standards made simple. - houghton mifflin harcourt · pdf file ·...
TRANSCRIPT
STANDARDS MADE s imple.
Lessmore...IS
with the Common Core enhanCement PaCk
Rigorous. Challenging. Complex. These are words typically associated with the
Common Core State Standards. They’re often good descriptors of a district’s transition
plans as well. Now, Houghton Mifflin Harcourt has added a new word to the
Common Core lexicon: simple.
Simple to Apply
The Reading Adventures Magazines for Houghton Mifflin Reading feature high-quality texts and engaging activities that help your students directly apply the CCSS.
The Houghton Mifflin Reading Integrated Planning Guides promote smooth integration of the new material into your existing teaching plans.
• Your Turn supports students in writing effective arguments, explanations, and narratives.
• Activity Central engages students with the CCSS in fun, meaningful ways.
• Literature and informational texts at the right complexity levels ensure that your students are on track to read college and career texts successfully.
• Correlations identify where every standard is covered, so no gap analysis is needed.
• Routines help teachers embed Common Core best practices into daily lessons.
• Lessons look and feel just like those in the Teacher’s Edition, eliminating the need for extensive product training.
Simple to ImplementThere’s no need to purchase or train teachers on a brand new program to meet the CCSS. The Houghton Mifflin Reading Common Core Enhancement Pack makes your current Houghton Mifflin Reading program 100% compliant at Grades K–6!
Standards simplified. Achievement amplified.
Grade 4 Teacher Support Book
OBJECTIVES
OBJECTIVES
Theme 6
At Palmer Station in Antarctica, scientists live and work in a world of ice. A giant ice sheet that covers the continent helps scientists at Palmer Station understand an environment that doesn’t exist anywhere else on Earth.
e 6
Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold Cold, Cold ScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScienceScience
Home Away from Home Palmer Station is one of three bases
in Antarctica operated by the United
States. It is located on Anvers Island,
just west of the Antarctic Peninsula in
the northwestern part of the continent.
Most scientists work at Palmer Station
only during the summer months and
perform field studies in the surrounding
environment. One visiting writer, Kate
Madin, said, “This town has a single
purpose, and everyone here is a part
of it: scientific research on the Antarctic
coastal ecosystem.”
Palmer Station
by Dewey Badeaux
84 CA CCCS RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CA CCCS RI.4.5
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Theme 6Theme 6
626A THEME 6: Nature: Friend and Foe
Nature: Friend and FoeLiterature Resources
Social Studies LinkSeal Island Kidsby Yva Momatiuk and JohnEastcottinformational article from RangerRick magazine (excerpt)page 650
Reader’s LibraryPeter’s Harvestby Anne Sibley O’BrienLesson, page R2
Very Easy
Teacher Read AloudCaves: Wonders in the Darkby Spencer Christian andAntonia Felixpage 632A
Get Set to ReadThe Land and People of KodiakIslandpage 633A
Main Selection 1
Salmon Summernonfictionby Bruce McMillanpage 634
Language LinkRain Sayingsnonfiction article from Faces magazine (excerpt)page 706
Reader’s LibraryWhiteoutby Kay LivorseLesson, page R6
Very Easy
Teacher Read AloudBalto: Brave Sled Dogby Jean Craighead Georgepage 686G
Get Set to ReadLife on the Prairiepage 687A
Main Selection 3
Skylarkhistorical fiction (excerpt)by Patricia MacLachlanpage 688
Career LinkFlame Bustersby R. G. Schmidtinformational article from NationalGeographic World magazine(excerpt)page 684
Reader’s LibraryLandslidesby Linda HartleyLesson, page R4
Very Easy
Teacher Read AloudThey Lived to Tellby Maria Rosadopage 658G
Get Set to ReadWildfires and the Cycles ofNaturepage 659A
Main Selection 2
Wildfiresnonfictionby Seymour Simonpage 660
626A_4_195520_TP02_P1 9/22/08 7:06 PM Page 2
WildfiresAnthology p. 661
Cold, Cold ScienceStudent Magazine p. 84
• Describe the overall structure of information in a text or part of a text.
• Learn academic language: text structure.
COMPREHENSION:Describing Text Structure1 Teach
Review familiar text structures. Remind students that authors carefully choose how to organize the information they want to share. Review that recognizing the text structure, or organization, of an informational piece can help readers understand how important ideas relate to one another. Review the two text structures below, and remind students that clue words in the text often signal the relationships between events or ideas.
• In a chronological, or sequential, text structure, the author organizes information or events in time order. Clue words include first, next, then, after, before, and finally.
• In a compare-and-contrast text structure, the author explains how two or more things are alike and how they are different. Clue words include alike, different, same as, both, and unlike.
Introduce new text structures. Explain the text structures listed below.
• In a cause-and-effect text structure, the author helps readers understand the relationship between ideas by showing how one event, the cause, leads to another, the effect. Clue words and phrases include because, cause, so, since, as a result, why, when, then, finally, therefore, if, and caused by.
• In a problem-and-solution text structure, the author states a problem and explains one or more possible solutions to complex issues. Clue words include problem, solution, solved, challenge, to help, question, and answer.
Model describing text structure. Have students turn to Student Magazine p. 91 of Cold, Cold Science. Read the page aloud. Then model the skill.
����������� The author says that too much sun is a problem due to a hole in the ozone layer. The word problem is a signal that this part
of the text is organized using a problem-and-solution text structure. When I see that word, I should look for a solution farther on in the text. I see one: “decreasing pollution will help to shrink the ozone hole.” Recognizing the text structure helps me know that the author wants me to understand problems and solutions related to the ozone layer above Antarctica.
T72 THEME 6: Nature: Friend and Foe
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If . . . Then . . .
Student Progress Monitoring
If . . . Then . . .
Student Progress Monitoring
review the clue words that signal cause-and-effect relationships. Then read each paragraph with students, and guide them in identifying the text structure.
students have difficulty identifying the cause-and-effect text structure in Wildfires,
2 Guided PracticeDescribe cause-and-effect text structure. Reread aloud the information on Student Magazine p. 87. Display the chart shown below, and use it to identify cause-and-effect relationships in the text. Fill in the first cause and effect as shown. Then guide students to identify two more causes and their effects. Help students identify clue words in the text. (Paragraphs 2 and 3: Because; Paragraph 3: cause)
Cause Effect
strong wind changes the shape of ice and rocks
dry air Clouds cannot form to make rain or snow.
cold temperatures in winter; warm temperatures in summer
scientists work in the summer; ice melts and affects wildlife
Discuss overall text structure. Have students use the chart to describe the text structure and to explain why the author might have chosen this method of organization.
3 ApplyHave students write about text structure. Have partners revisit Wildfires on Anthology pp. 662–664 and look for clues to identify the text structure in this section of the text. (cause and effect) Tell students to write a paragraph describing the text structure and telling why the author might have chosen it.
T73Comprehension
Untitled-49 73 6/2/2011 5:50:06 AM
Grade 4 Lesson for CCSS RI.4.5
Simple to TeachThe Common Core State Standards can be daunting, but teaching them well doesn’t have to be. Lessons in the Houghton Mifflin Reading Teacher Support Books target key standards at each grade, with all the support you’ve come to expect in a Houghton Mifflin Reading lesson.
Student Routines© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Student RoutinesR O U T I N E 1
Grade 4
Supporting Your AnswerWhen you answer a question or explain your ideas
about a text you have read, be sure to use evidence from the text to support your answer. Follow these steps to support your answer when you talk or write about a text:
1 Think about your ideas. Ask yourself: Why do I think this?
2 Look for evidence in the text to support your ideas. Sometimes evidence will be specific details and examples from the text. At other times, you will use clues in the text to make inferences.
3 Explain your ideas. Use the evidence you found in the text to show that your ideas have value. You can summarize the most important ideas in the text, or you can paraphrase what the author has said.
To summarize, briefly retell the main ideas in a text. Use only as many sentences as you need to tell the important parts.
To paraphrase, restate the author’s words in a new way to explain or clarify ideas in the text. To paraphrase when you write, use synonyms, change the word order, and put related ideas together.
R6 Grade 4
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Grade 4 Student Routine
Grade 4 ReadingAdventures Magazine
Theme 1
When predicting weather, scientists study air
masses. An air mass is a large body of air with the
same properties, such as temperature, air pressure,
and water vapor.
A colder air mass doesn’t mix well with a warmer
air mass, and that can cause stormy weather! Cold
air is heavier than warm air, so it pushes underneath
a warm air mass. When warm air moves into a cold
air mass, however, the opposite action occurs. Warm
air is lighter, so it rises above the cold air.
Changes in the weather occur because air
masses are always on the move. The area where two
air masses meet is known as a front. When a warm
air mass is moving into a place, the area is called
a warm front. When a cold air mass moves in, that
area is called a cold front.
Scientists also study air pressure to predict the
weather. Air pressure is the weight of air pressing
down on you. High air pressure causes the weather
to stay calm, but if air pressure begins to drop,
watch out—this can lead to really wild weather!
What’s the weather like where you are? Sunny and warm?
Snowy and cold? Is a storm predicted? Have you thought
about the weather at all today?
Meteorologists, or scientists who study weather, always think
about the weather. They also observe, measure, and record its
changing patterns. Their goal is to better predict what the weather
will be, especially when storms are about to strike.
Warm Front: Warm air is lighter,so it lifts above a cold air mass.
KEY
warm air cold air
What Causes Weather?
by Laura Townsend
Cold Front: Because cold air is heavier, a cold front pushes a warm air mass upward.
Wild Weathermme
by Laura Townsendby Laura Townsendby Laura Townsendby Laura Townsendby Laura Townsendby Laura Townsend
WWWiiild WeathheerrWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWiWiWiWiWiWWWiWWWiWWWiWiiiiiiiiiiiiiiiiiiiililililiWiiiWiWiWiiiWiiiWiiiWiWiWiiiWilllllllllldldldlddddddddddd WWWWWWWWWWeWeWeWeeeeeeeeeeeaeaeaeaaaaaaaaaaatttttttttththththhhhhhhhhhhhhhhhhhhhheeeeeeeeeeeeeeeeeeeerrrrrrrrrrrrr
4
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A Look at a Hurricane
Hurricanes affect the weather in the United States each year.
Beginning as tropical disturbances, some storms continue to gain force
and size. Once their wind speeds reach 74 miles per hour, the huge,
rotating storms are officially labeled hurricanes.
A hurricane forms over warm ocean waters. Its winds begin
to circle around an area of low air pressure, creating clouds and
thunderstorms. More warm, wet air gets pulled upward, causing the
storm to become larger and stronger. Wind speeds build, air pressure
drops, and the storm keeps strengthening because of the warm, wet
air feeding it. Eventually, a dangerous hurricane is born.
Pushed ahead of a hurricane, the ocean’s surface may rise by
as much as 33 feet. These storm surges can be as wide as 100 miles
and can smash into shorelines like bulldozers. If a hurricane comes
ashore, it brings heavy rain, flooding, and damaging winds, causing
great loss to people and property.
A hurricane may be as wide as 300 miles. It can travel thousands
of miles and last for more than a week. Once it reaches cooler seas or
moves across land, however, the hurricane loses its energy source. As
a result, it begins to weaken.
The hurricane’s fastest winds spiral around the eye wall. The air inside the eye is calm.
Storm clouds can reach eight miles into the atmosphere.
Over the warm ocean, a hurricane gains strength because it pulls in huge amounts of water vapor.
What Causes Hurricanes?Wild Weather
5
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Grade 5 Information Text
Things that have missing parts do not work well, or they may not work at all. Like a broken machine, written information that has missing parts can cause problems. Leaving out parts that matter will confuse your readers! The list below shows some important parts of informational writing.
• Headings break a long piece of writing into well-organized sections. They also give hints about the information in each section.
• Transitions are words and phrases that show how ideas are related. Transitions such as these are useful:
• Precise words help readers understand your ideas. Include definitions of words about a specific topic if you think readers won’t understand what they mean.
• Facts and quotations make the topic come alive for readers and show that you have done research.
• The conclusion should remind readers about the most important things you have said about the topic.
• Consider using illustrations and multimedia. Visual and audio features will help others relate to the information.
Every Part
also for example because next to in addition on the other hand another
Every PartEvery PartMatters
94
Untitled-760 94 5/18/2011 11:16:26 AM
Reflect on Your WritingChoose the research report you have written or another
informational piece with more than one paragraph. Does it have any missing parts? Ask yourself these questions:
Have I included headings to organize information?
Have I used transitions to connect related sentences and paragraphs?
Did I use definitions to explain words that readers may not know?
Have I included facts and/or quotations to support my ideas?
Did I include a strong conclusion that restates the most important ideas? Revise the piece of informational writing
that you have chosen until it has all the right working parts.
Present ItShare your writing in an
informative presentation. Use pictures, posters, and video or sound to make the information exciting for your audience. Be sure to practice how you will use everything in your presentation.
95
Untitled-3 95 5/11/2011 3:12:17 PM
• Lesson Planners help teachers pinpoint daily Common Core instruction.
Daily Lesson Plans T Skill tested on Weekly or Theme Skills Test and/or Integrated Theme Test
80–90 minutes
20–30 minutes
20–30 minutes
Daily Routines, T136–T137 Phonics and Language Activities
Rereading the Selection, T122–T133Comprehension Check, T138Responding, T138
Vocabulary Reader
Comprehension Skill, T140–T141: Fantasy and Realism T
Rereading for Understanding, T142: Writer’s Craft: Language Patterns; Visual Literacy: Details in Illustrations
Daily Routines, T144–T145 Phonics and Language Activities
Reading the Social Studies Link, T146–T147
Comprehension: How to Scan for Information, T146
Phonics Review, T149Short Vowels a and i
Reading Decodable Text, T150–T151Robin’s Farm
Daily Routines, T154–T155 Phonics and Language Activities
Comprehension: Rereading for Understanding, T156Noting DetailsDrawing Conclusions
Rereading for Fluency, T156
Cross-Curricular Responding Activities, T139
Vocabulary Reader
Information and Study Skill, T157: Using a Diagram
Leveled Readers The Right Pet; Pet Dreams; A Pet for Sol; A Surprise Pet
Lessons and Leveled Practice, T160–T163
Leveled Readers The Right Pet; Pet Dreams; A Pet for Sol; A Surprise Pet
Lessons and Leveled Practice, T160–T163
Leveled Readers The Right Pet; Pet Dreams; A Pet for Sol; A Surprise Pet
Lessons and Leveled Practice, T160–T163
Vocabulary, T137Fun Words
High-Frequency Words, T136Word Wall
Spelling, T143 Vocabulary Connection: Short e, o, and u Words T
Vocabulary, T148Synonyms T
High-Frequency Words, T144Word Wall
Spelling, T152Game, Proofreading: Short e, o, and u Words T
Vocabulary, T155Vocabulary Expansion
High-Frequency Words, T154Word Wall
Spelling, T158Test: Short e, o, and u Words T
Writing, T138Write a Character Sketch
Writing, T153Writing Dates
Writing, T155Daily Writing Prompt
Grammar, T143: Activity: Naming Parts of Sentences T
Listening/Speaking/Viewing, T138: Responding
Grammar, T152: Practice: Naming Parts of Sentences T
Listening/Speaking/Viewing, T146: Discuss the Link
Grammar, T158Improving Writing
Listening/Speaking/Viewing, T159: Participate in a Group Discussion
Rereading the Selection RL.2.10, RF.2.4a
Rereading for Understanding RL.2.7High-Frequency Words RF.2.3fWriting W.2.8Listening/Speaking/Viewing SL.2.1a
Reading the Social Studies Link RI.2.10, RF.2.4a
Phonics Review RF.2.3aReading Decodable Text RF.2.3a,
RF.2.4bHigh-Frequency Words RF.2.3fSpelling L.2.2d
Comprehension RL.2.7Rereading for Fluency RF.2.4bInformation and Study Skill RI.2.7Vocabulary L.2.5bHigh-Frequency Words RF.2.3fGrammar L.2.1fListening/Speaking/Viewing SL.2.1a,
SL.2.1b, SL.2.1c
ReadingPhonicsComprehension
Daily Routines, T106–T107 Phonics and Language Activities
Listening Comprehension, T108–T109Daddy, Could I Have an Elephant?
Phonics, T110–T111Short Vowels o, u, e TVCCV Pattern
Reading Decodable Text, T113–T115Big Hog’s House Hunt
Daily Routines, T118–T119 Phonics and Language Activities
Background and Vocabulary, T120
Key Vocabulary, T121
Vocabulary Reader
Reading the Selection, T122–T133
Comprehension Strategy, T122Monitor/Clarify
Comprehension Skill, T122, T129Fantasy and Realism T
Leveled Readers The Right PetPet DreamsA Pet for SolA Surprise Pet
Lessons and Leveled Practice, T160–T163
Leveled Readers The Right PetPet DreamsA Pet for SolA Surprise Pet
Lessons and Leveled Practice, T160–T163
Word WorkVocabularyHigh-Frequency WordsSpelling
Vocabulary, T107Family Names
High-Frequency Words, T112 T
Spelling, T116Short e, o, and u Words T
Vocabulary, T119Rhyming Words
High-Frequency Words, T118Word Wall
Spelling, T134Review, Practice: Short e, o, and u Words T
Writing andOral LanguageWritingGrammarListening/Speaking/Viewing
Writing, T107Daily Writing Prompt
Writing, T135A Response-Journal Entry
Grammar, T117Naming Parts of Sentences T
Listening/Speaking/Viewing, T108–T109Teacher Read Aloud
Grammar, T134Practice: Naming Parts of Sentences T
Listening/Speaking/Viewing, T127, T133Stop and Think, Wrapping Up
Correlations
Listening Comprehension SL.2.2Phonics RF.2.3aReading Decodable Text RF.2.3a, RF.2.4bHigh-Frequency Words RF.2.3f Grammar L.2.1fListening/Speaking/Viewing SL.2.2
Key Vocabulary RI.2.4, L.2.4aReading the Selection RL.2.1, RL.2.10, RF.2.4aComprehension Strategy RL.2.1High-Frequency Words RF.2.3fWriting W.2.8Listening/Speaking/Viewing SL.2.1a
6 THEME 1: Silly Stories
Untitled-70 6 6/20/2011 2:17:34 PM
Target Skills of the Week
Julius
PhonicsShort Vowels o, u, e;VCCV Pattern
ComprehensionFantasy and Realism
VocabularyHigh-Frequency Words; Synonyms
FluencyDecodable Text; Leveled Readers
Daily Routines, T136–T137 Phonics and Language Activities
Rereading the Selection, T122–T133Comprehension Check, T138Responding, T138
Vocabulary Reader
Comprehension Skill, T140–T141: Fantasy and Realism T
Rereading for Understanding, T142: Writer’s Craft: Language Patterns; Visual Literacy: Details in Illustrations
Daily Routines, T144–T145 Phonics and Language Activities
Reading the Social Studies Link, T146–T147
Comprehension: How to Scan for Information, T146
Phonics Review, T149Short Vowels a and i
Reading Decodable Text, T150–T151Robin’s Farm
Daily Routines, T154–T155 Phonics and Language Activities
Comprehension: Rereading for Understanding, T156Noting DetailsDrawing Conclusions
Rereading for Fluency, T156
Cross-Curricular Responding Activities, T139
Vocabulary Reader
Information and Study Skill, T157: Using a Diagram
Leveled Readers The Right Pet; Pet Dreams; A Pet for Sol; A Surprise Pet
Lessons and Leveled Practice, T160–T163
Leveled Readers The Right Pet; Pet Dreams; A Pet for Sol; A Surprise Pet
Lessons and Leveled Practice, T160–T163
Leveled Readers The Right Pet; Pet Dreams; A Pet for Sol; A Surprise Pet
Lessons and Leveled Practice, T160–T163
Vocabulary, T137Fun Words
High-Frequency Words, T136Word Wall
Spelling, T143 Vocabulary Connection: Short e, o, and u Words T
Vocabulary, T148Synonyms T
High-Frequency Words, T144Word Wall
Spelling, T152Game, Proofreading: Short e, o, and u Words T
Vocabulary, T155Vocabulary Expansion
High-Frequency Words, T154Word Wall
Spelling, T158Test: Short e, o, and u Words T
Writing, T138Write a Character Sketch
Writing, T153Writing Dates
Writing, T155Daily Writing Prompt
Grammar, T143: Activity: Naming Parts of Sentences T
Listening/Speaking/Viewing, T138: Responding
Grammar, T152: Practice: Naming Parts of Sentences T
Listening/Speaking/Viewing, T146: Discuss the Link
Grammar, T158Improving Writing
Listening/Speaking/Viewing, T159: Participate in a Group Discussion
Rereading the Selection RL.2.10, RF.2.4a
Rereading for Understanding RL.2.7High-Frequency Words RF.2.3fWriting W.2.8Listening/Speaking/Viewing SL.2.1a
Reading the Social Studies Link RI.2.10, RF.2.4a
Phonics Review RF.2.3aReading Decodable Text RF.2.3a,
RF.2.4bHigh-Frequency Words RF.2.3fSpelling L.2.2d
Comprehension RL.2.7Rereading for Fluency RF.2.4bInformation and Study Skill RI.2.7Vocabulary L.2.5bHigh-Frequency Words RF.2.3fGrammar L.2.1fListening/Speaking/Viewing SL.2.1a,
SL.2.1b, SL.2.1c
ReadingPhonicsComprehension
Daily Routines, T106–T107 Phonics and Language Activities
Listening Comprehension, T108–T109Daddy, Could I Have an Elephant?
Phonics, T110–T111Short Vowels o, u, e TVCCV Pattern
Reading Decodable Text, T113–T115Big Hog’s House Hunt
Daily Routines, T118–T119 Phonics and Language Activities
Background and Vocabulary, T120
Key Vocabulary, T121
Vocabulary Reader
Reading the Selection, T122–T133
Comprehension Strategy, T122Monitor/Clarify
Comprehension Skill, T122, T129Fantasy and Realism T
Leveled Readers The Right PetPet DreamsA Pet for SolA Surprise Pet
Lessons and Leveled Practice, T160–T163
Leveled Readers The Right PetPet DreamsA Pet for SolA Surprise Pet
Lessons and Leveled Practice, T160–T163
Word WorkVocabularyHigh-Frequency WordsSpelling
Vocabulary, T107Family Names
High-Frequency Words, T112 T
Spelling, T116Short e, o, and u Words T
Vocabulary, T119Rhyming Words
High-Frequency Words, T118Word Wall
Spelling, T134Review, Practice: Short e, o, and u Words T
Writing andOral LanguageWritingGrammarListening/Speaking/Viewing
Writing, T107Daily Writing Prompt
Writing, T135A Response-Journal Entry
Grammar, T117Naming Parts of Sentences T
Listening/Speaking/Viewing, T108–T109Teacher Read Aloud
Grammar, T134Practice: Naming Parts of Sentences T
Listening/Speaking/Viewing, T127, T133Stop and Think, Wrapping Up
Correlations
Listening Comprehension SL.2.2Phonics RF.2.3aReading Decodable Text RF.2.3a, RF.2.4bHigh-Frequency Words RF.2.3f Grammar L.2.1fListening/Speaking/Viewing SL.2.2
Key Vocabulary RI.2.4, L.2.4aReading the Selection RL.2.1, RL.2.10, RF.2.4aComprehension Strategy RL.2.1High-Frequency Words RF.2.3fWriting W.2.8Listening/Speaking/Viewing SL.2.1a
7Daily Lesson Plans
Untitled-70 7 6/20/2011 2:17:36 PM
Grade 4 informational Writing
I’m the discussion leader, so I’ve decided. . . .
Wait a minute. What’s the topic?
What are we deciding?
I didn’t read the story yet!
I want to discuss a different book.
I don’t know what they’re talking about.
I’m confused.
They’ll probably hate my idea. I
won’t mention it.
These students are trying to have a literature discussion, but
they aren’t making much progress! Look carefully at the picture.
Then answer the questions below.
What could each student do on his or her
own to help this discussion?
What choices could the students make
together to improve their discussion?
18
Untitled-241 18 5/12/2011 12:09:37 PM
I’m a little confused. Are we talking about just the beginning of
the story?I think the
description on page six supports our first
point.
Can we find another example to support our ideas?
Would you please
paraphrase our first point?
Our discussion goal is on the board. Any questions about our
purpose?
I’ll be the time keeper. We have fifteen minutes.
The same students have improved their discussion skills. Look
carefully. What are they doing differently?
Choose one of the statements below. Decide
whether or not you agree with it. Assign discussion
roles and then share your opinions in a small group.
It takes both courage and foolishness to explore
a dangerous place like the North Pole.
Matthew Henson and Robert Peary risked their
lives for a good reason—to learn more about a
remote part of the world.
19
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Grade 6 Speaking and Listening Application
Simple to Align
Grade 2 Lesson Planner with CCSS
Grade 4 Teacher’s Edition
Correlation to
Common Core State StandardsCommon Core State Standards
Houghton Mifflin Reading (HMR) Teacher’s Edition • Reading Adventures • Extending the Common Core State Standards
READING STANDARDS FOR LITERATURE
Key Ideas and Details
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Theme 1: HMR TE: T32–T33, T51, T58, T60–T61, T122, T125, T130, T250, T314, T317
Extending the Common Core: T8–T9
Theme 2: HMR TE: T46, T53, T58, T59, T64, T82, T150–T151, T194, T197, T201, T207, T212, T250, T253, T257, T264, T265, T311, T330
Theme 3: HMR TE: T59, T64, T213, T218, T227, T331
Theme 4: HMR TE: T46, T53, T61, T63, T68, T213, T218, T256, T259, T261, T268
Theme 5: HMR TE: T71, T126, T130, T135, T137, T142, T211, T216, T268, T271, T280, T285, T290, T328, T330, T331, T412
Theme 6: HMR TE: T152, T204, T206, T210, T214, T215, T220, T267
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Theme 1: HMR TE: T79, T278
Theme 2: HMR TE: T316, T324, T336–T337
Extending the Common Core: T8–T9
Theme 3: HMR TE: T46, T50, T55, T59, T213, T329, T338
Reading Adventures: 30–37
Extending the Common Core: T32–T33
Theme 4: HMR TE: T202, T206, T211–T213, T222
Theme 5: HMR TE: T398, T401, T407
Theme 6: HMR TE: T130, T137, T144, T146
RL.2.3 Describe how characters in a story respond to major events and challenges.
Theme 1: HMR TE: T46, T48, T49, T50–T51, T52–T53, T156, T195, T244, T245, T246
Theme 2: HMR TE: T50, T54, T58, T115, T338
Theme 3: HMR TE: T182–T183, T196, T205, T220–T221, T292, T306, T326, T327, T328, T329, T338, T350
Extending the Common Core: T30–T31
Theme 4: HMR TE: T48, T51, T54, T56, T58–T59, T62–T63, T86, T168, T202, T207, T210, T212, T220–T221, T236, T259, T296
Theme 5: HMR TE: T234, T398, T403, T404–T406, T424
Theme 6: HMR TE: T84, T190–T191, T204, T208, T212, T222–T223
Craft and Structure
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Theme 1: HMR TE: T210, T214–T215, T312, T314, T315, T318, T319, T326–T327, T328, T334, T340, T341, T343
Reading Adventures: 4–9
Extending the Common Core: T10–T11
Theme 2: HMR TE: T150, T151
Theme 3: HMR TE: T222, T223, T226–T227
Theme 4: HMR TE: T147, T158, T159
Theme 5: HMR TE: T220
Reading Adventures: 50–57, 58–65
Extending the Common Core: T60–T61
Theme 6: HMR TE: T70
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Theme 1: HMR TE: T32–T33, T46, T51, T52, T60–T61, T76, T90, T247, T248
Theme 2: HMR TE: T82, T198
Theme 3: HMR TE: T82, T162, T236, T283, T306, T326
Theme 4: HMR TE: T256
Theme 5: HMR TE: T268, T279, T292–T293, T298, T366, T398, T400, T401, T407, T418–T419
Extending the Common Core: T56–T57
Theme 6: HMR TE: T130, T137, T144
Correlation to Common Core State Standards C1
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Grade 2 Correlation
Grade 4 Integrated Planning Guide
26
Long u WordsLong u Words
June dune tube cube
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Grade K Long Vowel Activity
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