Pearson Longman Cornerstone - Pearson School · PDF filefor building understanding of key...

A Correlation of

Pearson Longman Cornerstone Grade 3, ©2013

To the

Common Core State Standards for English Language Arts

Grade 3

A Correlation of Pearson Longman Cornerstone ©2013 To the

Common Core State Standards for English Language Arts, Grade 3

2 Key: SE=Student Edition, TE=Teacher Edition, TRB=Teacher Resource Book

Introduction This document demonstrates how Pearson Longman Cornerstone ©2013 supports the Common Core State Standards for English Language Arts. Correlation page references are to the Student Edition, Teacher Edition, and Teacher Resource Book. The Teacher Resource Book references cite Units and Lessons. Lessons in the annotated Pearson Longman Cornerstone Teacher Editions contain the facsimile Student Edition, and references at point of use to SIOP®, AIMSweb®, A+Rise®, and SELP2 (Stanford English Language Proficiency Test). Pearson Longman Cornerstone is a multilevel program designed for elementary English learners and struggling readers. The program blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest stories. Pearson Longman Cornerstone has been shown to dramatically increase student achievement across all skill areas, particularly in reading comprehension, fluency, and writing. Districts that are using Pearson Longman Cornerstone report significant gains in standardized test scores within one year of implementation.

In a trial study, a language assessment pre-test was administered in February 2008, prior to the start of the Cornerstone pilot. A post-test was administered in June 2008 that showed impressive results: 108% increase in average class test scores and an 181% increase in median test scores.

Pearson Longman Cornerstone Highlights:

• Academic vocabulary acquisition is accelerated through explicit instruction

• Six thematic units per level organized around a Big Question provide a starting point

for building understanding of key concepts and academic vocabulary.

• Each unit concludes with a variety of projects designed to provide evidence of understanding through built-in differentiated instruction.




Table of Contents

Reading Standards for Literature ........................................................................... 4

Reading Standards for Informational Texts............................................................ 5

Reading Standards for Foundational Skills ............................................................. 8

Writing Standards .................................................................................................. 9

Speaking and Listening Standards ....................................................................... 13

Language Standards............................................................................................. 16




Common Core Standards for English Language Arts

Grade 3

Pearson Longman Cornerstone, Grade 3, ©2013

Reading Standards for Literature Key Ideas and Details Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

SE/TE: Think It Over, 15, 31, 49, 79, 97, 143, 283; Reading Strategy: identify events in a plot, 76, 79, 80; understand character, 12, 15, 16; identify sequence, 32, 170, 173; Link the Readings, 56, 120, 180, 244, 308, 370 TRB: U1L6, U1L7, U1L13, U1L14, U1L15, U1L20, U1L21, U1L22, U1L29, U1L30, U2L6, U2L7, U2L8, U2L13, U2L14, U2L15, U2L29, U2L30, U3L6, U3L7, U3L8, U3L30, U4L30, U5L13, U5L14, U5L29

Literature 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.

SE/TE: Literature: fable, 90–97; myths, 280–283; personal narrative, 42–47; play, 76–79; poem, 12–15, 140–143; short story, 26–31; Retell, 17, 33, 81, 99, 175, 285, 303, 349 TRB: U1L8, U1L15, U1L22, U2L6, U2L7, U2L8, U2L15, U3L8, U5L14, U5L15

Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

SE/TE: Understand Character, 12, 15, 16–17 TE only: Character, T14, T15 TRB: U1L6, U1L7, U1L8, U1L13, U1L14, U1L20, U1L21, U1L29, U2L6, U2L7, U2L13, U2L14, U2L15, U2L29, U5L13, U5L14, U5L29

Craft and Structure Literature 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

SE/TE: For related activities see: Key Words (Words in Context), 8–9, 22–23, 38–39, 72–73, 86–87, 104–105, 136–137, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 276–277, 290–291, 324–325, 338–339, 354–355 TRB: U1L2, U1L4, U1L6, U1L7, U1L11, U1L13, U1L14, U1L18, U1L20, U1L21, U1L29, U1L30, U2L2, U2L4, U2L6, U2L7, U2L11, U2L13, U2L14, U2L29, U2L30, U3L2, U3L4, U3L6, U3L7, U3L30, U4L2, U4L18, U4L29, U4L30, U5L2, U5L11, U5L13, U5L14, U5L29, U6L2

Literature 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.

SE/TE: Think It Over, 15, 31, 49, 79, 97, 143, 283; Reading Strategy: identify events in a plot, 76, 79, 80; understand character, 12, 15, 16; identify sequence, 32, 170, 173; Link the Readings, 56, 120, 180, 244, 308, 370 TRB: U2L6, U2L7, U3L8





Grade 3


Literature 6. Distinguish their own point of view from that of the narrator or those of the characters.

SE/TE: For related material see: Think It Over, 15, 31, 49, 79, 97, 143, 283; Reading Strategy: understand character, 12, 15, 16

Integration of Knowledge and Ideas Literature 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).

TE only: Visual Literacy: Illustrations, T13, T29, T31, T44, T47, T93, T95, T283, T29 TRB: U1L6, U1L7, U1L13, U1L14, U1L20, U1L21, U1L29, U2L6, U2L7, U2L13, U2L14, U2L29, U3L6, U3L7, U4L18, U5L11, U5L13, U5L14

Literature 8. (Not applicable to literature)

Not applicable according to Common Core State Standards

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 to address this objective may be found on the following pages: SE/TE: Think It Over, 15, 31, 49, 79, 97, 143, 283; Reading Strategy: identify events in a plot, 76, 79, 80; understand character, 12, 15, 16; identify sequence, 32, 170, 173; Link the Readings, 56, 120, 180, 244, 308, 370 TRB: U2L25, U3L25, U5L13, U5L14, U5L15, U5L25, U6L25

Range of Reading and Level of Text Complexity Literature 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.

SE/TE: Further Reading, 57, 121, 181, 245, 309, 371 TE only: Further Reading, T57, T121, T181, T245, T309, T731 TRB: U1L6, U1L7, U1L13, U1L14, U1L20, U1L21, U1L25, U2L6, U2L7, U2L13, U2L14, U2L25, U3L6, U3L7, U3L25, U4L25, U5L13, U5L14, U5L25, U6L25

Reading Standards for Informational Texts Key Ideas and Details Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

SE/TE: Think It Over, 113, 159, 173, 205, 223, 237, 269, 299, 331, 345, 363; A Closer Look at, 48–49, 144–145, 206–207, 300–301, 346–347 TRB: U1L21, U1L29, U1L30, U2L20, U2L21, U2L22, U2L29, U2L30, U3L6, U3L7, U3L13, U3L14, U3L15, U3L20, U3L21, U3L22, U3L29, U3L30, U4L6, U4L7, U4L8, U4L13, U4L14, U4L15, U4L20, U4L21, U4L22, U4L29, U4L30, U5L6, U5L7, U5L8, U5L20, U5L21, U5L29, U5L30, U6L6, U6L7, U6L8, U6L13, U6L14, U6L20, U6L21, U6L22, U6L29, U6L30





Grade 3


Informational Text 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

SE/TE: Strategies: identify main idea and details, 218, 223, 224 TE only: Main Idea and Details, T220, T222, T223 TRB: U3L15, U2L21, U3L13, U3L14, U3L20, U3L21, U3L29, U4L6, U4L7, U4L13, U4L14, U4L15, U4L20, U4L21, U4L22, U4L29, U5L6, U5L7, U5L8, U5L20, U5L21, U5L22, U5L29, U5L30, U6L6, U6L7, U6L8, U6L13, U6L14, U6L15, U6L20, U6L21, U6L22, U6L29

Informational Text 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.

SE/TE: Strategies: identify steps in a process, 174, 342, 345; identify cause and effect, 156, 159, 160; identify problems and solutions, 200, 205, 208; identify sequence, 32, 170, 173; Writing: Explain a Process, 242–243 TRB: U2L22, U3L13, U3L14, U3L20, U3L21, U3L22, U4L6, U4L7, U4L8, U4L29, U6L13, U6L14, U6L15, U6L22, U6L29, U6L30

Craft and Structure Informational Text 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

SE/TE: Vocabulary: Words in context, 104–105, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 290–291, 324–325, 338–339, 354–355 TRB: U1L2, U1L5, U1L12, U1L19, U1L30, U2L2, U2L5, U2L12, U2L18, U2L19, U2L20, U2L21, U2L30, U3L2, U3L5, U3L11, U3L12, U3L13, U3L14, U3L18, U3L19, U3L20, U3L21, U3L29, U3L30, U4L2, U4L4, U4L5, U4L6, U4L7, U4L11, U4L12, U4L13, U4L14, U4L19, U4L20, U4L21, U4L30, U5L2, U5L4, U5L5, U5L6, U5L7, U5L12, U5L18, U5L19, U5L20, U5L21, U5L29, U5L30, U6L2, U6L4, U6L5, U6L6, U6L7, U6L11, U6L12, U6L13, U6L14, U6L18, U6L19, U6L20, U6L21, U6L30





Grade 3


Informational Text 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

SE/TE: Use Pictures to Help with Understanding, 220; How to use a book, 385; How to read maps and diagrams, 388; How to read graphs, 389; Ask 5W Questions, 270; Ask Questions, 234, 237, 238; Writing and Research, 405–411; Extension: Research, 147, 271; Graphic Organizers, 17, 51, 33, 81, 115, 147, 161, 175, 209, 225, 239, 285, 303, 333, 349; Projects, 57, 121, 181, 245, 309, 371 TE only: Internet, T7, T135, T195, T259, T323; Diagram or Drawing, T49; Extension: Research, T225

Informational Text 6. Distinguish their own point of view from that of the author of a text.

SE/TE: For related material see: Think It Over, 113, 159, 173, 205, 223, 237, 269, 299, 331, 345, 363; Identify Fact and Opinion, 108, 113; Identify Author’s Purpose, 328, 331, 332

Integration of Knowledge and Ideas Informational Text 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).

SE/TE: How to use a book, 385; How to read maps and diagrams, 388; How to read graphs, 389; Ask 5W Questions, 270; Ask Questions, 234, 237, 238 TRB: U1L2, U1L3, U1L1, U1L11, U1L21, U1L29, U2L1, U2L2, U2L3, U2L20, U2L21, U2L29, U3L1, U3L2, U3L3, U3L6, U3L7, U3L11, U3L13, U3L14, U3L18, U3L20, U3L21, U4L1, U4L2, U4L3, U4L6, U4L7, U4L11, U4L13, U4L14, U4L20, U4L21, U4L29, U5L1, U5L2, U5L3, U5L4, U5L6, U5L7, U5L18, U5L20, U5L21, U6L1, U6L2, U6L3, U6L4, U6L6, U6L7, U6L11, U6L13, U6L14, U6L18, U6L20, U6L21, U6L29

Informational Text 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/ second/third in a sequence).

SE/TE: Strategies: identify steps in a process, 174, 342, 345; identify cause and effect, 156, 159, 160; identify problems and solutions, 200, 205, 208; identify sequence, 32, 170, 173 TRB: U3L13, U3L14, U3L15, U3L20, U3L21, U3L22, U4L6, U4L7, U4L8





Grade 3


Informational Text 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

SE/TE: Comprehension: compare and contrast, 280, 283, 284; also see: My Family, 42–47; A Closer Look at: A Family Tree, 48–49; Animals at Home, 140–143; A Closer Look at: Alligators, 144–145; On Your Bike, Get Set, DONATE! 200–205; A Closer Look at: Bicycles, 206–207; Franklin’s Dream, 294–299; A Closer Look at: Space Exploration, 300–301; How to Make Puppets, 342–345; A Closer Look at: Puppets, 346–347 TRB: U2L25, U3L25, U4L25, U5L25, U6L25

Range of Reading and Level of Text Complexity Informational Text 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.

SE/TE: Further Reading, 57, 121, 181, 245, 309, 371 TE only: Further Reading, T57, T121, T181, T245, T309, T731 TRB: U1L25, U2L20, U2L21, U2L25, U3L13, U3L14, U3L20, U3L21, U3L25, U4L6, U4L7, U4L13, U4L14, U4L20, U4L21, U4L25, U5L6, U5L7, U5L20, U5L21, U5L25, U6L6, U6L7, U6L13, U6L14, U6L20, U6L21, U6L25

Reading Standards for Foundational Skills Print Concepts Foundational Skills 1. (Not applicable to Grade 3)


Phonological Awareness Foundational Skills 2. (Not applicable to Grade 3)


Phonics and Word Recognition Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. Foundational Skills 3.a. Identify and know the meaning of the most common prefixes and derivational suffixes.

SE/TE: Word Study: Prefixes and Suffixes, 89 TRB: U2L12, U4L5

Foundational Skills 3.b. Decode words with common Latin suffixes.

SE/TE: Word Study: Prefixes and Suffixes, 89 TRB: U2L12

Foundational Skills 3.c. Decode multi-syllable words.

SE/TE: Word Study: Multi-Syllable Words, 357 TRB: U6L19





Grade 3


Foundational Skills 3.d. Read grade appropriate irregularly spelled words.

SE/TE: Key Words, 8–9, 22–23, 38–39, 72–73, 86–87, 104–105, 136–137, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 276–277, 290–291, 324–325, 338–339, 354–355

Fluency Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension. Foundational Skills 4.a. Read on-level text with purpose and understanding.

SE/TE: Fluency, 63, 127, 187, 251, 315, 379 TRB: U1L28, U2L28, U3L28, U4L28, U5L28, U6L28

Foundational Skills 4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.


Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SE/TE: Key Words, 8–9, 22–23, 38–39, 72–73, 86–87, 104–105, 136–137, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 276–277, 290–291, 324–325, 338–339, 354–355; Academic Words, 10, 24, 40, 74, 88, 106, 138, 154, 168, 198, 216, 232, 262, 278, 292, 326, 340, 356 TRB: U1L28, U2L28, U3L28, U4L28, U5L28, U6L28

Writing Standards Text Types and Purposes Writing 1. Write opinion pieces on familiar topics or texts, supporting a point of view with reasons. Writing 1.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Opportunities to address this objective may be found on the following pages: SE/TE: Prewrite, 274, 288, 312; Draft, 288; Writing Checklist, 289, 307 TRB: U5L10, U5L24, U5L27

Writing 1.b. Provide reasons that support the opinion.

Opportunities to address this objective may be found on the following pages: SE/TE: Statement and Reasons, 274; Reasons, 288, 306; Reasons to Persuade Reader, 312 TRB: U5L27

Writing 1.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Opportunities to address this objective may be found on the following pages: SE/TE: Writing Checklist, 275, 307 TRB: U5L27





Grade 3


Writing 1.d. Provide a concluding statement or section.

Opportunities to address this objective may be found on the following pages: SE/TE: Writing: Write a Persuasive Paragraph, 274–275; Write a Prediction, 288–289; Write a Persuasive Letter, 306–307; Writing Workshop: Write a Book or Movie Review, 312–314 TRB: U5L27

Writing 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Writing 2.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

SE/TE: Prewrite, 20, 36; Word Web, 54; Three Column Chart, 228; Write a Research Question, 336; Draft, 376 TRB: U1L10, U1L17, U1L24, U1L27, U4L10, U4L17, U4L24, U4L27, U6L10

Writing 2.b. Develop the topic with facts, definitions, and details.

SE/TE: Prewrite, 20, 36, 228; Sequence Chart, 242; Venn Diagram, 248; Make a Research Plan, 337; How to Write a Paraphrase, 352–353; How to Use Quotations, 368–369 TRB: U1L27, U4L27

Writing 2.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

SE/TE: Writing Checklist, 21, 37, 55, 61, 249 TRB: U1L27, U4L27

Writing 2.d. Provide a concluding statement or section.

SE/TE: For related material see: Writing: Describe a Person, 20–21; Describe a Summer Day, 36–37; Describe a Family Celebration, 54–55; Writing Workshop: Describe an Event, 60–62; Writing: Respond to Text, 228–229; Explain a Process, 242–243; Write to Compare and Contrast, 248–250; Writing Workshop: Write a Research Report, 374–378 TRB: U1L27, U4L27

Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Writing 3.a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

SE/TE: Prewrite, 84, 124; Who are the Characters? 102 TRB: U2L10, U2L17, U2L24, U2L27, U3L17, U3L24a, U3L27a

Writing 3.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

SE/TE: Prewrite, 102; Draft, 102; Facts and Sensory Details, 118; Using Quotation Marks, 119 TRB: U2L10, U2L17, U2L27





Grade 3


Writing 3.c. Use temporal words and phrases to signal event order.

SE/TE: Draft, 84; Writing Checklist, 85, 103, 119, 125 TRB: U2L27, U3L24, U3L27

Writing 3.d. Provide a sense of closure. SE/TE: Beginning, Middle, and End, 102, 124, 125 TRB: U2L27, U3L27

Production and Distribution of Writing 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.)

SE/TE: Writing Workshop, 60–62, 124–126, 184–186, 248–250, 312–314, 374–378; Writing, 20–21, 36–37, 54–55, 84–85, 102–103, 118–119, 150–151, 164–165, 178–179, 212–213, 228–229, 242–243, 274–275, 288–289, 306–307, 336–337, 352–353, 368–369 TRB: U1L10, U1L17, U1L24, U1L27, U1L28, U2L10, U2L17, U2L24, U2L27, U2L28, U3L10, U3L17, U3L24, U3L27, U3L28, U4L10, U4L17, U4L24, U4L27, U4L28, U5L10, U5L17, U5L24, U5L27, U5L28, U6L10, U6L17, U6L24, U6L27, U6L28

Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

SE/TE: Writing Workshop, 60–62, 124–126, 184–186, 248–250, 312–314, 374–378; Writing, 20–21, 36–37, 54–55, 84–85, 102–103, 118–119, 150–151, 164–165, 178–179, 212–213, 228–229, 242–243, 274–275, 288–289, 306–307, 336–337, 352–353, 368–369 TRB: U1L2, U1L10, U1L17, U1L24, U1L25, U1L27, U1L28, U2L2, U2L10, U2L17, U2L24, U2L27, U2L28, U3L2, U3L10, U3L17, U3L24, U3L27, U3L28, U4L2, U4L10, U4L17, U4L24, U4L27, U4L28, U5L2, U5L10, U5L17, U5L24, U5L27, U5L28, U6L2, U6L10, U6L17, U6L24, U6L27, U6L28

Writing 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.

SE/TE: Writing Workshop, 60–62, 124–126, 184–186, 248–250, 312–314, 374–378; Writing, 20–21, 36–37, 54–55, 84–85, 102–103, 118–119, 150–151, 164–165, 178–179, 212–213, 228–229, 242–243, 274–275, 288–289, 306–307, 336–337, 352–353, 368–369; Projects: Writing, 57, 121, 181, 245, 309, 371





Grade 3


Research to Build and Present Knowledge Writing 7. Conduct short research projects that build knowledge about a topic.

SE/TE: Plan a Research Report, 336–337; How to Write a Paraphrase, 352–353; How to Use Quotations, 368–369; Writing Workshop: Write a Research Report, 374–378; Writing and Research, 405–411; Extension: Research, 147, 271 TE only: Extension: Research, T225 TRB: U6L10, U6L17, U6L24, U6L27

Writing 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

SE/TE: Plan a Research Report, 336–337; How to Write a Paraphrase, 352–353; How to Use Quotations, 368–369; Writing Workshop: Write a Research Report, 374–378; Writing and Research, 405–411; Extension: Research, 147, 271 TE only: Extension: Research, T225 TRB: U3L7, U3L8, U4L7, U6L10, U6L17, U6L24, U6L27

Writing 9. (Begins in grade 4)


Range of Writing 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.

SE/TE: Writing Workshop, 60–62, 124–126, 184–186, 248–250, 312–314, 374–378; Writing, 20–21, 36–37, 54–55, 84–85, 102–103, 118–119, 150–151, 164–165, 178–179, 212–213, 228–229, 242–243, 274–275, 288–289, 306–307, 336–337, 352–353, 368–369; Projects: Writing, 57, 121, 181, 245, 309, 371 TRB: U1L2, U1L10, U1L17, U1L24, U1L25, U1L27, U1L28, U2L2, U2L10, U2L17, U2L24, U2L27, U2L28, U3L2, U3L10, U3L17, U3L24, U3L27, U3L28, U4L2, U4L10, U4L17, U4L24, U4L27, U4L28, U5L2, U5L10, U5L17, U5L24, U5L27, U5L28, U6L2, U6L10, U6L17, U6L24, U6L27, U6L28





Grade 3


Speaking and Listening Standards Comprehension and Collaboration Speaking/Listening 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. Speaking/Listening 1.a. 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.

SE/TE: What about you? 7, 71, 135, 195, 259, 323; The Big Question, 3, 12, 16, 26, 32, 42, 50, 56, 67, 76, 80, 90, 98, 108, 120, 131, 140, 156, 170, 180, 205, 264, 280, 294, 308, 319, 328, 342, 358, 370; Think It Over, 15, 31, 47, 79, 97, 113, 143, 159, 173, 205, 217, 223, 237, 283, 299, 331, 345, 363; Discussion, 56, 120, 180, 244, 308, 370 TRB: U1L2, U1L3, U1L4, U1L5, U1L9, U1L1, U1L11, U1L12, U1L16, U1L18, U1L19, U1L23, U1L25, U1L26, U2L1, U2L2, U2L3, U2L4, U2L5, U2L9, U2L11, U2L12, U2L16, U2L18, U2L19, U2L23, U2L25, U2L26, U3L1, U3L2, U3L3, U3L4, U3L5, U3L9, U3L11, U3L12, U3L16, U3L18, U3L19, U3L23, U3L25, U3L26, U4L1, U4L2, U4L3, U4L4, U4L5, U4L9, U4L11, U4L12, U4L15, U4L16, U4L18, U4L19, U4L23, U4L26, U5L1, U5L2, U5L3, U5L4, U5L5, U5L9, U5L11, U5L12, U5L16, U5L18, U5L19, U5L22, U5L23, U5L25, U5L26, U6L1, U6L2, U6L3, U6L4, U6L5, U6L9, U6L11, U6L12, U6L16, U6L18, U6L19, U6L23, U6L25, U6L26

Speaking/Listening 1.b. 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).

SE/TE: What about you? 7, 71, 135, 195, 259, 323; The Big Question, 3, 12, 16, 26, 32, 42, 50, 56, 67, 76, 80, 90, 98, 108, 120, 131, 140, 156, 170, 180, 205, 264, 280, 294, 308, 319, 328, 342, 358, 370; Think It Over, 15, 31, 47, 79, 97, 113, 143, 159, 173, 205, 217, 223, 237, 283, 299, 331, 345, 363; Discussion, 56, 120, 180, 244, 308, 370 TRB: U1L2, U1L3, U1L4, U1L5, U1L9, U1L1, U1L11, U1L12, U1L16, U1L18, U1L19, U1L23, U1L25, U1L26, U2L1, U2L2, U2L3, U2L4, U2L5, U2L9, U2L11, U2L12, U2L16, U2L18, U2L19, U2L23, U2L25, U2L26, U3L1, U3L2, U3L3, U3L4, U3L5, U3L9, U3L11, U3L12, U3L16, U3L18, U3L19, U3L23, U3L25, U3L26, U4L1, U4L2, U4L3, U4L4, U4L5, U4L9, U4L11, U4L12, U4L15, U4L16, U4L18, U4L19, U4L23, U4L26, U5L1, U5L2, U5L3, U5L4, U5L5, U5L9, U5L11, U5L12, U5L16, U5L18, U5L19, U5L22, U5L23, U5L25, U5L26, U6L1, U6L2, U6L3, U6L4, U6L5, U6L9, U6L11, U6L12, U6L16, U6L18, U6L19, U6L23, U6L25, U6L26





Grade 3


Speaking/Listening 1.c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SE/TE: What about you? 7, 71, 135, 195, 259, 323; The Big Question, 3, 12, 16, 26, 32, 42, 50, 56, 67, 76, 80, 90, 98, 108, 120, 131, 140, 156, 170, 180, 205, 264, 280, 294, 308, 319, 328, 342, 358, 370; Think It Over, 15, 31, 47, 79, 97, 113, 143, 159, 173, 205, 217, 223, 237, 283, 299, 331, 345, 363; Discussion, 56, 120, 180, 244, 308, 370 TRB: U1L2, U1L3, U1L4, U1L5, U1L9, U1L1, U1L11, U1L12, U1L16, U1L18, U1L19, U1L23, U1L25, U1L26, U2L1, U2L2, U2L3, U2L4, U2L5, U2L9, U2L11, U2L12, U2L16, U2L18, U2L19, U2L23, U2L25, U2L26, U3L1, U3L2, U3L3, U3L4, U3L5, U3L9, U3L11, U3L12, U3L16, U3L18, U3L19, U3L23, U3L25, U3L26, U4L1, U4L2, U4L3, U4L4, U4L5, U4L9, U4L11, U4L12, U4L15, U4L16, U4L18, U4L19, U4L22, U4L23, U4L25, U4L26, U5L1, U5L2, U5L3, U5L4, U5L5, U5L9, U5L11, U5L12, U5L16, U5L18, U5L19, U5L23, U5L25, U5L26, U6L1, U6L2, U6L3, U6L4, U6L5, U6L9, U6L11, U6L12, U6L16, U6L18, U6L19, U6L23, U6L25, U6L26

Speaking/Listening 1.d Explain their own ideas and understanding in light of the discussion.

SE/TE: What about you? 7, 71, 135, 195, 259, 323; The Big Question, 3, 12, 16, 26, 32, 42, 50, 56, 67, 76, 80, 90, 98, 108, 120, 131, 140, 156, 170, 180, 205, 264, 280, 294, 308, 319, 328, 342, 358, 370; Think It Over, 15, 31, 47, 79, 97, 113, 143, 159, 173, 205, 217, 223, 237, 283, 299, 331, 345, 363; Discussion, 56, 120, 180, 244, 308, 370 TRB: U1L19, U1L25, U2L4, U2L25, U3L25, U4L25, U5L25, U6L25

Speaking/Listening 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.

SE/TE: Think It Over, 15, 31, 47, 79, 97, 113, 143, 159, 173, 205, 217, 223, 237, 283, 299, 331, 345, 363; The Big Question, 3, 12, 16, 26, 32, 42, 50, 56, 67, 76, 80, 90, 98, 108, 120, 131, 140, 156, 170, 180, 205, 264, 280, 294, 308, 319, 328, 342, 358, 370 TRB: U1L26, U2L26, U3L26, U4L26, U5L26, U6L26





Grade 3


Speaking/Listening 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SE/TE: What about you? 7, 71, 135, 195, 259, 323; The Big Question, 3, 12, 16, 26, 32, 42, 50, 56, 67, 76, 80, 90, 98, 108, 120, 131, 140, 156, 170, 180, 205, 264, 280, 294, 308, 319, 328, 342, 358, 370 TE only: Extension, T17, T51, T81, T99, T115, T147, T209, T225, T271, T303, T333 TRB: U1L15, U1L26, U2L8, U2L26, U3L26, U4L26, U5L26, U6L26

Presentation of Knowledge and Ideas Speaking/Listening 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.

SE/TE: What about you? 7, 71, 135, 195, 259, 323; Act Out a Play, 99; Skit, 81; Retell, 17, 33, 81, 99, 175, 285, 303, 349; Poster, 271; Tell a Story, 333; Myth, 285; Present an Idea, 209; Present Information, 147, 365; Talk About It, 33, 51, 225, 303 TE only: Extension, T17, T51, T81, T99, T115, T147, T209, T225, T271, T303, T333 TRB: U1L22, U1L26, U2L26, U3L8, U3L25, U4L26, U5L21, U5L22, U5L26, U6L25, U6L26

Speaking/Listening 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.

Opportunities to address this objective may be found on the following pages: SE/TE: Unit Wrap Up: Oral, 57, 121, 181, 245, 309, 371; Act Out a Play, 99; Skit, 81 TRB: U4L26, U5L26, U6L26





Grade 3


Speaking/Listening 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

SE/TE: What about you? 7, 71, 135, 195, 259, 323; The Big Question, 3, 12, 16, 26, 32, 42, 50, 56, 67, 76, 80, 90, 98, 108, 120, 131, 140, 156, 170, 180, 205, 264, 280, 294, 308, 319, 328, 342, 358, 370 TE only: Extension, T17, T51, T81, T99, T115, T147, T209, T225, T271, T303, T333 TRB: U1L2, U1L3, U1L4, U1L5, U1L8, U1L9, U1L1, U1L10, U1L11, U1L12, U1L15, U1L16, U1L18, U1L19, U1L22, U1L23, U1L26, U2L1, U2L2, U2L3, U2L4, U2L5, U2L8, U2L9, U2L10, U2L11, U2L12, U2L15, U2L16, U2L17, U2L18, U2L19, U2L22, U2L23, U2L25, U2L26, U3L1, U3L2, U3L3, U3L4, U3L5, U3L8, U3L9, U3L10, U3L11, U3L12, U3L15, U3L16, U3L18, U3L19, U3L22, U3L23, U3L25, U3L26, U4L1, U4L2, U4L3, U4L4, U4L5, U4L8, U4L9, U4L10, U4L11, U4L12, U4L15, U4L16, U4L18, U4L19, U4L22, U4L23, U4L25, U4L26, U5L1, U5L2, U5L3, U5L4, U5L5, U5L8, U5L9, U5L10, U5L11, U5L12, U5L15, U5L16, U5L18, U5L19, U5L21, U5L22, U5L23, U5L25, U5L26, U6L1, U6L2, U6L3, U6L4, U6L5, U6L8, U6L9, U6L10, U6L11, U6L12, U6L15, U6L16, U6L18, U6L19, U6L22, U6L23, U6L25, U6L26

Language Standards Conventions in Writing and Speaking Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

SE/TE: Grammar, 18–19, 34–35, 52–53, 82–83, 100–101, 116–117, 148–149, 162–163, 176–177, 210–211, 226–227, 240–241, 272–273, 286–287, 304–305 TRB: U2L9, U3L16, U3L23, U4L23

Language 1.b. Form and use regular and irregular plural nouns.

SE/TE: Grammar: common and proper, 240–241, 390; singular and plural, 52–53 TRB: U1L23, U4L23

Language 1.c. Use abstract nouns (e.g., childhood).

SE/TE: For related material see: Grammar: Nouns, 52–53, 82–83, 240–241, 390

Language 1.d. Form and use regular and irregular verbs.

SE/TE: Grammar: Verbs, 18–19, 34–35, 100–101, 116–117, 210–211, 226–227, 392 TRB: U1L9, U1L16, U2L16, U2L17, U2L23, U4L16, U5L16





Grade 3


Language 1.e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

SE/TE: Grammar: Verbs, 18–19, 34–35, 100–101, 116–117, 210–211, 226–227, 392 TRB: U1L8, U1L9, U1L16, U2L16, U2L17, U2L23, U4L16, U5L16

Language 1.f. Ensure subject-verb and pronoun-antecedent agreement.*

SE/TE: Grammar Checklist, 61, 289; also see: Pronouns, 82–83, 391; Verbs, 18–19, 34–35, 100–101, 116–117, 210–211, 226–227, 392

Language 1.g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

SE/TE: Grammar: Adjectives and Adverbs, 162, 176–177 TRB: U3L16, U3L23

Language 1.h. Use coordinating and subordinating conjunctions.

SE/TE: Conjunctions, 395

Language 1.i. Produce simple, compound, and complex sentences.

SE/TE: For related material see: Types of Sentences, 272–273, 304–305, 350–351, 366–367 TRB: U5L9, U5L23, U6L16

Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Capitalize appropriate words in titles.

SE/TE: Capitalization, 398

Language 2.b. Use commas in addresses. SE/TE: Commas, 334–335, 397 TRB: U6L9

Language 2.c. Use commas and quotation marks in dialogue.

SE/TE: Quotations, 368–369; Writing: Retelling a Familiar Story, 102–103; Commas, 334–335, 397; Quotation Marks, 398 TRB: U6L23, U6L24

Language 2.d. Form and use possessives. SE/TE: Possessives, 82–83; Apostrophes, 398 TRB: U2L9

Language 2.e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

SE/TE: Key Words, 8–9, 22–23, 38–39, 72–73, 86–87, 104–105, 136–137, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 276–277, 290–291, 324–325, 338–339, 354–355; Edit, 21, 37, 55, 103, 119, 151, 165, 179, 213, 229, 243, 275, 289, 307, 337, 353, 369





Grade 3


Language 2.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules meaningful word parts) in writing words.

SE/TE: Phonics, 11, 25, 75, 107, 139, 154, 169, 217, 233, 293, 327, 341

Language 2.g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

SE/TE: Use a Dictionary, 41 TE only: Dictionary, T8, T22, T38, T72, T86, T104, T136, T152, T166, T196, T214, T230, T260, T276, T290, T324, T338, T354

Knowledge of Language Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Language 3.a. Choose words and phrases for effect.*

SE/TE: Writing Workshop, 60–62, 124–126, 184–186, 248–250, 312–314, 374–378; Listening and Speaking, 58–59, 122–123, 182–183, 246–247, 310–311, 372–373; Writing, 20–21, 36–37, 54–55, 84–85, 102–103, 118–119, 150–151, 164–165, 178–179, 212–213, 228–229, 242–243, 274–275, 288–289, 306–307, 336–337, 352–353, 368–369 TE only: Extension, T17, T51, T81, T99, T115, T147, T209, T225, T271, T303, T333

Language 3.b. Recognize and observe differences between the conventions of spoken and written standard English.

SE/TE: Writing Workshop, 60–62, 124–126, 184–186, 248–250, 312–314, 374–378; Listening and Speaking, 58–59, 122–123, 182–183, 246–247, 310–311, 372–373; Writing, 20–21, 36–37, 54–55, 84–85, 102–103, 118–119, 150–151, 164–165, 178–179, 212–213, 228–229, 242–243, 274–275, 288–289, 306–307, 336–337, 352–353, 368–369 TE only: Extension, T17, T51, T81, T99, T115, T147, T209, T225, T271, T303, T333





Grade 3


Vocabulary Acquisition and Use Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase.

SE/TE: Key Words, 8–9, 22–23, 38–39, 72–73, 86–87, 104–105, 136–137, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 276–277, 290–291, 324–325, 338–339, 354–355 TRB: U1L2, U1L4, U1L5, U1L6, U1L7, U1L11, U1L12, U1L13, U1L14, U1L18, U1L19, U1L20, U1L21, U2L2, U2L4, U2L5, U2L6, U2L7, U2L11, U2L12, U2L13, U2L14, U2L18, U2L19, U3L2, U3L4, U3L5, U3L6, U3L7, U3L11, U3L12, U3L18, U3L19, U4L2, U4L4, U4L5, U4L11, U4L12, U4L18, U4L19, U5L2, U5L4, U5L5, U5L11, U5L12, U5L13, U5L14, U5L18, U5L19, U6L2, U6L4, U6L5, U6L11, U6L12, U6L18, U6L19

Language 4.b. 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).

SE/TE: Word Study: Prefixes and Suffixes, 89 TRB: U2L12

Language 4.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Opportunities to address this objective may be found on the following pages: SE/TE: Word Study: Prefixes and Suffixes, 89; Pronunciation of Ending –ed, 199

Language 4.d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

SE/TE: Use a Dictionary, 41 TE only: Dictionary, T8, T22, T38, T72, T86, T104, T136, T152, T166, T196, T214, T230, T260, T276, T290, T324, T338, T354 TRB: U1L2, U1L19, U2L2, U3L2, U4L2, U5L2, U6L2

Language 5. Demonstrate understanding of word relationships and nuances in word meanings. Language 5.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

SE/TE: Word Study: Multiple-Meaning Words, 279; Key Words, 8–9, 22–23, 38–39, 72–73, 86–87, 104–105, 136–137, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 276–277, 290–291, 324–325, 338–339, 354–355; Academic Words, 10, 24, 40, 74, 88, 106, 138, 154, 168, 198, 216, 232, 262, 278, 292, 326, 340, 356 TRB: U1L6, U1L7, U1L13, U1L14, U1L20, U1L21, U2L6, U2L7, U2L13, U2L14, U3L6, U3L7, U5L13, U5L14





Grade 3


Language 5.b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

SE/TE: Key Words, 8–9, 22–23, 38–39, 72–73, 86–87, 104–105, 136–137, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 276–277, 290–291, 324–325, 338–339, 354–355; Academic Words, 10, 24, 40, 74, 88, 106, 138, 154, 168, 198, 216, 232, 262, 278, 292, 326, 340, 356 TRB: U1L2, U1L4, U1L11, U1L18, U2L2, U2L4, U2L11, U2L18, U3L2, U3L4, U3L11, U3L18, U4L2, U4L4, U4L11, U4L18, U5L2, U5L4, U5L11, U5L18, U6L2, U6L4, U6L11, U6L18

Language 5.c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

SE/TE: Pronunciation of Ending –ed, 199; also see: Key Words, 8–9, 22–23, 38–39, 72–73, 86–87, 104–105, 136–137, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 276–277, 290–291, 324–325, 338–339, 354–355

Language 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).

SE/TE: Key Words, 8–9, 22–23, 38–39, 72–73, 86–87, 104–105, 136–137, 152–153, 166–167, 196–197, 214–215, 230–231, 260–261, 276–277, 290–291, 324–325, 338–339, 354–355; Academic Words, 10, 24, 40, 74, 88, 106, 138, 154, 168, 198, 216, 232, 262, 278, 292, 326, 340, 356 TRB: U1L2, U1L6, U1L7, U1L13, U1L14, U1L20, U1L21, U2L2, U2L6, U2L7, U2L13, U2L14, U3L2, U3L6, U4L2, U5L2, U5L13, U5L14, U6L2

A Correlation of


To the


Grade 4




Introduction

This document demonstrates how Pearson Longman Cornerstone ©2013 supports the Common Core State Standards for English Language Arts. Correlation page references are to the Student Edition, Teacher Edition, and Teacher Resource Book. The Teacher Resource Book references cite Units and Lessons. Lessons in the annotated Pearson Longman Cornerstone Teacher Editions contain the facsimile Student Edition, and references at point of use to SIOP®, AIMSweb®, A+Rise®, and SELP2 (Stanford English Language Proficiency Test). Pearson Longman Cornerstone is a multilevel program designed for elementary English learners and struggling readers. The program blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest stories. Pearson Longman Cornerstone has been shown to dramatically increase student achievement across all skill areas, particularly in reading comprehension, fluency, and writing. Districts that are using Pearson Longman Cornerstone report significant gains in standardized test scores within one year of implementation.










Table of Contents











Grade 4


Reading Standards for Literature Key Ideas and Details Literature 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

SE/TE: Think It Over, 37, 113, 145, 163, 177, 223, 283, 331, 349; Reading and Learning Strategies: identify characters, 174, 177, 180; identify events in a plot, 140, 145; identify plot and setting, 342, 349, 350; identify sequence of events, 84, 146; make inferences, 156, 163, 164; visualize setting, 108, 113, 114 TRB: U1L13, U1L14, U1L29, U1L30, U2L20, U2L21, U2L30, U3L13, U3L14, U3L15, U3L20, U3L21, U3L29, U3L30, U3L6, U3L7, U4L13, U4L14, U4L15, U4L30, U5L13, U5L14, U5L30, U6L13, U6L14, U6L15, U6L30, U6L6, U6L7, U6L8

Literature 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

SE/TE: For related material: The Big Question, 32, 108, 140, 156, 174, 220, 324, 342; Think It Over, 37, 113, 145, 163, 177, 223, 283, 331, 349; also see: Summarize, 360, 361, 364 TRB: U1L15, U3L15, U3L8, U4L14, U5L15, U6L22, U6L6, U6L7

Literature 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).

SE/TE: Think It Over, 37, 113, 145, 163, 177, 223, 283, 331, 349; Reading and Learning Strategies: identify characters, 174, 177, 180; identify events in a plot, 140, 145; identify plot and setting, 342, 349, 350; identify sequence of events, 84, 146 TRB: U1L13, U1L14, U1L29, U2L20, U2L21, U2L22, U3L13, U3L14, U3L20, U3L21, U3L22, U3L29, U3L6, U3L7, U3L8, U4L13, U4L14, U5L13, U5L14, U6L13, U6L14, U6L15, U6L6, U6L7, U6L8

Craft and Structure Literature 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).

SE/TE: Key Words (Words in Context), 8–9, 28–29, 44–45, 74–75, 90–91, 104–105, 136–137, 152–153, 170–171, 202–203, 216–217, 230–231, 260–261, 274–275, 290–291, 320–321, 338–339, 356–357 TRB: U1L11, U1L13, U1L14, U1L2, U1L29, U1L30, U2L18, U2L2, U2L20, U2L21, U2L30, U3L11, U3L13, U3L14, U3L18, U3L2, U3L20, U3L21, U3L29, U3L30, U3L4, U3L6, U3L7, U4L11, U4L13, U4L14, U4L2, U4L30, U5L11, U5L13, U5L14, U5L2, U5L30, U6L11, U6L13, U6L14, U6L2, U6L30, U6L4, U6L6, U6L7





Grade 4


Literature 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.

SE/TE: Genres / Readings: Fables, 32–37, 220–223; Letters, 278–283; Play, 156–163; Pourquoi Tale, 140–145; Short Story, 108–113, 324–331, 342–349; Tall Tale, 174–177 TRB: U1L13, U1L14, U1L15

Literature 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third person narrations.

SE/TE: For related material: Think It Over, 37, 113, 145, 163, 177, 223, 283, 331, 349; Link the Readings, 58, 120, 186, 244, 304, 370

Integration of Knowledge and Ideas Literature 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.

Opportunities to address this objective may be found on the following pages: SE/TE: The Shoemakers and the Elves, 156–163; View and Respond, 3, 69, 131, 197, 255, 315 TRB: U1L11, U1L13, U1L14, U1L15, U2L18, U2L20, U2L21, U2L22, U3L11, U3L13, U3L14, U3L18, U3L20, U3L21, U3L4, U3L6, U3L7, U4L11, U4L13, U4L14, U5L11, U5L13, U5L14, U6L13, U6L14, U6L6, U6L7

8. (Not applicable to literature)

Not applicable according to the Common Core State Standards

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.

SE/TE: Link the Readings, 58, 120, 186, 244, 304, 370 TRB: U1L25, U2L25, U3L25, U4L13, U4L14, U4L15, U4L25, U5L25, U6L25

Range of Reading and Level of Text Complexity Literature 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.

SE/TE: Further Reading, 59, 121, 187, 245, 305, 371 TRB: U1L13, U1L14, U1L25, U2L20, U2L21, U2L25, U3L13, U3L14, U3L20, U3L21, U3L25, U3L6, U3L7, U4L13, U4L14, U4L25, U5L13, U5L14, U5L25, U6L13, U6L14, U6L25, U6L6, U6L7





Grade 4


Reading Standards for Informational Texts Key Ideas and Details Informational Text 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

SE/TE: Think It Over (recall, comprehend, and analyze), 19, 51, 81, 97, 209, 237, 267, 297, 361; Reading and Learning Strategies: make inferences, 156, 163, 164 TRB: U1L20, U1L21, U1L29, U1L6, U1L7, U1L8, U2L13, U2L14, U2L29, U2L30, U2L6, U2L7, U3L30, U4L20, U4L21, U4L29, U4L30, U4L6, U4L7, U5L20, U5L21, U5L29, U5L30, U5L6, U5L7, U6L20, U6L21, U6L29, U6L30

Informational Text 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

SE/TE: Identify Main Idea and Details, 206, 209, 210; also see: Think It Over (recall, comprehend, and analyze), 19, 51, 81, 97, 209, 237, 267, 297, 361 TRB: U1L20, U1L21, U1L22, U1L29, U1L6, U1L7, U1L8, U2L13, U2L14, U2L29, U2L6, U2L7, U2L8, U4L20, U4L21, U4L29, U4L6, U4L7, U4L8, U5L20, U5L21, U5L22, U5L29, U5L6, U5L7, U5L8, U6L20, U6L21, U6L29

Informational 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.

SE/TE: Reading and Learning Strategies: identify cause and effect, 234, 237, 238; identify fact and opinion, 264, 267, 268; identify problem and solution, 324, 331, 332; Writing: Explain a Process, 118–119; Explain How to Do Something, 102–103 TRB: U1L20, U1L21, U1L29, U1L6, U1L7, U2L13, U2L14, U2L29, U2L6, U2L7, U2L8, U4L20, U4L21, U4L22, U4L29, U4L6, U4L7, U5L20, U5L21, U5L29, U5L6, U5L7, U6L20, U6L21, U6L29





Grade 4


Craft and Structure Informational Text 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

SE/TE: Key Words (Words in Context), 8–9, 28–29, 44–45, 74–75, 90–91, 104–105, 136–137, 152–153, 170–171, 202–203, 216–217, 230–231, 260–261, 274–275, 290–291, 320–321, 338–339, 356–357 TRB: U1L12, U1L18, U1L19, U1L2, U1L20, U1L21, U1L29, U1L4, U1L5, U1L6, U1L7, U1L8, U2L11, U2L12, U2L13, U2L14, U2L19, U2L2, U2L29, U2L30, U2L4, U2L5, U2L6, U2L7, U3L12, U3L19, U3L2, U3L30, U3L5, U4L12, U4L18, U4L19, U4L2, U4L20, U4L21, U4L29, U4L30, U4L4, U4L5, U4L6, U4L7, U5L12, U5L18, U5L19, U5L2, U5L20, U5L21, U5L29, U5L30, U5L4, U5L5, U5L6, U5L7, U6L12, U6L18, U6L19, U6L2, U6L20, U6L21, U6L29, U6L30, U6L5

Informational Text 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.

SE/TE: Reading and Learning Strategies: identify cause and effect, 234, 237, 238; identify fact and opinion, 264, 267, 268; identify problem and solution, 324, 331, 332; compare and contrast, 220, 223, 224 TRB: U2L8, U4L20, U4L21, U4L22

Informational Text 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

SE/TE: For related material see: Taking Care of the Young, 12–19; A Closer Look at: Animals and the Young, 20–21; Vesuvius Erupts! 78–81; A Closer Look at: Vesuvius and Pompeii, 82–83; The History of Money, 360–363 TRB: U2L15

Integration of Knowledge and Ideas Informational Text 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.

SE/TE: Projects, 59, 121, 187, 245, 305, 371; A Closer Look at, 20–21, 82–83, 178–179, 362–363; Photo Essay, 206–209; Social Studies Text, 234–237; How to use a book, 385; How to use a dictionary and thesaurus, 386; How to read maps and diagrams, 388; How to read graphs, 389; How to Evaluate Information from Various Media, 411 TRB: U1L1, U1L18, U1L2, U1L20, U1L21, U1L22, U1L3, U1L4, U1L6, U1L7, U2L1, U2L11, U2L13, U2L14, U2L2, U2L3, U2L4, U2L6, U2L7, U3L1, U3L2, U3L21, U3L3, U4L1, U4L18, U4L2, U4L20, U4L21, U4L3, U4L4, U4L6, U4L7, U4L8, U5L1, U5L18, U5L2, U5L20, U5L21, U5L3, U5L4, U5L6, U5L7, U6L1, U6L11, U6L18, U6L2, U6L20, U6L21, U6L3, U6L4





Grade 4


Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text.

SE/TE: For related material see: Think It Over, 19, 51, 81, 97, 209, 237, 267, 297, 361; Reading and Learning Strategies: identify author’s purpose, 278, 283, 284 TRB: U5L15, U5L6, U5L7, U5L8

Informational Text 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

SE/TE: For related material see: Taking Care of the Young, 12–19; A Closer Look at: Animals and the Young, 20–21; Vesuvius Erupts! 78–81; A Closer Look at: Vesuvius and Pompeii, 82–83; The History of Money, 360–363 TRB: U1L25, U2L13, U2L14, U2L25, U3L25, U4L25, U5L25, U6L25

Range of Reading and Level of Text Complexity Informational Text 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.

SE/TE: Further Reading, 59, 121, 187, 245, 305, 371 TRB: U1L20, U1L21, U1L25, U1L6, U1L7, U2L13, U2L14, U2L25, U2L6, U2L7, U3L25, U4L20, U4L21, U4L25, U4L6, U4L7, U5L20, U5L21, U5L25, U5L6, U5L7, U6L20, U6L21, U6L25





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

SE/TE: Phonics, 11, 47, 107, 139, 155, 205, 233, 277, 293, 323, 341; Word Study, 31, 77, 93, 173, 219, 263, 359 TRB: U1L11, U1L12, U1L18, U1L19, U1L4, U1L5, U2L4, U2L11, U2L12, U2L18, U2L19, U2L5, U3L4, U3L11, U3L12, U3L18, U3L19, U3L5, U4L4, U4L11, U4L12, U4L18, U4L19, U4L5, U5L4, U5L11, U5L12, U5L18, U5L19, U5L5, U6L4, U6L11, U6L12, U6L19, U6L5, U6L18





Grade 4







SE/TE: Key Words (Words in Context), 8–9, 28–29, 44–45, 74–75, 90–91, 104–105, 136–137, 152–153, 170–171, 202–203, 216–217, 230–231, 260–261, 274–275, 290–291, 320–321, 338–339, 356–357; Academic Words (Words in Context), 10, 30, 46, 76, 92, 106, 138, 154, 172, 204, 218, 232, 262, 276, 292, 322, 340, 358 TRB: U1L13, U1L14, U1L20, U1L21, U1L28, U1L6, U1L7, U2L13, U2L14, U2L20, U2L21, U2L28, U2L6, U2L7, U3L13, U3L14, U3L20, U3L21, U3L28, U3L6, U3L7, U4L13, U4L14, U4L20, U4L21, U4L28, U4L6, U4L7, U5L13, U5L14, U5L20, U5L21, U5L28, U5L6, U5L7, U6L6, U6L7, U6L13, U6L14, U6L20, U6L21, U6L28

Writing Standards Text Types and Purposes Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Writing 1.a. 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.

SE/TE: Prewrite, 214, 228, 242, 248 TRB: U4L10, U4L17, U4L24, U4L26, U4L27

Writing 1.b. Provide reasons that are supported by facts and details.

SE/TE: Providing Reasons and Facts, 214, 215, 228, 229, 242, 243, 248, 249 TRB: U4L27

Writing 1.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

SE/TE: Writing Checklist, 214, 228, 242, 249





Grade 4


Writing 1.d. Provide a concluding statement or section related to the opinion presented.

SE/TE: For related material see: Writing: Write a Persuasive Business Letter, 214–215; Write an Advertisement, 228–229; Write a Persuasive Brochure, 242–243; Writing Workshop: Write a Review, 248–250 TRB: U4L27

Writing 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Writing 2.a. 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.

SE/TE: Writing: Prewrite, 88, 118, 124, 288, 302, 308; Plan a Research Report, 336–337 TRB: U1L10, U1L17, U1L24, U1L26, U1L27, U2L10, U2L17, U2L24, U2L26, U2L27, U5L10, U5L17, U5L24, U5L27

Writing 2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

SE/TE: Writing: choose an event to write about, 88; Express ideas clearly, 89; List Information, 272; Listing Ideas, 288, 308; Include Details, 302; Plan a Research Report, 336–337; Paraphrasing a Source, 354–355; Quoting a Source, 368–369 TRB: U1L27, U2L27, U5L27, U6L27

Writing 2.c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

SE/TE: Writing: Draft, 88; Time Order Words, 124; Show Problem and Solution, 288 TRB: U1L27, U2L27, U5L27

Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: Writing: Draft, 118; Word Choice, 273, 303, 309, 376 TRB: U1L27, U2L27, U5L27

Writing 2.e. Provide a concluding statement or section related to the information or explanation presented.

SE/TE: Writing: Steps in a Process, 118, 124; Draft, 288 TRB: U1L27, U2L27, U5L27

Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. continued Writing 3.a. Orient the reader by establishing a situation introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

SE/TE: Prewrite, 150, 168, 184, 190; Draft, 184 TRB: U3L10, U3L17, U3L26, U3L27





Grade 4


Writing 3.b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

SE/TE: Write a Dialogue Between Two Characters, 184–185; Writing Workshop: Write a Story, 190–192 TRB: U3L26, U3L27

Writing 3.c. Use a variety of transitional words and phrases to manage the sequence of events.

Opportunities to address this objective may be found on the following pages: SE/TE: Writing: Retell a Familiar Story, 150–151; Write a Friendly Letter, 168–169; Write a Dialogue Between Two Characters, 184–185; Writing Workshop: Write a Story, 190–192 TRB: U3L27

Writing 3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

SE/TE: Draft, 150; Writing Checklist, 185, 191 TRB: U3L27

Writing 3.e. Provide a conclusion that follows from the narrated experiences or events.

SE/TE: Beginning, Middle, End, 150 TRB: U3L27

Production and Distribution of Writing Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Writing Handbook, 399–404; Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369; Projects, 59, 121, 187, 245, 305, 371 TRB: U1L10, U1L24, U1L26, U1L27, U2L10, U2L17, U2L24, U2L26, U2L27, U3L10, U3L17, U3L24, U3L26, U3L27, U4L10, U4L17, U4L24, U4L26, U4L27, U5L10, U5L17, U5L24, U5L26, U6L10, U6L17, U6L24, U6L26, U6L27





Grade 4


Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Writing Handbook, 399–404; Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369; Projects, 59, 121, 187, 245, 305, 371 TRB: U1L10, U1L17, U1L2, U1L24, U1L26, U1L27, U2L10, U2L17, U2L2, U2L24, U2L26, U2L27, U3L10, U3L17, U3L2, U3L24, U3L26, U3L27, U4L10, U4L17, U4L2, U4L24, U4L26, U4L27, U5L10, U5L17, U5L2, U5L24, U5L26, U5L27, U6L10, U6L17, U6L2, U6L24, U6L26, U6L27

Writing 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.

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Writing Handbook, 399–404; Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369; Projects, 59, 121, 187, 245, 305, 371

Research to Build and Present Knowledge Writing 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

SE/TE: Writing Workshop: Write a Research Report, 374–378; Writing Lessons: Plan a Research Report, 336–337; Paraphrasing a Source, 354–355; Quoting a Source, 368–369; Writing and Research, 405–411; Writing Project: Science Article, 59; News Article, 121, 245; History Article, 371 TRB: U1L6, U1L7, U1L25, U2L15, U2L25, U2L7, U3L21, U4L8, U6L10, U6L17, U6L21, U6L24, U6L25, U6L26, U6L27, U6L28

Writing 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.

SE/TE: Writing Lessons: Plan a Research Report, 336–337; Paraphrasing a Source, 354–355; Quoting a Source, 368–369; Writing Workshop: Write a Research Report, 374–378; Writing and Research, 405–411 TRB: U1L6, U1L7, U1L25, U2L15, U2L25, U2L7, U3L21, U4L8, U6L10, U6L17, U6L21, U6L24, U6L25, U6L26, U6L27, U6L28





Grade 4


Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.a. 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]”).

Opportunities to address this objective may be found on the following pages: SE/TE: Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369

Writing 9.b. 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”).

Opportunities to address this objective may be found on the following pages: SE/TE: Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369


SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Writing Handbook, 399–404; Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369; Projects, 59, 121, 187, 245, 305, 371 TRB: U1L10, U1L17, U1L2, U1L24, U1L27, U2L10, U2L17, U2L2, U2L24, U2L27, U3L10, U3L17, U3L2, U3L24, U3L27, U4L10, U4L17, U4L2, U4L24, U4L27, U5L10, U5L17, U5L2, U5L24, U5L27, U6L10, U6L17, U6L2, U6L24, U6L27

Speaking and Listening Standards Comprehension and Collaboration Speaking/Listening 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. Speaking/Listening 1.a. 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.

SE/TE: Discussions, 58, 120, 186, 244, 304, 370; Projects: interview, 59, 245, 305; 20 Questions, 187; Listening Skills: listen for specific facts, 307; The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360 TRB: U1L25, U2L25, U3L25, U4L25, U5L25, U5L26, U6L25





Grade 4


Speaking/Listening 1.b. Follow agreed upon rules for discussions and carry out assigned roles.

SE/TE: Discussions, 58, 120, 186, 244, 304, 370; Projects: interview, 59, 245, 305; 20 Questions, 187; Listening Skills: listen for specific facts, 307; The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360 TRB: U1L25, U2L25, U3L25, U4L25, U5L25, U6L25

Speaking/Listening 1.c. 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.

SE/TE: Listen for main points and details, 206, 220, 234, 264, 278, 294, 324, 342, 360; Listen for General Meaning, 12, 32, 48, 78, 94, 108, 140, 156, 174; Discussions, 58, 120, 186, 244, 304, 370; Projects: interview, 59, 245, 305; 20 Questions, 187 TRB: U1L1, U1L11, U1L12, U1L16, U1L18, U1L19, U1L2, U1L23, U1L25, U1L26, U1L3, U1L4, U1L5, U1L9, U2L1, U2L11, U2L12, U2L16, U2L18, U2L19, U2L2, U2L23, U2L25, U2L26, U2L3, U2L4, U2L5, U2L9, U3L1, U3L11, U3L12, U3L16, U3L18, U3L19, U3L2, U3L23, U3L25, U3L26, U3L3, U3L4, U3L5, U3L9, U4L1, U4L11, U4L12, U4L16, U4L18, U4L19, U4L2, U4L23, U4L25, U4L26, U4L3, U4L4, U4L5, U4L9, U5L1, U5L11, U5L12, U5L16, U5L18, U5L19, U5L2, U5L23, U5L25, U5L26, U5L3, U5L4, U5L5, U5L9, U6L1, U6L3, U6L4, U6L5, U6L9, U6L11, U6L12, U6L16, U6L18, U6L19, U6L2, U6L23, U6L25, U6L26

Speaking/Listening 1.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

SE/TE: Listen for main points and details, 206, 220, 234, 264, 278, 294, 324, 342, 360; Listen for General Meaning, 12, 32, 48, 78, 94, 108, 140, 156, 174; Discussions, 58, 120, 186, 244, 304, 370; Projects: interview, 59, 245, 305; 20 Questions, 187 TRB: U1L1, U1L11, U1L12, U1L16, U1L18, U1L19, U1L2, U1L23, U1L25, U1L26, U1L3, U1L4, U1L5, U1L9, U2L1, U2L3, U2L4, U2L5, U2L9, U2L11, U2L12, U2L16, U2L18, U2L19, U2L2, U2L23, U2L25, U2L26, U3L1, U3L11, U3L12, U3L16, U3L18, U3L19, U3L2, U3L23, U3L25, U3L26, U3L3, U3L4, U3L5, U3L9, U4L1, U4L11, U4L12, U4L16, U4L18, U4L19, U4L2, U4L23, U4L25, U4L26, U4L3, U4L4, U4L5, U4L9, U5L1, U5L11, U5L12, U5L16, U5L18, U5L19, U5L2, U5L23, U5L25, U5L26, U5L3, U5L4, U5L5, U5L9, U6L1, U6L2, U6L3, U6L4, U6L5, U6L9, U6L11, U6L12, U6L16, U6L18, U6L19, U6L23, U6L25, U6L26





Grade 4


Speaking/Listening 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SE/TE: Listening and Speaking Workshops: Evaluate, 61, 123, 189, 247, 307, 373; View and Respond, 3, 69, 131, 197, 255, 315; Summarize, 360, 361, 364 TRB: U1L1, U1L11, U1L15, U1L18, U1L2, U1L22, U1L25, U1L26, U1L3, U1L4, U1L8, U2L1, U2L11, U2L15, U2L18, U2L2, U2L22, U2L25, U2L26, U2L3, U2L4, U2L8, U3L1, U3L11, U3L15, U3L18, U3L2, U3L22, U3L25, U3L26, U3L3, U3L4, U3L8, U4L1, U4L11, U4L15, U4L18, U4L2, U4L22, U4L25, U4L26, U4L3, U4L4, U4L8, U5L1, U5L11, U5L15, U5L18, U5L2, U5L22, U5L25, U5L26, U5L3, U5L4, U6L1, U6L3, U6L4, U6L8, U6L11, U6L15, U6L18, U6L2, U6L22, U6L25, U6L26

Speaking/Listening 3. Identify the reasons and evidence a speaker provides to support particular points.

SE/TE: Discussions, 58, 120, 186, 244, 304, 370; The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360; Think It Over, 19, 37, 51, 81, 97, 113, 145, 163, 177, 209, 223, 237, 267, 283, 297, 331, 349, 361 TRB: U1L26, U2L26, U3L26, U4L26, U5L26, U6L26

Presentation of Knowledge and Ideas Speaking/Listening 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.

SE/TE: Listening and Speaking Workshop: Give a How-to Presentation, 122–123; Perform a Play, 188–189; Give a Speech, 246–247; Present a TV Talk Show, 306–307; Give an Oral Report, 372–373; Projects, 59, 121, 187, 245, 305, 371 TRB: U1L22, U1L25, U1L26, U2L25, U2L26, U2L8, U3L26, U4L26, U5L22, U5L25, U5L26, U6L15, U6L26

Speaking/Listening 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SE/TE: Projects: Visual/Active, 59, 121, 187, 245, 305, 371; Listening and Speaking Workshop: Give a How-to Presentation, 122–123; Perform a Play, 188–189; Give a Speech, 246–247; Present a TV Talk Show, 306–307; Give an Oral Report, 372–373 TRB: U1L22, U4L26, U5L26, U6L26





Grade 4


Speaking/Listening 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.

Opportunities to address this objective may be found on the following pages: SE/TE: Listening and Speaking Workshop, 60–61, 122–123, 188–189, 246–247, 306–307, 372–373; Think It Over (class discussion or partner activity), 19, 37, 51, 81, 97, 113, 145, 163, 177, 209, 223, 237, 267, 283, 297, 331, 349, 361; Projects, 59, 121, 187, 245, 305, 371 TRB: U1L1, U1L2, U1L10, U1L11, U1L12, U1L15, U1L16, U1L17, U1L18, U1L19, U1L22, U1L23, U1L24, U1L25, U1L26, U1L3, U1L4, U1L5, U1L8, U1L9, U2L1, U2L10, U2L11, U2L12, U2L15, U2L16, U2L17, U2L18, U2L19, U2L2, U2L22, U2L23, U2L24, U2L25, U2L26, U2L3, U2L4, U2L5, U2L8, U2L9, U3L1, U3L10, U3L11, U3L12, U3L15, U3L16, U3L17, U3L18, U3L19, U3L2, U3L22, U3L23, U3L24, U3L25, U3L26, U3L3, U3L4, U3L5, U3L8, U3L9, U4L1, U4L10, U4L11, U4L12, U4L15, U4L16, U4L17, U4L18, U4L19, U4L2, U4L3, U4L4, U4L5, U4L8, U4L9, U4L22, U4L23, U4L24, U4L25, U4L26, U5L1, U5L10, U5L11, U5L12, U5L15, U5L16, U5L17, U5L18, U5L19, U5L2, U5L3, U5L4, U5L5, U5L8, U5L9, U5L22, U5L23, U5L24, U5L25, U5L26, U6L1, U6L3, U6L4, U6L5, U6L8, U6L9, U6L10, U6L11, U6L12, U6L15, U6L16, U6L17, U6L18, U6L19, U6L2, U6L22, U6L23, U6L24, U6L25, U6L26,

Language Standards Conventions in Writing and Speaking Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

SE/TE: Grammar: Pronouns, 166–167; Handbook: Parts of Speech, 391

Language 1.b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

SE/TE: For related material see: Present Perfect, 300–301; Past Progressive, 352–353; Handbook: Verbs, 392

Language 1.c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

SE/TE: For related material see: Verbs, 24–25, 40–41, 54–55, 86–87, 300–301, 352–353; Handbook: Verbs, 392





Grade 4


Language 1.d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

SE/TE: For related material see: Grammar: Adjectives, 116–117, 212–213, 226–227; Handbook: Parts of Speech, 393 TRB: U2L23, U4L9, U4L16

Language 1.e. Form and use prepositional phrases.

SE/TE: Prepositions, 286–287, 394; The Writing Process: Edit/Proofread, 401 TRB: U5L16

Language 1.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

SE/TE: For related material see: Sentences, 100–101, 334–335, 366–367 TRB: U2L16, U6L23, U6L9

Language 1.g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

SE/TE: For related material see: Key Words (Words in Context), 8–9, 28–29, 44–45, 74–75, 90–91, 104–105, 136–137, 152–153, 170–171, 202–203, 216–217, 230–231, 260–261, 274–275, 290–291, 320–321, 338–339, 356–357

Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use correct capitalization. SE/TE: Capitalizing Proper Nouns, 270–271;

The Writing Process: Edit/Proofread, 401; Capitalization, 398 TRB: U5L9

Language 2.b. Use commas and quotation marks to mark direct speech and quotations from a text.

SE/TE: For related material see: Commas, 397; Quotation Marks, 182–183, 398; also see: Quoting a Source, 368–369 TRB: U3L23, U6L24

Language 2.c. Use a comma before a coordinating conjunction in a compound sentence.

SE/TE: For related material see: Commas, 397

Language 2.d. Spell grade-appropriate words correctly, consulting references as needed.

SE/TE: Spelling Tips, 64, 126, 192, 250, 310; Word Study, 31, 77, 93, 173, 219, 263, 359; Phonics, 11, 47, 107, 139, 155, 205, 233, 277, 293, 323, 341; How to use a dictionary and thesaurus, 386 TRB: U1L27, U2L27, U3L27, U4L27, U5L27, U6L27





Grade 4


Knowledge of Language Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Language 3.a. Choose words and phrases to convey ideas precisely.

Opportunities to address this objective may be found on the following pages: SE/TE: Fluency, 65, 127, 193, 251, 311, 379; Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369

Language 3.b. Choose punctuation for effect.*


Language 3.c. 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 Language 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. Language 4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

SE/TE: Key Words (Words in Context), 8–9, 28–29, 44–45, 74–75, 90–91, 104–105, 136–137, 152–153, 170–171, 202–203, 216–217, 230–231, 260–261, 274–275, 290–291, 320–321, 338–339, 356–357; Academic Words (Words in Context), 10, 30, 46, 76, 92, 106, 138, 154, 172, 204, 218, 232, 262, 276, 292, 322, 340, 358 TRB: U1L2, U1L11, U1L12, U1L13, U1L14, U1L18, U1L19, U1L20, U1L21, U1L4, U1L5, U1L6, U1L7, U2L4, U2L11, U2L12, U2L13, U2L14, U2L18, U2L19, U2L2, U2L20, U2L21, U2L5, U2L6, U2L7, U3L11, U3L12, U3L13, U3L14, U3L18, U3L19, U3L2, U3L20, U3L21, U3L4, U3L5, U3L6, U3L7, U4L11, U4L12, U4L13, U4L14, U4L18, U4L19, U4L2, U4L20, U4L21, U4L4, U4L5, U4L6, U4L7, U5L11, U5L12, U5L13, U5L14, U5L18, U5L19, U5L2, U5L20, U5L21, U5L4, U5L5, U5L6, U5L7, U6L4, U6L5, U6L6, U6L7, U6L11, U6L12, U6L13, U6L14, U6L18, U6L19, U6L2, U6L20, U6L21





Grade 4


Language 4.b. Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

SE/TE: For related material see: Greek and Latin Roots, 359; Thesaurus, 219; How to use a dictionary and thesaurus, 386

Language 4.c. 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.

SE/TE: Word Study: Thesaurus, 219; How to use a dictionary and thesaurus, 386; Glossary, 413–419 TRB: U1L2, U2L2, U3L2, U4L12, U4L2, U5L2, U6L2

Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

SE/TE: For related activities see: Pourquoi Tale, 140–145; Tall Tale, 174–177; Project: Song, 371

Language 5.b. Recognize and explain the meaning of common idioms, adages, and proverbs.

SE/TE: For related activities see: Pourquoi Tale, 140–145; Tall Tale, 174–177; Project: Song, 371

Language 5.c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

SE/TE: Word Study: Synonyms and Antonyms, 173

Language 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).

SE/TE: Build Unit Vocabulary, 4–5, 70–71, 132–133, 198–199, 256–257, 316–317; Key Words (Words in Context), 8–9, 28–29, 44–45, 74–75, 90–91, 104–105, 136–137, 152–153, 170–171, 202–203, 216–217, 230–231, 260–261, 274–275, 290–291, 320–321, 338–339, 356–357; Academic Words (Words in Context), 10, 30, 46, 76, 92, 106, 138, 154, 172, 204, 218, 232, 262, 276, 292, 322, 340, 358; How to Build Vocabulary, 385 TRB: U1L2, U1L11, U1L13, U1L14, U1L18, U2L6, U2L7, U1L20, U1L21, U1L4, U1L6, U1L7, U2L2, U2L11, U2L13, U2L14, U2L18, U2L20, U2L21, U2L4, U3L11, U3L13, U3L14, U3L18, U3L2, U3L20, U3L21, U3L4, U3L6, U3L7, U4L11, U4L13, U4L14, U4L18, U4L2, U4L20, U4L21, U4L4, U4L6, U4L7, U5L11, U5L13, U5L14, U5L18, U5L2, U5L20, U5L21, U5L4, U5L6, U5L7, U6L4, U6L6, U6L7, U6L11, U6L13, U6L14, U6L18, U6L2, U6L20, U6L21

A Correlation of


To the


Grade 5




Introduction

This document demonstrates how Pearson Longman Cornerstone ©2013 supports the Common Core State Standards for English Language Arts. Correlation page references are to the Student Edition, Teacher Edition, and Teacher Resource Book. The Teacher Resource Book references cite Units and Lessons. Lessons in the annotated Pearson Longman Cornerstone Teacher Editions contain the facsimile Student Edition, and references at point of use to SIOP®, AIMSweb®, A+Rise®, and SELP2 (Stanford English Language Proficiency Test). Pearson Longman Cornerstone is a multilevel program designed for elementary English learners and struggling readers. The program blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest stories. Pearson Longman Cornerstone has been shown to dramatically increase student achievement across all skill areas, particularly in reading comprehension, fluency, and writing. Districts that are using Pearson Longman Cornerstone report significant gains in standardized test scores within one year of implementation.










Table of Contents











Grade 5


Reading Standards for Literature Key Ideas and Details Literature 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

SE/TE: Think It Over, 17, 33, 79, 113, 145, 363; Reading and Learning Strategies: identify characters and plot, 12, 17, 18, identify events in a plot, 28, 33, 34, make connections, 76, 79, 80, make inferences, 140, 145, 146, 288–289, compare and contrast, 106, 113, 114, draw conclusions, 358, 363, 366 TRB: U1L8, U1L15, U1L29, U1L30, U2L8, U2L30, U3L6, U3L7, U3L8, U3L22, U3L29, U3L30, U4L29, U4L30, U5L30, U6L20, U6L21, U6L22, U6L30

Literature 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.

SE/TE: The Big Question, 3, 12, 28, 76, 106, 120, 131, 140, 358, 372; Reading and Learning Strategies: identify characters and plot, 12, 17, 18, identify events in a plot, 28, 33, 34; Link the Readings, 56, 120, 184, 250, 310, 372; also see: Think It Over (Recall, Comprehend), 17, 33, 79, 113, 145, 363 TRB: U1L8, U1L13, U1L14, U1L15, U2L6, U2L7, U2L20, U2L21, U6L20, U6L21, U6L22

Literature 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).

SE/TE: Reading and Learning Strategies: identify characters and plot, 12, 17, 18, compare and contrast, 106, 113, 114; Link the Readings, 56, 120, 184, 250, 310, 372 TRB: U1L6, U1L7, U1L8, U1L29, U2L8, U2L20, U2L21, U2L22, U3L20, U3L21, U3L22, U3L29, U4L29

Craft and Structure Literature 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

SE/TE: Build Unit Vocabulary, 4–5, 68–69, 132–133, 196–197, 262–263, 322–323; Key Words (Words in Context), 8, 24, 40, 72, 86, 102, 136, 152, 166, 234, 266, 280, 294, 326, 340, 354; Academic Words (Words in Context), 10, 26, 42, 74, 88, 104, 138, 154, 168, 202, 220, 236, 268, 282, 296, 328, 342, 356; Word Study: figurative language, 283 TRB: U1L2, U1L4, U1L6, U1L7, U1L11, U1L13, U1L14, U1L29, U1L30, U2L2, U2L6, U2L7, U2L18, U2L20, U2L21, U2L30, U3L2, U3L4, U3L6, U3L7, U3L18, U3L20, U3L21, U3L29, U3L30, U4L2, U4L29, U4L30, U5L2, U5L30, U6L2, U6L18, U6L20, U6L21, U6L30





Grade 5


Literature 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

SE/TE: Reading and Learning Strategies: identify characters and plot, 12, 17, 18, identify events in a plot, 28, 33, 34 TRB: U1L6, U1L7, U1L13, U1L14

Literature 6. Describe how a narrator’s or speaker’s point of view influences how events are described.

SE/TE: For related material see: Reading and Learning Strategies: identify characters and plot, 12, 17, 18; make inferences, 140, 145, 146, 288 TE only: Accelerate Language Development: Point of View, T7

Integration of Knowledge and Ideas Literature 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).

SE/TE: View and Respond, 3, 67, 131, 195, 261, 321 TE only: Video & Video Extension, T2, T3, T66, T67, T130, T131, T194, T195, T260, T261, T320, T321; Audio CD, T12, T28, T76, T106, T140, T358 TRB: U1L6, U1L7, U1L13, U1L14, U1L29, U2L6, U2L7, U2L20, U2L21, U3L6, U3L7, U3L20, U3L21, U3L29, U4L29, U6L20, U6L21

8. (Not applicable to literature) (Not applicable to literature) Literature 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

SE/TE: Link the Readings, 56, 120, 184, 250, 310, 372 TRB: U1L25, U2L20, U2L21, U2L22, U2L25, U3L25, U4L25, U5L25, U6L25

Range of Reading and Level of Text Complexity Literature 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.

SE/TE: Further Reading, 57, 121, 185, 251, 311, 373 TRB: U1L6, U1L7, U1L13, U1L14, U1L25, U2L6, U2L7, U2L20, U2L21, U2L25, U3L6, U3L7, U3L20, U3L21, U3L25, U4L25, U5L25, U6L20, U6L21, U6L25





Grade 5


Reading Standards for Informational Texts Key Ideas and Details Informational Text 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

SE/TE: Graphic Organizers: inference chart, 289; also see: Think It Over (recall, comprehend, and analyze), 49, 93, 159, 177, 209, 227, 243, 273, 287, 303, 333, 347; Reading and Learning Strategies: identify fact and opinion, 238, 243, 244 TRB: U1L22, U1L30, U2L29, U2L30, U3L30, U4L8, U4L30, U5L15, U5L28, U5L30, U6L29, U6L30

Informational Text 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

SE/TE: Reading and Learning Strategies: identify main idea and details, 156, 159, 160, 270, 273, 274, summarize, 284, 287, review and retell, 344, 347, 348; also see: Think It Over, 49, 93, 159, 177, 209, 227, 243, 273, 287, 303, 333, 347 TRB: U1L20, U1L21, U1L22, U2L13, U2L14, U3L13, U3L14, U3L15, U4L6, U4L7, U4L13, U4L14, U4L20, U4L21, U5L6, U5L7, U5L8, U5L13, U5L14, U5L20, U5L21, U6L6, U6L7, U6L8, U6L13, U6L14, U6L15

Informational 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.

SE/TE: Reading and Learning Strategies: identify problems and solutions, 90, 93, 96, ask questions, 222, 227, connect text to self, 334; also see: Link the Readings, 56, 120, 184, 250, 310, 372 TRB: U1L20, U1L21, U1L22, U2L13, U2L14, U2L15, U2L29, U3L13, U3L14, U4L6, U4L7, U4L13, U4L14, U4L15, U4L20, U4L21, U4L22, U5L6, U5L7, U5L13, U5L14, U5L20, U5L21, U5L28, U6L6, U6L7, U6L13, U6L14, U6L29





Grade 5


Craft and Structure Informational Text 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

SE/TE: Build Unit Vocabulary, 4–5, 68–69, 132–133, 196–197, 262–263, 322–323; Key Words (Words in Context), 8, 24, 40, 72, 86, 102, 136, 152, 166, 234, 266, 280, 294, 326, 340, 354; Academic Words (Words in Context), 10, 26, 42, 74, 88, 104, 138, 154, 168, 202, 220, 236, 268, 282, 296, 328, 342, 356 TRB: U1L2, U1L5, U1L12, U1L18, U1L19, U1L20, U1L21, U1L30, U2L2, U2L4, U2L5, U2L11, U2L12, U2L13, U2L14, U2L19, U2L29, U2L30, U3L2, U3L5, U3L11, U3L12, U3L13, U3L14, U3L19, U3L30, U4L2, U4L4, U4L5, U4L6, U4L7, U4L11, U4L12, U4L13, U4L14, U4L18, U4L19, U4L20, U4L21, U4L30, U5L2, U5L4, U5L5, U5L6, U5L7, U5L11, U5L12, U5L13, U5L14, U5L18, U5L19, U5L20, U5L21, U5L28, U5L30, U6L2, U6L4, U6L5, U6L6, U6L7, U6L11, U6L12, U6L13, U6L14, U6L19, U6L29, U6L30

Informational Text 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.

SE/TE: Link the Readings, 56, 120, 184, 250, 310, 372; also see: Graphic Organizers: problem–and–solution chart, 51, 97, compare–and–contrast chart, 213, 305, sequence chart, 229, 5W chart, 335 TRB: U2L13, U2L14, U2L15, U4L6, U4L7, U4L15, U6L8

Informational Text 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

SE/TE: For related material see: Kids' Stories from around the World, 6–7, 70–71, 134–135, 198–199, 264–265, 324–325

Integration of Knowledge and Ideas Informational Text 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.

SE/TE: Projects, 57, 121, 185, 251, 311, 373; Research writing: quote a source, 370–371, plan a research report, 338–339, paraphrase a source, 352–353, write a research report, 376–380; Viewing and Representing Information, 390–391 TE only: Study Skills: Internet, 7, 71, 135, 199, 265, 325 TRB: U1L1, U1L2, U1L3, U1L4, U1L11, U1L18, U1L22, U2L1, U2L2, U2L3, U2L4, U2L11, U2L18, U2L29, U3L1, U3L2, U3L3, U3L4, U3L11, U3L18, U4L1, U4L2, U4L3, U4L4, U4L11, U4L13, U4L14, U4L18, U5L1, U5L2, U5L3, U5L4, U5L11, U5L18, U5L28, U6L1, U6L2, U6L3, U6L4, U6L11, U6L18, U6L20, U6L29





Grade 5


Informational Text 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).

SE/TE: Reading and Learning Strategies: identify fact and opinion, 238, 243, 244, identify author's purpose, 298, 303, 304 TRB: U2L13, U2L14, U4L20, U4L21, U4L22, U5L20, U5L21, U5L22

Informational Text 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

SE/TE: For related material see: Projects, 57, 121, 185, 251, 311, 373; Research writing: quote a source, 370–371, plan a research report, 338–339, paraphrase a source, 352–353, write a research report, 376–380; also see: Kids' Stories from around the World, 6–7, 70–71, 134–135, 198–199, 264–265, 324–325 TRB: U1L25, U2L25, U3L25, U4L25, U5L25, U6L8, U6L25

Range of Reading and Level of Text Complexity Informational Text 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.

SE/TE: Further Reading, 57, 121, 185, 251, 311, 373 TRB: U1L20, U1L21, U1L25, U2L13, U2L14, U2L25, U3L13, U3L14, U3L25, U4L6, U4L7, U4L13, U4L14, U4L20, U4L21, U4L25, U5L6, U5L7, U5L13, U5L14, U5L20, U5L21, U5L25, U6L6, U6L7, U6L13, U6L14, U6L25





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

SE/TE: Phonics, 11, 43, 75, 89, 139, 155, 203, 221, 269, 297, 329, 357; Word Study: Word Origins, 105, Greek and Latin Roots, 343 TRB: U1L4, U1L5, U1L11, U1L12, U1L18, U1L19, U2L4, U2L5, U2L11, U2L12, U2L18, U2L19, U3L4, U3L5, U3L11, U3L12, U3L18, U3L19, U4L4, U4L5, U4L11, U4L12, U4L18, U4L19, U5L4, U5L5, U5L11, U5L12, U5L18, U5L19, U6L4, U6L5, U6L11, U6L12, U6L18, U6L19





Grade 5







SE/TE: Build Unit Vocabulary, 4–5, 68–69, 132–133, 196–197, 262–263, 322–323; Key Words (Words in Context), 8, 24, 40, 72, 86, 102, 136, 152, 166, 234, 266, 280, 294, 326, 340, 354; Academic Words (Words in Context), 10, 26, 42, 74, 88, 104, 138, 154, 168, 202, 220, 236, 268, 282, 296, 328, 342, 356 TRB: U1L13, U1L14, U1L20, U1L21, U1L28, U2L6, U2L7, U2L13, U2L14, U2L20, U2L21, U2L28, U3L6, U3L7, U3L13, U3L14, U3L20, U3L21, U3L28, U4L6, U4L7, U4L13, U4L14, U4L20, U4L21, U4L28, U5L6, U5L7, U5L13, U5L14, U5L20, U5L21, U5L28, U6L6, U6L7, U6L13, U6L14, U6L20, U6L21, U6L28

Writing Standards Text Types and Purposes Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Writing 1.a. 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.

SE/TE: Persuasive Essay: argument and supporting reasons, 188, 190, ideas in logical order, 189, introduction states opinion, 190; also see: Writing lessons: what I like/dislike, 150, main idea and details, 164, 182, opening grabs reader’s attention, 164, 165, 183 TRB: U3L10, U3L17, U3L24, U3L26, U3L27

Writing 1.b. Provide logically ordered reasons that are supported by facts and details.

SE/TE: Persuasive Essay: argument and supporting reasons, 188, 190, ideas in logical order, 189; also see: Writing lessons: support opinion, 151, main idea and details, 164, 182, support argument with reasons, 164 TRB: U3L17, U3L27





Grade 5


Writing 1.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

SE/TE: Persuasive Essay: compound sentences, 189, ideas in logical order, 189; also see: Writing lessons: what I like/dislike, 150, support argument with reasons, 164, use sentences of different lengths, 165, 183, compound sentences, 183 TRB: U3L27

Writing 1.d. Provide a concluding statement or section related to the opinion presented.

SE/TE: Persuasive Essay: introduction and conclusion, 189 TRB: U3L27

Writing 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Writing 2.a. 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.

SE/TE: Compare–and–Contrast Essay: introduction and conclusion, 254; How–to Essay: introduction and conclusion, 314, show how I feel, 315; Research Report: outline with introduction and conclusion, 377, logical order of ideas, 380, main ideas supported by facts and details, 380; also see: Writing lessons: write a compare–and-contrast essay, 216–217, explain a process, 232–233, organize ideas by cause and effect, 248–249, organize ideas by problem and solution, 278–279, write a response to literature, 292–293, write an article about a musician, 308–309 TRB: U1L10, U1L17, U1L24, U1L26, U1L27, U4L10, U4L17, U4L24, U4L27, U5L10, U5L17, U5L24, U5L26, U5L27, U6L10, U6L17, U6L24, U6L27

Writing 2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

SE/TE: Compare–and–Contrast Essay: use facts and own experience, 255, show knowledge about subject, 255; How–to Essay: show how I feel, 315; Research Report: taking notes, 376, citing sources, 378, logical order of ideas, 380, main ideas supported by facts and details, 380; also see: Writing lessons: write a compare–and-contrast essay, 216–217, explain a process, 232–233, organize ideas by cause and effect, 248–249, organize ideas by problem and solution, 278–279, write a response to literature, 292–293, write an article about a musician, 308–309 TRB: U1L10, U1L17, U1L24, U1L27, U4L24, U4L27, U5L10, U5L17, U5L24, U5L27, U6L17, U6L24, U6L27





Grade 5


Writing 2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

SE/TE: Compare–and–Contrast Essay: signal words for comparisons, 254, 256, transition words, 255; How–to Essay: time-order connecting words, 314, 315; Research Report: transition words, 380; also see: Writing lessons: write a compare–and-contrast essay, 216–217, explain a process, 232–233, organize ideas by cause and effect, 248–249, organize ideas by problem and solution, 278–279, write a response to literature, 292–293, write an article about a musician, 308–309 TRB: U1L27, U4L23, U4L27, U5L27, U6L27

Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: Compare–and–Contrast Essay: signal words use facts and own experience, 255, show knowledge about subject, 255; How–to Essay: show how I feel, 315; Research Report: taking notes, 376, citing sources, 378; also see: Writing lessons: write a compare–and-contrast essay, 216–217, explain a process, 232–233, organize ideas by cause and effect, 248–249, organize ideas by problem and solution, 278–279, write a response to literature, 292–293, write an article about a musician, 308–309 TRB: U1L27, U4L27, U5L27, U6L27

Writing 2.e. Provide a concluding statement or section related to the information or explanation presented.

SE/TE: Compare–and–Contrast Essay: introduction and conclusion, 254; How–to Essay: introduction and conclusion, 314; Research Report: outline with introduction and conclusion, 377; also see: Writing lessons: write a compare–and-contrast essay, 216–217, explain a process, 232–233, organize ideas by cause and effect, 248–249, organize ideas by problem and solution, 278–279, write a response to literature, 292–293, write an article about a musician, 308–309 TRB: U1L27, U4L27, U5L27, U6L27

Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Writing 3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

SE/TE: Descriptive Letter: describe special place and details, 60; Write a Story: create setting, time, and place, 124, interesting and exciting plot, 125; also see: Narrative writing lessons: write a dialogue, 84–85, write a myth, 118–119 TRB: U2L10, U2L17, U2L24, U2L26, U2L27





Grade 5


Writing 3.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

SE/TE: Descriptive Letter: use sensory adjective and adverbs, 60, 61, 62; Write a Story: natural dialogue, 125, 126, interesting and exciting plot, 125; also see: Narrative writing lessons: write a dialogue, 84–85, write a myth, 118–119 TRB: U2L10, U2L24, U2L27

Writing 3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

SE/TE: Descriptive Letter: variety of sentence lengths, 61, 62; Write a Story: beginning, middle, and end, 124, 125; also see: Narrative writing lessons: write a myth, 118–119 TRB: U2L27, U4L23

Writing 3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

SE/TE: Descriptive Letter: use sensory adjective and adverbs, 60, 61, 62; Write a Story: create setting, time, and place, 124; also see: Narrative writing lessons: write a dialogue, 84–85, write a myth, 118–119 TRB: U2L27

Writing 3.e. Provide a conclusion that follows from the narrated experiences or events.

SE/TE: Write a Story: beginning, middle, and end, 124, 125; also see: Narrative writing lessons: write a dialogue, 84–85, write a personal message, 100–101, write a myth, 118–119 TRB: U2L27

Production and Distribution of Writing Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

SE/TE: Writing Workshops, 60–62, 124–126, 188–190, 254–256, 314–316, 376–380; also see: Quick Write, 3, 67, 131, 195, 261, 321; Writing lessons, 22–23, 38–39, 54–55, 84–85, 100–101, 118–119, 150–151, 164–165, 182–183, 216–217, 232–233, 248–249, 278–279, 292–293, 308–309, 338–339, 352–353, 370–371; Writing Handbook, 401–405; Rubric for Writing, 406 TRB: U1L10, U1L17, U1L24, U1L26, U1L27, U2L10, U2L17, U2L24, U2L26, U2L27, U3L10, U3L17, U3L24, U3L26, U3L27, U4L10, U4L17, U4L24, U4L26, U4L27, U5L10, U5L17, U5L24, U5L26, U5L27, U6L10, U6L17, U6L24, U6L26, U6L27





Grade 5


Writing 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.

SE/TE: Writing Handbook: The Writing Process, 402–405; also see: Prewriting, drafting, revising, publishing for all writing assignments, 22–23, 38–39, 54–55, 60–62, 84–85, 100–101, 118–119, 124–126, 150–151, 164–165, 182–183, 188–190, 216–217, 232–233, 248–249, 254–256, 278–279, 292–293, 308–309, 314–316, 338–339, 352–353, 370–371, 376–380 TRB: U1L2, U1L10, U1L17, U1L24, U1L26, U1L27, U2L2, U2L10, U2L17, U2L24, U2L26, U2L27, U3L2, U3L10, U3L17, U3L24, U3L26, U3L27, U4L2, U4L10, U4L17, U4L24, U4L26, U4L27, U5L2, U5L10, U5L17, U5L24, U5L26, U5L27, U6L2, U6L10, U6L17, U6L24, U6L25, U6L26, U6L27

Writing 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.

SE/TE: The Writing Process: Publish, 405; How to Use Technology in Writing, 414; also see: Publishing, 23, 39, 55, 62, 85, 101, 119, 126, 151, 165, 183, 190, 217, 233, 249, 256, 279, 293, 309, 316, 339, 353, 371, 380 TRB: U5L8

Research to Build and Present Knowledge Writing 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

SE/TE: Writing Workshops: Research Report, 376–380; also see: Projects: biography, 185, report, 311, brochure, 373; Writing Lessons: plan a research report, 338–339, paraphrase a source, 352–353, quote a source, 370–371 TRB: U2L14, U3L25, U4L7, U5L25, U6L10, U6L17, U6L24, U6L26, U6L27, U6L28

Writing 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.

SE/TE: Writing Lessons: plan a research report, 338–339, paraphrase a source, 352–353, quote a source, 370–371; Writing Workshops: Research Report, 376–380 TRB: U2L14, U3L25, U4L7, U5L25, U6L10, U6L17, U6L24, U6L26, U6L27, U6L28

Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.a. 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]”).

SE/TE: Writing Lesson: write a review, 150–151, write a response to literature, 292–293 TRB: U5L17





Grade 5


Writing 9.b. 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]”).

SE/TE: Link the Readings, 56, 120, 184, 250, 310, 372


SE/TE: Writing Workshops, 60–62, 124–126, 188–190, 254–256, 314–316, 376–380; also see: Quick Write, 3, 67, 131, 195, 261, 321; Writing lessons, 22–23, 38–39, 54–55, 84–85, 100–101, 118–119, 150–151, 164–165, 182–183, 216–217, 232–233, 248–249, 278–279, 292–293, 308–309, 338–339, 352–353, 370–371; Writing Handbook, 401–405; Rubric for Writing, 406

Speaking and Listening Standards Comprehension and Collaboration Speaking/Listening 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. Speaking/Listening 1.a. 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.

SE/TE: Discussions, 56, 120, 184, 250, 310, 372; Projects: interview, 57, discussion, 121, debate, 373; Listening and Speaking Workshop: role-play an interview, 312–313 TRB: U1L25, U2L25, U3L25, U4L25, U5L25, U6L25

Speaking/Listening 1.b. Follow agreed-upon rules for discussions and carry out assigned roles.

SE/TE: Discussions, 56, 120, 184, 250, 310, 372; Projects: interview, 57, discussion, 121, debate, 373; Listening and Speaking Workshop: role-play an interview, 312–313 TRB: U1L25, U2L25, U3L25, U4L25, U5L25, U6L25





Grade 5


Speaking/Listening 1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

SE/TE: Listening Skills: listen for main points and details, 204, 222, 238, 270, 284, 298, 330, 344, 358; also see: Discussions, 56, 120, 184, 250, 310, 372; Projects: discussion, 121, debate, 373; Listening and Speaking Workshop: role-play an interview, 312–313 TRB: U1L1, U1L2, U1L3, U1L4, U1L5, U1L9, U1L11, U1L12, U1L16, U1L18, U1L19, U1L23, U1L25, U1L26, U2L1, U2L2, U2L3, U2L4, U2L5, U2L9, U2L11, U2L12, U2L16, U2L18, U2L19, U2L23, U2L25, U2L26, U3L1, U3L2, U3L3, U3L4, U3L5, U3L9, U3L11, U3L12, U3L16, U3L18, U3L19, U3L23, U3L25, U3L26, U4L1, U4L2, U4L3, U4L4, U4L5, U4L9, U4L11, U4L12, U4L16, U4L18, U4L19, U4L23, U4L25, U4L26, U5L1, U5L2, U5L3, U5L4, U5L5, U5L9, U5L11, U5L12, U5L16, U5L18, U5L19, U5L23, U5L25, U5L26, U6L1, U6L2, U6L3, U6L4, U6L5, U6L9, U6L11, U6L12, U6L16, U6L18, U6L19, U6L23, U6L25, U6L26

Speaking/Listening 1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SE/TE: Listening Skills: take notes and retell, 330, 344, 358; also see: Discussions, 56, 120, 184, 250, 310, 372; Projects: discussion, 121, debate, 373 TRB: U1L1, U1L2, U1L3, U1L4, U1L5, U1L9, U1L11, U1L12, U1L16, U1L18, U1L19, U1L23, U1L25, U1L26, U2L1, U2L2, U2L3, U2L4, U2L5, U2L9, U2L11, U2L12, U2L16, U2L18, U2L19, U2L23, U2L25, U2L26, U3L1, U3L2, U3L3, U3L4, U3L5, U3L9, U3L11, U3L12, U3L16, U3L18, U3L19, U3L23, U3L25, U3L26, U4L1, U4L2, U4L3, U4L4, U4L5, U4L9, U4L11, U4L12, U4L16, U4L18, U4L19, U4L23, U4L25, U4L26, U5L1, U5L2, U5L3, U5L4, U5L5, U5L9, U5L11, U5L12, U5L16, U5L18, U5L19, U5L23, U5L25, U5L26, U6L1, U6L2, U6L3, U6L4, U6L5, U6L9, U6L11, U6L12, U6L16, U6L18, U6L19, U6L23, U6L25, U6L26





Grade 5


Speaking/Listening 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SE/TE: Listening and Speaking Workshops: Evaluate, 59, 123, 187, 253, 313, 375; also see: View and Respond: helping others, 3, heroes and their journeys, 67, building a new country, 131, your environment, 195, sounds and music, 261, visiting national parks, 321; Projects: news watch, 57 TRB: U1L1, U1L2, U1L3, U1L4, U1L8, U1L11, U1L15, U1L18, U1L22, U1L25, U1L26, U2L1, U2L2, U2L3, U2L4, U2L8, U2L11, U2L15, U2L18, U2L22, U2L25, U2L26, U3L1, U3L2, U3L3, U3L4, U3L8, U3L11, U3L15, U3L18, U3L22, U3L25, U3L26, U4L1, U4L2, U4L3, U4L4, U4L8, U4L11, U4L15, U4L18, U4L22, U4L25, U4L26, U5L1, U5L2, U5L3, U5L4, U5L8, U5L11, U5L15, U5L18, U5L22, U5L25, U5L26, U6L1, U6L2, U6L3, U6L4, U6L8, U6L11, U6L15, U6L18, U6L22, U6L25, U6L26

Speaking/Listening 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

SE/TE: Listening and Speaking Workshop: role-play an interview, 312–313; Listening Skills: take notes and retell, 330, 344, 358; Projects: interview, 57 TRB: U1L26, U2L26, U3L26, U4L26, U5L26, U6L26

Presentation of Knowledge and Ideas Speaking/Listening 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.

SE/TE: Listening and Speaking Workshop: give a presentation, 58–59, give a speech, 186–187, give a how–to presentation, 252–253, present a TV commercial, 374–375; also see: Projects: news watch, 57, presentation, 185, 251, 311, debate, 373 TRB: U1L26, U2L25, U2L26, U3L26, U4L26, U5L25, U5L26, U6L26

Speaking/Listening 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SE/TE: Projects: Visual/Active, 57, 121, 185, 251, 311, 373; Listening and Speaking Workshop: give a presentation, 58–59, give a speech, 186–187, give a how–to presentation, 252–253, present a TV commercial, 374–375 TRB: U1L26, U2L26, U3L25, U5L26, U6L26





Grade 5


Speaking/Listening 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

SE/TE: Listening and Speaking Workshop: give a presentation, 58–59, give a speech, 186–187, give a how–to presentation, 252–253, present a TV commercial, 374–375; also see: Discussions, 56, 120, 184, 250, 310, 372; Projects: news watch, 57, presentation, 185, 251, 311, debate, 373 TRB: U1L1, U1L2, U1L3, U1L4, U1L5, U1L8, U1L9, U1L10, U1L11, U1L12, U1L15, U1L16, U1L17, U1L18, U1L19, U1L22, U1L23, U1L24, U1L25, U1L26, U2L1, U2L2, U2L3, U2L4, U2L5, U2L8, U2L9, U2L10, U2L11, U2L12, U2L15, U2L16, U2L17, U2L18, U2L19, U2L22, U2L23, U2L24, U2L25, U2L26, U3L1, U3L2, U3L3, U3L4, U3L5, U3L8, U3L9, U3L10, U3L11, U3L12, U3L15, U3L16, U3L17, U3L18, U3L19, U3L22, U3L23, U3L24, U3L25, U3L26, U4L1, U4L2, U4L3, U4L4, U4L5, U4L8, U4L9, U4L10, U4L11, U4L12, U4L15, U4L16, U4L17, U4L18, U4L19, U4L22, U4L23, U4L24, U4L25, U4L26, U5L1, U5L2, U5L3, U5L4, U5L5, U5L8, U5L9, U5L10, U5L11, U5L12, U5L15, U5L16, U5L17, U5L18, U5L19, U5L22, U5L23, U5L24, U5L25, U5L26, U6L1, U6L2, U6L3, U6L4, U6L5, U6L8, U6L9, U6L10, U6L11, U6L12, U6L15, U6L16, U6L17, U6L18, U6L19, U6L22, U6L23, U6L24, U6L25, U6L26

Language Standards Conventions of Standard English Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

SE/TE: Grammar: compound sentences, 180–181, conjunctions, subordinating, 276–277, prepositions and prepositional phrases, 290–291 TRB: U5L9, U5L16

Language 1.b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

SE/TE: Grammar: Verbs: present perfect, 306–307 TRB: U5L23

Language 1.c. Use verb tense to convey various times, sequences, states, and conditions.

SE/TE: Grammar: Verbs: future, will and be going to, 20–21, simple past, regular and be verbs, 36–37, simple past, irregular verbs, 52–53, necessity, should, have to, must, 148–149, present perfect, 306–307, active and passive voice, 350–351 TRB: U1L9, U1L16, U1L23, U5L23





Grade 5


Language 1.d. Recognize and correct inappropriate shifts in verb tense.*

SE/TE: For related material see: Writing Workshop: Revised (verb agreement), 61; Conventions (subjects, verbs agree), 189; also see: Grammar: Verbs: future, will and be going to, 20–21, simple past, regular and be verbs, 36–37, simple past, irregular verbs, 52–53, necessity, should, have to, must, 148–149, present perfect, 306–307, active and passive voice, 350–351

Language 1.e. Use correlative conjunctions (e.g., either/or, neither/nor).

SE/TE: For related material see: Grammar: compound sentences, 180–181, conjunctions, subordinating, 276–277

Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use punctuation to separate items in a series.*

SE/TE: Commas, 399

Language 2.b. Use a comma to separate an introductory element from the rest of the sentence.

SE/TE: Commas, 399

Language 2.c. 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?).

SE/TE: Commas, 399

Language 2.d. Use underlining, quotation marks, or italics to indicate titles of works.

SE/TE: Grammar: quotation marks, 82–83, 368–369, capitalization, 336–337, italics and underlining, 368–369 TRB: U6L23

Language 2.e. Spell grade-appropriate words correctly, consulting references as needed.

SE/TE: Spelling Tips, 62, 126, 190, 256, 316; also see: Phonics, 11, 43, 75, 89, 139, 155, 203, 221, 269, 297, 329, 357; Word Study: word origins, 105, Greek and Latin roots, 343; How to Use a Dictionary and Thesaurus, 388–389 TE Only: Study Skills: Dictionary, 8, 24, 41, 73, 86, 103, 136, 167, 235, 266, 281, 295, 327, 341, 354 TRB: U2L27, U3L27, U4L27, U5L27, U6L27





Grade 5


Knowledge of Language Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Language 3.a. Expand, combine, and reduce sentences for meaning, reader/ listener interest, and style.

SE/TE: Writing Workshop: Revision (Sentence Fluency), 61, 125, 189, 255, 315, 378; also see: Grammar: Sentences: compound, 180–181 TRB: U3L23

Language 3.b. Compare and contrast the varieties of English (e.g. dialects, registers) used in stories, dramas, or poems.

SE/TE: For related material see: Write a Story: natural dialogue, 125, 126; also see: Narrative writing lessons: write a dialogue, 84–85

Vocabulary Acquisition and Use Language 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. Language 4.a. Use context (e.g., cause/ effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

SE/TE: Build Unit Vocabulary, 4–5, 68–69, 132–133, 196–197, 262–263, 322–323; Key Words (Words in Context), 8, 24, 40, 72, 86, 102, 136, 152, 166, 234, 266, 280, 294, 326, 340, 354; Academic Words (Words in Context), 10, 26, 42, 74, 88, 104, 138, 154, 168, 202, 220, 236, 268, 282, 296, 328, 342, 356 TRB: U1L2, U1L4, U1L5, U1L6, U1L7, U1L11, U1L12, U1L13, U1L14, U1L18, U1L19, U1L20, U1L21, U2L2, U2L4, U2L5, U2L6, U2L7, U2L11, U2L12, U2L13, U2L14, U2L18, U2L19, U2L20, U2L21, U3L2, U3L4, U3L5, U3L6, U3L7, U3L11, U3L12, U3L13, U3L14, U3L18, U3L19, U3L20, U3L21, U4L2, U4L4, U4L5, U4L6, U4L7, U4L11, U4L12, U4L13, U4L14, U4L18, U4L19, U4L20, U4L21, U5L2, U5L4, U5L5, U5L6, U5L7, U5L11, U5L12, U5L13, U5L14, U5L18, U5L19, U5L20, U5L21, U6L2, U6L4, U6L5, U6L6, U6L7, U6L11, U6L12, U6L13, U6L14, U6L18, U6L19, U6L20, U6L21

Language 4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

SE/TE: Word Study: Greek and Latin roots, 343 TRB: U6L12

Language 4.c. 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.

SE/TE: Handbook: How to use a dictionary and thesaurus, 388; also see: Build Unit Vocabulary, 4–5, 68–69, 132–133, 196–197, 262–263, 322–323 TRB: U1L2, U1L6, U1L7, U2L2, U3L2, U4L2, U5L2, U6L2





Grade 5


Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figurative language, including similes and metaphors, in context.

SE/TE: Word Study: figurative language, 283 TRB: U5L12

Language 5.b. Recognize and explain the meaning of common idioms, adages, and proverbs.

SE/TE: For related material see: Extensions: discuss stories about fire, 115, interpret the meaning of a song, 289 TRB: U5L12

Language 5.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

SE/TE: Word Study: multiple–meaning words, 27, synonyms and antonyms, 169, commonly confused words, 237

Language 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).

SE/TE: Build Unit Vocabulary, 4–5, 68–69, 132–133, 196–197, 262–263, 322–323; Key Words (Words in Context), 8, 24, 40, 72, 86, 102, 136, 152, 166, 234, 266, 280, 294, 326, 340, 354; Academic Words (Words in Context), 10, 26, 42, 74, 88, 104, 138, 154, 168, 202, 220, 236, 268, 282, 296, 328, 342, 356; How to Build Vocabulary, 387 TRB: U1L2, U1L4, U1L6, U1L7, U1L11, U1L13, U1L14, U1L18, U1L20, U1L21, U2L2, U2L4, U2L6, U2L7, U2L11, U2L13, U2L14, U2L18, U2L20, U2L21, U3L2, U3L4, U3L6, U3L7, U3L11, U3L13, U3L14, U3L18, U3L20, U3L21, U4L2, U4L4, U4L6, U4L7, U4L11, U4L13, U4L14, U4L18, U4L20, U4L21, U5L2, U5L4, U5L6, U5L7, U5L11, U5L13, U5L14, U5L18, U5L20, U5L21, U6L2, U6L4, U6L6, U6L7, U6L11, U6L13, U6L14, U6L18, U6L20, U6L21

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