Mississippi Language Arts Framework 2000 - Shurley€¦ · Common Core Standards 2010...

Level 1

English/Language Artscorrelated to the

Common CoreState Standards Initiative2010

Grade 1 Shurley Instructional Materials, Inc. page 1

Common Core Standards 2010 English/Language Arts

Shurley English Grade 1

1. Ask and answer questions about key details in a text.

3, 6, 9, 12, 14

375, 376-377, 380-381, 385-386

Discuss It questions Discuss It questions

The Un- and O-Quigley Stories Poetry/poem References 96, 97, 99, 101

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

392-394

398-400

Literature Literature

Fiction book review Nonfiction book review

3. Describe characters, settings, and major events in a story, using key details.

3, 6, 9, 12, 14

392-394

398-400

Discuss It questions Literature Literature

The Un- and O-Quigley Stories Fiction book review Nonfiction book review

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

3, 6, 9, 12, 14

376-377, 380, 382, 385-387

Discuss It questions References 97-103

The Un- and O-Quigley Stories All poem references

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading range of text types.

None

6. Identify who is telling the story at various points in a text.

None



7. Use illustrations and details in a story to describe its characters, setting, or events.

392, 395

398, 401

Reference 105 #3; Reference 76 Reference 107 #3; Reference 76

Writing/sharing fiction book review Writing/sharing nonfiction book review

8. (Not applicable to literature)

9. Compare and contrast the adventures and experiences of characters in stories.

392, 395

398, 401

Reference 105 #3; Reference 76 Reference 107 #3; Reference 76

Writing/sharing fiction book review Writing/sharing nonfiction book review

10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

376-377, 380, 382, 385-387

379, 384, 389

References 97-103 Share It: Student Poems #1

Read all poems in references Students read poems they have written



1. Ask and answer questions about key details in a text.

22, 37, 50, 63

34, 47, 60, 73, 91, 107, 122, 140, 156, 170, 184, 198, 214, 256, 284,

315, 345, 373

76, 96, 112

204, 207, 216

266, 294, 327, 358

Grammar Time Oral Review Questions Skill Time: Discuss It Review It/Discuss It Writing and Conference Time

Key questions on grammar Read and answer questions Key questions on language skills Questions about writing terms Discuss writing assignment with teacher during conferences

2. Identify the main topic and retell key details of a text.

201

204

202, 205, 208, 213

244

Reference 54 Reference 55 Skill section of Classroom Practice and Check-ups Editing section of Classroom Practice

Topics and paragraphs Supporting/non-supporting ideas and sentences Practice on topics, supporting/non-supporting ideas and sentences Practice on non-supporting sentences



3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1

2-4

5-7

8-10

11-13

14

216-241

390, 392, 396, 398

411

Connect Un-Quigley to O-Quigley Connect story, Reference 1, and checklist for Getting Organized Connect story, Reference 2, and checklist for Listening Connect story, Reference 3, and checklist for Planning Your Time Connect story, Reference 4, and checklist for Doing Your Homework The O-Quigley Story Expository writing chapter References 104-105 to 106-107 Writing How-To Instructions

Jingle 1 Read story, reference, and work/ apply checklist Read story, reference, and work/ apply checklist Read story, reference, and work/ apply checklist Read story, reference, and work/ apply checklist Connect this story to previous Un-Quigley stories Connecting all the steps in the writing process Connect the difference between fiction and nonfiction books Compare/connect the checklist with the example



4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

22, 37, 50, 63

76, 96, 112

159, 160, 162, 164, 169, 174, 176, 178, 183, 188,

190, 192, 197

202, 205, 208, 213, 244

204, 207, 216

Grammar Time Skill Time: Discuss It Reference 48 and Classroom Practice/Checkup Skill section of Classroom Practice and Check-ups Review It/Discuss It

Key questions on grammar Key questions on language skills Teach and practice matching subject parts to predicate parts Practice on topics, supporting/non-supporting ideas and sentences Questions about writing terms

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.

15, 20, 23, 76, 216, 375, 392, and numerous

pages throughout

417, 418, 420, 422

Icon clock for each lesson section throughout the book Various resources in the Resource Tool section

Lesson sections include: Jingle, Vocabulary, Grammar, Skill, Writing, Literature Times, etc. The dictionary, library, parts of a nonfiction book, table of contents

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

1, 4, 7, 10, 13

30, 43, 56, 69, 86, 102, 136

220-221, 223, 225, 259,

287, 320, 351

227, 230, 233, 237-238, 432

363, 366

413, 424

Jingle 1, the Un- and O-Quigley stories, and references Practice Sentences in Grammar & Writing Connection References 60-61 and forms References 63, 65, 67, 68 References 93-94 Resource Tool section

Compare pictures with words in jingle, stories, and references Compare graphic of Practice Sentence in sidebar with words Graphic of prewriting maps/forms Graphic examples of the writing process Graphic example of letter/envelope Picture of an invitation and picture of computer hardware terms



7. Use the illustrations and details in a text to describe its key ideas.

1, 4, 7, 10, 13

30, 43, 56, 69, 86, 102, 136

220-221, 223, 225, 259, 287, 320, 351

227, 230, 233, 237-238,

432

363, 366

413, 424

Pictures for Jingle 1 and the Un- and O-Quigley stories Practice Sentences in Grammar & Writing Connection References 60-61 and forms References 63, 65, 67, 68 References 93-94 Resource Tool section

Recite jingle and retell stories Graphic of Practice Sentence in sidebar Pictures of prewriting maps/forms Graphic examples of the writing process Graphic example of letter/envelope Picture of an invitation and picture of computer hardware terms

8. Identify the reasons an author gives to support points in a text.

376-377; 380-381; 385-386

References 97, 99, 101

References and Discuss It questions on these pages

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

2-4

5-7

8-10

11-13

14

243

Connect story, Reference 1, and checklist for Getting Organized Connect story, Reference 2, and checklist for Listening Connect story, Reference 3, and checklist for Planning Your Time Connect story, Reference 4, and checklist for Doing Your Homework The O-Quigley Story Across the Curriculum

Identify similarities and differences Identify similarities and differences Identify similarities and differences Identify similarities and differences Connect story to previous stories Compare list with a classmate’s list



10. With prompting and support, read informational texts appropriately complex for grade 1.

408-409

25, 36-37, 49-50, 62, 127, 269, 298

30-31, 42-44, 55-57, 68-70, 85-88, 101-104, 117-119, 135-137, 151-153,

166, 180, 194, 210, 280, 311-312

34, 47, 60, 73, 91, 107, 122, 140, 156, 170, 184, 198, 214, 256, 284,

315, 345, 373

141, 171, 199, 215, 243, 277, 308, 339, 358, 374, 401

396-398

410, 411, 413, 418, 420, 422, 428,

429, 430-433

Listing of references and page location of references Q & A Flows for References 11, 15, 19, 23, 39, 78, 82 Writing a Practice Sentence Oral Review Questions Across the Curriculum References 106-107 Resource Tool section

Informational References are throughout the textbook Dialogue of new grammar skills Using labels to write a Practice Sentence and share Read and answer questions Multiple topics covered on pages noted Reading about nonfiction books Multiple topics covered on pages noted



1. Demonstrate understanding of the organization and basic features of print.

415

430-433

Handwriting Tips; Hands-on Activity Writing a Three-Paragraph Expository Essay

How sentences are divided into paragraphs

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

15, 20, 29, 41, 54, 67, 84, 100, 116, 134, 150, 165, 179, 193, 209, 279

22, 23, 39, 41, 45, 51, 54, 58, 67, 71, 84, 89, 100, 105, 117, 120, 128, 134,

150, 165, 179, 193, 209, 279, 310

30-31, 42-44, 55-57, 68-70, 85-88, 101-104, 117-119, 135-137, 151-153,

166, 180, 194, 210, 280, 311-312

76-77

79, 82, 132, 146

80, 83, 90, 97, 99, 106, 113, 115, 121, 130, 139, 144, 147, 149, 155, 160, 162, 164, 169, 174, 176, 178, 183, 247, 250, 253, 255, 306, 314,

333, 337, 340, 342, 344

159, 160, 162, 164, 169, 174, 176, 178, 183

187, 188, 190, 192, 197

Sentence Jingle (list the five parts of a complete sentence) Grammar Time: Five parts of a complete sentence Grammar & Writing Connection; writing Practice Sentences Reference 27, Discuss It, Apply It Rule 1 in References 28, 29, 41, 45 Classroom Practices/Checkups Editing section Reference 48; practice in Classroom Practice/Checkup Reference 52; practice in Classroom Practices/Checkups

The Sentence Jingle is taught and practiced throughout the textbook This skill is taught and reviewed throughout the textbook One of the last steps ask to check for all five parts of a sentence Two kinds of sentences Capitalize first word in a sentence Editing sentences; beginning with page 160 under Skill section have other sentence work Teach and practice matching subject parts to predicate parts Teach and practice correcting sentence fragments

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

None



a. Distinguish long from short vowel sounds in spoken single-syllable words.

None

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

None

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

None

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

None

3. Know and apply grade-level phonics and word analysis skills in decoding words.

None

a. Know the spelling-sound correspondences for common consonant digraphs.

None

b. Decode regularly spelled one-syllable words.

None

c. Know final e and common vowel team conventions for representing long vowel sounds.

None



d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

None

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

None

f. Read words with inflectional endings.

25, 36-37, 49-50, 62, 127, 269, 298

37, 38, 41, 45, 47, 50-51, 58, etc.

404-406

Q & A Flows for References 11, 15, 19, 23, 39, 78, 82 Oral Introductory and Practice Sentences (multiple pages throughout the book) Jingles

A rhythmic dialogue to be recited Sentences to be classified orally using the rhythmic dialogue to reinforce grammar skills taught A listing of all jingles taught

g. Recognize and read grade- appropriate irregularly spelled words.

20, 35, 48, 61, 75, 93, etc.

25, 36-37, 49-50, 62, 127, 269, 298

300-301

303-305

428

Vocabulary Time (multiple pages throughout the book) Q & A Flows for References 11, 15, 19, 23, 39, 78, 82 Reference 83 and Student Tip Verb chant; Reference 84, Verb Chart; and Student Tip Homonyms

New words to be recited orally throughout the book A rhythmic dialogue of new grammar skills to be recited Recite tenses Recite tenses Resource Tool section

4. Read with sufficient accuracy and fluency to support comprehension.

267, 295, 328, 359

378, 383, 388

Reference 76 #7-8 Writing Assignment Activity

Read writing assignments Read to choose favorite poem; discuss with a partner.



a. Read on-level text with purpose and understanding.

408-409

25, 36-37, 49-50, 62, 127, 269, 298

410, 411, 413, 418, 420, 422, 428, 429, 430-433

Listing of references and page location of references Q & A Flows for References 11, 15, 19, 23, 39, 78, 82 Resource Tool section

Informational References are throughout the textbook Dialogue of new grammar skills Multiple topics covered on pages noted

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

404-406

25, 36-37, 49-50, 62, 127, 269, 298

20, 35, 48, 61, 75, 93, 109, 124, 142, 158, 172, 186, 200, 242, 268, 297,

330, 361

30-31, 42-44, 55-57, 68-70, 85-88, 101-104, 117-119, 135-137, 151-153,

166, 180, 194, 210, 280, 311-312

375-377, 380, 382, 385-387

379, 384, 389

395, 401

Jingles Q & A Flows for References 11, 15, 19, 23, 39, 78, 82 Reference for each new set of vocabulary words Writing a Practice Sentence References 97-103 Share It: Student Poems #1 Share It: Oral book reviews

A listing of all jingles taught Dialogue of new skills to be recited Each set is practiced multiple times after introduced Using labels to write a Practice Sentence and share Reading poems in poetry chapter Students share their own poems Fiction and nonfiction

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

None



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.

390-395

396-401

Fiction Book Review Nonfiction Book Review

Literature Time Literature Time

2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

216-241; 257-267; 285-296

430-433

Expository paragraph writing Three-paragraph expository essay

Writing Assignments 11, 12, 13 Resource Tool section

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.

74, 92, 108, 123, 141, 157, 171, 185, 199, 215

171

347-360

419

Creative Writing Assignments 1-10 Across the Curriculum Narrative writing Hands-on Activities #1

Recalling birthday, family, pets, toys, animals, places, winter, autumn Draw favorite bird and write a story Writing Time Resource Tool section

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.

229-231

232-233

234-236, 262-264, 290-292, 323-325

234, 264, 292, 325

Reference 64, 65, and Step 3 Reference 66, 67, and Step 4 Steps 3 and 4 For Steps 3 and 4, #3

Revising Editing Revise and Edit, #3 Student Tip

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

378, 383, 388

Special Instructions #1, 2

Writing assignments 17, 18, 19



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).

411

Writing How-To Instructions

Resource Tool

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

74, 92, 108, 123, 141, 157, 171, 185, 199, 215

141

375, 376-377, 380-381, 385-386

422

Creative Writing Assignments 1-10 Across the Curriculum Literature Time references; Discuss It The Table of Contents

Recalling birthday, family, pets, toys, animals, places, winter, autumn Research workers Read and answer questions Resource Tool section





1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

See a., b., and c. items

a. 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).

267

Share Time Guidelines

Reference 76

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

None

c. Ask questions to clear up any confusion about the topics and texts under discussion.

6

7

16

Reference 2 Checklist for Listening Reference 6 #4

Study skills for listening Answer questions on list Study plan for school

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

2-3; 5-6; 8-9; 11-12; 14

375-377; 380-381; 385-386

Discuss It questions References 96, 97, 99, 101

The Un- and O-Quigley Stories Poetry and Poem Discuss It questions

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

267, 395, 401

295

Reference 76, Audience Response #8 Reference 69, Publishing #2

Share Time Guidelines Audience Response #8 in Ref 76



4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

316-317

318-329

339

References 86, 87 Writing Assignment 14 Across the Curriculum

Descriptive writing Prewriting through publishing Descriptive scene

5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

74, 92, 108, 123, 141, 157, 171, 185, 199, 215

Creative Writing Assignments 1-10

Draw a picture about different topics; write a story about the picture

6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

316-317

318-329

339

References 86, 87 Writing Assignment 14 Across the Curriculum

Descriptive writing Prewriting through publishing Descriptive scene



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

All Shurley English skills are noted in (a. – j.)

a. Print all upper- and lowercase letters.

416

Resource Tool section

Review handwriting

b. Use common, proper, and possessive nouns.

110

112

113, 115, 121

129

130, 139, 144, 147, 149, 155, 160, 162, 164, 244, 247

122 #3-4; 170 #3-4; 184 #5-6

Reference 35 and Apply It Discuss It and Reference 36 Classroom practices/Checkups Reference 40 – The Noun Chart Classroom practices/Checkups Oral Review Questions

Common/proper nouns Common/proper nouns Exercise 2 and 4 Checks for common/proper nouns Exercise with the Noun Chart Questions for understanding

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

300

302, 306, 309, 314, 333, 337, 340, 342, 344

256; 303

Reference 83 Classroom Practice/Checkups Grammar Time Sentence Boxes (Sentence #2 in each box)

Showing singular/plural nouns with matching verbs Skills: verb tense sentences show singular/plural nouns with matching verbs Singular/plural nouns with matching verbs



d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

268, 297, 406

269

269, 270, 274, 276, 279, 282, 284

273, 275, 278, 283

277

280-281

298

298, 299, 303, 307, 310, 313, 330

302, 306, 309, 314, 333, 337, 342

311-312

The Pronoun, Subject Pronoun, and Possessive Pronoun Jingles Reference 78, Subject Pronouns Grammar Time Sentence Boxes Classroom practice/Checkups Across the Curriculum Reference 80, adding subject pronouns Reference 82 Grammar Time Sentence Boxes Classroom practice/Checkups Reference 85, adding possessive pronouns

Jingle Time Identifying Subject pronouns Classifying subject pronouns Grammar (classifying subject pronouns) Subject pronoun activity Writing a Practice Sentence Possessive pronouns Classifying possessive pronouns Grammar (classifying possessive pronouns) Writing a Practice Sentence

e. 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).

300

301

302, 306, 309, 314, 333, 337, 340, 342, 344

303-304

305

Reference 83, Verb tenses Student tip Classroom Practice/Checkups Verb chant/Reference 84 Verb Chart Student tip

Regular and irregular verbs Present/past/future tense activity Skills section Reinforcement of verb tenses Oral verb tense activity



f. Use frequently occurring adjectives.

48, 61, 405, 406

49-50

50, 51, 54, 58, 60, 63, 64, 67, 71, 73, 75, 78, 81, 84, 89, 91, 93, etc.

52, 65

53, 59, 66, 72, 80, 83, 90,

55-57; 68-70; 85-88; 101-104, 117-119, 135-137, 151-153, 166-167, 180-181, 194-195, 210-211

62-63

Jingles; Adjective and Article Adjective Reference 19; Discuss It Grammar Time Sentence Boxes Grammar & Writing Connection/ References 20 and 24 Classroom Practice/Checkups Writing Practice Sentences with adjectives Reference 23; Discuss It

Jingles practiced in multiple lessons Introduce adjectives; questions Classifying adjectives is throughout the book beginning with page 50 Taught in “Learn It” references; applied in Classroom Practices/Checkups Adding adjectives to “Grammar” and “Writing” sections Occurs in every chapter from Chapter 4-14 Introduce article adjectives; Questions

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

None

h. Use determiners (e.g., articles, demonstratives).

61, 406

62-63

63, 64, 67, 71, 73, 75, 78, 81, 84, 89, 91, 93, 95, etc.

65

66, 72, 80, 83, 90

68-70; 85-88; 101-104, 117-119, 135-137, 151-153, 166-167, 180-181, 194-195, 210-211

Jingle, Article Adjective Reference 23; Discuss It Grammar Time Sentence Boxes Grammar & Writing Connection/ Reference 24 Classroom Practice/Checkups Write a Practice Sentence adding articles

Jingle practiced in multiple lessons Introduce articles; Questions Classifying articles is throughout the book beginning with page 63 Taught in “Learn It” reference; applied in Classroom Practices/ Checkups Adding articles to “Grammar” and “Writing” sections Writing Practice Sentences with articles occurs in every chapter from Chapter 5-14



i. Use frequently occurring prepositions (e.g., during, beyond, toward).

124-125, 406

126-127

127, 128, 131, 134, 138, 140, 142, 145, 148, 150, 154, 156, 161, etc.

130,133, 139, 144, 147, 149, 155, 160, 162, 164, 169, 174, 176, etc.

135-137, 151-153, 166-167, 180-181, 194-195, 210-211

Jingles, Preposition/Object of the Preposition References 38-39 Grammar Time Sentence Boxes Classroom Practice/Checkups Write a Practice Sentence adding prepositional phrases

Jingles practiced in multiple lessons Introduce prepositions and object of the prepositions Classifying prepositions is throughout the book beginning with page 127 Adding prepositions to the “Grammar” section throughout the book Writing Practice Sentences with prepositions/object of prepositions

j. Produce and expand complete Simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

74, 92, 108, 123, 141, 157, 171, 185, 199, 215

27, 28, 33, 39, 40, 46, 52, 53, 59,

65, 66, 72, 83, 90

30-31, 43-44, 55-57, 68-70, 135-137, 151-153, 166-167, 180-181, 194-195, 210-211

76, 77

80, 83, 90, 97, 99, 106, 113, 115,

121, 130, 133, 139, 144, 147, 149, 155, 160, 162, 164, 169, 174, 176, 178, 183, 247, 250, 253, 255, 306,

314, 333, 337, 340, 342, 344

Creative Writing Assignments 1-10 Grammar & Writing Connection/ writing a sentence from a Word Bank Practice Sentences written on Classroom Practice forms Reference 27; Discuss It; Apply It Classroom Practice/Checkups, Editing section

Various topics are assigned Taught in “Learn It” references; applied in Classroom Practices and Checkups Writing practice sentences to apply new concepts Two kinds of sentences Practice end marks for two kinds of sentences from page 80 throughout the book



2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

All Shurley English skills are noted in (a. – e.)

a. Capitalize dates and names of people.

79, 82, 132, 146

80, 83, 90, 97, 99, 106, 113, 115, 121, 130, 133, 139, 144, 147, 149, 155, 160, 162, 164, 169, 174, 176, 178, 183, 250, 253, 255, 306, 314,

333, 337, 340, 342, 344

References 28, 29, 41, 45 Classroom Practice/Checkups, Editing section

Capitalization rules Practice convention rules from page 80 throughout the book

b. Use end punctuation for sentences.

80, 83, 90, 97, 99, 106, 113, 115, 121, 130, 133, 139, 144, 147, 149, 155, 160, 162, 164, 169, 174, 176, 178, 183, 188, 190, 192, 197, 250, 253, 255, 306, 314, 333, 337, 340,

342, 344

Classroom Practice/Checkups, Editing section

Practice end marks by rewriting sentences using correct end mark punctuation

c. Use commas in dates and to separate single words in a series.

None

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

427

Suffix Spelling Check

Resource Tool: section

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

427

Suffix Spelling Check





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.

375

376-377, 380-381, 385-386

390, 392, 396, 398

Reference 96 Poetry; Discuss It Poems and Discuss It questions References 104, 105, 106, 107

Literature vocabulary Literature vocabulary Literature vocabulary

a. Use sentence-level context as a clue to the meaning of a word or phrase.

None

b. Use frequently occurring affixes as a clue to the meaning of a word.

427

Prefixes, Suffixes, and Suffix Spelling Check


c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

None

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

201, 204

202, 205, 208, 213

316

428

Reference 54, 55 Classroom practice/checkup, Skill section Reference 86, #1-6 Hands-on Activities #2 and #5

Topics/paragraphs/supporting/ non-supporting sentences Category practice Ways to describe topic categories Resource Tool: section



b. 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).

None

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

None

d. 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.

None

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., because).

3, 6, 9, 12, 14

22, 36-37, 49-50, 62-63

34, 47, 60, 73, 91, 107, 122, 140, 156, 170, 184, 198, 214, 256, 284,

315, 345, 373

76, 96, 112, 207

375, 377, 381, 386

241, 267, 296, 329, 360, 378-379, 383-384, 388-389

394-395, 400-401

Discuss It questions Discuss It questions Discuss It questions Discuss It questions Discuss It questions Writing Assignments 11, 12, 13, 14, 15, 17, 18, 19 Share It; WA 20, 21

The Un- and O-Quigley Stories Grammar Time Oral Review Questions Skill Time Poetry Reference 69 #2 (sharing writing assignments); Reference 76 (Share Time Guidelines) Publishing fiction and nonfiction book reviews

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