Good Habits Great Readers Shared Reading. Correlated to the New Jersey Core Curriculum Content Standards Language Arts Literacy Grades K-5

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1 Good Habits Great Readers Shared Reading Grades K-5 Copyright 2010 Pearson Education, Inc. or its affiliate(s). All rights reserved.

2 Good Habits Great Readers - Shared Reading New Jersey Core Curriculum Kindergarten 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. 3.1.K A: Concepts About Print 3.1.K A.1: Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment). Mini-Lessons, Focus Lessons, and Center Activities throughout teach the connection between speech and writing. Mini-Lessons on TG pages 44 (Concepts of Print), 58 (Phonics), 68 (Concepts of Print), 70 (Phonics), 88 (Phonics), 110 (Concepts of Print) Focus Lessons on TG pages , , , Center Activities on TG pages 41, 65, 95, K A.2: Distinguish letters from words. Many Mini-Lessons and Center Activities focus on individual letters. See examples on TG pages 34, 36, 53, 58, 65, 70, 83, 88, 95, K A.3: Recognize that words are Mini-Lesson TG page 56 separated by spaces. 3.1.K A.4: Follow words left to right and from Mini-Lessons TG pages 86, 98, 122, 338 top to bottom. 3.1.K A.5: Recognize that print represents spoken language. 3.1.K A.6: Demonstrate understanding of the function of a book and its parts, including front and back and title page. 3.1.K B: Phonological Awareness 3.1.K B.1: Demonstrate understanding that spoken words consist of sequences of phonemes. 3.1.K B.2: Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds. 3.1.K B.3: Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle). 3.1.K B.4: Learn many, though not all, oneto-one letter-sound correspondences. Mini-Lessons, Focus Lessons, and Center Activities throughout teach the connection between speech and writing. Mini-Lessons on TG pages 44 (Concepts of Print), 58 (Phonics), 68 (Concepts of Print), 70 (Phonics), 88 (Phonics), 110 (Concepts of Print) Focus Lessons on TG pages , , , Center Activities on TG pages 41, 65, 95, 107 Mini-Lessons on TG pages 32, 84 Focus Lessons on TG pages 42-43, 48-49, 84-85, 96-97, Mini-Lessons throughout. See examples on TG pages 48, 58, 70, 88, 100, 196, 262, 274, 286, 328 Center Activities on TG pages 41, 191, 335, 365, 377 Mini-Lessons on TG pages 58, 70, 88, 112, 142, 166, 196 Mini-Lessons throughout. See examples on TG pages 68, 100, 110, 112, 164, 176, 194 Center Activities throughout. See examples on TG pages 53, 65, 83, 95, 107, 119 Mini-Lessons throughout. See examples on TG pages 58, 70, 88, 100, 112, 124 Center Activities on TG pages 41, 191 Mini-Lessons on TG pages 70, 112, 142, 166, K B.5: Given a spoken word, produce another word that rhymes with it. 3.1.K C: Decoding and Word Recognition 3.1.K C.1: Recognize some words by sight. Mini-Lessons on TG pages 142, 324 Focus Lessons throughout. See examples on TG pages , , , Kindergarten 1

3 3.1.K C.2: Recognize and name most uppercase and lowercase letters of the alphabet. Good Habits Great Readers - Shared Reading In Mini-Lessons and Center Activities throughout, new letters are presented in both upper- and lower-case form. See examples on TG pages 58, 65, 70, 83, 88, 95, 100, 107, K C.3: Recognize and read one's name. Mini-Lessons on TG pages 34, K D: Fluency 3.1.K D.1: Practice reading behaviors such as Throughout. retelling, reenacting, or dramatizing stories. Center Activities on TG pages 53, 83, 245 Mini-lessons on TG pages 74, 158, 170, 266, 278, 290, 308, 332 Focus Lessons on TG pages 119, , , Guided/Independent Reading Link on TG page K D.2: Recognize when a simple text fails Focus Lesson on TG pages to make sense when listening to a story read aloud. 3.1.K D.3: Attempt to follow along in book while listening to a story read aloud. 3.1.K D.4: Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books). Center Activities: Students follow along in text as they listen to a story read aloud in the Audio Center section. See examples on TG pages 137, 161, 191 Focus Lessons throughout. See examples on TG pages 194, 196, 203 A wide variety of genres are used throughout this program. A different book is featured in each week s lessons. Book covers are shown on the opening page for each week. See examples on TG pages 28 (nonfiction), 40 (fiction), 52 (poetry), 82 (fiction), 94 (nonfiction), 190 (folk lore), 202 (fable) Unit 5 (pp ) focuses exclusively on understanding nonfiction Extend the Lesson activities include stories read to the students by the teacher from various genres. See example on TG pages 67 (fairy tale) 3.1.K E: Reading Strategies (before, during, and after reading) 3.1.K E.1: Begin to track or follow print when Center Activities: Students follow along in text as they listening to a familiar text being read. listen to a story read aloud in the Audio Center section. See examples on TG pages 137, 161, 191 Focus Lessons throughout. See examples on TG pages 194, 196, K E.2: Think ahead and make simple Throughout. See examples on pages 66, 84, 92, 100, predictions about text. 108, 110, 138, 150, 162, 164, K E.3: Use picture clues to aid understanding of story content. 3.1.K E.4: Relate personal experiences to story characters' experiences, language, customs, and cultures with assistance from teacher. 3.1.K E.5: "Read" familiar texts from memory, not necessarily verbatim from the print alone. Focus Lessons throughout. See examples on TG pages 88-89, 90-91, 98-99, , , , , , , , 191, , , Focus Lessons on TG pages 44, , , , , , Focus Lessons throughout encourage students to use pictures to predict story text, and to use their own words to tell or retell stories. See examples on TG pages , , , , , Kindergarten 2

4 3.1.K F: Vocabulary and Concept Development 3.1.K F.1: Continue to develop a vocabulary through meaningful, concrete experiences. 3.1.K F.2: Identify and sort words in basic categories. Good Habits Great Readers - Shared Reading 3.1.K F.3: Explain meanings of common signs and symbols. 3.1.K F.4: Use new vocabulary and grammatical construction in own speech. 3.1.K G: Comprehension Skills and Response to Text 3.1.K G.1: Respond to a variety of poems and stories through movement, art, music, and drama. 3.1.K G.2: Verbally identify the main character, setting, and important events in a story read aloud. See Vocabulary Builder exercises in Center Activities, TG pages 65, 172, 203, 215, 227, 245, 257, 281, 290, 311, 335, 365, 377 See Mini-lessons throughout. See examples on TG pages 48, 60, 72, 90, 102, 114, 126, 144, 156, 168, 180, 384 See Word Study Lessons in Center Activities throughout. Examples on TG pages 41, 53, 65, 83, 95, 107, 119, 137, 161, 191 Many Mini-lessons throughout focus on this skill. See examples on TG pages 52, 72, 90, 102, 114, 124, 126, 142, 144, 166, 168 Guided/Independent Reading Link activities throughout. See examples on TG pages 69, 91, 355, 391, 393 Focus Lessons on pages , , , , , K G.3: Identify favorite books and stories. Focus Lessons on pages 30-31, 46-47, 66-67, , K G.4: Retell a story read aloud using Mini-lessons on TG pages 38, 50, 62, 146, 158, 170, 224, main characters and events. 236, 254, 266, 278, 290, 308, 320, 332, K G.5: Participate in shared reading Throughout. Exercises in this program are designed for experiences. use with an entire class, in small groups, and by paired students. 3.1.K G.6: Make predictions based on illustrations or portions of stories. 3.1.K H: Inquiry and Research 3.1.K H.1: Locate and know the purposes for various literacy areas of the classroom and the library/media center. Focus Lessons on pages 84-85, 92-93, , , , Mini-lessons on TG pages 66, 92, 108, 138, 150, 162 In addition to direct teacher instruction regarding the purpose and use of these areas, various lessons throughout incorporate direction or instruction regarding the use of various literacy areas. See the following examples: Focus Lessons on pages 34-35, 36-37, Focus Lessons on pages 44-45, 46-47, 64-65, 70-71, K H.2: Choose books related to topics of interest. 3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.K A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3.2.K A.1: Recognize that thoughts and talk can be written down in words. Mini-Lessons, Focus Lessons, and Center Activities throughout teach the connection between speech and writing. Mini-Lessons on TG pages 44 (Concepts of Print), 58 (Phonics), 68 (Concepts of Print), 70 (Phonics), 88 (Phonics), 110 (Concepts of Print) Focus Lessons on TG pages , , , Center Activities on TG pages 41, 65, 95, 107 Kindergarten 3

5 3.2.K A.2: Observe the teacher modeling writing. 3.2.K A.3: Generate and share ideas and experiences for a story. 3.2.K A.4: Attempt to put ideas into writing using pictures, developmental spelling, or conventional text. 3.2.K A.5: Write (print) own first and last name. 3.2.K A.6: Participate in group writing activities such as experience stories, interactive writing, and shared writing. 3.2.K A.7: Begin to sequence story events for writing using pictures, developmental spelling, or conventional text. Good Habits Great Readers - Shared Reading Teachers are frequently prompted to write letters, words, and sentences on the board. Mini-Lessons on TG pages 36, 44, 90, 100, 104, 110, 112, 114, 126, 230, 260 Mini-Lessons on TG pages 128, 212, 216 Focus Lessons on TG pages 138, 140, 142, 144, 146, 220 Guided/Independent Reading on TG pages 225, 303 Mini-Lessons on TG pp. 222, 252 Guided/Independent Reading on TG pages 225, 231, 235, 237, 275, 283, 291, 300 Writing Center on TG pages 29, 95, 137, 149, 161, 389 See related activities: Mini-Lesson on TG pages 36, 48, 68 Mini-Lessons on TG pp. 230 Guided/Independent Reading on TG pages 283, 291, 321, 343 Writing Center on TG pages 107, 161, 173, 269 Celebrations on TG page 399 See the following examples and related activities: Writing Center on TG pages 215, 269, 323, 353 Mini-Lessons on TG pages 50, 74, 92, 116, 146 Guided/Independent Reading on TG page K B: Writing as a Product (resulting in work samples) 3.2.K B.1: Show and talk about work samples containing pictures, developmental spelling, Guided/Independent Reading on TE pages 225, 231, 283 or conventional text. Celebrations on TE pages 129, 183, 291 Writing Center on TG pages 149, K B.2: Begin to collect favorite work samples to place in personal writing folder. 3.2.K C: Mechanics, Spelling, and Handwriting 3.2.K C.1: Use letter/sound knowledge in attempting to write (print) some words. 3.2.K C.2: Spell own name. 3.2.K C.3: Recognize and begin to use left-toright and top-to-bottom directionality and spacing between words when writing. 3.2.K C.4: Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes. 3.2.K C.5: Write all uppercase and lowercase letters of the alphabet from teacher copy. Student work that is posted in the room or gathered into class books can be used for this purpose. See the following examples: Writing Center on TG pages 149, 161, 389 Guided/Independent Reading on TE pages 283 Celebrations pages 291 See examples of related activities: Mini-Lessons on TG pages 36, 58, 70, 88, 100, 112, 124, 380, 392 See related activities: Mini-Lessons on TG pages 36, 48, 68 See related activities: Mini-Lessons on TG pages 68, 86, 98, 122, 152, 272, 338, 368 See Writing Center activities throughout. Examples on TG pages 95, 137, 149, 161, 269, 323, 353, 377 Mini-Lesson on TG page 92 See examples of related activities: Mini-Lessons on TG pages 58, 70, 92, 112, 124, 154, 178, 208 Kindergarten 4

6 Good Habits Great Readers - Shared Reading 3.2.K D: Writing Forms, Audiences, and Purposes (exploring a variety of writing) 3.2.K D.1: Communicate personal response to literature through drawing, telling, or writing. 3.2.K D.2: Show and talk about favorite work samples (drawing or writing) with teacher and family. Focus Lessons on TG pages 62, 88, 90, Guided/Independent Reading on TG page 75 Mini-Lessons on TG pages 116, 126 Writing Center on TG page 173 Celebrations on TG page 183 Student work that is posted in the room or gathered into class books can be used for this purpose. See the following examples: Writing Center on TG pages 149, 161, 389 Guided/Independent Reading on TE page 283 Celebrations page : All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.3.K A: Discussion 3.3.K A.1: Share experiences and express ideas. 3.3.K A.2: Participate in conversations with peers and adults. 3.3.K A.3: React to stories, poems, and songs. 3.3.K B: Questioning (Inquiry) and Contributing 3.3.K B.1: Share in conversations with others. 3.3.K B.2: Use oral language to extend learning. 3.3.K C: Word Choice 3.3.K C.1: Use language to describe feelings, people, objects, and events. 3.3.K C.2: Suggest rhyming words during word play, songs, or read-aloud. 3.3.K D: Oral Presentation 3.3.K D.1: Sing familiar songs and rhymes to promote oral language development. Focus Lessons on TG pages 54, 58, 62, 66, 88, 138, 140, 142 Guided/Independent Reading on TG pages 139, 141, 143 Mini-Lessons on pages 50, 84, 110 Focus Lessons on TG pages 44, 48, 68, 88, 96, 156 Guided/Independent Reading on TG pages 49, 89, 129 Mini-Lessons on pages 66, 74, 84 Focus Lessons on TG pages 70, 124, 126, 142, 192, 194, 196, 198, 200, 302, 308 Guided/Independent Reading on TG pages 175, 197, 199, 201 Mini-Lessons on pages 96, 108, 120, 200 Focus Lessons on TG pages 44, 54, 146, 150, 152, 192, 196 Guided/Independent Reading on TG page 199 Mini-Lessons on pages 90, 96 Focus Lessons on TG pages 72, 84, 92, 100, 128, 154, 206 Guided/Independent Reading on TG pages 73, 175, 207 Mini-Lessons on pages 90, 102 Focus Lessons on TG pages 44, 46, 56, 62, 210, 212, 218, 220 Guided/Independent Reading on TG pages 45, 57, 211, 219, 221 See related activities: Mini-Lessons on TG pages 58, 70, 112, 142, 166, 340 Word Study on TG pages 41, 191 Writing Center on TG page 335 Mini-Lessons on TG pages 54, 62, 174, 182, 336, 42 Focus Lessons on TG pages 336, 338, 340 Kindergarten 5

7 Good Habits Great Readers - Shared Reading 3.3.K D.2: Begin to use social conventions of Teachers can teach and encourage this skill during oral language. language activities throughout. See also Guided/Independent Reading on TG pages 321, : All students will listen actively to information from a variety of sources in a variety of situations. 3.4.K A.1: Listen fully to understand Teachers can teach and encourage this skill during oral instructions or hear daily messages. language activities throughout. 3.4.K A.2: Listen to identify main characters and events in stories. 3.4.K A.3: Listen to rhymes and songs to begin developing an understanding of letter/sound relationships. 3.4.K B: Listening Comprehension 3.4.K B.1: Listen attentively to books teacher reads to class. 3.4.K B.2: Answer questions correctly about books read aloud. Focus Lessons on TG pages 90, 92, 120, 124, 126, 128, 158, 182, 192, 198, 200, 204, 210, 323, 362 Mini-Lessons on TG pages 54, 62, 174, 182, 336, 42 Focus Lessons on TG pages 336, 338, 340 Focus Lessons on TG pages 90, 92, 120, 124, 126, 128, 158, 182, 192, 198, 200, 204, 210, 323, 362 Focus Lessons on TG pages 216, 218, 222, 228, 230, 250, 260, 312 Guided/Independent Reading on TG pages 219, 229, 263, 313, : All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. 3.5.K A: Constructing Meaning 3.5.K A.1: Make predictions about visual information (e.g., pictures in books). 3.5.K A.2: Discuss favorite characters from books, film, and television. 3.5.K B: Visual and Verbal Messages 3.5.K B.1: Begin to sequence a series of pictures or images to tell a story. 3.5.K B.2: Show understanding of purpose for pictures in books. Focus Lessons on TG pages 66, 84, 100, 108, 110, 150, 164, 258 Mini-Lessons on TG pages 66, 84, 108, 150, 258 Guided/Independent Reading on TG pages 85, 109, 111, 139, 151, 165 Focus Lesson on TG page 362 Guided/Independent Reading on TG pages 67, 363 Focus Lessons on TG pages 288 Mini-Lessons on TG pages 116, 128, 158 Guided/Independent Reading on TG page 289 Focus Lessons on TG pages 88, 98, 100, 152, 164, 236, 288, 290, 308, 328 Guided/Independent Reading on TG pages 89, 101, 289 Kindergarten 6

8 Good Habits Great Readers - Shared Reading Grade 1 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension A: Concepts About Print A.1: Match oral words to printed words (e.g., pointing to print as one reads) A.2: Practice reading print in the environment at school and at home with assistance A.3: Locate and identify the title, author, and illustrator of a book or reading selection A.4: Interpret simple graphs, charts, and diagrams B: Phonological Awareness B.1: Demonstrate understanding of all sound- symbol relationships B.2: Blend or segment the phonemes of most one-syllable words B.3: Listen and identify the number of syllables in a word B.4: Merge spoken segments into a word B.5: Add, delete, or change sounds to change words (e.g., cow to how, cat to can) C: Decoding and Word Recognition C.1: Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh) C.2: Recognize and use rhyming words to reinforce decoding skills C.3: Decode regular one-syllable words and nonsense words (e.g., sit, zot) C.4: Use sound-letter correspondence knowledge to sound out unknown words when reading text C.5: Recognize high frequency words in and out of context C.6: Decode unknown words using basic phonetic analysis. Many Mini-lessons throughout encourage pointing to words as they are read. See examples on TG pages 70, 72, 96, 108, 112, 126, 142 Focus Lessons throughout encourage reading print at home and school. Focus Lessons on TG pages 72, 74, 90, 192 Additionally, the Guided Reading component of this program provides many opportunities for students to read in small groups at school and independently or with help at home. Focus Lessons on TG pages 84, 86, 96, 228, 230 Guided/Independent Reading Link on TG pages 85, 97 Mini-Lessons on TG page 96 Focus Lesson on page 288 Many Mini-lessons throughout focus on sound-symbol relationships. See examples on TG pages 56, 86, 98, 110, 122, 140, 152, 176 Mini-lessons on TG pages 48, 68, 110, 140, 152, 176, 194, 206, 302, 326, 338, 380 Mini-lessons on TG pages 232, 380 Center Activities: Word Study on TG 227 Mini-lessons on TG pages 48, 68, 110, 140, 152, 194, 326, 380 Mini-lessons on TG pages 122, 176, 206, 218, 230, 260, 272, 302, 314, 338, 368 Mini-lessons on TG pages 86, 110, 122, 140, 152, 176, 194, 206 Mini-lessons on TG pages 44, 56, 144, 164, 168, 306 Center Activities: Word Study on TG pages 53, 161, 299 Throughout. See examples: Mini-lessons on TG pages 44, 48, 56, 68, 86, 98, 110, 122, 140, 152, 166 Center Activities: Word Study on TG page 245 See examples in Mini-lessons on TG pages 176, 206, 232, 260, 272, 302, 380 See examples in Center Activities: Word Study on TG pages 83, 95, 215, 311 Throughout Mini-lessons. See examples on TG pages 30, 42, 54, 66, 84, 108, 138, 162, 204, 220, 246, 270, 324, 354, 365, 378, 390 Center Activities: Word Study on TG pages 149, 173, 299 Throughout. See examples: Mini-lessons on TG pages 44, 48, 56, 68, 86, 98, 110, 122, 140, 152, 166, 176, 206, 232, 260, 272, 302, 380 Center Activities: Word Study on TG page 83, 95, 215, 245, 311 Grade 1 7

9 3.1.1 C.7: Decode unknown words using context clues. Good Habits Great Readers - Shared Reading Focus Lessons on TG pages , , , , , , , Mini-lesson on TG page D: Fluency D.1: Answer questions correctly that Focus Lesson activities provide many questions are posed about stories read D.2: Begin to read simple text with See Mini-lessons throughout. Examples on TG pages 36, fluency. 210, 222, 234, 252, 276, 342, D.3: Read with fluency both fiction and Both fiction and nonfiction texts are used throughout. The nonfiction that is grade-level appropriate. books used within a unit are pictured on the 5-Day Planner pages. See for example, TG pages (fiction and nonfiction), 106 (fiction), 118 (fiction), 148 (nonfiction), 160 (fiction), 190 (fiction), 244 (nonfiction) E: Reading Strategies (before, during, and after reading) E.1: Use prior knowledge to make Mini-lessons on TG pages 224, 236, 278, 374 sense of text. Focus Lessons on TG pages 108, 138, 140, 142, 144, 146, 150, 152, 154, 156, 168, E.2: Establish a purpose for reading and adjust reading rate E.3: Use pictures as cues to check for meaning E.4: Check to see if what is being read makes sense E.5: Monitor their reading by using fixup strategies (e.g., searching for clues) E.6: Use graphic organizers to build on experiences and extend learning E.7: Begin to apply study skills strategies (e.g., survey, question, read, recite, and review-sq3r) to assist with retention and new learning F: Vocabulary and Concept Development F.1: Develop a vocabulary of high-frequency sight words and phonetically regular words. Throughout. Center Activities: Audio Center: TG pages 227, 335 Mini-lessons on TG pages 234, 342 Focus Lessons on TG pages 50, 68, 248, 254, 266, 342, 368 Focus Lessons on TG pages 86, 98, 122, 162, 228, 230, 272, 336 Focus Lessons on TG pages , 220, 222, 324, 326, 328, 330, 332 Throughout. See examples in Focus Lessons on TG pages 90, 124, 126, 128, 158, 170, 228, 230, 232, 236 Focus Lessons on TG pages 312, 314, 316, 318, 320. See also graphic organizer forms on TG pages Throughout. See examples in Focus Lessons on TG pages 90, 92, 96, 98, 100, 102, 104 High frequency words are focused on in Mini-lessons on the first day of each Unit. See examples on TG pages 42, 54, 66, 84, 96, 108, 120, 249, 273, 204, 222, 246, 270, 282, F.2: Use and explain common Focus Lesson on TG page 170 antonyms and synonyms. Mini-lesson on TG page F.3: Comprehend common and/or Throughout. See examples in Mini-lessons on TG pages 46, specific vocabulary in informational texts and 58, 70, 100, 154, 250, 262, 274 literature G: Comprehension Skills and Response to Text G.1: Draw simple conclusions from Throughout. See examples in Focus Lessons on TG pages information gathered from pictures, print, 88, 122, 182, 200, 252, 360, 384 and people G.2: Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers G.3: Sequence information learned from text into a logical order to retell facts. Several genres are included in the program. The books used within a unit are pictured on the 5-Day Planner pages. See for example, TG pages 52-53, 215 (poetry); 64, 84, 94 (expository); 106, 120, 190, 202 (storybook) Mini-lessons on TG pages 38, 50, 62, 182, 332 Focus Lessons on TG pages 120, 126, 128 Grade 1 8

10 3.1.1 G.4: Identify, describe, compare, and contrast the elements of plot, setting, and characters. Good Habits Great Readers - Shared Reading Mini-lessons on TG pages 74, 146, 158, 170, 182, 200, 212 Focus Lessons on TG pages 182, 192, 194, 196, 198, 200, 204, 206, 208, 210, 212, G.5: Make simple inferences. Focus Lessons on TG pages 174, 178, 180, 182, G.6: Read regularly in independentlevel materials. independent and/or silent reading. All books included with the program can be used for G.7: Engage in silent independent All books included with the program can be used for reading for specific purposes. independent and/or silent reading H: Inquiry and Research H.1: Ask and explore questions related Focus Lessons on TG pages 100, 102, 104, to a topic of interest. 124, 158, 248, 252, 254, 262, H.2: Draw conclusions from See examples in Focus Lessons on TG pages 154, 200, information and data gathered. 252, 264, 372, H.3: Be exposed to and read a variety Several genres are included in the program. The books of fiction and nonfiction, and produce used within a unit are pictured on the 5-Day Planner evidence of reading. pages. See for example, TG pages 52-53, 215 (poetry); 64, 84, 94 (expository); 106, 120, 190, 202 (storybook) 3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) A.1: Begin to generate ideas for writing through talking, sharing, and drawing. Focus Lessons on TG pages 300, 336 Writing Center on TG pages 65, 173, 191, 269, 335 Word Study on TG page 65 Guided/Independent Reading on TG page 301 Celebration on TG page A.2: Observe the modeling of writing. Mini-Lessons on TG pages 68, 74, 100, 104, 152, 176, 200 Writing Center on TG page A.3: Begin to use a basic writing process to develop writing A.4: Use simple sentences to convey ideas A.5: Increase fluency (ability to write ideas easily) to improve writing A.6: Continue to use pictures, developmental spelling or conventional text to create writing drafts A.7: Revisit pictures and writings to add detail. Mini-Lessons on TG pages 200, 220 Writing Center on TG pages 203, 215, 227, 245, 257, 269, 281 Celebration on TG page 237 Writing Center on TG pages 29, 41, 53, 65, 83, 203, 215, 227, 245, 257, 269, 281 See writing activities throughout. Examples: Mini-Lessons on TG pages 200, 220 Writing Center on TG pages 29, 41, 53, 65, 83, 203, 215, 227, 245, 257, 269, 281 Focus Lessons on TG pages 300, 336 Writing Center on TG pages 65, 137, 161, 173, 191, 269, 335 Guided/Independent Reading on TG pages 73, 301 Any of the activities above and other writing/drawing activities throughout could be used to meet this requirement. Grade 1 9

11 3.2.1 A.8: Begin to mimic an author's voice and patterns. Good Habits Great Readers - Shared Reading A.9: Begin to use a simple checklist to improve writing with teacher support A.10: Begin to use simple computer writing applications during some parts of the writing process B: Writing as a Product (resulting in a product or publication) B.1: Produce finished writings to share with class and/or for publication B.2: Produce stories from personal experiences B.3: Show and talk about own writing for classroom audience B.4: Collect favorite works to place in personal writing folder C: Mechanics, Spelling, and Handwriting C.1: Write all upper and lowercase letters of the alphabet from memory C.2: Begin to use basic punctuation and capitalization C.3: Apply sound/symbol relationships to writing words C.4: Use developmental spelling or phonics-based knowledge to spell independently, when necessary C.5: Develop awareness of conventional spelling C.6: Use left-to-right and top-tobottom directionality and use appropriate spacing between words. Focus Lesson TG pages 222, 390, 394 Guided/Independent Reading TG pages 223, 395 Mini-Lessons TG page 362, 396 Response Center TG page 389 Writing assignments throughout could be supplemented by a teacher-student generated checklist. This skill can be encouraged and monitored by the teacher during writing assignments throughout. Student writings throughout can be used for this purpose. Writing Center on TG pages 41, 53, 65, 83, 95, 107, 119, 137 Response Center TG pages 107, 119 Discussions of personal experiences throughout can be used as pre-writing activities. Focus Lesson TG pages 138, 146, 150 Guided/Independent Reading TG pages 151, 157, 193, 195 Mini-Lessons TG pages 192 Writing Center on TG pages 65, 95 Writing Center on TG pages 95, 149, 191, 215, 227, 245, 269 Response Center on TG pages 137 Dramatic Play on TG page 173 Celebration on TG page 183 Student writings throughout can be used for this purpose. Writing Center on TG pages 41, 53, 65, 83, 95, 107, 119, 137 Response Center TG pages 107, 119 Can be monitored by teacher in writing assignments throughout. Mini-Lesson on TG pages 114, 156, 180, 360 Can also be monitored by teacher in writing assignments throughout. See examples of related activities: Mini-Lessons on TG pages 44, 48, 68, 86, 98, 110, 122, 140, 152, 164, 176, 194 See examples of related activities: Mini-Lessons on TG pages 48, 68, 98, 110, 152, 194, 206, 218, 248, 272, 284, 302, 314 See examples of related activities: Mini-Lessons on TG pages 44, 86, 98, 110, 122, 140, 152, 164, 176, 194, 207, 272 Can be monitored by teacher in writing assignments throughout. See also related material: Mini-Lesson on TG page 102 Grade 1 10

12 Good Habits Great Readers - Shared Reading D: Writing Forms, Audiences, and Purposes (exploring a variety of writing) D.1: Create written texts for others to Student writings throughout can be used for this purpose. read. Writing Center on TG pages 41, 53, 65, 83, 95, 107, 119, 137 Response Center TG pages 107, D.2: Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text. Writing Center on TG pages 41, 65, 83, 107, 137, 299, 311, 335, 353 Response Center TG pages 107, : All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes A: Discussion (small group and whole class) A.1: Speak in complete sentences. Can be monitored by teacher A.2: Offer personal opinions in discussion and retell personal experiences A.3: Role-play situations and dramatize story events B: Questioning (Inquiry) and Contributing B.1: Respond to ideas and questions posed by others B.2: Ask and answer various types of questions C: Word Choice C.1: Attempt to use new vocabulary learned from shared literature and classroom experiences C.2: Use descriptive words to clarify and extend ideas D: Oral Presentation D.1: Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes) D.2: Participate in choral reading to develop phonemic awareness, oral language, and fluency D.3: Retell a story to check for understanding D.4: Read aloud from developmentally appropriate texts with attention to expression. Focus Lesson on TG pages 96, 102, 104, 138, 152, 182, 198, 206, 208, 210 Guided/Independent Reading on TG pages 103, 139 Dramatic Play on TG page 173 Response Center on TG page 389 Focus Lesson on TG pages 182, 192, 194, 196, 198, 218, 222, 224, 230, 234 Focus Lesson on TG pages 96, 100, 236, 246, 248, 250, 262, 264 Guided/Independent Reading on TG pages 99, 101, 105, 123, 247, 253, 263 See vocabulary activities throughout. Examples: Mini-Lessons on TG pages 88, 100, 112, 154, 166, 178, 196, 208, 232, 250, 262 Word Study on TG pages 137, 191 Response Center on TG pages 161, 269 Mini-Lessons on TG pages 88, 124, 154, 178, 220, 340 Response Center TG pages 137, 257 See also related poetry lessons: Mini-Lessons on TE pages 54, 56, 58, 60, 62, 216, 218, 220, 222, 224, 306 Mini-Lessons on TE page 36, 306 Mini-Lessons on TE pages 38, 50, 62, 104, 290, 362, 374 Response Center TG pages 137, 257, 323 Audio Center on TG pages 29, 107, 149, 191, 281, 389 Mini-Lessons on TG pages 60, 114, 144, 156, 180, 288, 342 Grade 1 11

13 Good Habits Great Readers - Shared Reading 3.4: All students will listen actively to information from a variety of sources in a variety of situations A: Active Listening A.1: Listen and respond appropriately Teachers can teach and encourage this skill during oral to directions. language activities throughout A.2: Listen to hear initial, final, and eventually middle sounds in words. Mini-Lessons on TG pages 44, 48, 68, 86, 98, 110, 122, 140, 152, 176, 206, 248, A.3: Listen to a familiar text being read to begin tracking print A.4: Listen to a spoken word to produce another word that rhymes with it. See the related material on the following pages: Audio Center on TG page 29, 41, 227, 335 Mini-Lessons on TG pages 48, 72, 102, 234, 342 Word Study on TG page 161 Mini-Lessons on TG pages 44, 56, 144, 162, 164, 168, 306 Word Study on TG pages 53, 161, B: Listening Comprehension B.1: Listen to make predictions about stories read aloud. Focus Lessons on pages 88-89, 90-91, 92-93, , , , B.2: Follow simple oral directions. Teachers can monitor this skill during oral language activities throughout B.3: Recall information from listening to stories, poems, television, and film B.4: Retell, reenact, or dramatize stories or parts of stories heard B.5: Respond appropriately to questions about stories read aloud B.6: Begin to track print when listening to a familiar text being read or when rereading their own writing B.7: Ask questions for clarification and explanation of stories and ideas heard. Mini-Lessons on TG page 128 Focus Lessons on TG pages , , , , Guided/Independent Reading on TG page 125, 301, 305, 309 Response Center on TG page 119 Mini-Lessons on TG pages 92, 104, 308, 258 Focus Lessons on TG pages , , Guided/Independent Reading on TG pages 301, 307, 309 Response Center on TG pages 137, 257 Mini-Lessons on TG pages 92, 128 Focus Lessons on TG pages 92-93, , , , , , , Guided/Independent Reading on TG pages 93, 105, 139, 141, 143, 145 See the related material on the following pages: Audio Center on TG page 29, 41, 227, 335 Mini-Lessons on TG pages 48, 72, 102, 234, 342 Word Study on TG page 161 Focus Lessons on TG pages 96-97, 98-99, , , , , , Guided/Independent Reading on TG pages 97, 99, 101, 103, 105, : All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources A: Constructing Meaning A.1: Retell the story from a favorite media program (e.g., television, movie). Guided/Independent Reading on TE page 197, 301, 309, 359 Grade 1 12

14 Good Habits Great Readers - Shared Reading A.2: Distinguish between "pretend" and "real" in the media A.3: Begin to recognize that media messages have different purposes A.4: Speculate about visual representations (e.g., pictures, artwork) A.5: Use simple graphs and charts to report data A.6: Begin to recognize the work of a favorite illustrator A.7: Begin to compare and contrast media characters B: Visual and Verbal Messages B.1: Begin to interpret messages in simple advertisements B.2: Sequence a series of pictures or images to tell a story. See related information: Focus Lesson on TG pages Mini-Lesson on TG page 108 Professional Development on TG page 231 Focus Lessons on TG pages 84, 86, 98, , , , , Guided/Independent Reading on TG pages 123, 273, 357 Mini-Lesson on TG pages 254, 266 Response Center on TG page 323 See related information: Focus Lessons on TG pages 288, 312, 314, 316, 318, 320 Guided/Independent Reading on TG pages 85, 183, 201, 289, 313, 315, 317, 319, 888 Writing Center on TG page 323 Celebration on TG page 183 See related information: Focus Lessons on TG pages 86, 98, 122, 162, 228, 230 Guided/Independent Reading on TG pages 87, 123, 231, 357 See related information: Focus Lessons on TG pages 182, 196, 198, 200, 354, 356, 360 Mini-Lessons on TG pages 198, 200, 357 Focus Lessons on TG pages 128, 332 Guided/Independent Reading on TG pages 121, 127, 129, 201 Mini-Lessons on TG pages 200, 320, 332 Response Center on TG page 203 Grade 1 13

15 Good Habits Great Readers - Shared Reading Grade 2 3.1: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension A: Concepts About Print/Text A.1: Use titles, tables of contents, and chapter headings to locate information A.2: Recognize the purpose of a paragraph B: Phonological Awareness B.1: Add, delete, or change middle sounds to change words (e.g., pat to put) B.2: Use knowledge of letter-sound correspondences to sound out unknown words C: Decoding and Word Recognition C.1: Look for known chunks or small words to attempt to decode an unknown word C.2: Reread inserting the beginning sound of the unknown word C.3: Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo) C.4: Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings D: Fluency D.1: Pause at appropriate end points (e.g., comma, period) D.2: Use appropriate pace; "not choppy" or word-by-word D.3: Use appropriate inflection (e.g., dialogue, exclamations, questions) D.4: Read silently without finger or lip movement D.5: Self-monitor when text does not make sense D.6: Employ learned strategies to determine if text makes sense without being prompted. Focus Lessons on TG pages , , , , , 372 In addition, many Mini-lessons focus on titles, illustrations, etc. See examples on TG pages 162, 174, 192, 204, 246, 264 Focus Lessons on pages 44-45, , , , , , , Mini-lessons on TG pages 110, 122 See Phonics Mini-lessons on Day 2 of each Week throughout. Examples on TG pages 122, 176, 194, 218, 230, 248, 260, 272, 326, 338, 356, 380 See examples in Mini-lessons on TG pages 48, 100, 140, 144, 306 Mini-lessons on TG pages 98, 164, 176 Mini-lessons on TG pages 100, 140, 302, 314, 368 Center Activities: Word Study on TG pages 137, 299, 311, 365 Mini-lessons on TG pages 194, 218, 230, 260, 326, 338, 356, 392 Mini-lessons on TG pages 36, 60, 102, 144, 168, 198, 252, 264 Center Activities: Fluency Practice on TG pages 161, 257 Mini-lessons on TG pages 90, 144, 180, 276, 384 Center Activities: Fluency Practice on TG page 311 Mini-lessons on TG pages 60, 72, 102 Center Activities: Fluency Practice on TG page 311 Mini-lesson on TG page 396 Mini-lessons on TG page 126, 252, 288, 318 Focus Lessons on TG pages 60, , , , , Mini-lessons on TG page 126, 252, 288, 318 Focus Lesson on TG page E: Reading Strategies (before, during, and after reading) E.1: Skip over difficult words in an Focus Lesson on TG pages effort to read on and determine meaning E.2: Return to the beginning of a Focus Lessons on TG pages , sentence and try again. Grade 2 14

16 3.1.2 F: Vocabulary and Concept Development F.1: Develop a vocabulary of regular and irregular sight words F.2: Know and relate meanings of simple prefixes and suffixes F.3: Demonstrate evidence of expanding language repertory. Good Habits Great Readers - Shared Reading F.4: Understand concept of antonyms and synonyms F.5: Begin to use a grade-appropriate dictionary with assistance from teacher G: Comprehension Skills and Response to Text G.1: Demonstrate ability to recall facts and details of text G.2: Recognize cause and effect in text G.3: Make inferences and support them with textual information G.4: Continue to identify story elements in text G.5: Respond to text by using how, why, and what-if questions H: Inquiry and Research H.1: Locate information using alphabetical order H.2: Read a variety of nonfiction and fiction books and produce evidence of reading. Words introduced in phonics sections throughout are high frequency words that become sight words with repetition. See examples on TG pages 44, 68, 86, 110, 164, 194 Other vocabulary words are introduced on Day 1 Minilessons of each week. They are then reinforced through use throughout that week. See examples on TG pages 192, 204, 258, 270, 366, 378 Mini-lessons on TG pages 284, 302, 304, 314, 316, 368 Vocabulary words are introduced on Day 1 Mini-lessons of each week. They are then reinforced through use throughout that week. See examples on TG pages 108, 150, 204, 270, 336, 366, 378 Center Activities: Vocabulary Builder on pages 119, 389 Mini-lessons on TG pages 124, 340 Mini-lessons on TG pages 166, 328 Throughout. Guided Retelling Mini-lessons on TG pages 116, 128, 266, 278, 386 Focus Lessons on TG pages , , , Focus Lessons on TG pages , , , , Throughout. See example in Focus Lessons on TG pages , , , , , , Mini-lessons on TG pages 72, 74, 142 Focus Lessons on TG pages , , , , , Focus Lessons on TG pages 96-97, 98-99, , , Mini-lessons on TG pages 166, 328 The Shared Reading component includes 13 titles of fiction, 8 titles of nonfiction, and wall-size poetry posters. The Guided Reading component includes 48 titles of fiction and 47 titles of nonfiction. 3.2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes A: Writing as a Process (prewriting, drafting, revising, editing, postwriting) A.1: Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing. Writing Center on TG pages 41, 65, 83, 119, 137, 149, 161, 203, 215 Celebration on TG page A.2: Observe the modeling of writing. Mini-Lessons on TG pages 32, 154, Writing Center on TG pages 95 Guided/Independent Reading on TG pages 49, 123, 125, 139, 155 Vocabulary Builder on TG page 83 Grade 2 15

17 3.2.2 A.3: Begin to develop an awareness of simple story structures and author's voice A.4: Use sentences to convey ideas in writing A.5: Maintain the use of a basic writing process to develop writing A.6: Use graphic organizers to assist with planning writing. Good Habits Great Readers - Shared Reading Mini-Lessons on TG pages 66, 74, 88, 92, 96, 104, 146, 158 Focus Lessons on TG pages 84, 128, 195, 200, 208, 212 Writing Center on TG pages 41, 53, 65, 83, 107, 137, 149, 191, 203, 245, 281, 311, 389 Writing Center on TG pages 41, 65, 83, 149, 191, 203, 269, 281, 323, 389 Mini-Lessons on TG pages 308, 320 Focus Lessons on TG pages 306, , , Guided-Independent Reading on TG page 305, 307, 309, 313, 315, 321 Writing Center on TG pages A.7: Compose readable first drafts. Writing Center on TG pages 41, 65, 83, 149, 191, 203, 269, 281, 323, A.8: Use everyday words in appropriate written context A.9: Reread drafts for meaning, to add details, and to improve correctness A.10: Focus on elaboration as a strategy for improving writing A.11: Participate with peers to comment on and react to each other's writing A.12: Use a simple checklist to improve elements of own writing A.13: Use computer writing applications during some parts of the writing process. Vocabulary lessons throughout encourage the proper use of everyday words. See examples: Mini-Lessons on TG pages 46, 100, 124, 178, 232, 274, 340, 358, 370, 394 Vocabulary Builder on TG pages 83, 107, 119, 173, 227, 299, 353, 389 This skill can be encouraged and monitored by the teacher during writing assignments throughout. Writing Center on TG page 311 Mini-Lessons on TG pages 46, 178, 232, 358 Vocabulary Builder on TG pages 83, 173, 299, 353 This skill can be encouraged and monitored by the teacher during writing assignments throughout. Writing assignments throughout could be supplemented by a teacher-student generated checklist. This skill can be encouraged and monitored by the teacher during writing assignments throughout B: Writing as a Product (resulting in a formal product or publication) B.1: Produce finished writings to share Student writings throughout can be used for this purpose. with classmates and/or for publication. Writing Center on TG pages 41, 65, 137, 149, 191, 215, 227, 281, 299, 323, B.2: Produce stories from personal experiences B.3: Produce a narrative with a beginning, middle, and end B.4: Write nonfiction pieces, such as letters, procedures, biographies, or simple reports. Writing Center on TG pages 29, 65, 83, 137, 203, 281, 323, 389 Writing Center on TG pages 41, 65, 137, 191, 203, 281, 299 See also related material: Mini-Lessons on TG pages 38, 50, 146, 158, 200 Writing Center on TG pages 65, 83, 107, 119, 137, 161, 203, 257, 269, 281, 311, 365 Grade 2 16

18 3.2.2 B.5: Organize favorite work samples in a writing folder or portfolio C: Mechanics, Spelling, and Handwriting C.1: Use correct end point punctuation. Good Habits Great Readers - Shared Reading Student writings throughout can be used for this purpose. Writing Center on TG pages 29, 41, 53, 65, 83, 119, 137, 149, 173, 191, 203, 215, 227, 257 Can be monitored by teacher in writing assignments throughout. See also related lessons on punctuation: Mini-Lessons on TG pages 36, 60, 90, 102, 198, 232, 264 Fluency Practice on TG pages 161, C.2: Apply basic rules of capitalization. Can be monitored by teacher in writing assignments throughout. See also: Vocabulary Builder on TG page 281 Mini-Lesson on TG pages 114, 286, C.3: Use correct spelling of some high frequency words C.4: Apply sound/symbol relationships to writing words C.5: Recognize and apply basic spelling patterns. Can be monitored by teacher in writing assignments throughout. See also related activities: Word Study on TG pages 29, 107, 203, 227 Vocabulary Builder on TG page 107 Mini-Lessons on TG pages 32, 44, 68, 86, 110, 122, 164, 176, 194 Word Study on TG pages 65, 83, 161, 173, 191, 227, 269, 389 Can be monitored by teacher in writing assignments throughout. See also related activities: Word Study on TG pages 29, 83, 95, 107, 137, 173, 227, 299, 311, 323, 365, 389 Vocabulary Builder on TG page 107 Can be monitored by teacher in writing assignments throughout C.6: Write legibly to meet district standards D: Writing Forms, Audiences, and Purposes (exploring a variety of forms) D.1: Create written texts for others to read D.2: Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas D.3: Use writing as a tool for learning self-discovery and reflection D.4: Use reading and technology to support writing D.5: Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports. Writing Center on TG pages 41, 83, 119, 149, 173, 191, 203, 257, 323, 353, 365, 377, 389 Writing Center on TG pages 119, 161, 245, 257, 269, 311, 365 Guided/Independent Reading on TG pages 313, 315 See examples of related information: Focus on Writing on TG page 258, 260, 264, 276, 278, 282, 314, 316, 318 Writing Center on TG pages 29, 53, 65, 137, 161, 203, 245, 323, 389 For using reading to support writing, see the following examples: Writing Center on TG pages 29, 41, 53, 95, 119, 149, 191, 227, 245, 299, 323 Technology-supported writing can be encouraged in conjunction with writing assignments throughout Writing Center on TG pages 41, 53, 119, 191, 215, 227, 269, 335, 353, 377 Grade 2 17

19 Good Habits Great Readers - Shared Reading 3.3: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes A: Discussion (small group and whole class) A.1: Elaborate on experiences and ideas A.2: Begin to stay focused on a topic of discussion A.3: Offer personal opinions related to topics of discussion. Can be encouraged by teacher. See also the following examples: Mini-Lessons on TG pages 42, 54, 56, 58, 60, 96, 138, 140 Focus Lessons on TG pages 62, 70, 72, 138, 140 Can be monitored by teacher. See also the following examples: Focus Lessons on TG pages 44, 90, 142, 150, 154, 156, 158 Mini-Lessons on TG pages 104, 146 Can be encouraged by teacher. See also the following examples: Focus Lessons on TG pages 30, 42, 74, 138, 336, 344, 356 Guided/Independent Reading on TG pages 43 Mini-Lessons on TG pages 212, A.4: Wait their turn to speak. Can be monitored by teacher. See also Mini-Lesson on TG page B: Questioning (Inquiry) and Contributing B.1: Ask for explanation to clarify meaning B.2: Respond to ideas posed by others B.3: Restate to demonstrate understanding B.4: Identify a problem and simple steps for solving the problem C: Word Choice C.1: Use new vocabulary learned from literature and classroom experiences C.2: Recognize and discuss how authors use words to create vivid images D: Oral Presentation D.1: Participate in a dramatization or role play D.2: Begin to understand the importance of looking at a speaker. See the following related material: Focus Lessons on TG pages 96, 98, 100, 102, 104, 110, 324, 328, 370 Focus Lessons on TG pages 50, 90, 92, 110, 236, 342 Guided/Independent Reading on TG pages 51, 91, 343 Mini-Lessons on TG pages 92, 104, 254, 290, 386 Focus Lessons on TG pages 120, 290, 386 Guided/Independent Reading TG pages 72, 121, 386 Mini-Lessons on TG pages 92, 104 Focus Lessons on TG pages 198, 208, 396 Guided/Independent Reading on TG pages 199, 209, 397 Mini-Lessons on TG pages 46, 166, 178, 232, 370, 394 Focus Lessons on TG pages 166, 340 Vocabulary Builder on TG pages 29, 41, 107, 137, 149, 245, 257 Mini-Lessons on TG pages 46, 88, 178, 232, 358 Focus Lessons on TG pages 340 Guided/Independent Reading on TG page 341 Vocabulary Builder on TG page 353 Guided/Independent Reading on TG pages 75, 91, 97, 161, 191, 379, 383 Fluency Practice on TG page 29 Teachers can teach and encourage this skill during oral language activities throughout. Grade 2 18