evan-moor school publishing group

oRDER 800-777-4362 FAX 800-689-1302 evan-moor.com/education

Helping Children Learn since 1979Helping Children Learn since 1979PreK–8 2012-2013 Catalog

Language ArtsReadingTechnologyScienceMathSpecial NeedsELL/ELD

Joy Evans shown with Bill Evans and Jo Ellen Moore (Co-Founders)

TEL 800-777-4362 FAX 800-689-1302

CONTENTS

About Daily Practice ..........................................2 About interactive Apps ......................................3

NEW! Daily Phonics ....................................................4 Bridge the Gap: Phonics...................................5

Daily Reading Comprehension .........................6Daily Academic Vocabulary ..............................7Daily 6-Trait Writing ...........................................8Daily Paragraph Editing ....................................9

NEW! Daily Science ..................................................10Daily Geography Practice ............................... 11Daily Language Review .................................. 12

NEW! Building Spelling Skills .................................... 13Daily Math Practice ......................................... 14Daily Word Problems ...................................... 15A Word a Day ..................................................16Daily h andwriting Practice .............................. 17Daily Practice Centers .................................... 18

NEW! Language Fundamentals Interactive App .........................................20

NEW! Vocabulary FundamentalsInteractive App .........................................20

NEW! Nonfi ction Writing ....................................21

Hot Topics: High-Interest Reading ....22

Look, Listen, & Speak for ELL .............26

Stories to Read, Words to Knowfor ELL ..........................................................28

NEW! Everyday Literacy for PreK–1 ...............30

TeacherFileBox.com ...............................33

Contact us today to receive a sample

If you are interesed in any products in this catalog and would like to receive

a sampler or examination copy, please complete the online form at www.evan-moor.com/sample

100% Satisfaction Guaranteed!If for any reason you are unsatis� ed with your purchase from Evan-Moor, you may return it, postage prepaid, in its original condition within one year for a refund of the original product purchase price.

Dear Educator,

At Evan-Moor Educational Publishers, we pride ourselves in more than 30 years of helping children learn.

We are proud to have promoted both teacher and student success with research-based, quality resource materials that are engaging, affordable, and most importantly, effective.

To further support schools today, our products align with state standards and Common Core State Standards. Plus, we continue to develop not only print materials but also interactive apps and other digital products to meet the need of today’s classroom.

We look forward to partnering with you to increase student and schoolwide academic achievement.

Sincerely,

Request a FREE sample at www.evan-moor.com/sample

Evan-Moor supports state standards and Common Core State Standards

Evan-Moor’s resources help lay the foundation for strong, standards-aligned curricula:

• Easy-to-implement supplemental materials align to state standards and Common Core State Standards to support students’ academic success.

• Free online tool, www.teaching-standards.com, shows detailed correlations for each Evan-Moor title.

• TeacherFileBox.com enables educators to search by state standard or Common Core State Standard to find teaching units from over 400 Evan-Moor titles.

Page GradeLevels TitleI IDEA TitleIII TitleV

Comprehension

Daily Reading Comprehension 6 1, 2, 3, 4, 5, 6+

Hot Topics: High-Interest Reading 22 4–8+

Look, Listen, & Speak 26 K–3 / ELL

Stories to Read, Words to Know 28 K–3 / ELL

TeacherFileBox.com 33 PreK–6+

Early Learning

Daily Phonics 4 1, 2, 3, 4–6+

Everyday Literacy 30 PreK, K, 1




English Language Learners

Daily Academic Vocabulary 7 2, 3, 4–6+

Daily Language Review 12 1, 2, 3, 4, 5, 6, 7, 8

Daily Phonics 4 1, 2, 3, 4–6+






Grammar & Mechanics

Building Spelling Skills 13 1, 2, 3, 4, 5, 6+

Daily Language Review 12 1, 2, 3, 4, 5, 6, 7, 8

Daily Paragraph Editing 9 2, 3, 4, 5, 6+

Language Fundamentals 20 1, 2, 3, 4, 5, 6+


Math

Daily Math Practice 14 1, 2, 3, 4, 5, 6+

Daily Word Problems 15 1, 2, 3, 4, 5, 6+


Science

Daily Science 10 1, 2, 3, 4, 5, 6+

Everyday Literacy: Science 30 PreK, K, 1



Social Studies

Daily Geography Practice 11 1, 2, 3, 4, 5, 6+

Hot Topics: High-Interest Reading 22 4–8


Vocabulary

Daily Academic Vocabulary 7 2, 3, 4, 5, 6+



Vocabulary Fundamentals 20 1, 2, 3, 4, 5, 6+

A Word a Day 16 1, 2, 3, 4, 5, 6+


Writing

Daily 6-Trait Writing 8 1, 2, 3, 4, 5, 6+

Non� ction Writing Practice 21 2, 3, 4, 5, 6+


“ Evan-Moor resources allow me to add more interesting and engaging activities to the middle school special education curriculum at a level that is appropriately challenging and accessible for my students. Activities also bring kinesthetic, interactive learning alive for my students, making them feel capable and intelligent.”

- C. Hill, Special Ed Teacher, Morris County, NJ

1

2 TEL 800-777-4362 FAX 800-689-1302 www.evan-moor.com/education

Daily Practice

Adopt Daily Practice for all the grade levels in your school!

Daily Phonics

Daily Reading Comprehension

Daily Academic Vocabulary

Daily Paragraph Editing

Daily Science

Daily Geography Practice

Daily Language Review

Building Spelling Skills

Daily Math Practice

Daily Word Problems

A Word a Day

Daily Handwriting Practice

Daily Practice Centers

Research-based daily practice that helps raise student achievement

The clear, focused format of Evan-Moor’s Daily Practice titles helps teachers reinforce and reteach the skills found in any core program with 36 weeks of instructional lessons.

• Repeated practice and reinforcement over the course of a school year

• Short, 5- to 15-minute lessons that allow teachers to easily integrate instruction and practice into a busy day

• Comprehensive yet uncomplicated resources that support the core curriculum in key subject areas

• Based on current research and best practices in education

• Correlated to state standards and Common Core State Standards

3Request a FREE sample at www.evan-moor.com/sample 3

Introducing Apps Powered by PortalsTM

Daily Instruction, Dynamic Technology

Evan-Moor’s interactive apps deliver the best of both worlds—the correlated content, targeted practice, and research-based instruction of the Daily Practice titles with the dynamic features of an interactive teaching tool. Launch and project apps on any computer to lead whole-class lessons, or have students work independently or in small groups.

• Integrates technology-based instruction into the core curriculum

• Captures students’ attention with an interactive format, making learning meaningful

• Creates student-centered collaborative learning opportunities

• Includes a downloadable Teacher’s Guide

• Correlated to state standards and Common Core State Standards

“ Evan-Moor’s Daily Practice books consistently introduce new skills, review those skills, and provide additional practice that my school knows has improved our achievement scores.”

- Jill L., Dyersburg, TN

Better TogetherPair Daily Practice apps with student practice books for a

powerful multimedia resource.

Day 4 Week

Day 5 Week 1

© Evan-Moor Corp. • EMC 2788 • Daily Phonics

9

Skill: Listening for short and long vowels

Listen for It

The letters a, e, i, o, and u are vowels. Each vowel has a short and a long sound. The long sound says its name.

short a short e short i short o short u

long a long e long i long o long uSay the picture name. Circle the picture if you hear the long vowel sound.

1 a

2 e

3 i

4 o

5 u

Focus

Name __________________________________________________________

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Skill:

, and sound. The

short i

long i

you hear

__________________________________________________________

Day 4 Week 1

8

Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Dictation

Skill: Discriminating initial consonants

Circle the vowels.

I can go fast.

Listen and Write It

Each consonant has its own special sound.

Say the letter-sound. Draw a line to the picture that begins with that letter-sound.

tx

vy

wz

Finish the alphabet. Write the missing letters. Then name each letter.

a b d g h j mo p t w x

Focus

Name __________________________________________________________

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8

Dictation

Skill: Discriminating initial consonants

Circle the vowels.

I can go fast.

Listen and Write It

Each consonant has its own special sound.

Say the letter-sound.Draw a line to the picture that begins with that letter-sound.

t

v

w

Finish the alphabet. Write the missing letters. Then name

a b d g h jo p t w x

Focus

Name __________________________________________________________

Day 1 Week 1

© Evan-Moor Corp. • EMC 2788 • Daily Phonics 5

Dictation

Listen for It

The alphabet has 26 letters. Some letters are consonants. Some letters are vowels. The letters a, e, i, o, and u are vowels.

Name each letter. Circle the vowels.

a b c d e f g

h i j k l m n

o p q r s t u

v w x y z

There are five vowels in the alphabet. Write the vowels on the lines.

1. 2. 3. 4. 5.

Write your name. Circle the vowels.

Skill: Identifying letters

Focus

Name __________________________________________________________

2788.indb 5 8/18/11 12:04 PM

WEEK1

4 Daily Phonics • EMC 2788 • © Evan-Moor Corp.

Alphabet Review

DAY 1

Discriminating Consonants and VowelsRead aloud the focus statement at the top of the page. Then read the directions to students and have them point to each letter as they name it aloud. After students circle the vowels, direct their attention to the next task. Read the directions to students and have them write the vowels.

Dictation Direct students’ attention to the bottom of the page and say: Write your name on the line. Then circle the vowels in your name.

DAY 2

Listening for Initial Consonants: b, c, d, f, g, h, jRead aloud the focus statement at the top of the page. Then point to each letter in the activity as you introduce its letter-sound. Say: This is the letter b. The letter b stands for this sound: /b/. Say /b/. (/b/) Repeat the process for the remaining letters. Then direct students’ attention to the picture of the goat. Say: Point to the goat. Say goat. (goat) What is the first sound in goat? (/g/) What letter stands for that sound? (g) Point to the letter g. Draw a line from the letter g to the picture of the goat. Repeat the process for the remaining pictures. Picture Key: goat, foot, jeep, cat, boat, dog, hat

Dictation Direct students’ attention to the bottom of the page and say:Run your finger under each word as I read the sentence: I can go. Now read the sentence with me: I can go. Look at each word and circle the vowels.

DAY 3

Listening for Initial Consonants: k, l, m, n, p, q, r, sRead aloud the focus statement at the top of the page. Then point to each letter in the activity as you introduce its letter-sound. Say: This is the letter k. The letter k stands for this sound: /k/. Say /k/. (/k/) Repeat the process for the remaining letters. Then direct students’ attention to the picture of the leaf. Say: Point to the leaf. Say leaf. (leaf) What is the first sound in leaf ? (/l/) What letter stands for that sound? ( l) Point to the letter l. Draw a line from the letter l to the picture of the leaf. Repeat the process for the remaining pictures. Picture Key: leaf, rake, kite, pie, nest, sun, moon, queen

Dictation Direct students’ attention to the bottom of the page and say:Run your finger under each word as I read the sentence beginning: Run fast. Now read the words with me: Run fast. Next, write your name on the line to finish the sentence. Invite volunteers to read aloud their sentences. Then say: Now look at the words and circle the vowels.

DAY 4

Listening for Initial Consonants: t, v, w, x, y, zRead aloud the focus statement at the top of the page. Then point to each letter in the activity as you introduce its letter-sound. Say: This is the letter t. The letter t stands for this sound: /t/. Say /t/. (/t/) Repeat the process for the remaining letters. Then direct students’ attention to the picture of the wagon. Say: Point to the wagon. Say wagon. (wagon) What is the first sound in wagon? (/w/ ) What letter stands for that sound? (w) Point to the letter w. Draw a line from the letter w to the picture of the wagon. Repeat the process for the remaining pictures. Then direct students’ attention to the second task. Read the directions and have students write the letters. Picture Key: wagon, yo-yo, violin, ten, zipper, X-ray

Dictation Direct students’ attention to the bottom of the page and say:Run your finger under each word as I read the sentence: I can go fast. Now read the sentence with me: I can go fast. Look at each word and circle the vowels.

DAY 5

Listening for Short and Long VowelsRead aloud the focus statement at the top of the page. Point to the first example and say: The letter a is a vowel. It has a short sound and a long sound. You hear the short a sound at the beginning of ant. Say ant. (ant) Say /a/. (/a/) You hear the long a sound at the beginning of ape. Say ape. (ape) Say /a/. (/a/) Repeat the process for the remaining examples. Then read the activity directions and call students’ attention to the first row. Say: Let’s listen for the long a sound. Point to the first picture. Say cake. (cake) Do you hear /a/ in cake? (yes) Circle the picture. Point to the next picture. It shows a rat. Do you hear /a/ in rat? (no) Do not circle it. Repeat the process for the remaining pictures and rows. Picture Key: Row 1: cake, rat, map, tape; Row 2: dress, hen, tree, sheep; Row 3: dig, kite, pie, six; Row 4: bone, box, goat, mop; Row 5: flute, bug, tub, glue

2788.indb 4 8/18/11 12:04 PM


Daily Phonics

Daily PhonicsClass Pack $149.9520 Student Books + Teacher’s Edition

Grade1 EMC 9761-R12 Grade3 EMC 9763-R12

Grade2 EMC 9762-R12 Grades4–6+ EMC 9764-R12

Student Book 5-Pack $29.99Grade1 EMC 6781-R12 Grade3 EMC 6783-R12

Grade2 EMC 6782-R12 Grades4–6+ EMC 6784-R12

Daily Phonics

Grades 1–6+ h elp students gain phonemic awareness, decoding, and word study skills to become confident and proficient readers. Each Daily Phonics book includes 32 weeks of explicit, systematic phonics instruction, practice, and application. Each week focuses on a key phonics skill, with daily lessons that progress through listening, speaking, reading, and writing activities, as well as daily dictation exercises. The scaffolded scope and sequence of Daily Phonics makes it a perfect resource for on-grade-level early learners, as well as older struggling readers and English language learners. Correlated to state standards and Common Core State Standards.

Features:• 5 student pages per week

• Daily dictation activities

• 1 teacher page per week

Provide 32 weeks of targeted, systematic phonics instruction and practice for on- and below-grade-level readers

well as daily dictation exercises. The scaffolded scope and sequence

Perfect for

RTI

Weekly Teacher Pagesinclude step-by-step teaching paths with suggested scripting for presenting each daily lesson.

Daily Student Pagesprovide clear, simple practice activities with predictable supporting illustrations.

Request a sample today!

www.evan-moor.com/sample

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©2004 by Evan-Moor Corp. • Basic Phonics Skills, Level C • EM

C 3320

245

Words in Story

Little Phonics Read

ers

Joan & the Coach

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Close the hole!

Joan drove it home.

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Basic Phonics Skills, Level C • EMC 3320 • ©2004 by Evan-M

oor Corp.Little Phonics R

eaders

Go low!

Joan dove for the hole.

Joan stole the ball.

Score a goal!

Bridge the Gap: Phonics Primary Classroom Kit $599.99EMC 7600-R12

Add-on Daily Phonics Student Book 5-Pack $29.99Grade 2 EMC 6782-R12

Add-on Primary Pre- and Posttest Booklets 5-Pack $23.99EMC 7403-R12

5Request a FREE sample at www.evan-moor.com/sample

Bridge the Gap: Phonics

Bridge the Gap: Phonics

Comprehensive but not complicated, Bridge the Gap Phonics provides more than 60 hours of explicit instruction and hands-on activities to help move students from remedial or beginning phonics skills to a 3rd-grade reading level. Each daily 60-minute block targets specific phonics skills through systematic instruction, practice, and application, while addressing the needs of auditory, kinesthetic, and visual learners. Correlated to state standards and Common Core State Standards.

Features:• 30 minutes of teacher-led whole-group instruction

• 30 minutes of center activities and written practice

• Small-group reading and authentic application of phonics skills through hands-on experience and real-world scenarios

A 12-week accelerated phonics kit, ideal for specialized intervention or transitional programs

and mainstream primary classrooms



Each Classroom Kit includes:

Teacher’s Resource Book guides teachers through delivering 12 weeks of Daily Phonics instruction.

25 Hands-on Centersinclude activity mats and corresponding tasks cards in sets for up to six students. These game-like centers provide hands-on practice and reinforcement of the weekly phonics skills in a controlled small-group setting.

5 Sets of Pre- and Posttest Bookletsmeasure and track student progress from the beginning of the 12-week program to completion.

Daily Phonics, Level 2 Teacher’s Edition, 5 Student Practice Books

Reproducible Phonics Readers and written practice pages

01_OS_FMDailies2012.indd 5 2/3/12 2:14 PM



Name:

© Evan-Moor Corp. • EMC 3453 • Daily Reading Comprehension

33

WEEK 4Determine Important Information DAY 5

READ THE PAGE Think about the kind of information that is given in a dictionary.

STRATEGY PRACTICE Which information in a dictionary is the most important? Why?SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer.

1. The guide word that is missing on the page is .A blimpB blizzardC brokenD bat

2. On a dictionary page, you can find .A word meanings and pronunciationsB stories about real peopleC a list of what is inside the bookD words in order of importance

3. Why does the word broken come after blimp on the page?A Broken is a less important wordthan blimp.B Broken fits on the page after blimp.C Broken comes after blimp in the alphabet.D Broken has two syllables and blimphas one.

4. What can you learn about a blimp from its picture?A It is filled with gas.B It is shaped like a football.C It is lighter than air.D It needs a pilot.

bat (bat) 1. A wooden stick or club used to hit a ball. 2. A flying mammal with wings of thin skin. noun

blimp (blimp) A kind of balloon that can be steered: A blimp is filled with a gas that is lighter than air. See picture. noun

blizzard (bliz erd) A very cold snowstorm with strong winds: The blizzard covered our house with snow. noun

boil (boil) To bubble up and give off steam: The hot water began to boil. verb

broken (bro ken) In pieces: The cup was broken. adjective

bat

3453.indb 33

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Think about

Which information

Read each question.hat is missing

.

ge, you can word meanings and pronunciationsBB stories about real peopleCC a list of what is inside the book

bat (bat) club used to hit a ball. flying mammal with wings of thin skin. noun

blimp (blimp) A kind of balloon that can be steered: A blimp is filled with a gas that is lighter than air.See picture. noun

bat

Name:

32

Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.

WEEK 4DAY 4

Determine Important InformationREAD THE PASSAGE Think about the information that is most importantfor making peanut butter.

STRATEGY PRACTICE In the passage, underline three sentences that are importantin telling the steps to make peanut butter.SKILL PRACTICE Read each question. Fill in the bubble next to the correct answer. 1. From the information in the graph, you can tell that .A peanuts grow undergroundB peanuts are dried before theyare cleanedC peanuts are harvested in the fallDmaking peanut butter is a business

2. Which of these would be the best title for the graph?A “Peanuts in the United States”B “Planting and Harvesting”C “The Months of the Year”D “Peanut Butter Calendar”

3. Which step in making peanut butter comes first?A The peanuts are ground into a paste.B The peanuts are cleaned.C The peanuts are cooled.D The peanuts are shelled and roasted.

4. Peanuts are also called groundnuts. This information is given in the .A caption for the chartB title of the passageC calendar of monthsD text of the passage

The Food That Goes with JellyMaking peanut butter is a big business. Peanuts grow underground. Around 40 peanuts grow on one plant. Special tractors dig up the plants and lay them upside down on the ground. The peanuts stay in the sun until they are dry. Next, stems and rocks are removed. After the peanuts are cleaned, they are shelled and roasted. Then, they are cooled. The cooled peanuts are rubbed gently to remove their skins. Finally, the peanuts are ground into a paste. Sometimes, sugar, salt, and oil are added.

HarvestPlant

Jan

Groundnut crop calendar for most of the United States

Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec

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32

READ THE PASSAGE

STRATEGY PRACTICE

SKILL PRACTICE

informationell that

peanuts grow undergroundpeanuts are dried before theyare cleanedpeanuts are harvested in the fallmaking peanut butter is a business

hese wraph?

“Peanuts in the United States”“Planting and Harvesting”“The Months of the Year”“Peanut Butter Calendar”

Making peanut butter is a big business. Peanuts grow underground. Around 40 peanuts grow on one plant. Special tractors dig up the plants and lay them upside down on the ground. The peanuts stay in the sun until they are dry. Next, stems and rocks are removed. After the peanuts are cleaned, they are shelled and roasted. Then, they are cooled. The cooled peanuts are rubbed gently to remove their skins. Finally, the peanuts are ground into a paste. Sometimes, sugar, salt, and oil are added.

Jan

Groundnut crop calendar for most of the United States

28 Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.

4WEEK

DAY

1

Introduce the strategy to students. Then say: When good readers read, they look for the most important information in a passage in order to understand the author’s main message. They do not let themselves get distracted by information that is not related to the main topic. This week we will learn some ways to look for the most important information in a passage. Read the instructions at the top of the page aloud. Say: This is a silly passage about a make-believe animal called a zooraffa. Have students read the passage. When students have finished, ask: What do the numbers in the passage stand for? (numbered directions, or steps, for cleaning a zooraffa) Ask:Do you think the numbers were important for understanding the passage? (yes) Say: Sometimes it is a good idea to read the important information again to make sure you understand it well.Pair students for the strategy practice activity or complete it as a group. Then direct students to complete the skill practice activity. Review the answers together.

DAY

2

Remind students of the strategy. Say: When we determine the important information in a passage, we look for the information that helps us best understand what the author is trying to tell us.Point out the following three features on the page: the body text, the picture, and the caption. Say: Each of these features is important, but we need to know what information from each feature best helps us to understand what we are reading. Brainstorm with students what information each feature probably gives (The body text tells the story of the high jump, the picture shows who the jumpers are, and the caption tells the height of each jump.). Then read the instructions at the top of the page aloud. Have students read the passage. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together.

DAY

3

Remind students of the strategy. Say: When good readers look for important information in a passage, they often begin by skimming or scanning the text. What stands out when you look at the page? (the headings) Say: When I look at the headings, I know I’ll likely read about where a certain snake lives and how it eats. I can look for information in the passage that tells me more about those topics. Then read the instructions at the top of the page aloud. Have students read the passage. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together.

DAY

4

Remind students of the strategy. Say: When we read to determine important information, we need a good purpose for reading. Sometimes we can set a purpose by looking at the activities we are asked to do when we finish reading. Read aloud the directions for the strategy practice activity. Then say: When I read, I will look for the information about how peanut butter is made. Read the instructions at the top of the page aloud. Then have students read the passage. When students have finished, direct them to complete the strategy and skill practice activities.

DAY

5

Remind students of the strategy. Say: To determine important information, you need to know what you are reading. What does this page look like? (a page from a dictionary) Why do people use dictionaries? (to find out what words mean) Since this is a dictionary, the important information will likely be the meaning of different words. Read the instructions at the top of the page aloud. Then have students read the dictionary page. When students have finished, direct them to complete the strategy and skill practice activities. Review the answers together.

Determine Important InformationThis strategy allows students to find the most important information in a passage, usually information related to the main idea. By determining the important information, students can increase their comprehension by focusing on important ideas and details.



Direct instruction that targets the reading strategies and skills your students need to improve

comprehension and raise test scores

Each book covers 12 comprehension skills, including:

• Compare and Contrast• Prediction• Main Idea and Details• Inferencing

... and more

Grades 2–6+ cover six reading strategies:

• Monitor Comprehension• Make Connections • Visualization• Organization• Ask Questions• Determine Important

Information

Grade 1 covers phonics, sight words, and vocabulary development.

Daily Reading ComprehensionClass Pack $148.9920 Student Books + Teacher’s Edition



Grade3 EMC 9693-R12 Grade6+ EMC 9696-R12





Grades 1–6+ Present your students with direct instruction on the reading strategies and skills they need to become successful readers. The 150 original fiction and nonfiction passages with comprehension items in each Daily Reading Comprehension title help you engage students in reading, thinking about, and responding to a variety of texts. Correlated to state standards and Common Core State Standards.

Features:• Weekly teacher overview pages

with suggestions for guiding students through each passage

• A diverse selection of passages that expose students to a variety of text types

• Lessons that cover the major comprehension skills and strategies students need in order to perform well on standardized reading assessments

Student Pages

Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.

Teacher Page

YoumayalsolikeDaily Reading Comprehension Centersonpage18.

Daily Academic Vocabulary Class Pack $148.9920 Student Books + Teacher’s Edition



Grade4 EMC 9630-R12



Grade4 EMC 6509-R12

Weekly Teacher Pagesprovide defi nitions and sample sentences and help teachers introduce new words through brief discussions that build on students’ previous knowledge.

Daily Student Pageshelp students practice new words through short daily activities that use the words in an academic or personal context.

Weekly and Unit ReviewsStudents review each week’s words through a Friday multiple-choice assessment. Four cumulative reviews provide additional practice and assessment.



Name _________________________________________

WEEK 1

Day 5 subject • topicFill in the bubble next to the correct answer. 1. Which sentence could you complete with the word subject?𝖠𝖠 We have a different textbook for every .𝖡𝖡 Grandma’s barn was the for Barney’s doghouse.

𝖢𝖢 The librarian is a good to help you find a book.𝖣𝖣 The dinosaur was in the museum. 2. The subject of a book is .𝖥𝖥 a list of the chapters𝖦𝖦 a list of the topics covered in the book𝖧𝖧 what the book is about the person who wrote the book 3. In which sentence could you replace the underlined word with the word topic?

𝖠𝖠 A birthday is a good reason for celebration.𝖡𝖡 For some players, winning is the object of the game.𝖢𝖢 The dinner table is the perfect place for conversation.𝖣𝖣 Movies are Emma’s favorite subject for discussion. 4. What is the topic of a news article entitled “California Feels the Heat”?𝖥𝖥 unusually cold weather in California𝖦𝖦 wood-burning stoves𝖧𝖧 hot weather in California hot weather in Mexico

Writing Tell about the subject of a book you have read lately. Be sure to use the word subject in your writing.

______________________________________________________________________________________________________________________________________________________________________________________________________

© Evan-Moor Corp. • EMC 2759 • Daily Academic Vocabulary

13


©

Name _________________________________________

WEEK 1

Day 3 topic

1. How would you complete this sentence? Say it aloud to a partner.

I could say a lot about the topic of .

2. Which of these topics would you talk about in science class? Circle your answers.

a. how magnets work c. how plants grow b. a favorite TV show d. nouns and verbs

3. Which sentence correctly uses the word topic? Circle your answer.

a. They hiked to the topic of the mountain. b. They talked about a different topic every night. c. I like to topic about my favorite book. d. She took a topic to avoid getting the flu.

Day 4 topic

1. How would you complete this sentence? Say it aloud to a partner.

I would be interested in an article on the topic of .

2. Which of these would make a good topic for a science report? Circle your answer.

a. how I spent my summer vacation c. how the president is elected b. how a caterpillar becomes a butterfly d. how to make a turkey sandwich

3. Pretend that you are going to write a report. First, write the topic of your report. Then, write three things you would say about the topic.

Topic: My Dog

a. He likes to chase balls.b. He has a big wet tongue.c. He sleeps on my bed.

Topic:

a.

b.

c.

12 Daily Academic Vocabulary • EMC 2759 • © Evan-Moor Corp.


WEEK

1


subject • topicUse the transparency for week 1 and the suggestions on page 6 to introduce the words for each day.

DAY1

subject(noun) An area of study, such as science. Math is Greta’s best subject in school.

Have students name the different things they study in school—math, science, social studies, reading, language arts, health, music, art. Say: Each of these things is a subject you study in school. Invite students to talk about which school subjects they like best. After responses, ask: Why do you like that subject the best? Then have students complete the Day 1 activities on page 11. You may want to do the first one as a group.

DAY2

subject(noun) Someone or something that is thought about, written about, or talked about. Our school picnic was the subject of a newspaper article.

Display informational books that are familiar to students. Select books whose subject is suggested by the title—for example, Exploring the Night Sky or How a House Is Built. As you show each book, ask: What is the subject of this book? What is it about? Help them conclude that what a book is about is the subject of the book. Then have students complete the Day 2 activities on page 11. You may want to do the first one as a group.

DAY3

topic(noun) The subject of discussion or conversation. Abigail always has a lot to say on the topic of dog care.

Explain that topic and “subject” have very similar meanings and are sometimes used interchangeably. Say: Something or someone can be the topic of discussion or the subject of discussion. Ask: What is our topic of discussion right now? Read the sample sentence and ask: Would the sentence have the same meaning if you replaced topic with the word “subject”? Then have students complete the Day 3 activities on page 12. You may want to do the first one as a group.

DAY4

topic(noun) The subject of a book or other written work. He has read many books on the topic of space travel.

Say: Both topic and “subject” are used to describe what a book or another piece of writing is about, as well as a discussion or conversation. Ask a student to make up a sentence using the word topic. Then ask another student to repeat the sentence, substituting the word “subject” for topic. Ask: Are the meanings of the two sentences the same? Then have students complete the Day 4 activities on page 12. You may want to do the first one as a group.

DAY5

Have students complete page 13. Call on students to read aloud their answers to the writing activity.

10 Daily Academic Vocabulary • EMC 2759 • © Evan-Moor Corp.


Grades 2–6+ h elp your students internalize vocabulary words they need to know in order to communicate effectively and perform well on classroom assignments and standardized tests. This research-based series contains 36 weeks of direct instruction on academic words such as opposite, prediction, subject, and specify, the kinds of words that they will encounter in all different subject areas and grade levels. Correlated to state standards and Common Core State Standards.

Features:• o ral, cloze, multiple-choice, and

open-ended writing activities that require students to apply new words to their own experiences

• Unit reviews that reinforce word meaning through engaging puzzles

Daily practice that develops the rich vocabulary essential to students’ success in the classroom and on assessments



© Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing 1�

Name:

Ideas

IDEAS

Choose a strong idea. Narrow it down.

Think about fun things you like to do with friends. Complete the triangle. Narrow down your ideas into one specific idea.

Week 1 • Day 4

Start with a general idea.

fun with friends

Narrow it down.

Make it more specific.

Choose a strong idea. Narrow it down.

Think about fun things you like to do with friends. Complete the triangle. Narrow down your ideas into one specific idea.

Ideas

Week 1 • Day 5Write about something specific that you like to do with friends. Be sure that each statement ends with a period.

DEASID AS

© Evan-Moor Corp. • EMC 6603 • Daily 6-Trait Writing

7

10

Daily 6-Trait Writing • EMC 6023 • © Evan-Moor Corp.

IDEAS

12

Daily 6-Trait Writing • EMC 6023 • © Evan-Moor Corp.

Name:

Ideas

IDEAS

Choose a strong idea. Make your idea specific.

Week 1 • Day 1

A. Read each student’s story ideas. Underline the one that is

stronger and more specific.

1. John’s story ideas:

a. My sister’s teddy bear

b. Finding my sister’s lost teddy bear

2. Brianna’s story ideas:

a. Why I like Grandmother’s house in Mexico City

b. Visiting Mexico

B. Read the three ideas below. Choose one to make more specific.

Circle it and write the specific idea.

Ideas: bike riding

movies

baking cookies

A more specific idea:

C. Read the sentences. Circle the periods.

Rocky wrote about seeing a bridge in Oakland. The

bridge is called the Bay Bridge. It is 43,500 feet long.

Sample Answers:

the day I finally learned to ride my

bike; the scariest movie I’ve ever seen; making oatmeal

cookies for the bake sale

© Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing

13

Name:

Ideas

IDEAS

Choose a strong idea. Make your idea clear.

A. Julia is making a scrapbook with photos of a camping trip.

Help her write a clear idea about each photo. Write the idea in

a complete sentence. The first one is done as an example.

Week 1 • Day 2

Idea: Riding

Clearer Idea: Here I am riding

a horse for the first time.

Idea: Swimming

Clearer Idea:

Idea: Camping

Clearer Idea:

Idea: Eating

Clearer Idea:

B. Proofread each sentence you wrote.

1

3

2

4

We ate breakfast

outside every morning.

Sample Answers:It rained on

our first day of camping.

We had fun

jumping off the dock.

DAY 1

Read the rule aloud. Then say: A strong idea is specific.

That means it is clear-cut and exact. Imagine that you

will write a story. Which of these ideas is more specific?

1) autumn; or 2) playing in piles of crunchy, colorful leaves.

(idea 2, because it tells about a specific happening in

autumn) Then guide students through the activities.

• ActivityA:Read aloud John’s story ideas.

Ask: Which idea is more specific? (b) Why? (It is a

specific story about the bear.) Repeat the process

for Brianna’s story ideas, having students choose

an answer. Ask them to explain their choices.

• ActivityB:Read aloud the three ideas. Then use

the first one to model thinking of a more specific

idea. Say: What could you tell about bike riding?

What about learning to ride? Or where you like to

ride? Invite students to voice ideas, making sure

they are specific. Have them choose an idea to

complete the activity.

• ActivityC(Convention): Read the sentences

and point out that they are statements. Ask: What

punctuation mark does a statement end with? (a

period) Say: Always proofread your writing to make

sure you’ve ended each statement with a period. Then

have students complete the activity.

DAY 2

Read the rule aloud. Then guide students through the

activities.

• ActivityA:Have a volunteer read the ideas

given for the first photo. Discuss what makes

the second idea clearer. (“Riding a horse for the

first time” is better than just “riding” because

it clearly describes what’s happening in the

picture.) Guide students through items 2–4.

Remind them to write their answers in complete

sentences. Encourage students to write as “Julia,”

using the pronoun I.

• ActivityB(Convention): You may want to

have students exchange papers with a partner

and check each other’s sentences.

IDEASChoosing a Strong IdeaWEEK

1Refer to pages 6 and 7 to introduce or review the writing trait.

A strong idea is specific.

That means it is clear-cut and exact. Imagine that you

will write a story. Which of these ideas is more specific?

1) autumn; or 2) playing in piles of crunchy, colorful leaves.

(idea 2, because it tells about a specific happening in

autumn) Then guide students through the activities.

Read aloud John’s story ideas.

Which idea is more specific?

specific story about the bear.) Repeat the process

for Brianna’s story ideas, having students choose

an answer. Ask them to explain their choices.

Read aloud the three ideas. Then use

the first one to model thinking of a more specific

What could you tell about bike riding?

What about learning to ride? Or where you like to

Invite students to voice ideas, making sure

they are specific. Have them choose an idea to

ActivityC(Convention):

and point out that they are statements. Ask:

punctuation mark does a statement end with?

Always proofread your writing to make

sure you’ve ended each statement with a period.

have students complete the activity.

Read the rule aloud. Then guide students through the

Have a volunteer read the ideas

given for the first photo. Discuss what makes

the second idea clearer. (“Riding a horse for the

first time” is better than just “riding” because

it clearly describes what’s happening in the

picture.) Guide students through items 2–4.

Remind them to write their answers in complete

sentences. Encourage students to write as “Julia,”

using the pronoun I.

ActivityB(Convention):

Choosing a Strong Idea

Refer to pages 6 and 7 to introduce or review the writing trait.

© Evan-Moor Corp. • EMC 6023 • Daily 6-Trait Writing 13

Name:

Ideas

IDEAS

Choose a strong idea. Make your idea clear.

A. Julia is making a scrapbook with photos of a camping trip. Help her write a clear idea about each photo. Write the idea in a complete sentence. The first one is done as an example.

Week 1 • Day 2

Idea: Riding

Clearer Idea: Here I am riding

a horse for the first time.

Idea: Swimming

Clearer Idea:

Idea: Camping

Clearer Idea:

Idea: Eating

Clearer Idea:

B. Proofread each sentence you wrote.

1

3

2

4

Days 1–3provide lessons, writing models, and activities for students to practice key writing skills and apply them to a variety of writing forms.

Day 4presents students with a prewriting activity. Students use graphic organizers that help them approach their writing in logical, structured ways.

Day 5asks students to apply their new skills through a writing prompt. Teachers can use the prompt as an assessment or expand it for a longer assignment.


Daily 6-Trait Writing

Daily 6-Trait WritingClass Pack $148.9920 Student Books + Teacher’s Edition







Daily 6-Trait Writing

Grades 1–6+ Daily 6-Trait Writing provides direct instruction on the six traits of writing—ideas, organization, voice, sentence fluency, word choice, and conventions—through scaffolded lessons that focus on specific writing skills. Correlated to state standards and Common Core State Standards.

Features:• 125 scaffolded trait-based writing lessons

• A trait-based writing rubric

• Teacher pages that include an easy-to-follow teaching path and ideas for modeling and eliciting student responses

• Activities that cover narrative, expository, descriptive, and persuasive writing

Targeted, trait-based writing lessons and activities that enrich any core writing or language arts program



Teacher Page

ActivityB(Convention):


and check each other’s sentences. ActivityB(Convention):


and check each other’s sentences. Student PageStudent Pages

Interactive apps also sold separately.



Daily Paragraph EditingClass Pack with App $340.99Interactive App + 20 Student Books + Teacher’s Edition



Grade4 EMC 9714-R12

Class Pack $140.9920 Student Books + Teacher’s Edition



Grade4 EMC 6558-R12



Grade4 EMC 6553-R12


Grades 2–6+ The activities in Daily Paragraph Editing target specific grade-level capitalization, punctuation, spelling, and language usage skills. Each weekly lesson includes a 4-paragraph composition for students to edit, as well as a related writing prompt on Friday. Correlated to state standards and Common Core State Standards.

Features:• Teacher pages that include an

editing key and error summary

• Daily paragraphs on cross-curricular topics with errors for students to correct

• Writing prompts that expose students to a variety of writing forms

• Available in print and interactiveapp format


• 180 self-correcting, interactive lessons

• Students simply drag and drop editing marks to make corrections

• The “error counter” gives students incentive to find mistakes

©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 3 • EMC 2726

13

Name Daily Paragraph Editing

Walt Disney’s Cartoon Magic Walt Disney lived on a farm when he was a young boy. From an early age, walt liked to draw animals. He watched the farm animals carefully he made lifelike drawings of them. Walts family had no money for paper but Walt was clever. he drawed a pig on the wall of his house. Walt’s parents were not happy! Then Walts aunt gave him drawing paper

BIOGRAPHY: Walt Disney’s Cartoon Magic

MONDAY WEEK 1

TUESDAY WEEK 1

When walt grew up, he got a job drawing animuls for animated cartoons. creative ideas filled Walts head. the other cartoons were silent so Walt made a cartoon with music and talking characters. This cartoon was called Steamboat Willie. The star was mickey Mouse. Mickey talked and singed, people loved him

• apostrophes

• apostrophes

WEEK 1Student Page

Download PortalsTM to access FREE sample lessons for every interactive app

www.evan-moor.com/apps

Enhance instruction with interactive

apps!

26 Daily Science • EMC 5012 • © Evan-Moor Corp.

Idea 1

Week 4

Why do some plants have flowers?Students at this grade do not need to learn the reproductive parts of a flower (stamen, pistil, and so on), but they will learn that all flowers make seeds and some type of fruit. Flowering plants are the most abundant and diverse plants on Earth. A flower is a plant’s reproductive part, and it appears after the plant has fully matured. Just like animals, plants have a life cycle. Plants grow from seeds and become mature. Most mature plants create flowers. The flowers produce fruit and grow new seeds. New seeds start the cycle again by becoming new plants.

Day OneVocabulary: flower

Materials: flowers or pictures of flowers

Distribute page 27 and introduce the vocabulary word. Then read the introduction aloud with students. Show the flowers or pictures of flowers you brought. Have students describe the flowers. (shape, color, smell, and so on) If needed, review the parts of a plant (roots, stem, leaves, flower) before distributing crayons and having students complete activity A. For activity B, read the question aloud and have students write their answer.

Day TwoVocabulary: pollen

Distribute page 28 and introduce the vocabulary word. Then have volunteers read the introduction aloud. Point out the pictures on the page and ask students if they have ever seen bees or butterflies around flowers before. Then have students complete activity A independently. For activity B, read each question aloud and have students write their answers.

Day ThreeVocabulary: fruit

Distribute page 29 and introduce the vocabulary word. Then have volunteers read the introduction aloud. Point out the chart on the page and help students understand how to read it. Read the name of the first fruit and then ask: Does it have seeds inside it? (yes) Is it a fruit? (yes) Then let’s write yes in the box. Have students finish the activity on their own. For activity B, read each question aloud and have students circle their answers. For the oral activity, pair students or discuss the answers as a group.

Day Four Distribute page 30 and read the introduction aloud with students. Then have students look at the pictures in activity A and complete the activity. When students finish, point out that no matter which step in the cycle you start with, the order stays the same. For activity B, have the class answer as a group after a volunteer reads each statement.

Day Five Tell students they will review everything they have learned about flowers and fruit. Have them complete page 31. Go over the answers together.

All living things have

different life cycles.

Big Idea 1 • Week 4 Daily Science • EMC 5012 • © Evan-Moor Corp.

Students at this grade do not need to learn the reproductive parts of a flower (stamen, pistil, and so on), but they will learn that all flowers make seeds and some type of fruit. Flowering plants are the most abundant and diverse plants on Earth. A flower is a plant’s reproductive part, and it appears after the plant has fully matured. Just like animals, plants have a life cycle. Plants grow from seeds and become mature. Most mature plants create flowers. The flowers produce fruit and grow new seeds. New seeds start the cycle again by becoming new plants.

Distribute page 27 and introduce the vocabulary word. Then read the introduction aloud with students. Show the flowers or pictures of flowers you brought. Have students describe the flowers. (shape, color, smell, and so on) If needed, review the parts of a plant (roots, stem, leaves, flower) before distributing crayons and having students complete activity A. For activity B, read the question aloud and have students write their answer.

Distribute page 28 and introduce the vocabulary word. Then have Point out the pictures on the page

and ask students if they have ever seen bees or butterflies around flowers before. Then have students complete activity A independently. For activity B, read each question aloud and have students write their answers.

Distribute page 29 and introduce the vocabulary word. Then have volunteers read the introduction aloud. Point out the chart on the page and help students understand how to read it. Read the name of the first

Is it a fruit? (yes) Have students finish the activity on their

own. For activity B, read each question aloud and have students circle their answers. For the oral activity, pair students or discuss the answers

Distribute page 30 and read the introduction aloud with students. Then have students look at the pictures in activity A and complete the activity. When students finish, point out that no matter which step in the cycle you start with, the order stays the same. For activity B, have the class answer

Tell students they will review everything they have learned about flowers and fruit. Have them complete page 31. Go over the answers together.

© Evan-Moor Corp. • EMC 5012 • Daily Science

27

Daily Science

Big

Name __________________________________________________________

Day1

Weekly Question Why do some plants have flowers?

Most plants come from seeds. A seed has a baby plant inside it. But where do seeds come from? Most seeds come from flowers. Flowers have a special way of making seeds.

A. Label the parts of the plant. Use the words inthe box. Then color the picture.

leaf stem flower roots

B. Where do most seeds come from? Write a complete sentence to answer the question.

Vocabularyflowerthe part of a plant that makes seeds

Idea 1

WEEK 4

Big Idea 1 • Week 4


Daily Science

Daily Science

Grades 1–6+ Why do camels have humps? How far up does the sky reach? Where do echoes come from? These are just some of the motivating questions your students will answer while they investigate standards-based scientific concepts. The 150 daily lessons in each Daily Science title help students develop a genuine understanding of scientific concepts and content vocabulary. Correlated to state standards and Common Core State Standards.

Features:• Direct instruction and activities that

build science literacy

• Easy-to-understand background information and clear teaching paths that support teachers who have less experience teaching science

• inquiry-based activities that help students learn how to “think like a scientist”

• Available in print and interactive app format

Daily ScienceClass Pack $148.9920 Student Books + Teacher’s Edition







Class Pack with App $348.98Interactive App + 20 Student Books + Teacher’s Edition




Where do most seeds come from? Write a complete sentence

Student Page

start with, the order stays the same. For activity B, have the class answer as a group after a volunteer reads each statement.

Day Five Tell students they will review everything they have learned about flowers and fruit. Have them complete page 31. Go over the answers together.

Teacher Page

Coming August 2012

This summer!

• Photographs, drawings, and animation enrich understanding of science concepts

• Interactive elements help to keep students engaged

• Easy access to content that reviews or reinforces concepts


apps!




YoumayalsolikeEveryday Literacy: ScienceforPreK–1onpage30.

88 EMC 3714 • Daily Geography Practice, Grade 5 ©2004 by Evan-Moor Corp.

Name ___________________________________________________

�� The Region of Central AmericaMonday 1. How many countries make up the region of Central America? Name two of them.

____________________________________________________________________________________________________________________

2. Is Central America part of the continent of North America or South America?

__________________________________________________________

Tuesday 1. Central America connects the southern part of North America to which continent?

__________________________________________________________ 2. Which waterways border Central America?

____________________________________________________________________________________________________________________

Wednesday 1. Which country borders Central America to the north?

__________________________________________________________ 2. Which South American country borders Central America to the south?

__________________________________________________________

WEEK 21

88

Name

Tuesday

Wednesday

©2004 by Evan-Moor Corp. EMC 3714 • Daily Geography Practice, Grade 5 87

Name WEEK 21The Region of Central America

Legend

national capital

Belmopan

The countries of Central America form a long isthmus between the rest of North America and the continent of South America.

P A C I F I C O C E A N

C A R I B B E A N S E A

C O S T A R I C A

B E L I Z E

G U A T E M A L AH O N D U R A S

N I C A R A G U A

P A N A M A

E L S A L V A D O R

M E X I C O

COLO

MB

IA

San José

Guatemala CityTegucigalpa

San Salvador

Managua

Panama City S O U T H

A M E R I C A

86 EMC 3714 • Daily Geography Practice, Grade 5 ©2004 by Evan-Moor Corp.

WEEK 21

ANSWER KEY

Monday 1. 7; Any two of the following:

Belize, Costa Rica, Guatemala, Honduras, El Salvador, Nicaragua, and Panama

2. North America

Tuesday 1. South America 2. Caribbean Sea and Pacific

Ocean

Wednesday 1. Mexico 2. Colombia

Thursday 1. Belize 2. isthmus

Friday 1. El Salvador 2. Panama; Costa Rica,

Colombia, Pacific Ocean, and the Caribbean Sea

ChallengeThe Panama Canal runs across the center of the country of Panama, just above Panama City.

Skill: Political Regions Essential Element 2: Standard 5

The Region of Central AmericaIntroducing the Map

Share with students the definition of a region. Explain that a group of countries can be part of a region. Ask students to name the geographic region that bridges the southern end of North America to South America. The answer is the region of Central America.

Show students the map of Central America. Students should notice that the geographic location of this region gives it its name. However, explain to students that Central America is considered part of the North American continent. Besides its geographic location, Central America is linked to North America in other ways.

• The countries of Central America form a long isthmus that connects southern North America to South America. The Isthmus of Panama is a narrow strip of land that separates the Atlantic and Pacific Oceans in Panama.

• The physical features of the region include many inland, rugged mountains. Many of the mountains are active volcanoes. Devastating earthquakes, volcanic eruptions, and hurricanes strike this region.

• Spanish is the official language of all the Central American countries, except Belize. In Belize, English is the official language.

• Most of the people of Central America live in the highlands, where they live on small farms.

• Central America has large plantations that produce about 10 percent of the world’s coffee and about 10 percent of the world’s bananas.

• The Maya Indians were the dominant culture from about 400 B.C. to about A.D. 900. Today, descendants of the Maya live in the mountains of Central America.

All these factors help to group the countries into a region.

Introducing Vocabulary

Central America a region of seven countries between Mexico and South America

isthmus narrow strip of land having water on each side and connecting two larger bodies of land

region area of land or water with certain characteristics that make it different from other areas

sea a body of salt water that is part of an ocean, yet is partially enclosed by land



Weekly Teacher Pagesprovide background information and vocabulary to help teachers introduce the week’s lessons.


Grades 1–6+ An easy, effective way to fit social studies practice into the curriculum! Based on the six essential elements and 18 standards outlined by the n ational Geography Standards, Daily Geography Practice presents students with critical map-reading skills, geography terms, and more. Each book includes weekly learning objectives, maps, student pages, and a glossary. Correlated to state standards and Common Core State Standards.

Features:• Direct instruction on geography

concepts, content vocabulary, and visual literacy/map-reading skills

• Teacher overview pages that include an explanation of the standards addressed, background information, and suggestions for introducing the skills and vocabulary for each lesson

Develop critical map-reading skills and geography content vocabulary.

Weekly Mapsillustrate the geography skill being emphasized during the week and work as a reference to help students answer each activity’s questions.

Student Book Pagesfeature two questions per day and progress in diffi culty. A challenge question at the end of the week asks students to add a feature to the map.











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Name:


WednesdayWEEK

Name:


ThursdayWEEK

Circle the word that is spelled correctly. 1. wanted whanted waunted want’dCorrect these sentences. 2. my dad taked my sisters bike to be fixed

3. he knowed what his homework was

Where would someone probably say the following? 4. “Julia, may I borrow your eraser?” 5. “Swimmers take your mark, set, GO!”

Correct these sentences. 1. she bought apples carrots and cereal

2. mary she is going to be late for the lesson

Complete this analogy. 3. fire : hot :: ice :

Circle the word that is spelled correctly. 4. frend freind friend frund 5. hapiness happiness happeness happines

1

1



Daily Language ReviewClass Pack with App $338.99Interactive App + 20 Student Books + Teacher’s Edition















Grades 1–8 Build students’ language skills and raise test scores with 36 weeks of grammar, punctuation, usage, and sentence-editing practice. Daily Language Review reinforces the skills covered in your core language program through repeated and focused language practice. Correlated to state standards and Common Core State Standards.

Features:• A scope and sequence chart that

helps teachers track and record the skills covered

• Short 5- to 10-minute activities that easily integrate into the core curriculum


“ My Title 1 students and lower ability students love Daily Language Review. They are more aware of the conventions and grammar in their writing.”

- Eleanor H., Chicago, IL

Student Page


• Ideal for whole-class or independent practice

• Immediate feedback helps to keep students engaged


apps!




Youmayalsolike Daily Language Review Centers onpage18.

Building Spelling Skills 1

Building Spelling Skills, Daily Practice • EMC 2707 22

© Evan-Moor Corp.

Word MeaningFillinthemissingwords .

takes ask always catch eightafraid away stand prey wavedsaid than great they playing

1. An octopus uses its arms to catch its . 2. It a long time to my dog to give him a bath. 3. My little sister is of thunder and lightning. 4. were football at the park. 5. Marcus his hand and ,“Good-bye.” 6. You must far from the campfire.

My Spelling Dictation Writethesentences .Circlethespellingwords .

1.

2.



Building Spelling SkillsClass Pack with App $338.99Interactive App + 20 Student Books + Teacher’s Edition












Grades 1–6+ Give your students focused practice on up to 540 grade-level spelling words. Weekly lesson objectives, five practice activities for each week, forms for testing and recordkeeping, a spelling strategies chart, and more give you everything you need to build strong spellers. Correlated to state standards and Common Core State Standards.

Features:• 30 weekly units of targeted practice

on grade-level spelling word lists organized around spelling patterns

• Dictation sentences for each spelling list

• Reproducible spelling lists and parent letters

• Spelling strategies and “h ow to Study” charts


Student Page


• Audio support that reads aloud spelling words and sample sentences

• Ideal for whole-class instruction or independent practice

• Multisensory approach to improve word acquisition


apps!




EMC 752 • © Evan-Moor Corp.

5

Daily Math Practice

Daily Math PracticeTuesday

Monday

4.

1.

4.

1.

1

1

2.

2.

5.

5.

3.

3.

Write the number for twenty.

Tina saw a movie about parrots.

There were 8 parrots sitting in a

tree, and then 6 more landed on the

branches. Then 4 flew away. How

many parrots were still in the tree?

parrots

0 + = 9

There were 17 girls in Mrs. Baker’s

class last year. This year there are

9 girls. How many more girls were

in her class last year?

girls

8 + 2 =

Fill in the correct symbol.

< = >

0 + 10 =

Color .

9 – 3

13 – 6


7

Daily Math PracticeFriday

Daily Math Practice

Daily Progress Record

1

1How many did you get correct each day? Color the squares.5

4

3

2

1

Monday Tuesday Wednesday Thursday Friday

Complete each number sentence. Use only 3, 4, and 5.

+ + = 12 + – = 6 + – = 4

5

Tina saw a movie about parrots.

There were 8 parrots sitting in a

tree, and then 6 more landed on the

branches. Then 4 flew away. How

many parrots were still in the tree?

parrots


Daily Math Practice

Daily Math Practice

Daily Progress RecordHow many did you get correct each day? Color the squares.5

4

3

2

1

Monday

6 EMC 752 • © Evan-Moor Corp.

Daily Math Practice

Daily Math Practice Thursday

Wednesday

2.

1. 4.

2.

1. 4.

1

1

5.

5.

3.

3.

What time is it?

quarter past

On a walk along the beach, Jarod saw 9 gulls, 3 cormorants, and 6 pelicans.How many birds did he see?

birds

12 – 6 =

Continue the pattern.

11 13 15

Count by ones to fill in the missing numbers.

100

149

63

102

If a muffin costs 7¢, how much will 3 muffins cost?

¢

11 – 7 =

Mark the eighth dot.

4 + 9

5 + 7

Daily Math Practice

Grades 1–6+ Based on n CTM Standards, Daily Math Practice addresses key learning objectives, including computation, problem solving, geometry, measurement, and more. Reproducible student pages, an answer key, and a comprehensive scope and sequence chart give you everything you need to provide students with focused and repeated skills practice. Correlated to state standards and Common Core State Standards.

Features:• Short daily activities that work along with

core programs to help students master standards-based skills

• A comprehensive scope and sequence chart that helps teachers track and record the skills being covered

• Daily progress records that ask students to track and record their own work

Daily math problems that practice and reinforce NCTM Standards-based math skills


Daily Math Practice

Daily Math PracticeClass Pack $135.9920 Student Books + Teacher’s Edition









Monday through Thursday Activitiesinclude two computation problems, two items that practice a variety of math skills, and one word problem.

Friday Activityfeatures a single problem that is more extensive and emphasizes reasoning and communication.

Youmayalsolike Daily Math Practice Centers onpage18.

©2001 by Evan-Moor Corp. 5

Daily Word Problems • EMC 3003

Name:Daily Word Problems

Welcome to Make Your Own Candle Store. You have 3 candles to decorate. Use all the decorations listed below. Each candle must have the same number of each decoration. • 6 smiling faces • 3 bows • 9 stars • 12 flowers

Use the candles you decorated to answer the following questions.• How many smiling faces are on each of the candles? ______________• How many stars are on each of the candles? ______________• How many bows are on each of the candles? ______________• How many flowers are on each of the candles? ______________• How did you find the number of each decoration for each candle?

CandlesFriday–Week 1

Daily Word Problems, Math

Grades 1–6+ Watch students’ problem-solving skills improve day by day as they take part in meaningful math practice. The 36 weeks of reproducible practice activities address grade-level math concepts such as addition, fractions, logic, algebra, and more! Monday through Thursday activities present students with a one- or two-step word problem, while Friday’s format is more extensive. Correlated to state standards and Common Core State Standards.

Features:• A comprehensive scope and

sequence chart that helps teachers track and record the skills being covered

• Weekly activities that focus on a central theme and create meaningful and engaging opportunities for learning


Student Page


Daily Word Problems

Daily Word Problems, MathClass Pack with App $335.99Interactive App + 20 Student Books + Teacher’s Edition











“ After using Daily Word Problems, Math, my students had the highest test scores for problem solving on standardized tests.”

- Sara O., Owings, MD


• Immediate feedback encourages perseverance in problem solving

• Keeps students focused with nondistracting interface


apps!




Review

6 A Word a Day • EMC 2793 • © Evan-Moor Corp.

A Word a Day

Week 1

impatient • appliance • appropriate • mumble

1 Tell students that you are going to give them a clue about one of the words for the week. Th ey are to fi nd the word that answers the clue.• An electric fan is one of these. (an appliance)• Th is kind of behavior is polite. (appropriate)• You might feel this way if you had to wait a long time to open a present. (impatient)

• When people do this, it is hard to understand them. (mumble)

2 Read each sentence and ask students to supply the correct word to complete the sentence.• A household , such as a clothes dryer, costs a lot of money. (appliance)• It is not to yell inside the classroom. (appropriate)• When you , I can’t tell what you are saying. (mumble)• Try reading a book if you get while waiting for the bus. (impatient)

3 Read each sentence and ask students to tell which word or words are wrong. Th en have them provide the correct word from the week’s list.• It is incorrect to thank someone who does you a favor.

(incorrect/appropriate)• Shy people often speak clearly, making it hard to understand them. (speak clearly/mumble)

• Pablo is so relaxed that he hates waiting for longer than a minute. (relaxed/impatient)

� Read each sentence and ask students to decide if it is true or false. If the sentence is false, instruct students to explain why.• Interrupting others is usually appropriate. (false; it is impolite to interrupt others)

• Most TV newscasters mumble. (false; most speak clearly)• It is not much fun to talk with an impatient person. (true)• A sheet of paper is a household appliance. (false; a sheet of paper is not a machine)

Write on the board the four words studied this week. Read the words with the class and briefl y review their meanings. Th en conduct the oral activities below.

Answers for page 7: 1. B, 2. J, 3. A, 4. J


A Word a Day

A Word a Day

Grades 1–6+ h elp students develop the rich vocabulary that’s essential to successful reading comprehension and academic achievement. Each A Word a Day title covers 144 words in 36 weekly units. Short daily activities along with weekly oral reviews and multiple-choice tests give you everything you need to strengthen students’ vocabulary. Correlated to state standards and Common Core State Standards.

Features:• Daily exercises that use multiple

approaches to teach vocabulary, including written, oral, and visual literacy activities

• Weekly oral and written reviews that ask students to apply their new words through group discussions, test questions, and an open-ended writing prompt


A Word a DayClass Pack with App $232.99Interactive App + 20 Student Books + Teacher’s Edition











A Word a Day • EMC 2793 • © Evan-Moor Corp.

Answers for page 7: 1. B, 2. J, 3. A, 4. JStudent Page


• Perfect for whole-class instruction or independent practice

• Flexible options to display or hide definitions in review sections


apps!




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Finish the story.

Name:

Once upon a time there was a beautifulprincess. She lived in a castle with a moat.She had no visitors. She was lonely.

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MondayMonday

Today is marvelous Monday.

TuesdayTuesday

1515

Today is terrific Tuesday.

Monday

1

Tuesday

2Daily Handwriting Practice


Traditional Manuscript EMC 6585-R12

Traditional Cursive EMC 6586-R12

Modern Manuscript EMC 6587-R12

Contemporary Cursive EMC 6588-R12

Student Book 5-Pack $29.99Traditional Manuscript EMC 6895-R12

Traditional Cursive EMC 6896-R12

Modern Manuscript EMC 6897-R12

Contemporary Cursive EMC 6898-R12



Monday through Thursday Activitieshelp students practice letter formation while focusing on a theme such as animals, nutrition, our solar system, or vehicles.

Friday Activityfeatures a full-page exercise that draws the topic to a close by reviewing what was learned earlier that week.


All Grades Daily Handwriting Practice presents students with practice writing letters, words, and sentences about a variety of content-area topics, from language arts to science and social studies.

Features:• h andwriting activities that cover a variety

of content-area topics to help students develop content-area literacy

• A full-page letter formation chart that shows struggling students how to properly form letters

• Patterns and directions for creating an alphabet book

Provide students with daily handwriting practice with a curriculum tie-in.





Daily Math Practice Centers

Classroom Kit $349.99Grade1 EMC 3041-R12

Grade2 EMC 3042-R12

Grade3 EMC 3043-R12

Add-on Student Booklets 5-Pack $9.99Grade1 EMC 6651-R12

Grade2 EMC 6652-R12

Grade3 EMC 6653-R12

Classroom KitsGrades 1, 2, & 3 $944.99

EMC 9690-R12

Daily Language Review Centers


Grade2 EMC 2812-R12

Grade3 EMC 2813-R12


Grade2 EMC 6618-R12

Grade3 EMC 6619-R12


EMC 9639-R12

Daily Reading Comprehension Centers


Grade2 EMC 2852-R12

Grade3 EMC 2853-R12


Grade2 EMC 6752-R12

Grade3 EMC 6753-R12


EMC 9699-R12

Each Classroom Kit Includes:

36 ready-made folder centers

• compelling full-color designs• high-interest themes and topics• pockets to hold playing pieces

Spiral-bound Teacher’s Guide

• 80 pages• center assignment sheets• student and class checklists• center directions and answer keys• reproducible response forms

20 Student Response Booklets

• 40 pages each• work great as an informal assessment

of students’ skill acquisition• help students keep track of which

centers they’ve completed

Sturdy Storage Box

• keeps centers organized and protected

• fits easily on a shelf

Reinforce standards-based skills with motivating, targeted hands-on practice.

• Durable, ready-made centers in colorful folders

• Hands-on learning experiences that deepen understanding and foster a love for learning

• Activities perfect for formative assessments

Compare and Contrast

24 Lions and Tigers

are big, wild cats live on grasslands

live where there

are lots of treeslike to roar

are strong hunters hunt mostly at night

live alone hunt alone

have families hunt in groups

like water do not like water

3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM


24 Lions and Tigers

are big, wild cats live on grasslandslive where thereare lots of trees like to roar

are strong hunters hunt mostly at nightlive alone

hunt alone



3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM

2

Teacher’s GuideTeacher’s Guide

3SAVE$100

Number Words

Numbers

1

thirty-one fortyfifty-five

ninetytwelve one hundred

four hundred

fiveseventy-two thirteen

ninety-four eleventwo hundred

one

forty-six eighty sixty-seven

three hundred

tenfifteen twenty-nine

one hundred

fourteenfive hundred

2 x 1

3042Cards2x1.indd 39

1/25/10 9:06 AM

Number Words

Numbers

1

thirty-one fortyfifty-five

ninetytwelve one hundred

four hundred

fiveseventy-two thirteen

ninety-four eleventwo hundred

one

forty-six eighty sixty-seven

three hundred

tenfifteen twenty-nine

one hundred

fourteenfive hundred

2 x 1

3042Cards2x1.indd 39

1/25/10 9:06 AM



Each Daily Centers Kit supports state standards and Common Core State Standards.

Daily Language Review Centers skills include:

• Reading Comprehension• Vocabulary & Word Study• Grammar• Punctuation & Mechanics

Daily Math Practice Centers skills include:

• Numbers• Operations• Algebra & Geometry• Measurement• Data Analysis & Probability

Daily Reading Comprehension Centers skills include:

• Main Idea & Details• Sequence• Compare & Contrast• Word Meaning• Prediction


24 Lions and Tigers

are big, wild catslive on grasslands

live where there

are lots of trees

like to roar


live alonehunt alone

have familieshunt in groups

like waterdo not like water

3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM

Compare and Contrast24 Lions and Tigers


live where thereare lots of trees

like to roar





3 in x 1 in

2851Card.indb 7710/5/10 11:52 AM


24 Lions and Tigers


live where there

are lots of treeslike to roar





3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM


24 Lions and Tigers

are big, wild cats live on grasslandslive where thereare lots of trees like to roar

are strong hunters hunt mostly at nightlive alone

hunt alone



3 in x 1 in

2851Card.indb 77

10/5/10 11:52 AM

andand TigersTigersTigersTigersTigersTigersTigersTigersTigersTigersTigersLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLionsLions

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Lions and tigers are big, wild cats.

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Tigers live where there are lots of trees.

Lions and tigers both like to roar.

And they are both strong hunters.

They hunt mostly at night.

Tigers live and hunt alone.

Lions have families and hunt in groups.

Tigers like to cool off in water.

Lions try to stay dry.

2851

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Language & Vocabulary Fundamentals

Language Fundamentals Interactive App

Grades 1–6+ o ver 200 self-correcting, interactive activities to improve students’ grammar, mechanics, usage, and vocabulary skills. Use for whole-class, small-group, or individual instruction, scaffolded practice, and review. Correlated to state standards and Common Core State Standards.

Vocabulary Fundamentals Interactive App

Grades 1–6+ 42 scaffolded, self-correcting, interactive activities that practice skills such as synonyms, antonyms, word roots, homophones, and more. Word play adds fun vocabulary practice using interactive puzzles and riddles. Correlated to state standards and Common Core State Standards.

Language FundamentalsInteractive Combo $199.99Interactive App + Teacher’s Edition e-Book




Vocabulary FundamentalsInteractive Combo $199.99Interactive App + Teacher’s Edition e-Book




• Clear list of skills and activities to choose from and a Quick Launch tool to easily access each lesson

• Lesson History, a printable record of dates of completed lessons

• Expandable and collapsible rule statement at the beginning of each activity to focus students’ attention on the targeted skill

• Check Answer, a self-correcting tool that offers students immediate feedback, or can be turned off for assessments


apps!



Lesson 1 Introducing a Biography

A biography is a true story about a person’s life that gives

important information about the person and describes major

events in the order in which they happened.

1. Tell students that a biography is a type of writing

that describes true and important events from

someone’s life.

2. Have volunteers read aloud the model on p. 56,

paragraph by paragraph.

3. Ask: What is the purpose of this biography? (to tell

about the life of Mary McLeod Bethune) Have students

write the purpose on the lines provided.

4. Invite students to offer opinions about what makes this

a good biography. Prompt students by asking: Does

the writer clearly state who this biography is about

and why this person is important? Does the

biography include facts and details about her life?

Are the events organized in chronological, or time,

order? Then explain that students will use the model

as they practice the skills needed to write a good

biography.

Lesson 2 Including Biographical Details

1. Review the purpose of a biography. Then say: A

biography includes important details, such as the

person’s date of birth, where he or she lived, and his

or her achievements or accomplishments. Have a

volunteer locate the information in “The Life of Mary

McLeod Bethune” that tells where and when she was

born. (She was born in South Carolina in 1875...)

2. Tell students that in order to write a good biography,

they must first do research to gather information

about that person. Have small groups brainstorm

questions they might research, such as: Whom is this

biography about? What is this person known for?

When and where was this person born? What do

you know about this person’s life? What are some of

his or her important accomplishments? When did

he or she die?

3. Point out the encyclopedia entry on p. 57 and read the

first sentence aloud. Tell students they will be using

information from the entry to complete the activity.

Have students finish reading the entry and then

complete the activity independently or in small

groups. Review the answers by asking volunteers to

share their responses.

Page 57 / Student Book Page 38

Page 56 / Student Book Page 37Writing a Biography

Biography

Including Biographical Details

Read this encyclopedia entry. Then answer the questions below.

Jack Roosevelt “Jackie” Robinson (1919–1972) was the �rst African

American to play baseball in the major leagues. Robinson was born in Georgia

in 1919 and grew up being treated differently because of his skin color.

Robinson attended high school in California. He was good at all sports,

especially baseball. But because he was African American, he was not allowed

to play for a major league team. In 1945, Robinson played one season of

baseball in a league just for African Americans. Because of Robinson’s talent,

the Brooklyn Dodgers changed the rules and hired him in 1947. That year, he

was named Rookie of the Year.

In 1962, Robinson became the �rst African American to be named to the

Baseball Hall of Fame. He died in 1972 in Connecticut.

1. Whom is this encyclopedia entry about?

Jackie Robinson

2. What is this person known for?

He was the first African American in major league baseball.

3. When and where was this person born?

He was born in Georgia in 1919.

4. What did you learn about this person’s childhood?

He was treated differently because of his skin color.

5. When and where did this person die?

He died in 1972 in Connecticut.

6. What are two other details about this person that you would include in a biography?

In 1947, he joined the Brooklyn Dodgers.

In 1962, he was named to the Baseball Hall of Fame.

© Evan-Moor Corp. • EMC 6014 • Nonfiction Writing

57

EXPOSITORY WRITING

Name: _____________________________________________

Biography

Introducing a Biography

Read this example of a biography.

Writing Model

The Life of Mary McLeod Bethune

Mary McLeod Bethune was a teacher and a leader who

helped change people’s views about education. She knew that

education was important for everyone. She believed it was the

key to a better life. That’s why she worked hard to make sure all

people could go to school.

Education was important to Mary at an early age. She was

born in South Carolina in 1875 to parents who had been slaves.

During this time, it was unusual for African American children to

go to school. But Mary loved learning so much that she walked

five miles every day just to get to school. Mary was a good

student, so her teacher helped her attend college. Mary finished

college in 1893 and later became a teacher.

As an adult, Mary helped others get an education. She

created schools for African American children. Mary also helped

educate women and children. Mary was even friends with

Franklin D. Roosevelt, America’s president from 1933 to 1945.

She talked to him often about equal education for everyone.

Mary McLeod Bethune died in Florida in 1955. Newspapers

around the world wrote about her. Everyone remembered Mary

as an important person who spent her entire life helping others.

Writer’s Purpose: to tell about the life of Mary McLeod

Bethune

EXPOSITORY WRITING

56

Nonfiction Writing • EMC 6014 • © Evan-Moor Corp.

Name: _____________________________________________


53

EXPOSITORY WRITING

6014.indb 53

5/6/11 11:12 AM



Introducing a Biography

Read this example of a biography.

Writing Model

helped change people’s views about education. She knew that

education was important for everyone. She believed it was the

key to a better life. That’s why she worked hard to make sure all

56

Name: _____________________________________________

Biography

Introducing a BiographyRead this example of a biography.

Writing Model

The Life of Mary McLeod Bethune

Mary McLeod Bethune was a teacher and a leader who helped change people’s views about education. She knew that education was important for everyone. She believed it was the key to a better life. That’s why she worked hard to make sure all people could go to school.

Education was important to Mary at an early age. She was born in South Carolina in 1875 to parents who had been slaves. During this time, it was unusual for African American children to go to school. But Mary loved learning so much that she walked five miles every day just to get to school. Mary was a good student, so her teacher helped her attend college. Mary finished college in 1893 and later became a teacher.

As an adult, Mary helped others get an education. She created schools for African American children. Mary also helped educate women and children. Mary was even friends with Franklin D. Roosevelt, America’s president from 1933 to 1945. She talked to him often about equal education for everyone.

Mary McLeod Bethune died in Florida in 1955. Newspapers around the world wrote about her. Everyone remembered Mary as an important person who spent her entire life helping others.

Writer’s Purpose:

Biography

EXPOSITORY WRITING56 Non�ction Writing • EMC 6014 • © Evan-Moor Corp.

Name: _____________________________________________

6014.indb 56 5/6/11 11:12 AM

Biography

Organizing Details

A. Read these sentences about Laurence Yep, a famous children’s book author. Write the numbers of the sentences in the boxes on the timeline to show the correct order. Then write the years below the boxes.

1. At age 18, Yep sold his �rst short story to a magazine in 1966.

2. Yep won the Newbery Honor Award for Dragon’s Gate in 1994.

3. Yep won the Newbery Honor Award for Dragonwings in 1975.

4. Laurence Yep was born in San Francisco in 1948.

5. Yep published his �rst novel in 1971.

1940 2000

B. Use the information from Activity A to write a paragraph about Laurence Yep. Put the details in chronological order, and write the information in your own words.

EXPOSITORY WRITING58 Non�ction Writing • EMC 6014 • © Evan-Moor Corp.

Name: _____________________________________________

6014.indb 58 5/6/11 11:12 AM

Biography

Read these sentences about Laurence Yep, a famous children’s book author. te the numbers of the sentences in the boxes on the timeline to show the

e 18, Yep sold his �rst short story to a magazine in 1966.

Dragon’s Gate in 1994.

in 1975.

2000

Use the information from Activity A to write a paragraph about Laurence Yep. the details in chronological order, and write the information in your

Non�ction Writing • EMC 6014 • © Evan-Moor Corp.

BiographyWriting Topic SentencesRead each paragraph. Then use details from the paragraph to revise the

underlined topic sentence. Make sure the topic sentence tells something important

about the subject of the paragraph.

Louis Braille loved music and books. Louis was blind, but he always wanted

to read. So he came up with patterns of raised dots that stood for letters and

numbers. He called it the Braille system. The Braille system was not widely used

during his lifetime, but it is now popular with blind people all over the world who

want to read.Louis Braille invented a way for blind people to read.

Example

1. Jim White liked being underground. In 1898, he noticed a large hole leading to

a cave that he wanted to explore. He spent three days underground, �nding many

caves that were connected to each other. Jim told people about his discovery, but

no one believed his tales for many years. Finally, in 1930, the hole that Jim had

found became part of Carlsbad Caverns National Park.

2. Matthew Henson and Robert Peary worked on a large ship. When Henson was

21, he met Peary, a Navy officer. The two became friends and adventurers. For

years, the pair wanted to be the �rst people to reach the North Pole. In 1909,

Henson and Peary �nally succeeded.

3. Sonia Sotomayor was a good student. As a child, she read books and watched TV

shows set in courtrooms. She also took part in student government at school. When

she was older, she worked hard and went to law school. She was a judge for many

years. In 2009, Sotomayor became the �rst Hispanic justice on the Supreme Court. 4. Mildred “Babe” Didrikson Zaharias played sports. She was named an All-American

basketball player, which is a high honor. She earned two gold medals and one silver

medal in track and �eld at the 1932 Olympics. Babe was also an excellent professional

golfer. Some of her sports records still stand today.


59

EXPOSITORY WRITING

Name: _____________________________________________

6014.indb 59

5/6/11 11:12 AM


Nonfi ction Writing

Help students master essential nonfi ction writing skills

Teacher Pagesprovide step-by-step teaching path and suggested scripting to introduce students to each writing form and guide them through the activities.

Writing Modelshelp students identify the traits and features of good writing in specifi c nonfi ction text types.

Student Pagesprovide focused practice on each skill. Students complete graphic organizers, revise sentences, annotate passages, and more.

Nonfiction Writing

Grades 2–6+ Nonfiction Writing helps improve students’ writing skills and prepare them for standardized tests through 16 to 18 self-contained units centered on a variety of expository, persuasive, and narrative nonfiction writing forms. Students analyze writing models and practice specific skills such as writing a good lead, using persuasive language, and organizing details. Correlated to state standards and Common Core State Standards.

Features:• The most frequently encountered

nonfiction writing forms, including: Research report Response to literature Persuasive letter Compare-and-contrast essay

• integrates easily into any core language arts program

• improves students’ writing in all content areas

Nonfi ction WritingClass Pack $138.9920 Student Books + Teacher’s Edition



Grade4 EMC 9754-R12



Grade4 EMC 6674-R12



Unit Reviewallows students to apply what they’ve learned through a revision activity.

Topics:• U.S. h istory

• Animals

• Fine Art

• h eroes

• h ealth & Medicine

• Media & Technology

• Sports

• Weather

...and more!

Skills and Strategies:• Making inferences

• Previewing text features

• Skimming and scanning

• Making predictions

• Visualizing

• identifying cause and effect

• Analyzing plot

• o rganizing facts

• Summarizing

...and more!

Includes Audio Support

Reading LevelGRADES 2.5 – 4.5

Interest LevelGRADES 4–8+

Lexile® Range400–760

Guided Reading LevelsJ–Q


Hot TopicsHigh-Interest Reading

Give struggling students and English language learners motivating experiences and guided instruction they need to become confi dent readers!

Before Reading Students participate in a brief discussion to build background and practice 6 to 8 vocabulary words.

While Reading Students are presented with a focus reading strategy supported by a graphic organizer that helps students access and comprehend the text as they read.

After Reading Students refl ect on what they’ve read through a brief discussion, test their knowledge through a comprehension test, and respond to the selection through a variety of creative activities.

High-impact science, social studies, and literature reading selections help struggling readers develop comprehension strategies, vocabulary, and a love for reading.

Name:10Unit Before You Read

Hot Topics • Set C • © Evan-Moor Corp.

Slime! 87

bacteria (bak-teer-ee-uh):

plural noun Tiny creatures that

live in air, water, soil, animals,

people, and food. Some bacteria

cause sickness. Others help

break down food in the body.

glands (glandz): plural noun

Organs that release chemicals

into the body.

mucus (myoo-kus): noun

A thick, slippery fluid made by

the body.

propel (pruh-pel): verb

To push forward.

saliva (suh-lie-vuh): noun

A clear, watery liquid made by

glands in the mouth.

secrete (si-kreet): verb To

make and release a substance.

Slime!

Crossword Puzzle

Complete the puzzle with words from the Words to Know box.

1

23

4

5

6

ACROSS

2. to make something move

5. Some of these creatures are helpful, but some

can make you sick.

6. To see if you are sick, sometimes a doctor will

check if the in your neck are swollen.

DOWN

1. to release something gradually

3. another word for spit

4. When you have a cold, your body makes a lot

of .

A clear, watery liquid made by

To

make and release a substance.

Name:10Unit While You Read

Hot Topics • Set C • © Evan-Moor Corp. Slime! 89

Using a Main-Idea WebRewrite each heading as a main idea. Then draw lines from each box to add details that support each main idea.

Slime!

SLIME!

Heading: Mucus and SpitMain idea:

Heading: A Slimy DefenseMain idea:

Heading: Super Slime SecretsMain idea:

Heading: You Can’t Hug a SlugMain idea:

Heading: Super Slime Secrets You Can’t Hug a Slug

Name:10

Hot Topics • Set C • © Evan-Moor Corp.

Slime! 91

Unit After You Read

Testing Your KnowledgeRead each item and choose the best answer. You may refer to Slime! as you work.

1. Slugs and snails do NOT need slime for .� keeping themselves moist� protecting themselves� transporting themselves� digesting their food

2. Why does your nose fill up with mucus when you have a cold?� because your body produces extra mucus to get rid of the germs� to prevent too much dirt from getting into your nose� because it’s easier to breathe when your nose is full� to make it hurt less when you blow your nose

3. What is the main idea of this article?� Animals use slime to defend themselves.� Slime has many important functions.� You can make slime using soap flakes, food coloring, and water.� Scientists in Massachusetts are studying slime.

4. What is produced by glands in your mouth?� mucus� bacteria� saliva� nutrients

5. The hagfish uses slime to .� clean itself� move around easily in water� kill bacteria and germs� fight off attackers

Slime!

Perfect for your classroom, summer school, or before/after-

school programs

Slime! 91




Classroom Kit EMC 3400-R12 $299.99

Starter Kit EMC 3402-R12 $99.99

Add-on Pack EMC 3401-R12 $44.99

Student Book 6-Pack EMC 3406-R12 $35.99

Assessment & Pacing Kit EMC 3506-R12 $32.99

Student Pre- and Posttest Booklets (6 ea) EMC 3405-R12 $23.99

Spanish Supplement Teacher’s Edition EMC 3490-R12 $12.99

Spanish Supplement Student Book EMC 6642-R12 $5.99









Reading Level: Grades2.5–3.0Lexile® Range:400–520Interest Level:4–8+Guided Reading Level:J–O

AReading Level: Grades3.0–3.5Lexile® Range:500–610Interest Level:4–8+Guided Reading Level:K–P

B


Each Hot Topics Classroom Kit Contains: 20 4-page high-interest reading selectionsCompelling reading selections with full-color designs, in a variety of genres and real-world reading formats. Brochure-style card stock, 6 copies each.

Teacher’s GuideStep-by-step lesson plans, reproducibles, and before-, during-, and after-reading strategies.

Audio CDs Audio CDs with read-alouds of each selection and cues for moving between text features. License to download onto MP3 players.

Student Pretest

AStudent Pretest

Student Posttest

A


















SCIENCE

Reading Level: Grades2.5–3.5Lexile® Range:400–600Interest Level:4–8+Guided Reading Level:J–P

Reading Level: Grades3.5–4.5Lexile® Range:600–760Interest Level:4–8+Guided Reading Level:L–Q

C


Additional resources customized to fit your needs: Starter Kit20 reading selections, 1 copy each; teacher’s guide; audio CDs.

Add-on Pack20 reading selections, 1 copy each.

Student Book 6-PackBefore-, during-, and after-reading activities for 20 reading selections, 6 copies.

Assessment & Pacing KitTeacher’s guide with pacing chart and pre- and posttest answer key. Student pre- and posttest booklets, 6 copies each.

Additional Student Pre- and Posttest Booklets (6 ea)

Spanish Supplement Teacher’s Edition Reproducible activities in Spanish for 20 reading selections and directions on how to use the Spanish supplement to support the core instruction in Hot Topics.

Spanish Supplement Student BookActivities in Spanish for 20 reading selections.

Print and interactive resources working together to inspire learning


Print and interactive resources

Look, Listen, & SpeakSurvival Vocabulary and Language Skills Instruction

24

Look, Listen, and Speak: My Community • EMC 2782 • © Evan-Moor Corp.

TownHave students complete this page after completing

the Actions layer of the Town E-poster activity.

Who Is It?

Write the word that completes each sentence.

HeShe

They

are playing. are collecting garbage.

is mailing a letter. is riding the bike.

© Evan-Moor Corp. • EMC 2782 • Look, Listen, and Speak: My Community

25

Corner Store

Have students complete this page after completing

the Corner Store E-poster activity.

Shopping at the Corner Store

Look at each picture. Fill in the circle that tells what it is.

shelves vegetables newspapers cans

fl owers cans fruit bags

freezer bags fl owers newspapers

fruit bags

© Evan-Moor Corp. • EMC 2782 • Look, Listen, and Speak: My Community

25

fl owers newspapers fl owers newspapers fl owers newspapers

25


Help English language learners and special needs students develop vocabulary, language patterns, and confi dence.

Each Look, Listen, & Speak Starter Kit contains: Teacher’s Resource BookStep-by-step directed teaching lessons, reproducible activity pages, and written and oral assessments give teachers a clear instructional path.

Student Book 5-packStudents work in a manageable 32-page, full-color booklet containing a picture dictionary, a story, chants, a song, and activity pages.

Two 17" x 22" PostersAn identical electronic version of each printed poster allows students to scroll over pictures and hear words pronounced and used in sentences.

Picture Cards48 full-color labeled cards can be used for a variety of games and extra hands-on practice.

Interactive CD-ROMPC/MAC-compatible software with a license for fi ve workstations.

Complete Set $574.99Includes 1 of each EMC 2773-R12Starter Kit

Starter Kit $124.99At School EMC 2768-R12My Family and Me EMC 2769-R12At Home EMC 2770-R12My Community EMC 2771-R12Keeping Healthy EMC 2772-R12

Student Book $14.995-PackAt School EMC 2779-R12My Family and Me EMC 2780-R12At Home EMC 2781-R12My Community EMC 2782-R12Keeping Healthy EMC 2783-R12

CD–ROM $39.99At School EMC 2774-R12My Family and Me EMC 2775-R12At Home EMC 2776-R12My Community EMC 2777-R12Keeping Healthy EMC 2778-R12

LookElectronic and print posters provide engaging multimedia environments that introduce theme-based vocabulary in context.

Listeninteractive games, chants, songs, and read-along stories on a CD-RoM reinforce vocabulary and concepts.

SpeakFamiliar themes help students connect topics and vocabulary to the world around them and gain confi dence in participating in conversation.

Look, Listen, & SpeakSurvival Vocabulary and Language Skills Instruction

49494949 LevelLevelLevelLevel CC

Practice reading these words.

look like parent will grow

When It Grows Up

Read the words.words. WriteWrite themthem inin thethe boxes.boxes.

babybear

plant

pumpkin

7

The baby bearIt will look likeAn animal looks

bear willlike itslooks

5050

Help English learners and remedial students feel a sense of accomplishment as they progress from

beginning to intermediate language development.


Stories to Read, Words to KnowDeveloping Language Through Reading

Colorful picture dictionariesintroduce students to new vocabulary used throughout the unit.

Engaging reading selectionscapture students’ interest as they read independently with an audio CD or in an ELL reading group.

Follow-up activitiesboost comprehension, reinforce vocabulary, and support students’ understanding of the stories.

BookReading Grade Level

A K

B K

C K–1

D 1

E 1

F 1–2

G 2

H 2–3

I 3

J 3


Stories to Read, Words to KnowDeveloping Language Through Reading

Each Stories to Read, Words to Know Starter Kit contains:Student BookFull-color storybook provides students with the motivation and practice they need to master language skills. 96 pages.

12 full-color stories, picture dictionaries, activity pages that target important skills

Teacher’s GuideStep-by-step lesson plans and additional teaching resources make it easy to guide students through each lesson. 64 pages.

Reading strategies, guided instruction, oral language practice, vocabulary practice strips, assessment tests

Audio CDEngaging audio readings support struggling and reluctant readers as they follow along with a story. Audio selections are also available in downloadable podcasts on iTunes.

Complete Set $229.99Includes all 10 Starter Kits

Complete Set EMC 3340-R12

Starter Kit $24.991 Teacher’s Guide, 1 Student Book, 1 Audio CD

Book A EMC 3666-R12Book B EMC 3667-R12Book C EMC 3668-R12Book D EMC 3669-R12Book E EMC 3670-R12Book F EMC 3671-R12Book G EMC 3672-R12Book H EMC 3673-R12Book I EMC 3674-R12Book J EMC 3675-R12

Student Book 5-Pack $44.99

Book A EMC 3681-R12Book B EMC 3682-R12 Book C EMC 3683-R12Book D EMC 3684-R12Book E EMC 3685-R12Book F EMC 3686-R12Book G EMC 3687-R12Book H EMC 3688-R12Book I EMC 3689-R12Book J EMC 3690-R12

Take-Home Kit $19.991 Student Book, 1 Audio CD


Individual Student Book $9.99



Everyday Literacy:Reading & Writing


GradePreK EMC 9708-R12GradeK EMC 9709-R12Grade1 EMC 9710-R12

Student Book 5-Pack $19.99GradePreK EMC 6639-R12GradeK EMC 6640-R12Grade1 EMC 6641-R12

Everyday Literacy:Listening & Speaking




Everyday Literacy:Science




Three powerful resources to build the foundation for your early literacy curriculum

Everyday Literacy: Listening & Speaking Develops students’ receptive and expressive language using 15- to 20-minute daily oral language activities.

Focus on:• phonemic awareness

• alphabet awareness

• CVC and high-frequency words

• comprehension

• phonics

Everyday Literacy: Reading & Writing h elps beginning readers develop reading and writing readiness skills through fun and focused daily activities.

Focus on:• oral language

• vocabulary

• print awareness

• comprehension

• phonological awareness

Everyday Literacy: ScienceDevelops life-, earth-, and physical-science concepts and vocabulary. Early learners acquire literacy skills while exploring interesting science topics.

Focus on:• scientific thinking and inquiry

• physical, life, and earth sciences vocabulary and oral language

• comprehension

Everyday LiteracyListening, Speaking, Reading, Writing, and Science

WEEK

15Concept

Earth has four seasons.

Four SeasonsScience Objective:To help students understand that changes in weather occur from day to day and across seasons, affecting Earth and its people

Science Vocabulary:fall, pattern, seasons, spring, summer, winter

Day 1SKILLS

Introducing the ConceptBegin by activating students’ prior knowledge about the seasons. Ask:

• Do we have the same weather every day? (no) How does the weather change? (It may be sunny, cloudy, rainy, snowy, hot, warm, cold, etc.)

• We have four seasons: spring, summer, fall, and winter. The weather often changes from season to season. What is the weather like in summer? fall? winter? spring? (students respond)

Then introduce students to the concept of the patterns of the seasons. Say: Our Earth is like a big ball that moves around the sun. As Earth moves, the seasons change from spring to summer to fall to winter.

Listening to the StoryDistribute the Day 1 activity page to each student. Say: Listen and look at the picture as I read a story about the pattern of the seasons.

In spring, the tree outside Ava’s window has tiny, new green leaves. She hears baby birds chirping in their nest. Summer comes after spring. Now the tree has big, green leaves. Ava doesn’t have school, so she sits in the shade of the tree and reads a book. Fall comes after summer. The leaves on the tree turn yellow, orange, and red before they fall to the ground. After school, Ava rakes up the leaves. Finally, winter comes. The branches of the tree are bare. One morning, Ava wakes up to see white snow covering everything! Ava likes the snow. But she knows that one day it will melt, spring will come, and the pattern will start all over again!

Confirming UnderstandingDistribute crayons. Reinforce the science concept by asking questions about the story. Ask:

• What does the tree have in spring? (new green leaves) Circle some of the leaves.

• What does the tree have in summer? (big green leaves) Color the tree’s leaves.

• What does the tree have in fall? (yellow, orange, red leaves) Color the leaves on the ground red.

• In winter, the tree is bare. Circle the bare branches in black.

Earth Science• Understand that the

seasons change in a pattern

• Understand that there are different kinds of weather

LiteracyOral Language Development

• Respond orally to simple questions

Comprehension

• Make connections using illustrations, prior knowledge, or real-life experiences

• Answer questions about key details in a text read aloud

• Make inferences and draw conclusions

Confirming Understanding

Four Seasons

DAY 1WEEK 15

Spring Summer

FallWinter

Everyday Literacy: Science • EMC 5025 • © Evan-Moor Corp.Week 15126

Name

Day 1 picture

© Evan-Moor Corp. • EMC 5025 • Everyday Literacy: Science Week 15 123

5025.indb 123 11/2/11 3:14 PM

DAY 4WEEK 15

Applying the Concept

Four SeasonsDraw a line to match the word to the picture.

spring • •

summer• •

fall • •

winter • •

© Evan-Moor Corp. • EMC 5025 • Everyday Literacy: Science Week 15 129

Name Name

1

2

3

4

5025.indb 129 11/2/11 3:14 PM

Home–School Connection

WEEK 15

What I LearnedWhat to DoHave your child look at the pictures below. Ask him or her to point to the pictures in order and name the seasons: spring, summer, fall, winter. Ask: Which season are we in now? Which season do you like the most? Have your child tell you an activity he or she likes to do during each of the four seasons.

Science Concept: Earth has four seasons.

To ParentsThis week your child learned that the Earth has four seasons.

What to Do NextHelp your child fold a sheet of drawing paper into four sections and draw a picture of what he or she wears in each season.

Everyday Literacy: Science • EMC 5025 • © Evan-Moor Corp.Week 15130

Name

Spring Summer

FallWinter

5025.indb 130 11/2/11 3:14 PM

A perfect resource

for migrant education


Everything you need to build listening, speaking, reading, and writing skills across the curriculum!

• Engaging lessons that cover the four language domains

• 20 easy-to-implement weekly units in each book

• h elpful teacher support and step-by-step lesson plans

• h ome–School Connection resources in English and Spanish

• Consumable student books and assessment resources

Teacher support makes implementing each lesson easy.

Teacher’s Lesson Plan Pageslist standards covered and provide vocabulary words, a step-by-step teaching path, scripting suggestions, discussion questions, and ideas for extending activities.

Student Activity Pagessupport the daily lessons while presenting students with engaging theme-based activities.

Home–SchoolConnection Resourcesencourage parent involvement by providing weekly activities to be completed at home. (Spanish version is available for download.)

Everyday LiteracyListening, Speaking, Reading, Writing, and Science


Phon E 800-777-4362

FAX 800-689-1302

o n Lin E www.evan-moor.com/education

MAiL Evan-Moor Educational Publishers Department: Order Processing 18 Lower Ragsdale Drive Monterey, CA 93940-5746

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SATISFACTION GUARANTEED If for any reason you are unsatisfied with your purchase from Evan-Moor, you may return it, postage prepaid, in its original condition within one year for a refund of the original product purchase price.

Prices are subject to change.

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Request a FREE sample at www.evan-moor.com/sample

Give teachers the tools they need to make a difference.

TeacherFileBox.com offers a large and diverse collection of standards-correlated, print-on-demand

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The Online LibraryWith over 50,000 resources in every curriculum area, it’s easy to � nd the materials that address students’ individual needs.

File ManagerAn advanced online � ling system with the ability to create folders for each curriculum, student, and skill level helps teachers organize their lessons.

Standards CorrelationsTeachers and administrators can search and print teaching units’ correlations to state standards and Common Core State Standards in seconds.

Personal BlogTeachers can track student progress and keep a record of the school year with an online journal that works just like a personal blog.

Search OptionsMultiple search options make it easy to � lter activities and lessons by curriculum, keyword, level, or standard.

Lesson PlannerThe online calendar allows teachers to create lesson plans by assigning activities and teaching units to a speci� c date and time.

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Actively engage students with content-rich and self-correcting interactive lessons for every day of the school year.

Dynamic Interactive Apps

Written Practice

Hands-on Activities

Provide students with independent practice and a portfolio of their work for the entire school year. Plus, save teacher prep time and additional photocopying costs.

Motivate students with full-color center activities that cover key language, math, phonics, or comprehension skills.

oRDER 800-777-4362 FAX 800-689-1302 evan-moor.com/education

PRSRT STDU.S. Postage

PaidEVAN-MOOR18 LoWER RAGSDALE DRiVE

MonTEREY , CA 93940-5746

Effective, Engaging, and Effective, Engaging, and Effective, Engaging, and Effective, Engaging, and Effective, Engaging, and Effective, Engaging, and Effective, Engaging, and Effective, Engaging, and Effective, Engaging, and Easy-to-Use ResourcesEasy-to-Use ResourcesEasy-to-Use ResourcesEasy-to-Use ResourcesEasy-to-Use ResourcesEasy-to-Use Resources

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