Aligned with California Common Core State...

Grades K-6Aligned with California Common Core State Standards

For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects

McGraw-Hill School Education Group and Common Core State Standards for English Language Arts and LiteracyMcGraw-Hill Education, with its long history of providing the highest quality language arts and literacy materials for educators, supports the common core standards initiative. McGraw-Hill Education has the experts and expertise in instruction and assessment to help implement the common core standards in a credible way.

• McGraw-Hill Education is an endorsing partner of the NGA/CCSSO common core initiative.

• McGraw-Hill Education supports the goal of producing a common core of voluntary state standards that are aligned with college and career expectations and that are refl ective of cross-disciplinary skills such as critical thinking and problem solving.

• McGraw-Hill Education employs psychometricians, technologists, and curriculum and pedagogical experts. Together with our authors, they are deeply immersed in the latest research and developments concerning education reform.

• McGraw-Hill Education’s signifi cant investments in technology will enable a seamless augmentation and delivery of content.

• McGraw-Hill Education’s formative testing capabilities will empower teachers to use data to guide student learning of common standards. Our summative assessment practice provides credible, independent measures of achievement that will support a new era of accountability. Our test development capabilities — from content creation through research and validation, to technology-enhanced delivery and reporting — are available to provide the valid and reliable measurement of student mastery of common core standards.

Common Core State Standards • Table of Contents

Grade K ......................................................................................................page 2 Grade 1 ......................................................................................................page 34 Grade 2 ......................................................................................................page 60 Grade 3 ......................................................................................................page 80 Grade 4 ......................................................................................................page 104 Grade 5 ......................................................................................................page 128 Grade 6 ......................................................................................................page 150

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Common Core State Standards • GRADE KCollege and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifi c textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and fi gurative meanings, and analyze how specifi c word choices shape meaning or tone.

5. Analyze the structure of texts, including how specifi c sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specifi c claims in a text, including the validity of the reasoning as well as the relevance and suffi ciency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and profi ciently.

*All references are to the Teacher Edition pages except as indicated in the CCSLH, or the Common Core Standards Literacy eHandbook.2

KEY

CCSLHCommon Core State Standards Literacy eHandbook

Reading Standards for Literature


1. With prompting and support, ask and answer questions about key details in a text. Unit 1: GS11, GS41, T47, T69, T171, T225Unit 2: T45, T137, T137, T219Unit 3: T41, T45, T127Unit 4: T109, T159, T223Unit 5: T41, T63, T113, T233Unit 6: T103, T119, T130, T143Unit 7: T41, T157, T243Unit 8: T136, T163, T219Unit 9: T125, T139, T159Unit 10: T57, T81, T225, T409, T417, T437

CCSLH: 1.1.A

2. With prompting and support, retell familiar stories, including key details. Unit 1: GS17, GS47, T133, T270Unit 2: T149, T151, T153, T241Unit 3: T61, T83, T134, T143, T205, T242Unit 4: T81, T233, T235, T239Unit 5: T63, T68, T136, T161, T219, T224Unit 6: T119, T126, T133, T211, T225Unit 7: T138, T149, T167, T232, T251Unit 8: T136, T163, T226, T237Unit 9: T81, T132, T222Unit 10: T227, T237, T245, T313, T418, T446

CCSLH: 1.1.B

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Common Core State Standards • Grade K Page References

*All references are to the Teacher Edition pages except as indicated in the CCSLH, or the Common Core Standards Literacy eHandbook.

3. With prompting and support, identify characters, settings, and major events in a story. Unit 1: GS17, GS47, T76, T77, T133, T243Unit 2: T39, T155 Unit 3: T137, T153, T205, T235, T247Unit 4: T75, T247Unit 5: T63, T71, T75, T139, T145, T161, T215Unit 6: T119, T133, T151, T216, T221, T223Unit 7: T61, T83, T138, T143, T145, T147, T225, T232, T235Unit 8: T83, T136, T139, T143, T145, T226, T229, T231, T233, T237Unit 9: T120, T132, T199, T224Unit 10: T227, T232, T237, T239, T241, T245, T323, T331, T339,

T347, T365

CCSLH: 1.1.C

Craft and Structure

4. Ask and answer questions about unknown words in a text. (See grade K Language standards 4-6 for additional expectations.)

Unit 1: T69, T123, T159, T165, T167, T251, T256, T270 Unit 2: T39, T117, T119, T127, T227, T239, T247Unit 3: T83, T109, T111, T129, T159, T209, T241Unit 4: T81, T157, T167, T215, T247Unit 5: T41, T77, T85, T113, T161, T209, T241, T242Unit 6: T74, T103, T141, T143, T151, T225, T235, T236Unit 7: T83, T111, T147, T155, T167, T215, T225, T251, T252Unit 8: T83, T109, T111, T153, T215, T235, T244Unit 9: T81, T119, T125, T147, T159, T207, T241, T242Unit 10: T49, T71, T81, T155, T217, T250, T313, T323, T381, T397,

T417, T437

CCSLH: 1.2.A, 6.2.A, 6.2.B, 6.2.C, 6.2.D

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5. Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text). Unit 2: T117, T251-T259Unit 3: T109, T149, T227-T231Unit 4: T157Unit 5: T111Unit 6: T101, T141, T219-T225Unit 7: T111, T155Unit 8: T109, T111, T139Unit 9: T107, T147Unit 10: T109, T155, T235, T322, T330, T338, T356, T364, T372,

T380, T388, T398, T446

CCSLH: 1.2.B

6. h prompting and support, name the author and illustrator of a story and defi ne the role of each in telling the story.

Unit 1: T152, T252Unit 2: T117, T126, T146, T248Unit 3: T37, T82, T119, T224Unit 4: T80, T230, T246Unit 5: T51, T68, T136, T151, T224Unit 6: T41, T74, T141, T150, T234Unit 7: T37, T155, T166, T250Unit 8: T82, T109, T119Unit 9: T80, T107, T159, T240Unit 10: T80, T109, T215, T396

CCSLH: 1.2.C

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7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Unit 1: T69, T139, T141, T155Unit 2: T129, T133, T135, T231 Unit 3: T83, T205, T211Unit 4: T81, T167Unit 5: T57, T125, T215Unit 6: T117Unit 7: T167Unit 8: T125, T129, T215Unit 10: T55, T223, T225

CCSLH: 1.3.A

8. (Not applicable to literature)

9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Unit 5: T139, T141Unit 7: T145

CCSLH: 1.3.B


10. Actively engage in group reading activities with purpose and understanding. Unit 1: T59, T62, T80, T122, T123, T135, T233Unit 2: T116, T129, T132, T148, T162, T163, T227Unit 3: T37, T108, T109, T119, T122, T138, T148, T207Unit 4: T107, T156, T157, T213Unit 5: T37, T51, T72, T110, T111, T121, T150, T151, T207Unit 6: T100, T101, T111, T140, T141, T199Unit 7: T37, T110, T111, T121, T124, T144, T154, T155, T213Unit 8: T108, T109, T119, T122, T138, T152, T153, T209Unit 9: T106, T107, T117, T120, T134, T146, T205Unit 10: T49, T56, T68, T108, T109, T215, T406, T426

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a Activate prior knowledge related to the information and events in texts. Unit 1: T59, T122, T135, T233Unit 2: T116, T129, T162, T227Unit 3: T37, T108, T119, T148, T207Unit 4: T107, T156, T213Unit 5: T37, T51, T110, T121, T150, T207Unit 6: T100, T111, T140, T199Unit 7: T37, T110, T121, T154, T213Unit 8: T108, T119, T152, T209Unit 9: T106, T117, T146, T205Unit 10: T49, T108, T215, T406, T426

b Use illustrations and context to make predictions about text. Unit 1: T59, T62, T80, T123, T135Unit 2: T129, T132, T148, T163Unit 3: T109, T119, T122, T138, T207Unit 4: T107, T157Unit 5: T51, T72, T111, T121, T151, T207Unit 6: T101, T111, T141, T199Unit 7: T111, T121, T124, T144, T155, T213Unit 8: T109, T119, T122, T138, T153, T209Unit 9: T107, T117, T205Unit 10: T49, T56, T68, T109, T215

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Reading Standards for Informational Text


1. With prompting and support, ask and answer questions about key details in a text. Unit 1: T219Unit 2: T45, T65, T73, T205Unit 3: T66, T69, T71, T187Unit 4: T41, T143, T195Unit 5: T199Unit 6: T41, T55, T67, T179Unit 7: T59, T195Unit 8: T41, T59, T75Unit 9: T43, T59, T73, T187Unit 10: T41, T129, T145, T195

CCSLH: 2.1.A

2. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Unit 2: T73, T268Unit 3: T69, T71Unit 4: T64, T151, T143, T161, T202Unit 5: T196Unit 6: T55, T62, T176, T186Unit 7: T66, T69, T71, T202Unit 8: T41, T66, T198, T201Unit 9: T66, T69, T71, T187, T194Unit 10: T138, T202

CCSLH: 2.1.B

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

CCSLH: 2.1.C

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Craft and Structure

4. With prompting and support, ask and answer questions about unknown words in a text. (See grade K Language standards 4-6 for additional expectations.)

Unit 2: T223Unit 2: T41, T45, T61, T63, T81, T117, T163, T203, T205, T217, T268Unit 3: T59, T73, T197Unit 4: T41, T69, T71, T129, T141, T192, T193, T205Unit 5: T189Unit 6: T41, T49, T177, T179, T236Unit 7: T51, T59, T192, T193, T189, T252Unit 8: T41, T66, T69, T71, T73, T211, T243, T244Unit 9: T59, T185, T187, T242Unit 10: T121, T129, T141, T142, T193, T205, T250, T280-T281

CCSLH: 2.2.A, 6.2.A, 6.2.B, 6.2.C, 6.2.D

5. Identify the front cover, back cover, and title page of a book. Unit 1: T30 Unit 2: T30Unit 3: T28Unit 4: T28Unit 5: T28Unit 6: T28Unit 7: T28Unit 8: T28Unit 9: T28Unit 10: T28

CCSLH: 2.2.B

6. Name the author and illustrator of a text and defi ne the role of each in presenting the ideas or information in a text.

Unit 1: GS35Unit 2: T72, T163, T213, T275Unit 3: T66Unit 4: T117Unit 8: T37, T49Unit 9: T37, T51

CCSLH: 2.2.C

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7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Unit 1: T211Unit 2: T65, T205, T213 Unit 3: T69, T71, T73, T187Unit 4: T195Unit 6: T55, T179Unit 7: T57, T69, T71Unit 8: T69, T71, T75Unit 9: T57, T187Unit 10: T127, T281, T289, T297, T305, T315

CCSLH: 2.3.A

8. With prompting and support, identify the reasons an author gives to support points in a text. CCSLH: 2.3.B

9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

CCSLH: 2.3.C


10. Actively engage in group reading activities with purpose and understanding. Unit 1: T208Unit 2: T41, T57, T117, T202Unit 3: T51, T184Unit 4: T49, T54, T66, T117, T120, T192Unit 5: T186Unit 6: T37, T49, T66, T176Unit 7: T51, T192Unit 8: T37, T49, T188Unit 9: T37, T51, T184Unit 10: T37, T121, T124, T140, T192

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a Activate prior knowledge related to the information and events in texts. Unit 1: T208Unit 2: T41, T57, T117, T202Unit 3: T51, T184Unit 4: T49, T117, T192Unit 5: T186Unit 6: T37, T49, T176Unit 7: T51, T192Unit 8: T37, T49, T188Unit 9: T37, T51, T184Unit 10: T37, T121, T192

b Use illustrations and context to make predictions about text. Unit 1: T208Unit 2: T202Unit 3: T51, T184Unit 4: T49, T54, T66, T117, T120, T192Unit 5: T186Unit 6: T66, T176Unit 7: T51, T192Unit 8: T49, T188Unit 9: T184Unit 10: T121, T124, T140, T192

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Reading Standards: Foundational Skills

Print Concepts

1. Demonstrate understanding of the organization and basic features of print. Unit 1: GS22, GS28, GS52, GS58, GS64, T26, T36, T54, T74, T85, T92, T118, T121, T139, T148, T149, T157, T164, T178, T204, T211, T216, T228, T233, T237, T241, T248

Unit 2: T26, T36, T47, T50, T52, T55, T61, T70, T86, T112, T122, T126, T138-T139, T142, T158, T160, T172, T175, T180-T181, T198, T210, T213, T220, T222, T244, T246

Unit 3: T46, T57, T65, T75-T76, T82, T88, T114, T117, T158, T180, T193, T204

Unit 4: T44, T80-T81, T121, T123, T125, T152, T166-T167, T198, T201, T246-T247

Unit 5: T46, T64, T84-T85, T116, T119, T149, T160-T161, T192, T236, T240-T241

Unit 6: T32, T42-T43, T58, T74-T75, T122, T136, T150-T151, T172, T194, T234-T235

Unit 7: T35, T44, T46, T82-T83, T119, T166-T167, T217, T225, T250-T251

Unit 8: T57, T82-T83, T117, T129, T162-T163, T184, T191, T197, T202, T204, T217, T220, T240-T241, T242-T243

Unit 9: T25, T32, T121, T80-T81, T158-T159, T215, T198-T199, T240-T241

Unit 10: T42-T43, T44, T57, T80-T81, T114, T130, T132, T173, T312-T313, T359, T396-T397, T416-T417, T436-T437

CCSLH: 3.1.A

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a Follow words from left to right, top to bottom, and page by page. Unit 1: T85, T121, T139, T157, T211, T233, T237, T241Unit 2: T47, T55, T61, T126, T160, T213, T246Unit 3: T57, T82, T158, T204Unit 4: T80-T81, T121, T123, T166-T167, T246-T247Unit 5: T84-T85, T160-T161, T240-T241Unit 6: T74-T75, T150-T151, T234-T235Unit 7: T82-T83, T166-T167, T250-T251Unit 8: T82-T83, T129, T162-T163, T191, T240-T241Unit 9: T121, T215, T240-T241Unit 10: T80-T81, T312-T313, T396-T397

CCSLH: 3.1.A

b Recognize that spoken words are represented in written language by specifi c sequences of letters.

Unit 1: GS22, GS28, GS52, GS58, GS64, T149Unit 2: T50, T122, T220Unit 3: T46, T114, T180Unit 4: T44, T152, T198Unit 5: T64, T116, T192Unit 6: T74-T75, T150-T151, T234-T235Unit 7: T82-T83, T166-T167, T250-T251Unit 8: T82-T83, T162-T163, T242-T243Unit 9: T80-T81, T158-T159, T240-T241Unit 10: T80-T81, T312-T313, T396-T397, T416-T417, T436-T437

CCSLH: 3.1.A

c Understand that words are separated by spaces in print. Unit 2: T138-T139, T175, T180-T181Unit 3: T75-T76, T88, T114Unit 4: T201Unit 6: T42-T43, T136, T172, T194Unit 7: T44, T46 Unit 8: T117, T197, T202, T204, T220Unit 9: T198-T199Unit 10: T42-T43, T130

CCSLH: 3.1.A

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d Recognize and name all upper- and lowercase letters of the alphabet. Unit 1: T26, T36, T54, T74, T92, T118, T148, T164, T178, T204, T216, T228, T248

Unit 2: TT26, T36, T52, T70, T86, T112, T142, T158, T172, T198, T210, T222, T244

Unit 3: T65, T117, T193Unit 4: T44, T125, T198Unit 5: T46, T119, T149, T236Unit 6: T32, T58, T122, T194Unit 7: T35, T119, T217, T225Unit 8: T57, T184, T217Unit 9: T25, T32Unit 10: T44, T57, T114, T132, T173, T359

CCSLH: 3.1.A

Phonological Awareness

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Unit 1: GS45, GS51, GS57, T117, T147, T203Unit 2: T55, T79, T105, T115, T122-T123, T131, T140, T145, T181,

T196Unit 3: T24-T25, T78, T80, T104, T156, T164, T166, T191, T201,

T222, T238, T240, T244, T246Unit 4: T24-T25, T32, T78, T80, T82, T84, T102-T103, T134-T135,

T160, T164, T166, T199, T244, T246Unit 5: T25, T32-T33, T82, T84-T85, T107, T132, T160-T161, T182,

T202-T203, T220, T222, T240-T241Unit 6: T74-T75, T122-T123, T136, T146-T147, T150-T151, T195,

T212-T213, T230-T231, T234-T235Unit 7: T33, T82, T116-T117, T135, T150, T162, T166, T173, T189,

T199, T209, T228, T246-T247, T250Unit 8: T32-T33, T64, T78, T82, T114-T115, T132-T133, T149, T150,

T153, T160, T162, T170-T171, T186, T239, T242Unit 9: T46-T47, T76, T80, T102-T103, T121, T123, T154-T155,

T158, T180-T181, T190, T200-T201, T240Unit 10: T24-T25, T33, T45, T60, T61, T77, T78, T80, T114, T166,

T249, T278, T312, T327, T393, T396, T416, T436

CCSLH: 3.2.A, 3.2.B, 3.2.C, 3.2.D, 3.2.E

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a Recognize and produce rhyming words. Unit 1: GS45, GS51, GS57, T117, T147, T203Unit 2: T55, T122-T123, T140, T196Unit 3: T24-T25, T104Unit 4: T24-T25, T134-T135Unit 5: T32-T33, T132, T220Unit 6: T136, T146-T147, T212-T213Unit 7: T150, T162, T173, T246-T247Unit 8: T32-T33, T78, T114-T115, T153Unit 9: T46-T47, T121, T123, T154-T155, T190Unit 10: T24-T25, T114

CCSLH: 3.2.A

b Count, pronounce, blend, and segment syllables in spoken words. Unit 3: T79, T105, T115, T131, T145, T181Unit 4: T32, T102-T103, T199Unit 5: T107, T202-T203Unit 7: T116-T117Unit 8: T114, T132-T133Unit 9: T200-T201

CCSLH: 3.2.B

c Blend and segment onsets and rimes of single-syllable spoken words. Unit 3: T191, T201Unit 5: T25, T182

CCSLH: 3.2.C

d Blend two to three phonemes into recognizable words. Unit 3: T222, T238, T240Unit 4: T78, T80, T164, T166, T244, T246Unit 5: T82, T84, T160, T240Unit 6: T74, T150, T234Unit 7: T82, T166, T250Unit 8: T82, T162, T242Unit 9: T80, T158, T240Unit 10: T78, T80, T166, T249, T278, T327, T393

CCSLH: 3.2.B

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e Isolate and pronounce the initial, medial vowel, and fi nal sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.).

Unit 3: T222Unit 4: T78, T164, T244Unit 5: T84-T85, T160-T161, T240-T241Unit 6: T74-T75, T150-T151, T234-T235Unit 7: T189, T199, T209, T228Unit 8: T82, T162, T242Unit 9: T80, T158, T240Unit 10: T80, T312, T396, T416, T436

CCSLH: 3.2.D

f Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Unit 3: T156Unit 5: T222Unit 6: T122-T123, T146-T147, T195, T212-T213, T230-T231Unit 7: T33, T135, T162Unit 8: T64, T133, T149, T150, T160, T170-T171, T186, T239Unit 9: T76, T102-T103, T155, T180-T181Unit 10: T24-T25, T33, T45, T60, T61, T77

CCSLH: 3.2.E

Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

Unit 1: T133, T167, T219, T251Unit 2: T39, T73, T127, T161, T213Unit 3: T26, T48, T80, T83, T106, T132, T182, T192, T202, T205,

T213, T241Unit 4: T34, T46, T104, T136, T190, T210, T228Unit 5: T26, T48, T134, T108, T158, T222Unit 6: T26, T46, T82, T108, T124, T148, T196, T232Unit 7: T26, T48, T137, T108, T118, T164, T190, T210, T250Unit 8: T27, T34, T82-T83, T106, T134, T162-T163, T206,

T242-T243Unit 9: T26, T48, T80-T81, T114, T144, T158-T159, T192, T202,

T240-T241Unit 10: T80, T312, T396, T416, T436

CCSLH: 3.3.A, 3.3.B, 3.3.C

16



a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

Unit 3: T26, T48, T106, T132Unit 4: T34, T46, T104, T136Unit 5: T26, T48, T134, T158Unit 6: T26, T46, T124, T148Unit 7: T26, T48, T137, T164, T190Unit 8: T82-T83, T162-T163, T242-T243Unit 9: T80-T81, T158-T159, T240-T241Unit 10: T80, T312, T396, T416, T436

CCSLH: 3.3.A

b Associate the long and short sounds with common spellings (graphemes) for the fi ve major vowels.

Unit 3: T182, T192, T202Unit 4: T190, T210, T228Unit 5: T108, T222Unit 6: T82, T108, T196, T232Unit 7: T108, T118, T210, T250Unit 8: T27, T34, T106, T134, T206Unit 9: T26, T48, T114, T144, T192, T202Unit 10: T80, T312, T396, T416, T436

CCSLH: 3.3.A

c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Unit 1: T133, T167, T219, T251Unit 2: T39, T73, T127, T161, T213Unit 3: T83, T205, T213, T241Unit 4: T81, T125, T247Unit 5: T85, T125, T161, T241Unit 6: T75, T151, T241Unit 7: T83, T167, T251Unit 8: T83, T163, T243Unit 9: T81, T159, T241Unit 10: T55, T81, T313, T317, T396-T397

CCSLH: 3.3.B

d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Unit 3: T80, T202Unit 4: T210, T228

CCSLH: 3.3.C

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Fluency

4. Read emergent-reader texts with purpose and understanding. Unit 1: T132-T133, T166-T167, T218-T219, T250-T251Unit 2: T126-T127, T160-T161, T246-T247 Unit 3: T82-T83, T158-T159, T240-T241Unit 4: T80-T81, T166-T167, T246-T247Unit 5: T84-T85, T160-T161, T240-T241Unit 6: T74-T75, T150-T151, T234-T235Unit 7: T82-T83, T166-T167, T250-T251Unit 8: T82-T83, T162-T163, T242-T243Unit 9: T80-T81, T158-T159, T240-T241Unit 10: T80-T81, T312-T313, T396-T397, T416-T417, T436-T437

CCSLH: 3.4.A

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and suffi cient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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9. Draw evidence from literary or informational texts to support analysis, refl ection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing Standards

Text Types and Purposes

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which theytell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

Unit 10: T324-325, T332-T333, T340-T341, T348-T349

CCSLH: 4.1.A

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Unit 1: T32, T48, T70, T172, T212Unit 2: T120, T138, T154, T166, T180, T206 Unit 3: T30, T42, T60, T74, T80, T112, T128, T198, T234Unit 5: T190, T200, T218, T234Unit 6: T180, T190, T210, T226Unit 8: T112, T130, T146, T166, T168Unit 10: T282-T283, T290-T291, T290-T299

CCSLH: 4.1.B

3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Unit 1: T160, T244, T262Unit 2: T46, T66, T82Unit 4: T30, T42, T58, T72, T110, T130, T160Unit 5: T42, T62, T78, T90, T114, T130, T144, T166Unit 7: T226, T244Unit 8: T42, T60, T88Unit 10: T374-T375, T382-T383, T400

CCSLH: 4.1.C

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4. (Begins in grade 2)

5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Unit 3: T166Unit 5: T130

CCSLH: 4.2.A

6. With guidance and support from adults, explorea variety of digital tools to produce and publish writing, including in collaboration with peers.

Unit 2: T272

CCSLH: 4.2.A


7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Unit 5: T162-T163Unit 8: T29, T84-T85, T164-T165Unit 10: T30, T42, T58, T72, T86, T112

CCSLH: 4.3.A

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Unit 2: T30-T31, T32, T90 Unit 3: T82, T85, T168, T205, T241Unit 4: T29, T81, T106Unit 5: T28-T29, T30, T86, T164Unit 6: T28, T76, T78, T152, T154Unit 7: T83, T84-T85, T86, T110, T167, T170, T192Unit 9: T29, T83, T84, T159Unit 10: T29, T30, T49, T81, T84, T130, T146, T154, T168, T397

CCSLH: 4.3.B


Range of Writing


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College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, fi ndings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Standards


1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Unit 1: GS19, GS31, T30-T31, T91, T96-T97, T182, T270, T274, T275Unit 2: T30-T31, T268Unit 3: T28-T29, T84-T85, T86, T160, T247Unit 4: T82, T85, T168Unit 5: T86, T162-T163, T190-T191Unit 6: T36-T37, T75-T76, T152-T153Unit 7: T84-T85, T86, T168, T70Unit 8: T30, T165, T236, T245Unit 9: T82, T83, T84, T160, T162Unit 10: T31, T82-T83, T113, T121, T168, T316, T358, T400

CCSLH: 5.1.A

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a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Unit 1: GS19, GS31, T91 Unit 3: T160, T247Unit 5: T86, T163, T190Unit 6: T37, T76, T153Unit 7: T168Unit 8: T30, T165, T236, T245Unit 9: T83, T160Unit 10: T83, T168, T316

CCSLH: 5.1.A

b Continue a conversation through multiple exchanges. Unit 1: T30-T31, T96-T97, T182, T270, T274, T275Unit 2: T30-T31, T268Unit 3: T28-T29, T84-T85, T86Unit 4: T82, T85, T168Unit 5: T86, T162-T163, T190-T191Unit 6: T36-T37, T75-T76, T152-T153Unit 7: T84-T85, T86, T168, T70Unit 8: T30, T165, T236, T245Unit 9: T82, T84, T160, T162Unit 10: T31, T82-T83, T113, T121, T358, T400

CCSLH: 5.1.A

2. Confi rm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarifi cation if something is not understood.

Unit 1: GS19, GS39, T24, T57, T101, T117, T187, T271Unit 2: T39, T90, T95, T123, T157, T181, T208-T209, T260Unit 3: T24, T62-T63, T89, T104, T133, T165, T203, T234Unit 4: T47, T63, T87, T102-T103, T150, T173, T201, T225Unit 5: T29, T46-T47, T91, T130, T146, T167, T200, T220Unit 6: T24-T25, T47, T81, T123, T147, T157, T197, T203Unit 7: T58, T91, T122-T123, T173, T181, T182, T197, T230-T231Unit 8: T35, T47, T89, T114-T115, T135, T169, T197, T224Unit 9: T33, T49, T87, T129, T162, T165, T183, T190-T191Unit 10: T27, T63, T87, T117, T151, T198, T246, T295, T350, T365

CCSLH: 5.1.B

22



a Understand and follow one- and two-step oral directions. Unit 1: T30-T31, T96-T97, T182, T270, T274, T275Unit 2: T30-T31, T268Unit 3: T28-T29, T84-T85, T86Unit 4: T82, T85, T168Unit 5: T86, T162-T163, T190-T191Unit 6: T36-T37, T75-T76, T152-T153Unit 7: T84-T85, T86, T168, T70Unit 8: T30, T165, T236, T245Unit 9: T82, T84, T160, T162Unit 10: T31, T82-T83, T113, T121, T358, T400

CCSLH: 5.1.B

3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Unit 1: T33, T96-T97, T127, T133Unit 2: T117, T163, T203Unit 3: T84-T85, T109, T160, T209Unit 4: T28-T29, T82, T117, T157, T215Unit 5: T41, T110, T162-T163, T209Unit 6: T41, T49, T76, T111, T154, T177Unit 7: T41, T111, T155, T157, T215, T243Unit 8: T51, T84-T85, T86, T164, T166, T193, T189Unit 9: T82-T83, T109, T153, T160, T162, T215Unit 10: T29, T49, T83, T84, T155, T168-T169, T217, T255

CCSLH: 5.1.B

23




4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Unit 1: GS17, T71, T157, T122, T131, T143, T182, T208, T245 Unit 2: T39, T42, T129, T154, T162, T166Unit 3: T30, T41, T42, T60, T113, T117, T148Unit 4: T37, T81, T106, T117, T156, T192, T233, T235, T237Unit 5: T30, T37, T51, T61, T78, T85, T189, T190Unit 6: T31, T49, T67, T135, T199, T235, T251Unit 7: T83, T141, T143, T192, T213Unit 8: T49, T59, T83, T119, T152, T209Unit 9: T37, T51, T106, T117, T145, T146, T184, T205Unit 10: T37, T49, T81, T168, T197, T215, T237

CCSLH: 5.2.A

5. Add drawings or other visual displays to descriptions as desired to provide additional detail. Unit 1: T160, T172, T244Unit 2: T66, T82, T83, T180, T272Unit 3: T60, T88Unit 4: T150, T248Unit 5: T78, T90, T218, T234Unit 6: T105, T134Unit 7: T148Unit 8: T84-T85, T86, T164, T168, T192Unit 9: T31, T126, T140, T160, T246Unit 10: T226, T242, T290-T291, T298-T299, T366-T367

CCSLH: 5.2.B

24



6. Speak audibly and express thoughts, feelings, and ideas clearly. Unit 1: T71, T116, T165, T171, T184, T233, T262, T270Unit 2: T33, T46, T65, T155, T169, T213, T241, T268Unit 3: T61, T151, T155, T169, T241, T242 Unit 4: T31, T59, T64, T75, T81, T111, T168Unit 5: T41, T61, T113, T115, T143, T153, T189Unit 6: T105, T143, T145, T153, T181, T211Unit 7: T31, T61, T86, T115, T122, T138, T161, T207, T227Unit 8: T31, T43, T111, T155, T244, T249Unit 9: T29, T74, T107, T118, T146, T149, T165, T189, T197, T217Unit 10: T43, T111, T157, T197, T227, T245, T429, T439

CCSLH: 5.2.C

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of word relationships and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specifi c words and phrases suffi cient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

25



Language Standards



Unit 1: GS18, GS24, GS30, GS33, GS34, T25, T47, T77, T119, T126, T130-T131, T141, T144, T160, T172, T179, T209, T251, T262, T270

Unit 2: T33, T39, T45, T49, T50, T51, T65, T66, T82, T119, T129, T137, T160, T161, T163, T206, T214, T228, T245, T269

Unit 3: T27, T31, T41, T49, T54, T84, T107, T119, T127, T137, T153, T157, T158-T159, T161, T167, T194, T198-T199, T203, T234-T235, T241, T243

Unit 4: T27, T31, T38, T41, T43, T50, T73-T74, T79, T80-T81, T107, T129, T137, T141, T165, T166-T167, T191, T193, T195, T205, T206, T240, T246-T247, T249

Unit 5: T27, T29, T41, T49, T62, T63, T77, T84-T85, T88, T109, T116, T129, T143, T154-T155, T159, T165, T166, T171, T184, T185, T201, T205, T217, T219, T242, T262

Unit 6: T41, T47, T72, T74, T75, T76, T99, T103, T119, T119, T125, T131, T143, T150, T154, T175, T177, T181, T200, T219, T233, T234

Unit 7: T29, T43-T44, T49, T81, T82-T83, T84, T109, T115, T132-T133, T138, T147, T166, T170, T191, T207, T211, T250-T251

Unit 8: T29, T41, T47, T59, T81, T82-T83, T107, T111, T114, T120, T130-T131, T135, T156-T157, T162, T164, T165, T187, T202-T203, T207, T219, T238, T242

Unit 9: T27, T29, T43, T52, T57, T79, T80-T81, T82, T83, T105, T118, T125, T157, T158-T159, T160, T164-T165, T183, T239, T240, T243

Unit 10: T24, T29, T31, T64, T80-T81, T111, T129, T168-T169, T189, T192, T199, T202, T207-T208, T251, T280-T281, T289, T312-T313, T315, T323, T325, T332-T333, T340, T341, T348-T349, T358, T396, T416-T417, T436

CCSLH: 6.1.A, 6.1.B, 6.1.C, 6.1.D, 6.1.D, 6.1.E, 6.1.F, 6.1.G

26



a Print many upper- and lowercase letters. Unit 1: T126, T144, T160, T172, T262 Unit 2: T66, T82, T269Unit 3: T27, T49, T107, T157, T203Unit 4: T27, T79, T137, T165, T191Unit 5: T27, T49, T109, T159, T185, T205Unit 6: T47, T72, T99, T125, T175, T233Unit 7: T49, T81, T109, T138, T191, T211Unit 8: T47, T81, T107, T135, T187, T207Unit 9: T27, T79, T105, T157, T183, T239Unit 10: T325, T332-T333, T340, T341, T348-T349, T358

CCSLH: 6.1.A

b Use frequently occurring nouns and verbs. Unit 1: GS18, GS24, GS30, GS33, GS34, T25, T141, T251 Unit 2: T39, T45, T137, T161, T228Unit 3: T54, T137, T153, T159, T161, T167, T243Unit 4: T38, T80-T81, T166-T167, T195, T246-T247Unit 5: T41, T62, T84-T85, T88, T129, T201, T217Unit 6: T41, T131, T103, T119, T143, T200, T219Unit 7: T82-T83, T132-T133, T147, T170, T250-T251Unit 8: T41, T82-T83, T114, T130-T131, T156-T157, T202-T203,

T238Unit 9: T57, T80-T81, T158-T159, T164-T165Unit 10: T24, T64, T80-T81, T111, T129, T192, T202, T251,

T280-T281, T289, T313, T416-T417

CCSLH: 6.1.C, 6.1.E

c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Unit 7: T132-T133

CCSLH: 6.1.C

27



d Understand and use question words (interrogatives) (e.g., who, what, where, when,why, how). Unit 1: T47, T77, T179, T270Unit 2: T33, T49, T129, T245Unit 3: T31, T41, T84, T119Unit 4: T31, T41, T129, T249Unit 5: T29, T77, T143, T242Unit 6: T41, T76, T119, T181Unit 7: T29, T84, T115, T207Unit 8: T29, T59, T164, T165, T219Unit 9: T29, T43, T82, T83, T125, T160Unit 10: T29, T31, T111, T168-T169, T315

CCSLH: 6.1.F

e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Unit 1: T25, T119, T209Unit 2: T50, T65, T119Unit 3: T127, T158-T159, T194Unit 4: T80-T81, T141, T205Unit 5: T41, T63, T129, T219Unit 6: T75, T154, T177Unit 7: T43-T44, T82-T83Unit 8: T41, T59, T111, T120Unit 9: T52, T80-T81, T118Unit 10: T207-T208, T312-T313, T323, T416-T417

CCSLH: 6.1.G

f Produce and expand complete sentences in shared language activities. Unit 1: T25, T119, T130-T131, T209Unit 2: T51, T160, T163, T206, T214Unit 3: T159, T194, T198-T199, T234-T235, T241Unit 4: T38, T43, T50, T73-T74, T107, T193, T206, T240Unit 5: T116, T154-T155, T165, T166, T171, T184, T262Unit 6: T74, T150, T234Unit 7: T82, T166, T250Unit 8: T82, T162, T242Unit 9: T80, T158, T240, T243Unit 10: T80, T189, T199, T312, T396, T416, T436

CCSLH: 6.1.B

28




Unit 2: T138-T139, T180-T181, T233, T237Unit 3: T43, T55, T57, T123, T125, T215, T234, T241Unit 4: T27, T44, T47, T57, T104, T121, T125, T132, T137, T152,

T190, T195, T211, T245, T247Unit 5: T27, T49, T57, T78-T79, T90-T91, T109, T135, T159, T184,

T200-T201, T205, T239Unit 6: T27, T47, T82, T115, T125, T149, T197, T203, T207, T209,

T233Unit 7: T27, T49, T109, T129, T138, T165, T191, T195, T206-T207,

T211, T219, T223, T244, T249Unit 8: T53, T59, T76, T123, T125, T140, T164, T202, T215Unit 9: T55, T86, T121, T140, T123, T164, T211, T213, T233-T234Unit 10: T53, T55, T73-T74, T125, T127, T130, T159, T243, T325,

T332-T333, T340, T341, T348-T349, T358, T390-T391

CCSLH: 6.1.A, 6.1.H, 6.1.I, 6.1.J

a Capitalize the fi rst word in a sentence and the pronoun I. Unit 2: T138-T139, T180-T181Unit 3: T43, T234Unit 4: T57, T125, T152Unit 7: T195, T206-T207, T244Unit 8: T57, T191, T202, T213, T220Unit 9: T121, T233-T234Unit 10: T73, T130, T159, T243, T390-T391

CCSLH: 6.1.H

b Recognize and name end punctuation. Unit 2: T233, T237 Unit 3: T55, T57, T123, T125, T215, T241Unit 4: T44, T121, T132, T195, T247Unit 5: T57, T78-T79, T90-T91, T200-T201Unit 6: T115, T203, T207, T209Unit 7: T129, T219, T223Unit 8: T53, T59, T123, T125, T202, T215Unit 9: T55, T121, T123, T211, T213Unit 10: T53, T55, T73-T74, T125, T127, T159

CCSLH: 6.1.I

29



c Write a letter or letters for most consonantand short-vowel sounds (phonemes). Unit 4: T27, T47, T104, T137, T190, T211, T245Unit 5: T27, T49, T109, T135, T159, T184, T205, T239Unit 6: T27, T47, T82, T125, T149, T197, T233Unit 7: T27, T49, T109, T138, T165, T191, T211, T249Unit 8: T76, T168Unit 9: T86, T140, T164Unit 10: T325, T332-T333, T340, T341, T348-T349, T358

CCSLH: 6.1.A

d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Unit 10: T325, T332-T333, T340, T341, T348-T349, T358

CCSLH: 6.1.J




4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Unit 1: T123Unit 7: T111Unit 8: T66Unit 9: T147

CCSLH: 6.2.A, 6.2.B

a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

Unit 1: T123Unit 7: T111Unit 8: T66Unit 9: T147

CCSLH: 6.2.A

b Use the most frequently occurring infl ections and affi xes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

CCSLH: 6.2.B

30



5. With guidance and support from adults, exploreword relationships and nuances in word meanings. Unit 1: T69, T116, T128, T159, T176, T185, T223Unit 2: T45, T61, T63, T68, T84, T119, T217, T239Unit 3: T32, T73, T111, T197Unit 4: T41, T71, T129, T192, T193, T205Unit 5: T32, T41, T77, T113, T189Unit 6: T41, T103, T179Unit 7: T59, T147, T192, T193, T225Unit 8: T41, T69, T71, T73, T111, T235Unit 9: T24, T59, T125, T187Unit 10: T71, T129, T141, T142, T148, T205, T280-T281, T323, T381

CCSLH: 6.2.C

a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Unit 1: T116, T128, T176, T185Unit 2: T61, T63, T217Unit 5: T32Unit 7: T192, T193Unit 8: T69, T71, T73Unit 9: T24Unit 10: T141, T142, T148

CCSLH: 6.2.C

b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Unit 2: T68, T84

CCSLH: 6.2.C

c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Unit 1: T69, T159, T223Unit 2: T45, T119, T239Unit 3: T73, T111, T197Unit 4: T41, T71, T129, T205Unit 5: T41, T77, T113, T189Unit 6: T41, T103, T179Unit 7: T59, T147, T225Unit 8: T41, T111, T235Unit 9: T59, T125, T187Unit 10: T71, T129, T205, T280-T281, T323, T381

CCSLH: 6.2.C

31



d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

CCSLH: 6.2.C

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Unit 1: T31, T69, T96-T97, T98, T159, T167, T223, T251, T270Unit 2: T31, T33, T39, T41, T81, T92, T119, T121, T127, T205,

T227, T247, T268Unit 3: T28-T29, T31, T59, T73, T83, T111, T112, T129, T159, T189,

T197, T241Unit 4: T31, T41, T69, T71, T81, T82, T83, T129, T141, T167, T170,

T205, T247Unit 5: T28-T29, T41, T77, T85, T86-T87, T88, T113, T161, T162,

T163, T189, T241, T242Unit 6: T29, T41, T74, T76-T77, T78, T143, T151, T152, T225, T235,

T236Unit 7: T30, T31, T59, T83, T84, T86, T147, T167, T168, T225,

T251, T252Unit 8: T28-T29, T83, T84, T86, T111, T163, T164, T166, T235,

T243, T244Unit 9: T28, T29, T59, T81, T82, T84, T125, T159, T160, T162,

T187, T241, T242Unit 10: T28-T29, T71, T81, T82-T83, T84, T129, T168, T169, T170,

T205, T250, T255, T280-T281, T313, T323, T381, T397, T417, T437

CCSLH: 6.2.D

32



33

Notes

Common Core State Standards • GRADE 1College and Career Readiness Anchor Standards for Reading





Craft and Structure











KEY




1. Ask and answer questions about key details in a text. Unit 1: T37, T61, T63, T65, T67, T68Unit 2: T68-T72, T74-T76, T179, T182Unit 3: T40, T65, T67, T170, T343, T379Unit 4: T41Unit 5: T37, T236Unit 6: T37, T64 Unit 8: T33, T53, T179, T241, T287Unit 9: T32Unit 10: T33, T66, T73, T285

*CCSLH: 1.1.A

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Unit 1: T84, T109, T200, T270, T358Unit 2: T59, T94, T169, T194, T196, T256, T311, T343, T344Unit 3: T33, T40, T41, T55, T184, T186, T252, T329, T330Unit 4: T178Unit 6: T78

CCSLH: 1.1.B

3. Describe characters, settings, and major events in a story, using key details. Unit 1: T275, T277, T279, T281, T282Unit 4: T181, T183, T185, T187, T189, T191Unit 6: T193, T201, T203, T223Unit 7: T193, T195, T199, T201, T203, T205Unit 8: T173, T177, T211Unit 9: T463, T465, T467, T469, T487Unit 10: T93, T109, T167, T169, T171, T173, T259, T261, T309

CCSLH: 1.1.C

35

Common Core State Standards • Grade 1 Page References


Craft and Structure

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4-6 for additional expectations.)

Unit 1: T205, T207, T211Unit 5: T37, T111Unit 9: T384-T385Unit 10: T193

CCSLH: 1.2.A

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Unit 8: T260, T348Unit 9: T450

CCSLH: 1.2.B

6. Identify who is telling the story at various points in a text. Unit 5: T235, T283Unit 6: T203

CCSLH: 1.2.C


7. Use illustrations and details in a story to describe its characters, setting, or events. Unit 1: T60, T61, T87-T89, T91, T93, T205, T207, T209, T211, T217, T275

Unit 2: T259, T263, T269Unit 3: T189, T193, T195, T201, T257, T261Unit 4: T183, T185, T187, T189, T191Unit 5: T283, T297Unit 6: T175, T181, T203, T223, T273, T291Unit 7: T193, T197, T199, T201, T203, T205, T337, T427Unit 8: T173, T177Unit 9: T463, T465, T467, T469Unit 10: T93, T109, T173, T175, T259, T261, T378-T380, T384, T386

CCSLH: 1.3.A


9. Compare and contrast the adventures and experiences of characters in stories. Unit 9: T362, T364, T366

CCSLH: 1.3.B

36




10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. Unit 7: T221-T222Unit 8: T82-T93, T170-T179, T196, T380Unit 9: T283-T284, T383-T384, T462-T471Unit 10: T82-T93, T166-T175, T191-T192, T258-T263, T294-T296,

T376-T389

a Activate prior knowledge related to the information and events in a text. Unit 7: T216Unit 8: T44, T132, T190, T374Unit 9: T278, T378, T422Unit 10: T44, T130, T186, T230, T274, T332

b Confi rm predictions about what will happen next in a text. Unit 8: T157Unit 10: T54, T65, T281, T341-T342, T358-T359, T362



1. Ask and answer questions about key details in a text. Unit 1: T335, T339Unit 2: T179, T180, T321Unit 3: T315-T316, T317, T318Unit 4: T240, T242, T244, T246Unit 5: T82, T84, T88, T161Unit 6: T150, T153, T156Unit 8: T241, T243, T343, T345Unit 9: T52-T53, T64-T66

CCSLH: 2.1.A

2. Identify the main topic and retell key details of a text. Unit 2: T344, T346, T347, T348, T351Unit 3: T88, T90, T91, T92Unit 4: T242, T246, T316, T319, T320, T322, T324Unit 5: T82, T84, T88, T90Unit 6: T172, T174, T177Unit 9: T262, T264, T266

CCSLH: 2.1.B

37



3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Unit 1: T334, T335, T336, T339Unit 2: T319, T327Unit 3: T64, T68, T69Unit 5: T54, T58, T85, T89, T91, T184, T186, T188, T194Unit 6: T150Unit 8: T257, T260, T361, T362, T425, T455, T458, T459Unit 9: T84, T362, T364

CCSLH: 2.1.C

Craft and Structure

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4-6 for additional expectations.)

Unit 5: T61, T161, T166, T169, T171Unit 6: T156, T222Unit 8: T53, T65Unit 9: T54, T55, T134, T174, T238, T431

CCSLH: 2.2.A

5. Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Unit 1: T187Unit 3: T175, T237Unit 8: T269, T271, T285, T288-T289, T357, T359, T363, T368,

T382-T383, T390Unit 9: T204, T212

CCSLH: 2.2.B

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Unit 1: T89, T91Unit 2: T99, T103Unit 4: T87, T89, T91Unit 5: T83, T85, T87, T89, T91, T93Unit 6: T175, T179, T181Unit 8: T105Unit 9: T361, T363, T365

CCSLH: 2.2.C

38




7. Use the illustrations and details in a text to describe its key ideas. Unit 5: T83, T84, T85, T86, T87, T88, T89, T90, T91, T92, T93

CCSLH: 2.3.A

8. Identify the reasons an author gives to support points in a text. Unit 4: T243, T245, T247, T249Unit 5: T321, T323Unit 9: T81, T83, T85, T87

CCSLH: 2.3.B

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Unit 8: T261, T349, T445Unit 9: T142, T180, T254, T450

CCSLH: 2.3.C


10. With prompting and support, read informational texts appropriately complex for grade 1. Unit 5: T212-T215, T320-T323Unit 8: T240-T243, T252-T257Unit 9: T80-T87, T174-T177, T237-T239, T360-T367

a Activate prior knowledge related to the information and events in a text. Unit 5: T208, T316Unit 8: T232Unit 9: T44, T168, T230, T324

b Confi rm predictions about what will happen next in a text. Unit 5: T209, T317Unit 8: T233Unit 9: T45, T169, T231, T325

39




Print Concepts

1. Demonstrate understanding of the organization and basic features of print. Unit 1: T96-T97, T253, T343Unit 2: T77, T239, T331Unit 3: T71, T74-T75, T96-T97, T129Unit 4: T69Unit 5: T301, T325Unit 6: T161, T205, T293, T317

CCSLH: 3.1.A

a Recognize the distinguishing features of a sentence (e.g., fi rst word, capitalization, ending punctuation).

Unit 2: T77, T239, T331Unit 3: T71, T74-T75, T96-T97, T129Unit 4: T69Unit 6: T293

CCSLH: 3.1.A

Phonological Awareness

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Unit 1: T79, T121, T123, T155, T193, T225, T228, T261, T288, T290, T317, T349, T376, T379, T398, T417, T419

Unit 2: T26, T51, T54, T83-T84, T87, T111-T112, T133, T163, T189, T211, T247, T275, T307, T338, T397

Unit 3: T51, T77, T79, T117, T180, T210, T243, T324Unit 4: T27, T29, T49, T75, T77, T113, T145, T175, T197, T286, T333Unit 5: T25, T269, T307Unit 6: T25, T71Unit 8: T41, T129, T231, T266, T279, T371, T415Unit 9: T27, T77, T123, T229, T275, T321

CCSLH: 3.2.A, 3.2.B, 3.2.C, 3.2.D

40



a Distinguish long from short vowel sounds in spoken single-syllable words. Unit 1: T79, T228, T379Unit 2: T211, T338Unit 4: T77, T145, T197, T333Unit 5: T25, T269, T307Unit 6: T25, T71

CCSLH: 3.2.A

b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Unit 1: T317, T349, T376, T398, T417Unit 2: T26, T51, T83-T84, T111-T112, T133, T163, T275Unit 3: T117, T243, T324Unit 4: T49, T113, T175Unit 8: T41, T231Unit 9: T77, T229, T275

CCSLH: 3.2.B

c Isolate and pronounce initial, medial vowel, and fi nal sounds (phonemes) in spoken single-syllable words.

Unit 1: T121, T123, T155, T193, T225, T261, T288, T290, T379, T419Unit 2: T54, T87, T189, T211, T247, T307, T338, T397Unit 3: T77, T79, T180, T210Unit 4: T27, T29, T75, T77, T145, T197, T286, T333Unit 8: T266Unit 9: T123

CCSLH: 3.2.C

d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Unit 2: T112, T336, T384Unit 3:T51Unit 8: T129, T279, T371, T415Unit 9: T27, T321

CCSLH: 3.2.D

41





Unit 1: GS28, GS60, GS74, T82-T83, T99, T124, T128-T129, T196, T198-T199, T229, T232-T233, T268-T269, T353, T374, T415

Unit 2: T27, T30, T52, T55, T58-T59, T85, T91-T93, T113, T116-T117, T122-T123, T196, T194-T195, T216-T217, T254-T255, T308, T310-T311, T365, T368-T369, T385-T386, T398

Unit 3: T26, T28, T32-T33, T49-T50, T52, T78, T80, T82-T83, T98, T101, T117-T118, T120-T121, T147-T148, T150-T151, T180, T184-T185, T211, T216-T217, T245-T246, T267-T268, T298, T300-T301, T356-T357, T387

Unit 4: T30, T34-T35, T51-T52, T76-T79, T96-T98, T144, T146-T147, T150-T151, T176, T202-T203, T285, T290-T291, T312-T313, T332, T336-T337

Unit 5: T25-T27, T45, T73, T99, T117, T145-T146, T177, T202, T241-T242, T269, T289, T307, T332-T333

Unit 6: T25, T27, T30-T31, T45, T71-T72, T76-T77, T95, T108-T109, T112-T113, T138, T188, T192-T193, T262-T263

Unit 8: T29, T42, T130, T152, T188-T189, T231, T251, T321, T341, T415, T452-T453

Unit 9: T27, T42, T152, T229, T247, T261, T276-T277, T298, T344, T421, T441

Unit 10: T42, T149, T228-T229, T256-T257, T272, T292-T293, T306

CCSLH: 3.3.A, 3.3.B

a Know the spelling-sound correspondences for common consonant digraphs. Unit 3: T26, T28, T49-T50, T52, T78, T80, T117-T118, T180, T211Unit 9: T229, T247, T261, T276-T277, T298

CCSLH: 3.3.A

b Decode regularly spelled one-syllable words. Unit 1: T82-T83, T124, T128-T129, T196, T198-T199, T229, T232-T233Unit 2: T55, T58-T59, T92-T93, T122-T123, T216-T217, T254-T255,

T308, T310-T311Unit 3: T32-T33, T82-T83, T120-T121, T150-T151, T184-T185,

T216-T217

CCSLH: 3.3.A

42



c Know fi nal -e and common vowel team conventions for representing long vowel sounds. Unit 4: T76-T79, T144, T146-T147, T150-T151, T285, T290-T291, T332, T336-T337

Unit 5: T25, T45, T73, T99, T117, T145, T177, T241, T269, T289, T307, T332-T333

Unit 6: T25, T26, T30-T31, T45, T71, T95, T108, T112-T113Unit 8: T29, T42, T130, T152, T231, T251, T321, T341, T415Unit 9: T27, T42

CCSLH: 3.3.A

d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Unit 1: T99, T415Unit 2: T27, T52, T85, T113Unit 3: T98, T387Unit 4: T96

CCSLH: 3.3.A

e Decode two-syllable words following basic patterns by breaking the words into syllables. Unit 2: T365, T385-T386, T398Unit 3: T80, T101, T147-T148, T245-T246, T267-T268, T298Unit 4: T30, T51-T52, T78, T97-T98, T176, T312-T313Unit 5: T26-T27, T45, T146, T177, T202, T241-T242Unit 6: T45, T72, T76-T77, T95, T108-T109, T112-T113, T138, T188Unit 9: T42, T152, T247, T344, T441Unit 10: T42, T149, T228, T256, T292-T293

CCSLH: 3.3.A

f Read words with infl ectional endings. Unit 2: T365, T368-T369, T398Unit 9: T42, T152, T421Unit 10: T228-T229, T256-T257, T272, T292-T293, T306

CCSLH: 3.3.A

43



g Recognize and read grade-appropriate irregularly spelled words. Unit 1: GS28, GS60, GS74, T268-T269, T353, T374Unit 2: T30, T91, T116-T117, T186, T194-T195Unit 3: T300-T301, T356-T357Unit 4: T34-T35, T150-T151, T202-T203Unit 6: T30-T31, T192-T193, T262-T263Unit 8: T188-T189, T452-T453

CCSLH: 3.3.B

Fluency

4. Read with suffi cient accuracy and fl uency to support comprehension. Unit 5: T212-T215, T232-T235, T280-T283, T296-T299, T320-T323Unit 6: T198, T200-T203, T220-T223, T270-T273, T288-T291,

T312-T315Unit 7: T56, T58-T61, T70-T75, T92-T101, T103, T116-T117,

T154-T161, T172-T177, T207, T221-T222, T303, T339, T433Unit 8: T50, T52-T57, T64-T69, T80-T81, T92, T95, T139-T143,

T154-T159, T161, T170-T179, T181, T330-T333, T347, T465Unit 9: T52-T55, T64-T67, T69, T78-T79, T80-T87, T89, T134-T139,

T154-T159, T161, T174-T177, T179, T195, T301Unit 10: T52-T57, T64-T69, T71, T80-T93, T95, T138-T141,

T150-T155, T157, T166-T175, T177, T207, T412

CCSLH: 3.4.A

a Read on-level text with purpose and understanding. Unit 5: T212-T215, T232-T235, T280-T283, T296-T299, T320-T323Unit 6: T198, T200-T203, T220-T223, T270-T273, T288-T291,

T312-T315Unit 7: T56, T58-T61, T70-T75, T92-T101, T154-T161, T172-T177,

T221-T222Unit 8: T52-T57, T64-T69, T92, T139-T143, T154-T159, T170-T179,

T330-T333Unit 9: T52-T55, T64-T67, T80-T87, T134-T139, T154-T159,


T166-T175

CCSLH: 3.4.A

44



b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Unit 7: T103, T116-T117, T207, T303, T339, T433Unit 8: T50, T80-T81, T95, T161, T181, T347, T465Unit 9: T69, T78-T79, T89, T161, T179, T195, T301Unit 10: T71, T80-T81, T95, T157, T177, T207, T412

CCSLH: 3.4.A

c Use context to confi rm or self-correct word recognition and understanding, rereading as necessary.


CCSLH: 3.4.A














45



Range of Writing


Writing Standards


1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Unit 8: T349, T445Unit 9: T71Unit 10: T159

CCSLH: 4.1.A

2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Unit 2: T106-T107, T240Unit 3: T126-T127, T264Unit 5: T42-T43, T68, T94-T95, T114, T126-T127Unit 6: T42-T43, T66, T90-T91, T162-T163, T182-T183, T206-T207,

T238-T239Unit 9: T162-T163, T354-T355

CCSLH: 4.1.B

3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Unit 4: T326, T370-T371Unit 5: T326-T327Unit 7: T288-T289, T304-T305, T326-T327, T346, T356-T357, T414,

T448, T460-T461Unit 8: T102, T147, T262-T263, T294-T295Unit 10: T58-T59, T74-T75, T102, T110-T111

CCSLH: 4.1.C



46



5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Unit 1: T116, T344Unit 3: T114, T204, T264, T384-T385Unit 4: T192, T224-T225, T252Unit 5: T175Unit 6: T42-T43, T104, T276-T277, T332Unit 7: T38-T39, T164-T165, T243, T288-T289, T394-T395Unit 8: T246-T247, T274, T294-T295, T336-T337, T350-T351Unit 9: T338-T339, T480-T481

CCSLH: 4.2.A

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Unit 1: T134Unit 7: T228, T342Unit 8: T468Unit 9: T210, T476Unit 10: T98, T196, T298, T394

CCSLH: 4.2.A


7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Unit 2: T140-T141, T390-T391Unit 3: T122-T123, T272-T273, T380-T381Unit 4: T120-T121, T262-T263, T356-T357Unit 5: T122-T123, T246-T247, T336-T337Unit 6: T114-T115, T234-T235, T328-T329Unit 7: T106-T107, T228-T229, T342-T343, T436-T437Unit 8: T98-T99, T200-T201, T290-T291, T384-T385Unit 9: T92-T93, T198-T199, T290-T291, T390-T391, T476-T477Unit 10: T98-T99, T196-T197, T298-T299, T394-T395

CCSLH: 4.3.A

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Unit 1: T284Unit 7: T342, T436Unit 9: T92, T290-T291Unit 10: T98, T298, T394

CCSLH: 4.3.B

47




Range of Writing













1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Unit 4: T161, T345Unit 5: T57, T60, T63, T167Unit 6: T158Unit 7: T76, T178, T235, T282, T322, T349, T410Unit 8: T297, T305, T391, T399Unit 9: T65, T68, T99, T140, T178, T238, T252, T350, T431, T448Unit 10: T70, T105, T156, T244, T282, T364

CCSLH: 5.1.A

48



a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Unit 7: T349Unit 8: T297, T391, T399Unit 9: T99Unit 10: T105

CCSLH: 5.1.A

b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Unit 7: T76, T178, T282, T322, T410Unit 8: T305, T391, T399Unit 9: T68, T140, T178, T252, T350, T448Unit 10: T70, T156, T244, T282, T364

CCSLH: 5.1.A

c Ask questions to clear up any confusion about the topics and texts under discussion. Unit 4: T161, T345Unit 5: T57, T60, T63, T167Unit 6: T158Unit 7: T235Unit 8: T297, T391, T399Unit 9: T65, T238, T431Unit 10: T105

CCSLH: 5.1.A

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Unit 1: T37Unit 2: T131, T391Unit 3: T40, T41Unit 4: T41, T192, T357Unit 5: T37, T161, T167, T169, T171, T351, T351Unit 6: T37Unit 7: T35, T235Unit 8: T37Unit 9: T32, T476Unit 10: T33

CCSLH: 5.1.B

49



a Give, restate, and follow simple two-step directions. Unit 1: T117Unit 3: T115Unit 6: T333Unit 7: T348Unit 9: T187, T372

CCSLH: 5.1.B

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Unit 2: T391Unit 4: T262Unit 6: T239Unit 8: T474Unit 9: T481

CCSLH: 5.1.B


4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Unit 2: T48, T78, T106, T107, T130, T184, T204, T240, T241, T272Unit 3: T72, T94, T114, T126, T127, T176, T177, T204, T238, T239,

T276, T277, T322, T344, T368, T369, T384, T385, T394, T395Unit 5: T68, T94, T95, T114, T126, T127Unit 6: T105

CCSLH: 5.2.A

a Memorize and recite poems, rhymes, and songs with expression. Unit 1: GS6, GS8, GS14, GS18, GS33, GS38, T26Unit 2: T24, T211, T332, T338, T407Unit 3: T48, T266T274, T373Unit 4: T111, T143, T144, T175, T197, T267, T285Unit 5: T25Unit 7: T303, T357, T461Unit 8: T482Unit 9: T36, T105, T483, T491

CCSLH: 5.2.A

50



5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Unit 1: T255, T284, T344, T370Unit 2: T390Unit 3: T395Unit 5: T127Unit 6: T343Unit 9: T497

CCSLH: 5.2.B

6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specifi c expectations.).

Unit 3: T97, T129, T207, T240, T241, T279, T346, T347, T397Unit 4: T72, T73, T94, T95, T127, T195, T269

CCSLH: 5.2.C









5. Demonstrate understanding of fi gurative language, word relationships, and nuances in word meanings.


51



Language Standards



Unit 1: GS9-GS13, GS26, GS36, GS44, GS52, GS58, GS66, GS72, T221, T256, T301, T373, T431

Unit 2: TT49, T79-T81, T108-T109, T146-T147, T206-T207, T242-T243, T289, T333, T359-T361, T380-T381, T408-T409

Unit 3: T177, T205-T207, T240-T241, T278-T279, T323, T345-T347, T370-T371, T396-T397

Unit 4: T47, T71-T73, T94-T95, T126-T127, T194-T195, T226-T227, T269, T309, T327-T329, T348-T349, T372-T373

Unit 5: T70-T71, T96-T97, T129, T175, T198, T252, T287, T304-T305, T328, T352-T353

Unit 6: T68-T69, T92-T93, T121, T163, T184-T185, T208-T209, T240-T241, T277, T295, T344

Unit 7: T184-T184, T211, T245, T290, T306-T307, T329, T358-T359, T296, T416-T417, T443, T450-T451

Unit 8: T60-T61, T77, T113, T166-T167, T185, T215, T338, T352, T398, T432, T448, T482

Unit 9: T38, T58-T59, T75, T106-T107, T164-T165, T185, T213, T258-T259, T273, T305, T340, T356-T357, T373, T404-T405, T454-T455, T483, T491

Unit 10: T60-T61, T113, T162-T163, T181, T211, T252, T268, T312, T350, T370, T408

CCSLH: 6.1.A, 6.1.B, 6.1.C, 6.1.D, 6.1.E, 6.1.F, 6.1.G, 6.1.H

52



a Print all upper- and lowercase letters. Unit 1: GS9-GS13, GS26, GS36, GS44, GS52, GS58, GS66, GS72Unit 2: TT49, T79, T146, T333, T359, T408Unit 3: T177, T205, T278, T323, T345, T396Unit 4: T47, T71, T126, T309, T327, T372Unit 5: T175, T198, T252, T287, T304, T352Unit 6: T163, T184, T240, T277, T295, T344Unit 7: T290, T306, T358, T296, T416, T450Unit 8: T338, T352, T398, T432, T448, T482Unit 9: T38, T58, T106, T340, T356, T404Unit 10: T252, T268, T312, T350, T370, T408

CCSLH: 6.1.A

b Use common, proper, and possessive nouns. Unit 1: T221, T256, T301Unit 2: T206-T207, T242-T243, T289Unit 5: T70-T71, T96-T97, T129Unit 6: T68-T69, T92-T93, T121Unit 8: T166-T167Unit 9: T356-T357

CCSLH: 6.1.C

c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Unit 1: T373, T431Unit 5: T305, T328, T353Unit 9: T356-T357, T405

CCSLH: 6.1.C

d Use personal (subject, object), possessive, and indefi nite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

Unit 7: T184-T184, T211, T245, T306-T307, T329, T359Unit 8: T166-T167, T185, T215Unit 9: T373, T405

CCSLH: 6.1.E

e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Unit 2: T360-T361, T380-T381, T409Unit 9: T58-T59, T75, T107, T164-T165, T185, T213, T258-T259,

T273, T305, T454-T455, T483, T491

CCSLH: 6.1.D

53



f Use frequently occurring adjectives. Unit 2: T80-T81, T108-T109, T147Unit 4: T328-T329, T348-T349, T373Unit 7: T416-T417, T443, T451Unit 10: T60-T61, T113

CCSLH: 6.1.F

g Use frequently occurring conjunctions (e.g., and, but, or, so, because). CCSLH: 6.1.H

h Use determiners (e.g., articles, demonstratives). CCSLH: 6.1.F

i Use frequently occurring prepositions (e.g., during, beyond, toward). CCSLH: 6.1.H

j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Unit 3: T206-T207, T240-T241, T279, T346-T347, T370-T371, T397Unit 4: T72-T73, T94-T95, T127, T194-T195, T226-T227, T269Unit 6: T185, T208-T209, T241Unit 8: T60-T61, T77, T113Unit 10: T162-T163, T181, T211

CCSLH: 6.1.B


Unit 1: T161, T197, T231, T267, T293Unit 2: T33, T57, T91, T119, T137, T193, T251, T309, T367, T401Unit 3: T31, T81, T119, T183, T247, T299Unit 4: T31, T81, T117, T177, T235, T289, T335Unit 5: T29, T70-T71, T77, T96-T97, T119, T129, T179, T199, T220,

T225, T253, T273, T311Unit 6: T29, T75, T111, T169, T185, T208-T209, T213, T241, T261,

T296-T297, T320-T321, T345Unit 7: T29, T69, T121, T171, T215, T243, T265, T311, T357, T401,

T461, T462Unit 8: T63, T111, T169, T213, T267, T303, T355, T397, T451, T489,

T490Unit 9: T63, T105, T167, T211, T261, T303, T359, T403, T459, T497,

T498Unit 10: T63, T111, T162-T163, T165, T181, T209, T211, T268-T269,

T273, T289, T311, T313, T373, T415, T416

CCSLH: 6.1.I, 6.1.J, 6.1.K

54



a Capitalize dates and names of people. Unit 5: T70-T71, T96-T97, T129, T199, T220, T253Unit 10: T268-T269, T289, T313

CCSLH: 6.1.I

b Use end punctuation for sentences. Unit 6: T185, T208-T209, T241Unit 10: T162-T163, T181, T211

CCSLH: 6.1.J

c Use commas in dates and to separate single words in a series. Unit 5: T199, T220, T253Unit 6: T296-T297, T320-T321, T345

CCSLH: 6.1.J

d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Unit 2: T91, T251, T309, T367, T401Unit 4: T235, T335Unit 5: T225, T273, T311Unit 7: T121, T215, T243, T357, T461, T462Unit 8: T111, T213, T303, T397, T489, T490Unit 9: T105, T211, T303, T403, T497, T498Unit 10: T111, T209, T311, T415, T416

CCSLH: 6.1.K

e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Unit 1: T161, T197, T231, T267, T293Unit 2: T33, T57, T91, T119, T137, T193Unit 3: T31, T81, T119, T183, T247, T299Unit 4: T31, T81, T117, T177, T235, T289Unit 5: T29, T77, T119, T179, T225, T273Unit 6: T29, T75, T111, T169, T213, T261Unit 7: T29, T69, T171, T215, T265, T311, T401Unit 8: T63, T169, T267, T355, T451Unit 9: T63, T167, T261, T359, T459Unit 10: T63, T165, T273, T373

CCSLH: 6.1.K

55






4. Determine or clarify the meaning of unknown and multiple–meaning words and phrases based on grade 1 reading and content, choosing fl exibly from an array of strategies.

Unit 1: T57, T167, T187, T237, T271, T343Unit 7: T52-T53, T148-T149, T270-T271, T382-T383Unit 8: T46-T47, T134-T135, T234-T235, T324-T325, T418-T419Unit 9: T46-T47, T58-T59, T107, T128-T129, T164-T165, T185,

T213, T232-T233, T326-T327, T424-T425Unit 10: T46-T47, T132-T133, T232-T233, T334-T335

CCSLH: 6.2.A, 6.2.B, 6.2.C

a Use sentence–level context as a clue to the meaning of a word or phrase. Unit 1: T57, T167, T187, T237, T271, T343Unit 7: T52-T53, T148-T149, T270-T271, T382-T383Unit 8: T46-T47, T134-T135, T234-T235, T324-T325, T418-T419Unit 9: T46-T47, T128-T129, T232-T233, T326-T327, T424-T425Unit 10: T46-T47, T132-T133, T232-T233, T334-T335

CCSLH: 6.2.B

b Use frequently occurring affi xes as a clue to the meaning of a word. Unit 7: T382-T383Unit 8: T134-T135Unit 9: T424-T425Unit 10: T46-T47

CCSLH: 6.2.C

c Identify frequently occurring root words (e.g., look) and their infl ectional forms (e.g., looks, looked, looking)

Unit 7: T52-T53, T148-T149, T270-T271, T382-T383Unit 8: T46-T47, T134-T135, T234-T235, T324-T325, T418-T419Unit 9: T46-T47, T58-T59, T107, T128-T129, T164-T165, T185,

T213, T232-T233, T326-T327, T424-T425Unit 10: T46-T47, T132-T133, T232-T233, T334-T335

CCSLH: 6.2.C

56



5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Unit 1: T257 Unit 2: T197-T198, T200, T202, T366, T400Unit 3: T327Unit 4: T148, T180, T182, T184, T186, T188, T190, T354Unit 5: T51Unit 7: T81, T209, T327, T441Unit 8: T75, T183, T268, T270, T272, T275, T282-T284, T286, T347,

T367, T473Unit 9: T73, T154-T159, T183, T190-T193, T194, T271, T371, T481Unit 10: T75, T179, T287, T399

CCSLH: 6.2.D, 6.2.E

a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Unit 1: T257 Unit 2: T366, T400Unit 3: T327Unit 4: T148, T354Unit 7: T81, T209, T327, T441Unit 8: T75, T183, T275, T367, T473Unit 9: T73, T183, T271, T371, T481Unit 10: T75, T179, T287, T399

CCSLH: 6.2.D

b Defi ne words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Unit 2: T197-T198, T200, T202Unit 4: T180, T182, T184, T186, T188, T190Unit 5: T51Unit 8: T268, T270, T272, T282-T284, T286, T347Unit 9: T154-T159, T190-T193, T194

CCSLH: 6.2.D

c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

CCSLH: 6.2.D

d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defi ning or choosing them or by acting out the meanings.

CCSLH: 6.2.E

57



6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Unit 2: T77, T95, T197Unit 3: T71, T85, T253Unit 4: T85, T239, T317Unit 5: T181, T217, T237, T247, T301Unit 6: T103, T171, T275Unit 7: T64-T65, T79, T181, T285, T413Unit 10: T73, T159, T285, T367

CCSLH: 6.2.F

58



59

Notes






Craft and Structure










KEY





1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Unit 2: T356Unit 3: T79Unit 4: T162Unit 5: T132-T133, T146, T224-T225, T239-T240, T420, T423-T424Unit 6: T132, T145-T146

*CCSLH: 1.1.A

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Unit 1: T70, T152, T154-T155, T337, T338, T340-T341, T426Unit 5: T138, T140-T141, T222, T224-T225, T245

CCSLH: 1.1.B

3. Describe how characters in a story respond to major events and challenges. Unit 1: T279, T365, T443Unit 3: T458, T460-T461, T475, T499Unit 5: T55, T67, T68, T133, T148, T150-T151, T242, T259, T446,

T448-T449Unit 6: T361, T377

CCSLH: 1.1.C

Craft and Structure

4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language standards 4-6 for additional expectations.)

Unit 1: T85, T169, T171, T492-T493Unit 2: T179, T530-T533Unit 4: T185, T187, T199, T201Unit 5: T516-T517Unit 6: T510-T511

CCSLH: 1.2.A

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Unit 2: T377, T391, T393Unit 5: T257, T259, T271Unit 6: T361, T377

CCSLH: 1.2.B

61



6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Unit 1: GS28, T247, T427Unit 3: T82Unit 5: T91, T447, T497

CCSLH: 1.2.C


7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Unit 1: T277, T375, T443, T457, T493Unit 2: T377, T391, T393Unit 3: T97Unit 5: T131, T163, T165, T177, T357, T463, T465, T481, T519Unit 6: T361, T377

CCSLH: 1.3.A(Student Reader and eStudent Reader versions are available.)


9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Unit 1: GS23

CCSLH: 1.3.B


10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity and profi ciently, with scaffolding as needed at the high end of the range.

Unit 1: T134-T137, T148-T151, T228-T231, T242-T245, T408-T411, T422-T425, T490-T493

Unit 2: T338-T227, T354-T359, T530-T533Unit 3: T54-T59, T72-T73, T244-T247, T258-T259, T432-T439,

T450-T457, T530-T531Unit 4: T144-T149, T162-T167, T342-T345, T356-T361, T516-T519Unit 5: T54-T55, T66-T67, T130-T133, T144-T147, T224-T227,

T238-T241, T420-T427, T438-T445, T516-T519Unit 6: T130-T133, T144-T147, T318-T325, T336-T341, T508-T511

Reading selections in the Grade 2 Student Anthology and Leveled Readers in SRA Imagine It! fall within the recommended Lexile range 450-790 required by the Common Core State Standards for grades 2-3.

62





1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Unit 2: T145Unit 3: T150, T162, T336Unit 4: T55-T56, T68, T71, T251Unit 6: T224-T226, T243, T424, T427

CCSLH: 2.1.A

2. Identify the main topic of a multiparagraph text as well as the focus of specifi c paragraphs within the text.

Unit 2: T460Unit 4: T88, T90, T92, T94, T96, T98, T100, T455, T457Unit 6: T256, T258, T270, T272

CCSLH: 2.1.B

3. Describe the connection between a series of historical events, scientifi c ideas or concepts, or steps in technical procedures in a text.

Unit 2: T100-T101, T294-T295Unit 3: T292-T293

CCSLH: 2.1.C, 2.1.D, 2.1.E

Craft and Structure

4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (See grade 2 Language standards 4-6 for additional expectations.)

Unit 2: T46-T47, T57, T232-T233, T257, T445Unit 3: T140-T141, T151, T328-T329, T353Unit 4: T46-T47, T73, T242-T243, T434-T435, T443Unit 6: T48-T49, T67, T241, T418-T419, T429

CCSLH: 2.2.A

5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text effi ciently.

Unit 2: T89, T91, T277, T279, T291Unit 3: T371, T385, T387Unit 4: T93, T95Unit 6: T463, T475

CCSLH: 2.2.B

63



6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Unit 2: T88, T92, T98Unit 4: T280, T282Unit 6: T459, T461

CCSLH: 2.2.C


7. Explain how specifi c images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Unit 2: T93, T95, T294-T295Unit 4: T89, T91, T97, T281, T283

CCSLH: 2.3.A

8. Describe how reasons support specifi c points the author makes in a text. Unit 2: T88, T92, T181, T193, T483Unit 3: T370, T372, T384, T386Unit 6: T460, T461, T462, T474

CCSLH: 2.3.B

9. Compare and contrast the most important points presented by two texts on the same topic. Unit 4: T268-T269, T364-T365, T458-T459

CCSLH: 2.3.C


10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band profi ciently, with scaffolding as needed at the high end of the range.

Unit 2: T52-T57, T70-T73, T140-T145, T156-T159, T238-T243, T254-T257

Unit 3: T292-T293, T334-T337, T348-T353Unit 4: T52-T57, T68-T73, T248-T251, T262-T265, T440-T443,


T440-T443

Reading selections in the grade 2 Student Anthology and Leveled Readers in SRA Imagine It! fall within the recommeneded Lexile range 450-790 required by the Common Core State Standards for grades 2-3.

64






Unit 1: GS14-GS15, GS24-GS25, GS30-GS31, GS48-GS49, GS56-GS57, T27-T31, T123-T125, T161-T165, T219-T221, T255-T259, T312-T317, T347-T349

Unit 2: T27-T29, T63-T65, T131-T133, T169-T171, T229-T231, T258-T259, T267-T271, T316-T317, T327-T329, T432-T433

Unit 3: T27-T31, T65-T69, T137-T139, T175-T177, T235-T237, T269-T271, T325-T327, T363-T365, T423-T425, T467-T471

Unit 4: 27-T31, T133-T135, T237-T239, T240-T241, T275-T277, T331-T333, T371-T373

Unit 5: T27-T31, T61-T63, T119-T121, T157-T159, T213-T215, T216-T217, T234-T235, T275-T277, T251-T253, T307-T309, T371-T373, T409-T411

Unit 6: T27-T31, T46-T47, T119-T121, T157-T159, T173, T251-T253, T307-T309, T251-T253, T351-T353, T453-T455

CCSLH: 3.1.A, 3.1.B

a Distinguish long and short vowels when reading regularly spelled one-syllable words. Unit 1: GS14-GS15, GS24-GS25, GS30-GS31, GS48-GS49, GS56-GS57, T27-T29, T123-T125, T219-T221, T312-T315

Unit 2: T27-T29, T63-T65, T131-T133, T169-T171Unit 3: T27-T29, T175-T177, T235-T237, T363-T365

CCSLH: 3.1.A

b Know spelling-sound correspondences for additional common vowel teams. Unit 2: T229-T231, T267-T271, T327-T329Unit 3: T65-T69, T137-T139, T325-T327, T467-T471Unit 4: T27-T31, T133-T135, T237-T241, T331-T333Unit 5: T27-T31, T119-T121, T307-T309, T409-T411Unit 6: T27-T31, T307-T309

CCSLH: 3.1.A

65



c Decode regularly spelled two-syllable words with long vowels. Unit 1: T27-T31, T161-T165, T255-T259, T312-T317, T347-T349Unit 2: T63-T65, T131-T133, T169-T171, T229-T231, T327-T329Unit 3: T137-T139, T269-T271, T423-T425, T467-T469

CCSLH: 3.1.A

d Decode words with common prefi xes and suffi xes. Unit 4: T275-T277, T371-T373Unit 5: T61-T63, T157-T159, T251-T253Unit 6: T157-T159, T173, T251-T253, T351-T353, T453-T455

CCSLH: 3.1.A

e Identify words with inconsistent but common spelling-sound correspondences. Unit 5: T213-T217, T234-T235Unit 6: T27-T31, T46-T47

CCSLH: 3.1.A

f Recognize and read grade-appropriate irregularly spelled words. Unit 1: T258-T259, T316-T317Unit 2: T432-T433Unit 3: T30-T31Unit 4: T240-T241Unit 5: T216-T217Unit 6: T119-T121

CCSLH: 3.1.B

66



Fluency

4. Read with suffi cient accuracy and fl uency to support comprehension. Unit 1: T131, T185, T191, T225, T247, T279, T318-T319, T339, T354, T402-T403, T405, T459, T463

Unit 2: T99, T134-T135, T137, T195, T201, T235, T257, T259, T335, T395, T463, T499

Unit 3: T48-T49, T51, T103, T109, T201, T241, T261, T328-T329, T355, T389, T429, T503

Unit 4: T46-T47, T49, T101, T188, T203, T242-T243, T245, T297, T339, T401, T457, T485

Unit 5: T91, T127, T179, T218-T219, T260, T273, T279, T315, T417, T468

Unit 6: T48-T49, T51, T124-T125, T127, T133, T179, T243, T273, T315, T343, T364, T379, T445

CCSLH: 3.2.A

a Read on-level text with purpose and understanding. Unit 1: T131, T185, T225, T279, T405, T459Unit 2: T137, T195, T235, T335, T395, T499Unit 3: T51, T103, T201, T241, T389, T429Unit 4: T49, T203, T245, T297, T339, T485Unit 5: T127, T179, T273, T315, T417Unit 6: T51, T127, T179, T273, T315, T379

CCSLH: 3.2.A

b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Unit 1: T191, T247, T354, T463Unit 2: T99, T201, T259, T463Unit 3: T109, T261, T355, T503Unit 4: T101, T188, T401, T457Unit 5: T91, T260, T279, T468Unit 6: T243, T343, T364, T445

CCSLH: 3.2.A

67



c Use context to confi rm or self-correct word recognition and understanding, rereading as necessary.

Unit 1: T318-T319, T339, T402-T403Unit 2: T134-T135, T257Unit 3: T48-T49, T328-T329Unit 4: T46-T47, T242-T243Unit 5: T218-T219Unit 6: T48-T49, T124-T125, T133

CCSLH: 3.2.A














Range of Writing


68



Writing Standards


1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Unit 6: T230-T231, T262, T280, T288

CCSLH: 4.1.A

2. Write informative/explanatory texts in which they introduce a topic, use facts and defi nitions to develop points, and provide a concluding statement or section.

Unit 2: T448-T449, T466-T467, T512, T522-T523Unit 4: T172-T173, T190, T270-T271, T286Unit 6: T448-T449, T466, T482-T483, T506

CCSLH: 4.1.B

3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Unit 1: T328-T329, T356, T372, T430-T431, T448, T464-T465Unit 5: T262, T280-T281, T344-T345, T470, T508-T509

CCSLH: 4.1.C


4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specifi c expectations for writing types are defi ned in standards 1-3 above.)

Unit 1: T104, T294, T380, T496Unit 2: T112, T210, T410Unit 3: T306, T404, T534Unit 4: T114, T410Unit 5: T100, T194, T522-T523Unit 6: T100, T194, T288, T394

CCSLH: 4.2.A

5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Unit 1: T286, T287, T372, T373, T430-T431, T482-T483, T488-T489Unit 2: T40-T41, T104, T105, T300, T301, T449, T522-T523,

T528-T529Unit 3: T298, T299, T396, T397, T462-T463, T522-T523, T528-T529Unit 4: T106, T107, T172-T173, T286, T304-T305, T402, T403Unit 5: T186, T187, T344-T345, T362, T508-T509, T514-T515Unit 6: T92, T93, T186, T187, T386, T387, T448-T449

CCSLH: 4.2.A

69



6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Unit 2: T308, T536Unit 4: T312

CCSLH: 4.2.A


7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).







CCSLH: 4.3.A

8. Recall information from experiences or gather information from provided sources to answer a question.

Unit 1: T138-T139, T326-T327, T368-T369Unit 2: T38-T39, T344-T345, T398-T399Unit 3: T40-T41, T338-T339, T392-T393Unit 4: T346-T347, T398-T399Unit 5: T88-T89, T324-T325, T378-T379Unit 6: T326-T327, T382-T383

CCSLH: 4.3.B


70



Range of Writing

10. Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specifi c tasks, purposes, and audiences.

Unit 1: T234-T235, T250-T251, T268, T286-T287, T294Unit 2: T261, T448-T449, T466-T467, T486, T504-T505, T512,

T522-T523, T528-T529, T536Unit 3: T60-T61, T110-T111, T170-T171Unit 4: T152-T153, T190-T191, T210-T211, T218-T219, T254-T255,

T270-T271, T286-T287, T312-T313, T514-T515Unit 5: T245, T450-T451, T470, T490-T491, T498-T499, T508-T509,

T522Unit 6: T136-T137, T152-T153, T168, T186-T187, T194, T245

CCSLH: 4.2.A, 4.3.A










71





1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Unit 1: GS12, GS22, GS38, T70, T246Unit 2: T160, T258, T360, T462, T520Unit 3: T78, T166, T260, T354, T458Unit 4: T74, T168, T266, T362, T456Unit 5: T68, T148, T242, T340, T446Unit 6: T68, T148, T242, T342, T444

CCSLH: 5.1.A

a Follow agreed-upon rules for discussions (e.g., gaining the fl oor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Unit 1: GS12, GS22, GS38, T70, T246Unit 2: T160, T258, T360, T462Unit 3: T78, T166, T260, T354, T458Unit 4: T74, T168, T266, T362, T456Unit 5: T68, T148, T242, T340, T446Unit 6: T68, T148, T242, T342, T444

CCSLH: 5.1.A

b Build on others’ talk in conversations by linking their comments to the remarks of others. Unit 1: GS12, GS22Unit 2: T160, T258, T462Unit 3: T78, T260, T458Unit 4: T74, T266, T456Unit 5: T68, T242, T446Unit 6: T68, T242, T342

CCSLH: 5.1.A

c Ask for clarifi cation and further explanation as needed about the topics and texts under discussion.

Unit 1: GS12, GS22Unit 2: T520Unit 4: T37, T405, T506Unit 6: T389

CCSLH: 5.1.A

72



2. Recount or describe key ideas or details from a text read aloud or information presented orally orthrough other media.

Unit 1: GS12, T37, T246, T270, T288, T375, T426Unit 2: T37, T74, T258, T520Unit 3: T2-T3, T38, T166, T293, T354Unit 4: T37, T168, T456Unit 5: T39, T148, T340, T385Unit 6: T2-T3, T38, T95, T148, T242, T283, T468

CCSLH: 5.1.B

a Give and follow three- and four-step oral directions. Unit 1: T270, T288Unit 3: T293

CCSLH: 5.1.B

3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Unit 1: GS12, GS22, T480Unit 2: T520Unit 4: T37, T405, T506Unit 6: T389

CCSLH: 5.1.C


4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Unit 3: T113, T120Unit 5: T189, T493

CCSLH: 5.2.A, 5.2.B

a Plan and deliver a narrative presentation that: recounts a well-elaborated event, includes details, refl ects a logical sequence, and provides a conclusion.

Unit 3: T113, T120Unit 5: T189, T493

CCSLH: 5.2.A, 5.2.B

5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Unit 1: T380Unit 2: T112, T210, T308, T536Unit 4: T114, T312, T410Unit 6: T194, T514

CCSLH: 5.2.C

73



6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarifi cation. (See grade 2 Language standards 1 and 3 for specifi c expectations.)

Unit 3: T86Unit 4: T405Unit 6: T95Speaking Rubric: Level Appendix page 27

CCSLH: 5.2.D











Language Standards



Unit 1: T380Unit 2: T80, T112, T210, T366-T367, T385, T410, T468-T469, T489Unit 3: T306, T404, T464-T465, T486-T487Unit 4: T462-T463, T465-T467, T481Unit 5: T100, T194, T326, T452-T453, T473, T501

CCSLH: 6.1.A, 6.1.B, 6.1.C, 6.1.D, 6.1.E, 6.1.F

74



a Create readable documents with legible print. Unit 1: T380 Unit 2: T112, T210, T410Unit 3: T306, T404Unit 5: T100, T194

CCSLH: 4.2.A

b Use collective nouns (e.g., group). CCSLH: 6.1.B

c Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fi sh). Unit 2: T468-T469, T489Unit 4: T465-T467, T481

CCLSH: 6.1.B

d Use refl exive pronouns (e.g., myself, ourselves). CCSLH: 6.1.D

e Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Unit 4: T462-T463

CCSLH: 6.1.C

f Use adjectives and adverbs, and choose between them depending on what is to be modifi ed. Unit 2: T80, T366-T367, T385Unit 3: T464-T465, T486-T487Unit 5: T326

CCSLH: 6.1.E

g Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Unit 2: T60-T61, T83, T187Unit 5: T452-T453, T473, T501

CCSLH: 6.1.A

75




Unit 1: T77, T175, T269, T357, T449Unit 2: T81, T185, T264-T265, T283, T383, T487Unit 3: T85, T191, T283, T377, T485Unit 4: T81, T191, T174-T175, T192-T193, T221, T287, T368-T369,

T383, T384-T385, T413, T477Unit 5: T58-T59, T74, T75, T76-T77, T92-T93, T100, T103, T169,

T263, T363, T471Unit 6: T75, T92-T93, T169, T263, T349, T367, T369, T467

CCSLH: 6.1.G, 6.1.H, 6.1.I

a Capitalize holidays, product names, and geographic names. Unit 2: T264-T265

CCSLH: 6.1.G

b Use commas in greetings and closings of letters. Unit 5: T58-T59, T74, T76-T77, T92-T93, T100, T103Unit 6: T92-T93

CCSLH: 6.1.H

c Use an apostrophe to form contractions and frequently occurring possessives. Unit 4: T174-T175, T192-T193, T221, T368-T369, T384-T385, T413Unit 6: T349, T369

CCSLH: 6.1.H

d Generalize learned spelling patterns when writing words (e.g., cage � badge; boy � boil).Unit 1: T77, T175, T269, T357, T449Unit 2: T81, T185, T283, T383, T487Unit 3: T85, T191, T283, T377, T485Unit 4: T81, T191, T287, T383, T477Unit 5: T75, T169, T263, T363, T471Unit 6: T75, T169, T263, T367, T467

CCSLH: 6.1.I

e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

CCSLH: 6.1.I

76




3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Unit 2: T205, T405Unit 4: T405Unit 6: T42, T56, T389

CCSLH: 6.2.A

a Compare formal and informal uses of English. Unit 2: T205, T405Unit 4: T405Unit 6: T42, T56, T389

CCSLH: 6.2.A


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing fl exibly from an array of strategies.

Unit 1: T318-T319, T402-T403, T450, T474Unit 2: T134-T135, T257Unit 3: T48-T49, T328-T329Unit 4: T46-T47, T177-T179, T195, T214, T242-T243, T275-T277,

T291, T371-T373, T387Unit 5: T218-T219, T364, T384, T392, T455-T457, T475Unit 6: T48-T49, T61-T63, T79, T124-T125, T157-T159, T173,

T453-T455, T471

CCSLH: 6.3.A, 6.3.B, 6.3.C, 6.3.D, 6.3.E

a Use sentence-level context as a clue to the meaning of a word or phrase. Unit 1: T318-T319, T402-T403Unit 2: T134-T135, T257Unit 3: T48-T49, T328-T329Unit 4: T46-T47, T242-T243Unit 5: T218-T219Unit 6: T48-T49, T124-T125

CCSLH: 6.3.B

b Determine the meaning of the new word formed when a known prefi x is added to a known word (e.g., happy/unhappy, tell/retell).

Unit 4: T275-T277, T291, T371-T373, T387Unit 6: T157-T159, T173

CCSLH: 6.3.C

77



c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Unit 5: T455-T457, T475Unit 6: T453-T455, T471

CCSLH: 6.3.C

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefl y; bookshelf, notebook, bookmark).

Unit 4: T177-T179, T195, T214Unit 6: T61-T63, T79

CCSLH: 6.3.D

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas.

Unit 1: T450, T474Unit 5: T364, T384, T392

CCSLH: 6.3.E

5. Demonstrate understanding of word relationships and nuances in word meanings. Unit 1: T47, T129, T166, T260, T440Unit 2: T47, T135, T174, T372Unit 3: T49, T180, T274, T368Unit 4: T180, T374Unit 5: T254, T313Unit 6: T48-T49, T124-T125, T312-T313

CCSLH: 6.3.F

a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Unit 1: T47, T129, T166, T260, T440Unit 2: T47, T135, T174, T372Unit 3: T49, T180, T274, T368Unit 4: T180, T374Unit 5: T254, T313Unit 6: T48-T49, T124-T125, T312-T313

CCSLH: 6.3.F

b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

CCSLH: 6.3.F

78



6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Unit 1: T32, T128-T129, T152, T240, T246, T248-T249, T440Unit 2: T30, T74, T134-T135, T174, T258, T260-T261, T372Unit 3: T32, T78, T166, T168-T169, T238-T239, T354, T368Unit 4: T32, T74, T138-T139, T170-T171, T266, T374, T452Unit 5: T32, T48-T49, T68-T69, T150-T151, T242, T254, T414-T415Unit 6: T32, T68, T124-T125, T150-T151, T160, t242, T254,

T344-T345

CCSLH: 6.3.G

79


*All references are to the Teacher Edition pages except as indicated in the CCSLH, or the Common Core Standards Literacy eHandbook. 79

Notes






Craft and Structure










KEY





1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Unit 1: T50-T51, T63, T64, T131, T132-T133, T144, T146, T315, T316-T317

Unit 2: T130-T131Unit 6: T395, T396-T397, T408-T409

*CCSLH: 1.1.A

2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Unit 1: T66, T126, T142, T148, T240, T332Unit 2: T126, T144, T320, T414Unit 3: T234, T406Unit 4: T124, T146Unit 5: T66, T320Unit 6: T64, T144, T322, T412

CCSLH: 1.1.B, 1.1.C

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Unit 1: T68, T81, T83, T150, T163, T165, T178Unit 2: T335, T349Unit 3: T261, T263, T433, T435Unit 4: T161, T174-T175, T177Unit 5: T81, T87, T351, T447Unit 6: T83, T175, T337, T351

CCSLH: 1.1.D

81



Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (See grade 3 Language standards 4-6 for additional expectations.)

Unit 1: T44-T45, T53, T60, T65, T78, T81, T85, T99, T124-T125, T147, T163, T164, T170, T176, T177, T178, T191, T216-T217, T283, T308-T309

Unit 2: T44-T45, T99, T131, T142, T158-T159, T183, T271, T296-T297, T363, T388-T389, T457

Unit 3: T91, T116-T117, T150, T156, T158, T166, T171, T187, T212-T213, T219, T232, T249, T254, T261, T263, T275, T359, T384-T385, T445

Unit 4: T44-T45, T58-T59, T97, T122-T123, T145, T161, T162, T175, T189, T211-T213, T214-T215, T245-T247, T277, T302-T303, T365

Unit 5: T44-T45, T53, T65, T81, T82, T85, T99, T121-T123, T124-T125, T139, T153-T155, T167, T183, T208-T209, T271, T296-T297, T363, T388-T389, T399, T457

Unit 6: T44-T45, T52, T63, T79, T80, T82, T95, T120-T121, T128, T187, T212-T213, T275, T300-T301, T363, T372, T388-T389

CCSLH: 1.2.A, 1.2.B

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Unit 1: T127, T148, T182, T476-T477Unit 2: T144, T472-T473, T474-T475Unit 3: T406, T461-T462, T462-T463Unit 4: T146, T470-T471, T472-T473Unit 5: T66, T320, T472-T473, T474-T475Unit 6: T64, T468-T469, T470-T471

CCSLH: 1.2.C, 1.2.D, 1.2.E

6. Distinguish their own point of view from that of the narrator or those of the characters. CCSLH: 1.2.F


7. Explain how specifi c aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Unit 1: T373Unit 3: T172Unit 5: T445

CCSLH: 1.3.A

82




9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

CCSLH: 1.3.B


10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and profi ciently.

Unit 1: T80-T87, T162-T165, T178-T179, T476-T477Unit 2: T158-T159, T170-T171, T472-T473, T474-T475Unit 3: T420-T421, T432-T435, T460-T461, T462-T463Unit 4: T160-T163, T174-T177, T470-T471, T472-T473Unit 5: T80-T87, T334-T337, T348-T351, T472-T473, T474-T475Unit 6: T78-T83, T158-T161, T172-T175, T468-T469, T470-T471



1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Unit 2: T50, T52, T62, T64Unit 4: T51, T52, T62, T308-T309, T322Unit 5: T130-T131, T142, T145

CCSLH: 2.1.A

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

Unit 1: T422, T436, T447Unit 2: T66, T230Unit 3: T62, T142, T320Unit 4: T66, T236, T324, T340, T414Unit 5: T144, T230Unit 6: T234

CCSLH: 2.1.B

83



3. Describe the relationship between a series of historical events, scientifi c ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Unit 1: T470-T471Unit 2: T88-T89Unit 3: T156, T158, T171Unit 4: T83, T88-T89, T220-T223, T234-T235, T250-T253, T264-T265Unit 5: T246, T352-T353Unit 6: T176-T177

CCSLH: 2.1.C, 2.1.D, 2.1.E

Craft and Structure

4. Determine the meaning of general academic and domain-specifi c words and phrases in a text relevant to a grade 3 topic or subject area. (See grade 3 Language standards 4-6 for additional expectations.)

Unit 1: T44-T45, T60, T78, T99, T124-T125, T163, T164, T170, T176, T177, T178, T186, T188, T191, T206, T216-T217, T283, T308-T309, T400-T401, T407, T437, T449

Unit 2: T44-T45, T44-T45, T99, T183, T208-T209, T271, T296-T297, T363, T388-T389, T398, T413, T429, T455, T457

Unit 3: T44-T45, T91, T116-T117, T150, T156, T158, T166, T171, T187, T212-T213, T254, T275, T300-T301, T359, T384-T385, T445

Unit 4: T26-T27, T44-T45, T58-T59, T97, T122-T123, T189, T211-T213, T214-T215, T245-T247, T277, T302-T303, T365, T390-T391, T455

Unit 5: T44-T45, T99, T121-T123, T124-T125, T183, T208-T209, T211-T213, T214-T215, T245-T247, T271, T296-T297, T302-T303, T363, T388-T389, T457

Unit 6: T44-T45, T95, T120-T121, T187, T212-T213, T275, T300-T301, T363, T372, T388-T389

CCSLH: 2.2.A, 2.2.B

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic effi ciently.

Unit 1: T90-T91, T180-T81, T470-T471Unit 2: T88-T89, T172-T173, T260-T261Unit 3: T176-T177, T264-T265, T454-T455Unit 4: T178-T179, T464-T465Unit 5: T90-T91, T172-T173, T260-T261, T352-T353Unit 6: T176-T177, T264-T265

CCSLH: 2.2.C

84



6. Distinguish their own point of view from that of the author of a text. CCSLH: 2.2.D


7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Unit 1: T436-T437, T448, T470-T471 Unit 2: T81, T85, T172-T173, T259, T352-T353, T429, T466-T467 Unit 3: T156, T173,T261, T264-T265, T334-T335, T340Unit 4: T178-T179, T240-T241, T251, T444, T464-T465 Unit 5: T171, T244-T247, T258-T259, T260-T261, T352-T353,

T466-T467 Unit 6: T176-T177, T263

CCSLH: 2.3.A

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, fi rst/second/third in a sequence).

Unit 2: T82, T84, T86Unit 3: T156, T158, T160, T161, T171, T172, T174Unit 4: T250-T251, T252-T253, T263, T264, T444Unit 5: T246

CCSLH: 2.3.B

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

CCSLH: 2.3.C


10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and profi ciently.


Unit 2: T80-T87, T244-T247, T258-T259, T466-T467Unit 3: T80-T81, T176-T177, T264-T265Unit 4: T80-T85, T338-T341, T352-T353Unit 5: T172-T173, T244-T247, T258-T259Unit 6: T248-T251, T262-T263, T264-T265

85






Unit 1: T121, T123, T131, T140, T145, T157, T165, T173, T213, T304-T305

Unit 2: T27, T29, T42, T50, T58, T121, T123, T130, T153-T155, T167, T171, T182, T205, T207, T212

Unit 3: T27-T29, T42-T43, T50, T56-T57, T113, T134, T151, T169, T209

Unit 4: T26-T29, T43, T50, T58-T59, T64, T77, T118-T121, T130, T210-T213, T220

Unit 5: T26-T29, T42-T43, T51, T58-T59, T63, T77, T83, T120-T123, T205-T207, T214-T217

Unit 6: T27-T29, T43, T50, T58, T117-T119, T126, T137, T209-T211, T218, T296-T299, T307, T317, T321, T330-T333, T338, T346-T347, T384-T385, T405

CCSLH: 3.1.A

a Identify and know the meaning of the most common prefi xes and derivational suffi xes. Unit 4: T26-T29, T43, T50, T58-T59, T64, T77, T118-T121, T130, T210-T213, T220

Unit 5: T26-T29, T42-T43, T51, T58-T59, T63, T77, T83, T120-T123, T205-T207, T214-T217

Unit 6: T296-T299, T307, T317, T321, T330-T333, T338, T346-T347, T384-T385, T405

CCSLH: 3.1.A

b Decode words with common Latin suffi xes. CCSLH: 3.1.A

86



c Decode multisyllable words. Unit 1: T121, T123, T131, T140, T145, T157, T165, T173, T213, T304-T305

Unit 2: T27, T29, T42, T50, T58, T121, T123, T130, T205, T207, T212

Unit 3: T27-T29, T42-T43, T50, T56-T57, T113, T134, T151, T169, T209

Unit 4: T27-T29, T43, T50, T58-T59, T77, T119-T121, T130, T138Unit 5: T27-T29, T42-T43, T51, T58-T59, T77, T121-T123,

T205-T207Unit 6: T27-T29, T43, T50, T58, T117-T119, T126, T137, T209-T211,

T218

CCSLH: 3.1.A

d Read grade-appropriate irregularly spelled words. Unit 2: T153-T155, T167, T171, T182

CCSLH: 3.1.A

Fluency

4. Read with suffi cient accuracy and fl uency to support comprehension. Unit 1: T89, T166, T258, T350, T438, T476Unit 2: T93, T160, T228, T338, T434, T436, T472, T474Unit 3: T63, T162, T235, T250, T336, T460, T462Unit 4: T87, T155, T233, T254, T342, T470, T472Unit 5: T89, T160, T248, T338, T434, T472, T474Unit 6: T89, T162, T252, T340, T430, T468, T470

CCSLH: 3.2.A

a Read on-level text with purpose and understanding. Unit 1: T89, T166, T258, T350, T438Unit 2: T93, T160, T228, T338, T434Unit 3: T63, T162, T235, T250, T336Unit 4: T87, T155, T233, T254, T342Unit 5: T89, T160, T248, T338, T434Unit 6: T89, T162, T252, T340, T430

CCSLH: 3.2.A

87



b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Unit 1: T89, T166, T258, T350, T438, T476Unit 2: T93, T160, T228, T338, T434, T436, T472, T474Unit 3: T63, T162, T235, T250, T336, T460, T462Unit 4: T87, T155, T233, T254, T342, T470, T472Unit 5: T89, T160, T248, T338, T434, T472, T474Unit 6: T89, T162, T252, T340, T430, T468, T470

CCSLH: 3.2.A

c Use context to confi rm or self-correct word recognition and understanding, rereading as necessary. CCSLH: 3.2.A














88



Range of Writing


Writing Standards


1. Write opinion pieces on topics or texts, supporting a point of view with reasons. Unit 3: T222-T223, T238-T239, T252-T253, T310-T311, T394-T395Unit 4: T38-T39Unit 6: T466-T467

CCSLH: 4.1.A

a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Unit 3: T222-T223, T310-T311, T394-T395Unit 4: T38-T39Unit 6: T466-T467

CCSLH: 4.1.A

b Provide reasons that support the opinion. Unit 3: T222-T223, T310-T311, T394-T395Unit 4: T38-T39Unit 6: T466-T467

CCSLH: 4.1.A

c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Unit 3: T252-T253

CCSLH: 4.1.A

d Provide a concluding statement or section. Unit 3: T238-T239, T310-T311,T394-T395

CCSLH: 4.1.A

89



2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Unit 1: T38-T39, T54, T70, T94, T210-T211, T410-T411, T480-T481Unit 2: T38-T39, T54-T55, T94-T95, T134-T135, T148-T149, T162,

T220-T221, T250, T402, T418-T419, T460Unit 4: T166-T167, T226-T227, T314-T315, T328-T329Unit 5: T220-T221, T234-T235, T250, T324, T309Unit 6: T38-T39, T54, T70, T164

CCSLH: 4.1.B

a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Unit 1: T38-T39, T70, T210-T211Unit 2: T38-T39, T54-T55, T134-T135, T148-T149, T220-T221Unit 4: T134-T135, T150-T151, T226-T227, T314-T315Unit 5: T220-T221Unit 6: T38-T39, T132-T133

CCSLH: 4.1.B

b Develop the topic with facts, defi nitions, and details. Unit 1: T38-T39, T54, T94, T410-T411Unit 2: T38-T39, T54-T55, T134-T135, T162, T418-T419Unit 4: T166-T167, T226-T227, T314-T315, T328-T329Unit 5: T220-T221, T234-T235, T250, T324Unit 6: T38-T39, T54, T70, T164

CCSLH: 4.1.B

c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Unit 1: T480-T481Unit 2: T94-T95, T250, T460

CCSLH: 4.1.B

d Provide a concluding statement or section. Unit 1: T38-T39, T404Unit 2: T148-T149, T402Unit 5: T309

CCSLH: 4.1.B

90



3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Unit 1: T136-T137, T228-T229, T244-T245, T260, T410-T411, T456-T457

Unit 6: T312-T313

CCSLH: 4.1.C

a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Unit 1: T136-T137, T228-T229, T244-T245, T260, T278, T320-T321, T352, T410-T411, T440, T456-T457, T464, T474-T475

Unit 6: T312-T313, T326-T327, T342, T358, T366, T400

CCSLH: 4.1.C

b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Unit 1: T278, T320-T321, T352, T440, T474-T475Unit 6: T342, T358, T366, T400

CCSLH: 4.1.C

c Use temporal words and phrases to signal event order. Unit 1: T440, T464

CCSLH: 4.1.C

d Provide a sense of closure. Unit 6: T326-T327, T400

CCSLH: 4.1.C


4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specifi c expectations for writing types are defi ned in standards 1–3 above.)

Unit 1: T72, T102, T168, T194Unit 2: T73, T102, T148-T149, T186Unit 3: T238-T239, T223, T252-T253, T278, T324-T325Unit 4: T54, T100, T150-T151, T192, T280, T450Unit 5: T148-T149, T266-T267, T308-T309, T358Unit 6: T54, T98, T148-T149, T190, T238, T278

CCSLH: 4.2.A

91



5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)

Unit 1: T38-T39, T54-T55, 94, T102, T136Unit 2: T38-T39, T94-T95, T134-T135, T162, T178-T179Unit 3: T222-T223, T252-T253, T270-T271, T310, T338Unit 4: T38-T39, T72, T92-T93, T134-T135, T166, T184-T185Unit 5: T38-T39, T134-T135, T220-T221, T250, T308-T309Unit 6: T38-T39, T70, T90, T132-T133, T164, T182-T183

CCSLH: 4.2.A

6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Unit 1: T102, T484-T485Unit 2: T102, T186, T274, T366, T482-T483Unit 3: T278, T362, T448Unit 4: T100, T192, T280, T450Unit 5: T358, T366, T482-T483Unit 6: T98, T278, T456, T478-T479

CCSLH: 4.2.A


7. Conduct short research projects that build knowledge about a topic. Unit 1: T36-T37, T92-T93, T134-T135, T166, T184-T185Unit 2: T36-T37, T90-T91, T132-T133, T160, T176-T177, T402Unit 3: T36-T37, T82-T83, T128-T129, T180-T181Unit 4: T36-T37, T90-T91, T132-T133, T182-T183Unit 5: T36-T37, T92-T93, T132-T133, T176-T177Unit 6: T36-T37, T86-T87, T130-T131, T180-T181

CCSLH: 4.3.A

8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Unit 1: T318-T319, T368-T369Unit 2: T54-T55, T134-T135, T306-T307, T356-T357, T402Unit 3: T308-T309, T352-T353Unit 4: T312-T313, T314-T315, T328-T329, T358-T359Unit 5: T266-T267, T306-T307, T356-T357Unit 6: T310-T311, T356-T357

CCSLH: 4.3.A


92



Range of Writing


Unit 1: T72, T168, T278-T279, T456-T457Unit 2: T72, T148-T149, T250, T324-T325, T452-T453Unit 3: T38-T39, T52-T53, T146-T147, T238-T239Unit 4: T54, T150-T151, T240-T241, T344Unit 5: T54-T55, T148-T149, T266-T267Unit 6: T54, T148-T149, T238, T342

CCSLH: 4.1.A, 4.1.B, 4.1.C, 4.3.A, 4.4.A










93





1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Unit 1: T2, T34, T66, T148, T240, T332, T373, T422Unit 2: T2, T34, T66, T144, T230, T320, T414Unit 3: T2, T34, T62, T142, T234, T320, T406Unit 4: T2, T35, T66, T146, T236, T324, T414Unit 5: T2, T34, T66, T144, T230, T320, T414Unit 6: T2, T34, T64, T144, T234, T322, T412

CCSLH: 5.1.A

a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Unit 1: T66, T148, T240, T332, T422Unit 2: T66, T144, T230, T320, T414Unit 3: T62, T142, T234, T320, T406Unit 4: T66, T146, T236, T324, T414Unit 5: T66, T144, T230, T320, T414Unit 6: T64, T144, T234, T322, T412

CCSLH: 5.1.A

b Follow agreed-upon rules for discussions (e.g., gaining the fl oor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).


CCSLH: 5.1.A

c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.


CCSLH: 5.1.A

94



d Explain their own ideas and understanding in light of the discussion. Unit 1: T66, T144, T228, T312, T394Unit 2: T66, T144, T230, T320, T414Unit 3: T62, T142, T234, T320, T406Unit 4: T66, T146, T236, T324, T414Unit 5: T66, T144, T230, T320, T414Unit 6: T64, T144, T234, T322, T412

CCSLH: 5.1.A

2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Unit 1: T2, T34, T373Unit 2: T2, T34Unit 3: T2, T34Unit 4: T2, T35Unit 5: T2, T34Unit 6: T2, T34

CCSLH: 5.1.B

3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Unit 1: T66, T144, T228, T312, T394 Unit 2: T66, T140, T218, T300, T386 Unit 3: T62, T138, T222, T300, T378 Unit 4: T64, T138, T218, T296, T376 Unit 5: T64, T136, T212, T292, T376 Unit 6: T62, T136, T216, T294, T374

CCSLH: 5.1.C


4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Unit 1: T189, T472-T473Unit 2: T102, T181, T274, T338, T468, T483Unit 3: T278, T362, T448, T456Unit 4: T95, T192, T458, T466Unit 5: T366, T468Unit 6: T273, T361

CCSLH: 5.2.A, 5.2.B, 5.2.C

95



a Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specifi c vocabulary, and provides a strong conclusion.

Unit 2: T102, T468, T483Unit 3: T456Unit 4: T95, T458, T466Unit 5: T366, T468

CCSLH: 5.2.A

5. Create engaging audio recordings of stories or poems that demonstrate fl uid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Unit 2: T269, T254, T274, T378, T483Unit 3: T456Unit 4: T280Unit 5: T358, T468Unit 6: T361

CCSLH: 5.2.D

6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarifi cation. (See grade 3 Language standards 1 and 3 for specifi c expectations.)

Unit 1: T189, T281Unit 5: T269

CCSLH: 5.2.A, 5.2.B, 5.2.C










96




Language Standards



Unit 1: T56-T57, T75, T154-T155, T171, T338-T339, T355Unit 2: T146-T147, T157, T326-T327, T343, T420-T421, T439Unit 3: T54-T55, T71, T148-T149, T167, T242-T245, T257, T329, T343Unit 4: T242-T243, T259, T420-T421, T437Unit 5: T56-T57, T75, T326-T327, T343, T420-T421, T439Unit 6: T56-T57, T240-T241, T328-T329, T418-T419

CCSLH: 6.1.A, 6.1.B, 6.1.C, 6.1.D, 6.1.E, 6.1.F, 6.1.G

a Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence.

Unit 1: T40, T72, T103, T138, T195, T230, T287, T322, T379, T412, T465Unit 2: T40, T103, T136, T187, T222, T275, T310, T367, T404, T461Unit 3: T40, T95, T132, T191, T224, T279, T312, T363, T396, T449Unit 4: T40, T101, T136, T193, T228, T281, T316, T369, T404, T459Unit 5: T40, T103, T136, T187, T222, T275, T310, T367, T404, T461Unit 6: T40, T98, T99, T134, T190, T191, T278, T279, T314, T367, T457

CCSLH: 4.2.A

b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Unit 1: T56-T57, T75Unit 2: T420-T421, T439Unit 3: T148-T149, T167Unit 4: T242-T243, T259Unit 6: T56-T57, T328-T329, T418-T419

CCSLH: 6.1.A, 6.1.B, 6.1.C, 6.1.D, 6.1.E, 6.1.F

c Use reciprocal pronouns correctly. CCSLH: 6.1.D

d Form and use regular and irregular plural nouns. Unit 1: T56-T57, T75Unit 2: T146-T147, T157

CCSLH: 6.1.B

97



e Use abstract nouns (e.g., childhood). CCSLH: 6.1.B

f Form and use regular and irregular verbs. Unit 1: T154-T155, T171Unit 5: T326-T327, T343Unit 6: T56-T57

CCSLH: 6.1.B

g Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Unit 5: T56-T57, T75Unit 6: T418-T419

CCSLH: 6.1.C

h Ensure subject-verb and pronoun-antecedent agreement. Unit 4: T420-T421, T437Unit 6: T418-T419

CCSLH: 6.1.C, 6.1.D

i Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modifi ed.

Unit 3: T148-T149, T167, T242-T245, T257, T329, T343Unit 6: T328-T329

CCSLH: 6.1.E, 6.1.F

j Use coordinating and subordinating conjunctions. Unit 3: T54-T55, T71

CCSLH: 6.1.G

k Produce simple, compound, and complex sentences. Unit 1: T338-T339, T355Unit 3: T54-T55, T71Unit 5: T420-T421, T439Unit 6: T240-T241

CCSLH: 6.1.A

98




Unit 1: T27, T73, T121, T169, T186-T187, T213, T261, T304-T305, T320-T321, T397, T428-T429, T443

Unit 2: T27, T95, T121, T149, T205, T235, T293, T385Unit 3: T27, T69, T113, T165, T209, T240-T241, T253, T255,

T297-T299, T324-T325, T339, T381Unit 4: T75, T93, T167, T257, T345, T451Unit 5: T251, T341Unit 6: T56-T57, T150-T151

CCSLH: 6.1.H, 6.1.I, 6.1.J

a Capitalize appropriate words in titles. Unit 3: T240-T241, T255Unit 6: T56-T57

CCSLH: 6.1.H

b Use commas in addresses. Unit 1: T186-T187Unit 3: T324-T325Unit 6: T150-T151

CCSLH: 6.1.I

c Use commas and quotation marks in dialogue. Unit 1: T320-T321, T428-T429, T443Unit 6: T150-T151

CCSLH: 6.1.I

d Form and use possessives. Unit 2: T56-T57, T75Unit 6: T150-T151

CCSLH: 6.1.I

e Use conventional spelling for high-frequency and other studied words and for adding suffi xes to base words (e.g., sitting, smiled, cries, happiness).

Unit 1: T27, T121, T213, T304-T305, T397Unit 2: T27, T121, T205, T293, T385Unit 3: T27, T113, T209, T297-T299, T381Unit 4: T75, T93, T167, T257, T345

CCSLH: 6.1.J

99



f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Unit 1: T73, T169, T261Unit 2: T95, T149, T235Unit 3: T69, T165, T253, T339Unit 4: T451Unit 5: T251, T341

CCSLH: 6.1.J

g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Unit 1: T186

CCSLH: 6.1.J


3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Unit 1: T189, T281Unit 4: T95Unit 5: T269Unit 6: T361

CCSLH: 6.2.A, 6.2.B

a Choose words and phrases for effect. Unit 1: T189Unit 5: T269Unit 6: T361

CCSLH: 6.2.A

b Recognize and observe differences between the conventions of spoken and written standard English.


CCSLH: 6.2.B

100




4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing fl exibly from a range of strategies.

Unit 1: T44-T45, T124-T125, T170, T186, T188, T216-T217Unit 2: T44-T45, T296-T297, T388-T389Unit 3: T166, T212-T213, T254, T300-T301, T384-T385Unit 4: T26-T27, T44-T45, T58-T59, T211-T213, T214-T215,

T245-T247, T302-T303Unit 5: T44-T45, T121-T123, T124-T125, T139, T153-T155, T167,

T388-T389Unit 6: T212-T213, T388-T389

CCSLH: 6.3.A, 6.3.B, 6.3.C

a Use sentence-level context as a clue to the meaning of a word or phrase. Unit 1: T44-T45, T124-T125, T216-T217Unit 2: T44-T45, T296-T297, T388-T389Unit 3: T212-T213, T300-T301, T384-T385Unit 4: T44-T45, T215-T215, T302-T303Unit 5: T44-T45, T124-T125, T388-T389Unit 6: T212-T213, T388-T389

CCSLH: 6.3.B

b Determine the meaning of the new word formed when a known affi x is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Unit 4: T26-T27, T58-T59, T211-T213, T245-T247Unit 5: T121-T123, T139, T153-T155, T167

CCSLH: 6.3.C

c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Unit 4: T299-T301, T319, T333-T335, T349

CCSLH: 6.3.C

d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas.

Unit 1: T170, T186, T188Unit 3: T166, T254

CCSLH: 6.3.D

101



5. Demonstrate understanding of word relationships and nuances in word meanings. Unit 1: T45, T60, T78, T99, T177, T191, T283 Unit 2: T99, T183, T271, T363, T457Unit 3: T91, T187, T275, T359, T445Unit 4: T97, T189, T277, T365, T455Unit 5: T99, T183, T271, T363, T457Unit 6: T95, T187, T275, T363, T372, T388

CCSLH: 6.3.E, 6.3.F

a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Unit 6: T372

CCSLH: 6.3.E

b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Unit 1: T45, T60, T78, T99, T191, T283 Unit 2: T99, T183, T271, T363, T457Unit 3: T91, T187, T275, T359, T445Unit 4: T97, T189, T277, T365, T455Unit 5: T99, T183, T271, T363, T457Unit 6: T95, T187, T275, T363, T388

CCSLH: 6.3.F

c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Unit 1: T77

CCSLH: 6.3.F

6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specifi c words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Unit 1: T44-T45, T124, T163, T164, T176, T178, T206, T216, T308-T309

Unit 2: T44-T45, T296-T297, T388-T389, T455Unit 3: T116-T117, T150, T156, T158, T171, T212, T300-T301,

T384-T385Unit 4: T44-T45, T122-T123, T214-T215, T302-T303Unit 5: T44-T45, T124-T125, T208-T209, T296-T297, T388-T389Unit 6: T44-T45, T120-T121, T212-T213, T300-T301, T388-T389

CCSLH: 6.3.G

102



103

Notes






Craft and Structure










KEY





1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit 1: 105, 107, 109, 110, 111AUnit 2: 202, 204, 206, 213Unit 3: 287, 293, 294, 295, 297, 299AUnit 4: 60, 61, 67, 72, 77, 78Unit 5: 148, 151, 153, 155A, 211, 215Unit 6: 238, 240, 243, 252, 261, 272

*CCSLH: 1.1.A

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Unit 1: 18, 33, 70, 92, 109Unit 3: 292, 294, 298Unit 4: 62, 68Unit 5: 144, 148, 152, 208, 212, 214Unit 6: 243, 287, 306, 310

CCSLH: 1.1.B, 1.1.C

3. Describe in depth a character, setting, or event in a story or drama, drawing on specifi c details in the text (e.g., a character’s thoughts, words, or actions).

Unit 1: 21, 27, 67, 69, 71, 73, 91Unit 3: 291Unit 4: 59, 73Unit 5: 213Unit 6: 239, 247H, 247O, 255 , 271, 273

CCSLH: 1.1.D, 1.1.E, 1.1.F

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to signifi cant characters found in mythology (e.g., Herculean). (See grade 4 Language standards 4-6 for additional expectations.)

Unit 1: 14, 36, 60, 80, 100Unit 2: 124, 142, 198Unit 3: 229, 244, 260, 282Unit 4: 36, 52, 82, 102Unit 5: 128, 140, 158, 178, 204Unit 6: 230, 248, 266, 282

CCSLH: 1.2.A, 1.2.B

105



5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Unit 1: 82E, 87, 89, 95A, 99O, 102E, 109A, 114, 117Unit 2: 200E, 218, 220Unit 3: 284E, 320, 322Unit 4: 54E, 118, 120Unit 5: 142E, 150, 206E, 220, 222Unit 6: 232E, 261A, 275, 277A, 291A, 322

CCSLH: 1.2.C

6. Compare and contrast the point of view from which different stories are narrated, including the difference between fi rst- and third-person narrations.

Unit 1: 23, 25, 29, 33AUnit 6: 263A, 311

CCSLH: 1.2.D


7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version refl ects specifi c descriptions and directions in the text.

Unit 1: 79OUnit 2: 210Unit 6: 302

CCSLH: 1.3.A


9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Unit 1: 64, 76, 96, 110, 114Unit 3: 298Unit 5: 150, 216Unit 6: 262, 278, 292, 318

CCSLH: 1.3.B

106




10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band profi ciently, with scaffolding as needed at the high end of the range.

Unit 1: 16, 62, 82, 102, 114-117Unit 2: 200, 218-221Unit 3: 284, 320-323Unit 4: 54, 118-121Unit 5: 142, 206, 220-223Unit 6: 232, 250, 268, 284, 322-325




1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit 1: 35B, 41, 47, 49, 53, 55Unit 2: 155, 164, 167, 172, 175, 179AUnit 3: 232, 234, 248, 255, 272, 315Unit 4: 31, 47, 48, 97, 98Unit 5: 135, 173, 183, 189, 199, 201A

CCSLH: 2.1.A

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Unit 2: 132, 134, 146, 149, 150, 157AUnit 3: 233, 238, 241A, 266, 274, 314Unit 4: 26, 30, 40, 46, 95, 99AUnit 5: 134, 166, 172, 186, 188, 194

CCSLH: 2.1.B, 2.1.C

3. Explain events, procedures, ideas, or concepts in a historical, scientifi c, or technical text, including what happened and why, based on specifi c information in the text.

Unit 1: 99Unit 2: 130, 132, 137, 138, 174, 177Unit 3: 236, 252, 264, 266, 277, 308Unit 4: 20, 35, 44, 88, 94, 111Unit 5: 166, 173, 174, 182, 184Unit 6: 281, 295

CCSLH: 2.1.D, 2.1.E, 2.1.F

107



Craft and Structure

4. Determine the meaning of general academic and domain-specifi c words or phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language standards 4-6 for additional expectations.)

Unit 2: 124, 142, 149, 160, 170, 182Unit 3: 233, 238, 251, 260, 277, 302Unit 4: 14, 29, 41, 87, 90Unit 5: 133, 165, 169, 171, 183, 195

CCSLH: 2.2.A, 2.2.B

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.

Unit 2: 129, 137, 139A, 153, 165, 173Unit 3: 235, 239, 311, 313, 315Unit 4: 23, 25, 27, 43, 45, 107Unit 5: 163, 173, 175A

CCSLH: 2.2.C

6. Compare and contrast a fi rsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Unit 3: 271

CCSLH: 2.2.D


7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Unit 1: 34, 58, 98, 112Unit 2: 158, 196Unit 3: 242, 258, 311, 318Unit 4: 50, 80, 100, 107Unit 5: 138, 202Unit 6: 246, 264, 281, 320

CCSLH: 2.3.A

8. Explain how an author uses reasons and evidence to support particular points in a text. Unit 1: 43, 98Unit 2: 207Unit 3: 311Unit 5: 135, 171, 185, 191, 195

CCSLH: 2.3.B

108



9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Unit 1: 44Unit 2: 156, 168, 178, 194Unit 3: 256, 316Unit 4: 48, 114Unit 5: 174, 200

CCSLH: 2.3.C


10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band profi ciently, with scaffolding as needed at the high end of the range.

Unit 1: 34, 38, 58, 78Unit 2: 126, 140, 144, 162, 184, 196Unit 3: 230, 242, 246, 258, 262, 300Unit 4: 34, 38, 50, 80, 84, 100Unit 5: 130, 138, 160, 180, 202Unit 6: 264, 280, 294, 320




3. Know and apply grade-level phonics and word analysis skills in decoding words. Unit 1: 14U, 36O, 60O, 60P, 80O, 100OUnit 2: 124X, 142O, 160O, 182O, 198O, 198QUnit 3: 228W, 244Q, 260O, 282O, 302O, 302PUnit 4: 14U, 14V, 28, 36O, 52O, 82OUnit 5: 128W, 140O, 158O, 178O, 178Q, 204OUnit 6: 230U, 248O, 266O, 266, 282O

CCSLH: 3.1.A

109



a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affi xes) to read accurately unfamiliar multisyllabic words in context and out of context.

Unit 1: 14U, 36O, 60O, 60P, 80O, 100OUnit 2: 124X, 142O, 160O, 182O, 198O, 198QUnit 3: 228W, 244Q, 260O, 282O, 302O, 302PUnit 4: 14U, 14V, 28, 36O, 52O, 82OUnit 5: 128W, 140O, 158O, 178O, 178Q, 204OUnit 6: 230U, 248O, 266O, 266, 282O

CCSLH: 3.1.A

Fluency

4. Read with suffi cient accuracy and fl uency to support comprehension. Unit 1: 14V, 31B, 55B, 75B, 95B, 109B, 115, 117Unit 2: 137B, 155B, 160R, 177B, 193B, 213B, 219, 221Unit 3: 239B, 255B, 277B, 297B, 315B, 321, 323Unit 4: 31B, 47B, 77B, 97B, 113B, 118, 120Unit 5: 135B, 153B, 173B, 199B, 220-223Unit 6: 243B, 261B, 277B, 291B, 322-325

CCSLH: 3.2.A

a Read on-level text with purpose and understanding. Unit 1: 31B, 95B, 109BUnit 2: 155B, 160R, 193B, 213BUnit 3: 239B, 255B, 277B, 315BUnit 4: 77B, 97B, 113BUnit 5: 135B, 153B, 173B, 199BUnit 6: 243B, 261B, 291B

CCSLH: 3.2.A


Unit 1: 31B, 55B, 75B, 95B, 115, 117Unit 2: 137B, 155B, 177B, 193B, 219, 221Unit 3: 239B, 255B, 277B, 297B, 321, 323Unit 4: 31B, 47B, 77B, 97B, 118, 120Unit 5: 135B, 153B, 173B, 199B, 220-223Unit 6: 243B, 261B, 277B, 291B, 322-325

CCSLH: 3.2.A

c Use context to confi rm or self-correct word recognition and understanding, rereading as necessary. Unit 1: 14VUnit 3: 239B, 255B

CCSLH: 3.2.A

110







3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences









Range of Writing


111



Writing Standards


1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Unit 1: 111H-111JUnit 2: 215G-215JUnit 3: 243G-243JUnit 6: 281G-281J, 295I, 319H

CCSLH: 4.1.A

a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Unit 1: 111H-111JUnit 2: 215G-215JUnit 3: 243G-243JUnit 6: 281G-281J, 319H

CCSLH: 4.1.A

b Provide reasons that are supported by facts and details. Unit 1: 111H-111JUnit 2: 215G-215JUnit 3: 243G-243JUnit 6: 281G-281J, 295I, 319H

CCSLH: 4.1.A

c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). CCSLH: 4.1.A

d Provide a concluding statement or section related to the opinion presented. Unit 1: 111H-111JUnit 2: 215G-215JUnit 3: 243G-243JUnit 6: 281G-281J, 319H

CCSLH: 4.1.A

112



2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Unit 1: 111E, 113CUnit 2: 159H, 159I, 181J, 197G-197H, 197JUnit 4: 51J, 81H, 101G, 101I, 101J, 115H, 115I, 125A, 125BUnit 5: 139I, 157G-157J, 177I, 177J, 203I, 203J, 217G-217JUnit 6: 247I, 265I, 265J, 319H, 319J

CCSLH: 4.1.B

a Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Unit 1: 111E, 113CUnit 2: 159H, 181J, 197G, 197H, 197JUnit 4: 51J, 81H, 101I, 115H, 125BUnit 5: 157G-157J, 177I, 177J, 203J, 217JUnit 6: 265I, 265J, 319H, 319J

CCSLH: 4.1.B

b Develop the topic with facts, defi nitions, concrete details, quotations, or other information and examples related to the topic.

Unit 2: 159I, 181J, 197D, 197G-197IUnit 4: 81H, 101I, 115H, 115I, 125AUnit 5: 157I, 217H, 217IUnit 6: 247I

CCSLH: 4.1.B

c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Unit 4: 101G, 101I, 101JUnit 5: 139I, 203IUnit 6: 265I

CCSLH: 4.1.B

d Use precise language and domain-specifi c vocabulary to inform about or explain the topic. Unit 2: 159IUnit 4: 101IUnit 5: 217G-217JUnit 6: 247I

CCSLH: 4.1.B

113



e Provide a concluding statement or section related to the information or explanation presented. Unit 2: 181J, 197G-197HUnit 4: 81H, 115IUnit 5: 177IUnit 6: 265I

CCSLH: 4.1.B


Unit 1: 35G-35J, 59G-59J, 79G-79J, 99IUnit 3: 259G-259J, 301G-301J, 317G-317J

CCSLH: 4.1.C

a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Unit 1: 35G-35J, 59G-59J, 79G, 99IUnit 3: 259G-259J, 301G-301J, 317G-317J

CCSLH: 4.1.C

b Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Unit 3: 301I, 317H, 317I

CCSLH: 4.1.C

c Use a variety of transitional words and phrases to manage the sequence of events.CCSLH: 4.1.C

d Use concrete words and phrases and sensory details to convey experiences and events precisely. Unit 1: 35I, 59I, 99IUnit 3: 259G-259J, 317I

CCSLH: 4.1.C

e Provide a conclusion that follows from the narrated experiences or events. Unit 1: 79G-79J, 99IUnit 3: 259G-259J, 301G-301J, 317G

CCSLH: 4.1.C

114




4. Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specifi c expectations for writing types are defi ned in standards 1–3 above.)

Unit 1: 35G-35J, 59G-59J, 111G-111JUnit 2: 159G-159J, 197G-197J, 215G-215JUnit 3: 243G-243J, 301G-301JUnit 4: 81G-81J, 101G-101J, 115G-115JUnit 5: 139G-139J, 157G-157J, 213G-213JUnit 6: 247G-247J, 265G-265J, 281G-281J

CCSLH: 4.2.A

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)

Unit 1: 35G-35H, 59G-59H, 79I-79JUnit 2: 159G-159H, 181G-181J, 197I-197JUnit 3: 259G-259H, 301G-301IUnit 4: 81G, 81I, 101G-101J, 115JUnit 5: 139G-139H, 157I-157J, 203I-203JUnit 6: 247G-247H, 265I-265J, 281I-281J

CCSLH: 4.2.A

6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate suffi cient command of keyboarding skills to type a minimum of one page in a single sitting.

Unit 1: 121BUnit 2: 197J, 215JUnit 3: 243JUnit 4: 125BUnit 5: 139J, 157J, 157M, 177M, 203J, 217JUnit 6: 281J, 281O, 319J

CCSLH: 4.2.A


7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Unit 1: 59C-59E, 79C-79DUnit 2: 159C-159E, 181G-181J, 197G-197JUnit 3: 259C-259E, 281C-281EUnit 4: 51C-51E, 81C-81EUnit 5: 157C-157E, 177C-177EUnit 6: 265C-265D, 281C-281E

CCSLH: 4.3.A

115



8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.

Unit 1: 35C, 79E, 79O, 99C-99DUnit 2: 159O, 181H-181I, 197C-197D, 197IUnit 3: 259C, 281D, 301C-301DUnit 4: 35C, 81D, 101C-101D, 115DUnit 5: 177D-177E, 203C-203E, 203H, 217DUnit 6: 247C, 281D, 281G-281J, 295C-295D

CCSLH: 4.3.A

9. Draw evidence from literary or informational texts to support analysis, refl ection, and research. Unit 1: 35G-35H, 59G, 79G, 111G-111JUnit 2: 159G-159JUnit 4: 81G-81J, 115GUnit 5: 157G-157J, 177G, 203G-203JUnit 6: 247G-247J, 265G-265J

CCSLH: 4.3.B

a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specifi c details in the text [e.g., a character’s thoughts, words, or actions].”).

Unit 1: 35G-35H, 59G, 79G, 111G-111JUnit 4: 81G-81JUnit 5: 157G-157JUnit 6: 247G-247J, 265G-265J

CCSLH: 4.3.B

b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Unit 2: 159G-159JUnit 4: 115GUnit 5: 177G, 203G-203J

CCSLH: 4.3.B

Range of Writing


Unit 1: 35G-35J, 57A, 97A, 111G-111JUnit 2: 139A, 159G-159J, 197G-197J, 225AUnit 3: 243G-243J, 259G-259J, 281G-281JUnit 4: 33, 49A, 81G-81J, 101G-101JUnit 5: 139G-139J, 157G-157J, 201A, 227AUnit 6: 247G-247J, 265G-265J, 329A-329B

CCSLH: 4.1.A, 4.1.B, 4.1.C, 4.3.A, 4.4.A

116













1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Unit 1: 31A, 55A, 59E, 75A, 95A, 109AUnit 2: 137A, 155A, 159E, 177A, 181D, 193A, 213AUnit 3: 239A, 255A, 277A, 297A, 315A, 317EUnit 4: 31A, 35O, 47A, 77A, 97A, 113AUnit 5: 135A, 153A, 173A, 199A, 215A, 217OUnit 6: 243A, 261A, 277A, 291A

CCSLH: 5.1.A


Unit 1: 31A, 55A, 75A, 95A, 109AUnit 2: 137A, 155A, 177A, 193A, 213AUnit 3: 239A, 255A, 277A, 297A, 315AUnit 4: 31A, 35O, 47A, 77A, 97A, 113AUnit 5: 135A, 153A, 173A, 199A, 215AUnit 6: 243A, 261A, 277A, 291A

CCSLH: 5.1.A

117



b Follow agreed-upon rules for discussions and carry out assigned roles. Unit 1: 31A, 55A, 75A, 95A, 109AUnit 2: 137A, 155A, 177A, 181D, 193A, 213AUnit 3: 239A, 255A, 277A, 297A, 315AUnit 4: 31A, 35O, 47A, 77A, 97A, 113AUnit 5: 135A, 153A, 173A, 199A, 215A, 217OUnit 6: 243A, 261A, 277A, 291A

CCSLH: 5.1.A

c Pose and respond to specifi c questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Unit 1: 31A, 55A, 59E, 75A, 95A, 109AUnit 2: 137A, 155A, 159E, 177A, 181D, 193AUnit 3: 239A, 255A, 277A, 297A, 315A, 317EUnit 4: 31A, 35O, 47A, 77A, 97A, 113AUnit 5: 135A, 153A, 173A, 199A, 215A, 217OUnit 6: 243A, 261A, 277A, 291A, 319E

CCSLH: 5.1.A

d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Unit 1: 31A, 55A, 59E, 75A, 95A, 109AUnit 2: 137A, 155A, 159E, 177A, 181D, 193AUnit 3: 239A, 255A, 277A, 297A, 315A, 317EUnit 4: 31A, 35O, 47A, 77A, 97A, 113AUnit 5: 135A, 153A, 173A, 199A, 215A, 217OUnit 6: 243A, 261A, 277A, 291A, 319E

CCSLH: 5.1.A

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Unit 1: 35O, 59GUnit 2: 159OUnit 3: 243O, 281OUnit 5: 177OUnit 6: 319G

CCSLH: 5.1.B

118



3. Identify the reasons and evidence a speaker or media source provides to support particular points. Unit 2: 159OUnit 3: 243O, 259O, 281OUnit 5: 177OUnit 6: 319O

CCSLH: 5.1.B


4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Unit 1: 113CUnit 2: 181O, 217C, 225BUnit 3: 259O, 319CUnit 4: 81O, 115D, 117C-117D, 125BUnit 5: 219CUnit 6: 265O, 321C-321D

CCSLH: 5.2.A, 5.2.B, 5.2.C

a Plan and deliver a narrative presentation that: relates ideas, observations, or recollections; provides a clear context; and includes clear insight into why the event or experience is memorable.

Unit 1: 99JUnit 3: 259JUnit 4: 81OUnit 5: 139JUnit 6: 265O

CCSLH: 5.2.B, 5.2.C

5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Unit 1: 111E, 113CUnit 2: 217CUnit 3: 319CUnit 4: 35C, 81O, 115E, 125BUnit 5: 219CUnit 6: 281J, 319J

CCSLH: 5.2.A, 5.2.B, 5.2.C

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specifi c expectations.)

CCSLH: 5.2.D

119













Language Standards



Unit 2: 141M-141N, 159M-159N, 215M-215NUnit 3: 243J, 243M-243N, 259M-259NUnit 4: 51NUnit 5: 139NUnit 6: 281M, 319M

CCSLH: 6.1.A, 6.1.B, 6.1.C, 6.1.D, 6.1.E, 6.1.F, 6.1.G

a Write fl uidly and legibly in cursive or joined italics. Unit 1: 59J, 79J, 121BUnit 2: 159J, 197JUnit 3: 317J

CCSLH: 4.2.A

120



b Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

CCSLH: 6.1.D, 6.1.F

c Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. CCSLH: 6.1.C

d Use modal auxiliaries (e.g., can, may, must) to convey various conditions. CCSLH: 6.1.C

e Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

CCSLH: 6.1.E

f Form and use prepositional phrases. Unit 3: 243J, 243M-243N, 259M-259N

CCSLH: 6.1.G

g Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Unit 2: 141M-141N, 159M-159N, 215M-215NUnit 4: 51NUnit 5: 139NUnit 6: 281M, 319M

CCSLH: 6.1.A

h Correctly use frequently confused words (e.g., to, too, two; there, their). CCSLH: 6.1.J


Unit 1: 35J, 35L, 59J, 59L, 79L, 97L, 99D, 99J, 111LUnit 2: 141L, 159J, 159L, 159M, 181L, 197L, 197M, 197N, 215LUnit 3: 243L, 259L, 281L, 301L, 317H, 317LUnit 4: 35L, 51L, 81L, 101J, 101L, 115L-115NUnit 5: 139J, 177M, 203J, 217I, 217J, 217M, 217NUnit 6: 247J, 247L, 265J, 265L, 281L, 295C, 295N, 319N

CCSLH: 6.1.H, 6.1.I, 6.1.J

a Use correct capitalization. Unit 1: 35J, 59J, 99JUnit 5: 139J, 203J, 217JUnit 6: 247J, 265J

CCSLH: 6.1.H

121



b Use commas and quotation marks to mark direct speech and quotations from a text. Unit 1: 99DUnit 2: 197D, 197IUnit 3: 317HUnit 4: 115M-115NUnit 5: 217I, 217JUnit 6: 295C, 319N

CCSLH: 6.1.I

c Use a comma before a coordinating conjunction in a compound sentence. Unit 2: 159J, 159M, 197M, 197NUnit 6: 295N

CCSLH: 6.1.I

d Spell grade-appropriate words correctly, consulting references as needed. Unit 1: 35J, 35L, 59L, 79L, 97L, 111LUnit 2: 141L, 159L, 181L, 197L, 215LUnit 3: 243L, 259L, 281L, 301L, 317LUnit 4: 35L, 51L, 81L, 101J, 101L, 115LUnit 5: 177M, 203J, 217M, 217NUnit 6: 247L, 265J, 265L, 281L

CCSLH: 6.1.J


3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Unit 1: 35I, 59I, 99I, 121AUnit 2: 159I, 215OUnit 3: 259I, 317IUnit 5: 217G-217HUnit 6: 265O, 281I, 295I, 319I

CCSLH: 6.2.A, 6.2.B, 6.2.C

122



a Choose words and phrases to convey ideas precisely. Unit 1: 35I, 59I, 99I, 121AUnit 2: 159I, 215OUnit 3: 317IUnit 5: 217G-217HUnit 6: 265O, 295I

CCSLH: 6.2.A

b Choose punctuation for effect. CCSLH: 6.2.B

c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Unit 3: 259IUnit 6: 281I, 295I, 319I

CCSLH: 6.2.C


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing fl exibly from a range of strategies.

Unit 1: 36O, 37, 60O, 80O, 80, 99L, 100P, 101Unit 2: 124, 142O, 142, 160O, 160-161, 182, 193B, 198P, 198Q,

198, 215LUnit 3: 228, 244Q, 244, 259L, 260, 282O-282P, 282, 302P, 302Q, 302Unit 4: 14U-14W, 14, 33A, 36Q, 36, 51L, 52O, 52, 81L, 82, 102, 115LUnit 5: 128U-128X, 128, 140P-140Q, 140, 157L, 177M, 178Q, 178,

203M, 205Unit 6: 230U, 230, 248, 266O, 282O, 282, 296O-296P, 300

CCSLH: 6.3.A, 6.3.B, 6.3.C, 6.3.D

a Use context (e.g., defi nitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Unit 1: 37, 101Unit 2: 124, 142, 182, 198Unit 3: 228, 244, 260, 282, 302Unit 4: 14, 33A, 36, 52, 82, 102Unit 5: 140, 178, 205Unit 6: 230, 248, 282, 300

CCSLH: 6.3.B

123



b Use common, grade-appropriate Greek and Latin affi xes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Unit 1: 36O, 60O, 80O, 80, 99L, 100PUnit 2: 142O, 160O, 160-161, 198Q, 215LUnit 3: 244Q, 259L, 282O-282P, 302P, 302QUnit 4: 14U-14W, 36Q, 51L, 52O, 81LUnit 5: 128U-128X, 128, 140P-140Q, 178QUnit 6: 266O, 282O, 296O-296P

CCSLH: 6.3.C

c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to fi nd the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas.

Unit 2: 181L, 193B, 198PUnit 4: 51L, 81L, 115LUnit 5: 157L, 177M, 203M, 217M-217NUnit 6: 230U

CCSLH: 6.3.D


Unit 1: 14U, 60P, 60R, 114, 116Unit 2: 141O, 187, 198P, 218Unit 3: 273, 289, 290Unit 4: 91, 95Unit 5: 140O, 146, 165, 167, 209Unit 6: 230U-230V, 266P, 277, 293A, 296Q, 309, 313, 324

CCSLH: 6.3.E, 6.3.F, 6.3.G

a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Unit 1: 114, 116Unit 2: 141O, 187, 218Unit 3: 273, 289, 290Unit 5: 165, 167, 209Unit 6: 277, 324

CCSLH: 6.3.E

b Recognize and explain the meaning of common idioms, adages, and proverbs. Unit 4: 91, 95Unit 5: 146Unit 6: 293A, 309, 313

CCSLH: 6.3.F

124



c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Unit 1: 14U, 60P, 60RUnit 2: 198PUnit 5: 140OUnit 6: 230U-230V, 266P, 296Q

CCSLH: 6.3.G

6. Acquire and use accurately grade-appropriate general academic and domain-specifi c words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Unit 1: 15, 35O, 37, 61, 80, 101Unit 2: 125, 141O, 142, 161, 183, 199Unit 3: 229, 245, 261, 282, 283, 303Unit 4: 15, 37, 53, 83, 103Unit 5: 129, 141, 159, 179, 205Unit 6: 231, 249, 266, 281H, 283

CCSLH: 6.3.H

Language Progressive Skills

Below are the grade 3 asterisked (*) Language standards indicated by CCSS to be particularly likely to require continued attention in grade 4 as they are applied to increasingly sophisticated writing and speaking.


3.1.f Ensure subject-verb and pronoun-antecedent agreement. Unit 1: 99M, 99N, 121BUnit 2: 141N, 181MUnit 4: 35M, 35N, 101NUnit 5: 203N, 217JUnit 6: 247N

CCSLH: 6.1.C, 6.1.D

125




3.3.a Choose words and phrases for effect. Unit 1: 35I, 59I, 99I, 111I, 121AUnit 2: 215I, 215OUnit 3: 243G-243I, 259H, 301I, 317IUnit 5: 217G-217IUnit 6: 281G-281I, 295G-295I, 319G-319I

CCSLH: 6.2.A

126



Notes

127






Craft and Structure










KEY



Reading for Literature


1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit 1: 87, 95SUnit 5: 575, 577Unit 6: 631, 655, 663, 665, 669S

*CCSLH : 1.1.A

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem refl ects upon a topic; summarize the text.

Unit 1: 55A, 91A, 95S, 121S, 126, 127Unit 2: 185S, 219Unit 3: 260, 266, 271AUnit 5: 570, 574, 576, 577A, 579SUnit 6: 621A, 635, 637A, 650, 654, 658, 664, 665A, 669S

CCSLH: 1.1.B, 1.1.C

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specifi c details in the text (e.g., how characters interact).

Unit 1: 45, 91

CCSLH: 1.1.D, 1.1.E, 1.1.F

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including fi gurative language such as metaphors and similes.

Unit 1: 20, 40, 60, 78, 96Unit 2: 134, 150, 186, 200, 218–219Unit 3: 226, 254, 262, 276, 322Unit 4: 350, 384, 402Unit 5: 460, 494, 544, 562Unit 6: 610, 625T, 626, 642, 670

CCSLH: 1.2.A, 1.2.B

5. Explain how a series of chapters, scenes, or stanzas fi ts together to provide the overall structure of a particular story, drama, or poem.

Unit 6: 651

CCSLH: 1.2.C, 1.2.D, 1.2.E

6. Describe how a narrator’s or speaker’s point of view infl uences how events are described. Unit 1: 27, 35, 37A, 55, 67

CCSLH: 1.2.F

129




7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fi ction, folktale, myth, poem).

Unit 4: 452

CCSLH: 1.3.A


9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

CCSLH: 1.3.B


10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and profi ciently.

Unit 2: 218–219Unit 3: 256–271Unit 4: 452–453Unit 5: 497–509, 582–583Unit 6: 612–621, 628–637, 686–687

Reading selections in the Grade 5 Student Anthology and Leveled Readers in SRA Imagine It! fall within the recommended Lexile range 770–980 required by the Common Core State Standards for grades 4–5.



1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit 1: 106Unit 3: 291, 293Unit 4: 374, 394, 407, 409, 413, 445Unit 5: 470, 476, 484, 533, 535, 543S, 549, 551Unit 6: 598, 677, 680, 681

CCSLH: 2.1.A

130



2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Unit 1: 101, 103 Unit 3: 244, 248, 290, 310, 327, 333, 334, 335Unit 4: 361, 372, 374, 378, 389, 391, 392, 396Unit 5: 464–467, 469, 474, 477, 481, 483, 520, 528, 538Unit 6: 676, 680, 683S

CCSLH: 2.1.B, 2.1.C

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientifi c, or technical text based on specifi c information in the text.

Unit 1: 94–95, 113, 115, 119Unit 2: 143, 145, 184, 193, 195, 198, 211Unit 3: 231, 233, 235, 243, 249, 296Unit 4: 357, 375, 439Unit 5: 487, 501, 557Unit 6: 603, 608

CCSLH: 2.1.D, 2.1.E, 2.1.F

Craft and Structure

4. Determine the meaning of general academic and domain-specifi c words and phrases in a text relevant to a grade 5 topic or subject area. (See grade 5 Language standards 4–6 for additional expectations.)

Unit 1: 20–21, 40–41, 60–61, 78–79, 96–97Unit 2: 134–135, 150–151, 166–167, 186–187, 200–201Unit 3: 226–227, 254–255, 276–277, 298–299, 322–333Unit 4: 350–351, 366–367, 384–385, 402–403, 430–431Unit 5: 460–461, 494–495, 514–515, 544–545, 562–563Unit 6: 590–591, 610–611, 626–627, 642–643, 670–671

CCSLH: 2.2.A, 2.2.B

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

CCSLH: 2.2.C

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

CCSLH: 2.2.D


7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem effi ciently.

Unit 4: 400–401Unit 5: 513, 542

CCSLH: 2.3.A

131



8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Unit 2: 139, 141

CCSLH: 2.3.B

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Unit 1: 121C–121E, 123C–123FUnit 2: 215C–215E, 217C–217FUnit 3: 337C–337E, 339C–339FUnit 4: 449C–449E, 451C–451FUnit 5: 579C–579E, 581C–581FUnit 6: 683C–683E, 685C–685F

CCSLH: 2.3.C


10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and profi ciently.

Unit 1: 98–119Unit 2: 136–145, 188–195Unit 3: 279–293, 338–339Unit 4: 352–361, 368–379Unit 5: 546–557




3. Know and apply grade-level phonics and word analysis skills in decoding words. Unit 1: 20U, 29, 40O, 60O, 83, 86Unit 2: 134U, 134V, 142, 157, 166O, 166Q, 178, 186O, 186Q, 191Unit 3: 226U, 236, 254O, 287, 289, 298O, 305Unit 4: 350S, 356, 366O, 373, 384O, 395Unit 5: 494O, 498, 514O, 544O, 554, 562O, 562PUnit 6: 590W, 590X, 596, 610O, 616, 626O, 636

CCSLH: 3.1.A

132



a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affi xes) to read accurately unfamiliar multisyllabic words in context and out of context.

Unit 1: 20U, 29, 40O, 60O, 83, 86Unit 2: 134U, 134V, 142, 157, 166O, 166Q, 178, 186O, 186Q, 191Unit 3: 226U, 236, 254O, 287, 289, 298O, 305Unit 4: 350S, 356, 366O, 373, 384O, 395Unit 5: 494O, 498, 514O, 544O, 554, 562O, 562PUnit 6: 590W, 590X, 596, 610O, 616, 626O, 636 CCSLH: 3.1.A

Fluency

4. Read with suffi cient accuracy and fl uency to support comprehension. Unit 1: 35B, 39T, 55B, 62D, 73B, 77T, 126Unit 2: 136D, 145B, 149T, 161B, 181B, 188D, 213B, 218 Unit 3: 249B, 271B, 275T, 293B, 317B, 342 Unit 4: 361B, 379B, 383T, 386D, 397B, 452 Unit 5: 462D, 489B, 513T, 539B, 577B, 582 Unit 6: 605B, 621B, 637B, 641T, 665B, 686

CCSLH: 3.2.A

a Read on-level text with purpose and understanding. Unit 1: 35B, 39T, 55B, 73B, 126Unit 2: 145B, 149T, 161B, 181B, 218Unit 3: 249B, 271B, 275T, 293B, 317B, 342Unit 4: 361B, 379B, 383T, 397B, 452Unit 5: 489B, 513T, 539B, 577B, 582Unit 6: 605B, 637B, 641T, 665B, 686

CCSLH: 3.2.A


Unit 1: 35B, 39T, 55B, 73B, 126Unit 2: 145B, 149T, 161B, 181B, 218Unit 3: 249B, 271B, 275T, 293B, 317B, 342Unit 4: 361B, 379B, 383T, 397B, 452Unit 5: 489B, 513T, 539B, 577B, 582Unit 6: 605B, 637B, 641T, 665B, 686

CCSLH: 3.2.A

133



c Use context to confi rm or self-correct word recognition and understanding, rereading as necessary. Unit 1: 73B, 77TUnit 2: 145B, 161B, 213BUnit 3: 249B, 293BUnit 4: 361B, 379B Unit 5: 539BUnit 6: 605B, 621B

CCSLH: 3.2.A














Range of Writing


134



Writing Standards


1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Unit 2: 149G–149J, 165G–165JUnit 4: 383G–383HUnit 6: 609G–609J CCSLH: 4.1.A

a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Unit 2: 149G–149I, 165G–165JUnit 4: 383G–383HUnit 6: 609G–609J

CCSLH: 4.1.A

b Provide logically ordered reasons that are supported by facts and details. Unit 2: 149G–149I, 165G–165IUnit 4: 383G–383HUnit 6: 609G–609J

CCSLH: 4.1.A

c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifi cally). Unit 2: 149J

CCSLH: 4.1.A

d Provide a concluding statement or section related to the opinion presented. Unit 2: 149G–149JUnit 4: 383G–383IUnit 6: 609G–609J

CCSLH: 4.1.A

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Unit 1: 39G–39J, 59G–59J, 95G–95J, 77I, 77J, 95G–95I, 121G–121J, 131A–131B

Unit 2: 185G–185J, 199G–199J, 215G–215J, 223BUnit 3: 253G–253J, 275G–275J, 297G–297J, 321G–321J, 337JUnit 4: 365G–365H Unit 5: 493G–493I, 513G–513I, 543I, 543J, 561J, 579G–579J CCSLH: 4.1.B

135



a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Unit 1: 39G–39J, 59G–59J, 77J, 95J, 121G–121I, 131BUnit 2: 185G–185J, 199G–199J, 215G–215J, 223BUnit 3: 253G–253J, 275G–275J, 297G–297J, 321G–321J, 337JUnit 4: 365G–365H Unit 5: 493G–493J, 543J

CCSLH: 4.1.B

b Develop the topic with facts, defi nitions, concrete details, quotations, or other information and examples related to the topic.

Unit 1: 39G–39I, 59G–59I, 77J, 121H–121IUnit 2: 185G–185J, 199G–199I, 215G–215JUnit 3: 253G–253J, 275G–275J, 297G–297J, 321G–321JUnit 5: 493G–493I, 513G–513I, 543I, 561J, 579G–579J

CCSLH: 4.1.B

c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

Unit 1: 121JUnit 2: 199G–199H Unit 3: 275I, 321J

CCSLH: 4.1.B

d Use precise language and domain-specifi c vocabulary to inform about or explain the topic. Unit 1: 77I, 95G–95I, 121J, 131AUnit 5: 493G–493I

CCSLH: 4.1.B

e Provide a concluding statement or section related to the information or explanation presented. Unit 1: 95G–95H, 121IUnit 2: 199G–199H, 215JUnit 3: 253I, 275J, 321JUnit 5: 493G–493J

CCSLH: 4.1.B


Unit 4: 401G–401J, 429G–429J, 457AUnit 6: 641G–641J, 669G–669J

CCSLH: 4.1.C

136



a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Unit 4: 401G–401J, 429G–429IUnit 6: 641G–641J

CCSLH: 4.1.C

b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Unit 4: 401G–401J, 429G–429JUnit 6: 641G–641J, 669G–669J

CCSLH: 4.1.C

c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Unit 4: 457A

CCSLH: 4.1.C

d Use concrete words and phrases and sensory details to convey experiences and events precisely. Unit 4: 401J, 429G–429JUnit 6: 641J, 669G–669J

CCSLH: 4.1.C

e Provide a conclusion that follows from the narrated experiences or events. Unit 4: 401G–401I, 429G–429HUnit 6: 641G–641J, 669G–669J

CCSLH: 4.1.C


4. Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specifi c expectations for writing types are defi ned in standards 1–3 above.)

Unit 1: 39G–39J, 59G–59J, 77G–77J, 95G–95J, 121G–121J, 131A–131B

Unit 2: 149G–149J, 185G–185J, 199G–199J, 215G–215J, 223A–223B

Unit 3: 253G–253J; 275G–275J, 297G–297J, 321G–321J, 337G–337J


Unit 5: 493G–493J, 513G–513J

CCSLH: 4.2.A

137



5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)


Unit 2: 149G–149J, 185G–185J, 199G–199J, 215G–215J, 223A–223B

Unit 3: 253G–253J, 297G–297J, 321G–321J, 337G–337JUnit 4: 365G–365J, 383G–383J, 401G–401J, 429G–429J,

449G–449JUnit 5: 493G–493J, 513G–513J

CCSLH: 4.2.A

6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate suffi cient command of keyboarding skills to type a minimum of two pages in a single sitting.

Unit 1: 95JUnit 2: 149J, 199J, 223BUnit 3: 337JUnit 4: 457B

CCSLH: 4.2.A


7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Unit 1: 77G–77JUnit 2: 185G–185J, 199G–199JUnit 3: 297G–297JUnit 4: 449G–449I

CCSLH: 4.3.A

8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and fi nished work, and provide a list of sources.

Unit 1: 77G–77HUnit 2: 185G–185J, 215G–215I Unit 3: 297G–297J, 321G–321JUnit 4: 449G–449IUnit 5: 561G–561J

CCSLH: 4.3.A

138



9. Draw evidence from literary or informational texts to support analysis, refl ection, and research. Unit 1: 56–57, 74–75, 92–93, 120–121Unit 2: 146–147, 162–163, 182–183, 196–197, 214–215Unit 3: 250–251, 272–273, 294–295, 318–319, 336–337Unit 4: 362–363, 380–381, 398–399, 426–427, 448–449Unit 5: 490–491, 510–511, 540–541, 558–559, 578–579 Unit 6: 606–607, 622–623, 638–639, 666–667, 682–683

CCSLH: 4.3.B

a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specifi c details in the text [e.g., how characters interact]”).

Unit 1: 39G–39J, 59G–59J Unit 5: 513G–513JUnit 6: 625G–625J

CCSLH: 4.3.B

b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Unit 1: 121G–121HUnit 3: 253G–253J

CCSLH: 4.3.B

Range of Writing


Unit 2: 165G–165J, 185G–185J; 199G–199JUnit 3: 275G–275J, 297F–297J, 321G–321J, 337G–337J, 347A–347BUnit 4: 365G–365J, 383G–383JUnit 5: 493G–493J, 543G–543J, 561G–561J, 579G–579J, 587A–587B

CCSLH: 4.1.A, 4.1.B, 4.1.C, 4.3.A, 4.4.A






139









1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Unit 1: 35A, 55A, 73A, 91A, 119A, 123C–123FUnit 2: 145A, 161A, 181A, 185M, 195A, 213A, 217C–217F Unit 3: 249A, 271A, 293A, 317A, 335A, 339C–339F Unit 4: 361A, 365M, 379A, 397A, 425A, 447A, 451C–451F Unit 5: 489A, 509A, 539A, 557A, 577A, 581C–581F Unit 6: 605A, 621A, 637A, 665A, 669J, 681A , 685C–685F CCSLH: 5.1.A


Unit 1: 35A, 55A, 73A, 91A, 119AUnit 2: 145A, 161A, 181A, 195A, 213AUnit 3: 249A, 271A, 293A, 317A, 335AUnit 4: 361A, 379A, 397A, 425A, 447AUnit 5: 489A, 509A, 539A, 557A, 577A Unit 6: 605A, 621A, 637A, 665A, 681A

CCSLH: 5.1.A

b Follow agreed-upon rules for discussions and carry out assigned roles. Unit 1: 35A, 55A, 73A, 91A, 119AUnit 2: 145A, 161A, 181A, 195A, 213AUnit 3: 249A, 271A, 293A, 317A, 335AUnit 4: 361A, 379A, 397A, 425A, 447AUnit 5: 489A, 509A, 539A, 557A, 577A, 581E Unit 6: 605A, 621A, 637A, 665A, 669J, 681A CCSLH: 5.1.A

140



c Pose and respond to specifi c questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Unit 1: 35A, 55A, 73A, 91A, 119AUnit 2: 145A, 161A, 181A, 185M, 195A, 213AUnit 3: 249A, 271A, 293A, 317A, 335AUnit 4: 361A, 365M, 379A, 397A, 425A, 447AUnit 5: 489A, 509A, 539A, 557A, 577AUnit 6: 605A, 621A, 637A, 665A, 681A

CCSLH: 5.1.A

d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Unit 1: 123C–123FUnit 2: 217C–217FUnit 3: 339C–339FUnit 4: 451C–451FUnit 5: 581C–581FUnit 6: 685C–685F

CCSLH: 5.1.A

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Unit 1: 20TUnit 2: 134SUnit 3: 226TUnit 4: 350RUnit 5: 460SUnit 6: 590U

CCSLH: 5.1.B

3. Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies.

Unit 4: 401O, 401V, 449O, 449VUnit 5: 543O

CCSLH: 5.1.B

141




4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Unit 1: 77O, 77V, 121O, 123C–123FUnit 2: 217C–217FUnit 3: 339C–339FUnit 4: 451C–451FUnit 5: 581C–581FUnit 6: 669O, 685C–685F

CCSLH: 5.2.A, 5.2.B

a Plan and deliver an opinion speech that: states an opinion, logically sequences evidence to support the speaker’s position, uses transition words to effectively link opinions and evidence (e.g., consequently and therefore), and provides a concluding statement related to the speaker’s position.

Unit 1: 121O, 121V Unit 4: 383O, 383V CCSLH: 5.2.B

b Memorize and recite a poem or section of a speech or historical document using rate, expression, and gestures appropriate to the selection.

Unit 1: 124 Unit 2: 218Unit 3: 340, 342Unit 4: 452Unit 5: 582Unit 6: 686 CCSLH: 1.2.C

5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Unit 1: 121C–121DUnit 2: 217C–217EUnit 3: 339C–339FUnit 4: 451C–451FUnit 5: 581C–581FUnit 6: 685C–685F

CCSLH: 5.2.A, 5.2.B

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specifi c expectations.)

Unit 1: 59O, 59V, 123DUnit 2: 199I, 215J, 217D Unit 3: 337G–337HUnit 4: 365G–365JUnit 6: 641O

CCSLH: 5.2.C

142













Language Standards



Unit 1: 39M, 121M, 121N, 131H Unit 2: 149M, 149N, 165N, 215M, 215N, 223HUnit 3: 275M, 275N, 337N, 347HUnit 5: 493J, 493M, 493N, 579M, 579N, 587H Unit 6: 609M, 609N, 641M, 683M

CCSLH: 6.1.A, 6.1.B, 6.1.C, 6.1.D, 6.1.E, 6.1.F, 6.1.G

a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Unit 2: 165N, 215NUnit 3: 275M, 275N, 337NUnit 6: 641M

CCSLH: 6.1.G

143



b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. Unit 5: 493M, 493N, 579MUnit 6: 683M

CCSLH: 6.1.C

c Use verb tense to convey various times, sequences, states, and conditions. Unit 1: 39M, 121MUnit 2: 149MUnit 5: 493M, 493N, 579MUnit 6: 609M, 683M

CCSLH: 6.1.C

d Recognize and correct inappropriate shifts in verb tense. Unit 5: 493J

CCSLH: 6.1.C

e Use correlative conjunctions (e.g., either/or, neither/nor). CCSLH: 6.1.G


Unit 1: 39J, 59J, 95J, 131BUnit 2: 199J, 223BUnit 3: 321M, 337IUnit 4: 365J, 383J, 429J, 449M, 457BUnit 6: 625J, 669J, 669N, 683N

CCSLH: 6.1.H, 6.1.I, 6.1.J, 6.1.K

a Use punctuation to separate items in a series. Unit 1: 95MUnit 5: 543M

CCSLH: 6.1.I

b Use a comma to separate an introductory element from the rest of the sentence. Unit 1: 95M Unit 5: 543M

CCSLH: 6.1.I

c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

CCSLH: 6.1.I

144



d Use underlining, quotation marks, or italics to indicate titles of works. Unit 6: 669N

CCSLH: 6.1.J

e Spell grade-appropriate words correctly, consulting references as needed. Unit 1: 39L, 59L, 77L, 95L, 121LUnit 2: 149L, 165L, 185L, 199L, 215LUnit 3: 253L, 275L, 297L, 321L, 337L Unit 4: 365L, 383L, 401L, 429L, 449LUnit 5: 493L, 513L, 543L, 561L, 579L Unit 6: 609L, 625L, 641L, 669L, 683L

CCSLH: 6.1.K


3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Unit 1: 20XUnit 2: 134XUnit 3: 226V, 253I, 337IUnit 4: 365I, 384P, 402RUnit 5: 587AUnit 6: 590X, 610R, 626R, 670P

CCSLH: 6.2.A, 6.2.B, 6.2.C, 6.2.D

a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Unit 1: 20XUnit 2: 134XUnit 3: 226V, 253I, 337IUnit 4: 365I, 384P, 402RUnit 5: 587AUnit 6: 590X, 610R, 626R, 670P

CCSLH: 6.2.C

b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Unit 5: 521, 523, 525

CCSLH: 6.2.D

145





Unit 1: 20, 20W, 40, 40P, 40Q, 57A, 60, 78, 96 Unit 2: 134, 145B, 149I, 150, 161B, 186, 186Q, 200, 200Q, 213B,

150QUnit 3: 226, 254, 276, 322 Unit 4: 350, 350U, 350V, 384, 402Unit 5: 460, 460W, 494, 544, 562, 562Q, 579QUnit 6: 610, 610P, 610Q, 626, 642, 670, 670Q

CCSLH: 6.3.A, 6.3.B, 6.3.C, 6.3.D

a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Unit 1: 20, 40, 60, 78, 96Unit 2: 134, 150, 186, 200Unit 3: 226, 254, 276, 322Unit 4: 350, 384, 402Unit 5: 460, 494, 544, 562Unit 6: 610, 626, 642, 670

CCSLH: 6.3.B

b Use common, grade-appropriate Greek and Latin affi xes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Unit 1: 20W, 40P, 40QUnit 2: 186Q, 200QUnit 4: 350U, 350VUnit 5: 460WUnit 6: 610P, 670Q

CCSLH: 6.3.C

c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to fi nd the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas.

Unit 1: 20W, 40P, 57A, 121JUnit 2: 145B, 149I, 150Q, 161B, 213BUnit 3: 254PUnit 4: 383IUnit 5: 562QUnit 6: 610Q

CCSLH: 6.3.D

146




Unit 1: 20W, 39Q, 60O–60P, 96Q–96R, 121QUnit 2: 166O–166P, 185Q, 218–219Unit 3: 254O–254Q, 262, 275Q, 298P, 321Q, 322PUnit 4: 402O–402P, 402R, 430O–430PUnit 5: 513H, 514Q, 514R, 544O–544R, 567, 571, 579T Unit 6: 590W–590X, 590Z, 609Q, 625T, 670Q–670R

CCSLH: 6.3.E, 6.3.F, 6.3.G

a Interpret fi gurative language, including similes and metaphors, in context. Unit 2: 218–219 Unit 3: 262Unit 5: 493O, 513HUnit 6: 625T

CCSLH: 6.3.E

b Recognize and explain the meaning of common idioms, adages, and proverbs. Unit 5: 567, 571, 579T

CCSLH: 6.3.F

c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Unit 1: 20W, 39Q, 60O–60P, 96Q–96R, 121QUnit 2: 166O–166P, 185QUnit 3: 254O–254Q, 275Q, 298P, 321Q, 322PUnit 4: 402O–402P, 402R, 430O–430PUnit 5: 514Q, 514R, 544O–544RUnit 6: 590W–590X, 590Z, 609Q, 670Q–670R

CCSLH: 6.3.G

6. Acquire and use accurately grade-appropriate general academic and domain-specifi c words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)

Unit 1: 20–21, 40–41, 60–61, 78–79, 96–97, 121JUnit 2: 134–135, 150–151, 166–167, 186–187, 200–201Unit 3: 226–227, 254–255, 276–277, 298–299, 322–333Unit 4: 350–351, 366–367, 384–385, 402–403, 430–431Unit 5: 460–461, 494–495, 514–515, 544–545, 562–563Unit 6: 590–591, 610–611, 626–627, 642–643, 670–671

CCSLH: 6.3.H

147




Below are the grades 3 and 4 asterisked (*) Language standards indicated by CCSS to be particularly likely to require continued attention in grade 5 as they are applied to increasingly sophisticated writing and speaking.


3.1.f Ensure subject-verb and pronoun-antecedent agreement. Unit 4: 429J, 429N, 449NUnit 6: 669J, 669N

CCSLH: 6.1.C, 6.1.D

4.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Unit 4: 429J, 429M, 449N

CCSLH: 6.1.A

4.1.g Correctly use frequently confused words (e.g., to/too/two; there/their). Unit 5: 579M, 587B Unit 6: 683N

CCSLH: 6.1.K


3.3.a Choose words and phrases for effect. Unit 1: 77G–77J, 95G–95I, 121I–121J, 131AUnit 2: 149G–149JUnit 4: 383G–383I

CCSLH: 6.2.A

4.3.a Choose words and phrases to convey ideas precisely. Unit 1: 77G–77I, 121I–121JUnit 2: 149G–149J Unit 4: 383I

CCSLH: 6.2.A

4.3.b Choose punctuation for effect. CCSLH: 6.2.B

148



Notes

149






Craft and Structure





7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.






Reading for Literature


1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Unit 1: 24, 26, 28, 30, 34, 43Unit 2: 168, 170, 172, 175 Unit 3: 337, 339, 343, 356, 364, 365 Unit 4: 384, 388, 395, 444, 448, 451 Unit 5: 542, 545, 549, 578, 580, 585 Unit 6: 690, 692, 694, 695, 696, 697

*CCSLH: 1.1.A

2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Unit 1: 38, 42, 43, 44–45 Unit 2: 169, 174, 175, 176–177 Unit 3: 340, 342, 360, 364, 366–367 Unit 4: 395, 396–397, 444, 449, 450 Unit 5: 549, 550–551, 580, 586–587 Unit 6: 697, 698–699

CCSLH: 1.1.B, 1.1.C

3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Unit 1: 27, 31, 35, 43 Unit 2: 171, 173, 175 Unit 3: 337, 343, 353, 361, 363 Unit 4: 387, 389, 451 Unit 5: 543, 549 Unit 6: 693

CCSLH: 1.1.D

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including fi gurative and connotative meanings; analyze the impact of a specifi c word choice on meaning and tone.(See grade 6 Language standards 4-6 for additional expectations.)

Unit 1: 29, 37 Unit 2: 170, 258–259 Unit 3: 335, 341, 355, 359 Unit 4: 443 Unit 5: 543, 547, 579, 580 Unit 6: 702–703

CCSLH: 1.2.A, 1.2.B

151



5. Analyze how a particular sentence, chapter, scene, or stanza fi ts into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Unit 1: 37, 136–137 Unit 2: 171, 174, 258–259 Unit 3: 339, 363, 370/371–372/373 Unit 4: 389, 394, 445, 449, 486–487 Unit 5: 547, 581, 590–591 Unit 6: 695, 702–703

CCSLH: 1.2.C, 1.2.D, 1.2.E

6. Explain how an author develops the point of view of the narrator or speaker in a text. Unit 1: 33 Unit 4: 385, 441, 443 Unit 6: 691, 697

CCSLH: 1.2.F


7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Unit 1: 22Unit 2: 166 Unit 3: 333, 350Unit 4: 383, 438, 486–487 Unit 5: 540, 577, 590–591 Unit 6: 688, 702–703

CCSLH: 1.3.A


9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Unit 4: 452, 486–487

CCSLH: 1.3.B

152




10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band profi ciently, with scaffolding as needed at the high end of the range.

Unit 1: 22–45, 136–137 Unit 2: 166–177, 258–259 Unit 3: 332–345, 350–367, 370/371–372/373 Unit 4: 382–397, 438–453, 486–487 Unit 5: 540–551, 576–580, 590–591 Unit 6: 688–699, 702–703




1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Unit 1: 54, 71, 83, 107, 111, 123 Unit 2: 149, 153, 159, 207, 231, 253 Unit 3: 272, 281, 299, 320, 324, 325 Unit 4: 405, 409, 427, 431, 476, 481 Unit 5: 506, 507, 526, 533, 562, 569 Unit 6: 613, 629, 631, 675, 679, 681

CCSLH: 2.1.A

2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Unit 1: 65, 67, 71Unit 2: 150, 158, 188, 245, 247, 251 Unit 3: 291, 292, 293, 298, 309, 311 Unit 4: 406, 411, 416 Unit 5: 505, 518, 526, 532, 562 Unit 6: 604, 609, 610, 668, 674, 680

CCSLH: 2.1.B, 2.1.C

153



3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Unit 1: 103, 109, 125, 129 Unit 2: 185, 191, 193 Unit 3: 271, 319 Unit 4: 407, 413, 429, 465, 467, 473 Unit 5: 525, 527, 531, 561, 563, 583 Unit 6: 603, 611, 623, 653, 655

CCSLH: 2.1.D

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including fi gurative, connotative, and technical meanings.(See grade 6 Language standards 4-6 for additional expectations.)

Unit 1: 81, 89 Unit 2: 187, 229–230 Unit 3: 295, 313, 315, 321, 323 Unit 4: 431 Unit 5: 519, 523, 529, 585 Unit 6: 605, 607, 649, 669, 671, 677

CCSLH: 2.2.A, 2.2.B

5. Analyze how a particular sentence, paragraph, chapter, or section fi ts into the overall structure of a text and contributes to the development of the ideas.

Unit 1: 54, 63, 69, 130, 134–135 Unit 2: 151, 223, 234–235, 243, 249 Unit 3: 271, 273, 284–285, 328–329, 346–347 Unit 4: 398–399, 407, 413, 420–421, 463, 477, 484–485 Unit 5: 503, 507, 510–511, 562, 564–565 Unit 6: 627, 633, 645, 660–661, 700–701

CCSLH: 2.2.C

a Analyze the use of text features (e.g., graphics, headers, captions) in popular media. Unit 1: 134–135 Unit 2: 234–235 Unit 3: 284–285 Unit 4: 398–399, 420–421, 484–485 Unit 6: 660–661, 700–701

CCSLH: 2.2.C

154



6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Unit 1: 55, 61, 85, 87, 91, 127 Unit 2: 241 Unit 3: 297 Unit 5: 581

CCSLH: 2.2.D


7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Unit 1: 63, 69, 134–135 Unit 2: 162–163, 199, 205, 243, 249 Unit 3: 275, 284–285, 302–303, 346–347 Unit 4: 398–399, 415, 420–421, 434–435, 472–473, 484–485 Unit 5: 517, 530, 552–553, 562, 572–573, 588–589 Unit 6: 614–615, 630–631, 638–639, 684–685

CCSLH: 2.3.A

8. Trace and evaluate the argument and specifi c claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Unit 1: 134–135 Unit 2: 157, 227, 229, 234–235 Unit 3: 277, 279 Unit 4: 398–399 Unit 6: 673

CCSLH: 2.3.B

9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Unit 1: 49AUnit 2: 163A, 253Unit 6: 654–657, 660–661

CCSLH: 2.3.C

155




10. By the end of the year, read and comprehend literary nonfi ction in the grades 6–8 text complexity band profi ciently, with scaffolding as needed at the high end of the range.

Unit 1: 52–73, 78–93, 98–113, 118–133 Unit 2: 146–161, 182–209, 214–233, 238–255 Unit 3: 268–283, 288–301, 306–327 Unit 4: 402–419, 424–433, 458–483 Unit 5: 496–509, 514–535, 556–571, 581–587 Unit 6: 600–613, 618–637, 642–659, 664–683














156




Range of Writing


Writing Standards


1. Write arguments to support claims with clear reasons and relevant evidence. Unit 3: 303G–303H, 303J, 329G–329JUnit 4: 399G–399J, 483I–483J, 491B

CCSLH: 5.1.A

a Introduce claim(s) and organize the reasons and evidence clearly. Unit 3: 303G–303H, 329IUnit 4: 399G–399H, 483I, 491B

CCSLH: 5.1.A

b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Unit 3: 303J, 329G–329HUnit 4: 399H, 483J, 491B

CCSLH: 5.1.A

c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Unit 3: 303J, 329H Unit 4: 399I, 483J

CCSLH: 5.1.A

d Establish and maintain a formal style. Unit 3: 303J, 329G, 329I Unit 4: 399H, 399J, 483I–483J

CCSLH: 5.1.A

e Provide a concluding statement or section that follows from the argument presented. Unit 3: 303J, 329G, 329I Unit 4: 399H, 483I

CCSLH: 5.1.A

157



2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Unit 1: 75G–75J, 95G–95I, Unit 2: 163G–163I, 179G–179H, 179J, 211G–211J, 235G–235IUnit 3: 285G–285JUnit 4: 435G–435J, 455G–455HUnit 5: 511J, 537G–537I, 595BUnit 6: 661I–661J, 685G–685I

CCSLH: 5.1.B

a Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as defi nition, classifi cation, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Unit 1: 75G–75JUnit 2: 163G–163H, 211G–211JUnit 3: 285G–285HUnit 4: 435G, 455HUnit 5: 511J, 537G–537I, 595BUnit 6: 661I

CCSLH: 5.1.B

b Develop the topic with relevant facts, defi nitions, concrete details, quotations, or other information and examples.

Unit 1: 75J, 95GUnit 2: 163I, 179J, 211J, 235G–235HUnit 3: 285IUnit 4: 435H–435I, 455G–455HUnit 5: 511J, 537H–537I, 595BUnit 6: 661J, 685H–685I

CCSLH: 5.1.B

c. Use appropriate transitions to clarify the relationships among ideas and concepts. Unit 1: 95HUnit 2: 235IUnit 4: 455HUnit 5: 511J Unit 6: 685H–685I

CCSLH: 5.1.B

158



d Use precise language and domain-specifi c vocabulary to inform about or explain the topic. Unit 1: 95GUnit 2: 163H, 179GUnit 3: 285JUnit 4: 455HUnit 5: 511J, 537HUnit 6: 661J, 685H

CCSLH: 5.1.B

e Establish and maintain a formal style. Unit 1: 95IUnit 2: 163I–163J, 179H, 179J, 235G–235HUnit 3: 285JUnit 4: 435G–435JUnit 5: 511J, 537G–537IUnit 6: 661J, 685G–685I

CCSLH: 5.1.B

f Provide a concluding statement or section that follows from the information or explanation presented.

Unit 1: 95IUnit 2: 235HUnit 3: 285IUnit 4: 435J, 455GUnit 5: 511JUnit 6: 661J

CCSLH: 5.1.B

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Unit 1: 115JUnit 2: 255H–255J, 263A–263BUnit 5: 553G–553J, 573G–573I, 587H, 587J

CCSLH: 5.1.C

a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically

Unit 1: 115JUnit 2: 255H, 263A–263BUnit 5: 553G–553J, 573G, 587H, 587J

CCSLH: 5.1.C

159



b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters

Unit 1: 115JUnit 2: 255I–255J, 263A–263BUnit 5: 553I–553J, 573G–573I, 587H, 587J

CCSLH: 5.1.C

c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another

Unit 2: 255J, 263A–263B Unit 5: 573H

CCSLH: 5.1.C

d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Unit 1: 115JUnit 2: 263A–263BUnit 5: 553J, 573H–573I, 587H, 587J

CCSLH: 5.1.C

e Provide a conclusion that follows from the narrated experiences or events. Unit 1: 115JUnit 2: 263A–263BUnit 5: 553J, 587H, 587J

CCSLH: 5.1.C


4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specifi c expectations for writing types are defi ned in standards 1–3 above.)

Unit 1: 49I–49J, 75J, 95G–95H, 115J, 133I–133J, 141BUnit 2: 163I–163J, 179J, 211J, 235G–235H, 255I–255J, 263A–263BUnit 3: 285I–285J, 303J, 329G, 329J, 347I–347J, 367JUnit 4: 399G, 399J, 435G–435J, 455J, 483I–483J, 491BUnit 5: 511J, 537J, 553J, 573J, 587H, 595BUnit 6: 615J, 639I–639J, 661J, 685J, 699I, 707B

CCSLH: 5.2.A

160



5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

Unit 1: 49G–49I, 75G–75I, 95H–95I, 115J, 133G, 133J, 141A–141BUnit 2: 163G–163J, 211G–211J, 235I–235J, 255G–255I, 263BUnit 3: 285G–285H, 285J, 303G–303I, 329H–329I, 347G–347IUnit 4: 399G, 399I–399J, 421G–421J, 435J, 455G–455I, 483JUnit 5: 511H–511I, 537G–537I, 553G–553I, 573G–573J, 587G, 587IUnit 6: 615G–615I, 639G–639H, 661G–661I, 685G–685I,

699G–699H, 699J

CCSLH: 5.2.A

6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate suffi cient command of keyboarding skills to type a minimum of three pages in a single sitting.

Unit 1: 49J, 95J, 133J, 141BUnit 2: 163J, 235J, 263BUnit 3: 285J, 329J, 347JUnit 4: 399J, 455J, 483JUnit 5: 537J, 573JUnit 6: 639I–639J, 685J, 707B

CCSLH: 5.2.A


7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Unit 1: 49C–49F, 75C–75F, 95C–95F, 115C–115F, 133C–133F, 135C–135F






CCSLH: 5.3.A

161



8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Unit 1: 75H–75I, 115O, 115U, 133H, 133O, 133UUnit 2: 211O, 211U, 235JUnit 3: 303H–303I, 329G, 329O, 347H, 367O, 367U, Unit 4: 421G–421J, 435H, 435J, 455I, 455UUnit 5: 511H–511I, 537O, 537U, 553H, 553M–553N, 553OUnit 6: 639O, 639U, 661H–661I

CCSLH: 5.3.A

9. Draw evidence from literary or informational texts to support analysis, refl ection, and research. Unit 1: 49G–49J, 133G–133JUnit 2: 179H, 179J, 255G–255JUnit 3: 347G–347J, 367G–367H, 367JUnit 6: 699G–699J, 707A–707B

CCSLH: 5.3.B

a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

Unit 1: 49G–49JUnit 2: 255G–255JUnit 3: 347G–347J, 367G–367H, 367JUnit 6: 699G–699J, 707A–707B

CCSLH: 5.3.B

b Apply grade 6 Reading standards to literary nonfi ction (e.g., “Trace and evaluate the argument and specifi c claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Unit 1: 133G–133JUnit 2: 179H, 179J

CCSLH: 5.3.B

162



Range of Writing


Unit 1: 49I, 75J, 95G, 115J, 133I, 141A–141BUnit 2: 163I, 179H, 179J, 211G–211J, 235G–235J, 255G–255JUnit 3: 285G–285J, 303G–303J, 347G–347J, 367H, 367JUnit 4: 399G–399J, 421G–421J, 455G–455J, 483G–483J,

491A–491BUnit 5: 511G–511J, 537G–537J, 553G–553J, 573G–573J, 587J,

595A–595BUnit 6: 615G–615J, 639G–639J, 661G–661J, 685G–685J,

699G–699J, 707A–707B

CCSLH: 5.1.A. 5.1.B, 5.1.C, 5.3.A, 5.4.A










163





1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Unit 1: GS2, 36, 43A, 62, 71A, 84, 91A, 93A, 95C–95F, 111A, 131A, 141C–141H

Unit 2: 154, 159A, 175A, 177A, 194, 200, 202, 207A, 211C–211F, 231A, 233A, 253A, 263C–263H

Unit 3: 272, 276, 278, 280, 281A, 285M, 299A, 325A, 329C–329F, 343A, 365A, 377C–377H

Unit 4: 394, 395A, 417A, 428, 431A, 433A, 435C–435F, 451A, 468, 476, 481A, 483A, 491C–491H

Unit 5: 500, 507A, 533A, 546, 549A, 551A, 553C–553F, 566, 569A, 585A, 587A, 595C–595H

Unit 6: 611A, 613A, 620, 626, 635A, 637A, 652, 656, 657A, 659A, 661C–661F, 661O, 681A, 696, 697A, 707C–707H

CCSLH: 7.1.A

a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and refl ect on ideas under discussion.

Unit 1: 43A, 71A, 91A, 111A, 131A Unit 2: 159A, 175A, 207A, 231A, 253A Unit 3: 281A, 299A, 325A, 343A, 365A Unit 4: 395A, 417A, 431A, 451A, 481A Unit 5: 507A, 533A, 549A, 569A, 585A Unit 6: 611A, 635A, 657A, 681A, 697A

CCSLH: 7.1.A

b Follow rules for collegial discussions, set specifi c goals and deadlines, and defi ne individual roles as needed.

Unit 1: GS2, 43A, 71A, 95C–95F, 111A, 131A Unit 2: 159A, 175A, 207A, 211C–211F, 231A, 253A Unit 3: 281A, 285O, 299A, 329C–329F, 343A, 365A Unit 4: 395A, 417A, 431A, 435C–435F, 451A, 481A Unit 5: 507A, 533A, 549A, 553C–553F, 569A, 585A Unit 6: 611A, 635A, 661C–661F, 661O, 681A, 697A

CCSLH: 7.1.A

164



c Pose and respond to specifi c questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Unit 1: 36, 43A, 62, 84, 111A, 131A Unit 2: 154, 159A, 175A, 194, 200, 202 Unit 3: 272, 276, 278, 280, 343A, 365A Unit 4: 394, 417A, 428, 451A, 468, 476 Unit 5: 500, 533A, 546, 549A, 566, 585A Unit 6: 620, 626, 652, 656, 681A, 696

CCSLH: 7.1.A

d Review the key ideas expressed and demonstrate understanding of multiple perspectives through refl ection and paraphrasing.

Unit 1: 43A, 71A, 73A, 93A, 111A, 141C–141H Unit 2: 159A, 175A, 177A, 207A, 233A, 263C–263H Unit 3: 281A, 283A, 325A, 343A, 365A, 377C–377H Unit 4: 395A, 417A, 433A, 451A, 483A, 491C–491H Unit 5: 507A, 533A, 551A, 569A, 587A, 595C–595H Unit 6: 613A, 637A, 659A, 681A, 697A, 707C–707H

CCSLH: 7.1.A

2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Unit 1: 18–19, 20O–20T, 134–135 Unit 2: 142–143, 144O–144T, 162–163, 179OUnit 3: 264–265, 266O–266T, 302–303, 329V, 346–347 Unit 4: 378–379, 380O–380T, 399U, 421O, 421U, 484–485 Unit 5: 492–493, 494O–494T, 537O, 552–553, 572–573, 588–589 Unit 6: 596–597, 598O–598T, 630–631, 638–639, 639O, 684–685

CCSLH: 7.1.B

3. Delineate a speaker’s argument and specifi c claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Unit 1: 95OUnit 4: 399O, 435OUnit 5: 573OUnit 6: 685O, 685V

CCSLH: 7.1.C

165




4. Present claims and fi ndings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Unit 1: 95J, 115I–115J, 133J, 133V, 135C–135FUnit 2: 179I–179J, 235J, 257C–257F, 263B Unit 3: 285J, 329J, 347J, 369C–369F, 377BUnit 4: 399J, 421O, 455J, 485C–485F, 491BUnit 5: 511V, 537J, 553V, 573J, 573O, 573V, 587J, 589C–589F, 595BUnit 6: 639J, 685J, 707B, 701C–701F

CCSLH: 7.2.A

a Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, defi nitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language and domain specifi c vocabulary; and provides a strong conclusion.

Unit 1: 135C–135FUnit 2: 235J, 257C–257F Unit 3: 285J, 369C–369FUnit 4: 455J, 485C–485FUnit 5: 537J, 553V, 589C–589FUnit 6: 701C–701F

CCSLH: 7.2.A

5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Unit 1: 95O, 135CUnit 2: 255O, 257C Unit 3: 369CUnit 4: 455J, 483J, 485CUnit 5: 537J, 589CUnit 6: 639I, 699J, 701C, 707B

CCSLH: 7.2.A

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specifi c expectations.)

Unit 2: 179O, 235O, 235VUnit 3: 303O, 347OUnit 6: 615O, 661O

CCSLH: 7.2.B

166












6. Acquire and use accurately a range of general academic and domain-specifi c words and phrases suffi cient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Language Standards


1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

Unit 1: 49M–49N, 75M–75N, 95M–95N, 115M–115N, 133M–133N Unit 2: 179M–179N, 211M–211N, 235M–235N, 235O, 235V,

255M–255N Unit 3: 285M–285N, 303M–303N, 329M–329N, 329U, 377H,

347M–347N, 367M–367NUnit 4: 399M–399N, 421M–421N, 435M–435N, 455M–455N,

483M–483N, 491H Unit 5: 511M–511N, 537M–537N, 553M–553N, 573M–573N,

587M–587N Unit 6: 615M–615N, 639M–639N, 661M–661N, 661U, 685M–685N,

685U, 699M–699N

CCSLH: 8.1.A, 8.1.B, 8.1.C, 8.1.D, 8.1.E, 8.1.F, 8.1.G, 8.1.H

167



a Ensure that pronouns are in the proper case (subjective, objective, possessive). Unit 3: 329M–329N, 329U, 377H Unit 6: 661M, 661U

CCSLH: 8.1.D

b Use all pronouns, including intensive pronouns (e.g., myself, ourselves), correctly. Unit 3: 329M–329N, 329U, 377HUnit 4: 435M–435N, 491HUnit 6: 661M, 685N, 685U

CCSLH: 8.1.D

c Recognize and correct inappropriate shifts in pronoun number and person.* Unit 3: 329M–329NUnit 4: 435N

CCSLH: 8.1.D

d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* CCSLH: 8.1.D

e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

Unit 1: 49M–49N, 75M–75N, 95M–95N, 115M–115N, 133M–133N Unit 2: 179M–179N, 211M–211N, 235M–235N, 235O, 235V,

255M–255N Unit 3: 285M–285N, 303M–303N, 329M–329N, 347M–347N,

367M–367NUnit 4: 399M–399N, 421M–421N, 435M–435N, 455M–455N,

483M–483N Unit 5: 511M–511N, 537M–537N, 553M–553N, 573M–573N,

587M–587N Unit 6: 615M–615N, 639M–639N, 661M–661N, 685M–685N,

699M–699N

CCSLH: 8.1.H

168




Unit 1: 49K–49L, 75K–75L, 95K–95L, 115K–115L, 133K–133L Unit 2: 163K–163L, 179K–179L, 211K–211L, 235K–235L,

255K–255L, 255N, 255U, 263H Unit 3: 285K–285L, 303K–303L, 329K–329L, 347K–347L, 367K–367L Unit 4: 399K–399L, 421K–421L, 435K–435L, 455K–455L, 483K–483L Unit 5: 511K–511L, 537K–537L, 553K–553L, 573K–573L, 587K–587L Unit 6: 615K–615L, 639K–639L, 639N, 661K–661L, 685K–685L,

699K–699L

CCSLH: 8.1.I, 8.1.J, 8.1.K

a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* Unit 2: 255N, 255U, 263H Unit 6: 639N

CCSLH: 8.1.J

b. Spell correctly. Unit 1: 49K–49L, 75K–75L, 95K–95L, 115K–115L, 133K–133L Unit 2: 163K–163L, 179K–179L, 211K–211L, 235K–235L, 255K–255L Unit 3: 285K–285L, 303K–303L, 329K–329L, 347K–347L, 367K–367L Unit 4: 399K–399L, 421K–421L, 435K–435L, 455K–455L, 483K–483L Unit 5: 511K–511L, 537K–537L, 553K–553L, 573K–573L, 587K–587L Unit 6: 615K–615L, 639K–639L, 661K–661L, 685K–685L, 699K–699L

CCSLH: 8.1.K


3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Unit 1: 95H–95I, 133J, 141A–141B Unit 2: 235J, 255J, 263BUnit 3: 303H, 303J Unit 4: 399H–399J, 421M–421N, 421U, 435I–435J, 483I–483JUnit 5: 537M–537N, 537U, 553J, 573H–573IUnit 6: 685O, 699M

CCSLH: 8.2.A, 8.2.B, 8.2.C, 8.2.D

169



a Vary sentence patterns for meaning, reader/listener interest, and style.* Unit 1: 95H–95I, 133J Unit 2: 235J Unit 4: 421M–421N, 421UUnit 5: 537M–537N, 537UUnit 6: 699M

CCSLH: 8.3.C

b Maintain consistency in style and tone.* Unit 1: 141A–141B Unit 2: 255J, 263B Unit 3: 303H, 303J Unit 4: 399H–399J, 435I–435J, 483I–483JUnit 5: 553J, 573H–573I Unit 6: 685O

CCSLH: 8.3.D



Unit 1: 20–22B, 50O–50R, 50–52B, 76O–76R, 76–78B, 96–98B, 116–118B

Unit 2: 144–146B, 164O–164R, 164–166B, 180–182B, 212–214B, 235O, 235U, 236O–236R, 236–238B

Unit 3: 266–268B, 286O–286R, 286–288B, 304O–304R, 304–306B, 330–332B, 348–350B

Unit 4: 380–382B, 400–402B, 422–424B, 435O, 435U, 436–438B, 456O–456R, 456–458B, 483O, 483U

Unit 5: 494–496B, 512–514B, 538O–538R, 538–540B, 554–556B, 574–576B

Unit 6: 598–600B, 616O–616R, 616–618B, 640O–640R, 640–642B, 662O–662R, 662–664B, 686O–686R, 686–688B

CCSLH: 8.3.A, 8.3.B, 8.3.C, 8.3.D

170



a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Unit 1: 20–22B, 50–52B, 76–78B, 96–98B, 116–118B Unit 2: 144–146B, 164–166B, 180–182B, 212–214B, 236–238B Unit 3: 266–268B, 286–288B, 304–306B, 330–332B, 348–350B Unit 4: 380–382B, 400–402B, 422–424B, 436–438B, 456–458B Unit 5: 494–496B, 512–514B, 538–540B, 554–556B, 574–576B Unit 6: 598–600B, 616–618B, 640–642B, 662–664B, 686–688B

CCSLH: 8.3.B

b Use common, grade-appropriate Greek or Latin affi xes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Unit 1: 50O–50R, 76O–76R Unit 2: 164O–164R, 236O–236R Unit 3: 286O–286R, 286–288B, 304O–304R Unit 4: 380–382B, 422–424B, 456O–456R Unit 5: 512–514B, 538O–538RUnit 6: 616O–616R, 640O–640R, 662O–662R, 686O–686R

CCSLH: 8.3.C

c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to fi nd the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Unit 2: 235O, 235U Unit 4: 435O, 435U, 483O, 483U

CCSLH: 8.3.D

d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Unit 1: 20–22B, 96–98B, 116–118B Unit 2: 144–146B, 180–182B, 212–214B, 236–238B Unit 3: 304–306B, 330–332B, 348–350B Unit 4: 380–382B, 400–402B, 456–458B Unit 5: 494–496B, 538–540B, 574–576B Unit 6: 598–600B, 616–618B, 662–664B

CCSLH: 8.3.A, 8.3.C

171




Unit 1: 20U–20X, 49Q, 50O–50R, 75Q, 81, 89, 95, 96O–96R, 115Q, 141C

Unit 2: 144U–144X, 212O–212R, 236O–236R Unit 3: 266U–266X, 295, 304O–304R, 313, 315, 321, 330O–330R,

359, 377C Unit 4: 400O–400R, 421Q, 431, 435T Unit 5: 494U–494X, 511Q, 512O–512R, 516, 518, 519, 520, 522,

523, 526, 529, 537T, 585, 590Unit 6: 598U–598X, 615Q, 616O–616R, 640O–640R, 669, 671, 677,

685T, 707C

CCSLH: 8.3.E, 8.3.F

a Interpret fi gures of speech (e.g., personifi cation) in context. Unit 1: 81, 89, 95T Unit 3: 295, 313, 315, 321, 359 Unit 4: 431, 435T Unit 5: 519, 523, 529, 537T, 585, 590 Unit 6: 669, 671, 677, 685T

CCSLH: 8.3.E

b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Unit 1: 20U–20X, 49Q, 50O–50R, 75QUnit 2: 144U–144X, 212O–212R, 236O–236R Unit 3: 266U–266X, 304O–304R, 330O–330R, 377C Unit 4: 400O–400R, 421Q Unit 5: 494U–494X, 511QUnit 6: 616O–616R, 640O–640R

CCSLH: 8.3.F

c Distinguish among the connotations (associations) of words with similar denotations (defi nitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Unit 1: 96O–96R, 115Q, 141CUnit 5: 512O–512R, 516, 518, 520, 522, 526 Unit 6: 598U–598X, 615Q, 707C

CCSLH: 8.3.F

172



6. Acquire and use accurately grade-appropriate general academic and domain-specifi c words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Unit 1: 20, 50, 76, 96, 111, 116 Unit 2: 144U–144X, 151, 169, 180, 212O–212R, 236 Unit 3: 266U–266X, 266, 286, 304O–304R, 304, 348 Unit 4: 387, 400O–400R, 411, 427, 436O–436R, 456 Unit 5: 494U–494X, 494, 512O–512R, 512, 538, 554 Unit 6: 598, 616O–616R, 625, 640O–640R, 657, 673

CCSLH: 8.3.G


Below are the grades 3–5 asterisked (*) Language standards indicated by CCSS to be particularly likely to require continued attention in grade 6 as they are applied to increasingly sophisticated writing and speaking.


L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. Unit 2: 179M–179N, 179U, 255M Unit 6: 639M, 639U

CCSLH: 8.1.C, 8.1.D

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. Unit 1: 49M–49N, 49UUnit 4: 399M–399N, 399U Unit 6: 685N, 685U

CCSLH: 8.1.A

L.4.1g. Correctly use frequently confused words (e.g. to/too/two; there/their). Unit 1: 116O–116R, 120, 124, 133K–133L, 141C, 141G Unit 3: 330O–330R, 336, 338, 347K–347L, 377C, 377GUnit 5: 538O–538R, 546, 548, 595CUnit 6: 598U–598V, 602, 604, 606, 610, 6610, 707C

CCSLH: 8.1.K

L.5.1d. Recognize and correct inappropriate shifts in verb tense. Unit 5: 573M–573N, 573U

CCSLH: 8.1.C

173



L.5.2a. Use punctuation to separate items in a series. Unit 3: 285M–285N, 285U Unit 6: 661M

CCSLH: 8.1.J


L.3.3a. Choose words and phrases for effect. Unit 1: 49O, 49V, 115O, 115V Unit 2: 187Unit 3: 327O, 347V, 355 Unit 4: 399H, 435OUnit 5: 547, 573H, 579Unit 6: 615O, 615V, 649, 651, 661I, 677

CCSLH: 8.2.A

L.4.3a. Choose words and phrases to convey ideas precisely. Unit 1: 141BUnit 2: 223Unit 3: 285J, 315, 329H, 341, 347O, 347VUnit 4: 431, 435O Unit 5: 537HUnit 6: 615O, 615V, 661I

CCSLH: 8.2.A

L.4.3b. Choose punctuation for effect. Unit 2: 255N, 255U, 263H Unit 4: 421N, 421U, 491HUnit 5: 537MUnit 6: 639N

CCSLH: 8.2.B

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Notes

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176

Notes

RD 10 W 8000

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