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A Correlation of

Pearson Longman Cornerstone Grade 1, ©2013

To the

California English Language Development Standards

for Grade 1

A Correlation of Pearson Longman Cornerstone, Grade 1 ©2013 to the

California English Language Development Standards Grade 1

2 SE = Student Edition TE = Teacher’s Edition

Introduction

This document demonstrates how Pearson Longman Cornerstone ©2013 supports the California English Language Development Standards. Correlation page references are to the Student Edition and Teacher’s Edition. Lessons in the annotated Pearson Longman Cornerstone Teacher’s Edition contain the facsimile Student Edition, and references at point of use to SIOP®, AIMSweb®, A+Rise®, and SELP2 (Stanford English Language Proficiency Test). Pearson Longman Cornerstone is a multilevel program designed for elementary English learners and struggling readers. The program blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest stories. Pearson Longman Cornerstone has been shown to dramatically increase student achievement across all skill areas, particularly in reading comprehension, fluency, and writing. Districts that are using Pearson Longman Cornerstone report significant gains in standardized test scores within one year of implementation.

In a trial study, a language assessment pre-test was administered in February 2008, prior to the start of the Cornerstone pilot. A post-test was administered in June 2008 that showed impressive results: 108% increase in average class test scores and an 181% increase in median test scores.

Pearson Longman Cornerstone Highlights:

Academic vocabulary acquisition is accelerated through explicit instruction

Six thematic units per level organized around a Big Question provide a starting point

for building understanding of key concepts and academic vocabulary.

Each unit concludes with a variety of projects designed to provide evidence of understanding through built-in differentiated instruction.




Table of Contents

Part I: Interacting in Meaningful Ways .................................................................. 4 Part II: Learning About How English Works ......................................................... 18 Part III: Using Foundational Literacy Skills.......................................................... 25




California ELD Standards for Grade 1

Cornerstone Grade 1, ©2013

Grade 1 Section 1: Goal, Critical Principles, and Overview

Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language is a complex, dynamic, and social resource for making meaning, as well as how content is organized in different text types and across disciplines using text structure, language features, and vocabulary depending on purpose and audience. They are aware that different languages and variations of English exist, and they recognize their home languages and cultures as resources to value in their own right and to draw upon in order to build proficiency in English. English learners contribute actively to class and group discussions, asking questions, responding appropriately, and providing useful feedback. They demonstrate knowledge of content through oral presentations, writing, collaborative conversations, and multimedia. They develop proficiency in shifting language use based on task, purpose, audience, and text type. Critical Principles for Developing Language and Cognition in Academic Contexts: While advancing along the continuum of English language development levels, English learners at all levels engage in intellectually challenging literacy, disciplinary, and disciplinary literacy tasks. They use language in meaningful and relevant ways appropriate to grade level, content area, topic, purpose, audience, and text type in English language arts, mathematics, science, social studies, and the arts. Specifically, they use language to gain and exchange information and ideas in three communicative modes (collaborative, interpretive, and productive), and they apply knowledge of language to academic tasks via three cross-mode language processes (structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas) using various linguistic resources. Part I: Interacting in Meaningful Ways A. Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics CCSS: SL.1.1, 6; L.1.1, 6 Emerging 1. Exchanging information and ideas Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and simple phrases.

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; What do you know: tell about it: Book 1A: 4–5, 60–61, 114–115; Book 1B: 4–5, 62–63, 122–123; Think it Over (wh- questions): Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169






Expanding 1. Exchanging information and ideas Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; What do you know: tell about it: Book 1A: 4–5, 60–61, 114–115; Book 1B: 4–5, 62–63, 122–123; Speaking Tips: Asking a Partner: Book 1A: 47; Book 1B: 33, 169; Think it Over: Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169

Bridging 1. Exchanging information and ideas Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; What do you know: tell about it: Book 1A: 4–5, 60–61, 114–115; Book 1B: 4–5, 62–63, 122–123; Speaking Tips: Asking a Partner: Book 1A: 47; Book 1B: 33, 169 TE only: Assess, Book 1A: T7, T13, T19, T27, T33, T43, T47, T63, T69, T75, T83, T95, T101, T117, T123, T129, T131, T139T141, T147, T155, T161; Book 1B: T19, T27, T29, T31, T33, T35, T43, T47, T55, T65, T79, T87, T93, T107, T109, T113, T115, T125, T131, T137, T145, T151, T153, T155, T163, T169, T173






2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia CCSS: W.1.6; L.1.1, 6 Emerging 2. Interacting via written English Collaborate with teacher and peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, etc.

SE/TE: Projects: Writing, Book 1A: 50, 104, 164; Book 1B: 52, 112, 172; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178 TE only: Leveled Support: Beginning: Book 1A: T54, T108, T168; Book 1B: T56, T116, T176

Expanding 2. Interacting via written English Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.

SE/TE: Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178; Projects: Writing, Book 1A: 50, 104, 164; Book 1B: 52, 112, 172 TE only: Leveled Support: Early Intermediate and Intermediate: Book 1A: T54, T108, T168; Book 1B: T56, T116, T176

Bridging 2. Interacting via written English Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.

SE/TE: Projects: Writing, Book 1A: 50, 104, 164; Book 1B: 52, 112, 172; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178 TE only: Leveled Support: Early Advanced/ Advanced: Book 1A: T54, T108, T168; Book 1B: T56, T116, T176






3. Offering and supporting opinions and negotiating with others in communicative exchanges CCSS: SL.1.1, 6; L.1.1, 6 Emerging 3. Offering opinions Offer opinions and ideas in conversations using a small set of learned phrases (e.g., I think X.), as well as open responses in order to gain and/or hold the floor.

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; What do you know: tell about it: Book 1A: 4–5, 60–61, 114–115; Book 1B: 4–5, 62–63, 122–123

Expanding 3. Offering opinions Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X.), as well as open responses in order to gain and/or hold the floor, elaborate on an idea, etc.

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; What do you know: tell about it: Book 1A: 4–5, 60–61, 114–115; Book 1B: 4–5, 62–63, 122–123; Listening and Speaking Workshop: Description Guessing Game: Book 1A, 166–167; Interview: Book 1B: 174–175; Speaking Skill: Ask a Partner: Book 1A: 47; Book 1B, 33, 169

Bridging 3. Offering opinions Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I think/don’t think X. I agree with X.), and open responses in order to gain and/or hold the floor, elaborate on an idea, provide different opinions, etc.

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; What do you know: tell about it: Book 1A: 4–5, 60–61, 114–115; Book 1B: 4–5, 62–63, 122–123; Listening and Speaking Workshop: Description Guessing Game: Book 1A, 166–167; Interview: Book 1B: 174–175 TE only: Assess, Book 1A: T7, T13, T19, T27, T33, T43, T47, T63, T69, T75, T83, T95, T101, T117, T123, T129, T131, T139T141, T147, T155, T161; Book 1B: T19, T27, T29, T31, T33, T35, T43, T47, T55, T65, T79, T87, T93, T107, T109, T113, T115, T125, T131, T137, T145, T151, T153, T155, T163, T169, T173






4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) CCSS: N/A at Grade 1 Emerging 4. Adapting language choices No standard for grade 1.

There are no California ELD Standards for this objective at this grade level.

Expanding 4. Adapting language choices No standard for grade 1.


Bridging 4. Adapting language choices No standard for grade 1.







B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts CCSS: SL.1.1-3 Emerging 5. Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and wh- questions with oral sentence frames and substantial prompting and support.

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; What do you know: tell about it: Book 1A: 4–5, 60–61, 114–115; Book 1B: 4–5, 62–63, 122–123; Think it Over (wh- questions): Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169

Expanding 5. Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and answering questions with oral sentence frames and occasional prompting and support.

SE/TE: Think it Over: Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169; Listening and Speaking Workshop: Describe a Good Friend: Book 1A: 52–53; Tell a Story: Book 1A: 106–107; Explain How to Do Something: Book 1B: 54–55; A Skit: Book 1B: 114–115

Bridging 5. Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions with minimal prompting and light support.

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; What do you know: tell about it: Book 1A: 4–5, 60–61, 114–115; Book 1B: 4–5, 62–63, 122–123; Think it Over: Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169; Speaking Tips: Asking a Partner: Book 1A: 47; Book 1B: 33, 169; Listening and Speaking Workshop: Describe a Good Friend: Book 1A: 52–53; Tell a Story: Book 1A: 106–107; Explain How to Do Something: Book 1B: 54–55; A Skit: Book 1B: 114–115 TE only: Assess, Book 1A: T7, T13, T19, T27, T33, T43, T47, T63, T69, T75, T83, T95, T101, T117, T123, T129, T131, T139T141, T147, T155, T161; Book 1B: T19, T27, T29, T31, T33, T35, T43, T47, T55, T65, T79, T87, T93, T107, T109, T113, T115, T125, T131, T137, T145, T151, T153, T155, T163, T169, T173






6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language CCSS: RL.1.1-7, 9, 10; RI.1.1-7, 9-10; SL.1.2-3; L.1.4, 6 Emerging 6. Reading/viewing closely Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., characters) based on understanding of a select set of grade-level texts and viewing of multimedia with substantial support.

SE/TE: Picture Walk: A Closer Look at: Book 1A - 34–35, 100–101, 130–131; Book 1B: 34–35, 108–109, 154–155; Informational: Think It Over: Book 1A: 75, 99, 129, 147, 161; Book 1B: 19, 33, 41, 93, 107; Fictional: Think it Over: Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169

Expanding 6. Reading/viewing closely Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, main idea) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia with moderate support.

SE/TE: Picture Walk: A Closer Look at: Book 1A - 34–35, 100–101, 130–131; Book 1B: 34–35, 108–109, 154–155; Informational: Think It Over: Book 1A: 75, 99, 129, 147, 161; Book 1B: 19, 33, 41, 93, 107; Fictional: Think it Over: Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169 TE only: Reading Strategy: Summarize, Book 1A: T98, T136, T138, T140, T144, T147; Book 1B: T18, T142, T144, T153

Bridging 6. Reading/viewing closely Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using key details based on understanding of a variety of grade-level texts and viewing of multimedia with light support.

SE/TE: About the Story, Book 1A: 10, 24, 40, 66, 80, 92, 120, 136, 152; Book 1B: 10, 24, 40, 68, 84, 98, 128, 142, 160; Informational: Think It Over: Book 1A: 75, 99, 129, 147, 161; Book 1B: 19, 33, 41, 93, 107; Fictional: Think it Over: Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169 TE only: Analyze Character, Book 1A: T84; Book 1B: T71; Reading Strategy: Summarize, Book 1A: T98, T136, T138, T140, T144, T147; Book 1B: T18, T142, T144, T153






7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area CCSS: RL.1.3-4, 6; RI.1.2, 6, 8; L.1.4-6 Emerging 7. Evaluating language choices Describe the language writers or speakers use to present an idea (e.g., the words and phrases used to describe a character) with prompting and substantial support.

SE/TE: About the Story, Book 1A: 10, 24, 40, 66, 80, 92, 120, 136, 152; Book 1B: 10, 24, 40, 68, 84, 98, 128, 142, 160 TE only: Analyze Character, Book 1A: T84; Book 1B: T71

Expanding 7. Evaluating language choices Describe the language writers or speakers use to present or support an idea (e.g., the adjectives used to describe people and places) with prompting and moderate support.

SE/TE: Grammar: Adjective: Book 1A: 148–149; About the Story, Book 1A: 10, 24, 40, 66, 80, 92, 120, 136, 152; Book 1B: 10, 24, 40, 68, 84, 98, 128, 142, 160 TE only: Analyze Character, Book 1A: T84; Book 1B: T71

Bridging 7. Evaluating language choices Describe the language writers or speakers use to present or support an idea (e.g., the author’s choice of vocabulary to portray characters, places, or real people) with prompting and light support.

SE/TE: About the Story, Book 1A: 10, 24, 40, 66, 80, 92, 120, 136, 152; Book 1B: 10, 24, 40, 68, 84, 98, 128, 142, 160 TE only: Analyze Character, Book 1A: T84; Book 1B: T71; Setting, Book 1A: T43, T69; Book 1B: T87, T101, T131, T163






8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area CCSS: RL.1.4-5; RI.1.4; L.1.4-6 Emerging 8. Analyzing language choices Distinguish how two different frequently used words (e.g., large versus small) produce a different effect on the audience.

SE/TE: For related material see: Vocabulary: Book 1A: 8, 22, 38, 64, 78, 90, 118, 134, 150; Book 1B: 8, 22, 38, 66, 82, 96, 126, 140, 158 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.

Expanding 8. Analyzing language choices Distinguish how two different words with similar meaning (e.g., large versus enormous) produce shades of meaning and a different effect on the audience.


Bridging 8. Analyzing language choices Distinguish how multiple different words with similar meaning (e.g., big, large, huge, enormous, gigantic) produce shades of meaning and a different effect on the audience.







C. Productive 9. Expressing information and ideas in formal oral presentations on academic topics CCSS: SL.1.4-6; L.1.1, 6 Emerging 9. Presenting Plan and deliver very brief oral presentations (e.g., show and tell, describing a picture).

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; Oral Activities: Book 1A: 51, 105, 165; Book 1B: 53, 113, 173

Expanding 9. Presenting Plan and deliver brief oral presentations on a variety of topics (e.g., show and tell, author’s chair, recounting an experience, describing an animal, etc.).

SE/TE: Listening and Speaking Workshop: Describe a Good Friend: Book 1A: 52–53; Tell a Story: Book 1A: 106–107; Explain How to Do Something: Book 1B: 54–55; A Skit: Book 1B: 114–115

Bridging 9. Presenting Plan and deliver longer oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, describing a science experiment).

SE/TE: The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; Oral Activities: Book 1A: 51, 105, 165; Book 1B: 53, 113, 173; Listening and Speaking Workshop: Book 1A: 52–53; 106–107, 166–167; Book 1B: 54–55, 114–115, 174–175 TE only: Oral Presentation, Book 1A: T7, T63, T117, T131; Book 1B: T7, T109, T125






10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology CCSS: W.1.1-3, 5-8; L.1.1-2, 6 Emerging 10. Writing Write very short literary texts (e.g., story) and informational texts (e.g., a description of an insect) using familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, and sometimes independently.

SE/TE: Write a Narrative: Book 1B: 116–118; Write a Descriptive Paragraph: Book 1A: 168–170; Projects: Write about a plant or animal: Book 1B: 52 TE only: Leveled Support: Beginning: Book 1A: T168; Book 1B: T116

Expanding 10. Writing Write short literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of an insect) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.

SE/TE: Writing Workshop: Write a Descriptive Paragraph: Book 1A: 168–170; Write an Expository Paragraph: Book 1B: 56–58; Write a Compare and Contrast: Book 1B: 176–178; Projects: Write about a celebration: Book 1A: 164; Write about a plant or animal: Book 1B: 52; Write about America: Book 1B: 112 TE only: Leveled Support: Early Intermediate and Intermediate: Book 1A: T168; Book 1B: T56, T176

Bridging 10. Writing Write longer literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of insects) collaboratively with an adult (e.g., joint construction), with peers, and independently.

SE/TE: Projects: Writing, Book 1A: 50, 104, 164; Book 1B: 52, 112, 172; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178 TE only: Leveled Support: Early Advanced/Advance: Book 1A: T54, T108, T168; Book 1B: T56, T116, T176






11. Supporting own opinions and evaluating others’ opinions in speaking and writing CCSS: W.1.1; SL.1.4, 6; L.1.1-2, 6 Emerging 11. Supporting opinions Offer opinions and provide good reasons (e.g., My favorite book is X because X.) referring to the text or to relevant background knowledge.

SE/TE: Projects: Writing, Book 1A: 50, 104, 164; Book 1B: 52, 112, 172; The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; Oral Activities: Book 1A: 51, 105, 165; Book 1B: 53, 113, 173; Listening and Speaking Workshop: Book 1A: 52–53; 106–107, 166–167; Book 1B: 54–55, 114–115, 174–175

Expanding 11. Supporting opinions Offer opinions and provide good reasons and some textual evidence or relevant background knowledge (e.g., paraphrased examples from text or knowledge of content).

SE/TE: Projects: Writing, Book 1A: 50, 104,164; Book 1B: 52, 112, 172; The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; Oral Activities: Book 1A: 51, 105, 165; Book 1B: 53, 113, 173; Listening and Speaking Workshop: Book 1A: 52–53; 106–107, 166–167; Book 1B: 54–55, 114–115, 174–175 TE only: Oral Presentation, Book 1A: T7, T63, T117, T131; Book 1B: T7, T109, T125

Bridging 11. Supporting opinions Offer opinions and provide good reasons with detailed textual evidence or relevant background knowledge (e.g., specific examples from text or knowledge of content).

SE/TE: Projects: Writing, Book 1A: 50, 104,164; Book 1B: 52, 112, 172; The Big Question (Talk about the Theme): Book 1A: 3, 59, 113; Book 1B: 3, 61, 121; Oral Activities: Book 1A: 51, 105, 165; Book 1B: 53, 113, 173; Listening and Speaking Workshop: Book 1A: 52–53; 106–107, 166–167; Book 1B: 54–55, 114–115, 174–175 TE only: Oral Presentation, Book 1A: T7, T63, T117, T131; Book 1B: T7, T109, T125; Assess, Book 1A: T7, T13, T19, T27, T33, T43, T47, T63, T69, T75, T83, T95, T101, T117, T123, T129, T131, T139T141, T147, T155, T161; Book 1B: T19, T27, T29, T31, T33, T35, T43, T47, T55, T65, T79, T87, T93, T107, T109, T113, T115, T125, T131, T137, T145, T151, T153, T155, T163, T169, T173






12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas CCSS: W.1.5; SL.1.4, 6; L.1.1, 5-6 Emerging 12. Selecting language resources a) Retell texts and recount experiences, using key words. b) Use a select number of general academic and domain-specific words to add detail (e.g., adding the word scrumptious to describe a favorite food, using the word thorax to refer to insect anatomy) while speaking and writing.

SE/TE: Think it Over: Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169; Summarize, Book 1A: 136; Book 1B: 142; Vocabulary: Book 1A: 8, 22, 38, 64, 78, 90, 118, 134, 150; Book 1B: 8, 22, 38, 66, 82, 96, 126, 140, 158 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.

Expanding 12. Selecting language resources a) Retell texts and recount experiences, using complete sentences and key words. b) Use a growing number of general academic and domain-specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., prance versus walk) while speaking and writing.

SE/TE: Think it Over: Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169; Summarize, Book 1A: 136; Book 1B: 142; Vocabulary: Book 1A: 8, 22, 38, 64, 78, 90, 118, 134, 150; Book 1B: 8, 22, 38, 66, 82, 96, 126, 140, 158 TE only: Reading Strategy: Summarize, Book 1A: T98, T136, T138, T140, T144, T147; Book 1B: T18, T142, T144, T153. Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.






Bridging 12. Selecting language resources a) Retell texts and recount experiences, using increasingly detailed complete sentences and key words. b) Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language (e.g., The dog was as big as a house.) to create an effect, precision, and shades of meaning while speaking and writing.

SE/TE: Think it Over: Book 1A: 19, 33, 47, 75, 87, 99, 129, 147, 161; Book 1B: 19, 33, 49, 79, 93, 107, 137, 153, 169; Summarize, Book 1A: 136; Book 1B: 142; Vocabulary: Book 1A: 8, 22, 38, 64, 78, 90, 118, 134, 150; Book 1B: 8, 22, 38, 66, 82, 96, 126, 140, 158 TE only: Reading Strategy: Summarize, Book 1A: T98, T136, T138, T140, T144, T147; Book 1B: T18, T142, T144, T153. Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.






Part II: Learning About How English Works A. Structuring Cohesive Texts 1. Understanding text structure CCSS: RL.1.5; RI.1.5; W.1.1-3, 5; SL.1.4 Emerging 1. Understanding text structure Apply understanding of how text types are organized (e.g., how a story is organized by a sequence of events) to comprehending texts and composing basic texts with substantial support (e.g., using drawings, through joint construction with a peer or teacher) to comprehending texts and writing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

SE/TE: Sequence: Book 1A: 24, 33, 92, 99; Picture Walk: A Closer Look at: Book 1A: 34–35, 100–101, 130–131; Book 1B: 34–35, 108–109, 154–155; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178 TE only: Sequence, Book 1A: T26, T28, T32, T33, T35, T46, T86, T92, T94, T98, T99, T100; Book 1B: T14, T48, T90, T92

Expanding 1. Understanding text structure Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages versus how an informative text is organized by topic and details) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.

SE/TE: Sequence: Book 1A: 24, 33, 92, 99; Summarize: Book 1A: 136, 147; Book 1B: 142, 153; Cause and Effect: Book 1B: 40, 49; Compare and Contrast: Book 1A: 40, 47, 120, 129; Book 1B: 98, 107; Picture Walk: A Closer Look at: Book 1A: 34–35, 100–101, 130–131; Book 1B: 34–35, 108–109, 154–155; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178 TE only: Sequence, Book 1A: T26, T28, T32, T33, T35, T46, T86, T92, T94, T98, T99, T100; Book 1B: T14, T48, T90, T92; Reading Strategy: Summarize, Book 1A: T98, T136, T138, T140, T144, T147; Book 1B: T18, T142, T144, T153






Bridging 1. Understanding text structure Apply understanding of how different text types are organized predictably to express ideas (e.g., how a story is organized versus an informative/ explanatory text versus an opinion text) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.

SE/TE: Sequence: Book 1A: 24, 33, 92, 99; Summarize: Book 1A: 136, 147; Book 1B: 142, 153; Cause and Effect: Book 1B: 40, 49; Compare and Contrast: Book 1A: 40, 47, 120, 129; Picture Walk: A Closer Look at: Book 1A: 34–35, 100–101, 130–131; Book 1B: 34–35, 108–109, 154–155; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178 TE only: Sequence, Book 1A: T26, T28, T32, T33, T35, T46, T86, T92, T94, T98, T99, T100; Book 1B: T14, T48, T90, T92; Reading Strategy: Summarize, Book 1A: T98, T136, T138, T140, T144, T147; Book 1B: T18, T142, T144, T153






2. Understanding cohesion CCSS: RL.1.5; RI.1.5; W.1.1-3, 5; SL.1.4; L.1.1 Emerging 2. Understanding cohesion Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday connecting words or phrases (e.g., one day, after, then) to comprehending texts and writing texts in shared language activities guided by the teacher, with peers, and sometimes independently.

SE/TE: Sequence: Book 1A: 24, 33, 92, 99; Summarize: Book 1A: 136, 147; Book 1B: 142, 153; Cause and Effect: Book 1B: 40, 49 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.

Expanding 2. Understanding cohesion Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., a long time ago, suddenly) to comprehending texts and writing texts in shared language activities guided by the teacher and with increasing independence.

SE/TE: Sequence: Book 1A: 24, 33, 92, 99; Summarize: Book 1A: 136, 147; Book 1B: 142, 153; Cause and Effect: Book 1B: 40, 49; Write a Narrative: Book 1B: 116–118; Listening and Speaking Workshop: Tell a Story: Book 1A: 106–107; Explain How to Do Something: Book 1B: 54–55 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.

Bridging 2. Understanding cohesion Apply understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., for example, after that, first/second/third) to comprehending texts and writing texts in shared language activities guided by the teacher and independently.

SE/TE: Sequence: Book 1A: 24, 33, 92, 99; Summarize: Book 1A: 136, 147; Book 1B: 142, 153; Cause and Effect: Book 1B: 40, 49; Listening and Speaking Workshop: Tell a Story: Book 1A: 106–107; Explain How to Do Something: Book 1B: 54–55; Write a Narrative: Book 1B: 116–118 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.






B. Expanding and Enriching Ideas 3. Using verbs and verb phrases CCSS: W.1.5; SL.1.6; L.1.1 Emerging 3. Using verbs and verb phrases a) Use frequently used verbs (e.g., go, eat, run) and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and sometimes independently. b) Use simple verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for recounting an experience) in shared language activities guided by the teacher and sometimes independently.

SE/TE: Grammar: Verbs: Book 1A: 20–21, 36–37, 48–49, 76–77, 102–103, 132–133, 162–163; Book 1B: 20–21, 94–95, 110–111, 138–139 TE only: Leveled Support: Book 1A: Beginning: T20, T36, T48, T76, T102, T132, T162; Book 1B: T20, T94, T110, T138

Expanding 3. Using verbs and verb phrases a) Use a growing number of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and with increasing independence. b) Use a growing number of verb tenses appropriate for the text type and discipline to convey time (e.g., simple past tense for retelling, simple present for a science description) in shared language activities guided by the teacher and with increasing independence.

SE/TE: Grammar: Verbs: Book 1A: 20–21, 36–37, 48–49, 76–77, 102–103, 132–133, 162–163; Book 1B: 20–21, 94–95, 110–111, 138–139 TE only: Leveled Support: Early Intermediate and Intermediate: Book 1A: T20, T36, T48, T76, T102, T132, T162; Book 1B: T20, T94, T110, T138

Bridging 3. Using verbs and verb phrases a) Use a wide variety of verbs and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared language activities guided by the teacher and independently. b) Use a wide variety of verb tenses appropriate for the text type and discipline to convey time (e.g., simple present for a science description, simple future to predict) in shared language activities guided by the teacher and independently.

SE/TE: Grammar: Verbs: Book 1A: 20–21, 36–37, 48–49, 76–77, 102–103, 132–133, 162–163; Book 1B: 20–21, 94–95, 110–111, 138–139 TE only: Leveled Support: Early Advanced/ Advanced: Book 1A: T20, T36, T48, T76, T102, T132, T162; Book 1B: T20, T94, T110, T138






4. Using nouns and noun phrases CCSS: W.1.5; SL.1.6; L.1.1 Emerging 4. Using nouns and noun phrases Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc., in shared language activities guided by the teacher and sometimes independently.

SE/TE: Grammar: Nouns: Book 1B: 50–51, 80–81 TE only: Leveled Support: Beginning: Book 1A: Beginning: T50, T80

Expanding 4. Using nouns and noun phrases Expand noun phrases in a growing number of ways (e.g., adding a newly learned adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc., in shared language activities guided by the teacher and with increasing independence.

SE/TE: Grammar: Nouns: Book 1B: 50–51, 80–81 TE only: Leveled Support: Early Intermediate and Intermediate: Book 1A: Beginning: T50, T80

Bridging 4. Using nouns and noun phrases Expand noun phrases in a wide variety of ways (e.g., adding a variety of adjectives to noun phrases) in order to enrich the meaning of phrases/ sentences and add details about ideas, people, things, etc., in shared language activities guided by the teacher and independently.

SE/TE: Grammar: Nouns: Book 1B: 50–51, 80–81 TE only: Leveled Support: Early Advanced/ Advanced: Book 1A: Beginning: T50, T80






5. Modifying to add details CCSS: W.1.5; SL.1.4, 6; L.1.1, 6 Emerging 5. Modifying to add details Expand sentences with frequently used prepositional phrases (such as in the house, on the boat) to provide details (e.g., time, manner, place, cause) about a familiar activity or process in shared language activities guided by the teacher and sometimes independently.

SE/TE: Grammar: Prepositions: Book 1B: 170–171 TE only: Prepositions, Book 1A: T160; Book 1B: T73; Leveled Support: Beginning: Book 1B: T170

Expanding 5. Modifying to add details Expand sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) about a familiar or new activity or process in shared language activities guided by the teacher and with increasing independence.

SE/TE: Grammar: Prepositions: Book 1B: 170–171 TE only: Prepositions, Book 1A: T160; Book 1B: T73; Leveled Support: Early Intermediate and Intermediate: Book 1B: T170

Bridging 5. Modifying to add details Expand simple and compound sentences with prepositional phrases to provide details (e.g., time, manner, place, cause) in shared language activities guided by the teacher and independently.

SE/TE: Grammar: Prepositions: Book 1B: 170–171 TE only: Prepositions, Book 1A: T160; Book 1B: T73; Leveled Support: Early Advanced/ Advanced: Book 1B: T170






C. Connecting and Condensing Ideas 6. Connecting ideas CCSS: W.1.1-3, 5; SL.1.4, 6; L.1.1, 6 Emerging 6. Connecting ideas Combine clauses in a few basic ways to make connections between and to join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently.

SE/TE: Opportunities to address this objective exists in the following activities: Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178

Expanding 6. Connecting ideas Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked.), in shared language activities guided by the teacher and with increasing independence.

SE/TE: Opportunities to address this objective exists in the following activities: Projects: Writing, Book 1A: 50, 104, 164; Book 1B: 52, 112, 172; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178

Bridging 6. Connecting ideas Combine clauses in a wide variety of ways (e.g., rearranging complete, simple-to-form compound sentences) to make connections between and to join ideas (e.g., The boy was hungry. The boy ate a sandwich. The boy was hungry so he ate a sandwich.) in shared language activities guided by the teacher and independently.

SE/TE: Opportunities to address this objective exists in the following activities: Projects: Writing, Book 1A: 50, 104, 164; Book 1B: 52, 112, 172; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178






7. Condensing ideas CCSS: W.1.1-3, 5; SL.1.4, 6; L.1.1, 6 Emerging 7. Condensing ideas Condense clauses in simple ways (e.g., changing: I like blue. I like red. I like purple I like blue, red, and purple.) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently.

SE/TE: Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178

Expanding 7. Condensing ideas Condense clauses in a growing number of ways (e.g., through embedded clauses as in, She’s a doctor. She saved the animals. She’s the doctor who saved the animals.) to create precise and detailed sentences in shared language activities guided by the teacher and with increasing independence.

SE/TE: Projects: Writing, Book 1A: 50, 104, 164; Book 1B: 52, 112, 172; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178

Bridging 7. Condensing ideas Condense clauses in a variety of ways (e.g., through embedded clauses and other condensing, for example, through embedded clauses as in She’s a doctor. She’s amazing. She saved the animals. She’s the amazing doctor who saved the animals.) to create precise and detailed sentences in shared language activities guided by the teacher and independently.

SE/TE: Projects: Writing, Book 1A: 50, 104, 164; Book 1B: 52, 112, 172; Writing Workshop: Book 1A: 54–56, 108–110, 168–170; Book 1B: 56–58, 116–118, 176–178

Part III: Using Foundational Literacy Skills CCSS: RF.K-1.1-4 (as appropriate) Foundational Literacy Skills: Literacy in an Alphabetic Writing System Print concepts Phonological awareness Phonics & word recognition Fluency

SE/TE: Phonics: Book 1A: 9, 23, 39, 65, 79, 91, 119, 135, 151; Book 1B: 9, 23, 39, 67, 83, 97, 127, 141, 159; Read Aloud: Book 1A - T11, T25, T41, T67, T81, T93, T121, T137, T153; Book 1B: T11, T25, T41, T69, T85, T99, T129, T143, T161; Fluency: Book 1A: 57, 111, 171; Book 1B; 59, 119, 179

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