Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Knowledge of Language 3. (Begins in grade 2)

Lesson Card My Mama Had a Dancing Heart, students explore hyphenated word pairs. Lesson Card I Stink!, Students explore typeface clues, such as treatment, size and capital letters. Lesson Card A Chair for My Mother, students explore text clues. Lesson Card Tell Me a Story, Mama, students explore typeface cues, such as italics. Students use proper punctuation and spelling in writing activities: Lesson Card The Apple Pie Tree, students explore punctuation clues, including question marks and exclamation points.

Lesson Card Corduroy, students explore synonyms and punctuation clues, including quotation marks. Lesson Card Frida, students explore contractions and punctuation clues, including periods and commas.

Lesson Card I Lost My Tooth in Africa, students explore nouns and verbs and punctuation clues. Lesson Card Stone Soup, students explore punctuation clues, including quotation marks. Lesson Card Ruby in Her Own Time, students explore punctuation clues, including commas, dashes, and ellipses.

Lesson Card Diary of a Worm, students explore contractions, dates and numbers. Lesson Card Martin's Big Words, students explore numbers and dates. Lesson Card Yo! Yes?, students explore punctuation clues, including question marks and exclamation points.

Lesson Card Is Your Mama a Llama?, students explore quotation marks.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real-life connections between words and their use (e.g., note places at school that are colorful). Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

The Modeled Reading feature provides focused instruction on key vocabulary words. These featured vocabulary words (tier 2, related, or high-frequency) are important to understanding the passage and key for word study. Teachers expand lesson in response to students’ needs by providing simple definitions, creating sample sentences, exploring synonyms and antonyms, and asking questions to prompt use of new vocabulary. Students explore and understand new vocabulary related to a text: Lesson Card Come On, Rain, words and phrases related to weather. Lesson Card Let’s Play in the Forest While the Wolf Is Not Around!, words about clothing. Lesson Card Too Loud Lily, words and language for the classroom cooperation. Lesson Card Yo! Yes?, social words. Lesson Card Martin's Big Words, words associated with The Civil Rights Movement. Lesson Card A Chair for My Mother, words and language pertinent to safety. Lesson Card The Apple Pie Tree, vocabulary related to trees. Lesson Card Corduroy, synonyms to key words. Lesson Card How I Became a Pirate, words related to pirate adventures Lesson Card I Am the Dog, I Am the Cat, descriptive words. Lesson Card K is for Kissing a Cool Kangaroo, descriptive words.

Writing The Fluency Performance feature in every Lesson Card invites students to participate in writing



Text Types and Purposes 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

activities and illustrate their work, expressing their ideas and feelings about real or imagined topics. Students compose opinion pieces in the following activities: Lesson Card Come On, Rain, students write their own description of a rainstorm. Lesson Card Click, Clack, Moo: Cows That Type, students collaborate on writing a letter. Students compose informative or explanatory text in the following activities: Lesson Card K is for Kissing a Cool Kangaroo, students write pages of an alphabet book. Lesson Card I Stink!, students are invited to write riddles. Lesson Card What a Day it Was at School, students write a poem on a topic related to school. Lesson Card Five Little Monkeys Jumping on the Bed, students write lyrics to a repetitive song. Lesson Plan The Apple Pie Tree, students label diagram with sentences about phases in the tree’s life.

Lesson Plan Frida, students create a self-portrait with a caption telling something about themselves. Students compose narrative s in the following activities: Lesson Card I Lost My Tooth in Africa, students write a personal narrative. Lesson Card Tell Me a Story, Mama, students write a personal narrative. Lesson Card How I Became a Pirate, students write a script using pirate dialect. Lesson Card I Am the Dog, I Am the Cat, students write script to extend thoughts of characters. Lesson Card A Million Fish... More or Less, students write their own tall tale. Lesson Card Is Your Mama a Llama and Too Loud Lily, students write dialogues. Lesson Card My Mama Had a Dancing Heart, students write a short memoir. Lesson Card A Chair for My Mother, students write a diary or journal entry. Lesson Card Diary of a Worm, students write an imaginary diary entry of a bug. Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day, students write a new scene for the story.

Lesson Card The Subway Mouse, students write and illustrate their own story. Lesson Card Owl Moon, students write a descriptive story. Lesson Card Yo! Yes?, students write a comic strip including speech bubbles for characters. Lesson Card Martin's Big Words, students write a personal essay. Lesson Card Mufaro's Beautiful Daughters, students write a new ending to the story. Lesson Card Stone Soup, students write a scene using dialogue and narrative text. Lesson Card Let's Play In the Forest While the Wolf Is Not Around, students create a Reader’s Theater script for a chosen scene from the story.

Lesson Card I Am the Dog, I Am the Cat, students write script to extend thoughts of characters. Lesson Card The Web Files, students create a Reader’s Theater script for a chosen scene from the story.

Lesson Card Ruby in Her Own Time, students write a comic strip including speech bubbles for characters.

Production and Distribution of Writing The Fluency Performance feature provide opportunities for students to share work in small



4. (Begins in grade 3) 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

groups or with a partner and receive feedback from peers to strengthen their writing as needed: Lesson Card A Chair for My Mother, students work in pairs and trade diary entries. Lesson Card What a Day it Was at School, students hold a “poetry conference” in small groups and give each other feedback for possible revisions. Lesson Card I Lost My Tooth in Africa, students comment or ask questions after other students read their stories aloud. Lesson Card Come On, Rain!, students read descriptions aloud to a partner and provide feedback to each other. Lesson Card Owl Moon, students read descriptions aloud to a partner and receive feedback for revisions. Students can take advantage of classroom digital tools that are available to them to produce and publish the writing activities in the program.

Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4)

Students participate in the writing activities with peers: Lesson Card K is for Kissing a Cool Kangaroo, students work in groups to write pages of an alphabet book.

Students recall experiences when building background with a text and report information from text sources to answer questions: Lesson Plan The Apple Pie Tree, students label a diagram with sentences about each phase in the tree’s life.

Lesson Card Come On, Rain, students write their own description of a rainstorm. Lesson Card Diary of a Worm, students write an imaginary diary entry of a bug.

Range of Writing 10. (Begins in grade 3)

N/A

Speaking & Listening Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Continue a conversation through multiple exchanges. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Featured passages from each title are shared with students to initiate classroom discussion. Students are encouraged to ask and answer questions and share stories from personal experiences to build background for the story. Students participate in collaborative conversations about kindergarten topics: Lesson Card Come On, Rain!, students discuss rainstorms. Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day, students relate to personal experiences.

Lesson Card Corduroy, students discuss favorite toys. Lesson Card Is Your Mama a Llama?, students discuss animals and habitats. Lesson Card Five Little Monkeys Jumping on the Bed, students discuss bedtime routines. Lesson Card Yo! Yes?, students talk about friendship. Lesson Card Abe Lincoln, students discuss travel experiences. Lesson Card Too Loud Lily, students engage in discussion about quiet and noisy activities. Lesson Card I Am the Dog, I Am the Cat, students discuss pets.



Students discuss key details from text to confirm understanding of text: Lesson Card Mufaro's Beautiful Daughters, students discuss fairy tales. Lesson Card Owl Moon, students preview illustrations. Lesson Card Tell Me a Story, Mama, students discuss storytellers. Lesson Card Click, Clack, Moo: Cows That Type, students preview the illustrations. Lesson Card Cinderella, students discuss fairy tales and preview the story. Lesson Card I Stink!, students discuss riddles. Lesson Card How I Became a Pirate, students discuss pirates. Lesson Card Stone Soup, students preview the story. Lesson Card K is for Kissing a Cool Kangaroo, students brainstorm list of alliterative words. Lesson Card What a Day it Was at School, students discuss poetry. Lesson Card The Subway Mouse, students preview the story by discussing the cover, titles and illustrations.

Lesson Card The Web Files, students discuss different genres. Lesson Card I Lost My Tooth in Africa, students share what they know about Africa. Lesson Card Let's Play In the Forest While the Wolf Is Not Around, students talk about clothing and accessories.

Students discuss and clarify information presented in text: Lesson Card The Apple Pie Tree, students discuss apple products. Lesson Card A Chair for My Mother, students discuss fire safety. Lesson Card A Million Fish... More or Less, students discuss bayous. Lesson Card My Mama Had a Dancing Heart, students discuss the four seasons. Lesson Card Diary of a Worm, students discuss earthworms. Lesson Card Frida, students discuss paintings by Frida Kahlo and share opinions. Lesson Card Mañana, Iguana, students talk about party preparations. Lesson Card Martin's Big Words, students the Civil Rights Movement to build background for story.

Lesson Card Ruby in Her Own Time, students discuss ducks and their habitats to build background for story.

Presentation of Knowledge and Ideas 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. 6. Speak audibly and express thoughts, feelings, and ideas clearly.

Each Lesson Card provides fun and engaging opportunities that invite and challenge students to present their written material to the class using various oral presentation forms. Students apply the conventions of academic language appropriately through various suggested oral presentation forms, such as choral reading, dramatizations, read alouds, retelling, partner reading, puppet theater, storytelling and singing songs: Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day students present their new scenes to the class.

Lesson Card Corduroy, students present a puppet theater to retell story. Lesson Card Is Your Mama a Llama?, students read their dialogues aloud for the class. Lesson Card Mufaro's Beautiful Daughters, students take turns retelling the story using their own story maps and alternate endings.

Lesson Card Owl Moon, students read their descriptions aloud to a partner. Lesson Card A Chair for My Mother, students read diary entries aloud conveying their emotions.



Lesson Card The Apple Pie Tree, students read paragraphs aloud. Lesson Card Tell Me a Story, Mama, students read their stories aloud using appropriate expression.

Lesson Card Cinderella, students take turns retelling the story. Lesson Card Click, Clack, Moo, students chorally read collaborative letters. Lesson Card Come On, Rain!, students are paired and read descriptions to each other. Lesson Card A Million Fish... More or Less, students hold a storytelling contest. Lesson Card Five Little Monkeys Jumping on the Bed, students perform their hand-written songs. Lesson Card Yo! Yes?, students take turns showing and reading aloud their comic strips. Lesson Card I Stink!, students present each others riddles to the class. Lesson Plan Too Loud Lily, students choral read their dialogues aloud for the class. Lesson Card K is for Kissing a Cool Kangaroo, students read their books aloud chorally. Lesson Card How I Became a Pirate, students perform their scripts. Lesson Card My Mama Had a Dancing Heart, students take turns reading aloud their memoirs. Lesson Card Stone Soup, students read their scenes aloud for the class using different voices for each character and the narrator.

Lesson Card Diary of a Worm, students read diary entries aloud to each other. Lesson Card Frida, students read aloud paragraph describing their self-portraits. Lesson Card Mañana, Iguana, students perform their reader’s theater scripts to the class. Lesson Card The Subway Mouse, students take turns reading aloud their stories for the class. Lesson Card Martin's Big Words, students take turns reading their essays aloud. Lesson Card The Web Files, students take turns performing their scripts for the class. Lesson Card Abe Lincoln, students show their drawing to the class while reading aloud the dialog in their speech balloons.

Lesson Card Ruby in Her Own Time, students take turns showing and reading aloud their comic strips and paragraphs to the class.

Lesson Card What a Day it Was at School, students hold a poetry conference by reading aloud their poems to each other in small groups.

Lesson Card I Lost My Tooth in Africa, students read their stories and share illustrations. Lesson Card Let's Play In the Forest While the Wolf Is Not Around, students present their created dances for the class.

Lesson Card I Am the Dog, I Am the Cat, students perform their scripts for the class.

Common Core State Standards Grade 1


Reading: Literature Key Ideas and Details 1. Ask and answer questions about key details in a text. 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 3. Describe characters, settings, and major events in a story, using key details.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. The Modeled Reading feature in each Lesson Card shares a passage from the book to be read by the teacher to prompt discussion about key details, for example: Lesson Card Tell Me a Story, Mama, teachers read passage aloud and prompt students to summarize passage in their own words.



Lesson Card Owl Moon, teachers read passage aloud and ask students to use descriptive words in the passage. Lesson Card Stone Soup, teachers read passage aloud and check comprehension by asking questions specific to passage. Lesson Card Come On, Rain, teachers read passage and ask students to identify descriptive words in text. Lesson Card Mañana, Iguana,, teachers read passage aloud and discuss Spanish word used in passage. Lesson Card Mufaro’s Beautiful Daughters, teachers read passage aloud and prompt students to reflect on story’s genre. Students retell stories including key details and important themes. See the Oral Recitation Lesson and Story Map in the Professional Guide p. 16-19. The Fluency Performance feature provides fun and engaging opportunities that invite students to use various oral presentation forms, such as retelling: Lesson Card Cinderella, students retell the story in their own words. Lesson Card Mufaro’s Beautiful Daughters, students retell the story using a story map. Lesson Card The Subway Mouse, students retell narratives they dictated. Lesson Card A Million Fish... More or Less, students participate in a story telling contest. Students explore the structure and elements of fiction in each Lesson Card. The Individualized Practice feature of each Lesson Card provides opportunities for students to demonstrate understanding of key details in the text and recount stories to determine central theme. Activities such as “Say It Like the Character” (Professional Guide, p. 38-39) require students to think about the feelings and disposition of the character and practice reading in a way that reflects the character’s personality. Students identify characters, settings, and events in a story: Lesson Card How I Became a Pirate, students imitate a pirate’s dialect when reading pirates lines. Lesson Card Stone Soup, students read passage aloud using different voices for the characters and the narrator. Lesson Card The Subway Mouse, students discuss text clues that tell how the characters are feeling. Lesson Card Tell Me a Story, Mama, students read lines of the passage using different voices for each character. Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day, students practice reading the passage aloud and with expression.

Craft and Structure 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 6. Identify who is telling the story at various points in a text.

Students identify words in stories and poems that appeal to the senses: Lesson Card What a Day It Was at School!, students discuss the elements of poetry. Lesson Card Come On, Rain!, students explore descriptive words. Lesson Card My Mama Had a Dancing Heart, students read poetry. Fabulously Famous Books for Building Fluency presents a wide reading range of text types including biography, humor, picture books, realistic fiction, tales, adventure, alphabet books,



fantasy, informational text, poetry and rhymes, songs, stories written in the form of letters and diaries, and famous speeches. Teachers introduce and read aloud entire selections implementing fluency instruction. Engaging in discussion about the book students identify the genre and content drawing on their familiarity with literature. Students identify the speakers in stories at various points as they engage in fluency activities with each of the books in the program. See especially “Say It Like the Character” in the Professional Guide pages 38-39. See also Reader’s Theater Professional Guide pages 43-47.

Integration of Knowledge and Ideas 7. Use illustrations and details in a story to describe its characters, setting, or events. 8. (Not applicable to literature) 9. Compare and contrast the adventures and experiences of characters in stories.

Opportunities for students to describe the relationship between illustrations and text are provided in the Modeled Reading feature: Lesson Card Is Your Mama a Llama?, students refer to illustrations in group discussion. Lesson Card The Subway Mouse, students discuss illustrations while previewing story. Lesson Card Click, Clack, Moo: Cows That Type, students preview the illustrations to prompt speculation about the story.

Lesson Card Abe Lincoln, students view illustrations in story and relate text to illustrations. Lesson Card A Chair for My Mother, students use illustrations to support comprehension. Lesson Card Owl Moon, student preview the illustrations to prompt speculation about the story. Lesson Card Yo! Yes?, students are encouraged to use illustrations along with the text to figure out what’s going on in the story.




Range of Reading and Level of Text Complexity 10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Every Lesson Card provides opportunities for students to engage in group reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading. Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. Library A includes a variety of text types including treasured classics and contemporary favorites that are perfect in the primary grades.

Reading: Informational Text Key Ideas and Details 1. Ask and answer questions about key details in a text. 2. Identify the main topic and retell key details of a text. 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. The Modeled Reading feature shares a passage from the book to be read by the teacher to prompt discussion about key details, in the following informational text: Lesson Card The Apple Pie Tree, teachers read passage aloud and ask questions to check



student’s comprehension about the sequence of events. Lesson Card Diary of a Worm, teachers read passage aloud and ask questions to check student’s comprehension. Lesson Card Martin's Big Words, teachers read passage aloud and ask questions to check student’s comprehension. Lesson Card Abe Lincoln, teachers read passage aloud and invite students to view illustrations and find the different characters mentioned. Lesson Card Frida, teachers read passage aloud and ask questions to check student’s comprehension. Additionally, the Modeled Reading feature provides opportunities for the teacher to introduce the main topic and encourage students to retell key details in the texts: Lesson Card The Apple Pie Tree, teachers read featured passage and talk about apple products. Lesson Card Diary of a Worm, teachers read featured passage and lead discussion about earth worms. Lesson Card Frida, teachers read featured passage and share reproductions of paintings by different artists. Lesson Card Martin's Big Words, teachers read featured passage and lead discussion about the Civil Rights Movement. Lesson Card Abe Lincoln, teachers read featured passage and invite children to share stories about journeys they have taken. See also the Oral Recitation Lesson and Story Map, Professional Guide pages 16-19.

Craft and Structure 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Fabulously Famous Books for Building Fluency uses a variety of genres in each library, including informational text. Key vocabulary words are listed in the Lesson Objectives and simple definitions and examples of how to use them are provided in the Modeled Reading feature. Students engage in discussion and clarify the meaning of unknown words with prompting and support. Teachers engage students in identifying the main purpose and important themes in a text in the Modeled Reading feature where they build background and initiate discussion about the texts. (Professional Guide p. 10) See instruction using illustrations in the informational text:

Lesson Card Abe Lincoln, students view illustrations in story and relate text to illustrations.

Integration of Knowledge and Ideas 7. Use the illustrations and details in a text to describe its key ideas. 8. Identify the reasons an author gives to support points in a text. 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Students describe the relationship between illustrations and informational text in the Modeled Reading feature: Lesson Card Abe Lincoln, students view illustrations in story and relate text to illustrations. Literature in the Tim Rasinski Presents Fabulously Famous Books for Building Fluency library can be paired with other classroom literature to compare content on the same subject.

Range of Reading and Level of Text Complexity 10.With prompting and support, read informational texts appropriately complex for grade 1.

Opportunities for students to read and comprehend informational text are provided in each Lesson Card through a variety of group reading practice activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded



reading, radio reading and mumble reading. Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. Library A includes a variety of text types including informational text and biographies that are perfect in the primary grades.

Reading: Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Lesson Objectives on every Lesson Card articulate specific skills and strategies essential to reading development and fluency and include concepts of print, identifying punctuation, return sweep, phonics, letter recognition, capital and small letters: Lesson Cards The Apple Pie Tree and I Lost My Tooth in Africa, students identify clues that reveal question and exclamatory sentences.

Lesson Card A Chair For My Mother and I Stink!, students identify voice expression based on clues revealed in text or typeface.

Lesson Card Is Your Mama a Llama, Lesson Card Corduroy, and Lesson Card Stone Soup, students identify quotation marks and understand this is where different characters speak in the story.

Lesson Card Frida, and Lesson Card Ruby in Her Own Time, students demonstrate appropriate pauses after each form of punctuation, including commas, dashes, ellipses, and periods.

Lesson Card I Am the Dog, I Am the Cat and Tell Me a Story, Mama, students identify word emphasis on words in italics.

Lesson Card Too Loud Lily, students identify capital letters in text. Lesson Card Cinderella, students track print and practice return sweep while reading text. Lesson Card Yo! Yes?, students identify punctuation and model appropriate expression. Students demonstrate appropriate pause after each form of punctuation.

Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Students listen to literature read aloud with appropriate speed and expression, modeled by the teacher. Students demonstrate their understanding of words, syllables and sounds developing competency as fluent readers and confident communicators: Lesson Card What a Day It Was at School!, students identify meter and rhyme in poetry. Lesson Card K Is for Kissing a Cool Kangaroo, students explore rhythm of text. Lesson Card Click, Clack, Moo: Cows That Type, students explore alliterative onomatopoeias. Lesson Card Five Little Monkeys Jumping on the Bed, students brainstorm rhyming words to be used in simple song.

Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel sounds.

The Fabulously Famous Books for Building Fluency program focuses on developing automaticity and prosody. Proficient reading is not only the accurate analysis of words but the ability to automatically decode words. Research shows that appropriate instruction in reading fluency leads to significant gains in reading mastery. (Professional Guide p. 5-9) Direct instruction on word recognition and analysis is on each Lesson Card. Every Lesson Card is rich in opportunities for guided reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy



Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two-syllable words following basic patterns by breaking the words into syllables. Read words with inflectional endings. Recognize and read grade-appropriate irregularly spelled words.

reading, recorded reading, radio reading and mumble reading. Additionally, students can identify and use high frequency words provided in the Lesson Objectives for the following titles: Alexander and the Terrible, Horrible, No Good, Very Bad Day, Diary of a Worm, Five Little Monkeys Jumping on the Bed, I Stink!, Tell Me a Story, Mama, Too Loud Lily, and Yo! Yes?

Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper- and lowercase letters. Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, but, or, so, because).


Lesson Card Mufaro's Beautiful Daughters, students explore foreign words. Lesson Card My Mama Had a Dancing Heart, students explore hyphenated word pairs. Lesson Card I Stink!, Students explore typeface clues, such as treatment, size and capital letters. Lesson Card A Chair for My Mother, students explore text clues. Lesson Card Tell Me a Story, Mama, students explore typeface cues, such as italics.



Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Students use proper punctuation and spelling in writing activities: Lesson Card The Apple Pie Tree, students explore punctuation clues, including question marks and exclamation points.





Knowledge of Language 3. (Begins in grade 2)

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Use frequently occurring affixes as a clue to the meaning of a word. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). Identify real-life connections between words and their use (e.g., note places at home that are cozy). Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).




Writing Text Types and Purposes 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

The Fluency Performance feature in every Lesson Card invites students to participate in writing activities and illustrate their work, expressing their ideas and feelings about real or imagined topics. Students compose opinion pieces in the following activities: Lesson Card Come On, Rain, students write their own description of a rainstorm. Lesson Card Click, Clack, Moo: Cows That Type, students collaborate on writing a letter. Students compose informative or explanatory text in the following activities: Lesson Card K is for Kissing a Cool Kangaroo, students write pages of an alphabet book. Lesson Card I Stink!, students are invited to write riddles. Lesson Card What a Day it Was at School, students write a poem on a topic related to school. Lesson Card Five Little Monkeys Jumping on the Bed, students write lyrics to a repetitive song. Lesson Plan The Apple Pie Tree, students label diagram with sentences about phases in the tree’s life.







Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

The Fluency Performance feature provide opportunities for students to share work in small groups or with a partner and receive feedback from peers to strengthen their writing as needed: Lesson Card A Chair for My Mother, students work in pairs and trade diary entries. Lesson Card What a Day it Was at School, students hold a “poetry conference” in small groups and give each other feedback for possible revisions. Lesson Card I Lost My Tooth in Africa, students comment or ask questions after other students read their stories aloud. Lesson Card Come On, Rain!, students read descriptions aloud to a partner and provide feedback to each other. Lesson Card Owl Moon, students read descriptions aloud to a partner and receive feedback for revisions. Students can take advantage of classroom digital tools that are available to them to produce and publish the writing activities in the program.

Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.




Speaking & Listening Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion. 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Featured passages from each title are shared with students to initiate classroom discussion. Students are encouraged to ask and answer questions and share stories from personal experiences to build background for the story. Students participate in collaborative conversations about grade 1 topics: Lesson Card Come On, Rain!, students discuss rainstorms. Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day, students relate to personal experiences.

Lesson Card Corduroy, students discuss favorite toys. Lesson Card Is Your Mama a Llama?, students discuss animals and habitats. Lesson Card Five Little Monkeys Jumping on the Bed, students discuss bedtime routines. Lesson Card Yo! Yes?, students talk about friendship. Lesson Card Abe Lincoln, students discuss travel experiences. Lesson Card Too Loud Lily, students engage in discussion about quiet and noisy activities. Lesson Card I Am the Dog, I Am the Cat, students discuss pets. Students discuss key details from text to confirm understanding of text: Lesson Card Mufaro's Beautiful Daughters, students discuss fairy tales.



Lesson Card Owl Moon, students preview illustrations. Lesson Card Tell Me a Story, Mama, students discuss storytellers. Lesson Card Click, Clack, Moo: Cows That Type, students preview the illustrations. Lesson Card Cinderella, students discuss fairy tales and preview the story. Lesson Card I Stink!, students discuss riddles. Lesson Card How I Became a Pirate, students discuss pirates. Lesson Card Stone Soup, students preview the story. Lesson Card K is for Kissing a Cool Kangaroo, students brainstorm list of alliterative words. Lesson Card What a Day it Was at School, students discuss poetry. Lesson Card The Subway Mouse, students preview the story by discussing the cover, titles and illustrations.

Lesson Card The Web Files, students discuss different genres. Lesson Card I Lost My Tooth in Africa, students share what they know about Africa. Lesson Card Let's Play In the Forest While the Wolf Is Not Around, students talk about clothing and accessories.



Presentation of Knowledge and Ideas 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation.

Each Lesson Card provides fun and engaging opportunities that invite and challenge students to present their written material to the class using various oral presentation forms. Students apply the conventions of academic language appropriately through various suggested oral presentation forms, such as choral reading, dramatizations, read alouds, retelling, partner reading, puppet theater, storytelling and singing songs. Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day, students present their new scenes to the class.


Lesson Card Owl Moon, students read their descriptions aloud to a partner. Lesson Card A Chair for My Mother, students read diary entries aloud conveying their emotions. Lesson Card The Apple Pie Tree, students read paragraphs aloud. Lesson Card Tell Me a Story, Mama, students read their stories aloud using appropriate



expression. Lesson Card Cinderella, students take turns retelling the story. Lesson Card Click, Clack, Moo, students chorally read collaborative letters. Lesson Card Come On, Rain!, students are paired and read descriptions to each other. Lesson Card A Million Fish... More or Less, students hold a storytelling contest. Lesson Card Five Little Monkeys Jumping on the Bed, students perform their hand-written songs. Lesson Card Yo! Yes?, students take turns showing and reading aloud their comic strips. Lesson Card I Stink!, students present each others riddles to the class. Lesson Plan Too Loud Lily, students choral read their dialogues aloud for the class. Lesson Card K is for Kissing a Cool Kangaroo, students read their books aloud chorally. Lesson Card How I Became a Pirate, students perform their scripts. Lesson Card My Mama Had a Dancing Heart, students take turns reading aloud their memoirs. Lesson Card Stone Soup, students read their scenes aloud for the class using different voices for each character and the narrator.








Reading: Literature Key Ideas and Details 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 3. Describe how characters in a story respond to major events and challenges.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. The Modeled Reading feature in each Lesson Card shares a passage from the book to be read by the teacher to prompt discussion about key details, for example: Lesson Card Tell Me a Story, Mama, teachers read passage aloud and prompt students to summarize passage in their own words. Lesson Card Owl Moon, teachers read passage aloud and ask students to use descriptive words in the passage.



Lesson Card Stone Soup, teachers read passage aloud and check comprehension by asking questions specific to passage. Lesson Card Come On, Rain, teachers read passage and ask students to identify descriptive words in text. Lesson Card Mañana, Iguana,, teachers read passage aloud and discuss Spanish word used in passage. Lesson Card Mufaro’s Beautiful Daughters, teachers read passage aloud and prompt students to reflect on story’s genre. Students retell stories including key details and important themes. See the Oral Recitation Lesson and Story Map in the Professional Guide p. 16-19. The Fluency Performance feature provides fun and engaging opportunities that invite students to use various oral presentation forms, such as retelling: Lesson Card Cinderella, students retell the story in their own words. Lesson Card Mufaro’s Beautiful Daughters, students retell the story using a story map. Lesson Card The Subway Mouse, students retell narratives they dictated. Lesson Card A Million Fish... More or Less, students participate in a story telling contest. Students explore the structure and elements of fiction in each Lesson Card. The Individualized Practice feature of each Lesson Card provides opportunities for students to demonstrate understanding of key details in the text and recount stories to determine central theme. Activities such as “Say It Like the Character” (Professional Guide, p. 38-39) require students to think about the feelings and disposition of the character and practice reading in a way that reflects the character’s personality. Students identify characters, settings, and events in a story: Lesson Card How I Became a Pirate, students imitate a pirate’s dialect when reading pirates lines. Lesson Card Stone Soup, students read passage aloud using different voices for the characters and the narrator. Lesson Card The Subway Mouse, students discuss text clues that tell how the characters are feeling. Lesson Card Tell Me a Story, Mama, students read lines of the passage using different voices for each character. Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day, students practice reading the passage aloud and with expression.

Craft and Structure 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Specific instruction on the rhythm, intonation, expression of texts and phrases and meaning of words is provided in the Professional Guide within how to use choral reading, paired reading, buddy reading, recorded reading, radio reading, dialogue reading, repeated reading, cooperative reading, Readers’ Theater, and poetry performances. Professional Guide p.20-50. Students recognize how words and phrases supply rhythm and meaning to literature: Lesson Card K Is for Kissing a Cool Kangaroo, students explore alliteration and read aloud using rhythmic patterns. Lesson Card Click, Clack, Moo: Cows That Type, students take turns reading aloud the alliterative onomatopoeia.



Fabulously Famous Books for Building Fluency presents a wide reading range of text types including biography, humor, picture books, realistic fiction, tales, adventure, alphabet books, fantasy, informational text, poetry and rhymes, songs, stories written in the form of letters and diaries, and famous speeches. Teachers introduce and read aloud entire selections implementing fluency instruction. Engaging in discussion about the book students identify the genre and content drawing on their familiarity with literature. Students identify the speakers in stories at various points as they engage in fluency activities with each of the books in the program. See especially “Say It Like the Character” in the Professional Guide pages 38-39. See also Reader’s Theater Professional Guide pages 43-47. The Individualized Practice feature provides opportunities for students to read dialogue and practice speaking in different voices: Lesson Card Yo! Yes? Lesson Card Is Your Mama a Llama? Lesson Card Mañana, Iguana Lesson Card A Million Fish... More or Less Lesson Card Stone Soup Lesson Card Tell Me a Story, Mama

Integration of Knowledge and Ideas 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 8. (Not applicable to literature) 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Opportunities for students to explore the relationship between illustrations and text to determine meaning and understanding of the story are provided in the Modeled Reading feature: Lesson Card Is Your Mama a Llama?, students refer to illustrations in group discussion. Lesson Card The Subway Mouse, students discuss illustrations while previewing story. Lesson Card Click, Clack, Moo: Cows That Type, students preview the illustrations to prompt speculation about the story.

Lesson Card Owl Moon, student preview the illustrations to prompt speculation about the story. Lesson Card Abe Lincoln, students view illustrations in story and relate text to illustrations. Lesson Card A Chair for My Mother, students use illustrations to support comprehension. Lesson Card Yo! Yes?, students are encouraged to use illustrations along with the text to figure out what’s going on in the story.




Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including

Every Lesson Card provides opportunities for students to engage in group reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading,



stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

paired reading, buddy reading, recorded reading, radio reading and mumble reading. Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. Library A includes a variety of text types including treasured classics and contemporary favorites that are perfect in the primary grades.

Reading: Informational Text Key Ideas and Details 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. The Modeled Reading feature shares a passage from the book to be read by the teacher to prompt discussion about key details, in the following informational text: Lesson Card The Apple Pie Tree, teachers read passage aloud and ask questions to check student’s comprehension about the sequence of events. Lesson Card Diary of a Worm, teachers read passage aloud and ask questions to check student’s comprehension. Lesson Card Martin's Big Words, teachers read passage aloud and ask questions to check student’s comprehension. Lesson Card Abe Lincoln, teachers read passage aloud and invite students to view illustrations and find the different characters mentioned. Lesson Card Frida, teachers read passage aloud and ask questions to check student’s comprehension. Additionally, the Modeled Reading feature provides opportunities for the teacher to introduce the main topic and encourage students to identify details in the texts: Lesson Card The Apple Pie Tree, teachers read featured passage and talk about apple products. Lesson Card Diary of a Worm, teachers read featured passage and lead discussion about earth worms. Lesson Card Frida, teachers read featured passage and share reproductions of paintings by different artists. Lesson Card Martin's Big Words, teachers read featured passage and lead discussion about the Civil Rights Movement. Lesson Card Abe Lincoln, teachers read featured passage and invite children to share stories about journeys they have taken. See also the Oral Recitation Lesson and Story Map, Professional Guide pages 16-19.

Craft and Structure 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Fabulously Famous Books for Building Fluency uses a variety of genres in each library, including informational text. Key vocabulary words are listed in the Lesson Objectives and simple definitions and examples of how to use them are provided in the Modeled Reading feature. Students engage in discussion and clarify the meaning of unknown words with prompting and support. Teachers engage students in identifying the main purpose and important themes in a text in the Modeled Reading feature where they build background and initiate discussion about the texts. Professional Guide p. 10



Integration of Knowledge and Ideas 7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 8. Describe how reasons support specific points the author makes in a text. 9. Compare and contrast the most important points presented by two texts on the same topic.

Students describe the relationship between illustrations and informational text in the Modeled Reading feature: Lesson Card Abe Lincoln, students view illustrations in story and relate text to illustrations. Literature in the Tim Rasinski Presents Fabulously Famous Books for Building Fluency library can be paired with other classroom literature to compare content on the same subject.

Range of Reading and Level of Text Complexity 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Opportunities for students to read and comprehend informational text are provided in each Lesson Card through a variety of group reading practice activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading. Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. Library A includes a variety of text types including informational text and biographies that are perfect in the primary grades.

Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words.

The Fabulously Famous Books for Building Fluency program focuses on developing automaticity and prosody. Proficient reading is not only the accurate analysis of words but the ability to automatically decode words. Research shows that appropriate instruction in reading fluency leads to significant gains in reading mastery. (Professional Guide p. 5-9) Direct instruction on word recognition and analysis is on each Lesson Card. Every Lesson Card is rich in opportunities for guided reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading. Additionally, students can identify and use high frequency words provided in the Lesson Objectives for the following titles: Alexander and the Terrible, Horrible, No Good, Very Bad Day, Diary of a Worm, Five Little Monkeys Jumping on the Bed, I Stink!, Tell Me a Story, Mama, Too Loud Lily, and Yo! Yes?

Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

The Tim Rasinski presents Fabulously Famous Books for Building Fluency program is based upon the research that shows fluency is essential to the development of competent and proficient reading. Each Fluency Library provides teachers and students with some of the very best engaging and satisfying children’s literature available. Research has shown that appropriate instruction in reading fluency results in significant gains in reading achievement. Direct instruction in fluency using professionally selected, high quality children’s literature is the composition of the Fabulously Famous Books for Building Fluency program. Professional Guide pages 3-11, 20-23, 59-63. Every Lesson Card identifies passages in the literature that deliver a strong sense of voice and can easily be performed orally, developing and demonstrating fluency. Specific instruction addresses rate, expression, automaticity and prosody. The Three-Minute Reading Assessment book is inclusive in assessing students’ fluency. See also fluency and comprehension assessments, Professional Guide p. 59-63.



The instructional design of Fabulously Famous Books for Building Fluency program includes the teacher modeling fluency, teacher guidance and assistance while reading aloud, opportunities for individualized and group practice, and fluency performances involving writing activities and oral presentations. These fluency practice strategies include the following activities: Choral Reading, Paired Reading, Buddy Reading, Recorded Reading, Radio Reading, Mumble Reading, “Say It Like Character”, Repeated Reading Center, Cooperative Repeated Reading, Reader’s Theater, and Poetry Performances.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use collective nouns (e.g., group). Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Use reflexive pronouns (e.g., myself, ourselves). Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Use adjectives and adverbs, and choose between them depending on what is to be modified. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize holidays, product names, and geographic names. Use commas in greetings and closings of letters. Use an apostrophe to form contractions and frequently occurring possessives. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


Lesson Card Mufaro's Beautiful Daughters, students explore foreign words. Lesson Card My Mama Had a Dancing Heart, students explore hyphenated word pairs. Lesson Card I Stink!, Students explore typeface clues, such as treatment, size and capital letters. Lesson Card A Chair for My Mother, students explore text clues. Lesson Card Tell Me a Story, Mama, students explore typeface cues, such as italics. Students use proper punctuation and spelling in writing activities: Lesson Card The Apple Pie Tree, students explore punctuation clues, including question marks and exclamation points.





Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Compare formal and informal uses of English.

Students explore dialogue in text and practice reading aloud using punctuation clues and typeface clues for appropriate expression. Lesson Card Yo! Yes? Lesson Card Is Your Mama a Llama?



Lesson Card Mañana, Iguana Lesson Card A Million Fish... More or Less Lesson Card Stone Soup Lesson Card Tell Me a Story, Mama

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).


Writing Text Types and Purposes 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

The Fluency Performance feature in every Lesson Card invites students to participate in writing activities and illustrate their work, expressing their ideas and feelings about real or imagined topics. Students compose opinion pieces in the following activities: Lesson Card Come On, Rain, students write their own description of a rainstorm. Lesson Card Click, Clack, Moo: Cows That Type, students collaborate on writing a letter. Students compose informative or explanatory text in the following activities: Lesson Card K is for Kissing a Cool Kangaroo, students write pages of an alphabet book. Lesson Card I Stink!, students are invited to write riddles. Lesson Card What a Day it Was at School, students write a poem on a topic related to school. Lesson Card Five Little Monkeys Jumping on the Bed, students write lyrics to a repetitive song.



Lesson Plan The Apple Pie Tree, students label diagram with sentences about phases in the tree’s life.





Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

The Fluency Performance feature provide opportunities for students to share work in small groups or with a partner and receive feedback from peers to strengthen their writing as needed: Lesson Card A Chair for My Mother, students work in pairs and trade diary entries. Lesson Card What a Day it Was at School, students hold a “poetry conference” in small groups and give each other feedback for possible revisions. Lesson Card I Lost My Tooth in Africa, students comment or ask questions after other students read their stories aloud. Lesson Card Come On, Rain!, students read descriptions aloud to a partner and provide feedback to each other. Lesson Card Owl Moon, students read descriptions aloud to a partner and receive feedback for revisions. Students can take advantage of classroom digital tools that are available to them to produce and



publish the writing activities in the program.

Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 8. Recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4)




Range of Writing 10. (Begins in grade 3)

Speaking & Listening 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of others. Ask for clarification and further explanation as needed about the topics and texts under discussion. 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Featured passages from each title are shared with students to initiate classroom discussion. Students are encouraged to ask and answer questions and share stories from personal experiences to build background for the story. Students participate in collaborative conversations about grade 2 topics: Lesson Card Come On, Rain!, students discuss rainstorms. Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day, students relate to personal experiences.

Lesson Card Corduroy, students discuss favorite toys. Lesson Card Is Your Mama a Llama?, students discuss animals and habitats. Lesson Card Five Little Monkeys Jumping on the Bed, students discuss bedtime routines. Lesson Card Yo! Yes?, students talk about friendship. Lesson Card Abe Lincoln, students discuss travel experiences. Lesson Card Too Loud Lily, students engage in discussion about quiet and noisy activities. Lesson Card I Am the Dog, I Am the Cat, students discuss pets. Students discuss key details from text to confirm understanding of text: Lesson Card Mufaro's Beautiful Daughters, students discuss fairy tales. Lesson Card Owl Moon, students preview illustrations. Lesson Card Tell Me a Story, Mama, students discuss storytellers. Lesson Card Click, Clack, Moo: Cows That Type, students preview the illustrations. Lesson Card Cinderella, students discuss fairy tales and preview the story. Lesson Card I Stink!, students discuss riddles. Lesson Card How I Became a Pirate, students discuss pirates. Lesson Card Stone Soup, students preview the story. Lesson Card K is for Kissing a Cool Kangaroo, students brainstorm list of alliterative words. Lesson Card What a Day it Was at School, students discuss poetry. Lesson Card The Subway Mouse, students preview the story by discussing the cover, titles and



illustrations. Lesson Card The Web Files, students discuss different genres. Lesson Card I Lost My Tooth in Africa, students share what they know about Africa. Lesson Card Let's Play In the Forest While the Wolf Is Not Around, students talk about clothing and accessories.



Presentation of Knowledge and Ideas 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Each Lesson Card provides fun and engaging opportunities that invite and challenge students to present their written material to the class using various oral presentation forms. Students apply the conventions of academic language appropriately through various suggested oral presentation forms, such as choral reading, dramatizations, read alouds, retelling, partner reading, puppet theater, storytelling and singing songs. Lesson Card Alexander and the Terrible, Horrible, No Good, Very Bad Day, students present their new scenes to the class.


Lesson Card Owl Moon, students read their descriptions aloud to a partner. Lesson Card A Chair for My Mother, students read diary entries aloud conveying their emotions. Lesson Card The Apple Pie Tree, students read paragraphs aloud. Lesson Card Tell Me a Story, Mama, students read their stories aloud using appropriate expression.

Lesson Card Cinderella, students take turns retelling the story. Lesson Card Click, Clack, Moo, students chorally read collaborative letters. Lesson Card Come On, Rain!, students are paired and read descriptions to each other. Lesson Card A Million Fish... More or Less, students hold a storytelling contest. Lesson Card Five Little Monkeys Jumping on the Bed, students perform their hand-written songs. Lesson Card Yo! Yes?, students take turns showing and reading aloud their comic strips. Lesson Card I Stink!, students present each others riddles to the class. Lesson Plan Too Loud Lily, students choral read their dialogues aloud for the class. Lesson Card K is for Kissing a Cool Kangaroo, students read their books aloud chorally.



Lesson Card How I Became a Pirate, students perform their scripts. Lesson Card My Mama Had a Dancing Heart, students take turns reading aloud their memoirs. Lesson Card Stone Soup, students read their scenes aloud for the class using different voices for each character and the narrator.







Tim Rasinski Presents Fabulously Famous Books For Building Fluency Library B

Reading: Literature Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Extensive fluency instruction results in engagement with the texts including discussions that result in analysis of explicit and inferential meaning. Comprehension is the ultimate goal of instruction and students interact with and respond to the superb literature in the program. Professional Guide p. 61. The Modeled Reading feature in each Lesson Card shares a passage from the book to be read by the teacher to prompt discussion about key details, for example: Lesson Plan Dear Mr. Henshaw, teacher reads passage aloud and asks students describe main character. Lesson Plan Catwings, teacher reads passage aloud and asks questions to check comprehension. Lesson Plan Clarice Bean Spells Trouble, teacher reads passage aloud and asks students to determine the mood of the character. Lesson Plan Wings, teacher reads passage aloud and asks students to listen for how the narrator and character become friends. Lesson Plan Nothing Ever Happens on 90th Street, teacher reads passage aloud and asks questions to check comprehension. Lesson Plan Cloudy with a Chance of Meatballs, teacher reads passage aloud and ask students to try to visualize what is happening.



The Modeled Reading feature of each Lesson Card builds background and initiates discussion on the important themes and central ideas of the texts. Professional Guide p. 10. Specific instruction on the elements of a story is articulated in the Oral Recitation Lesson. Professional Guide p. 19. Teachers scaffold the specificity of their instruction as they determine appropriate. Students recount stories and use key details to determine central message, for example: Lesson Plan Catwings, students share other fantasy stories they have read. Lesson Plan American Tall Tales, students discuss Tall Tales. Lesson Plan The True Story of the 3 Little Pigs, students summarize stories and discuss different points of view. Lesson Plan Red Riding Hood, students discuss the moral of a story. Lesson Plan More Than Anything Else, students talk about storytellers. Activities such as “Say It Like the Character” (Professional Guide, p. 38-39) require students to think about the feelings and disposition of the character and practice reading in a way that reflects the character’s feelings and personality: Lesson Card Charlotte's Web, students practice reading passages using distinct voices for each character.

Lesson Card Clarice Bean Spells Trouble, students discuss feelings of characters and read passages using correct intonation.

Lesson Card The Bad Beginning, students are encouraged to read character’s spoken lines with right expression.

Lesson Card Phoebe the Spy, students read passages aloud using voices to convey fear and determination of character.

Lesson Card Rosa, students focus on conveying the feelings and disposition of the character role they are assigned to read aloud.

Lesson Card Red Riding Hood, students practice reading passages using distinct voices for each character.

Lesson Card The True Story of the Three Little Pigs, students locate clues about the wolf’s personality and read passages aloud using correct intonation.

Lesson Card American Tall Tales, students analyze character’s feeling using text clue and exploring dialogue.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters.

In every Lesson Card a Featured Passage from the story is shared with the class introducing key vocabulary. Definitions of the words and examples of how to use them are provided in the Modeled Reading feature so that students can determine the meaning of the words as they are used in context, including distinguishing literal from non-literal language. Fabulously Famous Books for Building Fluency presents a wide reading range of text types including biography, humor, picture books, realistic fiction, tales, adventure, alphabet books, fantasy, informational text, poetry and rhymes, songs, stories written in the form of letters and diaries, and famous speeches. Opportunities to explore the structural elements of poetry and prose are provided: Lesson Card The New Kid on the Block, students explore rhyming words and patterned rhythm in poetry.



Lesson Card Dear Mr. Henshaw, students explore prosody in text. Lesson Card Cloudy with a Chance of Meatballs, students explore descriptive text. Lesson Card Stopping by Woods on a Snowy Evening, students explore phrasing in poetry. Lesson Card The Firework-Maker's Daughter, students explore phrasing in text. Lesson Card Black Cat, students reflect on the poet’s craft and chunk the text into meaningful phrases based on rhythm and content of material.

Lesson Card It's Raining Pigs and Noodles, students explore prosody in poetry. Lesson Card Sidewalk Chalk, students explore phrasing and pace in poetry. Lesson Card Talkin' About Bessie, students explore prosody in text. Lesson Card A Kick in the Head, students explore mood expressed in poetry. Lesson Card Uncle Jed's Barbershop, students explore phrasing in text. Students identify the speakers in stories at various points as they engage in fluency activities with each of the books in the program. See especially “Say It Like the Character” in the Professional Guide pages 38-39. See also Reader’s Theater Professional Guide pages 43-47. In this context and literature discussion teachers can engage students in distinguishing their own point of view from that of the characters:

Lesson Card Cockroach Cooties, students explore first and third person narrations. Lesson Card Red Riding Hood, students explore dialogue. Lesson Card The True Story of the Three Little Pigs, students use text to determine to determine intonation for character.

Lesson Card Granddaddy's Gift, students explore pace and first person narration. Lesson Card Charlotte's Web, students explore the structural elements of dialogue. Lesson Card The Bad Beginning, students explore dialogue. Lesson Card Our Strange New Land, Elizabeth's Jamestown Colony Diary, students use text clues and personal experience to determine a character’s feelings.

Lesson Card Rosa, explore intonation in dialogue. Lesson Card Hey You! C'mere, students explore realistic dialogue in poetry. Lesson Card Clarice Bean Spells Trouble, students determine the disposition or mood of the character.

Lesson Card American Tall Tales, students use text clues and personal experience to determine a character’s feelings.

Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 8. (Not applicable to literature) 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Opportunities for students to explore the relationship between illustrations and text to convey meaning in a story are provided in the Modeled Reading feature: Lesson Card Cloudy with a Chance of Meatballs students preview illustrations and discuss story. Lesson Card Nothing Ever Happens on 90th Street define words using context and illustrations. Award winning and favorite authors are represented in the library. The program literature presents stories by revered and prolific authors such as Beverly Cleary, Laurence Yep, Margaree King Mitchell, Patricia MacLachlan, Nikki Grimes, E,B. White. These titles can be paired with other books by the same authors to address comparing and contrasting their content, themes, settings, styles, and characters.



Range of Reading and Complexity of Text 10.By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. The genres included in Library B include tall tale, humor, poetry, fantasy, realistic fiction, fractured/modern tales, historical fiction, biography, diary/journal, fairy tale, autobiography. These treasured classics and contemporary favorites that are selected to be grade level appropriate. Every Lesson Card provides opportunities for students to engage in group reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading.

Reading: Informational Text Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. Featured Passages are selected and shared in the Modeled Reading providing opportunities for students to analyze explicit and inferential information from text: Lesson Card Phoebe the Spy, teachers read passage aloud and ask students to listen for words or phrases that show feelings. Lesson Card Rosa, teachers read passage aloud and ask students to predict what will happen next. Lesson Card Talkin' About Bessie, teachers read passage aloud and ask students to identify the point of view of the author. Lesson Card Granddaddy's Gift, teachers read passage aloud and ask students to identify first-person account in text. Lesson Card Our Strange New Land,, teachers read passage aloud and ask students about mood of the story. Lesson Card Uncle Jed's Barbershop, teachers read passage aloud and ask questions to check comprehension of story. Lesson Card Sarah, Plain and Tall, teachers read passage aloud and ask questions to check comprehension of story. Lesson Card In the Year of the Boar and Jackie Robinson, teachers read passage aloud and ask students to identify emotion and perspective in text. Additionally, the Modeled Reading feature shares a passage from the book to be read by the teacher to build background and initiate classroom discussion about important themes from story, see for example the following informational text: Lesson Card Phoebe the Spy, teachers read featured passage and discuss determination. Lesson Card Rosa, teachers read featured passage and talk about Civil Right heroes. Lesson Card Talkin' About Bessie , teachers read featured passage and discuss stunt performers. Lesson Card Granddaddy's Gift, teachers read featured passage and discuss segregation. Lesson Card Our Strange New Land, teachers read featured passage and discuss settlers. Lesson Card Uncle Jed's Barbershop, teachers read featured passage to build background on story about the Great Depression. Lesson Card Sarah, Plain and Tall, teachers read featured passage and build background on the story.



Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topics or subject area. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text.

Fabulously Famous Books for Building Fluency uses a variety of genres in each library, including informational text. Key vocabulary words are listed in the Lesson Objectives and simple definitions and examples of how to use them are provided in the Modeled Reading feature. Students engage in discussion and clarify the meaning of unknown words with prompting and support. Teachers engage students in identifying the main purpose and important themes in a text in the Modeled Reading feature where they build background and initiate discussion about the texts (Professional Guide p. 10) providing opportunities for students to distinguish their own point of view.

Integration of Knowledge and Ideas 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Teachers build background and initiate classroom discussion about the text in the Modeled Reading feature providing opportunities to explore illustrations for conveying information: Lesson Card Our Strange New Land, students trace route of settlers on a world map. The program contributes superb literature to the classroom library that teachers can pair with other classroom and library books to compare and contrast key points and details in texts that are related in topic or subject matter. Literature in the program can be paired with other books on topics such as voting rights, westward expansion, civil rights, integration, slavery, courage and determination and more. See following inspirational and informational titles in Library B: Granddaddy’s Gift, More Than Anything Else, Our Strange New Land: Jamestown Colony, Phoebe the Spy, Rosa, Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman, Uncle Jed’s Barbershop.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Opportunities for students to read and comprehend informational text are provided through a variety of group reading practice activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading. Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. Informational titles in Library B represent a variety of genres, including such titles as Granddaddy’s Gift, Phoebe the Spy, Rosa, Our Strange New Land , Uncle Jed's Barbershop, and Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman.

Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multisyllable words. Read grade-appropriate irregularly spelled words.

The Fabulously Famous Books for Building Fluency program focuses on developing automaticity and prosody. Proficient reading is not only the accurate analysis of words but the ability to automatically decode words. Research shows that appropriate instruction in reading fluency leads to significant gains in reading mastery. (Professional Guide p. 5-9) Direct instruction on word recognition and analysis is on each Lesson Card. Every Lesson Card is rich in opportunities for guided reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading.



Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood). Form and use regular and irregular verbs. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Ensure subject-verb and pronoun-antecedent agreement.* Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue.

The Fluency Performance feature on every Lesson Card provides opportunities for students to use proper grammar in writing and speaking. Conventions of Standard English are identified and practice strategies are provided in the Modeled Reading feature. Students use proper punctuation and spelling in writing activities: Lesson Card Catwings, students explore punctuation clues, including question marks. Lesson Card In the Year of the Boar and Jackie Robinson, students explore punctuation clues, including question marks and exclamation marks.

Lesson Card Oh, Brother, students explore punctuation clues, including dashes. Lesson Card Sarah, Plain and Tall, students explore punctuation clues, including commas. Lesson Card Phoebe the Spy, students explore italic words. Lesson Card Thank You, Mr. Falker, students explore punctuation clues, including dashes and ellipses.

Lesson Card Ramona the Pest, students explore punctuation clues, including ellipses. Lesson Card Wings, students explore punctuation clues, including exclamation marks. Lesson Card More than Anything Else, students explore words in italics. Lesson Card Cockroach Cooties, students explore punctuation clues, including quotation marks. Lesson Card Nothing Ever Happens on 90th Street, students explore punctuation clues, including dashes.

Lesson Card Hey You! C'mere, students explore incorrect English that can lend authenticity to a story.



Form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect.* Recognize and observe differences between the conventions of spoken and written standard English.

Each library contains a variety of literature for students to read and apply their knowledge of language and its conventions while developing fluency and comprehension. Every Lesson Card provides a writing activity in which students can apply their understanding of grammar, punctuation and vocabulary. These activities include writing speech balloons, dialogue, poetry and more. In this context they apply their knowledge of the differences between the conventions of spoken and written standard English. See for example the following writing activities: Lesson Card The Bad Beginning students write a letter to the author to express opinion. Lesson Card Black Cat students write and present their rap songs to class. Lesson Card Catwings students write a comic strip. Lesson Card Cloudy With a Chance of Meatballs students write a weather forecast to share with class. Lesson Cards Hey You! C’mere and A Kick In The Head students write and original poem. Lesson Card In the Year of the Boar and Jackie Robinson students write an imaginary post card. Lesson Card Nothing Ever Happens on 90th Street students write about an exciting event. Lesson Cards Hey You! C’mere and A Kick In The Head students review slang, ungrammatical text and tone then write original poem. Lesson Card Nothing Ever Happens on 90th Street students write about an exciting event. Lesson Cards Uncle Jed’s Barbershop students write a short essay.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases in

The Modeled Reading feature provides focused instruction on key vocabulary words. These featured vocabulary words (tier 2, related, or high-frequency) are important to understanding the passage and key for word study. Teachers expand lesson in response to students’ needs by providing simple definitions, creating sample sentences, exploring synonyms and antonyms, and asking questions to prompt use of new vocabulary. Students explore and understand new vocabulary related to a text: Lesson Card Black Cat, adjectives that create imagery. Lesson Card American Tall Tales, slang words with multiple meanings. Lesson Card Catwings, words with common prefixes and root words. Lesson Card Clarice Bean Spells Trouble, pronunciation of words. Lesson Card Cockroach Cooties, words with common suffixes. Lesson Card Dear Mr. Henshaw, synonyms and words in context. Lesson Card Granddaddy's Gift, words related to the study of civics. Lesson Card Hey You! C'mere, phonetic spelling of words. Lesson Card It's Raining Pigs and Noodles, adjectives and synonyms.



context (e.g., take steps). Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Lesson Card The New Kid on the Block, words describing real and imaginary things. Lesson Card Nothing Ever Happens on 90th Street, define words using context and illustrations. Lesson Card Oh, Brother, verbs that describe action. Lesson Card Rosa, word intonation. Lesson Card Sarah, Plain and Tall, unusual or interesting verbs. Lesson Card Talkin' About Bessie, defining words using context clues. Lesson Card Thank You, Mr. Falker, words with multiple meanings. Lesson Card The True Story of the Three Little Pigs, defining words using context clues. Lesson Card Uncle Jed's Barbershop, words relating to barbershops. Lesson Card Wings, words with common suffixes.

Writing Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Provide a concluding statement or section. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Provide a concluding statement or section. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Use temporal words and phrases to signal event order. Provide a sense of closure.

The Fluency Performance feature in every Lesson Card invites students to participate in writing activities and illustrate their work, expressing their ideas and feelings about real or imagined topics. Students compose opinion pieces in the following activities: Lesson Card Stopping by Woods on a Snowy Evening, students write a poem about a favorite season.

Lesson Card Uncle Jed's Barbershop, students write a personal essay about their hopes and dreams.

Lesson Card Our Strange New Land, Elizabeth's Jamestown Colony Diary, students write a diary entry of their own describing real or imagined events.

Students compose informative or explanatory text in the following activities: Lesson Card Cloudy with a Chance of Meatballs, students write a weather forecast containing sensory details.

Lesson Card Dear Mr. Henshaw, students write a paragraph using notes from their proposals. Lesson Card Talkin' About Bessie, students write a news report. Lesson Card Thank you, Mr. Falker, students prepare written answers for a book talk. Students compose narratives in the following activities: Lesson Card Clarice Bean Spells Trouble, students write a story extension using dialogue to portray how the character is feeling.

Lesson Card American Tall Tales, students write a tall tale about a real person containing dialogue.

Lesson Card Catwings, students write a comic strip together with illustrations and dialogue. Lesson Card Charlotte's Web, students write a script using dialogue. Lesson Card Nothing Ever Happens on 90th Street, students write a short story. Lesson Card The Firework-Maker's Daughter, students write a paragraph about imaginary fireworks, including illustrations with labels and captions.

Lesson Card Wings, students write a Reader’s Theater script. Lesson Card The True Story of the Three Little Pigs, students rewrite a scene from a fairy tale. Lesson Card Red Riding Hood, students write a script for a scene from a chosen fairy tale, including stage notes.



Lesson Card Black Cat, students write lyrics to their own rap song. Lesson Card The New Kid on the Block, students write a rhyming poem. Lesson Card A Kick in the Head, students write original poems. Lesson Card It's Raining Pigs and Noodles, students write poems about food. Lesson Card Hey You! C'mere, students write original poems using street talk, slang, or dialect. Lesson Card Sidewalk Chalk: Poems of the City, students write a poem about a real or imagined neighborhood.

Lesson Card The Bad Beginning, students write a letter to the author, using the basic elements of a letter.

Lesson Card Phoebe the Spy, students write a paragraph expanding a passage. Lesson Card Rosa, students write a Reader’s Theater script. Lesson Card Sarah, Plain and Tall, students create a script for scene from the book. Lesson Card Ramona the Pest, students write a dialogue. Lesson Card Granddaddy's Gift, students write a paragraph that describes a character. Lesson Card In the Year of the Boar and Jackie Robinson, students write ideas in form of a postcard.

Lesson Card Oh, Brother, students write a scene from story. Lesson Card Cockroach Cooties, students write a scene using dialogue and narrative text to explain how the character is speaking.

Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

The Fluency Performance feature provide opportunities for students to share work in small groups or with a partner and receive feedback from peers to strengthen their writing as needed: Lesson Card Dear Mr. Henshaw, students share their proposals in a “writer’s conference” and receive feedback and suggestions for improvements. Lesson Card A Kick in the Head, students prepare for a poetry slam and receive coaching as needed. Lesson Card Rosa, students work in groups to perform scripts for class and record with video equipment. Lesson Card Cockroach Cooties, students trade papers and read another student’s scenario aloud. Lesson Card Our Strange New Land, Elizabeth's Jamestown Colony Diary, students read diary entries aloud and class discusses mood and emotions expressed in reading. Lesson Card Catwings, students work in groups and take turns reading their dialogues in the proper sequence. Lesson Card In the Year of the Boar and Jackie Robinson students “deliver” their postcards to a partner to read aloud. Lesson Card Uncle Jed's Barbershop, students work in pairs reading essays aloud. Lesson Card Sidewalk Chalk: Poems of the City, students prepare for a poetry slam and receive coaching as needed. Lesson Card Oh, Brother, students trade papers and read another student’s scenario aloud. Students can take advantage of classroom digital tools that are available to them to produce and publish the writing activities in the program.

Research to Build and Present Knowledge The literature in the program can inspire research on the topics such as Elizabeth Coleman,



7. Conduct short research projects that build knowledge about a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 9. (Begins in grade 4)

voting rights, westward expansion, civil rights, Rosa Parks, Jackie Robinson, Jamestown, and Booker T. Washington. See following titles in Library B: Granddaddy’s Gift, More Than Anything Else, Our Strange New Land: Jamestown Colony, Phoebe the Spy, Rosa, Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman, Uncle Jed’s Barbershop.

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

The Fluency Performance feature on every Lesson Card provides in-class writing activities in response to the literature. These springboard suggestions can be expanded for development over longer periods of time and taken through the writing process to publication, as the teacher determines appropriate.

Speaking & Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Explain their own ideas and understanding in light of the discussion. 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Featured passages from each title are shared with students to initiate classroom discussion. Students are encouraged to ask and answer questions and share stories from personal experiences to build background for the story. Students participate in collaborative conversations about grade 3 topics: Lesson Card Sarah, Plain and Tall, students discuss life during the 1800s to build background for reading.

Lesson Card Phoebe the Spy, students discuss determination. Lesson Card Clarice Bean Spells Trouble, students discuss fear of failure. Lesson Card Stopping by Woods on a Snowy Evening, students discuss favorite season. Lesson Card Thank You, Mr. Falker, students share personal experiences. Lesson Card The Firework-Maker's Daughter, students discuss fireworks. Lesson Card Charlotte's Web, students discuss listening to wisdom of elders. Lesson Card Ramona the Pest, students being at a loss for words. Lesson Card It's Raining Pigs and Noodles, students discuss disgusting food. Lesson Card Sidewalk Chalk: Poems of the City, students discuss neighborhoods. Lesson Card Wings, students discuss the concept of friendship. Lesson Card Talkin' About Bessie, students discuss stunt performers. Lesson Card Cockroach Cooties, students talk about and share hobbies. Lesson Card The Bad Beginning, students preview the book. Lesson Card Nothing Ever Happens on 90th Street, students make predictions about the story. Lesson Card Oh, Brother, students make predictions about the story. Students determine the main ideas and supporting details of a text: Lesson Card Red Riding Hood, students discuss the moral of a fairy tale. Lesson Card Dear Mr. Henshaw, students discuss writers and the craft of writing. Lesson Card Cloudy with a Chance of Meatballs, students preview illustrations and discuss story.

Lesson Card American Tall Tales, students discuss Tall Tales. Lesson Card More than Anything Else, students discuss storytellers. Lesson Card A Kick in the Head, students discuss different types of poetry. Lesson Card Hey You! C'mere, students discuss dialect, slang, and street talk.



Lesson Card Black Cat, students make a word collage about the city and look for these words when they read the book.

Students discuss and clarify information presented in text: Lesson Card In the Year of the Boar and Jackie Robinson, students discuss immigration. Lesson Card Rosa, students discuss Civil Rights heroes. Lesson Card Our Strange New Land, Elizabeth's Jamestown Colony Diary, students discuss Jamestown settlers to build background for reading.

Lesson Card The New Kid on the Block, students discuss imaginary creatures. Lesson Card The True Story of the Three Little Pigs, students discuss point of view. Lesson Card Catwings, students discuss fantasy stories. Lesson Card Granddaddy's Gift, students discuss and build background about segregation. Lesson Card Uncle Jed's Barbershop, students discuss the Great Depression to build background for reading.

Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Each Lesson Card provides fun and engaging opportunities that invite and challenge students to present their written material to the class using various oral presentation forms. Students apply the conventions of academic language appropriately through various suggested oral presentation forms, such as choral reading, dramatizations, read alouds, retelling, partner reading, puppet theater, storytelling and singing songs: Lesson Card Catwings, students use expression while reading the dialogue from their comic strip aloud.

Lesson Card The New Kid on the Block, students share their poems in a poetry slam. Lesson Card Red Riding Hood, students perform their scripts reading all of the characters’ lines using different voices for each character.

Lesson Card The True Story of the Three Little Pigs, students read their fairy tales aloud using intonation to portray characters’ personalities.

Lesson Card In the Year of the Boar and Jackie Robinson, students read their postcards aloud. Lesson Card Oh, Brother, students read their stories aloud. Lesson Card Sarah, Plain and Tall, students perform their scripts for the class. Lesson Card Phoebe the Spy, students perform their dialogues in pairs for the class using their voices to convey emotion.

Lesson Card Dear Mr. Henshaw, students share their proposals aloud with the class. Lesson Card Cloudy with a Chance of Meatballs, students use pace and phrasing while reading their weather forecasts aloud.

Lesson Card Charlotte's Web, students perform their scripts for class using stage notes. Lesson Card American Tall Tales, students read their tall tales aloud using different voices for each character and intonation to portray feelings of characters.

Lesson Card Uncle Jed's Barbershop, students focus on proper phrasing while reading their essays aloud.

Lesson Card Stopping by Woods on a Snowy Evening, students share their poems in a poetry slam.

Lesson Card Thank You, Mr. Falker, students read aloud chosen passages. Lesson Card The Firework-Maker's Daughter, students present their designs to the class.



Lesson Card Black Cat, students present their rap songs to the class. Lesson Card The Bad Beginning, students read their letters aloud. Lesson Card Ramona the Pest, students perform their dialogues to class using props to enhance their performance.

Lesson Card It's Raining Pigs and Noodles, students share their poems in a poetry slam. Lesson Card Our Strange New Land, Elizabeth's Jamestown Colony Diary, students read their diary entries aloud for the class using their voices to portray the mood.

Lesson Card Sidewalk Chalk, students share their poems in a poetry slam. Lesson Card Wings, students perform their scripts to the class. Lesson Card More than Anything Else, students present their tableaus to the class. Lesson Card Talkin' About Bessie, students present their news reports as a radio broadcast. Lesson Card Cockroach Cooties, students read another student’s scenario aloud. Lesson Card Nothing Ever Happens on 90th Street, students read stories aloud for class. Lesson Card Granddaddy's Gift, students share character maps and read paragraphs aloud. Lesson Card A Kick in the Head, students share their poems in a poetry slam. Lesson Card Rosa, students perform their scripts for the class while being recorded. Lesson Card Hey You! C'mere, students share their poems in a poetry slam. Lesson Card Clarice Bean Spells Trouble, students read aloud their extensions to a featured passage from the story.



Reading: Literature Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Extensive fluency instruction results in engagement with the texts including discussions that result in analysis of explicit and inferential meaning. Comprehension is the ultimate goal of instruction and students interact with and respond to the superb literature in the program. Professional Guide p. 61. The Modeled Reading feature in each Lesson Card shares a passage from the book to be read by the teacher to prompt discussion about key details, for example: Lesson Plan Dear Mr. Henshaw, teacher reads passage aloud and asks students describe main character. Lesson Plan Catwings, teacher reads passage aloud and asks questions to check comprehension. Lesson Plan Clarice Bean Spells Trouble, teacher reads passage aloud and asks students to determine the mood of the character. Lesson Plan Wings, teacher reads passage aloud and asks students to listen for how the narrator and character become friends. Lesson Plan Nothing Ever Happens on 90th Street, teacher reads passage aloud and asks questions to check comprehension. Lesson Plan Cloudy with a Chance of Meatballs, teacher reads passage aloud and ask students to try to visualize what is happening. The Modeled Reading feature of each Lesson Card builds background and initiates discussion on



the important themes and central ideas of the texts. Professional Guide p. 10. Specific instruction on the elements of a story is articulated in the Oral Recitation Lesson. Professional Guide p. 19. Teachers scaffold the specificity of their instruction as they determine appropriate. Students recount stories and use key details to determine central message, for example: Lesson Plan Catwings, students share other fantasy stories they have read. Lesson Plan American Tall Tales, students discuss Tall Tales. Lesson Plan The True Story of the 3 Little Pigs, students summarize stories and discuss different points of view. Lesson Plan Red Riding Hood, students discuss the moral of a story. Lesson Plan More Than Anything Else, students talk about storytellers. Activities such as “Say It Like the Character” (Professional Guide, p. 38-39) require students to think about the feelings and disposition of the character and practice reading in a way that reflects the character’s feelings and personality: Lesson Card Charlotte's Web, students practice reading passages using distinct voices for each character.








Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). 5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.




Lesson Card Dear Mr. Henshaw, students explore prosody in text. Lesson Card Cloudy with a Chance of Meatballs, students explore descriptive text. Lesson Card Stopping by Woods on a Snowy Evening, students explore phrasing in poetry. Lesson Card The Firework-Maker's Daughter, students explore phrasing in text. Lesson Card Black Cat, students reflect on the poet’s craft and chunk the text into meaningful phrases based on rhythm and content of material.






Integration of Knowledge and Ideas 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. 8. (Not applicable to literature) 9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

The Individualized Practice feature on every Lesson Card provides opportunities for students to orally present text. Students identify specific descriptions and directions in the text: Lesson Card Charlotte's Web, students practice reading passages using distinct voices for each character.




Lesson Card Rosa, students focus on conveying the feelings and disposition of the character role



they are assigned to read aloud. Lesson Card Red Riding Hood, students practice reading passages using distinct voices for each character.



Lesson Card Nothing Ever Happens on 90th Street, students read passages aloud focusing using punctuation clues to determine appropriate pausing.

Lesson Card Wings, students read passage using punctuation clues to determine expression. Lesson Card Catwings, students read aloud using quotation marks to determine dialogue. Lesson Card Thank You, Mr. Falker, students read aloud using punctuation clues for appropriate pausing.

Lesson Card Ramona the Pest, students read aloud using punctuation clues for appropriate pausing.

Lesson Card In the Year of the Boar and Jackie Robinson, students read aloud using punctuation clues for appropriate expression.

Lesson Card Oh, Brother, students read aloud using punctuation clues for appropriate pausing. Lesson Card Cockroach Cooties, students read aloud using punctuation clues to determine spoken and narrative text.

Additionally, the Fluency Performance feature provides opportunities for students to share individual and group work relating to characters and events of stories, for example:

Lesson Card Catwings, students illustrate chapters and write dialogues from story to share with class. Lesson Card Dear Mr. Henshaw, students write and share a proposal for their own story. Lesson Card Clarice Bean, students write and share extensions to story. Lesson Card Nothing Ever Happens on 90th Street, students write and read stories aloud to class. Award winning and favorite authors are represented in the library. The program literature presents stories by revered and prolific authors such as Beverly Cleary, Laurence Yep, Margaree King Mitchell, Patricia MacLachlan, Nikki Grimes, E,B. White. These titles can be paired with other books by the same authors to address comparing and contrasting their content, themes, settings, styles, and characters.

Range of Reading and Complexity of Text 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.




Reading: Informational Text Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. Featured Passages are selected and shared in the Modeled Reading providing opportunities for students to analyze explicit and inferential information from text: Lesson Card Phoebe the Spy, teachers read passage aloud and ask students to listen for words or phrases that show feelings. Lesson Card Rosa, teachers read passage aloud and ask students to predict what will happen next. Lesson Card Talkin' About Bessie, teachers read passage aloud and ask students to identify the point of view of the author. Lesson Card Granddaddy's Gift, teachers read passage aloud and ask students to identify first-person account in text. Lesson Card Our Strange New Land,, teachers read passage aloud and ask students about mood of the story. Lesson Card Uncle Jed's Barbershop, teachers read passage aloud and ask questions to check comprehension of story. Lesson Card Sarah, Plain and Tall, teachers read passage aloud and ask questions to check comprehension of story. Lesson Card In the Year of the Boar and Jackie Robinson, teachers read passage aloud and ask students to identify emotion and perspective in text. Additionally, the Modeled Reading feature shares a passage from the book to be read by the teacher to build background and initiate classroom discussion about important themes from story, see for example the following informational text: Lesson Card Phoebe the Spy, teachers read featured passage and discuss determination. Lesson Card Rosa, teachers read featured passage and talk about Civil Right heroes. Lesson Card Talkin' About Bessie , teachers read featured passage and discuss stunt performers. Lesson Card Granddaddy's Gift, teachers read featured passage and discuss segregation. Lesson Card Our Strange New Land, teachers read featured passage and discuss settlers. Lesson Card Uncle Jed's Barbershop, teachers read featured passage to build background on story about the Great Depression. Lesson Card Sarah, Plain and Tall, teachers read featured passage and build background on the story.

Craft and Structure 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topics or subject area. 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 6. Compare and contrast a firsthand and secondhand account of the

Fabulously Famous Books for Building Fluency uses a variety of genres in each library, including informational text. Key vocabulary words are listed in the Lesson Objectives and simple definitions and examples of how to use them are provided in the Modeled Reading feature. Students engage in discussion and clarify the meaning of unknown words with prompting and support. Teachers can pair the literature in Fabulously Famous Books for Building Fluency with other



same event or topic; describe the differences in focus and the information provided.

classroom literature to compare and contrast accounts of the same event or topic.

Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 8. Explain how an author uses reasons and evidence to support particular points in a text. 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Teachers build background and initiate classroom discussion about the text in the Modeled Reading feature providing opportunities to explore illustrations for conveying information: Lesson Card Our Strange New Land, students trace route of settlers on a world map. The program contributes superb literature to the classroom library that teachers can pair with other classroom and library books to compare and contrast key points and details in texts that are related in topic or subject matter. Literature in the program can be paired with other books on topics such as voting rights, westward expansion, civil rights, integration, slavery, courage and determination and more. See following inspirational and informational titles in Library B: Granddaddy’s Gift, More Than Anything Else, Our Strange New Land: Jamestown Colony, Phoebe the Spy, Rosa, Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman, Uncle Jed’s Barbershop.

Range of Reading and Level of Text Complexity 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

The Fabulously Famous Books for Building Fluency program focuses on developing automaticity and prosody. Proficient reading is not only the accurate analysis of words but the ability to automatically decode words. Research shows that appropriate instruction in reading fluency leads to significant gains in reading mastery. (Professional Guide p. 5-9) Direct instruction on word recognition and analysis is on each Lesson Card. Every Lesson Card is rich in opportunities for guided reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading.


The Tim Rasinski presents Fabulously Famous Books for Building Fluency program is based upon the research that shows fluency is essential to the development of competent and proficient reading. Each Fluency Library provides teachers and students with some of the very best engaging and satisfying children’s literature available. Research has shown that appropriate instruction in reading fluency results in significant gains in reading achievement. Direct instruction in fluency using professionally selected, high quality children’s literature is the composition of the Fabulously Famous Books for Building Fluency program. Professional Guide pages 3-11, 20-23, 59-63.



Every Lesson Card identifies passages in the literature that deliver a strong sense of voice and can easily be performed orally, developing and demonstrating fluency. Specific instruction addresses rate, expression, automaticity and prosody. The Three-Minute Reading Assessment book is inclusive in assessing students’ fluency. See also fluency and comprehension assessments, Professional Guide p. 59-63. The instructional design of Fabulously Famous Books for Building Fluency program includes the teacher modeling fluency, teacher guidance and assistance while reading aloud, opportunities for individualized and group practice, and fluency performances involving writing activities and oral presentations. These fluency practice strategies include the following activities: Choral Reading, Paired Reading, Buddy Reading, Recorded Reading, Radio Reading, Mumble Reading, “Say It Like Character”, Repeated Reading Center, Cooperative Repeated Reading, Reader’s Theater, and Poetry Performances.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Form and use prepositional phrases. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* Correctly use frequently confused words (e.g., to, too, two; there, their).* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-appropriate words correctly, consulting references as needed.



Lesson Card Ramona the Pest, students explore punctuation clues, including ellipses. Lesson Card Wings, students explore punctuation clues, including exclamation marks. Lesson Card More than Anything Else, students explore words in italics. Lesson Card Cockroach Cooties, students explore punctuation clues, including quotation marks. Lesson Card Nothing Ever Happens on 90th Street, students explore punctuation clues, including dashes.




Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely.* Choose punctuation for effect.* Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).


Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

The Modeled Reading feature provides focused instruction on key vocabulary words. These featured vocabulary words (tier 2, related, or high-frequency) are important to understanding the passage and key for word study. Teachers expand lesson in response to students’ needs by providing simple definitions, creating sample sentences, exploring synonyms and antonyms, and asking questions to prompt use of new vocabulary. Students explore and understand new vocabulary related to a text: Lesson Card Black Cat, adjectives that create imagery. Lesson Card American Tall Tales, slang words with multiple meanings. Lesson Card Catwings, words with common prefixes and root words. Lesson Card Clarice Bean Spells Trouble, pronunciation of words. Lesson Card Cockroach Cooties, words with common suffixes. Lesson Card Dear Mr. Henshaw, synonyms and words in context. Lesson Card Granddaddy's Gift, words related to the study of civics. Lesson Card Hey You! C'mere, phonetic spelling of words. Lesson Card It's Raining Pigs and Noodles, adjectives and synonyms. Lesson Card The New Kid on the Block, words describing real and imaginary things. Lesson Card Nothing Ever Happens on 90th Street, define words using context and illustrations. Lesson Card Oh, Brother, verbs that describe action. Lesson Card Rosa, word intonation. Lesson Card Sarah, Plain and Tall, unusual or interesting verbs. Lesson Card Talkin' About Bessie, defining words using context clues. Lesson Card Thank You, Mr. Falker, words with multiple meanings. Lesson Card The True Story of the Three Little Pigs, defining words using context clues. Lesson Card Uncle Jed's Barbershop, words relating to barbershops. Lesson Card Wings, words with common suffixes.



Writing Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words and phrases to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events.









Lesson Card Black Cat, students write lyrics to their own rap song. Lesson Card The New Kid on the Block, students write a rhyming poem. Lesson Card A Kick in the Head, students write original poems. Lesson Card It's Raining Pigs and Noodles, students write poems about food. Lesson Card Hey You! C'mere, students write original poems using street talk, slang, or dialect. Lesson Card Sidewalk Chalk: Poems of the City, students write a poem about a real or imagined neighborhood.


Lesson Card Phoebe the Spy, students write a paragraph expanding a passage.



Lesson Card Rosa, students write a Reader’s Theater script. Lesson Card Sarah, Plain and Tall, students create a script for scene from the book. Lesson Card Ramona the Pest, students write a dialogue. Lesson Card Granddaddy's Gift, students write a paragraph that describes a character. Lesson Card In the Year of the Boar and Jackie Robinson, students write ideas in form of a postcard.


Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.


Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

The literature in the program can inspire research on the topics such as Elizabeth Coleman, voting rights, westward expansion, civil rights, Rosa Parks, Jackie Robinson, Jamestown, and Booker T. Washington. See following titles in Library B: Granddaddy’s Gift, More Than Anything Else, Our Strange New Land: Jamestown Colony, Phoebe the Spy, Rosa, Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman, Uncle Jed’s Barbershop.



Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Speaking & Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Identify the reasons and evidence a speaker provides to support particular points.


Lesson Card Phoebe the Spy, students discuss determination. Lesson Card Clarice Bean Spells Trouble, students discuss fear of failure. Lesson Card Stopping by Woods on a Snowy Evening, students discuss favorite season. Lesson Card Thank You, Mr. Falker, students share personal experiences. Lesson Card The Firework-Maker's Daughter, students discuss fireworks. Lesson Card Charlotte's Web, students discuss listening to wisdom of elders. Lesson Card Ramona the Pest, students being at a loss for words. Lesson Card It's Raining Pigs and Noodles, students discuss disgusting food. Lesson Card Sidewalk Chalk: Poems of the City, students discuss neighborhoods. Lesson Card Wings, students discuss the concept of friendship. Lesson Card Talkin' About Bessie, students discuss stunt performers. Lesson Card Cockroach Cooties, students talk about and share hobbies. Lesson Card The Bad Beginning, students preview the book. Lesson Card Nothing Ever Happens on 90th Street, students make predictions about the story. Lesson Card Oh, Brother, students make predictions about the story. Students determine the main ideas and supporting details of a text: Lesson Card Red Riding Hood, students discuss the moral of a fairy tale. Lesson Card Dear Mr. Henshaw, students discuss writers and the craft of writing. Lesson Card Cloudy with a Chance of Meatballs, students preview illustrations and discuss story.

Lesson Card American Tall Tales, students discuss Tall Tales. Lesson Card More than Anything Else, students discuss storytellers. Lesson Card A Kick in the Head, students discuss different types of poetry. Lesson Card Hey You! C'mere, students discuss dialect, slang, and street talk. Lesson Card Black Cat, students make a word collage about the city and look for these words when they read the book.





Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.






Lesson Card Charlotte's Web students perform their scripts for class using stage notes. Lesson Card American Tall Tales students read their tall tales aloud using different voices for each character and intonation to portray feelings of characters.

Lesson Card Uncle Jed's Barbershop, students focus on proper phrasing while reading their essays aloud.


Lesson Card Thank You, Mr. Falker, students read aloud chosen passages. Lesson Card The Firework-Maker's Daughter, students present their designs to the class. Lesson Card Black Cat, students present their rap songs to the class. Lesson Card The Bad Beginning, students read their letters aloud.



Lesson Card Ramona the Pest, students perform their dialogues to class using props to enhance their performance.


Lesson Card Sidewalk Chalk, students share their poems in a poetry slam. Lesson Card Wings, students perform their scripts to the class. Lesson Card More than Anything Else, students present their tableaus to the class. Lesson Card Talkin' About Bessie, students present their news reports as a radio broadcast. Lesson Card Cockroach Cooties, students read another student’s scenario aloud. Lesson Card Nothing Ever Happens on 90th Street, students read stories aloud for class. Lesson Card Granddaddy's Gift, students share character maps and read paragraphs aloud. Lesson Card A Kick in the Head, students share their poems in a poetry slam. Lesson Card Rosa, students perform their scripts for the class while being recorded. Lesson Card Hey You! C'mere, students share their poems in a poetry slam. Lesson Card Clarice Bean Spells Trouble, students read aloud their extensions to a featured passage from the story.


Grade 5 Tim Rasinski Presents Fabulously Famous Books For Building Fluency

Library B Reading: Literature Key Ideas and Details 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Extensive fluency instruction results in engagement with the texts including discussions that result in analysis of explicit and inferential meaning. Comprehension is the ultimate goal of instruction and students interact with and respond to the superb literature in the program. Professional Guide p. 61. The Modeled Reading feature in each Lesson Card shares a passage from the book to be read by the teacher to prompt discussion about key details, for example: Lesson Plan Dear Mr. Henshaw, teacher reads passage aloud and asks students describe main character. Lesson Plan Catwings, teacher reads passage aloud and asks questions to check comprehension. Lesson Plan Clarice Bean Spells Trouble, teacher reads passage aloud and asks students to determine the mood of the character. Lesson Plan Wings, teacher reads passage aloud and asks students to listen for how the narrator and character become friends. Lesson Plan Nothing Ever Happens on 90th Street, teacher reads passage aloud and asks questions to check comprehension. Lesson Plan Cloudy with a Chance of Meatballs, teacher reads passage aloud and ask students to try to visualize what is happening. The Modeled Reading feature of each Lesson Card builds background and initiates discussion on the important themes and central ideas of the texts. Professional Guide p. 10. Specific instruction on the elements of a story is articulated in the Oral Recitation Lesson. Professional Guide p. 19.



Teachers scaffold the specificity of their instruction as they determine appropriate. Students recount stories and use key details to determine central message, for example: Lesson Plan Catwings, students share other fantasy stories they have read. Lesson Plan American Tall Tales, students discuss Tall Tales. Lesson Plan The True Story of the 3 Little Pigs, students summarize stories and discuss different points of view. Lesson Plan Red Riding Hood, students discuss the moral of a story. Lesson Plan More Than Anything Else, students talk about storytellers. Activities such as “Say It Like the Character” (Professional Guide, p. 38-39) require students to think about the feelings and disposition of the character and practice reading in a way that reflects the character’s feelings and personality: Lesson Card Charlotte's Web, students practice reading passages using distinct voices for each character.








Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 6. Describe how a narrator’s or speaker’s point of view influences how events are described.


Lesson Card Dear Mr. Henshaw, students explore prosody in text. Lesson Card Cloudy with a Chance of Meatballs, students explore descriptive text. Lesson Card Stopping by Woods on a Snowy Evening, students explore phrasing in poetry.



Lesson Card The Firework-Maker's Daughter, students explore phrasing in text. Lesson Card Black Cat, students reflect on the poet’s craft and chunk the text into meaningful phrases based on rhythm and content of material.






Integration of Knowledge and Ideas 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). 8. (Not applicable to literature) 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Students can explore meaning, tone and beauty of a text in the following titles, including folk and tall tales, and poetry: Red Riding Hood, The True Story of the Three Little Pigs, American Tall Tales, Stopping by Woods on a Snowy Evening, Black Cat, The New Kid on the Block, A Kick in the Head, Hey You! C'mere, It's Raining Pigs and Noodles, and Sidewalk Chalk. Award winning and favorite authors are represented in the library. The program literature presents stories by revered and prolific authors such as Beverly Cleary, Laurence Yep, Margaree King Mitchell, Patricia MacLachlan, Nikki Grimes, and E.B. White. These titles can be paired with other books of the genre to compare and contrast their approaches to similar themes and topics. See the following titles and genres represented in Library B: Historical Fiction: Rosa, Uncle Jed's Barbershop, Sarah, Plain and Tall, Talkin' About Bessie, Our Strange New Land, Elizabeth's Jamestown Colony Diary, Phoebe the Spy, Granddaddy's Gift, In the Year of the Boar and Jackie Robinson, and More than Anything Else.



Realistic Fiction: Clarice Bean Spells Trouble, Nothing Ever Happens on 90th Street, The Bad Beginning, Ramona the Pest, Cockroach Cooties and Oh, Brother. Fantasy: Cloudy with a Chance of Meatballs, Charlotte's Web, Wings, Catwings, and The Firework-Maker's Daughter.

Range of Reading and Complexity of Text 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.


Reading: Informational Text Key Ideas and Details 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. Featured Passages are selected and shared in the Modeled Reading providing opportunities for students to analyze explicit and inferential information from text: Lesson Card Phoebe the Spy, teachers read passage aloud and ask students to listen for words or phrases that show feelings. Lesson Card Rosa, teachers read passage aloud and ask students to predict what will happen next. Lesson Card Talkin' About Bessie, teachers read passage aloud and ask students to identify the point of view of the author. Lesson Card Granddaddy's Gift, teachers read passage aloud and ask students to identify first-person account in text. Lesson Card Our Strange New Land,, teachers read passage aloud and ask students about mood of the story. Lesson Card Uncle Jed's Barbershop, teachers read passage aloud and ask questions to check comprehension of story. Lesson Card Sarah, Plain and Tall, teachers read passage aloud and ask questions to check comprehension of story. Lesson Card In the Year of the Boar and Jackie Robinson, teachers read passage aloud and ask students to identify emotion and perspective in text. Additionally, the Modeled Reading feature shares a passage from the book to be read by the teacher to build background and initiate classroom discussion about important themes from story, see for example the following informational text: Lesson Card Phoebe the Spy, teachers read featured passage and discuss determination. Lesson Card Rosa, teachers read featured passage and talk about Civil Right heroes. Lesson Card Talkin' About Bessie , teachers read featured passage and discuss stunt performers.



Lesson Card Granddaddy's Gift, teachers read featured passage and discuss segregation. Lesson Card Our Strange New Land, teachers read featured passage and discuss settlers. Lesson Card Uncle Jed's Barbershop, teachers read featured passage to build background on story about the Great Depression. Lesson Card Sarah, Plain and Tall, teachers read featured passage and build background on the story.

Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topics or subject area. 5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Fabulously Famous Books for Building Fluency uses a variety of genres in each library, including informational text. Key vocabulary words are listed in the Lesson Objectives and simple definitions and examples of how to use them are provided in the Modeled Reading feature. Students engage in discussion and clarify the meaning of unknown words with prompting and support. Teachers can address the structure in two or more of the informational texts as they determine appropriate to their purpose and curriculum need. See for example using Uncle Jed’s Barbershop and Talkin’ About Bessie to compare/contrast overall structure of informational text. Teachers can pair the literature in the program with other classroom, library books or digital sources to analyze multiple accounts of the same event or topic.

Integration of Knowledge and Ideas 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Teachers build background and initiate classroom discussion about the text in the Modeled Reading feature providing opportunities to explore informational text that convey information. The program contributes superb literature to the classroom library that teachers can pair with other classroom and library books to compare and contrast key points and details in texts that are related in topic or subject matter. Literature in the program can be paired with other books on topics such as voting rights, westward expansion, civil rights, integration, slavery, courage and determination and more. See following inspirational and informational titles in Library B: Granddaddy’s Gift, More Than Anything Else, Our Strange New Land: Jamestown Colony, Phoebe the Spy, Rosa, Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman, Uncle Jed’s Barbershop.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words.

The Fabulously Famous Books for Building Fluency program focuses on developing automaticity and prosody. Proficient reading is not only the accurate analysis of words but the ability to automatically decode words. Research shows that appropriate instruction in reading fluency leads to significant gains in reading mastery. (Professional Guide p. 5-9) Direct



Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

instruction on word recognition and analysis is on each Lesson Card. Every Lesson Card is rich in opportunities for guided reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading.



Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.* Use correlative conjunctions (e.g., either/or, neither/nor). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.*



Lesson Card Ramona the Pest, students explore punctuation clues, including ellipses. Lesson Card Wings, students explore punctuation clues, including exclamation marks. Lesson Card More than Anything Else, students explore words in italics.



Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed.

Lesson Card Cockroach Cooties, students explore punctuation clues, including quotation marks. Lesson Card Nothing Ever Happens on 90th Street, students explore punctuation clues, including dashes.


Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.


Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and

The Modeled Reading feature provides focused instruction on key vocabulary words. These featured vocabulary words (tier 2, related, or high-frequency) are important to understanding the passage and key for word study. Teachers expand lesson in response to students’ needs by providing simple definitions, creating sample sentences, exploring synonyms and antonyms, and asking questions to prompt use of new vocabulary. Students explore and understand new vocabulary related to a text: Lesson Card Black Cat, adjectives that create imagery. Lesson Card American Tall Tales, slang words with multiple meanings. Lesson Card Catwings, words with common prefixes and root words. Lesson Card Clarice Bean Spells Trouble, pronunciation of words. Lesson Card Cockroach Cooties, words with common suffixes. Lesson Card Dear Mr. Henshaw, synonyms and words in context. Lesson Card Granddaddy's Gift, words related to the study of civics. Lesson Card Hey You! C'mere, phonetic spelling of words. Lesson Card It's Raining Pigs and Noodles, adjectives and synonyms. Lesson Card The New Kid on the Block, words describing real and imaginary things.



proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Lesson Card Nothing Ever Happens on 90th Street, define words using context and illustrations. Lesson Card Oh, Brother, verbs that describe action. Lesson Card Rosa, word intonation. Lesson Card Sarah, Plain and Tall, unusual or interesting verbs. Lesson Card Talkin' About Bessie, defining words using context clues. Lesson Card Thank You, Mr. Falker, words with multiple meanings. Lesson Card The True Story of the Three Little Pigs, defining words using context clues. Lesson Card Uncle Jed's Barbershop, words relating to barbershops. Lesson Card Wings, words with common suffixes.

Writing Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.









Lesson Card Black Cat, students write lyrics to their own rap song.



Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events.

Lesson Card The New Kid on the Block, students write a rhyming poem. Lesson Card A Kick in the Head, students write original poems. Lesson Card It's Raining Pigs and Noodles, students write poems about food. Lesson Card Hey You! C'mere, students write original poems using street talk, slang, or dialect. Lesson Card Sidewalk Chalk: Poems of the City, students write a poem about a real or imagined neighborhood.


Lesson Card Phoebe the Spy, students write a paragraph expanding a passage. Lesson Card Rosa, students write a Reader’s Theater script. Lesson Card Sarah, Plain and Tall, students create a script for scene from the book. Lesson Card Ramona the Pest, students write a dialogue. Lesson Card Granddaddy's Gift, students write a paragraph that describes a character. Lesson Card In the Year of the Boar and Jackie Robinson, students write ideas in form of a postcard.


Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


Research to Build and Present Knowledge 7. Conduct short research projects that use several sources to build

The literature in the program can inspire research on the topics such as Elizabeth Coleman, voting rights, westward expansion, civil rights, Rosa Parks, Jackie Robinson, Jamestown, and



knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Booker T. Washington. See following titles in Library B: Granddaddy’s Gift, More Than Anything Else, Our Strange New Land: Jamestown Colony, Phoebe the Spy, Rosa, Talkin’ About Bessie: The Story of Aviator Elizabeth Coleman, Uncle Jed’s Barbershop.



Speaking and Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.


Lesson Card Phoebe the Spy, students discuss determination. Lesson Card Clarice Bean Spells Trouble, students discuss fear of failure. Lesson Card Stopping by Woods on a Snowy Evening, students discuss favorite season. Lesson Card Thank You, Mr. Falker, students share personal experiences. Lesson Card The Firework-Maker's Daughter, students discuss fireworks. Lesson Card Charlotte's Web, students discuss listening to wisdom of elders. Lesson Card Ramona the Pest, students being at a loss for words. Lesson Card It's Raining Pigs and Noodles, students discuss disgusting food. Lesson Card Sidewalk Chalk: Poems of the City, students discuss neighborhoods. Lesson Card Wings, students discuss the concept of friendship. Lesson Card Talkin' About Bessie, students discuss stunt performers. Lesson Card Cockroach Cooties, students talk about and share hobbies. Lesson Card The Bad Beginning, students preview the book. Lesson Card Nothing Ever Happens on 90th Street, students make predictions about the story. Lesson Card Oh, Brother, students make predictions about the story. Students determine the main ideas and supporting details of a text: Lesson Card Red Riding Hood, students discuss the moral of a fairy tale.



Lesson Card Dear Mr. Henshaw, students discuss writers and the craft of writing. Lesson Card Cloudy with a Chance of Meatballs, students preview illustrations and discuss story.

Lesson Card American Tall Tales, students discuss Tall Tales. Lesson Card More than Anything Else, students discuss storytellers. Lesson Card A Kick in the Head, students discuss different types of poetry. Lesson Card Hey You! C'mere, students discuss dialect, slang, and street talk. Lesson Card Black Cat, students make a word collage about the city and look for these words when they read the book.



Presentation of Knowledge and Ideas 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.






Lesson Card Charlotte's Web students perform their scripts for class using stage notes. Lesson Card American Tall Tales students read their tall tales aloud using different voices for



each character and intonation to portray feelings of characters. Lesson Card Uncle Jed's Barbershop, students focus on proper phrasing while reading their essays aloud.


Lesson Card Thank You, Mr. Falker, students read aloud chosen passages. Lesson Card The Firework-Maker's Daughter, students present their designs to the class. Lesson Card Black Cat, students present their rap songs to the class. Lesson Card The Bad Beginning, students read their letters aloud. Lesson Card Ramona the Pest, students perform their dialogues to class using props to enhance their performance.


Lesson Card Sidewalk Chalk, students share their poems in a poetry slam. Lesson Card Wings, students perform their scripts to the class. Lesson Card More than Anything Else, students present their tableaus to the class. Lesson Card Talkin' About Bessie, students present their news reports as a radio broadcast. Lesson Card Cockroach Cooties, students read another student’s scenario aloud. Lesson Card Nothing Ever Happens on 90th Street, students read stories aloud for class. Lesson Card Granddaddy's Gift, students share character maps and read paragraphs aloud. Lesson Card A Kick in the Head, students share their poems in a poetry slam. Lesson Card Rosa, students perform their scripts for the class while being recorded. Lesson Card Hey You! C'mere, students share their poems in a poetry slam. Lesson Card Clarice Bean Spells Trouble students read aloud their extensions to a featured passage from the story.



Library C Reading: Literature Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students interact with and respond to the superb literature in the program. Professional Guide p. 61. Extensive fluency instruction results in engagement with the texts including discussions that result in analysis of explicit and inferential meaning. See for example the following passages shared in the Modeled Reading feature: Lesson Card Heat, teacher reads passage aloud and ask students to try to visualize what is happening. Lesson Card Replay, teacher reads passage aloud and asks students to recount their daydreams and describe daydream of character. Lesson Card Heaven, teacher reads passage aloud and ask students how character expressed feelings about special place. Lesson Card It’s a Mall World After All, teachers read passage aloud and ask students about


Tim Rasinski Presents Fabulously Famous Books For Building Fluency Library C

characters experience with first job. Lesson Card Drums, Girls and Dangerous Pie, teacher reads passage aloud and ask students about characters’ reactions to situation. The Modeled Reading feature of each Lesson Card builds background and initiates discussion on the important themes and central ideas of the texts. Professional Guide p. 10. Specific instruction on the elements of a story is articulated in the Oral Recitation Lesson. Professional Guide p. 19. Teachers scaffold the specificity of their instruction as they determine appropriate. Students recount stories and use key details to determine central message, for example: Lesson Card The Dream Keeper and Other Poems, students discuss having “the blues”. Lesson Card It’s a Mall World After All, students discuss after-school jobs. Lesson Card The Young Man and the Sea, students discuss family rules. Lesson Card Drums, Girls and Dangerous Pie, students discuss getting in trouble with parents. Lesson Card Crash, students discuss phobias. Activities such as “Say It Like the Character” (Professional Guide, p. 38-39) require students to think about the feelings and disposition of the character and practice reading in a way that reflects the character’s feelings and personality. Students analyze different elements of the story and how the characters are portrayed: Lesson Card Replay, partners read passages aloud using different voices for each character and choral reading the narrative.

Lesson Card Crash, students focus on descriptive words in passages to help them portray the characters’ feelings while reading aloud.

Lesson Card Pink and Say, students think about feelings and disposition of character and practice using dialect while reading aloud.

Lesson Card Al Capone Does My Shirts, students focus on descriptive words in passages to help them portray the characters’ feelings while reading aloud.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 6. Explain how an author develops the point of view of the narrator or speaker in a text.

Fabulously Famous Books for Building Fluency uses authentic literature in each lesson, including realistic fiction, informational text, biography, fantasy, fairy tales, and poetry. In every Lesson Card a Featured Passages from the story is shared with the class introducing key vocabulary. Simple definitions of the words and examples of how to use them are provided in the Modeled Reading feature so that students can determine the meaning of the words as they are used in context. Additionally, opportunities to explore figurative and connotative meanings, as well as specific word choices in text are provided: Lesson Card Rhyme and PUNishment, students discuss puns. Lesson Card Emily Dickinson, Poetry for Young People, students discuss personification. Lesson Card Robert Frost, Poetry for Young People, students discuss similes. Lesson Card Adam Canfield of the Slash, students use context clues and experiment with prosody while reading aloud.

Lesson Card Ask Me No Questions, students practice reading aloud using appropriate pace and tone.

Lesson Card Heat, students read passages aloud focusing using punctuation clues to determine appropriate pausing.



Lesson Card Big Talk, Poems for Four Voices, students read aloud with prosody. Lesson Card The Dream Keeper and Other Poems, students practice reading aloud using appropriate pace and tone.

Lesson Card Drums, Girls and Dangerous Pie, students read passages aloud focusing using punctuation clues to determine appropriate pausing.

Fabulously Famous Books for Building Fluency presents a wide reading range of text types including biography, humor, picture books, realistic fiction, tales, adventure, alphabet books, fantasy, informational text, poetry and rhymes, songs, stories written in the form of letters and diaries, and famous speeches. Opportunities to explore the structural elements of poetry and prose are provided, for example: Lesson Card Robert Frost, Poetry for Young People, students explore chunking the text into phrases. Lesson Card The Dream Keeper and Other Poems, students explore the rhyme scheme in poetry. Lesson Card American Poetry, Poetry for Young People, students explore meaning stanza by stanza. Lesson Card Life As We Knew It, students phrase cue the text. Lesson Card Heaven, students read like the character. Lesson Card It’s a Mall World After All, students use context clues and experience to determine pace and find true voice of narrator or character. Students identify the speakers in stories at various points as they engage in fluency activities with each of the books in the program. See especially “Say It Like the Character” in the Professional Guide pages 38-39. See also Reader’s Theater Professional Guide pages 43-47. In this context and literature discussion teachers can engage students in distinguishing their own point of view from that of the characters:

Lesson Card Heaven, students read aloud using expression. Lesson Card Life As We Knew It, students use phrase cues to chunk text into meaningful phrases. Lesson Card A Long Way From Chicago, students explore importance of pace while reading aloud.

Lesson Card Love That Dog, students use phrase cues to help with phrasing and pace. Lesson Card American Poetry, Poetry for Young People, students practice expressive reading. Lesson Card Emily Dickinson, Poetry for Young People, students use phrase cues to help with phrasing and pace.

Lesson Card It’s a Mall World After All, students use context clues and experiment with prosody while reading aloud.

Lesson Card Robert Browning, Poetry for Young People, students explore rhyme pattern in text. Lesson Card Robert Frost, Poetry for Young People, students use phrase cues to help with phrasing and pace.

Lesson Card Replay, students read aloud using quotation marks to determine dialogue. Lesson Card Rhyme and PUNishment, students read aloud using appropriate phrasing for clarification of meaning.

Lesson Card The World Before This One, A Novel told in Legend, students read text using pace to set the mood of a story.



Lesson Card The Young Man and the Sea, use typeface clues to determine speaker in text.

Integration of Knowledge and Ideas 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. 8. (Not applicable to literature) 9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Award winning and favorite authors are represented in the library. The program literature presents stories by revered and prolific authors such as Mike Lupica, Rodman Philbrick, Sharon Creech, Patricia Polacco, Jerry Spinelli, and Langston Hughes. These titles can be paired with other books of the genre to compare and contrast their approaches to similar themes and topics. See the following titles and genres represented in Library B: Historical Fiction: Abby Takes a Stand, Scraps of Time 1960, Al Capone Does My Shirts, Blood on the River, James Town 1607, Bull Run, Out of the Dust, Pink and Say, The River Between Us, and The Shakespeare Stealer. Poetry: Lesson Card Big Talk, Poems for Four Voices, The Dream Keeper and Other Poems, American Poetry, Poetry for Young People, Emily Dickinson, Poetry for Young People, Robert Browning, Poetry for Young People, Robert Frost, Poetry for Young People, Rhyme and PUNishment, Love That Dog. Realistic Fiction: The Young Man and the Sea, Replay, A Long Way From Chicago, It’s a Mall World After All, Heaven, Heat, Drums, Girls and Dangerous Pie, Crash, Ask Me No Questions, and Adam Canfield of the Slash. In the presentation of Recorded Reading, Radio Reading, Reader’s Theater and Poetry Performances students experience ‘live versions’ of texts. Professional Guide pages 33-50

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. The genres included in Library C include historical fiction, realistic fiction, poetry, biography, verse novel, primary source social studies, Pour quoi tale and nonfiction. Every Lesson Card provides opportunities for students to engage in group reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading.

Reading: Informational Text Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. Featured Passages are selected and shared in the Modeled Reading providing opportunities for students to analyze explicit and inferential information from text: Lesson Card Abby Takes a Stand, Scraps of Time 1960, teachers read passage aloud and ask students to listen for evidence of prejudice. Lesson Card Shh! We're Writing the Constitution, teachers read passage aloud and ask students why the writers wanted to keep the proceedings a secret. Lesson Card The Shakespeare Stealer, teachers read passage aloud and ask students which phrases in the text tell about the narrator’s current situation. Lesson Card The River Between Us, teachers read passage aloud and ask students to visualize characters. Lesson Card Out of the Dust, teachers read passage aloud and ask students to visualize what the character is experiencing.



Lesson Card Pink and Say, teachers read passage aloud and check for comprehension. Lesson Card Al Capone Does My Shirts, teachers read passage aloud and ask students to note changes in narrator. Lesson Card Blood on the River, James Town 1607, teachers read passage aloud and ask students to determine narrator’s thoughts. Lesson Card Bull Run, teachers read passage aloud and ask students to listen to details of the account. Additionally, the Modeled Reading feature shares a passage from the book to be read by the teacher to build background and initiate classroom discussion about important themes from story, see for example the following informational text: Lesson Card Shh! We're Writing the Constitution, teachers read featured passage and discuss the Constitutional Convention of 1787. Lesson Card The Shakespeare Stealer, teachers read featured passage and talk about suspense. Lesson Card The River Between Us, teachers read passage aloud and discuss grandparents. Lesson Card Out of the Dust, teachers read featured passage and discuss the Dust Bowl. Lesson Card Pink and Say, teachers read featured passage and discuss young soldiers in the Civil War. Lesson Card Abby Takes a Stand, Scraps of Time 1960, teachers read featured passage and discuss prejudice. Lesson Card Al Capone Does My Shirts, teachers read featured passage and discuss peer pressure. Lesson Card Blood on the River, James Town 1607, teachers read featured passage and discuss talking to oneself. Lesson Card Bull Run, teachers read featured passage and discuss the Civil War. Lesson Card Fields of Fury, the American Civil War, teachers read featured passage and discuss secession and the Confederacy. Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott, teachers read featured passage and discuss segregation.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Fabulously Famous Books for Building Fluency uses a variety of genres in each library, including informational text. Key vocabulary words are listed in the Lesson Objectives and simple definitions and examples of how to use them are provided in the Modeled Reading feature. Students engage in discussion and clarify the meaning of unknown words with prompting and support. Additionally, opportunities to explore the structural elements used to organize text and help determine the author’s point of view or purpose: Lesson Card Fields of Fury, the American Civil War, students read passages aloud focusing using punctuation clues to determine appropriate pausing.

Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott, students use phrase cues to help with phrasing and pace.

Lesson Card Shh! We're Writing the Constitution, students use phrase cues to chunk text into meaningful phrases.



Lesson Card The Shakespeare Stealer, students read aloud using prosody. Lesson Card Blood on the River, James Town 1607, students use typeface clues to explore narrator’s point of view and determine how to read passage.

Lesson Card Bull Run, students read passages aloud focusing using punctuation clues to determine appropriate pausing.

Lesson Card Al Capone Does My Shirts, read aloud using quotation marks to determine dialogue.

Lesson Card Abby Takes a Stand, Scraps of Time 1960, students read passage aloud using different voices for each character.

Lesson Card Out of the Dust, students use pace, phrasing and expression to help visualize what the character is experiencing.

Lesson Card Pink and Say, students read aloud focusing on dialect. Lesson Card The River Between Us, students use pace, phrasing and expression to help visualize characters feelings.

Integration of Knowledge and Ideas 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Teachers build background and initiate classroom discussion about the text in the Modeled Reading feature providing opportunities to explore informational text that convey information. The program contributes superb literature to the classroom library that teachers can pair with other classroom and library books to compare and contrast key points and details in texts that are related in topic or subject matter. Literature in the program can be paired with other books on topics such as the Dust Bowl, the Civil War, prejudice, peer pressure, segregation and more. See following inspirational and informational titles in Library C: Abby Takes a Stand, Blood on the River Jamestown 1607, Bull Run, Out of the Dust, The River Between Us, Shh! We’re Writing the Constitution, Up Before Daybreak: Cotton and People in America, Fields of Fury: The American Civil War and Freedom Walkers: The Story of the Montgomery Bus Boycott.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Opportunities for students to read and comprehend informational text are provided through a variety of group reading practice activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading. Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. Informational titles in Library C represent a variety of genres, including such titles as Bull Run, Shh! We’re Writing the Constitution, Up Before Daybreak: Cotton and People in America, Fields of Fury: The American Civil War and Freedom Walkers: The Story of the Montgomery Bus Boycott.

Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ensure that pronouns are in the proper case (subjective, objective, possessive). Use intensive pronouns (e.g., myself, ourselves). Recognize and correct inappropriate shifts in pronoun number and person.*

The Fluency Performance feature on every Lesson Card provides opportunities for students to use proper grammar in writing and speaking. Conventions of Standard English are identified and practice strategies are provided in the Modeled Reading feature. Students use proper punctuation and spelling in writing activities: Lesson Card Bull Run, students explore punctuation clues, including commas. Lesson Card Blood on the River, James Town 1607, students use punctuation and typeface clues, such as italics, to help determine how to read a passage.

Lesson Card Fields of Fury, the American Civil War, students explore punctuation clues, including ellipses and dashes.



Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* Spell correctly.

Lesson Card The Young Man and the Sea, students read passage aloud, using typeface clues, such as italics, to help determine dialogue.

Lesson Card Heat, students explore how commas are to set off clauses, appositions, asides, and direct quotations.

Lesson Card Drums, Girls and Dangerous Pie, students demonstrate using pauses for different types of punctuation, including commas, dashes and ellipses,

Lesson Card Robert Frost, Poetry for Young People, students explore line punctuation in poetry.

Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style.* Maintain consistency in style and tone.*

Each library contains a variety of literature for students to read and apply their knowledge of language and its conventions while developing fluency and comprehension. Every Lesson Card provides a writing activity in which students can apply their understanding of grammar, punctuation and vocabulary. These activities include writing speech balloons, dialogue, poetry and more. In this context they apply their knowledge of the differences between the conventions of spoken and written standard English. See for example the following writing activities: Lesson Card The Shakespeare Stealer, students write a personal narrative. Lesson Card Shh! We're Writing the Constitution, students create cartoon strips using speech bubbles. Lesson Card The River Between Us, students create a written portrait of a person. Lesson Card Heaven, students write a letter to a character. Lesson Card Robert Browning, Poetry for Young People, students write a stanza for a poem. Lesson Card Drums, Girls and Dangerous Pie, students write a short dialogue between characters. Lesson Card Big Talk, Poems for Four Voices, students write a poem in free verse.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

The Modeled Reading feature provides focused instruction on key vocabulary words. These featured vocabulary words (tier 2, related, or high-frequency) are important to understanding the passage and key for word study. Teachers expand lesson in response to students’ needs by providing simple definitions, creating sample sentences, exploring synonyms and antonyms, and asking questions to prompt use of new vocabulary. Students explore and understand new vocabulary related to a text: Lesson Card Robert Frost, Poetry for Young People, students explore vocabulary used in similes.

Lesson Card Robert Browning, Poetry for Young People, students discuss meaning of key vocabulary words using context clues.

Lesson Card The Dream Keeper and Other Poems, students discuss pattern for rhyme and rhythm is blues song lyrics.

Lesson Card Big Talk, Poems for Four Voices, students discuss descriptive vocabulary. Lesson Card Crash, students discuss descriptive verbs. Lesson Card Adam Canfield of the Slash, students explore root words and suffixes. Lesson Card Rhyme and PUNishment, students discuss vocabulary used in puns. Lesson Card Heat, students discuss examples of jargon.



Interpret figures of speech (e.g., personification) in context. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Lesson Card Heaven, students explore defining vocabulary in context. Lesson Card A Long Way From Chicago, students explore descriptive vocabulary. Lesson Card Replay, students explore author’s choice in vocabulary. Lesson Card The Young Man and the Sea, students discuss colloquial words and phrases. Lesson Card Up Before Daybreak, Cotton and People in America, students discuss vocabulary related to cotton production.

Lesson Card Fields of Fury, the American Civil War, students discuss vocabulary related to the Civil War.

Lesson Card Shh! We're Writing the Constitution, students discuss the use of idioms. Lesson Card The Shakespeare Stealer, students discuss synonyms and using words in context. Lesson Card The River Between Us, students discuss using precise vocabulary words. Lesson Card Out of the Dust, students explore using context clues for best definition of key vocabulary words.

Lesson Card Bull Run, students discuss vocabulary used in some idiomatic phrases.

Writing Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Establish and maintain a formal style. Provide a concluding statement or section that follows from the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from the information or explanation presented.

The Fluency Performance feature in every Lesson Card invites students to participate in writing activities and illustrate their work, expressing their ideas and feelings about real or imagined topics. Students compose opinion pieces in the following activities: Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott, students write a short speech about a controversial issue.

Lesson Card The Young Man and the Sea, students write a paragraph that will convince others to follow their rule.

Lesson Card It’s a Mall World After All, students write an essay describing their dream job and why they are the best person for the job.

Lesson Card Rhyme and PUNishment, students write a rap using puns. Lesson Card Abby Takes a Stand, Scraps of Time 1960, students write a diary entry for one of the characters in the story.

Students compose informative or explanatory text in the following activities: Lesson Card Bull Run, students write informal letters using appropriate conventions. Lesson Card Out of the Dust, students write a script for a television or radio newscast about a dust storm.

Lesson Card Fields of Fury, the American Civil War, students use lists to write sequential paragraph.

Lesson Card Up Before Daybreak, Cotton and People in America, students write an informational paragraph.

Students compose narratives in the following activities: Lesson Card Al Capone Does My Shirts, students write a script for a new scene to story. Lesson Card Pink and Say, students write a short dialogue between characters incorporating dialect.

Lesson Card The River Between Us, students create a written portrait of a person.



3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Provide a conclusion that follows from the narrated experiences or events.

Lesson Card Big Talk, Poems for Four Voices, students write a poem in free verse, including similes in their poem.

Lesson Card The Dream Keeper and Other Poems, students write a blue poem using rhyme, repetition, and descriptive detail.

Lesson Card American Poetry, Poetry for Young People, students write a poem from a specific point of view.

Lesson Card Love That Dog, students write a poem. Lesson Card Emily Dickinson, Poetry for Young People, students write a poem using personification.

Lesson Card Robert Browning, Poetry for Young People, students write a stanza to a poem to extend ending.

Lesson Card Robert Frost, Poetry for Young People, students write a haiku. Lesson Card Blood on the River, James Town 1607, students write a dialogue for two characters. Lesson Card Heat, students write a descriptive paragraph. Lesson Card Drums, Girls and Dangerous Pie, students write realistic or fanciful dialogue. Lesson Card Adam Canfield of the Slash, students conduct and interview to write a news story. Lesson Card Ask Me No Questions, students write a personal narrative. Lesson Card Crash, students write a comic strip. Lesson Card The Shakespeare Stealer, students write a personal narrative. Lesson Card Shh! We're Writing the Constitution, students write a comic strip. Lesson Card Life As We Knew It, students write an original myth or legend. Lesson Card The World Before This One, A Novel told in Legend, students write an ending to a story.

Lesson Card Replay, students write a paragraph of dialogue describing a daydream. Lesson Card A Long Way From Chicago, students write a paragraph describing a setting for a story.

Lesson Card Heaven, students write a personal narrative.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Teachers can emphasize as they determine appropriate within the writing activities of the program. Students write diary entries, dialogue, personal narratives, essays, raps, speeches, comic strips, radio broadcasts, informational paragraphs and persuasive arguments. Teachers can engage students in taking their compositions through the writing process to publication as it is appropriate in their curriculum. The Fluency Performance feature provides opportunities for students to share work in small groups or with a partner and receive feedback from peers to strengthen their writing as needed, for example: Lesson Card Drums, Girls and Dangerous Pie, students work in groups to write realistic or fanciful dialogue to perform for class.

Lesson Card Replay, students work in small groups to write a paragraph of dialogue for a specific character describing a daydream and perform scripts for class.

Lesson Card The Young Man and the Sea, students work in small groups to write a paragraph about rules to live by and read to class in order to convince them to follow rule.

Lesson Card Emily Dickinson, Poetry for Young People, students write a poem using



personification and read aloud and invite class to guess what is being describes. Students can take advantage of classroom digital tools that are available to them to produce and publish the writing activities in the program.

Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

The literature in the program can inspire research on the topics such as civil rights, incarceration, immigration laws and experiences, colonialism, civil wars, civic action, challenges of nature and natural disasters, government doctrines, economy and the work force, Native cultures and traditions and more. See the following Library C books as examples of springboard inspiration for research topics: Abby Takes a Stand, Al Capone Does My Shirts, Ask Me No Questions, Blood on the River: Jamestown 1607, Fields of Fury: The American Civil War, Out of the Dust, Shh! We’re Writing the Constitution, Up Before Daybreak: Cotton and the People in America and the World Before This One: A Novel Told in Legend.



Speaking & Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Featured passages from each title are shared with students to initiate classroom discussion. Students are encouraged to ask and answer questions and share stories from personal experiences to build background for the story. Students participate in collaborative conversations about grade 6 topics: Lesson Card Al Capone Does My Shirts, students discuss peer pressure. Lesson Card The River Between Us, students discuss Grandparents. Lesson Card Abby Takes a Stand, Scraps of Time 1960, students discuss prejudice. Lesson Card Heaven, students discuss sharing an experience. Lesson Card It’s a Mall World After All, students discuss after-school jobs. Lesson Card The Young Man and the Sea, students discuss family rules. Lesson Card Replay, students discuss “moment of glory” daydreams. Lesson Card A Long Way From Chicago, students discuss how feelings can affect descriptive writing.



Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Lesson Card Heat, students discuss relating an event to someone who wasn’t there. Lesson Card Drums, Girls and Dangerous Pie, students discuss getting in trouble with your parents.

Lesson Card Rhyme and PUNishment, students discuss puns. Lesson Card Adam Canfield of the Slash, students provide background information. Lesson Card Ask Me No Questions, students discuss reminiscing. Lesson Card Crash, students discuss phobias. Lesson Card The Dream Keeper and Other Poems, students discuss the blues. Lesson Card Blood on the River, James Town 1607, students discuss talking to yourself. Lesson Card Up Before Daybreak, Cotton and People in America, students discuss cotton fabric. Lesson Card The World Before This One, A Novel told in Legend, students discuss campfire stories.

Students determine the main ideas and supporting details of a text: Lesson Card Big Talk, Poems for Four Voices, students discuss free verse poetry. Lesson Card Love That Dog, students discuss writing poetry. Lesson Card Emily Dickinson, Poetry for Young People, students discuss personification. Lesson Card Robert Browning, Poetry for Young People, students discuss poetic storytelling. Lesson Card Robert Frost, Poetry for Young People, students discuss similes. Lesson Card The Shakespeare Stealer, students talk about building suspense in writing. Students discuss and clarify information presented in text: Lesson Card American Poetry, Poetry for Young People, students discuss trains. Lesson Card Pink and Say, students discuss young soldiers in the Civil War. Lesson Card Out of the Dust, students discuss the Dust Bowl. Lesson Card Shh! We're Writing the Constitution, students discuss the Constitutional Convention of 1787.

Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott, students discuss segregation.

Lesson Card Fields of Fury, the American Civil War, students discuss secession and the Confederacy.

Lesson Card Bull Run, students discuss the Civil War. Lesson Card Life As We Knew It, students discuss looking at the night sky

Presentation of Knowledge and Ideas 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Each Lesson Card provides fun and engaging opportunities that invite and challenge students to present their written material to the class using various oral presentation forms. Students apply the conventions of academic language appropriately through various suggested oral presentation forms, such as choral reading, dramatizations, read alouds, retelling, partner reading, puppet theater, storytelling and singing songs: Lesson Card Abby Takes a Stand, Scraps of Time 1960, read their diary entries using their chosen character’s voice.

Lesson Card Adam Canfield of the Slash, students read their stories as co-anchors at a TV news desk using their voices to convey the emotions of the story.

Lesson Card Al Capone Does My Shirts, groups perform their scenes for the class.



Lesson Card Ask Me No Questions, students read their reminiscences to the class with appropriate pace and tone.

Lesson Card Big Talk, Poems for Four Voices, students perform their free verse using prosody. Lesson Card Blood on the River, James Town 1607, students perform their dialogue for the class in pairs.

Lesson Card Bull Run, students share their letters with the class reading expressively. Lesson Card Crash, students perform dialogues for the class. Lesson Card The Dream Keeper and Other Poems, students present a poetry slam. Lesson Card Drums, Girls and Dangerous Pie, groups perform their dialogues. Lesson Card Fields of Fury, the American Civil War, students read their paragraphs aloud. Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott, students deliver their speeches to the class using correct phrasing and appropriate pace.

Lesson Card Heat, students read their descriptions aloud. Lesson Card Heaven, students read their letters to the class focusing on intonation. Lesson Card It’s a Mall World After All, students read their essays aloud. Lesson Card Life As We Knew It, students read their myths “around the campfire”. Lesson Card A Long Way From Chicago, students read their settings using varied pace. Lesson Card Love That Dog, students present a poetry slam, reading their poems with appropriate phrasing to convey meaning and to evoke desired emotion in the audience.

Lesson Card Out of the Dust, groups present their scripts as a TV or radio broadcast. Lesson Card Pink and Say, students perform their dialogues for the class by speaking like their characters.

Lesson Card American Poetry, Poetry for Young People, students present a poetry jam, reading their poems with appropriate volume and expression.

Lesson Card Emily Dickinson, Poetry for Young People, students present a poetry jam, reading with appropriate phrasing and pace.

Lesson Card Robert Browning, Poetry for Young People, students assume the role of storyteller and read their poems to the class.

Lesson Card Robert Frost, Poetry for Young People, students read their haikus aloud. Lesson Card Replay, groups perform their scripts for the class. Lesson Card Rhyme and PUNishment, students perform their raps. Lesson Card The River Between Us, students read their portraits aloud for the class. Lesson Card The Shakespeare Stealer, students read their narratives aloud to the class. Lesson Card Shh! We're Writing the Constitution, students share their cartoon strips with the class using appropriate phrasing as they read.

Lesson Card Up Before Daybreak, Cotton and People in America, students read their paragraphs aloud.

Lesson Card The World Before This One, A Novel told in Legend, students read their myths “around the campfire”.

Lesson Card The Young Man and the Sea, students read their paragraphs expressively and convincingly.

Students can integrate multimedia components as are available and they determine appropriate to their presentation.





Library C Reading: Literature Key Ideas and Details 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students interact with and respond to the superb literature in the program. Professional Guide p. 61. Extensive fluency instruction results in engagement with the texts including discussions that result in analysis of explicit and inferential meaning. See for example the following passages shared in the Modeled Reading feature: Lesson Card Heat, teacher reads passage aloud and ask students to try to visualize what is happening. Lesson Card Replay, teacher reads passage aloud and asks students to recount their daydreams and describe daydream of character. Lesson Card Heaven, teacher reads passage aloud and ask students how character expressed feelings about special place. Lesson Card It’s a Mall World After All, teachers read passage aloud and ask students about characters experience with first job. Lesson Card Drums, Girls and Dangerous Pie, teacher reads passage aloud and ask students about characters’ reactions to situation. The Modeled Reading feature of each Lesson Card builds background and initiates discussion on the important themes and central ideas of the texts. Professional Guide p. 10. Specific instruction on the elements of a story is articulated in the Oral Recitation Lesson. Professional Guide p. 19. Teachers scaffold the specificity of their instruction as they determine appropriate. Students recount stories and use key details to determine central message, for example: Lesson Card The Dream Keeper and Other Poems, students discuss having “the blues”. Lesson Card It’s a Mall World After All, students discuss after-school jobs. Lesson Card The Young Man and the Sea, students discuss family rules. Lesson Card Drums, Girls and Dangerous Pie, students discuss getting in trouble with parents. Lesson Card Crash, students discuss phobias. Activities such as “Say It Like the Character” (Professional Guide, p. 38-39) require students to think about the feelings and disposition of the character and practice reading in a way that reflects the character’s feelings and personality. Students analyze different elements of the story and how the characters are portrayed: Lesson Card Replay, partners read passages aloud using different voices for each character and choral reading the narrative.



Lesson Card Al Capone Does My Shirts, students focus on descriptive words in passages to help



them portray the characters’ feelings while reading aloud.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Fabulously Famous Books for Building Fluency uses authentic literature in each lesson, including realistic fiction, informational text, biography, fantasy, fairy tales, and poetry. In every Lesson Card a Featured Passages from the story is shared with the class introducing key vocabulary. Simple definitions of the words and examples of how to use them are provided in the Modeled Reading feature so that students can determine the meaning of the words as they are used in context. Additionally, opportunities to explore figurative and connotative meanings, as well as specific word choices in text are provided: Lesson Card Adam Canfield of the Slash, students use context clues and experiment with prosody while reading aloud.


Lesson Card Big Talk, Poems for Four Voices, students read aloud with prosody. Lesson Card Crash, read aloud using quotation marks to determine dialogue. Lesson Card The Dream Keeper and Other Poems, students practice reading aloud using appropriate pace and tone.




Lesson Card Love That Dog, students use phrase cues to help with phrasing and pace. Lesson Card American Poetry, Poetry for Young People, students practice expressive reading. Lesson Card Emily Dickinson, Poetry for Young People, students use phrase cues to help with phrasing and pace.





Lesson Card The Young Man and the Sea, use typeface clues to determine speaker in text. Opportunities to explore the structural elements of poetry and prose are provided: Lesson Card Robert Frost, Poetry for Young People, students explore chunking the text into phrases.



Lesson Card The Dream Keeper and Other Poems, students explore the rhyme scheme in poetry. Lesson Card American Poetry, Poetry for Young People, students explore meaning stanza by stanza and perform monologue to their classmates. Lesson Card Drums, Girls and Dangerous Pie, students perform dialogues aloud for class. Lesson Card Life As We Knew It, students phrase cue the text. Lesson Card Heaven, students read like the character. Lesson Card It’s a Mall World After All, students use context clues and experience to determine pace and find true voice of narrator or character. Students identify the speakers in stories at various points as they engage in fluency activities with each of the books in the program. See especially “Say It Like the Character” in the Professional Guide pages 38-39. See also Reader’s Theater Professional Guide pages 43-47. In this context and literature discussion teachers can engage students in distinguishing their own point of view from that of the characters:

Lesson Card Heaven, students read aloud using expression. Lesson Card Robert Browning, Poetry for Young People, students explore the role of the storyteller.

Lesson Card Life As We Knew It, students use phrase cues to chunk text into meaningful phrases. Lesson Card American Poetry, Poetry for Young People, students practice expressive reading. Lesson Card Emily Dickinson, Poetry for Young People, students use phrase cues to help with phrasing and pace.

Lesson Card Replay, students read aloud using quotation marks to determine dialogue and focus on reading like character.



Integration of Knowledge and Ideas 7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). 8. (Not applicable to literature) 9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Library C provides a rich assortment of poetry by classic and award wining poets. Teachers can present audio or filmed versions of the poetry as available and they determine appropriate. Historical fiction in the library covers topics that include civil rights, colonization, the Civil War, the Dust Bowl. Teachers can pair the books with nonfiction selections from classroom or library resources to compare and contrast. The outstanding literature in the program contributes a literary heritage to the classroom. See the historical fiction titles in Library C: Lesson Card Abby Takes a Stand, Scraps of Time 1960 Lesson Card Blood on the River, James Town 1607 Lesson Card Bull Run Lesson Card Out of the Dust Lesson Card Pink and Say Lesson Card The River Between Us Lesson Card The Shakespeare Stealer

Range of Reading and Level of Text Complexity 10.By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band

Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. The genres included in Library C include historical fiction, realistic fiction, poetry, biography, verse novel, primary source social



proficiently, with scaffolding as needed at the high end of the range.

studies, Pour quoi tale and nonfiction. Every Lesson Card provides opportunities for students to engage in group reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading.

Reading: Informational Text Key Ideas and Details 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. 3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. Featured Passages are selected and shared in the Modeled Reading providing opportunities for students to analyze explicit and inferential information from text: Lesson Card Abby Takes a Stand, Scraps of Time 1960, teachers read passage aloud and ask students to listen for evidence of prejudice. Lesson Card Shh! We're Writing the Constitution, teachers read passage aloud and ask students why the writers wanted to keep the proceedings a secret. Lesson Card The Shakespeare Stealer, teachers read passage aloud and ask students which phrases in the text tell about the narrator’s current situation. Lesson Card The River Between Us, teachers read passage aloud and ask students to visualize characters. Lesson Card Out of the Dust, teachers read passage aloud and ask students to visualize what the character is experiencing. Lesson Card Pink and Say, teachers read passage aloud and check for comprehension. Lesson Card Al Capone Does My Shirts, teachers read passage aloud and ask students to note changes in narrator. Lesson Card Blood on the River, James Town 1607, teachers read passage aloud and ask students to determine narrator’s thoughts. Lesson Card Bull Run, teachers read passage aloud and ask students to listen to details of the account. Additionally, the Modeled Reading feature shares a passage from the book to be read by the teacher to build background and initiate classroom discussion about important themes from story, see for example the following informational text: Lesson Card Shh! We're Writing the Constitution, teachers read featured passage and discuss the Constitutional Convention of 1787. Lesson Card The Shakespeare Stealer, teachers read featured passage and talk about suspense. Lesson Card The River Between Us, teachers read passage aloud and discuss grandparents. Lesson Card Out of the Dust, teachers read featured passage and discuss the Dust Bowl. Lesson Card Pink and Say, teachers read featured passage and discuss young soldiers in the Civil War. Lesson Card Abby Takes a Stand, Scraps of Time 1960, teachers read featured passage and discuss prejudice. Lesson Card Al Capone Does My Shirts, teachers read featured passage and discuss peer pressure. Lesson Card Blood on the River, James Town 1607, teachers read featured passage and discuss



talking to oneself. Lesson Card Bull Run, teachers read featured passage and discuss the Civil War. Lesson Card Fields of Fury, the American Civil War, teachers read featured passage and discuss secession and the Confederacy. Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott , teachers read featured passage and discuss segregation.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.










Integration of Knowledge and Ideas 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. 9. Analyze how two or more authors writing about the same topic shape

Teachers build background and initiate classroom discussion about the text in the Modeled Reading feature providing opportunities to explore informational text that convey information. The program contributes superb literature to the classroom library that teachers can pair with other classroom and library books to compare and contrast key points and details in texts that are related in topic or subject matter. Literature in the program can be paired with other books on topics such as the Dust Bowl, the Civil War, prejudice, peer pressure, segregation and more. See following inspirational and informational titles in Library C: Abby Takes a Stand, Blood on the River Jamestown 1607, Bull Run, Out of the Dust, The River Between Us, Shh! We’re Writing



their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

the Constitution, Up Before Daybreak: Cotton and People in America, Fields of Fury: The American Civil War and Freedom Walkers: The Story of the Montgomery Bus Boycott.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of phrases and clauses in general and their function in specific sentences. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). Spell correctly.

The Fluency Performance feature on every Lesson Card provides opportunities for students to use proper grammar in writing and speaking. Conventions of Standard English are identified and practice strategies are provided in the Modeled Reading feature. Students use proper punctuation and spelling in writing activities: Lesson Card Bull Run, students explore punctuation clues, including commas. Lesson Card Blood on the River, James Town 1607, students use punctuation and typeface clues, such as italics, to help determine how to read a passage. Lesson Card Fields of Fury, the American Civil War, students explore punctuation clues, including ellipses and dashes. Lesson Card The Young Man and the Sea, students read passage aloud, using typeface clues, such as italics, to help determine dialogue. Lesson Card Heat, students explore how commas are to set off clauses, appositions, asides, and direct quotations. Lesson Card Drums, Girls and Dangerous Pie, students demonstrate using pauses for different types of punctuation, including commas, dashes and ellipses, Lesson Card Robert Frost, Poetry for Young People, students explore line punctuation in poetry.

Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

Each library contains a variety of literature for students to read and apply their knowledge of language and its conventions while developing fluency and comprehension. Every Lesson Card provides a writing activity in which students can apply their understanding of grammar, punctuation and vocabulary. These activities include writing speech balloons, dialogue, poetry and more. In this context they apply their knowledge of the differences between the conventions of spoken and written standard English. See for example the following writing activities: Lesson Card The Shakespeare Stealer, students write a personal narrative. Lesson Card Shh! We're Writing the Constitution, students create cartoon strips using speech bubbles. Lesson Card The River Between Us, students create a written portrait of a person. Lesson Card Heaven, students write a letter to a character. Lesson Card Robert Browning, Poetry for Young People, students write a stanza for a poem. Lesson Card Drums, Girls and Dangerous Pie, students write a short dialogue between characters. Lesson Card Big Talk, Poems for Four Voices, students write a poem in free verse.



Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




Lesson Card Big Talk, Poems for Four Voices, students discuss descriptive vocabulary. Lesson Card Crash, students discuss descriptive verbs. Lesson Card Adam Canfield of the Slash, students explore root words and suffixes. Lesson Card Rhyme and PUNishment, students discuss vocabulary used in puns. Lesson Card Heat, students discuss examples of jargon. Lesson Card Heaven, students explore defining vocabulary in context. Lesson Card A Long Way From Chicago, students explore descriptive vocabulary. Lesson Card Replay, students explore author’s choice in vocabulary. Lesson Card The Young Man and the Sea, students discuss colloquial words and phrases. Lesson Card Up Before Daybreak, Cotton and People in America, students discuss vocabulary related to cotton production.




Writing Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.






Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events.






Lesson Card The River Between Us, students create a written portrait of a person. Lesson Card Big Talk, Poems for Four Voices, students write a poem in free verse, including similes in their poem.





Lesson Card Robert Frost, Poetry for Young People, students write a haiku. Lesson Card Blood on the River, James Town 1607, students write a dialogue for two characters. Lesson Card Heat, students write a descriptive paragraph. Lesson Card Drums, Girls and Dangerous Pie, students write realistic or fanciful dialogue. Lesson Card Adam Canfield of the Slash, students conduct and interview to write a news story. Lesson Card Ask Me No Questions, students write a personal narrative. Lesson Card Crash, students write a comic strip. Lesson Card The Shakespeare Stealer, students write a personal narrative. Lesson Card Shh! We're Writing the Constitution, students write a comic strip. Lesson Card Life As We Knew It, students write an original myth or legend. Lesson Card The World Before This One, A Novel told in Legend, students write an ending to a story.

Lesson Card Replay, students write a paragraph of dialogue describing a daydream. Lesson Card A Long Way From Chicago, students write a paragraph describing a setting for a story.




Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.




Lesson Card Emily Dickinson, Poetry for Young People, students write a poem using personification and read aloud and invite class to guess what is being describes.

Students can take advantage of classroom digital tools that are available to them to produce and publish the writing activities in the program.

Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).


Range of Writing 10. Write routinely over extended time frames (time for research,

The Fluency Performance feature on every Lesson Card provides in-class writing activities in response to the literature. These springboard suggestions can be expanded for development over



reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

longer periods of time and taken through the writing process to publication, as the teacher determines appropriate.

Speaking and Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Acknowledge new information expressed by others and, when warranted, modify their own views. 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.




Students determine the main ideas and supporting details of a text: Lesson Card Big Talk, Poems for Four Voices, students discuss free verse poetry. Lesson Card Love That Dog, students discuss writing poetry. Lesson Card Emily Dickinson, Poetry for Young People, students discuss personification. Lesson Card Robert Browning, Poetry for Young People, students discuss poetic storytelling. Lesson Card Robert Frost, Poetry for Young People, students discuss similes. Lesson Card The Shakespeare Stealer, students talk about building suspense in writing. Students discuss and clarify information presented in text: Lesson Card American Poetry, Poetry for Young People, students discuss trains. Lesson Card Pink and Say, students discuss young soldiers in the Civil War. Lesson Card Out of the Dust, students discuss the Dust Bowl.



Lesson Card Shh! We're Writing the Constitution, students discuss the Constitutional Convention of 1787.

Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott, students discuss segregation.

Lesson Card Fields of Fury, the American Civil War, students discuss secession and the Confederacy.

Lesson Card Bull Run, students discuss the Civil War. Lesson Card Life As We Knew It, students discuss looking at the night sky

Presentation of Knowledge and Ideas 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Each Lesson Card provides fun and engaging opportunities that invite and challenge students to present their written material to the class using various oral presentation forms. Students apply the conventions of academic language appropriately through various suggested oral presentation forms, such as choral reading, dramatizations, read alouds, retelling, partner reading, puppet theater, storytelling and singing songs: Lesson Card Abby Takes a Stand, Scraps of Time 1960, read their diary entries using their chosen character’s voice.

Lesson Card Adam Canfield of the Slash, students read their stories as co-anchors at a TV news desk using their voices to convey the emotions of the story.

Lesson Card Al Capone Does My Shirts, groups perform their scenes for the class. Lesson Card Ask Me No Questions, students read their reminiscences to the class with appropriate pace and tone.

Lesson Card Big Talk, Poems for Four Voices, students perform their free verse using prosody. Lesson Card Blood on the River, James Town 1607, students perform their dialogue for the class in pairs.

Lesson Card Bull Run, students share their letters with the class reading expressively. Lesson Card Crash, students perform dialogues for the class. Lesson Card The Dream Keeper and Other Poems, students present a poetry slam. Lesson Card Drums, Girls and Dangerous Pie, groups perform their dialogues. Lesson Card Fields of Fury, the American Civil War, students read their paragraphs aloud. Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott, students deliver their speeches to the class using correct phrasing and appropriate pace.

Lesson Card Heat, students read their descriptions aloud. Lesson Card Heaven, students read their letters to the class focusing on intonation. Lesson Card It’s a Mall World After All, students read their essays aloud. Lesson Card Life As We Knew It, students read their myths “around the campfire”. Lesson Card A Long Way From Chicago, students read their settings using varied pace. Lesson Card Love That Dog, students present a poetry slam, reading their poems with appropriate phrasing to convey meaning and to evoke desired emotion in the audience.

Lesson Card Out of the Dust, groups present their scripts as a TV or radio broadcast. Lesson Card Pink and Say, students perform their dialogues for the class by speaking like their characters.

Lesson Card American Poetry, Poetry for Young People, students present a poetry jam, reading their poems with appropriate volume and expression.

Lesson Card Emily Dickinson, Poetry for Young People, students present a poetry jam, reading



with appropriate phrasing and pace. Lesson Card Robert Browning, Poetry for Young People, students assume the role of storyteller and read their poems to the class.

Lesson Card Robert Frost, Poetry for Young People, students read their haikus aloud. Lesson Card Replay, groups perform their scripts for the class. Lesson Card Rhyme and PUNishment, students perform their raps. Lesson Card The River Between Us, students read their portraits aloud for the class. Lesson Card The Shakespeare Stealer, students read their narratives aloud to the class. Lesson Card Shh! We're Writing the Constitution, students share their cartoon strips with the class using appropriate phrasing as they read.

Lesson Card Up Before Daybreak, Cotton and People in America, students read their paragraphs aloud.

Lesson Card The World Before This One, A Novel told in Legend, students read their myths “around the campfire”.

Lesson Card The Young Man and the Sea, students read their paragraphs expressively and convincingly.



Library C Reading: Literature Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students interact with and respond to the superb literature in the program. Professional Guide p. 61. Extensive fluency instruction results in engagement with the texts including discussions that result in analysis of explicit and inferential meaning. See for example the following passages shared in the Modeled Reading feature: Lesson Card Heat, teacher reads passage aloud and ask students to try to visualize what is happening. Lesson Card Replay, teacher reads passage aloud and asks students to recount their daydreams and describe daydream of character. Lesson Card Heaven, teacher reads passage aloud and ask students how character expressed feelings about special place. Lesson Card It’s a Mall World After All, teachers read passage aloud and ask students about characters experience with first job. Lesson Card Drums, Girls and Dangerous Pie, teacher reads passage aloud and ask students about characters’ reactions to situation. The Modeled Reading feature of each Lesson Card builds background and initiates discussion on the important themes and central ideas of the texts. Professional Guide p. 10. Specific instruction on the elements of a story is articulated in the Oral Recitation Lesson. Professional Guide p. 19. Teachers scaffold the specificity of their instruction as they determine appropriate. Students recount stories and use key details to determine central message, for example: Lesson Card The Dream Keeper and Other Poems, students discuss having “the blues”.



Lesson Card It’s a Mall World After All, students discuss after-school jobs. Lesson Card The Young Man and the Sea, students discuss family rules. Lesson Card Drums, Girls and Dangerous Pie, students discuss getting in trouble with parents. Lesson Card Crash, students discuss phobias. Activities such as “Say It Like the Character” (Professional Guide, p. 38-39) require students to think about the feelings and disposition of the character and practice reading in a way that reflects the character’s feelings and personality. Students analyze different elements of the story and how the characters are portrayed: Lesson Card Replay, partners read passages aloud using different voices for each character and choral reading the narrative.



Lesson Card Al Capone Does My Shirts, students focus on descriptive words in passages to help them portray the characters’ feelings while reading dialogue aloud.

Lesson Card Robert Browning, Poetry for Young People, students read passage aloud using different voices for the dialogue.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Fabulously Famous Books for Building Fluency uses authentic literature in each lesson, including realistic fiction, informational text, biography, fantasy, fairy tales, and poetry. In every Lesson Card a Featured Passages from the story is shared with the class introducing key vocabulary. Simple definitions of the words and examples of how to use them are provided in the Modeled Reading feature so that students can determine the meaning of the words as they are used in context. Additionally, opportunities to explore the structural elements of poetry and prose are provided: Lesson Card Adam Canfield of the Slash, students use context clues and experiment with prosody while reading aloud.


Lesson Card Big Talk, Poems for Four Voices, students read aloud with prosody. Lesson Card Crash, read aloud using quotation marks to determine dialogue. Lesson Card The Dream Keeper and Other Poems, students practice reading aloud using appropriate pace and tone.




Lesson Card Love That Dog, students use phrase cues to help with phrasing and pace.



Lesson Card American Poetry, Poetry for Young People, students practice expressive reading. Lesson Card Emily Dickinson, Poetry for Young People, students use phrase cues to help with phrasing and pace.





Lesson Card The Young Man and the Sea, use typeface clues to determine speaker in text. Students identify the speakers in stories at various points as they engage in fluency activities with each of the books in the program. See especially “Say It Like the Character” in the Professional Guide pages 38-39. See also Reader’s Theater Professional Guide pages 43-47. In this context and literature discussion teachers can engage students in distinguishing their own point of view from that of the characters:

Lesson Card Heaven, students read aloud using expression. Lesson Card Robert Browning, Poetry for Young People, students explore the role of the storyteller.

Lesson Card Life As We Knew It, students use phrase cues to chunk text into meaningful phrases. Lesson Card American Poetry, Poetry for Young People, students practice expressive reading. Lesson Card Emily Dickinson, Poetry for Young People, students use phrase cues to help with phrasing and pace.

Lesson Card Replay, students read aloud using quotation marks to determine dialogue and focus on reading like character.



Integration of Knowledge and Ideas 7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. 8. (Not applicable to literature) 9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Titles in Library C are not yet represented in film. See the following title to compare how this modern version parallels the classic Hemingway award winning title, The Old Man and the Sea: Lesson Card The Young Man and the Sea



Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Each book for Fabulously Famous Books for Building Fluency is carefully selected at an appropriate level for fluency instruction and development. The genres included in Library C include historical fiction, realistic fiction, poetry, biography, verse novel, primary source social studies, Pour quoi tale and nonfiction. Every Lesson Card provides opportunities for students to engage in group reading practice through activities such as repeated reading, cooperative reading, script reading, choral reading, paired reading, buddy reading, recorded reading, radio reading and mumble reading.

Reading: Informational Text Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

The Tim Rasinski Presents Fabulously Famous Books for Building Fluency program provides a superb collection of books that students will find engaging and satisfying. Comprehension is the ultimate goal of instruction and students respond to and ask questions about the literature. See Professional Guide p. 61. Featured Passages are selected and shared in the Modeled Reading providing opportunities for students to analyze explicit and inferential information from text: Lesson Card Abby Takes a Stand, Scraps of Time 1960, teachers read passage aloud and ask students to listen for evidence of prejudice. Lesson Card Shh! We're Writing the Constitution, teachers read passage aloud and ask students why the writers wanted to keep the proceedings a secret. Lesson Card The Shakespeare Stealer, teachers read passage aloud and ask students which phrases in the text tell about the narrator’s current situation. Lesson Card The River Between Us, teachers read passage aloud and ask students to visualize characters. Lesson Card Out of the Dust, teachers read passage aloud and ask students to visualize what the character is experiencing. Lesson Card Pink and Say, teachers read passage aloud and check for comprehension. Lesson Card Al Capone Does My Shirts, teachers read passage aloud and ask students to note changes in narrator. Lesson Card Blood on the River, James Town 1607, teachers read passage aloud and ask students to determine narrator’s thoughts. Lesson Card Bull Run, teachers read passage aloud and ask students to listen to details of the account. Additionally, the Modeled Reading feature shares a passage from the book to be read by the teacher to build background and initiate classroom discussion about important themes from story, see for example the following informational text: Lesson Card Shh! We're Writing the Constitution, teachers read featured passage and discuss the Constitutional Convention of 1787. Lesson Card The Shakespeare Stealer, teachers read featured passage and talk about suspense. Lesson Card The River Between Us, teachers read passage aloud and discuss grandparents. Lesson Card Out of the Dust, teachers read featured passage and discuss the Dust Bowl. Lesson Card Pink and Say, teachers read featured passage and discuss young soldiers in the Civil War. Lesson Card Abby Takes a Stand, Scraps of Time 1960, teachers read featured passage and discuss prejudice.



Lesson Card Al Capone Does My Shirts, teachers read featured passage and discuss peer pressure. Lesson Card Blood on the River, James Town 1607, teachers read featured passage and discuss talking to oneself. Lesson Card Bull Run, teachers read featured passage and discuss the Civil War. Lesson Card Fields of Fury, the American Civil War, teachers read featured passage and discuss secession and the Confederacy. Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott , teachers read featured passage and discuss segregation.

Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.










Integration of Knowledge and Ideas 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8. Delineate and evaluate the argument and specific claims in a text,

Teachers build background and initiate classroom discussion about the text in the Modeled Reading feature providing opportunities to explore informational text that convey information. The program contributes superb literature to the classroom library that teachers can pair with other classroom and library books to compare and contrast key points and details in texts that are related in topic or subject matter. Literature in the program can be paired with other books on



assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

topics such as the Dust Bowl, the Civil War, prejudice, peer pressure, segregation and more. See following inspirational and informational titles in Library C: Abby Takes a Stand, Blood on the River Jamestown 1607, Bull Run, Out of the Dust, The River Between Us, Shh! We’re Writing the Constitution, Up Before Daybreak: Cotton and People in America, Fields of Fury: The American Civil War and Freedom Walkers: The Story of the Montgomery Bus Boycott.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.


Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. Form and use verbs in the active and passive voice. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and mood.* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. Use an ellipsis to indicate an omission. Spell correctly.

The Fluency Performance feature on every Lesson Card provides opportunities for students to use proper grammar in writing and speaking. Conventions of Standard English are identified and practice strategies are provided in the Modeled Reading feature. Students use proper punctuation and spelling in writing activities: Lesson Card Bull Run, students explore punctuation clues, including commas. Lesson Card Blood on the River, James Town 1607, students use punctuation and typeface clues, such as italics, to help determine how to read a passage.

Lesson Card Fields of Fury, the American Civil War, students explore punctuation clues, including ellipses and dashes.

Lesson Card The Young Man and the Sea, students read passage aloud, using typeface clues, such as italics, to help determine dialogue.

Lesson Card Heat, students explore how commas are to set off clauses, appositions, asides, and direct quotations.

Lesson Card Drums, Girls and Dangerous Pie, students demonstrate using pauses for different types of punctuation, including commas, dashes and ellipses,

Lesson Card Robert Frost, Poetry for Young People, students explore line punctuation in poetry. Teachers can integrate direct instruction into the writing activities as they determine appropriate.

Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Each library contains a variety of literature for students to read and apply their knowledge of language and its conventions while developing fluency and comprehension. Every Lesson Card provides a writing activity in which students can apply their understanding of grammar, punctuation and vocabulary. These activities include writing speech balloons, dialogue, poetry and more. In this context they apply their knowledge of the differences between the conventions of spoken and written standard English. See for example the following writing activities: Lesson Card The Shakespeare Stealer, students write a personal narrative. Lesson Card Shh! We're Writing the Constitution, students create cartoon strips using speech bubbles. Lesson Card The River Between Us, students create a written portrait of a person. Lesson Card Heaven, students write a letter to a character.



Lesson Card Robert Browning, Poetry for Young People, students write a stanza for a poem. Lesson Card Drums, Girls and Dangerous Pie, students write a short dialogue between characters. Lesson Card Big Talk, Poems for Four Voices, students write a poem in free verse.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g. verbal irony, puns) in context. Use the relationship between particular words to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




Lesson Card Big Talk, Poems for Four Voices, students discuss descriptive vocabulary. Lesson Card Crash, students discuss descriptive verbs. Lesson Card Adam Canfield of the Slash, students explore root words and suffixes. Lesson Card Rhyme and PUNishment, students discuss vocabulary used in puns. Lesson Card Heat, students discuss examples of jargon. Lesson Card Heaven, students explore defining vocabulary in context. Lesson Card A Long Way From Chicago, students explore descriptive vocabulary. Lesson Card Replay, students explore author’s choice in vocabulary. Lesson Card The Young Man and the Sea, students discuss colloquial words and phrases. Lesson Card Up Before Daybreak, Cotton and People in America, students discuss vocabulary related to cotton production.




Writing Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.




Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events.








Lesson Card The River Between Us, students create a written portrait of a person. Lesson Card Big Talk, Poems for Four Voices, students write a poem in free verse, including similes in their poem.





Lesson Card Robert Frost, Poetry for Young People, students write a haiku. Lesson Card Blood on the River, James Town 1607, students write a dialogue for two characters. Lesson Card Heat, students write a descriptive paragraph. Lesson Card Drums, Girls and Dangerous Pie, students write realistic or fanciful dialogue. Lesson Card Adam Canfield of the Slash, students conduct and interview to write a news story. Lesson Card Ask Me No Questions, students write a personal narrative. Lesson Card Crash, students write a comic strip. Lesson Card The Shakespeare Stealer, students write a personal narrative. Lesson Card Shh! We're Writing the Constitution, students write a comic strip. Lesson Card Life As We Knew It, students write an original myth or legend. Lesson Card The World Before This One, A Novel told in Legend, students write an ending to a



story. Lesson Card Replay, students write a paragraph of dialogue describing a daydream. Lesson Card A Long Way From Chicago, students write a paragraph describing a setting for a story.


Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.




Lesson Card Emily Dickinson, Poetry for Young People, students write a poem using personification and read aloud and invite class to guess what is being describes.

Students can take advantage of classroom digital tools that are available to them to produce and publish the writing activities in the program.

Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”). Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing




whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Speaking and Listening Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.




Students determine the main ideas and supporting details of a text: Lesson Card Big Talk, Poems for Four Voices, students discuss free verse poetry. Lesson Card Love That Dog, students discuss writing poetry. Lesson Card Emily Dickinson, Poetry for Young People, students discuss personification. Lesson Card Robert Browning, Poetry for Young People, students discuss poetic storytelling. Lesson Card Robert Frost, Poetry for Young People, students discuss similes. Lesson Card The Shakespeare Stealer, students talk about building suspense in writing. Students discuss and clarify information presented in text:



Lesson Card American Poetry, Poetry for Young People, students discuss trains. Lesson Card Pink and Say, students discuss young soldiers in the Civil War. Lesson Card Out of the Dust, students discuss the Dust Bowl. Lesson Card Shh! We're Writing the Constitution, students discuss the Constitutional Convention of 1787.

Presentation of Knowledge and Ideas 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Each Lesson Card provides fun and engaging opportunities that invite and challenge students to present their written material to the class using various oral presentation forms. Students apply the conventions of academic language appropriately through various suggested oral presentation forms, such as choral reading, dramatizations, read alouds, retelling, partner reading, puppet theater, storytelling and singing songs: Lesson Card Abby Takes a Stand, Scraps of Time 1960, read their diary entries using their

chosen character’s voice. Lesson Card Adam Canfield of the Slash, students read their stories as co-anchors at a TV news

desk using their voices to convey the emotions of the story. Lesson Card Al Capone Does My Shirts, groups perform their scenes for the class. Lesson Card Ask Me No Questions, students read their reminiscences to the class with

appropriate pace and tone. Lesson Card Big Talk, Poems for Four Voices, students perform their free verse using prosody. Lesson Card Blood on the River, James Town 1607, students perform their dialogue for the class

in pairs. Lesson Card Bull Run, students share their letters with the class reading expressively. Lesson Card Crash, students perform dialogues for the class. Lesson Card The Dream Keeper and Other Poems, students present a poetry slam. Lesson Card Drums, Girls and Dangerous Pie, groups perform their dialogues. Lesson Card Fields of Fury, the American Civil War, students read their paragraphs aloud. Lesson Card Freedom Walkers, The Story of the Montgomery Bus Boycott, students deliver their

speeches to the class using correct phrasing and appropriate pace. Lesson Card Heat, students read their descriptions aloud. Lesson Card Heaven, students read their letters to the class focusing on intonation. Lesson Card It’s a Mall World After All, students read their essays aloud. Lesson Card Life As We Knew It, students read their myths “around the campfire”. Lesson Card A Long Way From Chicago, students read their settings using varied pace. Lesson Card Love That Dog, students present a poetry slam, reading their poems with

appropriate phrasing to convey meaning and to evoke desired emotion in the audience. Lesson Card Out of the Dust, groups present their scripts as a TV or radio broadcast. Lesson Card Pink and Say, students perform their dialogues for the class by speaking like their

characters. Lesson Card American Poetry, Poetry for Young People, students present a poetry jam, reading

their poems with appropriate volume and expression. Lesson Card Emily Dickinson, Poetry for Young People, students present a poetry jam, reading

with appropriate phrasing and pace. Lesson Card Robert Browning, Poetry for Young People, students assume the role of storyteller

and read their poems to the class.



Lesson Card Robert Frost, Poetry for Young People, students read their haikus aloud. Lesson Card Replay, groups perform their scripts for the class. Lesson Card Rhyme and PUNishment, students perform their raps. Lesson Card The River Between Us, students read their portraits aloud for the class. Lesson Card The Shakespeare Stealer, students read their narratives aloud to the class. Lesson Card Shh! We're Writing the Constitution, students share their cartoon strips with the

class using appropriate phrasing as they read. Lesson Card Up Before Daybreak, Cotton and People in America, students read their paragraphs

aloud. Lesson Card The World Before This One, A Novel told in Legend, students read their myths

“around the campfire”. Lesson Card The Young Man and the Sea, students read their paragraphs expressively and

convincingly.

CORRELATION OF SCHOLASTIC TIM RASINSKI PRESENTS …

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