Success for · PDF fileand self-confidence necessary for success in the elementary grades....
Transcript of Success for · PDF fileand self-confidence necessary for success in the elementary grades....
© 2012 Success for All Foundation. All rights reserved.
Success for AllScope and Sequence
Contents Success for All Scope and Sequence
KinderCorner A Comprehensive Kindergarten Program .......................................... 1
Cognitive .................................................................................................. 2
Emotional/Personal ................................................................................ 3
Interpersonal ........................................................................................... 3
Book Conventions ................................................................................... 4
Concepts of Print .................................................................................... 5
Phonological and Phonemic Awareness .............................................. 6
Emergent-Reading Concepts and Skills ............................................... 7
Early Reading Concepts and Skills ....................................................... 8
Listening Comprehension ...................................................................... 9
Oral Language and Vocabulary ........................................................... 10
Writing .................................................................................................... 12
Mathematics—Numeration/Number Sense ..................................... 14
Mathematics—Problem Solving ......................................................... 14
Mathematics—Comparison ................................................................. 15
Mathematics—Statistics and Probability .......................................... 15
Mathematics—Measurement ............................................................. 16
Mathematics—Time ............................................................................. 16
Mathematics—Money .......................................................................... 17
Mathematics—Geometry .................................................................... 17
Mathematics—Fractions ...................................................................... 17
Creative .................................................................................................. 18
Science—Scientific Methods ............................................................... 19
Science—Life Sciences ........................................................................ 19
Science—Physical Sciences ................................................................ 19
Science—Earth Sciences ..................................................................... 20
Science—Science and Technology ..................................................... 20
Science—Science in Personal and Social Perspectives .................. 20
Social Studies—Family, Home, and Community ............................... 21
Social Studies—Transportation........................................................... 21
Social Studies—Communication ........................................................ 21
Social Studies—Economic Processes and Consumerism ............... 21
Physical .................................................................................................. 22
Reading Roots 4th Edition An Early Elementary Reading Program ...........................................23
Program Components .......................................................................... 24
STaR ........................................................................................................ 25
Adventures in Writing ........................................................................... 29
Reading Wings An Upper Elementary Reading Program .......................................... 33
Grade 2 .................................................................................................. 34
Grade 3 .................................................................................................. 36
Grade 4 .................................................................................................. 38
Grade 5 .................................................................................................. 40
Grade 6 .................................................................................................. 42
MRL ......................................................................................................... 44
The Reading Edge A Middle Grades Reading Program .................................................. 49
Level 8 .................................................................................................... 50
Level 7 .................................................................................................... 53
Level 6 .................................................................................................... 56
Intervention for Struggling Readers Level 5 .................................................................................................... 59
Level 4 .................................................................................................... 61
Level 3 .................................................................................................... 63
Level 2 .................................................................................................... 65
Level 1 .................................................................................................... 66
Writing Wings An Upper Elementary Writing Program ........................................... 67
Grade 3 .................................................................................................. 68
Grade 4 .................................................................................................. 69
Grade 5 .................................................................................................. 70
1Success for All Scope and Sequence
The overall goal of KinderCorner is to ensure that every child enters the first grade
with the language skills, early literacy, numeric concepts, social skills, self-help skills,
and self-confidence necessary for success in the elementary grades. This scope and
sequence follows the development of language and literacy skills.
KinderCorner A Comprehensive Kindergarten Program
2 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Cognitive
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Uses objects, actions, and words as symbols P P
Observes and makes discoveries P
Makes a plan when doing an activity P P
Classifies objects by physical characteristics P P P P P
Uses attention control (focus) P P P P P P P P P
Uses response inhibition (stop and think) P P P P P P P P P
Uses working memory (remembering) P P P P P P P
Draws conclusions based on graphs and charts P P P P P P P P
Begins to understand cause-and-effect relationships
P P P P P P P P
Orders objects in a sequence related to height P + + + + + + + + +
Identifies opposites P + + + + + + +
Demonstrates early geographic thinking (mapping, direction)
P + + + + P
3Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Emotional/Personal
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Follows classroom rules and routines P P
Completes assigned classroom chores P P
Participates actively in classroom activities P
Demonstrates curiosity P
Stands up for self P P
Expresses feelings appropriately with words P
Asks for help when needed P + + + + + + +
Interpersonal
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Converses with adults P P
Pays attention while another is speaking P P
Cooperates with others on completing tasks P
Participates appropriately in cooperative activities P
Seeks help from peers when needed P
Makes friends with peers P
Negotiates with peers P P P P P
Comes to consensus in conflict resolution P P P P P
Takes turns and shares P
Takes the perspective of others P P P P
4 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Book Conventions
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Identifies the front and back covers P + P + + + + + + + + + + + +
Holds a book upright to read P P P
Identifies where the story begins P P P P P P P P P P P P P P P
Knows the title is the name of the book P P P P P P P P P P P P P P P P
Recognizes that a book title begins with an uppercase letter
P + + + + + + + + + + + + +
Understands that print conveys meaning P P
Knows the author writes the words in a book P P P P P P P P P P P P P P P P
Knows the illustrator creates the pictures in a book
P P P P P P P P P P P P P P P P
Knows that pictures support the text, a moment in the story, or the information presented
P P
Identifies the title page of a book P + P + + + + + + + + + + + + +
Turns pages from left to right P
5Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Concepts of Print
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Understands that written words are made of letters P P P
Understands that letters represent sounds in spoken words
P P P
Follows words left to right P P P
Follows text from the top of the page to the bottom P P P
Follows text from page to page P
Recognizes that spoken words are represented in writing by specific sequences of letters
P P P P P P P P P P P P P P P P
Understands that words are separated by spaces in print P + P + + + + + + + + + + +
Knows that letters make up the alphabet P P
Matches uppercase and lowercase letters of the alphabet
P P P P P P + + + + + + + + + +
Names uppercase and lowercase letters of the alphabet
P
Matches letters in different contexts or fonts + P P P P P P
Matches words in different contexts P P P + + + P + + + + +
Knows when uppercase and lowercase letters are used P P P P
Discriminates between words and sentences P P P P P P P P P P P P P
Identifies question marks, periods, and exclamation points
P P P
6 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Phonological and Phonemic Awareness
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Attentive listening: identifies sounds in the environment P + + + + + + + + + + + + + + +
Attentive listening: follows oral instructions P P P
Recognizes rhymes + P P P P + + + + + + + + + P +
Produces rhymes P + P P + + + + + + + + + P +
Understands that words can be put together to make a sentence
P P P P
Segments sentences P
Counts syllables P + + + + P + + + + + + + + + +
Segments syllables P + + + P + P + + + + + + + + +
Blends syllables P
Understands that words are made of sounds P P P P P P
Identifies initial sounds P + P P P + P + P P P P P + +
Identifies medial sounds P P P + + + +
Identifies ending sounds P P + P P + P P +
Blends sounds auditorily (to create words) P P P P P P P P P P P P P P P P
Segments sounds auditorily (in words) P P P P P P P P P P P P P P P
Substitutes phonemes in a given word P P P P P P P P P P
Deletes phonemes from a given word P P + + + + + +
Adds phonemes to a given word P P P P P P
Blends and segments onsets and rimes of single-syllable spoken words
P P + P P P + + + + + + + + + +
Recognizes alliteration P P P P P P P + + + + + + + +
7Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Emergent‑Reading Concepts and Skills
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Understands that words that are shaped the same are said (read) the same
P P P
Reads own first name P P P
Reads own last name P + + + P P P
Reads classmates’ first names P
Understands that written words are made of letters P P P P P P P
Understands that letters represent sounds in spoken words
P P P P P
Reads repetitive words in text P P P P P P + + + + + + + + + +
Reads picture words that represent text P P P P P P P P P P P P P P P P
Reads emergent-reader texts with purpose and understanding
P P P P P P P P P
Compares and contrasts the adventures and experiences of characters in familiar stories
P P P P P P P P P
Actively engages in group reading activities with purpose and understanding
P P P P P P P P P
Identifies the reasons the author gives to support points in an informational text
+ + + + + + + + + + + +
Identifies basic similarities and differences between texts on the same topic
+ + + + + + + + + +
8 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Early Reading Concepts and Skills
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Knows letter-sound correspondence for the primary or most frequent sounds for consonants
+ P P P P P P P P P P P P P P P
Associates long and short sounds with the common spellings for the five major vowels
+ P P P P + + + + + + + + P P
Blends sounds to read words + + + P P P P P P P P P P P P P
Reads common high-frequency words by sight
P P P P P P P P P P P P P P P P
Understands that the first letter in a word helps the reader know what the word says
P P P P P P + + + + + + + + + +
Distinguishes between similarly spelled words by identifying the sounds of the letters that differ
+ + + + P P P P P P P P P P
Predicts what will happen in a story based on the pictures
P P P P P P P P P P P P P P P P
Reads simple texts with accuracy P P P P P P P P P P P P P P P P
Reads with expression P P P P P P P P P P P P P P P P
9Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Listening Comprehension
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Listens attentively to stories P P P P P P P P P P P P P P P P
Relates characters in a story to self or known people
P P + + + + + + + + P + + P + +
Relates story plots to reality P P P P + + P P + P + P + +
Uses inferential thinking P P P P P P P
Sequences story events P P P P P P P P P
Identifies the purpose for reading P P P P P
Makes predictions during a story P P P P P P P
Compares stories P P P P P P P
Discriminates between fantasy and reality P P P P P P
Dramatizes a story P P P P P P P P P P P P
Asks and answers questions about key details in an expository text
P P P P P
Retells familiar stories, including key details P P P P P P P P P P P P P P P P
Identifies characters, settings, and major events in a story
P P P P P P
Identifies the main topic and retells the key ideas of an expository text
+ + + + + + + + + + + +
Asks and answers questions about unknown words in a text
P P P P P
Recognizes common genres of text (storybooks, poems, informational)
P P P P P P
Describes the connection between two individuals, events, ideas, or pieces of information in a text
+ + + + + + + + + + + +
10 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Oral Language and Vocabulary
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Speaks in complete sentences P P P P P P P P P P P P P P P P
Recites learned rhymes and songs P P P P P P P P P P P P P P P P
Uses new theme-related vocabulary P P P P P P P P P P P P P P P P
Describes an object + + + P P P P P P P
Describes what is happening in a picture P P P P P P P P P P P P P P P P
Participates in conversations with peers and adults in small and large groups
P P P P P P P P P P P P P P P P
Listens attentively as others speak P P P P P P P P P P P P P P P P
Continues a conversation through multiple exchanges + + + + + + + + + + + + + + + +
Confirms understanding of a text read aloud or information presented orally
+ + + + + + + + + + + +
Speaks audibly and expresses thoughts, feelings, and ideas clearly
P P P
Uses prepositions appropriately P P P P
Uses appropriate pronouns P P P
Forms a question P P P P P
Uses frequently occurring verbs and nouns P P P P P P P P P P P P P P P P
Forms regular plural nouns orally (/s/ or /es/) + + + + + + + + + + + + + + + +
Produces and expands sentences in shared language activities
P P P P P P P P P P P P P P P P
11Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Oral Language and Vocabulary continued
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Identifies new meanings for familiar words and applies them accurately
P P P P
Uses the most frequently occurring inflections and affixes (e.g., “-ed,” “-s,” “re-,” “un-,” “pre-,” “-ful,” “-less”) as a clue to the meaning of an unknown word
+ + + + + + + + + + + + + + + +
Sorts common objects into categories (e.g., shapes, foods)
P + + + + P P + P + + + + P + P
Demonstrates an understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)
+ + + + + + + + P + + + + + + +
Identifies real-life connections between words and their uses
P P P P P P P P P P P P P P P P
Distinguishes shades of meaning among verbs that describe the same general action
P P + + + + + + + + + P + + + P
Uses words and phrases acquired through conversations, reading and being read to, and responding to texts
P P P P P P P P P P P P P P P P
12 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Writing
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Draws a picture to illustrate a word or an idea P
Draws a line in place of a word or in place of parts of words
P
Writes letters to represent known sounds in a word P
Copies a word from a book or other resource P
Writes words from memory P
Uses Say-Spell-Say for sight words P
Uses emergent-writing forms to tell about a book P P P P P P P P
Uses emergent-writing forms to give his or her opinion about a book
P P P P P P P P
Uses emergent-writing forms to give information about a topic
P P P P P P P P P P P P P P P P
Uses emergent-writing forms to narrate a single event or multiple events and to provide a reaction to what happened
P P P P P P P P P P P P P P P
Responds to questions and suggestions from peers and adds details to strengthen writing as needed
+ + + + + + + + + + + + P P P P
Explores a variety of digital tools to produce and publish writing independently or in collaboration with peers
P P P P P P P P
Participates in shared research and writing projects
+ + + + + + + + P + P + P + + +
13Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Writing continued
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Recalls information from experiences or gathers information from provided sources to answer a question
P P P P P P P P P P P P P P P
Prints uppercase and lowercase letters P P P P P P P P P P P P P P P
Capitalizes the first word in a sentence and the pronoun “I”
P P P P
Recognizes and uses end punctuation P P
Recognizes an apostrophe as a shortening of two words
P + + + + + + + + + + + + +
Writes a letter or letters for consonant and short vowel sounds
P P P P P P P P P P P P P P P
Uses letter-sound relationships to spell simple words phonetically
P P P P P P P P P P P P P P P
Writes own first name P P
Writes own last name + + + + + + + + + + + + + + + +
Makes labels/signs + + + + + + + + + P + + P + + +
Creates a picture dictionary P
Makes a list + + + + + P + P + + + + + + + +
Writes a letter + + P + + + + + + P P + P + + +
Writes recipes and menus + + P + + P + + + + + + + + + +
Records observations + + + P P + P + + P P + + P +
14 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Mathematics—Numeration/Number Sense
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Counts by ones, fives, and tens P P
Groups and counts by ones, fives, and tens P P P
Identifies one-to-one correspondence P P
Explores one- and two-digit numbers with materials P P P P P P P P P P
Creates and names sets of one to twenty P P P P P P P P P P P
Identifies numbers 1–20 P P P P P P P P P P
Writes numerals 1–20 P P P P P P P P P P
Names and identifies objects with ordinal number names (first through twelfth)
P
Orders numbers P P
Names missing numbers on a number line (before, after, or between given numbers)
P
Estimates quantity P
Mathematics—Problem Solving
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Identifies attributes P
Classifies and sorts P P P P
Analyzes and extends a pattern P P P
Creates and describes a pattern P
Solves multistep problems using problem-solving strategies (act it out, etc.)
P P P P P P P P
15Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Mathematics—Comparison
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Identifies a set that is equal to a given set P P P P
Constructs a set that is one more than a given set P P
Constructs a set that is one less than a given set P P
Represents a model for addition using manipulatives
P
Represents a model for subtraction using manipulatives
P P
Counts on from a given number P
Counts back from a given number P
Mathematics—Statistics and Probability
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Reads and interprets data on a graph P P P P P P P P
Collects and records data on a graph over time P P P
Creates and reads a tally P
Determines the outcomes of simple probability experiments
P P
16 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Mathematics—Measurement
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Describes the size of materials and pictures (small, medium, large)
P P P
Compares objects (heavier than or lighter than a given object)
P P P P
Measures length using nonstandard units P
Uses standard units of measure to explore the lengths of various objects
P
Compares the capacity of a variety of containers P
Measures capacity using nonstandard units P
Mathematics—Time
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Identifies the days of the week in order P
Identifies the months of the year in order P
Uses the terms “yesterday,” “today,” and “tomorrow” P P P P
Locates a given day on a calendar P
Understands what a day is (morning, afternoon, night) P
Demonstrates the direction in which clock hands move P
Distinguishes between the hour and minute hands on an analog clock
P
Determines time to the hour on an analog clock P
Relates time on an analog clock to digital time P
17Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Mathematics—Money
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Identifies and names a penny, a nickel, and a dime and their values
P
Finds the value of a set of coins P
Matches coin amounts to cents P
Identifies and uses the cent sign P
Mathematics—Geometry
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Names and describes a circle, a square, a rectangle, and a triangle
P
Names and identifies a ball, a box, and a cone P
Mathematics—Fractions
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Identifies a whole P
Identifies parts of a whole (equal and unequal) P
Identifies halves P
Recognizes part-whole relationships P
18 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Creative
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Explores creative art materials P
Uses arts to represent and express experiences or feelings
P + + + + P + + + + + + + + +
Engages in a variety of creative arts P P P P P P P P P P P P P P P P
Identifies similarities and differences among artistic representations
P P
Experiments with a variety of art materials P P P P P P P P P P P P P P P P
Pretends with objects P P P P P P P P P P P P P P P P
Takes on dramatic roles P P P P P P P P P P P P P P P P
Participates in singing and chanting activities P P P P P P P P P P P P P P P P
Experiments with musical instruments + + + + + + P + + + + + + + + +
19Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Science—Scientific Methods
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Asks science-oriented questions P P
Predicts outcomes P P
Observes using all five senses P P
Conducts organized experiments P P
Records observed data P P
Draws conclusions P P
Science—Life Sciences
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Builds basic knowledge and understanding of human body systems and senses
P
Identifies selected plants and animals by known characteristics
P P P P P P P
Describes the basic life cycles of selected plants and animals
P P P P P P P
Expands knowledge of basic environmental and nutritional needs of selected plants and animals
P P P P P P
Science—Physical Sciences
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Explains basic knowledge of light, heat, electricity, and magnetism
P
Begins to develop a basic understanding of the properties of objects and materials (e.g., solids, liquids, gases)
P P
20 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Science—Earth Sciences
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Builds a basic understanding of changes in Earth and the sky (e.g., changes of the seasons)
P P P
Expands knowledge of the objects in the sky P
Develops a basic understanding of the properties of Earth materials (e.g., rocks and minerals, land formations)
P P
Science—Science and Technology
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Develops a basic awareness of and the need for science and technology
P
Distinguishes between natural objects and objects made by humans
P
Science—Science in Personal and Social Perspectives
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Describes basic food groups P
Understands basics of personal safety P
Begins to understand issues of how society causes environmental changes (e.g., pollution, conservation, recycling)
P
21Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Social Studies—Family, Home, and Community
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Identifies family members, relationships, and roles P P P
Demonstrates an awareness of the school community P P + P P
Demonstrates an awareness of the roles people play in society
P P P + + P + P P P
Demonstrates an awareness of the local neighborhood and community
P + + P + + + + +
Social Studies—Transportation
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Becomes familiar with various forms of transportation P P P
Demonstrates a knowledge of the various purposes of transportation
P P P
Social Studies—Communication
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Demonstrates an understanding of the need to communicate
+ + + + + + + + + P + + + + + +
Demonstrates various methods of communication + + + + + + + + + P + + + + + +
Social Studies—Economic Processes and Consumerism
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Dramatizes buying, selling, and manufacturing P P + + + + P + P + P +
Dramatizes knowledge and use of currency in society P P + + + + P + P + P +
22 Success for All Scope and Sequence
P = Primary focus/Active instruction = Reviewed and/or practiced + = Optional skill
KinderCorner 2nd Edition Scope and SequenceLanguage Arts and Literacy Concepts and Skills
Physical
Unit 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Coordinates eye-hand movements P P
Catches a ball or beanbag + + + P + P + + + + + + + + + +
Throws, kicks, or rolls a ball in intended direction + + + + + P P P + + + + + + +
Jumps forward, backward, and sideways with control and coordination
+ + + + + + P P + + + + +
Jumps rope when assisted by others who are swinging the rope
+ + + + + + P + + + + + + + + +
Balances objects on body parts + + + + + + + P + + + + + + + +
Manipulates small objects with precision + + + + + + + + + + + P + + + +
Walks with balance and coordination + + + + + + + + + + + + + + + +
Runs with control + + + + + + + + + + + + + + + +
Hops using either foot + + + + + + + + + + + + + + + +
Climbs equipment with agility + + + + + + + + + + + + + + + +
Gallops and skips with ease + + + + + + + + + + + + + + + +
23Success for All Scope and Sequence
Reading Roots 4th Edition An Early Elementary Reading Program
Reading Roots is Success for All’s reading program for students reading on
the first grade reading level. The Reading Roots lesson structure consists of
FastTrack Phonics, Shared Stories, Story Telling and Retelling (STaR), and
Adventures in Writing components. This scope and sequence follows the
development of skills in each of the Reading Roots lesson components.
24 Success for All Scope and Sequence
Reading Roots 4th Edition Program Components
FastTrack Phonics FastTrack Phonics is a fun, fast-paced and systematic phonics program that builds students’ skills in letter-sound correspondence and word-level reading and spelling.
Shared Stories Shared Stories are phonetically regular picture books that allow students to read engaging stories even when they know only a few letter sounds. Lessons develop the students’ reading fluency, oral language, and vocabulary abilities as they increase in reading complexity.
Story Telling and Retelling (STaR)The STaR component engages the students in interactive and imaginative reading of stories selected from children’s literature as the students are instructed in using background knowledge, reasoning, prediction, and higher order thinking skills to increase their story comprehension. Lessons also focus on vocabulary development and writing skills.
Adventures in Writing Adventures in Writing lessons allow students to write their thoughts and ideas about the stories and story themes read and discussed in class. These lessons allow them to practice using a variety of emergent-writing strategies that are structured to increase in difficulty, without sacrificing students’ expression of thoughts and ideas.
25Success for All Scope and Sequence
Reading Roots 4th Edition Scope and Sequence
P = Primary focus = Covered + = Optional skill
STaRLessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
STaR
Identify/describe story characters P P P P P P P P P P P P P P P P P
Compare/contrast story characters P + + + + P + P P P P
Discuss sequence P P P P P P P P P P P P P P P P P P
Discuss setting P P P P P P P P P P P P P P P P P P P
Discuss story problem and solution P P P P P P P P P P P P P P P P P
Identify main ideas and details in expository text
P P P P P P P
Make a prediction P P P P P P P P P P P P P P P P P P
Draw a conclusion about the story P P P P + P + + P P P P P
Determine the author’s purpose
Demonstrate understanding of the story by retelling
P P P P P P P P P P P P P P P P P P P P P P P P
Identify the theme or moral of the story + + P
Identify the tall tale genre and its elements
Interpret figurative language in a poem
Oral Language and Vocabulary Development
Vocabulary building P P P P P P P P P P P P P P P P P P P P P P P P
Speaking in complete sentences P P P P P P P P P P P P P P P P P P P P P P P P
Speaking in elaborated sentences √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
26 Success for All Scope and Sequence
Reading Roots 4th Edition Scope and Sequence
P = Primary focus = Covered + = Optional skill
STaRLessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Emergent Writing Strategies
Draw a line to represent a word P + + + + + + + + + + + + + + + + + + + + + + +
Draw a picture to represent a word P + + + + + + + + + + + + + + + + + + + + + + +
Find and copy a word P + + + + + + + + + + + + + + + + + + + + + +
Partial sound spelling P + + + + + + + + + + + + + + + + + + + + + +
Remember a word P + + + + + + + + + + + + + + + + + + + + +
Use sight word spellings P + + + + + + + + + + + + + + + + + + +
Full sound spelling P + + + + + + + + + + + + + + +
Writing Skills
Providing feedback to elaborate content + + + + + + + + + + + + + + + P P P P P P P P P
Writing sentences with story vocabulary P P P P P P P P P P P P P P P P P P P P P P P P
Writing sentences to critique stories P P P P P P P P P P P P P P P P P P P P P P P P
Using self- and peer-editing to improve writing
27Success for All Scope and Sequence
Reading Roots 4th Edition Scope and Sequence
P = Primary focus = Covered + = Optional skill
STaRLessons 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Listening Comprehension Skills
Identify/describe story characters P P P P P P P P P P P P P P P P P P
Compare/contrast story characters + + + + + P P + P
Discuss sequence P P P P P P P P P P P P P P P + P
Discuss setting P P P P P P P P P P P P P P P P P P P
Discuss story problem and solution P P P P P P P P P P P P P P P P
Identify main ideas and details in expository text
P P P P P P P P
Make a prediction P P P P + P P P P P P P P P P P P P P P
Draw a conclusion about the story P + P P + P P P P P P P P P + P P + P P P P P
Determine the author’s purpose P P P + + + P + P +
Demonstrate understanding of the story by retelling
P P P P P P P P P P P P P P P P P P P P P P P P
Identify the theme or moral of the story + P + + +
Identify the tall tale genre and its elements
P
Interpret figurative language in a poem P
28 Success for All Scope and Sequence
Reading Roots 4th Edition Scope and Sequence
P = Primary focus = Covered + = Optional skill
STaRLessons 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Oral Language and Vocabulary Development
Vocabulary building P P P P P P P P P P P P P P P P P P P P P P P P
Speaking in complete sentences P P P P P P P P P P P P P P P P P P P P P P P P
Speaking in elaborated sentences P P P P P P P P P P P P P P P P P P P P P P P P
Writing Skills
Using emergent writing strategies P + + + + + + + + + + + + + + + + + + + + + + +
Providing feedback to elaborate content P P P P P P P P P P P P P P P P P P P P P P P P
Writing sentences with story vocabulary P P P P P P P P P P P P P P P P P P P P P P P P
Writing sentences to critique stories P P P P P P P P P P P P P P P P P P P P P P P P
Using self- and peer-editing to improve writing
29Success for All Scope and Sequence
Reading Roots 4th Edition Scope and Sequence
P = Primary focus = Covered + = Optional skill
Adventures in WritingLessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Writing Skills and Strategies
Draw a line to represent a word P + + + + + + + + +
Draw a picture to represent a word P + + + + + + + + +
Find and copy a word P
Partial sound spelling P
Remember a word P
Use sight word spellings P P P P P P P P P P P P P P P P P P P P
Full sound spelling P P P P P P P P P P P P P P P P
The Writing Process
Prewriting P P P P P P P P P P P P P P P P P P P P P P P P
Peer Discussion P P P P P P P P P P P P P P P P P P P P P P P P
Sentence Writing P P P P P P P P P P P P P P P P P P P P P P P P
Peer Editing
Self-Editing
Paragraph Writing
Publishing
30 Success for All Scope and Sequence
Reading Roots 4th Edition Scope and Sequence
P = Primary focus = Covered + = Optional skill
Adventures in WritingLessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Editing Checklist
Use of capital letters at beginning of a sentence
Use of capital letters at beginning of a name
Use of period or exclamation mark at end of sentence
Correct spelling of all words
No missing words
Commas used after introductory sequence words
No extra words
Appropriate use of question marks
Commas between items in a list
31Success for All Scope and Sequence
Reading Roots 4th Edition Scope and Sequence
P = Primary focus = Covered + = Optional skill
Adventures in WritingLessons 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Writing Skills and Strategies
Draw a line to represent a word + + + + + + + + + + + + + + + + + + + + + + + +
Draw a picture to represent a word + + + + + + + + + + + + + + + + + + + + + + + +
Find and copy a word + + + + + + + + + + + + + + + + + + + + + + + +
Partial sound spelling + + + + + + + + + + + + + + + + + + + + + + + +
Remember a word + + + + + + + + + + + + + + + + + + + + + + + +
Use sight word spellings + + + + + + + + + + + + + + + + + + + + + + + +
Full sound spelling + + + + + + + + + + + + + + + + + + + + + + + +
The Writing Process
Prewriting P P P P P P P P P P P P P P P P P P P P P P P P
Peer Discussion P P P P P P P P P P P P P P P P P P P P P P P P
Sentence Writing P P P P P P P P P P P P P P P P P P P P P P P P
Peer Editing P P P P P P P P P P P P P P P P P P P P P P P P
Self-Editing P P P P P P P P P P P P P P P P P P P P P P
Paragraph Writing P P P P P P P P P P
Publishing P P P P P P P P P P
32 Success for All Scope and Sequence
Reading Roots 4th Edition Scope and Sequence
P = Primary focus = Covered + = Optional skill
Adventures in WritingLessons 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Editing Checklist
Use of capital letters at beginning of a sentence
P + + + + + + + + + + + + + + + + + + + + +
Use of capital letters at beginning of a name
P + + + + + + + + + + + + + + + + + + + + +
Use of period or exclamation mark at end of sentence
P + + + + + + + + + + + + + + + + + + + + +
Correct spelling of all words P + + + + + + + + + + + + + + + + + + + + +
No missing words P + + + + + + + + + + + + + + + + +
Commas used after introductory sequence words
P + + + + + + + + + + + + + + +
No extra words P + + + + + + + + + + + + + +
Appropriate use of question marks P + + + + + + + + + + + +
Commas between items in a list P + + + + + + + + +
33Success for All Scope and Sequence
Reading Wings An Upper Elementary Reading Program
Reading Wings lessons, built around a series of trade books, are designed to:
• teach strategies for reading.
• extend reading comprehension skills.
• enhance written expression.
• promote oral-language proficiency.
• develop fluency.
• develop listening-comprehension skills.
• encourage cooperative learning.
• foster the love of learning.
The scope and sequence that follows illustrates the development of skills through a year
of reading lessons. The titles of trade books are noted at the top of each column.
34 Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 2 Level 2.1
Jam
aica
’s F
ind
Rub
y th
e C
opyc
at
Linked Linked
Hom
es A
cros
s A
mer
ica*
Mr.
Put
ter
and
Tabb
y W
alk
the
Dog
Jess
ica
The
Bug
in T
each
er’s
Cof
fee
and
Oth
er S
choo
l Poe
ms
Squ
eaki
ng B
ats*
Linked
Sta
ying
Aliv
e*
Linked Linked Linked
Art
hur’s
New
Pup
py
Was
hes
for
Wag
gers
(1
)
Sci
ence
Fai
r*
The
Am
azin
g B
rain
Rac
e* (
1)
Juliu
s
Mis
s P
riss
(1
)
The
Boy
Who
Did
n’t
Bel
ieve
in S
prin
g
Who
Has
Tim
e?
Roc
kets
and
Spa
cesh
ips*
Dri
nk‑C
arto
n S
pace
Shu
ttle
* (
1)
Gila
Mon
ster
s M
eet
You
at
the
Air
port
A C
ity
Gro
ws*
Strategies
Clarifying • • • • • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • • • • • • • •
Cause/Effect • • • D • D • • • • • • • • • • • D
Characterization • D D • •
Compare/Contrast • D • • D • • • • • • • • • •
Drawing Conclusions D • • • • • • • • • • • D • • • •
Fact/Opinion • • • •
Figurative Language
Genre Structure
Literary Techniques D
Main Idea/ Supporting Details • • • D • • • •
Mood
Plot • • • • • • • • • • •
Point of View
Problem/Solution • • D • P • • • • P P
Sequencing • • • • D • • • • • • • • P •
Setting • • • • • • • • • • • D
Story Structure • • • • • D • • • • •
Text Features • • • • • D • •
Text Structures • • • • • • • •
Theme
35Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 2, continued Level 2.2
Linked
Abu
ela
Linked
Julia
n, D
ream
Doc
tor,
cycl
e 1
Julia
n, D
ream
Doc
tor,
cycl
e 2
Silv
er S
eeds
Isla
nd S
naps
hots
The
Wed
nesd
ay S
urpr
ise
Linked
Usi
ng E
nerg
y W
isel
y*
Litt
le R
abbi
t’s
Loos
e To
oth
The
One
in t
he M
iddl
e is
the
G
reen
Kan
garo
o
The
Pic
kle
Par
ade
Linked Linked
Bug
s! B
ugs!
Bug
s!*
Won
derf
ully
Wei
rd A
nim
als*
Win
king
, Blin
king
, Wig
glin
g,
and
Wag
glin
g*
Nat
e th
e G
reat
The
Mys
tery
of th
e S
tole
n H
air
Rib
bons
(1
)
Volu
ntee
rs*
Pla
nt a
tre
e, a
nd w
atch
it g
row
!* (
1)
In t
he T
ime
of t
he D
inos
aurs
*
Inve
stig
atin
g Yo
ur B
acky
ard*
Mol
e B
akes
Bre
ad
Spr
ingt
ime
Birds
’ N
ests
* (
1)
Trum
an’s
Aun
t Fa
rm
The
Sca
veng
er H
unt
(1)
Strategies
Clarifying • • • • • • • • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • • • • • • • • •
Cause/Effect • • • • • D • • • • • P • • P P • • • • •
Characterization • • • •
Compare/Contrast • • • • • • • • P • • • • P • • •
Drawing Conclusions • • • • D • • • • • • • • P P • • • • • P
Fact/Opinion • D
Figurative Language D D •
Genre Structure D P
Literary Techniques •
Main Idea/Supporting Details P • P • • • • • • •
Mood •
Plot • • • • • • D • • • • •
Point of View
Problem/Solution • • • • • • • • • • • • • • • •
Sequencing • • • • • • • • • • • • D •
Setting • • P • • • P • • • • • • •
Story Structure • • • • • • • • • • • • •
Text Features • • • • • • P • •
Text Structures • • • • • D • • •
Theme
36 Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 3 Level 3.1
A N
ew C
oat
for
Ann
a
The
Cha
lk B
ox K
id
Find
ing
the
Tita
nic*
The
Egyp
tian
Cin
dere
lla
Civ
iliza
tion
s Pas
t to
Pre
sent
: C
hina
*
Linked
The
Very
Fir
st A
mer
ican
s*
Linked
Goo
d W
ork,
Am
elia
Bed
elia
Pom
peii…
Bur
ied
Aliv
e!*
My
Gra
ndm
a, M
ajor
Lea
gue
Slu
gger
Cor
n is
Mai
ze: Th
e G
ift o
f th
e In
dian
s*
Linked O/P
Too
Man
y Ta
mal
es
The
Poc
ket
Wat
ch (
1)
The
Thre
e Li
ttle
Jav
alin
as
Pig
and
Wol
f M
asks
* (
1)
The
Thre
e Li
ttle
Pig
s (1
)
Frec
kle
Juic
e
Kno
w Y
our
Food
!* (
1)
From
Cow
to
Ice
Cre
am*
Man
atee
s*
Strategies
Clarifying • • • • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • • • • • • • • •
Cause/Effect • • • D • • • • • P D • • • • • •
Characterization • D • • • • • • •
Compare/Contrast • • • D • D • P • • • • • • • •
Drawing Conclusions • • • • • • D • • • • • • • • D
Fact/Opinion • • •
Figurative Language
Genre Structure
Literary Techniques
Main Idea/ Supporting Details • • • • • D • • •
Mood
Plot • • • • • • • • • •
Point of View
Problem/Solution D • • P • • • • • • P
Sequencing • • D • • • • • • • P • P
Setting • • • • • • • • • •
Story Structure • • • • D • • • • •
Text Features • • • • • • D • •
Text Structures • • • D • • • • •
Theme
37Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 3, continued Level 3.2
Linked
Up
a R
ainf
ores
t Tr
ee*
Linked
Wal
king
for
Fre
edom
: Th
e M
ontg
omer
y B
us B
oyco
tt, c
ycle
1W
alki
ng for
Fre
edom
: Th
e M
ontg
omer
y B
us B
oyco
tt, c
ycle
2
The
Pap
er B
ag P
rinc
ess
Linked
Tut’s
Mum
my
Lost
…an
d Fo
und*
The
Gre
at F
rog
Rac
e an
d O
ther
Poe
ms
Civ
iliza
tion
s Pas
t to
Pre
sent
: Eg
ypt*
Linked
An
Imm
igra
nt C
omm
unit
y of
the
19
00
s
Linked
Civ
iliza
tion
s Pas
t to
Pre
sent
:S
hoes
hine
Gir
l, cy
cle
1S
hoes
hine
Gir
l, cy
cle
2S
hoes
hine
Gir
l, cy
cle
3
Linked O/P
Muf
aro’
s B
eaut
iful D
augh
ters
Lon
Po
Po
Civ
iliza
tion
s Pas
t to
Pre
sent
: R
ome*
Vis
it Ita
ly!*
(1
)
A H
omes
tead
ing
Com
mun
ity
of
the
18
80
sI
Don
’t L
ike
Diff
eren
t (1
)
Trav
els
Acr
oss
Am
eric
a: T
he
Mid
wes
t*Tr
avel
s A
cros
s A
mer
ica:
Th
e N
orth
east
*
Mer
lin a
nd t
he D
rago
nsM
erlin
’s P
upil
(1)
Cha
ng’s
Pap
er P
ony
Cla
ssifi
ed A
dver
tise
men
ts*
(1
)
Sw
ampl
and*
Strategies
Clarifying • • • • • • • • • • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • • • • • • • • • •
Cause/Effect • • • • • • • • • • • • • P • • • P • • • • •
Characterization • • • • • • P P
Compare/Contrast • • • P • • • • • • P • P • • • • • • P
Drawing Conclusions • D • • • • • • • • • • • • • • • P • • P •
Fact/Opinion • D • D • •
Figurative Language D •
Genre Structure •
Literary Techniques •
Main Idea/ Supporting Details P • • • • P • • • •
Mood
Plot D • • • • • • • P • • • •
Point of View
Problem/Solution • • P • • • • • • • • • • • • • •
Sequencing • • • • • • • • • • • • • • • •
Setting • • • • • D P • P • • • • •
Story Structure • • • • D • • • • • • • • •
Text Features • • • • • • • D • •
Text Structures • • • • • • • • •
Theme D • •
38 Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 4 Level 4.1
Linked
Am
azin
g A
nim
als*
Linked
Unc
le J
ed’s
Bar
bers
hop
Life
in t
he R
ainf
ores
ts*
Son
g of
the
Tre
es
A W
riti
ng K
ind
of D
ay
Linked
Pro
tect
ing
the
Pla
net*
Linked Linked O/P
Fant
asti
c M
r. Fo
x, c
ycle
1
Fant
asti
c M
r. Fo
x, c
ycle
2
Fox’
s Fi
ne D
iner
* (
1)
The
Wum
p W
orld
Stu
mpy
the
Stu
bbor
n S
quir
rel (
1)
Kid
s C
omm
unic
ate*
E‑m
ail*
(1
)
Tale
s of
a F
ourt
h G
rade
Not
hing
, cy
cle
1Ta
les
of a
Fou
rth
Gra
de N
othi
ng,
cycl
e 2
Tale
s of
a F
ourt
h G
rade
Not
hing
, cy
cle
3
The
Lion
s an
d th
e A
ntel
ope
(1)
The
Trai
l of Te
ars*
The
Hop
i*
Oce
ans*
Strategies
Clarifying • • • • • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • • •
Strategies
Author’s Purpose • • • • • • • • •
Cause/Effect • P • P • • • • • P • • • • P • P
Characterization • • • D P
Compare/Contrast • • P • • • • • • P • • • • P • •
Drawing Conclusions P • • • • • • • • • • • P • • • •
Fact/Opinion D • •
Figurative Language • •
Genre Structure
Literary Techniques •
Main Idea/ Supporting Details • • • • D • • P •
Mood • •
Plot • • • • • • • • • •
Point of View •
Problem/Solution • • • P • D • • • • • • • •
Sequencing • • • • • • • • • • • • • • •
Setting • • • • • • • • • •
Story Structure • • • • • • • • • •
Text Features • D • • • • • • •
Text Structures • • • • • • • •
Theme D D
39Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 4, continued Level 4.2
Linked Linked
Hon
ey, I
Lov
e
All
for
the
Bet
ter:
A S
tory
of El
Bar
rio
Linked Linked
To t
he T
op!
Clim
bing
the
Wor
ld’s
H
ighe
st M
ount
ain
Lily
’s C
ross
ing,
cyc
le 1
Lily
’s C
ross
ing,
cyc
le 2
Lily
’s C
ross
ing,
cyc
le 3
Lily
’s C
ross
ing,
cyc
le 4
Hom
e: A
Jou
rney
thr
ough
Am
eric
a
Will
We
Mis
s Th
em?
Enda
nger
ed
Spe
cies
*
Linked
Cha
rlot
te’s
Web
, cyc
le 1
Cha
rlot
te’s
Web
, cyc
le 2
Cha
rlot
te’s
Web
, cyc
le 3
Cha
rlot
te’s
Web
, cyc
le 4
Cou
nty
Fair S
ign*
(1
)
The
Mid
nigh
t H
orse
, cyc
le 1
The
Mid
nigh
t H
orse
, cyc
le 2
Terr
ible
Tom
my
(1)
Joha
n R
einh
ard:
Dis
cove
ring
A
ncie
nt C
ivili
zati
ons*
Pau
l Ser
eno:
Dig
ging
for
Din
osau
rs*
Trav
els
Acr
oss
Am
eric
a:
The
Sou
thea
st*
Trav
el B
roch
ure*
(1
)
...If Yo
u Tr
avel
ed W
est
in a
Cov
ered
W
agon
, cyc
le 1
*..
.If Yo
u Tr
avel
ed W
est
in a
Cov
ered
W
agon
, cyc
le 2
*
Find
ing
Fort
Lar
amie
(1
)
Strategies
Clarifying • • • • • • • • • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • • • • • • •
Strategies
Author’s Purpose • • • • • • •
Cause/Effect • • • • • • P • • P • • • • P • • • • • • •
Characterization P • • • • • P • • P
Compare/Contrast • • • • • • P P • • • • • • • • • • I
Drawing Conclusions • • P • D • • I • • • I • • • • I • • • • •
Fact/Opinion D P •
Figurative Language D •
Genre Structure
Literary Techniques • D
Main Idea/ Supporting Details • • • • • • I • •
Mood
Plot • • • D • • • • • • • • • • •
Point of View
Problem/Solution • • • • • • • • • • • • • • • • • •
Sequencing • • • • • • • • • • • • • • • • P P
Setting • D • • • • • • • • • • • • • •
Story Structure • • • • • D • • • • • • • • •
Text Features • • • • • • • •
Text Structures • • • • • • • •
Theme •
40 Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 5 Level 5.1
Linked Linked
Bri
dge
to T
erab
ithi
a, c
ycle
1
Bridg
e to
Ter
abit
hia,
cyc
le 2
Bridg
e to
Ter
abit
hia,
cyc
le 3
Birch
es (
1)
Linked Linked Linked
Dar
nell
Roc
k R
epor
ting
, cyc
le 1
Dar
nell
Roc
k R
epor
ting
, cyc
le 2
Dar
nell
Roc
k R
epor
ting
, cyc
le 3
Dar
nell
Roc
k R
epor
ting
, cyc
le 4
The
Wro
ng C
hoic
e (1
)
Dis
aste
rs a
t S
ea*
Sea
rchi
ng t
he Int
erne
t* (
1)
The
Hum
an B
ody*
To S
pace
and
Bac
k*
Col
onia
l Life
: Th
e A
dven
ture
s of
B
enja
min
Wilc
oxH
ow D
id C
hild
ren
Pla
y in
Col
onia
l Ti
mes
?* (
1)
…If Y
ou L
ived
at
the
Tim
e of
the
G
reat
San
Fra
ncis
co E
arth
quak
e,
cycl
e 1
*
…If Y
ou L
ived
at
the
Tim
e of
the
G
reat
San
Fra
ncis
co E
arth
quak
e,
cycl
e 2
*
The
Gre
at F
ire
(1)
Strategies
Clarifying • • • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • • • • • • •
Cause/Effect • • • P • • • P • • • • • •
Characterization • • P D • •
Compare/Contrast • P • • • • • • • • • •
Drawing Conclusions P • • • • D • • P • • • • • •
Fact/Opinion P •
Figurative Language • • •
Genre Structure
Literary Techniques P
Main Idea/Supporting Details • • • • • P P
Mood •
Plot • • • • • • • • • •
Point of View D
Problem/Solution • • • • • • • • • • • • I
Sequencing • • • • • • • • • P • • D •
Setting • • • • • • • • • • •
Story Structure • P • • • • • • • •
Text Features • • • P • • •
Text Structures • • • • • • •
Theme •
41Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 5, continued Level 5.2
Linked
Bel
le P
rate
r’s B
oy, c
ycle
1
Bel
le P
rate
r’s B
oy, c
ycle
2
Bel
le P
rate
r’s B
oy, c
ycle
3
Bel
le P
rate
r’s B
oy, c
ycle
4
Bel
le P
rate
r’s B
oy, c
ycle
5
Linked
Bro
wn
Hon
ey in
Bro
omw
heat
Tea
Linked Linked Linked Linked
Enda
nger
ed S
peci
es*
Volc
anoe
s an
d Ea
rthq
uake
s*
Pol
luti
on a
nd W
aste
*
Mem
oran
dum
* (
1)
Mis
ty o
f C
hinc
otea
gue,
cyc
le 1
Mis
ty o
f C
hinc
otea
gue,
cyc
le 2
Mis
ty o
f C
hinc
otea
gue,
cyc
le 3
Mis
ty o
f C
hinc
otea
gue,
cyc
le 4
To F
ly o
r N
ot t
o Fl
y (1
)
Will
iam
Sha
kesp
eare
& t
he G
lobe
*
Dea
r B
enja
min
Ban
neke
r
You
Wou
ldn’
t W
ant
to B
e a
P
irat
e’s
Priso
ner*
You
Wou
ldn’
t W
ant
to B
e in
a
Med
ieva
l Dun
geon
*
Hey
Wor
ld, H
ere
I A
m!
cycl
e 1
Hey
Wor
ld, H
ere
I A
m!
cycl
e 2
Tany
a’s
Sty
lish
Sui
ts (
1)
Ani
mal
Def
ense
s*
Bea
rs B
ear
Wat
chin
g* (
1)
Strategies
Clarifying • • • • • • • • • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • • • • • • • • • •
Cause/Effect P I • • • • • • • I • • • • • • • • • • I
Characterization P P • I • • • • •
Compare/Contrast • I • • • • • • • I • I • I • • • • • • •
Drawing Conclusions • • • • • I • • • • • • • • • • • I • • •
Fact/Opinion • • •
Figurative Language • • P
Genre Structure
Literary Techniques •
Main Idea/ Supporting Details • • I • • • • • • •
Mood • •
Plot • • • • P • • • • • • • • •
Point of View
Problem/Solution • • • • • • • • • P • • • • • • • P
Sequencing • • • • • • • • • • • • • • • •
Setting • • • • • P • • • • • • • •
Story Structure • • • • • • • • • • • • • •
Text Features • • • I • • I • •
Text Structures • • • • • • • • •
Theme P P I
42 Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 6 Level 6.1
Num
ber
the
Sta
rs, c
ycle
1
Num
ber
the
Sta
rs, c
ycle
2
Num
ber
the
Sta
rs, c
ycle
3
Linked Linked
The
Ber
mud
a Tr
iang
le*
Kno
ck a
t a
Sta
r: A
Chi
ld’s
In
trod
ucti
on t
o Poe
try,
cyc
le 1
Linked Linked
Fire
in T
heir E
yes:
Wild
fires
and
th
e Peo
ple
Who
Fig
ht T
hem
, cyc
le 1
*Fi
re in
The
ir E
yes:
Wild
fires
and
th
e Peo
ple
Who
Fig
ht T
hem
, cyc
le 2
*
Wea
ther
*
Ligh
tnin
g S
afet
y* (
1)
From
the
Mix
ed‑U
p Fi
les
of
Mrs
. B
asil
E. F
rank
wei
ler,
cycl
e 1
From
the
Mix
ed‑U
p Fi
les
of
Mrs
. B
asil
E. F
rank
wei
ler,
cycl
e 2
From
the
Mix
ed‑U
p Fi
les
of
Mrs
. B
asil
E. F
rank
wei
ler,
cycl
e 3
From
the
Mix
ed‑U
p Fi
les
of
Mrs
. B
asil
E. F
rank
wei
ler,
cycl
e 4
The
Sto
ryte
ller
(1)
Dav
e at
Nig
ht, c
ycle
1
Dav
e at
Nig
ht, c
ycle
2
Dav
e at
Nig
ht, c
ycle
3
Dav
e at
Nig
ht, c
ycle
4
Dav
e at
Nig
ht, c
ycle
5
Fund
rais
ing
Frie
nds
(1)
Mus
cles
: O
ur M
uscu
lar
Sys
tem
*
Expl
orin
g th
e N
ervo
us S
yste
m*
(1
)
Strategies
Clarifying • • • • • • • • • • • • • • • • • • • D • •
Predicting • • • • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • • • • • • • •
Cause/Effect • I • • • • • I • • • • • • • I •
Characterization P • • • • • P
Compare/Contrast • • • • • I • • • • I • • • • • • • •
Drawing Conclusions • • • • • • • I • I • • • I • • • • •
Fact/Opinion • • • • • P
Figurative Language •
Genre Structure
Literary Techniques D
Main Idea/Supporting Details I • • I • • •
Mood
Plot • • • • • • • • • • • • P •
Point of View •
Problem/Solution • • • • • • • • • • • • • D • • •
Sequencing • • • • I • • • • • • • • • D
Setting • • • • • • • • • • • • • •
Story Structure • • • • • • • • I • • • • •
Text Features • D • • • • • •
Text Structures • • • • • • •
Theme P I •
43Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
Grade 6, continued Level 6.2
Gar
bage
and
Rec
yclin
g*
Linked
Kno
ck a
t a
Sta
r: A
Chi
ld’s
In
trod
ucti
on t
o Poe
try,
cyc
le 2
Linked Linked
Food
and
Fea
sts
in t
he M
iddl
e A
ges*
Linked O/P
The
Lion
, the
Wit
ch a
nd t
he
War
drob
e, c
ycle
1Th
e Li
on, t
he W
itch
and
the
W
ardr
obe,
cyc
le 2
The
Lion
, the
Wit
ch a
nd t
he
War
drob
e, c
ycle
3Th
e Li
on, t
he W
itch
and
the
W
ardr
obe,
cyc
le 4
The
Lion
, the
Wit
ch a
nd t
he
War
drob
e, c
ycle
5Th
e B
ridg
e to
Goo
dnes
s (1
)
Julie
of th
e W
olve
s, c
ycle
1
Julie
of th
e W
olve
s, c
ycle
2
Julie
of th
e W
olve
s, c
ycle
3
Julie
of th
e W
olve
s, c
ycle
4
Sle
epni
ght
Sle
epin
g B
ag U
ser’s
M
anua
l* (
1)
Don
’t K
now
Muc
h A
bout
the
S
olar
Sys
tem
*Ti
des*
(1
)
Chi
ldre
n of
the
Dus
t B
owl:
The
True
S
tory
of th
e S
choo
l at
Wee
dpat
ch
Cam
p, c
ycle
1*
Chi
ldre
n of
the
Dus
t B
owl:
The
True
S
tory
of th
e S
choo
l at
Wee
dpat
ch
Cam
p, c
ycle
2*
The
Out
‑of‑T
owne
rs (
1)
Two
Cul
ture
s M
eet*
The
Ner
vous
Sys
tem
*B
acks
tage
at
a M
ovie
Set
*
Strategies
Clarifying • • • • • • • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • D • • • • • • D • • •
Cause/Effect • • • • • • • • • • • I • I • • •
Characterization • • I • • • • I • •
Compare/Contrast I • • • • • • • • • • • • • • I • •
Drawing Conclusions • • • • • • • • • • • • • • • •
Fact/Opinion D •
Figurative Language •
Genre Structure •
Literary Techniques D D
Main Idea/Supporting Details • D • • • • • • • •
Mood • D
Plot • • • • P • • • • • •
Point of View P
Problem/Solution • • • • • • • • • • • P • • •
Sequencing • • • • • • • • • • • • • • •
Setting • • • • • • P • • • •
Story Structure • • • • • • • • • • •
Text Features • • P D • • • • • •
Text Structures D • • • • • • • D D
Theme I I
44 Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
MRL MRL.1
Cat
herine
, Cal
led
Birdy
, cyc
le 1
Cat
herine
, Cal
led
Birdy
, cyc
le 2
Cat
herine
, Cal
led
Birdy
, cyc
le 3
Cat
herine
, Cal
led
Birdy
, cyc
le 4
Linked
The
Cay
, cyc
le 1
The
Cay
, cyc
le 2
The
Cay
, cyc
le 3
Linked Linked
Art
s an
d Li
tera
ture
in t
he
Mid
dle
Age
s*
Mid
dle
Age
s R
ecip
e* (
1)
Chi
ldre
n of
the
Wild
Wes
t, c
ycle
1*
Chi
ldre
n of
the
Wild
Wes
t, c
ycle
2*
Gro
win
g U
p in
Coa
l Cou
ntry
, cyc
le 1
*
Gro
win
g U
p in
Coa
l Cou
ntry
, cyc
le 2
*
The
True
Con
fess
ions
of C
harl
otte
D
oyle
, cyc
le 1
The
True
Con
fess
ions
of C
harl
otte
D
oyle
, cyc
le 2
The
True
Con
fess
ions
of C
harl
otte
D
oyle
, cyc
le 3
The
True
Con
fess
ions
of C
harl
otte
D
oyle
, cyc
le 4
The
True
Con
fess
ions
of C
harl
otte
D
oyle
, cyc
le 5
Cap
tain
Jon
es a
nd t
he J
ungl
e (1
)
Strategies
Clarifying • • • • • D • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • • • • • D
Cause/Effect • • I • • • • I • • • • • • I • I
Characterization P • • I • • I • • • I
Compare/Contrast • • • • • • • I • • • • • • I •
Drawing Conclusions • • I • • • • • • • • • I • • •
Fact/Opinion I
Figurative Language • •
Genre Structure D •
Literary Techniques • •
Main Idea/Supporting Details I • P • I •
Mood • • •
Plot • • • • • • • • • • • • •
Point of View
Problem/Solution • • • • • • • • • • • • • • •
Sequencing • • • • • D • • • • • • • • •
Setting • • • • • • • • • • • • •
Story Structure • • • • • • • • • • • • •
Text Features • • • • • •
Text Structures • • P • • •
Theme
45Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
MRL, continued MRL.1
The
Pla
ce M
y W
ords
are
Loo
king
Fo
r: W
hat
Poe
ts S
ay A
bout
and
Th
roug
h Th
eir
Wor
k, c
ycle
1
97
Orc
hard
Str
eet,
New
Yor
k:
Sto
ries
of Im
mig
rant
Life
*
Linked Linked
Hol
es, c
ycle
1
Hol
es, c
ycle
2
Hol
es, c
ycle
3
Hol
es, c
ycle
4
Trea
sure
Bea
ch (
1)
Orp
han
Trai
n R
ider
, cyc
le 1
Orp
han
Trai
n R
ider
, cyc
le 2
Rea
ding
a S
ched
ule*
(1
)
Strategies
Clarifying • • • • • • • • • •
Predicting • • • • • • • • • •
Questioning • • • • • • • • • •
Summarizing • • • • • • • • • •
Skills
Author’s Purpose • • • •
Cause/Effect • • • P • • •
Characterization I • • • •
Compare/Contrast • • • • • • • • •
Drawing Conclusions • • • • • • •
Fact/Opinion •
Figurative Language •
Genre Structure
Literary Techniques D
Main Idea/Supporting Details • •
Mood D •
Plot • • • • • I •
Point of View
Problem/Solution • • • • • I • •
Sequencing • • • • • • • •
Setting • • P • • • •
Story Structure • • • • • • •
Text Features P D
Text Structures • P •
Theme I
46 Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
MRL, continued MRL.2
Linked Linked
The
Rid
dle
of t
he R
oset
ta S
tone
: K
ey to
Anc
ient
Egy
pt*
The
Pla
ce M
y W
ords
are
Loo
king
For
: W
hat
Poe
ts S
ay A
bout
and
Thr
ough
Th
eir
Wor
k, c
ycle
2
Linked
Bla
ck P
otat
oes:
The
Sto
ry o
f th
e G
reat
Irish
Fam
ine,
18
45
–18
50
, cy
cle
1*
Bla
ck P
otat
oes:
The
Sto
ry o
f th
e G
reat
Irish
Fam
ine,
18
45
–18
50
, cy
cle
2*
Bla
ck P
otat
oes:
The
Sto
ry o
f th
e G
reat
Irish
Fam
ine,
18
45
–18
50
, cy
cle
3*
Food
Lab
els*
(1
)
A W
rink
le in
Tim
e, c
ycle
1
A W
rink
le in
Tim
e, c
ycle
2
A W
rink
le in
Tim
e, c
ycle
3
A W
rink
le in
Tim
e, c
ycle
4
Gab
by’s
Les
son
(1)
Fare
wel
l to
Man
zana
r, cy
cle
1
Fare
wel
l to
Man
zana
r, cy
cle
2
Fare
wel
l to
Man
zana
r, cy
cle
3
Fare
wel
l to
Man
zana
r, cy
cle
4
A C
olle
ge C
onve
rsat
ion
(1)
Strategies
Clarifying • • • • • • • • • • • • • • • •
Predicting • • • • • • • • • • • • • • • •
Questioning • • • • • • • • • • • • • • • •
Summarizing • • • • • • • • • • • • • • • •
Skills
Author’s Purpose • • • • • D
Cause/Effect • • • • • • • • I • I •
Characterization I • • • • I • •
Compare/Contrast • I • D • • • • • • • • • • • •
Drawing Conclusions • • • D • • • • • • • • • •
Fact/Opinion • I
Figurative Language • P •
Genre Structure P • • •
Literary Techniques D
Main Idea/Supporting Details I • • • I
Mood • • • P
Plot • • • • • • • • • •
Point of View P •
Problem/Solution • • • • • • • • • • • •
Sequencing • • • • • • • • • • •
Setting • • • • • • • I • •
Story Structure • • • • • • • • • •
Text Features • • • • •
Text Structures • • • • •
Theme I I • • I
47Success for All Scope and Sequence
Reading Wings Scope and Sequence for Trade Book Targeted Treasure Hunts
Key: * = Expository (1) = One-day lesson D/P/I = Skill Level of Targeted Skill • = Covered skill O/P = Out of print
MRL, continued MRL.2
Linked
Lett
ers
from
a S
lave
Gir
l, cy
cle
1
Lett
ers
from
a S
lave
Gir
l, cy
cle
2
Lett
ers
from
a S
lave
Gir
l, cy
cle
3
Linked
Phi
neas
Gag
e: A
Tru
e bu
t G
rues
ome
Sto
ry A
bout
Bra
in S
cien
ce, c
ycle
1*
Phi
neas
Gag
e: A
Tru
e bu
t G
rues
ome
Sto
ry A
bout
Bra
in S
cien
ce, c
ycle
2*
Sea
rch
Engi
nes*
(1
)
Torn
ado
Ale
rt*
The
Win
d at
Wor
k, c
ycle
1*
The
Win
d at
Wor
k, c
ycle
2*
Strategies
Clarifying • • • • • • • • •
Predicting • • • • • • • • •
Questioning • • • • • • • • •
Summarizing • • • • • • • • •
Skills
Author’s Purpose • • • I I • •
Cause/Effect I • • • • • • •
Characterization •
Compare/Contrast • • • • I •
Drawing Conclusions • • • • • • • • •
Fact/Opinion P
Figurative Language •
Genre Structure P •
Literary Techniques P •
Main Idea/Supporting Details • I • • • •
Mood
Plot • • •
Point of View •
Problem/Solution • • • •
Sequencing • • • • • I
Setting • • •
Story Structure • • •
Text Features • • • I • •
Text Structures • • • • • •
Theme I
49Success for All Scope and Sequence
The Reading EdgeA Middle Grades Reading Program
The Reading Edge, a research-based program for young adolescents, targets
the skills and strategies middle school students need to be successful in
content-area learning. Since the range of reading achievement is extremely
broad in this age group, the Reading Edge provides instructional programs
for students at beginning through eighth-grade+ reading levels.
Students reading at grade level focus primarily on vocabulary development
and advanced comprehension strategies. Students reading below grade level
receive instruction that focuses on their particular needs, such as fluency,
vocabulary development, or word analysis, using narrative and expository text
at their instructional reading level. As students acquire new skills, they move
rapidly through multiple levels in each school year. The extensive use of
cooperative learning and regular assessments that involve students in setting
individual and team goals motivate them to learn.
The Reading Edge Scope and Sequence
50 Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 8 Units use a six‑day cycle of instruction.
Blu
eStr
ateg
ies
Foun
dati
on, c
ycle
1
Str
ateg
ies
Foun
dati
on, c
ycle
2
Pin
kW
itch
craf
t of
Sal
em
Vill
age,
cyc
le 1
Wit
chcr
aft
of S
alem
V
illag
e, c
ycle
2
Fahr
enhe
it 4
51,
cycl
e 1
Fahr
enhe
it 4
51,
cycl
e 2
Fahr
enhe
it 4
51,
cycl
e 3
Fahr
enhe
it 4
51,
cycl
e 4
Pur
ple
The
Glo
be T
heat
re
Muc
h A
do A
bout
N
othi
ng, c
ycle
1
Muc
h A
do A
bout
N
othi
ng, c
ycle
2
Muc
h A
do A
bout
N
othi
ng, c
ycle
3
Rim
shot
s, c
ycle
1
Rim
shot
s, c
ycle
2
Gre
enR
eadi
ng P
rim
ary
Sou
rces
*
StrategiesClarifying P P
Summarizing P P
Questioning P P
Predicting P P
SkillsCause/Effect
Compare/Contrast P
Draw Conclusions P P P PIdentify Main Idea
Fact and Opinion
Fluency
Vocabulary and Word RecognitionPrefixes/Endings
Word Meanings and Connotations
Word Origins/Families
Parts of Speech
Story StructureSetting P P
Plot P P P
Characterization P P
Problem/Solution P P
Identify Themes P P P P PLiterary TechniquesGenre Structure P P P P
Mood P
Figurative Language P
Foreshadowing
Point of View PPurposes for WritingExplain/Inform
Persuade
Describe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing Forms Action plan Opinion essay Focused free-write
Opinion essay
Descriptive essay
Editorial Interview Persuasive letter
Advertisement Script for a scene
Character sketch
Plot summary
Poem Paragraph analysis
Eyewitness account
The Reading Edge Scope and Sequence
51Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 8, continued Units use a six‑day cycle of instruction.
Stra
tegi
es fo
r Rea
ding
a Sc
ienc
e Te
xtbo
ok*
Out
of th
e D
ust,
cy
cle
1
Out
of th
e D
ust,
cy
cle
2
Out
of th
e D
ust,
cy
cle
3
Out
of th
e D
ust,
cy
cle
4
Yello
wH
ope
Was
Her
e,
cycl
e 1
Hop
e W
as H
ere,
cy
cle
2
Hop
e W
as H
ere,
cy
cle
3
Hop
e W
as H
ere,
cy
cle
4
Hop
e W
as H
ere,
cy
cle
5
Gre
at S
peec
hes
Red
Bod
ywor
k*
Extr
eme
Pla
ces*
Wild
fire*
StrategiesClarifying P
Summarizing P
Questioning P
Predicting P
SkillsCause/Effect P P
Compare/Contrast
Draw Conclusions P P P P P PIdentify Main Idea P P P P PFact and Opinion
Fluency
Vocabulary and Word RecognitionPrefixes/Endings
Word Meanings and Connotations
Word Origins/Families
Parts of Speech
Story StructureSetting P
Plot P P
Characterization P P PProblem/Solution P PIdentify Themes P P P P PLiterary TechniquesGenre Structure P P PMood P P
Figurative Language P P P P
Foreshadowing
Point of View
Purposes for WritingExplain/Inform
Persuade
Describe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing Forms Critical review
Journal entry
Free verse poem
News story Review Personal essay
Eyewitness account
Interview Short narrative
Personal essay
Persuasive speech
Explanatory paragraph
Descriptive letter
Summary
The Reading Edge Scope and Sequence
52 Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 8, continued Units use a six‑day cycle of instruction.
The
Con
tend
er,
cycl
e 1
The
Con
tend
er,
cycl
e 2
The
Con
tend
er,
cycl
e 3
The
Con
tend
er a
nd
Rel
ated
Rea
ding
s,
cycl
e 4
Glo
ry F
ield
, cyc
le 1
Glo
ry F
ield
, cyc
le 2
Glo
ry F
ield
, cyc
le 3
Glo
ry F
ield
, cyc
le 4
Glo
ry F
ield
, cyc
le 5
Glo
ry F
ield
and
R
elat
ed R
eadi
ngs,
cy
cle
6
StrategiesClarifying
Summarizing
Questioning
Predicting
SkillsCause/Effect P P P
Compare/Contrast P P PDraw Conclusions P P P P P PIdentify Main IdeaFact and OpinionFluency
Vocabulary and Word RecognitionPrefixes/Endings
Word Meanings and Connotations
Word Origins/Families
Parts of Speech
Story StructureSetting P P
Plot P P
Characterization P P P
Problem/Solution P P P P PIdentify Themes P P P PLiterary TechniquesGenre Structure P
Mood P P
Figurative Language P P
Foreshadowing
Point of View P
Purposes for WritingExplain/Inform
Persuade
Describe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing Forms Personal essay Personal essay Dialogue Free verse Description Interview Letter Point-of-view essay Personal response Biographical summary
The Reading Edge Scope and Sequence
53Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 7 Units use a six‑day cycle of instruction.
Blu
eStr
ateg
ies
Foun
dati
on, c
ycle
1
Str
ateg
ies
Foun
dati
on, c
ycle
2
Pin
k145th
Str
eet
Sho
rt
Sto
ries
, cyc
le 1
145th
Str
eet
Sho
rt
Sto
ries
, cyc
le 2
145th
Str
eet
Sho
rt
Sto
ries
, cyc
le 3
No
Mor
e D
ead
Dog
s,
cycl
e 1
No
Mor
e D
ead
Dog
s,
cycl
e 2
No
Mor
e D
ead
Dog
s,
cycl
e 3
Pur
ple
The
Out
side
rs,
cycl
e 1
The
Out
side
rs,
cycl
e 2
The
Out
side
rs,
cycl
e 3
The
Out
side
rs,
cycl
e 4
Und
erst
andi
ng
Elec
tric
ity*
StrategiesClarifying P P
Summarizing P P
Questioning P P
Predicting P P
SkillsCause/Effect PCompare/Contrast P P
Draw Conclusions P P
Identify Main Idea
Sequence Events PFact and Opinion
Fluency
Vocabulary and Word RecognitionCompound Words
Prefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting P P P
Plot PCharacterization P P P P P PProblem/Solution P P P
Identify Themes P P P
Literary TechniquesGenre Structure
Mood
Figurative Language P P
Foreshadowing
Point of View P P P P
Purposes for WritingExplain/Inform
Persuade
Describe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing Forms Narrative poem
Narrative poem
Descriptive paragraph
Dialogue Character sketch
Dialogue Scene description
News story Autobiographical sketch
Point-of-view journal entry
News story Persuasive essay
Opinion essay
The Reading Edge Scope and Sequence
54 Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 7, continued Units use a six‑day cycle of instruction.
Am
usem
ent
Par
k Sci
ence
*
Gre
enTr
ue C
onfe
ssio
ns
of C
harl
otte
Doy
le,
cycl
e 1
True
Con
fess
ions
of
Cha
rlot
te D
oyle
, cy
cle
2
True
Con
fess
ions
of
Cha
rlot
te D
oyle
, cy
cle
3
True
Con
fess
ions
of
Cha
rlot
te D
oyle
, cy
cle
4
Our
Wes
t*
Blu
e or
Gra
y?
A F
amily
Div
ided
Yello
wTh
e G
iver
, cyc
le 1
The
Giv
er, c
ycle
2
The
Giv
er, c
ycle
3
The
Giv
er, c
ycle
4
Bui
ldin
g th
e Tr
ansc
onti
nent
al
Rai
lroa
d*
Und
erst
andi
ng t
he
Bra
in*
StrategiesClarifying
Summarizing
Questioning
Predicting
SkillsCause/Effect P P
Compare/Contrast P
Draw Conclusions P P
Identify Main Idea P PSequence Events
Fact and Opinion P
Fluency
Vocabulary and Word RecognitionCompound Words
Prefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting P P P
Plot PCharacterization P P P
Problem/Solution P PIdentify Themes
Literary TechniquesGenre Structure
Mood P
Figurative Language
Foreshadowing
Point of View P
Purposes for WritingExplain/Inform
PersuadeDescribe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing Forms Journal entry
Journal entry Dialogue Compare-and- contrast essay
Opinion letter Journal entry
Point-of-view letter
Mood paragraph
Letter Opinion letter
Descriptive paragraph
Song lyrics Diagnosis
The Reading Edge Scope and Sequence
55Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 7, continued Units use a six‑day cycle of instruction.
Red
Taki
ng S
ides
, cyc
le 1
Taki
ng S
ides
, cyc
le 2
Taki
ng S
ides
and
R
elat
ed R
eadi
ngs,
cy
cle
3
Hom
ecom
ing,
cy
cle
1
Hom
ecom
ing,
cy
cle
2
Hom
ecom
ing,
cy
cle
3
Hom
ecom
ing,
cy
cle
4
Hom
ecom
ing,
cy
cle
5
Hom
ecom
ing,
cy
cle
6
Hom
ecom
ing
and
Rel
ated
Rea
ding
s,
cycl
e 7
StrategiesClarifying
Summarizing
Questioning
Predicting
SkillsCause/Effect P P P
Compare/Contrast P P P PDraw Conclusions P P P P P P P
Identify Main Idea
Sequence Events
Fact and OpinionFluency
Vocabulary and Word RecognitionCompound WordsPrefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting P
Plot P P P
Characterization P P P P P
Problem/Solution P P P
Identify Themes P P P PLiterary TechniquesGenre Structure P PMood P
Figurative Language P
Foreshadowing P
Point of View P
Purposes for WritingExplain/Inform
Persuade
Describe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing Forms Short narrative Summary Poem Advice letter Personal response Interview Description Mood paragraph Persuasive letter Essay
The Reading Edge Scope and Sequence
56 Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 6 Units use a six‑day cycle of instruction.
Blu
e
Str
ateg
ies
Foun
dati
on, c
ycle
1
Str
ateg
ies
Foun
dati
on, c
ycle
2
Pin
kH
atch
et, c
ycle
1
Hat
chet
, cyc
le 2
Hat
chet
, cyc
le 3
Hat
chet
, cyc
le 4
Tom
Saw
yer
exce
rpt
Feed
ing
the
Wor
ld*
Pur
ple
Mid
dle
Age
s
Cat
heri
ne, C
alle
d B
irdy
, cyc
le 1
Cat
heri
ne, C
alle
d B
irdy
, cyc
le 2
Cat
heri
ne, C
alle
d B
irdy
, cyc
le 3
Cat
heri
ne, C
alle
d B
irdy
, cyc
le 4
StrategiesClarifying P P
Summarizing P P
Questioning P P
Predicting P P
SkillsCause/Effect
Compare/Contrast P
Draw Conclusions P
Identify Main Idea P
Sequence Events
Fluency
Vocabulary and Word RecognitionCompound Words
Prefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting P P P
Plot
Characterization P P P P P P
Problem/Solution P P P
Identify Themes P PLiterary TechniquesGenre Structure
Mood P
Foreshadowing
Point of View
Purposes for WritingExplain/Inform
Persuade
Describe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing FormsJournal entry Postcard
messageSong lyrics Character
sketchStep-by-step instructions
Dialogue Personal response
Opinion statement
Compare-and-contrast
paragraph
Point-of-view journal entry
Focused free-write
Personal ad Letter
The Reading Edge Scope and Sequence
57Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 6, continued Units use a six‑day cycle of instruction.
Mac
hine
s M
ake
It
Mov
e*
Gre
enR
oll o
f Th
unde
r, H
ear
My
Cry
, cyc
le 1
Rol
l of T
hund
er, H
ear
My
Cry
, cyc
le 2
Rol
l of T
hund
er, H
ear
My
Cry
, cyc
le 3
Rol
l of T
hund
er, H
ear
My
Cry
, cyc
le 4
Rol
l of T
hund
er, H
ear
My
Cry
, cyc
le 5
The
Gre
at M
igra
tion
*
Yello
wH
oles
, cyc
le 1
Hol
es, c
ycle
2
Hol
es, c
ycle
3
Hol
es, c
ycle
4
Bas
ebal
l in
Apr
il,
cycl
e 1
Bas
ebal
l in
Apr
il,
cycl
e 2
StrategiesClarifying
Summarizing
Questioning
Predicting
SkillsCause/Effect P
Compare/Contrast P PDraw Conclusions P P P P
Identify Main Idea P
Sequence Events
Fluency
Vocabulary and Word RecognitionCompound Words
Prefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting P P PPlot P P
Characterization P P P P PProblem/Solution P P P
Identify Themes P P PLiterary TechniquesGenre Structure
Mood
Foreshadowing P
Point of View P
Purposes for WritingExplain/Inform
Persuade
Describe
EntertainExpress Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing FormsCommercial Point-of-view
descriptionInterview Dialogue Descriptive
paragraphDescriptive paragraph
Letter Proposal Character sketch
Informative paragraph
Persuasive paragraph
Autobiographical paragraph
Compare- and-contrast paragraph
The Reading Edge Scope and Sequence
58 Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 6, continued Units use a six‑day cycle of instruction.
Red
Isla
nd o
f th
e B
lue
Dol
phin
s, c
ycle
1
Isla
nd o
f th
e B
lue
Dol
phin
s, c
ycle
2
Isla
nd o
f th
e B
lue
Dol
phin
s, c
ycle
3
Isla
nd o
f th
e B
lue
Dol
phin
s an
d R
elat
ed R
eadi
ngs,
cy
cle
4
Hou
se o
f D
ies
Dre
ar,
cycl
e 1
Hou
se o
f D
ies
Dre
ar,
cycl
e 2
Hou
se o
f D
ies
Dre
ar,
cycl
e 3
Hou
se o
f D
ies
Dre
ar,
cycl
e 4
Hou
se o
f D
ies
Dre
ar a
nd R
elat
ed
Rea
ding
s, c
ycle
5
StrategiesClarifying
Summarizing
Questioning
Predicting
SkillsCause/Effect P P
Compare/Contrast P PDraw Conclusions P P P P P
Identify Main Idea
Sequence EventsFluency
Vocabulary and Word RecognitionCompound WordsPrefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting P
Plot P PCharacterization P P P
Problem/Solution P
Identify Themes P P
Literary TechniquesGenre Structure P P P P PMood P P
Figurative Language P
Foreshadowing P P
Point of View P PPurposes for WritingExplain/Inform
PersuadeDescribe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing Forms Descriptive paragraph
Problem/solution paragraph
Personal response Poem Mystery story Mystery story cont. Mystery story cont. Mystery story cont. Poem
The Reading Edge Scope and Sequence
59Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 5 Units use a six‑day cycle of instruction.
Intervention for Struggling Readers
Blu
eStr
ateg
ies
Foun
dati
on, c
ycle
1
Str
ateg
ies
Foun
dati
on, c
ycle
2
Poe
try
Bre
ak 1
Poe
try
Bre
ak 2
Poe
try
Bre
ak 3
Pin
kFa
vori
te G
reek
Myt
hs
Trou
ble
Wit
h Tr
ash*
On
My
Hon
or, c
ycle
1
On
My
Hon
or, c
ycle
2
Leon
’s S
tory
, cyc
le 1
Leon
’s S
tory
, cyc
le 2
Pur
ple
One
Thi
ng L
eads
to
Ano
ther
*
Libr
ary
Car
d, c
ycle
1
Libr
ary
Car
d, c
ycle
2
Boy
of th
e Pai
nted
C
ave,
cyc
le 1
StrategiesClarifying P P
Summarizing P P
Questioning P
Predicting P P
SkillsCause/Effect P
Compare/Contrast P PDraw Conclusions
Identify Main Idea P P
Sequence Events
Fluency P
Vocabulary and Word RecognitionCompound Words
Prefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting P P P P
Plot P
Characterization P
Problem/Solution P P
Identify Themes P P P P
Literary TechniquesGenre Structure P P P
Mood PFigurative Language P
Foreshadowing
Point of View
Purposes for WritingExplain/Inform
Persuade
Describe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing Forms Advertisement Letter Myth Flyer News story
Speech Informative paragraph
Informative paragraph
Letter Personal response
Book review
Letter
The Reading Edge Scope and Sequence
60 Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 5, continued Units use a six‑day cycle of instruction.
Intervention for Struggling Readers
Boy
of th
e Pai
nted
C
ave,
cyc
le 2
Boy
of th
e Pai
nted
C
ave,
cyc
le 3
Gre
enH
omet
owns
*
Man
iac
Mag
ee,
cycl
e 1
Man
iac
Mag
ee,
cycl
e 2
Man
iac
Mag
ee,
cycl
e 3
Man
iac
Mag
ee,
cycl
e 4
Hur
rica
nes*
Yello
wW
WII a
nd D
enm
ark*
Num
ber
the
Sta
rs,
cycl
e 1
Num
ber
the
Sta
rs,
cycl
e 2
Num
ber
the
Sta
rs,
cycl
e 3
Sou
l Loo
ks B
ack
in W
onde
r
Rin
g of
Fir
e*
StrategiesClarifying
Summarizing
Questioning
Predicting
SkillsCause/Effect P P PCompare/Contrast P P
Draw Conclusions P P P P
Identify Main Idea P PSequence Events P P
Fluency
Vocabulary and Word RecognitionCompound WordsPrefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting P P
Plot
Characterization P P
Problem/Solution
Identify Themes P
Literary TechniquesGenre Structure PMood
Figurative Language P P
Foreshadowing P
Point of View
Purposes for WritingExplain/Inform
PersuadeDescribe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing Forms Descriptive paragraph
Character sketch
Tall tale Interview News story
Descriptive paragraph
Yearbook entry
Job description
Autobiographical paragraph
Diary entry Personal response
Opinion letter Poem Letter
The Reading Edge Scope and Sequence
61Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 4 Units use a six‑day cycle of instruction.
Intervention for Struggling Readers
Blu
eStr
ateg
ies
Foun
dati
on, c
ycle
1
Str
ateg
ies
Foun
dati
on, c
ycle
2
Poe
try
Bre
ak 1
Poe
try
Bre
ak 2
Poe
try
Bre
ak 3
Pin
kTh
e Fo
rtun
e‑Te
llers
Aes
op’s
Fab
les
The
Wom
an W
ho
Out
shon
e th
e Sun
Bas
ebal
l Sav
ed U
s
The
Whi
ppin
g B
oy,
cycl
e 1
The
Whi
ppin
g B
oy,
cycl
e 2
Pur
ple
Bod
y in
Mot
ion*
In t
he D
eep*
Son
g of
the
Tre
es,
cycl
e 1
Son
g of
the
Tre
es,
cycl
e 2
StrategiesClarifying P P P P
Summarizing P P P PQuestioning P
Predicting P P
SkillsCause/Effect
Compare/Contrast P P P
Draw Conclusions P P P
Identify Main Idea PSequence Events P PFluency P
Vocabulary and Word RecognitionCompound Words
Prefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting P
Plot P PCharacterization P
Problem/Solution P P P
Identify Themes P P
Literary TechniquesGenre Structure P P P P P
Mood P
Figurative Language P P
Point of View
Purposes for WritingExplain/InformPersuade
Describe
Entertain
Express Feelings/Opinion
Writing ProcessPrewriting/ Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing FormsJournal entry Journal
entryPrediction Fable Descriptive
paragraphPoint-of-
view paragraph
Wanted poster
New story ending
Commercial Descriptive paragraph
Descriptive paragraph
Story
The Reading Edge Scope and Sequence
62 Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 4, continued Units use a six‑day cycle of instruction.
Intervention for Struggling Readers
Rac
e to
the
Sou
th
Pol
e*
A H
omes
tead
ing
Com
mun
ity
of
the
1880s
Gre
enA
Riv
er R
an W
ild
How
Pla
nts
Sur
vive
*
Your
Mot
her
Was
a
Nea
nder
thal
, cyc
le 1
Your
Mot
her
Was
a
Nea
nder
thal
, cyc
le 2
Mar
s*
Str
ateg
ies
Rev
iew
*
Yello
wH
iros
him
a, c
ycle
1
Hir
oshi
ma,
cyc
le 2
Sad
ako
and
the
Thou
sand
Pap
er
Cra
nes
If Y
our
Nam
e W
as
Cha
nged
at
Ellis
Is
land
, cyc
le 1
If Y
our
Nam
e W
as
Cha
nged
at
Ellis
Is
land
, cyc
le 2
An
Imm
igra
nt
Com
mun
ity
of t
he
1900s
StrategiesClarifying P P
Summarizing P P P
Questioning P PPredicting P
SkillsCause/Effect P
Compare/Contrast P
Draw Conclusions P P
Identify Main Idea P P P
Sequence Events P P P
Fluency
Vocabulary and Word RecognitionCompound WordsPrefixes/Endings
Word Meanings
Word Origins/Families
Parts of Speech
Story StructureSetting
Plot
Characterization P P
Problem/Solution P P
Identify Themes P
Literary TechniquesGenre StructureMoodFigurative Language
Point of View
Purposes for WritingExplain/Inform
Persuade
Describe
EntertainExpress Feelings/Opinion
Writing ProcessPrewriting/Use of Graphic Organizers
Peer Discussion
Drafting
Peer Feedback
Writing FormsCommercial Book dust
jacket copyPoint-of-view paragraph
Rules of a game
Character sketch
Description of a
problem
Letter Summary paragraph
Journal entry
Proposal Letter Questionnaire Informational paragraph
Personal response
The Reading Edge Scope and Sequence
63Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 3 Units use a six‑day cycle of instruction.
Intervention for Struggling Readers
Blu
e Set
1S‑S
‑Sna
kes!
*
Hun
gry
Pla
nts*
Yello
w S
et 2
Ber
mud
a Tr
iang
le*
Cin
dere
lla
Erup
tion
!: A
Sto
ry
Abo
ut V
olca
noes
*
Gre
en S
et 2
G
ray
Wol
ves*
The
Empe
ror’s
N
ew C
loth
es
Flig
ht*
Yello
w S
et 3
Esca
pe N
orth
!*
The
Ugl
y D
uckl
ing
Fire
at
the
Tria
ngle
Fa
ctor
y
Gre
en S
et 3
Expl
orin
g th
e W
est*
Kin
g M
idas
The
Dri
nkin
g G
ourd
FluencyPronunciation
Emphasize Important Words P P P P P
Obey Punctuation P P P P P
Read at an Appropriate Rate P P P P P
StrategiesClarification P P P P P P P P
Summarization P PQuestioning P P P
Prediction P PComprehension SkillsCause/Effect
Characterization P
Compare/Contrast P
Draw Conclusions
Main Idea PSequence Events
Story Structure P
Genre Structure
Identify Themes
Vocabulary and Word RecognitionPrefixes/Endings P P
Compound Words P P
Word Meanings
WritingWrite Complete Sentences
Capitalization and Punctuation P P P P P
Spelling P
The Reading Edge Scope and Sequence
64 Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 3, continued Units use a six‑day cycle of instruction.
Intervention for Struggling Readers
Yello
w S
et 4
To t
he R
escu
e*
The
Squ
ire’
s B
ride
A R
ain
Fore
st
Adv
entu
re*
Gre
en S
et 4
Bas
ebal
l’s G
reat
est
H
itte
rs*
Get
a L
ife
Cin
dere
lla!
Jack
ie R
obin
son
and
the
Sto
ry o
f A
ll‑B
lack
B
aseb
all*
Yello
w S
et 5
Find
ing
Pro
vide
nce
The
Twel
ve L
abor
s of
H
ercu
les
Goo
d Spo
rts*
Gre
en S
et 5
A D
inos
aur
Nam
ed
Sue
*
Twel
fth
Nig
ht
Sha
rk A
ttac
k!*
FluencyPronunciation
Emphasize Important Words P P P P
Obey Punctuation P P P P
Read at an Appropriate Rate P P P P
StrategiesClarification P P P P P P PSummarization P P P
Questioning
Prediction
Comprehension SkillsCause/Effect
Characterization P
Compare/Contrast PDraw Conclusions
Main Idea P P
Sequence Events
Story Structure
Genre Structure
Identify Themes
Vocabulary and Word RecognitionPrefixes/Endings P P P P PCompound Words
Word Meanings
WritingWrite Complete Sentences
Capitalization and Punctuation P P P P
Spelling P
The Reading Edge Scope and Sequence
65Success for All Scope and Sequence
P = Primary focus = Covered * = Expository
Level 2 Units use a six‑day cycle of instruction.
Intervention for Struggling Readers
Blu
eM
arti
n Lu
ther
K
ing,
Jr.*
Sna
p! A
Boo
k A
bout
A
lliga
tors
and
C
roco
dile
s*
Yello
w S
et 2
Sm
all W
olf
Bel
ling
the
Cat
Tita
nic:
Los
t an
d
Foun
d*
Gre
en S
et 2
Th
e B
rave
st D
og
Ever
*
The
Lion
and
the
M
ouse
Tent
acle
s*
Yello
w S
et 3
Twis
ters
!*
The
Thre
e W
ishe
s
Wag
on W
heel
s
Gre
en S
et 3
Clo
uds
of T
erro
r
The
Tow
n M
ouse
and
th
e C
ount
ry M
ouse
The
True
Sto
ry o
f Poc
ahon
tas
FluencyPronunciation
Emphasize Important Words P P P P P
Obey Punctuation P P P P P
Read Expressively P P P P
Read at an Appropriate Rate P P P P
StrategiesClarification P
Summarization
Questioning P P
Prediction P PComprehension SkillsCause/Effect
Characterization
Compare/Contrast P P
Draw Conclusions
Main Idea
Sequence Events
Story Structure
Genre Structure
Identify Themes P P
Vocabulary and Word RecognitionDecoding Skills ReviewPrefixes/Endings P P P P
Word Meanings
WritingWrite Complete Sentences P P P P
Capitalization and Punctuation P P
Spelling
The Reading Edge Scope and Sequence
66 Success for All Scope and Sequence
Level 1 Letter/Sounds
Intervention for Struggling Readers
Level 1 units introduce students to the use of core reading strategies and build vocabulary, fluency, and background knowledge; however, the primary focus of these units is phonics instruction. Middle school students reading at a first-grade reading level have not mastered all the word-recognition skills that they need to decode text and build meaning. The goal of these units is to give students the help they need to successfully decode unfamiliar words, use basic strategies, and achieve adequate fluency to move to the next level of instruction as quickly as possible.
Unit TitleOn the Road /g/ /s/ /t/ /l/ /n/ /b/ short /e/ /u/ /a/
Big Cats of Africa /c/ /r/ /m/ /h/ /w/ /d/ short /o/ /i/
A Trip to Mexico /p/ /k/ /ck/ /f/ /bl/ /pl/ /cl/ /fl/ /gl/ /nd/ /nk/ /nt/ /ng/
A Visit With Fish /ch/ /tch/ /sh/ /th/ /thr/ /a_e/ /i_e/ /o_e/ /u_e/
Kayaking to the Sea /ee/ /ea/ /ie/ -ing -s
In the Outback /ai/ /ay/ /oa/ /ow/ (show) -ed
Cycle Race in France soft /g/ soft /c/ /oi/ /oy/ all alk
Life on a Ranch /ou/ /ow/ (cow) /au/ /aw/
Auto Show in Japan /ew/ /ue/ old olt oll
Stuck in Goo /ui/ /oo/ (moon) ild ind
To the North Pole /ur/ /ir/ /er/ /ar/ /or/
Texas Balloon Race /igh/ /uy/ /y/ /oo/ (good)
Surfing in South Africa -ge -dge -nge /ph/ /wh/
Quiz Show in London /eigh/ /qu/ /wr/ /kn/
67Success for All Scope and Sequence
Writing Wings teaches third, fourth, and fifth graders to become successful, confident,
and expressive writers. Writing Wings offers solid instruction in both the writing
process and language mechanics paired with award-winning classroom media to
motivate students to develop and refine aspects of their writing, including ideas,
organization, and style, and to engage in writing for different purposes. This scope
and sequence follows the development of writing skills.
Writing WingsAn Upper Elementary Writing Program
68 Success for All Scope and Sequence
D = Direct Instruction and Modeling X = Review
Writing Wings Scope and Sequence
Grade 3Types of Writing Descriptive Informative Persuasive Narrative
Units 1 2 3 4 5 6 7 8 9 10 11 12
Writing ProjectD
escr
ibe
som
ethi
ng
abou
t yo
u th
at
othe
rs d
o no
t kn
ow.
Des
crib
e a
pers
on,
plac
e, o
r th
ing.
Des
crib
e st
eps
in
a pr
oces
s.
Des
crib
e a
sequ
ence
of
eve
nts.
Tell
the
fact
s ab
out
a re
al e
vent
.
Wri
te a
new
s st
ory.
Wri
te a
fac
tual
es
say
abou
t a
topi
c yo
u kn
ow.
Wri
te a
com
pare
‑an
d‑co
ntra
st e
ssay
.
Wri
te a
bus
ines
s le
tter
tha
t st
ates
a
purp
ose.
Wri
te a
n ad
vice
le
tter
to
a fic
tion
al
char
acte
r.
Wri
te a
sto
ry
abou
t a
pers
onal
ex
peri
ence
.W
rite
a s
tory
abo
ut
a ch
arac
ter
who
had
to
do
som
ethi
ng
that
was
har
d to
do.
Writing ProcessPlan D D D D
Des
crip
tive
Writi
ng C
halle
nge
D D D D
Info
rmat
ive
Writi
ng C
halle
nge
D D
Per
suas
ive
Writi
ng C
halle
nge
D D
Nar
rati
ve W
riti
ng C
halle
nge
Draft D D D D D D D D D D D DShare, Respond, Revise D D D D D D D D D D D DEdit D D D D D D D D D D DPublish D D DSkillsIdentify topic sentence/main idea D D D X X D X D X
Add supporting details D D D D D X X XSequence events D D X X XIdentify story elements D DUse descriptive language D D X D D X D X DIdentify similarities and differences D
Parts of a letter D XPersuasive techniques D DThe 5 Ws DLanguage MechanicsParts of speech D D D D D XAdjectives D X XComplete sentences D X X XCommas D X X DVivid verbs D X XAdverbs DEndings (nouns)Capitalization D X X X X XApostrophes D XVerb tenses D XIrregular verbs D X X X XRun-on sentences DConnecting ideas DSubject-verb agreement D X DExpanding sentences DPronouns D X D XCombining sentences D XVarying sentences DPossessives D DEndings (adjectives)Quotation marksGraphic OrganizerWeb D D X X D D X XSequence chain D XParagraph organizer D X5 Ws chart DVenn diagram DStory map D D
69Success for All Scope and Sequence
Writing Wings Scope and Sequence
D = Direct Instruction and Modeling X = Review
Grade 4Types of Writing Descriptive Informative Persuasive Narrative
Units 1 2 3 4 5 6 7 8 9 10 11 12 13
Writing ProjectD
escr
ibe
som
ethi
ng
abou
t yo
u th
at
othe
rs d
o no
t kn
ow.
Des
crib
e a
pers
on
you
know
wel
l.
Des
crib
e st
eps
in
a p
roce
ss.
Tell
the
fact
s ab
out
a re
al e
vent
.
Wri
te a
new
s st
ory.
Wri
te a
fac
tual
es
say
abou
t a
topi
c yo
u kn
ow.
Wri
te a
com
pare
‑an
d‑co
ntra
st e
ssay
.
Wri
te a
bus
ines
s le
tter
tha
t st
ates
a
purp
ose.
Wri
te a
n ad
vice
le
tter
to
pers
uade
.
Wri
te a
bus
ines
s le
tter
to
stat
e
a po
siti
on.
Wri
te a
sto
ry
abou
t a
pers
onal
ex
peri
ence
.
Wri
te a
tal
l tal
e.
Writ
e a
mys
tery
sto
ry.
Writing ProcessPlan D D D
Des
crip
tive
Writi
ng C
halle
nge
D D D D
Info
rmat
ive
Writi
ng C
halle
nge
D D D
Per
suas
ive
Writi
ng C
halle
nge
D D D
Nar
rati
ve W
riti
ng C
halle
nge
Draft D D D D D D D D D D D D DShare, Respond, Revise D D D D D D D D D D D D DEdit D D D D D D D D D D D DPublish D D D DSkillsIdentify topic sentence/main idea D D X X D X D X X
Add supporting details D D D D X X X XSequence events D X X X XIdentify story elements D D DUse descriptive language D D X D X D X D DIdentify similarities and differences D
Parts of a letter D X XPersuasive techniques D D DThe 5 Ws DLanguage MechanicsParts of speech D D D D XAdjectives D X XComplete sentences D X X XCommas D X XVivid verbs D X XAdverbs D XEndings (nouns) D X XCapitalizationApostrophes D X XVerb tenses D X XIrregular verbs D X X X X XRun-on sentences D XConnecting ideas DSubject-verb agreement D X DExpanding sentences DPronouns D X D XCombining sentences D XVarying sentences D DPossessives D D XEndings (adjectives) D XQuotation marks DGraphic OrganizerWeb D D X D D X D X XSequence chain D XParagraph organizer D X X5 Ws chart DVenn diagram DStory map D D D
D = Direct Instruction and Modeling
70 Success for All Scope and Sequence
D = Direct Instruction and Modeling X = Review
Writing Wings Scope and Sequence
Grade 5Types of Writing Descriptive Informative Persuasive Narrative
Units 1 2 3 4 5 6 7 8 9 10 11 12 13
Writing ProjectD
escr
ibe
som
ethi
ng
abou
t yo
u th
at
othe
rs d
o no
t kn
ow.
Des
crib
e a
scar
y ex
peri
ence
.
Des
crib
e st
eps
in
a p
roce
ss.
Tell
the
fact
s ab
out
a re
al e
vent
.
Wri
te a
new
s st
ory.
Wri
te a
fac
tual
es
say
abou
t a
topi
c yo
u kn
ow.
Wri
te a
com
pare
‑an
d‑co
ntra
st e
ssay
.
Wri
te a
bus
ines
s le
tter
tha
t st
ates
a
purp
ose.
Wri
te a
n ad
vice
le
tter
to
pers
uade
.
Wri
te a
per
suas
ive
spee
ch t
o st
ate
a
posi
tion
.
Wri
te a
sto
ry
abou
t a
pers
onal
ex
peri
ence
.W
rite
a fra
ctur
ed
fair
y ta
le.
Wri
te a
mys
tery
st
ory.
Writing ProcessPlan D D D
Des
crip
tive
Writi
ng C
halle
nge
D D D D
Info
rmat
ive
Writi
ng C
halle
nge
D D D
Per
suas
ive
Writi
ng C
halle
nge
D D D
Nar
rati
ve W
riti
ng C
halle
nge
Draft D D D D D D D D D D D D DShare, Respond, Revise D D D D D D D D D D D D DEdit D D D D D D D D D D D DPublish D D D DSkillsIdentify topic sentence/main idea D D X X D X D X X
Add supporting details D D D D X X X XSequence events D X X X XIdentify story elements D D DUse descriptive language D D X D X D X D DIdentify similarities and differences D
Parts of a letter D XPersuasive techniques D D DThe 5 Ws DLanguage MechanicsParts of speech D D D D XAdjectives D X XComplete sentences D X X XCommas D X XVivid verbs D X XAdverbs D XEndings (nouns) D X XCapitalizationApostrophes D X XVerb tenses D X XIrregular verbs D XRun-on sentences D X X X XConnecting ideas DSubject-verb agreement D X DExpanding sentences DPronouns D X D XCombining sentences D XVarying sentences D DPossessives D D XEndings (adjectives) D XQuotation marks DGraphic OrganizerWeb D D X D D X D X XSequence chain D XParagraph organizer D X X5 Ws chart DVenn diagram DStory map D D D
D = Direct Instruction and Modeling
410.141.000 SFAF0612
The mission of the Success for All Foundation
is to develop and disseminate research-proven
educational programs to ensure that all students,
from all backgrounds, achieve at the highest
academic levels.
These programs were originally developed at
Johns Hopkins University.