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North Carolina Kindergarten English Language Arts Standards Correlated to Benchmark Education Products

Strands: Oral Language, Written Language, and Other Media/Technology

Kindergarten BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write.1.01 Develop book and print awareness:

a) identify the parts of books and function of each part

b) demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud.

c) demonstrate an understanding of letters, words, sentence, and story

d) identify the title, name of the author, and the name of the illustrator

a-d): Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: identify and build text features and graphic aids by level. A-E/1-8: photos; F-G/9-12: adds labels, captions, diagrams, and maps; H-I/13-16: adds table of contents and chapter headings; J-K/18-20 adds glossary, index, and bold words. In the Before Reading Section- Preview the Book, teacher’s are instructed to address such items as identify the title, author, preview photographs, etc.a-d): High-Frequency Word Books: can be used to address these standards. Teacher can actively model and discuss.b-c): Start Up Poetry Posters: can be used to address these standards. Teacher can actively model and discuss.

1.02 Develop phonemic awareness and knowledge of alphabetic principle:

a) demonstrate understanding that spoken language is a sequence of identifiable speech sounds

b) demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word

c) demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rime)

a-b): Start Up Phonics PURPLE Lessons: Small Group Activities Sound/Symbol Relationship section in Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25; Sound/Symbol Relationships Days 1, 2, 3, 4;Start Up Kit Support Tools-Phonetic Letter Card Set; Phonemic Awareness Days 1, 2, 3 in Units 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 and Small Group Activities: Phonological AwarenessBook Room Collection Leveled Texts (levels A-D/1-/6) and Teacher’s Guides: Teacher’s Guide: Skills Bank: Phonemic Awareness; Across the Seasons (level C/4)- Listen for Initial and final Dd /d/ or With My Mom and Dad (level C/3)- initial Bb /b/c): Start Up Phonics RED Lessons: 1 through 50 in the Phonological Awareness and Small Group Activities, Word Discrimination, sections of the lessonStart Up Kit Support Tools- Picture Word Cards: The picture word cards are utilized throughout the START UP Red lessons under the Phonological Awareness, Small Group Activities and Independent Activities sections.Start Up Kit Poetry Posters: The Phonological Awareness section “Introduce the Sound” and “Identify words that have the sound” and in the Sound/Symbol Relationship section in the mini-lessons that accompany the poetry posters.Book Room Collection Leveled Texts (A-D/1-6) and Teacher’s Guides: The Phonics section of each teacher’s guide; for example- Level C/3- Growing a Plant (Level C/3) addresses initial consonant s.

1.03 Demonstrate decoding and word recognition strategies and skills:

a) recognize and name upper and lower case letters of the alphabet

b) recognize some words by sight including a few common words, own name, and environmental print such

a): Start Up Phonics RED Lessons: 1-10 address Letter Discrimination; Lessons: 11-50 address standard in the Letter Name Identification/Formation section and Small Group Activities sectiona): Start Up Support Tools: Alphabet Frieze Cards/ letter Formation Cards, Alphabet Charts, and Student Alphabet Stripsb): High Frequency Word Vocabulary Kit: High Frequency Word books can be found in the High-Frequency Word Vocabulary Kit. Each High-Frequency Word Book has an explicit lesson that introduces high frequency words in the

as signs, labels, and trademarks

c) recognize most beginning consonant letter-sound association in one-syllable words

text. The books also give students the opportunity to practice high-frequency words, to view previously taught high-frequency words and apply high-frequency words in connected texts.Book Room Collection Leveled Texts (levels A-D/1-6): Lesson Guide: Skills Bank: High-Frequency Word Vocabulary section; for example: A Party for Rabbit (level C/3)- she, he, tookb): Start Up PURPLE Lesson: Sight Words Days 1, 2, 3, 4 in Units 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25; Phonics Readers: Day 3 in Units 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 Start Up Kit Support Tools- Sight Word Card Setc): Start Up RED Lessons: 11, 12, 14, 15, 16, 18, 19, 20, 22 in the Phonological Awareness and Small Group Activities, Word Discrimination, sections of the lesson

1.04 Read or begin to read:a) read or attempt to read own

dictated storyb) attempt to read/reads simple

patterned text, decodable text, and/or predictable texts using letter-sound knowledge and pictures to construct meaning

b): Start Up Phonics Readers: each decodable book is first introduced in a small group setting. Additional practice is encouraged through independent reading.High Frequency Word Books: teacher models with big book and then students join in. Additional practiced is encouraged through independent or partnered reading.Book Room Leveled Text A-D/1-6 and Teacher’s Guides: standard is addressed in the “Before Reading”, “During Reading”, “Reading Strategies” sections of the teacher’s guide and in the Teacher Tip section.

1.05 Interact for at least 10 minutes daily with self-selected texts that are consistent with the student’s independent reading level.

After the skills have been taught, the students can then go back and reread independently the:High Frequency Word Books, Start Up Phonics Readers and Book Room Leveled Text A-D/1-6.


PRODUCT SUPPORT

Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and varied.2.01 Demonstrate sense of story (e.g. beginning, middle, end, characters, details and settings).

2.01 Book Room Leveled Texts and Teacher’s Guides (A-D/1-6): standard is addressed in the Before, During, and After Reading section of the teacher’s guides for the fictional texts. For Example: At the Park (D/6) identify character, setting, and events

2.02 Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, reenactments of familiar stories).

2.02 Book Room Leveled Texts (A-D/1-6): provides exposure to fiction and nonfiction textsPhonics Poetry Posters: provide exposure to poetryHigh Frequency Word books: rebus booksStart Up Phonics Readers: fiction and nonfiction decodable texts

2.03 Use preparation strategies to activate prior knowledge and experience before and during the reading of a text.

2.03 Book Room Leveled Texts and Teacher’s Guides: standards are addressed in the “Before Reading “ section of the lesson.Emergent Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. The photos on the posters activate prior knowledge so that children can focus on the text/print. In each lesson: Part 2: Introduce the Poster and in the Make, Revise and Confirm Predictions Lesson.

2.04 Formulate questions that a text might answer before beginning to read (e.g., what will happen in this story, who might this be, where do you think this happens).

2.04 Emergent Comprehension Strategy Posters: questions are formulated before reading the text in the Introduce the Strategy/Poster section of the Teacher’s Guide.Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is addressed in the “Before Reading “ section of the lesson.

2.05 Predict possible events in texts before and during reading.

2.05 Book Room Leveled Texts and Teacher’s Guides: standard is addressed in the “Before Reading” and “During Reading” section of the teacher’s guide and in the Teacher Tip section.Emergent Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. The photos on the

posters activate prior knowledge so that children can focus on the text/print. In each lesson: Part 2: Introduce the Poster and in the Make, Revise and Confirm Predictions Lesson. Also in the Linking Prior Knowledge lesson.

2.06 Understand and follow oral-graphic directions.

2.06 Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is addressed in the graphic organizer section of the teacher’s guide for each leveled text.High Frequency Word Text Lesson Guides: addressed in the “Write” section of each text’s lesson guide.Emergent Comprehension Strategy Posters: graphic organizers are used throughout the lesson to reinforce the comprehension strategy being taught.

2.08 Distinguish fantasy from reality when reading text.

2.08 Book Room Leveled Texts Emergent Set D Fact-to-Fiction Pairs (A-D/1-6): using the Fact-to Fiction Pairs, teacher can address differences between fantasy and reality reading text

2.09 Identify the sequence of events in a story.

2.09 Emergent Comprehension Strategy Posters- Identify Sequence of Events. This poster explicitly addresses the standard.Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is addressed through the leveled texts teacher’s guides Before Reading section- Preview the Book and Teacher Tips.


PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.3.01 Connect information and events in text to experience.

Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is supported in the Before Reading, During, and After sections of the Small Group Reading Lesson of each lesson.Emergent Comprehension Strategy Posters: Part 1- Provide a Real World Model section of the lesson guide

3.02 Discuss concepts and information in a text to clarify and extend knowledge.

Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: standard is supported in the After Reading- Build Comprehension section of each lesson. The standard is also addressed through each leveled texts’ Comprehension Through Deductive Reasoning Question Cards are text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Emergent Comprehension Strategy Posters: Part 3 Share the Text Poster and Part 4 Reinforce the Strategy reinforce the strategy and extend knowledge

3.03 Associate target words with prior knowledge and explore an author’s choice of words.

Book Room Leveled Texts A-D/1-6 and Lesson Guides: standard is addressed in the Concept Vocabulary section of the lesson guide.


PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.01 Use new vocabulary in own speech and writing.

Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: addressed in the Small Group Reading Lesson- Write Independently section of each teacher’s guide High-Frequency Word Books and Lesson Guide- shows students how to write their own story using the High-Frequency word pertaining to that text.

4.02 Use words that name and words that tell action in a variety of simple texts (e.g., oral telling, written stories, lists, journal entries of personal experiences)

Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: addressed in the Small Group Reading Lesson- Write Independently section of each teacher’s guide High-Frequency Word Books and Lesson Guide- shows students how to write their own story using the High-Frequency word pertaining to that text.

4.03 Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences

High Frequency Word Books: These texts use words to describe size, for example: Is a ? is Big? and to describe location, for example: A Man in a ? and Am I on a ?Start Up Phonics Readers: Introduce and Discuss sections of the lesson cards provide students the opportunity to use words to describe location, size, color, and shape.Book Room Leveled Texts Comprehension Through Deductive

Reasoning Questions: The deductive reasoning questions (for each title) allow students to use words to describe location, size, color, and shape. For example- Let’s Look Outside (level B/2).

4.04 Maintain conversation and discussions:

a) attending to oral presentations

b) taking turns expressing ideas and asking questions

a-b). Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: Every Small Group Reading Lesson encourages discussions through oral presentation, asking questions, and expressing ideas. For Example in Big Rocks, Little Rocks (E/7): Activate Prior Knowledge: ask student s where they might find rocks and In the Build Comprehension section- Ask and Answer Questions.Emergent Comprehension Strategy Poster and Lesson Guides: Throughout every lesson, conversation/dialog between teacher and student is promoted. Start Up Phonics Poetry Posters: Every lesson encourages discussion through oral presentation of the Phonics Poetry Poster

4.05 Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, Too!).

a) write from left to right and from top to bottom

b) write most letters and some words when dictated

a-b). Start Up Phonics Red Lessons: Letter Recognition and Formation Lessons 1 through 50Start Up Support Tools: Alphabet Frieze Cards/ letter Formation Cards, Alphabet Charts, and Student Alphabet Stripsb). Start Up Purple Lessons: lessons 1through 25 address the standard in the Spelling section of each lesson

4.06 Write and/or participate in writing behaviors by using authors’ models of language.

Book Room Leveled Texts (A-D/1-6) and Teacher’s Guides: addressed in the Interactive and Independent Writing section of each teacher’s guide.Emergent Comprehension Strategy Poster and Lesson Guides: addressed in the Share the Text Poster- Practice the Strategy section of each lesson guide.


PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.5.01 Develop spelling strategies and skills by:

a) representing spoken language with temporary and/or conventional spelling

b) writing most letters of the alphabet

c) analyzing sounds in a word and writing dominant consonant letters

b). Start Up Phonics Red Lessons: Letter Recognition and Formation Lessons 1 through 50Start Up Support Tools: Alphabet Frieze Cards/ letter Formation Cards, Alphabet Charts, and Student Alphabet Stripsa-c). Start Up Phonics Purple Lessons: lessons 1through 25 address the standard in the Spelling section of each lesson

North Carolina First Grade English Language Arts Standards Correlated to Benchmark Education Products


First Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write.1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle:

a) count syllable in a wordb) blend the phonemes of

one-syllable wordsc) segment the phonemes

of one-syllable wordsd) change the beginning,

middle, and ending sounds to produce new words

e) create and state a series of rhyming words that may include consonant blends (e.g., flag, brag)

a). Start Up Phonics RED: Lessons: 26, 27, 28, 35, 37, 39, 40, 41, 43, 45, 50 in the Phonological Awareness section “Segment Words by Syllables” and the Small Group Activities section “Segment Words by Syllables”b). Start Up Phonics PURPLE: Units: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 in the “Blending Sounds” section and in the Small Group Activities “Blending” section; Units: 16 and 17 Day 3 in the Phonemic Awareness section; Units: 19, 20, 21, 22, 23, 24, 25, Day 4 in the Phonemic Awareness sectionStart Up Phonics Readers: 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness Sections of the daily lessonsc). Start Up Phonics PURPLE: Units: 10, 12, 14, 15, 19, 20, 21 on Day 3 in the Phonological Awareness section; Units: 17, 18, 19, 20, 21, 22, 23, 24, 25 on Day 4 in the Phonological Awareness sectionBuild Up Phonics: Units 1, 3, 4, and 5 Day 3 Phonemic Awareness: Segment and Blend Onset and Rime and Small Group Activities: Segmenting Onset and Rime; Unit 2, Day 4 Phonemic Awareness: Blend and Segment Phonemes; Unit 7, 11, 18, 25, 30, and 31 Day 3 Phonemic Awareness: Blend and Segment Phonemes and Small Group Activities: Phonemic Awareness Blending and Segmenting PhonemesBook Room Collection Leveled Text (level E-I/7-16 and Teacher’s Guides: Growing Older (G/11) Skills Bank: Phonemic Awareness: Segment and Blend SoundsStart Up Kit Support Tools- Picture Word Cards: The picture word cards are utilized throughout the START UP red lessons under the Phonological Awareness, Small Group Activities and Independent Activities sections.Start Up Kit Poetry Posters: The Phonological Awareness section “Working with Phonemes” beginning with mini-lesson Ee, p.34 and throughout the remaining lessonsBook Room Collection Leveled Texts (Levels E-I/7-16) and Teacher’s Guides: The Phonics section of the Lesson Guides; for example- No One Else Like Me.d): Start Up Phonics PURPLE Lessons: 19, 20, 21, 22, 23, 24, and 25 in the Phonological Awareness and Small Group Activities sectionSkill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness Sections of the daily lessonsBuild Up Phonics: Units 3, 5, 6-10, 12-19, 20-31e). Start Up Phonics RED: Lessons: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 15, 16, 21, 24, 27, 34, 38 in the Phonological Awareness section “Rhyme Recognition” and in the Small Group Activities section “Rhyme Recognition”.Lessons 25, 26,31,32,33,36,41,46, in the Phonological Awareness section “ Produce Rhyme” and in the Small Group Activities section “ Produce Rhyme”Start Up Phonics PURPLE: Units: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 on Day 4 in the Phonological Awareness section “Identify and Produce Rhyme” and in the Small Group Activities section “Identify and Produce Rhyme” Start Up Kit Support Tools- Picture Word Cards: The picture word cards are utilized throughout the START UP red lessons under the Phonological

Awareness, Small Group Activities and Independent Activities sections.Start Up Kit Poetry Posters: The mini-lessons that accompany the poetry posters cover this focus in the Phonological Awareness section “Work with the Rhyme”.Book Room Collection Leveled Texts (E-I/7-16) and Teacher’s Guides: The Phonemic Awareness section in the teacher’s guide.Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness & Phonics Sections of the daily lessons

1.02 Demonstrate decoding and word recognition strategies skills:

a) generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns

b) use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text

c) recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two)

d) read compound words and contractions

e) read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking)

f) read appropriate word families

a). Start Up Phonics Purple: Lessons- 1through 25Build Up Phonics: Lessons- 1 through 10 and Units-1 through 31Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness & Phonics Sections of the daily lessonsb). Build Up Phonics: Unit 1, 2, 3, 4, 6, 7 Sound/Symbol Relationship Day 1 and 2, Blending Sounds Day 1, 2, 3, 4; Build Up Poetry Posters: can be used to address these standards. Teacher can actively model and discuss.Start Up and Build Up Phonics Readers: address this standard. Decoding skills are taught and practicedBook Room Collection Leveled Texts (levels E-I/7-16) and Teacher’s Guides: Skills Bank: Phonics: r-family blends; for example: Weather (level E/8)Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness & Phonics Sections of the daily lessonsc): Book Room Collection Leveled Texts (levels E-I/7-16) and Teacher’s Guides: each text’s Skills Bank High Frequency Word Vocabulary supports this standard Start Up Phonics Purple: Lessons 6 through 25Build Up Phonics: Lessons 5, 8, 9 and Units 1 through 7, 9 through 11, 13, 21, 22, 23, 25, 27, 28, 30, and 31Skill Bags (A-I/1-16): standard is supported within the Warm-Up and Phonemic Awareness & Phonics Sections of the daily lessonsd). Build Up Poetry Poster: can be used to address these standards. Teacher can actively model and discuss.Book Room Collection Leveled Texts (levels E-I/7-16): Skills Bank: Word Study (e.g., The Aquarium Adds Up (F/10) Compound Wordse). Build Up Poetry Poster: can be used to address these standards. Teacher can actively model and discuss.Book Room Collection Leveled Texts (levels E-I/7-16): Skills Bank: Word Study (e.g., A Trip to the Market (G/12)- -ing endingsSkill Bags (E-I/7-16): standard is supported within the Warm-Up and Phonemic Awareness & Phonics Sections of the daily lessonsf). Start Up Phonics RED: Lessons: 21, 24, 25, 26, 27, 31, 32, 33, 34, 36, 38, 41, 46PURPLE: Blending and Segmenting Onset and Rime Units 7, 10, 12, 14, 15, 17, 18; Decodable Word Cards set; and corresponding Start Up Phonics Readers: Day 3 Units 7, 10, 12, 14, 15, 17, 18

1.03 Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors.

Early Comprehension Strategy Posters: Teacher can actively model and encourage students to reread and actively decode/self-correctStart Up and Build Up Phonics Poetry Posters: Teacher can actively model and encourage students to reread and actively decode/self-correctBuild Up Phonics Readers: Units 1 through 31, once the decoding strategy is taught, students can reread the text for practice. Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: in the Small Group Reading Lesson Before, During, and After Reading sections of each text, reading strategies are discussed and practiced.Reader’s Theater Scripts (F-M/9-28): Teacher actively models then observes and accesses students as the script is read Skill Bags (A-I/1-16): during the Shared Reading and Read-Aloud sections of each day, the teacher can actively model and encourage students to practice the strategies being taught.

1.04 Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending letters)

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: in the Small Group Reading Lesson Before, During, and After Reading sections of each text, reading strategies are discussed and practiced.Build Up Phonics Readers: Units 1 through 31, once the decoding strategy is taught, students can reread the text for practice.

1.05 Increase vocabulary, concepts, and reading stamina

Start Up and Build Up Phonics Readers: after the skills have been taught, the student can then reread for practice.

by reading self-selected texts independently for 15 minutes daily. Self-selected texts should be consistent with the student's independent reading level.

Reader’s Theater Scripts (F-M/9-28): standard is addressed in Section 4 “reread the script” and Section 6 “assign roles and rehearse the play”.Fluency Kit (F-M): standard is addressed in the fluency cards and audio CD.Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: the “Reread for Fluency” section of the teacher’s guideSkill Bags (A-I/1-16): standard is supported in the Independent Reading Activity of the Small Group Reading section.


PRODUCT SUPPORT

Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.

Reader’s Theater Scripts: standard is addressed in Section 4 “reread the script” and Section 6 “assign roles and rehearse the play”.Fluency Kit (F-M): standard is addressed in the fluency cards and audio CD.Book Room Collection Leveled Texts (Levels A-E/1-8): the “Reread for Fluency” section of the Lesson Guide

2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).

Reader’s Theater: Scripts help build fluency and comprehension through purposeful, repeated oral reading practice. Step 2, Read the Script; Step 4, Reread the Script; Step 7, Perform the Script; for example- Ben Franklin’s Visit (levels 9-28)Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the Small Group Reading lesson and in the Reread for Fluency sectionStart Up and Build Up Phonics Poetry Posters: standard is addressed in the lesson through the use of the poetry posers

2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:

prior knowledge. summary. questions. graphic organizers.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: the Book Room collections includes both fiction and nonfiction texts. During the Small Group Reading Lesson students Activate Prior Knowledge in the Before Reading section, Build Comprehension through Ask and Answer Questions and Summarize Information in the After Reading section. Graphic organizers are an integral part of at least one of the Small Group Reading Activities.Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions.Early Comprehension Strategy Posters: incorporates teacher modeling with student interaction. Graphic organizers are used throughout the lesson. (e.g., Make Inferences- Part 1 Introduce the Strategy- create an inferences graphic organizer on chart paper. Teacher models then ask questionsReader’s Theater Scripts: Step 1- Introduce the Script- students are asked about the story and characters, Step 5: Interpret the Text. Connect prior knowledge is addressed by - Build Background text box throughout the scriptsFluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cardsSkill Bags (A-I/1-16): standard is addressed in the Small Group Reading lesson Activate Prior Knowledge section and Comprehension Questions. Graphic organizers are used within the lessons as appropriate.

2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.

Book Room Leveled Texts (Levels E-I/7-16) and Teacher’s Guides: standard is addressed in the “Before Reading – Activate Prior Knowledge” section of the teacher’s guides and the Concept Vocabulary section in the Skills BankEarly Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. The photos on the posters activate prior knowledge so that children can focus on the text/print. In each lesson: Part 2: Introduce the Poster and in the Make, Revise and Confirm Predictions Lesson. Reader’s Theater Scripts (F-M/9-28): standard is addressed in Step 3: Discuss Vocabulary and Connect Prior Knowledge is addressed by - Build Background text box throughout the scriptsSkill Bags (A-I/1-16): standard is addressed in the Shared Reading section of the lesson.

2.05 Predict and explain what will happen next in stories.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the “Before Reading “ section of the teacher’s guide.Early Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. The photos on the posters activate prior knowledge so that children can focus on the text/print. In each lesson:

Part 2: Introduce the Poster and in the Make, Revise and Confirm Predictions Lesson.

2.06 Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing).

Early Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. The photos on the posters activate prior knowledge so that children can focus on the text/print. In each lesson: Part 1: introduces the strategy and Part 2 and Part 3 practices the strategy Early Comprehension strategies covered: Ask Questions, Analyze Story Elements, Compare and Contrast, Identify Cause and Effect, Identify Main Idea and Supporting Details, Identify Sequence of Events, Make Inferences, Make Connections, Summarize Information, Make, Revise, and Confirm Predictions. Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: each text covers a different comprehension strategy. In the Before Reading section- the strategy is introduced, During Reading- teacher will guide or prompt reading strategy, and After Reading- strategy is modeled practiced and applied. For Example: Animal Groups (I/15)- comprehension strategy lesson: Summarize Information.Skill Bags (A-I/1-16): standard is addressed in the Read-Aloud section of the lesson (e.g.; Retell the Story)

2.07 Respond and elaborate in answering what, when, where, and how questions.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: the Teacher Tip section of the lesson guide addresses this standard. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions.Early Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. In each lesson: Part 2 and Part 3 practices the strategy by having the student answer questions, which are literal and inferential.Reader’s Theater Scripts: addresses the standard through Step 5: Interpret the Text throughout the scriptsFluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cardsSkill Bags (A-I/1-16): standard is addressed in the Small Group Reading lesson- After Reading and Comprehension Questions section and in the Read Aloud section of the lesson.

2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: the Teacher Tip section of the teacher’s guide addresses this standard. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions.Early Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. In each lesson: Part 2 and Part 3 practices the strategy by having the student answer questions, which are literal and inferential.Reader’s Theater Scripts: addresses the standard through Step 5: Interpret the Text throughout the scriptsFluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cardsSkill Bags (A-I/1-16): standard is addressed in the Small Group Reading lesson- After Reading and Comprehension Questions section and in the Read Aloud section of the lesson.

2.09 Read and understand simple written instructions.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: How-To texts address this standard; e.g., Make an Island (G/11)


PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.3.01 Elaborate on how information and events connect to life experiences.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standards are addressed in the “After Reading” and Teacher Tip sections for the teacher’s guide.Reader’s Theater Scripts: standard is addressed in - Build Background and Content Connections text boxes throughout the scriptsSkill Bags (A-I/1-16): addressed in the Shared Reading- Build Background

section of the lesson3.02 Recognize and relate similar vocabulary use and concepts across experiences with texts.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the Concept Vocabulary, High Frequency Vocabulary, and Word Study section in the teacher’s guide.

3.03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the Concept Vocabulary and Word Study sections in the teacher’s guide. The Comprehension Through Deductive Reasoning Questions has each lesson begin with a Vocabulary Building section.Reader’s Theater Scripts: vocabulary is discussed in section 3 of each lesson.

3.06 Discuss authors'/speakers' use of different kinds of sentences to interest a reader/listener and communicate a message.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the “Make Connections” section in the teacher’s guide where applicable.


PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create, oral, written, and visual texts.4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the Small Group and Write Independently section of the teacher’s guide.Early Comprehension Strategy Posters: standard is addressed in the Reinforce The Strategy Through Shared Writing section of the lesson guide.

4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did ___ do) in simple texts.

Reader’s Theater Scripts: Step 5: Interpret the TextFluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cardsBook Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the Level 1 questions of the Comprehension Through Deductive Reasoning Question cards

4.03 Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text).

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the Concept Vocabulary section of the teacher’s guide.

4.04 Extend skills in using oral and written language:

a) clarifying purposes for engaging in communication.

b) using clear and precise language to paraphrase messages.

c) engaging in more extended oral discussions.

d) producing written products.

e) completing graphic organizers.

c). Skill Bags (A-I/1-16): standard is supported in the Read Aloud lesson which encourages oral language development through discussiond). Early Comprehension Strategy Posters: Part 4- standard is addressed in Part 4- Reinforce The Strategy Through Shared Writing section of the teacher’s guide.Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the Small Group and Write Independently section of the teacher’s guide.Skill Bags (A-I/1-16): the Writing section of each lesson supports this standard by following the process from brainstorming to drafting to editing and revising a text.e). Early Comprehension Strategy Posters: standard is addressed in the Part 1- Introduce the Strategy and Part 2- Introduce the Poster of the teacher’s guide Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: graphic organizers are used in the “Before” and “After” Reading of the Small Group Reading lesson as well as in the Build Comprehension SectionSkill Bags (A-I/1-16): graphic organizers are used throughout the lessons where appropriate

4.05 Write and/or participate in writing by using an author's model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem).

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the Interactive Writing and Write Independently section of the Small Group Reading Lesson.Skill Bags (A-I/1-16): standard is supported in the Writing section of each lesson

4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings) using a writing process.

Early Comprehension Strategy Posters: Part 4- standard is addressed in Part 4- Reinforce The Strategy Through Shared Writing section of the teacher’s guide.Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: addressed in the Small Group and Write Independently section of the teacher’s guide.Skill Bags (A-I/1-16): the Writing section of each lesson


PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.5.01 Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words.

Build Up Phonics: Lessons 1 through 10, Units 1 through 31. Use in conjunction with Decodable Books and Poetry Posters.Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the Phonics section of the teacher’s guide (e.g., The Guessing Jar (H/14)- CVCe words)

5.02 Apply phonics to write independently, using temporary and/or conventional spelling.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the Write Independently section of the teacher’s guide.Start Up Phonics Purple: Lessons 1-25 in the Spelling sections and Independent Activities. Build Up Phonics: Units 1-31 in the Spelling sections and Independent Activities.

5.03 Write all upper and lower case letters of the alphabet, using correct letter formation.

Start Up Phonics Red: standard is addressed in lessons 1 through 50 (letter recognition and formation)

5.04 Use complete sentences to write simple texts.

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the Interactive Writing and Write Independently section of the teacher’s guide.Early Comprehension Strategy Posters: Part 4- Reinforce the Strategy Through Shared Writing

5.06 Self-monitor composition by using one or two strategies (e.g., rereading, peer conferences).

Book Room Leveled Texts (E-I/7-16) and Teacher’s Guides: standard is addressed in the Interactive Writing and Write Independently section of the teacher’s guide.Early Comprehension Strategy Posters: Part 4- Reinforce the Strategy Through Shared Writing

North Carolina Second Grade English Language Arts Standards Correlated to Benchmark Education Products


Second Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write.1.01 Use phonics knowledge and structural analysis (e.g., knowledge of syllables, suffixes, prefixes, root words) to decode regular multi-syllable words when reading text.

Build Up Phonics: Units 1 through 31. The students can practice using the lesson’s companion Build Up Phonics Reader Decodable book- as neededBook Room Leveled Texts (J-M/ 18-28) and Teacher’s Guides: standard is supported in the Phonics and Word Study/Grammar sections of the teacher’s guideSkill Bags (F-M/9-28): standard is supported in the Warm-Up and Phonics/Phonemic Awareness Sections of the lesson

1.02 Read most high frequency and many irregularly spelled words accurately in text.

Book Room Leveled Texts (J-M/ 18-28) and Teacher’s Guides: standard is supported in the Word Study/Grammar section of the teacher’s guideSkill Bags (F-M/9-28): standard is supported in the Phonics/Phonemic Awareness section of the lessonBuild Up Phonics: standard is addressed in the Sight Words section of the lesson. The students can practice using the lesson’s companion Build Up Phonics Reader Decodable book. - as needed

1.03 Self-monitor decoding by using letter-sound knowledge of all consonants and vowels.

Book Room Leveled Texts (J-M/18-28) and Lesson Guides: in the Small Group Reading Lesson Before, During, and After Reading sections of each text, reading strategies are discussed and practiced.Build Up Phonics Readers: Units 1 through 31, once the decoding strategy is taught, students can reread the text for practice- as neededSkill Bags (F-M/9-28): standard is addressed in the Small Group Reading- Monitor Reading Strategies section of the lesson.

1.04 Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently and independently.

Book Room Leveled Texts (J-M/18-28) and Lesson Guides: in the Small Group Reading Lesson Before, During, and After Reading sections of each text, reading strategies are discussed and practiced.Build Up Phonics Readers: Units 1 through 31, once the decoding strategy is taught, students can reread the text for practice- as neededSkill Bags (F-M/9-28): standard is addressed in the Small Group Reading- Monitor Reading Strategies section and in the Independent Reading Activity of the lessonFluency Kits (F-M/9-28): standard is addressed in the fluency cards and audio CD- see teacher’s guides steps 3 and 4 of Using the Cards.

1.05 Use a variety of strategies and skills to read self-selected texts independently for 20 minutes daily. Self-selected texts

Build Up Phonics Readers: after the skills have been taught, the student can then reread for practice. - as neededReader’s Theater: standard is addressed in Section 4 “reread the script” and Section 6 “assign roles and rehearse the play”.

should be consistent with the student's independent reading level.

Fluency Kit (F-M): standard is addressed in the fluency cards and audio CD.Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: the “Reread for Fluency” section of the teacher’s guideSkill Bags (F-M/9-28): standard is supported in the Independent Reading Activity of the Small Group Reading section.


PRODUCT SUPPORT

Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.2.01 Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by:

a) determining purpose (reader's and author's).

b) making predictions. c) asking questions. d) locating information for

specific reasons/purposes.

e) recognizing and applying text structure.

f) comprehending and examining author's decisions and word choice.

g) determining fact and opinion.

h) recognizing and comprehending figurative language.

i) making inferences and draw conclusions.

a-i). Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: the Book Room collection includes both fiction and nonfiction texts. During the Small Group Reading Lesson students set a purpose for reading in the Before Reading section. In the After Reading- Build Comprehension section, students build comprehension through Ask and Answer Questions. The targeted reading comprehension strategy is then modeled and practiced.Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions.Fluent Comprehension Strategy Posters: a targeted comprehension strategy is introduced in Part 1 of the lesson. Students then review and practice the taught strategy in Parts 2-4 of each lesson. (e.g., Compare and Contrast, Make Inferences, etc)Skill Bags (F-M/9-28): targeted strategy is reviewed in the comprehension section of each lesson. It is then modeled, practiced and reinforced in the Shared Reading, Small Group Reading, and Writing sections of each lesson.Reader’s Theater Scripts: Step 1- Introduce the Script- students are asked about the story and characters, Step 5: Interpret the Text. Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cards

2.02 Use text for a variety of functions, including literary, informational, and practical.

Book Room Leveled Texts (J-M/18-28): collection includes fiction and nonfiction texts. (e.g., How-To, Career/Biography)Skill Bags (F-M/9-28): bags include fiction trade books, nonfiction texts, poetry posters)Reader’s Theater (F-M/9-28): scripts

2.03 Read expository materials for answers to specific questions.

Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the Small Group Reading lesson section of the teacher’s guide (e.g., Preview the Book, Build Comprehension – Ask and Answer Questions. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions.Skill Bags (F-M/9-28): standard is supported in the Comprehension, Shared Reading and Small Group Reading sections of each lessonFluent Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. In each lesson: Part 2 and Part 3 practices the strategy by having the student answer questions, which are literal and inferential.Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cardsReader’s Theater (F-M/9-28): standard is supported in the Introducing the Script section of the teacher’s guide

2.04 Pose possible how, why, and what if questions to understand and/or interpret text.

Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the Small Group Reading lesson section of the teacher’s guide (e.g., Preview the Book, Build Comprehension – Ask and Answer Questions. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated

in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions.Skill Bags (F-M/9-28): standard is supported in the Comprehension, Shared Reading and Small Group Reading sections of each lessonFluent Comprehension Strategy Posters: Each set of posters explicitly models text dependent comprehension strategies. In each lesson: Part 2 and Part 3 practices the strategy by having the student answer questions, which are literal and inferential.Fluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cardsReader’s Theater (F-M/9-28): standard is supported in the Interpret the Script section of the teacher’s guide

2.05 Self-monitor own difficulties in comprehending independently using several strategies.

Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the Small Group Reading lesson section of the teacher’s guide (e.g., Preview the Book, Build Comprehension – Ask and Answer Questions. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the Book Room collection has an accompanying set of questions.Skill Bags (F-M/9-28): standard is supported in the Comprehension, Shared Reading and Small Group Reading sections of each lessonFluency Kit for Independent Practice (Levels F-M): The Self-Check Questions on the back of the cards

2.06 Recall main idea, facts and details from a text.

Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: the standard is addressed in the leveled text’s Comprehension Through Deductive Reasoning Level 2 questions (identify main idea and supporting details, etc) and in the teacher’s guides Small Group Reading –Build Comprehension section (e.g., Measuring Tools (J/18) – locate facts)Skill Bags (F-M/9-28): standard is addressed by Bag # 9- (G-H/9-12) and Bag #1 (J-K/18-20) Identify Main Idea and Supporting DetailsFluency Kit (F-M/9-28): The Self-Check Questions on the back of the cardsReader’s Theater (F-M/9-28): standard is addressed Step 5- Interpret the Text section of the teacher’s guideFluent Comprehension Strategy Posters: specifically addressed in the Identify Main Idea and Supporting Details strategy poster

2.08 Interpret information from diagrams, charts, and maps.

Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: leveled texts incorporate additional text features and graphic aids as the levels increase. A-E/1-8: Photos; F-G/9-12: add in Labels, Captions, Diagrams, and Maps; H-I/13-16: add in Table of Contents and Chapter Headings; J-K/18-20: Glossary, Index, and Bold Words; L-M/24-28: Sidebars and Text Breakers; N-X/30-60: Front/Back cover blurbs, Author Photo and bio, and Pronunciation guides in text. Lesson guides address these features in the “Preview the Book” section. (e.g., Building a Castle (K/20)- bar chart)Skill Bags (F-M/9-28): charts, diagrams, and maps are incorporated into the lesson where applicable in the accompanying leveled text (e.g., Identify Cause and Effect- Small Group Reading section Comprehension Questions Compare and Contrast chart on Page 7 and 9 of the leveled text, Shared Reading with Big Book- Reread Use Maps and Charts).


PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.3.01 Use personal experiences and knowledge to interpret written and oral messages.

Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the “After Reading” and Teacher Tip sections for the teacher’s guide.Fluent Comprehension Strategy Posters: standard is specifically addressed by the Make Connections strategy posterReader’s Theater Scripts (F-M/9-28): standard is addressed in - Build Background and Content Connections text boxes throughout the scriptsSkill Bags (F-M/9-28): addressed in the Read Aloud- Make Connections, and Shared Reading- Build Background sections of the lesson

3.02 Connect and compare information within and across selections (fiction, nonfiction,

Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the “After Reading” and Teacher Tip sections for the teacher’s guide.

poetry, and drama) to experience and knowledge.

Fluent Comprehension Strategy Posters: standard is specifically addressed by the Make Connections strategy posterReader’s Theater Scripts (F-M/9-28): standard is addressed in - Build Background and Content Connections text boxes throughout the scriptsSkill Bags (F-M/9-28): addressed in the Shared Reading- Build Background section of the lesson

3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).

Skill Bags (F-M/9-28): standard is addressed in the Read Aloud section of the lesson (e.g., Retell the Story, Shared Reading section- Share Responses)Reader’s Theater Scripts (F-M/9-28): Step 3: Discuss Vocabulary and Step 5: Interpret the Text Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: Comprehension Through Deductive Reasoning Level 3 Questions address this standard

3.04 Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., read aloud by teacher, literature circles, interest groups, and book clubs).

Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the Concept Vocabulary section of the teacher’s guide and also in the Small Group and Independent Writing section of the teacher’s guide. Where applicable, it is an integral part of the Small Group Reading Lesson (e.g., My Body (J/18)- Vocabulary Prediction Chart). Each leveled text’s Comprehension Through Deductive Reasoning Questions also contain vocabulary-building questions.Skill Bags (F-M/9-28): the Shared Reading lesson contains a “Develop Concept Vocabulary” section where appropriate. The standard is also addressed in the Writing section of the lesson.Fluent Comprehension Strategy Posters: standard is addressed in the Reinforce the Strategy Through Shared Writing section of the teacher’s guide


PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.01 Begin to use formal language and/or literary language in place of oral language patterns, as appropriate.

Book Room Leveled Texts (J-M/18-28) and Teacher’s Guides: addressed in the Small Group and Independent Writing sections of the teacher’s guide. The Fluent Assessment handbook contains rubrics and checklists that address the standard.

4.02 Use expanded vocabulary to generate synonyms for commonly over used words to increase clarity of written and oral communication.


4.03 Read aloud with fluency and expression any text appropriate for early independent readers.

Reader’s Theater Scripts (F-M/9-28): Scripts help build fluency and comprehension through purposeful, repeated oral reading practice. Step 4, Reread the Script; Step 6, Assign Roles and Rehearse the PlayFluency Kit (F-M/9-28): Step 4, Model Practicing the Passage Without the Recording, in “Using the Cards” in the Teacher’s Guide. Fluency Kits are used for independent practiceBook Room Leveled Texts (J-M/18-28) and Teacher’s Guides: “Reread for Fluency” section of the teacher’s guideSkill Bags (F-M/9-28): Small Group Reading section- Independent Reading Activity

4.04 Use oral communication to identify, organize, and analyze information.

Skill Bags (F-M/9-28): standard is addressed in Small Group Reading section- Activate Prior Knowledge and Comprehension Questions and Comprehension sections of the lessonBook Room Leveled Texts (J-M/18-28) and Lesson Guides: Small Group Reading lesson- Activate prior knowledge and Build Comprehension sections of the teacher’s guide

4.05 Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.

Skill Bags (F-M/9-28): standard is addressed in Small Group Reading section- Activate Prior Knowledge and Comprehension Questions and Comprehension sections of the lessonBook Room Leveled Texts (J-M/18-28) and Lesson Guides: Small Group Reading lesson- Activate prior knowledge and Build Comprehension sections of the teacher’s guide

4.06 Plan and make judgments Book Room Leveled Texts (J-M/18-28) and Lesson Guides: standard is

about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences).

addressed in the Small Group Writing section of the teacher’s guideSkill Bags (F-M/9-28): standard is addressed in the Writing section of the lessonFluent Comprehension Strategy Posters: addressed in Part 4: Reinforce the Strategy Through Shared Writing (e.g., Compare and Contrast- Write a Text that Compares and Contrasts

4.07 Compose first drafts using an appropriate writing process:

planning and drafting. rereading for meaning. revising to clarify and

refine writing with guided discussion.

Skill Bags (F-M/9-28): standard is addressed in the Writing section of the lesson. The activities move from brainstorming to drafting to editing and revising a text.Fluent Comprehension Strategy Posters: standard is addressed in Part 4: Reinforce the Strategy Through Shared Writing sectionBook Room Leveled Texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the Small Group Writing section of the teacher’s guide

4.08 Write structured, informative presentations and narratives when given help with organization.



PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.5.01 Spell correctly using:

previously studied words.

spelling patterns. analysis of sounds to

represent all the sounds in a word in one's own writing.

Build Up Phonics- Lessons 1-10 and Units 1-31- as neededBook Room Leveled texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the Grammar and Concept Vocabulary sections of the Skills Bank. Also addressed in the Small Group Writing and Writing Independently section of the teacher’s guide.Skill Bags (F-M/9-28): standard is addressed in the Phonemic Awareness and Phonics section of the lesson. Also addressed in the Writing section of the lesson.

5.02 Attend to spelling, mechanics, and format for final products in one's own writing.

Book Room Leveled texts (J-M/18-28) and Teacher’s Guides: standard is addressed in the Grammar and Concept Vocabulary sections of the Skills Bank. Also addressed in the Small Group Writing and Writing Independently section of the teacher’s guide.Skill Bags (F-M/9-28): standard is addressed in the Writing section of the lesson.

North Carolina Third Grade English Language Arts Standards Correlated to Benchmark Education Products


Third Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will apply enabling strategies and skills to read and write.1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks)

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math to Munch On (P/38)- Word Solving- use of knowledge of word structure)Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson

1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math to Munch On (P/38)- Word Solving- use of knowledge of word structure)Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson

1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math to Munch On (P/38)- Word Solving- use of knowledge of word structure). Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lessonFluency Kit (N-U/30-50): standard is addressed in the fluency cards and audio CD- see teacher’s guide steps 3 and 4 of Using the Cards.

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:

wide reading. word study. listening. discussion. book talks. book clubs. seminars. viewing. role-play.

studying author's craft.

Reader’s Theater Scripts (N-U/30-50): standard is addressed Discuss Vocabulary section of the teacher’s guideBook Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Before, During, and After Reading sections. The Comprehension Through Deductive Reasoning Question card includes Vocabulary –Building Questions.Fluency Kit (N-U/30-50): addressed through independent practice and assessmentSkill Bags (N-T/30-44): addressed in the word study section of the lessonGrade 3 Comprehension Strategy Posters: standard is addressed in the Share the Poster section of the lesson.

1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: glossaries can be found in the back of the nonfiction textsSkill Bags (N-T/30-44): the leveled texts included in the skill bags include glossaries where applicable.

1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:

increase fluency. build background

knowledge. extend vocabulary.

Reader’s Theater Scripts (N-U/30-50): standard is addressed Build Background and Content Vocabulary section of the lesson. Students develop fluency by practicing text both independently and as a group.Fluency Kits (N-U/30-50): standard is addressed in the fluency cards and audio CD.Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: students can reread texts for Fluency. Build Background and extend vocabulary is addressed in the Before and During Reading sections in the lesson.Skill Bags (N-T/30-44): standard is supported in the Small Group Reading lesson Independent Workstation Activities- Independent Reading and Fluency Practice and Build Background and Interest sections.


PRODUCT SUPPORT

Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: various metagognitive strategies are taught and practiced in the During Reading section of the teacher’s guide. (e.g., The Seven Natural Wonders (N/30)- metacognitive strategy-visualization)

2.02 Interact with the text before, during, and after reading, listening, or viewing by:

setting a purpose. previewing the text. making predictions. asking questions. locating information for

specific purposes. making connections.

using story structure and text organization to comprehend.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: various strategies are taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., Making Sense of Your Senses (O/34)- Make Predictions)Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #9- Make Predictions (N-O/30-34). Previewing the Text, Setting a Purpose, and Ask /Answer Questions are addressed in the Small Group reading section of each lesson.Grade 3 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found in each teacher’s guide.Reader’s Theater (N-U/30-50): standard is addressed in the Build Background, Content Connections and Interpret the Script sections of the teacher’s guide.

2.03 Read a variety of texts, including:

fiction (short stories, novels, fantasies, fairy

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: a variety of texts are included in the Book Room collection: nonfiction- Biographies, Career, How-To, Math, Science, and Social Studies; fiction- fantasy and drama

tales, fables). nonfiction (biographies,

letters, articles, procedures and instructions, charts, maps).

poetry (proverbs, riddles, limericks, simple poems).

drama (skits, plays).

Skill Bags (N-T/30-44): include fiction trade books and nonfiction leveled textsReader’s Theater (N-U/30-50): plays

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

author's purpose plot conflict sequence resolution lesson and/or message main idea and

supporting details cause and effect fact and opinion point of view (author and

character)

author's use of figurative language (e.g., simile, metaphor, imagery)

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: various strategies are taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., The seven Natural Wonders (N/30) Main Idea and Supporting Details) Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions.Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in Read-Aloud and Small Group Reading sections of the lesson. (e.g., Bag #17- Identify Author’s Purpose and Point of View (T/44). .Grade 3 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found in each teacher’s guide. (e.g., Analyze Character)Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guideFluency Kits (N-U/30-50): standard is addressed using the Self-Check Questions on the back of the cards

2.05 Draw conclusions, make generalizations, and gather support by referencing the text.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Before, During, and After Reading sections of the lesson. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions.Skill Bags (N-T/30-44): standard is addressed in the Comprehension and Small Group Reading sections of the lesson.Grade 3 Comprehension Strategy Posters: standard is addressed in the Share the Poster, Provide a Real-World Model and Practice the Strategy sections of the lesson.Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guideFluency Kits (N-U/30-50): standard is addressed using the Self-Check Questions on the back of the cards

2.06 Summarize main idea(s) from written or spoken texts using succinct language.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: addressed in the During and After Reading section of the lesson. Standard is also addressed in the Comprehension Through Deductive Reasoning Questions.Skill Bags (N-T/30-44): standard is addressed in the Small Group Reading- Ask and Answer Questions section.


PRODUCT SUPPORT

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

considering the differences among

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., Max’s Glasses (P/38)- Analyze Character). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions.

genres. relating plot, setting, and

characters to own experiences and ideas.

considering main character's point of view.

participating in creative interpretations.

making inferences and drawing conclusions about characters and events.

reflecting on learning, gaining new insights, and identifying areas for further study.

Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #12- Analyze Character (P-R/38-40). Grade 3 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Character)Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide.

3.02 Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., Max’s Glasses (P/38)- Analyze Character). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions.Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #12- Analyze Character (P-R/38-40). Grade 3 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Character)Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide

3.03 Use text and own experiences to verify facts, concepts, and ideas.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in Build Background and During and After Reading sections of the teacher’s guide.Skill Bags (N-T/30-44): standard is addressed in the Small Group Reading-Activate Prior Knowledge Ask and Answer Questions, and Guided Practice sections of the lesson.Grade 3 Comprehension Strategy Posters: standard is addressed in the Provide a Real World Model and Practice the Strategy section of the lesson.Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide. Also, in the Build Background and Content Connections sections.

3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps).

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: leveled texts incorporate additional text features and graphic aids as the levels increase. A-E/1-8: Photos; F-G/9-12: add in Labels, Captions, Diagrams, and Maps; H-I/13-16: add in Table of Contents and Chapter Headings; J-K/18-20: Glossary, Index, and Bold Words; L-M/24-28: Sidebars and Text Breakers; N-X/30-60: Front/Back cover blurbs, Author Photo and bio, and Pronunciation guides in text. Teacher’s guides will address these features where appropriate.


PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create, oral, written, and visual texts.4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.

Reader’s Theater Scripts (N-U/30-50): Scripts help build fluency and comprehension through purposeful, repeated oral reading practice. Step 4, Reread the Script; Step 6, Assign Roles and Rehearse the PlayFluency Kit (N-U/30-50): Step 4, Model Practicing the Passage Without the Recording, in “Using the Cards” in the Teacher’s Guide. Fluency Kits are used for independent practiceBook Room Leveled Texts (N-P/30-38) and Teacher’s Guides: once the Small Group Reading lesson has been completed, students can reread the text for fluency.Skill Bags (N-T/30-44)): teacher models fluent reading in the Read-Aloud lesson. Small Group Reading section- Independent Reading Activity- students can select a text or fluency practice card

4.02 Use oral and written language to:

present information in a sequenced, logical manner.

discuss. share information and

ideas. recount or narrate. answer open-ended

questions. report information on a

topic.

explain own learning.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Discuss the Reading section and Writing Workshop section of the lesson.Skill Bags (N-T/30-44)): standard is addressed in the Small Group Reading Ask and Answer Questions, Writing, and Reflect and Review sections of the lesson.Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guideGrade 3 Comprehension Strategy Posters: standard is addressed in the Extend the Lesson section of the teacher’s guide.

4.03 Share written and oral products in a variety of ways (e.g., author's chair, book making, publications, discussions, presentations).

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Teacher’s Tip of the Writing Workshop section of the lesson.Skill Bags (N-T/30-44)): standard is addressed on Day 5 in Writing section of each lesson

4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing).

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Writing Workshop section of the lesson.Skill Bags (N-T/30-44): the Writing section of each lesson supports this standard by following the process from brainstorming to drafting to editing and revising a text.

4.05 Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task.

Skill Bags (N-T/30-44): the Writing section of each lesson supports this standardBook Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Writing Workshop section of the lesson.

4.06 Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Writing Workshop section of the lesson.Skill Bags (N-T/30-44)): The Writing section of each lesson supports this standard by following the process from brainstorming to drafting to editing and revising a text.

4.08 Focus reflection and revision (with assistance) on target elements by:

clarifying ideas. adding descriptive words

and phrases. sequencing events and

ideas. combining short, related

sentences. strengthening word

choice.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Writing Workshop section of the lesson.Skill Bags (N-T/30-44)): standard is addressed in the Writing section of the lesson.

4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions).

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: standard is addressed in the Writing Workshop section of the lesson.Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.


PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.5.04 Compose two or more paragraphs with:

topic sentences. supporting details. appropriate, logical


sequence. sufficient elaboration.

5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).

Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson.

5.07 Edit (with assistance) to use conventions of written language and format.


North Carolina Fourth Grade English Language Arts Standards Correlated to Benchmark Education Products


Fourth Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write.1.01 Use word identification strategies appropriately and automatically when encountering unknown words (graphophonic, syntactic, semantic).

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in the During Reading-Skills and Strategies section of the teacher’s guide (e.g., Math to Munch On (P/38)- Word Solving- use of knowledge of word structure)Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson

1.02 Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension.


1.03 Identify key words and discover their meanings and relationships through a variety of strategies.


1.04 Increase reading and writing vocabulary through:

wide reading. word study. knowledge of

homophones, synonyms, antonyms, homonyms.

knowledge of multiple

Reader’s Theater Scripts (N-U/30-50): standard is addressed Discuss Vocabulary section of the teacher’s guideBook Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in the Before, During, and After Reading sections. The Comprehension Through Deductive Reasoning Question card includes Vocabulary –Building Questions. Also addressed in the Writing section of the teachers’ guide.Fluency Kit (N-U/30-50): addressed through independent practice and assessmentSkill Bags (N-T/30-44): addressed in the Word Study and Writing section of the

meanings of words. writing process

elements. writing as a tool for

learning. seminars. book clubs. discussions. examining the author's

craft.

lessonGrade 4 Comprehension Strategy Posters: standard is addressed in the Share the Poster section of the lesson.

1.05 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words.

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: glossaries can be found in the back of the nonfiction textsSkill Bags (N-T/30-44): the leveled texts included in the skill bags include glossaries where applicable.



knowledge. expand vocabulary.

Reader’s Theater Scripts (N-U/30-50): standard is addressed Build Background and Content Vocabulary section of the lesson. Students develop fluency by practicing text both independently and as a group.Fluency Kits (N-U/30-50): standard is addressed in the fluency cards and audio CD.Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: students can reread texts for Fluency. Build Background and extend vocabulary is addressed in the Before and During Reading sections in the lesson.Skill Bags (N-T/30-44): standard is supported in the Small Group Reading lesson Independent Workstation Activities- Independent Reading and Fluency Practice and Build Background and Interest sections.


PRODUCT SUPPORT

Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question).

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: various metagognitive strategies are taught and practiced in the During Reading section of the teacher’s guide. (e.g., Lost Cities (Q/40)- metacognitive strategy-ask questions)

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

setting a purpose using prior knowledge and text information.

making predictions. formulating questions. locating relevant

information. making connections with

previous experiences, information, and ideas.

Book Room Leveled Texts (Q-R/40 and Teacher’s Guides: various strategies are taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., Making Sense of Your Senses (O/34)- Make Predictions)Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #9- Make Predictions (N-O/30-34). Previewing the Text, Setting a Purpose, and Ask /Answer Questions are addressed in the Small Group reading section of each lesson.Grade 4 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found in each teacher’s guide.Reader’s Theater (N-U/30-50): standard is addressed in the Build Background, Content Connections and Interpret the Script sections of the teacher’s guide

2.03 Read a variety of texts, including:

fiction (legends, novels, folklore, science fiction).

nonfiction (autobiographies, informational books, diaries, journals).

poetry (concrete, haiku).

drama (skits, plays).

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: a variety of texts are included in the Book Room collection: nonfiction- Biographies, Career, How-To, Math, Science, and Social Studies; fiction- fantasy and dramaSkill Bags (N-T/30-44): include fiction trade books and nonfiction leveled textsReader’s Theater (N-U/30-50): plays

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

plot. theme. main idea and

supporting details. author's choice of words. mood.

author's use of figurative language.

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: various strategies are taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., Colonial Times (Q/40) Main Idea and Supporting Details) Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions.Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in Read-Aloud and Small Group Reading sections of the lesson. (e.g., Bag #17- Identify Author’s Purpose and Point of View (T/44). .

2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in the Before, During, and After Reading sections of the lesson. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions.Skill Bags (N-T/30-44): standard is addressed in the Comprehension and Small Group Reading sections of the lesson.Grade 4 Comprehension Strategy Posters: standard is addressed in the Share the Poster, Provide a Real-World Model and Practice the Strategy sections of the lesson.Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guideFluency Kits (N-U/30-50): standard is addressed using the Self-Check Questions on the back of the cards

2.06 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas.

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: addressed in the During and After Reading section of the lesson. Standard is also addressed in the Comprehension Through Deductive Reasoning Questions.Skill Bags (N-T/30-44): standard is addressed in the Small Group Reading- Ask and Answer Questions section.

2.08 Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources.

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: addressed in the During and After Reading section of the lesson. Standard is also addressed in the Comprehension Through Deductive Reasoning Questions.


PRODUCT SUPPORT


analyzing the impact of authors' word choice and

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., The Magic Carpet (R/40)- Analyze Character). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions.

context. examining the reasons

for characters' actions. identifying and

examining characters' motives.

considering a situation or problem from different characters' points of view.

analyzing differences among genres.

making inferences and drawing conclusions about characters, events and themes.

Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #12- Analyze Character (P-R/38-40). Grade 4 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Story Elements)Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide.

3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., The Magic Carpet (R/40)- Analyze Character). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions.Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #12- Analyze Character (P-R/38-40). Grade 4 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Story Elements)Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide.

3.03 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.

Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” and “Staging the Performance Tips” sections of the teacher’s guide.

3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps.

Book Room Leveled Texts (N-P/30-38) and Teacher’s Guides: leveled texts incorporate additional text features and graphic aids as the levels increase. A-E/1-8: Photos; F-G/9-12: add in Labels, Captions, Diagrams, and Maps; H-I/13-16: add in Table of Contents and Chapter Headings; J-K/18-20: Glossary, Index, and Bold Words; L-M/24-28: Sidebars and Text Breakers; N-X/30-60: Front/Back cover blurbs, Author Photo and bio, and Pronunciation guides in text. Teacher’s guides will address these features where appropriate.


PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression demonstrating an awareness of volume and pace.

Reader’s Theater Scripts (N-U/30-50): Scripts help build fluency and comprehension through purposeful, repeated oral reading practice. Step 4, Reread the Script; Step 6, Assign Roles and Rehearse the PlayFluency Kit (N-U/30-50): Step 4, Model Practicing the Passage Without the Recording, in “Using the Cards” in the Teacher’s Guide. Fluency Kits are used for independent practiceBook Room Leveled Texts (Q-R/40) and Teacher’s Guides: once the Small Group Reading lesson has been completed, students can reread the text for fluency.Skill Bags (N-T/30-44)): teacher models fluent reading in the Read-Aloud lesson. Small Group Reading section- Independent Reading Activity- students can select a text or fluency practice card


present information and ideas in a clear, concise manner.

discuss.

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in the Discuss the Reading section and Writing Workshop section of the lesson.Skill Bags (N-T/30-44)): standard is addressed in the Small Group Reading Ask and Answer Questions, Writing, and Reflect and Review sections of the lesson.Reader’s Theater Scripts (N-U/30-50): standard is addressed in the

interview. solve problems. make decisions.

“Interpret the Script” section of the teacher’s guideGrade 4 Comprehension Strategy Posters: standard is addressed in the Extend the Lesson section of the teacher’s guide.

4.04 Share self-selected texts from a variety of genres (e.g., poetry, letters, narratives, essays, presentations).

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: the Book Room Collection includes fiction (fantasy, drama) and nonfiction (biographies, How-to, Career, Math, Science, and Social Studies) texts.Reader’s Theater (N-U/30-50): plays

4.05 Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in the Writing Workshop section of the lesson.Skill Bags (N-T/30-44): the Writing section of each lesson supports this standard by following the process from brainstorming to drafting to editing and revising a text.

4.06 Compose a draft that conveys major ideas and maintains focus on the topic with specific, relevant, supporting details by using preliminary plans

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in the Writing Workshop section of the lesson. (e.g., Astronomers (R/40)- Identify Main Ideas and Supporting Details)Skill Bags (N-T/30-44): the Writing section of each lesson supports this standard by following the process from brainstorming to drafting to editing and revising a text. (e.g., Bag #7- Identify Main Ideas and Supporting Details)

4.08 Focus revision on a specific element such as:

word choice. sequence of events and

ideas. transitional words. sentence patterns.

Book Room Leveled Texts (Q-R/40) and Teacher’s Guides: standard is addressed in the Writing Workshop section of the lesson.Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.

4.09 Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters ofrequest, letters of complaint).



PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.5.03 Elaborate information and ideas in writing and speaking by using:

simple and compound sentences.

regular and irregular verbs.

adverbs. prepositions. coordinating

conjunctions

Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.

5.04 Compose multiple paragraphs with:

topic sentences. specific, relevant details. logical progression and

movement of ideas. coherence. elaboration.


concluding statement related to the topic.

5.08 Demonstrate evidence of language cohesion by:

logical sequence of fiction and nonfiction retells.

time order sequence of events.

sustaining conversations on a topic.

Grade 4 Assessment Handbooks: address the standard with the use of rubrics and checklists.

North Carolina Fifth Grade English Language Arts Standards Correlated to Benchmark Education Products


Fifth Grade BENCHMARK EDUCATION

PRODUCT SUPPORT

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write.1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed in the During Reading-Skills and Strategies section of the teacher’s guide (e.g., From Pyramids to Skyscrapers (T/44)- Word Solving- Use Context Clues)Skill Bags (N-T/30-44): standard is addressed in the Word Study section of the lesson

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

Reader’s Theater Scripts (N-U/30-50): standard is addressed Discuss Vocabulary section of the teacher’s guideSkill Bags (N-T/30-44): standard is addressed in the Word Study section of the lessonBook Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed in the Before, During, and After Reading sections. The Comprehension Through Deductive Reasoning Question card includes Vocabulary –Building Questions.

1.03 Increase reading and writing vocabulary through:

wide reading. word study. word reference

materials. content area study. writing process

elements. writing as a tool. debate. discussions. seminars. examining the author's

craft

Reader’s Theater Scripts (N-U/30-50): standard is addressed Discuss Vocabulary section of the teacher’s guideBook Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed in the Before, During, and After Reading sections. The Comprehension Through Deductive Reasoning Question card includes Vocabulary –Building Questions. Also addressed in the Writing section of the teachers’ guide.Fluency Kit (N-U/30-50): addressed through independent practice and assessmentSkill Bags (N-T/30-44): addressed in the Word Study and Writing section of the lessonGrade 5 Comprehension Strategy Posters: standard is addressed in the Share the Poster section of the lesson.

1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words.

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: glossaries can be found in the back of the nonfiction textsSkill Bags (N-T/30-44): the leveled texts included in the skill bags include glossaries where applicable



knowledge. expand and refine

vocabulary.

Reader’s Theater Scripts (N-U/30-50): standard is addressed Build Background and Content Vocabulary section of the lesson. Students develop fluency by practicing text both independently and as a group.Fluency Kits (N-U/30-50): standard is addressed in the fluency cards and audio CD.Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: students can reread texts for Fluency. Build Background and extend vocabulary is addressed in the Before and During Reading sections in the lesson.Skill Bags (N-T/30-44): standard is supported in the Small Group Reading lesson Independent Workstation Activities- Independent Reading and Fluency Practice and Build Background and Interest sections.


PRODUCT SUPPORT

Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question).

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: various metagognitive strategies are taught and practiced in the During Reading section of the teacher’s guide. (e.g., Having Healthful Habits (S/44)- metacognitive strategy-ask questions)

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

making predictions. formulating questions. supporting answers from

textual information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information.

making connections with previous experiences, information, and ideas.

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: various strategies are taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., Lewis and Clark (T/44)- Make Predictions). Standard is also addressed through the Comprehension Through Deductive Reasoning Questions for each text. Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags Previewing the Text, Setting a Purpose, and Ask /Answer Questions are addressed in the Small Group reading section of each lesson.Grade 5 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found in each teacher’s guide.Reader’s Theater (N-U/30-50): standard is addressed in the Build Background, Content Connections and Interpret the Script sections of the teacher’s guide

2.03 Read a variety of texts, such as:

fiction (tall tales, myths). nonfiction (books of true

experience, newspaper and magazine articles, schedules).

poetry (narrative, lyric, and cinquains).

drama (plays and skits).

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: a variety of texts are included in the Book Room collection: nonfiction- Biographies, Career, How-To, Math, Science, and Social Studies; fiction- fantasy and dramaSkill Bags (N-T/30-44): include fiction trade books and nonfiction leveled textsReader’s Theater (N-U/30-50): plays

2.04 Identify elements of fiction and nonfiction and support by referencing the text to develop the:

plot development. author's choice of words. effectiveness of

figurative language (e.g., personification, flashback).

tone.

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: various strategies are taught and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., Martians Are People, Too (S/44)- Interpret Figurative Language)) Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions.Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in Read-Aloud and Small Group Reading sections of the lesson. (e.g., Bag #15- Analyze Story Elements)

2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed in the Before, During, and After Reading sections of the lesson. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text). Each title in the BookRoom collection has an accompanying set of questions.Skill Bags (N-T/30-44): standard is addressed in the Comprehension and Small Group Reading sections of the lesson.Grade 5 Comprehension Strategy Posters: standard is addressed in the Share the Poster, Provide a Real-World Model and Practice the Strategy sections of the lesson.Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guideFluency Kits (N-U/30-50): standard is addressed using the Self-Check Questions on the back of the cards

2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics.

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed in the Be After Reading sections of the lesson. Comprehension Through Deductive Reasoning Questions: text-dependent reading comprehension questions that range from the literal level (answers stated in the text) to the inferential and implied levels (deductive reasoning supported by clues/evidence in the text).

Skill Bags (N-T/30-44): standard is addressed in Small Group Reading sections of the lesson

Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide


PRODUCT SUPPORT


analyzing word choice and content.

examining reasons for a character's actions, taking into account the

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g. Bread and Roses (T/44)- Analyze Story Elements,). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions.Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags Grade 5 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then

situation and basic motivation of the character.

creating and presenting a product that effectively demonstrates a personal response to a selection or experience.

examining alternative perspectives.

evaluating the differences among genres.

examining relationships among characters.

making and evaluating inferences and conclusions about characters,events, and themes.

provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Story Elements)Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide.

3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s).

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., Martians Are People, Too (S/44)- Analyze Character). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 3 Questions.Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags Grade 5 Comprehension Strategy Posters: each poster addresses a specific strategy. After the strategy is modeled and taught, students are then provided with opportunity to independently practice the strategy through reproducible activities found (e.g., Analyze Story Elements)Reader’s Theater Scripts (N-U/30-50): standard is addressed in the “Interpret the Script” section of the teacher’s guide.

3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts.

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed and practiced in the Before, During, and After Reading sections of the teacher’s guide. (e.g., American History Adds UP (S/44) Identify Main Idea and Supporting Details). Standard is also addressed in the Comprehension Through Deductive Reasoning Level 2 Questions.Skill Bags (N-T/30-44): targeted skills and strategies are taught and practiced in the skill bags (e.g., Bag #7- Identify Main Idea and Supporting Details)


PRODUCT SUPPORT

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.

Reader’s Theater Scripts (N-U/30-50): Scripts help build fluency and comprehension through purposeful, repeated oral reading practice. Step 4, Reread the Script; Step 6, Assign Roles and Rehearse the PlayFluency Kit (N-U/30-50): Step 4, Model Practicing the Passage Without the Recording, in “Using the Cards” in the Teacher’s Guide. Fluency Kits are used for independent practiceBook Room Leveled Texts (S-U/44-50) and Teacher’s Guides: once the Small Group Reading lesson has been completed, students can reread the text for fluency.Skill Bags (N-T/30-44)): teacher models fluent reading in the Read-Aloud lesson. Small Group Reading section- Independent Reading Activity- students can select a text or fluency practice card


formulate hypotheses. evaluate information and

ideas. present and support

arguments. influence the thinking of

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed in the After Reading and Writing Workshop sections of the lesson.Skill Bags (N-T/30-44): standard is addressed in the After Reading and Writing sections of the lesson.

others.4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.

Book Room Leveled Texts (S-U/44-50) and Teacher’s Guides: standard is addressed in the Writing Workshop section of the lesson.Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.

4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content.


4.08 Focus revision on target elements by:

improving word choice. rearranging text for

clarity. creating simple and/or

complex sentences for clarity or impact.

developing a lead, characters, or mood.


4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter).



PRODUCT SUPPORT

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively.5.03 Elaborate information and ideas in speaking and writing by using:

prepositional phrases. transitions. coordinating and/or

subordinating conjunctions.

Skill Bags (N-T/30-44): standard is addressed in the Writing section of the lesson.

5.05 Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings.

Skill Bags (N-T/30-44): standard is addressed in the Word study section of the lesson

5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors.

Skill Bags (N-T/30-44): standard is addressed in the Word study section of the lesson

5.07 Edit final product for grammar, language conventions, and format.


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