1
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND CRITICAL ANALYSIS.
READING
Kindergarten
Phonemic
Awareness

Demonstrates understanding
that words consist of a
sequence of phonemes
a. Students and teacher clap out the sounds in words.
b. Teacher instructs students by using chunking (letterboxes, Elkonin boxes).
c. Help students isolate and blend sounds.

Recognizes rhyming words.
a. Introduce Word Families.
Box of Rhymes – Objects or words in a box and children pull out. The class
tells if they rhyme or not. (ex: yes/no card)
Rhyming Bingo
Flip Books
b. Read Sheep In A Jeep by Nancy Shaw, or Fish Fry Tonight by J. Koller.
Pause before some of the rhymes to let children fill in the words.

Associates sounds with letters
in words, including initial and
final consonants, and short and
long vowels.
a. Help students match pictures with beginning or ending sounds.
b. Chunking
c. Cover the letter with manipulatives (ex: “Gg” – glitter).
d. Sort pictures by beginning, middle, or endings.

Uses phonemic awareness and
letter knowledge to spell some
words independently (invented
or emergent spelling).
a. Students will journal write every day.
b. Teacher dictates sentences every day to encourage emergent spelling.
c. Make picture word books.
Page 1 of 81
2
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND CRITICAL ANALYSIS.
Concepts of
Print

Recognizes, discriminates, and
names all upper- and lowercase letters.
a. Read Chicka Chicka Boom Boom by Bill Martin Jr. / John
Archaumbault.
b. Children form letters by using their bodies (kinesthetic).
c. Alphabetasaurus puppet (Hickory Dickory Dock kit)

Recognizes some words by
sight in the context of book
print.
a. Refer to environmental print e.g. cereal boxes, signs etc.
b. Use Rebus sentences/stories.
c. Reference and model using Word Wall.

Knows the parts of a book and
their functions.
a. Label a big book.
b. Make a book.

Knows how to track print (e.g.,
from left to right, top to bottom,
beginning to end).
a. During shared reading have a student track print as you read.
b. Label left of page with a green dot and right of page with a red dot.
Page 2 of 81
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
Literature
a. Have children label books according to genre. Place these in the classroom
 Demonstrates
library.
familiarity with a
ex: Math-blue stickers, Poetry-orange stickers, Magazines-yellow stickers,
number of types of
newspapers, cereal boxes etc.
text (e.g.,
storybooks,
expository text,
poems,
newspapers and
everyday print).

Demonstrates an
interest in and
enjoyment of
books by
voluntarily
choosing to look at
or listen to a
variety of text
types.
a. Provide a variety of books to listen to, in listening centers.
b. Teacher monitors independent free reading time.
c. Share Good Night, Gorilla by P. Rathmann to generate an
interest in reading.

Recognizes the
characters and
settings in gradelevel literature.
a.
Character belt.(Children draw pictures of characters in book and
tie together to make a belt).
b. Students create a story map centered on characters in a teacher read
story.
c. Students draw pictures of settings from stories read aloud by teacher.
d. Teacher and students read Wilfred Gordon Mc Donald Partridge by M. Fox
for character development or special friends.
4
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
Vocabulary
Comprehension

Uses new
vocabulary and
grammatical
constructions in
own speech.
a.
b.
c.
d.
Show and Tell
Sharing Time
Author’s Chair
Choose a word from word wall and create a sentence with the
word in it.

Recognizes
environmental
print.
a.
b.
Walk through the neighborhood (ex: Stop sign, Yield sign)
Bulletin board with environmental print (Bring in cereal boxes,
McDonald’s wrapper, candy bar, etc.)

Recognizes that
words have
multiple meanings,
synonyms and
antonyms.
a.
b.
c.
d.
e.
Have opposite day in the classroom
“Fishing” for opposites/synomons
Play bingo games
Play opposite lotto
Teacher and students read Truman’s Ant Farm by J. Rattigan containing
plays on the word “ant”.
Working
with/interpreting text
 Recognizes when
simple sentences
don’t make sense.
a. Cut up simple sentences and scramble. Have students put them together.

Retells,
summarizes,
reenacts, or
dramatizes stories
or parts of stories.
a. “Hot Seat” – Student becomes character in story. Other students
ask role questions.
b. Sequence a story using pictures/simple sentences (Beginning, Middle &
End).
c. Puppet Show

Correctly answers
a. Read aloud with follow-up questions.
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5
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
questions about
stories read aloud.
Analyzing and
critiquing text
 Predicts, draws
conclusions,
identifies the main
idea, compares,
infers, and
recognizes cause
and effect based
on illustrations or
portions of stories
read aloud.
b. Students and teacher participate in shared reading.
a. Shared Reading
b. Predicts
Read: Angus And The Ducks – by Marjorie Flack
Draws Conclusions
Read: Millions of Cats – by Wanda Gag
Main Idea
Read: Tortoise Plays A Trick On The Elephants
Compares
Read: Peter And The Wolf – by Sergei Prokofiev
Cause And Effect
Read: The Magic Porridge Pot – by Harriet Ziefert
Inferences
Read: Is Your Mama A Llama? – by Deborah Guarino
Some of the book selections are in the Buckle My Shoe Teaching Kit
Extending
understanding of text

Connects
information and
events in read
aloud text to life
and life to text
experience.
a. Children share experiences about snowy weather. Read A Snowy Day by
Ezra Jack Keats and compare main characters to his/her own
experiences. (similar/different).
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6
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
Study Skills

Recognize that
maps, charts,
graphs,
pictures and
diagrams contain
information.
a. First-Letter Graph
Graph children’s names according to beginning letter or how many
Letters in a name.
b. Graph of favorite book by author (ex. Mercer Myer)
c. Make and follow a treasure map
d. Word family charts
e. Beginning consonant charts
Follows directions
given orally or with
pictorial
representations
(e.g., icons, and
symbols).
a. Use icons to label centers
b. Use icons to give directions (ex: picture of crayon-color, scissorsCut).
c. Simon Sez
d. Listening lotto
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7
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
Reading process
1st Grade
Phonemic Awareness

Use letter-sound
correspondence
to sound out most
unknown words
when reading
grade-level text.
a. Teacher and students read Bread and Jam for Frances by R. Hoban. Teacher
models how illustrations help in “figuring out’ unknown words.
b. Teacher models using a known word to decode an unknown word. E.g.
known word “dog” used to decode “log”, “hog”, “fog” etc.
c. Teacher models analyzing words from left to right.
d. Teacher models solving unknown words by looking at large “chunks” of the
word.
e. Teacher models referring to the alphabet linking chart when solving an
unknown word. Students have smaller copies of the chart in their folders for
reference. (See Guided Reading: Good First Teaching for All Children By
Fountas and Pinnell Appendix C page 213)

Blends or
segments the
phonemes of
familiar words.
a.

Concepts of Print


Uses invented
spelling/phonicsbased knowledge
to spell
independently.
Recognizes
common,
irregularly spelled
words by sight.
Shows spelling
consciousness or
sensitivity to
b.
c.
Post and recite the following poem as a reminder to blend sounds.
“Remember the sounds you heard. Blend them now to make a word. Blend
all the sounds that you hear. Say the word loud and clear”.
Use magnetic letters to create words.
Read and say word families e.g.; at, an, ake, op, etc.
a.
b.
c.
Teacher and students journal write daily
Teacher and students create writing prompts to encourage writing.
Teacher conferences with students to encourage use of emergent spelling.
a.
b.
Students and teacher generate a word wall of irregularly spelled words.
Words are put on flashcards and placed in a center. Students practice the
words with partners.
a.
Students and teacher conference on one writing sample chosen by the
students to focusing on spelling. (conventional or emergent)
Teacher models spelling self-evaluation by referencing the word walls.
b.
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8
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
conventional
spelling.

Literature


Recognize and
interprets basic
punctuation,
capitalization, font
variations, and
symbols in gradeappropriate text.
Reads and
comprehends
grade-level fiction
and non-fiction.
a.
a.
Teacher and students read Little Bear by E. Minarik (fiction) and Seven True
Bear Stories by L. Geriner (non-fiction). Teacher and students chart the
differences and similarities between the two stories.
Relates gradelevel literature to
real-life
experiences.
a.
Students will compare/contrast the Literature selection: I Went Walking by
Sue Williams, to a real life walk. Students will speak about their experiences.
Read Leo The Late Bloomer by Robert Kraus and have students’ complete
story prompt: Once I couldn’t______________but then one day, in my own
good time, I bloomed.
Teacher and students read My Steps by S. Derby and compare and contrast
their own experiences with those of the character in the book.
b.
c.
b.
c.

Demonstrates an
interest and
enjoyment of
books by
voluntarily
choosing books
and stories to
read.
a.
b.
c.
d.
Teacher and students participate in an interactive writing activity. Teacher
models using appropriate punctuation and capitalization.
Teacher models using the computer to write in different fonts. Students are
encouraged to write words in different size fonts to show emphasis.
Teacher and students read Lullaby hullabaloo to illustrate an author’s purpose
in using different fonts.
Teacher encourages and provides time for independent reading in the
classroom library and during reading workshop.
Students keep a literature log of all of the books they have read.
Teacher and students create a favorite class author chart and or favorite
illustrator chart.
Students contribute to the reader response wall.
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STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
a.

Recognizes
b.
figurative
language (i.e.,
similes,
metaphors, mood, c.
and tone).
a.

Identifies the
characters and
settings in gradelevel literature.
b.
c.
Vocabulary


Shows evidence
of expanding
vocabulary,
including
increased use of
more formal
language
registers (i.e.,
language
appropriate to
social context).
a.
Understands and
uses semantic
mapping to build
grade-appropriate
vocabulary.
a.
b.
c.
d.
b.
Students and teacher make a simile or metaphor train to hang around room.
Students continually add to it.
Students and teacher create the classroom mood to reflect a literature
selection. For example, turning off the lights before reading The Spooky Old
Tree by Stan & Jan Berenstein or In a Dark, Dark Room by A. Schwartz.
See A Chorus of Cultures, Ada, A. et. Al. (Instructional Media Center) for
poetry selections for figurative language.
Teacher and students read It’s Funny Where Ben’s Train Takes Him by R.
Burleigh and create a character web.
Teacher and students read It’s Time to Come In by A. Roth. Students are
asked to change the setting and predict the actions of the characters in the
new setting.
Teacher and students read Stega Nona by T. dePaola and chart the
description of the setting.
Teacher will model discussing his/her favorite book. Students will take turns
in the author’s chair discussing their favorite books.
Students will learn to use a dictionary to find the meanings of unfamiliar
words.
Teacher and students will read Beware of Boys by T. Blundell. Students and
teacher will generate a list of verbs that are used to describe the wolf’s
actions. The words may become part of the word wall.
Students will pretend that they are actors in a TV show and create the
dialogue for a scene.
Teacher and students read So Many Cats by B. S. deRagniers. Start a “cat
study” with a semantic map e.g. breeds, colors, etc.
Refer to Silver Burdett and Ginn a New Day and Make a Wish.
Page 9 of 81
10
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS

Comprehension
Identifies multiple
meanings of
words, synonyms,
antonyms, and
analogies.
Working
with/interpreting text
 Monitors own
reading and selfcorrects when an
incorrectly
identified word
does not fit with
the cues provided
by the letters in
the word or the
context
surrounding the
word.
a.

Summarizes,
retells, reenacts
or dramatizes
grade-level text.
a.
Expresses new
information
gained from
grade-appropriate
text in own words.
a.
b.

b.
a.
b.
c.
d.
b.
Create “in process” charts on synonyms and antonyms. Students add words
as they find them.
Read: Quick As A Cricket by Audrey Wood. Students make their own analogy
books.
Teacher takes Running Records on students to identify the percentage of selfcorrections that students make.
In the follow-up conference with the student, assist the student in identifying
and reinforcing the strategy used in the self-correction.
During Reading Workshop, students will keep a list of words which were
difficult. During the reading conference the teacher and student will discuss
which decoding strategy to use on the unfamiliar word.
Teacher will model the strategies to use to decode an unfamiliar word while
reading. E.g., reading to the end of the line, looking at the first letter of the
word, looking for familiar words in the unfamiliar word, using a familiar word
pattern to assist in the decoding etc.
In cooperative groups, students will reenact a selection. E.g. The Billy Goats
Gruff by Janet Stevens or Pretend You’re a Cat by J. Marzollo
Teacher and students make puppets and dramatize a grade level text e.g. A
Horse and a Hound, a Goat and a Gander by A. Provensen.
Teacher will scribe as students dictate a KWL chart about any topic.
Students use the author’s chair to share information gathered from a recently
read book.
Analyzing and
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11
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
critiquing text
a.
 Predicts, draws
conclusions,
identifies the main
b.
idea, compares,
infers, and
recognizes cause
and effect based
on gradeappropriate text.
Study Skills
Extending
understanding of text
 Connects
information and
events in gradeappropriate text to
life and life to text
experiences.
 Identifies
information
gained from
grade-appropriate
text and graphic
organizers (e.g.,
maps, charts,
graphs, pictures,
and diagrams).

Reads,
understands, and
follows simple
a.
b.
a.
b.
c.
a.
b.
c.
d.
e.
Teacher and students read Hold Tight Bear by R. Maris. Discussion should
center on predicting the outcome of the story and/or generating ideas for
solving the problem. This story and A Friend of Oscar Mouse by J. Majewski
can also be used to illustrate cause and effect.
Teacher and students read I Wish I Could Fly by R. Maris and The Mixed Up
Chameleon by E. Carle. Students chart the similarities and differences
between the two stories.
Create a Venn Diagram and model comparing ex: fictional character with a
real person, fictional character with yourself.
Teacher and students read Wilfrid Gordon McDonald Partridge by M. Fox;
Soap! Soap! Don’t Forget the Soap by T. Birdseye; Chrysanthemum by K.
Henkes and/or Yoko by R. Wells and discuss memories and special friends.
Teacher and students read Caps For Sale by Esphyr Slobodkina and graph
colors of caps.
Teacher and students read The First Forest by J. Gile and web tree words.
Related activities can be found in Trees by T. Jennings.
Teacher and students read Brown Bear, Brown Bear, What Do You See? By
Bill Martin and graph the number, legs, colors, etc. of the animals.
Play “Simon Says” using written directions
Conduct a classroom treasure hunt. Students follow written directions.
Make a beaded necklace by following written or oral directions.
Groups of students work together to write directions for other groups to follow.
Teacher reads Pretend You’re a Cat by J. Marzollo and students follow the
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STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
written
instructions.
directions.
a.
b.
c.


Uses the
environment as a
resource for
reading (e.g. word a.
b.
wall).
Recognizes the
relationship
between a
question and an
answer.
c.
Teacher labels all items in the classroom.
Pairs of students “read the room”.
Teacher and students make environment print bulletin board e.g. cereal
boxes, signs, and food wrappers.
Play the Jeopardy Game
Students will use sentence strips and pocket chart to categorize Questions
and Answers.
Literature: Read Will I Have a Friend? by M. Cohen or Are You My Mother?
by P. D. Eastman; Is Your Mama a Lama? by D. Guarino to illustrate
relationships between questions and answers.
Page 12 of 81
13
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
Reading Process
2nd GRADE
Phonemic
Awareness

Uses letter-sound
correspondence to sound out all
phonetically spelled unknown
words.
a. Students are taught to “stretch” the word they want to write
using all the sounds they hear in word. Students say the
word slowly and listen to there own voices make the
sounds in order to develop their awareness.
b. Students participate in a spelling game. Students take a
flash card with pictures of things such as a circus, a flute,
and a ship, etc. Students take turns identifying the picture
and spelling the words.

Reads many irregularly spelled
words and spelling patterns
(e.g., diphthongs, special vowel
spellings, common word
endings).
a. After a lesson on diphthongs, special vowel spellings or
common word endings, students look through current
newspapers and share the headlines. Students are
challenged to cut out headlines and circle the vowel pairs,
diphthongs, or special word endings they find. Students
are then asked to write their own headlines using these
spelling patterns and do a report about class news.

Recognizes and interprets basic
punctuation, capitalization, font
variations, symbols, and
organization in grade
appropriate text.
a. Teacher models revising a narrative by editing
grammatical and organizational mistakes. Students are
given a sample narrative with similar mistakes and are
asked to correct it on their own or in pairs.
b. Teacher and students re-write parts of the story Too Many
Babas by C. Croll (Silver Burdett and Ginn Garden Gates)
to demonstrate how different fonts dramatize words.

Reads and comprehends gradelevel fiction and non-fiction.
a. Teacher and students create a chart with the heading
fiction and non-fiction. After each read aloud or story
shared in class, the students write the title of the book
under the appropriate heading on the chard.
Page 13 of 81
Concepts of Print
Literature
14
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
b. Teacher and students read Evans Corner by E.S. Hill and
Don’t Touch My Room by P. Lakin and make comparisons
between fiction and non-fiction writing.

Relates grade-level literature to
real life.
a. Students listen to a chapter from a story the teacher is
currently reading to the class. At the conclusion of the
read-aloud, students think about the images in their minds.
The teacher asks, “Are you thinking about the story?” and
“Are you thinking about something that happened to the
character in the story which has also happened to you?”
In response journals, students make a double entry under
columns headed “What’s in the Story?” and “What’s in my
mind?”
b. Teacher and students read: Don’t Touch My Room by P.
Lakin and Jemina Remembers by C. Dragonwagon.
Students and teacher can chart the similarities and
differences between the events in the stories and their
own lives. Other suggestions: The Midnight Eaters
(generational relationships) by A. Hest; The Monster in the
Third Dresser Drawer (moving) by J.L. Smith; Junk Pile
(friendships) by L. Borton.

Demonstrates an interest and
enjoyment of books by
voluntarily choosing books and
stories to read.
a. Students take responsibility for organizing the classroom
library books according to topics such as animals, famous
people, friends and family. They prepare a list for the
class. Each week a different child is responsible to being
the librarian who helps others find books on topics they
like and for checking out books to classmates.
b. Students keep a log of the books that they have read.
c. The teacher creates a reader’s response wall so that the
students can make recommendations to their peers about
various books that they have read.
d. Students present oral presentations about their favorite
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15
STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
books and or authors.
Vocabulary

Identifies figurative language
and its effects (i.e., similes,
metaphors, mood, tone,
alliteration, and onomatopoeia).
a. Teacher reads My Ol’Man by P. Palacco. Teacher and
student identify the similes and metaphors found in the
story.
b. Teacher and students brainstorm common similes and
metaphors and put them on a chart for easy reference.
Students are encouraged to add to the chart as they find
additional examples in their independent reading.
c. Students and teacher read Dark, Dark Tale by R. Brown
and discuss how the illustrations and words chosen by the
author set the mood for the story.
d. See A Chorus of Cultures by A. Ada (Instructional Media
Center) for poems using alliteration and onomatopoeia.

Identifies the characters and
settings in grade-level literature.
a. Students and teacher read several of the “Nate the Great”
books by S.M. Weinman. Students and teacher chart
Nate’s characteristics as well as identify any similar
characters in the series. Students volunteer to assume
the roles of the characters from the stories. Classmates
become reporters and interview the characters to clarify
details about the characters.
b. Teacher and students read Picnic at Mudsock Meadow by
P. Polacco and identify the characters and the setting.
Students are asked to change the setting in the story and
discuss how the characters would act in this changed
setting.

Recognizes the use of formal
language patterns in place of
oral language patterns in gradeappropriate text.
a. Teacher and students describe the stars that they see
over their houses at night. Teacher and students read
My House Has Stars by M. McDonald and compare the
language used in the discussion with the language used
in the story to describe star gazing.
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STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
b. After listening to a read-aloud by the teacher, students are
asked to retell the story orally.

Understands multiple meanings
of word, synonyms, antonyms,
homophones, homographs, and
analogies.
a. Teacher and students read any of the Amelia Bedelia
books by P. Parish. Teacher and students identify the
homophones and homographs used in the book. Groups
of students read additional Amelia Bedelia books and
chart the compare the homophones and homographs they
identify in the books.
b. Challenge pairs of students to come up with as many
examples of synonyms, antonyms and analogies as
possible. Post these on the walls for all to reference.

Understands and uses semantic
mapping to build gradeappropriate vocabulary.
a. Before reading the poem “The Day We Saw the Sun
Come Up” by Alice E. Goudey, the teacher models
semantic mapping by charting the answers to the following
questions: What does the sun do, and what does it look
like?. After the students and teacher have read the poem
they can add details to the semantic map that were not
previously mentioned. Any new vocabulary words can be
added to the word wall.
b. Teacher and students read Danny and the Dinosaur by S.
Hoff. Students and teacher create a semantic map with all
of the words that they know about dinosaurs. This activity
may involve creating several maps simultaneously.
Students should be encouraged to use emergent spelling
in generating the map. Conventional spelling can be
added at a later time.
Working with/interpreting text
Comprehension

Monitors own reading for
meaning and self corrects when
a. The teacher models using self-correction strategies when
the meaning of a word or passage is not clear (i.e., read
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STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
comprehension is missing.


Summarizes, retells, reenacts or
dramatizes grade level text.
Expresses new information
gained from grade-appropriate
text in own words.
on, reread, try an alternate pronunciation, try an alternate
word, ask questions, and use resources).
a. After reading, Frog and Toad Together by Arnold Lobel,
the teacher discusses with students how they can turn the
story into a skit. The class discusses what characters they
will need and list the responses on the board. Next, the
students discuss and list the important events that
happened in the story in the order in which they
happened. Students form small groups, and decide who
will play what parts and what each will do and say to act
out the skit. The teacher explains that they may use their
own words, allow the snake and hawk to have more to say
or add details the author did not give, as long as they
include the most important events in the story. The
teacher facilitates groups in dramatizing the story and
practicing their parts. Students perform their skits for the
rest to the class.
b. Groups of students are a given fairy tale and each group is
asked to rewrite their fairy tale as a skit. Later the groups
act out their skits as one group member holds up cards to
identify the introduction, problem and solution at the
appropriate time during the performance.
a. The teacher models retelling a story remembering to tell
about the important parts of the story using his/her own
words. The teacher writes the words whom, when, where
and what happened as headings on the board. Students
choose a story to read silently. Then, with a partner they
take turns retelling the story to each other. Each listening
partner makes sure the storyteller explains who, when,
where, and what happened in the right order.
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
Predicts, draws conclusions,
identifies the main idea,
compares, infers, and
recognizes cause and effect
based on grade-appropriate
text.

Identifies the author’s purpose in
a. Teacher and students read a variety of texts as listed
grade appropriate test.
below and identify the author’s purpose(s).
 The Post Office Book by Gail Gibbons, (to inform)
 The Three Skills by A. Rockwell (to entertain)
 Julian’s Glorious Summer by A Cameron (to teach a
moral)
 Homemade Secret Hiding Places by N. Hogrogian
(to instruct)
Connects information and
events in grade-appropriate text a. Students prepare to read Ezra Keats’ A Snowy Day by
first sharing their experiences with snowy weather. Then,
to life and life to text experience.
they read the story and compare how the main characters
experiences are similar or different from ones they have
had.
b. After reading, Eve Buntings book Fly Away Home to the
class, the teacher discusses homelessness with students.
They share knowledge they have on the topic and talk
about feelings they would have in a situation like the one
depicted in the book. Students respond to the question
“What is important to most people?” in response journals.
Synthesizes information from
a. The teacher reads several stories about grandparents,
grade-appropriate text into a
including Anna Grossnichel Hines’ Grandma Gets
different context.
Grumpy, Nick Daly’s Papa’s Lucky Shadow, Karen
Archerman’s Song and Dance Man, and Tommie
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

a. Teacher and students read Overnight at Mary Bloom’s by
Aliki. Teacher and students identify the main idea, predict
what might happen and draw conclusions about the story.
b. Teacher and students read The Hop by A. H. Tomchek
and Knots on a Counting Rope by Bill Martin Jr. and
compare the two stories about Native Americans.
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b.
DePaolo’s Tom. The children compare the various
grandparents in the story and make a Venn diagram to
compare the characters from these stories to their
grandparents or an older person they are close to.
Students read Cloudy With a Chance of Meatballs by Ron
and Judi Barrett and Weather Words and Weather
Forecasting by Gail Gibbons. Students then listen to
forecasters and observe the weather to complete a chart
with information about temperature and precipitation.
Students discuss the information presented in the stories
with the information presented in actual weather
forecasts.

Interprets information from
grade-appropriate text and
graphic organizers (e.g., maps,
charts, graphs, pictures,
timelines, and diagrams.)
a. Teacher reviews with children the different weather
symbols and their meanings. Teacher displays them on
the board. Children write a rebus weather report. The
children give an oral weather report for the day. Teacher
directs students to point or hold up pictures of their
symbols when they give their reports.
b. Teacher and students read Catch the Wind! All About
Kites by G. Gibbons and make a kite by following the
written directions and looking at the pictures.
c. Students and teacher can use the same book to create a
time-line, which reflects the history of the kite.

Reads grade-appropriate nonfiction, reference materials, and
web-based resources for
answers to specific questions or
for specific purposes.
a. Students research the question: “What kind of pet is best
for a person who lives in the city to own?” To defend their
point of view, students should cite examples from stories
they have read as well as information they have learned
from television shows, encyclopedia, magazines and websites. Each student presents his/her research to the class.

Uses the environment as a
a. Teacher and students create word walls as well as bulletin
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resource for reading (e.g., word
wall).
boards filled with environmental print e.g., cereal boxes,
menus, signs, etc.
b. Students are asked to continue to add to the bulletin board
when they find new words on signs or in advertising.
c. Students are encouraged to “read the room” with a
partner.

Identifies how his or her
responses to a question are
related to the parts of the
question.
a. Teacher and students read Who Will Be My Friends? by
S. Hoff to identify the responses to the questions the title
poses.
b. Students will ask each other questions beginning with
simple fact question e.g., What is your name? and building
to opinion questions e.g., What do you think is the best
tasting ice cream?

Uses prior knowledge to
interpret and answer questions.
a. After reading Keep the Light Burning, Abbie by Peter and
Connie Roop, have a discussion about lighthouses then
and now by using children’s prior knowledge about the
topic. Ask children if they think this story could happen
today. Teacher will lead a discussion about the historical
setting of the story. Children will compare events that took
place in the story with the way they might happen today.
Some aspects to discuss include equipment that is used
on ships today, modern ways of predicting the weather
and responsibilities of children.
Reading
3rd Grade
Phonemic
Awareness

Reads aloud with fluency and
comprehension any grade-level
text.
a. Teacher reads aloud Will You Please Feed Our Cat, by J.
Stevenson modeling reading with expression.
b. Students choose a book to read to a partner, reading
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group, and/or class. Students are encouraged to read their
passages silently first and look for punctuation and word
clues that will help them read with expression.

Uses letter-sound
correspondence and structural
analysis to decode words.
a. Teacher models the strategies used to decode an
unfamiliar word. The strategies are: reading to the end of
the sentence to use context clues, looking for a familiar
word in the unfamiliar word, looking at the first, middle and
last letters in the word, using a familiar word to help
decode the unfamiliar word.
b. Teacher and students discuss the use of metacognition,
crosschecking and self-corrections when reading.
Concepts of
Print

Recognizes and interprets basic
punctuation, capitalization, font
variations, symbols, and
organization in grade-appropriate
text.
a. During the interactive writing activity, students should edit
the writing for correct punctuation as the teacher scribes.
b. Teacher and students read Forecast by M. Hall (Silver
Burdett and Ginn Castles of Sand) and decide where using
a different type font would enhance the dialogue.
Literature

Reads and comprehends gradelevel fiction and non-fiction.
a. Students and teacher read The White Stallion (fiction) by
E. Shub
(Silver Burdett and Ginn Castles of Sand), A Horse
Named Paris
(Non-fiction) by Lynn Sonberg, Mrs. Mack (non-fiction) by
P.
Polacco and Horses (non-fiction science) by L. Stone and
discuss
and chart the similarities and differences in the
information.
presented on a topic through fiction and non-fiction.
a. Have students tell about a day that everything went wrong
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
Relates grade-level literature to
real-life experience.

a. Students organize the classroom library according to
Demonstrates an interest and
genre, topic and/or author. Students rotate the job of being
enjoyment of books by voluntarily
the classroom librarian who is responsible for the
choosing books and stories to
circulation of books.
read about different cultures,
ethnic groups, genders and ages. b. Students keep a reading log of all of the books that they
have read.
c. Students contribute to the readers’ response wall.
d. Students critique their favorite book during “author’s chair”
time.
e. Teacher and students read books about different cultures
and create a bulletin board to celebrate cultural diversity.
Literature suggestion: Dumpling Soup by J.K. Rattigan.
The story is about the preparation of the traditional
Chinese New Year soup.

Recognizes a variety of texts in a
variety of formats (e.g., poetry,
fables, biographies, drama).
for them. Then read Alexander and the Terrible, Horrible,
No Good, Very Bad Day by J. Viorst.
b. Teacher and students read Aunt Nancy and Cousin Lazy
Bones by P. Root; Letter to Amy by E.J. Keats, My Mom
Got Married and Other Disasters by B. Park and discuss
the similarities and differences between the characters in
the books and their experiences and the students’ own
experiences.
a. Teacher and students read “Narcissa” by G. Brooks (Silver
Burdett and Ginn Castles of Sand) and use the poem as a
model for the poetry that they will write.
b. Have students select one or two poems to read aloud to
the class.
c. Teacher and students read the biography of Phillis
Wheatley, America’s first Black poet.
d. Teacher and students read Aesop and Company: With
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Scenes
From His Legendary Life by B. Bader or Hired Hand, An
African American Folktale by S. Souci.
Vocabulary

Explains the role played by the
characters and settings in gradelevel literature.
a. Teacher and students read My Rotten Redheaded Older
Brother by P. Polacco and discuss the characters and the
relationship they have as siblings in the same house.
Students can predict whether the relationship would be
the same or different if the setting were changed.

Understands the effect of
figurative language in gradeappropriate text (i.e., smiles,
metaphors, mood, tone,
alliteration, onomatopoeia,
imagery, flashback,
foreshadowing, and
personification).
a. Students and teacher create a wall chart of onomatopoeic
words, which can be referred to during writing workshop.
b. See A Chorus of Cultures by A. Ada (Instructional Media
Center) for additional poems reflecting use of alliteration
and onomatopoeia.
c. Teacher and students read A Day When Frogs Wear
Shoes by A. Cameron (Silver Burdett and Ginn Castles of
Sand) and analyze the figurative language as it appears.
d. Teacher and students read Like Butter on Pancakes by J.
London
Or My Ol’Man by P. Polacco and identify the authors’ use
of similes and metaphors.

Understands the use of formal
and informal language patterns
to create meaning in gradeappropriate text.
a. During the study of Unit 4 “Get the Message” (Silver
Burdett and
Ginn Castles of Sand) teacher and students should focus
not only
on signals as a way of communicating but also on the use
of formal
and informal language. Comparisons can be made
between the
way J. Viorst had Alexander speak in Alexander and the
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terrible,
Horrible, No Good Very Bad Day and how the way student
s may
have spoken in reaction to some of the same events.

Infers word meanings from roots,
prefixes and suffixes.
a. Teacher models decoding a word by defining the root word
and the prefix and suffix. E.g. read, readable, unreadable.
Pairs of students can build their own words for others to
decode and define.

Expands vocabulary by using
context clues.
a. Teacher models using context clues to figure out an
unknown word.
b. Teacher and students write sentences containing a
nonsense word that can only be defined by the context
clues that surround them.
c. Groups of students read Sea Otters by E. Shaw and use
context clues to determine the meanings of unknown
words.

Understands multiple meanings
of words, synonyms, antonyms,
homophones, homographs,
analogies, connotations and
denotations.
a. Teacher and students read Headlines by M. Hall and
Thank You, Amelia Bedelia by P. Parish and discuss the
multiple meaning of the words used in the stories.
b. Teacher and students read Cook-A-Doodle-Doo by J.
Stevens and discuss the author’s use of homophones to
create a humorous story.
c. Students create a wall chart of uncommon homophones
and homographs. Students and teacher can add to the
chart as they discover the new words

Understands and uses semantic
a. Teacher and students make a semantic map about
blindness as a starting point for vocabulary development.
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mapping to build gradeappropriate vocabulary.
Teacher and students read Through Granpa’s Eyes by P.
MacLachlan. The vocabulary may be part of the story to
be read by the class. Prior knowledge of/and familiarity
with blindness will enhance understanding of the story.
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Comprehension
Working with/interpreting text

Monitors own reading for
meaning and self-corrects when
comprehension is missing (e.g.,
rereading a sentence that was
not understood).
a. Teacher models monitoring own reading by using
strategies to
decode an unfamiliar word or sentence. These strategies
include:
re-reading a sentence that is misunderstood, using a
familiar word
to decode an unfamiliar word, using context clues,
crosschecking.

Summarizes, retells, reenacts or
dramatizes grade-level text.
a. Pairs of students read a story. The students retell the story
to their
partners. The students provide feedback to their partners
on the
accuracy of details and the comprehension of the story
retold.

Expresses new information
gained from grade-appropriate
text in own words.
a. During author’s chair time, students share new information
gained from their reading with the class.
b. During individual reading conferences students discuss
information gained from their reading with their teacher.
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Analyzing and critiquing text

Predicts, draws conclusions,
identifies the main idea,
compares, infers, and
distinguishes cause and effect
based on grade-appropriate text.
a. Teacher and students read The Wreck of the Zephyr by
Chris Van
Allsburg (Silver Burdett and Ginn On the Horizon) and
draw
conclusions about the old man, identify the main idea and
compare
the old man and the young boy.

Distinguishes between fact and
opinion in non-fiction text.
a. Students read the newspaper to determine which articles
contain
facts and which contain opinions or both. Students create
a bulletin
board in the class and post the articles under the two
headings.
b. Groups of students write advertisements for their own
products. They use facts and opinions to promote their
product to other groups. Each group tries to separate the
facts from the opinions.

Interprets the theme and the
author’s purpose in grade
appropriate text.
a. Teacher presents a series of books on the same theme
and the
students and teacher identify the authors’ purpose for
writing the
book. For Example: Egg to Robin by O.Owen (to
inform/science);
Egg Monsters from Mars by R.L. Stine (to scare); Egg
Tree by K.
Milhous (to inform/culture); Eggs Mark the Spot by
A.J.Auch (to
entertain).
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Extending understanding of text

a. Teacher and students read I’ll Fix Anthony by J. Viorst (big
Connects information, events,
brother
and themes in grade- appropriate
little brother sibling problems); In Aunt Lucy’s Kitchen by
text to life and life to text
C. Rylant
experience.
(dreams and pretend); Third Grade Bullies by E.Levy (bad
start in a
new school). Students discuss the similarities and
differences
between the characters and events in the books with their
own
experiences.

Synthesizes information from
grade-appropriate text into a
different context.
a. Teacher and students read The Magic School Bus Lost in
Space by
J. Cole as a start off point for a unit on the solar system.
Groups of
students conduct research on various aspects of the solar
system
and report out to the class at the end of the project.
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Study Skills

Interprets information from
grade-appropriate text and
graphic organizers (e.g., maps,
charts, graphs, pictures,
timelines, and diagrams.)
a.

Chooses grade-appropriate nonfiction, reference materials, and
web-based resources for
answers to specific questions or
for specific purposes.
a. Students can continue the author study by researching
Beverly
Cleary on the Internet to ascertain how many books she
has written
or if she has an e-mail address where they can write to
her.
b. Teacher and students can expand the author’s study by
searching the Internet for the names of additional authors
who have written as prolifically as B. Cleary.

Outlines and takes notes for
information from gradeappropriate text.
a.
Teacher and students read several of the books by the
author
Beverly Cleary. Groups of students can choose specific
areas of
the author’s writing to chart, graph or map. Students can
use
atlases and road maps to locate the states and cities that
are part
of B. Cleary’s life and work. (Silver Burdett and Ginn On
the
Horizon). Students can choose to graph the various
topics the
author has chosen to write about or the number of
characters who
are the same in several books. Students can create a
timeline that
reflects the years that the author has been writing or a
timeline of
the years that the students have been reading her books.
After reading Mississippi Possum by M. Miles (Silver
Burdett and
Ginn On the Horizon) groups of students choose from the
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following
topics: possums, the Mississippi River, rainstorms, rivers,
making
a living on the river etc. Students write questions about
what they
want to know about their topics, create and outline from
the
questions, research their topics and take notes for the
report.

Uses the environment as a
resource for reading (e.g., word
wall).
a. Teacher and students create a bulletin board of unfamiliar
words that they have seen or read in the environment.
Students are challenged to find the longest, silliest,
strangest words that they can find. Students are
encouraged to read the bulletin board and incorporate
some of the words into their writing.

Understands and uses various
test-taking strategies to respond
to short-answer and multiplechoice questions.
a. Teacher models the following test taking strategies:
Reads the directions carefully.
Knows what has to be done.
Knows how many answers are asked for.
Reads the items.
Answers the ones he/she is sure of first.
Crosses out answers that are obviously wrong.
Makes educated guesses.
Writes in full sentences.
Includes part of the question in the answer.
Reads all choices before making a selection.
b. Students use the above as a check list when taking a
practice and
/or authentic test.

Uses prior knowledge to interpret
a. Teacher models accessing prior knowledge to aid in
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and answer questions.
interpreting
and answering questions. Questions to ask: What do I
know about
the topic already? How can I use what I already know to
solve this
problem? Is what I know about another topic related to
this topic?
If so, how can it be used? Did I read or hear or see
something
about this topic before?
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READING
4th Grade
Phonemic
Awareness

Reads aloud with fluency,
comprehension, and expression
any grade-level text.
Concepts of
Print

Recognizes and interprets basic
punctuation, capitalization, font
variations, symbols, and
organization in text.
Literature

Reads and comprehends gradelevel fiction and non-fiction.

Relates grade-level literature to
real-life experience.
a. Student will use tone, pitch, body movement, facial expression
and
gestures to communicate feelings of story characters. Read
aloud
The Mysterious Zetabet by Scott Corbett – Silver Burdett and
Ginn,
Silver Secrets
a. In writing, punctuation plays the role of body language.
Students will
use body language to interpret punctuation in speaking and
reading.
Students may also write a paragraph dictated by the teacher.
The
student will include punctuation marks “heard” while writing
the
dictation.
b. Literature: Verdi by J. Cannon is an example of the use of
punctuation to hold the reader in suspense.
a. Students and teacher read: Robots by A. Kleiner (non-fiction)
and
The Iron Giant by T. Hughes (fiction). Students and teacher
will
discuss the elements of both fiction and non-fiction.
a. Literature: Read Harriet the Spy by L. Fitzhugh and The
Noonday
Friends by M. Stolz. Discuss the relationships between the
friends in
the stories and ask the students to relate the characters’
situations to
their own life experiences. Use additional grade level literature
to
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continue the process.
b. Student will describe something they did or an incident that
happened
that might be a worthy subject for realistic fiction.


Demonstrates an interest and
enjoyment of books by voluntarily a. Student will complete Interest Inventories in reading workbooks
before
choosing books and stories to
each unit to identify books to choose from the library.
read about different cultures,
b. Students keep logs of books read in and out of school. They
ethnicity, genders and ages.
can survey own reading after a period of time to determine the
types of reading that they
choose most often.
c. Students will write reader response cards and add to the
bulletin board in the
classroom.
d. Students and Teacher read, Imp That Ate My Homework by L.
Yep. Story is about intergenerational relationships.
Identifies and responds to a
a. Student will create a plot for similar story of their own in
variety of literary forms (e.g.,
response to a
science fiction, historical fiction,
literary form. For example, if they are reading science fiction
poetry, drama, and nonfiction).
such as
Teeny, Tiny, Tinny Visitors by F.C. Bell, the student can
continue the
story or write a new story about other alien visitors.
b. Students will assist in organizing the classroom library by
genre.
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


Identifies the relationship
between the author’s purpose
and the text type (e.g.,
persuading, informing,
entertaining, and instructing).
Compares and contrasts the
roles played by various
characters and settings in gradelevel literature.
Understands the effect of
figurative language in gradeappropriate text (i.e., similes,
metaphors, mood, tone,
alliteration, onomatopoeia,
imagery, flashback,
foreshadowing, and
personification).
a. Teacher and students will read any grade appropriate piece of
literature and discuss the author’s purpose for writing the piece
and why the particular text type was chosen.
b. Teacher will model writing a letter, poem, informational, or
narrative piece and explain the purpose for the writing.
c. Students will write an opposite view to a newspaper editorial,
jokes to
entertain classmates, summarize an informational article in a
school
textbook and write instructions for a recipe.
a. Student will construct a chart of similarities and differences
between Toby and Alistair in The Mad Puppet by M. Mahy.
b. Teacher and students will read literature depicting strong
characters.
Literature: The Two of Them by Aliki; Grandpa by J.
Burningham; My Mother’s House, My Father’s House by C.B.
Christiansen.
a. Teacher and Students will read: Owl Moon by J. Yolan for
examples of
similes; My Ol’ Man by P. Palacco for metaphors.
b. Student will find examples of other author’s use of figurative
language to give the writing more power and color to create a
vivid mental picture.
c. Students and teacher will create a “work in progress” chart of
figurative language to hang in the room.
d. See A Chorus of Cultures by A. Ada et.al. (Instructional Media
Center) for poems using alliteration, onomatopoeia.
e. Working with partners, students will find places where
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figurative language can replace or be added to their own
writing in a given writing task.
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Vocabulary

Understands the use of formal
and informal language patterns
to create meaning in gradeappropriate text.
a. Teacher will discuss the use of both formal and informal
language patterns in writing by modeling writing a letter to a
friend inviting him/her to visit for the week (informal) and writing
a letter to an author asking him/her to visit the classroom
(formal). Students and teacher will chart the similarities and the
differences.

Infers word meanings from roots,
prefixes and suffixes.
a. Students will read the room and the environment to compile a
list of
frequently used prefixes and suffixes. The lists should be
added to the
word wall.

Expands vocabulary by using
context clues.
a. Student will develop a checklist strategy to determine the
meaning of an unknown work, i.e.
Divide word into parts if possible.
Read sentence with new word.
Read sentences before and after this sentence.
Take a guess at the meaning. Check if guessed meaning
fits into
the sentence.

Understands multiple meanings
of words, synonyms, antonyms,
homophones, homographs,
analogies, connotations and
denotations.
a. Teacher and students will read various pieces of literature
looking for
descriptive language. Goodbye Geese by N.W.Carlstrom; Tar
Beach
by Faith Ringgold; Guess Who My Favorite Person Is? By B.
Baylor
etc.
b. Students will also read any of the Amelia Bedelia books by P.
Parish to find examples of the use of multiple meanings of
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words used to make humorous stories.
c. Working with partners or in-groups, students should try to write
their own Amelia Bedelia types of book.
d. Teacher and students read Bookstore Mouse by P. Christian,
which illustrates the
power of words.

Understands and uses semantic
mapping to build gradeappropriate vocabulary.
a. Student will use assigned or chosen topics to create semantic
maps to develop vocabulary. For example, “places to visit”
could lead to “purposes for visiting” to “supplies needed”. All of
the topics would require adding related vocabulary.
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Comprehension
Working with/interpreting text

Monitors own reading for
meaning and self-corrects
when comprehension is
missing (e.g., rereading a
sentence that was not
understood).
a. Teacher will take running records to determine if the student is selfcorrecting, self-monitoring or crosschecking.
b. Teacher will model the strategies used to monitor one’s own reading. For
example, readers should ask themselves if the words “sound right” or “does
what the reader read “make sense”.

Summarizes, retells,
reenacts or dramatizes
grade-level text.
a. Student will summarize orally a story that they have read, e.g. Two Piano
Tuners by M.B. Goffstein – Silver Burdett and Ginn, Silver Secrets.
b. Student will select a scene of a story from a text and add dialogue.

Expresses new information
gained from gradeappropriate text in own
words.
a. Students and teacher will read Bicycle Rider by Mary Scioscia. It is the
biography of Marshall Taylor, biking champion. Groups of students will give
a short oral or written summary of facts they learned about Marshall Taylor.
b. Groups of students will be assigned a variety of topics to research. The
group will report their findings orally to the class.
Analyzing and critiquing text


Predicts, draws
conclusions, identifies the
main idea, compares,
infers, and distinguishes
cause and effect based on
grade-appropriate text.
a. Students will begin to read an assigned or self selected story. The teacher
will ask the student to stop at a specific place in the story. The students will
be asked to prediction what will happen next and to support the prediction
by pointing out story clues.
Distinguishes between fact
and opinion in non-fiction
a. Students will read an advertisement in a magazine or newspaper. They will
differentiate between facts and opinions about the product. Students will
then write their own advertisement about a product of their choice and use
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b. Students will create a giant cause and effect relationship chart for the story.
They will look for cue words such as because, as a result of, so or since.
c. Students will use webbing to show the main idea and details.
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STANDARD 3.4
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text.
facts and opinions to promote the product. Partners will read each other’s
ads and try to distinguish between fact and opinion. Also see Silver Burdett
and Ginn Silver Secrets pg. 708-709; 780-781.

Interprets the theme and
the author’s purpose and
point of view/bias in grade
appropriate text.
a. Student will read an editorial in the newspaper, find the author’s point of
view/bias and give an oral or written account.
b. Teacher and student read The True Story of the Three Little Pigs by J.
Scieszka and discuss point of view.
c. Students will find examples of persuading (editorials), informing (front-page
story), entertaining (cartoons) and instructing (cooking, sewing section in the
newspaper). These can be cut out and labeled appropriately.

Evaluates the author’s use
of text type (e.g.,
persuading, informing,
entertaining, and
instructing) to achieve his or
her purpose.
a. Students and Teacher read: Aunt Chip and the Giant Triple Creek Dam
Affair by P. Polacco. Discuss the author’s purpose or purposes for
writing the story. Evaluate whether the author achieved her purpose by
reading the story to another class and asking the students to answer student
generated questions about author’s purpose.
Extending understanding of
text
 Connects information,
events, and themes in
grade- appropriate text to
life and life to text
experience.

Synthesizes information
a. Literature: Teacher and Students read: Annie and the Old One by M.Miles;
My Parents Think I’m Sleeping by J. Prelutsky; Your Own Secret Place by
B.Baylor etc. Discuss the life text relationships. My Name is Maria Isabella
by A.F. Ada Use a Venn diagram to chart the similarities and differences.
b. Student and teacher read, Book Takes Root; The Making of a Picture Book
byM. Kehoe. After reading the text, student and teacher attempt to make an
original class picture book.
c. Groups of students will attempt to write a “how to” book on a topic of their
own choosing.
a. Literature: Teacher and students read: No Star Nights by A.E.Smucker. the
story is a recollection of childhood in a steelmill town. Discussion should
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Study Skills
from grade-appropriate text
into a different context.
revolve around not only the text type (memoirs) but cross over into science,
and the environment.
d. Literature: Teacher and Students read: The Arctic Land by B. Kalman The
weather, geography etc. of the Arctic region is described. Discussions
should revolve around science (weather)
e. Literature: Teacher and students read: A Taste of Blueberries by D.
Buchanan. Discussion should revolve around science (plants).

Distinguishes personal
opinions from those of the
author.
a. Literature: Teacher and students read: Owls in the Family by F. Mowat.
Students differentiate between the author’s opinions about the owls as pets
and their opinions about what should be a pet.

Interprets information from
grade-appropriate text and
graphic organizers (e.g.,
maps, diagrams, charts,
timelines and graphs).
a. Teacher and students read, We Came From Vietnam by M. Stanek and
Juan Gets a New Home by Peggy Mann. Use graphic organizers to discuss
adjusting to a life in a new country. Use maps to locate the countries,
territories that the character migrated from. Use timelines, graphs and charts
to study real life immigration to the U.S. from Puerto Rico and Vietnam.

Accesses and assesses
grade-appropriate nonfiction, web-based, and
reference materials to
answer specific questions
or for specific purposes.
a. Teacher models by thinking aloud how to decide what resource to use to
gather information. Important questions to ask yourself are: what kind and
how much information do you need? Use the example “soccer”. Students
will brainstorm what they want to know about the game and what resources
they will use to find the information. Groups of students will gather various
pieces of information from a variety of sources including the Internet.

Outlines and takes notes for
a. Students and teacher read Ming Lo Moves the Mountain by A. Lobel, The
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STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
information from gradeTrumpet of the Swan by E.B. White, and The Mountain That Loved a Bird by
appropriate text, including
A. McLerran. Teacher and students take notes on any information they
technical manuals and
learned about mountains from reading the stories. Groups of students then
textbooks, in various
refer to social studies texts, encyclopedias and the Internet to gather
disciplines (e.g., science,
specific information about mountains.
social studies, mathematics, b. Teacher and Students read Iguanas by W.P. Mara Students information
applied technology, career
gather
and consumer awareness).
from fiction and non-fiction sources.
READING

Uses the environment as a
resource for reading (e.g.,
word wall).
a. Students and teacher compile a list of words that they see frequently in the
environment. These words can be added to the word wall. Groups of
students can work as teams searching for the most unusual or most
frequently used word for while reading the “environment”.

Evaluates which test-taking
strategy is effective for a
particular test item (e.g.,
open-ended questions, and
performance response).
a. See Silver Burdett and Ginn, Silver Secrets page 296-297, 515.
Teachers should model by thinking aloud how he/she would work through a
variety of test types.
5th Grade
Phonemic Awareness 
Reads aloud with fluency,
comprehension, and
expression grade-level text
a. Select A Paying Job by Mary Stolz, (S.B.G. Dream Chasers) which
contains dialogue, or select a play for the class to read. Have
students read through the selection silently or orally so that they
become familiar with the mood and the plot. Have students take
turns reading the story (or if you select a play, allow students to
choose a role to portray). Instruct students to read with the correct
expression, especially when reading dialogue. If you select a play,
remind students to act out the characters’ feelings and follow the
cues given throughout the play.
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ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
Concepts of Print

Recognizes and interprets
basic punctuation,
capitalization, font
variations, symbols, and
organization in text.
a. Prepare a chart or transparency that gives the following information
about punctuation, fonts, and symbols usage in literature:
 Bold capital letters usually mean give strong emphasis to
words, or they signify what was stated on a sign, letter, note,
etc.
 Italics usually means emphasis, or the words or phrases of a
foreign language.
 A hyphen usually means there is an interruption.
 A period means the end of a sentence. The reader should
drop the voice and come to a stop.
 An exclamation point signals to read a sentence with
extreme emotion.
 Ellipsis means “and so on,” or to say the words, which
precede and follow the ellipsis, slowly.
 Quotation marks signal dialogue.
 Words written in a smaller font usually signal that the
passage is meant to be read softly or quietly.
b. Good sources to have students read and find examples of these
interpretive signals are: Keplik the Match Man from The Witch of
Fourth Street and Other Stories by Myron Levoy; and Lullaby
Hullabaloo
Literature

Reads and comprehends
grade-level fiction and nonfiction.
a. Teacher and students read an excerpt from an historical novel and
a true story account of the same event or time period. Students use
a Venn diagram to compare and contrast the two stories (i.e.
comparing the historical facts in each text, and contrasting
characters or settings.

Relates grade-level
literature to real-life
experience.
a. Students read Extra Cash for Kids by Larry Belliston and Kurt
Hanks. Students speak about the jobs that they have done (or
would like to do) to earn money. Students then write an article
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ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
about the way(s) they earned money. The article should include a
description of the job; skills needed to qualify for the job; how much
money was earned; and whether the student liked or disliked the
job. Student work should be displayed.
a. See A Chorus of Cultures, Ada, A. et. al. (Instructional Media
Center) for collection multicultural poems.
b. Student should keep a journal of books read.
c. Groups of students could be formed to create bulletin boards with
information, book reviews and poetry related to diversity groups of
their own choosing.

Demonstrates an interest
and enjoyment of books by
voluntarily choosing books
and stories to read about
different cultures,
ethnicity’s, genders and
ages.

Identifies and responds to a a. Teachers and students should read a variety of literary forms.
science fiction / historical fiction / realistic fiction / drama
variety of literary forms
mystery / folktale / fairytale / biography / autobiography
(e.g., science fiction,
informational texts /poetry
historical fiction, poetry,
Discuss
the characteristics of each type of genre. Review the samples.
drama, and nonfiction).
Throughout the course of the year, review the characteristics of each
genre as your class reads a selection, which is an example of a
particular genre.

Identifies the relationship
between the author’s
purpose and the text type
(e.g., persuading,
informing, entertaining, and
instructing).
a. Read literature, which demonstrates differences in the author’s
purpose. (i.e. persuade, instruct, entertain, inform). Discuss the
characteristics of each with the students. Have students determine
the author’s purpose each time they read selections from the basal
or any reading material.
b. Teacher and students read: The Complete Babysitter’s
Handbook by C. Barkin and Amy, the Story of a Deaf Child by
L.A.Walker. Discussion should follow each reading determining the
author’s purpose for writing the piece of literature. A comparison
and contrast of the authors’ purposes can be charted.
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ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS

Compares and contrasts
the roles played by various
characters and settings in
grade-level literature.

Understands the effect of
figurative language in
grade-appropriate text (i.e.,
smiles, metaphors, mood,
tone, alliteration,
onomatopoeia, imagery,
flashback, foreshadowing,
and personification).
a. Teacher and students read My Home is Over Jordan by S.
Forrester. Have students identify the main character(s) and the
supporting characters. Groups of students can do the following:
 Identify the characters and their traits.
 Predict how the story would change if a particular character were
not in the story.
 Discuss why the setting was important.
 Predict how the story would have changed if there were a complete
change in the setting (i.e. different part of the country, a different
part of the world, a different decade or century).
a. Discuss figurative language. Teacher and students read literature
which contain examples of this type of language. Have students
locate and write some of the examples found in the texts. Allow the
students to share what they find. Listed below, are some stories
and poems, which contain figurative language.
Paul Bunyan Swings His Axe by Dell McCormick
(imagery, personification, mood, tone, exaggeration)
The Witch of Fourth Street and Other Stories by Myron Levy
(onomatopoeia)
“Philbert Phlurk” (poem) by Jack Prelutsky (alliteration)
“Paul Revere’s Ride” (poem) by Henry Wadsworth Longfellow
(simile, metaphor)
Vocabulary

Understands the use of
formal and informal
language patterns to create
meaning in grade-
“America the Beautiful”(poem) by Katherine Lee Bates
a. Have students read “The Ballad of John Henry” and notice the
unconventional language. Ask students to tell why that type of
informal language was used. Have students read the story orally.
Afterwards, have students substitute formal language for the
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ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
appropriate text.
informal language making sure it communicates the same message,
with the same mood and tone as the original.
Have students read the poem orally with the original words (in
rhythm). Have students sing the song (the music teacher may be
able to follow up with the singing of the song during the music
period).

Infers word meanings from
roots, prefixes and suffixes.
a. Write suffixes or prefixes on a large chart (one per paper). As
students read pieces of literature, have them look for words with
these beginnings or endings and add them to the chart during the
month.

Expands vocabulary by
using context clues.
a. Teacher and Students read: My Life as a Fifth Grade
Comedian by E. Levy or My Life as a Blundering Ballerina by B.
Myers. Use context clues to determine the meanings of unfamiliar
words

Understands multiple
meanings of words,
synonyms, antonyms,
homophones, homographs,
analogies, connotations
and denotations.
a. Read any of the Amelia Bedelia books aloud. Have students list
words misunderstood by Amelia. Catagorize words - homophone,
synonym, antonym. Look at other books in the series – groups of
students can be assigned to each book.
Understands and uses
semantic mapping to build
grade-appropriate
vocabulary.
a. Use students’ prior knowledge to develop a semantic map.
Teacher and students make a semantic map about “fear”.
Start the map by answering the following questions. How do you
feel when you’re afraid? What causes you to be afraid? What do
you do when you’re afraid? Add the responses to the map and
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
b. Read The Popcorn Blizzard by D. McCormick (S.B.G.Dream
Chasers). Teacher and students should then list words from the
story that denote and connote different ideas - e.g.;
chuckled/laughed, waddled/walked.
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discuss other possibilities.
b. Use a grade appropriate Thesaurus to find additional words to add
to the semantic map.
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STANDARD 3.4
ALL STUDENTS WILL READ A VARIETY OF MATERIALS AND TEXTS WITH COMPREHENSION AND ANALYSIS
Comprehension
Working
with/interpreting text

Monitors own
reading for
meaning and selfcorrects when
comprehension is
missing (e.g.,
rereading a
sentence that was
not understood).
a. Teacher monitor students’ ability to self-correct errors by taking a
running record.
b. Teacher models strategies that can be used to decode words find
meanings of unfamiliar words.
c. Teacher discusses and models cross-checking, self-monitoring and
self-correction while reading.

Summarizes,
retells, reenacts or
dramatizes gradelevel text.
a. Teacher and students read the play. “Miss Louisa and the Outlaws”
by Frances White. Groups of students summarize parts of the play.
Groups of students volunteer to act out their favorite parts in the
play.

Expresses new
information gained
from gradeappropriate text in
own words.
a. Assign individual or groups of students any of the following pieces
of literature: Homesick: My Own Story by J. Fritz; Log Cabin in the
Woods: A True Story About a Pioneer Boy by J. Henry; MovedOuters by F. Means. After reading the stories, students compare
what they have learned about re-location and the impact that such
moves had on the characters in the stories.
Analyzing and
critiquing text

Predicts, draws
conclusions,
identifies the main
idea, compares,
infers, and
distinguishes
cause and effect
a. Students and teacher read The House of Dies Drear by Virginia
Hamilton. Students write/discuss the answers to the following
questions. Use similar questions for other stories.
 After reading the first four pages of the story, do you think
Thomas is going to like this house? Why or why not?
 What caused Thomas to think that the House of Dies Drear was
haunted?
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based on gradeappropriate text.





What do you think Mrs. Small had in mind to change when she
first saw the house?
What does the author mean by “opaque watching windows?”
How did Thomas start to think of the house as being a castle?
What do you suppose Mrs. Small was thinking about when she
said, “Oh dear. Oh, dear. Dear!”?
How would you summarize the chapter in one or two
sentences?

Distinguishes
between fact and
opinion in nonfiction text.
a. Teacher and students use newspaper or magazine advertisements
to distinguish between the use of facts and opinions. Groups of
students can work together to create ads of their own using both
facts and opinions. Discussion around what decisions prompted the
use of fact or opinion or both should following the activity.

Interprets the
theme and the
author’s purpose
and point of
view/bias in grade
appropriate text.
a. Read or have students read The True Story of the Three Little Pigs,
by Jon Scieszka, Three Little Wolves and the Big Bad Pig by E.
Trivizas and any edition of The Three Little Pigs to interpret.
author’s point of view and bias.

Evaluates the
author’s use of text
type (e.g.,
persuading,
informing,
entertaining, and
instructing) to
achieve his or her
purpose.
Extending
understanding of
a. Read aloud or have students read independently any of the
following: Journey Home by Yoshiko Uchida; Neighbor Rosicky by
Willa Cathir; Ann Frank: The Diary of a Young Girl; A Day of
Pleasure by Isaac Bashevis Singer or The Miracle Worker by
William Gibson. Research the life of the person in later years.
Answer the question, “What happened to the author or the main
character during or after the book was written?” Discuss the
authors’ purposes in writing the books and whether or not they
achieved their purposes.
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text.



Connects
information,
events, and
themes in gradeappropriate text to
life and life to text
experience.
Synthesizes
information from
grade-appropriate
text into a different
context.
Distinguishes
personal opinions
from those of the
author.
a. Students are assigned any of the following pieces of literature: If
Your Name Was Changed at Ellis Island by E. Levine; Liars by P.J.
Peterson; Long Silk Strand: A Grandmother’s Legacy to Her
Granddaughter by L.Williams; Log Cabin Quilt by E. Howard; New
Kids in Town by J. Bode. Students will discuss the differences
between the events read about and their own experiences.
a. Students read The Building of an Igloo by C. Yue and synthesize
Information from this non-fiction book to science (arctic weather),
social studies (homes and family), and mathematics (calculations
on amount of material needed.
b. Students read On My Way Home by J.Fitz and draw comparisons
to information about immigration to the United States by other
ethnic groups (social studies).
a. Students read an editorial from the local newspaper. Teacher and
students write down the author’s point of view and the reasons the
author gives for having that point of view. Students then write down
their own points of view on the topic, with reasons to support their
opinions. Students and teacher compare the two points of view.
Suggested children’s literature for point of view:
The Relatives Came by Cynthia Rylant; The Two of Them by Aliki;
Tight Times by B. Hazen
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Study Skills

Interprets
information from
grade-appropriate
text and graphic
organizers (e.g.,
maps, diagrams,
charts, timelines
and graphs).
a. Teachers will model the use of maps, charts, and graphs
simultaneously in as many disciplines as possible. Maps are
taught in reading, language, math, and social studies. Graphs and
charts are taught in reading, language, math, science and social
studies.

Accesses and
assesses gradeappropriate nonfiction, web-based,
and reference
materials to
answer specific
questions or for
specific purposes.
a. Students will use the Internet to research a project. Some
recommended Web - sites are listed below:
http://www.yahooligans.com
http://www.onlineschoolyard.com
http://www.webscout.com

Outlines and takes
notes for
information from
grade-appropriate
text, including
technical manuals
and textbooks, in
various disciplines
(e.g., science,
social studies,
mathematics,
applied
technology, career
and consumer
a. Students and teacher will write a class reports on a topic chosen by
the class for the project. The teacher and the students will
generate questions they want answered about their topic and
convert the questions into an outline. Groups of students will be
assigned a specific question to answer.
b. Students will take notes on all the information gathered.
c. The students will use a variety of sources.
d. Students and teacher will compile information and write a class
report.
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awareness).

Uses the
environment as a
resource for
reading (e.g., word
wall).
a. Students will copy the messages seen on billboards. Students and
teacher will discuss the propaganda tactic that was used to
persuade the public to buy the product or use the service being
advertised.
 Overgeneralization: a generalization is made based on a few facts.
 Testimonial: uses a celebrity or an expert to say something that
supports the product or service.
 Bandwagon: sends the message that “everybody” is using the
product or service.
 Transfer: associates celebrity with the product or service.
b. Teacher and students will create a word wall in the classroom. The
words will be those, which are related to a theme being studied, or
which have been generated from a story that was read.

Evaluates which
test-taking strategy
is effective for a
particular test item
(e.g., open-ended
questions, and
performance
response).
a. Teacher models skim reading passages to summarize or identify
the main idea of passages.
b. Teacher models scanning to find details/recall/multiple choice
answers.
c. Teachers model test taking techniques for multiple choice questions
e.g. longest answer and/or the answer in the middle is usually
correct. Also, two of the multiples are usually absolutely incorrect
and two are very close in meaning.
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Reading
6th Grade
Phonemic Awareness

Concepts of Print

Literature

a. Teacher models reading orally with fluency Students read poetry
Reads aloud with
silently and then orally with fluency. Suggested reading, “Falling
fluency,
Up” by Silverstein or “Moon In Your Lunch Box” by Spooner.
comprehension, and
b.
Teacher
reads a passage from Harlem by Myers aloud ignoring
expression any gradepunctuation and using little or incorrect expression. Teacher asks
level text.
for feedback from students. Class brainstorms guidelines for
quality oral reading and creates a chart with those guidelines.
c. During partner reading, students provide feedback to one another
on oral reading using class established guidelines.
a. Students demonstrate understanding and interpretation of various
Recognizes and
forms of punctuation, capitalization and symbols by reading
interprets basic
fictional text. Plays of Great Achievers by Kamerman or
punctuation
Outrageously Alice by Naylor.
capitalization, font
b. Using social studies text, teacher discusses and models print
variations, symbols,
features (e.g. italics, boldface, color) and organization of text.
and organization in
c. Students read nonfiction from the reading text or trade books, and
text.
outline the text using a graphic organizer. Suggested reading
Amistad Affair by Myers.
d. Compare and contrast the forms taken by free verse poems,
rhyming poems, haikus, and concrete poems. Suggested poems
“Goof Who Invented Homework: And Other School Poems” by
Dalos; “Poems For Youth” by Dickinson; “Best Town in the
World” by Baylor.
a. Students will read a short selection, and discuss in groups,
Reads and
specific reading strategies used that aided in comprehension (e.g.
comprehends gradere-reading and reading with others). Selection from text Mafatu
level fiction and nonand the Ma’o by Sperry.
fiction.
b. After reading fiction (e.g. science fiction, plays, fantasy, realistic
fiction and short story) or nonfiction (e.g. autobiographies,
narrative non-fiction, or science) teacher and students discuss the
relationship between the title and topic of the selection. (short
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stories- Oddly Enough by Coville, Athletic Shorts by Crutcher; scifi- Shadow Of The Red Moon by Myers; biography- Meet Maya
Angelou by Spain; Ruben Blades by Marton). Teacher and
students read a short story without its title and create a title that
would be suitable.
c. After reading a fantasy (e.g. The Hobbit), students will use their
imaginations to create an additional character for the story.
Students’ responses should be consistent with the text that was
read.

Relates grade-level
literature to real-life
experiences.
a. Students will write about a time that they were given responsibility
and how it made them feel.
b. Students read Master and Pupil by Ullman and make a Venn
diagram comparing and contrasting the character with
themselves. Working in groups, students make a character map
of a perfect friend.
c. After reading one of the following novels, Nothing But the Truth by
Avi; Beware the Fish by Korman; Harris and Me by Paulsen,
students will choose a character from the book that they identify
with, admire or respect and write a brief dialogue between the
character and themselves.

Demonstrates an
interest and
enjoyment of books
by voluntarily
choosing books and
stories to read about
different cultures,
ethnicity, genders and
ages.
a. Students will maintain a reading response log.
b. Students share self-selected books with others by preparing and
sharing a 5-minute book talk (e.g. chalktalks, puppets, scroll
stories, or power point presentations).
c. Students maintain annotated lists of self-selected and teacherselected works read that represent diverse cultures, time periods,
and genres.
d. Students organize the classroom library by genre, theme or
author and rotate being responsible for monitoring the circulation
of books.
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
Identifies and
responds to a variety
of literary forms (e.g.
science fiction,
historical fiction,
poetry, drama, and
nonfiction)

a. Students read an important speech, such as the “Gettysburg
Identifies the
Address” and analyzing Lincoln’s purpose, ideas and style.
relationship between
Student groups discuss questions such as: Why was this address
the author’s purpose
powerful? How did the author make his point? Why is it
and text type (e.g.
remembered?
persuading,
informing, entertaining b. After reading Goose Tracks and Blazing Stars by Morgan
Teacher and students discuss why the author may have written
and instructing)
the selection. After reading books for an author study, students
will read biographical information about the author to determine if
the work is consistent with the author's past works. Suggested
authors Paulsen, Myers, Stine, Blume.

Compares and
contrasts the roles
played by various
characters and
settings in grade-level
literature.
a. During a unit on mystery and horror, students analyze the roles,
characters, settings, and events in a literary work. Suggested
readings Nancy Drew Mysteries by Keene; Night Cry by Naylor.
b. In small groups, students will select two or more characters from
the story and write an original script that is consistent with the
setting, events and characters of the story.

Understands the
effect of figurative
language in gradeappropriate text (i.e.
a. During unit on poetry, teacher/students read poetry aloud (Silver
Burdett and Ginn Wind by the Sea page 40) and discuss it in light
of the following question, “How does this poem tell you about
something you are familiar with in a different way?” or “What
imagery is used?”
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a. Teacher and students compare and contrast two literary forms
showing how they are alike and different by using a graphic
organizer.
b. Read passages from “Three Strong Women”, p.51 and “Memories
of Helen Keller”, p.97, Wind by the Sea. Discuss and chart
characteristics of a folk tale and biography.
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alliteration,
onomatopoeia,
imagery, flashback,
foreshadowing, and
symbolism.)
b. Teacher models using real text to teach or reinforce similes,
metaphors, and personification. (Silver Burdett and Ginn Wind by
the Sea pages 803 & 907 T.E.). Students record additional
examples of figurative language on a chart in the room.
c. Teacher models the difference between author's mood (feelings)
and tone (attitude) in The Summer of The Swans by Byars.
Student partners discusses mood and tone of current novels
being read.
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Vocabulary

Understands the use
of formal and informal
language patterns to
create meaning in
grade appropriate
text.
a. Compare formal (newspapers, magazines, and informational
articles) to informal (short stories, friendly letters, plays, poems,
song lyrics). Read the poem, “Little Sister”, p.30 Wind by the Sea
and have students rephrase using formal language.
b. Students work in groups to identify the characteristics of standard
and non-standard English (e.g. rap music, Shakespeare's plays)

Infers word meanings
from roots, suffixes
and prefixes.
a. While reading trade books in an integrated curriculum, students
expand their vocabulary by identifying unfamiliar words. They
record the word on a 3x 5 card and note the page where it was
used. Students attempt to define the word by using context and
structural analysis clues.
b. The class discusses meanings of the unfamiliar words and the
students make corrections as needed.
c. Teacher and students Identify meanings of affixes and create lists
of words using the same affixes. Words are posted on the walls
for reference.

Expands vocabulary
using context clues.
a. During reading students record 5 or more words that are
unfamiliar to them. With a partner they agree on a probable
meaning and then check the meaning in a dictionary or glossary.
b. Teacher models defining an unfamiliar word by using context
clues.
c. After reading a content area selection Mystery of Stonehenge by
Branley, students identify context clues that they used to assist
them in defining unfamiliar words. Students also locate examples
of synonyms, antonyms, mood, tone and punctuation clues.

Understands multiple
meanings of words,
synonyms, antonyms,
homophones,
a. Model using a dictionary as a source for vocabulary development
in all subject areas.
b. Display and refer students to vocabulary charts with
representative words/phrases in each category. Students add
vocabulary to charts.
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homographs,
analogies,
connotations, and
denotations.

Understands and
uses semantic
mapping to build
grade-appropriate
vocabulary.
a. To access prior knowledge model a semantic map using the topic,
“Unfree Country” , (p. 80 TE Wind by the Sea). Chart student
responses, then read “Damon and Pythias”, p. 56.
b. After reading, revisit map and vocabulary generated for
appropriateness to this story.
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Comprehension
Working
with/interpreting text.

Monitors own reading
for meaning and selfcorrects when the
comprehension is
missing (e.g.
rereading a sentence
that was not
understood).
a. Teacher models the strategies for monitoring reading for meaning
and self correction. These include thinking aloud, rereading a
sentence or paragraph, using context clues, cross-checking, self
questioning and using prior knowledge.
b. Students pair read and compare strategies used to enhance
comprehension.

Summarizes, retells,
and reenacts or
dramatizes gradelevel text.
a. Teacher and students read Paloma by Benchley ( Silver Burdett
and Ginn Wind by the Sea . Students write short summaries for
the text that was read. Pairs share their summaries and agree on
key concepts that should be included in summary. The
summaries are share with the class.
b. Partners choose favorite scenes to reenact.
c. Students choose a character from a play “Damon and Pythias”
(Silver Burdett and Ginn Wind by the Sea p. 83 T.E.) that they
would like to portray. Groups of students make presentations
focusing on vocal expressions and gestures. Audience provides
feedback.

Expresses new
information gained
from gradeappropriate text in
own words.
a. Students complete KWL process for selected texts.
b. During teacher/ student reading conferences, students share
information gained from latest book read.
c. Students compose a poem or song that expresses an idea or
concept that was recently learned.
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Analyzing and critiquing
text.

Predicts, draws
conclusions, identifies
the main idea,
compares, infers, and
distinguishes cause
and effect based on
grade appropriate
text.
a. Teacher and students read several short stories fromVisions: 19
Short Stories By Outstanding Writers For Young Adults by Gallo.
Pairs of students select an additional short story and read only the
beginning. They predict the ending, draw conclusions about
events and identify the main ideas. The pairs compare their
predictions etc. with other students who have read the same short
story.
b. After reading a novel, students create a cause and effect graphic
organizer. Suggested reading Barn by Avi; Tucket’s Ride by G.
Paulsen.
c. Teacher and students discuss the difference between inferences
and drawing conclusions then read part of a story The
Disappearing Man (Silver Burdett and Ginn Wind by the Sea p.
271 T.E.). Students predict what might happen to the characters
in the situation. Students work in groups to develop and present
their predictions and the story clues that support the predictions.

Distinguishes
between fact and
opinion in nonfiction
text.
a. Students read The Monterey Bay Aquarium (Silver Burdett and
Ginn Wind by the Sea p.657 T.E.) and summarize main points,
state new facts learned from the selection and identify opinions
held by characters in the passage.
b. After reading a persuasive piece The Second Mrs. Gioconda by
Konigsburg students draw conclusions or make inferences about
opinions of author. Discuss findings in small groups.
c. Given an editorial, students will identify both a fact and opinion
related to the topic. Teacher and students will create a fact and
opinion bulletin board that can be added to as students read
additional newspapers and advertisements.
d. Teacher reads The Cat and the Golden Egg (Silver Burdett and
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Ginn Wind by the Sea p. 437 T.E.) aloud to the class. Students
draw conclusions about the time, location, characters and course
of events in the story.

Interprets the theme
and author’s purpose
and point of view/bias
in grade appropriate
text.
a. Teacher models then students read and discuss editorials.
Students work in groups to identify the author's point of view and
provide rationale for their answers.
b. While introducing concept of theme, teacher uses a story that is
familiar to class, identifies the theme and then assists students in
finding evidence in the story (stated or inferred) that supports the
theme. Suggested reading Memories of Helen Keller (Silver
Burdett and Ginn Wind by the Sea p. 135 T.E.)
c. Teacher leads a discussion about biased opinions some adults
have about teenage music and how adults express it. Teacher
and students identify ways to recognize and evaluate bias (e.g.
use of emotionally laden words, bandwagon, half-truths, and
prestige), look for bias in persuasive readings. (essays or
editorials)

a. Students select and read a sports editorial. In cooperative
Evaluated the
learning groups, they identify (on a chart) informing,
author’s use of text
entertaining, and persuasive techniques used and discuss the
type (e.g. persuading,
effects of these techniques on the reader.
informing, entertaining
b.
Groups
of students will assess the effectiveness of the text type
and instructing) to
by stating their opinions as to whether or not they were informed,
achieve his or her
entertained, persuaded, or instructed. Groups support opinions
purpose.
with text
examples. Suggested reading The Big Spring (Silver Burdett and
Ginn Wind by the Sea p.679 T.E.)
Extending understanding
of text.

Connects information,
a. Students read It’s the Loving That Counts (Silver Burdett and
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events, and themes in
grade appropriate text
to life and life
experience.
Ginn Wind by the Sea p. 239 T.E.) and write about a time that
they were in a situation similar to the situation of the character(s)
in the story. In the reader's response log students write reactions
to text relating personal experiences to the characters, setting,
events, or problems.

Synthesizes
information from
grade appropriate text
into different context.
a. Given a passage to read, the student will create an evidence
chart. When evidence chart is completed they will pull the
evidence together in a unifying statement.

Distinguishes
personal opinions
from those of the
author.
a. After reading a novel and articles on a controversial issue in
groups, students summarize author's opinions. In Response log,
write own opinion on topic and conduct mini-debate in class.
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Study Skills

Interprets information
from grade
appropriate text and
graphic organizers
(e.g. maps, diagrams,
charts, timelines and
graphs).

a. Students read Number The Stars by Lowry and research the
Accesses and
author. Require that students use a combination of resources.
assesses grade
appropriate nonfiction, b. Students participate in a scavenger hunt using Internet and
reference materials. Students work in small groups to select
web-based and
topics and questions, then use as many sources as possible to
reference materials to
find information.
answer specific
questions for specific
purposes.

Outlines and takes
notes for information
from grade
appropriate text
including technical
manuals and
textbooks in various
disciplines.
a. Teacher will model the strategies for making an outline. The
student will use the strategy to complete the outline, summarize
the purpose and method for outlining.
b. Students will read a technical manual and take notes on the steps
involved in the assembly or use of the product. Students review
notes with a partner then develop an outline from the notes.
Suggested reading a manual from VCR, DVD player, etc.

Uses the environment
as a resource for
reading (e.g. word
wall).
a. Support current reading with vocabulary charts or word boxes.
b. Use Internet to search for additional information related to
readings.
c. Use a designated part of a bulletin board to display the "word of
the day"
d. Have written directions available in centers to assist students in
being self-directed.
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a. Students choose a graph from “USA Today” and work in groups to
create 5 questions based on the graph. Groups of students
challenge each other to answer the questions using the graph.
b. Using a world map, students chart geographical setting of reading
text selections. Then, in small groups, students plan a trip to one
or more locales using transportation time schedules to build on
Internet itinerary.
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e. Display students’ writing samples.
f. Write directions to activities and objectives of lessons on the
board.

Evaluates which test
taking strategy is
effective for a
particular test item
(e.g. open questions,
performance
response).
a. Complete practice GEPA reading exercises independently. With
a partner review and talk about best test taking strategies to use
(i.e. following directions carefully, eliminating unlikely choices,
planning use of time).
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GLOSSARY
The glossary contains definitions for terms that need explanation in order to make the intention of the language arts
literacy standards and related activities clear.
Aesthetic response
an expression that conveys appreciation of the beauty of the
ideas and style of a communication.
Alphabetic Principle
A writing system design principle that associates units from the
limited set of
phonemes of oral language with units from the limited set of letters of the alphabet,
yielding a highly productive alphabetic writing system. Knowledge of the alphabetic
principle is awareness that written words are composed of letters that are intentionally
and conventionally related to phonemic segments of the words of oral
language.
Assessment
the process of describing the status of student learning, as
through ongoing observation, interviews, portfolios, etc., to identify strengths and
weaknesses in learning.
Audience
the receiver of a communication, including the one who created it.
Author's Chair
a chair in which students sit while they read their own writing
aloud to other class members.
Big Books
Oversized books that the offer opportunity to share the print and
illustrations with a
group of children in ways that one might share a standard sized book with just a few.
Book talk
a discussion of one or more books by a teacher, library media
specialist, or student to introduce new titles and induce others to read them.
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Brainstorming
a technique in which students individually or in-groups generate as many ideas as
possible to solve a problem or answer a question with no initial concern about the
"rightness" or "wrongness" of the ideas.
Cognition
knowing; specifically, the process or result of perceiving, recognizing, conceiving,
judging, and reasoning.
Collaborative feedback
the shared responses of others.
Composing
the process of constructing meaning and symbolically encoding
it. Writers,
speakers, and other communicators draw upon words, ideas, images, and other aspects
of their experience to create and shape meaningful text.
Context
the circumstances that surround a spoken, written, or visual
message and form a framework for its interpretation. Both the
sender and the receiver of a given message operate within a
context, and these contexts may differ for each.
Context clues
textual information that helps identify a word or group of words.
Sources of
information include words, phrases, sentences, syntax, and illustrations.
Cooperative groups
any pattern of classroom organization that allows students to
work together to achieve their individual goals.
Critical thinking
the process of thinking in order to evaluate and solve problems.
The individual
rearranges or transforms information, goes beyond the evidence provided, draws
conclusions, and may
derive new insights. When the task is
to assess evidence to find a limited number or single
reasonable answer, the process is called convergent
thinking. When the task promotes elaborations
that lead to new ideas or alternative interpretations of given
information, the process is called divergent thinking.
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Cuing system
Decoding Skills
sources that contribute to understanding. Individuals may use
their knowledge of language, such as (1) sound-symbol relation
ships
(graphophonics), (2) word meaning (semantics), and (3) sentence structure (syntax).
Prior knowledge and context also serve as sources that contribute to understanding.
Skills in translating symbols (e.g., alphabet letters) into recognizable
words.
syllables and
Dialect
A regional or social variety of a language distinguished by
Pronunciation, grammar, or vocabulary, especially a variety of speech
differing from
the standard literary language or speech pattern of the culture in which it exists.
Directionality
knowledge of such print concepts as reading or writing from left
bottom.
Drafting
the act of putting words and images on paper (or on the computer). These ideas and images may or may not be part of a
finished product.
Editing
an activity involving the reading of text to identify and correct
errors in sentence construction, mechanics, usage, and spelling.
Educational technology
the media, technology, and products defined as tools for learning and working. These
tools include computers, software, video disks, tapes, CD-ROMS, satellite downlinks,
fiber optic and other carriers of voice, video, and data communication.
Emergent Literacy
A range of activities and behaviors related to written language including those
undertaken by very young children who depend on the cooperation of others and/or on
creative playto deal with the material; reading and writing related
activities and behaviors that change over time culminating in
conventional literacy during middle childhood.
to right and top to
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Emergent Reading
Reading related activities and behaviors, especially those prior to a child's achieving the
capacity to read fluently and conventionally; This includes (a) the attentive presence of a
child while another reads for the child's benefit, (b) the
execution of acts with materials related to reading, e.g., page turning, letter naming, and
(0 the pretense of processing
and/or comprehending written language.
Emergent Writing
Writing related activities and behaviors, especially those prior to a child's achieving the
capacity to read fluently and conventionally; includes (a) the attentive presence of a child
while another writes according to the child's intentions, (b) the execution of acts with
materials related to writing, e.g.,
scribbing letter-like forms, inventive spelling, and (0 the
pretense of producing text to be read.
Evaluation
the act of examining or making a judgment at a particular
moment in time based on a set of criteria that has a numerical
and/or descriptive value. An evaluation may include an appraisal
of growth, products,
processes, or changes in these, using both formal (testing) and informal techniques.
Expressive Language
Accuracy, fluency, and appropriateness in producing Capacity
Fishbowl
a demonstration tool used by teachers to model desired behaviors, such as
participation in small-group writing conferences
Fluency
Achieving speed and accuracy in recognizing words and comprehending connected text,
and coordinating the two.
Freewriting
writing that is unrestricted in form, style, content, and purpose.
As a teaching
technique, freewriting is designed to help the writer find a personal voice through
uninhibited expression. If a topic is assigned, the procedure is called focused freewriting
Frustration Level/Reading
Level at which a child's reading skills break down; fluency
language
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disappears, errors in word recognition are numerous, comprehension is faulty, recall is
sketchy, and signs of emotional tension and discomfort become evident.
Genre
a category of texts, such as narratives, poems, or films, charac
terized by a
particular style (distinctive characteristics), form (the structure or arrangement), or
content (the subject matter, its qualities, and attributes).
Graphic organizers
visual or verbal representations designed to plan for writing text
or to show the
relationships among ideas or topics in a reading text. These include Venn diagrams,
semantic maps/webs, comparison/contrast boxes, story maps, herringbone organizers,
structured overviews, and inquiry charts.
Guided practice
a teaching strategy based on observed student needs that
Includes demonstration and explanation of the task, guided
application, coaching, and feedback throughout the lesson.
Often, guided practice is followed by independent practice and Assessment through
further observation.
Hypertext
in computer software, a sophisticated program that allows the
user to move among or to relate text, graphics, and sound data in any desired pattern
and in any desired order.
Inductive method
a teaching and learning method in which specific examples are
first examined to
identify a common characteristic and then used to develop a generalization or rule.
Inferential thinking
the process of identifying ideas that are suggested in a commu
nication. At the
inferential level, individuals conceptualize ideas and perceive unstated, but implied
relationships between them.
Intervention
A supplementary program to address an identified or anticipated
reading problem.
Remedial interventions are aimed at school children who have been identified as
achieving below expected levels. Preventive interventions are aimed at (younger)
children who are thought to be at risk for developing reading problems.
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Invented Spelling
A child's spelling system based on letter names and/or sounds.
inventive spelling, creative spelling, estimated spelling.
It is also called
Jigsaw
an approach through which small groups are given different
research topics related-to a single unit, e.g., Balboa, Magellan, and Vespucci for a unit
on explorers. Individual members of the groups are assigned numbers with related tasks,
e.g., all number Is research the explorers' early lives, all number 2s research the
explorers' source of financial support, and number 3 s research the explorers'
destinations. Group members share their information with their numerical counterparts in
the other groups. They then return to their original group to report all that they have
learned about all the explorers.
Journals/logs/notebooks
an ongoing record of learning activity kept by students to help
them record learning experiences, reflect over these experiences,
create new knowledge, and plan further learning. Students'
records of their learning appear in varied forms, including learning logs, reading logs, reading and writing journals, response
journals, double-entry notebooks, character logs, and reflective
journals. These informal entries may later serve as a source of
ideas for more finished literacy products.
Language Arts
the abilities that enable one to: think logically and creatively;
express ideas; understand and participate meaningfully in spoken, written, and
nonverbal communications; formulate and
answer questions; and search for, organize, evaluate, and apply
information. The
language arts are integrative, interactive
ways of thinking that develop through reading, writing, speaking,
lis tening, and viewing and through practice of habits of inquiry.
Language Experience
Approach
an approach to language learning in which students' oral com
positions are transcribed and used as materials of instruction for
speaking, listening, writing, reading, and viewing.
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Language Milestones
A significant point in language development, such as saying one's
first word or beginning to combine words.
Literacy
the ability to think as well as know how to extend knowledge
for thinking and communicating. Literacy is more than the devel
opment of a specific, predetermined set of skills. (e.g., reading,
writing, speaking, listening, viewing, etc.). it is also recognizing
one's own purposes for thinking and communicating (through
.print or nonprint, verbal or nonverbal media) and being able to
tap into one's own resources to achieve those purposes.
Literal thinking
the process of identifying ideas that are directly stated in a com
munication.
Literary criticism
the analysis of literary works according to one of several formal
principles or theories of criticism reflecting philosophical, politi
cal. and cultural perspectives.
Literature circles
a procedure in which students, meet to discuss books they are
reading independently. The books are usually sets of books with
the same title, sets of books written by the same author, or sets
of books with a common theme.
Metacognition
awareness and monitoring of one's own thinking processes and
strategies: knowledge of what one knows and how one knows it.
Mini-lesson
a focused lesson of no more than ten to fifteen minutes address
ing a specific strategy, skill, technique, or operation needed by
students to complete an ongoing literacy task.
Mode
the medium in which language and thinking occurs, such as
speech, writing, and sign language.
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Morphology
The aspects of language structure related to the ways words are
formed from prefixes, roots and suffixes (e.g., "mis-spell-ing")
and are related to each other.
Multimodal activities
learning activities designed to appeal to different senses and
diverse learning styles.
Onset
The consonant(s) at the start of a syllable; the remainder of the syllable is called its
“rime.” In “swift,” “sw” is the onset and “ift” is the rime.
Orthographic Awareness
Knowing that letters and diacritics represent the spoken
language; attending to predictable and frequent spelling patterns. (A diacritic is a mark,
such as he cedilla of façade or the acute accents of resume, added to a letter to indicate
a special phonetic value or distinguish words that are otherwise
graphically identical.)
Orthography
A method of representing spoken language by letters and
Diacritical marks, spelling.
Phonemes
In oral language, the small units that combine to form syllables
and words (e.g., the phonemes in the standard English words
“bit” and “hit” are the same except for the first segment and the word “hint” has one more
phoneme that the word “hit.”)
Phoneme Segmentation
To break words into phonemes.
Phonics
Instructional practices that emphasize how spellings are related to speech sounds in
systematic ways; letter-sound correspondences.
Phonological Awareness
Knowing that oral language has structure that is separate from
meaning; attending to the sub-lexical structure (i.e., structure
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within words) of oral language, e.g., “beg” has one syllable and three phonemes, “egg”
has one syllable and two phonemes.
Phonology
The aspects of language structure related to the distinctive
features for the representation, production, and reception of
sounds of language.
Portfolio
a collection of varied materials, which may include teacher
observations and student reflections, that document a student’s
development, progress, and achievement.
Predictable text
texts with repeated patterns, refrains, pictures, and rhymes
that enable beginning readers to share the reading experience
through their anticipation of the repetition and to develop confidence in their ability as readers.
Prereading/Previewing
strategies
activities engaged in prior to reading. The activities are
designed to activate prior knowledge and develop positive
attitudes toward the reading either through discussions of prior
experiences relevant to the text or thorugh such strategies as
SQ3R, anticipation guides, prediction maps, and segements of
a KWL chart.
Prewriting/Planning
activities engaged in prior to drafting. The activities are strategies
designed to
generate ideas, explore knowledge, and promote favorable attitudes toward drafting.
These activities may include brain-storming, discussion, freewriting, drawing, webbing,
and any of the other modes of language use.
Primary sources/texts
original materials, such as The Declaration of Independence, the Autobiography of
Benjamin Franklin, or My Brother Sam is dead.
Print concepts
recognition of the way print is arranged (from left to right, top to
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bottom; with space between words and paragraphs) and shaped (letters, words, whole
texts)
Prior knowledge
knowing that stems from previous experience and activates
relevant schemata for a new experience, including transactions
with text.
Propaganda devices
use of visual and verbal techniques intended to persuade an
audience to accept a particular point of view, either good or bad, depending upon the
propagandist’s intent. These techniques include manipulated visual images, connative
and slanted language, half-truths, testimonials, guilt by association, and glittering
generalities.
Purpose
the reason for reading, writing, speaking, listening, and viewing; the goal(s) which the
individual seeks to attain through a specific act of reading, etc. The goal(s) set for the task
may be specified by self, others, or the text.
Question-Answer
a reading strategy to improve literal and inferential comprehension
Relationship Strategy
by categorizing questions as text explicit (the answer is stated in the text), and script
implicit (the reader derives the answer using prior knowledge).
Reader's Theater
an activity in which participants read and interpret literature
aloud from adapted texts. After the children practice their pre
sentation, they perform it, referring as necessary to their scripts.
Reader's Theater does not require any special costumes, props,
sets, lighting, or music.
Readiness
To be prepared for instruction.
Reading/writing
an oral verbalization; a technique or strategy in which the
teacher pauses to think aloud or verbalize his or her strategies
while reading a selection orally or composing a text, thus
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modeling the processes of comprehension or composition.
Reciprocal Teaching
A teaching process in which teachers and students take turns asking and answering
questions in order to comprehend text
and to learn comprehension strategies.
Recursive
referring to the writer's shifting perspective of the text.
Throughout the writing process, beginning with the decision to
create a written product,, writers view their text from a number
of perspectives: as planners, drafters, revisers, and editors. At
any given time, they are shifting from one perspective to anoth
er, planning what they want to write, drafting the text, revising
their plans or draft, and editing the language. The various acts of
writing may be repeated without a prescribed sequence until a
desired result is attained. It is the continual shifting of perspec
tives that is indicated by the term recursive.
Revising
the act of making changes in the text. Writers read the text,
monitoring whether the written words accurately express their
ideas and identifying whether they need to rewrite, reorganize,
add to, or delete portions of the text. Writers may revise their
writing several times until a desired standard is attained.
Rhetorical devices
verbal techniques and patterns used to create a certain effect.
Rhetorical devices may be deliberate or accidental, facilitating or
deliberately confusing or misleading (such as a logical fallacy).
Rime
The portion of a syllable that follows the “onset” (see above).
Rubric
a set of scoring guidelines that includes criteria for assessing or
evaluating performance. A rubric, which may be either holistic
or analytical, generally contains a scale of possible points and
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descriptors (the criteria) of each score point. A holistic rubric provides only a general
description of performance at each score point. An analytical rubric presents multiple
descriptors targeting different dimensions of performance at each score point.
Rubrics frequently have an even number of score points (e.g., 4 or 6) to dissuade
assessors from the tendency to choose or drift to the middle of the scale.
Scaffolding
providing support for initial student learning through instruction,
modeling, questioning, feedback, etc. After successive engage ments in the task, the
scaffolding is gradually withdrawn, and the student assumes increasing responsibility for
independent learning.
Schema
a system of cognitive structures stored in memory. These struc tures abstractly present
prior knowledge concerning events, objects, operations, processes, and relationships in
the world, including knowledge about literacy. (The plural form of the term is sometimes
represented as schemata.)
Search engine
a computer path for accessing files ranging from research publi cations to periodicals to
maps to commercial advertisements. Internet users can access a number of search
engines, such as Yahoo!, Altavista, and Lycos, through browsers (software programs).
Secondary sources/texts
commentaries on primary sources/texts, such as summarization of
The Declaration of
Independence in a history book, a biography of Benjamin Franklin, or a review of My
Brother Sam is Dead
.
Semantics
analysis of the meanings of words, phrases, sentences, and
whole texts as well as the contexts in which they are presented
or received.
Sentence combining
a technique used to enhance the syntactic maturity of a text by
combining kernel structures-the simplest statement of ideas-to
form more complex structures.
Speech Discrimination
Accurate identification of the distinctions in the range and
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characteristics of sounds used in oral languages.
Story grammar
a conceptual framework for understanding the relationships
among the elements of a story: setting, initiating event, charac
ters and their goals, a number of attempted solutions, outcomes, internal responses,
reactions, and resolution.
Storyboard
a panel on which sketches or cut-out ' t figures are used to show the characters and
sequence of events in a story.
Syllable
A unit of spoken language. In English, a syllable can consist of a
vowel sound alone
or a vowel sound with one or more consonant sounds preceding and following.
Syntax
analysis of the pattern or structure of word order in sentences, clauses, or phrases.
Synthesize
Thematic unit
to unite parts into a whole; to conclude; to reason.
an instructional sequence of literacy activities structured around a central theme.
Think-pair-share
a teaching and learning strategy that invites children to think
about a question or issue and then pair with a partner to share
ideas before contributing to a whole-class discussion.
Visual aids
representations in forms such as pictures, charts, graphs, photographs, videos, physical demonstrations.
Word Attack
An aspect of reading instruction that includes intentional strategies
decode, sight read, and recognize written words.
for learning to
Word Decoding
An aspect of reading that involves deriving a pronunciation for a
letters based on knowledge of spelling-sound correspondences.
printed sequence of
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Word Recognition
In reading, identifying as known words those that have been decoded or processed as
whole words and associating the known words with their meaning and use in language
being read.
Word Wall
a collection of words studied and used by students for compre-hending or composing text.
These word collections may be
stored on a Word Wall or in a learning log or file box.
Writer's Workshop
a block of classroom time devoted to student planning, drafting,
revising, editing,
and publishing of student compositions, often involving peer collaboration.
Writing process
the activities that writers engage in to compose a written text:
prewriting, drafting, revising, and editing. These activities may
also be thought. of as characterizing the writer's perspectives of
the text. Although
the process is often discussed in terms of the stages of writing, the process itself does not
have a preset order or fixed sequence of activities. Rather, writers shift back and
forth
among these perspectives as they compose, for example, mentally revising their plans
before they ever actually write a word of text, or planning new text when they begin to
revise. Therefore, the writing process is a unique experience for each individual in each
incident of writing.
ELEMENTARY
Professional Resources
Ada, A., Harris, V., Hopkins, L. (1993). A chorus of cultures. Carmel, California:
Hampton-Brown Books.
Allington, R., Walmsley, S. (Eds.). (1995). No quick fix: Rethinking literacy programs in
America’s schools. New York: Teacher’s College, Columbia University.
Beck, I. (1997). Questioning the author: An approach for enhancing student engagement
with text. Newark, Delaware: International Reading Association.
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Burns, M.S. Griffin, P., Snow, C. (1999). Starting out right: A guide to promoting
children’s reading success. Washington, DC: National Academy Press.
Calkins, L.M. (1986, 1999). The art of teaching writing. Portsmouth, NH: Heinemann.
Clay, M. M. (1979). The early detection of reading difficulties. Auckland, New Zealand:
Heinemann Education.
Cooper, J. D. (1993). Literacy: Helping children construct meaning. (1993) Boston:
Houghton Mifflin.
Cramer, E., Castle, M. (Eds.). (1994). Fostering the love of reading: The affective domain
in reading education. Newark, Delaware: International Reading Association.
Cunningham, P., Allington, R. (1994). Classrooms that work: They can all read and
write. New York: HarperCollins College Publishers.
Fletcher, R. (1993) What a writer needs. Portsmouth, NH: Heinemann.
Fountas, I., Pinnell, G. (1996). Guided reading: Good first teaching for all children.
Portsmouth, NH: Heinemann.
Fountas, I., Pinnell, G. (1999). Matching books to readers: Using leveled books in guided
reading, k-3. Portsmouth, NH: Heinemann.
Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
Harris, T., Hodges, R. (Ed.). (1995). The Literacy Dictionary. Newark, Delaware:
International Reading Association.
Hindley, J. (1998) In the company of children. Columbus, OH: Stenhouse Publishers.
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Hopkins, L. (1995) Pauses: Autobiographical reflections of 101 creators of children’s
books. New York: HarperCollins Publishers.
Hurst, C. (1990). Once upon a time: An encyclopedia for successfully using literature
with young children. Allen, Texas: DLM.
Hurst, C. (1995). Picture book guide. Worthington, OH: SRA Macmillan/McGraw Hill.
Hurst, C. (1996). Picture book guide: First and second grade. Worthington, OH: SRA
Macmillan/McGraw Hill.
Hurst, C. (1996). Picture book guide: Prekindergarten through second grade. Using
picture books in the math curriculum. Worthington, OH: SRA
Macmillan/McGraw Hill.
Morrow, L.M. (1993). Literacy development in the early years. Needham Heights, MA:
Allyn and Bacon.
Morrow, L., Strickland, D., Gee Woo, D. (1998) Literacy instruction in the half- and
whole- day kindergarten. Newark, Delaware: International Reading Association.
Pinnell, G., Fountas, I. (1998). Word matters: Teaching phonics and spelling in the
reading/writing classroom. Portsmouth, NH: Heinemann.
Slavin, R. (1995). Cooperative learning. Needham Heights, MA: Allyn and Bacon.
Snow, C., Burns, M. S., Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National
Academy Press.
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Professional Resources
Middle School
Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents.
Portsmouth, NH: Boynton/Cook Publishers, Heinemann.
Atwell, N. (1990). Coming to know: Writing to learn in the intermediate grades.
Portsmouth, NH: Heinemann.
Beck, I. (1997). Questioning the author: An approach for enhancing student engagement
with text. Newark, Delaware: International Reading Association.
Beers, K., Samuels, B. (Eds.). Into focus: Understanding and creating middle school
readers. Norwood, MA: Christopher-Gordon Publishers, Inc.
Calkins, L.M. (1999). The art of teaching writing. Portsmouth, NH: Heinemann.
Cooter, R., Flynt, E. (1996). Teaching reading in the content areas: Developing content
literacy for all students. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Cramer, E., Castle, M. (Eds.). (1994). Fostering the love of reading: The affective domain
in reading education. Newark, Delaware: International Reading Association.
Fletcher, R. (1993). What a writer needs. Portsmouth, NH: Heinemann.
Fulwiler, T. (Ed.). (1987). The Journal Book. Portsmouth, NH: Boynton/Cook Publishers,
Heinemann.
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Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.
Harris, T., Hodges, R. (Ed.). (1995). The Literacy Dictionary. Newark, Delaware:
International Reading Association.
Hopkins, L. (1995). Pauses: Autobiographical reflections of 101 creators of children’s
books. New York: HarperCollins Publishers.
Hutchinson, J. (1996). Motivating writing in middle school. Urbana, Illinois: National
Council of Teachers of English.
Rief, L. (1992). Seeking diversity: Language arts with adolescents. Portsmouth, NH:
Heinemann.
Schurr, S., Thomason, J., Thompson, M. (1996). Teaching at the middle level. Lexington,
MA: D. C. Heath and Company.
Slavin, R. (1995). Cooperative learning. Needham Heights, MA: Allyn and Bacon.
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