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Make Sense of the Common Core State Standards

Understand Complex Text

See Research Put into Practice: A Lesson Walk-Through

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Genre Folk Tale/Fable A fable is a kind of folk tale. It is a very short story that teaches a lesson.

A fable usually states its lesson, or theme, at the end of the story.

The characters in fables are often animals.

Read “The Lion and the Mouse.” Look for elements that make this story a fable.

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Social Studies in Reading

One day Mouse bumped into Lion by mistake and woke him up. Lion caught Mouse and dangled him by his tail.

“Do not eat me!” Mouse cried. “One day I will return the favor.”

Lion laughed so hard that he dropped Mouse. Lion said, “How can a tiny mouse ever help a mighty lion like me?”

The Lion and the Mouse

retold by Claire Daniel illustrated by Dan Andreasen

Objectives• Identify themes in well-known fables, legends, myths, or stories. • Compare the characters, settings, and plots in traditional and contemporary folktales.

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Why do you think Mouse goes near the “angry lion”? Folk Tale/Fable

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The next day Lion fell into a hunter’s trap. He was covered with a net. Lion’s roars shook the ground.

Other animals heard Lion, but no one wanted to come near an angry lion. Only Mouse ran toward Lion.

Mouse said, “I will help you.”Lion roared, “You are too small to

help me!”

The Lion and the Mouse

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One Good Turn Deserves Another MexicoTold by Judy SierraIllustrated by Will Terry

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Question of the Week

How can we work together to solve problems?

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Folk Tale is a story that has been handed down over many years. Now you will read about how a coyote helps a mouse.

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Focus on Common Core State Standards Grade 2 • Unit 2 • Week 5

Comprehension

Skill: Compare and ContrastCCSS Literature 2., CCSS Literature 9.

Strategy: InferringCCSS Literature 5.

High-Frequency Words

behind brought dooreverybody minute promise sorry

Oral Vocabulary

Fluency

• AccuracyCCSS Foundational Skills 4.b.

Writing and Grammar

• Trait: SentencesCCSS Language 1.f.

• Writing Mini-Lesson: Folk TaleCCSS Writing 3.

• Conventions: Possessive NounsCCSS Language 2.c.

Question of the WeekHow can we work together to solve problems?

Unit Big QuestionHow can we work together?

Main Selection One Good Turn Deserves Another

Paired SelectionThe Lion and the Mouse

conflict pursueresolve deservemope coaxramp startle

CCSS Language 6.

CCSS Foundational Skills 3.f.

Independent Reading Suggestions

Babymouse 2, Our Hero by Jennifer L. & Matthew Holm

* The Old House by Pamela Duncan Edwards

* This book and lesson plan are part of the Pearson Trade Book Library.

Listening and Speaking

• Give and Follow InstructionsCCSS Speaking/Listening 3.

Phonics and Spelling

Skill: Vowel Patterns a, ai, ayCCSS Foundational Skills 3.a.,

CCSS Foundational Skills 3.c.

main wait sayaway play raisebrain paint staytoday tray tail

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A comprehensive approach to integrating the Common Core State Standards and new assessment formats into your program

Key Features• AssessCommonCoreState

Standards

• Assesstext-basedcomprehensionskillsandvocabulary

• PreparestudentsforquestiontypeslikethoseonCollegeandCareerReadinessassessments

• AssesswritingwithConstructed-ResponseandExtended-Responseprompts

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Key Features• Readingandstrategyresponselogs

• Practiceforphonics,vocabulary,andcomprehension

• Grammarandwritingprocesslessons,withcumulativereviews

• Spellingpracticewithresourcesandreviews

• Researchpracticepages

• Answerkeyforallpracticepages

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ISBN-13:ISBN-10:

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COMMON COREEDITIONCOMMON COREEDITION

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Key Features• Family letters to launch the Unit

theme

• Discussion Starters around Reading Street concepts and themes

• Weekly word lists to build and reinforce vocabulary

• Family projects connected to classroom concept development

COMMON CORE EDITIONCOMMON CORE EDITION

GRADE 1

A comprehensive approach to integrating the Common Core State Standards into your program

SCOTT FORESMAN READING STREET

ISBN-13:ISBN-10:

978-0-328-68636-00-328-68636-0

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978-0-328-72437-60-328-72437-8

9 7 8 0 3 2 8 7 2 4 3 7 6

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PearsonSchool.com800-848-9500Copyright Pearson Education, Inc., or its affiliates. All rights reserved.

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Student and Teacher’s Editions

The whole Trucktown Collection of resources!

• The Big Book of Truckery Rhymes • Trucktown ABC Big Book • Weekly Get Set, Roll! Readers

Focus on Common Core

Weekly Posters

Envision It! Handbook Visual student resource

for comprehension, vocabulary, and genre study

RTI Kits ELL Handbook

My Skills Buddy Student handbook for Kindergarten

Writing to Sources

Sleuth Family Talk School-to-home resource

to encourage family involvement

Six suggested Leveled Readers every week

Common Core 101

Reader’s and Writer’s Notebook

All-in-one student practice book

Balanced Literacy Teacher’s Guide

A comprehensive set of mini-lessons and routines

to guide instruction

Weekly/Unit and End-of-Year Benchmark Tests

for College and Career Readiness

A classroom full of new resources!

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Expository text tells facts about real places. Next you will read about the plants and animals in a forest.

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How are plant and animal communities important to each other?

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Student Edition, pp. 146–147

DAYS 2 & 3

Access text

Close ReadingINFERENCE • TEXT EVIDENCE Look at the pictures on page 147. How can you tell what kinds of animals and plants you are going to read about? Point to the pictures where you found this information.

CONNECT TO CONCEPT Look at the pictures on page 147. Look at the chipmunk. Describe what it looks like. Encourage children to answer the question in complete sentences. Yes, the chipmunk is light brown with dark brown stripes. I think it is eating something. Ask children to describe the ant, raccoon, and bird.

If children need help, then…

146–147 Communities • Unit 2 • Week 5

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Qualitativ

e QuantitativeReader and Task

Text-Based Comprehension

Text Complexity Measures Use the rubric to familiarize yourself with the text complexity of Life in the Forest.

Bridge to Complex Knowledge

Quantitative Measures

Lexile 370L

Average Sentence Length 697

Word Frequency 3.27

Word Count 216

Qualitative Measures

Levels of Meaning identify factual information in expository text

Structure captions; text is placed in a variety of locations

Language Conventionality and Clarity

clear language; close alignment of images and text

Theme and Knowledge Demands

text assumes no prior knowledge

Reader and Task Suggestions

FORMATIVE ASSESSMENT Based on assessment results, use the Reader and Task Suggestions in Access Main Selection to scaffold the selection or support independence for children as they read Life in the Forest.

ReADeR AnD TASK SuggeSTionS

Preparing to Read the Text Leveled Tasks

• Review strategies for understanding context clues. Refer to the vocabulary strategy lesson on p. 146a.

• Discuss text features an author might use to organize information in an expository text.

• Remind children that this selection is nonfiction. They may need to read more slowly to better understand the text.

• Levels of Meaning • evaluation If children have difficulty with key ideas and details, have them name the animals in the photographs and identify the similarities and differences among them.

• Structure The complex structure of this text may pose a problem for some children. Point out to children that they must read the captions as well to gain a deeper understanding of the text.

Recommended Placement This text is appropriate for placement at this level due to both the quantitative and qualitative elements of the selection.

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Every lesson is finely tuned to help you prioritize instruction and support higher levels of reading and writing.

Below are a few of the highlights of this all-new curriculum.

What’s New in Reading Instruction? • Instructional emphasis is on close reading of text and the ability to cite textual evidence. • Multiple reads of the main selection—in both whole group and small group—allow students to read purposefully. • Small group time focuses on grade-level texts with scaffolding to build stamina and access for all abilities.

What’s New in Writing Instruction? • Daily writing mini-lessons strengthen student understanding of the traits and craft of writing. • Weekly Research and Inquiry projects help students understand the steps of the research process with explicit instruction, think-aloud models, and guided practice. • Unit Writing Process and 21st Century Writing projects allow students to work on extended writing projects which explicitly emphasize the 5-step writing process. • Writing to Sources asks students to write in the 3 modes, respond directly to text, and complete text-to-text analyses and performance tasks. What’s New in Speaking and Listening Instruction? • Team Talk routines encourage students to collaborate and then share their responses with the group. • Let’s Learn It! activities reinforce weekly collaborative speaking and listening skills, media literacy, and vocabulary.

What’s New in Vocabulary Instruction? • Robust oral language and concept development of Amazing Words extend up through Grade 6. • Development of academic vocabulary is featured at point of use. • Talk About Sentences and Words asks students to unpack interesting and complex sentences.

What’s New in Complex Text Support? • Text complexity rubrics built by Dr. Elfrieda Hiebert provide qualitative and quantitative measures for every weekly main selection. Reader and Task Suggestions help all students to access the complex texts.

What’s New in Differentiated Instruction? • Students at all ability levels read the same Sleuth grade-level passages. Appropriate scaffolding supports all students in accessing these complex texts. • With the acknowledgement that not all students comprehend on-level texts the first time they read it, students have the opportunity to revisit main and paired selections in small groups with scaffolded support.

What’s New in Assessment? • A five-step comprehensive assessment plan includes both formative and formal assessments as well as an increased focus on performance tasks. • College and Career Readiness assessments feature multi-part questions, simulated technology-enhanced items, authentic text passages, and constructed and extended response writing.

What’s New in Professional Development? • Common Core 101 provides teachers with articles, research, and a glossary to build CCSS knowledge. • Bridge to Common Core features in the Teacher’s Edition highlight critical areas of Reading Street and illuminate why they are important in your teaching of the CCSS.

What’s new in Digital Instruction? • Pearson Realize™ is your online destination for full teacher and student resources, engaging activities, flexible management and customization tools, and embedded assessments. Responsively designed, it provides anytime, anywhere access on a variety of devices.

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